Helping students become active learners in primary with visual aids and action games

YEN DINH DEPARTMENT OF EDUCATION AND TRAINING DINH HAI PRIMARY SCHOOL INITIATIVE EXPERIENCE NAME OF SUBJECT “Helping students become active learners in primary English with visual aids and action games” The implementation: Luong Trinh Dinh Position: Teachers Work unit: Dinh Hai primary school Initiative experience in the fields of (subject): English SCHOOL YEAR 2020 - 2021 APPLENDIX Contents PART I INTRODUCTION Page 1 The reason for choosing the topic The purpose of research The subject and object of the topic The mission of the subject Methods: Scope and limit of topic New contributions of the topic PART II CONTENT OF THE TOPIC I Theoretical basis: The Characteristics of visual teaching method: Benefits of using visual aids in teaching and learning English at primary level II Proposing a number of solutions to help students become active learners in elementary English The preparation before teaching English with active teaching methods Some notes when teaching English with visual aids Teach vocabulary with appropriate visual aids 3.1 Vocabulary teaching process 3.2 Ways to teach vocabulary with visual aids 3.2.1 Teach vocabulary with real objects, pictures, flash cards 3.2.2 Teach vocabulary with plastic models 3.2.3 Teaching vocabulary with body language expressions 3.2.4 Teaching vocabulary with body language expressions 3.2.5 Use visual experiments to teach color themes 3.3 Some activities teach vocabulary in active teaching method 3.3.1 Raise your hands 3.3.2 Hit the board 3.3.2 Hit the board 3.3.3 Slap the board 3.3.4 Magic Wheel Teaching structure with appropriate visual aids 2 2 3 3 4 5 5 6 7 8 9 10 10 4.1 The process of teaching sentence structure 4.2 Some activities teach positive sentence structures with motor methods and visual aids 4.2.1 YES or NO 10 11 11 4.2.2 Board games 4.2.3 Sentence Pattern 4.2.4 Sentence Race 4.2.5 Make sentence line Survey primary school students' interest in English 5.1 Survey form 5.2 Survey results PART III CONCLUSION AND RECOMMENDATION I CONCLUSION Teaching vocabulary activities according to active teaching method The activities of teaching sentence structure according to active teaching method3 The meaning of teaching methods that help students become active learners The meaning of teaching methods that help students become active learners 3.1 For teachers 3.2 For student The applicability of the topic II Suggestions and recommendations For the Department of Education and Training For the leader of the school For teacher 12 For student 18 13 13 14 14 14 15 16 16 16 17 17 17 17 17 18 18 18 18 PART I INTRODUCTION The reason for choosing the topic Primary education is an important learning level in laying the foundation for the formation and development of personality, knowledge for students English at primary level as well as other subjects that provide students with initial knowledge to access and use the English language Therefore, learning English in primary school is very important Nowadays, English is used in almost all areas of life and it is considered the number one international language in the world Therefore, learning and using English is becoming increasingly important and necessary In Vietnam, in recent years, English has been introduced into the primary education program and is gradually becoming a compulsory subject and has initially obtained good results However, learning English is really effective when students apply language knowledge to communication Most students still learn English only for the purpose of doing well in the test but not focusing on the application in communication At primary age, students are very excited, like to explore and discover new things, most impressive images and strong emotions, and then they get bored quickly Therefore, teachers have to use many teaching aids, visual aids and movement games;as well as apply a variety of methods, innovating in designing English teaching activities to help students inculcate and apply practical communication situations well Because visual aids are an important tool and means in foreign language lessons to help students access a rich vocabulary, familiarize themselves with situations that demonstrate specific customs and habits of each country naturally and easily Due to the unique characteristics of the English subject, students find it difficult to receive tutoring and extra support from their families outside of classroom hours Especially in rural areas, when the majority of students' families are purely agricultural, it is difficult for parents to support their children in learning English So students have little chance to practice practical communication situations Starting from the above concerns, as an English teacher at primary level, I chose the topic “Helping students become active