The techniques of teaching english model sentences effectively and excitingly for students in grade 4

In order to satisfy this requirements, the Communist Party of Viet Nam andthe goverment have considered education as the most important national policyand during the school year of 2018

INDEX Page

1 BACKGROUND

1.1 Rationale

Nowadays, English is regarded as one of the most popular languages forpeople in the world because English is the important factor of all countries tocontact and work together To catch up with the trend of global integration,learning English are becoming more and more necessary and popular for everyone,especially young learners 2018

In order to satisfy this requirements, the Communist Party of Viet Nam andthe goverment have considered education as the most important national policyand during the school year of 2018 – 2019, the Ministry of Education and Training(MoET) implemented the model teaching of English subject to the students atprimary schools, in accordance with the project of foreign languages teaching inthe national education system, of the period 2010 – 2020 and also make English anofficial subject in primary schools to help students get good foundations of Englishand develop their English so that they can reach the European Standard TeachingEnglish for children is not a simple work, especially model sentence teaching – thenecessary part to teach effectively Each teacher has their own ways to teach modelsentences and in my opinion, if I want to teach them effectively, I have to handle arange of varialbles These include rhythm and music, role play, real needs, surveyand interview, games, and pair and group work They are key factors for teacher toteach model sentences easily

For these reasons, I am interested in writing the iniatiave with topic: “Thetechniques of teaching English model sentences effectively and excitingly forstudents in Grade 4 which I am carrying out at Hoang Hoa Tham Primary School

in grade 4 with the hope of helping teachers teach English model sentences andimprove the quality of teaching English at Primary Schools

1.2 Aims of the study

Researching on this topic helps teachers to teach English model sentenceseffectively Good English model sentence teaching techniques are essential increating the right condition for learning And these well – taught techniquesprovides the foundation on which a teacher can create a motivating and productivelearning experience

1.3 Scope and objects of the research

With the reasearching subject is primary students in grade 4 at Hoang HoaTham Primary School They are students in grade 4A, 4B, 4C, 4D and 4E

Apply for new Tieng Anh 4 that the Moets has changed in the school year2018-2019

1.4 Methods of the research

Updating the new ways of teaching English so I choose the communicativelanguage approach and I always put the centre on learning and students

1.5 The new things of the research

The new techniques of model sentence teaching that teachers can use to organnizeinteresting activities in grade 4

2 CONTENT 2.1 Theoretical background

Teachers play vital roles in the lives of the students in the classrooms.Teachers set the tone of their classrooms, build a warm environment mentor andnurture students, become role models, and listen and look for signs of trouble.Therefore, if teachers do not teach model sentences – an important part of Englishwell teachers can not meet the above roles and students can not use English modelsentences in real life

To carry out these solutions: Rhythm, Real need, role play, survery andInterview, and Games will help teachers teach model sentences well andinterestingly However it asks teachers to pay attention them all the time and repeatthem again and again for all the time This means that the teachers have to be patient

to remain it so that they can teach English model senntences efficiently andmaximise the opportunities for student learning, practising and using in real life

2.2 The reality of the issue

As a primary teacher of English, I realize that there are some real problems

in teaching English model sentences in grade 4 in my school

There are many changes in the structure and appearance of the textbooks,with more pictures and the topics which are more familiar to the students, so theyfeel excited and very positive to learn English Especially, students are aquaintedwith informative technology early, they use computer, the Internet and they get a lot

of English resourses from here Moreover, they have chance to take part in manyEnglish pleasure grounds such as: English club, English Violympic, Ringing goldenbell… These grounds help students develop and increase their English very much

b Disadvantages

Although the English subject is the chosing ones at Primary Schools atThanh Hoa City has been considered as important as Vietnamese and Mathsrecently However, teachers face with many difficulties and one of the most how tohelp students to use English model sentences easily and effectively Many experts

of English have been surprised that why teachers of English in Vietnam in generaland in Thanh Hoa in particularly, can teach model sentences for the big numbers ofstudents in one class Teachers have to teach from 35 to 40 students in small roomstherefore, this reality demands teachers to have good English model sentencestechniques to organize activities and creat good environment for students to learn

There are 1016 students at Hoang Hoa Tham Primary School and each classhas about 38 students – a big number The next difficult is limited teaching tools.Moreover, the learners become more active and obstreperous so teachers try theirbest to solve unexpected problems and get the good techniques of teaching modelsentences I am on duty teaching English in grade 4 in Hoang Hoa Tham PrimarySchool Before using the techniques of teaching English model sentences at thebeginning of school year’s survey showed that:

Class Number of

students

Good completement Completement No completement

2.3 Sollutions

By studying psychology of elementary school children, I realized thatelementary school children are more playful, giddy than studious Now I have beenapplying teachniques of teaching English model sentences that fit with them to getthe best result in teaching and learning English.

