Helf the students of grade 3 use the correct personal pronouns and possessive adjectives

Actually, the use of these measures helpsprimary school children use the correct personal pronouns and possessiveadjectives in English.After exploring and accumulating the experiences fr

1 INTRODUCTION

1.1 REASON FOR CHOOSING THE TOPIC

No one denies the importance of English language in the present time asglobal language It is clear that English has become more and more dominantaround the world Actually, in some countries it is used as the mother tonguebut, other countries learn it as second language in their schools There is nodoubt that English is language of communication between the people fromdifferent cultures Moreover, English is the language of science and technology

It is also the language of computers that help to integrate the people around theworld via Internet technology and e-mail Needless to say, people who knowEnglish can deal with the Internet Therefore, the need of mastering a foreignlanguage especially English, is becoming more and more necessary English isone language serves as a means of actively supporting the most efficient process

of deeper integration of the country Communicative languages becomes aneffective tool in every aspects of life Besides the mother tongue, the Vietnameseconsider English as the second communicative language and the major subject

in the school course To meet the growing demand as well as communicationneeds of society, the Ministry of Education and Training has put English into theprogam at Primary School The English program in Primary Schools is to formand develop for students the knowledge and basic skills in English, throughlearning English, students gain knowledge and their love for the Vietnamese.Learning English not only contributes for the development of personality andlearning style but also provides students with basic knowledge and help studentsunderstand initially the knowledge about the people and culture of Englishspeaking countries

At Primary School, English is a subject which has its own characteristics.Therefore teachers are like an artist , he or she need to be creative and cheerful

in order to involve students in learning English excitingly As a teacher ofEnglish at Primary School, I am always awared of researching the specificmethods in teaching English, 'Language learning is hard work Effort isrequired at every moment and must be maintained over a long period of time.Games help and encourage many learners to sustain their interest and work.Games also help the teacher to create contexts in which the language is usefuland meaningful The need for meaningfulness in language learning has beenaccepted for some years So improving the quality of education in general andthe quality of English department in particular is one of the top concerns oftoday's educational career.That focuses more specifically for those students atthe primary level and beginner's approach to foreign language.For primaryschool students are at the early stage of learning language programs as well aslearning Vietnamese.Vietnamese is children’s native language, but they onlylearn initially Nevertheless, from Grade 1 students had to learn a new languageand it is always parallel to the native language of the children.This makes them

embarrased when using English to communicate in practising and doingexercises For that purpose, in order to respond the demands of teaching andlearning, I will offer one of the skills that I have applied in teaching personalpronouns and possessive adjectives Actually, the use of these measures helpsprimary school children use the correct personal pronouns and possessiveadjectives in English.

After exploring and accumulating the experiences from colleagues andmyself, I have some experiences in teaching using the correct personal pronounsand possessive adjectives in English and achieved quite effective results Thestudents are more interested in learning English and more confident in doingtheir exercises This improves that my methods are right With the passion andthe love for teaching English, I have studied and developed the research:

" Help the students of grade 3 use the correct personal pronouns and possessive adjectives”

1.2 THE PURPOSE OF THE RESEARCH

- The research applies the methods of teaching using the correct personalpronouns and possessive adjectives in English to involve students in learningEnglish well

- Creating the language circumstance to communicate in English andpromote students to actively participate in communicative activities; offeringsome solutions and methods for teaching using the correct personal pronounsand possessive adjectives in English

- Exchanging and sharing some experiences in teaching for colleagues aswell as primary students

1.3 RESEARCH OBJECTS

- Systematizing some theoretical issues about the procedures andactivities in teaching using the correct personal pronouns and possessiveadjectives in English Primary program according to the communicativeapproach

- Exploring the present situation of teaching using the correct personalpronouns and possessive adjectives at Primary School and suggesting sometechniques in teaching to develop skills for primary students, helping them bemore confident to communicate in English

- Research Time : School Year 2016-2017.

