Combine effectively error correction methods for 4th graders when learning english

As a primary school teacher, through teaching practice, I have thought through and tried to make choices to help students recognize their mistakes and correct them themselves.. Research

3 The current situation of 4th graders when learning English 4

4 Common mistakes students and how to correct them: 6

4.2 Correct errors in grammar but incorrect semantics 8

6.2 Correct by underlining the student's error and writing the

appropriate form in its correct position:

13

6.3 The number of errors could be marginally written in each line, and

then let the students identify the error and correct it

13

6.4 I have used pictures, cards to correct errors during speaking

practice with some typical grammar points

13

I INTRODUCTION.

1 Reasons for choosing topics

English is a common language of communication Thanks to English, countries around the world can exchange, learn and absorb cultural quintessence

of friends' countries Teaching English in primary schools gives children the ability to use English words, forming in them basic knowledge of English and English proficiency skills The goal of English is to form and develop in students the basic skills and intellectual qualities needed to continue learning or entering working life English has become an international language and plays

an important role in all areas of social development in general and education in particular Therefore, the access and understand English are more important and necessary than ever

The Ministry of Education and Training has been implementing a textbook renewal program from the primary level To fit the new textbook program requires teachers and learners also to innovate The core of innovation

in teaching and learning is towards active learning, against passive learning habits Innovating methods suitable for specific teaching content, suitable for students' age characteristics, suitable with the facilities, and teaching conditions

of the school The problem is to renew the way of teaching and learning regularly Want to innovate the way of learning must innovate the way of teaching, so teachers have to constantly foster persistent professional expertise according to the active student-centered teaching method But for students to grasp a foreign language enough to communicate in everyday situations is not easy It is essential for students to memorize grammar words to apply in both speaking and writing, especially for 4th grade students in primary school

Through the fact that English learners in general and primary school students in particular have many mistakes when using English Why do students make so many mistakes? What is the cause of the error? Error correction and how to help students correct errors? As a primary school teacher, through teaching practice, I have thought through and tried to make choices to help students recognize their mistakes and correct them themselves So I chose the topic

"Combine effectively error correction methods for 4th graders when learning English"

2 Research purposes

Stemming from the current teaching practice in Primary School, students make many mistakes when learning English I research this topic in order to find out the most common mistakes students make and effective methods of correcting them Helping students enjoy learning and love English more Thereby in order to contribute to improving the quality of teaching and learning in schools, especially the current quality of English teaching

3 Object of study.

Effective error correction methods for 4th graders when learning English

4 Research Methodology.

In this topic I used the following methods:

1- Theoretical research method

Read some textbooks, reference books and some topics about the common mistakes students make when learning English

2 Methods of observing and investigating

- Investigate the situation in elementary school about mistakes when speaking and writing English

Teacher interview and attendance (combined with a team of professional groups and school administrators)

3 Product research method of activity

Survey the quality of students

4 Experimental teaching method

Teach a lesson in class

5- Research method on teaching experience

6- Method of summarizing, drawing experience

II CONTENT

1 Theoretical basis.

There is a saying: “It is very common to be faulty is a healthy, rewarding problem because from our mistakes we find the right, the correct, and with that precision leads to the learning process The more mistakes a

learner makes, the more true things he can get, the more learning will take place We often learn more from our mistakes than from our successes”.

We know that English speaking and writing skills are reproductive skills, and students learn and practice for the purpose of being able to use language to express their ideas So it is normal to have an error in the process of using the language That is why every English teacher needs to be aware of this

in order to have the right attitude when our students make mistakes And more importantly, there is an exact and appropriate error-correction method for each specific error

2 Practical basis

English is a difficult subject so students from the beginning, if they do not have the right learning method, teachers fail to timely detect help, will lead

to students losing their roots and that is also the reason why many students are afraid of speaking and writing in English, which is also the reason why the quality of English subjects at school is still low They are afraid of being wrong,

of making mistakes, and afraid of being embarrassed by their friends when they make mistakes That is a misconception, so I try harder to help students speak and write English comfortably, even when making mistakes from grade 3, grade

4 so that they feel more confident in higher grades while learning English and enjoying the subject

In fact, when learning English, students rarely practice right the first time and in general, it is difficult for teachers to promote the target of students Moreover, each teacher has different methods for correcting errors when practicing in class, to correct errors for students effectively in teaching English, teachers need to continuously correct errors but suggestions should only be given to students to recognize their own mistakes

3 The current situation of 4th graders when learning English

3.1 Reality:

For primary students who do not have much English vocabulary, they often make many mistakes while speaking and writing

Through teaching grade 4 at Nga Tan Primary School - Nga Son, I realize that students often make the following mistakes:

- Grammatical errors: errors of missing sentence elements, conjugation of

inappropriate verbs, sentence patterns,

- Errors in semantics: correct grammar, but not what the speaker wants to express

- Vocabulary errors: errors of using wrong words, using words incorrectly in

situations, incorrect word order

- Spelling mistakes when writing: incorrect spelling.

