(SKKN 2022) một số giải pháp tạo môi trường học tiếng anh hiệu quả cho học sinh khối 3

I INTRODUCTION 1.1 The reason for choosing the topic Vietnam is making strong changes on the path of integration and development In the trend of integration, English teaching and learning plays an important role in contributing to the development of the new Vietnamese people English is not only necessary but also a bridge for cooperation, development and exchange between countries It is important that everyone wants to use English perfectly and fluently They can use it as their "mother tongue" However, in order to effectively help students achieve what they want, English teachers need to use age-appropriate methods and apply their knowledge to teach students The most basic point of the new method is how to promote the activeness and initiative of students and create optimal conditions for them and improve language skills in both oral and written communication Either way, you need to have solid knowledge, not just pure language knowledge Teaching and learning English at primary level is to create an environment to help students get acquainted with other languages, initially forming communication skills in English, especially listening and speaking skills After many years of directly teaching English at primary schools, I realized that the learning environment of English lessons is not really exciting for students for many reasons To overcome this situation, it is required that teachers apply methods to the lessons in a diverse and rich way to make the class always interesting, attractive to children Teachers can guide the ways for students to learn independently Therefore, I have chosen the topic "Some solutions to create an effective English learning environment for students in grade " at Tho Lam primary school for research in the school year 2021-2022 1.2 Purpose of research How to create an effective English learning environment for elementary students 1.3 Subject of research Some solutions to create an effective learning environment for students in grade 1.4 Methods of research - Research method to build theoretical basis - Methods of actual survey, information collection - Statistical methods for data processing - Method of summarizing experience II CONTENT 2.1 Rationale Due to the urgent need of English in international communication as well as the high demands of society, English is considered as a means to acquire advanced scientific and technical knowledge in the world The Party, Government and education sector have come up with strategies to change the method of teaching and learning English in high schools with the aim of meeting the needs of society and improving the quality of English learning in high schools Innovating foreign language teaching and learning methods, taking learners as the center, considering students as the subject of the learning process, students are actively, proactively and creatively involved in the process of forming and learning foreign languages develop communication skills Regarding the innovation of teaching methods to create an effective English learning environment for tudents in grade 3, I noticed: using visual aids, body language and organizing games for students throughout the classes Lessons have an extremely important role to help students have the ability to think highly, focus on observing, learning and researching through visual channels, building up lesson knowledge To meet those requirements, teachers must apply active teaching methods The teacher plays the role of a guide, designing learning activities to help students collect information and process information by themselves, discover the main topic and content of the new lesson Organize for students to fully exploit knowledge, build situational knowledge through images Visual aids are available to collect new information through observing drawings, real objects, and models available around us to draw conclusions or to inscribe deeper and longer structure and semantics Students actively participate learning and researching knowledge, there is no longer a situation where students are passively absorbing the lesson knowledge presented by the teacher in the textbook, but actively participating in the process of learning, absorbing knowledge and discover new content and knowledge 2.2 Practical basis before applying theme Currently, the conditions for teaching and learning English at Tho Lam Primary School where I am working are facing many difficulties and inadequacies Due to the characteristics of students in mountainous and rural areas, their awareness of learning English is still limited, and there is not much attention from their families According to the regulations of the Ministry of Education and Training, each student is allowed to study two periods of 35 minutes each Some eligible schools may have more classes, four lessons per week Therefore, the time it takes for students to access English is clearly short compared to the total number of weekly communication hours Furthermore, the English environment is limited during class time and students use Vietnamese when the lesson is over Children really not need to use English except for learning and testing requirements All English language requirements are realistic and there is no other natural English environment for children Children cannot focus what the teacher teaches for a long time, not perform various tasks on their own with changing exercises, and diversify communication situations Students have not studied English (optional) in grades 1,2 Grade is just getting acquainted, so students are often shy and passive when learning English, besides, primary school students are afraid to study because they think that English is a difficult subject, teachers not have enough talent Teaching materials in class, the lesson is not interesting Students have little vocabulary, poor pronunciation, cannot speak in sentences Students not actively recognize words, sometimes show signs of dependence, only absorbing available knowledge, more afraid of the subject, and students' motivation and sense of learning are not high Class 3A1 - where I applied the measure of 36 students, belongs to the class with the largest number of students in the school, so creating an effective English learning environment for them is still difficult Due to the large number of students in the class and uneven levels, there are many difficulties and inadequacies in the transmission of knowledge, creating an interesting learning environment for students as well as applying teaching methods in the classroom Results of the survey on communication skills for students in class 3A1 at the beginning of the school year 2021-2022: Well Accomplished Unaccomplished accomplished Class Total 3A1 36 SL TL SL TL SL TL 5,6% 22 61,1% 12 33.3% With the results above, from the beginning of the school year, I always try to find the best methods to design engaging and inspiring lessons for students so that they can quickly absorb and continue to learn Quick access to a second language and turn what you have learned into a useful language through oral communication, integrating with the development trend of foreign languages: Learning a foreign language is learning how to communicate, not focusing grammar as in the past 2.3 Solutions and implementing organization 2.3.1 Use visual aids in teaching In the innovation of teaching methods, visual aids play an extremely important role in helping students have the ability to think highly, focus on observing, learning and researching through visual channels, building up their knowledge and understanding lessons For English, visual aids for teaching contribute to making it easier for students to understand and absorb knowledge, creating a stimulating environment to keep students interested in the lesson Visual teaching aids include objects, utensils, pictures, videos illustrated in the lesson as a support point to help students understand the nature of knowledge That means helping children form concepts about things and phenomena expressed in vocabulary * Visual aids play an active role in teaching foreign languages, specifically: - Help clarify the meaning of words or new concepts - Support to create situations, contexts to introduce new materials, topics, lesson content or contexts to make practice meaningful - Create a premise, as a basis for practice exercises - Inspire, make the lesson interesting and close to life * The process of making visual aids and their use in teaching, must ensure the following principles: - Visual aids must be appropriate to the age and cognitive level of students: The visual aids must be simple, attractive and help lower-class students immediately understand the problem Synthetic, suggestive, creating situations and helping students think creatively - Visual aids must be scientific and pedagogical We know that teaching materials have many types from simple, rudimentary ones to complex, modern ones All such teaching aids, when made as well as when used, must be scientific, pedagogical and appropriate for each skill Visual aids should be avoided in a formal way, but must be carefully, thoughtfully thought out in terms of both form and content The layout and shape of the visual aids must be beautiful, clear and state specific problems, the writing on the charts and diagrams must be large and clear Avoid using a lot of flashy, hard-to-see colors, these "posters" must be neatly and arranged scientifically on the board - If using visual aids well in an English class, students will grasp the corpus, structure faster, easier to understand the lesson, love the subject more, and especially beautiful pictures, tables diagrams, summaries, clear and beautiful writing, and attractively selected visual aids will improve students' aesthetic level - Another principle is that visual aids must be common, that is, easy to make, easy to use, cheap, easy to find, and long-lasting On that basis, we avoid the thought of being afraid of difficulties, dependence, fear of costs, and lack of creativity when applying the principle of ensuring visualization in foreign language teaching in high schools - Introduce new words: at the corpus introduction stage, one of the most common uses of visual aids is to introduce new words There are words that just need to be through pictures or pictures to show their meanings in the easiest and most complete way - Through the process of teaching I have found that pictures are most effective in the following cases: * Introduce words for objects, utensils, food, food, vegetables, and drinks that are unfamiliar and unfamiliar to students * Tables can be used to introduce grammatical structures For example: The tense of verbs or conditional sentences - Using visualization in teaching reading: Readings are always associated with a topic, a situation, using pictures to introduce topics, content or situations will make students interested and quickly grasp what they will learn * Introduce new words and structures through pictures * Summarize the main content of