Some methods of teaching how to communicate in learning english at nga nhan primary school

This is why I chose the theme of experience initiative: “Some methods of teaching how tocommunicate in learning English effectively at Nga Nhan primary school” torecord the results in ou

A INTRODUCTION.

I REASONS FOR CHOOSING THEMES:

As you know, English is an international language It is spoken in manycorners all over the world It is not only the first language of many countries butalso the compulsary subject in the schools in all countries in the world So, it isbecoming more and more important in modern life In Viet Nam, English ismore popular nowaday and a lot of VietNamese people know how English isimportant Therefore, English became an important subjects It contributes to theoverall development of students, moreover it also contributes to the integration

of economy, society, culture, education Today, the purpose of education trainspeople a comprehensive way so the renewal of the content of teaching methods

is indispensable Specially, the media has developed fast It created manyopportunities for people with learning opportunities and learning facilities

Nowadays, adults want to talk to foreigners fluently Young children alsowant to communicate in English with international friends Therefore, theeducation and training sector has made a comprehensive renovation of thecurriculum and teaching methods to improve the quality of teaching andlearning As for me, being an English teacher at a primary school, I not only takepride in my job but also assume responsibility for students’ improvement inlearning English I wonder what teaching method is best for today’s students andhow classroom diversity influences teacher

In my opinion, The purpose of learning English is to communicate it withthe speakers Speaking is the most difficult skill of all, especially for studentsliving in the countryside or in the remote region, such as our school At NgaNhan Primary School, we have been applying the English program according tothe book of the Ministry of Education and Training, published under theprogram of 2 periods per week Through the years of teaching English inelementary school, I found that the English communication skills of the studentsare still limited To overcome this situation, I have researched some measures toimprove the speaking skill of primary students The primary environment is thefundamental place forming habits and communication capacities Frequentcommunication results in braveries for students without fears of makingmistakes in public speaking As for students lacking proficiency in the mothertongue language, they had a lot of difficulties in getting access to a foreignlanguage Their timidity makes oral communication limited greatly This is why

I chose the theme of experience initiative: “Some methods of teaching how tocommunicate in learning English effectively at Nga Nhan primary school” torecord the results in our school I hope I will get more and more mycolleague’sideas which I can complete my knowledge and my subject It canhelp my students improve the communication

II RESEARCH PURPOSES:

I am an English Teacher in a primary school, I constantly research,actively, actively innovate teaching methods to improve the quality of teachingand learning I wrote this topic to share my small experience with my colleagues

to help students improve the knowledge and quality of English incommunication

- Find out the current status of teaching speaking skills

- Building the basis of teaching English and the methods help studentscommunicate

- Evaluate empirical results and draw up useful pedagogical lessons

III.RESEARCH OBJECTIVES AND SCOPE OF RESEARCH:

As a result of the fact teaching and learning English at Nga Nhanprimary school, I only study my topic at Nga Nhan primary school

IV RESEARCH METHODS:

In order to implement my measures effectively, I have combined thefollowing measures:

- Research method: To get information effectively about teachingmethods, I used books and materials especially through regular trainingcourses of the Ministry of Education and Training, Department ProvincialEducation and Training organizations

- Observation method: direct teaching hours in classes are assigned,combined with other classes not directly taught through the class time and classvisits

- Conversation method: Direct communication with students in class,outside class to find information

- Product research methodology: Through the test and the results at theend of the semester and the double work process - student groups in classroomactivities

B CONTENT

I IN THEORY:

English is an international language It is very important in modern lifenow However, English is not compulsory in primary schools but it helpsstudents communicate and get the knowledge about economy, society, culture,

in the world, especially in the field of education It requires English teachers toequip the modern teaching methods Learning English will not only helpstudents master the theory but also help students practice communicing

For years, the teaching method for children has been similar to one for

adults apart from supplementing some songs and games into lectures It’s clearthat the receptive process of our mother tongue language and the next process inthe school period are natural Language capacity is generated by imitating,unconscious learning through different forms such as communicating withrelatives, reading stories, connecting with communicating, singing, readingpoems, painting, etc The difference of children’s receptive process in

comparison with adults is that adults’ receptiveness is conscious and annalisticbut 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

Children are so unable to concentrate on what teachers are delivering in along period Consequently, they should be engaged in different activities, toperform various tasks by themselves with exercise types always changed anddiversified communication 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

Because of the above reasons that led to the quality of education is nothigh Through the survey on the quality of pupils at grade 3, 4 and 5 at NgaNhan Primary School in the beginning of school year 2015-2016 achieved asfollows:

Total No of

students

in the past

III SOLUTIONS TO THE PROBLEM:

Solution 1: Improving the students’ awareness about learning how to communicate in English.

Propaganda is the first method chosen to raise awareness for students

As you know, some primary students don’t pay more attention to learnand communicate English because it is only a optional subject in primaryschools It is also a difficult subject at school Therefore I always persuade mystudents about the importance of communicating English If the students speakEnglish well, they can communicate English with the speakers, they can travelover the world, they can be easy to make friends with the foreigners, they canchat with the foreigners on facebook or zalo, they can be easy to find a good jobwith the high salary in the foreign company in the future, they can read books,newspapers, stories or watch films in English Thank to my persuasion, mystudents can understand why they should communicate in English When theyunderstand the important role of speaking, they will be hard-working to take part

in communicating English effectively

Solution 2: Teachers should communicate in English much more than Vietnamese in the classroom language:

To help students speak English well, Teacher should encourage students touse English as much as possible Classes should provide opportunities forstudents to communicate in a variety of forms: T- Whole class, TS, S-S Theteacher is the person who guides the children to make simple situations andsubject-based conversations

Beginning of lesson:

*Good morning How are you?

*Did you have a nice weekend?

*Have you done your homework?

*Let’s play a game now, shall we?

*Are you ready?

Ask for repetition:

*Would you mind repeating…?

*Could you say it again?

Asking for clarification:

*What is it? Please tell me again

*What do you mean?

*Could you explain more about ?

Ask for ideas/opinions

*What do you think about that…(name)?

*Do you have any ideas/opinions?

*How about you?

Checking:

*Is that clear?

*Okay so far?

*Have you got it / that?

During English lessons, Teacher should speak English much more thanVietnamese and use a mixture of the two languages

English Vietnamese Both

Classroom control / discipline ü

Asking questions on the text ü

Solution 3: Improving communication through using pictures.

Nowadays, modern teaching methodology encourages the use of as manymedia, especially pictures as possible in classroom At the same time, theinnovation in English teaching at general education level demands that theschools should provide students with a good communicative skill in English.However, nowadays teaching English speaking at many Lower primary school

as well as the using of pictures in English speaking classrooms to motivatelearners haven’t been paid due attention to Therefore, this article aims atresearching the use of pictures in English speaking classes at lower primaryschools and put forward some practical suggestions to improve the quality ofEnglish speaking teaching and learning I usually use the pictures to help mystudents practice communicating in all of the lessons My students are verypractical when I use the pictures, my students can be easy to talk andunderstand

English 3 –Unit 17 –Lesson 2( Point and say and Let’s talk )

To practise the structure: How many … do you have ? - I have ……

I ask my students to look the picture ask and answer about quantity

Example: picture a picture b

S1: How many dogs do you have ? S1: How many goldfish do you have ?S2: I have two dogs S2: I have three goldfish

English 4 –Unit 16 –Lesson 2( Point and say )

To practise the structure: Why do you want to go to the …?- Because…

I ask my students to look the picture ask and give reasons for goingsomewhere

Example: picture a

S1: Why do you want to go to the zoo?

S2: Because I want to see the animals

English 5 –Unit 16 –Lesson 1( Point and say )

To practise the structure: Excuse me, Where’s the….? – It’s … I ask

students to look the picture to ask and give directions

Example: picture a

S1: Excuse me, Where’s the bus stop?

S2: It’s next to the stadium

English 5 –Unit 16 –Lesson 1( Let’s talk )

To revise the structure: Excuse me, Where’s the….? Ask students look the

picture, ask and answer questions about directions Example you are in the bus

S1:Where’s the park?

S2: Turn right It’s opposite the stadium

S1: Where’s the stadium?

S2: Turn right It’s on the corner of the street It’s opposite the park

I always try to use the pictures to teach my students how to communicate

in the part “pre and post” for reading, listening and writing skills This helps mystudents speak English everywhere and everytime

Example: English 3 –Unit 14 –Lesson 3( 5 Read and write)

- Pre-reading and writing: Ask students to look at this picture to answer

my questions

Teacher: What room is it?

Ss: It is a dining room

T: How many tables are there?

Ss: There is a table

T: How many chairs are there?

Ss: There are six chairs

……….

- Post- reading: “Chain game”: Students work in group of 5 to talk abouttheir dining room

Examples: S1:This is a dining room It is not very big but nice There is a TV

S2: This is a dining room It is not very big but nice There is a TV, a

cupboard under the TV

S3: This is a dining room It is not very big but nice There is a TV, a

cupboard under the TV and many pictures on the wall

Example: English 4 –Unit 17 –Lesson 1(3.Listen and tick)

- Pre-listening: Ask Ss to discuss in pairs to talk about the colour and

guess the price of these clothes

Students talk: The jacket is yellow It is 60,000 dong The T- shirt is red

It is 75,000 dong The jumper is blue It is 60,000 dong

- Post -listening: Ask Ss to work in pairs to ask and answer the price of

Solution 4: Improving communication through work in pairs and groups.

With this method, it is necessary for students to develop their ability tolearn in a positive, active and creative way They have to show themselves, findout, find out and conquer the self And in my opinion, through group work insome activities, when students have learned how to work in groups, they havethe conditions to cooperate, learn from each other and take responsibility.Responsible for special group members who self-dominate knowledge if theteacher organizes and guides well Team teaching is an active method in which,the number of students is divided into groups in certain ways In each group,students have chances to boost listening and speaking skill and learn from oneanother They will be more confident in communicating in a foreign language

E

xample : English 4 –Unit 16 –Lesson 1(Point and say)

+ Teachers ask students to work in group in part “Point and say” to

suggest some places to go and say why Then, a pair of representatives in eachgroup go to the board, point to the picture, suggest

+ Each group understands what they have to do is applying a sentencestructure: “Let’s go to the ………….I want to ……… ” to practice suggestingsome places to go and say why

- 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

+ 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: 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/buy some medicine

- Pair 3: suggest some places to go and say why in picture

C: pharmacy/buy some medicine

- Pair 4: suggest some places to go and say why in picture D: sweet shop/buy some chocolate.

+ 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 andpractice the whole lesson If any member in one group is confused and unable topractice fluently, he/she will be supported by the group leaders and othermembers in the group Teacher should divide the class into groups withstudents’ relatively equal learning capacity In each team, communication skill

of members has to cover all of 4 levels: good, quite good, medium and weak.Appointing students with very good English capacity to different groups forcontrolling the practicing process Teachers should care for, encourage studentswith weak learning capacity and give complements, reward ones with goodperformance

Work in the group in class 3a at Nga Nhan primary school

Solution 5: Improving communication through activities.

Nowadays, many students have a lot of good vocabularies and grammar

but they can not speak English very well Teacher should spend many times forstudents communicating So I used lots of activities to help them listen andspeak

1.Mapped Dialogue

Example: English 5 Unit 15 Lesson 2 (Let’s talk)

To revise how ask and answer questions about their future jobs I use this

Mapped Dialogue

You your friend

What- like- be- future? A writer

I ask my students to look the mapped dialogue ask and answer questionsabout their future jobs.

Example dialogue

You: What would you like to be in the future ?

Your friend: I’d like to be a writer

You: Why would you like to be a writer?

Your friend: Because I’d like to write stories for children Would you like

to be a writer?

You: No I’d like to be a pilot

Your friend: A pilot? Why?

You: Because I’d like to fly a plane

2 Survey

* Survey: English 3 –Unit 14 –Lesson 2 ( Let’s talk)

To revise how ask and answer questions about the quantity I use the survey table.

I ask my students to ask and answer about the quantity

Example exchanges

S1: How many fans are there?

S2: There are two

*Survey: English 4 –Unit 11 –Lesson 2 (Let’s talk )

To revise how ask and answer questions about the time of the daily activities/routines I use the survey table.

Name get up have breakfast Have dinner Go to bed

English 3 –Unit 8 –Lesson 1( Point and say)

To introduce about the school things I prepare some school things I callsome students to go to the board pick up them and introduce

* Students pick up a pencil, a pencil case, a school bag and introduce:

This is my pencil

This is my pencil case

This is my school bag

……

4 Noughts and Crosses : English 4 Unit 12 Lesson 2 (Let’s talk)

To practice two structures:- Where does a……work? - A……works…

- What does your …….do? - She’s/he’s……