- Error of pronunciation when speaking: speaking incorrectly with intonation,

lack of sound, especially sound "s"

3.2 The causes of the above situation are:

- Due to the influence of the native language:

This is quite a systematic error in learning English When students learn a foreign language, they often mechanically apply the language syntax of the mother tongue to the language they are learning But the reality is that there are many syntactic differences between languages Many students say:

"

I have a bag new" because in Vietnamese adjectives usually come after nouns

while in English adjectives usually come before nouns So the correct sentence is

“I have a new bag”

- Due to carelessness: Psychological factors such as being careless or forgetting

grammar rules, not remembering vocabulary are also the cause of errors during use

A lot of students say " He watch TV in the evening"

In this sentence, students forget the grammar rule that is to add "es" after the verb when dividing in the 3rd person singular in the affirmative in the simple present tense, also when we are careless in pronunciation or can also explain this phenomenon is the influence of our native language because in Vietnamese we

say "Anh ấy xem TV vào buổi tối" and "Tôi xem TV vào buổi tối", the verb" xem

"

has no difference in verb form, the verb is not divided to suitable with the subjects in Vietnamese Mean while the correct English sentence should be

“He watches TV in the evening” and “I watch TV in the evening”.

- Due to an inactive habit in the teaching process can also be one of the causes

of the error The application of inappropriate teaching methods for students also has a great impact on the learning process, so it is very important and necessary

to detect errors and find out the cause

3.3 Result:

Survey at the beginning of school year 2020-2021 at Nga Tan primary school, Nga Son district

Class Speaking and writing

correctly

speaking and writing still have

many errors

4C (25) 4 16% 21 84%

From the above situation, I have boldly applied a number of methods to help students recognize mistakes and correct themselves to deeply understand and remember grammar knowledge in order to improve the quality in teaching special skills are reading and writing skills

4 Common mistakes students and how to correct them:

In the process of learning English, errors are indispensable in the language development process Moreover, errors have certain values because they reflect the results of teaching and learning, thereby helping teachers to understand more deeply about the learning process of students To the student this error can be just a mistake, I usually let them find it and correct it for themselves

The cause of the confusion is that students have not fully absorbed the rules they have learned so they cannot apply them properly It is extremely necessary to identify errors in subjects in general and English in particular If teachers let students make mistakes, they unintentionally support the mistakes they make This way you will not know you have made a mistake and will never make any progress

4.1 Correct grammar errors:

4.1.1 Missing sentence element error

Example 1: Missing verb "tobe":

1 What he doing? -He doing exercises.

2 What your name? - My name Nam.

In the above sentence, students use the lack of the verb "tobe" represented in the

present continuous tense Instead of the teacher pointing out the mistake, the teacher asks the students to repeat the sentence structure in the present continuous tense:

- Affirmation: S + tobe + V (ing)

- Negative sentence: S + tobe + not + V (ing)

- Question: Tobe + S + V (ing) ?

After they repeat the sentence structure, they will learn how to correct their own mistakes The correct answer must be:

1 What is he doing? - He is doing exercises.

2 What is your name?- My name is Nam.

Example 2: Lack of auxiliary verbs.

What time you play football? - I play football at 5.00pm

In the example above, where students often speak and write without verbs, I always prompt them to detect their mistakes and correct them by having them repeat the simple present tense structure:

- Affirmation: S + V (s, es)

- Negative sentence: S + do / does + not + V (inf)

- Question: Do / Does + S + V (inf) ?

Students correct their own mistakes and the correct answers are:

What time do you play football? - I play football at 5.00pm

Example 3 Missing verbs

Students talk about their future plans:

I am going to Ha Long Bay this summer holiday.

- Have students repeat the sentence structure of the future tense:

- Confirmation sentence: S + tobe going to + V (inf)

- Negative sentence: S + tobe + not going to + V (inf)

- Question: Tobe + S + going to + V (inf) ?

Students will correct themselves: I am going to go to Ha Long Bay this summer holiday.

4.1.2 Error conjugation verbs do not match tense, sentence pattern:

Example 1: His father reads newspapers now.

- In the above example, the student wants to express "His father is reading

newspaper right now" instead of using the present tense, the student uses the

present simple tense What do I let students repeat with the adverb "now"? The students will immediately recognize the error and write the correct sentence:

“His father is reading newspapers now”.

Example 2: Mai wants go to the book shop.

- I asked students to recall the sentence structure with "want" (want to + V (inf)),

I asked students to remember the sentence structure incorrectly Thus, students will use the mistake: Mai wants to go to the book shop.

4.2 Correct errors in grammar but incorrect semantics.

- Example 1 (Lan and Hoa meet)

Lan: Where do you go?

Hoa: Home

Lan wanted to ask at this moment where Hoa was going, but instead of using the present, Lan used the present single tense I have students repeat the present

tense continuous use (used to describe the action that was happening at the time

of saying: Hoa is going home now) so the correct question would be: Where are you going?

