Methods inspire students to learn english at primary schools

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING THANH HOA CITY DEPARTMENT OF EDUCATION AND TRAINING ***************************** EXPERIENCE INITIATIVE THE METHODS INSPIRE STUDENTS TO LEARN ENGLISH AT PRIMARY SCHOOLS Writer: Nguyen Thi Dung Position: Teacher School: Tan Son Primary School Research field: English THANH HOA 2021 INDEX CONTENT PAGE OPENING 1-2 1.1.The reasons for choosing topic 1.2.Research purposes 1.3 Research subjects 1.4.Methods of study 1-2 CONTENT 2.1.Theoretical basis of teaching - studying English at the primary level 2.2 Practical basis 2->11 2-3 2.3 Measures implemented to inspire students during teaching hours 3->11 2.4 Results after implementation of this topic 11-12 CONCLUSION 12 3.1 Conclusion 12 3.2 Recommendation 12 REFERENCE BOOKS 13 OPENING 1.1 The reason for choosing topic Currently, English is a compulsory subject in almost all levels of education It's not new and strange to students; this course has been one of their top priorities as they realize the versatile role that English plays in daily life and in society English is also the subject that gives the students the excitement to explore, compare the differences between languages, and learn about the culture as well as the human and socio-economic in the country where they are learning In recent years, English subjects were included in the primary training with a view to help students get accustomed to this course and have a good grasp of basic knowledge At the same time it provides a firm foundation for the children to continue this course in higher education or to apply in their daily life For elementary school students, the acquisition of knowledge is limited; therefore, it is the teacher's role to inspire students learning English In primary level, students have chances to be exposed to grammar structures that are simple enough for them to absorb Stimulating the children is to give them confidence in their language abilities from which they can go a further way at improving their English skills To contribute to the common cause of education, every teacher is required to constantly strive, self-learn, and self-train to find their own direction and a best way of organizing lessons That is to find new teaching methods Teaching methods are considered positive when they are actually stimulating the students to learning Learning outcomes not just depend on intellectual abilities, but also depends on the interest of the student as well By experiment and observation in the lessons at Tan Son primary school and the experience of myself, I want to dedicate my experience initiative to the scientific community: "Methods inspire students to learn English at primary schools" 1.2 Research purposes The purpose of the study about this subject is to understand the causes affecting the interest of students to learn English and suggest some positive teaching methods that are suitable for primary pupils and help them to be interested in the lessons in order to improve the quality of English teaching, as well as improving the quality of teaching English at Tan Son primary school 1.3 Research subjects Audience research topics are: Methods inspire students to learn English In this topic I chose students in class 3C with a total of 36 students and class 5B with a total of 36 students to study methods inspire students to learn English at primary language learners This topic has conducted in the academic year 2020-2021 1.4 Methods of study To study this subject I have used the following methods: + Theoretical study methodology + Observation method + Survey methodology, consultation + Experimental Methods + Documentary study methodology and product operations CONTENT 2.1 Theoretical basis of teaching - studying English at the primary level English is new to elementary school students Methods to implement lessons and purpose of teaching and learning foreign language in general and English in particular are completely different from other subjects The purpose of teaching and learning English is to strengthen communication skills: speaking, listening, reading and writing Foreign language activities primarily happened in the classroom The skills of listening, speaking, reading and writing have been trained since the beginning of the programme, but speaking and listening skills should be put more emphasis in the early years as a basis for developing reading comprehension skills in the following years For good practice in the skills students must grasp the basic knowledge of the English system of modern practice, and be consistent, because it is helpful to the students in the future when the grammar is getting more and more complicated On the other hand to achieve the best result, teachers not only master imparting knowledge, but also understand the psychology of the students in order to devise suitable methods Elementary students are more excellent at imagining things than thinking logically In other words, they perceive things by emotions better than by reasons Therefore, physical materials appear to be more effective in grabbing the students’ attention Moreover, the mother tongue language is sometimes overwhelming, so only intense focus can bring out the best outcome It may be stimulating at the very first time to be exposed to foreign language but in the long run it requires appropriate time and effort If from the start, it did not go in the right direction, children can easily be demotivated and if worse, they will be afraid of studying English Thus, they should be given simple sentences along with vivid pictures By doing so, they are willing to take in the knowledge emotionally and logically The formation of communication skills required to undergo continuous training of language manipulation and dynamic language that is deeply engraved If the time for consolidating is put far from efficiency, engraved images will be erased and forgotten quickly 2.2 Practical basis * Students For elementary school students, this subject is quite crestfallen for them To absorb and acquire good knowledge learned in the classroom is similar to having excitement and favorite subjects Especially in English, in addition to memorizing the meanings, they