CATEGORY
Content
I. Introduction
1. Reasons for selecting an initiative
2. Research purposes
3. Research subjects
4. Research Methods
II. Content
1. Rationale
2. Reality
2.1. For the school
2.2. With student
2.3. Survey results status
3. Solutions implemented
3.1. Remedial measures 1. Teachers should create the maximum
opportunity for students to use effective English language during
English lessons.
3.2. Measure 2. Encourage the development of communication
skills in the English language for students through group and
pair.
3.3. Measure 3. Improve communication skills through the
establishment of the English Club of grade 4.
3.4. Measure 4. Always encourage students to present their ideas
to the class.
3.5. Measure 5. Through a number of learning games to help
students increase their ability to communicate in English.
4. Results of implementation of experience initiatives.
III. Conclusions and recommendations
1. Conclude
2. 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.
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I. INTRODUCTION.
1. 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 3 through 5 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 4 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 do 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 do 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 4 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.
2. Purpose of the study
- In order to contribute to the development of English communication skills for
students in grade 4 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.
2
3. Research objects.
- Current status of English communication skills for students in grade 4 Nga Hai
Primary School.
Communication skills education measures for grade 4 students Nga Hai Primary
School aims to improve the quality of English communication.
4. 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
1. 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
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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.
2. 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 4 -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.
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- 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 do 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 4
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
4
14,2
15
59,2
7
26,6
4A (Control Class)
30
5
16,5
19
63,7
6
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:
3. Some measures to help students in grade 4 Nga Hai Primary School have
to communicate in good English.
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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 4 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 4. 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 do ?
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 4 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 4
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 4 students.
Example.
What’s the name of you school ?
Nga Hai brimary school.
3.2. Measure 2. Encourage the development of communication skills in the
English language for students through group and pairs.
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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 4 - 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 do 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 do 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.
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Leader leaders ask the couple to practice and the rest of the group to listen.
- Then switch to group 2. 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 4 – unit 16 – lesson 1 (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 do 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.
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+ The group leader asks pair 1 to practice and the rest of groups to listen. Then,
take turn to group 2, 3, 4. 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 4 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 3. Improve communication skills through the establishment of
the English Club of grade 4.
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.
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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 do 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 4 in particular. Confident communication in the classroom
helps students also acquire the skills needed to communicate well in different
environments.
3.4. Measure 4. 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.
Students speak confidently in English class 4 - Nga Hai primary school .
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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 4 in
particular.
After lesson 4 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 5. 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
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 4 - 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.
11
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 do 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?
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S: What am I?
Classmate:you are a elephant
S: What am I?
Classmates: You are a tigers.
S: What am I?
Classmates: You are a crocodile.
S: What am I?
Classmates: You are kangaroos .
+ Concentration
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
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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.
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 1 throws a ball or
bag for student 2 and raises a question. Student 2 answers the question and
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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. 2
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.
Guess the words
Guess the words
A living or dialogue statement
Teachers divide classes into 2 teams; mark the headline and 2 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.
15
Living sentence
Living sentence
+ Lucky number.
Students select 1-9 number you like. If you choose the lucky number, you do 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
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to answr, the chances of scoring for the opposing team (If both teams do 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 4 unit 16 lesson 2, let’s talk.
To revise two structures “why do you want to go to the…….. ?”
1.Look at the picture to answer the question: Why do you want to go to the
pharmacy ?
1. Look at the picture to answer the question: Why do you want to go to the
bakery ?
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2. Look at the picture to answer the question: Why do you want to go to the
sweet shop ?
4. Look at the picture to answer the question: Why do you want to go to
the Cinema ?
5. Look at the picture to answer the question: Why do you want to go to the
Supermarket ?
18
6. Look at the picture to answer the question: Why do you want to go to the
Swimming pool ?
7.Look at the picture to answer the question:Why do you want to go to the Zoo ?
8.Look at the picture to answer the question:Why do you want to go to the Zoo ?
19
* 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 4 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
4. 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).
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