EXFERIENCE IDEA COMBINING EFFCTIVE METHODS OF TEACHING ENGLISH GRAMMAR FOR PRIMARY STUDENTS

Reality of teaching and learning English for primary school students III.. Specifically: English grammar in elementary school helpsstudents understand the rules of word composition, catc

Category

A INTRODUCTION

I Why choose the topic

II The purpose of research

III The objects of research

IV Research methods

B CONTENT

I Theoretical basic of teaching

II Reality of teaching and learning English for primary school students

III Implemented solusions

IV Effectiency of experience

C CONCLUSIONS AND RECOMMENDATIONS

I Conclution

II Recommendation

333334555 824252525

I WHY CHOOSE TOPIC:

Today, the trend of international integration in many fields, includingthe education sector, has put English in a very important position English as acommunication tool is the key to humanity's treasure On the other hand, thewidespread use of information technology makes learning English animperative and indispensable Therefore, learning English is particularinterested to students, parents, teachers in the education sector and the wholecountry English becomes one of the core subjects in the student's program.English not only helps students develop language thinking but also helps themintegrate with human civilization

However, to learn this subject is not easy Therefore, in the process ofteaching English, teachers must think about using suitable teaching methodswith each skill and language knowledge to promote the positive and creative ofeach student simultaneously The children understand deeply, remember andknow how to use to expand the knowledge Learning and using Englishrequires a practice that requires the creativity of both the learners and theinstructors Elementary education is a solid foundation for the development ofknowledge and skills for higher education For elementary school, schoolchildren are approached with a wealth of new and varied knowledge Abundantknowledge that the child's perception is just at the simplest level Allknowledge of terminology, concepts, names are new, difficult to understand.Therefore, the acquisition of scientific knowledge for children are difficult Atpresent, in order to catch up with the development of the country, the educationand training sector needs to improve comprehensively the quality and quantity

of subjects Elementary school students are educated comprehensively throughsubjects to the child’s perception is not one-sided

Elementary English instruction gives children the ability to use theEnglish words, forming in their child a basic understanding of English andproficiency in using English Throughout the teaching lessons, English allowsstudents to develop their minds and to shape their students with healthy andpure sentimental thoughts and to create good qualities for their children: lovingand kindness love humanity

Understanding English Language, students have the opportunity toaccumulate vocabulary and grammar to develop their language skills throughdaily communication Thus, English grammar is specially importance Inelementary school, grammar is important aspect of language besides otheraspects such as phonetics, vocabulary, style Grammar consists of the entirerules of word formation, word conversion, word combination, phrase - the

smallest unit of language that can communicate The grammar governs the use

of linguistic units to form words that make language function in social life.Grammar plays an important role in the creation and attainment of language,teaching students to listen, speak, read and write

Based on the English grammar of the student at the beginning of thefamiliarity to provide students with some basic grammar knowledge needed.Grammar equips students with some notion of understanding the structure andfunction of it Specifically: English grammar in elementary school helpsstudents understand the rules of word composition, catch rules using sentenceand create text to use in communication Through the current situation ofteaching and learning English grammar in primary school does not meet therequirements of English The ability to use words to write sentences, sentenceanalysis into the words of students also encounter many limitations, errors Infact many teachers have difficulty in teaching English grammar, alsocontroversy when deciding the answer to a grammar test, forcing students tomemorize the sentence pattern, unknown extension

Derived from the role and position of English grammar, especially thereality of teaching - English grammar study in some primary schools today is

not practical effect I also choose the topic of research: "Combining effective methods of teaching English Grammar for primary students"

II THE PURPOSES OF RESEARCH

Derived from the fact of teaching English in primary schools today,especially the situation students do not remember grammar I study this topic

to help students remember and apply grammatical structure well in class Helpthem learn the subject and love the English subject This is to help improve thequality of teaching and learning in the school, especially the quality of teachingand learning English today

III THE OBJECTS OF RESEARCH:

The effective methods of teaching English Grammar

IV RESEARCH METHODS

In this topic I have used some of the following methods:

1 Theoretical research methodology

Read some textbooks, reference books and some grammar topics

2 Method of survey observation

- Primary school survey of grammar instruction:

- Teacher interviews and attends (a combination of professional groups andschool administrators)

3 Method of product research of activities

- Student Quality Survey

4 Methodology of experimental teaching

- Teach a grammar lesson in class

5 Methodology for teaching experiences

6 Method of summarizing experience

B CONTENT

I- THEORETICAL BASIC OF TEACHING GRAMMAR.