the reading passage through suggested diagrams or pictures * Create a new situation, context as a suggestion for an oral or written essay based on the newly learned lesson - Use visualization for teaching listening In teaching listening skills, pictures, charts, and diagrams are used to introduce topics, situations, and content before listening or use pictures in listening comprehension exercises For example:When teaching the weather in Unit 9: Lesson 2(English 3) Teachers can take turns drawing weather pictures and giving simple names in English, and combine creating music (The weather song) for students to remember words and use better sentence patterns What is the weather like ? What is the weather like What is the weather like ? What is the weather like ? It’s sunny and windy It’s cloudy and windy In my hometowm In my hometowm - Use visualization for speaking and writing practice: * Use real objects to practice grammar structures Prepositions, comparative structures, expressions of color, shape, size For example: Unit 12: This is my house (English 3) To teach words and sentence patterns: living room, kitchen, bathroom, bedroom, dining room, garden, etc Teachers should collect actual photos to illustrate their lectures living room kitchen bathroom * Flash cards are great for structural exercises bedroom * Pictures, maps, and diagrams can serve as suggestions for meaningful speaking and writing exercises (Students practice speaking by asking and answering about things in pictures) A: Do you have any pets ? B: Yes, I A: What pets you like ? B: I like dogs A: How many dogs you have ? B: I have two * Pictures that create situations, suggest topics for discussion activities in speaking or writing skills When teaching a material topic, the teacher immediately uses the student's available material to name it in English or make sentences with the object in English Through that, teachers not need to explain the meaning in Vietnamese, students can still understand and practice communication situations with real objects Some language topics that can be used with real objects, pictures, and flashcards in grade are: School objects, Family, Pets, Toys, The weather……… Example: Teacher uses visual aids to describe words about school supplies (Unit English 3.): pen, pencil, eraser, … or learn about items in the house (Unit 14 English 3): sofa, bed, fan, wardrobe, or teachers can organize for students to play games with objects that will create for them The children have a happy atmosphere while studying Teacher: This is a rubber S1: This is my rubber S2: That is my rubber Teacher: This is a pen S1: This is my pen S2: That is my pen Or when giving the word "cat" in Unit 15: Do you have any pets, the teacher can show a picture of a cat or a mouth for the video to simulate a cat meowing, or use both hands to create a mustache for the cat Students will immediately guess the vocabulary they will learn and they will remember it longer A fish A Cat (Teachers use visual images and simulate animal sounds) 2.3.2 Using body language in teaching During English lessons in classes, teachers can use pictures, gestures, other non-verbal actions to put into words When speaking in English, try to express it in every possible way, including gestures Body language is gestures and body language expressions that convey many of the same messages as verbal communication Specifically: how to stroke your hair, how to put your hands on your hips, how to move, how to shake hands, how to look Help students remember concepts about language topics by visualizing the teacher's expressions and body language in a visual and understandable way Simply, body language is the non-verbal communication we use to express our true feelings and emotions It was a relaxed expression that burst into a genuine smile - with the mouth lifted and the eyes crinkled It could be tilting your head to show you're listening, sitting or standing upright to convey interest, or directing attention with hand gestures You can also take care to avoid a defensive posture, crossing your arms or tapping your feet incessantly When you are able to "read" signs like these, you can get an overall sense of what someone is saying to you You will be more aware of people's reactions to what you and what you And you'll be able to tailor your body language to appear more positive, engaging, and approachable For example: Unit 6: Stand up! When asking students to stand up, we say while raising our hands, when asking students to sit down, we raise our hands down, students will understand and follow as a reflex (Stand up , please / Sit down, please / Open your book, please / Close your book) (sit down, please) (stand up, please) Through such activities, the children can both warm up their limbs comfortably and feel excited and happy in the lessons 2.3.3 Organize games flexibly in learning activities A new teaching method can create a lot of inspiration and creativity for teachers Each teacher has their own creativity in the teaching process If the teacher repeats the same method in every lesson, the students will get bored and even feel that the lesson goes on as usual without inspiration and expectations Games are also considered an important form of entertainment In fact, they can be used to reinforce material language as demonstrated above by engaging students In all its forms, games can perform skills training functions because we can examine and introduce material language in fun and organized ways through play The skill-set method often goes hand-in-hand