have to know how to pronounce all the words they have learned Students have not formed a method of foreign language learning for themselves, particularly learning new words Therefore they believe that learning English is a difficult task for them, causing them a psychological fear of speaking and making mistakes They lack confidence in their abilities; it is even more difficult to develop language skills * Parents A large number of parents still think that learning English from primary level is too early so that it is not really necessary to invest time in learning this subject Or some parents are caring about learning English but their English comprehension is not enough to teach their students Therefore, when encountering difficult good exercises, forgetting words, forgetting how to read, they are not given help at the right time * General Situation The number of students in each class is much more compared to a specific English class From the above situation, it has significantly affected the quality of teaching and learning English in general and primary English in particular For elementary school students, their quality of listening and speaking test is not high The results achieved when testing 72 students of grade 3C and 5B at Tan Son Primary School when they have not applied activities that interest learning are as follows: Total Class studen Excellent Good Average Weak students students students students ts Amount % Amount % Amount % Amount % 3C 36 10 28 22 22 10 28 5B 36 25 10 28 25 22 They are not confident in communicating in English and cannot remember how to read new words, sample sentences Their study at home is still mechanical, they also face many difficulties and feel embarrassed to write and read new words Therefore, the academic result is not high 2.3 Measures implemented to inspire students during learning hours a Measure 1: Determine the importance of English and motivate their learning To stimulate the students right from the first lesson, teachers have to point out the importance of language learning I pointed out the importance of English to see how it can be applied in current life Since then they have identified the goal of language learning, they are now interested in the subject of English For example, teachers can tell students that English is the most common language in the world So following the current trend, English is very important; And in this age of science and technology and information technology, English is even more indispensable for each of us b Measure 2: Guide them to choose their own way of learning a foreign language properly To have interest in this subject for children, the students must have a passion for this subject, the students must find a way to learn a foreign language that suits them So teachers have to teach students how to learn foreign languages Teachers may raise their experiences or gifted students’ experience for other children to follow: - How to learn vocabulary - How to study the structure and model sentences - How to practice reading - How to listen - How to write They must learn English at all times For example, they should know to name the items in their family in English? Or the common question children should always ask themselves: How we say this sentence in English? Or they can widen their knowledge through books, newspapers, radio, newspapers, television, or the British-American drama on television that has English subtitles c Measure 3: Inspire students with visual aids As we have said elementary students are very active so they are easy to be attracted by the vivid images or media such as radio, image generators, pictures, including side tables that we bring to the class According to actual teaching, I noticed that the visual aids are one of the teaching aids that contribute to a more successful and effective teaching, making students more interested in classes and making lessons softer It enables students to understand better, helps them remember longer than traditional teaching But there are many kinds of visual aids; teachers must know how to use them flexibly and reasonably c1 Using real images in the classroom or real objects to introduce new words and practice Example: To introduce new words in the topic of color (Unit 9: What color is it? - Lesson 2: Part - Page 60 - Grade 3), I pointed at the shirt, pants or widgets of the students which have different colors in layers and said It's red It's white It's black Or introducing the objects in the topic of school things (Unit 8: This is my pen - Lesson 1: Part and - Page 52 - Grade 3), I pointed at the existing objects in the classroom, such as: This is a chair This is a desk a pencil a school bag With existing objects in the classroom, students can easily identify objects in the classroom What are they in English? Then the practice speaking these words by looking at the real things in the class Have students point to things and practice them c2 Using the images are enlarged Sometimes we don't have items available at school We can draw or enlarge the pictures in the textbook or create our own composition to draw a big picture When the teacher entered the classroom with a picture, students will be curious, they not know what the teacher is having or they want to know what she / he uses it to do? So the students will focus more Play table tennis c3 Use the picture sketched by teachers drawing We could also use simple pictures or funny sketches to attract attention and inspire students The picture sketched by teachers can be humorous but it can make the students laugh and it was a form of entertainment for students Example: In order to practice the vocabulary of family things (Unit 13: Where’s my ball? - Lesson 1: Part - Page 18 - Grade 3) teachers can sketch the images on the board to illustrate vocabulary: a bed, a TV, a coat, a then let them practice with that figure S1: What is this? S2: It is a TV S3: What is this? S4: It is a bed S5: What is that? S6: It is a coat d Measure 4: Inspire students with gestures and words of the teacher in the classroom It is said that the teacher is as an actor on the stage If this actor receives lots of people’s love, it will be a huge success The audience can focus on the play or not? Depends on the actor’s