Some methods improving English communication capacity for grade 4 students in Nga Hai Primary School

CATEGORY
Content
Page
I. Introduction
2
1. Reasons for selecting an initiative
2-3
2. Research purposes
3
3. Research subjects
3
4. Research Methods
3
II. Content
4
1. Rationale
4
2. Reality
5
2.1. For the school
5
2.2. With student
6
2.3. Survey results status
7
3. Solutions implemented
7 - 17
3.1. Remedial measures 1. Teachers should create the maximum opportunity for students to use effective English language during English lessons.
6-7
3.2. Measure 2. Encourage the development of communication skills in the English language for students through group and pair.
7-9
3.3. Measure 3. Improve communication skills through the establishment of the English Club of grade 4.
9-10
3.4. Measure 4. Always encourage students to present their ideas to the class.
10-11
3.5. Measure 5. Through a number of learning games to help students increase their ability to communicate in English.
11-19
4. Results of implementation of experience initiatives.
19
III. Conclusions and recommendations
20
1. Conclude
20
2. Request
20
IV. References
21
V. The list of occupational experience idea has been rated Grade C or higher by the Provincial Science, Education and Training Board.
22
I. INTRODUCTION.
1. Reason for choosing an initiative:
In view of the Party and the State, education aims to develop people to meet the general needs of industrialization and modernization of the country. Foreign languages ​​in general and English especially play an important role as a means of actively supporting the country's most effective integration process. Therefore, improving the quality of education in general and English in particular is considered one of the most concern of education today.
In the new general education program, English as a Foreign Language 1, beginning in grades 3 through 5 in elementary school, identifies communicative competence as the goal of the teaching process.
As one of the high school curriculum subjects, English not only helps students shape and develop communication skills in English, but also contributes to the formation and development of common skills. to live and work more effectively; to study other subjects as well as to study for life.
The English language provides students with an important international communication tool that enables them to exchange advanced science and technology information and knowledge, and learn about cultures, thereby contributing to the creation of a understanding among peoples, shaping the global citizen consciousness, contributing to the development of quality and individual capacity. [1]
However, nowadays students of Nga Hai Primary School in general, students in grade 4 in particular, active in the communication process is not high so their communication has some limitations such as: shy, self ti and embarrassed when in front of the crowd, no cooperation skills, teamwork, lack of adaptive skills, problem solving skills, especially knowledge of the lives of poor students. In addition, they do not fully equip themselves with content such as the ability to "understand, use familiar English structures; Basic terms meet specific communication needs. Not confident to introduce themselves and others; I do not have the confidence to respond to information about myself such as my place of residence, relatives / friends, etc.
Starting from the above reasons, I chose the Initiative: "Some methods improving English communication capacity for grade 4 students in Nga Hai Primary School". I would like to contribute a part in teaching English more effectively and attract many students interested in this subject.
2. Purpose of the study
- In order to contribute to the development of English communication skills for students in grade 4 Nga Hai primary school in particular and elementary students in general in a positive and creative way.
- Create excitement in learning English because communication helps students not only gain knowledge but also reinforce and deepen their knowledge.3. Research objects.
- Current status of English communication skills for students in grade 4 Nga Hai Primary School.
Communication skills education measures for grade 4 students Nga Hai Primary School aims to improve the quality of English communication.
4. Research Methodology:
- Methods to investigate the current status of communication skills education for primary school students, methods of interview, interview to collect information on the status ; Observation methods are used to identify the communicative behavior of students in learning activities.
- Method of exchange.
II. CONTENT
1. Theoretical basis.
In the history of human development, language has an important role in the life of the community and the life of every human being. It promotes the development of thinking, which is the basis of social awareness and a means of communication. Through voice, each person communicates in society. Today, in addition to the mother tongue, to receive and communicate in the human community, people also use foreign languages ​​and non-verbal images to communicate. Therefore, the ability to communicate in society is wide open, diverse and rich. Since ancient times, educators and philosophers have been interested in communication issues. The activities of education, health education, education, capacity building, cooperation capacity has been respected. From the activities of education, personal capacity is promoted, promote human society to develop. Confucius (551-497 BC) was a philosopher, a prominent Chinese educator of antiquity, who had the mentality of linking GD with the practice of creating the "world class" people. He said, "It is not useful to read three hundred good scriptures, given to those who have no ability to respond. Confucius thought that learners in addition to learning professional knowledge and cultural knowledge also have to learn how to communicate in order to communicate successfully and effectively in professional and occupational work. Communication is the tool and means for people to exchange, share information and gather information in the process of labor. [2]
Interpersonal skills are very important for real life, human work. Communication skills are not innate, inherent in its formation, development in the course of life, through activity, experience, training, training ..... Therefore, want to improve the quality It is necessary to develop communication skills for students. Special communication in English.
