Some measures are used to improve teaching chant and sing while teaching students in gratde 3 at cam thuy b primary school

1 Open 1.1 The reason for choosing the topic - In a dynamic and increasingly globalized world, you have to position yourself, and one of the ways of positioning yourself is to learn the foreign language - the language of the world Today, the world is increasingly open, common communities are established to connect the peoples of the world together Grasping the trend of globalization, foreign languages are a weapon that both helps you keep up with the trend above and also helps you in the fight on your own yard You could lose a job even in your home country if your foreign language skills are too weak Therefore, the Ministry of Education and Training has introduced English to general schools as a main subject which is encouraged from preschool, primary school to compulsory at high school and university level Therefore, creating a lively and interesting learning environment and promoting the activeness and initiative of students plays a very important role To achieve this educational goal, teachers, especially English teachers, need to have appropriate teaching methods.As we know English is a difficult subject for students, especially students in mountainous areas Thus, in the teaching process, students must cause their own excitement, confidence, passion, and trying to study to bring good learning results They must always actively actively participate in the teaching and learning process In any subject, it is very important to create excitement for students Currently, the English textbooks introduced by the Ministry of Education to teach in schools have chant and song parts In each unit of lesson it is actually the output of the outcome in the course of the whole lesson Chant is just a song, the song is very simple but it synthesizes the vocabulary, sentence patterns in the sections that we have learned from before Students in elementary school are very active, they learn visually, hear and feel So how to teach chant effectively will help students remember for a long time, right in the classroom Chant helps improve pronunciation and intonation of sentences Helping students to be confident and active in learning, helping them become familiar and proficient in the rhythm of the language - Cam Thuy Town Primary School is a school that is rated to have superior quality and overall ground compared to other schools in the district But besides that, some students still not really care and love to learn English, some of them have not studied and did their homework before coming to class So this is the reason I have been pondering over the years - From the reality of the years when I directly taught English at Cam Thuy Town primary school, in addition to the chant teaching methods I learned from training sessions, attending good teacher classes, I always are concerned about finding out how to teach to suit their students, helping them not feel heavy difficulties when studying English From the above thought I have done in my teaching class and get the desired results Therefore, in the school year 2020-2021, I chose the topic " Some measures are used to improve teaching chant and sing while teaching students in grade at Cam Thuy Town Primary School " 1.2 Research purposes - Research the theoretical and practical basis of teaching chants and help students to naturally approach language, develop communication skills and help them feel confident speaking English in front of a group bronze - The task of the topic is to present clearly and in detail how to apply some chant teaching methods to specific teaching periods 1.3 Research subjects - A number of measures to contribute to improving the effectiveness of teaching chant and sing in grade English at Cam Thuy Town Primary School 1.4 Research Methods To carry out this empirical initiative, I have adopted the following research methods: - Theoretical research method: Research documents related to the method of teaching chants and song in English - Methods of investigation, actual survey, collection of information: Investigate the situation, find out the reasons that lead to students not interested in learning English Through the teaching process in class, through activities Professional team, himself has collected the information for research - Experimental method: To compare the results, apply methods of teaching chants and parallel - Analyzing method - summing up experience: Analyzing factors, making statistics on current situation results and summarizing experience, proposing measures to implement the topic Content initiatives experience 2.1 Theoretical basis of the initiative of experience In any given subject, the role of a student's excitement is also important Perhaps the most obvious advantage of using Chants in English teaching is that they have a pleasant feeling Most of the children like to sing, like to exercise and are usually quite good with the chants used in their lessons However there are significant benefits to using Chants during school hours than just being liked The first thing is that Chants can bring variety to the one-lesson process stimulate interest and attention, can help maintain dynamics, thereby helping students achieve a higher level of knowledge Second, Chants fall under the type of choral singing, which in turn can help create a relaxed and intimate atmosphere that makes the classroom a friendly environment Children often think of the Chants as entertainment rather than a learning task and thus find learning English