Organization of teaching English communication acitivies at class so that students learn how to speak English effectively

TABLE OF CONTENTS	
PART I: INTRODUCTION
2
I. Rationales 
2
II. Aims of the study 
2
III. The subjects of the study 
3
IV. The methods of the study 
3
V. The new feature of the study
3
PART II: CONTENT
3
I. Theoretical background
3
1. Special point of the communication activity 
3
2. Types of communication 
4
II. Practical background
5
1. Characteristics of teaching communication .
5
2. Characteristics of Forms of Communication Teaching.
5
3. The role of communication learning
6
4. Results, the effect of the situation.
6
III. The solutions
5
1. Difficulties in organizing students to communicate.
7
2. Suggesting solutions .
8
3. Organized during school commication sessions.
11
4. The discussion
12
5. Measures for organization of implementation.
15
PART III: CONCLUSION
17
I. The results of the study.
17
II. Request
17
References
18
The list of topics has been confirmed
19
PART I
INTRODUCTION
I. Rationale: 
In the current trend of integration, the use of English in the field of communication is very necessary. It has been proven that people who know how to use English fluently in business, commerce, politics, tourism, as well as in everyday life ... have achieved much success.
However, nowadays, at many professional schools and in provinces, Learning English is still inadequate, especially the practice of communication in English, the use of equipment in their studying. Therefore, when entering universities and colleges, most of them spend a lot of time studying English; In addition, many students when leave school to find a job has encountered many difficulties due to the limited ability to use their English ...
From that fact, learning English communication is very necessary, especially when communicating with foreigners requires the person of communication should understand the purpose of communicating through the information in a major way. Being able to communicate effectively with others is an important skill. Through communication, people gain some understanding of each other, learn to mimic each other, influence each other, build trust, and learn more about themselves and how they perceive people. Effective communicators know how to interact with others flexibly, responsibly, but still do not lose their individual needs and integrity.
To understand what needs to be communicated, learners need to learn a habit from the beginning when learning a foreign language, creating a learning environment, using complementary methods, Audiovisual communication, communication with indigenous people ... to acquire knowledge of English proficiency when communicating.
English in the secondary education system has provided information, methods, teaching methods and learning methods. In the new upper secondary school program, it was determined that: "Innovative teaching methods, learning methods" [3], diversify forms of teaching organization such as classroom teaching, small group teaching, pairing... the most effective way to learn. After many years of reforming the new textbooks, applying a new method of morality, I started to feel awkward and have not experienced much. Done, now the use of the new method has many changes. So, one of the things that I want to mention in this article is: Organization of teaching English communication acitivies at class so that students learn how to speak English effectively.
II. Aims of the study: 
The aims of the topic may be listed as follows:
+ To understand a language, or to use language fluently, learners need to know how to use methods in which the role of communication method is indispensable.
+ To help students apply the means to suit the communicative method.
+ To give out some further practices
III. The subjects of the study. 
To promote communication activities in English, and direct the students to deepen their communication skills so that they can speak the English language. The subject of this research, I focus on the students in grade 10 at the Sam Son upper secondary school to help them get to know how to use the language spoken from the beginning.
IV. The methods of the study. 
In this topic, I mainly deal with research issues related to English communication. The method I applied was mostly group or in pairs, applying simulations of student sitting positions, drama, role playing, practical application in everyday life.
V. The new features of the study.
In my previous experience initiative report (2007-2008), I have applied to this topic and have made great achievements in teaching English communication. This title was certificate type C by Thanh Hoa department of education and training. However, that year I was only deploying and applying in small aspects such as communication in English in pairs or groups in the spirit of conversation, dialouge. In this new topic, I am implementing some new content as follows:
- Communication in pairs or groups, performation himself, express new ideas through picutes or a story.
- Convert the sitting position of the students by counting the sequence number, dividing the class into 6 groups.
- Apply open talk, students talk freely in English on the subject of the teacher.
- Students can speak in groups, choosing to communicate freely.
- There are 3 part interviews. Introduce yourself, select the topic and answer the questions.
PART II - CONTENT
I. Theoretical background
1. Special point of the communication activity.
Communication activities are forms of exercise that enable students to practice free-to-play communication, much like real communication, in which there is very little control and control over the language and speech of the student. Communication activities have the following characteristics: [1]
* Language is used purposefully;
* Create communication needs (through tricks to create information gaps, views ... between students when doing exercises);
* Encourage students to use creative language, contribute ideas and express their own views;
* Focus on language content rather than language accuracy;
* Encourage the independent work of the students;
* Students choose and decide what they want to say rather than being influenced by "pattern words" as in controlled practice.
Communication activities are commonly used in the form of interviews, questionnaires, guided roleplaying exercises, interactive games, information gaps, discussions, Work in pairs, groups... These activities are usually carried out following guided activities; Or be conducted at any stage of study for the purpose of strengthening and practicing liberty, or to open the article, as a prerequisite for subsequent referral activities.