- Research Location: Nguyen Van Troi Primary School

Research Object: " Help the students of grade 3 use the correct personal pronouns and possessive adjectives”

The respondents of the research: With this research I focused on theprimary student, especially the students of grade 3

1.4 RESEARCH METHODS

- Theoretical research method :

Researching and reading legal documents, scientific literature andtextbooks which are related to researching problems by means of analysis ,synthesis, comparison, to find the theoretical issues as a basis for solvingproblems and researching tasks

- Survey Method :

To survey the actual situation of teaching and learning English at PrimarySchool in order to discover new problems that need to be solved, determiningthe common causes and preparing for the next procedures

- Checking and assessment Method:

Through the lessons and students’ test survey From the test results of theassessment I classified the students into groups and had suitable methods foreach kind of student

- Group of complementary Methods :

- Methods of mathematical statistics

- Methods of data analysis

1.5 THE NEW POINTS OF EXPERIENCE INNITIATIVE

- Using games effectively in the lesson to help students remember new materialeasily

- Combine with Literature and Art in introducing the material of the lesson

2 RESEARCH CONTENTS

2.1 THEORETICAL BASIC

The need for meaningfulness in language learning has been accepted for some years An useful interpretation of 'meaningfulness' is that the learners respond to the content in a definite way If they are amused, angered, intrigued

or surprised the content is clearly meaningful to them Thus, the meaning of the language they listen to, read, speak and write will be more vividly experienced and, therefore, better remembered

If it is accepted that games can provide intense and meaningful practice of

language, then they must be regarded as central to a teacher's repertoire They

are thus not for use solely on wet days and at the end of term!

If you are looking to pursue a meaningful career as an educator, consider choosing from a variety of courses in these online masters in education

Language learning is a hard task which can sometimes be frustrating.Constant effort is required to understand, produce and manipulate the targetlanguage Well-chosen games are invaluable as they give students a break and atthe same time allow students to practise language skills

Learning a foreign language is easy and varied but any form that learninginto 4 English learning skills: listening, speaking, reading and writing are veryimportant.To help students have self-confidence in writing and speaking skills,the students not only need to have a rich vocabulary, but also understand how touse them properly, especially knowing the correct use of personal pronouns andadjectives basis in writing as well as speaking.

2.2 THE SITUATION OF THE PROBLEM

A significant base of research, developed over many years, is available toinform educators about effective approaches to teaching children to learnEnglish However, research on applying the methods of teaching material forprimary students is in its infancy This reflects the fact that many teachers inVietnam are faced with the challenge of teaching children to approach to thebasic English Making this a more critical issue, several researches suggest thatteachers are not receiving adequate professional development in effectivestrategies to teach material for students In order to make best use of theinformation presented in this research, many teachers might want to consider thefollowing set of questions together in preparation for making decisions aboutteaching English for primary students

Normally when teaching English, teachers often focus on teachingvocabulary, grammar or structure However, grammar is not the final result ofthe teaching and learning process It is only a tool to help learner tocommunicate more effectively But in fact, there are some differences betweenspoken English and written English Written English requires the accuracystatement of the structure, whereas spoken English needs the flexibility and theintimacy in communication

The beginning of grade 3, the students were familiar with the personalpronouns as the subject in the questions in each lesson.They are: I,He,She,ItThey ,We ,You Attached to each pronoun is equivalent to possessive adjectiveslike: My , His, Her, Its , Their , Our , your , But students always confusepersonal pronouns and possessive adjectives

Example: Right writing:

This is my father His name is Hung He is tall.

Wrong writing:

This is my father He name is Hung His is tall

The more complex grammar, most students are not focused on learningforeign languages, especially students in the suburbs Lack of teaching facilities,limited time Most teachers is to try to be able to complete all the available items

in textbook When the work is completed, it means that students can readfluently,speak all the contents, make the questions with the new language, givethe meaning of the sentence in Vietnamese Teachers feel satisfied with teachinghours and think that was proving successfully

After reviewing the results of an actual teaching hours and some tests, thestudents also confuse personal pronouns and possessive adjectives, they do notremember how to use, so the result is not as teacher's wishes.

In the second week of October, I conducted the first term in English ingrade 3

Exercise1 Circle the odd one out.

Exercise 2 Complete the dialouge.

She my his herA: Hello

B: Hello This is friends

A: What’s your name?

B: name’s Hoa

A Hoa, this is my brother

B:What’s name?

A: His name is Dung And this is my sister

B How old is she?

A: is 17 years old

Results of the survey are as follows:

2.3 SOLUTIONS AND IMPLEMENTATION METHODS

2.3.1 Introduction using the form sentences.

For example: In grade 3 Unit 1 of the book introduces new sentences:

"Introduce your name", which uses personal pronouns “I” I write the modelsentences on the board:

I am + name = I’m + name =

And give some examples such as

I am Nam = I'm Nam I am Mai = I'm Mai

In Unit 4 has a model sentence: Introduces my name ,but using the independents“my” In this lesson, I also offer the following sentences:

My name is + name = My name’s + name

And give some examples such as

My name is Nam = My name's Nam

My name is Quan= My name's Quan.

Then I ask students to repeat the model sentences and I write them on the board

My name is Peter = I am Peter My name's Peter = I'm Peter.

Explaining to students how to use the words “I and My” and I underlinedthem The word “I” is a personal pronouns subject in sentence, standindependent before “To be” But “My” is a possessive adjective clarify themeaning of the noun Therefore it is always standing in front of a noun, can notstand alone to do as subject as personal pronouns

I also explained the same to meet the personal pronouns You, He, She, It,

We, They and the possessive adjective equivalent to their ownership is Your,His, Her, Its, Our, Their

Example: He is Vinh = His name is Vinh

She is Lan = Her name is Lan

It is La = Its name is La.

We are Hoa and Lan = Our names are Hoa and Lan You are Tu and Thuy = Your names are Tu and Thuy They are Son and Huong = Their names are Son and Huong.

For example: When they talk to “We”, the teacher should explain: This

is the first person plural, the difference with the first person singular in that: “I”say when only one person say but “we” say when they want to talk to 2 or morepeople So “To Be” is plural “Are” Thus we have the following sentences:

We are + name + name + name = We’re + name+ name + name

We correspond to a personal pronoun “we”, have a possessive adjective

“Our” and the word "name" here must have at least 2 names, so “To Be” “are”

We have structured as follows:

Our names are + name + name+ name

Example:

We are Mai and Nam = Our names are Mai and Nam.

Also explained similarly to the throne “You, They” and possessive adjectives

“Your , Their”

Example:

You are Linda and Quan They are Peter and Mai.

= Your names are Linda and Quan = Their names are Peter and Mai

By explaining so meticulously, I have to help students to understand andvisualize using personal pronouns and possessive adjectives in English Afterfinishing the lecture , I ask them to contact the Vietnamese what similarities anddifferences in the use of personal pronouns and possessive adjective

Example:

The personal pronoun “I” is a first person in English but “I” in Vietnamese hasmany meanings such as; grandfather, grandmother, father, mother, Thepossessive adjective “my” in English only one meaning But “my” inVietnamese has many meanings; grandfarher’s, grandmother’s,father’s, The second person in English is “you”, It is grandfather,grandmother, father, mother, sister,

The possessive adjective “your” in Vietnamese; grandfarher’s, grandmother’s,father’s, sister’s, brother’s,

In this comparison I help my students understand more thoroughly aboutpersonal pronouns and possessive adjectives in English and Vietnamese.Thishelps them to support more embarrassing when they use in comunication anddoing homework So they are more interested in learning to acquire one newlanguage

2.3.2 In practice pronunciation and communication.

After students have mastered the use of personal pronouns and possessiveadjectives in theory, immediately I ask them to use what they had just beencompleted to practice pronunciation and communication with their classmates

For example: When I finished teaching the personal pronoun “I” and the

possessive adjectives “My”, I asked each stduent to stand in front of the classand introduce himself or herself about the name

Example: First student: Hello! I am Tan.

Second student: Hi! I am Kien.

Third student: Good morning! I am Tung .

The second time students have used possessive adjectives:

Example: First student: Good morning! My name is Tan.

Second student: Hello! My name is Kien

Third student: Hi! My name is Tung .

By introducing 2 times, students will remember well the way to use “I and My”.The personal pronoun “You” and the possessive adjectives “Your” I asked 2students to go to the board One student pointed to other student and said: “You are Ha” Then I asked other student to say the sentence using “Your” and hesaid: “Your name is Ha” And then I asked students to practice speaking ingroup and I corrected mistakes

Example: When students learn the third person “He” and “His” or “She

“ and “Her” Every time I call three students go to the board A student playswho is a passer , 2 students are chating with each other Student A points to thepasser and said, student B responeds:

Student A: That is my friend

Student B: What is his name?

Student A: His name is Phong.

Student B: Phong? He is Phong

Similarly to the third person “She” and other groups in the class also practice.When teaching the personal pronoun “It” and possessive adjective “Its” Ibrought some photos about animals as dog, cat, bird and sticked them on theboard, then called each pair to ask and answer about the names of theseanimals

Example: A: This is my dog.

B: What is its name?

A: Its name is Pluto.

B: Pluto? It is Pluto.

Similarly with the other animals

When students have learned all personal pronouns, I asked them to practice with

a long conversation

Example: A girl met the family of a friend in her class Her family has 5

people I asked 6 students to play role Student A is a father , student B is amother, student C is a sister , student D is a brother, student E is the host,student F is her friend This is a conversation: