Một vài biện pháp giúp học sinh tiểu học tự tin hơn khi sử dụng tiếng anh trong lớp học

PHÒNG GIÁO DỤC VÀ ĐÀO TẠO BỈM SƠN TRƯỜNG TIỂU HỌC ĐÔNG SƠN SÁNG KIẾN KINH NGHIỆM HOW TO MAKE ENGLISH LESSONS MORE COMMUNICATIVE, MORE INTERRESTING AND MORE MEMORABLE AT DONG SON PRIMAR

PHÒNG GIÁO DỤC VÀ ĐÀO TẠO BỈM SƠN

TRƯỜNG TIỂU HỌC ĐÔNG SƠN

SÁNG KIẾN KINH NGHIỆM

HOW TO MAKE ENGLISH LESSONS MORE COMMUNICATIVE,

MORE INTERRESTING AND MORE MEMORABLE

AT DONG SON PRIMARY SCHOOL.

Người thực hiện: Lê Thị Hạnh Chức vụ: Giáo viên

Đơn vị công tác: Trường Tiểu học Đông Sơn SKKN thuộc môn: Tiếng Anh

BỈM SƠN, NĂM 2021

TABLE OF CONTENTS

CONTENT PAGE

I INTRODUCTION

1 REASONS FOR SELECTING THEME

According to the perspective of Party and State, education is aimed at fully developing people to satisfy the common demand of industrialization and modernization Foreign languages in general and English in particular play an important role as an active means supporting for our country’s integrating process most effectively Therefore, improving the education quality in general and the English in particular are considered as one of the most concern of the current education

English has been taught in primary schools with the guidance document

of Ministry of Education and Training since 1996 In 2003, the Ministry issued the English teaching program of primary education guiding targets and contents

in nationwide However, there have been lots of existed shortages of facilities in classrooms, teaching materials such as books, tapes, CDs, Cassettes, etc Especially, almost all teachers are only trained for “Introduction and guidance to use the set of books” in one day without being trained on primary education professionally Hence, there is still a range of difficulties in teaching skills for students at primary school

The primary environment is the fundamental place forming habits and communication capacities Frequent communication results in braveries for students without fears of making mistakes in public speaking As for students lacking proficiency in the mother tongue language, they had a lot of difficulties

in getting access to a foreign language Their timidity makes oral communication limited greatly From my own teaching experiences, I’m pleased

to introduce: “How to make English lessons more communicative, more interesting and more memorable at Dong Son Primary school.”, and I expect

to contribute a part to English teaching more effectively and attract more students in loving this subject

2 PURPOSE

The purpose of the research is the study of foreign language teaching situation for students and language learning of primary school students, their interest in the subject, method of learning foreign languages in order to find out strengths and weakness in their learning methods, as well as in the teacher's teaching methods, which sets out the measures to improve the quality of learning English in primary school

Due to the above purposes, the subject needs to solve the following tasks:

1- To study the scientific basis and practical basis of the teaching and learning English in primary school

2- Current status of elementary teaching English and causes to the current situation

3 - Adjust the internal distribution unit, propose innovative methods of teaching and learning Improving the quality of teaching and learning in all systems related to each game of content lesson

4- Determine and execute the result, the interest in learning English for Primary students through games

3 STUDENTS FOR RESEARCHING

The statistic result at the beginning of this school year through directly interviewing students at grade 3, 4 and 5 at Dong Son Primary School - Bim Son town - Thanh Hoa Province

Grade Students Total of quantity percent Quantity percent Quantity Percent well done Finished Unfinished

With the result above, from early school year, I always try to find the best methods to design interesting lectures inspiring students so that they could turn what they have learned into productive language via oral communication, integrate with the developing tendency of foreign language subject: learning a foreign language is learn how to communicate but not focusing on grammar as

in the past

4 METHODOLOGY

In this topic, I have to use the following research methods:

1-Method of theoretical study

Reading of some books, references, find all documents related Internet, use games in English in the lesson

2-Method of investigation observations:

To study the subject in depth security, I have investigated the status of teaching and learning English in primary school, excitement of students in English Interviewed and attended English teacher organization, combined with professional groups and school administrators

3-Experimental teaching method:

I was conducted to teach English using all information related to content game lesson

4-Method of summarizing lessons learned:

After each lesson using forms of teaching in the subject, I usually summarize, draw

Each more personal experience; continue to have the changes, accordingly innovation in the next lesson After each stage I always compare, draw summary for general experience

II CONTENT

1 RATIONALE

For years, the teaching method for kids has been similar to one for adults apart from supplementing some songs and games into lectures It’s clear that the receptive process of our mother tongue language and the next process in the school period are natural Language capacity is generated by imitating, unconscious learning through different forms such as communicating with relatives, reading stories, connecting with communities, singing, reading poems, painting, etc The difference of children’s receptive process in comparison with

adults is that adults’ receptiveness is conscious and annalistic but children’s one

is natural via intuition

There are two kinds of material languages which almost every learner needs develop: receptive language and productive language Receptive language is the language factor possibly realized and not produced by learners Productive language is the language factor possibly used in speaking or writing Students will become familiar with realizing new factors through situations if those are repeated many times To practice using the receptive language, students have to learn how to reflex with new words naturally In curriculums, grammars are sentences or questions and answers practiced more than once It is essential that samples are given clearly and fully for students to understand what they have to

do in some class activities

2 STATE OF THE MATTER RESEARCH

According to the regulation of Ministry of Education and Training, every child is permitted to study two lessons with 35 minutes per lesson Several qualified schools could have more lessons, four lessons per week Hence, the period for students to get access to English is obviously short in comparison with the total communicating hours every week Moreover, English environment

is restricted in classroom hours and students use Vietnamese when lessons end Children don’t actually need to use English except for the requirement of studying and examination All the requirements using English are practical and there isn’t other natural English environment for children

Children are unable to concentrate on what teachers are delivering in a long period Consequently, they should be engaged in different activities, to perform various tasks by themselves with exercise types always changed and diversified communication situations

Children often obtain and imitate knowledge quickly and also forget what have learned quickly They are naturally curious, dynamic and creative Children always demand to discover outside environment and interact with others It cannot be denied that they are interested and creative in games

In fact, even native children run into difficulties in pronouncing several

English sounds like r, l, sh, and th and their pronunciation could be fully correct

when they grow up The importance of the initial stage is developing simple communication capacity in a new language without creating fears of making mistakes, which significantly affect on students’ motivations for studies There is one factor basically impacting on language studying process: children will not study without motivation

- Almost all students pronounce word stress incorrectly

- In addition, they haven’t been able to pronounce words with s, z, p, k

- Students also read incorrectly Most of them do not remember vocabulary, especially long words

Example: good afternoon, school library, bathroom, interesting, …

- Students’ communication is not fluently due to fears of making mistakes Their ability to form a completed sentence is not still good They still confuse with the position of word class (verbs, preposition, adjectives, nouns and

questioning words, etc.)

3 PERFORMANCE SOLUTIONS

3.1.Creating attraction from the beginning of the lesso ns:

- Brain gym exercise

Starting the lessons with a brain gym exercise is really beneficial for teachers and students because it will power up our brain and help us process information much faster and more efficiently

https://www.youtube.com/watch?v=GEY_7AIdveQ&t=10s

- Choosing songs, chants to promote language learning

Children love song, games… By joining the actions in the songs, games, stories They will be confident to join in with the English lessons even though they might not feel confident enough to speak Actions can also help them remember words and phrases they have studied

v=tVlcKp3bWH8&ab_channel=AlexTranAlexTran

https://www.youtube.com/watch?v=piMxt_KKvEk&ab_channel=AlexTran (Dong Son Primary school)

Team teaching is an active method in which, the number of students is divided into groups in certain ways In each group, students have chances to boost listening and speaking skill and learn from one another They will be more confident in communicating in a foreign language

Learning is also best facilitated when children are in a happy state of mind This state of mind can best be achieved through play or game-like activities

3.2 Organizing games flexibly in communicating activities

A new teaching method could create an amount of inspiration and creativities for teachers Each teacher has his own unique creativities during teaching process If teachers repeat the same method in every lesson, students will get bored and even feel that lessons come as normally without inspiration and expectation

Games are also considered to be an important entertainment form In fact, they could be used to consolidate material languages as shown above by the method attracting students In all every form, games could perform functions of exercises of practicing skills because we can review and introduce material languages in funny and well-organized ways through games The method of skill practicing section often goes with repeating with teacher-centered The method takes effects when students learn new words and sentence structures On the contrary, games are often open-ended and student-centered

There are various types of games Several ones focus on vocabularies or sentence structures And there are games promoting both vocabularies and sentence structure Here are several games that I usually apply into my lecture in

my class:

