Developing communication skills for 6th grade students, current english program at thi tran secondary school

As one of the instrumental subjects in high school, English not only helps students form and develop their communication skills in English but also contributes to the formation and devel

1 Introduction ……… ……… … …… 1

1.1 The reasons to choose the topic ……… ….… … … 1

1.2 Research purposes ……… … 1

1.3 Research Objects ……… 1

1.4 Research Methodology ……… 1

2 The contents of innovative experience ……… 2

2.1 Rationale of innovative experience ……… 2

2.2 The real situation before applying the experience initiatives 2

2.3 Innovations or solutions used to solve the problem 3

2.4 The effectiveness of experience initiatives for educational activities, for myself, my colleagues and the school ……… 10

3 Conclusion, recommendations ……… 11

3.1 Conclusion ……… 11

3.2 Recommendations …… ……… 12

* References… ……… ………… … 13

1 Introduction

1.1 The reason to choose a topic.

As one of the instrumental subjects in high school, English not only helps students form and develop their communication skills in English but also contributes to the formation and development of common competencies; to live and work more effectively; to study well in other subjects and to study for life English provides students with an important international communication tool, helping them exchange information, advanced scientific and technical knowledge, and understand cultures, thereby contributing to the creation of understanding among peoples, forming a global citizen consciousness, contributing to the development of personal qualities and capacities

The core content of the course helps students build and develop communication skills through practicing listening, speaking, reading, writing and linguistic skills (phonetics, vocabulary, grammar) Communication skills and language knowledge are built on the basis of specific communication competencies, in topics and topics suitable for high school students to help them reach junior high school received Level 2 under the 6-level Foreign Language Competency Framework for Vietnam

In fact, since I have had many years of teaching English as a pilot in junior high school, I always find ways to teach students that are suitable for them so that they no longer have difficulty in pronouncing English or communicating in English From the above thoughts, I researched and tested in

my teaching class and received the results I desired Therefore, I am bravely

writing an experience initiative: "Developing communication skills for 6th

grade students, current English program at Thi Tran Secondary School" for

friends and colleagues to refer

1.2 Research purposes

By successfully studying the topic, this experiential initiative will help teachers gain the following experience:

1 How to develop effective communication skills

2 Guide students to train themselves to have English communication skills

3 Some "Communication" lessons, 6th grade English textbook, Vietnam Education Publishing House) as examples

4 Suggestions for building and improving your English communication skills

1.3 Research Objects

- 6th grade student, I am teaching current English program

- Class 6A at the junior high school in the town of Thuong Xuan district Number of students: 26 students

- Grade 6C at the Junior High School in the town of Thuong Xuan district Number of students: 42 students

1.4 Research Methodology

- Attend training classes; learn from colleagues and some of my own experiences

- Observe students' acquisition of knowledge in the teaching process.

- Listen to the students pronounce and observe the students for communication

- Research from teaching materials, reference books and resources on Internet teaching methods

2 Content of experience initiatives

2.1 Rationale of innovative experience.

Nowadays in Vietnam, it is very important to learn one or more foreign languages to use everyday communication and at work, especially in English English is used everywhere, anytime However, the question is why many people learn English for a long time but when they interact with native speakers; they do not understand or misunderstand what native speakers are saying The answer is due to the ability to communicate in English So, how to communicate better in English?

As we all know; communication is the way of communicating information between different individuals in the same society However, communication is not simple, instead is an art that requires people to have the skills hone carefully So, what methods help us to communicate effectively?

In communication, there are many ways to convey information, but in the scope of this research, I only focus on verbal communication through: audio and language

Communication is not just a way for two-way communication between speakers and listeners It is the expression of culture, lifestyle, and behavior of each person Therefore, the author would like to send useful methods to use in communication so that everyone can learn and apply effectively, especially English communication skills for 6th grade students For students, communicating as much as possible is very helpful and necessary Because they remember the vocabulary, they can hear and understand what the teacher is saying, so that they can easily answer the teacher's questions, thereby interacting with the teacher and the learner

Determining the importance of learning English communication skills, the Ministry of Education and Training has implemented the National Foreign Language Project 2020 to improve English language skills of English teachers throughout the country to develop communication skills for students especially

in the context of integration today

In the new textbook of the Ministry of Education, teaching communication skills is integrated in the communication class To teach this part

of a lesson is not only my concern but also many of my colleagues

2.2 Actual situation before applying experience initiatives

In order to implement methods to teach students to communicate well, and to correct errors for students during communication, I conducted a survey

on the communication ability of the 6th grade from the beginning of the school year, 2018 – 2019, sixth grade students at Thi Tran secondary school in Thuong Xuan district and obtained the following result:

