EXFERIENCE IDEA COMBINING EFFCTIVE METHODS OF TEACHING ENGLISH GRAMMAR FOR PRIMARY STUDENTS

Category A INTRODUCTION I Why choose the topic II The purpose of research III The objects of research IV Research methods B CONTENT I Theoretical basic of teaching II Reality of teaching and learning English for primary school students III Implemented solusions IV Effectiency of experience C CONCLUSIONS AND RECOMMENDATIONS I Conclution II Recommendation 3 3 5 24 25 25 25 A INTRODUCTION I WHY CHOOSE TOPIC: Today, the trend of international integration in many fields, including the education sector, has put English in a very important position English as a communication tool is the key to humanity's treasure On the other hand, the widespread use of information technology makes learning English an imperative and indispensable Therefore, learning English is particular interested to students, parents, teachers in the education sector and the whole country English becomes one of the core subjects in the student's program English not only helps students develop language thinking but also helps them integrate with human civilization However, to learn this subject is not easy Therefore, in the process of teaching English, teachers must think about using suitable teaching methods with each skill and language knowledge to promote the positive and creative of each student simultaneously The children understand deeply, remember and know how to use to expand the knowledge Learning and using English requires a practice that requires the creativity of both the learners and the instructors Elementary education is a solid foundation for the development of knowledge and skills for higher education For elementary school, school children are approached with a wealth of new and varied knowledge Abundant knowledge that the child's perception is just at the simplest level All knowledge of terminology, concepts, names are new, difficult to understand Therefore, the acquisition of scientific knowledge for children are difficult At present, in order to catch up with the development of the country, the education and training sector needs to improve comprehensively the quality and quantity of subjects Elementary school students are educated comprehensively through subjects to the child’s perception is not one-sided Elementary English instruction gives children the ability to use the English words, forming in their child a basic understanding of English and proficiency in using English Throughout the teaching lessons, English allows students to develop their minds and to shape their students with healthy and pure sentimental thoughts and to create good qualities for their children: loving and kindness love humanity Understanding English Language, students have the opportunity to accumulate vocabulary and grammar to develop their language skills through daily communication Thus, English grammar is specially importance In elementary school, grammar is important aspect of language besides other aspects such as phonetics, vocabulary, style Grammar consists of the entire rules of word formation, word conversion, word combination, phrase - the smallest unit of language that can communicate The grammar governs the use of linguistic units to form words that make language function in social life Grammar plays an important role in the creation and attainment of language, teaching students to listen, speak, read and write Based on the English grammar of the student at the beginning of the familiarity to provide students with some basic grammar knowledge needed Grammar equips students with some notion of understanding the structure and function of it Specifically: English grammar in elementary school helps students understand the rules of word composition, catch rules using sentence and create text to use in communication Through the current situation of teaching and learning English grammar in primary school does not meet the requirements of English The ability to use words to write sentences, sentence analysis into the words of students also encounter many limitations, errors In fact many teachers have difficulty in teaching English grammar, also controversy when deciding the answer to a grammar test, forcing students to memorize the sentence pattern, unknown extension Derived from the role and position of English grammar, especially the reality of teaching - English grammar study in some primary schools today is not practical effect I also choose the topic of research: "Combining effective methods of teaching English Grammar for primary students" II THE PURPOSES OF RESEARCH Derived from the fact of teaching English in primary schools today, especially the situation students not remember grammar I study this topic to help students remember and apply grammatical structure well in class Help them learn the subject and love the English subject This is to help improve the quality of teaching and learning in the school, especially the quality of teaching and learning English today III THE OBJECTS OF RESEARCH: The effective methods of teaching English Grammar IV RESEARCH METHODS In this topic I have