The methods encourage primary students to speak english in the classroom

We can say that one of the positive expressions, typicals of students in learning English is that students need to acquire knowledge and skills applied to communication, know how to work

CONTENT Pag

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INDEX

1.INTRODUCTION

1.1 The reason for choosing the topic

1.2 The purpose of research

1.3 The objects of research

1.4 The method of research

1.5 The new points of the experience idea……… ………

2 THE CONTENT OF THE EXPERIENCE IDEA …

2.1 The rationale of the experience idea ………

2.1.1.Characteristics of children………

2.1.2.“How to make students speak English in the classroom?”…

2.2 The current situation before applying the experience idea….… 2.2.1 School facilities………

2.2.2 Students and their parents………

2.2.3 Teachers………

2.3 The solutions of implementation………

2.3.1 Establish your 100% goal from Day 1….………

2.3.2 Write first, speak later…… ……….………

2.3.3 Mix it up……… ……… ………

2.3.4 Start (almost) every class with free conversation.………

2.3.5 Arrange the classroom so that students are sitting in rows

2.3.6 Do the "Speaking Marathon" at least twice ………

2.3.7 Turn regular activities into information-gaps………… ………

2.4 The effect of the experience idea ……….………

3 CONCLUSION AND SUGGESTION….………

………

3.1 Conclusion……….………

3.2 Suggestion……… ………

REFERENCE DOCUMENT………

1 1 2 2 3 3 5 5 5 5 6 6 6 6 8 8 9 10 11 12 12 13 14 16 16 16 19

1 INTRODUCTION

1.1 The reason for choosing the topic

Language is both a means of an expression and a means of keeping the cultural values of the nation that produces language Therefore, language courses are to equip students with new communication tools and through the use of communication tools, students acquire the cultural values of ethnic groups including knowledge of the country, people, customs, science and technology Today with the importance in the world in general and Vietnam in particular, English was chosen as required courses at schools, this is the advantage to promote the students to learn better

The goal of the English is to help students to form and develop the basic skills of English and intellectual qualities needed to further educate or enter working life We can say that one of the positive expressions, typicals of students

in learning English is that students need to acquire knowledge and skills applied to communication, know how to work in pairs, groups and cooperate with partners if necessary during practicing speaking and writing, know to initiatively present his

or her intention to communicate through speaking or writing

In today's modern world, learning spoken English has many advantages English is fast becoming the international language of many fields, including politics, business and education Not only is English used between native speakers and non-native speakers, but it is also used increasingly as a common language in interactions between non-native speakers When you are asked to make a lecture in English, you can put it to good use When you need to make a foreign friend, you just try a little in other ways except for English For example, traveling abroad to know more western customs and culture personally, making friends with foreigners because you can communicate freely with them in English, enjoying more classic western plays, films and literatures and so on Having a good grasp of spoken English helps you to improve your chances of employment Therefore, spoken English is an important and fundamental tool in today's global village

Working as a teacher of English in Yen Tho Primary School in Yen Dinh district, Thanh Hoa province makes me think about the topics “teaching English for children” and “student motivation” a bit deeper than I probably would When I first started to work with young learners, it raised questions in my mind For example:

“Whether children like to learn English or not?”, “How can I inspire them?” “What strategies should be used to fit children’s characteristics?”, “What should be done

to motivate young learners?” and the most important “How to encourage students speak English in the classroom?” Besides, many children living in the countryside generally, in my region particularly are often provided with limited facilities in learning a foreign language In other words, these young learners will have to deal with more obstacles in acquiring a foreign language rather than those living in a city The current context inspires me to study the issue of primary students’ motivation in English so that I could understand the motivation underlying my pupils’ learning process and I myself can find better teaching methods to help them have a foundation of English at their early stage of learning There are a lot of teaching methods which can be used to motivate students to speak English and

today I would like to show my experience idea about “The methods encourage primary school students to speak English in the classroom”.

1.2 The purpose of research

Teaching English, especially for children, should be enjoyable, interesting, repetitive, and understandable In doing so, there should be appropriate methods for students to speak English and my following idea is one of the most perfect methods which motivates students and help them to be more interested in learning English, develop their English skills and feel more confident and natural in speaking English I wish all of my students could catch the new language enthusiastically and be good at four skills, especially speaking skill, they could be able to communicate in English With my own experience in teaching English in the primary school, I have observed, studied and recognized that the teachers of

English should apply my methods “The methods encourage primary school students to speak English in the classroom” in their teaching I hope that other

teachers who encounter the similar teaching contexts may have some suggestions to improve their own situation

