Organization of teaching english communication activities for grade 10 students at upper – secondary school

TABLE OF CONTENTS PART I: INTRODUCTION I Rationales II Aims of the study III The subjects of the study IV The methods of the study V The new feature of the study PART II: CONTENT I Theoretical background Special point of the communication activity Types of communication II Practical background Characteristics of teaching communication Characteristics of Forms of Communication Teaching The role of communication learning Results, the effect of the situation III The solutions Difficulties in organizing students to communicate Suggesting solutions Organized during school commication sessions The discussion Measures for organization of implementation PART III: CONCLUSION I The results of the study II Request References The list of topics has been confirmed 2 3 3 3 5 6 11 12 15 17 17 17 18 19 PART I INTRODUCTION I Rationale: In the current trend of integration, the use of English in the field of communication is very necessary It has been proven that people who know how to use English fluently in business, commerce, politics, tourism, as well as in everyday life have achieved much success However, nowadays, at many professional schools and in provinces, Learning English is still inadequate, especially the practice of communication in English, the use of equipment in their studying Therefore, when entering universities and colleges, most of them spend a lot of time studying English; In addition, many students when leave school to find a job has encountered many difficulties due to the limited ability to use their English From that fact, learning English communication is very necessary, especially when communicating with foreigners requires the person of communication should understand the purpose of communicating through the information in a major way Being able to communicate effectively with others is an important skill Through communication, people gain some understanding of each other, learn to mimic each other, influence each other, build trust, and learn more about themselves and how they perceive people Effective communicators know how to interact with others flexibly, responsibly, but still not lose their individual needs and integrity To understand what needs to be communicated, learners need to learn a habit from the beginning when learning a foreign language, creating a learning environment, using complementary methods, Audiovisual communication, communication with indigenous people to acquire knowledge of English proficiency when communicating English in the secondary education system has provided information, methods, teaching methods and learning methods In the new upper secondary school program, it was determined that: "Innovative teaching methods, learning methods" [3], diversify forms of teaching organization such as classroom teaching, small group teaching, pairing the most effective way to learn After many years of reforming the new textbooks, applying a new method of morality, I started to feel awkward and have not experienced much Done, now the use of the new method has many changes So, one of the things that I want to mention in this article is: Organization of teaching English communication acitivies at class so that students learn how to speak English effectively II Aims of the study: The aims of the topic may be listed as follows: + To understand a language, or to use language fluently, learners need to know how to use methods in which the role of communication method is indispensable + To help students apply the means to suit the communicative method + To give out some further practices III The subjects of the study To promote communication activities in English, and direct the students to deepen their communication skills so that they can speak the English language The subject of this research, I focus on the students in grade 10 at the Sam Son upper secondary school to help them get to know how to use the language spoken from the beginning IV The methods of the study In this topic, I mainly deal with research issues related to English communication The method I applied was mostly group or in pairs, applying simulations of student sitting positions, drama, role playing, practical application in everyday life V The new features of the study In my previous experience initiative report (2007-2008), I have applied to this topic and have made great achievements in teaching English communication This title was certificate type C by Thanh Hoa department of education and training However, that year I was only deploying and applying in small aspects such as communication in English in pairs or groups in the spirit of conversation, dialouge In this new topic, I am implementing some new content as follows: - Communication in pairs or groups, performation himself, express new ideas through picutes or a story - Convert the sitting position of the students by counting the sequence number, dividing the class into groups - Apply open talk, students talk freely in English on the subject of the teacher - Students can speak in groups, choosing to communicate freely - There are part interviews Introduce yourself, select the topic and answer the questions PART II - CONTENT I Theoretical background Special point of the communication activity Communication activities are forms of exercise that enable students to practice free-to-play communication, much like real communication, in which there is very little control and control over the language and speech of the student Communication activities have the following characteristics: [1] * Language is used purposefully; * Create communication needs (through tricks to create information gaps, views between students when doing exercises); * Encourage students to use creative language, contribute ideas and express their own