(SKKN 2022) some solution using visual aids in teaching english for student in class 5a at quang hai primary school

QUANG XUONG EDUCATION AND TRAINING DEPARTMENT QUANG HẢI PRIMARY SCHOOL EXPERENTIAL INITIATIVE SOME SOLUTIONS USING VISUAL AIDS IN TEACHING ENGLISH FOR STUDENTS IN CLASS 5A AT QUANG HAI PRIMARY SCHOOL Writer: Function: School: Subject: Hoàng Thị Thuý Teacher Quang Hai Primary School English QUANG XƯƠNG, APRIL 2022 1 Opening: 1.1 Reasons for choosing the topic: Today the society is developing more and more, learning, absorbing and perceiving human knowledge is an urgent need of each person For each person to easily access that rich source of knowledge, English is an indispensable means.Therefore, learning English is getting more and more attention from society, especially the young generation Because English is the most common language used and communicated Each subject has its own unique and specific teaching methods For the teaching of Foreign Languages in general and with English in particular, teaching methods and means of support in teaching are issues that need to be on top In order to have a good quality English class, giving students an inspiration when learning lessons, teachers must apply unique and attractive methods In addition, visual aids are an important and indispensable tool in every English lesson to help teachers in imparting new knowledge, to help students easily understand and absorb the knowledge that teachers impart reached Therefore, the use of audiovisual media such as tapes, discs, projectors, pictures, real objects, models is indispensable to transmission information and teaching new knowledge to students In the process of learning a foreign language, the use of visual aids is very important because it is a means to express ideas and a bridge between listening, speaking, reading and writing skills However, the use of visual aids is not simple at all, especially teaching children who are at the threshold of starting to learn a foreign language Teaching English in general and teaching vocabulary in particular for children requires a teacher not only with language ability but also how to get students involved in lessons To that, teachers should create variety in classroom activities That is why teachers need to choose and coördinate teaching methods and techniques flexibly and flexibly to keep up poor capital concentration in elementary school students How can I create for children a happy and relaxing and effective learning atmosphere is what I wonder about Stemming from this problem, I think that the use of visual objects is extremely necessary to create students' attention and attention on the problems presented, to create excitement and arousing curiosity curious to explore new problems From there, there will be many opportunities for teachers send and learn new knowledge in a positive and effective way From the practice of using visual aids in teaching and there have been many good results I would like to boldly give the initiative of experience: "Some solutions using visual aids in teaching English for class 5A at Quang Hai Primary School" 1.2 The aim of research + The lessons become more lively and vivid + Students have under the new words at school + Their vocabulary significantly increased + The weak students can use the vocabulary in simple sentences Students who quite possibly used the vocabulary of the more complex question 1.3 Objects to research: Students in class 5A at Quang Hai Primary School 1.4 Research Methodology document: - The time colleague, test, compare, compare student results I have explored the research material, combining class observation, experiment, examine and compare the academic performance of students, that draw the best teaching methods for children Contents: 2.1 Theoretical basics: Innovating teaching methods "Student-centered" is the way teaching method takes students as the subject in the process of understanding and exploiting antsstay awake In the teaching method innovation, visual aids have a role is extremely important can help students think highly and focus on observation, learn and research through visual channels, building up lesson knowledge The teacher acts as a guide, designing learning activities helps students collect information and process information by themselves, discover the masterpoints and main knowledge content of new lessons Organized for students to exploitthoroughly knowledge, building situational knowledge through visual channels Belongingsvisualizations are available to gather new information by observing drawings, real objects, and modelsavailable around us to draw conclusions or to carve the structure and semantics for longer and deeper Students actively participate and learn to research knowledge, no longer love student sitting passively absorb the knowledge of lessons presented by the teacher displayed in textbooks that actively participate in the process of learning and receivingknowledge and discover new content, knowledge of lessons 2.2 Real state before applying the experimental initiative 2.1 Advantages: - Belong with superiors, administrators, parents and teachers - Students gradually have a more positive outlook on this subject and most of them very interested in learning - Training teacher are trained according to standards, are enthusiastic, capable and accumulated get experience 2.2.2 Disadvantages: - There is a lack of equipment for the subject: laboratories, reference books,so on - There are still a few students having difficulty in approaching and grasping the new language Since then, it has a great impact on the quality of teaching and learning - Most of the students live in rural areas, due to the local language, so when reading English is not standard, often tends to pronounce English in a Vietnamese way - To the students, besides a number of children seriously, no fewer students only learn flower speaker, not by words engraved in the memory, not reading, writing regularly, not in that two pm When teachers ask them will not succeed - To the students, is also very difficult to check or guide them to learn at home Because this is a foreign language, the parents not know It is also very difficult problems in managing the student's home school - In addition, a student's vocabulary is also worthy of attention, students often learn vocabulary by reading words in English and try to remember that in Vietnamese, has written in the writing as well as to deal with the teacher, but no sense of self-check himself, to inculcate new words and vocabulary available Therefore, they are forgetful and easily confused with other words Thus, many students get bored and neglected school So teachers need to pay attention to -Survey results of the school year 2021 - 2022 before I apply methods teaching vocabulary in English THE TEST FOR THE BEGINNING OF NEW SCHOOL YEAR SCHOOL YEAR: 2021 – 2022 - CLASS: 5A Task 1:Read and tick ( ) What food you like? A I like orange juice B I like bread C I like lemonade What is she going to do? A She’s going to B They’re going skate to be by the sea C They’re going to play badinton David’s phone number’s oh-nineeight-five threethree-three four- 0912 283 3804 four-five 0985 333 445 0912 238 855 Task 2: Look and write There is one example peltehan → _ _ _ _ _ _ _ _ mokney → _ _ _ _ _ _ grites→ _ _ _ _ _ _ Task Read and number the sentences in the correct order The conversation begins with A Bob: What about going fishing? Would you like to go fishing? B Linda: OK Thank you very much C Bob: Hello, Linda Would you like to go skating this Sunday? D Linda: Yes, I’d love to But I have to ask my mum… What’s your phone number? E Bob: It’s 0982 074 511 Remember to call me back F Linda: Hi, Bob Sorry, I can’t I can’t skate Task Order the words busy / John / go / the / he’s / cinema / because / can’t / to _ the / like / to / would / go / you / supermarket / to _? to / want / go / they / gym / why / the / / to _? Class The number of students 5A 36 Completed well Completed Uncompleted Amount % Amount % Amount % 22,2% 17 47,2% 11 30,6% 2.3 The solutions: 2.3.1 Preparation: - To make good use of visual aids in English teaching, teachers must first know the types of visual aids and their effects in learning and exploiting knowledge in each lesson - Visual aids in teaching include: real objects, models, pictures, etc + Real objects are essential objects that are all around us and very close to everyday life or study tools such as pens, pencils, books, tables, chairs, bookshelves, and so on + Graphic objects are drawings, tapes and discs Replacements are plastic or clay models When using visual aids, teachers must study the lesson content beforehand to prepare the utensils to suit the lesson content and that utensils must Used thoroughly, that lesson will be more effective Thus, new visual aids are valuable for students to better exploit and learn knowledge on the basis of group exchange observations to inculcate knowledge Using visual aids for teaching English helps students to understand and absorb knowledge easier, creating comfort for students, making them no longer afraid to learn foreign languages in general and English in particular Using visual aids in teaching, the teacher plays the role of directing, students take control of observation and actively explore the research of the topic as well as knowledge of new lessons excitement and stimulation of curiosity, hyperactivity, inquisitive in students After observing the visual aids, the instructor is the instructor to suggest students to build and navigate to the main content and knowledge of the lesson Therefore, for teachers to prepare teaching aids is an indispensable important issue, it determines the success of the lesson and the teaching process, the teacher should have plan study program to prepare utensils 2.3.2 The tips suggest using visual aids: - This is a method that teachers organize for students to see visual equipment, learn knowledge through tools to build situations, predict the semantics of words, predict phenomena, events, collect information and results to guide students into lesson topics or exercises to process information 2.3.2.1 Visual aids should be used in every lesson: * Flashcards - Optimal vocabulary learning method Flashcards consist of many small cards put together, each card uses both the front and back based on the form: Question and Answer - Front panel - designed to record new words, transcription and type words Backside - used to record the explanation in English, such as, SYN, usage