Một số biện pháp dạy ngữ âm và từ vựng để phát triển kỹ năng giao tiếp cho học sinh khối 3 và khối 5 ở trường tiểu học thị trấn nga sơn 1

THANH HOA EDUCATION AND TRAINING DEPARTMENT NGA SON EDUCATION AND TRAINING OFFICE INITIATIVE EFFECTIVELY APPLY SOME METHODS OF TEACHING PHONETICS - VOCAULARY IN GRADE AND AT NGA SON TOWN PRIMARY SCHOOL Teacher: Nguyen Thi Minh Post: Teacher Operative Units: Nga Son Town Primary School, Nga Son District, Thanh Hoa Province Innovative experience in the field: English THANH HOA 2021 TABLE OF CONTENTS CONTENT PAGE INTRODUCTOR 1.1 The reason for choosing the topic 1.2 Reseach purposes 1 1.3 Reseach objects 1.4 Research methodology 2 CONTENT OF EXPERIENCE INITIATIVE 2.1 Theoretical background of the experience 2.2 The status of the problem before applying the experience initiative 2.3 The solutions have proceeded to solve the problems 2.4 Effectiveness of the Experience Initiative 18 CONCLUSION AND RECOMMENDATIONS 3.1 Conclusion 3.2 Recommendations: * Reference books * The experience initiatives were evaluated 19 20 INTRODUCTOR 1.1 The reason for choosing 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 Nga Son Town 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 Nga Son Town 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 “Effectively apply some mothods of teaching phonetics - vocaulary in grade and at Nga Son Town primary school ” 1.2 Reseach purposes: 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 1.3 Reseach objects: The scope of my research in this subject is in the 2019-2020 school year with Nga Son Town 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 Nga Son Town Primary school students 1.4 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 CONTENT OF EXPERIENCE INITIATIVE 2.1 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 2.2 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 105 students The results are as follows Point Survey Knowledge Points Points Points Points check Points > 9-10 7-8 5- 9-10 7-8 5- Vocabulary 32 32 31 10 95 students = 90.1 % (10 sentences) Phonetic 29 29 34 13 92 students = 87.6% (10 sentences) Language of communication 27 33 32 13 92 students = 87.6% (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 Results before Results after applying the applying the Increase Knowledge initiative initiative check Amoun Amoun Amoun % % % t t t Vocabulary (10 sentences) Phonetic (10 sentences) Language of communication (10 sentences) 76 72.4 95 90.1 19 18.1 75 71.4 92 87.6 17 16.2 67 63,7 92 87.6 25 23.8 CONCLUSION AND RECOMMENDATIONS 3.1 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 19 - 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 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 3.2 Recommendations: 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 10th, 2021 I guarantee that the experience initiative is written by myself without coppying Mai Xuan Thong Nguyen Thi Minh 20 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 DANH MỤC SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG SÁNG KIẾN KINH NGHIỆM NGÀNH GIÁO DỤC VÀ ĐÀO TẠO HUYỆN, TỈNH VÀ CÁC CẤP CAO HƠN XẾP LOẠI TỪ C TRỞ LÊN Họ tên tác giả: Nguyễn Thị Minh Chức vụ đơn vị công tác: Giáo viên Tiếng anh trường TH Thị Trấn Nga Sơn 1- Huyện Nga Sơn TT 11 22 33 44 Tên đề tài SKKN Một số trò chơi giúp học sinh tiểu học học tốt từ vựng môn Tiếng Anh trường tiểu học Nga Hưng Một số biện pháp giúp học sinh luyện kĩ nói học Tiếng Anh trường tiểu học Nga Hưng Sự kết hợp có hiệu việc dạy ngữ âm từ vựng nhằm phát triển kĩ giao tiếp cho học sinh Trường Tiểu học THCS Nga Hưng Một số kinh nghiệm giúp học sinh khối 3, trường TH&THCS Thị Trấn để phát triển kĩ giao tiếp thông qua việc dạy ngữ âm Cấp đánh giá xếp loại (Ngành GD cấp huyện/tỉnh; Tỉnh ) Kết đánh giá xếp loại (A, B, C) Năm học đánh giá xếp loại Cấp huyện B 2015-2016 Cấp huyện B 2016-2017 Cấp huyện B 2018-2019 Cấp huyện B 2019-2020 ... Anh trường tiểu học Nga Hưng Một số biện pháp giúp học sinh luyện kĩ nói học Tiếng Anh trường tiểu học Nga Hưng Sự kết hợp có hiệu việc dạy ngữ âm từ vựng nhằm phát triển kĩ giao tiếp cho học sinh. .. Nguyễn Thị Minh Chức vụ đơn vị công tác: Giáo viên Tiếng anh trường TH Thị Trấn Nga Sơn 1- Huyện Nga Sơn TT 11 22 33 44 Tên đề tài SKKN Một số trò chơi giúp học sinh tiểu học học tốt từ vựng môn... giao tiếp cho học sinh Trường Tiểu học THCS Nga Hưng Một số kinh nghiệm giúp học sinh khối 3, trường TH&THCS Thị Trấn để phát triển kĩ giao tiếp thông qua việc dạy ngữ âm Cấp đánh giá xếp loại