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

As we all know, learning a foreign language involves thecombination of four skills: listening, speaking, reading, writing, and the directproduct of the learning process are skills produc

I INTRODUCTION

1 Select the topic

In the stages of development of the world, foreign languages, especiallyEnglish, plays a very important role in helping to shape and integratemultinational diplomacy English is really a language not only in the field ofinternational communication but also the language of many sciences, informationtechnology, social culture, tourism, trade Determining the importance of thisforeign language, the education sector in Vietnam is very focused on teachingEnglish at all levels As we all know, learning a foreign language involves thecombination of four skills: listening, speaking, reading, writing, and the directproduct of the learning process are skills produced through speaking and writing.From the program's point of view, English books focus on developing languageskills, especially communication skill, communication is the product of the target,English is the target language of the educational process[1] This aim is confirmedthe importance in many documents, in the teacher training classes on foreignlanguage teaching methods to "practice skills, apply knowledge into practice"[2] However, the theory of teaching speaking skill, communication skill and theability to use English in the communication of Vietnamese students in general andThi Tran primary school students in particular is a problem with many limitations

It must be straightforward to recognize that phonetic teaching, especially wordstress, the intonation of sentences, incorporates the vocabulary - sentence patternswith phonetics - intonation into the communication not only students but alsoteachers, the effect is not high This situation can be seen clearly at Thi Tranprimary 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 tothe learning results in general, the tests’result of vocabulary and language skillsare not high

Being aware of the cause of this result, with my dedication to the profession andthe love with English, I want to gradually formulate for my students habits, skills andconfidence This is especially true when children have opportunity to interact withforeigners This entices me to research and implement the topic with the title “Somemethods of teaching phonetics - vocabulary to develop communication skill forstudents of Thi Tran primary school ”

2 Purpose of study

The topic is to provide some solutions to help students apply phoneticknowledge - vocabulary into the normal communication in order to form speakingskill, communication skill for themselves, help them gradually improve the results

of learning and use in everyday communication more effectively Meanwhile, Iwould like to exchange and share some methods of forming communication skillfor students with my colleagues

3 Scope and subjects of research

The scope of my research in this subject is in the 2017-2018 school year with

Thi Tran Primary school students, where the English-speaking environment ofcommunication is limited, the opportunity to meet and use English is notavailable In addition, knowledge, skills, and above all else, communicationbarriers make the introduction of English into practice very limited This affectsnot only the quality of teaching and learning but also the purpose of teachingforeign languages in the direction of effective communication is not high

The subject of the study focuses on the topic of some methods of teachingphonetics - the vocabulary helps to develop communication skill in English forThi Tran Primary school students

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 theInternet

II THE CONTENT OF EXPERIENCE INITIATIVE

1.Theoretical background of the experience

Language, a great intellectual product of humankind, has existed in the form ofsound since its inception and thanks to the language in which humanscommunicate 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 ofuses worldwide The current trend in teaching English is to achievecommunicative competence Thus, if students have only grammatical and lexicalbackgrounds, then it is unlikely that they will have good skills in using thatknowledge in communication because communication requires human beingsadditional linguistic competence From the beginning, language has existed in theform of sound Humans communicate with one another through this materialform Sound made the realism of the language Language refers to the languagespoken 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 acertain meaning, which can not be considered purely physical Phonetics is asymbolic 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 independentsubjects However, they are not completely separated, but are interrelated

"Communication" is the process of establishing and operating human

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 ineveryday 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 oflanguage more flexible, the language makes communication easier, morecommunication helps to use language more flexible Therefore, learning a foreignlanguage is learning how to speak that language, making it a living language,using it naturally and automatically

2 The status of the problem before applying the experience initiative

Usually when teaching foreign languages, teachers often focus on teachingvocabulary and grammar structure However, grammar is not the end result oflanguage learning, but grammar is a tool that helps learners communicate moreeffectively Therefore, in speaking lessons, there is always a section for quickinstruction of grammatical structures, introducing vocabulary for the lesson But

in practice, spoken English and written English are quite different Englishwriting requires accuracy in terms of words, structure, but English in particularEnglish in communication need flexibility, close in words

In fact, in the process of learning a foreign language, students focus onvocabulary and grammatical structure as the major tests require the use ofvocabulary and grammatical structures In recent years, very few of the language-specific exercises that lead to learning English and its use in practical use have notbeen addressed by both teachers and students As a result, they lose the ability tocommunicate To assess the quality of student learning before applying theinitiative, I gave my students three tests at the beginning of the year in grade 3 andgrade 5 with 240 students The results are as follows

Knowledge

check

Point Survey

Points9-10

Points7-8

Points5- 6

In addition, I have analyzed and identified limitations on the ability of students

to communicate in English for the following reasons:

+ They lack knowledge of common English communication

+ They aren’t brave, shy in using English even when practicing in class withtheir teacher and friends

+ Due to the method of teaching pronunciation, vocabulary, communication ofteachers is limited Teachers do not create the English speaking environment forstudents, especially in language classes expressed through a number of specifictasks such as teachers use the Vietnamese language in the process ofcommunication in class, not create listening and speaking habits of classroomlanguages to students In addition, teachers do not offer vocabulary exercises –vocabulary - communicating, only in terms of individual teaching, lack ofcombination, lack of interest stimulation learning for students All the reasonsabove cause the result in learning in general and knowledge of phonetics -communication of Thi Tran primary school students has not achieved the desiredresults

From the above factors, it is a difficult problem to develop speaking andcommunication skills in foreign languages For some reasons, teachers andstudents can gradually overcome, but the decision comes from the teacher.Therefore, in the teaching process, teachers have to do some necessary things withthis subject while actively creating methods and flexibility in using the method

3 The solutions have proceeded to solve the problems

As noted above, the current status of English use in skill classes in particular

and communication in general still exists at all levels To improve this situation, Iwould like to present some of the things I have done and the number of combinedvocabulary-phonics tutorials in teaching speaking skill in the direction ofcommunication

3.1.Make English-speaking environments in the classroom:

From the first lesson, teachers need to create the atmosphere of foreignlanguage classes especially for primary school students, especially grade 1,2 3,through greetings and introductions Regular use of English during teachinglessons, especially when making requests, commenting on articles or praising

students Of course, the use of Vietnamese as an excuse can not be ruled out but it

is necessary to try to use English as much as possible, but the language usedshould be effective in understanding and practicing of students For the first time,students do not understand, teachers can mix English-Vietnamese, repeat this inthe second time or third time, and encourage students to listen and rememberbecause the best way for learning any foreign language is through oral tradition.Make a habit of using some of the classroom languages to students Theclassroom language below teachers and students can use frequently in alllessons[1]

Things you might say to your teacher Things your teacher might say to you

May I come in?/ May I go out?

I’m sorry, I don’t understand

Pardon?

What does “pencil” mean?

How do you say “bút ” in English?

How do you spell that/ this word?

How do you pronounce this word?

It this correct?

What is the past of “ see”?

What do we have to do?

Thank you/Thanks so much

Come in/ Go out, please

Open you book at page 15

Listen to me, please

Answer my questions

Make the questions

Write the answers

Work individually/in pairs/in groups

Listen and repeat

Copy this into your notebooks

The homework is exercise B3, page 73

Good! Very good! Well done!

Asking students to use classroom languages will give them the habit andcourage to speak English with their teacher, create an English-speakingenvironment in the classroom, and motivate them when they are familiar withthese verses, they will want to learn more about communication and not just withthe teacher but with their friends

3.2 Friendly atmosphere, close in class:

One of the factors that help students succeed is the atmosphere of theclassroom One lesson can not be effective when students and teachers work withstress, too dignified, especially in the speaking lessons Therefore, every teacher

is always interested in learning, want to communicate with students There aresome rules that should be followed in teaching speaking skill:

Do not stress, force them to speak as intended Let the students express theiropinions, then the teacher comments or remarks

Do not interrupt when students are presenting a problem, which causes them todecrease their excitement and concentration in the speaking process

Encourage students regularly to give them a short compliment (Good!Excellent! Great! Well done!)

+ Create a comfortable atmosphere, relax, close during class by playing smallgames related to the content After one activity of the class, the teacher can make

a request to the student: "Now, students You did part 1 very well and I’ll giveyou two minutes off Do you like to play a small game? " This not only makestudents feel comfortable but also helps to increase communication betweenteachers meanwhile refines the listening and reflection skills after receivinginformation transmitted from the speaker[1]

The students in class 5A are interested in learning English

3.3 Vocabulary and introductory sounds:

This lesson applies to the pronunciation of some vowel sounds in Lesson 3 Example 1: When introducing the pronunciation of sound (a) in Unit 5: Lesson 3

(English 3), the teacher can combine with the Pyramid game to mobilize students'vocabulary and then introduce how to pronounce this vowel sound How to do it:Teacher put the first word, asking the students to put the next words with the first

letter starting with (a) and the word from the underside of more than one letter.

* Pyramid that students in class 3A have built as follows:

Through this pyramid, in addition to consolidate vocabulary for students,teachers can introduce the pronunciation of the vowel "a" as / α /, / α: /, / ə /, / æ /.Teachers continue to change the first letter when introducing other sounds fromUnit 1 to Unit 9 of English 3

Example 2: With the combination vocabulary lesson that teaches the

pronunciation of words with two consecutive vowels, the teacher can also applythe game "Add consonants" This game played in groups or in the whole class isvery effective in creating excitement, teaching words, and engraving thepronunciation of a double integer The teacher gives two letters (a vowel) thenasks the students to add the letters of the consonant needed to create the newword Who writes more words than the other is the winner

Example 3: When introducing vocabulary combined to teach the pronunciation of

some vowels, the teacher can design the game "A spelling stair" The game is asfollows (applied in the first semester) How to do it: Teacher designs trapeze, saysthe rule to play or gives the first letter of each word in each step, asks students tocomplete I applied this step when I checked the words they have learnt from Unit1-Unit 10 in English 3 and English 5 To highlight the sound in the words Iwanted to introduce, I placed another color in that sound for students to follow

Teachers can redesign the staircase to match other vowels (English 3), or thedesign is not intended to teach phonics but to only teach vocabulary ( English 5).

English 3

UBBE

ES

IGH

IK

Example 4: A vocabulary - phonetic introduction to single- and double-vowel

syntax that can be used by teachers in both grade 3 and grade 5 games is

"Angram" This game uses words that when changed their alphabetical order willcreate new words The game can be played in teams, for a period of one to twominutes, the team that finds the most words as defined above is the winning team.

3.4 Teach vocabulary in conjunction with the correct pronunciation

In communication, stress and intonation are very important in expressing thefeelings, intentions of the speaker The same sentence, but with the same tone, oraccent placed on the other word will imply different from the sentence with thefalling intonation or focus on other words This is especially important whenlearning a foreign language, in addition to introducing meanings, it is necessary toguide the students to read the word stress, the sentence stress correctly because ifthe wrong reading often leads to misunderstand the speaker’s opinion[5].InEnglish, there are two types of stress: word stress and sentence stress

*Word stress:

Word stress is the level of emphasis used when pronouncing the differentsyllables of a word with two or more syllables The word stress is always fixed

Example: 'garden / 'ga: dn /

However, with the same word, the stress will change with the change of theword form and the meaning of the word

Example: noun - verb: 'record - re'cord or 'present - pre'sent

Word stress in English is divided into four categories: primary stress, secondarystress, tertiary stress and weak stress English 5 only refers to a type of stress that isthe primary stress with the sign " ' "

Example: 'party, 'underground, en'joyed, in'vite

*Sentence stress

Sentence stress is the level of emphasis and is used when pronouncing differentwords in a sentence and is usually associated with the intonation of the sentence Ingeneral, stress in a normal sentence are often in key words with content words, thefunction words such as prepositions (in, on, at ) or articles (a, the, an ) usually

do not have stress

Each sentence usually has at least one stress, but sometimes a sentence mayhave two or more stresses, depending on the length of the sentence or depending onthe meaning the speaker wishes to convey to the listener A sentence like "What areyou doing?" There may be two stresses, one in "What" and one in "do" A shortanswer like "Yes, I did" can have two stresses, one in "Yes" and one in "did".

Stress is not fixed as word stress The sentence stress changes depending on thecontext of the sentence and the meaning of the speaker wants to move to thelistener

Example: I bought his new car

1 2 3 4 5

When we emphasize stress on the first word (I), we want to answer the question

"Who bought his new car?" - "I bought it"

When we stress the second word (bought), we want to answer the question "Didyou sell his new car?" - "No, I bought it."

When we stress on the third word (his), we want to answer the question "Whosenew car did you buy?" - "I bought his new car"

When we stress on the fourth word (new), we want to answer the question "Didyou buy his old car?" "No, I bought his new car"

When we stress the fifth word (car), we want to answer the question: "What didyou buy?" - "I bought his new car"

*Intonation: Intonation in English are divided into two main categories:

- Rising intonation with the symbol is often used

- Falling intonation with the symbol is often used

However, in daily communication people use a variety of "sub" intonation toexpress their different ideas accurately Even English people in Australia use up to

13 different intonations in daily communication In the primary school, Englishprogram, especially in the grade 5 program, there are two main types of intonation:

"Rising Intonation" and "Falling Intonation" Rising intonation usually usesunfinished and unspoken thoughts Falling intonation is often expressed the endingand affirmative The importance of intonation in English can be compared to the

importance of tone in Vietnamese[5] The word "Ma" will change according to the tone that we use: “Ma - Mà - Má - Mả - Mã - Mạ” The word " Yes " in English

will change depending on the intonation we use:

Yes (with falling intonation) means: ừ, vâng, phải, có

Yes (with rising intonation) means: gì cơ ?, ai đấy ?, được chứ ?

Yes (with the rising- falling- rising intonation) is used to implies ironic,disparaging, suspicious depending on the context and situation that the speakeruses Usually, we use rising intonation with the correct answer "Yes-No", with theparts in the list before the end, with the beginning of the choice questions, and withthe usual narration that the speakers imply to ask

Example: "You understand?" (Do you understand?)

Falling intonation is often used in special questionnaires ("Wh - question"),narrative statements, answers, the last part of the list and the end of the selectedquestions This part is very important in English class 5 semester 2 Here are someexamples:

- What’s the matter with you? I have a toothache

- Don’t play with the knife Ok, I won’t

-Which place would you like to visit, Trang Tien Bridge or Thien Mu

Pagoda?

- Which one is bigger, London or Hue? I think London is

- What would you like to eat? I’d like a banana, please

Common teaching method in teaching rhythm, intonation in the Englishsentences: usually teach rhythm, intonation for students, teachers should follow thesteps:

- The teacher reads the pattern with the rhythm of the hand up and down (maybetwice)

- Or listen to the tape/ recording

- The teacher calls the good students to read them first, then calls the quite goodstudents and finally calls the weak students The teacher needs to use the rhythmand the up and down movements of the hands to help students to focus and up anddown accurately and easily

- In some difficult sentences, the teacher writes on the board with the intonationsign

-The teacher reads every word of the sentence (maybe once) clearly Then readsthe complete sentence, combining the rhythm, the up and down movements of thehand (maybe twice) Practice for students to read in turn, then the whole class Theteacher uses the rhythm, the movement of the hands up-down and help the students

to focus the intonation correctly and easily Here is the method of teaching rhythm,intonation in each specific sentence:

*Statement sentences

Example 1: This is Mr Loc

- The teacher practises Rhythms, intonation by the general method

- The teacher uses the rhythm of the words "This, Mr", the stress of thesentence, the hand moves down the word "Loc" - the falling intonation

Example 2: He is a pupil

- Teacher practises rhythm, intonation according to the general method

- The teacher uses the rhythm in the word "He", the hand moves down the word

"pupil"

Example 3: She usually goes to school in the morning

- Teacher practices rhythm, intonation by the general method

-The teacher uses the rhythm at "She, goes, school", gesturing down at

"morning"

*Interrogative sentences

Example 1: Is Linda a student?

- Teacher practices rhythm, intonation by the general method

- The teacher uses the rhythm in the word "Linda", move the hand up in theword "student"

Example 2: Can your sister sing?

- Teacher practises rhythm, intonation by the general method

- The teacher uses the rhythm in the word "your sister", move the hand up in theword "sing"

Example 3: Do you go to school on Saturday?

- Teacher practises rhythm, intonation by the general method

- The teacher uses the words "go, school", move the hand up from "Saturday"

*Short answer:

Example 1: Yes, he is.

- Teacher practises rhythm, intonation by the general method

- The teacher uses the hand gesture down the words "Yes, is"

Example 2: No, I don’t.

- Teacher practices rhythm, intonation by the general method

- The teacher uses the hand gesture down the words "No, don’t"

*Choice questions

Example 1: Is Miss Hien a teacher or a doctor?

- Teacher practises rhythm, intonation by the general method

- The teacher pulses the words "Is, Hien", moves the hand up in the words

"teacher", the hand moves down the word "doctor"

Example 2: Are you a pupil or a student?

- Teacher practises rhythm, intonation by the general method

- The teacher uses the rhythm in the words "Are you", move the hand up in the word "pupil", the hand moves down the word "student"

*WH-Questions

Example 1: Where's your father?

- Teacher practices rhythm, intonation by the general method

- The teacher uses the rhythm in the words "Where's", the hand moves down theword "father"

Example 2: Who’s this / that?

- The teacher uses the rhythm of the word "Who’s", the hand moves down from

"this / that"

Example 3: When's your birthday?

- The teacher uses the rhythm in the word "When’s", the hand moves down theword "birthday"