Some tips on using drawing to teach english in grades 3 and 4 effectively

THE TABLE OF CONTENTS Order Contents Page 1 INTRODUCTION 2 1.1 The reason for choosing a topic 1.2 Purpose of the research topic 1.3 Research subject 1.4 Research Methodology CONTENT 2.1 Rationale 2.2 Reality of learning English before using drawing method 2.3 Measures implemented 10 2.3.1 Using drawing for warm- up activities 11 2.3.2 Using drawing for studying vocabulary and sentences activities 12 2.3.3 Using drawing for studying speaking activities 13 2.3.4 Using drawing for studying listening activities 10 14 2.3.5 Using drawing for games activites 11 15 2.3.6.Using drawing to express a short content help students to learn English well 14 16 2.3.7.Using pictures complete the story or paragraph conversation 15 17 2.4.The effect of experience initiatives on educational activities, with yourself, your colleagues and the school 15 18 CONCLUSION AND RECOMMENDATIONS 16 19 3.1 Conclusion 16 20 3.2 Proposal 16 21 REFFERENCES 17 22 NAMES OF EXPERIENCE INITATIVE 18 INTRODUCTION 1.1 Reason to choose a topic: The popularity of English has been pushing society today to learn this language as a means of communication The society is growing, the learning needs and facilities of the learners are higher and higher, requiring teachers to constantly explore and improve teaching methods suitable for each student Because the learning and learning capacities of each student are different, the differences are evident depending on the learning conditions of each student leading to unequal knowledge Teaching foreign languages always has many fluctuations and changes according to the general evolution of world civilization and culture That is something that no one can deny Therefore, it is required that the instructors of this subject must always be responsible and enthusiastic to convey knowledge effectively, to meet the requirements of society Currently, English learning methods for elementary school students are very diverse and varied, from traditional ways of learning through books, taking direct classes to learning English at home, Online learning such as online courses, free English learning websites, English learning applications or software, In which, it is impossible not to mention the method of learning English through drawing - the method of learning through creativity brings many benefits to students Learning English in the form of pictures is a new method of learning that easily attracts attention and enhances the concentration of children The colorful and prominent colors in the box of crayons, cute illustrations of life around, will surely make students feel excited In addition, many studies have shown that creative activities such as painting, coloring, making crafts, etc will help students memorize vocabulary more easily It is one of the many activities that help students relax and entertain Because of the above-mentioned benefits, in this essay I give some opinions about "Some tips on using drawing to teach English in grades and effectively." 1.2 Purpose of the research topic: Learning English by drawing helps elementary school students to learn better 1.3 Research subjects: - Elementary school students in grade 3,4 1.4 Research methods : In school, English is a subject with its own characteristics, causing curiosity to indulge students but it also cannot avoid the difficulties that discourage learners Therefore, the teacher is like an artist, who needs to be subtly aware in order to give learners special interests and interests in the subject they are in charge of Each study has its own teaching methods, specific For teaching foreign languages in general and English in particular, the teaching method is a top priority In order to teach good quality English, giving students the excitement in learning the lesson, teachers must have appropriate, attractive methods to attract students into learning activities The innovation of teaching methods is very important, especially in verbal communication Encouraging students to directly participate in the learning process, be it role-playing and using conversations in a natural and flexible way, will inspire English learning In the process of researching and forming an experience initiative “ Some tips on using drawing to teach English in grades and effectively ” I have used several methods: a Observation and real research b Document research c Methods of analyzing and synthesizing educational experience THE CONTENT OF EXPERIENCE INITIATIVES 2.1 Rationale: There are many methods that students can apply to learn English, including learning English through drawing “Learning by drawing method”, children will go through steps: Imagine -> Draw -> Look back and describe the details in the pictures verbally This method helps students to actively think individually and draw These pictures will help them think, by themselves and memorize knowledge more deeply Knowledge is accidentally repeated times, helping children systematically deepen knowledge Drawings help students to learn vocabulary more easily, instead of cramming them over and over to memorize vocabulary and visualizing them with the words they have learned Experiences with an eager to learn feature will help them absorb vocabulary in a natural and easy way that when students participate in activities, it will be difficult to focus on learning English However, in reality, it is the opposite, it is the classroom lessons that often make