The steps of teaching model sentences in grade 4 at thach dong primary school

THACH THANH DEPARMENT OF EDUCATION AND TRAINING THACH DONG PRIMARY SCHOOL Initiatives experience’s name : THE STEPS OF TEACHING MODEL SENTENCES IN GRADE AT THACH DONG PRIMARY SCHOOL Teacher’s name Duty School Subject : Mai Thị Hường : Teacher : Thạch Đồng Primary school : English Thach Thanh, 2018 CONTENTS THE MAIN 1.1 Reasons for selecting the topic 1.2 Purpose of the study 1.3 Research subjects 1.4 Research methods CONTENT 2.1 Basis for argument 2.2 Current status of teaching and learning English in Thach Dong Primary School 2.3 The solutions used to solve the problem 2.3.1 Introduce new words or phrases in the lesson 2.3.2 Practice listening and practicing the conversation in the lesson (Part Look, listen and repeat) 2.3.3 Introduce model sentences 2.3.4 Practice model sentences (Section Point and say) 2.3.5 Game activity to deepen the sentences learned 2.3.6 Some examples of demonstration classes have been applied effectively in grades 2.4 Results 2.4.1 For educational activities 2.4.2 For teachers 2.4.3 To colleagues 2.4.4 For the school CONCLUSIONS AND RECOMMENDATIONS 3.1 Conclusion 3.2 Petition - REFERENCES - THE INITIATIVES EXPERIENCE HAS BEEN CLASSIFIED 3 3 4 5 6 6 14 14 14 14 14 14 14 15 17 18 THE MAIN 1.1 Reasons for selecting the topic Our country is in the process of developing the knowledge economy as the foundation for development and consider education and training as the top national policy and improve the quality of teaching and learning to successfully complete the training human resources for industrialization and modernization of the country In order to survive and develop our nation's construction and defense to keep pace with the developed countries, we need to capture the most advanced achievements Aiming to make Vietnam a civilized and prosperous country Today, according to the development trend of the times, English gradually became the common language in many fields in social life English helps us to access more effectively with the rich source of human knowledge to integrate with other countries in the world Therefore, learning English has become more important than ever In recent years, English has been taught in popular schools And there are many small and large research projects on English teaching and learning, aiming to find effective teaching and learning methods For effective teaching and learning in the primary school walls, I am the person who directly teaches many questions about how to help elementary school students access to a new language Wanting to learn and communicate well in English requires students to have a certain vocabulary, and students need to master the sentence structure with grammatical functions, usage, reading and meaning To help them speak English smoothly, coherently and above all to help them become more confident in communicating and absorbing the language I would like to give you some reference experiences on how to guide students to learn the grammatical structure that I have accumulated in the process of learning and teaching That's why I chose the topic 'The steps of teaching model sentences in grade at Thach Dong primary school’ 1.2 Purpose of the study - Learn about solutions for improving English teaching and learning for teachers and students - Learn about the student's learning situation - Study the optimal methods for teachers to apply when students practice in the classroom effectively - The steps for effective teaching are changed by changing some of the methods that teach students to easily learn the lesson At the same time instruct students to train themselves to have skills, skills when learning English Therefore, the implementation of this method aims to promote students' activeness, initiative and creativity, contributing to improving the quality of teaching English 1.3 Research subjects - Students in grades 4A, 4B in Thach Dong Primary School 1.4 Research methods - Application of practical teaching experience - Refer to the practice materials related to the subject - Refer to the experience of colleagues, attendance, exchange ideas - Organize and conduct experiential teaching Prepare teaching curriculum to test the feasibility of the method - The teacher asks questions to check the content of the student's lesson CONTENT 2.1 Basis for argument At present, the teaching and learning of foreign languages in primary schools has been markedly improved Elementary school children, including schools in remote areas, are taught foreign languages Teachers are regularly trained to improve their professional skills and innovate teaching methods to improve the quality of the subject In all schools, materials and teaching materials are increasingly being added to make learning more effective and students are more interested in learning However, due to the student's unevenness The foreign language environment of the children rarely have the opportunity to talk with foreigners The development of communication skills in children is limited Moreover, the current situation of learning neglect, students learn coping, rote learning without self-study, students are quite a lot Most of the students not pay attention and invest in English, preparing the paper skilfully, coping while they study very weak subject How does another condition this condition? How to attract students to focus on learning is an issue that requires educators, dedicated teachers who work hard to come up with plans, programs that improve the way they teach and learn more, improve the quality and effectiveness of education To teach an English language class requires teachers to be prepared and invested both at home and in the classroom, even having to accumulate experience over time can be effective and persuasive , making them really excited and confident Therefore, with this topic, I would like to express my thoughts and my wishes with the desire to contribute to the exchange of experiences and sharing of learning together for the same progress 2.2 Current status of teaching and learning English in Thach Dong Primary School * Advantages: - English is a new discipline applied to elementary students in recent years So some students feel excited or interested in this new subject, so in most classes most students are very active - Having the interest of the school's board, together with the siblings in front of them, makes the teaching of English better The school has had almost adequate facilities, materials and equipment to serve teaching and learning * Disadvantages: According to the distribution of the current program, English elementary school has lessons per week, so it is really hard to teach the teacher and the students But in order for students to become more active, teachers must prepare their pictures and tools to draw their attention to the topic or focus of the lesson In addition, there are many students here because of conditions and circumstances, parents not understand the importance of English so not interested, urge the children to study this subject, many to sue there complete study materials In addition, due to the limited development conditions, the conditions for elementary school children to be exposed to public information and entertainment programs using English is still low Their ability to communicate is limited, especially in English - Beside some students studying seriously, there are many pupils who learn only through loudspeaker, not in deep memory, not practice reading and writing frequently, not have two-dimensional sense When the teacher asks them not to Moreover, very few people in the family are learning, knowing English should check and guide the children to learn at home also meet many difficulties * The results of the 4th English language course of the school year 2016-2017 Class Quantity Finished well Finish Unfinished Quantity Ratio Quantity Ratio Quantity Ratio 4A 23 13 % 20 87% 0% 4B 24 20,8% 19 79,2% 0% 2.3 The solutions used to solve the problem To help students master the English sentence form is very important in the teaching process, so teachers need to find appropriate teaching methods in the process of forming students' knowledge, especially in the Sample sentences with new grammar structures As a teacher teaching English, I myself have tried to find the main solutions to help students master the sentence after the lesson Here are some of the solutions that I myself have applied in the course of teaching: 2.3.1 Introduce new words or phrases in the lesson Introduce new words or phrases in the lesson through pictures or explanations so they find new words or phrases - Teachers write each word or phrase on the board, asking the students to write in their notebooks Ask the children to read new words or phrases in their own language, in groups, and in their class - After introducing all the new words or phrases in the class, the teacher asks the class to re-read the entire word or phrase - Have some students read individually and ask some of them to say the new Vietnamese words or phrases - Choose one of the small games such as: What and where, Rub out and remember, Slap the board, Matching to check the level of awareness and remember the new words and phrases that they have just been acquainted 2.3.2 Practice listening and practicing the conversation in the lesson (Part Look, listen and repeat) - Introduce students to the conversation they will listen to and practice - Before you listen, ask the students to look at the contents of the dialogue through the pictures contained in the dialogue by asking small questions related to the character in the pictures, the action of the characters, the place in the paintings - Have the students listen to the conversation twice - Tell the students to repeat the tape twice - Let them work in groups to play the characters and reread the dialogue - Give or groups practice the conversation in front of the class - Ask the children to rehearse the conversation - Check their understanding of the content of the conversation they practice 2.3.3 Introduce model sentences - From the content of the conversation they have practiced the teacher to ask questions to the students to find the model sentences of the lesson - Have students write the model sentences in their notebooks - Explain to students how to replace words or phrases in the model sentences so they can use them with other words or phrases - Allow students to practice reading the model sentences individually, in the same tone and role-plays - For example, let students engrave using model sentences with other words and phrases - Let students reread the example 2.3.4 Practice model sentences (Section Point and say) - Use pictures with suggested words or phrases, asking students to use model sentences to practice with these pictures - Ask students to work in pairs or groups to practice - Give a pair or group a pattern - Ask the whole class to practice in a certain time - Give some practice groups to the class - Have the students read the same sentences again - Ask students to find situations, real data based on knowledge, knowledge they have learned, use sentence patterns to practice - Ask them to work in pairs or groups The teacher observes and assists the student if they need help - Give some practice groups to the class For comment groups, teachers commented and corrected the children 2.3.5 Game activity to deepen the sentences learned - The teacher designed one of the games such as Lucky number, Whisper, Matching, Word cue drill for students to help students to deepen their learning - Before playing the instructor how to play, the rules of the game - Organize the test - Teachers divide the teams - Have students play the game - Announces the results of the game, recognizes the results of the teams, announces the winner and motivates them 2.3.6 Some examples of demonstration classes have been applied effectively in grades * Example 1: Unit Can you swim? Lesson 1-2 - The goal of the unit is to introduce students + Words like can, draw, dance, sing, skip, skate, cook, swim + Model sentences: What can you do? - I can a Introduce new words - Use pictures, explanations and actions to introduce the words: can, draw, dance, sing, skip, skate, cook, swim - Ask the students to copy the words into their notebooks - Practice students to read bilingual, group and individual words - Have students play What and where games to bring up the words they have just been introduced to b Practice conversation - Ask the students to look at the pictures a, b, c, d in part and answer the questions: + Who are they? (Mai, Nam and Phong) + Where are you? ( In the school yard) + What are you doing? (Mai Cat Painting, Phong dance, Nam singing) - Let the students listen to the tape twice - Ask them to repeat the tape twice Ask students to work in groups of as three characters and practice reading the conversation again - Ask two groups to read in front of the class c Introduce model sentences - The teacher gives an open question to students to find out the model sentence: + What did Nam ask Phong? (What can you do, Phong?) + How did Phong respond to Nam? (I can dance.) - Teachers write model sentences on the board, asking students to write in their notebooks What can you do? I can dance - The teacher explained: It is possible to change only the words that you can in underlined words to talk about your ability - Ask the students to reread the model sentences, in pairs - Ask for examples - Ask the students to read in pairs, for example d Practice model sentences - Ask students to observe pictures a, b, c, d in section with suggested words - Ask the students to work in pairs, use the above form to practice asking and answering with the suggestions in the pictures - Have students practice the model sentence in front of the class - Ask them to practice in minutes The teacher keeps track of and helps - Give groups to practice in front of the class - Ask the students to comment, the teacher commented and corrected the mistake - Ask the students to read the complete sentences - Continue to ask students to work in pairs, ask and answer about the same activities they can - Give the students samples - Ask all pairs to practice in minutes Teachers follow and help - Ask the groups to practice in front of the class - Students comment, teachers comment and correct mistakes e Game activity - Teachers organize students to play Lucky number games skip lucky number skate Lucky number cook swim - Teachers how to play and rules - Divide the class into teams - Have students to play - Organize two teams to play the game - Announced the results of two teams play Praise the children * Example 2: Unit What you like doing? Lesson 1-2-3 - The goal of the unit is to introduce students + Words like: hobby, riding a bike, playing badminton, flying a kite, taking photos, watching TV, playing the piano + Model sentences: What's your hobby? - I like a Introduce new words - Use pictures, explanations and actions to introduce them to the words: hobby, riding a bike, playing badminton, flying a kite, taking photos, watching TV, playing the piano - Ask the students to copy the words into their notebooks - Practice students to read bilingual, group and individual words - Have students play Rub out and remember to deepen the words they have just been acquainted with b Practice conversation - Ask the students to look at the pictures a, b, c, in part and answer the questions: + Who are they? (Phong, Tony, Mai and Linda) + Where are you? (In front of music club) + What are you doing? (talk about music) - Let the students listen to the tape twice - Ask them to repeat the tape twice - Ask students to work in groups of as three characters and practice reading the conversation again - Ask two groups to read in front of the class c Introduce model sentences - The teacher gives an open question to students to find out the model sentences: + What did Phong ask Linda? (What's your hobby, Linda?) + How did Linda respond? (I like playing the piano.) - Teachers write model sentences on the board, asking students to write in their notebooks What's your hobby? I like playing the piano - The teacher explained: It is possible to change only words that you like doing in underlined words to talk about your hobbies - Ask the students to reread the model sentences, in pairs - Ask for examples - Ask the students to read in pairs, for example d Practice model sentences - Ask the students to observe pictures a, b, c, d, e in section with suggested words - Ask the students to work in pairs, use the above form to practice asking and answering with the suggestions in the pictures - Have students practice the sample in front of the class - Ask them to practice in minutes The teacher keeps track of and helps - Give groups to practice in front of the class - Ask the students to comment, the teacher commented and corrected the mistake - Ask the students to read the complete sentences - Continue to ask students to work in pairs, asking and answering about the activities they like to or their own interests 10 - Give the students samples - Ask all pairs to practice in minutes Teachers follow and help - Ask the groups to practice in front of the class - Students comment, teachers comment and correct mistakes e Game activity - Teachers organize students to play the Whisper game 1.What's your hobby? I like playing chess What you like doing? I like taking photos I like collecting stamps I like riding a bike - Teachers tell how to play and rules of game - Divide the class into teams - Have students to play - Organize two teams to play the game - Announced the results of two teams play Praise the children * Example 3: Unit 16 Let's go to the bookshop Lesson 2.1-2-3 11 - The goal of the unit is to introduce students + Words like: cinema, swimming pool, see the animals, see a movie, buy something to eat + Model sentences: Why you want to go to the ? Because I want to a Introduce new words - Use pictures, explanations and actions to introduce them to the words: cinema, swimming pool, see the animals, see a movie, buy something to eat - Ask the students to copy the words into their notebooks - Practice students to read bilingual, group and individual words - Have students to play What and where games to bring up the words they have just been introduced to b Practice conversation - Ask the students to look at the pictures a, b, c, d in part and answer the questions: + Who are they? (Mai, Tony and Linda) + Where are you? (Outside the school gate) + Where are you going? (You are coming to the supermarket.) - Let the students listen to the tape twice - Ask them to repeat the tape twice - Ask students to work in groups of as three characters and practice reading the conversation again - Ask two groups to read in front of the class c Introduce model sentences - The teacher gives an open question to students to find out the model sentences: 12 + What did Tony ask Mai? Why you want to go to the supermarket? + How did Mai respond? (Because I want to buy something to eat.) - Teachers write model sentences on the board, asking students to write in their notebooks Why you want to go to the supermarket? Because I want to buy something to eat - The teacher explained: It is possible to change only words that you can in the underlined words to ask and answer the reason for wanting to a place - Ask the students to reread the model sentences, in pairs - Ask for examples - Ask the students to read in pairs, for example d Practice model sentences - Ask students to observe pictures a, b, c, d in section with suggested words - Ask the students to work in pairs, use the above form to practice asking and answering with the suggestions in the pictures - Have students to practice the sample in front of the class - Ask them to practice in minutes The teacher keeps track of and helps - Give groups to practice in front of the class - Ask the students to comment, the teacher commented and corrected the mistake - Ask the students to read the complete sentences - Continue to ask students to work in pairs, ask and answer about the places they want to visit and the purpose they want to go there - Give the students samples Ask pairs to practice in minutes Teachers follow and help - Ask the groups to practice in front of the class - Students comment, teachers comment and correct mistakes e Game activity - Teachers organize students to play the Word cue drill game Bakery / buy some bread Bookshop / buy some pens Pharmacy / buy some medicine sweetshop / Buy some chocolate zoo / see the animals swimming pool / swim - Teachers tell how to play and the rules of game - Divide the class into teams - Have students to play - Organize two teams to play the game - Announced the results of two teams play Praise the children The above is one of the sample lessons that I myself have applied effectively in the fourth grade school I am teaching 13 2.4 Results 2.4.1 For educational activities In the process of applying the teaching of the above sentences in two classes 4A and 4B, I feel that their learning spirit has improved significantly In particular, there are more students interested in English subjects, they are more active in their classrooms They also prepare their homework more attentively The quality of the course also increased significantly The results achieved through the periodic examination between the second school year 2017-2016 the quality of their children are very positive Class Quantity 4A 4B 20 17 Finished well Quantity Ratio 25% 35,3% Finish Quantity Ratio 15 75% 11 64,7% Unfinished Quantity Ratio 0% 0% 2.4.2 For teachers - Accumulate a lot of experience in teaching sample sentences for students - Training adaptability, creative flexibility in the use of teaching methods - Improve skills, quality teaching subject 2.4.3 To colleagues - Share experiences with colleagues in teaching model sentences for students with high efficiency - Create more strength together to emulate creative contribution to improve the quality of teaching Meet the current teaching and learning requirements 2.4.4 For the school Improving the quality of teaching in the school, specifically enhancing the learning spirit of the students, limiting the weak student status and motivating children to strive for high results in school episodes CONCLUSIONS AND RECOMMENDATIONS 3.1 Conclusion These experiences only help a few students in learning English well, but it is very important to practice the sample, to communicate fluently and fluently But to make the topic really meaningful not only the investment in the lecture, the teacher's promotion, but also the student's cooperation Because of a small knowledge that students not care, not diligent, not studious, even if the organization is well received, tested closely how then it also floated into oblivion Besides the surrounding environment is also very important, an English environment, using many English, the real benefits from the subject is quite vague to a school district difficult During the study I learned some of the following: 14 - More attention to the motivation and attitudes of students; Help students to properly assess the need for English for their future so that students can identify motives and positive learning behaviors - Do not put pressure on weak students, lazy students Instead encourage, encourage students to self-learning - Design different types of activities according to the degree of difficulty to increase gradually and suitable for each group of students - Evaluate students' true strengths so as to make appropriate requests; Too low requirements for good students will make students feel bored and will not be willing to strive further; Too high a requirement for a weak student will lose the student's confidence, reducing the student's interest - Create the habit of thinking in English, limit the conversion of ideas from Vietnamese into English - Collection of English teaching software, combining the skills of listening-speakingreading-writing in the class 3.2 Petition In order to meet the learning and learning needs of English subjects in general and to strengthen and improve the English language knowledge of students, I would like to recommend to the Board of Management to add more Kinds of books refer to English in the library to help students have access to new knowledge, create interest, passion for the children in learning this subject It is because the teacher's task does not stop at teaching but also to build trust and foster the spirit of learning more students, then think of which method will also succeed with a generation of students based on the virtues of the Vietnamese people rich in traditions of learning and humanity noble Despite the effort, but the topic is still many errors, I hope the enthusiastic contributions of colleagues to build the topic better Confirmation of unit heads Thach Dong, April 14th, 2018 I undertake that this initiative is mine I don't copy other's work I will be responsible for my commitment Written by Mai Thị Hường 15 REFERENCES - Student English book - Teacher English book - The Grammar in use - Method of Teaching English Grammar - English Teacher Handbook 16 THE INITIATIVES EXPERIENCE HAS BEEN CLASSIFIED SN Initiative’s name Level Recognized by Some experiences helping Thanh Hoa deparment students in grade to learn Let’s C of education and sing and Let’s chant sections training better School year 2014-2015 17 ... have accumulated in the process of learning and teaching That's why I chose the topic 'The steps of teaching model sentences in grade at Thach Dong primary school 1.2 Purpose of the study -... improve the quality of teaching Meet the current teaching and learning requirements 2 .4. 4 For the school Improving the quality of teaching in the school, specifically enhancing the learning spirit of. .. the sample lessons that I myself have applied effectively in the fourth grade school I am teaching 13 2 .4 Results 2 .4. 1 For educational activities In the process of applying the teaching of the