used some of the following methods: Theoretical research methodology Read some textbooks, reference books and some grammar topics Method of survey observation - Primary school survey of grammar instruction: - Teacher interviews and attends (a combination of professional groups and school administrators) Method of product research of activities - Student Quality Survey Methodology of experimental teaching - Teach a grammar lesson in class Methodology for teaching experiences Method of summarizing experience B CONTENT I- THEORETICAL BASIC OF TEACHING GRAMMAR "Grammar is a system of rules that combine words while speaking or writing to make the correct sentences and eliminate the wrong sentences, while creating the ability to understand the sentences spoken by native speakers in the context of communication " Likewise, English grammar is the rule that combines English words into larger units If you not understand the rules, you will not understand the words, and will not be able to say things, the words that you want to say, want to express in communication, if students not hold grammar rules they can not understand texts and can not produce effective speech in communication Because the characteristics of grammar are abstract, generalized, it contributes significantly to develop students’ thinking Thus teaching grammar is also teaching thinking in cognitive development for students Grammar provides students with a basic understanding of how to use the words and the sentence, set up the paragraph to form, strengthen the writing skills, students can not write when they don’t understand the rules of speech Grammar helps students learn other subjects, especially speaking and writing skills Thus, grammar is an indispensable part of learning a language Grammar helps students understand the structure of the word, concept of word type, concept of sentences, sentence structures On the basis of grammar, students learn the rules of spelling, punctuation, grasp the standard speech culture II REALITY OF TEACHING AND LEARNING ENGLISH FOR PRIMARY SCHOOL STUDENTS Teaching and learning English in primary schools: Because grammar is general, abstraction, many parents said that teaching English grammar for children early will create more pressure for children, easy to depressed children lose English dynamics But that does not mean they not need to learn grammar early It is important that children learn grammar correctly and in the right way, suitable with the psychology and ability of the child Teaching is a challenging job, with every new challenges emerging year as the world changes day by day and teachers are ready to receive and impart new knowledge to students A problem that many teachers worry about is how to introduce patterns so that they will not only understand but also feel interesting They will be extremely pressured by methods of referral and testing by way of recording, cramming and memorization If there are no interesting and teaching methods, they will consider learning as a response to examinations Grammar has a strong relationship to create a good foundation for learning English: Grammar training for students to correct skills, writing the correct sentences, to write the paragraph smoothly Grammar helps students to practice English in real life In English, most of the lessons have a vocabulary and grammar introduction For high-achieving lessons, students must understand the sentence patterns and how to use the sentence patterns So teachers have to choose the appropriate teaching methods to make students easy to understand, easy to remember, easy to use In fact, in primary school, very few students practise the pattern smoothly Because teachers only stop at the theory This means that the teacher must all the knowledge of the lesson, but the practice is less This makes learning English grammar much more limited in helping students achieve practical results So students say, write wrong grammar, because the method of knowledge acquisition, some students not know how to write sentences, especially in the sentence and composition analysis sentences, leading to write missing sentence components, misspelled words in the sentence Reality of teaching and learning English grammar in Nga Tan primary school 2.1 Reality: Most students are introduced to English at an early age Listening, speaking, reading, and writing skills are taken simultaneously in the teaching and learning of foreign languages Elementary school students are limited in communication because they not remember the grammar so they are shy, embarrassing when speaking * Advantages : - Students with innocent nature are willing to participate in the activities of the lessons - Students are always cared by parents and teachers during their studies - Teachers are learning, exchanging experiences from colleagues through lectures, exchanging experiences, special topics, professional activities of clusters - Get the attention and support of school administrators, professional groups and colleagues - Students are introduced about information technology, they are soon exposed to computers, to the Internet