SKKN một số giải pháp giúp học sinh lớp 4 ôn tập âm, từ vựng, mẫu câu có hiệu quả trong những tiết ôn tập

1 INTRODUCTION 1.1 Reasons for choosing the research: English is used in a lot of fields in our life and it is considered as the number one international language in the world Therefore, teaching and learning English has been achieving an important position and now it is a compulsory subject in primary schools As a teacher of English for children, I always try my best to find and select interesting activities and suitable teaching methods with a view to taking inspiration for childen and making learning gentle and natural, so that students are eagering to take part in learning activities Review is a vital segment in grasping firmly knowledge for children It helps students to consolidate, widen, improve learned knowledge and foster some certain skills for children.But in fact very few teachers take interest in “Review” periods, they only consolidate learned knowledge and have students exercises, which makes both teachers and students bored According to teaching method innovation line, I always want to make “Review” periods interesting and effective for not only teachers but also students Through my practical teaching, researching 4th graders and consulting colleagues' experiences, I find that most elementary school students lack focus on the lesson, so to draw attention to review In the lesson, students are active, arousing and training the sense of self-study so that students can think actively and creatively, teachers need to innovate their teaching methods Therefore, as an English teacher in elementary school, I am always anxious to find solutions to improve the quality of English for 4th graders in general and for review periods in particular I have obtained quite good results From my work experience and practice, I would like to exchange experiences: "Some solutions to help 4th graders review phonics, vocabularies and sentence patterns effectively in review periods."at Nga Bach Primary School - Nga Son District, Thanh Hoa Province 1.2 Research purposes - In order to contribute to the innovation of teaching methods and to address the limited issues in teaching old-fashioned curriculums that have been boring to both teachers and students - Help students revise learned phonics, words and sentences in the most effective way, learn the most interest, and make revision periods get the best results - Improve the quality of learning English for students, help them memorize the basic knowledge and can practice speaking and writing the learnedsentences 1.3 Research subjects Students in grade - Nga Bach Primary School - Nga Son District - Thanh Hoa Provice 1.4 Research methods 1.4.1 Methodology of theoretical research: - Materials on teaching methodology - Thematic language games, group activities - Regular Training Program - Studying the teaching and learning English of Nga Bach Primary School 1.4.2 Practical research methodology: - Researching the teaching and learning of teachers and students, colleagues - Exchange, attend, discuss, discuss, talk with my colleagues 1.4.3 Experimental method: - Carry out experiential teaching, control, exchanging experiences, assessing the effectiveness of applying the innovation of content - teaching methods to pupils in grade4, Nga BachPrimary School CONTENT 2.1 Theorical basis Review is an important segment in grasping knowledges for students because it helps them to consolidate and engrave learned knowledges Therefore, a good review period will bring about high results Applying language games and pair/groupwork to “review” lessons is very necessary and effective, which makes students excited and interested, so that students can master many knowledges easily Moreover, through my study on English Textbook 4, I find that the book is compiled to communicative purpose, helping students to initially form and develop communicative ability in English and the book has four main topics that are very close to students After each topic, there is a review focusing on communicative skills (speaking, listening, reading and writing) and basic language knowledge "phonic, vocabulary, grammar", so it is easy and convenient for teachers to compile, choose games and pair- groupwork activities About students 'psychology at these ages, their concentration is not good, they are very active and they have image thoughts So they are very interested in language games andpair/ group work Games are fun and children like to play them, they add variation to a lesson and increase motivation by providing a plausible incentive to use the target language Using games in class is a natural way to learn, children can get involved and work together, so playing games gives children a real reason to use language to communicate with each other Language games are very suitable and effective in review periods They can help students to consolidate knowledge easily As we know, childen at these ages are very active, so we must let them see that learning English is like a game Teachers should create many colourful English games with a view to giving students a natural English enviroment, which helps students to grasp the lessons gently and