Class Total ExcellentNo % GoodNo % FairNo % NPooro %

4

8

11 42,

3

6

21 50,

0

When I first started the school year, I gave my students the first test by communicating, greeting and encouraging them to talk a lot about themselves, their families and personal interests I found that their communication is very poor and they are afraid to speak English They do not remember the vocabulary, do not focus on learning how to pronounce the words, not even learn the vocabulary, so it is too difficult for them to express a problem in English although it is very simple

Besides, facilities, teaching materials for children have not been fully invested such as dictionaries, practice materials, radio, cassettes, etc At the same time, there are many English classes but only one room to practice language, in addition to the large number of students in a class, so it is difficult for both teachers and students to learn a communication lesson Moreover, most students do not have the opportunity to interact with native speakers, so they also have some limitations in communicating in English In addition, students have difficulty pronouncing and distinguishing between similar sounds when teachers speak In addition, they are lazy when chatting in English with classmates

Foreign language is a subject that requires students to work hard Study regularly, study anytime, anywhere can develop vocabulary Memorize a lot of vocabulary; Students can apply that knowledge to their daily communication without being confused Moreover, it is also important and necessary to guess the vocabulary of a lesson Previously, in the old method, teachers often refer to new lessons without stimulating students' thinking ability, so they are very passive in absorbing new lessons, so the effectiveness of the lesson is not high

The need to innovate in teaching methods, how to improve the quality of lessons, how to use methods to promote student ownership, initiative and creativity is always a concern of teachers, who are willing to devote their entire lives to education Therefore, each teacher must constantly explore, create and learn from colleagues to find the best teaching method that best suits their students

From the above reality, I myself think that it is necessary to help my students learn to communicate more, so I have taught myself, researched myself,

gathered knowledge and created a method of “Developing communication

skills for 6th grade students, current English program at Thi Tran Secondary School” in Thuong Xuan district.

2.3 The solution used to solve the problem:

2.3.1 How to develop effective communication skills.

Learning to communicate is not difficult; it is just a daily repetition and gradually will form a natural reflex when we talk Therefore, ask students to create a specific schedule and must voluntarily learn English communication every day and turn it into a habit Maintaining good habits will help you have a more positive view of life - Good habits are the key to all success

The first step to good communication in English is that the learner needs

to find a method that is right for him/ her

Moreover, in order for the process of learning English to communicate effectively, the guidance of teachers is very important The teacher will greatly assist in stressing the sentences in English communication and correcting when students pronounce wrong

In addition, it is very important to learn English communication is to spend time to practice listening more often because listening will help increase the ability to reflect English and thereby improve your pronunciation

2.3.1.1 Practicing thinking things in English will help to reflect faster when communicating in reality.

Example: There is a pen on the table Instead of thinking in Vietnamese and translating it into English, say this: This is my pen It’s on the table

Instruct students to start with short and concise sentences Gradually once you get used to it, practice with longer sentences Once you have thought in English, try to say that thought, turn it into words Reading English must do the same; the children will feel more confident

2.3.1.2 Practice speaking English using the chasing technique helps students confidently speak correctly and fluently

Speak chasing is a practice of speaking English by having students listen

to English on tapes and disks, then speak repeatedly and follow the speaker's speed on tape

To practice chasing speech, guide students to follow these 3 steps:

Step 1: Practice sensitive English ears.

In this step, we do the following: The choice starts from short stories with simple topics (preferably the texts in textbooks), simple podcasts, and listening from slow speech rates to Standard speaking speed Then gradually rise to longer, harder stories (according to their curriculum)

Step 2: Practice speaking English at a slow pace.

First, have students listen and recite the transcript one or three times until they get used to it Then speak aloud 3 - 5 times or more until the students catch

up to the teacher Finally, skip the transcript, listening and speaking aloud to the practice until you feel like you have caught up to the speed, confidence in pronunciation and tail sounds

Step 3: Practice speaking English at a native speaker's pace.

Similar to step 2, first let the students listen and repeat the lesson 1-3 times Then say chase 2-3 times or more Students can use transcript at this time

if needed In the end, don't use transcripts and only focus on practicing 3-5 times, until they can catch up to the speaker's speed on tape

2.3.1.3 Practice speaking English using the multi-dimensional reflex technique helps students confidently quickly speak English.

Teachers can act as instructors, helping them choose to play a character and follow these steps:

Step 1: Listen carefully to understand the main idea of the listening

exercise

The selection starts with short stories with single topics Then gradually rise to longer, harder stories

Step 2: Practice short answers

- After each question, teacher should stop for about 6 seconds and ask students to answer as quickly as possible

- Focus on questions and immediate answers Just answer the main idea,

no matter if your answer is right or wrong

- After answering, listen carefully to the answers of the characters they choose If desired, students can use the Speaking technique to practice speaking

- Practice from 2-3 times

Step 3: Understand the whole question and answer

- Have students listen and follow the transcript 2-3 times

- Can use dictionary or translation in case of difficult articles

- The goal in this step is to explain to the student the whole conversation with the sample question and answer given

Step 4: Practice listening and speaking English reflex

- The same as step 2, listen again and try to answer right away

- Try to answer long (like sample answers) questions and gradually reduce short answers

- Practice 3-5 times or more, until they can answer questions immediately and easily

- Pause if students are unsure about the answer

2.3.1.4 Tell a story in English to help students practice the habit of saying many sentences seamlessly.

Memorizing a story and retelling it in English will help you practice long and cohesive sentences

Choose a favorite story or simple English short stories, and after understanding and understanding the story, ask the students to tell themselves in English with their own accents and language Encourage them to think in English while telling stories Focus on speaking fluently instead of saying it correctly in each child's own way

2.3.1.5 Practice speaking English with friends in class and especially directly with teachers.

This will help students hear a lot of different voices so their ability to hear will quickly improve

Therefore, the children will have to use all English in the communication process, your brain will also be used at full capacity to find words or similar expressions to express their thoughts By doing this, their ability to memorize words, their structures and reflexes will be greatly improved

In addition, when conveying with intonation and correct pronunciation, the children will adjust to have the most natural voice

2.3.2 Guide students to train themselves to have English communication skills.

Important principles to be able to learn English effectively:

2.3.2.1 Need to hear first.

Listening is the most important principle for studying English effectively Students should spend 1-2 hours a day to listen Encourage students to listen to songs, listen to a short piece of news in English Avoid listening to newsletters that contain too much scholarship that you do not understand

2.3.2.2 Do not learn separate words.

Always study a group of words or sentences Learning enough sentences will help students not only remember the words and the grammar but also the context Studying in a group of words will help students remember and link words together quickly It will help students learn grammar faster When learning a word, students will need to learn more synonyms, antonyms and other related words This will greatly improve the students' writing ability

Encourage students to make a book with a whole collection of words and sentences When you find a word, write that word in the sentence When reviewing, review a whole group of words

2.3.2.3 Need to study deeply.

In order to speak English well, ask students to review words and phrases regularly The simple way is to need to learn over and over again Learn about a word, a sentence and its grammar Instead of memorizing it, learn it in many different ways Learn grammar in depth but naturally Use the verb tenses automatically No need to think and try, naturally your ability to communicate in English will increase

2.3.2.4 Absolutely not memorize grammar.

Need to understand the basic structure and apply it as much as possible, then surely the level of English communication will rise

2.3.2.5 Use short stories to learn English.

The way is very simple; take a story or a newspaper with the present tense Then ask students to rewrite in 3 tenses: Past, present and future You will now have a story told in many different ways Then let the students work in groups of 4-5, one read, the others listen, and then ask them to listen and tell the story At this time, their grammar will be improved quickly

2.3.2.6 Only use English versions of real English conversation and documents.

The use of official documentation is an important job Teachers must use conversations on quality newspapers, magazines, TV shows, movies, radios and books to listen to, and then instruct them to practice listening more themselves outside of the time

2.3.2.7 Ask students to listen and answer, not repeat.

The teacher uses stories to listen and to have questions Lets students listen and ask students to listen to the teacher’s questions related to the listening lesson At that time, ask them to answer in English Students will learn how to respond quickly

In order to communicate fluently in English, it is necessary to have an English environment to help children develop English clubs should be organized at the school and students voluntarily register to participate, in clubs, they will be free to create, interact, learn, discuss and present their perceptions a topic that teachers set, thereby improving their ability to communicate

2.3.3 Some "Communication" lessons, 6th grade English textbook, Vietnam Education Publishing House) as examples.

2.3.3.1 UNIT 4: MY NEIGHBOURHOOD

Lesson 4: Communication

To teach this lesson, teachers need to follow these steps

Step 1: Read - Listen to the audio guide

Read - listen to the audio guide to understand the content mentioned in this paragraph, then ask students to answer the following 2 questions:

- What do you know about Hoi An?

- Anything you can remember about it?

After 20-30 seconds of thinking, ask students to answer and brainstorm about Hoi An

Next, the teacher plays the tape for the first time and asks the students to listen After listening for the first time, the teacher starts the second tape and asks students to listen and fill in the missing words At the end of the paragraph, ask students to compare the answers with their peers and then read the paragraph

aloud in class, paying attention to the use of some conjunctions: first (ly),

second (ly), then, finally.

Step 2: Practice speaking English at a slow speed according to the transcript.

In this part, teachers can listen and repeat at the speed of 1-3 times until students get used to it Then speak aloud in text 2-4 times or more until the students catch

up to the speed of the transcript

Step 3: Practice speaking English

At this step, the teacher asks students to skim through information about the two cities of London and Ho Chi Minh and carefully observe the two schemas of these two cities and read the instructions carefully, then choose one of the 2 city and design an audio guide to guide tourists visiting the city

After the design is complete, students can practice speaking individually with the audio guide

Or they can work in pairs, one playing a tourist, one playing a guide, looking at the schema and guiding tourists to visit the city

When practicing communication, teachers listen, correct errors and supplement the missing parts and correct pronunciation errors for students Encourage them as much as they can practice communication

Finally, when expanding the practice section, the teacher can design a schema of his home town, allowing students to look at the schema, quick thinking in English, both thinking and practicing, in practice In this episode, teachers can encourage them in the form of scoring; this will make them study more excitingly

2.3.3.2 UNIT 12: ROBOTS

Lesson 4: Communication

The lesson of communication in this lesson has the same structure as the one above, but the difference is that in this lesson, after listening to fill out, students must synthesize the information heard and submit the report gather that information

To teach this lesson, teachers need to follow these steps:

Step 1: Read - Listen to the interview

To understand the content covered in this exercise, ask students to answer the following 2 questions:

- What skills would you like a robot to have?

- What skills do the two robots Ongaku and Kitty have?

After 20-30 seconds of thinking, ask students to answer and “brainstorm the two robots Ongaku and Kitty”

The teacher asks students to read the interview and look carefully at the pictures and then guess the missing words in each interview

Next, the teacher plays the tape for the first time and asks students to close the book and just listen

After listening for the first time, the teacher starts the second tape and asks students to listen and fill in the missing words At the end of the paragraph, ask students to compare the answers with their peers and then read the paragraph

aloud to the class, paying attention to the meaning of some words: comb (v), bend over (v), shout (v), gardening (v).

Step 2: Practice speaking English at a slow speed according to the transcript.

In this part, teachers can listen and repeat at the speed of 1-3 times until students get used to it Next, speak out loud in unit 2-4 times or more until the students catch up to the speed of the transcript After that, ask students not to look at the interview, summarize the interview content by themselves

Step 3: Practice speaking English.

At this stage, the teacher can let students work in groups; one of them asks the members of their group about the skills they want their robots to have Notice the names of my friend and the robot's name, then fill in the table below:

Interviewee What abilities does he/she want his/ her robot to have?

1 Chi

2 Mai

3

After collecting all the ideas, the teacher can ask the students to practice reporting their survey results in pairs or in groups Encourage them to speak as much as possible

Finally, the teacher calls one and the group to present their interview to the class and ask other students or other groups to comment and correct the mistake (Teachers can give points if they do well to encourage and motivate them)

Finally, when extending the practice, the teacher can give students the freedom to talk about their favorite robot, its features and uses then measure for other students to comment, supplement and Teacher re-evaluated

2.3.4 Suggestions for building and improving your English communication skills.

In order to communicate well in English, in addition to the great amount

of time and effort, we need to have an appropriate learning method from the beginning Here are 5 notes to help students find the right and effective direction

1 Speak slowly

The first time you communicate in English, you should speak slowly and try to present a comprehensible problem to actively control pronunciation errors, word errors and possible grammatical errors

Speaking slowly, does not mean incompetent Speeches and presentations are slow and expressive that people will be able to fully understand the message they want to convey

Besides, trying to speak too fast and using the wrong words can make the other person feel disrespectful, which can lead to unfortunate misunderstandings

2 Think carefully before answering

When asking questions, most people tend to respond immediately In fact, the person who asked the question had a clear, thorough answer or because of the superficial answer So take the time to think carefully to answer, which will both help to increase the value of the answer and help control the spoken content

so we have time to choose words and grammar to answer be suitable