Helf the students of grade 3 use the correct personal pronouns and possessive adjectives

1 INTRODUCTION 1.1 REASON FOR CHOOSING THE TOPIC No one denies the importance of English language in the present time as global language It is clear that English has become more and more dominant around the world Actually, in some countries it is used as the mother tongue but, other countries learn it as second language in their schools There is no doubt that English is language of communication between the people from different cultures Moreover, English is the language of science and technology It is also the language of computers that help to integrate the people around the world via Internet technology and e-mail Needless to say, people who know English can deal with the Internet Therefore, the need of mastering a foreign language especially English, is becoming more and more necessary English is one language serves as a means of actively supporting the most efficient process of deeper integration of the country Communicative languages becomes an effective tool in every aspects of life Besides the mother tongue, the Vietnamese consider English as the second communicative language and the major subject in the school course To meet the growing demand as well as communication needs of society, the Ministry of Education and Training has put English into the progam at Primary School The English program in Primary Schools is to form and develop for students the knowledge and basic skills in English, through learning English, students gain knowledge and their love for the Vietnamese Learning English not only contributes for the development of personality and learning style but also provides students with basic knowledge and help students understand initially the knowledge about the people and culture of English speaking countries At Primary School, English is a subject which has its own characteristics Therefore teachers are like an artist , he or she need to be creative and cheerful in order to involve students in learning English excitingly As a teacher of English at Primary School, I am always awared of researching the specific methods in teaching English, 'Language learning is hard work Effort is required at every moment and must be maintained over a long period of time Games help and encourage many learners to sustain their interest and work Games also help the teacher to create contexts in which the language is useful and meaningful The need for meaningfulness in language learning has been accepted for some years So improving the quality of education in general and the quality of English department in particular is one of the top concerns of today's educational career.That focuses more specifically for those students at the primary level and beginner's approach to foreign language.For primary school students are at the early stage of learning language programs as well as learning Vietnamese.Vietnamese is children’s native language, but they only learn initially Nevertheless, from Grade students had to learn a new language and it is always parallel to the native language of the children.This makes them embarrased when using English to communicate in practising and doing exercises For that purpose, in order to respond the demands of teaching and learning, I will offer one of the skills that I have applied in teaching personal pronouns and possessive adjectives Actually, the use of these measures helps primary school children use the correct personal pronouns and possessive adjectives in English After exploring and accumulating the experiences from colleagues and myself, I have some experiences in teaching using the correct personal pronouns and possessive adjectives in English and achieved quite effective results The students are more interested in learning English and more confident in doing their exercises This improves that my methods are right With the passion and the love for teaching English, I have studied and developed the research: " Help the students of grade use the correct personal pronouns and possessive adjectives” 1.2 THE PURPOSE OF THE RESEARCH - The research applies the methods of teaching using the correct personal pronouns and possessive adjectives in English to involve students in learning English well - Creating the language circumstance to communicate in English and promote students to actively participate in communicative activities; offering some solutions and methods for teaching using the correct personal pronouns and possessive adjectives in English - Exchanging and sharing some experiences in teaching for colleagues as well as primary students 1.3 RESEARCH OBJECTS - Systematizing some theoretical issues about the procedures and activities in teaching using the correct personal pronouns and possessive adjectives in English Primary program according to the communicative approach - Exploring the present situation of teaching using the correct personal pronouns and possessive adjectives at Primary School and suggesting some techniques in teaching to develop skills for primary students, helping them be