and get a lot of information from here * Advantages : - English is a new and very difficult subject for elementary students Moreover, for rural students, the conditions of contact and proximity of reality are limited - A small number of students have not paid attention and invested in foreign languages, preparing the paper skilfully During lessons, some students are often passive, lack of flexibility, shy of reading and speaking English, and are less likely to participate in speaking Therefore, teachers must have good methods, innovative initiative, always improve the method of training in different forms, different types of exercises appropriate for each lesson content to inspire and encourage all students to practice hardly In the process of teaching English today, teachers have used the new method effectively in the lessons, many teachers have used the method and more creativity in the course of the lesson However, in order to achieve high effectiveness, teachers must use appropriate forms for students Facts at Nga Tan primary school: - Students are not interested in learning grammar, because they have to memorize many grammar rules, they learn just to deal with exams - Students also use many Vietnamese: During the lessons most of the children said that only know the meaning of Vietnamese but few how to use the template During the lesson, students also use Vietnamese to communicate or explain issues related to the lesson - Students forget the grammar: Many students often forget the grammar if they don’t practice the sample again It is difficult for students to remember verb conjugation, using singular or plural nouns, using prepositions - Students are confused: Many sentences have complex grammatical structures, and similar sentences can cause students to confuse - Applying speech in writing: In the trend of teaching English is aiming for further education, it is still not possible to ignore teaching and learning grammar by as education expert Gavan Lacono - General Director of Education Language Link: "The over-reliance on English communication can cause chronic errors in English language learning and is difficult to correct By learning English to communicate, the only goal of the child is to communicate his message to the other person, who can ignore grammar rules This will negatively affect the long time when the child applies this method in writing, into the official documents later So children need to learn grammar in a formal way from the litter, elementary school age Grammar is the backbone of language, the rails to convey the message of communication, if there is no grammar as well as train without rail, communication will not be able to perform completely.” 2.2 Survey results For elementary students who have difficulty to remember grammar in the lesson, in the process of teaching, through practical teaching over the years, I realize that the old method of teaching and learning grammar usually takes place in style: The teacher put up the sample on the board and asked the students to memorize it for the next lesson That makes them boring and stressful Investigating the situation in Nga Tan Primary School, Nga Son district, taught by the method, only 15-20% students understand sentence patterns, the rest students remember mechanically and forget very quickly From the above situation, I have found ways to help students understand and use grammar fluantly Therefore, I have been able to offer some methods to help students learn English grammar effectively III IMPLEMENTED SOLUTIONS Grammar is one of the most important parts when learning a foreign language, if you want to be good at English, any skill: listening, speaking, reading, writing, you need grammar capital Nowadays, with modern equipment, we can apply and create many interesting, effective and attractive grammar lessons, creating a colorful lessons in English Young children ( 6-7 years old ) learn grammar by learning unconscious fixed phrases based on the context of the lesson activities they are learning As they grow older, they begin to translate these phrases into different contexts to use them creatively All of these activities occur spontaneously without any explicit explanation or analysis of the grammar because this is beyond the reach of the child However, when the perception of the child is better (8 years old and above), the explanation and analysis of specific grammatical elements is necessary for children to acquire rich and accurate language later But teaching grammar to primary students is not easy I have come up with effective solutions: Teach students the rules of using English grammar English grammar rules are incorporated into spoken or fun content that students can easily recognize and remember Have students learn as much as possible to recognize the rules of English grammar a Teach students what the subject is The subject in a sentence is "who" or "what" that the speaker is talking about Every sentence needs a subject If no subject, no one knows what the speaker is talking about Give them short sentences to illustrate: I am hungry My brother is very tall That