Teaching songs and chants for 3rd graders students

THANH HOA EDUCATION AND TRAINING DIVISION THO XUAN EDUCATION AND TRAINING DEPARMENT EXPERIENCE IDEA NAME OF SUBJECT TEACHING SONGS AND CHANTS FOR 3RD GRADERS STUDENTS Teacher: Position: Unit: School: Experience Initiative: English THO XUAN : 2021 CATEGORY Numerical order 10 11 12 13 14 15 Contents Part I: Introduction 1.1 The reason for choosing the topic 1.2 Research purposes 1.3 Subjects Research 1.4 Methods Research 1.5 New points of the initiative experience: Part II: Contents 2.1 Theoretical basis of experience initiative Page 3 4 4 2.2 The reality of the matter before applying experience initiatives 2.3 Experience initiatives or solutions used to solve the 6- 11 problem 2.4 Effectiveness of experience initiatives for education, 12 for themselves and the school Part III Conclusion 3.1 Conclude 3.2 Request References 14 14 14 15 Introduction 1.1 The reason for choosing the topic We are living in the century of modern civilization, information technology, knowledge and artificial intelligence Speaking of the above developments, it is impossible to not mention to English as it is crucial in the integration and development of our country in many aspects Knowing English encourages us to travel wherever, experiencing and learning whatever we desire to The common language of the whole world is the English Currently English has been popular in schools from elementary to high school At present, primary education is implementing a comprehensive education goal for students and for English, it contributes significantly to the intellectual development, competence, and understanding of students, so learning English in elementary school is particularly important However, for students in primary schools in general and students in X Primary School in particular, there are still many difficulties due to the very young age of children Students lack concentration when remembering words and sentence patterns in English For students in grade 3, they have just begun to familiarize themselves with the formation of sentence patterns yet in English, sentence patterns in communication are very important, therefore it is important to know the vocabulary After nearly a year of teaching English for grade 3, I realized that several ways to help students remember English words quickly and effectively that they are applying words and sentence patterns in chant and song texts This way of learning both creates an interest in learning for students and helps them to remember and review words and phrases that they have just learned, and here are some of my experiences on "teaching songs and chants for 3rd grade students " in X Primary School 1.2 Research purposes In the experience of this initiative, I want to make some comments on the issues related to skills in the use of chants and songs in order to improve the quality of the lessons, help students easily understand themes and memorize new words and phrases more easily Teachers can use my research to help students more interested in learning English 1.3 Research Subjects The number of vocabulary of English at the grade in primary school is rather big, so I want to focus on learning new words through learning chants and songs 1.4 Research Methodology - Observe - Survey - Practise These new points of the initiative experience + Students learn English vocabulary easily through chants and songs ; + Students are get engaged in learning English vocabulary and enjoy the learning Content 2.1 Theoretical basis of experience initiative Today there are many methods to learn a foreign language, learning English particularly However, with any methods or any forms of learning, it normally follows skills: Listening, speaking, reading and writing For the new grade English programs, in each lesson unit, there are skills, but at the end of each lesson it is locked with a chant or a song which help students memorize the words and sentences that they have just obtained Learning a chant or a song, it can help them to review and remember what they have learned in the lesson It also creates English learning enthusiasm for children despite their current level Communicative English is very important and necessary, especially with the development of today's society However, in X Primary school, eventhough there are a number of students who are active, enthusiastic, many others are shy, especially always afraid of being critized when saying something inaccurately Therefore, in order to encourage students, I bring them to the rhythmic lessons with songs and musical readings I recognize children always feel relaxed and easily be attracted by the rhythm Students in X Primary School though they were very , but with a sense of hyperactivity, some were shy and timid, afraid to say wrong will be criticized so they were not confident in English communication Therefore, in the spirit of encouragement, I directed them to rhythmic songs and readings to show them their interest in learning Because when each student can belong to a song "song" or a "chant", they will find it very interesting to the subject, which helps them to become more confident in communicating in English and enjoy learning English more 2.2 The real stutus before applying experience initiatives 2.2.1 Advantages - X Primary School was established 25 years ago in X commune, a region that has a fast development in all aspects of economy - society-politics- culture The development has brought a number of great opportunities for teachers, students and students’ parents to continually improve the local education system Besides, the school has received a lot of supports from the authorities of the Party Committee, District Office of Education as well as the local people, including the students’ parents - In terms of school facilities, the school has been equipped with relatively adequate teaching equipment to ensure the teaching and learning of teachers and students - The Board of Management always cares and directs closely and promptly to all subjects including English - Primary students are willing to participate in the activities of the school and are also easily get involved to the requirements of the activity - Students’ parents currently have been well-recognized the importance of learning English, therefore, students are strongly supported in any aspects of their children English learning - Teachers frequently improve their knowledge and experiences for themselves through monthly seminars, experience exchanging metting - Students since their very young ages were exposed to computers, the Internet so they easily get the necessary information for learning English from variety of online sources, such as digital dictionary, online English exams, listening to songs,…These sources truly encourage children to learning English diligently and effectively 2.2.2 Disadvantages - English is a new subject for students at grade Their previous learning English experience is rather limited - A great number of students have not paid fully attention to this subject, they normally prepare lessons in a sketchy way In class, they are passive, lack of flexibility in activities, and are afraid to communicate with their classmates or partners - The speaking activity is limited - Grade students are in the age of being active, playful, short-time focusing When teachers introduce new words or new sentences, they remember as well as forget easily and quickly - Learning chants and songs, many students are concerned about their talents Some intimidate themselves when thinking that they not have music aptitude Those cause students to be very self-deprecating and are not willing to learn the lesson 2.2.3 Survey results at the beginning of the year In the beginning of the 2019 - 2020 school year, I did not apply these methods The following table shows the survey result conducted in my classes before applying the new teaching methods Class Student number 3A 3B 3C Excellent Good Fair Weak Numbe r % Number % Number % Number % 28 11 39.3 28.6 21.4 10.7 24 33.3 29.2 20.8 16.7 23 10 43.5 30.4 17.4 8.7 2.3 Experience initiatives or solutions used to solve the problem In order to help the students obtain English language, in addition to teaching the words and sentence patterns in the class and teaching students with songs and chants in the book to reinforce the lesson, teachers must provide sufficient amount of reference books and other English materials for students Teachers need to have plans and methods that request students to selfstudy They also need to instruct students how to actively learn and encourage students' creativity In the process of teaching the English grade 3, I recognized that in order to help students consolidate and recall the words and phrases learned, we often put an end the lesson by a song or a chant 2.3.1 Use the “chant” to revise vocabulary Chant is simple vocabulary spoken over a background of music or rhythm Use chant to revise the words: - Eg 1: In the first Unit with two words “hello, hi” to revise them let’s chant: 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 you + Say the line again, clapping or snapping your fingers where the language is stressed as indicated by the asterisk + Have students repeat the chant several times with clapping or snapping of fingers - Eg 2: With some words book, school bag (Unit 8: School things- English 3) Let’s chant: What’s this? What’s this? A book It’s a book What’s that? What’s that? A school bag It’s a school bag + Say the line of the chant and clap your hand + Show them how to say the chant and the action + Ask groups of students to sit and practice chanting and doing actions + Call some groups to the front of the class to chant and the actions - Eg 3: Unit – English with some words such as: book, pen, robot, notebook We ask students Let’s chant: Look! Look! Look! Look! Look! Look! These are books Those are robots They’re my books They’re my robots Look! Look! Look! Look! Look! Look! These are pens Those are notebooks They’re my pens They’re my notebooks + Have students read the chant in silence Read each line of the chant and show students how to read the chant and the actions + Play the recording for students to Get students to sit face to face and practise and chant and the actions 3.2 Use “song” to revise vocabulary Songs has verses and a chorus Teacher uses songs in English class to bring a relaxation for students and help them remember words learned easily - Eg 1: In English – Unit With some words one to ten in “Let’s count from one to ten” song One, two, three, four, five, jump Six, seven, eight, nine, ten, jump One, two, three, four, five, jump Six, seven, eight, nine, ten, jump + Sing each line of the song and check comprehension Then get the students repeat each line of the song + Have groups of students practise singing and doing the