	Education of communication skills in English for students occupy position, important role, it directly affects the quality and effectiveness of primary education in general and of English in particular. Because all teaching, learning and living in the school must be done through communication, especially in English. Communication in English at elementary school is conducted in teacher-student relationship, games and teacher-student relationship with the people around. To communicate successfully, effective teachers and students must have communication skills. Specialized in English for 4th grade students.
2. Current status of communication skills in English for 4th grade students in Nga Hai Primary School.
2.1. For the school
- Facilities and teaching aids for English classrooms are still lacking, which makes it difficult to carry out the renovation of teaching methods for particular subjects. Therefore, the quality of education in general, English in particular is limited, including the ability to communicate with students.
2.2. With student.
-There are difficulties in communicating in English Because in each lesson we have only focused on two reading-writing skills .This make our students have difficulties in coping with Listening and Speaking skills. And students lack of confidence in English lessons. The last and most important reason behind their ability to communicate in English is self-confidence. Due to the inaccurate pronunciation, the psychology of speaking English is often afraid and afraid of mistakes, the ability to reflect with English is so low that students often fall into a state of lack of confidence and hesitant to sayEnglish. 
Students lack of confidence in studying English class 4 -Nga Hai primary school.
Observing some students communicating in the process of learning and educational activities, I found that the student's autonomy was not high, most students lack confidence, shy, timid before new issues or Wait for the teacher to suggest, nominate the new dare to answer.
In fact, even indigenous children have difficulty pronouncing some English sounds like r, l, sh and th and their pronunciation may be correct as they grow up. The importance of the initial stage is to develop the ability to communicate simply in a new language without the fear of making mistakes, significantly affecting the motivation of the student. There is a fundamental element that affects language learning: children will not learn without motivation.
- Almost all students pronounce incorrectly.
For example: 'class', library, e'raser, etc.
- In addition, they were unable to pronounce the words s, z, p, k.
For example: / s / ->, its reason ...
              / z / -> please, he ...
               / p / -> pen, pencil, pet ...
               / k / -> close, milk, like ...
- Students also read incorrectly. Most of them do not remember vocabulary, especially long words.
For example: good afternoon, school library, bathroom, interesting, difficult ..........
- Student communication is not fluent due to fear of mistakes. Their ability to form a complete sentence is still not good. They still Also confused with the location of the word class (verbs, adpositions, adjectives, nouns and questions from etc.)
Example: My name is Alan.
                That's my brother.
                There is a chair in the room.
                When is your birthday?
* From the above situation, I have conducted quality survey for grade 4 students Nga Hai Primary School, the survey results as follows:
2.3. Survey results status
    I have studied the ability to communicate in English as well as the quality of learning English to 4B (experimental) and 4A (control) Nga Hai Primary School at the beginning of the school year. 2017-2018.
* The following results:
Class
Size
Rating rating
Finished well
Finish
Unfinished
 SL
 TL
 SL
 TL
 SL
 TL
4B(Experimental Class)
26
4
14,2
15
59,2
7
26,6
4A (Control Class)
30
5
16,5
19
63,7
6
19,8
	Through the survey results, I found that some important skills of communication skills such as problem solving skills; Ability to solve problem; negotiation skills; Speech skills required; self-control skills in communication; presentation skills in front of the crowd; Teamwork skills, especially the ability to express attitudes by language behaviors that are not routinely practiced by children, leads to the achievement of these issues.
	From the above mentioned situations, in order to make the job better, to help the students to be interested in learning English and improve the quality of education in the school, I would like to present some practical measures. is as follows:
3. Some measures to help students in grade 4 Nga Hai Primary School have to communicate in good English.
3.1. Remedial measures creating the bigger opportunity for students to use effectively English language during English lessons.
We know that the mainstream pathway in elementary English is communication. When teaching, teachers should emphasize the formation and development of communication skills for students. Communication methods have similarities with the learner-centered approach to teaching and learning English at school in general and for students in grade 4 in particular. This mainstream instruction specifies the teaching activities of the teacher and the student's learning activities. Help teachers create maximum opportunities for them to communicate in English at school hours. From there, they have the ability to communicate in English well. 
Teachers need to understand the psycho-physiological characteristics of primary school students, especially grade 4. Students are actively involved in the learning process. Teachers provide opportunities for students to communicate in English in contexts, situations that are close to their daily lives, and allow them to engage in interactive activities through listening, speak, read and write English. Teachers usually English in the classroom and provide bigger opportunities for students to use English in and out of the classroom. (English 4- unit 12).
Example.
What’s your mother name ?
My mother name’s Lan.
What does your mother do ?
She’s a nurse.
Where does she work ?
She work in a hospital.
Student performance assessments must adhere to the program's curriculum objectives and content, based on the requirements for communicating in grade 4 communication.
The content and form of assessment should follow the learning objectives, taking into account the changes in the goals of each grade. However, in Grade 4 we still give priority to listening and speaking. Monitoring and evaluation activities should be conducted in two forms: regular assessment and periodic assessment. Regular assessments are conducted continuously through classroom teaching activities. During the teaching process, priority should be given to regular assessments in order to help students and teachers monitor progress in meeting their goals. The focus should be on communication skills in English for grade 4 students.
Example.
What’s the name of you school ?
Nga Hai brimary school.
3.2. Measure 2. Encourage the development of communication skills in the English language for students through group and pairs.
For students to be able to communicate well, they need daily practice during their studies. Therefore, the need for classroom models can create a favorable environment for developing communication skills for students by practicing regularly.
Study groups in English class 4 - Nga Hai Primary School
In the classroom, for the purpose of developing communication skills for the student, the teacher will evaluate and categorize students with levels of communication and learning. Then the teacher will divide the students into groups with their own abilities and advantages so that they can work, exchange and work together to complete the assignment. This will be an opportunity for students to actively learn teamwork skills and to bring out the ideas and persuasiveness of each individual in the group.
Such as:
The number of students is divided into groups in certain ways. In each group, students have the opportunity to improve their listening and speaking skills and learn from each other. They will be more confident in communicating in English.
Example: Unit 18: How much is this shirt? (English 4, lesson 17)
+ Teachers ask students to work part-time in "Look and speak." Then a pair of representatives in each group up the table, pointing to the picture, asking and answering.
Each group understands what they must do when applying the two sentence structure: "How much money this shirt?" Answer "It plus the money" to practice asking and answering about the price of human costumes.
- Under the leadership of the group leader, each team member must understand what they must do and actively participate in team activities at the same time.
For example:
On demand for exercise, the class is divided into several groups (6 students / group) and is organized as follows:
+ Designated group leader:
- Asking a question and answer about the price of scarf A and B: shirt.
- Assemble two questions and answers about clothes in picture C, figure D and figure E: a jacket, a dress and a sweater.
Leader leaders ask the couple to practice and the rest of the group to listen.
- Then switch to group 2. Therefore, every member can listen and practice the whole lesson.
- If any member of a group is confused and unable to practice well, they will be assisted by team leaders and other team members.
Teachers should divide the class into groups that are relatively equal in student learning. In each team, the communication skills of the members must include all levels: Complete good, completed and not completed.
- Assigns students with good English proficiency to various groups to control the implementation process.
Improving communication through work in pairs and groups.
With this method, it is necessary for students tu develop their ability to learn in a positive, active the and creative way. They have to show themselves, find out, find out and conquer the self. And in my opinion, through group work in some activities, when students have learned how to work in groups, they have the conditions to cooperate, learn prom each other and take reponsibility. Responsible for special group members who sels – dominate knwledge if the teacher organizes and guides well. Team teaching is an actipe method in which, thenumber of students is divided into group in certain ways. In each group, students have chances to boost listening and speaking skill and learn from one another. They will be more confident in communicating in a foreign lnguage. 
Example: English 4 – unit 16 – lesson 1 (Point and say).
+ Teachers ask students to work in group in part “Point and say” to suggest some pleces to go and say why. Then, a pair of reprefentativef in each group go to the board, point to the picture, suggest. 
+ Each group understands what they have to do if applying a sentence structure:
Let’s go to the. I want to . To practice suggesting some places to go and say why.
Under the assigmnent of group leaders, each member in the groups have to understand what he/she has to perform and actively participate in group ativities at the same time.
According to the request of the ebove practicing exercise, a class is divided some certain groups (6students per group) and is organized as follwing:
The group leader assigns as:
Pair 1: Suggest some places to go and say why in picture A: Bakery/buysome bread.
Pair 2: Suggest some places to go and say why in picture B: Pharmacy/buysome medicine.
Pair 3: Suggest some places to go and say why in picture C: Pharmacy/buysome medicine.
Pair 4: Suggest some places to go and say why in picture D: Sweet shop/buy chocolate.
+ The group leader asks pair 1 to practice and the rest of groups to listen. Then, take turn to group 2, 3, 4. Therefore, every member could listen and practice the whole lesson. If any member in one group is confused and unable to practice fluently, he/she will be supported by the group leadels and other members in the group. Teacher should divide the class into groups with students relatively equal learning capacity. In each team, comm unication skill of members haf to cover all of 4 levels: Good, quite good, medium and weak. Appointing students with very good English capacity to different groups for controlling the practicing process. Teachers should care for encourage students with weak learning capacity and give complements, reward ones with good performance. 
`	Work in the group in class 4A at Nga Hai primary school
3.3. Measure 3. Improve communication skills through the establishment of the English Club of grade 4.
During class hours, teachers facilitate the communication skills of fourth graders through the establishment of the club according to the interests and preferences of the students. The organization of these clubs will create a favorable environment for good students. Not only that, while working in the club will help you practice communication skills in a larger scale environment than the classroom. Students can learn better communication skills in this environment.
For example: Create excitement for students to improve their skills: speaking-speaking and quick reflexes.
Start with extremely simple content and gradually improv