computer is very expensive We are going to the store now My sister and I will be waiting here That school is very big b Teach students what predicate is? The predicate in a sentence is the ingredient used to tell what the subject is or what it is doing It can be a phrase or a verb Verbs are always predicates Examples in the above sentences: I am hungry My brother is very tall That computer is very expensive We are going to the store now My sister and I will be waiting here That school is very big In the short sentences above we identify the subject and predicate In the most basic sentences, there should be action associated with that subject c Teach students what verb is - A verb is an action, existence, or occurrence In simple sentences the verb is mainly used with the form indicating existence They are "am", "is", "are" Other forms of verbs are action verbs such as “Wash” “Run” “Jump” “Dance” “Learn” “Teach” “Read" - To understand these verbs, put them in the sentences: I wash my face He runs down the stairs Miss Hien teaches me - A verb can also start with a sentence Throw the ball Run toward the finish line Learn by heart d Teach students how to use the articles: "a", "an", "the" Students only listen to and say: She is a teacher He is a farmer I’d like to be an engineer I want to go to the book shop They not know when to use and how to use the words And to help them understand that is the problem of teaching grammar The teacher explains the English grammar rules: "A", "An" has the same meaning as the indefinite article They differ only depending on the word or the sound after them - Use "A" when the word follow starts with a consonant “A dog” “A boy” “A buiding” “A hamburger” Use "An" when the word followed begins with a vowel (U, E, O, A, I) “An ant” “An umbrella” “An elephant” “An architect” "The" is a definite article The distinction lies in whether the noun or subject we are talking about is specific or not If you say that students will be difficult to understand So use this example: "I am going to a coffee shop" (not a specific coffee shop) "I am going to the coffee shop" (a specific caffee shop that both the speaker and the listener know) Teach the grammar systematically The teaching must always be done in a certain order, especially for young children If teaching spontaneity, it will be easy to make children easily bored, discouraged and no longer interested in learning again 10 grammar rules to specific contexts In this way, students will gradually develop their ability to think, reason and acquire new knowledge easily For example, when teaching the simple past, teachers aks students to memorize irregular verbs However, when teaching how to use this, teachers can help students develop thinking by asking students to apply to situations in the past: As teacher asked students: “What did you yesterday?"; "Did you play football last week?"; "Where were you last summer?" In addition, the teacher should also help students compare grammatical structures to help students distinguish grammatical structures clearly and understand how to use them to avoid confusion By way of comparison, students will develop their thinking ability and the relationship of grammar points If students can relate old knowledge, learning new knowledge will be easier and more convenient Method 4: Create comfortable atmosphere in teaching The effectiveness of teaching is also dependent on the teaching environment A comfortable, favorable environment that encourages students to communicate directly with teachers on issues related to lessons, that will help students become more active in learning and acquiring knowledge Teachers can stimulate the learning spirit of the students by counting the points as well as completing assignments This is an effective way to help students have more motivation In fact, in teaching and learning a foreign language, students will learn more effectively if they learn in a fun and relax environment, and have more opportunities to communicate in the context of the real world The use of language games in foreign language teaching is one of the most effective methods that can increase the learning motivation of students, one of the determinants of success in learning a foreign language At the same time, they help and motivate students to maintain their learning and interest in learning In addition, they help teachers create contexts in which practical language is useful and understandable to learners Learners want to participate in the game, they have to understand what other people are saying or writing, and they have to say or write things to express their own views or to present information to others Language games can be used to develop all four skills for students: Listening, Speaking, Reading and Writing Besides games that develop vocabulary, and improve pronunciation The games are also used to check the grammar Sort words games 17 This is a popular game, easy to play and the simplest rules Teachers can choose to play at the beginning of the lesson to test the previous lesson or at the end of the lesson to reinforce the knowledge The