Effectively applying some methods of devloping english communicationcapacity for students in nga tien primry school

1. PREAMBLE
1.1 Reasons for the topic
As you know, the teaching and learning English in the school has changed a
lot in terms of content as well as teaching methods to meet the goals and
educational requirements set for this subject. in the reform program. The most
fundamental point about the new approach is how to promote students'
activeness and initiative and create optimal conditions for them and improve
their language skills in communication in both oral and written forms. No matter
what kind of communication you have, you need to have strong knowledge, not
just the knowledge of pure language.
As an English teacher in elementary school for over 10 years, I always
worry about how to teach qualitatively and effectively. To do that requires the
teacher to apply methods into diverse and rich articles, making language lessons
always exciting, attractive, attractive children, help them to play “All teachers
are able to guide and guide students to become self-reliant in their study”. So
I’m pleased to introduce: “Effectively applying some methods of developing
English communication capacity for students in Nga Tien primary school ”
1.2 The aim for research
The primary environment is the fundamental place forming habits and
communication capacities. Frequent communication results in braveries for
students without fears of making mistakes in public speaking. As for students
lacking proficiency in the mother tongue language, they had a lot of difficulties
in getting access to a foreign language. Their timidity makes oral
communication limited greatly. and I also expect to contribute a part to English
teaching more effectiveness and attract more students in loving this subject.
1.3 Object of research
- The students of our school – Nga Tien primary school of the school year
2017 – 2018.

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- In the process of teaching and learning foreign languages. Methods are
extremely important. This is creating excitement for an effective lesson.
+ Stable grades : allow students some time to be able to adapt to the new
post.
+ Psychological preparation , new knowledge for all.
+ Arouse the knowledge available to students related need for a new lesson.
+ Create situations , contexts introduce new post.
1.4 Method of study
- I’d like to give out the method getting to know approach, questioning,
opening – conversation methods.
- Stemming from my orientation on the proposed implementation of the
following measures:
- Instruct students to share knowledge recall reading - speaking practice of
the lesson learned.
- Strengthen the sense both sides as well as the form of words. Captures the
characteristics of each sample questions, first of all to achieve their best
performance in the semester, each school year.
- In addition, the small tracks are also used for entertainment in order to
create a playful, exciting learning or to teach them the lessons illustrate
vocabulary, accent, rhythm, and a points of English grammar, help them
memorize more easily. There by fostering pure soul, love of culture and beauty
of foreign languages in general and the beauty of the English subjects in
particular, to help them shape and personality development skills and
comprehensive better.

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2. CONTENT INITIATIVES EXPERIENCE

2.1 The theoretical basic of problem
For years, the teaching method for kids has been similar to one for adults
apart from supplementing some songs and games into lectures. It’s clear that the
receptive process of our mother tongue language and the next process in the
school period are natural. Language capacity is generated by imitating,
unconscious learning through different forms such as communicating with
relatives, reading stories, connecting with communities, singing, reading poems,
painting, etc. The difference of children’s receptive process in comparison with
adults is that adults’ receptiveness is conscious and annalistic but children’s one
is natural via intuition.
There are two kinds of material languages which almost every learner needs
develop: receptive language and productive language. Receptive language is the
language factor possibly realized and not produced by learners. Productive
language is the language factor possibly used in speaking or writing. Students
will become familiar with realizing new factors through situations if those are
repeated many times. To practice using the receptive language, students have to
learn how to reflex with new words naturally. In curriculums, grammars are
sentences or questions and answers practiced more than once. It is essential that
samples are given clearly and fully for students to understand what they have to
do in some class activities.
2.2. The current situation of problem
According to the regulation of Ministry of Education and Training, every
child is permitted to study two lessons with 35 minutes per lesson. Several
qualified schools could have more lessons, four lessons per week. Hence, the
period for students to get access to English is obviously short in comparison
with the total communicating hours every week. Moreover, English environment
is restricted in classroom hours and students use Vietnamese when lessons end.