1.3 The objects of research

- The students in grade 5 of Yen Tho Primary School (they take part in English classes with the curriculum of 2 periods per week) Basing on the result of two surveys I made in second semester of school year 2019 - 2020 and the first semester of school year 2020 - 2021 for the students in grade 5, I analyze their improvement after they are taught to speak English with the method and find out the effectiveness of the method in teaching speaking English

- The vocabulary, model sentences and dialogues in the text book TiengAnh5

(Macmillan - The Ministry of Training and education publisher) are materials which support my research

1.4 The method of research

In the process of my study on this theme, I myself have used a combination of the following study methods:

1 Method of observation: the person, who implements the project, looks for new research, visit colleagues’classes

2 The method of exchange, discussion: after visiting the classes of colleagues, colleagues take an attendance at the lectures of the person that implements the project, colleagues and the person implements the project start to exchange and discuss to draw experiences from those lessons

3 Studying reasoning: firstly, I think of the topic which I am going to study In the other words, I brainstorm the research idea and clarify the theories about the problem by searching the information on the internet, reading reference books, newspaper, document, lesson plans…So that I can form theorical foundation for my own research After that, I identify the research questions

to find the solutions for them

4 Analyzing the real situation: Identifying the grade 5 students’ level in Yen Tho Primary School, the facility of the school, the attitude of students toward the subject,…

5 Experimenting the method: This is the main step which shows the effect of the research When applying the method, the teacher of English finds students more dynamic and they are keen on the funny actions used by their teacher, which help them memorize the target language and feel confident in English communication

6 Reporting the results and drawing the conclusion: This will be the suggestion for myself and other teachers of English to apply the method for their own teaching

1.5 The new points of the experience idea

- Interaction between the learner and users of the language

- Collaborative creation of meaning

- Creating meaningful and purposeful interaction through language.

- Negotiation of meaning as the learner and his or her interlocutor arrive at understanding

- Learning through attending to the feedback learners get when they use the language

- Paying attention to the language one hears (the input) and trying to incorporate new forms into one’s developing communicative competence

- Trying out and experimenting with different ways of saying things

2 THE CONTENT OF THE EXPERIENCE IDEA 2.1 The rationale of the experience idea

Your first reaction may be that this is an unrealistic goal, one that you may have presented to your students before, but a goal they have always failed to achieve You may be in a classroom situation where the students speak 10-20% Vietnamese Or your students may not speak much at all

The essence of new teaching reason is a positive and creative promotion of students, students-centered, studentsare the subject of the learningactivity, the teacher is the organizer who guides themto receive new knowledge, practices language through a variety of communicative activities

2.1.1 Characteristicofchildren

In learning language, children begin learning simple expressions Broadly speaking, children learn rules of language from which they listen, and even they also learn expressions that they have never heard before It is extremely important that teachers not only get children to learn language, but they also encourage them

to learn it positively Children aged 8-10 are mature enough; They have a particular point of view; They are able to describe the difference between facts and fictions; They are curious of asking questions; They believe in what is said and the real world to express and comprehend the meaning; They have distinct options about what they like and what they dislike; They open to what happens in the classroom and begin asking a teacher’s decision; and They can cooperate with each other and learn from others In addition, children are competent mother tongue users In the context of teaching, most people assume that children learn a foreign language in the same way that they learn their mother tongue Basically, children are potential

in acquiring and learning a foreign language, and even they learn it more quickly than those who are learning the foreign language after puberty On the contrary, children are less capable of absorbing or acquiring a foreign language optimally

2.1.2 “How to make primary students speak English in the classroom?”

At first you might get frustrated when students speak their own language in class Keep this checklist in mind and it may help

- Always present yourself as an English speaker, right from the start

- Don’t be tempted to lapse into the students’ language to explain, regain control or reply to a question Patiently reply in English

- Don’t be tempted to slow down

- You may feel put off when they call to each other in their mother tongue What’s she saying?” Use pictures, gesture, facial expression and rephrasing

to get your message across

- Lapsing into quick explanations in their language will undermine your role Tuning-in will take time! Keep at it!

