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

To understand what needs to be communicated, learners need to learn a habit from the beginning when learning a foreign language, creating a learning environment, using complementary meth

TABLE OF CONTENTS

1 Special point of the communication activity 3

1 Characteristics of teaching communication 5

2 Characteristics of Forms of Communication Teaching 5

1 Difficulties in organizing students to communicate. 7

3 Organized during school commication sessions 11

5 Measures for organization of implementation 15

PART I INTRODUCTION

I Rationale:

In the current trend of integration, the use of English in the field of communication is very necessary It has been proven that people who know how

to use English fluently in business, commerce, politics, tourism, as well as in everyday life have achieved much success

However, nowadays, at many professional schools and in provinces, Learning English is still inadequate, especially the practice of communication in English, the use of equipment in their studying Therefore, when entering universities and colleges, most of them spend a lot of time studying English; In addition, many students when leave school to find a job has encountered many difficulties due to the limited ability to use their English

From that fact, learning English communication is very necessary, especially when communicating with foreigners requires the person of communication should understand the purpose of communicating through the information in a major way Being able to communicate effectively with others is

an important skill Through communication, people gain some understanding of each other, learn to mimic each other, influence each other, build trust, and learn more about themselves and how they perceive people Effective communicators know how to interact with others flexibly, responsibly, but still do not lose their individual needs and integrity

To understand what needs to be communicated, learners need to learn a habit from the beginning when learning a foreign language, creating a learning environment, using complementary methods, Audiovisual communication, communication with indigenous people to acquire knowledge of English proficiency when communicating

English in the secondary education system has provided information, methods, teaching methods and learning methods In the new upper secondary school program, it was determined that: "Innovative teaching methods, learning methods" [3], diversify forms of teaching organization such as classroom teaching, small group teaching, pairing the most effective way to learn After many years of reforming the new textbooks, applying a new method of morality, I started to feel awkward and have not experienced much Done, now the use of the new method has many changes So, one of the things that I want to mention in this

article is: Organization of teaching English communication acitivies at class so

that students learn how to speak English effectively

II Aims of the study:

The aims of the topic may be listed as follows:

+ To understand a language, or to use language fluently, learners need to know how to use methods in which the role of communication method is indispensable + To help students apply the means to suit the communicative method

+ To give out some further practices

III The subjects of the study

To promote communication activities in English, and direct the students to deepen their communication skills so that they can speak the English language The subject of this research, I focus on the students in grade 10 at the Sam Son upper secondary school to help them get to know how to use the language spoken from the beginning

IV The methods of the study

In this topic, I mainly deal with research issues related to English communication The method I applied was mostly group or in pairs, applying simulations of student sitting positions, drama, role playing, practical application

in everyday life

V The new features of the study.

In my previous experience initiative report (2007-2008), I have applied to this topic and have made great achievements in teaching English communication This title was certificate type C by Thanh Hoa department of education and training However, that year I was only deploying and applying in small aspects such as communication in English in pairs or groups in the spirit of conversation, dialouge In this new topic, I am implementing some new content as follows:

- Communication in pairs or groups, performation himself, express new ideas through picutes or a story

- Convert the sitting position of the students by counting the sequence number, dividing the class into 6 groups

- Apply open talk, students talk freely in English on the subject of the teacher

- Students can speak in groups, choosing to communicate freely

- There are 3 part interviews Introduce yourself, select the topic and answer the questions

PART II - CONTENT

I Theoretical background

1 Special point of the communication activity.

Communication activities are forms of exercise that enable students to practice free-to-play communication, much like real communication, in which there is very little control and control over the language and speech of the student Communication activities have the following characteristics: [1]

* Language is used purposefully;

* Create communication needs (through tricks to create information gaps, views between students when doing exercises);

* Encourage students to use creative language, contribute ideas and express their own views;

* Focus on language content rather than language accuracy;

* Encourage the independent work of the students;

* Students choose and decide what they want to say rather than being influenced

by "pattern words" as in controlled practice

Communication activities are commonly used in the form of interviews, questionnaires, guided roleplaying exercises, interactive games, information gaps, discussions, Work in pairs, groups These activities are usually carried out

following guided activities; Or be conducted at any stage of study for the purpose

of strengthening and practicing liberty, or to open the article, as a prerequisite for subsequent referral activities

2 Types of communication

2.1 Internal communication [1]

When people talk to themselves, this communication takes place in the brain It includes thoughts, memories, and awareness throughout the communication process Most of the behavioral responses to the main levels of communication are rooted in introspection At this level, the subject sets out the rules for himself and the communication patterns Intuitive communication includes:

Senses - Examples: interpreters, texts, symbols

Non-verbal communication - eg, gestures, eye contact

Communication between parts of the body [1]

- For example, "My eyes tell me it's already dark"

2.2 Communication behavior [1]

Communicative behavior is understood to be communication between two individual individuals [1] This form of communication occurs when two people communicate with each other or in groups This also means that people can capture communication with different people in different situations and make the person feel good Actions such as eye contact, body movement, and hand movements are also part of behavioral communication The most common functions of communication behavior are listening, speaking and resolving conflicts Classification of behavioral communication goes from language to non-verbal communication and from one situation to another Communicative behavior includes targeted and appropriate face-to-face communication

2.3 Communication in small groups [1]

Small group communication is a collaborative process that occurs in groups

of three or more to set common goals that include face to face communication and types of interactions [2] This type of communication sometimes includes behavioral interactions where there is only one major difference in the number of participants in the process

2.4 Communication community [1]

When a person sends a message to an audience, does not distinguish different individuals Unlike the above levels of communication, spokespeople play a key role in this communication process

2.5 Communication together [1]

The process of centralized communication takes place when a small group

of people sends a message to a large receiver through a particular media This process manifests the formation and propagation of a message to a large receiver through the media

2.6 Nonverbal communication [1]

In nonverbal communication, people communicate messages to each other without using language They communicate through facial expressions, head position, hand and hand movements, body movements, position of the legs and feet People can also use "distance" to express a message By paying attention to nonverbal communication, one can understand the message from the other, and pass the message on to others Attention to non-verbal communication helps people: [1]

Express your confidence and understanding

Demonstrated power and influence

Express your sincerity, excitement and cooperation

Build trust

Recognize the mood of yourself and others

Discover the difference between what others are saying and what they are thinking

Change behavior and communication spaces to create more effective discussions

II Practical background

1 Characteristics of teaching communication

- Teaching activities are still conducted on the whole class

- Student grouping is both subject to the cognitive psychology of the student, and depends on the learning task that the student needs to address [2]

- In each group, the members must be assigned clear tasks, must work together to solve common tasks of the group

- Teachers during the school hours are the organizers of activities for students [3]

- Teachers must rely on the duties of the class that design specific learning tasks and activities for the student to solve individually or in groups, make specific inquiries, Works actively In particular, teachers must observe, evaluate, help, modify when students have difficulties or problems during the operation

2 Characteristics of Forms of Communication Teaching.

The individual activities of each individual student are reorganized and linked organically in a common activity to carry out learning activities At the same time

in the process of linking it will form and integrate the interrelationships: Learner

-Teacher - Learner Each factor in an interactive relationship has a very important

position [2]

2.1 Learner: Active, active subject of creativity learning activities [2]

In the process of communication: Learner actively listen to, learn situations, situations, words from the teacher exchange interaction between teachers and games, chat with the game through communication in the group From there, it develops its inherent thinking ability Students acquire knowledge by learning activities themselves Thereby, the children find their own knowledge, understanding and memory in an active way, creating interest in learning for themselves

2.2 Teacher: "The one who awakens" organizes and directs [3]

Teachers play a very important role in guiding, directing, and directing students to work effectively The mentor from the role of an active person in the classroom becomes the facilitator who helps students conduct their own activities The teacher leads the students to explore, gain knowledge through the cognitive steps, organize activities in the process of teaching

3 The role of communication learning

3.1 Students

Communication activities promote language ability, confidence in the process of communication

- Create opportunities for all students to develop their communication skills, using language effectively In particular, weak students, can also be steamed in the communication

- Create opportunities for students to express their views

- Promote the initiative, creativity, thinking ability, ability to evaluate the problem of students Practice self-expression in the crowd when using the language

- Enhance mutual understanding among students in the classroom

- Training the ability to express, brief information, clear

- Through the process of addressing the problem that the teacher mentions, students increase self-esteem and self-esteem

3.2 Teacher

- Facilitate teachers to more accurately assess student comprehension, cognitive, emotional, and expression levels, as well as student thinking abilities

- Adjust teaching method appropriately

4 Results, the effect of the situation.

From the above situations, in order to achieve better performance, I boldly improved the content and methods of communication activities applied well in the class 10 in Sam Son High School This method is not new to students as it is for English or other subjects But this activity can not fade during teaching and learning Because, this method will help students actively active, more confident when communicating with foreigners

The method of communication that I have applied at school helps students actively explore, create speeches, dialogues, express thoughts, emotions, passions, knowledge of social, political, cultural matters Although it may be just a short speech or three sentences when communicating These, every day a little, students were able to confidently learn, sticking to each topic to express their views Through surveys and surveys, most students in the classes that I am assigned to teach (Grades 10A4 - 10A9) would love to use this method to communicate

III: The solutions

1 Difficulties in organizing students to communicate.

Although the organization of teaching communication was taught by many teachers during the lessons However, the implementation of this new curriculum

in practice has encountered some difficulties Many times, it is still formal and implementation is still inadequate Therefore, I would like to introduce some limitations that myself as well as some colleagues (through exchange) often have: 1.1 Teaching methods and learning are inadequate, not be suitable to the requirements of innovation

Teachers do not properly understand the nature and variety of communication teaching Therefore, teachers use their mother tongue (Vietnamese) more than English, and sometimes the teacher due to the need to communicate with native people is limited, so the organization of monotonous teaching is not effective

For example: Teachers who have just translated English into Vietnamese,

in the process of teaching, speaking, asking questions often also use Vietnamese, sometimes afraid to speak wrong while communicating with students

1.2 Communication skills of students have not been improved

- Students are mostly unconfident, embarrassed, shy in communication,

- Students do not know how to show support, agree with each other

- Discussion, discussion in the group is not exciting, not excited, not create products discussed

- Students are timid, not brave when expressing opinions as well as presenting the results

- Teachers do not really put out activities that are effective but simply think about telling them about the principles of doing things, showing them how to do things, and then hopefully students follow them

Example: You have to listen to each other's opinions

But in reality, students do not perform as expected of the teacher Therefore, students do not develop self-learning skills on the textbook and on the instrument

of experimental practice or exchange in the process of communication

1.3 Not motivating the participation of the team members

- Many communication activities are only some children who are quite good at work, the other children are also indifferent, self-deprecated enthusiasm for this activity

1.4 The role of the teacher is not clear

- When teaching communication, because worry about the students not to understand the problem of communication, difficult to use the language to express the use of bilingual language is always formed, trying to translate for the students

to understand without paying attention to the problem of expressing ideas, suggesting, guiding the reception of students

Teachers can only be give some ideas to self-discovery, self-discovery, knowledge acquisition, self-assessment based on knowledge From there, provide methods for students to discuss and control their own problems when they are having problems

1.5 Inadequate facilities

- Facilities is also a very important part of teaching foreign languages However, in the schools can not meet the needs of facilities such as audio-visual room, practice room, software in the application of information technology into the sound In addition, the class is over 45 students / class, tables and chairs are 4 students / 1 table so the arrangement of activities is very difficult and time consuming while moving

- The preparation of study cards, (hand out) pictures are difficult The facilities for group activities such as specimens, practice facilities, group tables, visual aids etc are not sufficient so the efficiency is low Each time you go to class, teachers have to manage themselves, prepare themselves at home or prepare students to sample, objects for students to actively exchange and express in new lessons

2 Suggesting solutions

2.1 Teaching methods

Many teachers use traditional teaching methods such as: grammar -translation, direct method, listening and speaking method, listening method, open method If with foreign language teaching method The grammatical approach focuses on learning and mastering grammatical structures With the approach of teaching foreign languages according to the method of communicating the formation in learners Proficiency in the use of language is central to the teaching process Unlike audio-lingual methods, with the emphasis on the role of practice maturing existing patterns, the practice of communicative teaching emphasizes the interoperability of learners In the context of communication, in which each language behavior of the learner will change depending on the previous responses and responses of the participants

According to traditional teaching methods, language learning is often seen

as a process of transferring knowledge from teacher to teacher Using communication practice, teaching and learning languages are now seen as a process Discovery, in which learners gradually use the language for specific communication purposes This is a learner-centered learning model in which both teachers and students share the responsibility of teaching and learning Along with emphasizing the goal of developing communicative competence in learners, the selection of learning activities is useful, tailored to the needs of the learner, and must be embedded in real contexts Learners are more likely to encounter in everyday life is always featured

To create attractive learning environment in which the active connection of teachers and students As a facilitator in the teaching process, the instructor must create every situation, every ability to guide the activities of the learner during the lesson The teacher should use all manipulations and means, gestures gestures to enhance communication activities Teaching facilities are fully promoted

Learning a foreign language is a process of knowledge recognition and skill training, [5] so when teaching English, the teacher needs to design, reasonable time allocation between teaching stages, between the time of knowledge transfer New and duration for the learner to practice Strengthening group practice, in pairs, in order to facilitate learners' development of language skills, reducing hesitant psychology, increasing initiative and collaboration among learners; Learn from each other and practice learning, teamwork, teamwork Instructor as a director and an actor, as a member of the activity

It is necessary to design the types of exercises in the direction of creating creative initiative for learners and depending on the level of learners For low-level learners, the practice should be enhanced in the direction of "awarenessimitationcreative thinking" For highlevel learners, the practice of "perception -contact - creative thinking" is applied

It’s better to diversify the teaching activities by alternating the game to create interesting learning for students, each teacher needs to have the motivation

to encourage active thinking of the learner It is necessary to monitor the learning process of learners and have timely feedback to help learners develop strengths and weaknesses, repair weaknesses, help learners feel confident to learn and not feel the language He is a hard subject Teachers must be flexible in their role as new knowledge transferers, who help reduce the difficulty of the student, guide and consolidate the knowledge

In fact, teaching method English communication trend is very difficult to apply for a class of overcrowding as today When teaching in a new curriculum, many parts of communication are discarded or taught in the proper way by each teacher The effectiveness of these hours of practicing communication is almost low or nonexistent In addition to the application of the teaching method art as mentioned above, a lesson to be successful also depends on many external factors,

in which the facilities, equipment and learner qualifications are the mechanical factors you To do this, the teacher must first understand the course objectives, course content, methods of examination and evaluation of the course In addition, teachers must understand the characteristics of the learner to see what they lack to achieve the goal of the course And in order to be more effective in teaching English, in addition to refreshing programs and methods, it is necessary to immediately classify learners' English proficiency, Number of classes and allocation of teaching time rational

Renovation of teaching methods in general and renewal of foreign language teaching in particular is the renovation of the way of teaching, learner-centered learning, new teaching methods must be suitable with learner's ability to absorb and needs , Making learners love the subject to ensure the highest efficiency of

communication for learners A fixed the teaching method can not be a common key for all teachers, depending on the circumstances of the class, the subject, the content of the course so that each teacher needs to adjust the teaching activities as perceived by the Newtonian teacher "What we know is just a drop of water, the unknown is the ocean On the road of knowledge acquisition, there is no shore And on the road to the top of knowledge, each one has different methods " We can not have a rigid, rigorous approach that applies to all subjects, but depends on the level of cognitive, aptitude, interest, passion for the subject chosen by the teacher and learner His own method for learning and teaching

2.2 Properly follow the process of organizing communication teaching

In order to teach effective communication, improve the quality of the class,

I conducted myself through a process from lesson planning to classroom work and assessment On the basis of conceptual analysis, the characteristics of the organization of teaching communication in the classroom and based on the theory

of organization has been carried out according to the process of 3 basic steps with

12 specific steps as follows:

Design lesson

Step 1: Define lesson objectives

- Clearly identify the clear goals that students need to achieve

- Define the main content of the post and form the questions to answer

- Understand the understanding of the learner, the views, attitudes, and the importance of critical issues

- Make regular English speaking with common sentences

Step 2: Define the purpose of communication

The goal of communication teaching consists of two basic objectives:

- The goal of the unit

- Specific objectives for the development of social skills in communication, communication goals may include a range of related issues such as attention, understanding, concern, motivation, Attitude and some other skills

Step 3: Design tasks for communication.

- Design tasks that require interdependence

- Create tasks that match the skills and abilities of the student

- Assignment of fair tasks among members

- Ensure personal responsibility

- Report on the results of individual, group discussions

- Supervision, coverage, control, help

Step 4 Identify communication medium:

Each facility has its own advantages and disadvantages, we need to selectively select the mode of receiving information For example, the Internet has

a huge audience in the world, but underdeveloped countries do not have access, so