Vài kinh nghiệm gây hứng thú học tiếng anh cho hoc sinh lớp 3 qua việc sáng tác các bài hát ngắn

PART I: INTRODUCTION The reason for choosing topics: As we know, English is an important language, commonly used worldwide and is used in different fields In the national construction, development and integration with the world, English has become a vital tool, work tool and communicative tool between all of the modern people, it is an important second language after their mother tongue Teaching English from primary schools is very necessary and contributes to the education of the younger generation to become comprehensive people English learners have the opportunity to learn, access to the rich, fascinating culture of oldest countries in the world In our country, English is considered the language of transaction in economics, politics, culture, and has been teaching at the elementary, secondary, college, university In process of learning English, we know more in another language, a different culture and also more love Vietnamese and Vietnamese culture Since English has become an international language, more and more people learn English The importance of English as a world language has made people to learn English as early as possible Teaching English as a foreign language to young learners need special approach since young learners have special characteristics, they have their own way of learning The forms of fun activities for children are songs and rhymes The main objective of this experience initiative is to emphasize the importance of using short songs in teaching of English as a foreign language to young learners Their functions, criteria for election and the way of presenting them to the class will also be analised Song and rhymes are amazing tool for teaching language, especially to children Young learners pick up pronunciation, vocabulary, grammatical structures and rhymes of language English has become the main language of communication all over the world and early learning of English in the school context is becoming more common Teaching of English from primary education is very common in many countries, including Viet Nam Learning English starts at the age of and Teaching children can be immensely rewarding, teachers who has experienced that can tell about it But it’s not fun and games all the time, and sometimes it’s just not that easy English teachers who wish to teach children must be aware of the challenges and difficulties they may encounter, and prepare accordingly But still the young age is different, children learn language faster than adults, they not learn through traditional language teaching methods Through fun activities children can learn a language better as learning becomes natural for them since these activities not make them conscious that they are learning a language Children can learn better through interesting activities and for this reason short songs are very useful tools for teaching them a foreign language Actually these are the tools that help children learn in an enjoyable environment without making them feel the pressure of learning a foreign language Songs are full of lexicon, they are authentic language and students can take advantage of their repetition and musicality, contributing to the learning of expressions When students listen to them again and again they acquire and receive a great language input unconsciously They also help to create a relaxing and pleasant atmosphere, motivating students in the learning and introducing fun and happiness in the foreign language classroom Songs and rhymes work wonderfully as a part of an ESL program for children, for a non-native speaker at the beginning stage it is clearly easier to sing or recite a rhyme in English than it is to communicate personal information, wants or needs The rhythm and rhymes naturally appealing to a child, the child is a eager to be a part of the rhythm and to participating in reciting the rhyme A class in which every child feels welcomed as a participating member is a vital factor in effective teaching A class in which every child feels welcomed as a participating member is a vital factor in effective teaching Sharing songs are easy to memorize, the children derive visible satisfaction and confidence from this newly acquired fluency that comes so quickly Most primary school teachers generally use songs as a teaching technique and Cameron (2001) claims that the use of short songs is also important for young learners in foreign language classrooms Likewise, Johnstone (2002) claims that teachers of young learners may make an important contribution to children’s early language education by introducing their classes to recorded songs, and Demirel (2004) claims that the most effective way to teach listening comprehension, pronunciation, and dictation to young leaners is through teaching songs After exploring and accumulating the experiences from colleagues, I have some experiences in teaching songs and achieved quite effective results The students are more active and interested in learning English and more confident in speaking before the class This improves that my methods are right With the passion and the love for teaching English, I have studied and developed the research: "Some experiences to interest the grade students in learning English by creating short songs.” 