HELPING 1ST GRADEERS BECOME ACTIVE LERNERS IN VOCABULARY LEARNING WITH VISUAL AIDS AND ACTION GAMES

No Content Page 4 Proposing some solutions to help 1st grade students at Nga An primary school become active learners in learning English vocabulary.. English at primary level as well as

No Content Page

4

Proposing some solutions to help 1st grade students at Nga

An primary school become active learners in learning

English vocabulary

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5 Survey the level of interest in English subjects of grade 1students in Nga An primary school. 15

I INTRODUCTION

1 Reasons for choosing topic

Primary level is an important learning level in laying the foundation for theformation and development of personality and knowledge for students English

at primary level as well as other subjects provide students with initial knowledge

to access and use the English language Today, English is used in almost everyarea of life and it is considered the number one international language in theworld Therefore, learning and using English is becoming increasingly importantand necessary In Vietnam, in recent years, English has been introduced into theprimary education program and is gradually becoming a compulsory subject andhas initially obtained good results It is known that from 0-6 years old is thestage when children thrive, it is difficult to receive tutoring and extra supportfrom their families outside of classroom hours Especially in rural areas, whenthe majority of students' families are purely agricultural, it is difficult for parents

to support their children in learning English So students have little chance topractice practical communication situations.Stemming from the above concerns,

as an English teacher at primary level, I chose the topic " Helping 1st graders become active learners in vocabulary learning with visual aids and action games" through which to create a positive and practical learning environment for

students and apply language knowledge in communication in a natural way.Therefore, I write this topic with the desire to share the experience ofeffectively using visual aids and my own games to help comrades andcolleagues feel easier and more friendly with the design of teaching and learningactivities with visual aids and movement games

2 Objectives, task of thesis

Nowadays, the general trend of the world is to lower the age of studentsparticipating in foreign language learning Helping children get acquainted earlywith English is in line with the general trend of the world On the other hand,today people do not teach English simply, but also use English as a tool toconvey knowledge to other subjects such as math, science The purpose ofthis study is to help students and teachers know some good and applicable wordteaching methods to bring high efficiency in teaching and learning new words inEnglish in grade 1 students, by having access to English at a young age, thehigher the efficiency

Over the past years, I have applied a number of methods to help studentsremember vocabulary well such as the method of using visual aids, the method

of using games and they have had a rich knowledge of vocabulary Duringsuch teaching and application process, I have found that using visual aids, gamesare activities that children are most interested in

When we are able to provide visual aids and games in an hour of learningEnglish on a regular basis, the quality of teaching English will surely improve

To contribute to renovating teaching methods for primary English in the

individual activities in coordination with exchange learning Form and practiceskills to apply knowledge in communication process To create interest inlearning English for students, a subject that is considered new and difficult, theintroduction of a communication game to apply English words learned in thegame aims to make I am not bored with the new subject, I have the feeling oflearning to play, play and study Games in class not only help children acquireknowledge and words, but also help them consolidate and deepen theirknowledge.

3 Research subjects

- Student of grade 1 at Nga An Primary School

- English book I learn start smart 1

4 Limitation of research

This initiative comes from the fact that students are not interested inlearning English Because English is a foreign language, not the mother tongue.Moreover, through many years of teaching experience, it has been shown thatstudents often have a state of fear and psychology of being bored learningEnglish The topic is mainly focused on studying the teaching materials andgames to help students be more active and enjoy the subject more

This study is applicable to pupils at schools and primary schoolsthroughout the district

5 Research methods

To do this research, I use a combination of methods to evaluate the resultsobtained both qualitatively and quantitatively Using observational methods todetermine the level of attention and attraction of the lesson to students Usingstatistical methods, analyzing data to make research results

6 New contribution of the topic

The topic has given out games to design learning activities for first gradestudents of Nga An primary school in English, contributing to improving thequality of teaching and learning English under the 2020 project at school.primary school Students not only can study happily but also understand andinculcate knowledge, build a rich vocabulary, apply vocabulary suitable to thecontext, thereby helping the students to love more the beauty, the beauty ofEnglish Since then have the correct attitude to using English in communication

II CONTENT OF THE SUBJECT

1 Theoretical basis

1.1 Some principles of teaching English to primary school students:

According to the website "Talent Space" (http://talentspace.vn/), here aresome principles of teaching English for primary school students

a Play over teach

We often hear the saying: "Learn to play, play but learn", this does notmean we take learning lightly, but it is about helping students learn a lot throughgames The students are very active, curious, eager to learn and learn about theworld around them While playing, they actually learn to comprehend earlyconcepts or pre-scientific knowledge "Exactly, this is the method of" Teachingbut not teaching ", in which, the teacher does not follow a certain curriculumand the main thought is not to teach but to create a diversified playground.colors in English for students From there, guide students to self-master theplayground and step by step add different activities ”

b Activities, images than theory

Similar to the principle "Play better than teach", activities and images arepreferred in teaching English, which means that we do not go into theory,grammar structures, rules principles, techniques in which we focus on students'ability to use language “Pictures, games, music, theater… are generallyactivities aimed at helping students participate in an environment where English

is used naturally, without force A variety of activities will help studentsgradually form their own learning style Personal style is the foundation oflearning quality and efficiency "Play better than teach" activities help studentsuse English naturally "