effectively and games attract students' attention, so they can grasp knowledges quickly and effectively Groupwork and pairwork also brings in a lot of advantages In groupwork activity, student are more centered rather than teachers This can be more motivating and stimulating for students More activities is generated, for example in a speaking activity, more students get the opportunity to speak Furthermore, it encourages teambuilding and leadership skills Above all, students practise language and learn from each other Using groupwork and pairwork during “Review” periods is a positive teaching method Through discussion and debate, students not only consolidate and engrave knowledge but also they can develop cooperation, help eachother in study, improve their friendship, creativeness, responsibility Through discussions during review periods, students have chances to express their ideas and thoughts, and it encourages students to communicate, so coward and shy students will have opportunities to intergrate, creating friendly atmosphere Moreover groupwork helps students to be active and self-confident, so it will help them to revise effectively In reviewing sounds, vocabulary and sentence patterns, the inclusion of songs and chants in the lesson is also very effective They not only help students memorize the sounds, words, and sentence patterns they have learned, but also make the classroom atmosphere comfortable and fun In sum, applying language games and groupwork, pairwork in to review periods will helps students to grasp and engrave knowledge effectively But In order for review periods to gain good results, teachers needs to define the aims of the lessons to have logical revision activities Moreover, teachers should remind students to prepare the lessons at home Teachers had better supplement, orient, and suggest when necessary This makes interaction between teachers and students 2.2 Reality 2.2.1 Advantages: + Nga Bach Primary School is recognized as a second-grade national standard school and is highly concerned, supported English teaching and learning by parents and departments + The textbook program with knowledge content is suitable for students' real life and has many beautiful pictures, easy to attract students, creates excitement for students + The development of science and technology helps teachers get more resources to teach more effectively + Teachers are very enthusiastic, responsible, eager to learn, always cultivate professional knowledge 2.2.2 Disadvantages: - Toward the teacher: + Teaching in a large group (usually a class has about 30 students or more), the level of awareness has many different levels, teaching aids are not synchronized These distract students 'concentration, greatly impact on skills training for students, slow down the process of acquiring students' knowledge + Facilities and references are lacking - Toward the students: + Students are not interested in English hours, because the same activities in the lessons are in the reading-translation-copy style + The number of students in a class is large, the level is not uniform, so it is difficult to convey knowledge as well as apply classroom teaching methods + Many students are shy, passive, and mechanic in memorizing words and sentences And this makes my students unable to remember words and sentence patterns they learned in class + At their age, the ability to focus on studying is not much, they often neglect and lack observation, so they cannot follow the learning activities and progress in the classroom + Most parents of students not know English, so they cannot help them with studying at home 2.2.3 Results of the reality At the beginning of the school year 2019-2020, I got students in grade (total: 111 students) to the test and here is the result: Class The Mark, the number of students and percentage number - 10 7-8 5-6 < of stds % stds % stds % stds % Students 4A 41 17,1 11 26,8 17 41,5 14,6 4B 30 13,3 23,3 14 46,6 16,8 4C 40 15 22,5 19 47,5 15 Looking at the table of figures, we see that the number of students scoring at 9-10 is small, while the number of students scoring at 5-6 and below is high I find that the teacher should strengthen the organization of language games and teamwork, pairing in revision periods to create excitement for students and improve learning efficiency 2.2.4 The causes of the reality First: Teachers have not often applied language games to revision sessions to effectively review phonetics, vocabulary and structures Second: Students are still confused when working in group and pair activities during revision period Third: Students are not interested in English yet, are afraid to speak, shy and not bold in singing and chant parts Fourth: Students not know how to remember new words effectively 2.3 Solutions 2.3.1 Solution 1: Apply language games in review periods: Organizing language games to teach English, we have to rely on the content of the lesson, the time condition in each class to come up with suitable games To organize a game in an effective review period, teachers must have a thoughtful, thorough preparation plan and ensure the following requirements: + The game has educational meaning + The game aims to reinforce and