2.Purpose of the study: - The research applies the methods of teaching songs to involve students in learning English well - Creating the language circumstance to communicate in English and promote students to actively participate in communicative activities; offering some solutions and methods for teaching songs and chants - Exchanging and sharing some experiences in teaching songs for younger learners Objects of the study: Research Time: School Year 2019-2020 Research Object: "Some experiences to interest the grade students in learning English by creating short songs." The respondents of the research: With this research I focused on the primary students, especially the students of class 3A, 3B, 3C Some theoretical issues about the procedures and activities in teaching songs in for young learners according to the communicative approach and explore the present situation of teaching short songs at Primary School and suggest some techniques in teaching songs to develop speaking and listening skill for elementary students, help them be more confident to communicate in English 4.Methodology of the study: - Method of literature review - Method of survey (Questionnaire) - Method of secondary data - Method of statistical analysis PART II: CONTENTS I The basis issues Along with the trend of social development, English has become a popular language in everyday life Learning English well for primary school is a solid stepping stone for students to study well in this subject in the next grades Teaching foreign languages to young children is not only about teaching the knowledge and skills of a new language, but also teaching elements of a new culture with similarities and differences from the Vietnamese culture Music plays an important role in learning foreign languages in general and English in particular, especially for children When singing an English song over and over, children will memorize words, phrases and model sentences in a gentle, interesting way and help children speak English more naturally, practice pronunciation more We know that for elementary school students, it is easy to arouse interest in learning, but it is also difficult to maintain that interest in them The fact that students sing the same song over and over in several periods reduces the attractiveness of the songs themselves The diverse use of short songs in multiple classes helps students Primary school in general - 3rd graders in particular love and love to learn English Therefore, I boldly apply the topic "Some experiences to interest the grade students in learning English by creating short songs.” II The reality of the research Reality: Teacher of young learners use music, namely songs ubiquitously in the English classroom Though songs are commonly used, teacher may not fully aware of the benefits of music in the young learner classroom The Vietnamese educational system believes in a well-balanced education for all, cooperative behavior, group discipline, and conformity to standards General Education for Children Education is widespread in Vietnam The Vietnam Ministry of Education is instrumental in developing and maintaining national curriculum guidelines as well as supporting materials It is common for Vietnamese children to participate in additional activities not provided by the public school Vietnamese children also participate in many arts or sports activities such as music lessons, commonly, dance, rhythmic gymnastics, swimming and painting These activities create greater motivation for students and a broader school experience Music is part of the educational system from kindergarten through high school level, with several private and public schools focusing on arts training The Ministry of Education provides arts education in the schools, museums, libraries, and other institutions, providing the most official support and patronage of the arts Though music books boast a variety of musical genres, the ministry favors traditional arts and crafts and "high culture "Music education in Vietnam begins with its youngest children Before children enter school, many are exposed to music through TV programs Vietnamese Broadcasting Corporation provides publically funded programming They have many educational TV programs for children One of their most popular programs, The Vietnamese Voice Kids has been running for many years Hosted by many children, the program invites many young learners to participate in singing songs and dancing Vietnamese culture and the educational system are unique in many ways By understanding of the educational system, the power of groups, the challenge of developing independence, individuality, and creativity, the influence of perfectionism, the perception of Vietnamese uniqueness and its influence on language and the importance of music, both Native English speaking teachers and Native Vietnamese speaking teachers might be able to teach English language to children more effectively Analysis of my school’s result in teaching and learning English in recent years showed that our average score in speaking and listening has been consistently lower than those schools in urban areas It was a situation that was of concern and motivated the examination of the school’s approach to the teaching of speaking and listening Our school is a public primary school in a rural area in Thanh Hoa province It is a large school with around 500 students, ranging from to 10 years old There are three to four classes in each year levels, meaning