2.3.1 Rhythm and music

*Aims:

In order to have positive learning environment I create a interesting way ofteaching model sentences And the first step towards effective model sentenceteaching ways is to create a rhythm so that I can set up and control activities

* Techniques

- As usual teachers aslo set the scence to help students to know about thesituation that they use the sentences In order to make the students feel excitingabout the sentences teachers create new melody for sentences For example: Thequestions and answers about subjects in Unit 8 Lesson 1 of Tieng Anh 4.(Education Press)

What subjects do you have today?

I have Maths, Vietnamse, Music and Art.

These sentences are quite long and boring if we only ask and answer asusual, therefore teachers can clap the hands with the rhythm :

What subjects / do you have / today?

I have Maths, / Vietnamse, / Music / and Art.

After clapping 3 times teachers clap with the same rhythm but this rhythm isquicker This way draws my students’s attention and they learn in a comfortableenvironment As the result they remember the model sentences naturally

In some cases I use rap music or funny music to teach sentence patterns Forinstance: With the model sentences: Can you swim? Unit 5 Lesson 2 of Tieng Anh 4

Can you play the table tennis?

Can you play /table tennis?

Table tennis/, table tennis./ Yes, I can

Can you play /volleyball?

No, No, No,/ I can’t.

Students are practising the model sentencs with rap music.

When I say these sentences I shake my head, my body and stomp the feetlike a rapper My students often laugh and take part in this activity enthusiastically

I aslo feel happy and teach them more creatively

I can sing so in some lessons I use the music of other songs to mix thesentences and teach my students such as : “If you happy and you know” to teachthe following model sentences:

Hi, I’m Nam Where are you from?

Hi, Nam I’m Tom I’m from America.

All students sing the model sentences with the music of the song

For the rules to be effective, the teacher should change the melody If thestudents feel the melody is unexciting teacher should use another rhythm

2.3.2 Role play

* Aims.

Remembering and using model sentences can be a challenge and it is uneasyfor teachers to oraganize an interesting activity for the large number of noisychildren in one class from 35 to 40 students I must have strategies to control themand get their attention

* Techniques

- The first strategy is opening situations that students feel interesting

- Secondly, I use role play in group 2,3,4,5,6 etc (up to the situations).Combining the actions and instructions helps to focus children more effectively

- Moreover, teachers bring tools, lively teaching aid, teaching tools to thelesson so that students see and know what topic they will learn

- The other way is asking students to create roles if they like

- The important thing to get attention of students is giving them a duty or arole so that they think students make important roles in the play and make the

lessons be comfortable This means the lessons seem not to learn and they becomeplaygrounds for students.

For illustration:

In students’ free time they often play roles such as mom, dad, son, daughter

so they love to show roles in learning In unit 11 (What time is it ) of Tieng Anh 4tap 2, I teach them dialogues that in part “Look, listent and repeat” by setting the

situation one student gets up late and mom ask their son to get up and ask “What time is it?” The son answers about time and says that “Today’s Sunday and I don’t have to go to school.” I use alarm-clock, a small blanket, door, bench (and

explain it is a bed) as main tools for this play Finally the son has to obey to havebreakfast with sleepy attitude. The student who plays the role mom expresses astrict mom and the other student represents a lazy son I see their enjoyness whenthey play roles They feel the become other person and find strange experiencesthat they like

They play the roles of the mother,the daughter’s friend and the daughter (In unit 13 “Would you like some milk?”lesson 2 part 1: Look, listen and repeat)

This picture in the lesson 2 of Unit “Would you like some milk? Thesituation is a boy visits their friend’s house and his friend invites him a cake andsome other food and drink

For example:

Would you like some cakes?

+Yes, please.

+ No, thanks.

A student invites his friend a cake

In the lesson Unit 1 “Nice to see you again” of Tieng Anh 4 tap 1, I give them an opportunity as a teacher and say “Good morning” or “Good afternoon”

When all students stand up and greet teacher – the student play the role of theteacher shows the proud feeling in their face clearly They think their roles are veryimportant in the class and understand me (the teacher ) more than before In thisplay, tools are in advance in the class and teacher do not have to bring tools It isthe fact that students plays roles of a teacher and students very well so that I thinkthey real teachers in the class at that time

In the lesson of the job I use many job tools : a doctor’s shirt, a capacity, astethoscope (a doctor, or a nurse in a hospital) , a water tank, a scythe (a farmer), ahammer, a spanner (a worker), etc… These thing may be real ojects or toys Myclass is not a classroom it may be a place for my students to play and speakEnglish naturally

And this is the first part (Look, listen and repeat) of the lesson plan that I use role play technique.

GRADE 4 UNIT 12: WHAT DOES YOUR FATHER DO?

Lesson 1 Part 1,2,3 (Period 79)

I Objectives : Students will be able to ask and answer questions about

someone’s job

II Language focus :

* Vocabulary: interview, partner, pairs, jobs, nurse, student, farmer, driver, factory worker

* Sentence patterns: What does your father do?

He’s a …

III Resources: ebook, software, computer, projector, Students’ books,

recording, flash cards, posters of the jobs, notebook, pen,board, school things inthe class Tools of the jobs (a doctor’s shirt, a capacity, a stethoscope (a doctor, or

a nurse in a hospital) , a water tank, a scythe (a farmer), a hammer, a spanner (aworker), etc )

Steps / Time Learning activities Language

- Introduce the topic of the lesson isjobs of family members

- Students look at four pictures toidentify the context in which thelanguage is used

Whole class

- Ask and answer the questions such

as: Who are they? Where are they?

What are they talking about? Help

them to identify teacher – Miss Hien

is asking her students to interview

their partner about the jobs of his or

her family members Nam is

interviewing Mai about the jobs of her

mother, father and sister

- Teacher opens the recording of the

software –ebook, shows the actions,

body languages and guestures of the

roles in the conversation (plays all

roles)

-Ask students play the roles after

teacher

+ In picture a, in the role of teacher all

students have to stand up,hold a book

and ask students to interview their

partneer about the jobs of his or her

family members In the roles of

students they sit down and say “Yes

Ok”

+ In pictures b,c,d they stand up and

picking up a pen and a notebook and

interview the jobs of Mai’s father,

mother and sister do When they say

they have to write in the notebook

-Teacher play the role teacher Hien,

students plays the role students

-Students play the role teacher Hien,

teacher play the role students

-Group one is teacher Hien, group 2 isNam, group 3 is Mai.

- Ask students work in group of 3 andplay 3 roles in 3 minutes

-Call 3 groups of team A, B, and C toshow the conversation in front of theclass Which groups plays the rolesbetter will be the winner

-Ask student to give comments abouttheir friends and correct if he/she hasmistakes

- Teacher gives feedback and givestars

-Groups

-Individually

After taking part in plays my students often laugh and contact each otherenthusiatically I often push the story to become more lively by manifesting highemotion with feeling faces and real actions, therefore; my students like plays verymuch It may be humorous or strict but all roles I also teach my students toimagine they are real characteristics in real life not in books In general each story,each situation bring us happiness and a source of inspriation to learn and use modelsentences everyday

2.3.3 Real needs

* Aims:

In real life and in imergency situations such as being tired, being thirsty,being hungry or finding something that they need, they have to use some simplesentences to express their need

* Technigues

Beside the sentences they learn in Tieng Anh 4 text book I also supply mydear students some other useful sentence patterns For instance: If pupils want to

drink something they can say:

“I’m hungry I’d like some noodles please.”

“ Here you are” is the respond they can reply.

“Do you know where my pen is?” The students can answer “It’s over there/here.”

To get permision from other people my students certainly use the modelsentence:

- “May I use your ruler?” “ May I borrow your book?

- The sentence that answer for these permision is “Yes, you can.” or “No,

you can’t”

The rule that I give for my students they do very effectively is using English tomanifest their need If they do not do like that their demand will not be accepted And

we do not answer or give any things for them if they speak Vietnamese in the class

In order to instruct students to understand what I want them to do I knowthat giving clear instructions make them short and concise Before givinginstructions, therefore, I must ask myselve the following questions: What is theimportant information I am trying to convey? What must the students know if theyare to complete this activity successfully? What information do they need first?Which should come next? In short time, they know how to speak these sentences