SKKN using chants for warm up activity for pupils in grade 3

Part 1: Introduction 1.1 The reason for choosing topic As you know, warm up is a short activity of each lesson but it is also important and essential teaching technique for both teachers and students These mean that a good warm up can encourage the students, wake them up the first thing in the morning or after lunch people are often a little sleepy and prepare them to learn by stimulating their minds or their bodies Therefore, teachers ought to use different types of warm ups to provide variety and interest in the lesson A warm up to prepare students for a period of concentration may involve physical movement with activities that keep them active by standing up, walking, clapping the hands, jumping, dancing, singing or listening to familiar songs and chants These are, among others, enjoyable and motivating warms ups Having been a teacher of English in a primary school for more than 10 years I have many difficulties in teaching Enlish skills and giving best ways in warm up for children in grades as well In the fact that, this is the first year they were acquainted with this subject so some of them not feel ready and interested in my lessons and some students feel difficult to learn English Therefore, I myself always wonder how to motivate my children ? How to make them feel relaxed, ready and get involved in English lessons ? How to give them love and passion for this subject? And how to make them get involved in my lessons ? what I like other colleagues always think about It was for that reason in the process of teaching and researching the effective techniques to teach English for young children in primary school I have consulted through other teachers of English in my district or other provinces, lecturers, reference books, and English teachers from other countries on the Internet to apply in "Using Chants for warm up activity for pupils in grade " 1.2 Objectives After a long time working with children in primary schools, I have some problems in teaching English for them For example, some students not want to learn English, some of them not pay attention to my lessons and even, they are tired of learning English Therefore, I decided to find out the suitable and effective technique for warm up activity with the hope of increasing students' attention, helping them learn English more easily, simply and pleasantly, making class fun, exciting and after that they love studying English 1.3 Objects of the research Pupils at Tho Nguyen Primary Shool (grade 3) - Grade (3A, 3B) Total: 50 students With the desire of using warm up activity effectively for children in grade 3, I will research the ways, techniques which are the most suitable when I teach warm up in my English classes 1.4 The methods of the research From my own teaching experiences, I also consult good methods from other English teachers, reference books, videos of model teaching lessons, attend the training course for primary teachers and figure out the ways children learn and tipical characteristics of them Morever, I apply chant which is an effective technique for warm up in English lessons for pupils in grade of to know that how effective the techniques are and the students' attitute to learn English From that I will give the suitable ways of teaching English to improve the quanlity of the teaching lessons Part 2: Development 2.1 The literature review Undoubtedly, a warm up lesson will set the tone for what is to take place during the class This is a great idea for many reasons Students will have some idea of what to expect, and the topic can easily be introduced to them So before new English lessons, giving enjoyable warm ups is very good and it may decide if the teaching lessons are successful or not However, to make sure what techniques are effective or suitable for the students is an important question for teachers Especially, for students in grades who are too young to absorb the complicated definitions or even not know the reason why they have to learn I always have some difficulties Because in this age, they just know simple and familiar things So the teacher had better understand how children learn English and be more aware of children's characteristics which I learnt from the book " A traning course for Primary teachers" of Hanoi National University Publishing House They are children pick up languages in chunks, they use language creatively, they focus on meaning rather than form, they have no reason to learn and they learn through direct experiences From these, I apply suitable and interesting technique intstead of using old ones which are complex and make them tired and even be afraid of English Futhermore, the teacher ought to help them to be ready, active and interested in learning English And if we make class fun, pupils will feel exciting, cheerful and more involved in lessons That's why I chose the topic :"Using Chants for warm up activity for pupils in grade 3" in the curriculum 2.2.Reality of teaching and learning Now, I am working in a rural