that collaboration among teachers is extremely important to ensure consistency in learning programs Songs are taught in Lesson 1, Lesson and Lesson in English 3, 4, After several years of teaching the book Tieng Anh 3, I found that many students cannot speak or listen well However, they like singing and dancing during the lesson Songs and use melody, strong rhythm and simple vocabulary to arouse children's interest and attention They set up a situation where children learn and remember the target language unconsciously From those factors, I find that songs use melody, strong rhythm and simple vocabulary to arouse children's interest and attention They set up a situation where children learn and remember the target language unconsciously So if we use short songs in teaching English for young learners, the pupils will understand and remember the lesson easily an defectively Although, it might be difficult to get the class used to the new songs, we will find that all children like them very much We have to take advantages of love to enrich the language – teaching environment There are numerous variations of activities and teachers are advised to choose what best suits their learners Result and effect of the current reality Based on the present situation of students in class 3, the level of all students is acquired after a few weeks of the school year with the methods of teaching songs to develop speaking and listening skill I had 40 minutes to test grade students to survey and classify the students The following will show the result in the students’ speaking and listening skills: Table 1: Results of the Classes 3A, 3B, 3C School Year: 2019-2020 (September 2019) Class Total Well- finished Number % Finished Number Unfinished % Number % 3A 32 15,6 15 46,9 12 37,5 3B 34 23,5 17 50 26,5 3C 34 17,6 13 38,3 15 44,1 After doing the survey, I have classified the students and immediately applied the methods and experiences which I accumulated over the years to improve the teaching and learning quality And I want to introduce with you " Some experiences to interest the grade students in learning English by creating short songs” to consult with colleagues III Measures carried out: After thinking for a while to try to find more effective solutions to improve students' learning status, I proceed as follows: Select short songs with cheerful, bustling tones, following familiar, easy-to-copy rhythms to teach them To be more effective, I boldly organize a variety of singing styles (when the children have already memorized the songs well) to increase the effectiveness in using their songs Students or teachers can preliminarily explain the content of the songs as well as have students read the lyrics fluently once before singing Singing with a clear understanding of the song's content will make the singer more enjoyable and memorable Thereby the nested language will be used many times and more flexible and engraved Here are some of the forms I have used very well: * Always give them the habit of singing an English song at the beginning of each class Sometimes in order to avoid stress and fatigue in the middle of the last class period I set them up to one or two short, gentle songs in a cheerful tone - accompanied by double-beat applause beat one, the beat became faster and faster then stopped, in order to return the excitement, excitement, joy, and excitement in the classroom * Combine a few suitable movements or gestures while singing Singing in combination with play like "Exam singing" (do not sing again one of the words of the topic that has been sung before as prescribed by the teacher) * The form of chase singing is a very meaningful and fun way to sing, it attracts the interest of the students Chasing singing (with or groups) gives the singers, groups, parts and even the listener a mess at first when the groups sing differently (with different lyrics but the music still follows the same pattern ), and then the same thing again - sing the same line If we can sing correctly, we will help create confidence, independence for the children, not obeying, not following other members At that time, they will surely be very happy and even proud Thus, we know that the ways to support English lessons are not only through playing games, storytelling, acting but also through short, fun songs to encourage the use of language English in a practical, creative way Use more English, learn as much English as possible for communication in daily life and in modern society today The following is the content of some songs I apply in the lessons: Hi.How are you? A: Hi How are you? B: I’m fine This song was used in Unit 1: Hello lesson - part 4, 5, in the warm-up activity for minutes to check the vocabulary first time and ask them to take turns reading aloud the words they have learned -The teacher says:" Now, listen to the radio and call out the words you know one by one" - The teacher plays the CD - Student 1: Hi - Student 2: Fine - Student 3: Thanks - The teacher corrects students' mistakes and gives remarks -The teacher says:" Well, listen again and call out the model sentence you have just learnt in the previous period" - Student 1: Hi How are you? - Student 2: I'm fine, thanks - The teacher corrects students' mistakes and gives remarks - The teacher plays song twice more and asks children to sing along the recording For this lesson, you can also replace the above song with