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Children don’t actually need to use English except for the requirement of
studying and examination. All the requirements using English are practical and
there isn’t other natural English environment for children.
Children are unable to concentrate on what teachers are delivering in a long
period. Consequently, they should be engaged in different activities, to perform
various tasks by themselves with exercise types always changed and diversified
communication situations.
Children often obtain and imitate knowledge quickly and also forget what
have learned quickly. They are naturally curious, dynamic and creative. Children
always demand to discover outside environment and interact with others. It
cannot be denied that they are interested and creative in games.
In fact, even native children run into difficulties in pronouncing several
English sounds like r, tr, sh, and th and their pronunciation could be fully
correct when they grow up. The importance of the initial stage is developing
simple communication capacity in a new language without creating fears of
making mistakes, which significantly affect on students’ motivations for studies.
There is one factor basically impacting on language studying process: children
will not study without motivation.
- Almost all students pronounce word stress incorrectly.
Example: ‘underground, ‘holiday, en‘vite, etc.
- In addition, they haven’t been able to pronounce words with s, z, p, k but
these suonds are very important
Example: /s/ -> its, excuse…
/z/ -> please, He’s…
/p/ -> pen, pencil, pet…
/k/ -> close, milk, like…
- Students also read incorrectly. Most of them do not remember vocabulary,
especially long words .

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Example: vocabulary, playground, baminton, interesting, difficult……..
- Students’ communication is not fluently due to fears of making mistakes.
Their ability to form a completed sentence is not still good. They still confuse
with the position of word class (verbs, preposition, adjectives, nouns and
questioning words, etc.)
Example:

I go to school.
There’s a chair in the room.
That is my new school.
What’s your name?

The statistic result at the beginning of this school year through directly
interviewing students at grade 3, 4 and 5 at Nga Tien Primary School.
Total No. of

Good
No.
%

Quite good
No.
%

Medium
No.
%

Weak
No.
%

students
54 (grade 3)
3
5.5
9
16.8
33
61
9
16.7
55 (grade 4)
3
5.4
9
16.3
28
51
15
27.3
63 (grade 5)
3
4.8
9
14.3
35

55.5 16
25.4
With the result above, from early school year, I always try to find the best
methods to design interesting lectures inspiring students so that they could turn
what they have learned into productive language via oral communication,
integrate with the developing tendency of foreign language subject: learning a
foreign language is learn how to communicate but not focusing on grammar as
in the past.
2.3. Solutions and implementing orgnization
2.3.1. Creating attraction from the beginning of the lessons with
interesting introduction:
A new lesson often starts with introduction regarded as a preparation which
generates a fresh mind for students. An emotional, imagery, vivid introduction
would make students become really eager for studying, discover and engaging in
the lesson. Perhaps, we accumulate attractive ways in the opening to contribute

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to the success of the lesson. I carried out several methods introducing a new
lesson as following:
Example: Unit 2: What’s your name? (English grade 3):
“Hello everyone, when we learned English from the very first day, the first
and basic task for us is to learn by heart the alphabet from letter A to letter Z.
And there are many ways we can apply to remember the 26 letters. You can
learn through lots of ways like songs, poems or playing games. And now, let’s
start our new lesson”.
2.3.2. Developing communication through team work
Team teaching is an active method in which, the number of students is
divided into groups 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 language.
Example:

Unit

9:

What

are

they

doing?.

(English

grade

4)

+ Teachers ask students to work in group in part “Look and say”. Then, a pair of
representatives in each group go to the board, point to the picture, ask and
answer.
+ Each group understands what they have to do is applying two sentence
structures: “What’s he/she doing?” and “He’s/ She’s …” to practice questioning
and answering.
- Under the assignment of group leaders, each member in the groups have
to understand what he/she has to perform and actively participate in group

activities at the same time.
Example:
+ According to the request of the above practicing exercise, a class is
divided into some certain groups (6 students per group) and is organized as
following:
+ The group leader assigns as:
- Pair 1 questions and answers about picture A and picture B:

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- Pair 2 questions and answers about picture C and picture D:
+ The group leader asks Pair 1 to practice and the rest of groups to listen.
- Then, take turn to group 2. 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 leaders and other members in the group.
* Teacher should divide the class into groups with students’ relatively equal
learning capacity. In each team, communication skill of members has 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.

Ask and answer about zoo

Talk about the weather

animals (Unit 9, English 5).

(Unit 19, English 3).

2.3.3. Developing communication through activities in the reflection
chain

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In teaching vocabularies, teachers could use cards for students to have
more opportunities of practice. The method could be applied in almost all
English vocabularies.

