Một số kinh nghiệm dạy ngữ âm từ vựng để phát triển kĩ năng giáo tiếp cho học sinh trường tiểu học

I INTRODUCTION Select the topic In the stages of development of the world, foreign languages, especially English, plays a very important role in helping to shape and integrate multinational diplomacy English is really a language not only in the field of international communication but also the language of many sciences, information technology, social culture, tourism, trade Determining the importance of this foreign language, the education sector in Vietnam is very focused on teaching English at all levels As we all know, learning a foreign language involves the combination of four skills: listening, speaking, reading, writing, and the direct product of the learning process are skills produced through speaking and writing From the program's point of view, English books focus on developing language skills, especially communication skill, communication is the product of the target, English is the target language of the educational process[1] This aim is confirmed the importance in many documents, in the teacher training classes on foreign language teaching methods to "practice skills, apply knowledge into practice"[2] However, the theory of teaching speaking skill, communication skill and the ability to use English in the communication of Vietnamese students in general and Thi Tran primary school students in particular is a problem with many limitations It must be straightforward to recognize that phonetic teaching, especially word stress, the intonation of sentences, incorporates the vocabulary - sentence patterns with phonetics - intonation into the communication not only students but also teachers, the effect is not high This situation can be seen clearly at Thi Tran primary school, where I have taught for nearly ten years Many students are afraid to learn vocabulary, structures, afraid to use English in the classroom leading to the learning results in general, the tests’result of vocabulary and language skills are not high Being aware of the cause of this result, with my dedication to the profession and the love with English, I want to gradually formulate for my students habits, skills and confidence This is especially true when children have opportunity to interact with foreigners This entices me to research and implement the topic with the title “Some methods of teaching phonetics - vocabulary to develop communication skill for students of Thi Tran primary school ” Purpose of study The topic is to provide some solutions to help students apply phonetic knowledge - vocabulary into the normal communication in order to form speaking skill, communication skill for themselves, help them gradually improve the results of learning and use in everyday communication more effectively Meanwhile, I would like to exchange and share some methods of forming communication skill for students with my colleagues Scope and subjects of research The scope of my research in this subject is in the 2017-2018 school year with Thi Tran Primary school students, where the English-speaking environment of communication is limited, the opportunity to meet and use English is not available In addition, knowledge, skills, and above all else, communication barriers make the introduction of English into practice very limited This affects not only the quality of teaching and learning but also the purpose of teaching foreign languages in the direction of effective communication is not high The subject of the study focuses on the topic of some methods of teaching phonetics - the vocabulary helps to develop communication skill in English for Thi Tran Primary school students Research methodology - Attend classes, learn from my colleagues, and some of my own experiences - Observe the knowledge acquisition of students in the teaching process - Exploring students’ pronunciation - Research from teaching materials, collections and teaching materials from the Internet II THE CONTENT OF EXPERIENCE INITIATIVE 1.Theoretical background of the experience Language, a great intellectual product of humankind, has existed in the form of sound since its inception and thanks to the language in which humans communicate There are many living languages in the world and English is chosen as one of the languages of international communication, so it has a wide range of uses worldwide The current trend in teaching English is to achieve communicative competence Thus, if students have only grammatical and lexical backgrounds, then it is unlikely that they will have good skills in using that knowledge in communication because communication requires human beings additional linguistic competence From the beginning, language has existed in the form of sound Humans communicate with one another through this material form Sound made the realism of the language Language refers to the language spoken by the sound and the sound form of the language