tips, Vietnamese explanation - Flashcards are compactly designed so that users can carry, study anytime, anywhere instead of having to focus on the desk like traditional learning methods You can flip when you wake up in the morning, sit on the bus, during breaks, when sitting in the canteen, while waiting, while walking, etc - Flip as much as you will remember for long and clear HOW TO USE FLASHCARDS EFFECTIVE Flashcards work best when it follows these important principles: + Use both sides of flashcards appropriately, see both sides many times to remember information For example, when learning a new word, on the one hand, it will be the word you need to learn, and on the other hand, it will be a short definition phrase for the word + Don't put too much information on a flash card Each flash card should carry only piece of information in the form of question - answer Information should be short and for learning it should only be a quick glance + Use illustrations Draw illustrations on flashcards or college from magazines The more interesting and different flashcards are, the easier it is for learners to remember the information on flashcards Eg: Unit 9: What did you see at the zoo? – Lesson 1: Part 4: Listen and tick – Page: 59 - Pre-listening: The teacher uses flashcards to review students' vocabulary about zoo animals by teaching techniques: Slap the board or Remember * Pictures: - Easy to memorize: The first benefit of learning English words with pictures is that children can memorize them easily In the process of communicating and using English, children's brains will direct them to pictures related to vocabulary that they have learned before This makes the child's communication and reflex skills improve - Save time: Learning English through pictures is also a relatively time-saving way of learning Children can increase their English vocabulary with pictures using a variety of “tricks” such as asking them to put pictures of words on the wall, study corner, refrigerator, where they can see pictures photos and words most often Each time children accidentally look at the pictures, they will gradually go deep into the child's subconscious and help them memorize vocabulary longer without having to memorize a huge amount of vocabulary - Easily apply vocabulary in everyday communication: When children use English in simple conversations, the pictures subconsciously suggest vocabulary that they have learned in the past Children will use vocabulary in the most natural way At the same time, this vocabulary learning method also helps children not have to translate from Vietnamese into English - one of the most common mistakes in the English learning process * Real objects: Teachers can use real objects in class, or brought them to class by teachers and students Using real objects, students will be more interested in learning and remember the lesson for longer Eg: Unit 6: How many lesson you have today? – Lesson 1: Part 3: Let’s talk – Page 40 - Pre-speaking: The teacher reviews subject vocabulary by having the students hold up with their books and call English names - While-speaking: Teachers let students use the current timetable to practice sentence modeling * Body language: Each word always acts or emotion to describe the word instead of saying its meaning Help children limit English-Vietnamese habits so that they can absorb that vocabulary and easily imagine what the teacher wants to say This creates a habit for children to have a habit of reflexes in their brains, not translated into Vietnamese anymore Eg: Unit 2: I always get up early How about you? – Lesson 1: Part 2: point and say – Page: 12 - When teaching vocabulary: + The first step:The teacher introduces everyday activities by using body language to express activities and asking students to guess what they mean + The secondly step: Guide the students to pronounce the phrases while doing the action + The third step: Call one by one student on the board to describe the action then the class read out the activity the partner just performed 10 get up morning exercise brush my teeth cook dinner - When teaching sentences: The teacher asked the whole class to ask questions, with each student expressing their body language and say 11 Whole class: What you in the evening? Student: I sometimes watch TV 2.3.2.2 To promote the best use of visual appliances, it is necessary to combine and flexibly use the following basic methods: * Modeling method (Model, Action, Talk - Mat): Emphasis on action and modeling according to sentence structures and patterns and then practice carefully, helping students to form skills in using English as much as possible in a smallest amount of time This method is relatively suitable for teaching English in Vietnam because the following advantages: + Saving time, students can immediately understand the content and language through the teacher's movements + Students understand what to when they practice + Help teachers use all English to explain a structure, an activity without resorting to their mother tongue *The Total Physical Response (TPR) This method is also known as the listening comprehension method (the Comprehensive Approach -CA) to help students respond comprehensively through activities based on the connection between