Some solutions to practice communication skills for elementary students

Throughteaching English in primary schools, I realized that the general situation is thatmost students have few opportunities to access and practice foreign languages, so most of them ar

1 INTRODUCTION

1.1.REASON FOR CHOOSING THE TOPIC

In the period of economic integration, English has been a resolutecondition for career development and international reach Communication is one

of the important skills in learning any foreign language If students use this skillfluently, they will be interested and confident They will overcome the barriers

of psychological inhibition when communicating with friends, teachers,strangers or foreigners and especially they will be more confident whenspeaking in public whether it is speaking a foreign language or a languagemother tongue However, no one can learn English successfully Throughteaching English in primary schools, I realized that the general situation is thatmost students have few opportunities to access and practice foreign languages,

so most of them are quite surprised when approaching the subject, and theimportance of learning English has not been realized yet So during the learningprocess, students have not focused enough to make the lesson highly effective

So how to students do that skill proficiently? Is it the gift of every student,

or does the student practice that skill everyday to get it? As a teacher of English

at Primary School with 18 years of work, I have some experience from myselfand find the best way to help my students communicate effectively In this

article, I would like to share with my colleagues “ Some solutions to practice communication skills for elementary students.”

1.2.THE PURPOSE OF THE RESEARCH

- Research and apply teaching methods by using forms of pronunciationand speaking practice for students

- Create a language context for communicating in English and motivatestudents to actively participate in communication activities; offer some solutionsand teaching methods by creating an environment for practicing communicationfor students

- Exchange and share some experiences in teaching to colleagues as well

as elementary students

1.3 RESEARCH OBJECTS

- Systematize some theoretical issues about the procedures and activities

in teaching by using forms of sound training, speaking practice, suggesting someteaching techniques to develop speaking skills for students in elementaryschools, helping them feel more confident when communicating in English

- Research period: School year 2018-2019

- Research location: Nguyen Van Troi Primary School

- Research subject: "Helping 4th graders to use sentence patterns incommunication practice For this study, I focus on elementary school students,especially 4th grade students

1.4 RESEARCH METHODS

- Methods of theoretical research: Researching and reading legaldocuments, scientific documents and textbooks related to problem research bymeans of analysis, synthesis, comparison to find out problems Theoreticalissues as a basis for problem solving and task research

- Method of survey: To examine the actual situation of teaching andlearning English at the Primary School, to discover new issues that need to besolved, identify common causes and prepare for further procedures

- Observation method: Observe colleagues' classes

- Comparison method: During the research and teaching process at grade

4, I used this method to compare survey results before and after applying thegame usage experience

- Methods of examination and evaluation: Through lessons and surveys ofsurveyed students From the results of the assessment, I classify students intogroups and have appropriate methods for each type of students

- Group of additional methods: Mathematical statistical method andmethods of data analysis

2 RESEARCH CONTENTS

2.1 THEORETICAL BASIC

Deriving from the goal of teaching and learning English in Primaryschools I found that among the basic factors that affect directly to students'academic performance is the teaching method The innovation and improvement

of the teaching method of English subjects in Primary schools is an extremelyimportant task Organizing activities for students to improve communicationskills is a modern and advanced form of teaching suitable to the developmentgoals and characteristics of our country's education Innovating teachingmethods based on the principle of student-centered, interactive learning andsuitable for each individual student It changes the turning teachercommunication into self-study instruction

Students are allowed to study in a friendly and comfortable learningenvironment, always close to friends, teachers, with the help of classmates inclass, in groups and teachers It is in accordance with the psychological age ofthe children

Encourage students to communicate with each other and this will help shystudents have many opportunities to integrate into the classroom In addition,organizing activities improves communication skills for students, also creates anoperating environment, brings an atmosphere of intimacy, openness, willingness

to help and share on an incident basis

2.2 THE SITUATION OF THE PROBLEM

From real surveys, they show that most of elementary students are havingdifficulty in learning to speak and are not confident in communicating One ofthe reasons for this situation is that they do not pronounce English correctly.English experts shows that up to 90% of Vietnamese children have basicpronunciation errors such as: no pronunciation at the end of the sounds, do notemphasize stress, mistake sounds, etc These habits will be difficult to build uplater because what children remember in the golden age is highly sustainable

And due to improper pronunciation, not being able to practice speakingregularly leads to students not speaking fluently and lacking confidence incommunication

For example, in class, students have learned a sample of a daily activitystatement:

-What time do you get up?

-What time do you have breakfast?

But when students encounter these sentences in specific communicationsituations to talk about daily routine, they are very embarrassed and do not speakfluently They are lack of confidence when communicating This is not only acorollary of non-standard English listening and pronunciation, low self-confidence but also a lack of appropriate English practice environment Theyoften have a sense of hesitation, fearing that what they say is not right, notexactly, no one can understand what they say While a confident attitude is adecisive factor in more than half of successful integration into a foreignlanguage.After reviewing the students' daily routines, I found that studentsspeaking and communicating did not produce the desired results

Results of the survey are as follows:

2.3 SOLUTIONS AND IMPLEMENTATION METHODS

We know that Listening - Speaking - Reading - Writing are four languageskills that need to be practiced and taken place simultaneously in the process ofteaching and learning foreign languages They are both a means and a purpose

of learning this subject

Over the years, as a first step, we have applied innovative Englishteaching methods to help students master the active and positive way of learningand meet the requirement that students must use English language whether theyhave learned about communication activities more effectively

Therefore, in the current curriculum of English in Primary schools,English textbooks 3, 4, 5 emphasized the ability to communicate under acarefully controlled grammar system Students are centered and encouraged tocommunicate with each other

Through many years of teaching English with my personal experience, Ihave used a number of methods in training speaking skills for students to makethem interested and confident in communicating.

2.3.1 Practice giving students quick reflexes in English

Right from the beginning, when the children are not familiar withvocabulary, it is very limited, but teachers should still increase the Englishspeaking in the classroom, they are usually simple commands such as: Stand up., please / Sit down, please / Open your book, please / Close your book, please /Look at your book / the picture on page / Listen and repeat / Come on / Go tothe board At first the students were bewildered but gradually, through thelessons, they all understood and followed the teachers' orders

After they have learned a new sentence pattern, teachers should use itregularly in the classroom so that they have good reflexes Specifically, throughthe textures with beautiful textures, animated films, games, advertisements,common items make children interested in the text, sounds different fromVietnamese; play games and practice singing by film, by disc, by singer, byEnglish songs

This is why their language skills can only be developed We are creating

an environment where students are encouraged to learn that learning English isvery necessary

During lessons, teachers should use pictures, gestures, other nonverbalactions to express a word When speaking in English, teachers should try toexpress in any way possible includes gestures For example:

When giving the word "a bird" the teacher can quickly sketch the bird, orsimulate the flying style of the bird, so they remember longer.For students toremember quickly and understand English, they need to use it The way to copy

a sentence and a new word over and over is no longer useful When they learn anew word, a sample of sentences If new, it must be used in real-lifesituations.Therefore, the model practice method is very important They shoulduse English in many places, not just in the classroom Do not make studentsafraid or afraid to speak English for fear that they are wrong Encourage them tonever be afraid to make mistakes when speaking and writing in English It is thecourage that learns English well Teach the children how to ask again or ask thespeaker to repeat if they do not understand the meaning For example :

+ Can you repeat?

+ Can you say again your question?

On the other hand, English lessons always have to be lively and have alight-hearted mentality about the assessment results The teacher alwayscompliments the students, always satisfied with the students.Teaching Englishthrough communication situations is the best Teach them to try to guess themeaning of words and sentences by basing on the content of the text, thelistening text, or the communication situation.

+ Can you guess the content of the dialogue?

+How do you know about these words?

+ How do you answer it?

Method of role play is a very important role in this stage It is best toorganize English practice during lessons for students in Groupwork or in pairs

Students work in pairs

2.3.2 Practice pronunciation for students

In communicating in English, they want others to understand what theysay Students need to pronounce words and sentences clearly.Therefore, whenintroducing the grammar, the sample of the sentence teachers need to read thecorrect pronunciation, intonation and stress intonation for them to imitatebecause this is a basic element in listening and speaking.Of course, it is notpossible to speak like a native speaker speaking English, but in order to have themost accurate pronunciation results, we should listen hard to the nativetapes.Teachers should consistently practice pronunciation for students to makethem have the habit of pronouncing correctly and having to pronounce correctly.Not good in the process of learning and communicating later

Need to pay attention to practice pronunciation pronunciation for the finalsounds: knife – night ; eye-ice; line – light ;lamp – lamb; five-fine

- Practice for students to read the connection.

Example:

• “Leave it” - /li:v vit/

• “Middle East” - /midlli:st/

• He can always help us - /hi kæn ˈɔːlweɪz help ə/

The students are playing games of pronunciation

2.3.3 Train students to use intonation when speaking

Intonation is simply understood as the rising and falling of voices Thelistener may misunderstand or completely misunderstand what the speakermeans if the speaker uses the wrong intonation, because intonation is compared

as the soul of the sentence

Truly intonation has a small influence on acquiring and understanding theright information in communication Especially with English, intonation notonly helps the listener understand what we are saying, but also expresses theprofound attitude and thought of the words.If the children understand correctly,practice good stress and intonation well, they will both speak English well, listenwell and understand all the profound meanings of the speakers incommunication.

The student is introducing herself.

2.3.4 Types of practice used to develop communication skills:

In order to effectively implement the learner-centered perspective, it isnecessary to know how to organize all students to participate in learning underthe teacher's classroom supervision In addition, teachers need to guide students

to practice speaking English in many ways such as practicing in pairs, in groups,and answering between teachers and class If so, the practice of speakingEnglish will be more effective

Pair work:

- A pair between the teacher and a student.

*Teachers can call gifted students to practice a sample with them first, then callother students to practice the sample sentences one after another

Students are talking about their jobs in the future.

- Open pair between two students who do not sit at the same table

It is the best to call two students who do not sit in the same row togetherbecause at such a distance the student will automatically speak louder than whenstanding close to each other

* To create interest for students, teachers organize speaking in the form of

a "Ball game" Divide the class into 2 rows, each with a small ball of 2 differentcolors The teacher plays the music and asks the children to take turns passingthe ball to their classmates When the teacher stops the music, the two studentsholding the ball will stand up to practice the question-answer form and thenchange roles

- Close pair between two students sitting at the same table

* With this method, teachers must number students in vertical orhorizontal rows, assigning tasks to each student in the question-answer pair andvice versa

* After the teacher assigns a task, call a couple of practice pairs in front ofthe class

- Steps to perform activities in pairs:

* Introducing a new sentence pattern: The teacher elicits and modelsclearly Have students repeat in unison, individually Pay attention to correctpronunciation errors for students

* Replace sentences with suggestions Suggestions can be written on theboard or supplementary board

* Ask the whole class to practice with the teacher and vice versa so thestudents know for sure what to do Choose two students who are not sitting close

to each other and speak aloud to the whole class

* Teachers number students in vertical or horizontal rows and ask students

to practice simultaneously Ask students to switch roles at the end Teacherwalks around class to control activities

* Shut down after most of the class is completed Choose 2-3unannounced pairs to tell the class

2.3.5.Group activity

- In case of group work if the class is tight, it is possible to organize twostudents in two rows of chairs close to face each other to form a group of 4people without students moving around in class, do not waste time

- When dividing the group, it must ensure the suitable quantity Thenumber of students should be evenly divided for each group You can namegroups in English like numbers, colors, flowers, animals or adjectives they like.Some games develop communication skills when working in groups:

Students works in groups to talk about the dream jobs.

* Find Someone Who:

With this activity, they will naturally help them communicate They willask any friends for information

• A: Who is wearing a red T-shirt? (Unit 17-English 4)

• A: It is big, orange and black (What animal is it? Unit 19-English 4)

- You: It’s sunny today

- Your friend: Let’s go to the zoo

- You: No Let's go to the cinema

- Your friend: Ok What time?

- You: 7 p.m

- Your friend: Great idea!

2.3.6 Points to note when practicing communication skills

- Teachers should encourage students to follow the guideline of trial anderror Do not put pressure on children, they will carry heavy psychological fear

of making mistakes They do not need to speak fast, speak well, but first need tospeak clearly, coherently, properly presented and fully meaningful

- In practice, teachers have two main functions: One is to providematerials, help and solve difficult problems about the vocabulary and knowledgethat students encounter; The second is to monitor, listen and record the mistakesstudents make during practice to correct the class after the students' speakingpractice process Interrupting, catching errors while students are practicing tospeak English is not recommended because it will make students who alreadyfear of speaking English even more afraid All suggestions and corrections arestill necessary but very gentle, encouraging and given after the students have

completed their words

- Teachers need to perform the Pre-speaking step in a simple but clear way

to fix the time problem Usually, sentence structures for students to practiceappear or have been introduced in the Look and say section

- In the While-Speaking section, the teacher specifically guides activitiesthat students must do using pictures and suggestive words Pictures do notnecessarily stick to textbooks, they can be replaced by pictures that are close totheir daily life

- As for Post-speaking, teachers should not be limited in ideas andlanguages, so let students speak freely to promote their creativity

With the new "Student-centered" teaching method, the above-mentionedsolutions for students to practice speaking are very effective in developingspeaking skills for students

But teaching speaking English requires teachers to have good pedagogicalmethods, be active, actively think about situations, types of exercises to suit thecontent of each lesson, rather than repeating a few certain types of practice

For example, you can encourage students to find an animated film,English film with subtitles and then imitate their sentences and find out what

their English communication situation is, from there apply to the currentcommunication situation, or you should find motivational passages, content inmeaningful paragraphs that you are interested in learning English.

2.3.7 Learning English communication is not to know but to be applied to reality

If we have the concept of teaching English for vocabulary and sentencepatterns, it is a misconception, and it will not work effectively We have to knowhow to handle it in everyday situations

We often hear that only 3,000 basic English words , we can speak Englisheasily, but in fact the are many students with very broad vocabulary, even up to

4000 - 5000 words but not being able to communicate, the reason is becausestudents just learn to be there and never apply it in reality

The problem here is not how much you learn, but how much you use.Instead of spending a lot of time learning new words and new sentence patterns,practice hard everyday to use them fluently To guide students in memorizingsentence patterns, I let students play "Bean bag circle" to memorize the sentencepatterns The studentlisten to music and pass the ball, when the music stops theball in someone's hand, put a sentence in the given form

Example sentences for students in grade 4

A: I'm going to Ha Long Bay What about you?

B: I'm going to stay at home

I myself often use short video clips about topics to communicatewithlessons, create excitement for students, help students better visualize thesituations of realistic communication