students boring and more difficult to absorb When participating in drawing activities, they must coordinate hands and eyes Seeing that you and your teachers are focusing on working and learning English,students will automatically participate, focusing on this activity Learning style also helps them practice patience, ingenuity and creativity Promote students' imagination and creativity Exposure to colors inspires and stimulates children's imagination and creativity.To draw a picture, they must first imagine the shape of the object I am about to draw However, each student has their own ideas and creations It is these activities that will promote each student's abilities 2.2 Reality of learning English before using drawing method In recent years English has been considered a compulsory subject for primary schools This is a course to help students formulate and develop foreign language communication skills through practicing listening, speaking, reading and writing skills Parents and students have paid more attention and understood the importance of this subject The fact shows that during the implementation process, the school administrators have created favorable conditions for teachers to participate in the subject training There is sufficient equipment for teachers and students to refer to documents, on the internet On the side of teachers always explore, learn through colleagues, through information channels However, in the teaching process, there are still certain limitations and shortcomings: - As a school located in a mountainous area, most of the students are rural children, parents work far away from home with grandparents, so the pupils' learning conditions are limited, not pay attention and urge children to learn, books are missing, and forget to go to class, many parents still overlooked English Some students have less time at home to study after school, they have to help their parents and grandparents with housework and farming.The facilities for English teaching are still very poor, even not available There are no pictures, flash cards or English documents in the school library - Teachers are only interested in imparting grammar knowledge and vocabulary but have not yet explored and creative in teaching methods to attract students.The organization of teaching forms is not flexible, creative, still monotonous, boring, the methods and methods of transmission are not suitable with the physiological psychology of the students' subjects, so effectively integrating skills is not high, not creating opportunities for students to forge basic skills - Too much work leads teachers to not have enough time to prepare teaching supplies - Teachers are not really close, friendly with students, so they are not brave, confident to share with teachers, with friends, lacking basic skills: Communication skills, acting skills reach - Students are timid, shy, afraid to speak, express opinions, many of them are not really interested in English subjects, still afraid to communicate, to communicate in English after school, afraid to make mistakes in their personal skills: self-study, self-awareness and cooperation - Inadequate teaching equipment: tapes and discs, pictures are lacking, teaching and learning materials are lacking, so the teaching of English still faces many difficulties Through surveying 32 students in 4th graders after completing the lesson: Unit 5: Can you swim? Lesson 1, parts 2,3,4, and 25 students in 3th graders after completing the lesson: Unit 5: Are they your friends ? Lesson 1, parts 2,3,4, Survey results show that students' ability to memorize vocabulary, sentence patterns, communication ability, and ability to read or complete sentences is limited Quick reflexes understand Grade 4A (32 Students) 3A (25 students) Ability to memorize vocabulary anmount Ability to memorize sentences % anmount 18,7 16 % 15,6 12 in communication (listening and speaking) anmount % 2 6,25 and apply (reading and writing) anmou % nt 15,6 12 (Table of student survey results) So how can students learn English better? And organize how students actively receive knowledge they inculcate knowledge in the most positive way In the course of teaching I have used some tips as follows 2.3 Measures implemented As presented above, the presence of highly aesthetic drawing that match the senses of the students stimulated the senses for the students, helping them connect with content presented in lessons to develop listening skills at the same time, reading, speaking and writing This is also reflected the modernity in teaching English today Students with a curious, curious nature, along with the ability to visually explain the world visually to abstract thinking, they all like teachers using drawing in a lesson Therefore, depending on the purpose, context, situation, activities in each lesson to use pictures appropriately In this article, I share some ways in each teaching section as follows:  2.3.1 Using drawing for warm- up activities There are many factors to make a successful English lesson "Warming up activity" is one of those factors Starting an English lesson by engaging students in active games will inspire, create a sense of comfort and elation to enter a new lesson The use of drawing in this section will make the lesson more lively, helping students participate in the lesson more enthusiastically and more interesting For example: When teaching unit 11: What time is it?