deepen the content of the revision period + The game is suitable for the psychology, the student's age, the instructional ability of the teacher and the physical condition of the school + The form of the game must be rich, diverse and carefully prepared + The game must cause interest and passion for students to learn 2.3.1.1 Apply language games to review phonetics and vocabularies: We can play games which focus on accurracy such as Rub out and remember, Bingo, Kim's game, Guessing game, Memory game, Jumble word game, Missing word game, Crossword game, Matching Here are some language games that I often use in revision periods to help students review phonetics and vocabulary: a Rub out and remember + Purpose: to help students remember the meaning of words and review words This trick applies to all types of words in lessons, especially long words that are difficult to remember + How to play: - Write some words on the board out of a certain order and circle them - Delete a word, but not the outer circle - Have students repeat the words, including the ones that were deleted - Delete other words until all words are deleted (circles left only) - Have students go to the board to rewrite or read the deleted words in the circles again For example: In Review 1- English Textbook 4: Words to check are country name, nationality, date, month and activities - Teacher writes the words Japanese, Tuesday, Volleyball, March, Australia, Guitar, Swim, Wednesday, October on the board and circles them Teacher points to each word for students to read aloud Teacher ponits to each word for students to read again and then deletes the word but not the circle - Teacher points to each empty circle for students to repeat the deleted words in that circle - Teacher calls some students to go to the board and write the words in the circles in the correct order Teacher calls other students to comment Teacher comments and gives praises Students in Class 4A play game “Rub out and remember” b One, Two, Three or Four - Purpose: To review phonetics and vocabulary and to practice listening skill for students - How to play: + Teacher writes symbols of sounds on the board and numbers 1, 2, 3, respectively + Teacher reads aloud words containing those sounds + After reading out each word, teacher asks students One, Two, Three or Four? + If the word contains the sound at position 1, say One, if it contains the sound at position 2, say Two, if it contains the sound at position 3, say Three, if it contains the sound at position 4, say Four For example: InReview 2- English Textbook + Teacher explains how to play game + Teacher writes symbols of consonant clusters "sk", "str", "kt", "pl" on the board and numbered 1, 2, 3, respectively + Teacher reads aloud words containing "sk", "str", "kt", "pl" sounds + After reading out each word, teacher asks students One, Two, Three or Four + If the word contains the sound "sk" students say One, if it contains the sound "str", they say Two, if it contains the sound "kt", they say Three, if it contains the sound "pl", they say Four + After each time students say right, teacher will praise + If students guess wrong, teacher can read the word slowly so that students can guess again Students in Class 4C play game: One, Two, Three or Four c Slap the board - Purpose: to help students review words and practice quick reflexes for students This game can also help teachers check and review the pronunciation and semantics of words for students and is suitable for periods with lots of words and words with lots of abstract meanings - How to play: Teacher write words or stick pictures on the board; call two groups to the board, each with four or five students, equally spaced; The teacher shouted out the words in Vietnamese if they are on the board were in English and vice versa (If using pictures, shout out in English) and then the representatives of the two groups will listen and tap the correct pictures or words For example: In Review - English Textbook - Teacher puts pictures of clothes, animals, places and activities on the board - Choose groups of students, each team makes a line and a student is the controller After the controller shouts out a word, the top students in the row will listen and slap the picture, the one who hits the right and faster will get 10 point, then move to the end of the row The controller reads aloud the next word to let the top two students in the row slap Just like that until the last picture, the team that scores more points will win Students in Class 4B play game: Slap the board d Crossword puzzle - Purpose: To review vocabulary - Procedure: Divide the class into groups of 4-6 and hand out to each group an A4 sheet of paper containing the horizontal crossword, vertical line and clue pictures Students discuss to find words The group that completes first will win For example: Review + The teacher divided the class into groups of students Each group has A4 with crosswords and pictures of their subjects Students work together to find words according to the picture clues for each horizontal and vertical row + The group that finishes first will win + After all groups have finished, the correcting and comment teacher can ask students