actions The whole class claps the tune - Eg 2: Some phrases “classroom instruction” such as: come in, sit down, open your book… (Unit – English 3) We sing a song “come in and sit down” Hello, hello, Miss Minh Hien May I come in and sit down? Hello, hello Yes, you can Come in, sit down and study Open your book and read aloud: A C B D E F G! + Have students choral and individual repetition of each line Show them how to sing and the actions + Revise some phrases come in, sit down, open your book… in song + Have the whole class sing the song to reinforce learning 3.3 Use “chant” to revise model sentence Chant help students the pronunciation, check comprehension Help students feel confident We can use chant to revise model sentences have learned - Eg 1: Model sentence: “What’s your name? – My name’s…” Ask students practice ask and answer the question Let’s chant: What’s your name? My name’s Mai Nice to meet you What’s your name? My name’s Linda Nice to meet you What’s your name? Nice to meet you My name’ Peter (Unit – English 3) + Have students read the chant in silence and check comprehension Show students how to chant and the actions + Have students stand up and read chanting and the actions The rest of the class claps along to the rthythm - Eg 2: With model sentence: “Is there a garden? – Yes, there are/No, there aren’t” Let’s chant in Unit 12 – English Is there a garden behind the house? Yes, there is Yes, there is Is there a yard behind the house? Yes, there is Yes, there is Is there a gate behind the house? No, there isn’t No, there isn’t Is there a pond behind the house? No, there isn’t No, there isn’t + Have students read the chant Check comprehension Then ask them practise chanting and doing the actions + Revise model sentence “Is there a….?” and answer “Yes, there is/ No, there isn’t” + Have class read chant and actions: one group chants the questions and the other chants the answers - Eg 3: In English - Unit 16: Do you have any pets? With model sentence: “Do you have any pets? – Yes, I do/ No, I don’t” Let’s chant: Do you have any cats? Do you have any cats? Yes, I Yes, I Do you have any dogs? Yes, I Yes, I Do you have any birds? Yes, I Yes, I Do you have any rabbits? No, I don’t have any Do you have any parrots? No, I don’t have any Do you have any goldfish? No, I don’t have any + Help students remember model sentence: “Do you have any….?” With answer: Yes, I do/ No, I don’t + Have students read the chant in silence Read each line and check comprehension + Have students read each line, show students how to say the chant while doing the actions + Ask group of students practise chanting and doing the actions Then call some groups to the front of the class to chant and the actions: One group chants the questions and the other chants the answer The rest of the class claps along to the rhythm - Eg 4: With model sentence: “What are you doing? – I’m reading.” We introduce the text in the bubbles and ask students to practise model sentence In conclusion, we revised let’s chant: What are you doing? What are you doing? What is he doing? I’m drawing I’m drawing He’s reading He’s reading What is she doing? What are they doing? She’s singing She’s sing They’re dancing They’re dancing + Have students read the chant, read each line and check comprehension, have students repeat each line of the chant When they get familiar with the rhythm, show students how to say the chant while doing the actions + Divide the class into two groups to say the chant: one group chants the questions and the other chants the answers The two groups swap their roles after the first round 3.4 Use “song” to revise model sentence We use songs to teach pronunciation and intonation, to teach reading comprehension or listening for details and gist In grade we can use songs to revise model sentences which students have learnt - Eg 1: with model sentence; “She/ he has a…” we sing a song: Linda has a little doll Linda has a little doll, Little doll, little doll Linda has a little doll Its dress is white and brown Everywhere that Linda goes, Linda goes, Linda goes Everywhere that Linda goes, That doll is sure to go + Teach the song, following the procedure, read each line of the song and check comprehension Then sing each line of the lyrics and have students repeat song When students are familiar with the tune, give a demonstration of the song and the actions + Ask students in group to practise singing and doing the actions Then have the whole class sing the song - Eg 2: With model sentence “Do you have any …? – Yes, I do/ No, I don’t” Give some pictures and elicit what the characters are saying Then have students practise asking and answering questions In conclusion, we revise model sentence by sing a song: “Do you have any pets?” Do you have any pets? Yes, I I have a rabbit and its name is Boo Do you have any pets? Yes, I I have a goldfish and its name is Blue Do you have any pets? Yes, I I have a parrot and its name is Sue I have a rabbit He has a goldfish She has a parrot What about you? I have a rabbit He has a goldfish She has a parrot What about you? + Have students sing the song all the way through, then read each line of the song and check comprehension Sing each line of the song and have students repeat it When students are familiar with the tune, show them how to sing the song while doing the actions + Ask students to practise singing and doing the actions Have some groups to