( English page 6) First, teacher draws a cute picture of a clock on the board Next, teacher points the drawing and asks students: "What is this ?" Students will attentively observe the teacher's drawing on the board, listen to the questions and answer: "This is a clock." +The teacher calls a student to the board to draw an extra second hand, and at the same time introduce the whole class the content: '' In today's lesson we will learn about time” ( Photos of clock teacher uses for lesson ) - Teacher ask students to draw a clock on their notebook  2.3.2 Using drawing for studying vocabulary and sentences activities Learning English through illustrations is both fun and effective And surely there is no better way to "pinned" in the brain than the picture is drawn by the students themselves! The reason is that the drawing act requires a lot of hand manipulation, needs to use observational mind, analyze and consider physical attributes and also need creativity Gathering all this, it is hard to forget the collection of English vocabulary or sentence patterns according to the theme that you have drawn by yourself Students' memories of these pictures and words will be formed in a very solid and rich way Students can draw simple illustrations in their notebooks This method helps the brain to remember take a long time and review many times the images by associating and drawing them In class lessons I often draw pictures to teach vocabulary and sentences: With the tip of using drawing to introduce vocabulary that teachers can apply to most lessons, the "Point and say" part in grade and English program For example: when teaching unit 11: This is my family (English – page lesson 1: Activity 2) + the teacher draws on the picture board of the grandfather, then points to the pictures and introduces “this is grandfather”, continue to point at the picture and ask students to repeat the word "grandfather" after teacher, then call students go to the board to point at the picture and read the word "grandfather" + The next, the teacher writes the word "grandfather" next to the picture painting + After that, teacher asks all students read the word “grandfather" ( or time) The teacher proceeds with the above steps with family members, grandmother, father, mother, sister and brother With the same steps we can use in lessons from other classes (Photos of teaching vocabulary at class) - Draw pictures to teach vocabulary Just like using pictures to introduce vocabulary, teachers write words on the board and then use drawings to illustrate them Just like using pictures to introduce vocabulary, teachers write words on the board and then use drawings to illustrate them For easy words like "a ball", teacher asks students to draw a picture of a ball on the board - With this method, teachers can also guide students to draw pictures, make cards, create banners, posters about anything they care about, such as hobbies, health , sports or Tet theme After completing their work, students can write some captions in English at the bottom of the drawing Teachers can hang their finished works to decorate the classroom (Photos of Display corner of students' products in the classroom) In addition to using drawings to illustrate, I also use drawings to highlight sentence patterns, helping students to reduce boredom and excitement for them (Photos of teaching sentences at class)  2.3.3 Using drawing for studying speaking activities The use of drawings drawn by the students themselves makes them very excited Students confidently participate in discussions and exchange ideas with their friends.In the section Let's talk, depending on the content of each lesson teacher prepares suitable drawings, then distributes them to each group Ask the group members to observe the drawings for to minutes, then conduct Q&A with their group friends, followed by other group members (Photos of students communicating to their teams)  2.3.4 Using drawing for studying listening activities The elementary English program in each unit has section '' Listen and tick ' This section usually requires students to listen and number , or listen and tick To help them listen easier, in the pre - listening section, teacher prepares pictures and vocabulary related to the listening text, instructs the children to observe the pictures, read the vocabulary and guess the content of the text the teacher prepares the pictures, calls the students to the board to write the number of pictures according to their ideas, then the teacher proceeds to play the tape for the students to listen Draw on the board and ask students simple questions related to the content of the listening This activity is really effective when it both improves the child's English reflexes and encourages them to use English in communication, chat For example: When teaching unit 14 What does he look like ? Lesson Activity (English 4th grade textbooks, 3.Listen and tick page 25) (Photos textbook listening) 10 + Ask students to observe the pictures and answer what does the people in the picture look like + Teacher asks students to stand up and asks and answers + Teacher point pictures 1C and ask : What does she look like? - She’s very tall + Teacher point pictures 2C and ask : What does she look like? - She’s old and short + Teacher point pictures 3a and ask : What does he look like? - He’s slim and short + After students answer each person's look like, the teacher listens to them twice and asks students to answer Students just practice speaking again, so they will memorize