Developing english communication skills for primary school students

Realizing this importance, the Education and Training sector has brought English teaching and learning right at the Primary school and Teaching English according to the communicative app

2.2.5 Survey result at the beginning of the year 3

2.3.1 Teachers change teaching styles and methods to suit primary

2.3.2 Using a number, songs, chants regulary during lessons 4

2.3.2.7 Training students pronounce vocabulary and sentence

2.3.2.8 Instructing students to use gestures in English conversation 10 2.3.2.9 Teacher changes the attitude in class 11 2.3.2.10 Encouraging students make their own personal

1.INTRODUCTION:

1.1.Reasons to choose subjects:

Nowadays, following the continuous development of international exchanges, the popularization of English has become an indispensable thing Not only adults want to be able to speak fluently with foreigners, but even children also want to be able to communicate in English with international friends Therefore, the Education and Training sector has generator innovated the curriculum and teaching methods to improve the quality of teaching and learning Previously, when Vietnam did not integrate with other countries in the world, the investment in students to improve English subjects was still limited But today with the general development of mankind, learning a foreign language

is essential Realizing this importance, the Education and Training sector has brought English teaching and learning right at the Primary school and Teaching English according to the communicative approach Is the main language of 53 countries and regions

Currently, all primary schools across the country have taught English programs starting from grade 3 and some schools have taught English programs right from grade 1 Among them, there are schools that have taught English programs in 4 periods / week Most of them reach level 1 according to the International language proficiency standard

Quang Thai Primary School has also been applying the English program according to the books of the Ministry of Education and Training published right from grade 3 under the program of 2 periods / week

1.2 Research purposes:

Over the years of teaching English in elementary school, I find that students' English communication skills are still limited Somes students still afraid of speaking English with other students and teacher.To overcome the above situation, I have explored and researched a number of measures to improve speaking skills for elementary school students This is the reason why I

choose the topic of initiative: " Developing English communication skills for primary school students"

1.3 Research subjects:

Students in class 3A, 4A, 5A Quang Thai Primary School, school year 2019-2020

2.CONTENT:

2.1 Basis for argument:

English is a global language A language spoken by 400 million people worldwide as a native language More than 1 billion people speak a second language International events, global organizations also consider English as the language of communication.Therefore, from the school year 1996 - 1997: The Ministry of Education and Training introduced English subjects right into primary schools By the school year 2015 - 2016: The Ministry has conducted a comprehensive renovation of the curriculum as well as teaching methods for English subject Presently, primary schools across the country have been teaching English programs starting in grade 3 And some schools have taught

English programs right from grade 1, in which most schools teach a program of

4 periods / week

2.2 STATUS :

2.2.1 Students :

The Quang Thai Primary School that I am working for now, the English program has been taught for many years I myself have been taught grades 3, 4,

5, so I clearly see the strengths and limitations of my students For students in grades 4 and 5, they are very confident and actively speak during class But 3rd grade students, on the other hand, are less likely to participate in building lessons, although the questions asked by teachers are easy to understand Besides, I see that there is still a part of students who lack confidence and shyness in communication On the other hand, since they are just starting to learn English, they still have a lot of confusion, although they also love to learn

Learning a foreign language to be good at, learners must boldly use the language they learn to practice, if there is a mistake when corrected, we will remember longer and next time if we meet the sentence again, it will not be wrong During my years of teaching I have seen a downside of students in speaking is that passivity only follows what the instructor suggests, so that students do not extend or question asking for answers It can be said that their speaking skills are still weak

Only two lessons per week are not enough time for students to develop good English communication skills

Because it is an elective subject, some students do not pay much attention

to English Their vocabulary is not much because they do not belong to the vocabulary or they refuse to study because they think this is a minor subject so it does not matter

2.2.2 Teachers:

Some teachers are still confused in teaching English for Children according

ro the communicative approach

2.2.3 Students' parents :

Parents of some students do not have good understanding of this subject due to the concept of "Vietnamese is not finished yet but learn English" Therefore, there is a lack of close attention to their children in learning English

2.2.4 Equipments and facilities :

Currently, a number of books compiled for primary school students have quite long content Teachers transmit knowledge in only 35 minutes, which is not enough Therefore, the time to develop speaking skills for students is not much

Teachers have to pay for themselves to make teaching aids

Students are very excited to learn electronic lessons, but because the school does not have enough conditions for labs or projectors (the school has only one projector), the lesson with electronic lesson plans has not been fully utilized

The lack of supporting equipment such as pictures and puppets makes the teacher's lessons not vivid, so it has not attracted the children

Some students due to difficult circumstances, they have to spend time at home to support their families, and they are not equipped with enough textbooks and learning tools, so they are not in good condition to self-study at home

2.2.5 Survey result at the beginning of the year:

According to the survey results at the beginning of the school year , I see

that the number of students with communication skills is not high Besides, there still exist a number of students who are not bold in communication and have not

completed the subject well

Class Student speak well speak fluently Speak unfluently

2.3 Solotions:

2.3.1 Teachers change teaching styles and methods to suit primary school students

During the teaching process, I myself always have a gentle, cheerful manner, integrating with students Creates a friendly, close, help for students confident and bolder in speaking English anywhere, both inside and outside the classroom

During the lessons, I often use a number of games, songs, chants to make the classroom atmosphere more vibrant, to create a comfortable mentality for students, to help students be ready to absorb the knowledge of the lesson proactive and active

Not only teacher-student interaction in the classroom, but also student-student interaction through pairworks or groupwork of 4 to 6 These methods will help students are more active and agile in their English communication process

For students of middle school and high school, it is obvious to use English

in foreign language hours, because then their vocabulary is quite enough to understand what the teacher imparts But for Primary students, their vocabulary

is not much to understand teachers' requirements well That makes the majority

of English teachers do not speak English regulary in lesson I think this is one of the reasons why students are not confident when talking in English If teachers often speak English in specific communicative situations everyday students will improve their speaking English skill day by day

At the beginning of each class, I often have conversations with students with simple English sentences to "heat up" the classroom atmosphere, create excitement in learning, and act quickly in communication

T: Good morning, everybody!

How are you today?

Ss: Good morning, Miss Minh !

We're fine, thank you

How are you?

T: I'm fine Thanks

During class I often give simple commands such as:

Look listen and repeat / Listen and write / Poit and say / Read and answer / Look

at the picture on page …… / Stand up, please / Sit down, please / Go to the board / Come back to your sit…

When students answer correctly or do well, I usually use some compliments such as: very good, welldone, excellent

2.3.2 Using a number, songs, chants regulary during lessons :

The use of games, songs, chants helps the classroom atmosphere become

vibrant, creates a comfortable psychology for students, helps students be ready

to absorb the knowledge of the lesson actively and positively

In the class, I often use a number of games, songs, chants help the classroom atmosphere becomes vibrant, creating psychological comfort to students, help students willing to acquire knowledge of all they can proactive and positive way In the traditional way of teaching at the beginning of a class, teachers often call students to check old lessons, but for me, they don't Before I became a teacher, I was a student like them are now children, so I understand their feelings at the moment For me, the use of game activities before the start

of the lesson not only helps the classroom atmosphere not be heavy, but also makes the class lively, giving students psychological comfort

2.3.2.1 Using game “Slap the board” [1] to revise vocabulary about daily routine in lesson 1 unit 2 English Textbook 5.

Procedure:

Teacher puts the vocabulary items on the board in any order – jumbled and sometimes a little bit higher than the tallest child can rich, so that they will have

to jump

Form group:When starting a game I often ask students :

Teacher : Would you like to play game?

Students: Yes

Teacher: Play game SLAP THE BOARD - Ok!

Students: Ok!

Teacher: FOUR boys and FOUR girls, please!

Now, any volunteers? Raise your hand!

Naming for each team After choosing two teams I used some simple commands:

Teacher: Are you ready?

Students: Yes

Teacher: Now, let's begin “one, two, three”

………

Students run to the board and slap the correct word The first person in each group to slap right word gets a poit Alternatively,the representative changes, ready for the next word This is a little calmer than ì everyone is running to the board

Teacher can do it with pictures so we can put the pictures on the board and call out the English words and the kids can slap the picture

Sometimes the teacher does not to call out the English word, we can get other kids to call out, so they can practice speaking too

When finish, teacher call out winning team of the game

2.3.2.2.Using game “Matching” [7] to revise the vocabulary about the places

in lesson 2 unit 5 English book 4.

One of my students’ favorite learning activities is playing matching games in small groups Matching games are great for providing repetition of new vocabulary, reviewing concepts, definition and grammar

I used matching game to revise the vocabulary about the places in lesson 2 unit 5 English book 4

Students work in group 6

Teacher asks students to look at the picture and read the vocabulary.Then match the letter in each picture with the number correctly

B 2 In the mountains

on the islands

2.3.2.3 Using songs:

Songs will help students to bremember the newwords easier and happier

To warm up for the lesson 3 unit 5 English book 3, I used the song

"numbers song" [9] to help students to review the numbers from 1 to 10

”

2.3.2.4.Using game “Find someone who”:

In English to communicate well, along with memorizing vocabulary, students also need to master sentence patterns, conversations by topics and topics

To practice sentence patterns:

Can you ………… ?

- Yes, I can

- No, I can't

In lesson 2, Unit 5, English 4, I organized for students to play the game "Find someone who" in groups of 4 people: 1 person asked, 3 people answered

Name Activities

1

2

3

2.3.2.5.Using game “Given answer” [6].

To practice dialogue on the zoo animals topic in lesson 3 unit 9 English 5 I instruct the students to play the game “Given answer”

A: When ?

B: I went to the zoo last Sunday

A: What ?

B: I saw the peacocks

A: What ?

B: They moved beautifully

Students complete the sentence and play game in pairs, then tacher call some pairs practice before the class

Answer:

1.did you go to the zoo

2.did you see

3.did they do

2.3.2.6.Using quizzes [2]:

In order for students to easily memorize the letters of the English alphabet and their vocabulary, I use quizzes and brain games to stimulate their thinking when they find the answers they will memorize more deeply After students give their answers, I will tell them their answers and explain more to help them understand better

I gave quizzes about English letters in English with simple and straightforward words like "What letter is a body of water?" ("C" because it is read almost like the word "sea "); "What letter is a drink?" ("T" because it is read almost like the word "tea ") I created quizzes based on a word game "chase pictures" to help children memorize vocabulary The game is as follows: Let's play English Word Pursuitgame

Answer

2.3.2.7 Training students pronounce vocabulary and sentence intonation correctly [3]:

By having students listen to tapes regularly with the standard voice of native

speakers and have them repeat many times, while allowing students to practice correct language sentence tone and word stress

After the listening and repeating steps, I ask students to read in unison, in pairs, individually Praise the students who read well and correct them if they do not read correctly

Currently, there is a perception that elementary school students are young ,

they do not need to pronounce as native speakers but for me it is the opposite Students should practice speaking correctly and correctly from the very beginning of learning English Because the ancient people used to say

"malleable young bamboo" and partly due to personal experience from many years teaching elementary school students, I clearly see the drawbacks of students If the teacher neglects to correct the pronunciation errors, does not instruct to pay attention to word stress, intonation in the sentence, when listening

to the correct pronunciation, they will not recognize and understand what the other person is saying On the other hand, they will be confused about whether their teacher is right or if this person is right, making students hesitate and not confident in communication