"Grammar is a system of rules that combine words while speaking orwriting to make the correct sentences and eliminate the wrong sentences, whilecreating the ability to understand the sentences spoken by native speakers inthe context of communication "

Likewise, English grammar is the rule that combines English wordsinto larger units If you do not understand the rules, you will not understand thewords, and will not be able to say things, the words that you want to say, want

to express in communication, if students do not hold grammar rules they cannot understand texts and can not produce effective speech in communication

Because the characteristics of grammar are abstract, generalized, itcontributes significantly to develop students’ thinking Thus teaching grammar

is also teaching thinking in cognitive development for students

Grammar provides students with a basic understanding of how to usethe words and the sentence, set up the paragraph to form, strengthen thewriting skills, students can not write when they don’t understand the rules ofspeech

Grammar helps students learn other subjects, especially speaking andwriting skills Thus, grammar is an indispensable part of learning a language.Grammar helps students understand the structure of the word, concept of wordtype, concept of sentences, sentence structures On the basis of grammar,students learn the rules of spelling, punctuation, grasp the standard speechculture

II REALITY OF TEACHING AND LEARNING ENGLISH FOR PRIMARY SCHOOL STUDENTS.

1 Teaching and learning English in primary schools:

Because grammar is general, abstraction, many parents said thatteaching English grammar for children early will create more pressure forchildren, easy to depressed children lose English dynamics But that does notmean they do not need to learn grammar early It is important that childrenlearn grammar correctly and in the right way, suitable with the psychology andability of the child

Teaching is a challenging job, with every new challenges emergingyear as the world changes day by day and teachers are ready to receive andimpart new knowledge to students A problem that many teachers worry about

is how to introduce patterns so that they will not only understand but also feel

interesting They will be extremely pressured by methods of referral andtesting by way of recording, cramming and memorization If there are nointeresting and teaching methods, they will consider learning as a response toexaminations.

Grammar has a strong relationship to create a good foundation forlearning English: Grammar training for students to correct skills, writing thecorrect sentences, to write the paragraph smoothly Grammar helps students topractice English in real life

In English, most of the lessons have a vocabulary and grammarintroduction For high-achieving lessons, students must understand thesentence patterns and how to use the sentence patterns So teachers have tochoose the appropriate teaching methods to make students easy to understand,easy to remember, easy to use

In fact, in primary school, very few students practise the patternsmoothly Because teachers only stop at the theory This means that the teachermust do all the knowledge of the lesson, but the practice is less This makeslearning English grammar much more limited in helping students achievepractical results So students say, write wrong grammar, because the method ofknowledge acquisition, some students do not know how to write sentences,especially in the sentence and composition analysis sentences, leading to writemissing sentence components, misspelled words in the sentence

2 Reality of teaching and learning English grammar in Nga Tan primary school.

2.1 Reality:

Most students are introduced to English at an early age Listening, speaking,reading, and writing skills are taken simultaneously in the teaching andlearning of foreign languages Elementary school students are limited incommunication because they do not remember the grammar so they are shy,embarrassing when speaking

* Advantages :

- Students with innocent nature are willing to participate in the activities of thelessons

- Students are always cared by parents and teachers during their studies

- Teachers are learning, exchanging experiences from colleagues throughlectures, exchanging experiences, special topics, professional activities ofclusters

- Get the attention and support of school administrators, professional groupsand colleagues

- Students are introduced about information technology, they are soon exposed

to computers, to the Internet and get a lot of information from here

Therefore, teachers must have good methods, innovative initiative,always improve the method of training in different forms, different types ofexercises appropriate for each lesson content to inspire and encourage allstudents to practice hardly

In the process of teaching English today, teachers have used the newmethod effectively in the lessons, many teachers have used the method andmore creativity in the course of the lesson However, in order to achieve higheffectiveness, teachers must use appropriate forms for students

Facts at Nga Tan primary school:

- Students are not interested in learning grammar, because they have tomemorize many grammar rules, they learn just to deal with exams

- Students also use many Vietnamese: During the lessons most of the childrensaid that only know the meaning of Vietnamese but few how to use thetemplate During the lesson, students also use Vietnamese to communicate orexplain issues related to the lesson

- Students forget the grammar: Many students often forget the grammar if theydon’t practice the sample again It is difficult for students to remember verbconjugation, using singular or plural nouns, using prepositions

- Students are confused: Many sentences have complex grammaticalstructures, and similar sentences can cause students to confuse

- Applying speech in writing: In the trend of teaching English is aiming forfurther education, it is still not possible to ignore teaching and learninggrammar by as education expert Gavan Lacono - General Director of

Education Language Link: "The over-reliance on English communication can

cause chronic errors in English language learning and is difficult to correct.

By learning English to communicate, the only goal of the child is to communicate his message to the other person, who can ignore grammar rules This will negatively affect the long time when the child applies this method in writing, into the official documents later So children need to learn grammar

in a formal way from the litter, elementary school age Grammar is the

backbone of language, the rails to convey the message of communication, if there is no grammar as well as train without rail, communication will not be able to perform completely.”

From the above situation, I have found ways to help studentsunderstand and use grammar fluantly Therefore, I have been able to offersome methods to help students learn English grammar effectively

III IMPLEMENTED SOLUTIONS.

Grammar is one of the most important parts when learning a foreignlanguage, if you want to be good at English, any skill: listening, speaking,reading, writing, you need grammar capital Nowadays, with modernequipment, we can apply and create many interesting, effective and attractivegrammar lessons, creating a colorful lessons in English

Young children ( 6-7 years old ) learn grammar by learningunconscious fixed phrases based on the context of the lesson activities they arelearning As they grow older, they begin to translate these phrases intodifferent contexts to use them creatively All of these activities occurspontaneously without any explicit explanation or analysis of the grammarbecause this is beyond the reach of the child

However, when the perception of the child is better (8 years old andabove), the explanation and analysis of specific grammatical elements isnecessary for children to acquire rich and accurate language later

But teaching grammar to primary students is not easy I have come upwith effective solutions:

1 Teach students the rules of using English grammar.

English grammar rules are incorporated into spoken or fun content thatstudents can easily recognize and remember Have students learn as much aspossible to recognize the rules of English grammar

a Teach students what the subject is.

The subject in a sentence is "who" or "what" that the speaker is talking

about Every sentence needs a subject If no subject, no one knows what thespeaker is talking about Give them short sentences to illustrate:

I am hungry.

My brother is very tall.

That computer is very expensive.

We are going to the store now.

My sister and I will be waiting here

That school is very big.

b Teach students what predicate is?

The predicate in a sentence is the ingredient used to tell what the subject is orwhat it is doing It can be a phrase or a verb Verbs are always predicates.Examples in the above sentences:

I am hungry.

My brother is very tall.

That computer is very expensive.

We are going to the store now.

My sister and I will be waiting here

That school is very big.

In the short sentences above we identify the subject and predicate In the mostbasic sentences, there should be action associated with that subject

c Teach students what verb is.

- A verb is an action, existence, or occurrence In simple sentences the verb is

mainly used with the form indicating existence They are "am", "is", "are" Other

forms of verbs are action verbs such as

He runs down the stairs.

Miss Hien teaches me.

- A verb can also start with a sentence

Throw the ball.

Run toward the finish line.

Learn by heart.

d Teach students how to use the articles: " a" , " an" , " the"

Students only listen to and say:

She is a teacher.

He is a farmer.

I’d like to be an engineer.

I want to go to the book shop

They do not know when to use and how to use the words And to help themunderstand that is the problem of teaching grammar The teacher explains the

English grammar rules: "A", "An" has the same meaning as the indefinite article.

They differ only depending on the word or the sound after them

- Use "A" when the word follow starts with a consonant.

"The" is a definite article The distinction lies in whether the noun or subject

we are talking about is specific or not If you say that students will be difficult

to understand So use this example:

"I am going to a coffee shop" (not a specific coffee shop)

"I am going to the coffee shop" (a specific caffee shop that both the speaker and

the listener know)

2 Teach the grammar systematically.

The teaching must always be done in a certain order, especially foryoung children If teaching spontaneity, it will be easy to make children easilybored, discouraged and no longer interested in learning again

Make a grammar practice plan for your students Teach from simplestructures to complex structures according to age and effort Grammaticalknowledge must be generalized to students to remember

Grammar is one of the important parts of learning a foreign language.Nowadays, with modern equipment, we can apply and create many interesting,

effective and attractive grammar lessons, creating a colorful playing field inEnglish.

To teach English grammar effectively, it requires perseverance andeffort to find and learn a lot Having found the cause of low studentachievement, I have implemented innovative teaching methods I havecombined English grammar methods for elementary school students to enhancetheir memory for communication

In order to implement these solutions effectively, I have studied andapplied effectively the following methods:

Method 1: Teach grammar through structures, rules and examples according to situations.