way to play is as follows: The teacher can write the sample sentences (using the correct structure, and add some parts of the sentence for more difficult and interesting) on paper and then cut every word in the sentence Take words of each sentence divided by the team (note the length, difficulty of the sentences must ensure the same to the game is fair) Which team is ranked in the correct order of the fastest and most accurate score.This game can be played in team or individual Example: After teaching Unit 10 English 5, to check the grammar struture of the future tense Teacher write three sentences for three groups Which team ranks in the correct order of the fastest and most accurate is scored I We She am going to play badminton on are is going to going to play table tennis play basketball Sports Day on Teachers’ Day on Children’s Day Finding the wrong bugs This is an active game that should play 2-3 students Accordingly, the teacher will read the prepared sentences according to the grammatical structures that they have learnt Students have the task of thinking and deciding whether the teacher's words are right or wrong to decide whether to stand or jump first If anyone can correct the mistake correct, will jump one more step Students who danced incorrectly will be disqualified The game ends when the teacher completes the list of preparation questions Acting Games This game is held when the class has learned to basic grammar structures In this game, teachers select from -5 students for each group, ideally there should be 2-3 groups in one session The rules are simple: give each team 2-3 minutes to confer a scenario on a particular situation and communicate in English In this dialogue, not too high on difficult situations or new words Each team has about - 10 minutes to show the script he thought before the class The rest of the students will listen and follow the dialogue of each team Criteria for scoring are based on which team uses more basic grammar structures learned, natural acting and more engaging scenarios 18 Summing up the game, each team will write on the board the group structures they use in their performances Underneath will pay attention and comment If there is a new structure, ask the teacher to review the knowledge and then correct the whole class, if the wrong structure will find fault and correct The purpose of the game is to create a comfortable psychology for the whole class, to review lightly the structures that they have learned and to be able to use some new structure This makes memorization more efficient Language practice games are very useful for students, especially for elementary students, who have little English vocabulary This game helps to find errors and develop language elements such as pronunciation, spelling, etc These factors are very important before students practice communication skills Interactive games give students the opportunity to communicate in the real context of communication At the same time, they help develop communication skills, especially speaking skills In short, for the use of language games that are highly effective in teaching and learning English, teachers should consider using games to have students participate in class, create a fun, relaxed, enthusiastic and cooperative English atmosphere In addition, teachers should focus on the selection of games that match the level of the student The game becomes difficult to fulfill if its requirements or topics are inappropriate or out of reach of the students Method 5: Simple example, easy to understand When introducing a new grammar problem, teachers should use simple words to explain the lesson as well as give examples that are easy to understand so students can focus on the grammar Teachers should avoid using difficult words when teaching Most importantly, teachers must know how to simplify language as well as vocabulary when explaining a grammatical structure For example: teach comparative sentence structure The teacher gives an illustration 19 Make it easier for students to understand The teacher called two students on the board: one tall and one taller Please compare their height In order to understand the comparison, give your students the best way - Usage: To compare this person (or object) with another person (or object) - The structure of the comparison: Short Adj: S + V + adj + er + than + Noun/ Pronoun Long Adj: S + V + more + adj + than + Noun/ Pronoun Ex: - Nam is taller than Hung - She is more beautiful than her younger sister * Some things to keep in mind when using the comparative formula in English - Some adjectives have two syllables, but the ending is "y, le, ow, er" when used in comparative, it applies a comparative structure of short adjectives Ajective comparative Happy -> happier Simple -> simpler Narrow -> narrower Clever -> cleverer Example: - Now they are happier than they were before 20 We see that "happy" is a two syllable adjective, but when using comparisons, we use a comparative structure of short adjectives * Exercise: the correct form of adjective My house is(big) than yours This flower is(beautiful) than that one Which is (dangerous) animal, elephant or tiger? A holiday by the sea is(good) than a holiday in the mountains It is strange but often a coke is(expensive) than a beer The weather this summer is even(bad) than last summer My sister is ………………… (good- looking) than I am A book is …………………… (wonderful) than a comic Nina is ……………… (tall) than her father 10 She is ………… (happy) than I am 11 This bike is…………… (cheap) than mine 12 This house is much …………………… (comfortable) than that one 13 A dog is ………………… ( heavy) than a cat 14 My pencil is………… ( long) than yours 15 New teacher is ……………… ( nice) than old one Method 6: Practice – further pracstice After teaching the basics, the teacher should give the students immediate work based on the new knowledge These exercises should be simple and straightforward to help students master the basic concepts After that, students need to more advanced exercises while increasing their thinking and stimulating However, exercises should not be too difficult because weak students will feel daunting Teachers should also give homework assignments to the students and spend time in class as well as explaining student questions The more students do, the more likely they are to remember the grammar Students should be 21 grouped in groups Each group should have good or excellent students to help the weak students Team work is a good way to learn because students will feel comfortable exchanging lessons Grammar exercises: Type Fill in the blanks: a This is my Her name is Hoa She is thirty- nine years old She is a teacher She gets up at 5.30 in the morning She has at 6.00 o’clock She goes to work at 6.30 She works in a school from 7.00 o’clock a.m 10.30 She arrives home 11.00 She has lunch at 11.30 In the evening she has dinner and she to bed at 11.00p.m b Lan and her friends are (1) the circus now They (2) talking about the animals they(3) Lan likes monkeys (4) they can swing Huong likes bears beacause they can climb Huy (5) elephants because they can dance All of them love the animal very much Type Question for Underline: She is twelve That’s my sister Her name is Hoa She is a student My favourite subject is English Nam goes to school at half past six This T- shirt is one hundred thousand dong This is a pen Ninh and Hoa have Science on Wednesday and Friday 10 I want to go to the post office because I need some stamps Type Arrange words into sentences is /my/school / this/ new How /today/ wearhter/ is / the? nice/ bedroom/ my/ is / new/ an toys/ have / do/ many/ how / you? I / ten / old/ am/ years 22 Why/ the/ to / you/ to/ want/ go / post office/ do? We/ the/ not go/ zoo/ Friday/ do/ on you / can/ ride/ and/ your/ a bike/ ?/ brother/ Mary/not/on/Sunday/does/to/go/school/ 10 wants / a / Phong / footballer / to / be Type Write complete sentences based on the hint: that/ Lan’s /school /new how/ the weather /yesterday His / bedroom/new / nice how /many /dolls /you /have Luong /ten/years 6.I/ never/ go/ school/ Sundays What/ / you/ breakfast? 8.What/ the matter/ you? 9.I/ be/ student 10.We/ English/ Maths/ Music/ Friday Type Sentences a Match questions and answers: A Where are you from? How often you play football? I like milk very much What did you yesterday? Are you going to ride a bike tomorrow? Why you go to the food stall? b Match questions and answers: A What did you yesterday? Where was the song festival? Did you enjoy the festival? When did they have the celebrations? What did the students do? B a Because I want a hamburger b It’s my favourite drink c I’m from London d Yes, I am e Sometimes f We went to the cinema B a They danced and sang b Last Saturday c I drew a picture d It was in the school yard e Yes, we did It was very interesting 23 Type Find and correct It is an waste basket ABC D We am fine, thank you A B C D Is that you teacher? A B C D I am threeteen years old A B C D How are you spell it? A B C D I am very well, thanks you A B C D What you live? A B C D I am twelve year old A B C D I live on a house on Nguyen Trai street A B C D 10 Where are you live? A B C D Type Rewrite the sentence for same meaning Let’s go to the supermarket Would ? His favourite sport is football > He What does he ? > What is ? Our house has six rooms > There I like orange juice > My This school is big It’s………………………………… …………………… …… … These books are small >They’re………………… ………………………………………………… There are seven hundred students in my school My school…………………… …………… … … My class has ten desks >There……………… .