Measures to improve the quality of english speaking skill for 5th graders of thanh truc primary school

English in Primary is the beginning to build a knowledge base, contributing to the formation of basic communication skills for students: listening, speaking, reading and writing.. Among

THACH THANH DEPARTMENT OF EDUCATION AND TRAINING

THANH TRUC PRIMARY SCHOOL

INITIATIVE EXPERIENCE

MEASURES TO IMPROVE THE QUALITY OF ENGLISH

PRIMARY SCHOOL

Performed by: Do Thi Ha Job title: Teacher

Unit of work: Thanh Truc Primary School Initiatives in the field of (subject): English

TABLE OF CONTENT Numbe

r

6 2 The content of the experience initiative 3

7 2.1 Theoretical foundations of the experience

initiative

3

8 2.2 Current state of the problem before applying the

initiative

4

9 2.3 The solutions used to solve the problem 6

10 2.4 The effectiveness of experience initiatives 16

13 3.2 Recommendations, suggestions 18

1.1 Reasons for choosing topic.

Along with other subjects in Primary school, nowadays, English is a compulsory subject, considered as an important subject in Primary school and is very interested by school staff, students, and parents English in Primary is the beginning to build a knowledge base, contributing to the formation of basic communication skills for students: listening, speaking, reading and writing Helping them to have more knowledge to study at higher levels

Among the above skills, speaking is one of the important skills in learning English as well as any foreign language If learners are proficient in using this skill, it will make them very excited and confident in their immediate and future learning Help them overcome the barriers of psychological inhibition when communicating with friends, teachers, strangers or foreigners and, especially, be confident when speaking in public whether it is speaking a foreign language or a mother tongue to lay In addition, speaking skills also help students apply the knowledge they have learned about phonetics, vocabulary, grammar into communication reality

Thanh Truc Primary School is a school located in the mountainous

countryside, and the exchange learning conditions of students are still limited Students, after many years studying English at school, many of them cannot speak a few sentences in English, especially applying English in real life

communication They are afraid to speak English, or when they encounter

specific situations, they lack confidence and cannot communicate even though they still understand the lesson, understand the structure of the sentence, can read, write I directly taught English classes at Thanh Truc Primary School, through the fact that many years of teaching, I see students still weak in all four skills of listening, speaking, reading and writing Especially, their speaking skills are very limited, their pronunciation is not correct, they are shy, reserved, they are afraid that they laugh when they say it wrong Before that fact, I can not help wondering how to learn English well for students? How to practice English

thought, I have studied deeply "Measures to improve the quality of English

speaking skill for 5th graders of Thanh Truc Primary School"

1.2 Research purposes.

- For students: Creating opportunities and an English-speaking

environment for students through classes and English-speaking Club activities, removing the status of students learning English but cannot speak in English, helping students to apply English to communication in life

- For colleagues: I am writing this topic with the aim to exchange

experiences with colleagues on how to improve English speaking hours

effectively

1.3 Research subjects.

- Textbooks for grade 5 of the new program of the Ministry of Education and Training

- Students of grade 5 at Thanh Truc Primary School

1.4 Research Methods.

In this topic I have applied research methods:

a Theoretical research method.

- Analyze textbook content of knowledge part of each lesson

- Research references related to that knowledge

b Methods of actual investigation.

- Investigate the practice of speaking English in student's lessons

- Organize to collect teachers' opinions in professional groups and adjusts learning activities to put into practice teaching

c Statistical method, data processing.

- Statistics survey data for grade 5 students, Thanh Truc Primary School

2 CONTENT OF THE EXPERIENCE INITIATIVE.

2.1 Theoretical foundations of the experience initiative.

Among four skills: Listening, speaking, reading and writing, speaking is one of the extremely important skills in learning English, helping students apply the knowledge they have learned about phonetics, vocabulary, and grammar …

into real communication This skill training should be closely coordinated with other skills, carried out step by step, regularly so that students can apply it to specific communication situations In this way, the teacher plays a very

important role in guiding and organizing so that students have the opportunity to practice and practice speaking English with their teachers and friends in specific communication situations in a flexible, self-contained manner Believe and be effective Practice of speaking skills must be carried out regularly during

lessons, but the most focus is in the sections “look, listen and repeat, point and say, let’s talk “

2.2 Current state of the problem before applying the initiative.

a Advantages:

- New textbook program:

+ Built around topics that are close to, close to students' goals, needs, interests and lives

+ Language materials are introduced and practiced through lively

situations and exercises that promote students' activeness and creativity in

learning to help them develop their communication skills while grasping the system of grammatical structures, creating a premise for the development of language skills in the future

- Teachers: Actively self-study and self-foster to improve professional

qualifications Actively innovate teaching methods to improve the effectiveness

of teaching hours and promote students' activeness Strengthening the

organization for students to work in pairs with groups to train the team spirit and support each other in learning

- Students: Most of them are obedient and like to learn English.

b Disadvantages:

- Textbook program: Speak and Listen lessons are combined into one

period, so it takes time to practice speaking less

- Teachers:

+ The English language has not been used in a balanced and reasonable manner in teaching period, so it does not create the habit of listening, speaking and behaving in English for students

+ The instruction for students to use English in daily communication is limited

-Students:

+ The number of students in the class is large, so it is difficult to organize and control students to practice speaking

+ The English speaking skill is still limited, the more afraid they are when speaking English

+ In speaking lessons, students usually just stop at the level of saying one

a few sentences of dialogue according to the form that have not met the

requirements in the meaning of communication

+ Most of students in Thanh Truc's pronunciation is still heavy in the local language, so when reading English is not standard, they tend to pronounce English in Vietnameseized way

+ Students lack communication environment, teachers and students are all Vietnamese, do not have the opportunity to interact with foreigners, so they limit the development of students' ability to communicate in English

From the above situation, I have given the survey to grade 5 students on September 10th, 2019

The content of the survey is as follows:

Introduce yourself (answer the questions)

What’s your name?

How old are you?

What class are you in?

Where are you from?

What’s your hobby? (what do you like doing?)

Survey results are as follows:

Grade

Total number of students

From the above survey results, I see that the number of students who speak fluently and successfully complete the lesson accounts for a small number

of only 20 students, equivalent to 19.4%, most of them students with foreign language skills The number of students completing the lesson are those who have a good grasp of vocabulary knowledge and sentence patterns, but their ability to pronounce and speak English is not fast, accounting for 67.0% In particular, the number of students who have not finished their speech is

relatively high, 14 students, accounting for 13.6% In this group, they cannot do

it because they cannot remember words, sentence patterns, and pronunciation incorrectly, all are shy students afraid to communicate, in English

2.3 The solutions used to solve the problem.

As a longtime English teacher, I always define how I have to make

students develop positively, proactively and creatively to help them speak

English naturally From there, improve learning efficiency and develop better speaking skills I am always dedicated to exploring and creating in lessons but first of all, I have to understand the goals of each lesson Communicating

enough, yes, but I have always determined that the ultimate goal of teaching English is to help students communicate well With new methods learned, with

my own creativity, I have experimented to find ways to guide students to learn more effectively in speaking lessons, creating favorable opportunities for

students to learn Practice speaking English as much as possible

I determined that in order for them to communicate in English well and confidently speak English, first of all they must have vocabulary, master

sentence patterns, practice and practice speaking regularly between teachers and students , Students to teachers, students and students, gradually develop new

skills So the first thing I do is find ways to improve the quality of speaking practice Here is what I took

2.3.1 Create a communication environment in English for students.

- Practice quick reflexes in English for students

For the grade 5 students, although they already have a certain vocabulary, their ability to respond to English is still slow In teaching practice, most

students only read the contents of the science textbook first and forget later That

is why their English does not develop When saying a different content from the textbook, they are not confident enough, still afraid of the wrong Therefore, in teaching, it is necessary to give students a quick response by:

+ In class, teachers always use English commands in class: stand up, sit down, come here, open your book, close your book, …

+ After students have learned new sentence patterns, teachers should use them regularly in the classroom, creating conditions for good English reflexes

For example:How are you?