the song "Hello, teacher" with similar teaching steps Hello teacher (Hello teacher)2 (How are you?)2 (Very well ,I'm thankyou)2 (How are you?)2 Goodbye teacher (Good bye teacher.)2 (See you again)2 (Bye See you tomorrow.)2 (Bye Goodbye.)2 I used this song in Unit 2: Thank you Lesson Part 1, 2, after they finished Lesson This song was written on power point, with the Gap-fill activity With the above lyrics, with the blanks, where there are the same words, I will type the same number, and at the same time will project the lyrics numbered like the students on the screen ( teacher.)2 ( you again)2 (Bye you tomorrow.)2 ( .3 )2 After that, I organized a game for the children to play in the form of "ringing the golden bell" Tell them to listen to the lyrics times, after each time they will fill in the missing word in their child's board in order 1,2,3 The player who writes correctly will continue the game, the student who writes the wrong word will be disqualified The winner is the one who correctly writes all words above After praising the winner, I will have the whole class sing this song once again with the complete lyrics shown on the screen Hello What’s your name? A:Hello, Hello (What’s your name?)3 Hello, Hello What’s your name? B:My name is Peter I used this song when they finished Lesson1 Part -Unit 3: This is Tony Firstly, I played the recording for them to listen once so they got used to the melody, then I let the children sing line by line to the recording, while singing while looking at their lyrics, I played the song a few more times, let the children sing along the record Finally, I let them practice singing in groups, and then organize for the children singing competition in group With flexible teaching arrangements, similar to theme 1, in the next themes, I cleverly incorporate different songs in order to give them excitement when studying English School song This is my desk This is my chair This is my bag That I take every where Sit down Stand up One, two, three School, school, school for you and me This is my pencil This is my pen This is my ruler This is my eraser Sit down Stand up.One, two, three School, school, school for you and me I used this song in warm up- lesson1 Part 4, 5, (Unit 6: Stand up! ) to test vocabulary about the school things I divided the class into groups, each group assigned a group leader to write down the words I asked for in the extra-board using learning and command words in the classroom After the third listening, they have 30 seconds to check, and then ask them to hang their extra-board on the board, the team that scored the most correct words will win This is the way we go to school This is the way we go to school, go to school, go to school This is the way we go to school in this early morning That is the way we go to the classroom, the classroom, the classroom That is the way we go to the classroom in this early morning This is the way we go to the library, library, library This is the way we go to the library in this early morning This song was used in Unit 6: Where’s your school, after they finished lesson1 This is a song with a melody similar to the song “This is the way” they have just learned in part lesson1 I let them sing the first two lines of this song After that, I painted pictures of a room Ask them to repeat the word in English, and then ask them to replace the underline of the first line with the classroom, the classroom, the classroom with the same music, the second line I ask them I replaced the word school with the word the classroom For the next two lines, I also taught with similar teaching steps I just showed up on the projector with the first lines of lyrics and the alternate underline In the end I had the whole class sing the whole song again with the full lyrics appearing on the screen Family song – My family song I have a father and a mother I have a brother and a sister I have a grandma and grandfa And we all love each other This is my… This is my… This is my family Ten Little numbers One little two little three little numbers Four little five little six little numbers Seven little eight little nine little numbers Ten little How old are you? How old are you? I’m older than you How old are you? I’m older than you I’m one I’m two I’m three I’m four I’m five I’m six I’m seven years old I’m eight I’m nine years old One, two, three, four, five Six, seven, eight, nine, ten 10 The house song Where’s your father? He’s in the bedroom Where’s your sister? She’s in the living room Where’s your brother? He’s in the bathroom Where’s your mother? She’s in the kitchen Bedroom, bathroom, living room, kitchen (not chicken) It’s a kitchen With Using different forms of teaching organization, I used Family song in Unit 11: This is my family Lesson Part 4, 5, Before this lesson, I introduced two new words for family members grandma and grandpa I used The Little numbers in Unit 4: How old are you ? after they have finished Lesson to help students to reinforce the words of numbers I used How old are you? In Warm up activity to test vocabulary about numbers and how to ask qand answers about ages The song The house Song was used in Unit 12 after the students have finished Part Lesson to help them remember words that refer to each room of the house easily 11.The weather song (What is the weather like?)2 It is sunny and windy in my home town (What is the weather like?)2 It is cloudy and rainy in my