2. Types of communication
2.1 Internal communication [1]
When people talk to themselves, this communication takes place in the brain. It includes thoughts, memories, and awareness throughout the communication process. Most of the behavioral responses to the main levels of communication are rooted in introspection. At this level, the subject sets out the rules for himself and the communication patterns. Intuitive communication includes:
Senses - Examples: interpreters, texts, symbols
Non-verbal communication - eg, gestures, eye contact
Communication between parts of the body [1]
- For example, "My eyes tell me it's already dark". 
2.2 Communication behavior [1]
Communicative behavior is understood to be communication between two individual individuals. [1] This form of communication occurs when two people communicate with each other or in groups. This also means that people can capture communication with different people in different situations and make the person feel good. Actions such as eye contact, body movement, and hand movements are also part of behavioral communication. The most common functions of communication behavior are listening, speaking and resolving conflicts. Classification of behavioral communication goes from language to non-verbal communication and from one situation to another. Communicative behavior includes targeted and appropriate face-to-face communication.
2.3 Communication in small groups [1]
Small group communication is a collaborative process that occurs in groups of three or more to set common goals that include face to face communication and types of interactions. [2] This type of communication sometimes includes behavioral interactions where there is only one major difference in the number of participants in the process.
2.4 Communication community [1]
When a person sends a message to an audience, does not distinguish different individuals. Unlike the above levels of communication, spokespeople play a key role in this communication process.
2.5 Communication together [1]
The process of centralized communication takes place when a small group of people sends a message to a large receiver through a particular media. This process manifests the formation and propagation of a message to a large receiver through the media.
2.6 Nonverbal communication [1]
In nonverbal communication, people communicate messages to each other without using language. They communicate through facial expressions, head position, hand and hand movements, body movements, position of the legs and feet. People can also use "distance" to express a message. By paying attention to nonverbal communication, one can understand the message from the other, and pass the message on to others. Attention to non-verbal communication helps people: [1]
Express your confidence and understanding.
Demonstrated power and influence.
Express your sincerity, excitement and cooperation.
Build trust
Recognize the mood of yourself and others.
Discover the difference between what others are saying and what they are thinking.
Change behavior and communication spaces to create more effective discussions.
II. Practical background
1. Characteristics of teaching communication .
- Teaching activities are still conducted on the whole class.
- Student grouping is both subject to the cognitive psychology of the student, and depends on the learning task that the student needs to address. [2]
- In each group, the members must be assigned clear tasks, must work together to solve common tasks of the group.
- Teachers during the school hours are the organizers of activities for students. [3]
- Teachers must rely on the duties of the class that design specific learning tasks and activities for the student to solve individually or in groups, make specific inquiries, Works actively. In particular, teachers must observe, evaluate, help, modify when students have difficulties or problems during the operation.
2. Characteristics of Forms of Communication Teaching.
The individual activities of each individual student are reorganized and linked organically in a common activity to carry out learning activities. At the same time in the process of linking it will form and integrate the interrelationships: Learner - Teacher - Learner. Each factor in an interactive relationship has a very important position. [2]
2.1 Learner: Active, active subject of creativity learning activities. [2]
  In the process of communication: Learner actively listen to, learn situations, situations, words ... from the teacher exchange interaction between teachers and games, chat with the game through communication in the group . From there, it develops its inherent thinking ability. Students acquire knowledge by learning activities themselves. Thereby, the children find their own knowledge, understanding and memory in an active way, creating interest in learning for themselves.
2.2 Teacher: "The one who awakens" organizes and directs. [3]
Teachers play a very important role in guiding, directing, and directing students to work effectively. The mentor from the role of an active person in the classroom becomes the facilitator who helps students conduct their own activities. The teacher leads the students to explore, gain knowledge through the cognitive steps, organize activities in the process of teaching.
3. The role of communication learning
3.1. Students. 
	Communication activities promote language ability, confidence in the process of communication.
- Create opportunities for all students to develop their communication skills, using language effectively. In particular, weak students, can also be steamed in the communication.
- Create opportunities for students to express their views.
- Promote the initiative, creativity, thinking ability, ability to evaluate the problem of students. Practice self-expression in the crowd when using the language.
- Enhance mutual understanding among students in the classroom.
- Training the ability to express, brief information, clear.
- Through the process of addressing the problem that the teacher mentions, students increase self-esteem and self-esteem.
3.2 Teacher 
 - Facilitate teachers to more accurately assess student comprehension, cognitive, emotional, and expression levels, as well as student thinking abilities.
- Adjust teaching method appropriately.
4. Results, the effect of the situation.
From the above situations, in order to achieve better performance, I boldly improved the content and methods of communication activities applied well in the class 10 in Sam Son High School. This method is not new to students as it is for English or other subjects. But this activity can not fade during teaching and learning. Because, this method will help students actively active, more confident when communicating with foreigners.
The method of communication that I have applied at school helps students actively explore, create speeches, dialogues, express thoughts, emotions, passions, knowledge of social, political, cultural matters ... Although it may be just a short speech or three sentences when communicating. These, every day a little, students were able to confidently learn, sticking to each topic to express their views. Through surveys and surveys, most students in the classes that I am assigned to teach (Grades 10A4 - 10A9) would love to use this method to communicate.
III: The solutions
1. Difficulties in organizing students to communicate.
 Although the organization of teaching communication was taught by many teachers during the lessons. However, the implementation of this new curriculum in practice has encountered some difficulties. Many times, it is still formal and implementation is still inadequate. Therefore, I would like to introduce some limitations that myself as well as some colleagues (through exchange) often have:
1.1 Teaching methods and learning are inadequate, not be suitable to the requirements of innovation.
Teachers do not properly understand the nature and variety of communication teaching. Therefore, teachers use their mother tongue (Vietnamese) more than English, and sometimes the teacher due to the need to communicate with native people is limited, so the organization of monotonous teaching is not effective.
 For example: Teachers who have just translated English into Vietnamese, in the process of teaching, speaking, asking questions often also use Vietnamese, sometimes afraid to speak wrong while communicating with students ...
1.2. Communication skills of students have not been improved.
- Students are mostly unconfident, embarrassed, shy in communication,
- Students do not know how to show support, agree with each other.
- Discussion, discussion in the group is not exciting, not excited, not create products discussed.
- Students are timid, not brave when expressing opinions as well as presenting the results.
- Teachers do not really put out activities that are effective but simply think about telling them about the principles of doing things, showing them how to do things, and then hopefully students follow them.
Example: You have to listen to each other's opinions ...
But in reality, students do not perform as expected of the teacher. Therefore, students do not develop self-learning skills on the textbook and on the instrument of experimental practice or exchange in the process of communication.
1.3. Not motivating the participation of the team members.
- Many communication activities are only some children who are quite good at work, the other children are also indifferent, self-deprecated enthusiasm for this activity.
1.4. The role of the teacher is not clear.
- When teaching communication, because worry about the students not to understand the problem of communication, difficult to use the language to express the use of bilingual language is always formed, trying to translate for the students to understand without paying attention to the problem of expressing ideas, suggesting, guiding the reception of students.
  Teachers can only be give some ideas to self-discovery, self-discovery, knowledge acquisition, self-assessment based on knowledge. From there, provide methods for students to discuss and control their own problems when they are having problems.
1.5. Inadequate facilities.
- Facilities is also a very important part of teaching foreign languages. However, in the schools can not meet the needs of facilities such as audio-visual room, practice room, software in the application of information technology into the sound. In addition, the class is over 45 students / class, tables and chairs are 4 students / 1 table so the arrangement of activities is very difficult and time consuming while moving.
- The preparation of study cards, (hand out) pictures are difficult. The facilities for group activities such as specimens, practice facilities, group tables, visual aids etc. are not sufficient so the efficiency is low. Each time you go to class, teachers have to manage themselves, prepare themselves at home or prepare students to sample, objects ... for students to actively exchange and express in new lessons.
2. Suggesting solutions .
2.1 Teaching methods
Many teachers use traditional teaching methods such as: grammar - translation, direct method, listening and speaking method, listening method, open method ... If with foreign language teaching method The grammatical approach focuses on learning and mastering grammatical structures. With the approach of teaching foreign languages ​​according to the method of communicating the formation in learners Proficiency in the use of language is central to the teaching process. Unlike audio-lingual methods, with the emphasis on the role of practice maturing existing patterns, the practice of communicative teaching emphasizes the interoperability of learners. In the context of communication, in which each language behavior of the learner will change depending on the previous responses and responses of the participants.
According to traditional teaching methods, language learning is often seen as a process of transferring knowledge from teacher to teacher. Using communication practice, teaching and learning languages ​​are now seen as a process. Discovery, in which learners gradually use the language for specific communication purposes. This is a learner-centered learning model in which both teachers and students share the responsibility of teaching and learning. Along with emphasizing the goal of developing communicative competence in learners, the selection of learning activities is useful, tailored to the needs of the learner, and must be embedded in real contexts. Learners are more likely to encounter in everyday life is always featured.
To create attractive learning environment in which the active connection of teachers and students. As a facilitator in the teaching process, the instructor must create every situation, every ability to guide the activities of the learner during the lesson. The teacher should use all manipulations and means, gestures gestures to enhance communication activities. Teaching facilities are fully promoted.
 	Learning a foreign language is a process of knowledge recognition and skill training, [5] so when teaching En