Example 2 I'm scary

Student wants to show fear must be: “I am scared” If you say "I'm scary", you make people afraid of you So the above sentence is completely grammatically correct but semantically wrong

4.3 Correct vocabulary errors.

4.3.1 Error using wrong words

Example 1 I am looking at my key.

The speaker wants to express what he or she is looking for instead of using

"for"

(Look for: search) the user who uses "at" (look at: look) is false Before I correct

my mistakes, I ask students to repeat the prepositions that come with the word

"Look" and what they mean, they will quickly find out their mistakes of using wrong words The correct sentence that: “I am looking for my key”

Example 2 I do my homework on the morning.

First, I ask students to repeat how to use the prepositions of time: "On" is often used for the weekdays, days of the month "In" is usually used for sessions of the day, months of the year and years After they repeat, they will find out the mistake and correct it

4.3.2 Word order error

Example 1 Wrong noun and adjective position.

- It is a box big.

- I have hair black.

In the above example, students have the influence of their native language, assembling words in a familiar way of speaking in Vietnamese Again I ask students to repeat the positions of the words in English sentences (adjectives in front of nouns) They rearrange them, so the correct word order is:

- It is a big box.

- I have black hair.

Example 2 Wrong verb position and adverb.

- She goes usually to work at 6.30.

- Hung always is late for school.

For this error I have students recall the position of the verb and the frequency adverb

(usually before and after the verb "tobe") Such correct order is:

- She usually goes to work at 6.30.

- Hung is always late for school.

4.4 Fix misspellings:

Many students can read words, but when writing, they often make typos, such as

library written as libary, watch written as wath, hi written in hai, swimming is written swiming, bigger written is biger to correct spelling mistakes I often

ask students to memorize words by rewriting them over and over, making sentences with those words, and repeating by giving out a lot of homework about them or writing them incorrectly

4.5 Correct pronunciation errors

4.5.1 The sounds are difficult

- The difference between the phonetic system of English and the learners' native language (which for us is Vietnamese) also makes a big problem for English-speaking students Obviously, it is difficult for them to get used to the sounds in

English such as: / θ /, / đ /, / dʒ / Not all English speaking students can

pronounce English words correctly as simple as: "mother", " thanks" , " orange"

- For the plural form, it is necessary to practice for students how to pronounce in emphasizing the plural:

+ Pronounced / s / after subsonic sound / t /, / p /, / k /, / s /, / f /, / θ /

For example: students, parents,

Pronounced / z / when it comes after the vowel or the voiced consonant / b /, /

d /, / g /, / v /, / đ /, / m /, / n /, / Ŋ /, / l /, / r /

Example: factory workers, farmers, doctors

+ Pronounced / iz / when it comes after the consonants of specific consonants such as: / z /, / s /, / ʤ /, / tʃ /, / ʃ /, / ʓ / \

Example: exercises, places, matches,

4.5.2 Intonation

In English, there are two types of intonation: up and down intonation In addition, we can also combine both and called intonation combined up and down But most students do not read the correct intonation I have graded students to remember when to use intonation up, when to use down intonation Detail:

* Down intonation is demonstrated by lowering the voice intonation in the following cases:

- Used in greetings:

Good morning! ↓

Good afternoon ↓

Good evening ↓

- Used in suggested sentences:

Come here! ↓

Let's play ↓

- Use in questions starting with words to ask (who, whose, whom, which, what, when, where, why, and how)

What's the date today? ↓

When were you born? ↓

How often do you play football? ↓

Where were you yesterday? ↓

How do you go to school? ↓

- Used in requests or orders:

Open your book ↓

- Used in the narrative:

She is from America ↓

Nam was born on March 24th ↓

The girl in the red dress is playing chess ↓

* The intonation is expressed by increasing the voice intonation up high in the following cases:

- Used in question "Yes / No"

Were you at school yesterday? ↑

Are you going to watch TV? ↑

Is this the post office? ↑

- Used in imperative statements (but less of a commanding nature than downcast intonation)

Open your book, please ↑

Close your book, please ↑

Above are some of the mistakes students make in the process of learning English and correcting them is just as important as finding out the errors

5 Error correction methods.

5.1 Why the errors are corrected:

It is extremely necessary to identify mistakes in general subjects and English in particular.When using English, whether writing or speaking, they always want to know if they have made a mistake or not still want me to be right If you do not correct the mistakes, the teacher will accidentally support the mistakes they make A lot of teachers fear that if they don't fix them they will increase the production of errors that will create a trail in the way language is difficult to fix later The point of view to correct mistakes is also supported by many students because they always want teachers to correct mistakes to avoid making mistakes for the next time

However, correcting mistakes will sometimes make them timid, losing their spontaneity and fluency So how to fix mistakes on the one hand helps them to correct mistakes on the one hand encourages them to continue to use language boldly So I have adopted a number of methods in the process of correcting students

5.2 Error correction methods.

5.2.1 Teacher corrects: