SKKN một vài biện pháp giúp học sinh tiểu học tự tin hơn khi sử dụng tiếng anh trong lớp học

1 PHÒNG GIÁO DỤC VÀ ĐÀO TẠO BỈM SƠN TRƯỜNG TIỂU HỌC ĐÔNG SƠN SÁNG KIẾN KINH NGHIỆM HOW TO MAKE ENGLISH LESSONS MORE COMMUNICATIVE, MORE INTERRESTING AND MORE MEMORABLE AT DONG SON PRIMARY SCHOOL Người thực hiện: Lê Thị Hạnh Chức vụ: Giáo viên Đơn vị công tác: Trường Tiểu học Đông Sơn SKKN thuộc môn: Tiếng Anh BỈM SƠN, NĂM 2021 TABLE OF CONTENTS CONTENT I INTRODUCTION REASONS FOR SELECTING THEME PURPOSE STUDENTS FOR RESEARCHING METHODOLOGY II CONTENT RATIONALE STATE OF THE MATTER RESEARCH PERFORMANCE SOLUTIONS III CONCLUSION AND SUGGESTIONS CONCLUSION SUGGESTIONS I INTRODUCTION PAGE 1 1-2 2 3 3-4 - 17 18 18 18 REASONS FOR SELECTING THEME According to the perspective of Party and State, education is aimed at fully developing people to satisfy the common demand of industrialization and modernization Foreign languages in general and English in particular play an important role as an active means supporting for our country’s integrating process most effectively Therefore, improving the education quality in general and the English in particular are considered as one of the most concern of the current education English has been taught in primary schools with the guidance document of Ministry of Education and Training since 1996 In 2003, the Ministry issued the English teaching program of primary education guiding targets and contents in nationwide However, there have been lots of existed shortages of facilities in classrooms, teaching materials such as books, tapes, CDs, Cassettes, etc Especially, almost all teachers are only trained for “Introduction and guidance to use the set of books” in one day without being trained on primary education professionally Hence, there is still a range of difficulties in teaching skills for students at primary school The primary environment is the fundamental place forming habits and communication capacities Frequent communication results in braveries for students without fears of making mistakes in public speaking As for students lacking proficiency in the mother tongue language, they had a lot of difficulties in getting access to a foreign language Their timidity makes oral communication limited greatly From my own teaching experiences, I’m pleased to introduce: “How to make English lessons more communicative, more interesting and more memorable at Dong Son Primary school.”, and I expect to contribute a part to English teaching more effectively and attract more students in loving this subject PURPOSE The purpose of the research is the study of foreign language teaching situation for students and language learning of primary school students, their interest in the subject, method of learning foreign languages in order to find out strengths and weakness in their learning methods, as well as in the teacher's teaching methods, which sets out the measures to improve the quality of learning English in primary school Due to the above purposes, the subject needs to solve the following tasks: 1- To study the scientific basis and practical basis of the teaching and learning English in primary school 2- Current status of elementary teaching English and causes to the current situation - Adjust the internal distribution unit, propose innovative methods of teaching and learning Improving the quality of teaching and learning in all systems related to each game of content lesson 4- Determine and execute the result, the interest in learning English for Primary students through games 4 STUDENTS FOR RESEARCHING The statistic result at the beginning of this school year through directly interviewing students at grade 3, and at Dong Son Primary School - Bim Son town - Thanh Hoa Province well done Finished Unfinished Total of Grade Students quantity percent Quantity percent Quantity Percent 75 10 13,3 30 40 35 46,7 79 11,4 33 41,8 37 46,8 82 12 14,6 33 40,3 37 45,1 With the result above, from early school year, I always try to find the best methods to design interesting lectures inspiring students so that they could turn what they have learned into productive language via oral communication, integrate with the developing tendency of foreign language subject: learning a foreign language is learn how to communicate but not focusing on grammar as in the past METHODOLOGY In this topic, I have to use the following research methods: 1-Method of theoretical study Reading of some books, references, find all documents related Internet, use games in English in the lesson 2-Method of investigation observations: To study the subject in depth security, I have investigated the status of teaching and learning English in primary school, excitement of students in English Interviewed