through the Chants fun and enjoyable Thus, we have helped them to develop comprehensively, initially fostering the necessary competencies for them to build their own life skills Especially with Chants, the teacher combined very gently the connection between the subjects: English, Music, Literature and Civic education courses, because Chant has the music of the music, has the rhymes of Literature and above it is the figure into personality, self-study and creativity of a modern public 2.2 Current state of the problem before applying the initiative 2.2.1 Characteristics of the school situation Cam Thuy Town Primary School is a school located in the center of Cam Thuy district In the 2020-2021 school year, the school consists of 686 students, of which the number of 3rd graders with classes includes 168 students In the process of educational work, the school has the following advantages and disadvantages: * Advantage: - For teachers: + The school's English teachers are young, strong, enthusiastic teachers with professional qualifications that meet and above standards + Teachers have a full range of related references and teaching aids, know how to use information technology in teaching fluently + Get the attention of the school administrators through attendance, feedback, as well as effective direction on professional work - For the students: + Obedient, polite, obedient to grandparents, parents, teachers + Abide by the school rules well * Difficuities: - For teachers: + Some teachers have moved down from lower secondary schools, yet have not timely approached the teaching methods of primary schools + Most of the English teachers teach in the adult way suitable for primary school students' psychology + Teachers pronounce each differently, the intonation is not the same as that of native speakers This is difficult for them in listening practice - For schools: + Facilities: There are no separate rooms for language learning, limited modern equipment + The English communication environment is still limited: In addition to the time to study and practice at school, it is difficult for students to have a natural environment to communicate in English - For the students: + Cam Thuy is a mountainous district with ethnic minority pupils accounting for nearly 50% They are still not fluent in communicating in English, so it is very difficult to learn English pronunciation + There are still many students in the area with difficult circumstances, the number of poor households and near poor households still remains Students are slow to progress due to their innate ability as well as the impact of family circumstances on each child's learning process - For parents: + Some parents not pay attention to their children's education for their livelihoods As a result, some children go to school with lack of textbooks and school supplies - Before such difficulties, I have conducted surveys on students' interests in learning and the results are * About the level of student's interest in learning: Class total Excited to learn Not interested in learning the student Amount Rate (%) Amount Rate (%) 3A 35 10 28,6 25 71,4 3B 38 13 34,2 25 65,8 3C 37 10 27 27 73 3D 33 12 36,4 21 63,6 3E 25 10 40 15 60 total 168 55 32,7 113 67,3 2.3 Experienced initiatives or solutions used to solve the problem 2.3.1: The methods of teaching chant Measure 1: Use the musical instruments in music related to music such as beats, song loan Young children love music very much and music is good for children's development as well As we all know, for a long time the melodies of folk tunes have gone deep into the minds of every Vietnamese people, accompanied by those lyrics are instruments that seem indispensable in each melody hometown Song loan and phách musical instruments are familiar instruments used in the tunes of Cheo, reformed, folk songs, folk songs of Vietnamese folk songs It is extremely necessary for children to get acquainted and use traditional musical instruments in each subject at Cam Thuy B primary school Therefore, during English lessons, I often let students use Song Loan and Thanh Phach instruments to create chant lessons so that students feel happy and remember the lesson better Beat bar Song loan From musical instruments I have applied in the classes as follows: Unit one: Hello (Grade English) Hello, I’m Mai Hello, I’m Mai Hi, Mai Hi, Mai I’m Nam I’m Nam Nice to meet you Noce to meet you Hello How are you? Hello How are you? Fine, thank you Fine, thank you And you? And you? Fine, thank you Fine, thank - Teacher introduces students to the two vocal and rhythm instruments - Have students read the chant through once to understand the content of the chant - Open the disc for students to listen to the chant once and ask them to listen to which words the strong syllables fall into - Teachers underline words with strong syllables for students to compare results Hello, I’m Mai Hello How are you? Hello, I’m Mai Hello How are you? Hi, Mai Fine, thank you Hi,Mai Fine, thank you I’m Nam And you? I’m Nam And you? Nice to meet you Fine, thank you Nice to meet you Fine, thank - The teacher introduces students to the two vocal and rhythm instruments - Instruct students to use the beat bar and song loan to type sounds The chant is chanted in a 2-4 rhythm - Teacher plays the disc for students to listen and type in chant rhythm - Teachers let students practice in groups of - Teacher calls groups to chant in front of class Students in class 3D are practicing the chant in front of class * From understanding and knowing how to use beats and song loan not only