1.2 Characteristics of cognitive activities of students in grade 1.

a Class 1 student activities

If at the preschool level, the child's main activity is play, by the age ofprimary school, the child's main activities have changed in quality, shifting fromplay activities to learning activities

b First grade student language and cognitive development

Most elementary students have fluent oral language When children entergrade 1, written language appears By grade 5, the written language is proficientand begins to perfect in terms of grammar, spelling and phonology Thanks tothe developed language, children have the ability to read, self-study, self-perceive the world around them and discover themselves through differentcommunication channels

According to the report of GS.Nesport, the period from 3 to 7 years old is a

skills are developed together, so grade 1 is the golden age for activities learnforeign language Learning foreign languages at this age will prevent childrenfrom having wrong pronunciation, excellent vocabulary memorization andability to reflect in English communication in the future.

2 Reality

a Advantages - disadvantages

Currently in primary education, like other subjects, the teaching andlearning of English is taking place along with the innovation of educationalmethods, reforming textbooks, reducing the content of the curriculum to doconsistent with students' perception, making students have access to moderncontent and knowledge English vocabulary in the curriculum is also used inaccordance with the general development of society Teachers are also applyingmany methods to improve the quality of teaching hours, being creative inclassroom activities, using visual aids, allowing students to participate in gamesbut not often, mainly during lectures, classes or seminars In the daily teachinghours, it is still rarely used

Next, starting from the teaching subjects are students at the age of 1 gradeEnglish is a foreign language, a second language, not their native language.Through many years of teaching experience for 1st graders, it shows that whenthey are in kindergarten, the main activity is fun, by the age of primary school,their main activity has changed from play activities to activities On the otherhand, at that age, they may not remember all the alphabet, so it is difficult toapply the traditional method of reading and memorizing

Moreover, this is a new subject, so the first graders still have not realizedthe importance of this subject, so teaching is facing a lot of difficulties becausethey have not learned by themselves, have not yet focused on studying stillgiddy and not motivated to help children fall in love with this subject

In addition, the teaching and learning of English in the school also takesplace in the communication environment of teachers and students with manylimitations: Teaching in a large group (usually a class unit with about 30students or more), the level of awareness has many different levels, teachingaids are not consistent These things distract students' concentration, have a greatimpact on training skills for students, slow down the process of acquiringknowledge of students and the distribution of time for each part of the lesson.suitable for each type of lecture (practice, skill) is also an impact on theselection, research and application of appropriate teaching skills

The best way to teach children is through the use of visual aids, games,songs or storytelling in English Let the learning of pronunciation become themost natural so that babies feel light, not constrained

Nga An High School is located far from the center of the district, people'slives are still difficult, the learning movement here has not really been paidattention Because of the importance of this subject, teaching is facing manydifficulties In my opinion, the biggest difficulty is that they are not self-taught,not motivated to help them fall in love with the subject In addition, teachingfacilities and equipment are inadequate, so it also partly affects the level ofknowledge acquisition of students In order to excite students to self-consciouslylearn English, they must first have a fairly solid background of knowledge Thatknowledge base is letters, sounds and vocabulary, so I have explored andinnovated teaching methods, trying to use visual aids, games to provide studentswith the environment study better and more vividly.

b Causes

- On the teacher's side

In the last school year, the first grade English changed books, the teacherswere new and prepared with new textbooks, so I had not fully exploited thecontent of the textbooks, so I faced many difficulties in finding methods.Teaching to suit the age psychology of students in grade 1

- On the student side

For the first graders, English is really a new subject, they are exposed to acompletely new language while they are also in the process of learning theirnative language The surprise and confusion when learning two alphabetsystems at the same time with different reading, speaking, writing, listening andpronunciation make it difficult for them to fully absorb everything the teacherimparted

Next, a quite large number of students consider English as a secondarysubject, so they do not have a good sense of learning, in class they do not payattention to the teacher, they refuse to learn words at home, practice using wordsand structures has been learned so the background knowledge of English isweak, making learning English more and more difficult

The next reason is that students' learning new words only stop at the initiallevel, which is learning pronunciation and spelling, but not yet the ultimate goal

of learning words is to learn words to use using that word to apply incommunication, in order to use that word to suit each context

3 Content and form of the solution

3.1 The nature of visual teaching method

Visual teaching (also known as visual presentation) is a teaching methodusing visual aids, technical means of teaching before, during and after graspingnew documents, when reviewing, while consolidating try, systematize and testknowledge, skills, techniques

The visual teaching method is shown in the form of illustration andpresentation:

Illustrations often display visual objects such as templates, maps, paintings,portraits, drawings on the board,