views; * Focus on language content rather than language accuracy; * Encourage the independent work of the students; * Students choose and decide what they want to say rather than being influenced by "pattern words" as in controlled practice Communication activities are commonly used in the form of interviews, questionnaires, guided roleplaying exercises, interactive games, information gaps, discussions, Work in pairs, groups These activities are usually carried out following guided activities; Or be conducted at any stage of study for the purpose of strengthening and practicing liberty, or to open the article, as a prerequisite for subsequent referral activities Types of communication 2.1 Internal communication [1] When people talk to themselves, this communication takes place in the brain It includes thoughts, memories, and awareness throughout the communication process Most of the behavioral responses to the main levels of communication are rooted in introspection At this level, the subject sets out the rules for himself and the communication patterns Intuitive communication includes: Senses - Examples: interpreters, texts, symbols Non-verbal communication - eg, gestures, eye contact Communication between parts of the body [1] - For example, "My eyes tell me it's already dark" 2.2 Communication behavior [1] Communicative behavior is understood to be communication between two individual individuals [1] This form of communication occurs when two people communicate with each other or in groups This also means that people can capture communication with different people in different situations and make the person feel good Actions such as eye contact, body movement, and hand movements are also part of behavioral communication The most common functions of communication behavior are listening, speaking and resolving conflicts Classification of behavioral communication goes from language to nonverbal communication and from one situation to another Communicative behavior includes targeted and appropriate face-to-face communication 2.3 Communication in small groups [1] Small group communication is a collaborative process that occurs in groups of three or more to set common goals that include face to face communication and types of interactions [2] This type of communication sometimes includes behavioral interactions where there is only one major difference in the number of participants in the process 2.4 Communication community [1] When a person sends a message to an audience, does not distinguish different individuals Unlike the above levels of communication, spokespeople play a key role in this communication process 2.5 Communication together [1] The process of centralized communication takes place when a small group of people sends a message to a large receiver through a particular media This process manifests the formation and propagation of a message to a large receiver through the media 2.6 Nonverbal communication [1] In nonverbal communication, people communicate messages to each other without using language They communicate through facial expressions, head position, hand and hand movements, body movements, position of the legs and feet People can also use "distance" to express a message By paying attention to nonverbal communication, one can understand the message from the other, and pass the message on to others Attention to non-verbal communication helps people: [1] Express your confidence and understanding Demonstrated power and influence Express your sincerity, excitement and cooperation Build trust Recognize the mood of yourself and others Discover the difference between what others are saying and what they are thinking Change behavior and communication spaces to create more effective discussions II Practical background Characteristics of teaching communication - Teaching activities are still conducted on the whole class - Student grouping is both subject to the cognitive psychology of the student, and depends on the learning task that the student needs to address [2] - In each group, the members must be assigned clear tasks, must work together to solve common tasks of the group - Teachers during the school hours are the organizers of activities for students [3] - Teachers must rely on the duties of the class that design specific learning tasks and activities for the student to solve individually or in groups, make specific inquiries, Works actively In particular, teachers must observe, evaluate, help, modify when students have difficulties or problems during the operation Characteristics of Forms of Communication Teaching The individual activities of each individual student are reorganized and linked organically in a common activity to carry out learning activities At the same time in the process of linking it will form and integrate the interrelationships: Learner - Teacher - Learner Each factor in an interactive relationship has a very important position [2] 2.1 Learner: Active, active subject of creativity learning activities [2] In the process of communication: Learner actively listen to, learn situations, situations, words from the teacher exchange interaction between teachers and games, chat with the game through communication in the group From there, it develops its inherent thinking ability Students acquire knowledge by learning activities themselves Thereby, the children find their own knowledge, understanding and memory in an active way, creating interest in learning for themselves 2.2 Teacher: "The one who awakens" organizes and directs [3] Teachers play a very important role in guiding, directing, and directing students to work effectively The mentor from the role of an active person in the classroom becomes the facilitator who helps students conduct their own activities The teacher leads the students to explore, gain knowledge through the cognitive