called phonetics, phonetically the material shell of language is the form of language existence "Phonetics" is the sound produced by a human vocal apparatus that expresses a certain meaning, which can not be considered purely physical Phonetics is a symbolic system that records activity directly "Lexicology" is a collection of all words and units that are equivalent to words in language Vocabulary, phonetics, and grammar are relatively independent subjects However, they are not completely separated, but are interrelated "Communication" is the process of establishing and operating human relationships in order to realize social relationships between one subject and another In everyday life, we conduct communication in various forms: communication between individuals and individuals, with a group of people Linking relationships "Communication skills" are a set of rules, how to respond and behave in everyday life to help people achieve a certain effect in a conversation, which can be undecided This, the communication will not achieve the desired effect [1] From the above, there is a relationship between phonetics and vocabulary, between language and communication Phonetics and vocabulary make the use of language more flexible, the language makes communication easier, more communication helps to use language more flexible Therefore, learning a foreign language is learning how to speak that language, making it a living language, using it naturally and automatically The status of the problem before applying the experience initiative Usually when teaching foreign languages, teachers often focus on teaching vocabulary and grammar structure However, grammar is not the end result of language learning, but grammar is a tool that helps learners communicate more effectively Therefore, in speaking lessons, there is always a section for quick instruction of grammatical structures, introducing vocabulary for the lesson But in practice, spoken English and written English are quite different English writing requires accuracy in terms of words, structure, but English in particular English in communication need flexibility, close in words In fact, in the process of learning a foreign language, students focus on vocabulary and grammatical structure as the major tests require the use of vocabulary and grammatical structures In recent years, very few of the languagespecific exercises that lead to learning English and its use in practical use have not been addressed by both teachers and students As a result, they lose the ability to communicate To assess the quality of student learning before applying the initiative, I gave my students three tests at the beginning of the year in grade and grade with 240 students The results are as follows Knowledge check Vocabulary (10 sentences) Phonetic (10 sentences) Language of communication (10 sentences) Points Points 9-10 7-8 Point Survey Points Points < 5- Points > 40 66 70 64 176 students = 73.3 % 33 56 65 86 154 students = 64.2% 30 48 109 131 students = 54.6% 53 In addition, I have analyzed and identified limitations on the ability of students to communicate in English for the following reasons: *Objective reasons: + Living environment and learning environment not create much motivation to communicate in English Opportunities to contact and use English with foreigners are few or even impossible leading to lack of communication skill *Subjective reasons: Most students don’t have enough vocabulary and grammatical structures to express their ideas + They lack knowledge of common English communication + They aren’t brave, shy in using English even when practicing in class with their teacher and friends + Due to the method of teaching pronunciation, vocabulary, communication of teachers is limited Teachers not create the English speaking environment for students, especially in language classes expressed through a number of specific tasks such as teachers use the Vietnamese language in the process of communication in class, not create listening and speaking habits of classroom languages to students In addition, teachers not offer vocabulary exercises – vocabulary - communicating, only in terms of individual teaching, lack of combination, lack of interest stimulation learning for students All the reasons above cause the result in learning in general and knowledge of phonetics communication of Thi Tran primary school students has not achieved the desired results From the above factors, it is a difficult problem to develop speaking and communication skills in foreign languages For some reasons, teachers and students can gradually overcome, but the decision comes from the teacher Therefore, in the teaching process, teachers have to some necessary things with this subject while actively creating methods and flexibility in using the method The solutions have proceeded to solve the problems As noted above, the current status of English use in skill classes in