(SKKN HAY NHẤT) một vài biện pháp giúp học sinh tiểu học tự tin hơn khi sử dụng tiếng anh trong lớp học

PHÒNG GIÁO DỤC VÀ ĐÀO TẠO BỈM SƠNTRƯỜNG TIỂU HỌC ĐÔNG SƠN SÁNG KIẾN KINH NGHIỆM HOW TO MAKE ENGLISH LESSONS MORE COMMUNICATIVE, MORE INTERRESTING AND MORE MEMORABLE AT DONG SON PRIMARY S

PHÒNG GIÁO DỤC VÀ ĐÀO TẠO BỈM SƠN

TRƯỜNG TIỂU HỌC ĐÔNG SƠN

SÁNG KIẾN KINH NGHIỆM

HOW TO MAKE ENGLISH LESSONS MORE COMMUNICATIVE,

MORE INTERRESTING AND MORE MEMORABLE

AT DONG SON PRIMARY SCHOOL.

Người thực hiện: Lê Thị Hạnh Chức vụ: Giáo viên

Đơn vị công tác: Trường Tiểu học Đông Sơn SKKN thuộc môn: Tiếng Anh

1 - 2 2 2 3 3

3 - 4 4-17 18 18 18

I INTRODUCTION

According to the perspective of Party and State, education is aimed atfully developing people to satisfy the common demand of industrialization andmodernization Foreign languages in general and English in particular play animportant role as an active means supporting for our country’s integratingprocess most effectively Therefore, improving the education quality in generaland the English in particular are considered as one of the most concern of thecurrent education

English has been taught in primary schools with the guidance document

of Ministry of Education and Training since 1996 In 2003, the Ministry issuedthe English teaching program of primary education guiding targets and contents

in nationwide However, there have been lots of existed shortages of facilities inclassrooms, teaching materials such as books, tapes, CDs, Cassettes, etc

Especially, almost all teachers are only trained for “Introduction and guidance touse the set of books” in one day without being trained on primary educationprofessionally Hence, there is still a range of difficulties in teaching skills forstudents at primary school

The primary environment is the fundamental place forming habits andcommunication capacities Frequent communication results in braveries forstudents without fears of making mistakes in public speaking As for studentslacking proficiency in the mother tongue language, they had a lot of difficulties

in getting access to a foreign language Their timidity makes oralcommunication limited greatly From my own teaching experiences, I’m pleased

to introduce: “How to make English lessons more communicative, more interesting and more memorable at Dong Son Primary school.” , and I expect to contribute a part to English teaching more effectively and attract more

students in loving this subject

2 PURPOSE

The purpose of the research is the study of foreign language teachingsituation for students and language learning of primary school students, theirinterest in the subject, method of learning foreign languages in order to find outstrengths and weakness in their learning methods, as well as in the teacher'steaching methods, which sets out the measures to improve the quality oflearning English in primary school

Due to the above purposes, the subject needs to solve the following tasks:

1- To study the scientific basis and practical basis of the teaching andlearning English in primary school

2- Current status of elementary teaching English and causes to thecurrent situation

3 - Adjust the internal distribution unit, propose innovative methods ofteaching and learning Improving the quality of teaching and learning in allsystems related to each game of content lesson.

4- Determine and execute the result, the interest in learning English forPrimary students through games

3 STUDENTS FOR RESEARCHING.

The statistic result at the beginning of this school year through directlyinterviewing students at grade 3, 4 and 5 at Dong Son Primary School - Bim Sontown - Thanh Hoa Province

quantity percent Quantity percent Quantity

in the past

4 METHODOLOGY

In this topic, I have to use the following research methods:

1-Method of theoretical study

Reading of some books, references, find all documents related Internet,use games in English in the lesson

2-Method of investigation observations:

To study the subject in depth security, I have investigated the status ofteaching and learning English in primary school, excitement of students inEnglish Interviewed and attended English teacher organization, combined withprofessional groups and school administrators

3-Experimental teaching method:

I was conducted to teach English using all information related to contentgame lesson

4-Method of summarizing lessons learned:

After each lesson using forms of teaching in the subject, I usuallysummarize, draw

Each more personal experience; continue to have the changes,accordingly innovation in the next lesson After each stage I always compare,draw summary for general experience

II CONTENT.