for let's sing and let's chant, I also use in phonic teaching when I apply to teach students to remember sounds in the fastest way is to create Chant songs contain the sounds learned in the lesson Unit 1: Hello (English 3) Lesson 3: Listen and repeat b bye h hello - From the long-standing methods teachers read and students follow the exams, I have adopted the method of creating chant for students to read and combine with duplex props and beats Not only is it fun, but also very quickly memorizing the sounds and through the chant, it is difficult for children to forget the sounds they have learned - The sounds b and h in the lesson I created for the students to chant and use the beat and song loan as follows Look at the ball b b ball Look at the hat h h hat Look at the bag b b bag Look at the house h h house Students in class 3A are practicing the chant in front of class - When students have understood the rhythm of the chant, in pronunciation lessons, students can come up with words to form the chant to apply to the pronunciation - Aims to attract students' attention, inspire fun, help them be creative while studying and help them remember the lesson in the best way Measure 2: Using pictures in illustrative art to make students connect real life with songs, chant Pictures are useful tools for teaching in English classes It brings a lot of advantages - First of all, using pictures can attract the attention of English learners As a result, I find it extremely enjoyable to study lectures equipped with fun and beautiful visuals - Second, teachers use pictures to illustrate, students will memorize vocabulary better Learners can easily forget the learned words in plain writing However, pictures with striking colors can be remembered for a long time Moreover, when the teacher simultaneously explains words and meanings of words verbally and visually, there will appear a link between them to support the ability to understand and memorize vocabulary in the memory machine learn - With the great advantages listed above, English teachers can use pictures or pictures effectively to teach vocabulary to their students One of the factors that determine the success of using pictures or pictures to help learners understand and remember vocabulary is the general selection method will be taught Second, teachers try to find pictures that are clear and in bright colors Third, teachers should also pay attention to the size and quality of the pictures Images that are too large will take up a lot of space while images that are too small are difficult to fit the student's eye level Likewise, an image with too much detail will distract and distract students - From the method of using pictures I have applied in chant lessons, but as follows after Let’s chant: Where’s Ba Vi? ( Class 3) Where’s Ba Vi? It’s in north Viet Nam Is it near Ha Noi? Yes, it is Yes, it is Where’s Da Nang? It’s in central Viet Nam Is it near Hue? Yes, it is Yes, it is Where’s Can Tho? It’s in south Viet Nam Is it near Ho Chi Minh City? No, it is’nt No, it is’nt - First of all, I collect three pictures of the places mentioned in the chant - Put three pictures on the board and ask students to name the places in Ba Vi, Da Nang and Can Tho - Have students determine the geographical locations of the three places above with the question Where is Ba Vi? Where is Da Nang? Where is Can Tho? - Through pictures, students understood the content of chant and then I started to teach students how to chant + Ask students to read the chant to remember the sentence patterns and vocabulary in the lesson + Play the tape for students to listen to through the chant so that they can understand the rhythm of the chant + The teacher divides the class into groups (group A, group B) to practice Group A will chant the question and group B chant the answer + Teacher checks the whole class by pointing to any picture asking students to chant the correct content of the picture, not following the order of content in the lesson Example: A teacher points to a picture of Cần Thơ and the students have to chant Group A: Where's Can Tho? Group B: It 's in south Viet Nam The purpose of this step is to be understood by the students to avoid parroting + Teacher calls students to chant and perform in front of class students chant a question and students chant the answer the whole class clapped their hands together in chant rhythm Students in class 3B are practicing the chant in front of class Measure Use TPR (Total Physical Response) Total Physical Response (TPR) is a method of language teaching developed by James Asher, professor of psychology at San José State University in the 1960s Currently, TPR is known as the most comprehensive and preeminent foreign language learning method The method is based on a combination of language and physical movement, focuses on learners and helps them develop a second language naturally With this method, learners need to be physically active to react to and interact with the teacher's verbal cues With the superiority of TPR, I have used in teaching students in chant lessons to make chant more lively like dancing, dancing and making gestures related to chant and singing lyrics Primary school students are usually active, so they can hardly sit still for the whole lesson, so by using the TPR method, students are more excited, happier and more active in English lessons Some chant lessons and yet I have applied the TPR method Sing: Let’s count from one to ten ( Class 3) One, two, three, four, five, jump Six, seven, eight, nine, ten, jump One, two, three, four, five, jump