language and automatic action, which helps students connect and remember longer + Features of the TPR method: - Help students develop the ability to understand language before speaking that language - Ability to understand language through body movements - Do not force students to speak if they are not ready + Key techniques of the TPR method: - Use commands to direct the behavior of students in class; 12 - Changing roles to communicate: Have students change roles, follow commands and practice commands - Using sequence of actions (relate commands ) Functional Approach (FA) emphasizes the ability to use language with sentence patterns in context, specific and right situations * Communicative Approach (CM) considers the language used in the classroom to tell to exchange ideas and feelings between teachers - students and students * The listening - speaking method (Audio - lingual Approach - ALA) emphasizes the pronunciation and syntax ability of the language * Grammatical Structural Approach (Grammatical Structural Approach) emphasizes suck up a grammar system In addition to using visual aids, teachers also need to emphasize communication skills, student-centered communication, encouraging children to communicate in groups, in pairs and the class, and build a physical environment Thus, teachers need to: - Increase the use of English in the classroom towards being able to use English as a primary language in learning English (greetings, visits, commands, so on) to speak with children more and more The better you can create for the children to form the habit of listening and understanding - Encourage students to use English more often (hello, ask, ask permission, ect) - Encourage students to convert into English what they say in Vietnamese; - Pay more attention to using English as a real means of communication towards phonetic and intonation accuracy - Answer students' questions in English - Helping students overcome their inferiority complex, embarrassment, fear of wrong that leads to hesitation in speaking and speech by encouraging, instructing, and correcting mistakes lightly, not interrupting when students are speaking, not criticizing when you it wrong - Only use Vietnamese to support the interpretation of some difficult words, abstract concepts or new grammatical phenomena Prepare diverse activities to suit different subjects - Prepare many communication situations related to each verbal action In order to avoid the situation of "translating" word for word or sentence by sentence, when teaching new language materials, teaching, listening - seeing aids should be used in establishing communication situations or introducing 13 semantics of the language new Teachers can use pictures, real objects, gestures, voices, or actions to help students relate the sounds, voices of tapes, or the teachers themselves In this way the teacher can engage and direct the child's attention to learning, and relate and memorize what is heard For some abstract language, it is impossible to use teaching, listening and seeing learning aids, teachers can use simple and concise Vietnamese to say the equivalent meaning However, we should not abuse Vietnamese for foreign language teaching but should explain the meaning of English through simple sentences and words Illustrated lessons ENGLISH Period 72nd UNIT 11: WHAT’S THE MATTER WITH YOU? Lesson 3: (Part 4: Listen and tick) Using “Body langguage and The Total Physical Response to rewiew vocabulary” Listen and tick: * Pre-listening: Body language S1: What’s the matter with Ha? S1: What’s the matter with Dương? S2: She has a stomach ache S2: He has a toothache * While-listening: - Tell pupils that they are going to listen to the recording and tick the problem of each character - Play the recording all the way through for pupils to listen Play it again for them to the task 14 - Get them to compare their answers before checking as a class Give explanations for answers which pupils find difficult Play the recording again to confirm the answers Key: Nam: toothache; Peter: stomachache; Linda: headache; Tony: sorethroat * Post-listening: Answer the questions: What’s the matter with Nam? – He has a toothache What’s the matter with Peter? – He has a stomachache What’s the matter with Linda? – Shee has a headache What’s the matter with Tony? – He has a sorethroat Period 76th UNIT 11: WHAT’S THE MATTER WITH YOU? Lesson 3(4,5,6) Read and match Then say: * Pre-reading: Chatting: How to you keep your health? * While-reading: Tell the class that they are going to read the text and match the sentence halves Get pupils to read the sentence halves Explain the unfamiliar words, if necessary Set a time limit for them to the task independently Monitor the activity and offer help, if necessary Have pupils swap and compare their answers before checking as a class Ask them to work in pairs and tell each other how to stay healthy Key: f d e a c B * Post-reading: Guide the students to both outline six steps to stay healthy and show steps through action: 15 Wash my hands before having meals Eat healthy food Do morning exercise regularly Brush my teeth twice a day 16 Keep my nails short and clean Take a shower every day 2.4 Effectiveness of experience initiatives on educational activities: The initiative has been researched and applied to teaching English for class 5A at Quang hải Primary School * To apply innovation in teaching, pay attention: - For teachers: + Choosing real pictures, objects and objects should pay attention to the typical, honest reflection and contain the lesson + Types of pictures to make sure aesthetics + Regularly study, exchange experiences with colleagues in using utensils - With student: + Pay attention to the content to memorize knowledge During the research, I have applied it to teaching practice in class 5A with a total of 36 students Through experimental time until the second mid-semester, there are expecting results The results of the survey as of April 2022 are as follows: Class The number of students 5A 36 Completed well Completed Uncompleted Amount % Amount % Amount % 24 66,7% 13 35,3% 0% - As can be seen, students' learning results have had positive changes The number of students achieving good marks increased gradually compared to when the method was not applied Using visual aids in teaching help students understand lessons and memorize vocabulary Class time is no pressure on students, so many of them are no longer afraid to learn English 17 - With this method, through teaching experiments in grade 5A, I realize that we can apply to all grades, suitable for students Conclusion and suggestions: 3.1 Conclusion - After a period of researching, studying and applying the tricks of using visual aids in teaching English in grade 5A at Quang Hai Primary School, I came to the following conclusions: - Learning and mastering the vocabulary of the target language plays an important role in the process of teaching and learning any foreign language Vocabulary knowledge is a tool that helps learners be able to establish and succeed in communication This is also the main goal of learning and teaching foreign languages In addition, learners can discover the beauty of language through new words Learners can also compare and contrast the English language with their mother tongue to understand the similarities and differences between the two languages This helps them master the language systems of the two languages, one of the important factors that make learners communicate effectively Thus, without vocabulary learners will fail to establish a relationship of communication Or with little vocabulary, they will not be able to read more advanced materials, so they will lose the opportunity to expand their vocabulary and it will be difficult to succeed in using strategies learn vocabulary Moreover, language skills are also affected if there is a lack of necessary vocabulary and structures 3.2.Suggestions : * For the Department of Education and Training Regularly organizes English seminars at the sub-district or district level so that English teachers in the whole district have the opportunity to exchange and learn from each other's experiences * For leaders Enhancing the visit of specialized classes for timely guidance in improving the quality of teaching and learning subjects in general and English in particular * For teachers It is necessary to be enthusiastic in the work of teaching, learning, exploring, discovering and improving professional skills to have good and interesting lessons for students * For students Need to be active and proactive in learning In addition to the classroom hours, self-study at home is extremely important, contributing to improving the quality of learning English 18 Thank you for reading! CONFIRMATION OF HEADS OF UNIT Quang Hai , 4th April, 2022 I assure that this is my own initiative of writing, not to copy the content of others The writer Hoàng Thị Thuý 19 REFERENCES Vietnamese Educational Publisher - Tieng Anh Ministry of Education and Training English student’s book English teacher’s books Other resources : -http://www.teachingenglish.org.uk -http://www.longman.com/young_learners - http://www.eslkidstuff.com - http://sachmem.vn 20 DANH MỤC SÁNG KIẾN ĐÃ ĐẠT ĐƯỢC CÁC NĂM 1.Năm học 2004 – 2005 hội đồng khoa học xếp loại C cấp huyện Năm học 2019 – 2020 hội đồng nghành khoa học giáo dục đào tạo đánh giá xếp loại B cấp huyện Năm 2020 hội đồng khoa học Nghành đánh giá xếp loại C cấp tỉnh 21 INDEX CONTENT PAGE Index Opening 1.1.Reason for the topic 1.2.The purpose of the project 1.3.Research subject 1.4.Research methods Content of the study 2.1 Rationale of the problem 2.2 Reality 2.1 Advantages: 2.2.2 Disadvantages 2.3 The solutions: 2.3.1 Preparation 2.3.2 The tips suggest using visual aids: 2.4 Effectiveness of experience initiatives on educational activities Conclusion and suggestions: 3.1 Conclusion 3.2.Suggestions REFERENCES 1 2 2 2 5 15 15 15 16 22 ... using visual aids in teaching and there have been many good results I would like to boldly give the initiative of experience: "Some solutions using visual aids in teaching English for class 5A. .. experience initiatives on educational activities: The initiative has been researched and applied to teaching English for class 5A at Quang hải Primary School * To apply innovation in teaching, pay attention:... creating comfort for students, making them no longer afraid to learn foreign languages in general and English in particular Using visual aids in teaching, the teacher plays the role of directing,