skkn cấp tỉnh some englísh speaking skill development solutions in each lesson for students in grade 6

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<b><small>I. INTRODUCTION</small>I.1. Reasons for choosing the study</b>

To any language learners, speaking is one of the most important skills to bedeveloped and enhanced as means of effective communication. For Englishteaching, the question of how to increase communicative competence was andtends to be the most crucial one.

It is common to see in Vietnam that there has been a general situation that manystudents mastering the fine points of English grammar but find themselves at losswhen it comes to actually having a conversation with native speakers. In otherword, like many other Vietnam students, my students don’t have a head forspeaking English.

Having worked as a teacher for over 20 years, I have been trying hard to findout as many teaching methods as possible to improve my student’s Englishspeaking competence. In reality, the only way to develop fluency in speaking isby a huge amount of listening and then practising. Our students need more oralpractice so that they can be more confident to speak. Therefore, it is necessarythat oral tasks be carefully prepared.

The key to encourage speaking skill in the classroom is creating the properenvironment. Children should feel relaxed, and social interaction with peersshould be encouraged. I completely agree that developing speaking skill forstudents can be done not only in speaking lesson but also in reading, listening,writing or even in language lessons. In my experience, In each lesson is theposition where we can innovate useful activities for summarising the whole topicand developing speaking skill as well.

With a view to increasing students’ talk time and enhancing their speakingcompetence fluently, naturally and accurately, I have studied for years to find outthe most suitable teaching methods. Especially, designing the post - stages in thelessons plays an integral role in the success of the whole lesson. Therefore, I haveapplied a variety of encouraging activities to my lectures such as: role play,interview, dialogues

NONG CONG EDUCATION &TRANNING DEPARTMENT

<b>TRAN PHU SECONDARY SCHOOL </b>

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Having applied for years successfully, I decided to choose the topic:

<b>"Some English speaking skill development solutions in each lessson forstudents in grade 6". </b>

From the study, I show some exciting and useful activities of teachingspeaking skill in each lesson from unit 1 to unit 12 of grade 6. Of course, thisstudy can’t be perfect in limited time. Therefore, I hope that the colleagues’contribution will make it more perfectly.

<b>I. 2. Purposes of the study </b>

The study is aimed to serve some main objectives as followinglists:

- To give out a brief overview created by designing encouraging activities toimprove oral practice effectively.

- To discuss the best way to teach speaking skill

- To enhance students’ speaking competence fluently, naturally and accurately.- To give some lecture samples to teach speaking skill

<b>I. 3. Scope of the study</b>

- Students in class 6A of Tran phu secondary school, Nong Congdistrict, Thanh Hoa province .

- Some English speaking skill development solutions for studentsin class 6A.

<b>I. 4. Method of the study</b>

- Methods of survey and experiment- Methods of investigation

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<b>II. CONTENTII.1. Theoretical background </b>

<b>1.Definition of speaking</b>

Language is a tool for communication. We communicate with others, toexpress our ideas, and to know others’ ideas as well. Communication takes place,where there is speech. Without speech we cannot communicate with one another.The importance of speaking skills, hence is enormous for the learners of anylanguage. Without speech, a language is reduced to a mere script. The use oflanguage is an activity which takes place within the confines of our community.We use language in a variety of situations.

<b>2. Difficulties in teaching speaking skill </b>

Personally, I was assigned to teach subjects in English 6, I have encounteredmany difficulties during 4- skills- teaching students, particularly, in the teachingspeaking skill for pupils, Most of Students at Tran Phu Secondary School where Idirectly teach are studious and obedient. Most of them are aware of theimportance of learning English.

The media help them learn and practice English. They canattend a lot of extra English classes, clubs, using tape and discs,newspapers, magazines, etc… to study English as an importantsubject at school. In addition, language groups we support theinterest of the Department of education and training as well asschool administrators. But besides these advantages, I and mycolleagues also encountered difficulties in speaking lesson forthem as follows: Not only the students but also the teacherscope with numerous problems when teaching speaking.

The first difficulty I and my colleages are coping with thelow English level of the students. Our students often lackvocabulary and word choice. The students’ low motivation and

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low background knowledge are also other problems encounteredby the teachers.

The second difficulty is the problem of large and multilevel classes. Inmultilevel classes, we face difficulties in shortening a big gap between ourstudents. In the same class, some students who are good at English are activewhile many students are de-motivated.Hence, it is a difficult for the teachers togive each of the students individual attention and make sure who is on task andwho is off task. Besides, students are afraid to speak English in school for manyreasons such as: shy psychology , hesitant, afraid to laugh when they themselvestell something wrong or crowded classrooms, teachers have less time to trainspeaking skill for each student

To overcome these difficulties during the past year, I myself have beenconstantly researching, regular professional exchanges with colleagues to unifythe redesigned the speaking lesson accordingly with the level of 6th gradestudents. Because of this reason, I write this study to share my experience tocontribute small raise teaching quality of English 6.

<b>II.2.Situation of the problem before applying the study</b>

<b>II.2.1.The states of teaching and studying English at Secondary School.</b>

Currently, teaching and learning foreign language has many innovations,however, It hasn't satisfied the innovative requirements which are proposed. Itleads to low effect and quality. The vast majority of teachers still use traditionalmethods to interpret the theory. In the process of teaching teachers useVietnamese language, they haven't mastered how (technical) process of teachinglanguage in view of communication. They don't know how to design necessarywork to encourage and stimulate the initiative of the students involved in solvingtasks and exercise skills in listening, speaking, reading and writing. So learningatmosphere in class is lifeless and sad. It makes students afraid to learn andexchange ...

Teaching has not shown teachers'role in organizing the guidance and active roleof student in activities . In the process of teaching the teachers mainly speak and

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write in Vietnamese so the students limit thinking abilities and creative thinking .No help students "communication" . Operates mainly in the classroom is theteacher; meaning is that the teachers explain and talk too much , students sitpassively to listen and take notes, no feedback or no participation ofcommunication (talking) with teachers and friends. Teaching activities take placeone only way - completely passive students, do not have the opportunity topractice communication in the classroom; creative ability and specially speakingskill of the students are more limited.

Students apply what they have learned inside the classroom to practicallanguage communication is difficult. They can not manipulate the form oflanguage (speech samples) are practiced in class in a natural way althoughstudents have ability to understand, remember and imitate (speaking) on the spotin the classroom but they are also very quick to forget and feel is "off" whenexperiencing similar situations in real communication; They do not express whatto say after a long period of study.

<b> II.2.2. Result and effect of state.</b>

<b> By examining the quality of the academic year 2022 - 2023 in grade 6 with</b>

learning result as follow.

<i><b>Number ofthestude</b></i>

<i><b>%</b></i> <b>Good</b>

<b>Bad</b>

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create communicate situations in English based on lesson content they canpractice to develop their language skills. I have applied the following solutions.

<b>II.3. Solutions are used to solve the problem II.3.1. Generate interest in learning for students</b>

<b>II.3.1.1. Make students like subject</b>

Since the students have access to subject, teachers should help studentsidentify the aim of learning language , the main aim is to help student to havemotivation about subjects right from the start of school.

Example:

First, When the teachers come into the classrom, They can ask studentsquestions like: "Do you want to travel around the world?", "Do you want to workin a developing country ? "...

Next, the teachers can explain: In order to have that opportunity they havegood foreign language, this will help them confidently in front of friends aroundthe world, they can absorb the latest scientific achievements, they have the chanceto know more about the countries and people in many countries around theworld ...

This will help students see the benefits and necessity of learning language. That is the motivation for the students to hold their subject spellbound whenthey have interest in subject and they will learn more positively.

<b>II.3.1.2. Inspire in each leson </b>

In order to get a successful teaching lesson , even in the first step of eachlesson is " warm up ", teachers need to create a favorable learning atmosphereabout both the psychology and the content for next teaching activities.

These activities spend short time ( 5 - 7 minutes ) but they are extremelyimportant. So " warm up " should do what and how to be able to fulfill thepurpose.

<b> Suggestions of preparation before entering new lesson</b>

- Stabilizing classes, allowing students time to adjust to new lesson- Creating a favorable environment for new lesson

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- Creating excitement for a new lesson

- Helping students contact the leanred knowlegde with new lesson- Preparing the knowledge required for new lessons

- Creating situations, the context for the introduction part.

- Creating communicative needs, or creating a purpose for the nextcommunicative activities.

- Depending on the purpose and characteristics of each lesson and the students,teachers can choose the activities or techniques of warm up to appropriate.

Teachers can learn from experience and change the activities or techniques ofwarm up after teaching a class to be positive for higher performance.

<b>Some suggestions before entering the new lessonSuggeston 1: GUESSING TOPIC</b>

This is form of work to figure out the topic, the teachers can use many differenttechniques to help students correctly guessed the theme of the lesson:

<b>*Hangman: </b>

Teachers underline white lines on the board, each underline is equivalent toeach letter in the word. The teachers give hints for students to focus on the neededcontent.

