Experience in enhancing ability to communicate enghlish for grade 4

Because of that reason, English has been taught from primary school level in most schools across the country helped elementary students acquainted with the English language.. However, fo

1 Introduction 1

1.1 Reasons for choosing the topic 1

1.2 The purpose of research 2

2 The content 2

2.1 Rationnale 2

2.2 The situation of the problem 3

2.2.1 Advantages: 3

2.2.2 Difficulties: 3

2.2.3 Survey before applying themes and causes: 4

2.3 The solutions to the problem 5

2.3.1.Causing excitement right from into post: 5

2.3.2 Develop good teamwork activities: 6

2.3.3 Last dexterity 7

2.3.4 Teachers are creative to help students creativity 10

2.4 Testing: 11

2.4.1 Formative assessment practices: 11

2.4.2 Research results: 12

2.4.3 Lessons learned: 12

3 The Conclusion and recommendations 13

3.1 Conclusion: 13

3.2 Recommendations: 13

1 Introduction

In the industrialization and modernization of the country, our country is increasingly integrated into the international economy, the frequence contact with foreigners more and more English is the international language used widely around the world to help countries understand each other better Because

of that reason, English has been taught from primary school level in most schools across the country helped elementary students acquainted with the English language

However, for many different reasons such as: limited time, knowledge of the lesson by asking students to know there are too many new words and new phrases, the shortcomings of the majority of teachers have not been training for primary school teaching and partly because the facilities did not meet the needs

of teaching and learning English leads to the majority of primary school students

in limited lots of listening and speaking skills in English To communicate successfully in English requires combining many factors which have good listening and speaking skills The fact that the time to teach speaking skills to elementary school students led to limited reality many children can not use English to communicate at a basic level

On the other hand, results in English no direct impact to cultural learning process, do not take this subject classification criteria for evaluating learning capacity, so they feel is unnecessary and leads to neglect learning Primary environment where the premise for the formation of habits and communication skills Communication leads to more boldly, without fear of wrong in front of the class and the people around This led to the search for innovative learning teaching methods of teachers to suit the program For these reasons I chose the

"Experience in enhancing ability to communicate English for grade 4”

initiative as the subject for my experience This is the premise for the direction

of the quality of teaching and learning, attracting students passionate about this subject and to devise effective instructional experiences that I have applied in the past time activities

1.1 Reasons for choosing the topic.

As we know, today English has become one of the most popular languages

in the world, the key to open the world It can be said, in many areas, English has conquered the great team English has gradually become a living tool, a tool

of communication and a tool of communication among all modern humans Therefore, learning English is a necessity in today's life

In view of the innovation approach, the goal of learning English is to use

it to communicate Accordingly, the vocabulary (as well as the grammar) is only

a tool to carry out communication activities, not the ultimate goal However, the role of vocabulary is very important, because using any language to communicate requires us to have a vocabulary because vocabulary is an indispensable component in language In English we cannot practice and develop students' four listening, speaking, reading, and writing skills without relying on vocabulary

As a teacher teaching English, I have learned many times myself: How to improve the teaching and learning of vocabulary, help students accumulate enough capital to be able to use in communication , Somewhat achieve the objectives of the renovation program? For that reason, in my teaching experience, I chose the topic " Experience in enhancing ability to communicate English for grade 4 ” with the desire to give some small

experiences to help teaching vocabulary more lively and helping students to remember vocabulary better

1.2 The purpose of research.

English is a language used in many countries around the world This is the time of consolidation, communicating with foreign friends to understand and understand this language is extremely important The purpose of this topic is to contribute to improving the quality of teaching and learning English, helping students to better learn four English skills and help students feel more interested

in learning and learning Mastering vocabulary will also help students to use this language fluently, giving them confidence in communicating with international friends

Furthermore, the research purpose of this topic also helps to improve my own pedagogy After a period of teaching in elementary school and learning from friends and colleagues, I found that my students were always afraid of new words So, I've done some ways to help students learn new words more effectively

1.3 The subject of research

In this experience initiative, I focus on the following subjects: Students in grades 4 in Quang Cat Primary school

1.4 The methods of research.

-Attend classes, learn from your peers and some of your own experiences

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

- Examine students' competencies

- Research from teaching materials, collections and resources on teaching methods from the Internet

2 The content.

2.1 Rationnale.

Primary level of education is a solid foundation for the development of knowledge and skills for higher education For elementary age children to school as they reach out to a new knowledge - rich and diverse Teaching English in the school's goal is to teach students how to use good English, to be effective Teaching English at Primary Children's craft is capable of using English words, the children formed a basic understanding of English and use English skills to communicate Now teaches English through enabling students

to develop their thinking, students formed ideas, healthy emotions, clarity, shape them with the good qualities: It is compassion, heart dutiful, loving, respect, love for humanity

Teach English language like other languages taught natural process is often

heard before, say after, then read and write If students can not hear can not speak English fluently is From many years of teaching programs Let's Learn English, then to the new program, from the reference program teaches English advanced online I found to help elementary students to communicate in English quickly and effectively the teaching speaking skills to students is very important,

it helps them feel more confident when communicating in English

2.2 The situation of the problem.

2.2.1 Advantages:

In recent years, the teaching and learning of English by the method of innovation is interested by the Department of Education and the Office of Education and Thanh hoa city training & education official interested The Office of Education and Training Thanh hoa city has also organized the contest good teachers, regular inspection of schools, classes to attend visiting hours consulting teachers and promote innovative teaching methods to teach higher results

In addition, the Department also facilitates education for teachers in English classes participated in the thematic approach changes in curriculum and teaching methods

For the students, the students curriculum and new textbooks, access to new methods of teaching and new ways of learning, many students have formed motor learning and academic achievement attitude more extreme, more English favorite subjects

2.2.2 Difficulties:

Most students are not paying attention and investing in foreign languages, preparing a sketchy way to deal in very weak when they learn this subject Since then, they have boring school psychology in English During school hours, the majority of them are usually passive, lack of flexibility, problems in reading English, speaking and participating at speaking lesson to learn Elementary school students are the children, the level of their awareness is low, the quality

of academic disciplines asynchronous Many students have not focused on other subjects than English that are electives so students themselves and even parents are not interested in this subject Moreover, in the order they do not cultivate the knowledge learned in class to the majority of students do not apply what they have learned and develope conventions of their listening and speaking skills Some students because of family conditions are not sufficiently material to foster self- learning and more Many parents are not really interested in their children's learning and the majority of parents do not know English subjects to tutoring, to help children

Difficulties with teachers in the teaching process, which is mostly in the rural school facilities conditions are scarce Teaching aids are limited in English with no teaching aids, facilities used for learning The school lacks classrooms listening function - visual standards for English courses should not meet the requirements for all students learn English

Although English is the only primary school in electives However, it has important properties beginning in the next school year in grade two So it holds

a significant role in the learning process of the children It equips them vocabulary, grammar and sentence patterns minimal, basic, simplest revolves around the theme very close, was their favorite and familiar, is the point of introducing all relatives, school themes, friends, family topics and other topics (the world around them) Therefore, to inspire and reinforce students' knowledge

is an extremely important work often Because this affects very much motivated

by the children, a basic factors affecting the process of learning a foreign language: No child will not learn the engine and the consolidation of knowledge also inculcate more the corpus of the lessons learned in a systematic way, as a solid foundation to help them learn better, more confident in the learning process later For the quality of their courses to achieve the best results the school had truly charismatic, playful atmosphere comfortable, inspire students to absorb foreign culture that they themselves have not been know

So how to make effective teaching methods, given the actual lectures and lively and charismatic student is not an easy question to answer for each of our teachers

2.2.3 Survey before applying themes and causes:

* Survey topics before applying:

SURVEY THE FIRST LIVE INTERVIEW (GRADE 4)

1 What's your name ?

2 How are you ?

3 How old are you?

4 Where 's your school ?

5 What's the weather like ? (point to some shots)

6 What are they doing ? (point to some pictures)

7 What color is it / are they? Is it big / small? (point to the school objects)

8 Is this your book / ruler?

9 How many pets / toys do you have?

10 What do you do at break time?

When the subject is not applicable:

THE TABLE OF SURVEY RESULS (September - 2020)

Grad

e

Number of

4 92 8 Ss8,7% 25 Ss27,2% 40 Ss43,5% 19 Ss20,6%

* Causes:

In the form of direct interviews for children grade 4 - school year

2020-2021, I find students often make the following mistakes:

+ Errors in pronunciation:

- It is important that pupils should have difficulty pronouncing certain

sounds such as: r, l, sh and th So be patient and teachers spend a lot of time for students to practice pronunciation However, the children started learning English should not be concerned excessive cultivation accent and pronunciation precisely because if too much attention can make children lack confidence in learning

- In addition, they have not pronounce words that sound s, z, p, k

Example :

/ s / - > desk, house, pencil, school, classroom, sister, Miss

/ z / - > close , he's, Mrs, eraser, puzzle, businessman, shoes

/ p / - > lamp, pen, pencil, pupil, pet, open, skipping

/ k / - > milk, like, close, classroom, desk, school, book

- Most students have not hit the right tone accent in pronouncing words Example: e'raser, 'father, 'living room, 'library, 'table, be'hind

+ Errors in vocabulary:

- Students also read a lot of wrong Most of them do not remember vocabulary, especially since there are more syllables

For example: children, dining room, computer, hamburger, businessman, supermarket, pharmacy, crocodile, mineral water, trousers

+ Errors in grammar:

- They have not identified the location of the type of word (verb, preposition, adjective, noun, question words) No form complete sentences should not fear mistakes dare say

Example: Who's that? - That's my friend

What's his name?

There are two chairs behind the desk

Where does he work? He works for a bus company

She looks sporty

So how to make effective teaching methods, given the actual lectures and lively and charismatic students to communicate in English is not an easy question to answer for each teacher

2.3 The solutions to the problem

To learn more gently, and effectively attract the attention of young English language learners, teachers require to invest in furniture and teaching methods to indoctrinate students Pronunciation, vocabulary, grammar relationships formed close together and practice the skills, speaking, reading and writing for students

2.3.1 Causing excitement right from into post:

- Teaching a lesson usually begins with the introduction The introduction

is to prepare students to step into a new mood, a new academic position If introductions bring emotional words, rich images, vivid would make fun of me waiting for the learning, the program is exploring, is engaged in the lesson So teachers should not overlook this part If possible we should accumulate yourself

or introductions, initially attractive to contribute to the success of the lesson The introduction of all forms :

Example 2: Unit 13: WOULD YOU LIKE SOME MILK ?– Lesson 1

(English Book - Grade 4 - new program)

- Teacher points at the picture on page 18 (Students’ book) and asks:

+ Who are they?

+ Where are they?

+ What are they saying?

- Teacher introduces: “Tom and Mai are in the canteen, they are talking about their favourite food and drink And what is your favourite food and drink?

In class today I will help you say this”

- Teacher hangs a picture of the food, beverage and then introduces from sample sentences

Fish Pork Apple juice Milk

Beef Chicken Orange juice Water

What is your favorite food/drink? – It’s fish/Orange juice

2.3.2 Develop good teamwork activities:

English is taught as a group is a form of active learning, students develop skills in listening, speaking, enabling students to learn from each other, confidence in communicating in foreign languages

* Measures to build a good team work.

- Activity groups help each team member knows and understands the work, practice exercises as required by the unit

Example: Unit 17: HOW MUCH IS THE T-SHIRT? - Lesson 2

(English Book - grade 4 - new program)

+ Teachers ask students to work in groups in the “Look and say” page 58 Then each group representing a pair on the board, point, ask and answer

How much is the ? - It's _

How much are the ? - They're

The groups practice questions and answers about the cost of the material under the assignment given by the leader

* For example:

+ At the request of the exercises, the class divided into groups (each with

6 or 8 students) are held as follows:

+ Leader assignment:

- 1st pair: questions and answers about the price of two items: shirt, jeans

- 2nd pair: questions and answers about the price of two items: dress, trousers

- 3rd pair: questions and answers about the price of two items: blouse, shoes + Group chief requirements: 1 pair practices, 2 pairs left listen

- Let's rotation to group 2 and 3 So students can always hear and practice until the end of post

- If there is any team you confused, yet have the ability to practice fluency, the teacher, the leader and the team help you

* Results of group exercise activities.

- The team members try to finish his work

- The groups are relatively active, hands-on sentences that are good

- Number of students weak, shy descending

- Number of students actively participating in class communications increasingly crowded

- Studen ts well as the core for the group has created a fun atmosphere, comfort and attention to help you

- The spirit of emulation learning of individuals in the group lively

2.3.3 Last dexterity.

- Last train is a comfortable way of reviewing and recommending corpus

is organized tightly In the ever-changing training needs, training alternates between personal reflection and collective reflection When personal reflective practice, teachers should pay attention not to call students follow a prescribed route, and keep practicing pretty fast pace to maintain the attention of students

- There are many types of skills The following is a description of several types and methods of implementation

* Repetition Drill.

- This type is read from the new form or new language for students reading

Example: Unit 16: LET’S GO TO THE BOOKSHOP - Lesson 1

(English Book - Grade 4 - New program)

Teacher: sweet shop Students: sweet shop

Teacher: pharmacy Students: pharmacy

Teacher: zoo Students: zoo

Teacher: cinema Students: cinema

Teacher: supermarket Students: supermarket

Teacher: bakery Students: bakery

Or: Teacher: Let's go to the zoo

Students: Let's go to the zoo

Teacher: Let's go to the supermarket

Students: Let's go to the supermarket

- It is possible for students to repeat the sentence B of A students and develop more questions

Example: Unit 8: WHAT SUBJECTS DO YOU HAVE TODAY? - Lesson 1 (English Book - Grade 4 - New program)

T: What subjects do you have today?

S1: I have Maths

S2: I have Maths and English

S3: I have Maths, English and Science

S4: I have Maths, English, Science and Music

S5: I have Maths, English, Science, Music and Art

S6: I have Maths, English, Science, Music, Art and IT

* Substitution Drill

- May use worksheets, paintings or real objects to specific suggestions

Example 1: Using worksheets or pictures

According exercises on Unit 17: Lesson 1

T: Let's go to the bookshop

S1: Let's go to the supermarket.

S2: Let's go to the bakery.

S3: Let's go to the cinema.

S4: Let's go to the zoo.

Example 2: Using pictures

Unit 16: ZOO ANIMALS – Lesson 1

(English Book - Grade 4 - new program)

T: What animal do you want to see? (points to the picture of the lion)

Ss: I want to see monkeys

T: (points to the picture of the crocodiles)

Ss: I want to see crocodiles

T: (points to the picture of the kangaroos)

Ss:I want to see kangaroos

T: (points to the picture of tigers)

Ss: I want to see tigers

T: (points to the picture of elephants)

Ss: I want to see elephants

* Chain Drill.

The chain exercises, we use an object or picture elements to make suggestions Bringing home or things to see and the first student to ask questions involved Students answer Turning to the second student, asking this question but have replaced elements Just like that continue until everyone is asked and answered Divide the class into small groups of 3 or 4 students Perform the exercises in each group

Example 1: Unit 11: WHAT TIME IS IT? – Lesson 1

(English Book - Grade 4 - new program )

T: What time is it? (points at a competitive hour in page 6 - Students’ Book) S1: It's seven o'clock (points at the picture b and asks: What time is it?)

S2: It's seven fifteen (points at the picture c and asks: What time is it?)

S3: It's seven twenty - five (points at the picture e and asks: What time is it?) S4 : It's seven thirty (points at the picture e and asks: What time is it?)

S5: It's seven forty - five (points at the picture f and asks: What time is it?) S6: It's seven fifty

* Transformation Drill

- Student A says a sentence using a particular form of the verb Call student B moving into a subject that sentence in the 3rd person singular

Example:

A: I get up at six fifteen

B: She gets up at six fifteen

A: I have breakfast at six thirty

B: He has breakfast at six thirty

A: I go to school at seven

B: He goes to school at seven

A: I watch TV at eight ten

B: She watches TV at eight ten

A student says something singular, an other student gives the plural sentence A: There is a bathroom in my house

B: There are two bathrooms in my house

A: It is a pen

B: They are pens

A: This is my books

B: These are my books

A: I have got a robot

B: I have got three robots

A: She has got a doll

B: She has got five dolls

2.3.4 Teachers are creative to help students creativity.

- New teaching method for teachers to create inspired, more creative Creative teaching is a private, originality of each teacher

- If teachers keep repeating the pattern every day, the students will be boring and sometimes they find their lessons to normal, no excitement, no waiting

Activity teach - shown through innovative learning games

- There are many types of games Some focus on vocabulary, some attention to sentence structure, and there are other kinds of promoting both the vocabulary and sentence structure Here are some games to help them to improve communication skills and passion for the subject

Some games train sentence structure:

* Beanbag Circle

Students stand in each circle Hit a ball or a bean bag and ask for a student’s name (What is your name ?)

1st student answers (My name is _ ) Then hit the ball to the 2nd and ask (What is your name ?)

2nd student answers (My name is _ ) So on until everyone has passed turn (It should be divided into small groups and play groups separately, but at the same time)

* Find Your Partner

This activity gives students the opportunity to use the language in context Use two worksheets, with the number of worksheets equal to the number of students Each student receives one worksheet The other person is not the other