vocabulary in listening lessons The more they practice, the more effective their listening and speaking skills will be Finally, the teacher chooses a drawing and describes the figure of the person in the drawing The student's task is to find the drawing being depicted Example: - Teacher said: She is short and thin - Student: picture 1b Then, teacher ask student describes the figure of the person in the drawing and the other student find the drawing being depicted  2.3.5 Using drawing for games activites -With the psychological characteristics of primary school students being extremely active, they like to participate in fun activities, so the teacher organizing games in English lessons will create their psychology is comfortable That also makes them love English more -The teacher can draw pictures on the board or prepare it at home Use pictures to organize games for students in the teaching process through vocabulary memorization practice, sentence pattern, listening, reading and writing skills - Game 1: Drawing and words or sentences Preparation: paper, pencil or pen Time: 10 minutes Teams: The teacher divides the class into teams, each with members Game rules: Teacher gives each team A3 paper, then ask students to draw pictures and write words or sentences under pictures in minutes according to certain topics (eg hobby or activity), all time the teacher calls a student on the team to presen at the class The team with more pictures and vocabulary wins 11 ( Photo of students participating in the game) Game 2: Going shopping, How to play: Teacher prepares drawings or for students to prepare at home to draw on topic " clothes " such as: dresses, scarves, shoes, sandals write the price under each picture? Organize student play sales: Some students play the seller and some play the buyer Example Unit 17: How much is the T-shirt? * Goal: Students are able to choose appropriate school or home costumes for the season to buy for themselves * Procedure: teachers divide the class into groups of members Teacher gives out pictures to each team Each team has 10 pictures of the same clothes Teams assign themselves who plays the role of the seller, who plays the role of the buyer In minutes the team buys more items, that team wins * End of the game: The teacher concludes, consolidates knowledge, reviews the game, praises students This activity helps students practice comnication skills In addition, this activity will form for students students skills: self-service skills when choosing the right outfit for themselves 12 ( Photo of students participating in the game) 13 2.3.6.Using drawing English well to express a short content help students to learn With this content, we can follow two methods * Method 1: Guess my story The teacher prepares about 10 drawings with diverse content about family, hobbies, and health and post them on the board Before starting, the teacher prepares a story with about pictures, devide the pictures into a group and asks students to guess the content of my story through the pictures Students need to ask the teachers questions to find answers and thread the story The questions are often asked in the form of "Yes / No Questions" After about minutes of questions and answers, the teacher posts on the board the story content and invites some of the children to read aloud Then, remove the content of the story and ask the students to summarize it in their own way With the rest of the pictures on the board, the teachers randomly divide them into groups of pictures and ask students to create a story for each group Students who have the best and most interesting stories will receive a reward * Method 2: Describe Around Proceed as follows: The teacher divides students into groups of about and makes them sit in a circle; Hand out each picture and elicit a small circle from the students with simple starting sentences, for example “There's a girl ” The next student will repeat the sentence and add some details to make the sentence longer or append another sentence, for example “There’s a girl with a brown hair” This activity continues until a student can't remember what the picture is all about The group will send a representative to present their picture The group with the longest and most extensive content will receive a reward  2.3.7.Using pictures complete the story or paragraph conversation The teacher prepares a short paragraph that is appropriate for the student's level, instead of writing the vocabulary the teacher uses the picture to create the space for, then asks the students to look at the picture and complete the story or paragraph conversation For example: Complete the story based on the suggested pictures 14 Hi! I’m Hoa.This is my family This is my … likes playing … she is … , he is a … , he every afternoon after work This is my … And this is my … , , he is … 2.4 The effect of experience initiatives on educational activities, with yourself, your colleagues and the school Through time researching and implementing the above solutions showed that: The teacher has a more accurate way of looking at myself and I have achieved some very positive results First of all these experiences are consistent with the textbook curriculum Help teachers communicate knowledge more effectively than before This practice stimulates the desire and creativity of students The second,a lot of drawings can be used many times, many articles with many different activities In addition, the drawing used in teaching vocabulary