and attended English teacher organization, combined with professional groups and school administrators 3-Experimental teaching method: I was conducted to teach English using all information related to content game lesson 4-Method of summarizing lessons learned: After each lesson using forms of teaching in the subject, I usually summarize, draw Each more personal experience; continue to have the changes, accordingly innovation in the next lesson After each stage I always compare, draw summary for general experience II CONTENT RATIONALE For years, the teaching method for kids has been similar to one for adults apart from supplementing some songs and games into lectures It’s clear that the receptive process of our mother tongue language and the next process in the school period are natural Language capacity is generated by imitating, unconscious learning through different forms such as communicating with relatives, reading stories, connecting with communities, singing, reading poems, painting, etc The difference of children’s receptive process in comparison with adults is that adults’ receptiveness is conscious and annalistic but children’s one is natural via intuition There are two kinds of material languages which almost every learner needs develop: receptive language and productive language Receptive language is the language factor possibly realized and not produced by learners Productive language is the language factor possibly used in speaking or writing Students will become familiar with realizing new factors through situations if those are repeated many times To practice using the receptive language, students have to learn how to reflex with new words naturally In curriculums, grammars are sentences or questions and answers practiced more than once It is essential that samples are given clearly and fully for students to understand what they have to in some class activities STATE OF THE MATTER RESEARCH According to the regulation of Ministry of Education and Training, every child is permitted to study two lessons with 35 minutes per lesson Several qualified schools could have more lessons, four lessons per week Hence, the period for students to get access to English is obviously short in comparison with the total communicating hours every week Moreover, English environment is restricted in classroom hours and students use Vietnamese when lessons end Children don’t actually need to use English except for the requirement of studying and examination All the requirements using English are practical and there isn’t other natural English environment for children Children are unable to concentrate on what teachers are delivering in a long period Consequently, they should be engaged in different activities, to perform various tasks by themselves with exercise types always changed and diversified communication situations Children often obtain and imitate knowledge quickly and also forget what have learned quickly They are naturally curious, dynamic and creative Children always demand to discover outside environment and interact with others It cannot be denied that they are interested and creative in games In fact, even native children run into difficulties in pronouncing several English sounds like r, l, sh, and th and their pronunciation could be fully correct when they grow up The importance of the initial stage is developing simple communication capacity in a new language without creating fears of making mistakes, which significantly affect on students’ motivations for studies There is one factor basically impacting on language studying process: children will not study without motivation - Almost all students pronounce word stress incorrectly - In addition, they haven’t been able to pronounce words with s, z, p, k - Students also read incorrectly Most of them not remember vocabulary, especially long words Example: good afternoon, school library, bathroom, interesting, … - Students’ communication is not fluently due to fears of making mistakes Their ability to form a completed sentence is not still good They still confuse with the position of word class (verbs, preposition, adjectives, nouns and questioning words, etc.) PERFORMANCE SOLUTIONS 3.1.Creating attraction from the beginning of the lesso ns: - Brain gym exercise Starting the lessons with a brain gym exercise is really beneficial for teachers and students because it will power up our brain and help us process information much faster and more efficiently https://www.youtube.com/watch?v=GEY_7AIdveQ&t=10s - Choosing songs, chants to promote language learning Children love song, games… By joining the actions in the songs, games, stories They will be confident to join in with the English lessons even though they