What’s the weather like today?

What day is it today?

What’s the matter with you?

+ Replace the unknown word with another known phrase, not afraid to be shy when saying the wrong words

For example: They can speak “There are four people in my family”

Instead of saying, “My family have four people”

.I go to school on foot every day -> I walk to school every day.

Regular use of English in class has created a positive effect at my school: when children meet teachers and friends, they often greet and chat with simple sentences in English

- Organize learning activities in pairs, groups.

There are many forms of learning organization, but group teaching creates conditions for children to exchange and learn from each other during practice, it

is an opportunity to share information and learn what they have not clearlymake

students remember quickly and pronounce correctly This is the most effective and ideal activity in speaking practice At the same time, this activity also helps the teacher easily control the students, listen and intervene when necessary Example: Unit 3: Where did you go on holiday?Students can practice in pairs

A: Where did you go on your summer holiday?

B: I went to Halong bay?

A: How did you get there?

B: I went there by coach

Unit 7: How do you learn English? Students can practice in groups of 4

A: How do you learn English?

B: I learn to speak English by talking with my foreign friends.

C: I usually practice listening by watching cartoons on TV.

D: I learn to write by writing emails to my friends.

* Note: The problem posed by teachers for groups must have similar content and knowledge

Some pictures of students' activities in pairs and groups of English

lessons.

- Organizing English club exchanges.

English club creates a lively, attractive playground for students to have many opportunities to exchange, learn, communicate, and show their foreign language skills From there, create motivation to arouse passion for children, promote confidence when communicating in English

Some pictures of activities to join the English club.

- Organized "English speaking couples"; "English speaking group".

In addition to their classroom work, they also need a lot of speaking practice at home Through studying the student's residential area, they live a lot closer to each other's home So I organized the "English speaking couple" for the children; "English speaking group" at home After each class in class, I assign specific homework to couples, groups of friends on topics or conversation

patterns Students go home to find ideas to talk to each other by themselves The purpose is to consolidate the learned vocabulary and sentence patterns, helping children to speak English in the direction of "natural English speaking"

After completing Unit 8: What are you reading?

I will assign couples and friends the task of telling about the story they are reading with the following suggested questions:

What are you reading now?

What is the book about?

Who is the main character?

What is he / she like?

- Before each lesson, the teacher will give you couples or groups of

friends to present to the class Teachers will have timely rewards to motivate them

Creating an English speaking environment inside and outside the school has helped my students to be more confident and more confident in

communicating in English, helping them to love the subject more and more

2.3.2 Practice pronunciation, stress, intonation, and expression skills when speaking to students.

a Pronunciation: is the basic and most important foundation when

practicing speaking English This is the golden stage of correcting your child's pronunciation errors So teachers have to practice for students to pronounce correctly, pronounce with the last sound, read joint… This will help children

avoid common pronunciation mistakes and correct pronunciation from an early age

- Practice the habit of reading matching:

For example:

Is it beautiful? ‿it beautiful?

What’s he like? ‿it beautiful?

There is a boy ‿it beautiful?

What was it like? ‿it beautiful?

I watch cartoons on TV ‿it beautiful?

- Pay attention to practice for the children to pronounce the final

consonants of each word:

For example:Road, Street, Think, Sport

These last sounds, when read out, will determine how the word is and what it means

For example:nice- nine- night

white- wine- wife

- Practice for students to pronounce "s, es"

+ Read as / s / when the word has an ending with unvoiced consonants such as: / p /, / k /, / t /, / f /, / θ /…: streets, peacocks, units…

+ Read as / iz / when word has an end of letters sh, ch, s, x, z, ce, ge… : classes, watches, boxes, races, nurses, changes…

+ Read as / z / when the word has the end of the vowel or the remaining consonant sound: pythons, things, tigers

- Also, some sounds are difficult to pronounce even for small native students

+ The / r / sound is difficult for students to notice that the teacher's lips come out and then open their mouth wide: r r r

+ Sound / th / shows them to put their tongue between their teeth Pay attention to lightly bite the tip of your tongue when you pronounce this

pronunciation