Give specific formulas and rules explicitly for a grammar point andexplain its usage through example But that is not the best way to learngrammar because students are quite passive, not good application in practice.Students memorize formulas mechanically without thinking about them indepth In this respect, students will memorize, easily forget and not develop thethinking and systematize the grammar points This is the most commonmethod of teaching grammar in Vietnam because teachers always giveexamples and then analyze grammatical structures in the examples

In such cases, the teacher's presentation of the problem or grammaticalstructure in a specific practical situation will help students to grasp andmanipulate the structure faster and more efficiently In addition, this method isalso useful in the process of later use because students will know how to usethe grammar structure in specific situations in real life

The introduction of grammatical structures and rules in a specific andmeaningful context helps students to easily capture, memorize and manipulategrammar points in the context of communication Thanks to the specificsituation, students can guess how to use the grammatical structure Studentswill be able to memorize much longer when the grammar points are repeatedseveral times through the teacher constantly emphasizing the specific concepts,rules, structures important in lectures and homework After each lesson, theteacher should help the student to revise the new grammar points as well asgrammar points previously taught so that students can review their grammarknowledge and create linkages between the grammar points

Example: Teaching the simple present tense.

The teacher asks some questions:

- What do you do in the morning?

- What time do you get up?

- How often do you go to school?

- What is your mother doing in her free time?

After the students answer, the teacher asked the students what the tense isused? The teacher emphasizes to the students the sentence using the simplepresent

And for students to understand the simple present tense, the teacher gives thestructure, rules and examples

1 Grammatical structure of the simple present:

Affirmative I/You/We/They work He/She/It works

Short answer

Yes Yes, I/You/We/They do. Yes, He/She/It does.

Short answer

No

No, I/You/We/They don’t No, He/She/It doesn’t.

In question, we put the auxiliary verb do / does before the subject.

We can replace work with any other verb (play, live, watch ) and create new

sentences Have students practice again by making five new sentences to testwhether the students understand and apply well

2 How to use the simple present.

Understanding the structure is great, but need to understand how to use, sostudents remember

Usage of the simple present Example of the simple present

Expressing a habit or repetitive action in

the present

I usually go to bed at 11 p.m

Expressing the truth, the obvious truth The sun rises in the East and sets in

the West

Expressing What happens in the future

This is usually used to talk about a

The plane takes off at 3 p.m this afternoon

timetable, schedule, or schedule that has

been fixed in a timetable

3 Signal to identify the simple present:

Everyday , usually , often , never , hardly , in the morning , on Mondays , at weekends , in spring , summer,…

Just met these words, surely we need to use the simple present

4 Commonly errors when using the current single: S or ES?

Many students are confused in the verb conjugation in the present simple? Do

not know if you should use "s" or "es"? With singularities, in the affirmative

sentence, the verb is divided in singular form according to the followingformula:

- Add s to most verbs: Live - Lives, Work - Works

- Add es to the verds following ch, sh, s, x: Watch - Watches, Finish - finishes

- Subtract y and add ies to the verb ending in a consonant + y: Study - Studies

- Irregular verbs: do - does, go - goes, have - has

* Some simple present tense exercises in English

1 Read the following and choose the correct answer:

a I catch/catches robbers.

b My dad is a driver He always wear/wears a white coat.

c They never drink/drinks beer.

d Lucy go/goes shopping seven times a month.

e She have/has a pen.

f Mary and Marcus cut/cuts people’s hair.

g Mark usually watch/watches TV before going to bed.

h Maria is a teacher She teach/teaches students.

2 Write the verb in parentheses in the appropriate form.

a I usually (go) to school.

b They (visit) us often.

c You (play) basketball once a week.

d Tom (work) every day.

e He always (tell) us funny stories.

f She never (help) me with that!

g Martha and Kevin (swim) twice a week.

h In this club people usually (dance) a lot.

Students will be easy to understand, memorize, and apply well

Method 2: Use animated images to introduce grammar problems.

For some grammar problems, the use of images is an optimal choicefor teachers to lay out the structure vividly, directly and clearly in a particularsituation Using visual aids in teaching helps teachers teach visual grammarwill be more effective than verbal teaching Images will help students to accessand capture information faster because students can visualize the contextclearly With the development of information technology, especially Internet,teachers will easily find the appropriate image to support the grammar Ifnecessary, teachers may use animations to teach as well as ask students to usethe grammatical structure to put sentences in the given image

Example: One or Many: Singular and Plural Nouns.

Nouns carry information about number When a word refers to one person orthing, it is singular in number When it refers to more than one of the sametype of thing, it is plural in number

One More Than One

Singular Plural

The number of a noun is indicated by its ending.The final letters of a noun

determine how its plural is formed

The following examples illustrate how to change from the singular form of anoun to the plural form of a noun

The plural of most nouns is formed by adding - s

ball balls

For nouns ending in s, x, z, sh, and ch, add -es