Six, seven, eight, nine, ten, jump One, two, three, four, five, jump Six, seven, eight, nine, ten, jump One, two, three, four, five, jump Six, seven, eight, nine, ten, jump - The teacher asks students to read each sentence in the chant - Teacher introduces jump verbs and asks students to read and jump - Open the disc for students to listen to the chant song so that they know the chant rhythm of the song - Teachers let students practice chant and combine with the beat of applause and jump up high when chant to the word "jump" - Teacher calls groups to chant and perform before the class Unit 15: Do you have any toys? Tiêng Anh lớp Let’s sing: Linda has a litter doll Linda has a litter doll Litter doll, litter doll Linda has a litter doll Its dress is white and brown Everywhere that Linda goes, Linda goes, Linda goes Everywhere that Linda goes, Everywhere that Linda goes, Linda goes, Linda goes That doll is sure to go Everywhere that Linda goes, That doll is sure to go 10 - In this lesson, students have to draw or prepare dolls - Teacher asks students to read through the song and ask them to find new words in the song - Teacher asks students to raise the dolls and read out the word "doll" - Teachers guide how to read and the meaning of new words in the text - Play the tape for the students to listen to the song so that they can understand the rhythm of the song - Teacher has students sing each sentence of the song and combine it with the rhythm for students to swing and dance (each child will hold a doll to demonstrate flowers) - Teachers let students practice in groups - Instructor calls each group to perform in front of the class (group 3) - Teacher for students to perform private Students in class 3C are singing the song “Linda has a litter doll” Measure 4: Use fingers: The index finger holds the thumb and middle finger, the index finger is slightly pressed against the middle finger, the middle finger should be hard, the thumb pops to the right of the middle finger, and hits the pubic side of the The thumb makes a sound - This is a very simple movement that is very effective because it attracts the curiosity and attention of students - This measure helps teachers and students not have to prepare teaching aids 11 Unit 4: How old are you ( English 3) Let’s chant: How old are you? How old are you? Three, three I’m three How old are you? Five, five I’m five How old are you? Six, six I’m six - Teacher introduces students to how to turn their fingers - Teacher plays tape for students to listen to chant to identify strong syllables in chant and underline strong syllables Tell the students to turn their fingers on the underlined tone How old are you? Three, three I'm three How old are you? Five, five I'm five How old are you? Six, six I'm six - The teacher gave the whole class practice while chanting and snapping their fingers to make sounds - Teachers let students practice in groups of to practice - Teacher calls groups up to perform in front of class Students in class 3B are practicing the chant in front of class 2.4 Effectiveness of the initiative of experience on educational activities, with self, colleagues and school 12 Above are some measures that I have drawn and applied to apply in teaching chant and song for students at Cam Thuy Town Primary School With the excitement that created a happy atmosphere for the students from that fun, they will remember the lessons better After carrying out the experiments recognized by the school's expertise, the following results were obtained: - During class time, they pay more attention, not talk in private, not sleep in class, or are bored with studying They feel more confident speaking English in front of class and communicating with friends in English during recess and especially when meeting foreigners - The children have been very enthusiastic in participating in the activities organized by the school's English club: such as answering questions about history topics in English Organizing performances to sing English songs * About the level of student's interest in learning: Class Total the student Excited to learn Not interested in learning Amount Rate(%) Amount Rate(%) 3A 35 28 80 20 3B 38 30 79 21 3C 37 31 83,8 16,2 3D 33 27 81,9 18,1 3E 25 20 80 20 Total 168 136 81 32 19 So after applying some measures of teaching chant as 13 mentioned above, I see the change in learning English of students at the beginning of semester and The results show that the application of chant teaching methods in teaching periods has been remarkably effective, contributing to improving the quality of English teaching and learning at Cam Thuy Town primary school is increasing and in 2019- In 2020, the school has students winning the national prize, students winning the first prize at the provincial level and child winning the prize at the provincial level in the contest "English talent" In 2020 – 2021, We have organized for students to participate incompetition English such as IOE, Global English and International English – Hippo and they participated enthusiasticall And more especially in this school year, Cam Thuy Town Primary school participated in HKIMO contest, Which is an exam that forces students to have a good understanding of English before they can solve Math proplems because the Math proplems are all written in English The students were amazing when they won a gold medal, three sileve madals and eight bronze medal ih the national competition * Some fun pictures in English lessons and English club activities of the school students are hosting the program in English 14 