2.2 The real situation before applying the experience idea

2.2.1.School’s facilities

Yen Tho Primary School is located in the north of Yen Dinh District Most

of the teachers here are helpful and kind hearted They are all well trained

In addition, the local government always concerns about Yen Tho school’s teaching and learning On the other hand, Yen Tho school has many difficulties: over-sized class with 25 to 31 students in a class English is a new subject which has been taught in primary schools in Yen Dinh district for about 13 years And the new English text book has been taught for 8 years So it’s also lack of English teaching materials:flash cards, reference books, VCD player, television,….The school has only one teacher of English, therefore, it is difficult to arrange the school timetable, especially, for the new curriculum of the text book, students learn 2 periods per week instead of 4 periods per week

2.2.2 Students and their parents

Because of living in the local area, all of the students’ parents are farmers and workers They spend all time on the fieldor companies to earn living, they pay little attention to their children’ studying Students are not willing to learn, to do homework Moreover, they have special voice: local voice, it makes them hard to pronounce exactly Living skills of the students are not as good as the town or city’students Most of them are shy, afraid of speaking (of course, not only speaking English) Most of the students at Yen Tho Primary School as at many other schools do not know how to learn English effectively They do not know how

to use English to communicate to each other They are shy, afraid of making mistakes In this area, students do not have chance to talk to the foreigners, do not have enough English materials to study….Moreover, English is not easy subject with much more words, sentence parterns, proverb… And their parents cannot help the children with the homework or practice of speaking

2.2.3 Teachers

Being a teacher of English in a primary school for over ten years, I find it necessary to study more about teaching approaches to help my students to be better

at English, not only in grammar but also in developing four skills, especiallystudents can use the English they learn to communicate

In fact that, as one of young teachers of English, I have a lot of difficulties in teaching because of the class size, the students’ characteristic and the yearly changing of the text book I often receive similar questions from many students: “I can understand the use of sentences and do the exercises easily but I feel embarrassed to talk in English because the lack of vocabulary and how I can catch the new language in class” or “ what I should do to remember the new words quickly and use them in suitable situations” or “I am afraid of making mistake”

In my reality of teaching, there are many students who are afraid of speaking and expressingthemselves to the teachers On the other hand, I often hear a lot of complains from the colleagues: “students seem so quiet and lazy, they are not interested in learning English during English lessons It is difficult for young learners to take part in English class activities”

In order to solve this problem, in final-semester of school year 2019 - 2020, I had a small survey with the students of grade 4 (now they are in grade 5) with a spoken test within 1 period:

Result:

The result shows that students have some difficulties in speaking English They understand the new knowledge in English class but they can’t practice speaking out I think that I should find out the effective method which helps students to memorize the new language easily and confidentlycommunicatein English And my idea is the best way which I should apply However, to be apply it perfectively, we should use this method as a small technique in each lesson, because this requires students’ movement and if it lasts long time, it will make our students get tired of it

2.3 The solutions of implementation

What follows are some techniques that I have found to be successful in getting my students to speak mostly in English

2.3.1 Establish your 100% goal from Day 1

On the first day of class make your expectations clear to your students I usually have my students make a pact with both me and themselves The students read the promises (see below) and I elaborate on each a bit Next, the students sign their names in agreement

My Promises

I promise to try to speak as much as possible

I promise not to be afraid of making mistakes

I promise not to speak any Vietnamese

I promise to use English to communicate

I promise to ask questions when I do not understand

I promise to try to have fun!

You can go back to these promises from time to time throughout the process

of searching method as necessary

Moreover, inform your students with the main goal of speaking and the importance of developing speaking skills Model speaking with one of your best students so everyone can see what to say Students also need to know how to say something Without understanding why,what, and how, many students think it is not important to do anything

Speaking English activities in grade 5

When it comes to motivation, the best kind comes from within Ultimately, students will speak when it’s important to them Have students decide what they want to get out of the class and why they want to speak English At the beginning

of the school year, you can have students write down some specific skills they hope

to gain from the class and why those are important to them

For example, if they want to talk with a foreign friend, they will need to speak English fluently When students are self-motivated by a personal goal, this will serve as encouragement to participate in the activities that will help them to reach their goal No arm-twisting required

2.3.2 Write first, speak later

For students who struggle to speak English, it can be very helpful to write out a script first and then practice speaking it Writing gives students the time to think through what they will say, check their grammar and look up any words or phrases they don’t know This is especially helpful for beginners who simply haven’t learned enough English to carry on a conversation off the top of their head

You can give them scripted speaking activities by having them write out a conversation with a partner based on a specific conversational topic , such as what

they would say if they ran into a friend on the street, how they would interact with

a waiter in a restaurant or how they would ask a stranger for directions This will help with their confidence when they find themselves in these scenarios in a real English-speaking setting

Example: Grade 5 – Book 2: Unit 15: What would you like to be in the future? Lesson 1 (page 30):

First, motivating students to write down all words about jobs they knew or learnt

Second, students practice in pairs model sentences they learnt when they were in grade 4:

Student A: What does your father do?

Student B: He’s a doctor What about your father?

Student A: He’s an engineer