Methods inspire students to learn english at primary schools

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING THANH HOA CITY DEPARTMENT OF EDUCATION AND TRAINING ***************************** EXPERIENCE INITIATIVE THE METHODS INSPIRE STUDENTS TO L

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING

THANH HOA CITY DEPARTMENT OF EDUCATION

AND TRAINING

*****************************

EXPERIENCE INITIATIVE

THE METHODS INSPIRE STUDENTS TO LEARN

ENGLISH AT PRIMARY SCHOOLS

Writer: Nguyen Thi Dung Position: Teacher

School: Tan Son Primary School Research field: English

THANH HOA 2021

1 OPENING. 1-2

1.1.The reasons for choosing topic. 1

2 CONTENT. 2->11

2.1.Theoretical basis of teaching - studying English at the primary

2.3 Measures implemented to inspire students during teaching

2.4 Results after implementation of this topic. 11-12

3 CONCLUSION. 12

REFERENCE BOOKS 13

1 OPENING.

1.1 The reason for choosing topic.

Currently, English is a compulsory subject in almost all levels of education It's not new and strange to students; this course has been one of their top priorities as they realize the versatile role that English plays in daily life and

in society

English is also the subject that gives the students the excitement to explore, compare the differences between languages, and learn about the culture

as well as the human and socio-economic in the country where they are learning

In recent years, English subjects were included in the primary training with a view to help students get accustomed to this course and have a good grasp of basic knowledge At the same time it provides a firm foundation for the children to continue this course in higher education or to apply in their daily life For elementary school students, the acquisition of knowledge is limited; therefore, it is the teacher's role to inspire students learning English In primary level, students have chances to be exposed to grammar structures that are simple enough for them to absorb Stimulating the children is to give them confidence

in their language abilities from which they can go a further way at improving their English skills

To contribute to the common cause of education, every teacher is required

to constantly strive, self-learn, and self-train to find their own direction and a best way of organizing lessons That is to find new teaching methods

Teaching methods are considered positive when they are actually stimulating the students to learning Learning outcomes do not just depend on intellectual abilities, but also depends on the interest of the student as well

By experiment and observation in the lessons at Tan Son primary school and the experience of myself, I want to dedicate my experience initiative to the

scientific community: "Methods inspire students to learn English at primary

schools".

1.2 Research purposes.

The purpose of the study about this subject is to understand the causes affecting the interest of students to learn English and suggest some positive teaching methods that are suitable for primary pupils and help them to be interested in the lessons in order to improve the quality of English teaching, as well as improving the quality of teaching English at Tan Son primary school

1.3 Research subjects.

Audience research topics are: Methods inspire students to learn English

In this topic I chose students in class 3C with a total of 36 students and class 5B with a total of 36 students to study methods inspire students to learn English at primary language learners

This topic has conducted in the academic year 2020-2021

1.4 Methods of study.

To study this subject I have used the following methods:

+ Theoretical study methodology

+ Observation method

+ Survey methodology, consultation.

+ Experimental Methods

+ Documentary study methodology and product operations

2 CONTENT.

2.1 Theoretical basis of teaching - studying English at the primary level.

English is new to elementary school students Methods to implement lessons and purpose of teaching and learning foreign language in general and English in particular are completely different from other subjects The purpose

of teaching and learning English is to strengthen 4 communication skills: speaking, listening, reading and writing Foreign language activities primarily happened in the classroom The skills of listening, speaking, reading and writing have been trained since the beginning of the programme, but speaking and listening skills should be put more emphasis in the early years as a basis for developing reading comprehension skills in the following years

For good practice in the 4 skills students must grasp the basic knowledge

of the English system of modern practice, and be consistent, because it is helpful

to the students in the future when the grammar is getting more and more complicated

On the other hand to achieve the best result, teachers do not only master imparting knowledge, but also understand the psychology of the students in order to devise suitable methods

Elementary students are more excellent at imagining things than thinking logically In other words, they perceive things by emotions better than by reasons Therefore, physical materials appear to be more effective in grabbing the students’ attention Moreover, the mother tongue language is sometimes overwhelming, so only intense focus can bring out the best outcome

It may be stimulating at the very first time to be exposed to foreign language but in the long run it requires appropriate time and effort If from the start, it did not go in the right direction, children can easily be demotivated and

if worse, they will be afraid of studying English Thus, they should be given simple sentences along with vivid pictures By doing so, they are willing to take

in the knowledge emotionally and logically

The formation of communication skills required to undergo continuous training of language manipulation and dynamic language that is deeply engraved If the time for consolidating is put far from efficiency, engraved images will be erased and forgotten quickly

2.2 Practical basis.

* Students.

For elementary school students, this subject is quite crestfallen for them

To absorb and acquire good knowledge learned in the classroom is similar to having excitement and favorite subjects Especially in English, in addition to memorizing the meanings, they have to know how to pronounce all the words they have learned Students have not formed a method of foreign language learning for themselves, particularly learning new words Therefore they believe

that learning English is a difficult task for them, causing them a psychological fear of speaking and making mistakes They lack confidence in their abilities; it

is even more difficult to develop language skills

* Parents.

A large number of parents still think that learning English from primary level is too early so that it is not really necessary to invest time in learning this subject Or some parents are caring about learning English but their English comprehension is not enough to teach their students Therefore, when encountering difficult good exercises, forgetting words, forgetting how to read, they are not given help at the right time

* General Situation.

The number of students in each class is much more compared to a specific English class

From the above situation, it has significantly affected the quality of teaching and learning English in general and primary English in particular For elementary school students, their quality of listening and speaking test is not high The results achieved when testing 72 students of grade 3C and 5B at Tan Son Primary School when they have not applied activities that interest learning are as follows:

Class Total

students

Excellent students

Good students

Average students

Weak students Amount % Amount % Amount % Amount %

They are not confident in communicating in English and cannot remember how to read new words, sample sentences Their study at home is still mechanical, they also face many difficulties and feel embarrassed to write and read new words Therefore, the academic result is not high

2.3 Measures implemented to inspire students during learning hours.

a Measure 1: Determine the importance of English and motivate their learning.

To stimulate the students right from the first lesson, teachers have to point out the importance of language learning I pointed out the importance of English

to see how it can be applied in current life Since then they have identified the goal of language learning, they are now interested in the subject of English For example, teachers can tell students that English is the most common language in the world So following the current trend, English is very important; And in this age of science and technology and information technology, English

is even more indispensable for each of us

b Measure 2: Guide them to choose their own way of learning a foreign language properly.

To have interest in this subject for children, the students must have a passion for this subject, the students must find a way to learn a foreign language that suits them So teachers have to teach students how to learn foreign languages Teachers may raise their experiences or gifted students’ experience for other children to follow:

- How to learn vocabulary

- How to study the structure and model sentences

- How to practice reading

- How to listen

- How to write

They must learn English at all times For example, they should know to name the items in their family in English? Or the common question children should always ask themselves: How do we say this sentence in English? Or they can widen their knowledge through books, newspapers, radio, newspapers, television, or the British-American drama on television that has English subtitles

c Measure 3: Inspire students with visual aids.

As we have said elementary students are very active so they are easy to be attracted by the vivid images or media such as radio, image generators, pictures, including side tables that we bring to the class

According to actual teaching, I noticed that the visual aids are one of the teaching aids that contribute to a more successful and effective teaching, making students more interested in classes and making lessons softer It enables students

to understand better, helps them remember longer than traditional teaching But there are many kinds of visual aids; teachers must know how to use them flexibly and reasonably

c1 Using real images in the classroom or real objects to introduce new words and practice.

Example: To introduce new words in the topic of color (Unit 9: What color is it? - Lesson 2: Part 2 - Page 60 - Grade 3), I pointed at the shirt, pants or widgets of the students which have different colors in layers and said

It's red

It's white

It's black

Or introducing the objects in the topic of school things (Unit 8: This is my pen - Lesson 1: Part 2 and 3 - Page 52 - Grade 3), I pointed at the existing objects in the classroom, such as:

This is a chair

This is a desk

a pencil

a school bag

With existing objects in the classroom, students can easily identify objects

in the classroom What are they in English? Then the practice speaking these

words by looking at the real things in the class Have students point to things and practice them

c2 Using the images are enlarged.

Sometimes we don't have items available at school We can draw or enlarge the pictures in the textbook or create our own composition to draw a big picture

When the teacher entered the classroom with a picture, students will be curious, they do not know what the teacher is having or they want to know what she / he uses it to do? So the students will focus more

Play table tennis

c3 Use the picture sketched by teachers drawing.

We could also use simple pictures or funny sketches to attract attention and inspire students The picture sketched by teachers can be humorous but it can make the students laugh and it was a form of entertainment for students Example: In order to practice the vocabulary of family things (Unit 13: Where’s my ball? - Lesson 1: Part 2 - Page 18 - Grade 3) teachers can sketch the images on the board to illustrate vocabulary: a bed, a TV, a coat, a then let them practice with that figure

S1: What is this?

S2: It is a TV.

S3: What is this?

S4: It is a bed.

S5: What is that?

S6: It is a coat.

d Measure 4: Inspire students with gestures and words of the teacher in the classroom.

It is said that the teacher is as an actor on the stage If this actor receives lots of people’s love, it will be a huge success The audience can focus on the play or not? Depends on the actor’s abilities, so do the teachers

Surely we all know that no student can be interested in the lessons when the teacher is always shouting at students, or his/her face always rueful So teachers always have to create a fun atmosphere with funny facial expressions, gestures, sometimes a little joker (but not overused)

Example: Unit 6: Stand up (Lesson 1: Part 2 and 3 - Page 40 - Grade 3) When introducing a new word

Come in

Sit down

Teachers should use body gestures to make students understand easier rather than just sitting reading and translating

This procedure is applicable for teaching new words from categories of verbs or adjectives describing mood, status

For example, when teaching the word "hot"(Unit 19: They are in the park

- Lesson 2: Part 3 - Page 60 - Grade 3), the teacher pints at the fan and said: "I'm hot, hot," students will guess the meaning of the word

When teaching words like: "Play badminton, play football, sing "(Unit 10: What do you do at break time? - Lesson 1: Part 2 and 3 - Page 64 - Grade 3) teachers can imitate movements related to that action for students to guess the word Certainly students will feel very exciting and closer to the teacher

e Measure 5: Inspire students by pique students' curiosity and to understand their child's curiosity.

The students are very active and curious They are easy to get hooked to the issues that concern them So editors of current textbooks have focused on topics close to the students, in accordance with the level and the mentality of the children, in line with the needs of their hobby

Example:

Topic: You and Me

Topic: My school

Topic: My family

Topic: The world around us

All these topics are very realistic in daily life We need to know how to address situations that engage children in class activities

Example: At unit 11: This is my family (Lesson 1: Part 2 - Page 6 - Grade 3) teachers can carry one family photo to the class and ask students what will they learn about ? Teachers use that photo to introduce new words: Family, father, mother, brother, sister

f Measure 6: Encourage students to practice foreign languages.

To get interested in this subject, the students need to feel their own progress So teachers In addition to using situations that involve students in classroom activities, teachers need to encourage students to learn

To help them make their progress in learning, teachers need to set learning goals that are suitable for them.In addition, it is necessary to encourage

Weather Cloudy Rainy

Stormy

students to follow the motto of trial and not be afraid when encountering errors

in practicing language Do not give them the psychological fear of making mistakes in practice

In fact, some students know but they do not dare to speak out for fear of making mistakes So we should not be too tough on the small errors, eg speech errors or typos, even with serious errors such as errors in practicing English grammar

For example, they say: He go to school at 7 o'clock

Or: She have a cold

We should also give encouragement to excite or not discourage them by saying encouraging words: "very good, thank you, not bad" Or when a certain student is very good at writing an article and reading in front of the class, we can applaud them or give positive comments in order to encourage them for their good task

Teachers should not correct their mistakes in the rough way by interrupting when they are speaking This makes them discouraged and lose interest We can do that once they finish speaking or call someone to correct them

g Measure 7: The method combines the games in foreign language teaching.

The main aim of adding games in the lessons is to inspire Teachers need

to know how to apply the game in school for students to learn even when they are playing games The game has many types; we need to know how to apply the game to suit the purpose of each module In the process of teaching, teachers themselves can think of fun games that do not necessarily have to follow a pattern at all

I would like to recommend some familiar examples of the use of games in foreign language teaching as follows:

* Game "Jumble words".

This game is used to test vocabulary Teacher writes some words with the letters on the board in wrong order: Daytues; Newsdeday; Tursaday; Daysun And ask students to rearrange the meaningful words: Tuesday; Wednesday; Saturday; Sunday

* Games: "Slap the board"

This is one of those games that teachers typically use to test their vocabulary after practicing

For example at Unit 19: They’re in the park (Lesson 2: Part 2 Page 60 -Grade 3) The teacher writes or sticks the new words on the board:

Hot