+ Presentation is often associated with experimental presentation, technicalequipment, projection films, movies, video tapes Experimental presentation ispresenting a model representing an objective reality carefully selected in terms

of pedagogy It is the basis, the starting point for the cognitive process - studentlearning is the bridge between theory and practice Through the presentation ofteachers, students not only easily grasp knowledge but also help them learn theteacher's model manipulations, thereby forming skills, tricks,

In particular, visual aids are versatile tools applied in most subjects.Particularly for English subjects, the use of visual aids will make lessons moreexciting, engaging and enjoyable, helping students acquire knowledge easily andquickly

3.2 Benefits of using visual aids in teaching and learning English.

At primary level, each lesson lasts only 35 minutes, so it is extremelynecessary to organize activities appropriately, ensuring content and qualityduring lessons

Teachers can use pictures, diagrams, large diagrams, to summarize themain content of the lesson instead of recording all the content on the board.Different from traditional teaching methods, this teaching method helpsteachers save time writing the board, which means more time to lecture

English is a relatively new subject for students in grade 1, a completelydifferent language from their mother tongue, so it will inevitably beoverwhelming, leading to inability to grasp or slow to grasp the information.believe, the knowledge given by the teacher

When visual aids are introduced in class, students will have manyapproaches to knowledge: Listening - seeing - interacting At the same time, thevisual aids will also provide the most specific and vivid illustrative examples,helping students not only remember the lesson faster, but also maintain thememory of that image for a long time

In addition to the visual aids available or prepared by the teacher, theteacher can also guide students in preparing the tools for the content of thelesson

4 Proposing some solutions to help 1st grade students at Nga An primary school become active learners in learning English vocabulary 4.1 The preparation before teaching English with active teaching methods

To help students inculcate language knowledge and apply it tocommunication, teachers must prepare the following:

+ Planning teaching will be learned or reviewed according to thecharacteristics of each lesson

+ Select games and tips to suit each lesson content and learning topic

+ Select suitable teaching aids and design teaching activities corresponding

Therefore, teachers need to understand the characteristics, psychology andability of students of all ages to design the most suitable and effective lessonsfor students

To ensure the effectiveness and positivity of teaching hours, the selection

of visual tools to include in the lectures is considered one of the importantcontents that teachers need to regularly study

When preparing visual aids for teaching, teachers must ensure that students

in any position in the classroom can easily observe them

In addition to using clear images, the use of appropriate colors alsoenhances the effectiveness of the visual aids In addition to the two basic colors,white and black, teachers can combine many different colors to increase theattractiveness and attractiveness of the teaching materials

In fact, intuitive tools not only help students understand and memorizelesson content easily and quickly, but also make the lesson more close, livelyand attractive

To fully exploit the features and advantages of visual tools, teachers need

to invest time, effort and dedication to prepare visual equipment and devices toensure content, suitable for Lectures and the best quality

In addition, teachers also need to regularly exchange and learn fromexperiences to update and renovate teaching methods, to suit the requirements ofchanging the current teaching and learning situation in Vietnam

4.3 Teach vocabulary with appropriate visual aids

4.3.1.Ways to teach vocabulary with visual aids

4.3.1.1 Teach vocabulary with real objects, pictures, flash cards

a Purpose

This activity helps to provide the most concrete, realistic and intuitiveillustration so that students can access the topic of the language they arelearning

to put sentences with that object in English

Through this, teachers do not need to explain the meaning in Vietnamese,students can still understand and practice communication situations with realobjects

Some language topics can be used with real objects, pictures, flashcards:School objects, Family, Places, Animals,

c illustration

Review words about learning tool (Unit 2.I learn smart start Lesson 1 & 2

Teacher: This is a pencil.

b Proceed

The procedure is like a real-life illustration Teachers provide plasticmodels, name names in English for students to access and memorize, make shortsentences and attach to real communication situations so that students can usethem naturally

c illustration

Toy review (Unit 9: I learn smart start Lesson 1): ball, teddy bear, car,doll

4.3.1.3 Teach vocabulary with body language

c illustration

Teaching activities topic

With body movements and activities, the teacher expresses verbs andnames in English, and at the same time makes appropriate communicationsentences

Unit 6: I learn Smart start lesson 1- 2: swim, sing, run

Prepare clear plastic bottles and paint colors.

Fill 2/3 plastic bottles with water, apply the paint color to the plastic bottlecaps, leave 2 hours-3 hours to paint the paint on the dry plastic bottle caps, thenput the cap into the bottle

When teaching coloring, raise a plastic bottle containing clear water andask the students "What color is it?" Since the bottle contains clear water, thestudents will answer either "Pour" or "White" The teacher shakes the waterbottle vigorously and there will be a discoloration of the water bottle (what color

is the bottle cap, the water bottle turns to that color) The teacher immediatelycalls out the color name appearing in the water bottle

Through this activity, students will be very curious and interested in the

"magic" show that has just been witnessed It will help students memorizeknowledge naturally and with interest

In addition, teachers can mix colors to form new colors to name according

to the color mixing formula table