Some methods help students in grade 5 develop their speaking skill the most productively

1. INTRODUCTION
1.1. Selected topics reasons
English is considered to be an international language. Many countries in
the world consider English as the second language in their countries,
therefore English plays an important part in communicating in many fields such
as: culture, politics, education, tourism, trade, and diplomacy, the integration
with the international community and the region, access to information sciences,
engineering, social and cultural as well as political events worldwide. Our
country is on the path of innovation, expanding relationships with many
countries around the world. Especially after Vietnam joined the WTO, English is
used more and more widely. Thus the teaching and learning of foreign languages
in general and English in particularly was taught earnestly in schools from
primary level which is implementing the education goals that help develop
personality to meet the demands of age. Together with other subjects at primary
school, English plays an important part in developing students’ understanding,
thought and knowledge. Because of the above reason, English has been taught in
a primary school for a long time in order to create good conditions for student to
catch up with the tend of times and teaching language is the same as the other
subjects which gives students the communication skills, application skills,
creative skills..... But the difficulty of learning a foreign language is to learn a
new culture, a new customs. In order to promote the students to learn four skills
effectively, specially speaking skill requires all teachers have to find out the
suitable skills, the appropriate methods for each situation in communicating
process.
Recognizing the importance that, teachers themselves are taught English
at the elementary level are responsible for equipping students with basic
knowledge capital, stable so they can learn English well from primary school,
which helps them with basic knowledge to communicate the simple situation
with the foreigners. I myself always try to raise up the profession, which I learn
from the experiences of teachers, colleagues, as well as explore innovative
teaching methods are effective, attractive students, constantly improving quality

of teaching hours. In the framework of this article I would like to mention the
problem “Some methods help students in grade 5 develop their speaking skill
the most productively”
1.2. Research objectives:
I chose this topic for the purpose to help students develop their speaking
skill in communication and help them feel more confident in communicating;
they can use the language more flexibly and productively.
I given some appropriate methods and tips when teaching speaking skill
to elementary students at school
1.3. Subjects and Methods:
Students in grade 5 at DanLuc Primary School
Apply appropriate methods when teaching speaking skills to elementary
students.
1


1.4. Forms of research:
- Interview
- Answer
- Conversation template
- Presentation
- Through the game.
2. CONTENTS
2.1. Rationale
“Speaking skill" is one of four key skills in teaching English to students
with the ability to communicate quickly and practice to achieve the highest
efficiency.
Elementary students, who have just entered the first grade, find it very
difficult for them to learn how to speak and write Vietnamese well. They face
many difficulties at school and most of them are weak all four skills listening,

speaking, reading and writing. Especially they are afraid of speaking English at
school due to many different causes such as psychological shy, cautious, afraid
of being laughed at when they are wrong ; There are too many students in the
class, teachers do not have enough time to help students develop their speaking
skills for each student. Organization says good training will help to overcome
the limitations on less.
Developing speaking skill helps students more practice conditions in the
class, a foreign language class. It is necessary to review old and then introduce
new lesson. All new knowledge is suggested gradually from the basic
knowledge they have learned in the previous lessons. Therefore, students are not
afraid of making new posts.
Through practice speaking help students acquire knowledge in an active
way, overcoming the inhibition of only certain classes of gifted students
participate in speech, so it will attract all students in participating classes’
activities including moderate or weak children.
Enhancing the ability of students to behave in different situations, so
interesting and boldly confident when students practice communicating in
English. School will become fun, funky and high efficiency.
2.2. Situations
At school, students have many different subjects, so they spend a little
time learning English.
Some students live far from their parents because of their poor condition,
so they are lack of their parents’ interest.
Practice speaking is usually done in pairs, in groups so students often
make noise in the class. Teachers do not have enough time to check students’
mistake and some students will do the private work.
There is not well equipment enough to practice.
Therefore, it is necessary for teachers to have good pedagogy, creative
initiative, improved methods are practiced in many different forms, many
different types of exercises appropriate for content of each lesson to inspire

interesting and motivating all students enthusiastically practiced.
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Teachers often have the most attractive methods as well as good
innovation in order to promote students to learn how to speak English well and
fluently. Teachers often give more games or suitable methods during speaking
English lesson so as to encourage students speak English whenever they want.
Because of the actual situation, the survey result of students in September
is shown as following:
Grade 5
Total of students
Complete
Incomplete
SL
First year

88

63

%
71.6

SL
25

%
28.4

2.3. Implementing solutions
Introduce the purpose of practice speaking English skill. There are many
strict to practice speaking English such as: Speaking in individually, in pairs or
in groups, if students practice in pairs or in groups. Teachers have to divide the
couple, speaking in group prior to his students to practice with each other.
Teachers also have the discipline required to practice.
Practice speaking has to be systematic, ongoing, follow the guideline
from easy to difficult.
Depending on the situations teachers should prepare the appropriate
form of exercise for many pupils to practice speaking in each part of the lessons
such as.
Speaking of freedom (Production):Teachers create contexts, themes for
students to practice speaking in pairs or groups. In this section teachers can use
pictures, photos in and out of textbook or close topics to them and teachers
should ask students to speak real situations
Speaking is creating opportunities for students to communicate closely
resembles real life. Teachers should encourage students to follow the guideline
test, accept mistakes. They should not make pressure; they will bring severe fear
of making mistakes..
Teachers should make maximum use of classroom time, creating
opportunities for students to be able to use the learned corpus means and
efficiently.
Select a theme to develop, consistent with psychological, age and nature of
such period of daily living, or the movie being watched people on television, on
the favorite sport or someone they really, really work.
Teachers can question the nature of evil to students argue for exciting part.
* Some types of exercises used for developing speaking skill
Unit 2: I always get up early. How about you?
Lesson 2. Part 3. Let’s talk.
After practicing speaking in lessons 1 and 2, the teacher gives a summary

sheet [ 2] to help them interview their partners about daily routine and how often
they do those activities. Encourage them to talk about their day. And then have
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students to report the information they’ve got from their partner in front of the
class.
Activities
Mon. Tues. Wed. Thurs. Fri. Sat. Sun Frequency
surf the
twice a
internet for
week
√
√
project.
ride your bike
five times
to school.
√
√
√
√
√
a week
have English
four times
lessons.
√
√

√
√
a week
do morning
six times a
exercise.
√
√
√
√
√
√
week
once a
go fishing.
√ week
Example.
A: What do you do in the morning?
B: I do morning exercise.
A: How often do you do morning exercise.
B: Six times a week.
A: How often do you surf the internet for project?
B: I do it twice a week.
Unit 4: Did you go to the party?
Lesson 2 part 3. Let’s talk
The teacher introduces the situation yesterday was Mai's birthday and
asked students who was invited to the party answer the questions from his or her
classmates about the things related to the party ( Give pictures [3] and ask
students give some information before practice speaking )

Give model dialogue:
Student 1: Did you go to Mai’s birthday party yesterday?
You
: Yes, I did
Student 2: What presents did you give to her?
You
: A pink clock
Student 3: What did you do there?
You
: I sang and ate cakes.
Student 4: What was the party like?
You
: It was interesting
4


Student 5: Did you enjoy the party?
You:
Yes, I did
Unit 5: Where will you be this weekend?
Lesson 2 part 3. Let’s talk
Give some pictures of activities [ 1] then ask students to talk about where
they will go and what they will do this weekend. Then ask students to retell their
partners’ trip.

EX:
A: Where will you be this weekend?”
B: I think I will visit Halong Bay.
A: How will you get there?
B: I will get there by coach.

A: Who will you go with?”
B: I will go with my family.
A: what will you do?
B: I don’t know. I may explore the caves, play football and build sand castles
A: Did you eat sea food?
B: Yes, I did.
A: Did you buy souvenir for your friends?
B: Yes, I did.
A: What did you buy?
B: Postcards
(This weekend A will visit HalongBay. He /She will go with his family.
They will get there by coach. They may explore the caves play football and
build sand castles. They will eat sea food and buy some postcards for their
friend)
Unit 6: How many lessons do you have today?
Lesson 2 part 3. Let’s talk
Teacher gives a timetable in English. Then ask students to answer some
questions about their subjects at school.
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Monday

Tuesday

Timetable
Wednesday

Thursday

Friday

Maths
Vietnamese
Maths
Geography
Vietnamese
Vietnamese Maths
English
Maths
English
English
Science
PE
Vietnamese
Vietnamese
Music
Art
History
Art
Maths
Example:
1. What lessons do you have today?
2. How many lessons do you have today?
3. How many lessons do you have on Monday/ Tuesday/…?
4. When do you have English?
5. How often do you have English?
6. What is your favorite subject?
Unit 9: What did you see at the zoo?
Lesson 2 part 3. Let’s talk

After finishing part 1 and 2, teacher asks students to answer the questions
about the zoo.[ 3]

Example:
1. Where did you go last weekend?
2. Who did you go with?
3. How did you go there?
4. What did you see at the zoo?
5. What animal do you like? Why?
Unit 10: When will sports Day be?
Lesson 2 part 3. Let’s talk
Teacher asks students to talk about the Teacher’s Day [ 3] by answering
the following questions.

6


1.
2.
3.
4.
5.

When will Teacher’s Day be?
Will your school celebrate the festival?
Where will it be taken place?
Are you going to play foot ball on that day?
What are you going to do on the Teacher’s Day?
Unit 11: What is the matter with you?
Lesson 2: Part 3. Let’s talk.

This is a closed and educational topic for students to learn because it helps
them know how to take care of their family members and their friends when
they have health problems. [1]

Give model dialogues:
A: What’s the matter with you?
B: I have a toothache.
A: You shouldn’t eat too much candy.
B: OK. I won’t, thanks
A: What’s the matter with you?
B: I have a fever.
A: You should take a rest
B: Yes. I will, thanks
Unit 12. Don’t ride too fast. Lesson 1: Part 3. Let’s talk.
Give some pictures [ 1] then ask students to give the warning.

Example:
A: Don’t play with the knife because you may cut yourself.
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B: OK, I won’t.
Unit 13: What do you do in your free time?
Lesson 2 Part 3. Let’s talk.
Have students interview their partner about what his or her family members
do in their free time [ 3]. Then retell the information in front of the class.

Example:
A: What do you do in your free time?
B: I go swimming.

A: What does your mother in her free time?
B: She plays badminton.
A: How often does she play badmintons
B: Twice a week
A: What does your father do in his free time?
B: He plays volley ball.
A: How often does he play volleyball?
B: Three times a week.
( Retell: His/ her mother plays badminton twice a week in his free time and
his/her father plays badminton three times a week.)
Unit 15: What would you like to be in the future?
Lesson 2. Part 3. Let’s talk
Give picture of jobs then ask students to talk about their future jobs [ 3]
and the reason why they choose those jobs?

8


Teachers ask students to look at the picture and give a list of career words
and discuss their future careers and give reasons for their future career
Nurse
Docto
r

Farmer

Jobs

Teacher

Artist
Pilot

Teacher ask students to take a survey of the favorite job by asking the
following questions (Work in group six)
Example:
Nam: What would you like to be in the future?
Hoa: I would like to be a nurse
Nam: Why would you like to be a nurse?
Hoa: Because I would like to take care of sick people.
Jobs
nurse
doctor
teacher
pilot
artist
farmer
singer
police

Name

Position

Hoa

Unit 17: What would you like to eat?
Lesson 2 Part 3: Let’s talk.
Teacher give pictures [ 3] the ask students to answer the questions about
their favorite food and drink. And then give make a good menu for their family.

9


Example:
A: What food do you like?
B: I like fish.
A: How much fish do you eat every week?
B: 500 grams.
A: What drink do you like?
B: I like milk
A: How much milk do you drink every day?
B: Two cartons
Unit 18: What will the weather be like tomorrow?
Lesson 2 Part 3: Let’s talk.
This is also a topic that foreigners are very interested in communicating in
English so teachers should provide more words just for weather phenomena of
the regions and provide weather icons [ 3] for students to observe. Teacher asks
students to ask and answer about the weather in different areas as well as the
seasons.

Model dialogue:
A: Where do you live?
B: I live in Thanh Hoa
A: How many seasons are there?
B: There are four.
A: What are they?
B: They are summer, spring, autumn and winter
A: What’s your favorite season?
10

B: It’s spring.
A: What’s spring like?
B: It is often warm and there are lots of flowers.
A: What do you do in spring?
B: I often go camping
A: What will the weather be like tomorrow?
B: It will be hot and cloudy.
2.4. The results
I have applied this for a school year 2016-2017, thank to the interest of
the principal and students’ parents, the endeavor of the students and especially
my dedication to creatively explore every period teacher training which the hope
that I will bring students more interest in learning English. They feel more
confident to learn how to speak English than they used to. They found it more
interesting to learn English. They often speak English in the class more fluently
than before., I am pleased with the development of speaking skill in each lesson.
The result which I have got from the teaching process was shown:
Grade 5
Total of
Good
Completion Incompletio
students completion
n
SL
%
SL
%
SL
%

First year
88
63
71.4
25
28.4
The first term
88
25
28.4
50
56.8
13
14.8
The mid second term
88
30
34.1
52
59.1
6
6.8
3. CONCLUSION AND RECOMMENDATIONS
3.1. Conclusion
Personally, it is not difficult to speak English well, but the difficulty of
teaching and learning is to find a suitable ways, the teacher must know how to
encourage students when they’re right, and when they are wrong Teacher knows
how to make them be self-confident, and guide them to communicate in English
in class, teachers should ask good students to help weak students. Teachers have
to constantly search for creativity to each lecture effectively.

Above are a few of the experiences themselves pulled out through the
teaching process, is limited. I hope the sincere comments of friends and
colleagues to light my innovation more completely.
3.2. Recommendations and suggestions.
- In order to help students develop their speaking skill as well as apply my
Initiative productively, I hope that there will be more English speaking contests
at school and English speaking club for students to show their ability
- Organize the English-speaking clubs in each class.
- Organize the English speaking contest on the occasion of Teachers' Day.
The headmaster’s remark

Thanh Hoa, April 15th, 2017
Commitment
I am sure my experience initiative is mine
I do not copy.
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Writer
Nguyen Thi Uyen

References
- [ 1]: On the “Student Book 5of Educational Publisher”.
- [ 2]: On the “Teacher's Book 5 of Educational Publisher”.
- [ 3]: Some pictures from the “ Soft books” on the internet.

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Content Text:

1. INTRODUCTION

Page
1

1.1. Selected topics reasons

1

1.2. Research purposes

1

1.3. Subjects research

1

1.4. Research method

2
2. CONTENTS

2.1. Rationale

2
2

2.2. Current situation

2-3

2.3. Research Methods

3-10

2.4. The effectiveness of the initiative
3. CONCLUSION AND RECOMMENDATIONS

11
11

3.1. Conclusions

11

3.2. Recommendations

11

13


THANH HOA EDUCATION AND TRAINING DEPARTMENT

TRIEU SON DEVISION OF EDUCATION AND TRAINING

EXPERIENCE INITIATIVE

SOME METHODS HELP STUDENTS IN GRADE 5 DEVELOP
THEIR SPEAKING SKILL THE MOST PRODUCTIVELY

Initiative writer: Nguyen Thi Uyen
Position: Teacher
Working place: Danluc Primary School
Experience of the initiative: English

THANH HOA, YEAR 2017
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DANH MỤC
CÁC ĐỀ TÀI SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG
ĐÁNH GIÁ XẾP LOẠI CẤP PHÒNG GD&ĐT, CẤP SỞ GD&ĐT VÀ CÁC
CẤP CAO HƠN XẾP LOẠI TỪ C TRỞ LÊN
Họ và tên tác giả: Nguyễn Thị Uyên
Chức vụ và đơn vị công tác: Giáo viên trường TH Dân Lực

TT
1.
2.

3.

Tên đề tài SKKN
Some methods ò teaching
speaking skill in Primary
school
Some methods motivate
primary pupils to learn
English well through short

songs and chants
Some methods help students
in class 4A develop their
speaking skill the most
productively

Kết quả
Cấp đánh
đánh giá
giá xếp loại
xếp loại
(Phòng, Sở,
(A, B,
Tỉnh...)
hoặc C)

Năm học
đánh giá xếp
loại

Phòng GD

C

2013-2014

Phòng GD

C

2014-2015

Phòng GD

C

2015- 2016

15