The students are singing and dancing the song of “ Jinger Bell’ Students are answering questions about Vietnamese history in English A student who won the second prize is answering the interview of MC 15 A student who won the first prize is ringing the Golden Bell Teacher and students are very excited in English lessons Conclusions and recommendations 3.1 Conclude Through the process of implementing this topic I have drawn some experiences such as: - Because the students are at an active age, the playing function is difficult to focus on the lesson or there are many children who are not as talented in singing as in chant reading, so in order to avoid causing stress on the lesson, the Teachers must prepare lessons carefully before going to class, allocating reasonable time for lessons - Teachers must encourage children who are slightly weak in talent to participate in activities with their classmates so that they not feel guilty for them to be more confident and to be more active in learning and practice - Guiding students to actively practice more at home and prepare them before going to class 16 - Recognizing that teaching chant and sing will help students enjoy learning and being active; gradually forming skills of listening, speaking, reading and writing positively for them To form people who are able to keep up with a new era, and behave in a progressive way with their living environment and society We will be successful and effective in teaching 3.2 Request - For schools: It is necessary to organize professional meetings, topics to disseminate English teaching experiences to have quality in teaching, training students to develop good listening skills, speaking, reading, writing Especially to help students confidently communicate English with friends, teachers and when meeting foreigners, contributing to improving the quality of English learning for students of the school - For teachers of English: first, it is necessary to always self-study and foster their own knowledge and professional capabilities to continuously improve their qualifications and experience in teaching Always enjoy learning in the classroom to encourage students to develop creative thinking ability in each child Must be really enthusiastic, concerned, and loving that students need to have their own know-how in education, training students in general and slowprogressing students in particular Secondly, it is necessary to closely coordinate with the homeroom teacher, grasp the situation of characteristics of students in the class, pay special attention to students with slow progress, students in difficult circumstances to take measures Appropriate education to contribute to improving the quality of language learning of the school - For parents of students: Create the best conditions in both material, spirit and educational environment for the children to develop comprehensively It is necessary to pay more attention and encourage them to self-study and self-study at their homes Above are some of my own experiences in teaching that excited students to learn English through a number of measures applied to chant, song To improve the quality of English for students Certainly, this topic still has certain shortcomings, we hope that all managers and friends and colleagues for their sincere suggestions to help my teaching work to be more and more successful I hereby guarantee that this is my creation of writing, not copying other people’s content Confirmation of the Head Master of Cam Phong Secondary School Cam Thuy, May 19th , 2021 I declare that the work contained in this initiative is result of my own research 17 Nguyen Thi Chung Cao Sơn Hà REFERENCE Order REFERENCE Publisher, editor English teachers’ book grade English students’ book grade Vietnam Education Publishing Vietnam Education Publishing Training materials for Englishs teachers 18 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 Nguyễn Thị Chung 19 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 20 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 Table of contents 21 Order Tenor Open Page 1.1 The reason for choosing the topic 1.2 Research purposes 1.3 Research subjects THANH DEPARTMENT OF EDUCATION AND TRAINING 1.4.HOA Research Methods CAM THUY EDUCATION AND TRAINING DEPARTMENT Content initiatives experience 2.1 Theoretical basis of the initiative of experience 2.2 Characteristics of the school situation 2.3 Experienced initiatives or solutions used to solve the problem THE INITIATIVE OF EXPERIENCE 10 2.4 Effectiveness of the initiative of experience on educational activities, with self, colleagues and school 12 11 Conclusions and recommendations 16 12 3.1 Conclude 16 13 3.2 Request 16 SOME MEASURES ARE USED TO IMPROVE TEACHING CHANT AND SING WHILE TEACHING STUDENTS IN GRADE AT CAM THUY TOWN PRIMARY SCHOOL Executor: Cao Son Ha Position: Teacher Work unit: Cam Thuy Town Primary School Experience initiative in the field: English THANH HOA, YEAR 2021 22 23 ... Conclusions and recommendations 16 12 3. 1 Conclude 16 13 3.2 Request 16 SOME MEASURES ARE USED TO IMPROVE TEACHING CHANT AND SING WHILE TEACHING STUDENTS IN GRADE AT CAM THUY TOWN PRIMARY SCHOOL Executor:... Amount Rate (%) 3A 35 10 28,6 25 71,4 3B 38 13 34,2 25 65,8 3C 37 10 27 27 73 3D 33 12 36 ,4 21 63, 6 3E 25 10 40 15 60 total 168 55 32 ,7 1 13 67 ,3 2 .3 Experienced initiatives or solutions used to solve... to learn Not interested in learning Amount Rate(%) Amount Rate(%) 3A 35 28 80 20 3B 38 30 79 21 3C 37 31 83, 8 16,2 3D 33 27 81,9 18,1 3E 25 20 80 20 Total 168 136 81 32 19 So after applying some