SKKN một số phương pháp nâng cao khả năng giao tiếp bằng ngôn ngữ tiếng anh lớp 4 ở trường tiểu học nga hải

CATEGORY Content I Introduction Reasons for selecting an initiative Research purposes Research subjects Research Methods II Content Rationale Reality 2.1 For the school 2.2 With student 2.3 Survey results status Solutions implemented 3.1 Remedial measures Teachers should create the maximum opportunity for students to use effective English language during English lessons 3.2 Measure Encourage the development of communication skills in the English language for students through group and pair 3.3 Measure Improve communication skills through the establishment of the English Club of grade 3.4 Measure Always encourage students to present their ideas to the class 3.5 Measure Through a number of learning games to help students increase their ability to communicate in English Results of implementation of experience initiatives III Conclusions and recommendations Conclude Request IV References V The list of occupational experience idea has been rated Grade C or higher by the Provincial Science, Education and Training Board Page 2-3 3 4 5 7 - 17 6-7 7-9 9-10 10-11 11-19 19 20 20 20 21 22 I INTRODUCTION Reason for choosing an initiative: In view of the Party and the State, education aims to develop people to meet the general needs of industrialization and modernization of the country Foreign languages in general and English especially play an important role as a means of actively supporting the country's most effective integration process Therefore, improving the quality of education in general and English in particular is considered one of the most concern of education today In the new general education program, English as a Foreign Language 1, beginning in grades through in elementary school, identifies communicative competence as the goal of the teaching process As one of the high school curriculum subjects, English not only helps students shape and develop communication skills in English, but also contributes to the formation and development of common skills to live and work more effectively; to study other subjects as well as to study for life The English language provides students with an important international communication tool that enables them to exchange advanced science and technology information and knowledge, and learn about cultures, thereby contributing to the creation of a understanding among peoples, shaping the global citizen consciousness, contributing to the development of quality and individual capacity [1] However, nowadays students of Nga Hai Primary School in general, students in grade in particular, active in the communication process is not high so their communication has some limitations such as: shy, self ti and embarrassed when in front of the crowd, no cooperation skills, teamwork, lack of adaptive skills, problem solving skills, especially knowledge of the lives of poor students In addition, they not fully equip themselves with content such as the ability to "understand, use familiar English structures; Basic terms meet specific communication needs Not confident to introduce themselves and others; I not have the confidence to respond to information about myself such as my place of residence, relatives / friends, etc Starting from the above reasons, I chose the Initiative: "Some methods improving English communication capacity for grade students in Nga Hai Primary School" I would like to contribute a part in teaching English more effectively and attract many students interested in this subject Purpose of the study - In order to contribute to the development of English communication skills for students in grade Nga Hai primary school in particular and elementary students in general in a positive and creative way - Create excitement in learning English because communication helps students not only gain knowledge but also reinforce and deepen their knowledge Research objects - Current status of English communication skills for students in grade Nga Hai Primary School Communication skills education measures for grade students Nga Hai Primary School aims to improve the quality of English communication Research Methodology: - Methods to investigate the current status of communication skills education for primary school students, methods of interview, interview to collect information on the status ; Observation methods are used to identify the communicative behavior of students in learning activities - Method of exchange II CONTENT Theoretical basis In the history of human development, language has an important role in the life of the community and the life of every human being It promotes the development of thinking, which is the basis of social awareness and a means of communication Through voice, each person communicates in society Today, in addition to the mother tongue, to receive and communicate in the human community, people also use foreign languages and non-verbal images to communicate Therefore, the ability to communicate in society is wide open, diverse and rich Since ancient times, educators and philosophers have been interested in communication issues The activities of education, health education, education, capacity building, cooperation capacity has been respected From the activities of education, personal capacity is promoted, promote human society to develop Confucius (551-497 BC) was a philosopher, a prominent Chinese educator of antiquity, who had the mentality of linking GD with the practice of creating the "world class" people He said, "It is not useful to read three hundred good scriptures, given to those who have no ability to respond Confucius thought that learners in addition to learning professional knowledge and cultural knowledge also have to learn how to communicate in order to communicate successfully and effectively in professional and occupational work Communication is the tool and means for people to exchange, share information and gather information in the process of labor [2] Interpersonal skills are very important for real life, human work Communication skills are not innate, inherent in its formation, development in the course of life, through activity, experience, training, training Therefore, want to improve the quality It is necessary to develop communication skills for students Special communication in English Education of communication skills in English for students occupy position, important role, it directly affects the quality and effectiveness of primary education in general and of English in particular Because all teaching, learning and living in the school must be done through communication, especially in English Communication in English at elementary school is conducted in teacher-student relationship, games and teacher-student relationship with the people around To communicate successfully, effective teachers and students must have communication skills Specialized in English for 4th grade students Current status of communication skills in English for 4th grade students in Nga Hai Primary School 2.1 For the school - Facilities and teaching aids for English classrooms are still lacking, which makes it difficult to carry out the renovation of teaching methods for particular subjects Therefore, the quality of education in general, English in particular is limited, including the ability to communicate with students 2.2 With student -There are difficulties in communicating in English Because in each lesson we have only focused on two reading-writing skills This make our students have difficulties in coping with Listening and Speaking skills And students lack of confidence in English lessons The last and most important reason behind their ability to communicate in English is self-confidence Due to the inaccurate pronunciation, the psychology of speaking English is often afraid and afraid of mistakes, the ability to reflect with English is so low that students often fall into a state of lack of confidence and hesitant to sayEnglish Students lack of confidence in studying English class -Nga Hai primary school Observing some students communicating in the process of learning and educational activities, I found that the student's autonomy was not high, most students lack confidence, shy, timid before new issues or Wait for the teacher to suggest, nominate the new dare to answer In fact, even indigenous children have difficulty pronouncing some English sounds like r, l, sh and th and their pronunciation may be correct as they grow up The importance of the initial stage is to develop the ability to communicate simply in a new language without the fear of making mistakes, significantly affecting the motivation of the student There is a fundamental element that affects language learning: children will not learn without motivation - Almost all students pronounce incorrectly For example: 'class', library, e'raser, etc - In addition, they were unable to pronounce the words s, z, p, k For example: / s / ->, its reason / z / -> please, he / p / -> pen, pencil, pet / k / -> close, milk, like - Students also read incorrectly Most of them not remember vocabulary, especially long words For example: good afternoon, school library, bathroom, interesting, difficult - Student communication is not fluent due to fear of mistakes Their ability to form a complete sentence is still not good They still Also confused with the location of the word class (verbs, adpositions, adjectives, nouns and questions from etc.) Example: My name is Alan That's my brother There is a chair in the room When is your birthday? * From the above situation, I have conducted quality survey for grade students Nga Hai Primary School, the survey results as follows: 2.3 Survey results status I have studied the ability to communicate in English as well as the quality of learning English to 4B (experimental) and 4A (control) Nga Hai Primary School at the beginning of the school year 2017-2018 * The following results: Class Size Rating rating Finished well Finish Unfinished SL TL SL TL SL T L 4B(Experimental Class) 26 14,2 15 59,2 26,6 4A (Control Class) 30 16,5 19 63,7 19,8 Through the survey results, I found that some important skills of communication skills such as problem solving skills; Ability to solve problem; negotiation skills; Speech skills required; self-control skills in communication; presentation skills in front of the crowd; Teamwork skills, especially the ability to express attitudes by language behaviors that are not routinely practiced by children, leads to the achievement of these issues From the above mentioned situations, in order to make the job better, to help the students to be interested in learning English and improve the quality of education in the school, I would like to present some practical measures is as follows: Some measures to help students in grade Nga Hai Primary School have to communicate in good English 3.1 Remedial measures creating the bigger opportunity for students to use effectively English language during English lessons We know that the mainstream pathway in elementary English is communication When teaching, teachers should emphasize the formation and development of communication skills for students Communication methods have