<b>*Guessing picture: </b>

Teachers choose a painting with lesson content is relatively clear and suggeststudents painting what talk about . From painting teachers lead the students inlessons.

<b>*Guessing words: </b>

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Teachers divide students into small group and then give each group a piece ofpaper which write suspended sentences and questions... Teachers ask students tocomplete them in a word and then guess the key word is derived from the firstletters of guessed word. Groups predict and correct, they will be winners

<b>Suggestion 2: FINDING INFORMATION</b>

The form of this activity in order to stabilize students, focus attention andinspire for learning a new lesson.

<b>*Brainstorm: </b>

<b> This activity uses students to make center. Teachers can use this technique to</b>

introduce situations and establish lesson topic.

Example: The content of lesson has topic about school. Teachers can dividestudents into groups who list the words related to the school. After a specifiedtime, If groups find many words , They will win .

<b>*Lucky number: </b>

Teachers write the numbers on the board, each number corresponds to a questionwhich has two or three lucky numbers. If The students choose lucky number,They will have point.They don't do their task. The rest of each numbercorresponds to a question. If they answered questions correctly. they will getpoints. If the answer is wrong . the other groups will have the right to continueanswering questions. All the points are added and groups have many points. Theyare the winners.

<b>*Chatting: </b>

<b> Teachers ask students some questions related to the lesson and the students</b>

themselves are active to answer them and give their opinion which teachers getinformation from students and guide them into the lesson.

This activity provides an opportunity for students to be introduced, talk aboutthemselves, exchange ideas and talk with their teachers.

<b>Sugesstion 3 : REMIND KNOWLEDGE</b>

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<b> The activities in this section are to create a favorable environment for the</b>

students. It not only helps student remember old knowledge but also getpsychological comfort to new lessons.

<b>*Bingo: </b>

Students have to remind from 10 to 15 words which they have learned and arerelated to new lessons. Depending on the number of words related to the lessontopic , the teachers have the students choose a number of suitable words in a tablewith the corresponding number of cells. Teachers read the words but not readthem in turn. Students mark the words in their table while listening to the teacherswho read those words. Students who have the continuity of horizontal, vertical ordiagonal words.They will shout BINGO and win the game.

<b> II.3.1.3 .Create comfortable psychology for students.</b>

- Creating comfortable psychology for students to develop English speakingskills bring certain effect. Therefore teachers need to avoid blame and fix errorswhile students are saying, stop the tease of their classmates when students saywrong. The teachers always gives the students confidence and boldness to speakbetter and make the learning atmosphere become exciting. The pupils start newlesson in an inspired way and create excitement for the children to help thememulate each other in studying and competition between individuals and groups,helps them concentrate on their work. Intelligence of teachers in organization willhelp students boldly present their understandings or practicing the languagecontent in an active way, they will feel boldly and confident in not only learningenvironment but also funny play

<b>II.3.2. Create teaching and learning environments.II.3.2.1 .Create favorable environment for lesson . </b>

- Teaching foreign Language is to practice communicative competence in theforms of listening, speaking, reading and writing, Therefore , teachers need to have environment with diverse situations of life. Teachers createcommunicative situations. student must behave in foreign languages to suiteach specific communication situations.

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- Learning language, students also have access to many countries and diffrentcultures. The level of access to higher information is very good for teaching . sothis requires a lot of teaching equipments and more flexible forms of teaching.

<b>II.3.2.2 Prepare psychology and knowlegde for new lesson </b>

a. Developing learned knowledge of students by eliciting or brainstorming.b. Combining known knowledge with new lesson .

c.Creating contexts, situations or communicative needs for the next activities oflesson.

<b>II.3.2.3. Practise speaking skill in each lesson </b>

As you know that, making students speak more English in the classroom isnot only a matter of "forcing" them to speak. This demands good preparation ofproper material and implementation must be progressive and systematic whichdemands more teacher's workload.

Many people argue that practise speaking is not so necessary as other parts.However, from my point of view, it is an essential stage to design variousactivities for students to develop their speaking skill because after gettinginformation, students find it easy to produce their language. And it is importantthat teacher create the best environment and chance for students to practisespeaking English naturally and effectively.

Below are some of my effective activities to give students opportunities toimprove their speaking skill:

<b>1. Roleplay</b>

Students dramatise the content of text, taking the roles of the characters in thestore they have just studied. The teacher organises the role - play by putting allthe same roles together, eliciting and then letting them practise what they willsay, then cross-grouping so that each new group has one of each of differentcharacters.

<b>2. Recall the story</b>

Students re-tell the story in the content of the text in their own words. Theteacher can help them by doing a mini drill first, usually using the same pictures

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