the front of the class to sing the song After that have whole class sing a clap the song to reinforce learning - Eg 3: In English – Unit 19 we have model sentence “What’s the weather like? – It is….” Ask students practise model sentence about the weather, Get students look at the picture and work in pairs and Let’s sing: “The weather song” What is the weather like? What is the weather like? It is sunny and windy In my hometown What is the weather like? What is the weather like? It is cloudy and rainy In my hometown + Have students sing a song, check comprehension Play the recording all the way through Play each line of the lyrics and have students repeat song When students are familiar with the tune, show them how to sing the song and the actions + Call some groups to the front of the class to sing the song: one group sings the questions the other sings the answers and the rest of the class claps along to the song 2.4 Effectiveness of experience initiatives With the way of teaching English vocabulary and sentence patterns with songs and rhymes, it was very interesting for them and especially the 3rd grade students I was teaching After nearly a year of application, I realized that the students were interested in the English subject, the students were self-conscious in practicing speaking with their classmates, especially they could remember the chants and songs Recent, it is quite frequently hearing children sing along at times in the school In the 2019 - 2020 school year, after few weeks persisting with less effective teaching methods, I started applying these methods since September 2019 till January 2020 Having recognized the obvious effectiveness, I have conducted the survey after months applying these methods Class Student number 3A 3B 3C Excellent Good Fair Numbe r % Number % 28 20 71,4 28,6 24 16 66,6 33,4 23 10 43.5 13 56,5 Number Weak % Number % With the new methods of reinforcing the lessons with songs and chants, my teaching has achieved remarkable results, the rate of students in excellent and good levels has increased, unfortunately, one student is still in week level Besides, English lessons have become more exciting Students can memorize words and sentence patterns at a brand-new class atmosphere where they can practice fluently sentences with their classmates The children are interested in the "chants and songs" which makes it interesting for them to sing or read the songs and chants everywhere Children who are weak learners can sing or rhymes, which also makes them like to study this subject Many children can also present songs in English themselves With the orientation of bringing songs to English class, I see that students truly enjoy the learning, they are more happy and active in every single unit Nevertheless, it still needs the enthusiastic guidance of teachers and their creative and skillful work.so that every student can studying this subject effectively Conclusion and recommendation 3.1 Conclusions The above are some samples to prove that after teaching new words and sentences with other traditional methods, with students in grade 3, it is very important to employ songs and chants as a method of revising what students have learnt Not only for memorizing words or sentences, students communicate with their classmates or friends more fluently Through the application, I have learned several experiences for myself in teaching as follows: - In the process of teaching, there will be a lot of difficulties for both students and teachers because students are in active age, and have a hard time with their songs or maybe many are not gifted in singing and reading the chants Being a teacher, I avoid making stress in the lesson by preparing the lesson carefully before class, allocating a reasonable time for each part of a lesson - Motivate those who are slightly weak in their skills to participate in activities with their classmates - Guide students to actively practice more at home and prepare thoughtful lessons before class 3.2 Recommendations Through this application, I would like to propose some ideas to contribute to improving the quality of English learning for elementary students: - The Department of Education should regularly organize specialized seminars for each cluster of teachers for English teachers throughout the district so that we can exchange and learn experiences in the teaching process - The school should have a specialized room, more equipment for effective English learning I sincerely thank! CONFIRMATION OF HEADS Thanh Hoa, March, 29th, 2021 OF UNIT I undertake to make this experience because I wrote not copy anyone's Vietnamese people Writer REFERENCES 1.Teach of English The English Book 3, 4, 3 Renewal of teaching methods for English Documentation English teacher Manual English teachers English training program DOET ... to help the students obtain English language, in addition to teaching the words and sentence patterns in the class and teaching students with songs and chants in the book to reinforce the lesson,... of chants and songs in order to improve the quality of the lessons, help students easily understand themes and memorize new words and phrases more easily Teachers can use my research to help students. .. chants and songs 1.4 Research Methodology - Observe - Survey - Practise These new points of the initiative experience + Students learn English vocabulary easily through chants and songs ; + Students