(SKKN 2022) một số biện pháp sử dụng thơ trong dạy tiếng anh tích cực cho học sinh khối 4 ở trường tiểu học nga thủy

SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HỐ PHỊNG GIÁO DỤC VÀ ĐÀO TẠO NGA SƠN SÁNG KIẾN KINH NGHIỆM MỘT SỐ BIỆN PHÁP SỬ DỤNG THƠ TRONG DẠY TIẾNG ANH TÍCH CỰC CHO HỌC SINH KHỐI TRƯỜNG TIỂU HỌC NGA THỦY Người thực hiện: Trương Thị Vân Chức vụ: Giáo viên Đơn vị công tác: Trường Tiểu học Nga Thủy SKKN thuộc mơn: Tiếng Anh THANH HỐ NĂM 2022 INDEX CONTENT Preamble 1.1 The reason for choosing topic 1.2 Research purpose 1.3 Research subjects 1.4 Research methods Content innovation experiences 2.1 Theoretical basics of the experience initiative 2.2 The situation before adopting the innovation initiative 2.3 The solution was use to solve the problem 2.4 The effect of the initiative Conclusions and request References Page 1 2 3 15 16 18 Preamble 1.1 The reason for choosing topic People all can not deny that nowadays English plays a significant role in the world in general and in our life in particular It is the international language in the world which is used widely in many fields of our daily life It is the languge of Science and Technology, Economy and Commerce It is the language of aviation, tourism, education and many other fields English is chosen to be taught in many schools in many contries as the second language Therefore, The Govements pay more attention to teaching and learning English One of the most crucial goals of teaching and learning English is to communicate Commmunication hepls people exchange knowledge, love, experinces, etc but if people not have enough knowldge of that language, they will have a lot of difficulties in exchanging information They can not understand what people want to talk to them or they not know how to express their thoughts Recognizing the significance of English in our life, however most of primary schools in Vietnam in general and at Nga Thuy Primary in particular, people not appreciate highly English- the language which is taught ass the second language Students learn Vietnamese and Maths more than six periods per week while they have three periods a week to learn English As a result, many students complained that they had spent plenty of time studying English but they could not remember lessons some days later or even some hours after that they forgot them completely Currently, the education sector has been constantly innovating teaching methods in primary schools, secondary and high schools Modernizing methods associates with the practice, accords with the students in order to promote students’ positive potential and initiative in the process of obtaining knowledge Having a look outside the country, we cannot help realizing that learning English has been a compulsory subject in schools In Viet Nam, moreover, more and more people start learning English at their young age and feel interested in it Every year there are many workshops on new teaching methods, active learning is applied widely to deliver the most effective learning for students from grade Ministry of Education and Training, Department of Education and Training and Education and Training And most recently is the workshop “Improving the quality of English teaching in primary schools, secondary and high schools.” In actual teaching, I found in the process of learning and practicing English, students have to face many difficulties, not their inability to acquire new knowledge that they have no effective methods in learning English Learning a foreign language requires learners to be passionate, flexible, responsive and especially he must have self- study ability In the process of learning a foreign language, the vocabulary and pronunciation are very important – They are the bricks to build up the house of language How to remember and use the English they have learned to always question often appears to students, and labor is a weariness of the learners At the primary students had to capture and use good vocabulary teachers have adopted test methods such as: Rubout and remember, ordering, matching, jumbled words, words square, gap fill, substitution, what and where etc The type of test is quite common, consistent and effective but how can students be more engaged, to avoid boring repetition, the teachers have to change the way to check regularly gives the students are more interested in their lessons while playing while being able to inculcate the vocabulary and structures they have learned Precisely because of these reasons that I have explored in the study and practice of language activities to help students feel comfortable and more confident in class Especially all three objects can participate enthusiastically Recognizing the importance and necessity of fostering a sense of selfstudy for students, in the teaching process I have to pay attention to measures to improve the learning spirit of the students to help them have the self-learning approach to deliver effective learning Ontheotherhand, I can not sing, so using chants in teaching English which help me overcome obstacles and dificulties and make good my shortcomings Facing with this situation, I have choosen the study on: “Some methods about using chants to improve the efficiency of teaching English for students in grade at Nga Thuy Primary School in school year 2021-2022” 1.2 Research purposes The study aims at finding out how chants are used by the teachers in the classroom and how the students respond to tha ways chants are used in the classroom To be more specific, the objectives of this study are to: - Investigate the necessity of chants and how chants are used to teach English language for primary students - To stir up the influence of language in learning – teaching process The study also provides the teachers with the benifits of using chants in teaching English to improve students’pronunciation, vocabulary as well as listening and speaking skills - To supply systematic knowledge of using chant activities in classrooms To add implications for the teaching English through chants, following a set of current textbooks 1.3 Research subjects - Research documents related subjects English and books organized some chant activities for primary students - Study on the status of learning and play of students in grade at Nga Thuy Primary School ( School year 2019-2020) - Research and consult on the Internet 3 1.4 Research Methods In order to achieve the aims of the study, the following data collection instruments were uesd: - A survey questionaire for experimental class - An interview for an other English teacher at Nga Thuy Primary School - A pre-test and post-test for the students in grade The collected data comes from an other English teacher and 53 students in grade at Nga Thuy Primarry School The data collection time lasted 35 weeks during the school year 2020 – 2021 - Methodology of theoretical research - Read the links to English language - Training on topics organized by Education and the School Content innovation experiences 2.1 Theoretical basics of the experiences initiative 2.1.1 What are language chants? - What is a chant? But, first of all, What is a chant? – When asked this question, everyone feels intuitive that they know it but definition is elusive Chant is defined as to say something over and over again The definition of a chant is a short simple melody in which several words or syllables are assigned to one note as in the reciation of psalms The aims of this thesis is to investigate whether using chants in teaching Englissh effectively for primary students I always want to find out the suitable ways of using chants to teach English in each lesson The results and findings show that students’ vocabulary, pronuciation, listening and speaking skills are improved a lots Furthermore, the findings also point out that in the lessons using chants from various sources such as chants in textbooks, Internet, CDs, VCDs, television or students’chants to attract their concentration English learning chants use repetition to engage the right side of the brain's 'musical' intelligence The use of multiple intelligences can go a long way to helping students speak English 'automatically' Here are a number of chants for some of the most common beginning level problem areas Many of these chants are simple However, remember that through the use of repetition and having fun together (be as crazy as you like) students will improve their 'automatic' use of the language In addition, chants should lead to having fun Chants are for playing, and this element of play is crucial 2.1.2 Role of chants in teaching English The Value of Chants for primary students Two basic questions will be asked in this article and an attempt made to respond to them First of all why should chants be an important element in the English as a Foreign Language (EFL) class and secondly some ideas as to how to make the best use of this teaching resource Why teach chants Here are some of the reasons that I believe justify an increased and systematic use of chants 4 The first, primary students will noticeably increase their vocabulary bank of lexical items and multi-word structures These multi-word structures can include a range of sociolinguistic situations appropriate to the age and needs of the pupils such as greetings, leave-takings, requests and any language items necessary for basic classroom functions and routines The second, There will be an improvement in English speech rhythms, intonation and pronunciation The third, memorisation of longer word strings will be facilitated The last, music and rhythm work can be dovetailed into grammar and language activities and allow for fun and creative uses of classroom time outside of the specific time allotted for “English” This gives the practitioner more scope and time for teaching and allows more and varied opportunities for the pupils to practise new language skills Chants are also useful in teaching long stretches of real language We have all had the experience of trying to remember the words until a musical cue was given to us and then the words just seemed to fall into place along with the musical pattern This is why musically or rhythmically based learning allows us to teach longer stretches of language These chants can be related to classroom functions, daily routines or communicative situations that are relevant to the age of the students These same chants can also later be used to illustrate or exemplify a structural or grammatical point The students will already be “using” the grammar point in question, in the context of the chant, of course, and will find it easier to improve their vocabulary, pronunciation, listening, speaking skills then understand the grammatical explication given by the teacher and situate it within their own linguistic experience - Chants create a context for meaningful communication They help students to understand and acuate the new knowledge easily - Chants can help students to practice all the language skills Students who want to participate in the game have to learn to understand what the others are saying, what they are writing and in return and so on Therefore, the four basic skills: Listening, speaking, reading and writing will be used and developed - The application of using chants in language teaching is an excellent idea of teachers and educational specialists because chants are means of communication and they require the players to use their language correctly - Using chants create an enjoyable classroom environment: + Maintain a positive mood during and transitions + Raise students’enery level + Reduce stress level,relieve frustration, create a peaceful classroom environment + Sustain students attention and concentration + Increase the joy of learning -The learning process becomes more and more attractive and interesting - The benifits of chants to the teachers: + A nice way ti revise what they have taught 5 + Useful to reinforce studied linguistic functions + Promote the practice of , grammartical, pronunciation, intonation and stress + Practice and review vacabulary + Enrich the knowledge of cultural features + A excellent way of developing language skills such as listening and speaking - The benifits of chants to the students : + Chants provide active learner – centered learning + Build students’ confidence + Motivate and inspire students + Students have a feeling of achievement + Improve students’ fluency (pronunciation, intonation and stress, speaking skill) - Chants promote co-operation and competition Chants and rhymes are full of lexicon, they use authentic language and students can take advantage of their repetition and musicality, contributing to the learning of new expressions When students listen to them again and again they acquire and receive a great language input unconsciously They also help to create a relaxing and pleasant atmosphere, motivating students in the learning and introducing fun and happiness in the foreign language classroom Chants and rhymes work wonderfully as a part of an ESL program for children, for a non -native speaker at the beginning stage it is clearly to communicate personal information, wants or needs Chants and rhyme also are easy to memorize, the children derive visible satisfaction and confidence from this newly acquired fluency that comes so quickly Most primary school teachers generally use chants as a teaching technique and it is the most effective way to teach listening and speaking skills, pronunciation, and dictation 1.3 The requirement for using chants in teaching English for primary students For teachers to use chants in teaching English language for students to achieve good results, teachers must study and build set specific requirements that are appropriate for each student's age and purpose As a result, through teaching as well as daily activities, teachers have to follow up to identify limited groups of students The best learning happens when we have fun So it’s really important to choose music that your child likes - Suggested steps for presenting a chant + Review the main structures, vocabulary + Present the chant line by line + Chant each line and have students repeat + Have students look at the chant(in their book/ on handout/ on the board) + Play the chant again from the beginning 6 + Play the chant several times, ask children to chant along with the recording + Ask students to chant in individuals, in pairs or in groups Choose chants with lots of rhyming words and rhythms that repeat This makes it easier for children to learn new words and start chanting along These are the tips for using chants: + Look for chants that have topics the students have learnt + Match their level of English + Have catchy, easy to remember melody + Start with very short rhymes and chants + Use simple instruments to add to the rhythm + Encourage students to chant for friends and family outside classroom + Ask students to mine the actions in the chants if possible + Use the chants’ lyrics to review the vocabulary, structures Thanks to these steps the students can apply some things learned in the course of living and studying at school as well as at home 2.2 The situation before adopting the innovation initiative 2.2.1 On the teacher’s side Teacher plays a significant role in the success of second language learning Teacher plays one of the most influential roles to help students engage and persist in the long process of second language acquisition Firstly, teacher has an important role in showing students real reasons for learning the language because most of the students love playing than learning They not know the important role of learning in general and learning language in particular, therefore teacher should highlight learners’ real reasons for learning language Furthermore, teacher often gives students challenging to help students find learning not an easy job To get the target of language is not an easy process which requires great efforts Depending on students’ ability of language, teacher gives the suitable levels of challenge so that students feel learning not easy but not too difficult Of course, when facing with challenging, students sometimes feel tired and want to give up the task At this time, teacher helps students how to getachievements In addition, many students are never absent from the class but they not recognize the real purpose of their learning Some children go to school because their parents want that Some students see their all friends go to school and want to go there to meet friends and have fun Students try their best to get the best marks, but they not understand that what they at school is for their future Therefore, the role of teacher is showing students the benefits of learning in general and learning language in particular Especially, nowadays learning language is very significant Moreover, the environment has a great influence on students’ learning If the atmosphere of the classroom is good, students will have fun and their learning is more effective Even shy students are not afraid of speaking, therefore, teacher should create a safe, welcoming and non-intimidating teaching environment Finally, teacher also motivates students to develop high but realistic intrinsic motivation Teacher encourages students to develop their abilities that are realistic to avoid wasting time and to get their purpose speedily What the hour English courses now distributed by a comrade's abominable 3-4 blocks teacher in schools as well as in other units in the school year notice the following: - Teachers are influenced by the old teaching method not to focus on using chants for students - Primary students have a relatively high amount of knowledge, sometimes teachers not have enough time to transmit knowledge so the game is often overlooked, leading to heavy classes , stress - Sometimes the game is organized just form Play through the forms of learning to enable students to express their thoughts - Using monotonous teaching is mainly taught as a class During the lessons, teachers often hesitate to organize games because they have to invest time, equipment and equipment - Some teachers in the teaching process have also organized games but these games are often inappropriate, ineffective or formal 2.2.2 On the students’ side - Mostly students ignore the subject So that quality is not high - Some students are shy, not presented in front of the class and they always think that they are not good at English because it is a difficult subject - A lot of parents are not interested in participating in learning activities 2.2.3 Recommended * The questionnaire was used to find out students’ideas about learning English before using chants in teaching this languge Much 13.3% 20.0… Not much Very little 27.8… 38.9… Not at all Chart 1: Students’attitude towards learning English before using chants Students’attitude Number Percentage(%) Much 12 13.3 Not much 25 27.8 Very little 35 38.9 Not at all 18 20.0 Total of the students 90 100 Table 1: Students’attitude towards learning English before using chants 8 It can be seen from the chart1 and the table that before using chants in teaching 37.7% of the students reported that they did not like learning English and took up 18.9 % of them liked learning English without using chants very little According to the above survey,the quality of English dictionaries has not been satisfied So how to increase the excitement for the students and improve the quality of learning, I myself was anxious, selected some of the learning chants and later to teach 2.3 The solution was use to solve the problem During teaching process, I have realised that students had many difficulties in pronouncing as well as they could speak English fluently or accuracy Beside this, their listening skill is not good They are not confident to communicate with their friends at school or they feel shy when ever they meet foreing people Teachers play an important role in developing their English Learning skills, because if a teacher is motivated and wants to learn a new language then the teacher can also motivate and encourage the students to learn the English Language A teacher should have some aims and goals to achieve only then he can motivate the students The teachers are responsible to take care of every child and to see if anyone finds difficulty in learning the vocabulary of the English words or he/she can pronounce the words properly or not It is her responsibility to teach every student and cope up with every problem that occurs during her teaching session Every teacher should plan different techniques or develop some strategies to attain his/her goals But the techniques should be according to the objectives and it should be a basic level for the students and the teaching style should be easy so that the students can understand it easily A teacher should think before teaching that he/she is teaching it to the elementary classes because there is a wide difference in teaching to secondary learners and the basic learners In fact, in teaching and learning a foreign language, the students will learn more effectively if they are learnt in an atmosphere of learning fun, relaxation and have more opportunities to communicate in the context of the real world The use of language games in teaching a foreign language can increase motivation for the students, one of the decisive factors for the students to get success in their language learning At the same time, the teachers can help and encourage the students to learn and maintain their interest in learning In addition, language games also help the teachers create the context in which language practice is very useful and easy The students would like to participate in the games, they have to understand what the others are saying So, in this theme, I want to mention some methods of using chants in teaching English for the students in grade at Nga Thuy Primary School 2.3.1 The first method: to training students to practise the pronunciation, stress, rhythm and intonation through the chants which are given in Tieng Anh Textbook In this method, I always the following steps: Step 1: Introduce the chants and let students read each line of the lyrics (Explain the new words or structures if necessary) Check students’comprehension Step 2: Have them listen to the chants(twice or three times) This step help students remember and get familiarized with the pronunciation, stress, the rhythm and the intonation of the chants Step 3: Show pupils how to chant and actions Step 4: Practise chanting and doing actions Step 5: Perform the chants in front of the whole class Example: “Tieng Anh 4/ Tập 1” Unit Can you swim? Lesson 3( Part 1,2 & 3) *Meaning : - Helps students to practice talking about what they can through the chant - Create an atmosphere of learning, which will help students have more love for the subject, with different cultures - Used to reinforce the post when the teacher taught new knowledge *Procedure : Step 1: introduce the chants “ Can you sing?” and let students read each line of the lyrics out Then check students’comprehension Step 2: Play the recording more than once (twice or three times) This step help students remember and get familiarized with the pronunciation, stress, the rhythm and the intonation of the chants Step 3: Show pupils how to chant and actions Step 4: - Practise chanting and doing actions In this step, there are three activities to chooses: + First: The whole class practise chanting together + Second: Pair works ( Students practise chanting in pairs: one student chants the questions and the other chants the answers) + Third: Group works( Devide class into groups of four or five Get groups to sit opposite of each other and practise chanting and doing actions.) - Go around offering help, if necessary 10 Step 5: Perform the chants in front of the whole class Call one group to the front of the class to chant and actions The rest of the class clap along to the rhythm These are examples and demos: a b Picture a and b: Student performs the chant in individual d c Picture c and d: Students perform the chant in groups 2.3.2 The second method: to reinforce the pronunciation, stress, rhythm and intonation for students through the teacher’s chants In fact, the teacher always consolidates what they have taught in traditional ways this makes the lesson becomes more and more boring and the students are 11 not interested in what they have learnt In addition, many students not recognize the real purpose of their lesson so they don not mind what the teacher’s consolidation Therefore, how to improve the qualities of each lesson, how to increat students’ pronunciation, stress, rhythm and intonation as well as their listening and speaking skills Facing with this situation, I always try to find the new method, new ways to hepl my students have good periods In stead of consolidating in general ways, I am forceful to make the chants These chants are suitable for each lesson and hepl the students remember what they have learn easily They feel more interested and excited about the lessons Beside this, the students will be able to apply their knoeledge in daily life and make them feel confident themselves On the other hand, this method also help me to overcome myself.( I can not sing so I have a lot of difficulties when using songs to teach language) In this method, I always the following steps: Step 1: Prepare the chants at home Their contents are suitable for the lessons Step 2: Introduce the chants and let students read each line of the lyrics Check students’comprehension Step 3: Have them listen to the chants(twice or three times) This step help students remember and get familiarized with the pronunciation, stress, the rhythm and the intonation of the chants Step 4: Show pupils how to chant and actions Step 5: Practise chanting and doing actions Step 6: Perform the chants in front of the whole class These are examples and demos for this method( Tieng Anh / Tập 1)Unit 8: What subjects you have today?- Lesson (part 1,2-page 52) * Meaning : - Helps students to reinforce about the names of subjects, the sentence patterns “ What subjects you have today? ~ I have ” - Practise listening and speaking skills - Create an atmosphere of learning, which will help students have more love for the subject, with different cultures *Preparation: - For teachers: The preparation of the content of the chant must be appropriate for each lesson “What subjects you have today? English! English! I have English Science! Science! I have Science What subjects you have today? Maths! Maths! I have Maths Vietnamese! Vietnamese! I have Vietnamese Art! Music! IT! We all like them.” 12 13 2.3.3 The third method: Enhnace sefl-educated for students through the chants This method encourage students in improving their creation, initiate their interest in the contents of each lesson Through making their own chants, it hepls them have more knowledge about what they have learnt from textbooks as well as they know clearly about the daily life, about the world Therefore, the students can take form their own English learning skills, they are also more active to get new knowledge and apply what they have known to the real life On the other hand, this method is suitable for the new model school: the students are developed completely in many fields, improving on self management, their own life skills by working groups Moreover, this method help them integrade English subject into many subjects such as Music and Art The most important thing also take them form good qualities, efficiencies and personalities in modern society It is convinient to the new requirements in education system in 2018 In this method, I always the following steps: Step 1: Give students topics, themes Their contents are suitable for the lessons Step 2: Devide the class into the groups Give the name of each group Step 3: Ask them to create the new lyrics Check students’comprehension Step 4:Call some groups to perform the chant and actions in front of the whole class Step 5: Commend and reward These are examples and demos for this method( Tieng Anh / Tập 1) Unit 10 Where were you yesterday? – Lesson 3( part1,2, 3- page 68) Part 3: Let’s chant “What did he yesterday?” *Procedure - Teacher introduces the model chant in texbook - Play the recording more than once (twice or three times) This step help students remember and get familiarized with the pronunciation, stress, the rhythm and the intonation of the chants - Show pupils how to chant and actions 14 - Devide the whole class into two groups They are Math group and English group - Ask them to create the new lyrics - Call some groups to perform the chant and actions in front of the whole class 15 Note: By the end of many lessons, I asked students to make new chants at home according to what they have learnt at school These are two examples about my students’s assignments at home *They are a memorable way to practice language, develop skills, build up vocabulary, be aware of pronunciation, test and challenge what the students have learnt, etc It is clear that language chants are indispensable activities in language teaching and learning process and in teaching there is no teaching method that is multidisciplinary Use the chants in teaching English process is just one of the teaching methods So, in the same school hours, depending on the type of lesson, the content of the lesson that teachers should apply the method appropriate teaching and learning methods So, I think using chants in teaching English that all students can participate in the chant activities without distinction of good students 2.4.The effect of the initiative: From the beginning of the school year 2021-2022 I applied to use the chants in teaching English for students in grade as a result : For the teacher: - Thanks to knowing how to put the game in the teaching, the hours of teaching English have become more exciting, creating excitement for students who are eager to build lessons, explore and discover knowledge which makes the quality of the teaching hours improved - The English classes that I taught, the colleagues are appreciated and learning, echoes - Lecturers and students have a good co-ordination, between learning and learning From then they are more excited and in class right now 16 For the student: Students’attitude Number Percentage(%) Much 60 83 Not much 29 15.1 Very little 1.9 Not at all 0 Total of students 90 100 Table 2: The improvement of students after they had been taught with the use of chants The results in the table above indicate that chants have great impact on students’ learning vocabulary, pronunciation, intonation and speaking and listening skills They found that the lessons are more interesting and extremly exciting They also added that they like learning English through chants than other ways such as translating words into Vietnamese or writing down the words may times That is the reasson why I choose using chants to teach English effectively 3.Conclusion and request 3.1.Conclusion Through teaching practice, take time to visit the classroom experiences of my colleagues found that the survey results vocabulary exercises achieved quite satisfactory, the following statistics will prove that, the total number of students achieved good or excellent I found that putting the chants into the English teaching process, especially the study of all grade 4, the teacher can use the chants appropriate for your requirements unit Of course want to teach and learn Englisg language effectively, both teachers and students are carefully prepared before class that is an important step When students practice the class teacher should cover well, encourage them to participate in games by dividing teams, or groups so that they have a sense of emulation - Teachers should evaluate to point to after school - The teacher's instructions must be clear, concise, check instructions before performing - If the chant action is difficult to model teacher - Want to make a good chant, the attitude of teachers is essential to have fun, close to the children create a harmonious atmosphere in the classroom so that they feel more confident 3.2 Request - In order to improve the quality of teaching English, I would like to propose some ideas as follows: - The teacher must carefully study the content requirements of each lesson, and then choose the method of teaching appropriate to students of their class Must have strong knowledge 17 - Ask the school to purchase additional materials for teachers refer to knowledge related to instruction to help students learn better distribution English subjects - The above are some of my own experiences I am looking forward to getting the additional notes and of all colleagues I would like to thank you! CONFIRM THE HEAD OF UNIVERSITY Nga Son, date 12th April 2022 Do not copy! The writer Trương Thị Vân 18 REFERENCES Number NAME OF REFERENCE Internet English Students book 4(1,2) English Teacher's English Exercise Book Motivating Learning AUTHOR Education publisher Education publisher Educationpublisher Jane Boylan 19 DANH MỤC CÁC ĐỀ TÀI SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG ĐÁNH GIÁ XẾP LOẠI CẤP PHÒNG GD&ĐT, CẤP SỞ GD & ĐT VÀ CÁC CẤP CAO HƠN XẾP LOẠI TỪ C TRỞ LÊN Họ tên tác giả: Trương Thị Vân Chức vụ đơn vị công tác: Giáo viên Trường TH Nga thủy, huyện Nga Sơn, tỉnh Thanh Hóa TT Tên đề tài SKKN Cấp đánh Kết Năm học giá xếp loại ( đánh giá đánh giá Phòng, Sở, xếp loại( xếp loại Tỉnh ) A, B C) Hướng dẫn học sinh lớp Phòng A 2010-2011 học Tiếng Anh nhà GD&ĐT Kỹ dạy giao tiếp cho Phòng C 2011-2012 học sinh lớp GD&ĐT Một số phương pháp dạy Phòng B 2012-2013 hội thoại Tiếng GD&ĐT Anh lớp Ứng dụng cơng nghệ thơng Phịng B 2014-2015 tin dạy Tiếng Anh GD&ĐT trường tiểu học Một số biện pháp rèn kĩ Phòng B 2015-2016 dạy đọc hiểu GD&ĐT Tiếng Anh cho học sinh lớp Trường TH Nga Thủy Một số giải pháp sử dụng Phòng B 2019-2020 trò chơi hiệu việc GD&ĐT dạy học Tiếng Anh cho học sinh lớp Trường TH Nga Thủy ... 20 14- 2015 tin dạy Tiếng Anh GD&ĐT trường tiểu học Một số biện pháp rèn kĩ Phòng B 2015-2016 dạy đọc hiểu GD&ĐT Tiếng Anh cho học sinh lớp Trường TH Nga Thủy Một số giải pháp sử dụng Phòng B 2019-2020... 2010-2011 học Tiếng Anh nhà GD&ĐT Kỹ dạy giao tiếp cho Phòng C 2011-2012 học sinh lớp GD&ĐT Một số phương pháp dạy Phòng B 2012-2013 hội thoại Tiếng GD&ĐT Anh lớp Ứng dụng cơng nghệ thơng Phịng B 20 14- 2015... Thủy Một số giải pháp sử dụng Phòng B 2019-2020 trò chơi hiệu việc GD&ĐT dạy học Tiếng Anh cho học sinh lớp Trường TH Nga Thủy