(Sáng kiến kinh nghiệm) using visual aids in teaching english for students in grade 4 at vinh thanh primary school to improve their activities

A INTRODUCTION I The Reasons for choosing topics Today society is growing, learning, absorbing, perceived knowledge human knowledge is an urgent need of every person For each person easily access to abundant sources of knowledge which means English is indispensable Therefore learning English is increasingly more social concern, especially generation children Because English is the most common language used and exchanges each subjects with the teaching methods, its own characteristics For teaching general foreign language courses in English and in particular with the methodology and teaching aids in teaching is the matter should be placed on top For a lesson in English is good quality, giving students a excited to absorb the lesson, the teacher must apply the method toxic unique and attractive Also utensils visualization tools are important and indispensable in each lesson to help English teachers impart new knowledge, to help students easily understand and absorb the knowledge that the teacher communication achieved Hence the use of visual media such as tapes, disks, projectors, paintings image, the real object model is indispensable for the transmission of information and teaching teach new knowledge to students Starting from this issue, I think the use map visualization solution is very necessary to create a centralized tracking of students into the issues presentation, create excitement and arouse curiosity to discover new problems Since then, teachers will have the opportunity to transmit and students will field a foul knowledge actively and effectively Since the actual use map visualization solution in teaching and was taught many good results I boldly launched an innovative business experience: "Using visual aids in teaching English for sudents in grade at Vinh Thanh Primary school to improve their activities " II Research purposes With the successful research topics and initiatives of experience will help teachers get the experience the following: How to organize a lesson using visual appliances efficiently The steps to conduct a quality lesson Guide the student self practice, practice to have a certain vocabulary to communicate basic III Research subjects Study subjects of the study are measures used visual appliances in teaching in elementary school and the students learn in 4A and 4B at Vinh Thanh Primary school Total students: 53 students IV Method of study For the study achieved good results, I used several research methods, which are mainly the following methods: 1 Method of observation: The implementation of self-exploration theme study, conducted attend classes visiting hours of your colleagues in the field The method of exchange, discussion: After the hour of colleagues, coworkers who take time to implement the project, colleagues and people to implement the project to conduct exchanges Experimental Methods: Teachers conduct teaching purposes expressed in each specific request some lessons Methods of investigation: Teachers ask questions to check understanding of content assessment of student lessons B CONTENTS I Theoretical basis Innovation teaching methods "Student-centered" teaching is studentactors in the process of understanding the exploitation of knowledge In the innovation of teaching methods, the visual appliances have a very important role in helping students with high-level thinking skills, focused observation and research to find out through the channel shape, build up is informal lessons The teacher serves as a guide, designed learning activities collection allows students to gather information and information processing, selfdiscovered topics and content knowledge of new lessons Organize students to fully exploit the knowledge, build knowledge through channel formation scenarios Visual appliances available to collect new information through the diagram, real objects, models are available around us to draw conclusions or etched structure, semantics and so deep Students actively participate in the study and learn knowledge, no love state students sit passively absorb the knowledge lesson by the teacher presented in textbooks that actively participate in the learning process, receiving knowledge and discovery of content, knowledge lesson Besides the teacher needs to understand the psychological characteristics of new students find optimal methods in the teaching process Elementary students have a specific way of thinking, a formality, not sustainable In addition to general characteristics, the psychological elementary students also bring psychological insecurity, anxiety fear because of pressure homework, teachers, friends, pressure from family relatives II Status of the problem before applying experience Advantages: - There is concern in the sector level, school board, parents and teachers - Students are progressively more aggressive look with this subject and most of them very eager to learn - The staff of teachers, ensuring the development needs of each school; copper the teachers are trained in the preparation, enthusiasm, energy and accumulation experience 2 Difficulty: - English is a difficult subject for students in grade so to attract students interested in learning this subject is so difficult to teach the children get the skills and coordination skills a mature way even harder for many reasons such as: students not understand the importance of the subject so they are ignored, and learn coping mood; equipment in service of teaching and learning English in general and in particular to hear more limited, even teachers sometimes have to create teaching aids teachers even