particular and communication in general still exists at all levels To improve this situation, I would like to present some of the things I have done and the number of combined vocabulary-phonics tutorials in teaching speaking skill in the direction of communication 3.1.Make English-speaking environments in the classroom: From the first lesson, teachers need to create the atmosphere of foreign language classes especially for primary school students, especially grade 1,2 3, through greetings and introductions Regular use of English during teaching lessons, especially when making requests, commenting on articles or praising students Of course, the use of Vietnamese as an excuse can not be ruled out but it is necessary to try to use English as much as possible, but the language used should be effective in understanding and practicing of students For the first time, students not understand, teachers can mix English-Vietnamese, repeat this in the second time or third time, and encourage students to listen and remember because the best way for learning any foreign language is through oral tradition Make a habit of using some of the classroom languages to students The classroom language below teachers and students can use frequently in all lessons[1] Things you might say to your teacher Things your teacher might say to you May I come in?/ May I go out? I’m sorry, I don’t understand Pardon? What does “pencil” mean? How you say “bút ” in English? How you spell that/ this word? How you pronounce this word? It this correct? What is the past of “ see”? What we have to do? Thank you/Thanks so much Come in/ Go out, please Open you book at page 15 Listen to me, please Answer my questions Make the questions Write the answers Work individually/in pairs/in groups Listen and repeat Copy this into your notebooks The homework is exercise B3, page 73 Good! Very good! Well done! Asking students to use classroom languages will give them the habit and courage to speak English with their teacher, create an English-speaking environment in the classroom, and motivate them when they are familiar with these verses, they will want to learn more about communication and not just with the teacher but with their friends 3.2 Friendly atmosphere, close in class: One of the factors that help students succeed is the atmosphere of the classroom One lesson can not be effective when students and teachers work with stress, too dignified, especially in the speaking lessons Therefore, every teacher is always interested in learning, want to communicate with students There are some rules that should be followed in teaching speaking skill: Do not stress, force them to speak as intended Let the students express their opinions, then the teacher comments or remarks Do not interrupt when students are presenting a problem, which causes them to decrease their excitement and concentration in the speaking process Encourage students regularly to give them a short compliment (Good! Excellent! Great! Well done!) + Create a comfortable atmosphere, relax, close during class by playing small games related to the content After one activity of the class, the teacher can make a request to the student: "Now, students You did part very well and I’ll give you two minutes off Do you like to play a small game? " This not only make students feel comfortable but also helps to increase communication between teachers meanwhile refines the listening and reflection skills after receiving information transmitted from the speaker[1] The students in class 5A are interested in learning English 3.3 Vocabulary and introductory sounds: This lesson applies to the pronunciation of some vowel sounds in Lesson Example 1: When introducing the pronunciation of sound (a) in Unit 5: Lesson (English 3), the teacher can combine with the Pyramid game to mobilize students' vocabulary and then introduce how to pronounce this vowel sound How to it: Teacher put the first word, asking the students to put the next words with the first letter starting with (a) and the word from the underside of more than one letter * Pyramid that students in class 3A have built as follows: A A A A A A A A N N U L P D L D N O P D P T U L R H D E S E S A B S E T A L L I G A T O R Through this pyramid, in addition to consolidate vocabulary for students, teachers can introduce the pronunciation of the vowel "a" as / α /, / α: /, / ə /, / æ / Teachers continue to change the first letter when introducing other sounds from Unit to Unit of English Example 2: With the combination vocabulary lesson that teaches the pronunciation of words with two consecutive vowels, the teacher can also apply the game "Add consonants" This game played in groups or in the whole class is very effective in creating excitement, teaching words, and engraving the pronunciation of a double integer The teacher gives two letters (a vowel) then asks the students to add the letters of the consonant needed to create the new word