* Several games for practicing sentence structures :

distinguish singular nouns, plural nouns

(Dong Son Primary school)

using movement games

In order to distinguish singular nouns, plural nouns; present verbs, past verbs, this/that demonstrative pronouns

Example: Unit 8: School things (English 3)

Unit 17: How much is the T-shirt? (English 4)

When the teacher reads (or shows a picture) a plural noun, students quickly raise two hands When the teacher reads (or shows a picture) a singular noun, students quickly raise only one hand

Doing multiple-choice listening( or reading) task, students show one finger if they choose the first answer, two fingers if they choose the second answer, three fingers if they choose the third answer

Using movement of their arms to distinguish this/that/these/those demonstrative

pronouns

- Guessing Game

(Dong Son Primary school)

* Class is divided into two teams Small learning tools (pencil, eraser, pen, ruler, and book) are put in a bag or put on the table and cover them tightly) Call

a student from team A, ask him or her to thrust in the bag and take a thing (hand still in the bag) and question “is this a (pencil)?” One student in team B touches that thing, guesses without sight and answers Yes it is or No, it isn’t It is a (book) The team has correct answer will be added 1 point The game will be end when all students are taken their turn

https://youtu.be/Xjt_OX733O8

* To review the vocabulary

The teacher shows the students the back of the flash card, let them guess

Who guess correctly is the winner

- Game: The zombie or bomb

Have the flash cards in the hands and says one of the words to be the zombie or the bomb For example, the teacher says cat is the zombie cat, is the bomb Here

we go, we have: Dog, turtle, horse , cow

Whenever the teacher shows cat flash card

Whole class quickly sit down

Chase them back

So the teacher can try again

And even allows the students to be the teacher

- Game: True or false (Yes or no game)

On the floor have two lines( maybe half a miter of us) This side is true, this side

is false The teacher show the flash card:

It is a dog

No, it isn’t

The students answer: “ No, it isn’t.” And quickly move to the right side

The student who is the slowest has to sit down

- Guessing game

To review the vocabulary

The teacher shows the students the back of the flash card, let them guess

Who guess correctly is the winner

- Game: Beep beep

1 The teacher will need a small soft toy or soft ball

2 Students pass the ball and count, say the days of the week, say the months of the year or any other sequence they need to revise

3 Only the student who has the ball can speak Add variation by getting students

to all speak at the same time

https://www.youtube.com/watch?v=N0pDIHNaXDw&ab_channel=AlexTran

- Game: Pass the marker

Activity type:

Speaking, listening and spelling

Get students to line up in front of the board in two even teams

Explain to students that they should say a word and then the next student in line says a word until the last person in the line

For example: Cat, dog,…

The last person should repeat all the words that were said by the students behind them and then write all the words on the board

For example: Cat, dog,…

The team whose writer writes all the words correctly first wins the round

Repeat with the next student in the line

Finally, the team with the most points wins the game

- Game: Brain Blaster

Put students into teams

The teacher writes a category( for example: Colours) on the board

The first team rolls the dice and whatever number they get they need to supply that many answers

For example, if the topic is colours and they roll a 3, they must provide 3 colours

Each team then rolls the dice and provides their answer Each correct answer is given a point They must not repeat the same answers as the other teams

If a team cannot answer they lose a point for each one unanswered

The first team to reach ’20’ points are the winners

- Game: Name 10

Activity type:

Vocabulary practice

Name 10 is a simple warmer/cooler get students focused at the beginning or end

of class In this activity students have to work in pairs or individually and write a list of ten things based on what the teacher says This activity is particularly useful to practice sets of vocabulary with students in class

- Game: Mime/ TPR

1 Divide the class into two teams and put a chair in front of the board facing the class

2 Write a word on the board

E.g car

3 One person from one of the teams sits in the chair and that person’s team tries

to explain the word on the board without saying the word

If the person in the chair says the word, the team get a point

Pictures Sơn béo 5A link youtube

- Game: Quick fire vocabulary

1 Give each student 2( or 3) small pieces of paper

2 Tell the students to write different nouns, verbs, famous people, animals etc

3 Collect all the words and put them in a box

Put the class in two teams

One student from each team picks words from the box and tries to explain as many as they can in 1 minute

Give a point for every word they guess

- Game: Secret spies

1 Write words or sentences on pieces of paper

For example: horse

Elephant