abilities, so the teachers Surely we all know that no student can be interested in the lessons when the teacher is always shouting at students, or his/her face always rueful So teachers always have to create a fun atmosphere with funny facial expressions, gestures, sometimes a little joker (but not overused) Example: Unit 6: Stand up (Lesson 1: Part and - Page 40 - Grade 3) When introducing a new word Come in Sit down Teachers should use body gestures to make students understand easier rather than just sitting reading and translating This procedure is applicable for teaching new words from categories of verbs or adjectives describing mood, status For example, when teaching the word "hot"(Unit 19: They are in the park - Lesson 2: Part - Page 60 - Grade 3), the teacher pints at the fan and said: "I'm hot, hot," students will guess the meaning of the word When teaching words like: "Play badminton, play football, sing "(Unit 10: What you at break time? - Lesson 1: Part and - Page 64 - Grade 3) teachers can imitate movements related to that action for students to guess the word Certainly students will feel very exciting and closer to the teacher e Measure 5: Inspire students by pique students' curiosity and to understand their child's curiosity The students are very active and curious They are easy to get hooked to the issues that concern them So editors of current textbooks have focused on topics close to the students, in accordance with the level and the mentality of the children, in line with the needs of their hobby Example: Topic: You and Me Topic: My school Topic: My family Topic: The world around us All these topics are very realistic in daily life We need to know how to address situations that engage children in class activities Example: At unit 11: This is my family (Lesson 1: Part - Page - Grade 3) teachers can carry one family photo to the class and ask students what will they learn about ? Teachers use that photo to introduce new words: Family, father, mother, brother, sister f Measure 6: Encourage students to practice foreign languages To get interested in this subject, the students need to feel their own progress So teachers In addition to using situations that involve students in classroom activities, teachers need to encourage students to learn To help them make their progress in learning, teachers need to set learning goals that are suitable for them In addition, it is necessary to encourage students to follow the motto of trial and not be afraid when encountering errors in practicing language Do not give them the psychological fear of making mistakes in practice In fact, some students know but they not dare to speak out for fear of making mistakes So we should not be too tough on the small errors, eg speech errors or typos, even with serious errors such as errors in practicing English grammar For example, they say: He go to school at o'clock Or: She have a cold We should also give encouragement to excite or not discourage them by saying encouraging words: "very good, thank you, not bad" Or when a certain student is very good at writing an article and reading in front of the class, we can applaud them or give positive comments in order to encourage them for their good task Teachers should not correct their mistakes in the rough way by interrupting when they are speaking This makes them discouraged and lose interest We can that once they finish speaking or call someone to correct them g Measure 7: The method combines the games in foreign language teaching The main aim of adding games in the lessons is to inspire Teachers need to know how to apply the game in school for students to learn even when they are playing games The game has many types; we need to know how to apply the game to suit the purpose of each module In the process of teaching, teachers themselves can think of fun games that not necessarily have to follow a pattern at all I would like to recommend some familiar examples of the use of games in foreign language teaching as follows: * Game "Jumble words" This game is used to test vocabulary Teacher writes some words with the letters on the board in wrong order: Daytues; Newsdeday; Tursaday; Daysun And ask students to rearrange the meaningful words: Tuesday; Wednesday; Saturday; Sunday * Games: "Slap the board" This is one of those games that teachers typically use to test their vocabulary after practicing For example at Unit 19: They’re in the park (Lesson 2: Part - Page 60 Grade 3) The teacher writes or sticks the new words on the board: Weather Cloudy Rainy Stormy Windy Sunny Cold Sun Hot Teachers call two teams to the board; each team consists of 2-3 students Call each pair up to slap the words that the teacher or the other student reads (he/she can read Vietnamese or English) If he/she hit the correct word, he/she scored star for his/her team The team that claps faster and more correctly is the winner * Game "Guessing Game" At unit 16: Do you have any pets? (Lesson 2: Part - Page 40 - Grade After completing the lesson, the teachers can integrate ask and answer games to consolidate and create a lively atmosphere in the class The teacher will write a sentence with missing words on the board: “I have a .” Teacher asks students to complete the sentence with an animal that they have in a piece of small paper but in secret Teacher also writes sentences on his/ her piece of paper Now, teacher guides students to ask Yes / No questions to find the animals that teacher wrote S1: Do you have a dog?' T: No S2: Do you have a cat? T: No Continue so long as the students guess it Then teacher calls the right student to the board to answer the others’ questions in order to find the animal that she/he has * The game "Simon says" At Unit 6: Stand up! ( Lesson - part - Page 40 - Grade ) To reinforce the new words learned Stand Up Sit down Open your book…… The children play the game "Simon says”, the teacher reads aloud the words but gives another signal (eg sit down, but motioned them to stand up) Students listen to and follow those actions Who is wrong will be given the penalties by the teacher * The game "Bingo" To review the new words about the jobs in Unit 15: What would you like to be in the future? ( Lesson 1: Part - Page 30 - Grade ) the teacher