to form sentences with those words Students in Class 4A crossword puzzle about subjects 2.3.1.2 Apply language games to review model sentences We can play games that focus on fluency and practice like lucky numbers, noughts and crosses, pantomime, whispers, passing ball Here are some language games that I often use in revision periods to help students review model sentences: a Passing ball - Purpose: To review sentence patterns and practice concentration, rapid response and speaking practice for students - How to play: The teacher will give the sentence model that the student has learned, for students to stand in horizontal rows, vertical rows or circles The top student will say the same sentence pattern and then pass the ball to the 2nd friend, the second student holds the ball while talking and then gives the ball to the 3rd friend and so on Example: Review 1: Teacher has students practice sample greetings that introduce their name, destination, nationality, and abilities: Hello My name is I'm from I'm I can + Teacher explains how the game is played + Ask students to stand up, the teacher approachs the students to take the lead and gave the students a ball and said "Hello My name is Phuong I'm from Vietnam I'm Vietnamese I can swim" + Students say the same sentence pattern, just change their name and interests and give the ball to the next student Students continue until the last student Students in Class 4B play game: Passing ball b Chinese Whisper - Purpose: Test sentence patterns; Hone students' listening and speaking skills - How to play: Teacher prepares a number of questions to test; Divide the class into groups, each groupmakes a line Teacher calls the first one of the line of each group on the board and whisper something in their ears After hearing the teacher's words clearly, these students run back to their groups and whisper into the second friend's ear, who whisper to the third friend after hearing the first sentence And so on until the last student at the end of the line The students at the end of the line has the task of reading aloud the sentences that they have heard from their teammates The group that reads first and correct should write star The group that reads it first but reads it incorrectly has the right to answer for the other team The game continues with other sentences until the number of sentences the teacher needs to check is over or the time prescribed by the teacher is over, the game stops The teacher sums up the stars and announces the winner Example: In class 4C, I let the students play this game in Review 3-Textbook Grade 4- episode 2- Pages 36-37 The class is divided into teams A and B The representatives of each team have players lined up vertically - Teacher whispers into the ears of the top two players of the two teams: My brother is tall and thin - Teacher whispers into the ears of the top two players of the two teams the second sentence: His favorite food is chicken - Teacher whispers into the ears of the top two players of the two teams with the third sentence: She has dinner at 7.15 in the evening - Teacher whispers into the ears of the top two players of the two teams the fourth sentence: My father is a doctor and he works in a hospital The difficulty of the sentences increases gradually After times of play, team A wins with times of right and wrong and team B loses with time of right and times of false Students in Class 4C play game: Chinese Whisper c Mime and Guess - Purpose: to practice concentration, creative flexibility and create excitement in a comfortable learning atmosphere for students - How to play: Teacher divides the class into teams, giving pictures to teams for discussion Then represent each team up to describe the action so that the other team can guess what the picture is about (when describing the action, students can ask questions for the other team to answer) The team with the most correct answers wins 10 Example: Review + Divide the class into two teams Give each team animal cards and ask them to discuss to mimic the actions of the animals on the cards they have + Some representatives stood in front of the class to perform the movement and asked: "What animal I want to see?" The other team answered: You want to see + The team with the most correct answers will win + Praise the winning group Students in Class 4A play game: Mime and Guess * Results of using language games: The lessons were very exciting, exciting and attracted the students' attention In particular, they learned quickly, their communication skills increased and the organization of language games during the review period helped some shy students overcome their passivity and cowardice Many underperforming students were interested in learning English In short, language games gave students an enjoyable and relaxing time to acquire knowledge I have applied it to "revision 1, 2, 3, 4" in English textbook in grades 4A, 4B, and 4C and it has got good results 2.3.2 Solution 2: Guide students to work in groups and pairs *The role of working in groups and pairs Teamwork and pairing are essential elements of a student-centered curriculum They promote a child's sense of safety, achievement and confidence in using