more confident to communicate in English - Research Time : School Year 2016-2017 - Research Location: Nguyen Van Troi Primary School Research Object: " Help the students of grade use the correct personal pronouns and possessive adjectives” The respondents of the research: With this research I focused on the primary student, especially the students of grade 1.4 RESEARCH METHODS - Theoretical research method : Researching and reading legal documents, scientific literature and textbooks which are related to researching problems by means of analysis , synthesis, comparison, to find the theoretical issues as a basis for solving problems and researching tasks - Survey Method : To survey the actual situation of teaching and learning English at Primary School in order to discover new problems that need to be solved, determining the common causes and preparing for the next procedures - Observation Method : Observating the colleagues’ classes - Comparison Method : During the researching and teaching in grade 3, I have used this method to compare the survey results before and after applying the experiences of using games - Checking and assessment Method: Through the lessons and students’ test survey From the test results of the assessment I classified the students into groups and had suitable methods for each kind of student - Group of complementary Methods : - Methods of mathematical statistics - Methods of data analysis 1.5 THE NEW POINTS OF EXPERIENCE INNITIATIVE - Using games effectively in the lesson to help students remember new material easily - Combine with Literature and Art in introducing the material of the lesson RESEARCH CONTENTS 2.1 THEORETICAL BASIC The need for meaningfulness in language learning has been accepted for some years An useful interpretation of 'meaningfulness' is that the learners respond to the content in a definite way If they are amused, angered, intrigued or surprised the content is clearly meaningful to them Thus, the meaning of the language they listen to, read, speak and write will be more vividly experienced and, therefore, better remembered If it is accepted that games can provide intense and meaningful practice of language, then they must be regarded as central to a teacher's repertoire They are thus not for use solely on wet days and at the end of term! If you are looking to pursue a meaningful career as an educator, consider choosing from a variety of courses in these online masters in education Language learning is a hard task which can sometimes be frustrating Constant effort is required to understand, produce and manipulate the target language Well-chosen games are invaluable as they give students a break and at the same time allow students to practise language skills Learning a foreign language is easy and varied but any form that learning into English learning skills: listening, speaking, reading and writing are very important.To help students have self-confidence in writing and speaking skills, the students not only need to have a rich vocabulary, but also understand how to use them properly, especially knowing the correct use of personal pronouns and adjectives basis in writing as well as speaking 2.2 THE SITUATION OF THE PROBLEM A significant base of research, developed over many years, is available to inform educators about effective approaches to teaching children to learn English However, research on applying the methods of teaching material for primary students is in its infancy This reflects the fact that many teachers in Vietnam are faced with the challenge of teaching children to approach to the basic English Making this a more critical issue, several researches suggest that teachers are not receiving adequate professional development in effective strategies to teach material for students In order to make best use of the information presented in this research, many teachers might want to consider the following set of questions together in preparation for making decisions about teaching English for primary students Normally when teaching English, teachers often focus on teaching vocabulary, grammar or structure However, grammar is not the final result of the teaching and learning process It is only a tool to help learner to communicate more effectively But in fact, there are some differences between spoken English and written English Written English requires the accuracy statement of the structure, whereas spoken English needs the flexibility and the intimacy in communication The beginning of grade 3, the students were familiar with the personal pronouns as the subject in the questions in each lesson.They are: I,He,She,It They ,We ,You Attached to each pronoun is equivalent to possessive adjectives like: My , His, Her, Its , Their , Our , your , But students always confuse personal pronouns and possessive adjectives Example: Right writing: This is my father His name is Hung He is tall Wrong writing: This is my father He name is Hung His is tall The more complex grammar, most students are not focused on learning foreign languages, especially students in the suburbs Lack of teaching facilities, limited time Most teachers is to try to be able to complete all the available items in textbook When the work is completed, it means that students can read fluently,speak all the contents, make the questions with the new language, give the meaning of the sentence in Vietnamese Teachers feel satisfied with teaching hours and think that was proving successfully After reviewing the results of an actual teaching hours and some tests, the students also confuse personal pronouns and possessive adjectives, they not remember how to use, so the result is not as teacher's wishes In the second week of October, I conducted the first term in English in grade Exercise1 Circle the odd one out I She her you Am is are I You your her my His he our their Exercise Complete the dialouge She my his A: Hello B: Hello This is friends A: What’s your name? B: name’s Hoa A Hoa, this is my brother B:What’s name? A: His name is Dung And this is my sister B How old is she? A: is 17 years old Results of the survey are as follows: Class Number of student Time 3A 40 10/2016 3D 40 10/2016 3I 40 10/2016 Mistake 15 = 37,5% 17 = 42,5% 13 = 32,5% her Not mistake 25 =62,5% 23 = 57,5% 27 =67,5% From reality that to work on better efficiency achieving , I boldly innovative menthod to help students use the correct personal pronouns and possessive adjective by using some methods lively, more energetic to inspire students, make students more long remembered and use correctly, not to be confused to achieve the desired results 2.3 SOLUTIONS AND IMPLEMENTATION METHODS 2.3.1 Introduction using the form sentences For example: In grade Unit of the book introduces new sentences: "Introduce your name", which uses personal pronouns “I” I write the model sentences on the board: I am + name = I’m + name = And give some examples such as I am Nam = I'm Nam I am Mai = I'm Mai In Unit has a model sentence: Introduces my name ,but using the independent s“my” In this lesson, I also offer the following sentences: My name is + name = My name’s + name And give some examples such as My name is Nam = My name's Nam My name is Quan= My name's Quan Then I ask students to repeat the model sentences and I write them on the board My name is Peter = I am Peter My name's Peter = I'm Peter Explaining to students how to use the words “I and My” and I underlined them The word “I” is a personal pronouns subject in sentence, stand independent before “To be” But “My” is a possessive adjective clarify the meaning of the noun Therefore it is always standing in front of a noun, can not stand alone to as subject as personal pronouns I also explained the same to meet the personal pronouns You, He, She, It, We, They and the possessive adjective equivalent to their ownership is Your, His, Her, Its, Our, Their Example: He is Vinh = His name is Vinh She is Lan = Her name is Lan It is La = Its name is La We are Hoa and Lan = Our names are Hoa and Lan You are Tu and Thuy = Your names are Tu and Thuy They are Son and Huong = Their names are Son and Huong For example: When they talk to “We”, the teacher should explain: This is the first person plural, the difference with the first person singular in that: “I” say when only one person say but “we” say when they want to talk to or more people So “To Be” is plural “Are” Thus we have the following sentences: We are + name + name + name = We’re + name+ name + name We correspond to a personal pronoun “we”, have a possessive adjective “Our” and the word "name" here must have at least names, so “To Be” “are” We have structured as follows: Our names are + name + name+ name Example: We are Mai and Nam = Our names are Mai and Nam Also explained similarly to the throne “You, They” and possessive adjectives “Your , Their” Example: You are Linda and Quan They are Peter and Mai = Your names are Linda and Quan = Their names are Peter and Mai By explaining so meticulously, I have to help students to understand and visualize using personal pronouns and possessive adjectives in English After finishing the lecture , I ask them to contact the Vietnamese what similarities and differences in the use of personal pronouns and possessive adjective Example: The personal pronoun “I” is a first person in English but “I” in Vietnamese has many meanings such as; grandfather, grandmother, father, mother, The possessive adjective “my” in English only one meaning But “my” in Vietnamese has many meanings; grandfarher’s, grandmother’s, father’s, The second person in English is “you”, It is grandfather, grandmother, father, mother, sister, The possessive adjective “your” in Vietnamese; grandfarher’s, grandmother’s, father’s, sister’s, brother’s, In this comparison I help my students understand more thoroughly about personal pronouns and possessive adjectives in English and Vietnamese.This helps them to support more embarrassing when they use in comunication and doing homework So they are more interested in learning to acquire one new language 2.3.2 In practice pronunciation and communication After students have mastered the use of personal pronouns and possessive adjectives in theory, immediately I ask them to use what they had just been completed to practice pronunciation and communication with their classmates For example: When I finished teaching the personal pronoun “I” and the possessive adjectives “My”, I asked each stduent to stand in front of the class and introduce himself or herself about the name Example: First student: Hello! I am Tan Second student: Hi! I am Kien Third student: Good morning! I am Tung The second time students have used possessive adjectives: Example: First student: Good morning! My name is Tan Second student: Hello! My name is Kien Third student: Hi! My name is Tung By introducing times, students will remember well the way to use “I and My” The personal pronoun “You” and the possessive adjectives “Your” I asked students to go to the board One student pointed to other student and said: “ You are Ha” Then I asked other student to say the sentence using “Your” and he said: “Your name is Ha” And then I asked students to practice speaking in group and I corrected mistakes Example: When students learn the third person “He” and “His” or “She “ and “Her” Every time I call three students go to the board A student plays who is a passer , students are chating with each other Student A points to the passer and said, student B responeds: Student A: That is my friend Student B: What is his name? Student A: His name is Phong Student B: Phong? He is Phong Similarly to the third person “She” and other groups in the class also practice When teaching the personal pronoun “It” and possessive adjective “Its” I brought some photos about animals as dog, cat, bird and sticked them on the board, then called each pair to ask and answer about the names of these animals Example: A: This is my dog B: What is its name? A: Its name is Pluto B: Pluto? It is Pluto Similarly with the other animals When students have learned all personal pronouns, I asked them to practice with a long conversation Example: A girl met the family of a friend in her class Her family has people I asked students to play role Student A is a father , student B is a mother, student C is a sister , student D is a brother, student E is the host, student F is her friend This is a conversation: 10 F: Good afternoon E: Good afternoon This is my friend C: What's your name? F: My name is Dat E: Dat, This is my dad F: What's his name? E: His name is Hung And this is my mum F: What's her name? E: She is Anh That is my sister F: What's her name? E: Her name is Tu And that is my brother F: What's his name? E: He is Tien When the first group practiced, I copied the conversation on the board and ask them to change the possessive adjective sentences into the personal pronoun sentences Then I ask them to practice conversation two times: first time using personal pronouns to answer, second times using possessive adjective to answer, practising group 6, the teacher went around the class and help students to correct mistakes Therefore students have been practicing very fluently, fun and exciting As a result, they absorb the lesson very fast, have a long memory and more excited to wait for until the next lesson The progress of the students is more increasingly 2.3.3 Doing the homework The progress of students are in solving the exercises that I deliver a) Giving the exercises at the beginning of class Firstly, in order to check the old lesson I ask students to answer questions by writing to the questions: What's your name? Students answer and write different sentences on the board: 11 My name is Tuan = I am Tuan What are their names? They are Nam, Ba and Thuy = Their names are Lan and Thuy Or I check by giving exercises and ask students to fill one word in the gap Example : Fill the words “His, Her, Your, My” in the gap What's name? My name is Xuan What's name? She is Huyen What's his name? name is Thinh Hello name is Cuong What's your name? 1- your, - her, - his, – my Then have students transformation exercises Example : Change given words into personal pronouns my Your His Her Its Our Their Example : Fill the words “His, Her, Your, My,Their,Our,Its” in the gap I hat is brown you shirt is yellow 12 he eyes are big she cap is blue it ears are pink we eyes are small you glasses are blue they hair is green b) Giving the exercises in the middle of class When the theory completed, in the middle of class I can take out some exercises to check their level of understanding Example: Reoder the words into the correct sentence is / my / this / brother /./ name / his / Ha / is ( is / Ha / he) is / dog / his / this / / La / its / is / name (is / it / La) sister / this / my / is /./ is / name / Nga / this (she / Nga / is) This is my brother His name is Ha ( He is Ha) This is his dog Its name is La (It is La) This is my sister Her name is Nga (She is Nga) Example: Choose one word to fill in the gap What is (his / he) name? (His / He) name is David What is (she / her) name? (She / Her) is Linda What is (its / it) name? (Its / It) name is La After finishing their homework,students will understand the theory more clearly c) Giving the exercises at the end