with teachercentered repetition This method works when students learn new words and sentence structure In contrast, games are often open-ended and studentcentered There are many types of games Some people focus on vocabulary or sentence structure And there are games that promote both vocabulary and sentence structure Here are some games that I often use in my classroom lectures: * Games for Drilling Vocabulary + Charades This activity can be done in many different forms, but all forms are intended to express meaning through gestures The simplest way to play the game is to have cards or pictures turned upside down in a pile A student takes the card from the top of the pile without repeating the word to the rest of the class and all the students guess the word In another, simpler method, without using flashcards or pictures, the teacher whispers the word to the students Then, students continue with the steps above For example: Unit 15: Do you have any pets ? (English 3) The teacher divides the class into two groups When there is a signal from the teacher, each member of the group runs quickly to the picture equivalent to their group to see what animal it is and perform the action for you and ask you to guess the name of the animal or put sentence with that animal on the learned structure The group that says it right and faster is the winner Student : What am I ? Classmates: You are a cat * Several games for practicing sentence structure: + Column To distinguish singular nouns, plural nouns; Distinguish between present and past verbs Example: Unit 8: This is my pen (English 3) To better distinguish the learned sentence structures, the teacher writes on the board as following: This is a… These are … Pencil Rubbers … … … … Teacher selects five students to rank in the middle of the class vertically When teacher reads (or changes picture) a plural noun, students quickly run to the correlative position in the board When teacher reads (or changes the picture) a singular noun, students run to the rest side (distinguish singular nouns, plural nouns) * Games for Drilling Vocabulary and Structures + Guessing Game The class is divided into two teams Small school supplies (pencils, erasers, pens, rulers, books) put in a bag or on the table and close the lid) Call on a student from Team A, ask the student to reach into the bag and take an object (hand still in the bag) and ask the question “is this (a pencil)?” A student in team B touches the object, guesses without looking, and answers Yes, it is or No, it isn’t The team with the correct answer will be awarded point The game ends when all students have their turn + Walking and talking On all classroom desks, each desk is placed sheets of paper (they are different) Students walk circle or around the class in pairs On hearing the “stop” signal, each pair must stand on one ballot Do a question-and-answer activity, using the ballot as a cue S1 (showing first vote): what is this? S2: It is a (pencil) Then turn to the other person in the pair S2 (showing second ballot): what is this? S1: It's a (pen) * Games for Drilling Conversations + Step Away Lines - Activities that encourage students to speak out loud Students divide into two opposite horizontal rows in pairs Each pair practices a dialogue If a pair ends the dialogue, they drop the line and take a second turn Then the second turn is completed; The third turn is continued In this way, the two students in a pair will grow further and further apart and they will have to speak louder so that their teammates can hear what they are saying + Conversation Lines - Students divide into two opposite terms in pairs Each pair (S1 + S2) must conduct a question-and-answer activity - Then ask students to take a step left or right Therefore, one student of each rank will be odd As a result, each student has a new groupmate for new dialogue 2.3.4 Create an English playground through the club The activities of the clubs in primary schools today are one of the types of activities to contribute to the innovation of teaching methods, promoting the activeness and initiative of students The organization of English clubs is to create a practical environment in teaching and learning English for primary school students in general and grade students in particular, and to stimulate their interest in learning foreign languages through various activities Useful activities, under the management and guidance of teachers, create excitement to attract students' participation, always explore, create, guide and encourage them to be bold and confident in their work communicate in English; giving students the right to rest, active entertainment, education to help them improve their understanding, create an environment for them to practice morality, develop life skills, contribute to comprehensive development in all aspects In order for English Club in grade to work effectively, I take the following steps: - Develop plans and operating regulations for the Club From the beginning of the school year, I have planned specific activities for the club with contents including organizational structure, operating time, operating regulations This plan is submitted to the School Board of Directors and supplemented before being put into practice The plan should be compact, showing the tasks, requirements and content of the Club's activities - Establishment of the Club's Board of Directors, consisting of the following members: Club President, Club Vice President, Team Leader, Club members - Develop activity program The club's program of activities should be carried out throughout the school year, sticking to the monthly theme to conduct activities that create practical effects for students, close to the surrounding life The program must be suitable for the age of students in grade 3, stimulating the creativity and initiative of students, not repeating, causing a feeling of boredom for students Activities for students in grade need to introduce knowledge to students through competitive and fun activities such as: Ring the Golden Bell Contest, Who's Faster, English Story Contest, Chasing pictures and words… It is important to know a rhythmic combination between the transmission of knowledge and the implementation of good experiential and recreational activities (Photos of English club activities by theme) (Golden Bell Game) - Summarize the evaluation of the Club's activities After each activity, the members of the Club need to have a meeting to draw lessons in time to detect mistakes and correct them in the next activity It is necessary to introduce the club to all students, attract shy students and ethnic students with practical activities of the club Especially, the participation of other subject teachers and class teachers is a necessary support in the operation of the English Club 2.4 Research results Through the time of applying this method, I see that the students' learning results are getting better and better, they come to class more excitedly, and they are more interested in learning foreign languages Every hour, I encourage most of the students in my class to participate in the activity The classes I teach by this method have achieved good results, and the students have achieved high results I also know the strengths and weaknesses of each student, draw out issues that need to be supplemented for the following lessons, and add to my lesson plan Many students are eager to learn English under the guidance of teachers, the quality of English teaching and learning for students in grade is increasingly improved The relationship between teachers - students and students with students in the class is closer, the classroom atmosphere is more fun This measure contributes to inspiring learning, helping students improve their creativity in English communication, improving listening and speaking skills, and helping students remember each sentence and vocabulary in the lesson well + The survey, before applying the initiative Well Accomplished accomplished Class Total SL TL SL TL 3A1 36 5,6% 22 61,1% Unaccomplished SL TL 12 33.3% + The survey, after applying the initiative, achieved the following result Well Total Accomplished Unaccomplished accomplished Class SL TL SL TL SL TL 3A1 36 14 38,9% 22 61,1% 0% III CONCLUSIONS AND RECOMMENDATIONS * Conclusion English is the most widely used language today Apart from the UK, more than 60 countries choose English as their official language Regardless of whether you come from any country, as long as you know how to communicate in English, you can communicate and work with people you don't know at all After researching and applying the topic myself, I have found that effective methods of developing English communication skills not only help me familiarize myself with scientific investigation but also investigate , research and submit applications The methodology presented in the experiential initiative also contributes to improving the quality of teaching and learning, improving capacity and increasing foreign language learning ability Students are increasingly interested in this topic, they are looking forward to the upcoming English lessons Students are shy, lazy to study, pronunciation errors are greatly reduced * Proposals and recommendations To improve my English communication at school, I would like to give the following suggestions: - Need help from superior units and agencies so that teachers have the opportunity to be trained in teaching primary English subjects Therefore, teachers can be provided with more knowledge and learn from colleagues to improve their professional skills - Organizations, school boards and parents need to develop learning facilities such as computers, projectors, photocopiers, scanners, cameras to help students improve their English communication skills - Evaluation and praise are necessary for reinforcement, and creative teaching is necessary to be encouraged in every lesson - The above proposals, there must be shortcomings, are solutions drawn from the actual investigation and inspection process I very much welcome the comments and support from the superior units, the Board of Directors and colleagues to make my solutions more effective It is hoped that the experience initiative will make a small contribution to improving the quality of teaching - learning as well as English communication capacity at the primary level I sincerely thank you Tho Xuan, March 22nd 2022 Confirmation of the headmaster Make sure not copy Written by ... students in class 3A1 at the beginning of the school year 2021-2022: Well Accomplished Unaccomplished accomplished Class Total 3A1 36 SL TL SL TL SL TL 5,6% 22 61,1% 12 33 .3% With the results... applying the initiative Well Accomplished accomplished Class Total SL TL SL TL 3A1 36 5,6% 22 61,1% Unaccomplished SL TL 12 33 .3% + The survey, after applying the initiative, achieved the following result... SL TL SL TL 3A1 36 14 38 ,9% 22 61,1% 0% III CONCLUSIONS AND RECOMMENDATIONS * Conclusion English is the most widely used language today Apart from the UK, more than 60 countries choose English