might not feel confident enough to speak Actions can also help them remember words and phrases they have studied 7 https:https://www.youtube.com/watch? v=tVlcKp3bWH8&ab_channel=AlexTranAlexTran (Dong Son Primary school) https://www.youtube.com/watch?v=piMxt_KKvEk&ab_channel=AlexTran Team teaching is an active method in which, the number of students is divided into groups in certain ways In each group, students have chances to boost listening and speaking skill and learn from one another They will be more confident in communicating in a foreign language Learning is also best facilitated when children are in a happy state of mind This state of mind can best be achieved through play or game-like activities 3.2 Organizing games flexibly in communicating activities A new teaching method could create an amount of inspiration and creativities for teachers Each teacher has his own unique creativities during teaching process If teachers repeat the same method in every lesson, students will get bored and even feel that lessons come as normally without inspiration and expectation Games are also considered to be an important entertainment form In fact, they could be used to consolidate material languages as shown above by the method attracting students In all every form, games could perform functions of exercises of practicing skills because we can review and introduce material languages in funny and well-organized ways through games The method of skill practicing section often goes with repeating with teacher-centered The method takes effects when students learn new words and sentence structures On the contrary, games are often open-ended and student-centered There are various types of games Several ones focus on vocabularies or sentence structures And there are games promoting both vocabularies and sentence structure Here are several games that I usually apply into my lecture in my class: distinguish singular nouns, plural nouns (Dong Son Primary school) * Several games for practicing sentence structures : using movement games In order to distinguish singular nouns, plural nouns; present verbs, past verbs, this/that demonstrative pronouns Example: Unit 8: School things (English 3) Unit 17: How much is the T-shirt? (English 4) When the teacher reads (or shows a picture) a plural noun, students quickly raise two hands When the teacher reads (or shows a picture) a singular noun, students quickly raise only one hand Doing multiple-choice listening( or reading) task, students show one finger if they choose the first answer, two fingers if they choose the second answer, three fingers if they choose the third answer (Dong Son Primary school) Using movement of their arms to distinguish this/that/these/those demonstrative pronouns - Guessing Game 10 * Class is divided into two teams Small learning tools (pencil, eraser, pen, ruler, and book) are put in a bag or put on the table and cover them tightly) Call a student from team A, ask him or her to thrust in the bag and take a thing (hand still in the bag) and question “is this a (pencil)?” One student in team B touches that thing, guesses without sight and answers Yes it is or No, it isn’t It is a (book) The team has correct answer will be added point The game will be end when all students are taken their turn https://youtu.be/Xjt_OX733O8 * To review the vocabulary The teacher shows the students the back of the flash card, let them guess Who guess correctly is the winner - Game: The zombie or bomb Have the flash cards in the hands and says one of the words to be the zombie or the bomb For example, the teacher says cat is the zombie cat, is the bomb Here we go, we have: Dog, turtle, horse , cow Whenever the teacher shows cat flash card Whole class quickly sit down Chase them back So the teacher can try again And even allows the students to be the teacher - Game: True or false (Yes or no game) On the floor have two lines( maybe half a miter of us) This side is true, this side is false The teacher show the flash card: It is a dog No, it isn’t The students answer: “ No, it isn’t.” And quickly move to the right side The student who is the slowest has to sit down - Guessing game To review the vocabulary The teacher shows the students the back of the flash card, let them guess Who guess correctly is the winner - Game: Beep beep The teacher will need a small soft toy or soft ball Students pass the ball and count, say the days of the week, say the months of the year or any other sequence they need to revise Only the student who has the ball can speak Add variation by getting students to all speak at the same time https://www.youtube.com/watch?v=N0pDIHNaXDw&ab_channel=AlexTran - Game: Pass the marker Activity type: Speaking, listening and