steps, organize activities in the process of teaching The role of communication learning 3.1 Students Communication activities promote language ability, confidence in the process of communication - Create opportunities for all students to develop their communication skills, using language effectively In particular, weak students, can also be steamed in the communication - Create opportunities for students to express their views - Promote the initiative, creativity, thinking ability, ability to evaluate the problem of students Practice self-expression in the crowd when using the language - Enhance mutual understanding among students in the classroom - Training the ability to express, brief information, clear - Through the process of addressing the problem that the teacher mentions, students increase self-esteem and self-esteem 3.2 Teacher - Facilitate teachers to more accurately assess student comprehension, cognitive, emotional, and expression levels, as well as student thinking abilities - Adjust teaching method appropriately Results, the effect of the situation From the above situations, in order to achieve better performance, I boldly improved the content and methods of communication activities applied well in the class 10 in Sam Son High School This method is not new to students as it is for English or other subjects But this activity can not fade during teaching and learning Because, this method will help students actively active, more confident when communicating with foreigners The method of communication that I have applied at school helps students actively explore, create speeches, dialogues, express thoughts, emotions, passions, knowledge of social, political, cultural matters Although it may be just a short speech or three sentences when communicating These, every day a little, students were able to confidently learn, sticking to each topic to express their views Through surveys and surveys, most students in the classes that I am assigned to teach (Grades 10A4 - 10A9) would love to use this method to communicate III: The solutions Difficulties in organizing students to communicate Although the organization of teaching communication was taught by many teachers during the lessons However, the implementation of this new curriculum in practice has encountered some difficulties Many times, it is still formal and implementation is still inadequate Therefore, I would like to introduce some limitations that myself as well as some colleagues (through exchange) often have: 1.1 Teaching methods and learning are inadequate, not be suitable to the requirements of innovation Teachers not properly understand the nature and variety of communication teaching Therefore, teachers use their mother tongue (Vietnamese) more than English, and sometimes the teacher due to the need to communicate with native people is limited, so the organization of monotonous teaching is not effective For example: Teachers who have just translated English into Vietnamese, in the process of teaching, speaking, asking questions often also use Vietnamese, sometimes afraid to speak wrong while communicating with students 1.2 Communication skills of students have not been improved - Students are mostly unconfident, embarrassed, shy in communication, - Students not know how to show support, agree with each other - Discussion, discussion in the group is not exciting, not excited, not create products discussed - Students are timid, not brave when expressing opinions as well as presenting the results - Teachers not really put out activities that are effective but simply think about telling them about the principles of doing things, showing them how to things, and then hopefully students follow them Example: You have to listen to each other's opinions But in reality, students not perform as expected of the teacher Therefore, students not develop self-learning skills on the textbook and on the instrument of experimental practice or exchange in the process of communication 1.3 Not motivating the participation of the team members - Many communication activities are only some children who are quite good at work, the other children are also indifferent, self-deprecated enthusiasm for this activity 1.4 The role of the teacher is not clear - When teaching communication, because worry about the students not to understand the problem of communication, difficult to use the language to express the use of bilingual language is always formed, trying to translate for the students to understand without paying attention to the problem of expressing ideas, suggesting, guiding the reception of students Teachers can only be give some ideas to self-discovery, self-discovery, knowledge acquisition, self-assessment based on knowledge From there, provide methods for students to discuss and control their own problems when they are having problems 1.5 Inadequate facilities - Facilities is also a very important part of teaching foreign languages However, in the schools can not meet the needs of facilities such as audio-visual room, practice room, software in the application of information technology into the sound In addition, the class is over 45 students / class, tables and chairs are students / table so the arrangement of activities is very difficult and time consuming while moving - The preparation of study cards, (hand out) pictures are difficult The facilities for group activities such as specimens, practice facilities, group tables, visual aids etc are not sufficient so the efficiency is low Each time you go to class, teachers have to manage themselves, prepare themselves at home or prepare students to sample, objects for students to actively exchange and express in new lessons Suggesting solutions 2.1 Teaching methods Many teachers use traditional teaching methods such as: grammar translation, direct method, listening and speaking