For years, the teaching method for kids has been similar to one for adultsapart from supplementing some songs and games into lectures It’s clear that thereceptive process of our mother tongue language and the next process in theschool period are natural Language capacity is generated by imitating,unconscious learning through different forms such as communicating withrelatives, reading stories, connecting with communities, singing, reading poems,painting, etc The difference of children’s receptive process in comparison withadults 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 learnerneeds develop: receptive language and productive language Receptive language

is the language factor possibly realized and not produced by learners Productivelanguage is the language factor possibly used in speaking or writing Studentswill become familiar with realizing new factors through situations if those arerepeated many times To practice using the receptive language, students have tolearn how to reflex with new words naturally In curriculums, grammars aresentences or questions and answers practiced more than once It is essential thatsamples are given clearly and fully for students to understand what they have to

do in some class activities

2 STATE OF THE MATTER RESEARCH

According to the regulation of Ministry of Education and Training, everychild is permitted to study two lessons with 35 minutes per lesson Severalqualified schools could have more lessons, four lessons per week Hence, theperiod for students to get access to English is obviously short in comparisonwith the total communicating hours every week Moreover, English environment

is restricted in classroom hours and students use Vietnamese when lessons end

Children don’t actually need to use English except for the requirement ofstudying and examination All the requirements using English are practical andthere isn’t other natural English environment for children

Children are unable to concentrate on what teachers are delivering in along period Consequently, they should be engaged in different activities, toperform various tasks by themselves with exercise types always changed anddiversified communication situations

Children often obtain and imitate knowledge quickly and also forget what havelearned quickly They are naturally curious, dynamic and creative Childrenalways demand to discover outside environment and interact with others Itcannot 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, l, 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 ofmaking mistakes, which significantly affect on students’ motivations for studies.

There is one factor basically impacting on language studying process: childrenwill not study without motivation

- Almost all students pronounce word stress incorrectly

- In addition, they haven’t been able to pronounce words with s, z, p, k

- Students also read incorrectly Most of them do not remember vocabulary, especially long words

Example: good afternoon, school library, bathroom, interesting, …

- 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.)

3 PERFORMANCE SOLUTIONS

3.1.Creating attraction from the beginning of the lesso ns:

- Brain gym exercise

Starting the lessons with a brain gym exercise is really beneficial for teachersand students because it will power up our brain and help us process informationmuch faster and more efficiently

https://www.youtube.com/watch?v=GEY_7AIdveQ&t=10s

(Dong Son Primary school)

- Choosing songs, chants to promote language learning

Children love song, games… By joining the actions in the songs, games,stories They will be confident to join in with the English lessons even thoughthey might not feel confident enough to speak Actions can also help themremember words and phrases they have studied

(Dong Son Primary school) https:https://www.youtube.com/watch?

v=tVlcKp3bWH8&ab_channel=AlexTranAlexTran

(Dong Son Primary school)

https://www.youtube.com/watch?v=piMxt_KKvEk&ab_channel=AlexTran

Team teaching is an active method in which, the number of students isdivided into groups in certain ways In each group, students have chances toboost listening and speaking skill and learn from one another They will be moreconfident in communicating in a foreign language

Learning is also best facilitated when children are in a happy state of mind

This state of mind can best be achieved through play or game-like activities

3.2 Organizing games flexibly in communicating activities

A new teaching method could create an amount of inspiration andcreativities for teachers Each teacher has his own unique creativities duringteaching process If teachers repeat the same method in every lesson, studentswill get bored and even feel that lessons come as normally without inspirationand 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 themethod attracting students In all every form, games could perform functions ofexercises of practicing skills because we can review and introduce materiallanguages in funny and well-organized ways through games The method ofskill practicing section often goes with repeating with teacher-centered Themethod takes effects when students learn new words and sentence structures Onthe contrary, games are often open-ended and student-centered

There are various types of games Several ones focus on vocabularies orsentence structures And there are games promoting both vocabularies andsentence structure Here are several games that I usually apply into my lecture in

my class:

distinguish singular nouns, plural nouns

(Dong Son Primary school)

* Several games for practicing sentence structures : using movement games

In order to distinguish singular nouns, plural nouns; present verbs, past verbs,this/that demonstrative pronouns

Example: Unit 8: School things (English 3)

Unit 17: How much is the T-shirt? (English 4)

When the teacher reads (or shows a picture) a plural noun, students quicklyraise two hands When the teacher reads (or shows a picture) a singular noun,students quickly raise only one hand

Doing multiple-choice listening( or reading) task, students show one finger if they choose the first answer, two fingers if they choose the second answer, threefingers if they choose the third answer

(Dong Son Primary school)

Using movement of their arms to distinguish this/that/these/those demonstrative

* To review the vocabularyThe teacher shows the students the back of the flash card, let them guessWho guess correctly is the winner

- Game: The zombie or bomb

Have the flash cards in the hands and says one of the words to be the zombie or the bomb For example, the teacher says cat is the zombie cat, is the bomb Here

we go, we have: Dog, turtle, horse , cow Whenever the teacher shows cat flash card

Whole class quickly sit downChase them back

So the teacher can try againAnd even allows the students to be the teacher

- Game: True or false (Yes or no game)

On the floor have two lines( maybe half a miter of us) This side is true, this side

is false The teacher show the flash card: It is a dog

- Game: Beep beep

1 The teacher will need a small soft toy or soft ball

2 Students pass the ball and count, say the days of the week, say the months of the year orany other sequence they need to revise

3. Only the student who has the ball can speak Add variation by getting students to all speak at the same time https://www.youtube.com/watch?v=N0pDIHNaXDw&ab_channel=AlexTran

- Game: Pass the marker Activity type:

Speaking, listening and spellingGet students to line up in front of the board in two even teams

Explain to students that they should say a word and then the next student in line says a word until the last person in the line

For example: Cat, dog,…

The last person should repeat all the words that were said by the students behindthem and then write all the words on the board

For example: Cat, dog,…

The team whose writer writes all the words correctly first wins the round

Repeat with the next student in the line

Finally, the team with the most points wins the game

- Game: Brain Blaster

Put students into teams

The teacher writes a category( for example: Colours) on the board

The first team rolls the dice and whatever number they get they need to supply that many answers.

For example, if the topic is colours and they roll a 3, they must provide 3 colours

Each team then rolls the dice and provides their answer Each correct answer is given a point They must not repeat the same answers as the other teams If a team cannot answer they lose a point for each one unanswered

The first team to reach ’20’ points are the winners

Activity type:

Vocabulary practiceName 10 is a simple warmer/cooler get students focused at the beginning or end

of class In this activity students have to work in pairs or individually and write

a list of ten things based on what the teacher says This activity is particularlyuseful to practice sets of vocabulary with students in class

1 Divide the class into two teams and put a chair in front of the board facing the class

2 Write a word on the board

E.g car

3 One person from one of the teams sits in the chair and that person’s team tries to explainthe word on the board without saying the word

If the person in the chair says the word, the team get a point

Pictures Sơn béo 5A link youtube

- Game: Quick fire vocabulary

1 Give each student 2( or 3) small pieces of paper

2 Tell the students to write different nouns, verbs, famous people, animals etc

3 Collect all the words and put them in a box Put the class in two teams

One student from each team picks words from the box and tries to explain as many as they can in 1 minute

Give a point for every word they guess

- Game: Secret spies

1 Write words or sentences on pieces of paper For example: horse

Elephant etc

2 Cut the words up into letters

Give them to the students and get them to decipher the words

For example: E l e p h a n t

3 Get the students to make their own Game: Listen carefully

1 Choose one student to give instructions to the other students

UAN VAN CHAT LUONG download : add luanvanchat@agmail.com