Who writes more words than the other is the winner E A R E A D N E A R B E A R P E A R A H E A D H E A D A C H E S E A S O N P E A C E F U L H E A L T H Y C L E A N G F M R B C F C O O O O O O O O O O O O O O O O O O D T N M K K D L Example 3: When introducing vocabulary combined to teach the pronunciation of some vowels, the teacher can design the game "A spelling stair" The game is as follows (applied in the first semester) How to it: Teacher designs trapeze, says the rule to play or gives the first letter of each word in each step, asks students to complete I applied this step when I checked the words they have learnt from Unit 1-Unit 10 in English and English To highlight the sound in the words I wanted to introduce, I placed another color in that sound for students to follow Teachers can redesign the staircase to match other vowels (English 3), or the design is not intended to teach phonics but to only teach vocabulary ( English 5) English R U L E R U B B E R E D E S K I T E I G H T H E S N J O E English C L I M B U Y E A R A D I O I L I K E Y Example 4: A vocabulary - phonetic introduction to single- and double-vowel syntax that can be used by teachers in both grade and grade games is "Angram" This game uses words that when changed their alphabetical order will create new words The game can be played in teams, for a period of one to two minutes, the team that finds the most words as defined above is the winning team First word Angram ten net saw was tea eat team meat tale late East seat race care post stop 3.4 Teach vocabulary in conjunction with the correct pronunciation In communication, stress and intonation are very important in expressing the feelings, intentions of the speaker The same sentence, but with the same tone, or accent placed on the other word will imply different from the sentence with the falling intonation or focus on other words This is especially important when learning a foreign language, in addition to introducing meanings, it is necessary to guide the students to read the word stress, the sentence stress correctly because if the wrong reading often leads to misunderstand the speaker’s opinion[5].In English, there are two types of stress: word stress and sentence stress *Word stress: Word stress is the level of emphasis used when pronouncing the different syllables of a word with two or more syllables The word stress is always fixed Example: 'garden / 'ga: dn / However, with the same word, the stress will change with the change of the word form and the meaning of the word Example: noun - verb: 'record - re'cord or 'present - pre'sent Word stress in English is divided into four categories: primary stress, secondary stress, tertiary stress and weak stress English only refers to a type of stress that is the primary stress with the sign " ' " Example: 'party, 'underground, en'joyed, in'vite *Sentence stress Sentence stress is the level of emphasis and is used when pronouncing different words in a sentence and is usually associated with the intonation of the sentence In general, stress in a normal sentence are often in key words with content words, the function words such as prepositions (in, on, at ) or articles (a, the, an ) usually not have stress Each sentence usually has at least one stress, but sometimes a sentence may have two or more stresses, depending on the length of the sentence or depending on the meaning the speaker wishes to convey to the listener A sentence like "What are you doing?" There may be two stresses, one in "What" and one in "do" A short answer like "Yes, I did" can have two stresses, one in "Yes" and one in "did" Stress is not fixed as word stress The sentence stress changes depending on the context of the sentence and the meaning of the speaker wants to move to the listener Example: I bought his new car When we emphasize stress on the first word (I), we want to answer the question "Who bought his new car?" - "I bought it" When we stress the second word (bought), we want to answer the question "Did you sell his new car?" - "No, I bought it." When we stress on the third word (his), we want to answer the question "Whose new car did you buy?" - "I bought his new car" When we stress on the fourth word (new), we want to answer the question "Did you buy his old car?" "No, I bought his new car" When we stress the fifth word (car), we want to answer the question: "What did you buy?" - "I bought his new car" *Intonation: Intonation in English are divided into two main categories: - Rising intonation with the symbol is often used - Falling intonation with the symbol is often used However, in daily communication people use a variety of "sub" intonation to express their different ideas accurately Even English people in Australia use up to 13 different intonations in daily communication In the primary school, English program, especially in the grade program, there are two main types of intonation: "Rising Intonation" and "Falling