school where almost people living by farming and cattle breeding People's life here is quite hard even some students have to live far from theirs parents so a few of them really care about their children' studying Moreover, English is an optional and less important subject for many eyes of students' parents With this thought, they not motivate their children to learn English and as the result, some sudents dislike English, not revise lessons at home, they are unwilling to learn and even they have no reason to learn English Furthermore, I am the unique English teacher of my school and I have to teach many periods per week and students in my school just learn English from grade while many other school in my district they learn it when they are in grade I also have to spend much time making lesson plans and teaching children at school Therefore, I not have much time for researching or selfstudying to advance my knowledge and teaching method.s when I want to share ideas or the ways to solve problems and difficulties, I only refer to other comments with colleagues in other schools in my district This affects to children' s learning and the quality of the lessons I really concern about making the quality of lessons to go up, and help the children love this subject And I decided to carry out a oral test to examine the studying English of learning of the pupils in grade The results were as follows: Class 3A 3B Total 26 24 Well completed Result Completed Uncompleted 19 17 2.3 Solution Starting from the actual situation as described in Section reason initiatives proposed in my own experience teaching process was trying to figure out ways to help students be able to have the best warm up before each lesson I am pleased to present the measures which I have applied in recent years at Tho Nguyen Primary School Specially, giving warm up activity through chants Using chants for warm up is the wonderful choice for teachers who want children to be active, creative, pleasant and feel willing before learning new lesson Children not only read the chants go over to the Cds but they also create their own melody And with the happy rhythms the class will be more funny and exciting Especially, It is very easy for them to remember the vocabulary and model sentences because they are repeated many times in chants So that, the contents of the chants I use may be available in the text book or be created by myself It depends on the different purposes of each lesson However, almost the chants I apply are ones that I myself create because they are easier and more effective for me in helping pupils revise the vocabulary and model sentences And I will give some examples for lessons that I use chants for warm up activity Unit 2: What's your name? Lesson 1: 4,5,6 For unit I use the chant called “What's your name?” after learning lesson 1,2,3, to help them review the way to ask and answer about people’s names and it also makes children excited and get involved in the lesson What's your name? What's your name? What's your name? Nam, Nam, My name’s Nam What's your name? What's your name? Mai , Mai , My name’s Mai Unit 4: How old are you? Lesson 2:4,5,6 After learning lesson 1,2,3, to help them review the way to ask people’s age I give this chant I use the chant called “How old are you?” How old are you? How old are you? How old are you? Six, six, I’m six years old How old are you? How old are you? Seven, seven, I’m seven years old Unit 6: Stand up! Lesson 2:4,5,6 Before this lesson, I use chant to help my pupils review the way to ask the teacher to something and make class more fun May I ? May I come in ? May I come in ? Yes, you can Yes, you can May I go out? May I go out ? No, you can’t No, you can’t Unit 7: That’s my school Lesson 1:4,5,6 After learning the way to introduce the places at school, I use the chant to change the classroom’s atmosphere and help pupils feel simplier and easier in remember new words and sentence That’s my Gym, gym, That’s the gym Playground, playground, That’s the playground Library, library That’s the library Unit 8: This is my pen Lesson 2:4,5,6 After learning the way to introduce the school things in plural form I use the chant to help them remember the new linguistic material and make pupils relaxed and more excited by chanting and clapping the hands My school things Pens, pens, These are my pens Rubbers, rubbers, These are my rubbers Notebooks, notebooks, Those are my notebooks Unit 9: What color is it? Lesson 2: 4,5,6 Before practicing, I apply the chant to let pupils remember the colors and the way to ask the color of things easily and they feel more relaxed and active What color ? What color is your pen? What color is your pen? Blue, blue, It’s blue What color are your bags ? What color are your bags? Orange, orange, They ’re orange Unit 11: This is my family Lesson 1: 4,5,6 After learning lesson 1,2,3, to help them review the vocabulary about the members of family and the model sentence I give them the chant called: Who’s that ? Who’s that ? Who’s that ? Who’s that ? My father, father, He’s my father Who’s that ? Who’s that ? My mother, my mother, She’s my mother Unit 13: Where’s my book? Lesson 1:1,2,3 Before the unit, I want pupils to feel active, excited and have the best preparation for the new lesson, so I give them the chant called “ My school things.’’ “ My school things.’’ Book, book, It’s my book Pencil, pencil, It’s my pencil Rubbers, rubbers, They are my rubbers Pencil cases, pencil cases, They are my pencil cases Unit 15: Do you have any toys ? Lesson 1: 4,5,6 After learning lesson 1,2,3, to help them review the way to use Yes/No question about toys, I give this chant I use the chant called “Do you have a ?” Do you have a ? Do you have a doll ? Yes, I Yes, I Do you have a robot ? Yes, I Yes, I Do you have a car ? No, I don't No, I don't Do you have a puzzle ? No, I don't No, I don't Unit 18: What are you doing? Lesson 2: 1,2,3 For this lesson, I give the chant “ What are you doing ?’’ to help pupils to revise the action words and the way to ask about what people are doing now before learning the different questions for she or he Especially, pupils can relax, dance and action while chanting What are you doing? What are you doing? What are you doing? Reading, reading, I’m reading What are you doing? What are you doing? Watching TV, watching TV, I’m watching TV Unit 19: They're in the park Lesson 1: 1,2,3 For this lesson, I give the chant “ What doing ?’’ to help pupils to revise the action words and the way to ask about what people are doing now before learning the different questions for they Especially, pupils can relax, dance and action while chanting What doing? What are you doing? What are you doing? Skipping, skipping, I’m skipping What is she doing? What is she doing? Cycling, cycling, She is cycling What is he doing? What is he doing? Flying kite, flying kite, He is cycling These are some model chants I use for warm up And now I give a specific lesson plan for unit 18: What are you doing? Unit 18: What are you doing? Period 119 : Lesson (1, 2, 3) I.Objectives By the end of the lesson, students will be able to : - Ask and answer question about what a person doing, using: What's he/she doing? She's / He's II Teaching method : Communicative method III Teaching aids : Ss’ books, TV, pictures IV Languages focus : - Vocabulary : draw, play the piano, watch TV - Structures : What's he/she doing? She's / He's V.Time allowed : 35' VI procedures: Teacher and students’activities Language target 1.Warm up:(4-5’) * Chant - Teacher gives pupils the chant: - Students will be revised the old What are you doing? vocabulary and they will be able to firgue out what the lesson is about What are you doing? - It makes class funnier and more What are you doing? exciting Reading, reading, I’m reading What are you doing? What are you doing? Watching TV, watching TV, I’m watching TV -T asks them to listen to the chant or they can chant along for the first time - T shows the chant, chants and does action - Pupils look , listen and chant along - T asks them to stand up to chant and action - T and pupils chant and action  New lesson Look, listen and repeat.(5’) - T asks them to look at the picture -Pupils can understand the situation and describe and the mean of the new model T: Look at the picture and tell me who sentence they are P1: They are Linda, Peter and their father T: Peter is in his room T: What is Peter doing? P3: He is doing his homework - T asks pupils to listen once then listen and repeat.( twice) - Pupils listen and repeat - T asks them to find the question about what Peter is doing - P answer: What’s he doing there? - T introduces the way to ask questions about he or he is doing Point and say.( 14’) * Model sentence - T asks them to repeat the question about Peter’s father and introduce it A: What’s he doing? B: He’s doing his homework - Pupils listen and repeat - T tells the class the way to use this question again - Pupils can know and when and how - T calls some pairs to practice it to use this model sentence again - Pupils repeat - T underlines the answer and explains that: It can be replaced by other -They can use this model sentence for 10 activities such as: watching TV, playing the piano, drawing or singing - T asks them to work in pairs to practice this model sentence - Pupils work in pair - T calls some pairs to practice Let’s talk.(5’) * Game: Passing ball - T explains the rule and asks them to play this game using the questions : What is he/she doing? And answer He/She is - Teacher divides class into two teams: one team passes the red ball and the other the blue one - T shows some pictures about some boys and girls are doing something while playing music and passing the ball When the music stops, pupil who is hoding the red ball has to ask question and pupil who is holding the the blue ball has to answer the question And finally, the team has more members who can have correct answer is winner 4.Production:(5') - T says: to change the atmosphere the lesson I will teach you a song named: What is doing? What is doing? What is he doing ? What is he doing? He is reading a book In his bedroom now different situations - It makes class fun and pupils active, relaxed and excited - Pupils are also able to revise the vocabulary and model sentence that they have learnt - Pupils will be able to sing the song, review the new words and the new model sentences easily - Pupils can be more active, creactive and relaxed What is she doing ? What is she doing? She is drawing a picture 11 In the living room -T shows the song and asks them to look , listen , may sing along and action - T and pupils sing and action - After that pupils can use the other activities to replace these answers - Pupils can make the song by themseslves and they can remember and make use of this structure Home work:(1’) - Teacher asks students to learn by - Know what they have to at heart new words and the new home structures 2.4 Effectiveness of the research As a result, after using enjoyable chants for warm up activity I see my students have interpersonal obvious changes Most of them don't feel tired and compulsory to learn English but many children are more keen on my English periods Gradually, they become better at studying and using English Moreover, they also improve speaking skills dramatically and no longer withdraw as before However, the results are not really that high, but the progress of the children initially helped me more interested in teaching The results obtained are as follows Class Total Result Completed Well Uncompleted completed 3A 26 18 3B 24 15 In genaral, with the results obtained from the second survey about studying English of students in grade three in this school year I am very happy because the percentage of weak students was no longer available, the number of average students reduced and the rate of excellence increased This means that they improve the studying English language and they are also more actively involved in English lessons, especially when participating in games or singing songs dancing or acting in English they find exciting and cheerful Part 3: Conclusion and suggestion 12 3.1 Conclusion The technique above is the one that I've accumulated and explored in a time of learning, researching and my own teaching experience It may not be the most optimal solutions but at least they also give the positive results in teaching English for children at my school Furthermore, I can improve the quality of lessons and they also help my students find love and passion with English language Especially, for me I myself have some precious experiences in teaching English for children and the way to get them to be interested in my subject after the process of implementing this topic - Having the awareness of self-studying, self-researching to improve the quanlity of teaching hours - Making class natural atmosphere and always being friendly with children - Coming to class carefully prepared lesson plans of equipments, pictures, extra boards which are suitable and appropriate for each unit and make the pupils fond of - Applying appropriate techniques for each activity and different kinds of children to inspire them such as: songs, chants, doing exercises, using TPR or games - Positively attending other colleagues' model teaching lessons or watching good demos of English teachers on the Internet to learn experiences - Often Praising and rewarding children who are gifted, motivated and helping them improve 3.2.The suggestion In the process of teaching and researching this topic I have some problems and boldly raised the following recommendations We have to propagate pupils' parents to concern about English studying of their chidren Having more competitions, English speaking contests and so on for primary pupils Sometimes, when I give my chidren play games, sing or dance , the classes are often noisy and may affect to other classes Xác nhận Hiệu trưởng Thọ Xuân, ngày 25 tháng 02 năm 2021 Tơi xin cam đoan SKKN viết, không chép nội dung người khác NGƯỜI VIẾT 13 THE TABLE OF CONTENTS Topic: :"Using Chants for warm up activity for pupils in grade 3" Part 1: Introcdution 1.1 The reason for choosing topic - Page 1.2 Objectives - Page 1.3 Objects of the research - Page 1-2 1.4 The methods of the research - Page 14 Part 2: Development 2.1 The literature review - Page 2-3 2.2.Reality of teaching and learning - Page 2.3 Solution - Page 3-12 2.4 Effectiveness of the research - Page 12-13 Part 3: Conclusion and suggestion 3.1 Conclusion - Page 13-14 3.2.The suggestion – Page 14 15 ... in learning English And if we make class fun, pupils will feel exciting, cheerful and more involved in lessons That's why I chose the topic : "Using Chants for warm up activity for pupils in grade. .. năm 2021 Tơi xin cam đoan SKKN viết, không chép nội dung người khác NGƯỜI VIẾT 13 THE TABLE OF CONTENTS Topic: : "Using Chants for warm up activity for pupils in grade 3" Part 1: Introcdution 1.1.. .Pupils at Tho Nguyen Primary Shool (grade 3) - Grade (3A, 3B) Total: 50 students With the desire of using warm up activity effectively for children in grade 3, I will research