of class At the end of the lesson, to reinforce the knowledge they have just acquired I've picked up some forms of exercise to check comprehension level of the students as: Jumbled words, match, or choose the right sentences etc Example: Reoder the letters into correct words eh / esh / hsi / erh / htye / ouy / ym / uory he / she / his / her / they / you / my / your With some exercises have given I've strengthened students carefully and skillfully about the way to use personal pronouns and possessive adjectives in 13 English so fluently By this time students were able to use fluently and correctly So I have applied the personal pronouns and possessive adjectives to organize some games for the students to encouraging, more exciting in studying English 2.3.4.Games It is necessary for those who want to use games as a learning aid to be concerned about how to use them Hadfield (1990) suggested that "games should be regarded to an integral part of the language syllabus, not an amusing activity for Friday afternoon for the end of the term." Games can contribute to students' skills if they are incorporated into the classroom, particularly if they are used to reinforce or introducea grammatical rule or vocabulary For example in the games called "pelmanism?" , "Gather a team","Pass the secret"and ect… students not only have fun in class but they learn about some grammatical rules or vocabulary These games I use very flexibly Games can be organized at the beginning of class, the middle class or even at the end of each class, depending on the specific lessons.The game is also very varied and there are hundreds of games But in the scope of this article I only mentioned a few examples that I often use when teaching in the classroom, related to personal pronouns and possessive adjectives Example: I organized for students to play a game called: "Gather a team." I divided the class into four teams, each team was given to a question.These questions to be cut into individual words, and each student picked a word.Teams were talking to each other to see who the No 1, No 14 In the order of words in sentences that they had.When the teacher commands , the team must lined up horizontally immediately and raised up the words into a correct sentence.Which team will be the most rapid and correct winning team Example: The game is played in groups of four or five.Ask students to line up in rows.Whisper a sentence to the first student in each row.The first student then whisper the sentence to the second one.The last student in the row says aloud the sentence she/he heard.The group that says the sentence correctly in the shortest time wins the game My name is Lili His name is Smith Her name is Anne 4.It is Donal The students have played and reviewed the knowledge they have learned from the previous lesson, instead of checking the old lesson They not feel that they had been checking old lesson that have more fun, more exciting in a new lesson to acquire new knowledge In between class I can give a game to encourage students to continue learning more exciting the rest of the lesson Example : Play a game"Pelmanism" my he she I your you their it his its they her we our The teacher prepares fourteen cards with number on one side and personal pronouns or possessive adjectives on the other The teacher sticks the cards on the board so that the Ss can only see the numbers The teacher divides the class into three groups and asks each team to choose two numbers at the same time 15 The teacher turns over the cards and see if they match Any team that finishes first and correctly as group winners By organizing the games in many different times so, I have caused to my students a lot of excitement to learn and better understand new languages different from the language of their native By organizing the games in many different times, I have caused to my students a lot of excitement to learn and understand new languages different from the language of their native As a result, students are trying very hard listenning to lectures, participate in the construction energetically and all activities that teachers have organized in the class Everyone is trying to absorb the lesson good, complete the homework, understand thoroughly and participate in the game more confident The quality of their learning is progress 2.4 RESULTS From the experience of the last school year, this school year I conducted a survey on the use of personal pronouns and possessive adjectives when students start finishing at Nguyen Van Troi Primary school where I am teaching The survey carried out is done by the oral test, a test of 15 minutes and one period on the paper The forms and test time are also very variety, not stressful for students The results were as follows: Class Number of student Time Mistake Not mistake 3A 40 03/2017 = 12,5% 35 =87,5% 3D 40 03/2017 = 15% 32 = 85% 3I 40 03/2017 = 12,5% 35 =87,5% From these results, we can see that if these measures implemented to teach personal pronouns and possessive adjectives as that I mentioned above, students will be interseted in learning English I feel very happy about these results because the efforts of teacher and students were so successful COMCLUSIONS AND RECOMMEMDATIONS - Conclusions Currently facilities, teaching aids were plentiful, pictures in textbooks is pretty and clear.Teachers of foreign languages must have a well knowledge and high creativity in teaching During the classes, the teacher is who guiding and organizing for learning.The teacher always gives clear questions, instructions and activities for doing exercises.The teacher always have feedback, make students understand and know the extent of their progress.Explaining ,reviewing and guiding regularly Organization learning environment so that students can learn together and achieve the highest purpose Organize the activities so that 16 students can share information, opinions, discussion, and thinking about a certain numbers of problems Encouraging to clarify or resolve their concerns Through the study of measures to help primary school students to use correct personal pronouns and possessive adjectives and it helped me form the appropriate steps during introduction the model sentence In my opinon, this method is also an important step and necessary for each teacher Common purpose is that the students won’t confuse personal pronouns and possessive adjectives These are some of my personal thoughts about measures to help students use the correct pronouns and possessive adjectives - Recommendations I would like to encourage Vietnamese teachers to have more confidence and experience in teaching use the correct pronouns and possessive adjectives even though we are not native speakers of English With full advanced preparation, including practicing and designing effective teaching activities, we can all be experts in teaching English Hence, I would like to have proposals to the leaders that … + To the leaders I hope that the leaders ought to organize the training courses for the English teachers more regularly to enhance the capacity of teachers in teaching English.Through the training courses, teachers have the opportunity to exchange and learn experiences +To the teacher: The teacher need to help children learn and use aspects of language associated because the teachers play a critical role in supporting language development Beyond teaching children vocabulary and grammar They need to understand how language works well enough to select materials that will help expand their students' linguistic horizons and to plan instructional activities that give students opportunities to use the new forms and modes of expression to which they are being exposed I know that my thoughts still have many shortcomings, I look forward to receiving the suggestions of colleagues, building and adding to my initiative Thanh Hoa City, April 10 th 2017 I swear this thesis is written by me without copy content from others Headmaster’s signature Written by Kieu Thi Hoa 17 Reference documents  Student’s English book  New language teaching methods  Methods of teaching English in the school level  Biber, Douglas, et al (1999) Longman Grammar of Spoken English Harlow, Essex: Longman ISBN 0-582-23725-4  Jespersen, Otto (1949) A Modern English Grammar on Historical Principles Part (Syntax, vol 1) Copenhagen: Munksgaard; London: George Allen and Unwin  Payne, John, and Rodney Huddleston (2002) "Nouns and Noun Phrases." Chap of Rodney Huddleston and Geoffrey K Pullum The Cambridge Grammar of the English Language Cambridge: Cambridge University Press ISBN 0-521-43146-8 18  Quirk, Randolph, et al (1985) A Comprehensive Grammar of the English Language Harlow, Essex: Longman ISBN 978-0-5825-1734-9 INDEX CONTENTS PAGE INTROCDUCTION 1.1 REASON FOR CHOOSING THE TOPIC 1.2 THE PURPOSE OF THE RESEARCH 1.3 RESEARCH TASKS 1.4 RESEARCH METHODS 1.5 THE NEW POINTS OF EXPERIENCE INITIATIVE CONTENTS 2.1 THEORETICAL BASIC 2.2 THE SITUATION OF THE PROBLEM 19 2.3 SOLUTIONS AND IMPLEMENTATION METHODS 2.3.1.THANH Introduction the form sentences HOAusing EDUCATION &TRAINING DEPARTMENT5 THANH HOApronunciation CITY EDUCATION & TRAINING OFFICE 2.3.2.In practice and communication 2.3.3 Doing the homework 11 2.3.4 Games 13 2.4 Results 15 CONCLUSION AND RECOMMENDATIONS 16 - Conclusions 16 - Recommendations 16 REFERENCE DOCUMENTS EXPERIENTAL INITIATIVE 17 HELP THE STUDENTS OF GRADE USE THE CORRECT PERSONAL PRONOUNS AND POSSESSIVE ADJECTIVES Writer: Job: Office: Subject: Kieu Thi Hoa Teacher Nguyen Van Troi Primary school English 20 THANH HOA 2017 21 ... students of grade use the correct personal pronouns and possessive adjectives 1.2 THE PURPOSE OF THE RESEARCH - The research applies the methods of teaching using the correct personal pronouns and possessive. .. students of grade use the correct personal pronouns and possessive adjectives The respondents of the research: With this research I focused on the primary student, especially the students of grade. .. possessive adjectives Actually, the use of these measures helps primary school children use the correct personal pronouns and possessive adjectives in English After exploring and accumulating the experiences