can get them to play this game This is a fun game of luck so students are very excited to participate in this game The teacher tells the students to draw a 9-box square and let the students write any words in the boxes then read the words that they have prepared.: writer, astronaut, engineer Cook Worker Pilot Teacher Engineer Farmer Astronaut Student Writer Students listen and mark Students who have consecutive boxes are marked, in horizontal, vertical or diagonal direction shouting "Bingo" and they will be the winner * Games "What color" Example: To check the level of students’ understanding of color (Unit 9What colour is it ? - Lesson - Part - Page 60) Teachers have children play this game hair black Teachers have prepared a number of colors Divide students into two teams and ask students to write a symbolic color of the word Which team is faster and more correctly is the winner Sky Blue Leaves Green Strawberries Red * Games relay written question "Sentence relay" This game is based on the relay running game in sports The class is divided into teams The referee started to signal teams at the same time to take turns running up the board to write one word then run back and give the other students the lead to write so that the last writer's word forms a complete sentence The misspelled words or grammatical errors will not be counted and removed The team members can be added in front of or behind what his team wrote Which team is faster and more correctly is the winner 10 Example: At unit 11: What time is it? (Lesson 2: Part - Page - Grade 4) In the Action Time Q&A form we can have students play this game Group Group What time / / you / get up? What time / / you / have lunch /? I / get up / at / o'clock I / have lunch / at / 11:30 Groups complete faster and longer sentences will win * Game "Chain Game" Divide students into groups of to and sit in a circle The first student repeats statements given by teachers The second student repeats the first sentence and adds a sentence Any team that says a lot more questions, the team wins Example: Unit 3: Where did you go on holiday? ( Lesson 2: Part - Page 20 - Grade 5) Teacher: Last summer, I went to Nha Trang Beach Student Last summer, I went to Nha Trang Beach with my family Student Last summer, I went to Nha Trang Beach with my family I went there by plane Student Last summer, I went to Nha Trang Beach with my family I went there by plane Or the teacher can give a certain word Students have to find one word that begins with the letter of the phrase that ends, and so on If any students cannot find word, they must sing a song or perform certain actions For example: T: 'clock' S1: 'kitchen' S2: 'name' S3: Above are some of the popular games to inspire students in foreign language classes to make the process of teaching and learning effectively 2.4 Results after implementation of this topic After a period of experimentation methods mentioned above I found the experience really feasible Survey results of the second midterm in the school year 2020 - 2021 of students in class 3C and 5B at Tan Son primary school as follows: Total Excellent Good Average Weak Class stude students students students students nts Amount % Amount % Amount % Amount % 3C 36 10 28 22 22 10 28 5B 36 11 31 11 31 25 13 11 Through the survey, I found the quality of excellent and good students’ increased significantly, average students and poor students has decreased 3.CONCLUSION AND RECOMMENDATION 3.1 Conclusion To complete this thematic research beside self studying materials, through the actual teaching I also get the help of friends and colleagues I myself always think that if we want to teach effectively, the teachers need to invest a lot of time and wisdom to every post, every section, from which the method characterized by discipline conveys students knowledge that is correctly focused, insightful and most attractive For students with high scores in exams requires all teachers to invest more, even more enthusiastically, so that each English class is interesting and rewarding 3.2 Recommendation Currently elementary schools in general and Tan Son primary school in particular, we are lack of foreign language rooms The number of students in each class is overcrowded Therefore, the quality and results of language learning hours are not high So through this article, I would like the competent authorities to pay attention and facilitate the facilities as well as modify the number of students in a class in order to improve the quality and results of teaching The solution of my problem certainly has inevitable shortcomings So I respectfully request to get more comments from my colleagues in order to make my professional capacity firmer and firmer I am sincerely grateful The Principal’s confirmation Tan Son Primary School, April th 2021 I undertake that this initiative is mine I will be responsible for my commitment Writer Nguyen Thi Dung 12 REFERENCE BOOKS Method of effective teaching and learning - Young publisher Author: Carl Rogers Translation and introduction : Cao Ba Quat Modern Methods of teaching - learning foreign language - Ha Noi National University Publisher Author: Bui Hien Fostering English teaching methods - Educational Publishers Author: Pham Phuong Luyen - Hoang Xuan Hoa Grade 3,4 and textbooks - Ministry of Education and Training Author: Hoang Van Van - Phan Ha Changing approaches in TEYL - Vietnamese women’s publisher Author: Nguyen Quoc Hung Ways of making English more learnable - Ho Chi Minh publisher Author: Bao Dat - Nguyen Manh Thao Classroom techniques in teaching English in Viet Nam - Ha Noi National University Publisher Author: Nguyen Quoc Hung 13 ... with a total of 36 students to study methods inspire students to learn English at primary language learners This topic has conducted in the academic year 2020-2021 1.4 Methods of study To study... observation in the lessons at Tan Son primary school and the experience of myself, I want to dedicate my experience initiative to the scientific community: "Methods inspire students to learn English. .. English at Tan Son primary school 1.3 Research subjects Audience research topics are: Methods inspire students to learn English In this topic I chose students in class 3C with a total of 36 students