TPR application in english teaching method to promote students interest and ocabularies and sentence patterns memory for grade 4

1 INTRODUCTION 1.1 Reasons for choosing the topic Learning a foreign language means getting insight of another language, which is considered as the expression of innermost thought, emotions and desire, especially the daily communication and inquiring progress of verbal language since childhood In the other words, it is an attainment of another language excepted for mother tongue Gaining the knowledge of a foreign language, particularly English, requires a high sense of preseverance, passion and interest In contrast, people may face to boredom, humdrum feeling and the quick surrender from personal pursuit and new approach of language This is the exactly true when applying for primary-school students Therefore, teaching method creating the huge affection and excitement with a foreign language, peculiarly native language becomes my constant concern One of the children - inspiring methods related to effective English communication is TPR TPR is stood for total physical response It was invented by professor James Asher in the 1960s This method is then widely adopted in schools and language centers all around the world It is based on combined principles of audible actions, observation and physical movement The repetition reinforces children’s remembrance in terms of vocabulary and imitation of application The coordination between language and realistic practice stimulates cerebral hemisphere controlling movement This promotes learner’s language acquisition and inhibition reduction Language communication process through sound, image and physical response creates a stronger link between the cerebral and language This leads to the increase of long memory Thanks to this provement, in my opinion, TPR is one of the significant method enhancing English teaching quality This improves students’ learning excitement and better language memory With the passion and the love for teaching English, I have studied and developed the research: “TPR application in teaching vocabularies and sentence patterns to promote 4th students’ interest ” 1.2 The purpose of research - The research applies the methods of teaching vocabulary and model sentence to involve students in learning English well - Promote students’ excitement, passion and concentration during teaching time - Motivate proactive creation of students - Improve and develop listening and comprehensive skill 1.3 The object of research In this project I applied alternately to the lessons and has performed for Students in grades of primary school 1.4 The methods of research In order to implement this initiative I have chosen some of the following methods: - Read documents the research- related issues - Using research methods, synthesis problem - Survey methods for comments - The method of conversation - The method of assessment CONTENT 2.1 Theoretical basis: Primary education (from the age of to 12) is the first education level which students can approach officially for learning English is the second language Children always receive interestingly learning new things English love is the fundamental platform to acquire this language For this purpose, it is essential that we should deeply understand spychological personality of children - Firstly: Children directly acquire language through listening - Secondly: Learning through integration between learning and playing Children never focus on discovering new words They just consider as a accidental approach - Thirdly: Children are fond of language learning through verbal communication, imitation and creation of funny sound - Fourthly: Children reach english without any purpose They not recognize their language learning process Providing a nature reason for this is vital - Fifthly: Children may gain easily their interest in something; however, they can lose it immediate for the repeated activities - Sixthly: Children can learn from direct experiences and activities Based on the background about mental characteristics of children, englishlearning conduction for children with the diversified methods and ways is on the essential demand 2.2 Current status of the problem In the early years of English teaching, I was obviously embarrassed when I recognized that my students were not motivated by the highly enthusiastic feelings during English lessons This was an underlying result of the identical activities during studying time named Reading-Translating-Noting In addition, the number of students was extremely large in each class with the huge gap of performance levels This leaded to difficulties in knowledge instruction and teaching-method application Besides, there were a number of students being painfully shy, passive or inflexible in vocabulary learning Therefore, the chance of memorizing new words immediately after class was impossible for my students During the period of time from 2019-2020, I conducted for my own a survey about the memory capacity of words and sentence structures through peculiar tests with different ways in 4A3 class (with 40 students) and 4A6 class (with 44 students) The table bellowed illustrated the consequence of application Class/ Number of students Studying excitement (%) Performance result (%) Being excited OK Being unexcited Being well completed Being completed Being incompleted 4A3/40 20% 23 57,5% 22,5% 10 25% 25 62.5% 12,5% 4A6/44 18,2% 26 59,1% 10 22,7% 10 22,7% 28 63,7% 13,6% It is evident that the percentage of students who catched the interest learning was significantly low, at 20% (in 4A3) and 18.2% (in 4A6) respectively In contrast, the figures for less interest mood or lacking of excitement accounted for the remarkable proportion Therefore, performace outcome experienced a big disparity In particular, only 25% of students completed with the good performance, while the number of students with completion results consisted of 62.5% (4A3 class) and 63,7% (4A6 class) There are a variety of reasons leading to this situation; however, the main one for limitation of communication is limited capacity of word and sentence structure memory 2.3 Solution 2.3.1 TPR application as regular activity to stablize and reorganize class situation - Purpose: + Ensure perfect organized class and help students get acquaintance with daily class communication 4 + Accelerate learners with reflection - Preparation: without any teaching equipments From the first lecture of new schoolyear, I proactively instructed students imperatives with appropriate actions which were used regularly in class For example: + Stand up, please + Sit down, please + Open your book, please + Close your book, please + Raise your hand + Clap your hand + Be quiet, please Teacher with imperative instruction “ Raise your hand” Teacher with imperative instruction “ Stand up, please” * Notes: These imperatives can be applied continuously in class to catch attention of students or require relative lesson tasks 2.3.2 TPR application through English songs 2.3.2.1 The applied warm-up songs - Purpose: + Create the animated atmosphere and high concentration in class + Promote excitement for student from the beginning of lesson - Preparation: Teacher prepares in advace some appropriate songs and suitable actions for the beginning time During the teaching period of time, I used some of the warm-up songs to motivate students’ interest such as: + Head, shoulders, knees and toes Teacher and students sing “Head, shoulders, knees and toes” + Follow me Follow me, follow me Hands up, hands up Follow me, follow me Hands down, hands down Follow me, follow me Wave your arms Follow me, follow me Bend your knees Follow me, follow me Turn right, turn right Follow me, follow me Turn left, turn left Follow me, follow me Jump up and down Follow me, follow me Turn around * Notes: Teachers can apply different song related to the previous lesson or the lesson before yesterday in purpose of enhancing learned knowledge or introducing the next topic 2.3.2.2 The applied songs during teaching time - Purpose: Motivate students remember new vocabulary and sentence structure through songs - Preparation: Teacher prepared in advance some suitable actions applied for these songs For example: + Song in part Let’s sing of Unit 5: Can you swim? ( Studens’book – Viet Nam education publishing house) + Song in part Let’s sing of Unit 6: Where’s your school? ( Studens’book – Viet Nam education publishing house) + Song in part Let’s sing of Unit 9: What are they doing? ( Studens’book – Viet Nam education publishing house) What are they doing? What are they doing? What are they doing? They are painting a picture That’s what they’re doing 7 What are they doing? What are they doing? They are making a puppet That’s what they’re doing In addition, students have the right access to integration between phrasal verbs and actions earlier.( paint a picture, make a puppet) 2.3.2.3 The applied songs at the end of teaching time - Purpose: Stimulate word enhancement of students and learning atmosphere change Teachers can apply some goodbye songs before the end of the lesson: + The goodbye songs for children ( Dream English ) This is an image in song with precise actions + Fun Action - What can you do? ( Dream English ) ( can be applied in Unit 5: Can you swim?) This is an image in song with precise actions * Notes: Teachers select songs in the consideration of harmony between the contents of songs and learned topics It is not on the requirement of elaborate preparation; however, the motivated active atmosphere is on the high demand of priority 2.3.2.4 The applied songs are to change long state of actions - Purpose: Create the animated atmosphere and learning atmosphere change For example: Teacher: “Now class! Follow me Clap your hands Clap your hands Slap your legs Slap your legs Stamp your feet Stamp your feet Snap your fingers Snap your fingers Nod your head Nod your head OK You are doing very well Now let’s sing a song: If you’re happy and you know it clap your hands If you’re happy and you know it clap your hands If you’re happy and you know and you really want to show If you’re happy and you know it clap your hands.” - Do the same with other actions 2.3.3 TPR application for introduction and enhancement during vocabulary and sentence structure teaching 9 - Purpose: Introduce new words and sentence structures, parallel to vocabulary examination; help students remember and support to apply in communication 2.3.3.1 TPR application for introduction new words and structure Here is a highlighted example about application TPR into word and structure introduction In Unit – “Can you swim?”, there are some new vocabularies and sentence patterns relating to content of activities Instead of following the old boring method as Reading-Translating-Noting, I decided to implement combination of words with relevant particular actions for teaching method Instruct student to read words and sentence structure connecting with illustrate actions (body language) Example: “Swim – I can swim ” “Play table tennis I can play table tennis.” “ Skip – I can skip.” “Play the piano I can play the piano.” 2.2.3.2 TPR application for knowledge reinforcement I integrate physical games with body language into lesson activities There are some common activities games used during my TPR application: + Guess the actions (Guess words through illustrating actions) I demonstrate meaning of several couples of antonyms in Unit – “What does he look like?” through nonverbal communication Students are on the demand of observing, comprehending and responding correlated words after my illustration (tall – short, old – young, slim – big) When teaching students the way to approach these adjectives, I applied TPR method For particular, I put my hands 10 up over my head with “ tall” word; and I put my hands down with “ short” word Therefore, my students can guess the exact words I also applied this for another words tall short slim big old young + Action imitation (Listen and imitate) The outstanding example is in Unit – “Can you swims?” Before this activity, students have a chance to access knowledge about to-do capability through vocabulary and sentence structure with “Can” Their responsibilities are to react my sentence in response of their gesture and body movement These actions are totally guided and instructed during the previous learning time For instance, when I say that “I can swim/ I can sing/ I can play badminton/ I can play football”, students immediately apply their nonverbal signals to describe meaning of that mentioned sentence + Simon says: The coaching gamer who is designated Simon would tell players what they must However, players just follow and obey the command that begin with “Simon says” Anyone who ignores regulation can be out of game For elementary-school students, the activity of integration between commands and actions helps them clearly observe and easily imitate without remembering rules of game Thanks to this activity, students broaden their opportunities to nourish their concentration, memory skill, self-controll ability and body and cerebral flexibility Here is an application for this game: Unit 9: What are they doing? Simon says, read a text Simon says, listen to music Linda says, draw a picture Simon says, write a dictation Peter says, play badminton * Notes: Teachers can create and invent the variety of game for implementation 11 Psychological characteristics of childrens at the stage of primary school represent through language-learning passion through verbal communication, noise and sound imitation and creation It is extremely easy to grab their excitement on something However, they rapidly express their immediately boring emotion with repetitive activities The responsibilities of teachers are to spread and maintain the first interest feeling, especially turn it into positive emotion of English learning Therefore, I implemented TPR method with an aim of improving and stimulating English application 2.4 The efficiency of the research Based on the practical teaching and implementing “TPR application in teaching vocabularies and sentence patterns to promote 4th students’ interest ” in the period of time from 2019-2020, the report bellowed is the main results considered: 2.4.1 For the students: * Firstly: Create a strong impression, provoke an emotional connection with learnt vocabulary and approach students to desire and focus on lecture * Secondly: Combination of language learning and realistic activities builds motivation in the best vocab-learning method of students and reduces stress * Thirdly: Develop listening and comprehensive skill of students Students can get immediate insight of new words in class * Fourthly: Students learn proactively, create and apply words into sentences Thanks to English-learning adoration, my students take their big steps on writing short essays following different topics named Me and my friends, Me and my school, Me and my family… Here is the final performance result of this year: Class/ Number of students Studying excitement(%) Performance results(%) Being Excited Ok Being Unexcited Being well completed Complete Being incompleted 4A3/40 27 67,5% 13 32,5% 0% 21 52,5% 19 47.5% 0% 4A6/44 28 63,6% 16 36,4% 0% 24 54,5% 20 45,5% 0% 2.4.2 For other subjects: 12 * Literature: The diversity of English vocabulary plays integral part of enhancing students’ plentiful background of Vietnamese language * Music: Vocab-teaching method linked to activities which is integrated with English song not only increases eventful atmosphere not also generates music love of students * Art: Topics learnt through English writing nurture students’ inspiration in possibility of inventing drawings based topics of art subjects For example: 2.4.3 For Colleague in English department: I conducted sharing for English teachers in my local school in purpose of synchronizing TPR application in the various grades from first grade to fifth grade As a result, all of the teachers gained a positive feedback and consequence from students 2.4.4 For local school: My research for TPR application was introduced in academic seminars for teachers in school They, therefore, continuously build up happily delighted atmosphere during learning time This method really stimulates imagination, curiosity and inquisitiveness of students As a consequence, students’ performances are always outstanding and homogeneous in all of subjects CONCLUSION AND RECOMMENDATIONS 3.1 Conclusion 3.1.1 The result The responsibility of estabishment students’ happiness and learning spirit is a vitally important element to teachers, especially for elementary-school teachers “Everyday to school is a happy day” becomes a meaningful quote as a big consideration for each teacher themselve to approach We should develop the best potential ability and intellegence to build up the enjoyment of students for school and aspiration for all subjects instead of any particular subject 13 In terms of English, learning vocabulary and sentence structure through the series of activities such as listening, observing and imitating boosts students excitement Implementing TPR supports significantly teacher to create qualitative and productive lessons, which impress and attract students’ inspirations of all ages at any performance level TPR is a great method with high applicability to primary school students This method naturely establishes a vividly funny atmosphere in each english lesson Moreover, it stimulates imagative capability, inquiring mind and industrious personality for learning The combination of those three activities fosters not only studying love but also self-confidence That is a huge chance to self-confirm and self-assess during studying time (through game activities applied TPR) After the certain period of time implementing TPR in English lesson, I achieved the remarkable increase of English-teaching quality and effectiveness The method of coherence three activities named Observation-Listening-Action prevents class atmosphere from tedious situation Moreover, it intentionally encourages overjoyed studying spririt of students during class Thanks to that, students can firmly consolidate their knowledge The empirical teaching results is assessed based on final exam quality and survey of learning interest of students 3.1.2 Experience The application TPR in English lesson is extremely essential However, this method should be implemented suitably to avoid abuse The lessons which contain the content related to body language properly capitalize the advantage of this method Teachers should develop their good body language skill to guide students to illustrate words through nonverbal signals, which can make a big breathrough in terms of students’ imitation When implementing TPR at primary grade, we should put the high consideration on lesson contents, practical actions These elements should be easier to understand and accurately related to metioned words Teachers, therefore, should set detailed plans and deliberate preparations Teachers with big love of teaching career and children and high enthusiasm can maintain continuously spirit of best performance in class For this reason, this is not simple responsibility of cultivating knowledge and acquire teaching experience We should creative research for more teaching methods to achieve students’ better performance Studying attainment of student is the best assessment in teaching quality and teacher’s purpose 3.2 Recommendations 3.2.1 To the leaders 14 To enhance the capacity of teachers in teaching English, the leaders should organize the training courses for the English teachers regularly Through the training courses, teachers have the opprtunity to exchange and learn their experiences 3.2.2 Acknowledgements I am grateful the experts of Thanh Hoa City Education and Training Office, my colleague at Dien Bien Primary School, for providing helpful comments for the research I also would like to encourage Vietnamese teachers to have more confidence and experience in teaching vocabularies and model sentences During the sharing process, there are number of nesscessary aspects for improvement I sincerely hope that I can gain the trustworthy and sufficient opinion for renovation Based on that, I can apply this method better and more effectively during english teaching time in primary school Give my sincere thank you! Headmaster’s signature March 15th 2021 Thanh hoa City, I swear this thesis is written by me without copying content from others Written by Tran Thi Van Thi Kieu Linh Nguyen 15 THANH HOA EDUCATION AND TRAINING DEPARTMENT THANH HOA CITY EDUCATION AND TRAINING OFFICE EXPERIENCE INITIATIVE TPR APPLICATION IN TEACHING VOCABULARIES AND SENTENCE PATTERNS TO PROMOTE 4th STUDENTS’ INTEREST The implementer: Nguyen Thi Kieu Linh Position: Teacher School: Dien Bien Primary School-Thanh Hoa City Initiative experience in the field: English THANH HOA 2021 16 Page INDEX INTRODUCTION 1.1 Reasons for choosing the topic 1.2 The purpose of research 1.3 The object of research 1.4 The methods of research CONTENT 2.1 Theoretical basis 2.2 Current status of the problem 2.3 Solusion 2.4 The efficiency of the research CONCLUSION AND RECOMMENDATIONS 3.1 Conclusion 3.2 Recommendations 1 2 11 12 14 REFERENCES Students English book Phonics LBUK book starter 1,2 Articles about TPR application from the website: http://google.com.vn English songs from the website: http://google.com.vn Articles about language games from the website: http://google.com.vn CATEGORY COUNCIL EXPERIENCES IN THE PROBLEMS ASSESSED RATING TYPE OF DEPARTMENT OF EDUCATION & EDUCATION, GRANTING OF DEPARTMENT OF TRAINING AND INVESTMENT AND HIGH- GRADE LEVELS, RATING TYPES FROM C ON Teacher: Nguyen Thi Kieu Linh School: Dien Bien Primary School No Initatives Experience in teaching vocabulary for primary students Rating Thanh Hoa City education and training office Result of rating assessment C School years of rating assessment 2018-2019 ... application in teaching vocabularies and sentence patterns to promote 4th students? ?? interest ” in the period of time from 2019-2020, the report bellowed is the main results considered: 2 .4. 1 For the students: ... Linh Nguyen 15 THANH HOA EDUCATION AND TRAINING DEPARTMENT THANH HOA CITY EDUCATION AND TRAINING OFFICE EXPERIENCE INITIATIVE TPR APPLICATION IN TEACHING VOCABULARIES AND SENTENCE PATTERNS TO. .. English writing nurture students? ?? inspiration in possibility of inventing drawings based topics of art subjects For example: 2 .4. 3 For Colleague in English department: I conducted sharing for English