Unit 3: My phonics grade 1)

Unit 4: My phonics grade 1)

During practicing process, teachers always need to change, alternate
between practicing inflection in individual and in group. In practicing inflection
in individual, teachers should pick students at random and maintain practicing at
high speed to attract students’ concentration.
Example: Unit 9: What colour is it? ( English grade 3).
While the teachers hold word cards about colors and rotate the cards
quickly, the students concentrate on the cards attentively and pronounce the
rotated words without delaying. By this way in one picture after another,
students will form English speaking reflection very naturally. In another way, the
teacher could move the picture up, down, to the left and to the right. In each
movement, the students read one time. Continuing poses, their eyes look at the
pictures and their mouth pronounces the equivalent word at the same time.

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Whole class: “ red”

Whole class: “ blue”

Apart from the above way using vivid images, teachers possibly let
students observe one letter by one of a word.
Example: Unit 9: What colour is it? ( English grade 3).
Teachers use a word card with “yellow” but only reveal letter y first, then ask
students to think and guess the color word. As for students at lower learning
capacity, teachers could further reveal with e, then reveal l, then reveal l then
reveal o, and w.

Whole class: “ yellow”
Whole class: “ red”
- And the teachers use a word card with “red” but only reveal letter r first,
then ask students to think and guess the color word. As for students at lower
learning capacity, teachers could further reveal with e, and d.

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- In chain practice, we use objects or pictures as suggesting factors. A
picture or an object is shown for the first student with involved questions. The
student answers the questions. The turn belongs to the second students with the
same questions but some certain factors changed. The chain practice is done
until all the students have a chance to practice questioning and answering. The
class should be divided into small groups with from 3 to 4 students per group.

The practicing task is implemented in each group.
Example: Unit 11: What time is it? (English grade 4).
T: (showing the clock pointing hours for the first student) and ask
What time is it?
S1: It’s seven o’clock (adjusting the clock into another time (for example
It’s is 5’clock) What time is it? (picking a student to change the word in to
subject at
the third person and in single form.)
Example:
T: go.

I go to school at seven o’clock

Ss: goes.

He goes to school at seven o’clock

- In this task, we could practice the whole sentences.
T: I get up at six o’clock.
Ss: She gets up at six o’clock.
2.3.4. Organizing games flexibly in communicating activities
A new teaching method could create an amount of inspiration and
creativities for teachers. Each teacher has his own unique creativities during
teaching process. If teachers repeat the same method in every lesson, students
will get bored and even feel that lessons come as normally without inspiration
and expectation.
Games are also considered to be an important entertainment form. In fact,
they could be used to consolidate material languages as shown above by the
method attracting students. In all every form, games could perform functions of

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exercises of practicing skills because we can review and introduce material
languages in funny and well-organized ways through games. The method of skill
practicing section often goes with repeating with teacher-centered. The method
takes effects when students learn new words and sentence structures. On the
contrary, games are often open-ended and student-centered.
There are various types of games. Several ones focus on vocabularies or
sentence structures. And there are games promoting both vocabularies and
sentence structure. Here are several games that I usually apply into my lecture in
my class:
* Games for Drilling Vocabulary
Example: Unit 11: What time is it?. (English grade 4).
The teacher reads “It’s eight twenty - five.”. Two students of two groups
run to the board, adjust the hands of the clock correctly with time as requested
and repeat
the sentence. The faster is the winner.

+ Charades

It’s eight twenty - five.
This activity could be implemented in different forms but all the forms are
aimed at expressing meaning through gestures. The simplest way to play the

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game is that word cards or pictures are upside down in a pile. One student takes
a card at the top of the pile without reavealing what the word is to the classmates

and all of the students guess the word. In another more simple method without
using word cards or pictures, the teacher will whisper the word to a student.
Then, the student continues to do the same steps above.
Example: Unit 19: What animal do you want to see? (English grade 4).
The teacher divides the class into two groups. When there is a signal of the
teacher, one member in each group runs quickly to the picture equivalent to his
group to see what the animal is and takes actions for friends and ask their friends
to guess the animal’s name or makes sentence with the animal based on the
already learned structure. Which group speaking correctly and more quickly is
the winner.

S: What am I?
Classmates: You are an elephant.

S: What am I?
Classmates: You are a crocodile.

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S: What am I?
Classmates: You are a monkey.

S: What am I?
Classmates: You are a giraffe.

S: What am I?

S: What am I?

Classmates: You are a monkey.

Classmates: You are a hippo.

+ Concentration
This activity helps students construct memorizing capacity by themsleves.
Students are splited into pairs or 3-4 person gourps. Each group receives two

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sets of pictures and put the upside down without any order. In each time, one
student turns two pictures and has to look for the two same pictures and read the
words loud in the pictures. If the two pictures are matched, the student gets one
point and keeps the two pictures.
* Several games for practicing sentenstructures :
+ Column
In order to distinguish singular nouns, plural nouns; distinguish present
verbs, past verbs, ...
Example: Unit 8: This is my pen. (English grade 3).
To further distinguish about the sentences structures having been learned,
the teacher write to the board as following:
This is a…
pencil
…
…
Teacher selects five students to

These are …
rubbers

…
…
rank in the middle of the class vertically.

When teacher reads (or changes picture) a plural noun, students quickly run to
the correlative position in the board. When teacher reads (or changes the picture)
a singular noun, students run to the rest side.

distinguish singular nouns, plural nouns
+ Beanbag Circle
- It can be applied for the list of words (or sentences) based on specific
topics as Jobs, animals, clothes and so on. Students ranks in circle. Student 1
tosses a ball or beanbag for student 2 and makes question. Student 2 answers the

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question and quickly tosses the ball for student 3 and makes question. The
activity is continually conducted until all team members are taken their turn.
(Class can be divided into small groups and the game is conducted in groups at
the same time).
+ Find your Partner
The activity helps student stand the chance of using language according to
particular context. 2 lists of ballots with the same numbers are used. Each
student receives a ballot and the ballot needs keeping secret. Students walk
around class and find the same ballot them them. The requirement is to make a
question related to the content of the student’s ballot.
Example: Unit 5: Can you swim? (English Grade 4).
For instance, student who has the word “dance” can question their friends
as “Can you dance?” The respondent answers “Yes, I can” means that he/she has

the same ballot with question makers.

Find your partner

Find your partner

+ Living Sentence or Dialogue
Teacher divides class into 2 teams; marks the line of beginning and 2 target
lines in the other side. When the signal “Go” of teacher is spoken out, each
student in each team quickly makes hopscotch (or runs) from the beginning line

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to the target line to take picture and then returns to give teacher. When giving
teacher the picture, student has to say about the picture-related content.

Living sentence

Living sentence

Living sentence

Living sentence

* Games for Drilling Vocabulary and Structures
+ Guessing Game
- Class is divided into two teams. Small learning tools (pencil, eraser, pen,
ruler, and book) are put in a bag or put on the table and cover them tightly). Call

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a student from team A, ask him or her to thrust in the bag and take a thing (hand
still in the bag) and question “is this a (pencil)?” One student in team B touches
that thing, guesses without sight and answers Yes it is or No, it isn’t. It is a
(book). The team has correct answer will be added 1 point. The game will be
end when all students are taken their turn.
+ Whisper
Class is classified into 4 groups, each group sit vertically. Teacher give
students who sit in the beginning of ranks a word or sentence (S1). S1 whispers
that word for the next student (S2). The activity is carried on until the last person
of a rank takes his/her turn. When receiving the word, student stands up and
speaks loudly then quickly runs to the board and writes in on. Which team
completes first will be the winner.

Whisper

rewrite

Whisper

draw

+ Walking and talking
-

On all tables of class, each table is put 2 ballots (they are different).

Students walk around class (or walk in circle) in pair. When hearing the signal

“stop”, each pair has to stand at one ballot. Carry on question-answer activity,

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using the ballot as a suggestion. S1 (show the first ballot): what is this? S2: It’s a
(pencil). Then take the turn for the other one in the pair. S2 (show the second
ballot): what is this? S1: It’s a (pen).
* Games for Drilling Conversations
+ Step Away Lines
- The activity encourages students speaking loudly. Students divide into two
opposite ranks in pair. Each pair practices a dialogue. If a pair finishes the
dialogue, they will step away lines and conduct the second turn. Then, the
second turn is completed; the third turn is carried on. Doing in this way, the two
students in a pair will be more and more far from each other and they have to
speak louder so that their team-mates can hear what they say.
+ Conversation Lines
- Students divide into two opposite rank in pair. Each pair (S1+S2) has to
conduct question and answer activity.
- Then ask students to take one step on the left or on the right. Thus, one
student of each rank will be odd. As a result, each student has a new team-mate
for new dialogue
2.4. Result of research
- On the teacher side:
* Create the learning inspiration.
* Impress students; help students raise the creativity in communication
- On student’s side:
* To be interested in practicing and seeing classmate practicing.
* Enhance listening and speaking skills.
* Draw inspiration in the lesson and create the feeling of looking forward to

the forthcoming lesson.
* Help students to remember well each sentence and vocabulary in the
lesson.

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* Make the relation between teacher-student and student-student in class
more close and encourage increasingly joyful atmosphere in class.
* Like the investigation in the beginning of the first term, I used direct
interview investigation method for the second mid-term.
The investigation of final term in 2017 - 2018
Total number
of students
54 (grade3)
55 ( grade 4)
63 ( grade 5)

Good
No.
%

Quite good
No.
%

27
28
32

22
24
28

50
51
50.8

40.8
43.6
44.4

Medium
No.
%
5
3
3

Weak
No.
%

9.2
5.4
4.8

0
0
0

0
0
0

During the teaching time in collaboration with positive factors, thanks to
the assistance and steering of Nga Tien school Board as well as colleagues in
school, I am very happy

to creating close relation between teachers and

students, encourage student’s learning passion, enhance the student’s fond of
learning. Teaching activity therefore achieves encouraging outcomes.
3. CONCLUSION AND PROPOSAL
3.1. Conclusion
The project not only helps me get familiar with science investigation but
also penetrate, discover and present the methods conducted in the experience
initiative. Thus, the quality of teaching and learning is more and more enhanced;
students’ foreign language learning capacity is increasingly improved.
Students are more and more interested in the subject, they are looking
forward to the upcoming English lessons. Students who are shy, lazy,
mispronunciation are significantly reduced.
3.2. Proposal
In order to enhance English communication capacity in school, I would like
to make proposals as follow:
- It is necessary for higher entities, bodies to help teachers stand the chance
of being trained in terms of teaching primary school course of English.

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Therefore, teachers can be further provided with knowledge and learn from
colleagues in order for improving profession skill.
- It is needed for entities, school board and parents to develop learning
facilities such as computers, projectors, photocopy machines, scanners, cameras
so as to help student enhance English communication capacity.
- Evaluation and merit is needed strengthening, and teaching creativity is
necessary to be encouraged in each lesson.
The above proposals, which must have included shortcomings are solutions
drawn by the real investigation and examination. I am very welcome to receive
suggestions and supporting ideas from higher entities, school Board and
colleagues in order that my solutions are more efficient.
I hope that the experience initiative will play a small part in improving
teaching-learning quality as well as the capacity of English communication in
Primary level.
Thanks so much!
COMFIRM OF UNIT LEADER

Nga Tien, April 16th 2018
I guarante that the experience innitiative is
written by myself without coppying.
Written by

Lai Duc Thien
CATEGORY
1. PREAMBLE……………………………………………...………….……01
1.1 Reasons for the topic……………………………………………...…….. 01
1.2 Research purposes……………………………………..………….……...01
1.3 Object of research …………………………………….………….……...01
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1.4 Method of study……………………………………….………….……...02
2. CONTENT INITIATIVES EXPERIENCE…………….………….….….03
2.1.The theoretical of basic ………………………..………………..….…....03
2.2. The current stuation of problem……………………..…………..……....03
2.3 Solutions and implementing orgnization………….…………….…….....05
2.3.1.Creating attraction from the beginning of the lessons
with interesting introduction……………………………..…………….…….05
2.3.2. Developing communication through team work…..…………….……06
2.3.3. Developing communication through activities in the
reflection chain………………………………………………………….…...08
2.3.4. Organizing games flexibly in communicating activities……………...10
* Games for Drilling Vocabulary……………………………………………11
+ Charades …………………………………………………..………………12
+ Concentration ……………………………………………………………..14
* Several games for practicing sentenstructures …………………………….14
+ Column……………………………………………………………………14
+ Beanbag Circle…………………………………………………………….15
+ Find your Partner ………………………………………………………….15
+ Living Sentence or Dialogue ……………………………………………...16
* Games for Drilling Vocabulary and Structures…………………………....17
+ Guessing Game…………………………………………………………….17
+ Whisper…………………………………………………………………….17
+ Walking and talking………………………………………………………..18
* Games for Drilling Conversations ………………………………………...18
+ Step Away Lines ……………………………………………………….….18
+ Conversation Lines ……………………………………………………….18
2.4. Result of research……………………………………………………….18

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3. CONCLUSION AND PROPOSAL………………...…………………….19
3.1 Conclusion……………………………………………………………….19
3.2 Proposal…………………………………………………………………..20

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