longer as the 'Artist' in the lessons due to lack of space intuitive map Especially teachers have to work as a "speaker" or in other words to the replacement of tapes of the hearing lesson In the process of teaching, some teachers teach according sticky reside always important how to complete the lesson, complete all objectives, students master the knowledge without paying much attention to how to acquire knowledge easiest way Led to some concern and fear children learn English from the results that affect learning English subjects For students, the skills that the difficult and often the children have psychological boredom, inattention and almost let go, some other students deal with the teacher in the class by copying the your results or copy available answers - And a few students had difficulty in reaching and grasping new language Since then, there is little impact on the quality of teaching and learning - Most students in rural areas, local pronunciation of English should read not ready, tend to pronounce the English way of Vietnam Specifically, students are often afraid to learn English because the attention of parents is limited Even many parents work away from you should have to live with the grandparents, the external factors are affecting learning problems lead to low academic performance On the other hand, the majority of parents not know English; So just to remind you mostly work hard Although conditions are not guaranteed or has been met no matter what part of the teachers we need to explore, create and overcome difficulties to make every lesson own skills and teaching process say general enjoyable, charismatic passion of student learning When teaching it myself perform the following steps: - Lead before (make students understand the requirements of the post) - Guess the event - Out-specific mission requirements of all, determine the focus - Conduct training all in steps: before, during and after - Use the appropriate procedure in the lesson, the visual aids in the post (if available and necessary) With the full implementation of such steps have yet lessons effectively 3 The results of status: In school year 2015- 2016, I was assigned to teach management board English in grade As soon as I receive a positive level survey of students studying in 4A and 4B Offer a detailed inspection as follows: Question I: Odd one out A Speak B Song C Play D Swim A Countryside B City C Street D Map A Milk B Chicken C Bread D Fish A August B November C May D Match A Maths B English C Science D Vietnam Question II: Choose the best answer 1.Where are you today? A I’m at home B I’m from Vietnam C I’m ten years old How many students are there in Mai’s class? A There are 30 students B There is a teacher C There are 30 student Can your mother speak English? A Yes , I can B No , she can’t C No , he can’t What day is it today? A It's Friday B an Monday C a Monday When is your birthday? A It’s on the fifth of March B It’s in September 2nd C of September Can you play volleyball? A No, I can B No I can't B Yes, I can't What can you do? A I can dance B Yes, I can B No, I can't Question III: Read and answer the questions Hi My name is Peter I’m nine years old This is my friends, Mary She is I am a student I am in class in Oxford ten years old She is a student, too Primary School I am from America She is from Australia What’s his name? How old is he? _ What does he do? _ Where is he from? _ What’s her name? _ How old is she? _ What does she do? _ Where is she from? _ Results: Classes Class 4A Total 27 Survey results first test Marks ( -10) Marks( 7- 8) Marks(56) SL % SL % SL % 25,9 22,2 11 40,8 Under marks SL % 11,1 23,1 Survey Class 4B 26 19,2 26,9 30,8 Experiment Through statistical tables on I noticed: The result is not very good student Percentage of students achieving good grades are not high, there are still many students only low-level or unsatisfactory I understand the reasons that: The number of students with low scores in English by subject: - Do not boldly say to the class - They have not mastered the knowledge, not from memory, no method of learning, not working hard - Teachers not have the optimal method to help mentor students - Some parents not really care about them, they just learn in class about the parents not pay attention, not remind From this situation, to work teaching English better efficiency, I boldly offering solutions to all colleagues to consult and apply, making the quality of the school's English courses increasingly enhanced III The solution was used to solve the problem In the process of teaching in general, the role of teachers is of paramount importance especially with the current trend of teaching, we should make students aware that teachers are only the driver and guide, explain to the children need to be aware of the lessons required, of the unit And the student is the subject of learning activities or who actively acquire knowledge More specifically we are now teaching English in view of communication means enabling students to develop the ability to use language to communicate useful items rather than the provision of language, or the language knowledge plain language Consequently skill training for students is very important because this is a link in the communication process Want to communicate well and effectively communicate the audiences to understand his interlocutors duocc're talking about? what to ask? Or want? As an English teacher, we should firmly grasp the essence of each section, each required in the program Preparation: - To use good visual appliances in teaching English first Teachers must know the kind of intuitive use and its effects in the explore and exploit knowledge in each lesson - Supplies visualization in teaching include: real objects, models, paintings + Material really necessary things around us and very close to life daily living or learning tools such as rulers, pencils, books, furniture + Gadget cartoon images, tapes and disks + Substitute that is the model of plastic or clay When using visual appliances teachers to study the lesson content prior to preparation utensils suitable for lesson content and utensils must used thoroughly, lessons that will be more effective There are so utensils new visual valuable to students exploitation and learn better knowledge on the observed exchange group basis to inculcate knowledge Use intuitive utensils to serve the teaching of English to contribute student section as understandable and easier to receive knowledge, create comfort for school students not be afraid for the children learning foreign languages in general and English speaking Private Using the intuitive use in teaching, the teaching role is only director, students employed in observing and actively explore research topics as well as knowledge of new lessons, create interest and stimulate curiosity, restless, eager to learn from the students After observing visual items, the instructor teaches the students suggested to build content and towards the main focus of all knowledge Therefore, for teachers to prepare teaching materials is a problem important indispensable, it decided to success for both lessons and teaching process, teachers need to plan research programs in preparation utensils The teaching is not possible to use the description Teachers need to strengthen regular use Teaching materials is not merely an illustration, but also a source of information is extremely important to help students interested in exploring, discovering new knowledge An English lesson without teaching aids, the lesson that day will greatly reduce the crispness Conversely, one thing though very simple furniture but also attract students and make the school more attractive Utensils can be the illustration of lesson content In a pilot project, the Ministry has provided plenty of competition in English, this is a source of supplies available, teachers can borrow regularly at room furniture The competitive part of the knowledge needed to illustrate that there is no furniture in the room to borrow, teachers can be launched by assigning students to sing learn to draw, just encourage them to use professional painters in fact, has been used in many paintings again Drawings to illustrate a communication situations related content is about learning, teachers can use their existing capabilities, drawing on the board of simple drawings In this capacity efficiency of the school also achieved quite high a) Teaching aids may be the cards Teachers can cut about 12 cards hard, one can chalk surface, a surface marker can be used, both sides can be easily removed Teachers are always available to the cards in the briefcase, any appropriate lessons can be very convenient to use and also make lessons more vivid These cards can help students review the related knowledge from going to school in the game "Pelmanism '', can help students practice applying the grammatical structure of all b) Side table, or the poster is also very simple, easy to use When teaching reading, listening teachers can use pre-written posters in the students guess the true- false before read or listen to the lesson However convenient side table than can be erased and used many times c) Teaching aids are things available in everyday life When related to the new post will teach in, or related to the lesson content: glass, plastic, rice, salt, milk, flowers, small drinks or foods such as tubers, fruits etc Teachers can bring from home and thus help students relate to its name in English, which will help students to remember the words right out of class Will be much better when the teacher just told in words, such as 'rice' 'in the English speaking Vietnamese as "rice' etc d) Do teaching the radio, listening to tapes to teach listening skills to understand, is the essential items to help teachers not just read, assist students accustomed to listening by radio If teachers are lazy use of radio listening comprehension ability of students is limited e) Information technology is the modern alternative means for teaching aids effectively If you can often use this teaching equipment, the ability to attract the attention of students in lessons and inspire student learning very high While the use of electronic lesson plans teachers can use more vividly realistic images, stimulate curiosity, discovery of students Help students more actively in their learning activities The method uses visual items: - This is a method of organizing teachers to observe students utensils intuitive understanding through knowledge map for building situations, judgments sense of the word, predicting phenomena, facts, information gathering data to guide students on topics lessons or homework to process information Example: When I taught an introduction to the activities (Unit 5: Can you swim? English 4) I used the pictures describe the activities ( skip, skate, cook, swim): skip skate cook swim In fact I always learn, to explore the creation of new visual aids to help teaching job more effectively, and I have achieved much encouraging Example: Through photographs ( a dog, a cat, abird, a fish) students can remember right sense of the word In addition to pictures, objects real or miniature model prepared in a number of lessons, we can also draw on the board the simple style image that I think everyone is done easily, following is a some examples: * The images depict the nouns: a boy an apple a girl bananas a child a carrot a baby an onion * