Effectively applying some methods of devloping english communicationcapacity for students in nga tien primry school

So I’m pleased to introduce: “Effectively applying some methods of developing English communication capacity for students in Nga Tien primary school ” 1.2 The aim for research The primar

1 PREAMBLE

1.1 Reasons for the topic

As you know, the teaching and learning English in the school has changed alot in terms of content as well as teaching methods to meet the goals andeducational requirements set for this subject in the reform program The mostfundamental point about the new approach is how to promote students'activeness and initiative and create optimal conditions for them and improvetheir language skills in communication in both oral and written forms No matterwhat kind of communication you have, you need to have strong knowledge, notjust the knowledge of pure language

As an English teacher in elementary school for over 10 years, I alwaysworry about how to teach qualitatively and effectively To do that requires theteacher to apply methods into diverse and rich articles, making language lessonsalways exciting, attractive, attractive children, help them to play “All teachersare able to guide and guide students to become self-reliant in their study” So

I’m pleased to introduce: “Effectively applying some methods of developing English communication capacity for students in Nga Tien primary school ” 1.2 The aim for research

The primary environment is the fundamental place forming habits andcommunication capacities Frequent communication results in braveries forstudents without fears of making mistakes in public speaking As for studentslacking proficiency in the mother tongue language, they had a lot of difficulties

in getting access to a foreign language Their timidity makes oralcommunication limited greatly and I also expect to contribute a part to Englishteaching more effectiveness and attract more students in loving this subject

1.3 Object of research

- The students of our school – Nga Tien primary school of the school year

2017 – 2018

- In the process of teaching and learning foreign languages Methods areextremely important This is creating excitement for an effective lesson.

+ Stable grades : allow students some time to be able to adapt to the newpost

+ Psychological preparation , new knowledge for all

+ Arouse the knowledge available to students related need for a new lesson.+ Create situations , contexts introduce new post

- In addition, the small tracks are also used for entertainment in order tocreate a playful, exciting learning or to teach them the lessons illustratevocabulary, accent, rhythm, and a points of English grammar, help themmemorize more easily There by fostering pure soul, love of culture and beauty

of foreign languages in general and the beauty of the English subjects inparticular, to help them shape and personality development skills andcomprehensive better

2 CONTENT INITIATIVES EXPERIENCE

2.1 The theoretical basic of problem

For years, the teaching method for kids has been similar to one for adultsapart from supplementing some songs and games into lectures It’s clear that thereceptive process of our mother tongue language and the next process in theschool period are natural Language capacity is generated by imitating,unconscious learning through different forms such as communicating withrelatives, reading stories, connecting with communities, singing, reading poems,painting, etc The difference of children’s receptive process in comparison withadults is that adults’ receptiveness is conscious and annalistic but children’s one

is natural via intuition

There are two kinds of material languages which almost every learner needsdevelop: receptive language and productive language Receptive language is thelanguage factor possibly realized and not produced by learners Productivelanguage is the language factor possibly used in speaking or writing Studentswill become familiar with realizing new factors through situations if those arerepeated many times To practice using the receptive language, students have tolearn how to reflex with new words naturally In curriculums, grammars aresentences or questions and answers practiced more than once It is essential thatsamples are given clearly and fully for students to understand what they have to

do in some class activities

2.2 The current situation of problem

According to the regulation of Ministry of Education and Training, everychild is permitted to study two lessons with 35 minutes per lesson Severalqualified schools could have more lessons, four lessons per week Hence, theperiod for students to get access to English is obviously short in comparisonwith the total communicating hours every week Moreover, English environment

is restricted in classroom hours and students use Vietnamese when lessons end

Children don’t actually need to use English except for the requirement ofstudying and examination All the requirements using English are practical andthere isn’t other natural English environment for children

Children are unable to concentrate on what teachers are delivering in a longperiod Consequently, they should be engaged in different activities, to performvarious tasks by themselves with exercise types always changed and diversifiedcommunication situations

Children often obtain and imitate knowledge quickly and also forget whathave learned quickly They are naturally curious, dynamic and creative.Children always demand to discover outside environment and interact withothers It cannot be denied that they are interested and creative in games

In fact, even native children run into difficulties in pronouncing several

English sounds like r, tr, sh, and th and their pronunciation could be fully

correct when they grow up The importance of the initial stage is developingsimple communication capacity in a new language without creating fears ofmaking mistakes, which significantly affect on students’ motivations for studies.There is one factor basically impacting on language studying process: childrenwill not study without motivation

- Almost all students pronounce word stress incorrectly

Example: ‘underground, ‘holiday, en‘vite, etc.

- In addition, they haven’t been able to pronounce words with s, z, p, k butthese suonds are very important

Example: /s/ -> its, excuse…

/z/ -> please, He’s…

/p/ -> pen, pencil, pet…

/k/ -> close, milk, like…

- Students also read incorrectly Most of them do not remember vocabulary,especially long words

Example: vocabulary, playground, baminton, interesting, difficult……

- Students’ communication is not fluently due to fears of making mistakes.Their ability to form a completed sentence is not still good They still confusewith the position of word class (verbs, preposition, adjectives, nouns andquestioning words, etc.)

Example: I go to school

There’s a chair in the room

That is my new school

What’s your name?

The statistic result at the beginning of this school year through directlyinterviewing students at grade 3, 4 and 5 at Nga Tien Primary School

Total No of

students

in the past

2.3 Solutions and implementing orgnization

2.3.1 Creating attraction from the beginning of the lessons with interesting introduction:

A new lesson often starts with introduction regarded as a preparation whichgenerates a fresh mind for students An emotional, imagery, vivid introductionwould make students become really eager for studying, discover and engaging inthe lesson Perhaps, we accumulate attractive ways in the opening to contribute

to the success of the lesson I carried out several methods introducing a newlesson as following:

Example: Unit 2: What’s your name? (English grade 3):

“Hello everyone, when we learned English from the very first day, the first

and basic task for us is to learn by heart the alphabet from letter A to letter Z.

And there are many ways we can apply to remember the 26 letters You canlearn through lots of ways like songs, poems or playing games And now, let’sstart our new lesson”

2.3.2 Developing communication through team work

Team teaching is an active method in which, the number of students isdivided into groups in certain ways In each group, students have chances toboost listening and speaking skill and learn from one another They will be moreconfident in communicating in a foreign language

E

xample : Unit 9: What are they doing? (English grade 4)

+ Teachers ask students to work in group in part “Look and say” Then, a pair

of representatives in each group go to the board, point to the picture, ask andanswer

+ Each group understands what they have to do is applying two sentencestructures: “What’s he/she doing?” and “He’s/ She’s …” to practice questioningand answering

- Under the assignment of group leaders, each member in the groups have

to understand what he/she has to perform and actively participate in groupactivities at the same time

E

xample:

+ According to the request of the above practicing exercise, a class isdivided into some certain groups (6 students per group) and is organized asfollowing:

+ The group leader assigns as:

- Pair 1 questions and answers about picture A and picture B:

- Pair 2 questions and answers about picture C and picture D:

+ The group leader asks Pair 1 to practice and the rest of groups to listen

- Then, take turn to group 2 Therefore, every member could listen andpractice the whole lesson

- If any member in one group is confused and unable to practice fluently,he/she will be supported by the group leaders and other members in the group

* Teacher should divide the class into groups with students’ relatively equallearning capacity In each team, communication skill of members has to coverall of 4 levels: good, quite good, medium and weak

- Appointing students with very good English capacity to different groupsfor controlling the practicing process

* Teachers should care for, encourage students with weak learning capacityand give complements, reward ones with good performance

Ask and answer about zoo

animals (Unit 9, English 5).

Talk about the weather (Unit 19, English 3).

2.3.3 Developing communication through activities in the reflection chain

In teaching vocabularies, teachers could use cards for students to havemore opportunities of practice The method could be applied in almost allEnglish vocabularies

During practicing process, teachers always need to change, alternatebetween practicing inflection in individual and in group In practicing inflection

in individual, teachers should pick students at random and maintain practicing athigh speed to attract students’ concentration

E

xample : Unit 9: What colour is it? ( English grade 3)

While the teachers hold word cards about colors and rotate the cardsquickly, the students concentrate on the cards attentively and pronounce therotated words without delaying By this way in one picture after another,students will form English speaking reflection very naturally In another way,the teacher could move the picture up, down, to the left and to the right In eachmovement, the students read one time Continuing poses, their eyes look at thepictures and their mouth pronounces the equivalent word at the same time

Unit 3: My phonics grade 1) Unit 4: My phonics grade 1)

Apart from the above way using vivid images, teachers possibly letstudents observe one letter by one of a word.

Example: Unit 9: What colour is it? ( English grade 3)

Teachers use a word card with “yellow” but only reveal letter y first, then ask

students to think and guess the color word As for students at lower learning

capacity, teachers could further reveal with e, then reveal l, then reveal l then reveal o, and w.

Whole class: “ red” Whole class: “ blue”

Whole class: “ yellow” Whole class: “ red”

- And the teachers use a word card with “red” but only reveal letter r first,

then ask students to think and guess the color word As for students at lower

learning capacity, teachers could further reveal with e, and d.

- In chain practice, we use objects or pictures as suggesting factors Apicture or an object is shown for the first student with involved questions Thestudent answers the questions The turn belongs to the second students with thesame questions but some certain factors changed The chain practice is doneuntil all the students have a chance to practice questioning and answering Theclass should be divided into small groups with from 3 to 4 students per group.The practicing task is implemented in each group

E

xample : Unit 11: What time is it? (English grade 4).

T: (showing the clock pointing hours for the first student) and ask

What time is it?

S1: It’s seven o’clock (adjusting the clock into another time (for example

It’s is 5’clock) What time is it? (picking a student to change the word in tosubject at

the third person and in single form.)

Example:

T: go I go to school at seven o’clock

Ss: goes He goes to school at seven o’clock

- In this task, we could practice the whole sentences

T: I get up at six o’clock

Ss: She gets up at six o’clock

2.3.4 Organizing games flexibly in communicating activities

A new teaching method could create an amount of inspiration andcreativities for teachers Each teacher has his own unique creativities duringteaching process If teachers repeat the same method in every lesson, studentswill get bored and even feel that lessons come as normally without inspirationand expectation

Games are also considered to be an important entertainment form In fact,they could be used to consolidate material languages as shown above by themethod attracting students In all every form, games could perform functions ofexercises of practicing skills because we can review and introduce materiallanguages in funny and well-organized ways through games The method of skillpracticing section often goes with repeating with teacher-centered The methodtakes effects when students learn new words and sentence structures On thecontrary, games are often open-ended and student-centered.

There are various types of games Several ones focus on vocabularies orsentence structures And there are games promoting both vocabularies andsentence structure Here are several games that I usually apply into my lecture in

my class:

* Games for Drilling Vocabulary

Example: Unit 11: What time is it? (English grade 4)

The teacher reads “It’s eight twenty - five.” Two students of two groups

run to the board, adjust the hands of the clock correctly with time as requested and repeat

the sentence The faster is the winner