Intonation" Rising intonation usually uses unfinished and unspoken thoughts Falling intonation is often expressed the ending and affirmative The importance of intonation in English can be compared to the importance of tone in Vietnamese[5] The word "Ma" will change according to the tone that we use: “Ma - Mà - Má - Mả - Mã - Mạ” The word " Yes " in English will change depending on the intonation we use: Yes (with falling intonation) means: ừ, vâng, phải, có Yes (with rising intonation) means: ?, ?, ? Yes (with the rising- falling- rising intonation) is used to implies ironic, disparaging, suspicious depending on the context and situation that the speaker uses Usually, we use rising intonation with the correct answer "Yes-No", with the 10 parts in the list before the end, with the beginning of the choice questions, and with the usual narration that the speakers imply to ask Example: "You understand?" (Do you understand?) Falling intonation is often used in special questionnaires ("Wh - question"), narrative statements, answers, the last part of the list and the end of the selected questions This part is very important in English class semester Here are some examples: - What’s the matter with you? I have a toothache - Don’t play with the knife Ok, I won’t -Which place would you like to visit, Trang Tien Bridge or Thien Mu Pagoda? - Which one is bigger, London or Hue? I think London is - What would you like to eat? I’d like a banana, please Common teaching method in teaching rhythm, intonation in the English sentences: usually teach rhythm, intonation for students, teachers should follow the steps: - The teacher reads the pattern with the rhythm of the hand up and down (maybe twice) - Or listen to the tape/ recording - The teacher calls the good students to read them first, then calls the quite good students and finally calls the weak students The teacher needs to use the rhythm and the up and down movements of the hands to help students to focus and up and down accurately and easily - In some difficult sentences, the teacher writes on the board with the intonation sign -The teacher reads every word of the sentence (maybe once) clearly Then reads the complete sentence, combining the rhythm, the up and down movements of the hand (maybe twice) Practice for students to read in turn, then the whole class The teacher uses the rhythm, the movement of the hands up-down and help the students to focus the intonation correctly and easily Here is the method of teaching rhythm, intonation in each specific sentence: *Statement sentences Example 1: This is Mr Loc - The teacher practises Rhythms, intonation by the general method - The teacher uses the rhythm of the words "This, Mr", the stress of the sentence, the hand moves down the word "Loc" - the falling intonation Example 2: He is a pupil - Teacher practises rhythm, intonation according to the general method - The teacher uses the rhythm in the word "He", the hand moves down the word "pupil" 11 Example 3: She usually goes to school in the morning - Teacher practices rhythm, intonation by the general method -The teacher uses the rhythm at "She, goes, school", gesturing down at "morning" *Interrogative sentences Example 1: Is Linda a student? - Teacher practices rhythm, intonation by the general method - The teacher uses the rhythm in the word "Linda", move the hand up in the word "student" Example 2: Can your sister sing? - Teacher practises rhythm, intonation by the general method - The teacher uses the rhythm in the word "your sister", move the hand up in the word "sing" Example 3: Do you go to school on Saturday? - Teacher practises rhythm, intonation by the general method - The teacher uses the words "go, school", move the hand up from "Saturday" *Short answer: Example 1: Yes, he is - Teacher practises rhythm, intonation by the general method - The teacher uses the hand gesture down the words "Yes, is" Example 2: No, I don’t - Teacher practices rhythm, intonation by the general method - The teacher uses the hand gesture down the words "No, don’t" *Choice questions Example 1: Is Miss Hien a teacher or a doctor? - Teacher practises rhythm, intonation by the general method - The teacher pulses the words "Is, Hien", moves the hand up in the words "teacher", the hand moves down the word "doctor" Example 2: Are you a pupil or a student? - Teacher practises rhythm, intonation by the general method - The teacher uses the rhythm in the words "Are you", move the hand up in the word "pupil", the hand moves down the word "student" *WH-Questions Example 1: Where's your father? - Teacher practices rhythm, intonation by the general method - The teacher uses the rhythm in the words "Where's", the hand moves down the word "father" Example 2: Who’s this / that? - The teacher uses the rhythm of the word "Who’s", the hand moves down from "this / that" Example 3: When's your birthday? 