………………………… ……………… 10 There is one television in my house >My house…… …………………………………………………………… 24 In summary, here are some good ways to teach grammar Students will feel comfortable and easily absorb grammar knowledge more effectively than traditional grammar teaching methods Teachers should combine teaching methods with flexible examples, not necessarily using only one teaching method Combining a variety of teaching methods will help students feel less bored when they learn as well as the teacher will easily transmit lessons IV EFFICIENCY OF EXPERIENCE On the basis of the study and investigation of the grammar study of elementary school students can say they still have basic difficulties to remember the grammar longer Through the experience of teaching in the past years, through the process of exploring experience, learning from colleagues, I have combined effective methods of teaching grammar for primary school students The ultimate goal is to help students understand the basics of the unit so that a broader perspective can be learned in a creative and flexible way After applying the initiative with illustrative methods, most students have made significant progress in their ability to remember and use grammar in real situations They can say many English sentences correctly and confidently Based on the results of the survey, students' understanding of grammar is up to 50-60% of students understand and use the exercises well This demonstrates the application of the initiative " Combining effective methods of teaching English Grammar for primary students" has brought about positive effects If teachers are willing to invest in pictures, time and enthusiasm, I assure you that the English level of primary school pupils will be significantly improved, which will help them to be more confident in use of English commun 25 C CONCLUSION AND RECOMMENDATION I CONCLUSIONS From the results of the experience gained: "Effective combination of English grammar methods for primary students", I learned the following: - Teachers need to identify to teach vocabulary and grammar English is to help students improve their skills: listening, speaking, reading and writing Students develop vocabulary, grammar, capable of selecting, arranging sentences, expressing ideas Enrich the imagination and the ability to use words of students This gives students confidence, ability to behave, flexible communication and ability to use English in their daily life - Creating a comfortable, lively, cooperative relationship between teachers and students to promote the positive thinking of students Teachers should use simple, understandable terms during lessons - Update information related to English teaching methods in elementary schools - Understand the psychological characteristics of students at each age - Teachers always learn themselves, contact exchange with colleagues experience in teaching - Use of teaching aids, equipment for teaching English In my teaching process, I found that before applying the new method students remember very little grammar, afraid of learning grammar, but after the application of these methods into teaching efficiency and learning of 26 children are significantly increased Students in general classes are more enamored, excited in the class II RECOMMENDATION: With this topic, I hope that some of my small experiences will contribute positively to improving the quality of student when they learn English I am looking forward to the attention of the department and colleagues to complete the topic better In addition, I would like to recommend to the industry continue to create favorable conditions for teachers of elementary English: + Access to training courses, capacity building language, teaching capacity + Participate in training on information technology, how to exploit the software and website for teaching and learning English on the network + Learning, exchanging experiences through inter-school subjects, providing professional materials, or types of exam questions at all levels I sincerely thank! Certified by the principal …………………………… …………………………… …………………………… …………………………… …………………………… …………………………… Nga Son, April 2nd, 2018 I declare this is my experence initiatives what I write, not copy the other people’s content Writer Nguyen Thi Lich 27 TÀI LIỆU THAM KHẢO Sách giáo khoa Tiếng Anh Lớp 3,4,5 Giáo trình bồi dưỡng kiến thức tin học ứng dụng công nghệ thông tin vào dạy học Tài liệu ' Một số vấn đề đổi phương pháp dạy học môn Tiếng Anh tiểu học ( Nhà xuất giáo dục) Phương pháp dạy Tiếng Anh tiểu học Nguyễn Hạnh Dung - Nhà xuất giáo dục Phương pháp dạy Tiếng Anh Phạm Phương Luyện Tài liệu' English Language Teacher Training Project , The Methodology Couse ( Book Two-Teaching The Skill) Global Education- Phương pháp giảng dạy- Vị trí giáo viên lớp dạy ngoại ngữ Page of Một số tài liệu từ website giao vien.net 28 ĐÁNH GIÁ CỦA HỘI ĐỒNG KHOA HỌC CẤP TRƯỜNG ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… 29 ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ĐÁNH GIÁ CỦA HỘI ĐỒNG KHOA HỌC CẤP CƠ SỞ ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… 30 ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… 31 ... effective methods of teaching English Grammar for primary students" II THE PURPOSES OF RESEARCH Derived from the fact of teaching English in primary schools today, especially the situation students. .. the quality of teaching and learning in the school, especially the quality of teaching and learning English today III THE OBJECTS OF RESEARCH: The effective methods of teaching English Grammar IV... On the basis of grammar, students learn the rules of spelling, punctuation, grasp the standard speech culture II REALITY OF TEACHING AND LEARNING ENGLISH FOR PRIMARY SCHOOL STUDENTS Teaching and