home town 12 How’s the weather? How’s the, how’s the weather? How’s the, how’s the weather? It’s sunny It’s sunny It’s sunny now It’s sunny now How’s the, how’s the weather? How’s the, how’s the weather? It’s rainy It’s rainy It’s rainy now It’s rainy now How’s the, how’s the weather? How’s the, how’s the weather? It’s cloudy It’s cloudy It’s cloudy now It’s cloudy now How’s the, how’s the weather? How’s the, how’s the weather? It’s windy It’s windy It’s windy now It’s windy now 13 I have a lot of pets 10 I have a dog I have a cat I have a fish I have a bird I have a lot of pets I like animals.I like pets 14 Can I have a robot, please? A: Can I have a robot, please? B: Here you are Here you are A: Hey Thank you I used the song The weather song in Unit 19: They’re in the park after they have finished Lesson I applied How’s the weather in Unit 19 in Warm up Lesson to check the weather vocabulary, how to ask and answer the weather The song I have a lot of pets was used in Unit 17: What toys you like? after they have finished Lesson Part The song Can I have a robot, please? Was used in Warm up Lesson Unit 17 With flexible forms of organizing lessons, I have applied the above songs to each specific unit of lessons and have initially obtained good results Below is a lesson plan that I have applied in the lesson October 23rd 2019 Unit : How old are you? Lesson ( A 1, 2, 3) Page 26 I Objectives By the end of the lesson, students will be able to : - Make acquaintaince with the numbers from 1-10 - Ask and answer about ages II Teaching method : Communicative method III Teaching aids : Ss’books, tape, cassette, extra board IV Languages focus : - Vocabulary : one, two, three, four, five… - Structures : How old are you ? I’m eight V Time allowed : 40’ VI procedure Teacher and students’ activities Language target I Warm up:(3’) * chatting: 1.Who is that? - Students will be revised the 2.What is his name? old vocabulary and they will 3.What is her name? be able to find out what the - Teacher introduces the new lesson: Today, lesson is about I will teach you the numbers from to 10 and the way to ask and answer about your friends’age 11 II New lesson 1.Look,listen and repeat - Teacher sets the scene the dialogue - Teacher asks students to listen to the dialogue - Teacher asks students to listen and repeat - Teacher asks students to work in pairs to practice the dialogue Look and say.(picture drill) New words: - One : Six : - Two :2 Seven:7 - Three : Eight :8 - Four : Nine : - Five : Ten :10 * Checking vocabulary Matching * Model sentences - T gives a situation to present new structure - T elicits students to pick out the model sentence Ex : How old are you ? - Students will be able to listen, practice the dialogue to know pronunciation and intonation - Students will be able to pronounce correctly and remember the meaning of the vocabulary - Know their knowledge of the new words - Students will be able to pronounce correctly and remember the model sentence I’m eight - T models the pronunciation - T asks students to repeat chorally, then individually - T asks some pairs to read aloud the model sentence - T - Teacher gives two numbers: seven, nine and asks students to practice the model sentences - Teacher asks students to look at the pictures(A2) - Teacher asks students to discuss the situation and their duties - Students work in pairs to ask and answer using the model sentences - Teacher asks some pairs to perform in front of the class *Game: passing balls - Students listen to the music and pass the - Students practice the model sentences using the given word - Students will be able to ask and answer about ages using the picture - Students will be able to ask and answer freely about the 12 two balls When the music stop, the one holding the blue ball asks the questions : How old are you? And the one holding the red ball answers about a day of week 4.Production:(5') - T says: to change the atmosphere the lesson I will teach you a song named: Ten little numbers? - T asks students to tell the way to ask and answer about their friends' age How old are you? I'm nine - T plays the song once to get children to become familiar with the song - T presents the song line by line - T sings each line and have children repeat after me - T has children look at the song (on hand out) - T plays the song again from the beginning - T plays the song several times, asks children to sing along with the recording - T organizes the song competition in groups IV Home work:(1’) - Teacher asks students to learn by heart new words and the new structures ages - Students will be able to sing the song, review the numbers from to 10 , the model sentence to ask and answer their friends'age - Know what they have to at home IV The efficiency of the experience initiative After applying successfully the methods and procedures to teach songs, the students’ improvement in speaking and listening skills can be seen clearly The result in the second semester of the school year 2019-2020 shows the increase in the percentage of students who can improve listening and speaking skills successfully What is especially pleasing is the impact of pronunciation in class as there are fewer students who cannot pronounce correctly than the beginning of the first semester The significance of the methods of teaching songs can be seen when examining the percentage of students with a reading age above their chronological age since the program’s implementation Comparing with the result survey at the beginning, I find that the recent result is better than the old one Table 2: Results of the Classes 3A, 3B, 3C 13 Class School Year: 2019-2020 (April 2020) Well- finished Finished Total Number % Number % Unfinished Number % 3A 32 17 53,1 15 46,9 0 3B 34 20 58,8 14 41,2 0 3C 34 18 52,9 16 47,1 0 Reconciliation between Table with Table I see the quality has increased significantly, the number of weak students reduce, the number of strong students increase, learning attitude of the children is very good The English classes are very fun Many students not only read aloud, clearly but also have very nice reading voice To sum up, the improvement of the students’ skills has been a resounding success The consistency and clarity it has afforded in teaching songs for primary students has been worth the time and effort My students are capable and ready for explicit teaching of songs are highly motivated by their success in learning English Just as we take great care in decorating our classrooms to make them warm and conducive to learning, we should think about how we are decorating our classrooms with audio Learning a foreign language can be stressful for anyone, especially young learners Fun, simple English songs playing as students enter the classroom help create a welcoming environment The following photographs are linked with the class’s atmosphere of which the photographs are to be found in the appendix PART III: CONCLUSION I The results of research With a lot of effort and effort, with a passion for the job, I always strive and find a suitable teaching method to attract more and more students to love English and learn English well The above are some small accumulations that I have made and achieved great results during the past teaching time Although it is not an optimal solution, it also partly helps my students love this subject more and more During the process of implementing the topic, I have learned some lessons for myself: - To improve the quality of teaching, teachers must be enthusiastic about their jobs, be responsible for their teaching hours, pay attention to students and the quality of teaching to find suitable methods for students mine 14 - Prepare a thoughtful, detailed and meticulous lesson plan Increasing the use of existing teaching aids or enriching, practical and effective by themselves - Use short self-composed or collected songs, or organize many games to increase vocabulary and practice sentence structure to make students interested in the subject - Commend and praise gifted and progressive students who have participated in speaking In addition, it is necessary to regularly help motivate weak children and promptly correct their foreign language mistakes gently, so that they not suffer from guilt, embarrassment, fear of wrong that leads to fear of speaking II Suggestions: For teachers: - Apply flexibly teaching methods, use thorough teaching aids, apply actively information technology in teaching and learning English - Consult with the School Menagement to build more facilities, buy more equipment and reference material for the teaching and learning English For the School: The school strive for achieving the National Standard School Phase 2, the school should consult with local leaders to build foreign language classrooms For the Department of Education and Training: Need more regularly organize professional training courses, seminars exclusively for English teachers across primary province, the district so that we can exchange experiences and learn from each other for the purpose of enhancing teaching results There are some my personal ideas above I hope that through this article I can contribute a bit of experience in innovating teaching methods and learning English at primary schools My experience initiative must also many shortcomings, so I’m looking forward to getting the opinions from the Scientific Council and the colleagues From there, I will be adding valuable experiences in teaching process in order to improve the quality of education I sincerely thank you Thanh Hoa, March 15th 2021 I assure that I wrote this experience initiative, not copy other people’s 15 16 THE TABLE OF CONTENTS Topic: "Some experiences to interest the grade students in learning English by creating short songs." Part I Introduction The reason for choosing topics Pages 1-2 Purpose of the study Page 3 Objects of the study Page Methodology of the study Page Part II Content I The basis issues Pages 3-4 II The reality of the research Page Reality Pages 4-5 Result and effect of the current reality Pages 5-6 III Measures carried out Pages 6-13 IV The efficiency of the experience initiative Pages 13-14 Part III Conclusion I The results of research Page 14 II Suggestion Pages 14-15 17 ... Classes 3A, 3B, 3C School Year: 2019-2020 (September 2019) Class Total Well- finished Number % Finished Number Unfinished % Number % 3A 32 15,6 15 46,9 12 37 ,5 3B 34 23, 5 17 50 26,5 3C 34 17,6 13 38 ,3. .. Classes 3A, 3B, 3C 13 Class School Year: 2019-2020 (April 2020) Well- finished Finished Total Number % Number % Unfinished Number % 3A 32 17 53, 1 15 46,9 0 3B 34 20 58,8 14 41,2 0 3C 34 18 52,9... examination of the school’s approach to the teaching of speaking and listening Our school is a public primary school in a rural area in Thanh Hoa province It is a large school with around 500