learners in primary with visual aids and action games” Through that, it creates a positive and practical learning environment for students and applies language knowledge in communication in a natural way Therefore, I write this topic with the desire to share the experience of effectively using my own visual aids to help comrades and colleagues feel easier and more friendly with the design of Teaching and learning activities with visual aids and movement games The purpose of research Introduces active teaching methods to design learning activities in elementary English with visual aids and movement games 5 The subject and object of the topic 3.1 Research object: Content object: Current status and results of teaching and learning English in primary schools Subjects of survey: primary school students 3.2 Research subjects: Measures to exploit and use effectively active teaching methods in primary English with visual aids and movement games The mission of the subject 4.1 Theoretical research: Research on the rationale of using visual aids and movement games in elementary English 4.2 Research the situation: Survey, analyze and evaluate the current status and effectiveness of primary students' participation in learning activities in English lessons 4.3 Proposed Solutions: Build content, forms of organizing learning activities to help students become active learners 4.4 Organize experiments: Organized the level of interest in primary school students to participate in learning activities in English lessons using visual aids and movement games Methods: 5.1 The theoretical team: Analyze, synthesize and generalize scientific documents related to the topic 5.2 Practical research group: reality survey, investigation to collect information, data, data, survey by referendum and use research information under the subject's scope 5.3 General group, statistics: Process, synthesize and statistically collect data in the process of practical research as well as data of relevant documents within the research topic Scope and limit of topic Scope of content: The topic focuses on researching the content, ways and methods of using visual aids to design active learning activities for primary school students in English Scope of study time: from 09/2020 to 04/2021 New contributions of the topic The topic has given a method of using visual aids to design learning activities for elementary students in English, contributing to improving the quality of teaching and learning English under the 2020 project at school primary school Students not only can study happily but also understand and inculcate knowledge, build a rich vocabulary, apply vocabulary suitable to the context and grammar; thereby helping the students love the beauty and beauty of English Since then have the correct attitude to using English in communication PART II CONTENT OF THE TOPIC I Theoretical basis: The Characteristics of visual teaching method: Visual teaching (also known as visual presentation) is a teaching method using visual aids, technical means of teaching before, during and after grasping new documents, when reviewing, while consolidating try, systematize and test knowledge, skills, techniques The visual teaching method is shown in the form of illustration and presentation: +Illustrations often display visual objects such as templates, maps, paintings, portraits, drawings on the board, + Presentation is often associated with experimental presentation, technical equipment, projection films, movies, video tapes Experimental presentation is presenting a model representing an objective reality carefully selected in terms of pedagogy.It is the basis, the starting point for the cognitive process student learning is the bridge between theory and practice Through the presentation of teachers, students not only easily grasp knowledge but also help them learn the teacher's model manipulations, thereby forming skills, tricks, In particular, visual aids are versatile tools applied in most subjects Particularly for English subjects, the use of visual aids will make lessons more exciting, engaging and enjoyable, helping students acquire knowledge easily and quickly Benefits of using visual aids in teaching and learning English at primary level At primary level, each lesson lasts only 35 minutes, so it is extremely necessary to organize activities appropriately, ensuring content and quality during lessons Teachers can use pictures, diagrams, large diagrams, to summarize the main content of the lesson instead of recording all of the content on the board Different from traditional teaching methods, this teaching method helps teachers save time writing the board, which means more time to lecture English is a relatively new subject for primary school students, a completely different language from their mother tongue, so it will inevitably be overwhelming, leading to inability to grasp or slow to grasp the information believe, the knowledge given by the teacher When visual aids are introduced in class, students will have many approaches to knowledge: Listening - seeing - interacting At the same time, the visual aids will also provide the most specific and vivid illustrative examples, helping students not only remember the lesson faster, but also maintain the memory of that image for a long time In addition to the visual aids ava ilable or prepared by the teacher, the teacher can also guide students in preparing the tools for the content of the lesson 7 II Proposing a number of solutions to help students become active learners in elementary English The preparation before teaching English with active teaching methods To help students inculcate language knowledge and apply it to communication, teachers must prepare the following: + Planning teaching will be learned or reviewed according to the characteristics of each lesson + Select games and tips to suit each lesson content and learning topic + Select suitable teaching aids and design teaching activities corresponding to that teacher + Prepare, arrange suitable classes for some language games to be effective Some notes when teaching English with visual aids Students at different ages will have different thinking methods, and their ability to absorb differently Grade students are just starting to get acquainted with English, visual aids need to be designed to be simpler, clearer, and activities need to take place more slowly Meanwhile, for 5th graders, the images may be more and more complicated Therefore, teachers need to understand the characteristics, psychology and ability of students of all ages to design the most suitable and effective lessons for students To ensure the effectiveness and positivity of teaching hours, the selection of visual tools to include in the lectures is considered one of the important contents that teachers need to regularly study For example, during grammar lessons, teachers can use pictures and diagrams to illustrate grammatical structures However, using flash cards during this lesson may be unnecessary and not get the most out of the lesson When preparing visual aids for teaching, teachers must ensure that students in any position in the classroom can easily observe them In addition to using clear images, the use of appropriate colors also enhances the effectiveness of the visual aids In addition to the two basic colors, white and black, teachers can combine many different colors to increase the attractiveness and attractiveness of the teaching materials In fact, intuitive tools not only help students understand and memorize lesson content easily and quickly, but also make the lesson more close, lively and attractive To fully exploit the features and advantages of visual tools, teachers need to invest time, effort and dedication to prepare visual equipment and devices to ensure content, suitable for Lectures and the best quality In addition, teachers also need to regularly exchange and learn from experiences to update and renovate teaching methods, to suit the requirements of changing the current teaching and learning situation in Vietnam Teach vocabulary with appropriate visual aids 3.1 Vocabulary teaching process The most important thing in introducing new words is to follow the sequence: listening, speaking, reading and writing Never start from any other activity "listen" Remember the process of learning our native language, always beginning with listening, imitating pronunciation and then going to other activities Help students have the best habit of learning new words by following these steps: + Step LISTEN: from the sample state or teacher c read the sample + Step SPEAK: after they have heard it three times, ask them to repeat it in sequence from the whole class and then individually + Step READ: write the word on the board and have students look at it to read Have students read the whole class, then read individually + Step WRITE: After students have read that word correctly, then ask students to write it in their notebooks + Step 5: Provide and explain the meaning of words to students + Step 6: mark word stress + Step 7: Give the model sentence and ask students to identify the words that they just learned 3.2 Ways to teach vocabulary with visual aids 3.2.1 Teach vocabulary with real objects, pictures, flash cards a Purpose This activity helps to provide the most concrete, realistic and intuitive illustration so that students can access the topic of the language they are learning b Proceed Show easy-to-find objects around to illustrate a topic of the language or show pictures and flashcards For example, when teaching a topic of learning materials, the teacher immediately uses the student's available learning tools to name names in English or put sentences with them in English Through this, teachers not need to explain the meaning in Vietnamese, students can still understand and practice communication situations with real objects Some language topics can be used with real objects, pictures, flashcards: School objects, Family (family), Places (place), Animals (animals), c illustration review words about study supplies (Unit English Lesson & 2)) Teacher: This is a rubber S1: This is my rubber S2: That is my rubber Teacher: This is a pen S1: This is my pen S2: That is my pen 9 3.2.2 Teach vocabulary with plastic models a Purpose Help students access language concepts with alternative plastic models for objects that are difficult to find or that are difficult to bring real objects to class such as: Means of transport, Fruits, Food and Drink, Home appliances … because the objects are very large or easily damaged b Proceed The procedure is like a real-life illustration Teachers provide plastic models, name names in English for students to access and memorize, make short sentences and attach to real communication situations so that students can use them naturally c illustration Review household items (Unit 14 Tiếng Anh Lesson 1- P24): sofa, bed, fan, cupboard, … sofa bed fan cupboard 3.2.3 Teaching vocabulary with body language expressions a Purpose Help students approach language concepts through simple drawings that are easy to draw, visualize and memorize b Proceed Depending on the content of each lesson or language topic, teachers will show suitable illustrations c illustration Teach the topic Weather Teachers can take turns drawing simple weather patterns and naming in English, and at the same time combine creating music compositions for students to memorize words and use sentence patterns better 10 RAINY SUNNY What’s the weather like today? What’s the weather like today? weather like? weather like? weather like? weather like? What’s the weather like today? What’s the weather like today? Oh, It’s rainy Oh, It’s sunny (Based on the music “London Bridge is falling down”) 3.2.4 Teaching vocabulary with body language expressions a Purpose Help students memorize the concepts of language topics by visualizing the teacher's expressions and body language in an intuitive and easy-to-understand way B Proceed Teacher uses body language to express the concept of language and names it in English, helping the students to understand without giving a meaning explanation in Vietnamese C illustration Teach the topic Emotions Using body gestures and faces teachers show emotions and name names in English, and give appropriate communication sentences FINE SAD Good morning, Good morning Good morning, Good morning Good morning! How are you? Good morning! How are you? I’m fine! I’m fine! I’m fine ! I’m sad! I’m sad! I’m sad ! Thank you! Oh no! (Based on the music “How are you?”) 3.2.5 Use visual experiments to teach color themes a Purpose Help students memorize names of colors in English and adapt to real communication situations Help students with learning about combinations of colors through color mixing experiments 11 b Proceed Prepare clear plastic bottles and paint colors Fill 2/3 plastic bottles with water, apply the paint color to the plastic bottle caps, leave hours-3 hours to paint the paint on the dry plastic bottle caps, then put the cap into the bottle c illustration When teaching colors, bring up a plastic bottle containing clear water to ask students “What color is it?” Because the bottle contains clear water, the students will answer “Pour” or “White” Teacher shakes the bottle vigorously and there will be a color change in the water bottle (What color is the bottle cap, the water bottle turns that color Teacher immediately called out the color name appearing in the water bottle Through this activity, students will be very curious and interested in the "magic" show that has just been witnessed It will help students memorize knowledge naturally and with interest In addition, teachers can mix colors to create new colors to name them according to the color mixing formula table 3.3 Some activities teach vocabulary in active teaching method 3.3.1 Raise your hands a Purpose Practice quick reflexes and stimulate students' vocabulary memorization b Proceed Teachers provide vocabulary related to the topic of the language Conventions with students about left and right hand are associated with words When the teacher mentions a word, the students read it out loud together and raise the appropriate left or right hand c illustration Topic: Color (Unit 9-English 3) R L L R L R R L R R: Right L: Left The convention of left and right hand is set by teachers actively and flexibly changed to increase difficulty, stimulate memorization and challenge students' quick reflexes; At the same time, it creates a gentle and fun environment for the classroom 12 3.3.2 Hit the board a Purpose Help students quickly identify vocabulary through the activity of throwing balls on the board; create an active learning environment and positive competition among students b Proceed Prepare Sticky balls and Flashcards related to the topic of language to be taught Teacher puts the Flashcards on the board, asking students to hold a sticky ball to stand at a certain distance to hit the word card mentioned by STICKY BALLS the teacher or listen to the state Bóng dính bảng Through this activity, good listening reflexes and quick recognition of vocabulary, combined with pitching movement, makes the learning environment positive, exciting and makes FLASHCARDS learning not tiring and boring Thẻ từ c illustration Individual activity Group activity 3.3.3 Slap the board a Purpose Practice students' ability to recognize, respond quickly and memorize words b Proceed Prepare Fly- flapping and Flashcards related to the topic of language to be taught The teacher writes, or puts the word cards on the board, and organizes the students to compete in groups using a blister to hit the words quickly FLY-FLAPPING 13 c illustration 3.3.4 Magic Wheel a Purpose Practice vocabulary memorization of students b Proceed Prepare Magic Wheel and Flashcards students go to the board to spin and dial which number to read out the word associated with that number Teacher helps students with Tones and intonation MAGIC WHEEL Vòng quay ma thuật c illustration Teaching structure with appropriate visual aids 4.1 The process of teaching sentence structure To introduce new linguistic material is to clarify the meaning, pronunciation, morphological structure, and usage of a certain teaching item in a 14 certain context Teaching content can be verbal patterns, vocabulary or grammar, or a certain topic content, often introduced through a conversation or lecture, or situations with the support of visual aids Summary of steps to introduce new linguistics Step 1: Introduce semantics and usage of the language: grammatical structure / new words / functional sentence patterns through situations, contexts, conversation patterns, pictures Step 2: Highlight new structures / words / functional sentence patterns by reading aloud to students for repeat listening or by using other tricks to direct students' attention to those teaching items Step 3: Write new structures / words on the board, clarify the structure, and explain if needed Step 4: Clarify more meaning and usage by continuing to include more scenarios or examples Step 5: Repeat step or have students replicate as suggested Step 6: Test students' comprehension levels using the comprehension test tactics suggested in section 2.3 4.2 Some activities teach positive sentence structures with motor methods and visual aids 4.2.1 YES or NO a Purpose Help students practice answering short question patterns Yes or No b Proceed Preparre Sticky balls, Basket ball set and Flashcards related to the topic of language to be taught Game with Sticky balls Teacher write out letters YES or NO on the board, circle the words You can prepare letters printed with color decals and stick magnets on the board as possible Distinguishing YES by red, NO by yellow Teacher or student asks to answer YES or NO Another student throws a ball at the YES or STICKY BALLS NO crossword and answers questions aloud Bóng dính bảng Game with Basket ball Teacher write out letters YES or NO on the board, circle the words You can prepare letters printed with color decals and stick magnets on the board as possible Distinguishing YES by blue, NO by yellow Teacher or student asks to answer YES or NO Another student uses a handball at the YES or 15 NO word basket while answering questions aloud BASKET BALL SET Bộ trị chơi bóng rổ c illustration Student 1: Do you like playing football ? Student 2: Yes, I Hoặc: No, I don’t 4.2.2 Board games a Purpose Help students practice making sentences based on language topics and learned sentence patterns b Proceed This game simulates seahorse game Teachers prepare a map of the requests students make You can draw the board by yourself or print the diagram on a large paper size to be mounted on the board; Large foam dice have faces on each side with dots from to Divide the class into teams to play, distinguish by team colors for easy identification Teams use dice to throw to see their team's DICE moves When stopping at any cell, the request will be (xúc xắc xốp) executed in that box The team that finishes first (to the final position of the scheme) is the winner c illustration 4.2.3 Sentence Pattern a Purpose 16 Help students practice questioning skills and practice sentence pattern b Proceed Teachers prepare flashcards associated with the topic of the language to be taught, large sized foam dice The teacher uses a magnet to mount the magnetic cards on the board Number the cards from to The students who can toss the dice in the number box then make a sentence with the word in the box c illustration Student 1: What’s the weather like? Student 2: (toss the dice into number 5) It’s sunny 4.2.4 Sentence Race a Purpose Help students practice writing sentences and making sentences with words b Proceed Teachers provide a list of words learned that are linked to the topic of the language they have learned Divide the class into teams Teams play in rows in front of the board The teacher gives orders to the team members one by one to write sentences with the words on the list The team that finishes writing fastest, has the most correct answers, is the winner c illustration 4.2.5 Make sentence line a Purpose Help students practice their ability to form sentences and memorize sentence structures b Proceed 17 Teacher prepares word cards that can be put together into sentences Divide the class into groups with the number of members corresponding to the number of words to form a sentence pattern the teacher wants students to practice and memorize Example: with the sentence "I like teddy bear." Each group will have members, equivalent to words and punctuation mark Each member of the group will keep word card or punctuation mark At the teacher's signal, the members quickly lined up horizontally so that the order forms correct sentences with grammar and structure The group that does the fastest and most accurately, it will win c illustration Survey primary school students' interest in English 5.1 Survey form PHIẾU KHẢO SÁT MỨC ĐỘ HỨNG THÚ VỚI MÔN TIẾNG ANH CỦA HỌC SINH BẬC TIỂU HỌC Đánh dấu (x) vào ô thể quan điểm cá nhân em mơn Tiếng Anh Có thể chọn nhiều đáp án Em học sinh lớp mấy? Lớp Lớp Lớp Em có thích học mơn Tiếng Anh khơng? Thích Khơng thích Lúc có lúc khơng Khơng ý kiến Vì em thích học Tiếng Anh? • Bổ ích, vui nhộn thú vị • Giáo viên giảng thu hút có nhiều trị chơi hay • Được hát vui chơi Tiếng Anh • Có thể nói giao tiếp câu ngắn Tiếng Anh Vì em khơng thích học Tiếng Anh? • Em khơng hiểu học khó • Giáo viên khơng vui vẻ, cho em chép • Bài học dài khó nghe Em thích phương tiện dạy học giáo viên sử dụng? Tranh ảnh Vật thật Máy chiếu Đồ dùng tự làm Em tự đánh giá kỹ học Tiếng Anh thân • Nghe số câu đơn giản • Nói số câu đơn giản 18 Viết số câu đơn giản Tự làm tập nhà Không thể nghe, nói viết Tiếng Anh 5.2 Survey results Conducted a survey on 185 students learning English at the school The survey results are as follows: Students' opinions about whether or not they like to learn English Em có thích học tiếng Anh khơng? Số lượng Tỷ lệ % • • • Thích 102 55 Khơng thích 33 17,8 Lúc thích lúc khơng 47 25,4 Khơng ý kiến 1,8 The results showed that 55% of the students like to learn English, 17.8% not like to learn and 25.4% are hesitant The reason students like to learn English Vì em thích học Tiếng Anh? Số lượng Tỷ lệ % Bổ ích, vui nhộn thú vị 85 46 Giáo viên giảng thu hút có nhiều trò chơi hay 37 20 Được hát vui chơi Tiếng Anh Có thể giao tiếp câu ngắn Tiếng Anh 34 29 18,4 15,6 The results show that the fun, enjoyable and easy-to-understand lessons associated with life always attract students However, only 15.6% of students confidently claimed to be able to communicate short sentences in English This shows that students' listening and speaking skills need to be limited, so teachers need to pay attention to using forms of active learning and gentle play to create an effective communication environment for students The reason students not like to learn English Vì em khơng thích học Tiếng Anh? Số lượng Tỷ lệ % Em không hiểu khó học Giáo viên khơng vui vẻ, cho em chép 1,8 181 97,8 Bài học dài khó nghe The results show that most of the students are afraid of learning long and difficult lessons Therefore, lessons should be compiled to suit students' abilities and teachers need to actively turn lessons into activities that are close to and easy to understand with students Teaching facilities that students are interested in Em thích phương tiện dạy học mà giáo viên Số lượng Tỷ lệ % sử dụng? 19 Tranh ảnh 18 9,7 Vật thật 37 20 Máy chiếu Đồ dùng tự làm 104 29 56,2 14,1 The results show that students are interested in modern devices with lighting, color and sound effects Students evaluate their own English language skills Em tự đánh giá kỹ học Tiếng Anh Số lượng Tỷ lệ % thân Nghe số câu đơn giản 34 18,9 Nói số câu đơn giản 40 21,6 Viết số câu đơn giản Tự làm tập nhà 55 101 29,7 54,6 0,54 Khơng khể nghe, nói viết Tiếng Anh The results show that over 50% of students have the ability to homework on their own However, the proportion of students who can hear and say simple sentences is still low This shows that students lack communication environment Therefore, teachers need to create a positive learning environment in order to communicate naturally and be more interested in the subject PART III CONCLUSION AND RECOMMENDATION I CONCLUSION After a period of research, learning and applying positive learning techniques in English lessons at school, I have obtained the following conclusions: Teaching vocabulary activities according to active teaching method Learning and mastering the vocabulary of the target language plays an important role in the teaching and learning process of any foreign language Vocabulary knowledge is a tool to help learners establish and succeed in communication Teaching vocabulary is extremely necessary and need to comply with the scientific process in accordance with language characteristics There are many ways to convey vocabulary such as: using pictures, real objects, plastic models, body language, experiments or visual illustrations Learning and practicing vocabulary with visual aids such as flash cards, sticky balls, magic wheel to create a positive learning environment for students to actively acquire knowledge, not passively listen and copy In addition, the design of gentle and interesting movement games also helps children to love the subject more, helping them participate in learning activities in a natural way, learn to play, play and learn 20 The activities of teaching sentence structure according to active teaching method Structure is an important factor in forming communication skills for students Through contexts and situations when introducing new language and giving sentence structures, students are trained in their ability to communicate in real life situations Learning language is to apply in communication in everyday life Therefore, helping students memorize and use sentence structures in the right circumstances is an important task that teachers actively perform Teaching sentence structure needs to follow the principle from building vocabulary, to forming single sentences with that vocabulary; then learn and answer Using visual aids such as exploration request diagrams, dice, flash cards, basketball, sticky ball to design movement games in sentence pattern practice has created a real communication environment natural for students The meaning of teaching methods that help students become active learners 3.1 For teachers Teachers have actively researched the in-depth knowledge of students' psychology, from which there are ways to choose teaching activities suitable to the content of the lesson and the target of students Since then, it is interesting to learn Applying teaching techniques helps the classroom atmosphere to be exciting, lively, learn, play, and learn 3.2 For student Students are interested, love the subject, absorb the lesson and memorize the lesson better Students grasp the nature and properties of words associated with the topic and effectively apply that vocabulary Students know how to self-study and self-study vocabulary at home The applicability of the topic This topic has contributed to expand vocabulary, increase the ability to memorize words and apply words of elementary school students to communicate in real life situations I believe that, if I apply this experience in a serious and flexible way, the teaching and learning of English in primary school will make significant progress In addition, experience initiatives can also be applied at other levels of difficulty with increasing difficulty in accordance with learning content and students of each level II Suggestions and recommendations For the Department of Education and Training Regularly organize English seminars at subregions or at district level so that English teachers throughout the District have the opportunity to exchange and learn from each other For the leader of the school Care to specialties to get timely guidance in improving the quality of teaching and learning in general and English in particular 21 For teacher Need to be enthusiastic in teaching, eager to learn, explore, explore, and improve professional skills to get good lessons that are interesting to students For student Need to be active in learning In addition to classroom hours, self-study at home is extremely important, contributing to improving the quality of learning English confirmation of the principal Yen Dinh March 29 /2021 I hereby declare this initiative is my experience wrote Do not copy of other person.If wrong I take full responsibility WRITER Luong Trinh Dinh ... the topic ? ?Helping students become active learners in primary with visual aids and action games? ?? Through that, it creates a positive and practical learning environment for students and applies... Characteristics of visual teaching method: Benefits of using visual aids in teaching and learning English at primary level II Proposing a number of solutions to help students become active learners in elementary... one international language in the world Therefore, learning and using English is becoming increasingly important and necessary In Vietnam, in recent years, English has been introduced into the primary