12 - The teacher uses the rhythm in the word "When’s", the hand moves down the word "birthday" *Tag questions: In the elementary program, it is not mentioned yet 3.5 Regularly mobilize students' vocabulary by topics to avoid the "dead" vocabulary Indeed, if students not use much, many words will be forgotten and will become new words So try to remind knowledge of words, word structures to limit this Teachers can use the "Vocabulary tree" technique for the capital mobilization exercises[1] Each vocabulary tree will be a specific vocabulary and when vocabulary is grouped in a scientific way, you will naturally learn to group words in a systematic and rapid way For example, if you give the word "family", the students will quickly refer to the words father, sister, uncle with only one sheet of paper, a pencil, or a board with pair activity, the group or the whole class can check, reminisce and inculcate thematic vocabulary This activity can be held once a week Each topic of about to 10 words will strengthen their vocabulary How to proceed: - Choose topics that students find interesting or forgetful - Place the theme right at the center of the paper, circle the topic and give the general principles and genres that are relevant to the topic around For each category, write the appropriate words or you can divide them into smaller ones if you require more details bag School things pen With this approach, students are very diligent learning new vocabulary and when examining the children to work in groups or in rows, in a short time they find a lot of thematic words 3.6 Design multiple communicative tasks In order to synthesize the knowledge of grammar - vocabulary - phonetics into practice of speaking, applying in communication, teachers should actively explore and design communication exercises suitable for each Unit or lesson Here are some of the patterns I've applied: 13 a.“Find the differences” This activity can be applied in pairs or groups Each pair / group was given two similar pictures In - minutes, ask the pairs / groups to indicate the differences and inform the class about their results Example 1: English Unit 14: Lesson Example 2: English Unit 1: Lesson b "Describe and Arrange" This activity is conducted in pairs In a pair, student A plays a number of fixednumbered images Student B plays the same picture but only a number of images are numbered The task of B is to communicate with A to complete the numbering of the pictures, A performs the task of describing, instructing B to number without permission for B to see the original English Unit 13 14 English Unit 10 15 c "Describe and Draw" Depending on the level of the students and the content to convey in the lesson, the teacher selects the image in the picture accordingly In this activity, student A is given a picture and is responsible for describing to the other students to draw In the drawing process, "artists" can ask questions to get more clear information using the Wh-questions This activity is highly communicative and helps to improve listening skill for students Example 1: English Unit 17: Lesson Student A: I have many toys and pets Student B : Yes, and what toys you have? What pets you have? Example 2: English Unit 12: Lesson Student A: There is an apple tree with many red apples and two boys in the pictures The boys are climbing the apple tree to pick apples Student B: Yes, and what happened with them? 16 d “Find someone who ” This type of exercise applies well to both speaking and grammar lessons that focus on daily activities How to carry out: Ask the students to list some of the things that people usually (go jogging, go shopping, aerobics .), then let the students go around the class to find out who has the habit of doing this Teachers can submit the request: Students, you have minutes to find someone who does / likes those things Through practice I find this exercise can be applied to many levels of students and is highly effective Example: English Unit 3: Lesson Find someone who went to the seaside last summer e.“ Survey” "Survey" is a method of mobilizing the positive aspects of communication for students If the students are able to ask questions himself, this activity is very useful When doing this activity, I apply the topic “The things in the house” with the question: How many are there in your house ? Teachers ask students to give as many words as possible For example: picture, poster, chair, table, desk, sofa, wardrobe, cupboard, fan, mirror, door, window, Students will survey their friends by asking questions using the vocabulary they have already explored (This trick was used in Unit 14: Lesson 3, English 3) 17 f.