English Therefore, using the method of teamwork and pair work in revision periods is essential and effective However, when preparing the lesson, teachers 11 need to determine the goals and contents of each review lesson and design the tasks in accordance with the student's level and ability, assigning tasks evenly among groups and members In addition, teachers need to build a specific assessment and guide, suggest when necessary, students play the lead role Because students are in grade 4, they have almost no experience in teamwork, teachers must guide them to work in groups carefully and listen to students' questions One thing we need to remember is to remind children to prepare homework for class presentation, additional groups, teacher comment, this creates interaction between teacher and student * Procedure of groupwork and pairwork: + Steps to work in groups: - Divide the class into small groups of 4-8 students - Assign specific tasks to each group (content, time) - Invite a number of representatives from each group or all group members to present their group results - Other groups for comments and additions - Teacher comments, supplements and summarizes + Steps to work in pairs: - Ask students to work in pairs - Give specific tasks to students - Kindergarten models with a student for the whole class to understand the requirements, - Have students model in front of class -Students work in pairs to perform the task - Call some pairs to present to the class - Other pairs observe, listen and comment - Teacher comments, supplements and gives praises the good pair Example 1: "Review 1" - English textbook To review vocabulary, I have students work in groups (4 groups) to group words of the same type - Timing: minutes - Supplies: A4 paper - Process: + Divide the class into four groups + Teacher gives a table containing words for date, month, country name, nationality, and activity + Give each group A4 sheet, ask group liststhe words of date, group lists the words of month, group lists the words of countries and nationality, and group lists the words of activity + When time is up, teacher has groups to stick their answers on the board Let other groups add and comment + Have each group ask sentences with those words Teacher comments and gives praises Example 2: “Review 3” English 12 To review vocabulary, I have students work in groups to list the words learned by topics - Timing: 5-7 minutes, - Supplies: A3 paper - Process: + Divide the class into groups Give tasks to each group Group 1: list vocabulary about food Group 2: list the vocabulary about drinks Group 3: list career vocabulary Group 4: list words indicating daily habits Group 5: List words describing appearance Group 6: list the words for the workplace + Students work in groups Teacher observes and helps when needed + Ask each group to report on their answers Other groupsobserve and comment + Teacher comments and gives praises Group - Class 4B lists career vocabulary Example 3: To review the sample sentence “What does your do? - He / She is… ” And Where does he / she work? - He / She works I get students to work in pairs and have a short conversation - Timing: minutes - Process: + Teacher writes sentence patterns on the board and lets students read aloud What does your do? - He / She is Where does he / she work? - He / She works + Teacher models with astudent 13 + Ask students to work in pairs to have a short conversation with the same sentence + Teacher asks students to model activities for the whole class to listen + Students work in pairs + Have some pairs perform their dialogue + Other students listen and comment + Teacher comments Example "Review 3" - English Textbook To review phonetics, I have students work in groups to find words that have the same pronunciation - Timing: minutes - Supplies: A4 paper - Process: + Divide the class into groups + Ask each group to find words that contain the given sound: Group 1: the "ʊ" sound: cook, book, good, foot Group 2: the “i:”sound: field, piece, teacher, reading Group 3: the "δ"sound: this, that, those, these Group 4: the"cl"sound: clothes, close, clean, clock + Students work in groups Ask each group to report on their answers The other groups supplement and comment + Teacher comments and gives praises * Results of using teamwork and pairing: Organizing group work during study sessions to create a friendly and exciting atmosphere among students Students have many opportunities to discuss, share ideas, assert themselves and improve their confidence in speaking English in class Some shy students have become more bold, more interested in reviewing In addition, students are more active and creative They are willing to help them grasp knowledge better I have applied the method of teamwork in classes 4A, 4B, 4C and has brought good results 2.3.3 Solution 3: Use songs and chants in reviewing phonics, vocabularies and sentence patterns to help students deepen their knowledge in the revision periods There are many reasons for using songs and chants in teaching English as a foreign language in primary schools Naturally, “children really enjoy learning and singing songs” (Phillips 1993: 100) and have fun doing rhythmic activities while reciting rhymes But there are deeper psychological, cultural and linguistic aspects Children grow up with songs and rhymes and develop their first language by them Apart from being the most important spoken language, songs and rhymes are the first experienced parts of communication in the children’s mother tongue They listen and react to nursery rhymes and finger games spoken and often acted by their parents They go to sleep with lullabies sung by their closest care-givers or try to imitate little songs by babbling So songs and rhymes give them an intimate feeling, 14 a special connection with their human environment and influence the acquisition of their first language in an important way Songs and chants are both means and content of foreign language acquisition There is no gap between the language used in lessons and that used in real-life situations Each understanding and each reacting are progresses in language learning Songs and chants stimulate the hemispherical interaction Busy with songs and rhymes the left hemisphere (vocabulary, structure of the language) and the right hemisphere (rhythm, feelings, mimic, gesture, senso-motoric etc.) work together and make learning more effective So it is small wonder how quick students are at learning songs and rhymes The holistic approach also means that rhymes and songs are connected with other learning and living areas like sport, literature, music and art Before playing or singing a song or reciting a rhyme the teacher asks the children to listen for a certain word Then they write down the number of times this word occurs To train the listening skills another possibility is to sing or recite wrong words in the texts The children compare with their own knowledge and write down the number of mistakes In review lesson, teacher asks student to sing again the songs and chants They help students not forget vocabularies and model sentences Example 1: Review the song :“ Can you swim” (Unit 5- lesson ) - Aim: To revise the sounds “s” and “sw”, vocabulary about ability and model sentence “Can you…?” - Timing: minutes - Material: books, CD, speaker and a picture - Procedure: + Teacher opens the speaker for students to listen to the song one time Then let students listen again for the second time, sing along and ask them to describe the action swim, dance, sing 15 + Students listen and sing along at the same time expressing the action + Call some students sing the song again in front of the class Students in Class 4C sing the song “ Can you swim?” and actions Example Review the song :“ What time is it” ( Unit 11 - lesson ) - Aim: To revise the vocabulary about number and the model sentences about time - Timing: minutes - Material: books, CD, speaker and a picture - Procedure: + Teacher opens the speaker for students to listen to the song one time Then let students listen again for the second time, sing along and ask them to describe the action: get up, have breakfast, go to school + Students listen and sing along at the same time expressing the action + Call some students sing the song again in front of the class Example 3: Review the chant: “What you on…” (unit – lesson 3) - Aim: To revise the vocabulary and sentences about activities in a day 16 - Timing: minutes - Material: books, computer, projector, speaker and a picture - Procedure: + Teacher opens the speaker for students to listen to chant song one time + Teacher reads each sentence and let students read along + Teacher lets students listen to the chant and chant each sentence one by one + Then let students listen again, chant and clap their hands to the rhythm + Teacher models witha student for the whole class to follow: teacher chants the questions - student chants the answers and vice versa + Call students to model in front of class + Students work in pairs to sing and clap their hands to the beat + Call some pairs chant in front of class + Others listen and comment + Teacher comments and praises * Results of using songs and chants Using songs and chants in review periods created friendly, exciting atmosphere among students They had many chances to sing, assert themselves and improve their confidence in speaking English in class Some shy students are more boldly and interested in review lessons In addition, students are more active and creative I applied groupwork in class 4A, 4B, 4C and it brought in good results 2.3.4 Solution 4: Encouraging the students to make dictionary themselves To help students to remember the new words easily after review, I encourage the students to make dictionary themselves The primary students often limit about reference books, newspapers, the internet, television so I encourage the students to make dictionary themselves to consolidate and remember the learned words longer * Perform: - On the second week of the beginning of the school year, I ask each student to prepare a pocketbook to rewrite all the words which they learned Ask students to organize and write thematically (subject, matter, animals, colors, weather, etc.) I instruct students to the following: devide notebooks into multiple themes so they 17 are more convenient to use Next, divide the page into two sections The one side writes English , and the