(SKKN HAY NHẤT) the methods encourage primary students to speak english in the classroom

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CONTENT

INDEX

1.INTRODUCTION..................................................................................

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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 5

…..............................

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.CONCLUSIONANDSUGGESTION….……………….

……………….

3.1. Conclusion……………………………………………….………

3.2. Suggestion………………………………………………..………

REFERENCE DOCUMENT…………………………………………..

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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:

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