help teachers not have to spend a lot of time explaining or writing Vietnamese meanings on the board, but students can still understand the meaning of the vocabulary, remember it for a long time and more efficient And the important thing is: students have made significant progress through each lesson, student progress has improved markedly At the beginning of the year, many children were afraid to study this subject, did not like to study because they thought it was difficult to understand and difficult to absorb When applying these solutions, the quality of education has increased quite steadily Most children prefer to study English, be more enthusiastic, in more active classes, the number of students participating in the lesson development is quite large, contributing to creating lively lessons The learning quality of students is gradually improving The results at the end of the semeter are better than the beginning of the year Grade 4A (32 Students) 3A Ability to memorize vocabulary anmount 18 14 Ability to memorize sentences % anmount 56,25 56 17 13 % 53,1 52 Quick reflexes in communication (listening and speaking) anmount % 15 12 46,8 48 understand and apply (reading and writing) anmou % nt 14 12 43,7 48 15 (25 students) CONCLUSION AND RECOMMENDATIONS 3.1.Conclusion The use of visual items such as drawing in the teaching process is very important because it will create a lively atmosphere for classes, promote the autonomy of student creativity, improving the ability expression of the students and also through this way that students can complete the skills listening, speaking, reading, writing well 3.2 Proposal * Teacher: - Proactively explore in-depth knowledge of students' physiology, from which to have ways to select and use drawing to suit students, help improve English speaking motivation for children - Proactively learn the knowledge of how to choose as well as how to use star pictures that suit the student level and content, the purpose of the lesson; such as mastering computer skills, how to organize activities in the classroom - Finding more pictures using activities to enrich English classes, meeting the needs of students to increase their interest in learning English * School and Department - Organizing courses to improve information technology skills of teachers, namely document drafting, image processing, image source extraction skills from the Internet, power point presentation skills, etc - Organize teaching contests to teach students to stimulate creativity to help schools have a variety of picture galleries, increasing interest for students in learning English Above are " Some tips on using drawing to teach English in grades and effectively " Because I myself have little experience in teaching the subject, so I can not avoid the limitations, I look forward to the sincere suggestions of colleagues I sincerely thank you 16 THE HEADMASTER’S IDENTIFICATION Headmaster Cam Thuy, February 12, 2021 I assure you that this is an initiative of my experience writing, not copying the content of others Writer Trần Văn Hùng Phạm Thị Thương DOCUMENTATION REFERENCE 17 1.English textbooks 3,4,5 – Publishing Education 2.Design Lectures English - Publishers Pedagogical University 3.Guidelines the current standar of knowledge and skills in English primarySchool – Educational Publishers Viet Nam 4.Kem Sarabria, A Picture’s Worth a Thousand Words Prentice Hall Regent, Englewood Cliff,NJ 07632 Online education magazine Internet CATEGORY 18 EXPERIENCE EXPERIENCES HAS BEEN INNOVATIVE COUNCIL EXPERIENCE IN EDUCATION AND TRAINING SECTOR DISTRICT FROM C ABOVE Author's full name: Position and working unit: Rating rating (Education The title of the initiative sector at TT initiative experience district / provincial level; Province ) Using games in teaching Cam Thuy English division of training and education Somethings about the use of Thanh Hoa pictures in unit of grade division of training and education Evaluation Evaluation results school rank (A, year B, or C) B 2010 C 2015 19 ĐÁNH GIÁ, XẾP LOẠI SKKN CỦA HỘI ĐỒNG KHOA HỌC, SÁNG KIẾN NHÀ TRƯỜNG Xếp loại: TM HỘI ĐỒNG KHOA HỌC NHÀ TRƯỜNG Chủ tịch Trần Văn Hùng 20 ĐÁNH GIÁ, XẾP LOẠI SKKN CỦA HỘI ĐỒNG KHOA HỌC, SÁNG KIẾN PHÒNG GIÁO DỤC VÀ ĐÀO TẠO HUYỆN CẨM THỦY Sáng kiến kinh nghiệm tiêu biểu Xếp loại: B TM HỘI ĐỒNG KHOA HỌC PHÒNG GD&ĐT Chủ tịch Nguyễn Thanh Sơn 21 ĐÁNH GIÁ, XẾP LOẠI SKKN CỦA HỘI ĐỒNG KHOA HỌC, SÁNG KIẾN SỞ GIÁO DỤC VÀ ĐÀO TẠO TỈNH THANH HÓA Xếp loại: TM HỘI ĐỒNG KHOA HỌC SỞ GD&ĐT Chủ tịch 22 23 THANH HOA DEPARTMENT OF EDUCATION AND TRAINING CAM THUY EDUCATION AND TRAINING DEPARTMENT THE INITIATIVE EXPERIENCE THE NAME OF SUBJECT SOME TIPS ON USING DRAWING TO TEACH ENGLISH IN GRADES AND EFFECTIVELY The implementation: Phạm Thị Thương Job title: Teacher School address: Cam Lien Primary & Secondary school Experience of subject: English THANH HOA, THE YEAR 2021 24 ... benefits, in this essay I give some opinions about "Some tips on using drawing to teach English in grades and effectively. " 1.2 Purpose of the research topic: Learning English by drawing helps... 22 23 THANH HOA DEPARTMENT OF EDUCATION AND TRAINING CAM THUY EDUCATION AND TRAINING DEPARTMENT THE INITIATIVE EXPERIENCE THE NAME OF SUBJECT SOME TIPS ON USING DRAWING TO TEACH ENGLISH IN GRADES. .. process of researching and forming an experience initiative “ Some tips on using drawing to teach English in grades and effectively ” I have used several methods: a Observation and real research