other writes meaning of Vietnamese Example: TOPIC ABOUT THE COUTRIES English Vietnamese * England Nước Anh * America Nước Mỹ * Japan Nước Nhật * Vietnam Nước Việt Nam To make the dictionaries more atractively, I ask my students to draw or collect images illustrating Vietnamese meaning Example: TOPIC ABOUT THE ACTIVITIES English Vietnamese * swim * skate 2.4 Achievement: To sum up,games, groupwork and pairworkare essential parts in ‘review’ periods They help students not only to consolidate,engrave and widen knowledge effectivelybut also develop pupils’skills such as taking turns, cooperating.Besides this,theyenhance the pupils’feelings of security, achievement and confidence in using English After each review periods,I had students the tests and here are the results Review 1: The Mark, the number of students and percentage number Class of - 10 7-8 5-6 < students stds % stds % stds % stds % 4A 41 10 24,4 14 34 13 31,7 9,9 * cook 4B 4C 30 40 Review 2: Class The 20 20 10 12 33,3 32,5 10 15 33,3 35 13,4 12,5 Mark, the number of students and percentage 18 number of students 4A 41 4B 30 4C 40 Review 3: The Class number of students 4A 41 4B 30 4C 40 Review 4: - 10 stds % 7-8 stds % 5-6 stds % 12 10 16 12 15 10 11 29,3 26,7 25 39 40 37,5 24,4 23,3 27,5 < stds % 3 7,3 10 10 Mark, the number of students and percentage - 10 7-8 5-6 < stds % stds % stds % stds % 14 12 34 30 30 18 13 17 43,9 43,3 42,5 17,1 20 20 2 6,7 7,5 Mark, the number of students and percentage The - 10 7-8 5-6 < number Class stds % stds % stds % stds % of students 4A 41 15 36,6 19 46 14,6 2,8 4B 30 11 36,7 14 46,7 13,3 3,3 4C 40 14 35 19 47,5 15 2,5 After a period of applying "Some solutions to help 4th graders review sounds, vocabulary and sentence patterns effectively in revision period.", I see that the quality of students has improved significantly Students learn more actively, more excitedly in special lessons, knowledge is engraved more deeply CONCLUSION AND RECOMMENDATION 3.1 Conclusion: Foreign language learning is focused on developing students' dynamism, creativity and positivity to create the ability to recognize and solve problems for them To achieve this goal, to change teaching methods in the direction of attaching importance to learners, considering students as active subjects, encouraging learning activities to actively take initiative in their creativity in the teaching process "Review" is not a difficult period It is just a process of reinforcing what you have learned But if the teacher does not invest properly, it is easy to make the class boring and stressful with old knowledge Therefore, teachers need to research efforts to have the best methods to achieve high results and attract students' attention to the lessons Teachers need to change the form of revision as much as possible so that students can actively participate in learning activities 19 No one can replace learners in grasping foreign language means and using them in communication with their own abilities I find that the organization of activities and games in the lessons that I have studied at school is very practical, creating psychology of learning and playing for them, stimulating the desire to participate in activities actively absorb new lessons and revise old ones Through each activity, the children became stronger and more interested in learning English Many students have got rid of the shyness and embarrassment when speaking English, but instead actively and confidently show their talents and forte Students introduce themselves and share with friends in English That is the reason why their listening, speaking, reading and writing skills are improving day by day, their learning results in English are getting higher and higher I noticed a marked change in the way of learning lessons, how to express their understanding, how to apply their language and this is also the motivation for me to always have attractive lectures, full of atmosphere Joyful, is the motivation for me to devote more to the career of growing people 3.2 Recommendation: The education department should strengthen to organise more training classes to improve knowledge about teaching method for teachers and hold many conferences so that teachers have chances to exchange and foster teaching experiences Besides this, the school leaders should promote to enough teaching aids for English teachers such as smart TV, speaker, reference books, pictures, cards, posters Nga Son, April 12th 2021 I swear this is my experience initiative to write not copy other people's content The confirmation of the Principal WRITER Nguyễn Thị Trạch Mỵ Thị Phương 20 ... % 4A 41 10 24, 4 14 34 13 31,7 9,9 * cook 4B 4C 30 40 Review 2: Class The 20 20 10 12 33,3 32,5 10 15 33,3 35 13 ,4 12,5 Mark, the number of students and percentage 18 number of students 4A 41 4B... students 4A 41 4B 30 4C 40 Review 3: The Class number of students 4A 41 4B 30 4C 40 Review 4: - 10 stds % 7-8 stds % 5-6 stds % 12 10 16 12 15 10 11 29,3 26,7 25 39 40 37,5 24, 4 23,3 27,5 < stds... number - 10 7-8 5-6 < of stds % stds % stds % stds % Students 4A 41 17,1 11 26,8 17 41 ,5 14, 6 4B 30 13,3 23,3 14 46,6 16,8 4C 40 15 22,5 19 47 ,5 15 Looking at the table of figures, we see that the