“Role- playing” Role play is a highly informative and practical activity In the lessons, this exercise can be applied The situation teacher gives is to the content of the lesson Used to reinforce the knowledge of vocabulary and sentence patterns In this type of exercise, students posed many different communication questions In this part, I apply a lot to students in grade Example 1: Unit 13: Where did you go on holiday? - Where did you go last summer? - Who did you go with? - How did you go there? - What was the weather like when you were there? - Where did you stay? - How long did you stay there? - What did you there? - How was your trip? Example 2: Unit 9: What did you see at the zoo? - When did you go to the zoo? - Who did you go with? - How did you get there? - What did you see at the zoo? - What did the animals when you were there? - Which animal you love the most? Why? - Which animal don’t you love the most? Why not? - How was your trip? We can also apply other effective games such as: charade, pass the secret, the guessing game, rub out and remember In addition to the above solutions, I also organize the English club model, combined with other teachers and teenagers to hold extra-curricular activities on big holidays such as October 10th, March 26th Students are encouraged to exchange, learn, exchange learning experiences, participate in games of knowledge, dance, sing, tell stories, read poems and presentations in English Through that 18 forged for the spirit of solidarity, collective work, communication skill in front of the crowd Extracurricular Activities: Practice communication skill Regularly take pupils to the English room so they can access and use modern facilities for learning English Give them the opportunity to learn interesting lessons, lively pictures, clips attached to the content makes them easy to remember With the help of the device they can easily communicate with their teachers, friends, and work in pairs or groups, which is very useful for developing listening and speaking skills Therefore, they have made remarkable progress in communication and pronunciation is much better Students study in the English room Effectiveness of the Experience Initiative: After a year of applying the methods, vocabulary-phonics tutorials and applications in teaching communication skill, along with the constant consultation of colleagues, I personally verify after each Unit have applied to find the advantages and the limitations, from which can be better done for the following I see students make some progress Specifically in the following: 19 - About learning: + Students are more interested in learning this subject There is a sense of competition and the spirit of learning from one another in the contests - On vocabulary knowledge: + Many students have improved and expanded their vocabulary + Students are interested in discovering more new words that match the content of each lesson and they use vocabulary more accurately - Phonological knowledge: + Students pronounce more accurately They are beginning to be aware of the stress of the word, the stress of the sentence that makes the language in sentences lighter and more effective - Knowledge of communication: + Know to use flexible communication language, suitable for context + Be more active in communicating in English with teachers as well as friends - General results: Pronunciation exercises, vocabulary and communication language scored higher For specific tests, I conducted a survey in a number of lessons with 240 students in grade and 5, the results are as follows: (The test is scored 10 points) Knowledge check Points 9-10 Points 7-8 Point Survey Points Points < 5- Points > Vocabulary 220 students =91.7 % 66 72 82 20 (10 sentences) Phonetic 218 students = 90.8% 59 78 81 22 (10 sentences) Language of communication 215 students = 89.6% 60 72 83 25 (10 sentences) I compared the results with the earlier survey and found that the application of the lexical-phonetic-communication methods presented in the initiative had achieved good results The table compares the rate of students scoring on average and before and after applying the initiative Knowledge Results before Results after Increase check applying the applying the initiative initiative Amoun % Amoun % Amoun % t t t 20 Vocabulary 176 (10 sentences) Phonetic (10 154 sentences) Language of 131 communication (10 sentences) 73.3 220 91.7 44 18.4 64.2 218 90.8 64 26.6 54.6 215 89.6 84 35 III CONCLUSION, RECOMMENDATION Conclusion After a year of implementing and applying the initiative, I have drawn some experience in teaching phonetics - vocabulary - communication As follows: -Teaching vocabulary - phonetics and using it in speaking skill and higher is useful in communication is important because it helps achieve communication goals of high efficiency -In order to effectively teach English, it is necessary to create a communication environment so that students can practice their knowledge of the language, vocabulary and phonetics they have learned to develop their habits and confidence when using English -Regularly change teaching methods in a positive way by applying new teaching methods and designing activities in class to maximize the focus of monitoring and students participation in each lesson The methods presented in the subject can be modified and applied flexibly to inspire and impart knowledge to students effectively - Be patient with the students and encourage them to motivate them -Teachers must constantly improve their ability to communicate in foreign languages, improve their vocabulary, grammar and vocabulary knowledge through specific activities such as exchanging and discussing with their colleagues in professional meetings Study, take time to learn, learn from experience -Improve communication and expand vocabulary by watching movies, watching clips in English or with English subtitles In addition, listening to English programs on favorite subject or listening to English lessons on radio or TV is also helpful The initiative offers a number of solutions to help students in the primary school to use grammar, vocabulary and phonics, and helps them gradually improve their study results and improve test scores in the language of communication in particular and overall score in the test The initiative also outlines a number of approaches to improve vocabulary teaching in combination with phonetics and applying them to improve communication quality while providing a friendly learning environment, make students interested in learning 21 Solutions presented in the initiative are expressed through the design of small exercises for students to use the English habit Gradually improve the quality of the use of the words of students in particular and quality of Studying English in general The initiative is also a good reference source for English teachers in the teaching process of some vocabulary-phonics methods and how they can be used in teaching students communication skill 2.Recommendation: In order to improve the communication skill and knowledge of phonetics for foreign language teachers, the Department of Education would contact and organize training courses on this content with lecturers of colleges or foreign lectures is very necessary and practical Through training, teachers have the opportunity to practice, self-assess their ability to communicate, learn from faculty and colleagues to improve their proficiency COMFIRM OF UNIT LEADER Thanh Hoa, April 20th 2018 I guarantee that the experience initiative is written by myself without coppying Mai Thị Chấn REFERENCE BOOKS English Language Teaching and Learning in Primary School.Theoretical and Methodological Perspectives, DAVIDE CAPPERUCCi Ricercatore di Pedagogia Sperimentale – Università di Firenze, Corresponding author:davide.capperucci@unif.it Decision No 16/2006 / QĐ- BGD DT dated 5/6/2006 of the Minister of Education and Training on reforming teaching methods of the general education program English Textbook grade and grade , Educational Publishing House English Teacher's Book grade and grade - Educational Publishing House A brief comparison of Vietnamese intonation and English intonation and its implications for teaching English intonation to Vietnamese EFL learners, Luu Thi Kim Nhung*Faculty of English, Hanoi National University of Education, Building D3, 136 Xuan Thuy, Cau Giay, Hanoi, Vietnam 22 INDEX CONTENT PAGE I INTRODUCTION Select the topic Purpose of study Scope and subjects of research Research methodology 2 II THE CONTENT OF EXPERIENCE INITIATIVE 1.Theoretical background of the experience The status of the problem before applying the experience initiative The solutions have proceeded to solve the problems Effectiveness of the Experience Initiative III CONCLUSION, RECOMMENDATION 23 19 Conclusion 2.Recommendation: 20 21 * Reference books * The experience initiatives were evaluated DANH MỤC CÁC ĐỀ TÀI SKKN ĐÃ ĐƯỢC HỘI ĐỒNG CẤP PHÒNG GD&ĐT VÀ CẤP SỞ GD&ĐT ĐÁNH GIÁ STT TÊN ĐỀ TÀI XẾP CẤP ĐÁNH 2001- Phát triển tư gây hứng thú cho LOẠI C GIÁ Cấp tỉnh 2002 học sinh giảng dạy môn Anh văn 2003- trường THCS Phát huy khả phán đoán gây C Cấp tỉnh 2004 hứng thú cho học sinh học phần 2005- nghe Gây hứng thú cho học sinh học C Cấp tỉnh 2006 2006- từ vựng Mở rộng hiểu biết xã hội thông qua C Cấp tỉnh 2007 2008- Tiếng Anh Đổi phương pháp dạy học, phát A Cấp huyện 2009 huy tính tích cực học tập học sinh 2010- môn Tiếng Anh lớp Một số giải pháp bồi dưỡng phát huy C Cấp huyện NĂM 24 2011 lực tự quản cho đội cờ đỏ 2011- Trường TH Thị Trấn Một số biện pháp rèn kỹ nói C Cấp tỉnh 2012 2014- Tiếng Anh cho học sinh lớp Sử dụng giáo cụ trực quan dạy C Cấp tỉnh 2015 học Tiếng Anh trường tiểu học 25 ... ĐÁNH 2001- Phát triển tư gây hứng thú cho LOẠI C GIÁ Cấp tỉnh 2002 học sinh giảng dạy môn Anh văn 2003- trường THCS Phát huy khả phán đoán gây C Cấp tỉnh 2004 hứng thú cho học sinh học phần 2005-... thú cho học sinh học C Cấp tỉnh 2006 2006- từ vựng Mở rộng hiểu biết xã hội thông qua C Cấp tỉnh 2007 2008- Tiếng Anh Đổi phương pháp dạy học, phát A Cấp huyện 2009 huy tính tích cực học tập học. .. biện pháp rèn kỹ nói C Cấp tỉnh 2012 2014- Tiếng Anh cho học sinh lớp Sử dụng giáo cụ trực quan dạy C Cấp tỉnh 2015 học Tiếng Anh trường tiểu học 25