method, listening method, open method If with foreign language teaching method The grammatical approach focuses on learning and mastering grammatical structures With the approach of teaching foreign languages according to the method of communicating the formation in learners Proficiency in the use of language is central to the teaching process Unlike audio-lingual methods, with the emphasis on the role of practice maturing existing patterns, the practice of communicative teaching emphasizes the interoperability of learners In the context of communication, in which each language behavior of the learner will change depending on the previous responses and responses of the participants According to traditional teaching methods, language learning is often seen as a process of transferring knowledge from teacher to teacher Using communication practice, teaching and learning languages are now seen as a process Discovery, in which learners gradually use the language for specific communication purposes This is a learner-centered learning model in which both teachers and students share the responsibility of teaching and learning Along with emphasizing the goal of developing communicative competence in learners, the selection of learning activities is useful, tailored to the needs of the learner, and must be embedded in real contexts Learners are more likely to encounter in everyday life is always featured To create attractive learning environment in which the active connection of teachers and students As a facilitator in the teaching process, the instructor must create every situation, every ability to guide the activities of the learner during the lesson The teacher should use all manipulations and means, gestures gestures to enhance communication activities Teaching facilities are fully promoted Learning a foreign language is a process of knowledge recognition and skill training, [5] so when teaching English, the teacher needs to design, reasonable time allocation between teaching stages, between the time of knowledge transfer New and duration for the learner to practice Strengthening group practice, in pairs, in order to facilitate learners' development of language skills, reducing hesitant psychology, increasing initiative and collaboration among learners; Learn from each other and practice learning, teamwork, teamwork Instructor as a director and an actor, as a member of the activity It is necessary to design the types of exercises in the direction of creating creative initiative for learners and depending on the level of learners For lowlevel learners, the practice should be enhanced in the direction of "awarenessimitation-creative thinking" For high-level learners, the practice of "perception contact - creative thinking" is applied It’s better to diversify the teaching activities by alternating the game to create interesting learning for students, each teacher needs to have the motivation to encourage active thinking of the learner It is necessary to monitor the learning process of learners and have timely feedback to help learners develop strengths and weaknesses, repair weaknesses, help learners feel confident to learn and not feel the language He is a hard subject Teachers must be flexible in their role as new knowledge transferers, who help reduce the difficulty of the student, guide and consolidate the knowledge In fact, teaching method English communication trend is very difficult to apply for a class of overcrowding as today When teaching in a new curriculum, many parts of communication are discarded or taught in the proper way by each teacher The effectiveness of these hours of practicing communication is almost low or nonexistent In addition to the application of the teaching method art as mentioned above, a lesson to be successful also depends on many external factors, in which the facilities, equipment and learner qualifications are the mechanical factors you To this, the teacher must first understand the course objectives, course content, methods of examination and evaluation of the course In addition, teachers must understand the characteristics of the learner to see what they lack to achieve the goal of the course And in order to be more effective in teaching English, in addition to refreshing programs and methods, it is necessary to immediately classify learners' English proficiency, Number of classes and allocation of teaching time rational Renovation of teaching methods in general and renewal of foreign language teaching in particular is the renovation of the way of teaching, learner-centered learning, new teaching methods must be suitable with learner's ability to absorb and needs , Making learners love the subject to ensure the highest efficiency of communication for learners A fixed the teaching method can not be a common key for all teachers, depending on the circumstances of the class, the subject, the content of the course so that each teacher needs to adjust the teaching activities as perceived by the Newtonian teacher "What we know is just a drop of water, the unknown is the ocean On the road of knowledge acquisition, there is no shore And on the road to the top of knowledge, each one has different methods " We can not have a rigid, rigorous approach that applies to all subjects, but depends on the level of cognitive, aptitude, interest, passion for the subject chosen by the teacher and learner His own method for learning and teaching 2.2 Properly follow the process of organizing communication teaching In order to teach effective communication, improve the quality of the class, I conducted myself through a process from lesson planning to classroom work and assessment On the basis of conceptual analysis, the characteristics of the organization of teaching communication in the classroom and based on the theory of organization has been carried out