spelling Get students to line up in front of the board in two even teams Explain to students that they should say a word and then the next student in line says a word until the last person in the line For example: Cat, dog,… 11 The last person should repeat all the words that were said by the students behind them and then write all the words on the board For example: Cat, dog,… The team whose writer writes all the words correctly first wins the round Repeat with the next student in the line Finally, the team with the most points wins the game - Game: Brain Blaster Put students into teams The teacher writes a category( for example: Colours) on the board The first team rolls the dice and whatever number they get they need to supply that many answers For example, if the topic is colours and they roll a 3, they must provide colours Each team then rolls the dice and provides their answer Each correct answer is given a point They must not repeat the same answers as the other teams If a team cannot answer they lose a point for each one unanswered The first team to reach ’20’ points are the winners - Game: Name 10 Activity type: Vocabulary practice Name 10 is a simple warmer/cooler get students focused at the beginning or end of class In this activity students have to work in pairs or individually and write a list of ten things based on what the teacher says This activity is particularly useful to practice sets of vocabulary with students in class - Game: Mime/ TPR Divide the class into two teams and put a chair in front of the board facing the class Write a word on the board E.g car One person from one of the teams sits in the chair and that person’s team tries to explain the word on the board without saying the word If the person in the chair says the word, the team get a point Pictures Sơn béo 5A link youtube - Game: Quick fire vocabulary Give each student 2( or 3) small pieces of paper Tell the students to write different nouns, verbs, famous people, animals etc Collect all the words and put them in a box Put the class in two teams One student from each team picks words from the box and tries to explain as many as they can in minute Give a point for every word they guess - Game: Secret spies Write words or sentences on pieces of paper For example: horse Elephant 12 .etc Cut the words up into letters Give them to the students and get them to decipher the words For example: E l e p h a n t Get the students to make their own Game: Listen carefully Choose one student to give instructions to the other students The student gives instructions such as “ Stand up “ and the other students have to what they say When the student gives instructions, they need to a different action Student says “walk to the window” but then the student walks to the door The other students must the action the students said, not did - Game: Bomb Get a small soft ball and a timer Pick a category of vocabulary you want to revise Students pass the ball When they get the ball they must say a word They cannot repeat any words said before Students continue until the time is up, when the bomb explodes! - Game: Guess who or what it is Students describe someone in class without saying who they are describing The other students listen and then try to guess who is being described After, get students to describe objects etc - Game: Read my lips Put students in pairs or in groups One student mouths a sentence and the other students must write down what they think the student said Try in pairs, groups, or one student standing in front of the class - Game: River Get the students to stand in a line Choose a vocabulary category the teacher wants to revise E.g animals Every time the teacher says an animal, the students must jump across “the river” If the teacher says a word from another category and the students jump across the rever, the crocodile gets them and they are out for one round - Game: Yes, No, Stand up Tell the students that answering “yes” means stand up and answering “no” means sit down Next, ask students a few simple questions to check that they understand For example: Do you like chocolate? Do you like to run? After your students understand, get a stronger student to ask questions - Grammar races Step 1: Divide class into equal teams Step 2: Each team chooses a runner and a writer 13 Step 3: Teacher says a word, the team will then work together to make a sentence then tell the runner, the runner then tells the writer and the writer runs to the board to write the sentence down Step 4: Correction - team with the most correct sentences will win the game ( A correct sentence is worth point and the incorrect one is -2) - On the teacher side: * Create the learning inspiration * Impress students; help students raise the creativity in communication - On student’s side: * To be interested in practicing and seeing classmate practicing * Enhance listening and speaking skills * Draw inspiration in the lesson and create the feeling of looking forward to the forthcoming lesson * Help students to remember well each sentence and vocabulary in the lesson * Make the relation between teacher-student and student-student in class more close and encourage increasingly joyful atmosphere in class * Like the investigation in the beginning of the first term, I used direct interview investigation method for the second mid-term THE INVESTIGATION OF FINALL TERM IN 2020-2021 well done Finished Unfinished Total of Grade quantit percen Quantit percen Quantit percen Students y t y t y t 75 30 40 45 60 0 79 34 43 45 57 0 82 32 39 50 61 0 During the teaching time in collaboration with positive factors, thanks to the assistance and steering of Dong Sonschool Board as well as colleagues in school, I am very happy to creating close relation between teachers and students, encourage student’s learning passion, enhance the student’s fond of learning Teaching activity therefore achieves encouraging outcomes Some pictures to illustrate 14 15 16 III CONCLUSION AND SUGGESTIONS CONCLUSION The project not only helps me get familiar with science investigation but also penetrate, discover and present the methods conducted in the experience 17 initiative Thus, the quality of teaching and learning is more and more enhanced; students’ foreign language learning capacity is increasingly improved Students are more and more interested in the subject, they are looking forward to the upcoming English lessons Students who are shy, lazy, mispronunciation are significantly reduced SUGGESTIONS In order to enhance English communication capacity in school, I would like to make proposals as follow: - It is necessary for higher entities, bodies to help teachers stand the chance of being trained in terms of teaching primary school course of English Therefore, teachers can be further provided with knowledge and learn from colleagues in order for improving profession skill - It is needed for entities, school board and parents to develop learning facilities such as computers, projectors, photocopy machines, scanners, cameras so as to help student enhance English communication capacity - Evaluation and merit is needed strengthening, and teaching creativity is necessary to be encouraged in each lesson The above proposals, which must have included shortcomings are solutions drawn by the real investigation and examination I am very welcome to receive suggestions and supporting ideas from higher entities, school Board and colleagues in order that my solutions are more efficient I hope that the experience initiative will play a small part in improving teaching-learning quality as well as the capacity of English communication in Primary level Thank you very much! COMFIRM OF UNIT LEADER Bim Son, May 4th, 2021 I guarante that the experience innitiative is written by myself without coppying Le Thi Hanh 18 DANH MỤC SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG SÁNG KIẾN KINH NGHIỆM NGÀNH GIÁO DỤC VÀ ĐÀO TẠO HUYỆN, TỈNH VÀ CÁC CẤP CAO HƠN XẾP TỪ LOẠI C TRỞ LÊN Họ tên tác giả: Lê Thị Hạnh Chức vụ đơn vị công tác: giáo viên trường Tiểu học Đông Sơn, Bỉm Sơn, Thanh Hóa TT Tên đề tài SKKN Lựa chọn sử dụng phương pháp dạy từ môn Tiếng Anh Cấp đánh giá xếp loại (Ngành GD cấp huyện/tỉnh; Tỉnh ) Cấp Huyện Tạo mơi trường tích cực cho học sinh Tiểu học tiếp thu Tiếng Anh Truyền cảm hứng học Tiếng Anh cho học sinh tiểu học Một vài biện pháp giúp học sinh Tiểu học tự tin sử dụng Tiếng Anh lớp học How to make English lessons more communicative, more (A, B, C) Năm học đánh giá xếp loại A 2006-2007 B 2008-2009 Cấp Tỉnh C 2013-2014 Cấp Tỉnh C 2014-2015 Cấp Thị B 2018-2019 Một số phương pháp giúp học sinh lớp THCS Nga Trường học từ vựng, từ loại môn Cấp Huyện Tiếng Anh có hiệu Một vài biện pháp nâng cao khả giao tiếp Tiếng Anh Tiểu học Kết đánh giá xếp loại 2019-2020 Cấp Thị B Cấp Thị A 2020-2021 19 interesting and more memorable at Dong Son Primary school  ... trường tích cực cho học sinh Tiểu học tiếp thu Tiếng Anh Truyền cảm hứng học Tiếng Anh cho học sinh tiểu học Một vài biện pháp giúp học sinh Tiểu học tự tin sử dụng Tiếng Anh lớp học How to make... từ loại mơn Cấp Huyện Tiếng Anh có hiệu Một vài biện pháp nâng cao khả giao tiếp Tiếng Anh Tiểu học Kết đánh giá xếp loại 2019-2020 Cấp Thị B Cấp Thị A 2020-2021 19 interesting and more memorable... Hạnh Chức vụ đơn vị công tác: giáo viên trường Tiểu học Đơng Sơn, Bỉm Sơn, Thanh Hóa TT Tên đề tài SKKN Lựa chọn sử dụng phương pháp dạy từ môn Tiếng Anh Cấp đánh giá xếp loại (Ngành GD cấp huyện/tỉnh;