CATEGORY
Content
I. Introduction
1. Reasons for selecting an initiative
2. Research purposes
3. Research subjects
4. Research Methods
II. Content
1. Rationale
2. Reality
2.1. For the school
2.2. With student
2.3. Survey results status
3. Solutions implemented
3.1. Remedial measures 1. Teachers should create the maximum
opportunity for students to use effective English language during
English lessons.
3.2. Measure 2. Encourage the development of communication
skills in the English language for students through group and
pair.
3.3. Measure 3. Improve communication skills through the
establishment of the English Club of grade 4.
3.4. Measure 4. Always encourage students to present their ideas
to the class.
3.5. Measure 5. Through a number of learning
games to help students increase their ability to
communicate in English.
4. Results of implementation of experience initiatives.
III. Conclusions and recommendations
1. Conclude
2. Request

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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

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
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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.

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
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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

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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

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.
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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.

Example: To introduce, get acquainted.
A: Hello. I’m Nga.
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B: Hi, Lan. I’m Ha.
A: How are yoy today?
B: I’m fine, thanks you. And you?
A: I’m very well, thanks.
Example: Ask about hometown.
B: Where are you from?
B: I’m from….
A: What’s your nationality?
B: I’m……
Example: Ask about school, class, teacher and friends.
A: Where is your school?
B: It’s in Nga Hai village.
A: What class are your in?
B: I’m in class 4A/B)
A: How may students are there in your class?
B: There are ….
A: How many teachers are there in your school?
B: There are…..
Example: Talk about dreams, career in the future.
A: What do you want to be in the future?
B: I want to be a/an……..
A: …?
Example: Talk a short paragraph about the school, class ... based on
suggestions such as:
(school, big or small, beautiful, teacher, student, tree, flower…)

When’s your birthday?
It’s on the fifth of march.
3.5. Measure 5. Through a number of learning games to help students
increase their ability to communicate in English.
A new teaching method can create an amount of inspiration and creativity
for the teacher. Each teacher has his own unique creations in the process of
teaching. If the teacher repeats the same method in each lesson, the student will
feel bored and even feel that the lessons come as normal without inspiration and
expectation.
Games are also considered an important form of entertainment. In fact,
they can be used to reinforce the material language as described above by the
method of attracting students. In all forms, the game can perform the functions
of skill exercises because we can review and introduce material language in a
fun and well organized way. games. The practice section often goes with the
teacher-centered iteration. This method is effective when students learn new
vocabulary and sentence structure. In contrast, games are often open and
focused on students.
There are many types of games. Some focus on vocabulary or sentence
structure. And there are games that promote both vocabulary and sentence
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structure. Here are some games that I usually apply to my lectures in the
classroom:
* Games for vocabularies
Example: Lesson 11: My daily activities. (English 4 - Unit 11).
The teacher reads "It's nine-thirty." Two students from two groups ran up
the table, adjusting the hands of the clock to the required time and repeating
the sentence. Faster than the winner.



I?

S:

What am

S: What am I?
Classmates: You are
kangaroos .

+ Concentration
Classmates: You are a
This activity helps students build their own memorization abilities. Students are
divided into pairs or 3-4 gourps. Each group received two sets of photos and
placed upside down without any order. At each session, a student turns two
pictures and must look for the same picture and read the big words in the
picture. If two images are combined, students get one point and keep two
images.
* Some sports exercise games:
+ Column (vertical row)
To distinguish singular nouns, plural nouns; distinguish between present verb,
past verb, ...
Example: Unit 8: School. (4th grade English - Unit 14).
To distinguish the comparative structure of the learned sentence written on the
board as follows:
Adjective
Comparative
Tall
Taller