similarities with the learner-centered approach to teaching and learning English at school in general and for students in grade in particular This mainstream instruction specifies the teaching activities of the teacher and the student's learning activities Help teachers create maximum opportunities for them to communicate in English at school hours From there, they have the ability to communicate in English well Teachers need to understand the psycho-physiological characteristics of primary school students, especially grade Students are actively involved in the learning process Teachers provide opportunities for students to communicate in English in contexts, situations that are close to their daily lives, and allow them to engage in interactive activities through listening, speak, read and write English Teachers usually English in the classroom and provide bigger opportunities for students to use English in and out of the classroom (English 4unit 12) Example What’s your mother name ? My mother name’s Lan What does your mother ? She’s a nurse Where does she work ? She work in a hospital Student performance assessments must adhere to the program's curriculum objectives and content, based on the requirements for communicating in grade communication The content and form of assessment should follow the learning objectives, taking into account the changes in the goals of each grade However, in Grade we still give priority to listening and speaking Monitoring and evaluation activities should be conducted in two forms: regular assessment and periodic assessment Regular assessments are conducted continuously through classroom teaching activities During the teaching process, priority should be given to regular assessments in order to help students and teachers monitor progress in meeting their goals The focus should be on communication skills in English for grade students Example What’s the name of you school ? Nga Hai brimary school 3.2 Measure Encourage the development of communication skills in the English language for students through group and pairs For students to be able to communicate well, they need daily practice during their studies Therefore, the need for classroom models can create a favorable environment for developing communication skills for students by practicing regularly Study groups in English class - Nga Hai Primary School In the classroom, for the purpose of developing communication skills for the student, the teacher will evaluate and categorize students with levels of communication and learning Then the teacher will divide the students into groups with their own abilities and advantages so that they can work, exchange and work together to complete the assignment This will be an opportunity for students to actively learn teamwork skills and to bring out the ideas and persuasiveness of each individual in the group Such as: The number of students is divided into groups in certain ways In each group, students have the opportunity to improve their listening and speaking skills and learn from each other They will be more confident in communicating in English Example: Unit 18: How much is this shirt? (English 4, lesson 17) + Teachers ask students to work part-time in "Look and speak." Then a pair of representatives in each group up the table, pointing to the picture, asking and answering Each group understands what they must when applying the two sentence structure: "How much money this shirt?" Answer "It plus the money" to practice asking and answering about the price of human costumes - Under the leadership of the group leader, each team member must understand what they must and actively participate in team activities at the same time For example: On demand for exercise, the class is divided into several groups (6 students / group) and is organized as follows: + Designated group leader: - Asking a question and answer about the price of scarf A and B: shirt - Assemble two questions and answers about clothes in picture C, figure D and figure E: a jacket, a dress and a sweater Leader leaders ask the couple to practice and the rest of the group to listen - Then switch to group Therefore, every member can listen and practice the whole lesson - If any member of a group is confused and unable to practice well, they will be assisted by team leaders and other team members Teachers should divide the class into groups that are relatively equal in student learning In each team, the communication skills of the members must include all levels: Complete good, completed and not completed - Assigns students with good English proficiency to various groups to control the implementation process Improving communication through work in pairs and groups With this method, it is necessary for students tu develop their ability to learn in a positive, active the and creative way They have to show themselves, find out, find out and conquer the self And in my opinion, through group work in some activities, when students have learned how to work in groups, they have the conditions to cooperate, learn prom each other and take reponsibility Responsible for special group members who sels – dominate knwledge if the teacher organizes and guides well Team teaching is an actipe method in which, thenumber of students is divided into group in certain ways In each group, students have chances to boost listening and speaking skill and learn from one another They will be more confident in communicating in a foreign lnguage Example: English – unit 16 – lesson (Point and say) + Teachers ask students to work in group in part “Point and say” to suggest some pleces to go and say why Then, a pair of reprefentativef in each group go to the board, point to the picture, suggest + Each group understands what they have to if applying a sentence structure: Let’s go to the…… I want to …… To practice suggesting some places to go and say why Under the assigmnent of group leaders, each member in the groups have to understand what he/she has to perform and actively participate in group ativities at the same time According to the request of the ebove practicing exercise, a class is divided some certain groups (6students per group) and is organized as follwing: The group leader assigns as: Pair 1: Suggest some places to go and say why in picture A: Bakery/buysome bread Pair 2: Suggest some places to go and say why in picture B: Pharmacy/buysome medicine Pair 3: Suggest some places to go and say why in picture C: Pharmacy/buysome medicine Pair 4: Suggest some places to go and say why in picture D: Sweet shop/buy chocolate + The group leader asks pair to practice and the rest of groups to listen Then, take turn to group 2, 3, Therefore, every member could listen and practice the whole lesson If any member in one group is confused and unable to practice fluently, he/she will be supported by the group leadels and other members in the group Teacher should divide the class into groups with students relatively equal learning capacity In each team, comm unication skill of members haf to cover all of levels: Good, quite good, medium and weak Appointing students with very good English capacity to different groups for controlling the practicing process Teachers should care for encourage students with weak learning capacity and give complements, reward ones with good performance ` Work in the group in class 4A at Nga Hai primary school 3.3 Measure Improve communication skills through the establishment of the English Club of grade During class hours, teachers facilitate the communication skills of fourth graders through the establishment of the club according to the interests and preferences of the students The organization of these clubs will create a favorable environment for good students Not only that, while working in the club will help you practice communication skills in a larger scale environment than the classroom Students can learn better communication skills in this environment For example: Create excitement for students to improve their skills: speaking-speaking and quick reflexes Start with extremely simple content and gradually improve the level for the members This is primarily to attract a large number of students to take part in and step by step knowledge, focusing on the two main skills - listening and speaking English for a long time to come The content and form of activities must change or refresh continuously such as: Club members can exchange with each other topics such as: Example: To introduce, get acquainted A: Hello I’m Nga B: Hi, Lan I’m Ha A: How are yoy today? B: I’m fine, thanks you And you? A: I’m very well, thanks Example: Ask about hometown B: Where are you from? B: I’m from… A: What’s your nationality? B: I’m…… Example: Ask about school, class, teacher and friends A: Where is your school? B: It’s in Nga Hai village A: What class are your in? B: I’m in class 4A/B) A: How may students are there in your class? B: There are … A: How many teachers are there in your school? B: There are… Example: Talk about dreams, career in the future A: What you want to be in the future? B: I want to be a/an…… A: …? Example: Talk a short paragraph about the school, class based on suggestions such as: (school, big or small, beautiful, teacher, student, tree, flower…) Daily training in the classroom or in the clubs will be a very effective way to develop communication skills for elementary students in general and for students in grade in particular Confident communication in the classroom helps students also acquire the skills needed to communicate well in different environments 3.4 Measure Always encourage students introduce their ideas to the class Encouraging and encouraging students to express their opinions in front of the collective is very necessary For unsatisfactory answers the teacher will consider and encourage you to try more in the next In order for students to have good communication skills, the start dates play a very important role Therefore, the method of encouraging students to confidently raise their opinions is extremely necessary 10 Students speak confidently in English class - Nga Hai primary school Encouraging quick rewarding is a good communication skill Compliments, encouragement will have great strength to produce positive results In order to improve communication skills for students in grade 4, one of the most effective methods is to reward and motivate students who are trying and confident in communicating to achieve high results This will be a great motivation for the students to actively compete in the training of communication skills for students in general and students in grade in particular After lesson of my 4th grade English book, I let students talk about the subject of the day, month and year For example: What is the date today ? It’s the first of october When’s your birthday? It’s on the fifth of march 3.5 Measure Through a number of learning games to help students increase their ability to communicate in English A new teaching method can create an amount of inspiration and creativity for the teacher Each teacher has his own unique creations in the process of teaching If the teacher repeats the same method in each lesson, the student will feel bored and even feel that the lessons come as normal without inspiration and expectation Games are also considered an important form of entertainment In fact, they can be used to reinforce the material language as described above by the method of attracting students In all forms, the game can perform the functions of skill exercises because we can review and introduce material language in a fun and well organized way games The practice section often goes with the teacher-centered iteration This method is effective when students learn new vocabulary and sentence structure In contrast, games are often open and focused on students There are many types of games Some focus on vocabulary or sentence structure And there are games that promote both vocabulary and sentence 11 structure Here are some games that I usually apply to my lectures in the classroom: * Games for vocabularies Example: Lesson 11: My daily activities (English - Unit 11) The teacher reads "It's nine-thirty." Two students from two groups ran up the table, adjusting the hands of the clock to the required time and repeating the sentence Faster than the winner e It’s nine thirty Charades This activity can be done in various forms, but all forms express meaning through gestures The easiest way to play the game is to tag words or images upside down in a pile One took a card at the top of the pile without reavealing what word was to the classmates and all the students guessed the word In another simple method that does not use magnetic cards or pictures, the teacher will whisper the words to a student After that, students continue to the same steps above Example: Lesson 6: Animals in the zoo ( grade 4, unit 19) Teachers divide classes into two groups When there is a teacher signal, each member in each group runs fast to the image equivalent of their group to see what the animal is and take action for the friend and ask the friend to guess the name of the animal or Make sentences with animals on the structure learned Which one is right and faster than the winner? 12 S: What am I? Classmate:you are a S: What am I? Classmates: You are a crocodile 13 I? S: What am S: What am I? Classmates: You are kangaroos + Concentration Classmates: You are a This activity helps students build their own memorization abilities Students are divided into pairs or 3-4 gourps Each group received two sets of photos and placed upside down without any order At each session, a student turns two pictures and must look for the same picture and read the big words in the picture If two images are combined, students get one point and keep two images * Some sports exercise games: + Column (vertical row) To distinguish singular nouns, plural nouns; distinguish between present verb, past verb, Example: Unit 8: School (4th grade English - Unit 14) To distinguish the comparative structure of the learned sentence written on the board as follows: Adjective Comparative Tall Taller Short Shorter … … The teacher selects five to six students to line up in the middle of the class When the teacher reads and points to the student saying "taller", the student runs up to the top of the line to follow the order and line up from high to low Conversely the teacher pointing at the student reading the word "shorter" then the student runs to the top of the line and the order goes on as the order goes from low to high 14 Comparative adjective, taller, shorter Bean - It can be applied to word lists (or sentences) based on specific topics such as Jobs, animals, clothes Students lined up in circles Student throws a ball or bag for student and raises a question Student answers the question and quickly throws the ball to the 3rd student and asks questions This activity is continuously performed until all team members are taken in turn (Classes can be divided into small groups and games are grouped at the same time.) + Find Your Partner This activity gives students the opportunity to use context-specific language list of ballots with the same number used Each student will receive a ballot and the ballot should be kept confidential Students walk around the classroom and find the same ballot for them The requirement is to ask a question regarding the content of the student's ballot Example: Unit 4: Things I Can Do (English 4, Unit 5) Students with the word "jump rope" can ask questions to their friends, "Can you jump?" The answer "Yes, I can" means that he or she has the same vote with the manufacturer of the question 15 Guess the words Guess the words A living or dialogue statement Teachers divide classes into teams; mark the headline and target lines on the other side When the teacher's "Go" signal is spoken, each student in each group quickly performs flashes (or runs) from the beginning to the destination line to take pictures and then returns to the teacher When giving the teacher a picture, students must talk about content related to the image 16 Living sentence Living sentence + Lucky number Students select 1-9 number you like If you choose the lucky number, you not have to answer the question but get points (2 points for one) If not the lucky box then the team must answer correctly to score points If the team chooses not 17 to answr, the chances of scoring for the opposing team (If both teams not have the right answr, the chance will be for the audience) The winner is the team with more points (If two teams score points, the winner will be the more lucky) The sequence numbers to the crossword correspond to the question the teacher has prepared according to the content of the unit English unit 16 lesson 2, let’s talk To revise two structures “why you want to go to the…… ?” 1.Look at the picture to answer the question: Why you want to go to the pharmacy ? Look at the picture to answer the question: Why you want to go to the bakery ? 18 Look at the picture to answer the question: Why you want to go to the sweet shop ? Look at the picture to answer the question: Why you want to go to the Cinema ? Look at the picture to answer the question: Why you want to go to the Supermarket ? 19 Look at the picture to answer the question: Why you want to go to the Swimming pool ? 7.Look at the picture to answer the question:Why you want to go to the Zoo ? 8.Look at the picture to answer the question:Why you want to go to the Zoo ? 20 * Organize for students to participate in the English speaking class in the 4B class In order to promote the emulation movement to improve the quality of teaching and learning English especially the ability to communicate in English for students in the school in general and for grade in particular, creating an environment for students to exchange, learn English, learn each subject learned to apply to everyday life and arouse interest in English I myself have organized a 4B English-language English Speech Contest The English rhetoric contest also aims to develop the ability to eloquence, help students improve communication skills, presentations; enhancing the ability of international integration, enhancing confidence confidently when communicating in English In the final round, the jury selected 14 students to perform well to award prizes including 01 first prize, 03 second prizes, 06 third prizes and 04 consolation prizes Here are some pictures of the competition: Mai Thi Ha won the first prize Mai Sy Hieu won the second prize Results of the implementation of experience initiatives In the beginning of April of the school year 2017-2018, I would take the test in two classes 4B and 4A (in which class 4B is the experimental class, class 4A is the control class) 21 Rating rating Class Size Finished well Finish Unfinished SL TL SL TL SL TL 4B(Experimental Class) 26 14 54,4 12 45,6 0 4A (Control Class) 30 19,8 20 67,0 13,2 From the above survey results, I found that the solutions mentioned above that students in class 4B (experimental class) are able to communicate in English very well They are confident in learning, communicating There is no timidity in learning They are brave in learning, exchanging Therefore, the quality of learning in general and the quality of English subjects in particular are significantly improved III CONCLUSIONS AND RECOMMENDATIONS Conclusion - Communication skills in English for students in grade is indispensable in human activities It helps them to learn better, to love the subject more, to communicate confidently This will improve the quality of learning in general and English in particular - In teaching and learning activities in general, communication in English plays a particularly important role Thanks to that communication, students gain knowledge in the study program, as the basis for the development of personality - The ability to communicate well in English helps students exchange information about their studies, thoughts, emotions, and everyday life issues Their English communication skills include listening skills, greeting skills, expressions of apologies, apologies, requesting words, situations handling skills, etc - To communicate in English well, students need to practice regularly Therefore, it is important to note early in English that children should talk slowly and try to present easy-to-understand problems in order to actively control speech errors, grammatical errors, and grammatical errors They need to think carefully before answering, which both helps in raising the value of their answers, while helping to control the content so students have the time to choose words and grammar to answer back to fit Recommendations: (None) CERTIFICATE OF HEAD OF UNIT PRINCIPAL Nga Hai, day 10 month in 2018 I promise this is my experience idea write, not copy the content of other people WRITTEN NGUYEN THI QUYEN 22 IV REFERENCES Ta Ngoc Ai, Dang Hung Ky, Nguyen Quoc Bao, Nguyen Minh Hoang (2008), Intelligent communication and behavior, Bach Khoa Publishing House Dao Thanh Yin (2004), World Education History, Education Publishing House 23 V LIST THE INITIAL EXPERIENCE HAS BEEN CONFERENCED BY THE EXPERIENCED EXPERIENCE COUNCIL FOR EDUCATION AND TRAINING OF DISTRICT, PROVINCES AND HIGHER LEVELS OF TURKEY Full name: Nguyen Thi Quyen Position and job: Teacher Nga Hai Primary School Rating rating (District / TT Topic name experience idea provincial education, province ) Experience teaching District vocabulary Education District Methodology of teaching English vocabulary in junior Education high school District Some of the methods of teaching Primary English Education Vocabulary Some measures to teach District English vocabulary for Education students in grade Nga Hai Primary School Rating results (A, B, or C) Year of assessment rating C 2008-2009 C 2010-2011 B 2014-2015 B 2015-2016 24 ... 4B(Experimental Class) 26 14 54, 4 12 45 ,6 0 4A (Control Class) 30 19,8 20 67,0 13,2 From the above survey results, I found that the solutions mentioned above that students in class 4B (experimental class)... in two classes 4B and 4A (in which class 4B is the experimental class, class 4A is the control class) 21 Rating rating Class Size Finished well Finish Unfinished SL TL SL TL SL TL 4B(Experimental... communication skills Specialized in English for 4th grade students Current status of communication skills in English for 4th grade students in Nga Hai Primary School 2.1 For the school - Facilities