according to the process of basic steps with 12 specific steps as follows: Design lesson Step 1: Define lesson objectives - Clearly identify the clear goals that students need to achieve - Define the main content of the post and form the questions to answer - Understand the understanding of the learner, the views, attitudes, and the importance of critical issues - Make regular English speaking with common sentences Step 2: Define the purpose of communication The goal of communication teaching consists of two basic objectives: - The goal of the unit - Specific objectives for the development of social skills in communication, communication goals may include a range of related issues such as attention, understanding, concern, motivation, Attitude and some other skills Step 3: Design tasks for communication - Design tasks that require interdependence - Create tasks that match the skills and abilities of the student - Assignment of fair tasks among members 10 - Ensure personal responsibility - Report on the results of individual, group discussions - Supervision, coverage, control, help Step Identify communication medium: Each facility has its own advantages and disadvantages, we need to selectively select the mode of receiving information For example, the Internet has a huge audience in the world, but underdeveloped countries not have access, so people there will not get your message TV seems to be a more efficient medium, but more localized than the community, in which case the TV will be a good medium for an area, not a global one Step 5: Estimated way of assessment, scoring - Evaluate how each individual's efforts are meaningful in the achievement of communication Organized during school commication sessions Step 1: Organize group communication arrangements a, Division of work groups according to objectives, tasks of school hours, conditions for conducting classes, teamwork skills of students Form groups: - According to the task of learning - According to random rules - According to the table or some table close together - By gender - By student level b, Group: Depending on the amount of exercise, furniture and equipment c, Arrange seating for students to work - Arrange seats suitable for group activities as well as size of work group to discuss - Placement of seats ensures students' convenience while working as well as on the move while ensuring interaction among students in groups and between groups There are many ways of organizing pairs in the classroom Pairs can be between teacher and classmate (picture a); Possibly an open pair: between two students sitting far apart (picture b), the pair between two students sit next to each other (picture c) In order to avoid the boring, mismatched mechanics of working in pairs, teachers can flexibly use these forms, not necessarily just one diagram, to create a new environment and environment The need for natural communication between students with each other and between students and teachers If the conditions of the class are tight, it is possible for the students to sit in two adjacent rows, turning their heads together to form a group of four people (diagram d) without moving much in class Teachers should name the groups in English names, such as the names of flowers, animals, or colors, or interesting adjectives that they like 11 đ a: Th ầy - trò a Sơ teacher - student Sơđ c: c Cặ pđ óng - Trò- trò pairs Sơ b: Cặ pm - Tròfar - tròapart b đ students sitting Sơ d: Nh m4 sát d.đ four in ãgroup Organization operates in pairs Teaching English – A training course for teachers by Adrian Doff Cambridge university [2] Step 2: Assign tasks and set time for discussion - This is important because otherwise students will understand incorrect or incomplete - Teachers need to give very specific instructions, how long Step 3: Guide the method, work skills - Teachers help groups assign roles and tasks to each member - Track, direct students to teamwork skills through multi-dimensional, face-toface interactions within the group Step 4: Observe activity control - Teachers help students in trouble - Control the cooperation process of the members The discussion 4.1 Evaluate the results of group communication activities Step 1: Students self-evaluate the performance of their team members: Awareness and working practices 12 Step 2: The teams evaluate each other's performance: - The group representative reported the results of their group - Other team representatives check and comment Step 3: Assessment teachers comment on the performance of the groups - Teachers and students check the results of the evaluation of the correct group? Any place that is not properly assessed should point out to the class and explain why - Encourage groups and individuals to fulfill their tasks well, reminding individuals and groups not active In the process of teaching my English subjects, I conducted group teaching in many classes as the lessons allowed Such as: * Practice the pattern after the new introductory vocabulary and after a few minutes practice the whole class in the language focus sessions * Practice short conversations in the speaking periods: repetition of conversations, or conversations that are similar to a conversation, with the suggestion to substitute * Communication exercises such as information -gap, role play, interview, questionnaire, problem-solving, communicative games * Read the text - ask questions about the content of the text in the reading sections by having students discuss the questions in the group, pairing them then reading the pre-reading or students whispering themselves Post, then ask and answer the contents of the group while-reading * Discussion: Can be done in pairs or in small groups and then the whole class discusses 4.2 Communication skills - Create communication environment in the teaching process, using the English language regularly - Provide detailed instruction for group communication skills, organized discussions Example: + Discuss immediately after sitting in place + When you speak, look at the speaker, not work alone, listen to you speak Express your support for your face, your eyes, your nod, your attitude + You should be clear, speak enough, not affect other groups 13 Instruct students to respect your opinion, when they disagree with you Give them the atmosphere of solidarity, mutual help, and weaker students also express their opinions These skills are essential for effective communication Therefore, in interactions with interactions that need explanation, modeling, and systematic practice, allow them to practice those skills At the same time, when evaluating the results of communication activities, I pay attention to the children who have good skills to follow other students, encouraging them to be brave, confident in the process of activity, actively help Others when discussing Forging communication skills is a complex but necessary job, and I have plans to build graduates for students from simple to complex, from easy questions to difficult questions 4.3 The role of teachers In many situations, the role of communication is evident only after the plan is implemented, thus minimizing the benefits of communication Although communication does not simply solve the problem, it is a useful tool in the initial strategy of a plan The quality of teaching communication effectively depends on the teacher Teachers are facilitators, activity guides, mentors who encourage, encourage and support student learning with their educational experiences, using spoken English regularly throughout the course First of all, it is necessary to develop a detailed communication lesson plan in accordance with the general procedure Ask questions and direct them to work in pairs or in groups - Explain how to evaluate activities - Observing the activities of groups, identifying and supporting difficult groups in need - Encourage groups to operate ineffectively - The attitude reflects intimacy, cooperation, trust for the children 4.4 Facilities Getting students to communicate better requires very necessary activities where effective group communication is effective Therefore, in order for students to communicate freely and freely, their seating positions should also be arranged reasonably For example, there is a private study room, audiovisual room with modern equipment and simple chairs While the classroom is not full of tables and chairs as required for students to work in groups, I have applied by: - Regularly change seats for students in their class, giving students a comfortable seat so that teachers can interact with students, helping students to perform better 14 - Remind the clusters so that the clerk and clerk should not sit deflected at the ends of the table but should be in position so that all team members can follow and present - Preparation and effective use of teaching aids, especially large format paper, markers, sub-tables, group tables, some illustrations necessary for working groups Measures for organization of implementation 5.1 Students work in pairs or small groups during communication An issue should be discussed, depending on the type of discussion for which the activity group may be, either a dialogue, a reading, speaking or listening text Students grasp that type of lesson to discuss in the group Example 1: Cast in the process of executing the dialogue (Role play) S1: What time does Quan have a Literature lesson on Tuesday? S2: He has a Literature lesson on 8.05 am S1: What lesson does Quan have at 10.40 am on Thursday? S2: He has a Chemistry lesson S1: What lesson does Quan have a Physics lesson on Wednesday? S2: He has a Physics lesson at 9.55 am S1: What lesson does Quan have at 8.55 on Friday? S2: He has an English lesson S1: What lesson does Quan have a Class Meeting on Saturday? S2: He has a class at 10.40 am English 10 page 14,15 [4] Students play roles to discuss their communicative needs, develop sentences, and discuss ideas about the topic in the group Report the results of the practice by communicating with other groups or under the supervised play of the teacher Example 2: It can be a game from communication skill training Before the class, choose a short article from a newspaper or magazine to share with the class Every topic is and has many details in it At the beginning of the lesson, it was a gentle read that he read an interesting article and wanted to share it with the whole class Read the article for the whole class After reading the article, give a small but attractive reward and say: "You have some questions related to the article you just heard Any child who can accurately answer the most questions will receive this cute award "Ask students to take a blank sheet of paper, listen to their questions, and write their answers in paper You may ask about 8-10 sentences related to the content of the article Then ask the students to swap answers to each other for cross-examination when you publish the answer You will find the winner and award the prize 15 Obviously the whole class is listening to the same story but not all of them can remember the full details So not forget to ask students why they not remember much after listening to the story Suggest the whole class to discuss how they can help them improve their listening skills and whether they can hear more focused when they know there will be a reward for the person to remember correctly and fully not Example 3: Teachers give students pictures with different contents Through these pictures, students rely on them to express their thoughts on the content of the pictures to communicate Students discuss in groups, each with their own ideas by expressing their views or by writing them down on a piece of paper After a period of time the representative of the group was discribe about them 5.2 The role of the teacher in the process of student guidance Teaching in pairs, group is a new form of teaching It is one of the best forms of good teaching that promotes student activeness and interaction In this form, students are engaging, engaging in learning activities, gathering knowledge by their own abilities with the help and guidance of teachers Communication teaching is a complex task that requires teachers and students to be prepared and have time to get used to it - Teachers must carefully prepare teaching plans, select the content suitable for activities and design activities to help children learn, discover new knowledge in the best way - Teaching in a well-organized group communication will save the time and effort of teachers and students Students learn a useful way of working later in life when applying reality when communicating - Organizing communication activities requires a flexible operator when instructing students In the process of discussing the inevitability of students not trying, talking privately That's it, the teacher should have many positive measures to attract students swirling on the topic that needs discussion, create The atmosphere is cheerful and close, making it easy for all students to participate fully Offer incentive incentives to create a comfortable atmosphere when discussing - Supervision, help, suggestion is the responsibility of the facilitator, giving students the most effective way of working through the specific activity that the teacher has given It helps them overcome the limitations or places are not understood, not understand deeply or many children still not know the article Therefore, the facilitator should be closer, more urgent when observing the members are discussing communication with each other Preparation at home is essential for the discussion Both teachers and students are good at the discussion such as: tables, furniture, diagrams, pictures, posters, billboards, slogans, hot news on television, mass media serve well for the process of delivery activities 16 PART III: CONCLUSION I RESULTS OF THE STUDY From the above, from the many years of practical work in well-coordinated careers in college as well as near-field subjects I have made my own experience in guiding my students to be active in their academic pursuits and to be highly effective In grades 10A4, 10A9, they are somewhat more confident, more confident about communication methods, have a deeper understanding and are able to communicate better when learning skills Now students are more confident speaking English, no longer shy as before Statistical results before and after the application of this method are as follows: In terms of student communication Class number 10A4 10A9 45 45 begining of year term term end of year 4.4% 11% 10 22% 15 8.9% 15.5% 13 28.8% 17 Student performance statistics table speaking English 33.6% 37.8% Looking at the statistics table, we find that the learning of students is very limited, depending on the object, each class can understand the lesson However, it is only the ability of some students to communicate They have confidence, can use their English to give then, using words, learned to apply directly to communicate With this title is not new, but it is also the experience from many years, is a number of colleagues in the teaching force, students actively participate Hopefully, by combining many good methods, many teachers and students will be more effective in teaching and learning II REQUEST The school provides more facilities and mental facilities for teachers in general subjects and English subjects in particular such as audiovisual rooms, language classes separate from other subjects not make noise It affects the layers next door Facilitate students to have direct contact with native speakers so that they can communicate and learn the language and culture of their country The above are some small ideas, in the process itself, in teaching in the spirit of innovation in the education sector Its feasibility is limited There are many shortcomings in the article, I wish the teachers, colleagues for comments to improve the article The confirmation of the Head –Master Thanh Hoa, 10th May in 2017 I assure this is my experience initiative, not copying the contents of other people The writer Lê Ngọc Nội Nguyễn Văn Xô 17 REFERENCES [1] Phương pháp dạy tiếng Anh trường phổ thông: Tác giả Nguyễn Hạnh Dung NXB Giáo dục năm 2001 [2] Teaching English – A training course for teachers Adrian Doff Trường Đại học Cambridge [3] Giáo trình Giáo học pháp – Vinh university [4] Tiếng Anh 10 NXB Giáo dục năm 2007 18 DANH MỤC CÁC ĐỀ TÀI SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG KHOA HỌC SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HÓA ĐÁNH GIÁ XẾP LOẠI Họ tên tác giả: NGUYỄN VĂN XÔ Chức vụ đơn vị cơng tác: Trường THPT Sầm Sơn – Thanh Hóa TT Tên đề tài SKKN Cấp đánh giá xếp loại Kết đánh giá xếp loại Năm học đánh giá xếp loại Sở GD&ĐT Thanh Hóa C 2007 - 2008 Sở GD&ĐT Thanh Hóa C 2010 - 2011 Sở GD&ĐT Thanh Hóa C 2013 - 2014 Một số thủ thuật dạy học nhóm lớp Trường THPT Sầm Sơn Tổ chức hoạt động giao tiếp tiếng Anh Các sử dụng dạng phân – tính từ hiệu 19 ... organize activities in the process of teaching The role of communication learning 3.1 Students Communication activities promote language ability, confidence in the process of communication - Create... purpose of communication The goal of communication teaching consists of two basic objectives: - The goal of the unit - Specific objectives for the development of social skills in communication, communication. .. the things that I want to mention in this article is: Organization of teaching English communication acitivies at class so that students learn how to speak English effectively II Aims of the study: