Tieng anh th nguyen thi tuyet th quang phu tp thanh hoa

THANH HOA EDUCATION & TRAINING DEPARTMENT THANH HOA CITY EDUCATION & TRAINING OFFICE INITIATIVE EXPERIENCE SOME MEASURES TO TRAIN READING COMPREHENSION SKILL FOR FOURTH GRADERS The implementer: Nguyễn Thị Tuyết Position: Teacher School: Quang Phu Primary School Subject: English THANH HOA, 2023 INDEX ORDER 1.1 1.2 1.3 1.4 2.1 2.2 2.3 2.4 3.1 3.2 SAY RIGHT PAGE INTRODUCTION Reason for choosing topic Research objectives Subjects to which the initiative is applied Research methodology CONTENT OF THE INITIATIVE Theoretical foundation of the experience Current situation of teaching and learning English in the fourth grade Measures implemented Effectiveness of applying the initative experience 17 CONCLUSION AND RECOMMENDATION 17 Conclusion 17 Recommendations 18 REFERENCES INTRODUCTION 1.1 Reason for choosing topic Today, with the trend of international integration, English plays an increasingly important and indispensable role in all fields It can be said that English is the tool of communication, the key to the human knowledge treasure In addition, the widespread use of information technology has made learning English urgent and necessary It provides students with an important international communication tool, helping them exchange information, scientific knowledge and advanced techniques, learn about cultures, thereby contributing to building understanding between peoples, forming a sense of global citizenship, contributing to the development of personal qualities and capacities The basic objective of the General Education Program in English is to help students form and develop communication skills through practicing listening, speaking, reading, writing skills and language knowledge (phonetics, vocabulary, grammar) At the primary school level, teaching English helps students initially form and develop communication skills through the four skills of listening, speaking, reading, and writing, paying more attention to the two skills of listening and speaking In addition to the two skills that are focused on listening and speaking, readingskills are one of the basic skills that are focused in the process of teaching and learning foreign languages Reading is both an aim and an effective and essential means for students to master, strengthen language knowledge, expand vocabulary as well as gain a deeper understanding of the style and usage of the language they are learning However, at this stage, the cognitive capacity of primary school students is formed and developed on the basis of specific thinking They are not yet able to systematically grasp and consciously analyze language, so they often have difficulty solving learning tasks related to reading comprehension In order to have an effective reading comprehension lesson, promoting the positivity of students, I have bravely studied and applied "Some measures to train reading comprehension skill for students in 4th graders" 1.2 Research objectives - Help students improve their reading skill - Help students promote positivity, self-discipline, initiative, creativity, practice habits and self-study ability, cooperation spirit, skills to apply knowledge in different situations in learning and practice in order to create trust, joy and excitement in learning - Students actively acquire knowledge and confidently use English - To detect and foster students with English language proficiency - Help promote the core qualities and competencies of students, thereby bonding friendships as well as improving the effectiveness of lessons In the process of learning reading skills, students not only practice individually, they also participate in many activities in pairs, groups of three and teams Since then, giving them the spirit of solidarity, the ability to work ingroups, is very useful for them in the process of learning English as well as other science subjects 1.3 Subjects to which the initiative is applied The initiative is applied to fourth-grade students in actively participating in learning activities, applying the knowledge learned in the classroom as well as in real life, thereby applying the experience in club activities, all-day sessions, especially online sessions In addition, English teachers in other grades and parents can also refer to 1.4 Research methodology In order to implement this experience initiative, I have studied and used the following methods: * Methods of documentary research Researching the overall content of the new 2018 GDPT program, researching English grade program, and games during English lessons * Methods of investigations and surveys Investigate the current situation of teaching to see the limitations of teachers and students when teaching English under the new program, then analyze the causes to find remedies Talks, attendance, discussion time * Experimental method: Experimental measures in the process of teaching * Statistical methods, data processing Survey and statistics on the results of the measures taken * Experience summary method Summarize the lessons learned *Observation method Host games, group activities, experiential activities CONTENT OF THE INITIATIVE 2.1 Theoretical foundation of the experience: The principle of teaching foreign languages in the new method is teaching by tutorials Applying the tutorials will create excitement, making the class more animated The country in general as well as Vietnam's education sector in particular are devoting more and more attention to educational careers, especially teaching English to primary school students For the same reason, the Ministry of Education and Training has been implementing the national foreign language project 2020, which emphasizes the urgent need to teach students have communication skills right at the primary school so that by the end of the fifth grade they must have attained the first grade level according to the European foreign language proficiency framework In order to achieve the above objectives, in each class, each teacher must constantly study, learn, improve knowledge and innovate teaching methods; At the same time, not hesitate to exchange, share and learn experiences with colleagues to get the best teaching method, the most suitable, meeting the needs of learners and the increasing requirements of education to contribute to organizing English teaching hours for elementary school students in general and fourth grade students in the most effective way From that sense of reality, I have explored, thought and experimented this topic in order to form their passion, love the subject from which to improve the quality of comprehensive reading 2.2 Current situation of teaching and learning English in fourth grade 2.2.1 Advantage Although there are objective and subjective conditions directly affecting the teaching process, we have overcome the immediate difficulties, gradually improving the quality of teaching lessons to meet the purpose of textbooks 2.2.1.1 On the teacher side - Have approached and used relatively well the new teaching methods with emphasis on the organization of games in the lesson - Familiarized and proactive with the organization of each skill teaching session: listening, speaking, reading, writing - Coordinating quite flexible teaching techniques - Creating many teaching aids suitable to the content of the lessons, so many lessons become lively, vibrant, charismatic and highly effective - Using and operating modern teaching equipment to serve the teaching process: television tapes, cassette stations, video players, projectors, electronic teaching platforms, 2.2.1.2 On the students' side: - Students have become accustomed to learning English in primary school, have a good sense of learning - Most students implement and achieve the basic requirements and knowledge in daily communication - Some students with very active subject talent in the classes not only gain basic knowledge and skills but also meet higher learning tasks 2.2.2 Difficulties 2.2.2.1 Teachers - Some teachers are still heavy on the use of traditional teaching methods, not innovative, not promoting the positive nature of students, not timely updating new methods and techniques - The number of students is too much compared to the area of the class, so it is difficult to implement game activities - Most teachers teach primary English or are afraid to organize activities that require a lot of preparation and integrated games in teaching because it is very difficult for students to stabilize, disorder and affect the adjacent classes - There are still some teachers who have certain difficulties in organizing learning activities due to the limited level of IT as well as obstacles to study and design lessons to be lively and attractive Moreover, some teachers are still not equipped with modern teaching facilities to serve and support teaching, which significantly affects the quality and effectiveness of teaching and learning of both teachers and students 2.2.2.2 Student - Students are not really active, have no interest and passion for the subject One of the main reasons leading to these limitations is that the English communication environment in the classroom has not been focused on building or activities are not clearly expressed, not attracting interest and passion student's interest in the subject.  - The ability to memorize vocabulary and sentence patterns in a large part of students is limited, so they have difficulties and are less interactive when solving learning tasks related to reading comprehension skills Specific expressions such as: + Not properly defined requirements and tasks in each form of reading comprehension exercises + The lesson is monotonous and tedious, they not fully understand the content of the text to solve the learning tasks + There is still confusion when solving applied and creative learning tasks It is the ability to apply competencies from different disciplines to solve complex tasks.  2.2.2.3 Specific Investigation During the teaching process, I myself took over the teaching of the grade 4, with the sense of both studying the characteristics of the student's professional learning situation and drawing experience From the beginning of the school year, I oriented myself to a specific plan and method and proactively investigated the level of student's subject in reading skill Less than Points 7-8 Points 5-6 Number Points 9-10 Class of Quantity % Quantity % Quantit % students Quantity % y 4B 44 11 25 15 34.1 13 29.5 11,4 4C 41 21 16 39.1 13 31.7 7.3 The results of the specific investigation are as follows: 2.3 Measures implemented Solution 1: Help students master vocabulary and sentence patterns Vocabulary and sentence patterns are the key to help students solve all learning tasks related to skills: listening, speaking, reading, writing Therefore, helping students master the knowledge of vocabulary and sentence patterns is extremely necessary in the teaching process I often use the following measures to help students strengthen their vocabulary and sentence patterns: + Use positive tricks when teaching vocabulary such as:  using real objects (relia), images (visual), gestures (mime), situation/ explanation (give the situation/ explanation), synonym/antonym …… + In learning, using a mind map is a method of using symbols and vivid illustrations to help us remember lessons more easily and effectively.  + Organize fun learning games, promote students' positivity, thereby strengthening words and sentences for students such as: Road to Mount Olympia, Who wants to be a millionaire?, Magic Wheel, Picking Apples, Go fishing, Save the ocean,… In the form of learning and playing, they can memorize knowledge in the easiest way 7 Students play game: Golf club ( Unit 9- Grade English textbook of Moet.) Review new words and model sentence about one’s ability ( Unit 5- Grade English textbook of Moet.) + Game: Honey island Review new words and model sentence about subjects ( Unit 8- Grade English textbook of Moet.) + In addition, I also reinforce words and sentences for students through songs in the textbook program, or through videos on topics that students have learned on Youtube, this is also a way to help elementary students remember the form in a natural and simple way The songs I often use in the fourth grade program + The walking song ( https://www.youtube.com/watch?v=fPMjnlTEZwU) + If you are happy and you know it ( https://www.youtube.com/watch?v=l4WNrvVjiTw ) + The family song( https://www.youtube.com/watch?v=G6k7dChBaJ8&t=24s) + The job song ( https://www.youtube.com/watch?v=2nesqKP9-5c&t=17s) + Food and drink song (https://www.youtube.com/watch?v=6IwulRrYnzQ&t=253s) + What can you song (https://www.youtube.com/watch?v=7MKmbyfhkkE) (Students are in the Warm-up with the song “Food and drink song” ) - In addition, I also consult and collect on the Youtube page karaoke music clips on vocabulary topics, sentence patterns in the textbook program of students with familiar and easy to sing music to help students become much more interested Example 1: When teaching Unit "What subjects you have today?" (Grade English textbook of Moet), I have collected children's karaoke song "Trường cháu trường mầm non" to review sentence and vocabulary samples related to subjects 9 (Source: https://www.youtube.com/watch?v=oNORHAnMz_Y) Example 2: When teaching Unit "What day is it today?" (Grade English textbook of Moet) , I collected the children's karaoke song "Trái đất chúng mình" on vocabulary related to the topic of the month of the year: (Source : https://www.youtube.com/watch?v=R9DnVu-UrX0) Solution 2: Develop steps to teach a reading comprehension When teaching reading comprehension skills, teachers not only help students understand the language in a certain text but also create practice activities to help students apply and creatively apply what they have learned and practice Usually in a reading comprehension lesson, I usually organize and guide students to solve tasks of reading comprehension skills through three steps: - Pre-reading (before reading) - While Reading - Post-reading (After reading) Solution 3: Organize active teaching activities in the pre-reading step 10 This can be considered as an exciting step for students before solving the learning task I often organize short but attractive activities, attracting students to the class such as: 3.1 Lead, help students discover themselves, identify the right tasks they need to in each type of reading comprehension In each unit, there are some types of reading comprehension exercises such as: - Read and tick - Read and match - Read and circle - Read and answer - Read and write - I often ask students questions like “What are you going to in this activity?” At first, they may be confused, not able to memorize all the requirements of the exercises in English, but I often suggest that students look at the example that has been modeled to understand the requirements of the lesson, from which they gradually formulate for themselves the skills of understanding the requirements of each type of exercise both through example illustration, and through the requirements of the problem and after a few times, they can confidently answer my above question before each type of exercise 3.2 Use visual items such as pictures, photos combined with questions to lead students to learn the lesson Pictures are indispensable visual items, attracting students' attention to the topic of the reading that they are about to learn Combined with pictures, I often use pre-questions such as: Who is he/she?/ Who are they? Where is he/she?/ Where are they? What is he/she doing?/ What are they doing? How/Why ? 3.3 Introduce new words if necessary Usually in each reading for primary school students, there are mainly words and sentences that they have learned in the previous period to help them both review words and sentence patterns and use it to solve new learning tasks apply or apply creatively However, there are some articles that appear two or some new words, which are keywords related to the reading, I often suggest, help students guess the meaning or teach students those new words to serve the homework well 3.4 Using some other active tricks To introduce the topic of the reading, I also use one of the following tricks: - Predict what you will learn by answering guessing questions about the content of the lesson or through preset questions Example: Unit – Lesson Task 4: Read and complete (Grade English textbook of Moet) 11 In this reading, I give a picture of characters in the reading and give some questions for students to answer with their prediction such as: Is Tony from Korea? Is Linda from America? Is Tom from England? - Exchange and collect students' opinions, insights and knowledge or views on the topic of the lesson before they read about it through teaching activities or tricks such as Brainstorming , Discussions Example: Unit – Lesson Task 4: Read and answer (Grade English textbook of Moet) In this reading, before students learn the lesson, I let them discuss with their practical knowledge questions such as: Do you go to school everyday? Do you go to school at weekend? What you on Sundays and Saturdays? 12 Solution 4: Organize active teaching activities at the While-reading Depending on the characteristics of each type of reading comprehension exercise mentioned above, the teacher directs students how to the most effectively in the shortest time At this stage, I usually organize students to perform the following activities: 2.3.4.1 Silent reading For short readings, I usually give students 2-3 minutes to read silently so that they can understand the content of the passage This is also a step to help students practice reading comprehension skills, when reading silently, they can read themselves many times For long readings, to help them have skills and save time, I ask students to skim the reading to understand the content, then look at each required question, find keywords and compare the content of the paragraph in order from the beginning of the paragraph onwards to get information to find answers or answers (Students read in silence individually) 2.3.4.2 Pair-group discussion to solve the learning task After students read silently, I ask them to discuss in pairs or groups to promote positivity and initiative, mutual cooperation, so that they can solve the learning task in the most enthusiastic and easy way Then ask students to change, compare, check the results of the work themselves Practicing activities in this stage help students understand the content of the reading and compare it with what they did in the pre-reading stage 13 (Students compare their answers in pair) Solution 5: Consolidate knowledge for students at the post-reading stage Activities and exercises after reading are exercises that require general understanding of each reading, practical contact, transformation of information and knowledge content obtained from the reading, thereby practicing using the language learned At this stage, the types of exercises I usually let students are: - Summary of Gap Fill Reading - Arrange words into complete sentences according to the content of the paragraph - Arange the events in order - Retell the story - Discussion - Select the true/false statement ( Student discuss about the reading with teacher’s help) 14 ( Student retell the reading – part 4: Read and number- unit 16 - Grade English textbook of Moet) I often integrate those types of exercises into learning games, stimulating the positivity, initiative and creativity of students to make the lesson lively, helping them to learn while playing without stress and boredom In addition to traditional games such as Slap the board, Rub out and remember , Brainstorm, Shark attack,… I also use some powerpoint games in the “Post-reading” such as: Game 1: Travelling with Doraemon - How to play: The whole class participates in playing, the children are responsible for answering questions about vocabulary, sample sentences learned or reading comprehension, listening comprehension by choosing answers A or B to explore famous tourist destinations in the country as well as the world Each correct answer will take you to a travel destination Keep doing this until you have answered all the questions the teacher has asked you - End of the game: Congratulate and commend the whole class, educate students about the love of nature, the country, the scenic spots - Example: Review Part 2: Read and write (Grade English textbook of Moet) After students complete the answers, I give some questions to reinforce the understanding of the content of their reading information, such as: 15 Game 2: Save the Ocean - How to play: The teacher introduces the game: The evil witch has kidnapped all the sea creatures from the ocean, the children have the task of helping the mermaids rescue the sea creatures by answering questions about vocabulary, sentences learned or reading comprehension, listening comprehension of the witch given in connection with the lesson Each of your correct answers will save a sea creature from returning to the ocean Keep doing this until you have answered all the questions to help all the sea creatures return to their oceans - End of the game: Congratulations and commend the whole class, educating students to protect marine resources - Example: Unit Lesson Part 4: Read and complete (Grade English textbook of Moet) After students complete the answers, I give some questions to reinforce the understanding of the content of their reading information, such as: 16 Game 3: Who is the millionaire? - How to play: The teacher projects the game image on the screen and introduces the game The teacher gives some questions about the content of the reading that students have just learned Students take turns observing, reading and answering questions for each level of 200, 400, 600, 2000, - End of the game: Summarize the score that the whole class achieved - Example: Unit Lesson Part 4: Read and complete (Grade English textbook of Moet) After students complete the answers, I give some questions to reinforce the understanding of the content of their reading information, such as: Game 4: The Magic Wheel 17 - How to play: Divide the class into teams, represent each team in turn to spin the Magic Wheel to get the score After spinning the Magic Wheel, students must select and answer any question - If you answer correctly, you will receive the number of Stars just dialed, if wrong, the right to answer belongs to your team At the end of the game, the team that scores the most Stars wins Example: Unit Lesson Part 4: Read and tick After the student completes the assignment, I give the picture with some questions for the passage such as: 2.4 Effectiveness of applying the initative experience: After a period of applying the measure, I obtained very positive results, specifically as follows: - The class is lively, students actively participate in learning activities - Students no longer worry but become excited before reading comprehension exercises 18 - Confidently identify requirements and solve exercises easily, achieve high results - The quality of mass increases significantly, many students are gifted, achieve many high achievements in competitions and exchanges Since then, it has contributed to improving the quality of comprehensive education *The results of the student's reading comprehension survey after applying the following measures: Less than Points 7-8 Points 5-6 Number Points 9-10 Class of students Quantity % 4B 44 19 43.2 23 4C 41 18 43.9 20 Quantity % 52.3 Quant % ity 4.5 Quantit % y 0 48.8 7.3 CONCLUSIONS AND RECOMMEDATIONS 3.1 CONCLUSIONS As a primary English teacher, as well as a person who always loves and has a lot of passion for this subject, over the years, the teaching combines many positive factors that have motivated me to always explore and create so that my lessons can always attract and attract students Students taught directly by me are increasingly confident, have a passion for the subject, not hesitate to express themselves in activities, at large and small contests within the school level and the district and provincial levels And for English to really contribute positively to the implementation of the new primary curriculum, teachers must always innovate teaching methods, be flexible and creative in each lesson This will attract students, help them have a lot of interest and passion for English In this presentation, the problem raised may not be large, not deep, but if it is done, the teacher must first be enthusiastic about the profession, must love the English subject that I am teaching and teach my students to love English as well as me Thus, teachers and students will have a synchronous coordination between teachers and learners easily Throughout the teaching process, solutions are continuously integrated and used whenever possible to bring the highest results in each teaching session 3.2 RECOMMENDATIONS Starting from the reality of teaching as well as the successes and limitations in implementing measures to contribute to the teaching of English more effectively, I myself have the following practical recommendations: *For professional organizations and groups: - Need to actively exchange and share experiences, discuss flexible and creative teaching methods and forms for teachers - Advise the school leaders on difficulties and problems to be solved, such as teaching equipment, facilities for subject classrooms 19 - Supporting teachers in the selection and supplementation of teaching contents, renovation of teaching methods *For school leaders: - It is necessary to equip subject classrooms with sufficient teaching equipment to avoid making noise for the adjacent classrooms while organizing the games as well as not being affected by noise from outside - It is necessary to provide more modern teaching aids for practical teaching such as electronic podiums, interactive boards, radio speakers, computers, projectors, pictures, etc., and many other necessary items - Propagating and mobilizing the socialization of education, supporting more funds to organize activities of the club I love English, activities of the course * For Department of Education and Training: - It is necessary to create conditions for teachers and students to have more opportunities to exchange, learn and learn through thematic workshops with local and foreign experts - Provide sufficient reference materials and manuals for teachers to have the most effective teaching methods and forms Above are the solutions that I boldly offer to create interest in learning English for students of grade The measures I put forward in the description of the initiative have achieved very encouraging results but unavoidably the shortcomings, I hope the scientific council at all levels and friends of my colleagues to contribute constructively and supplement my initiative more effectively Confirmation of the principal Thanh Hoa, March 26, 2023 I declare that this is my experience initiative to write, not copy other's content Nguyễn Thị Tuyết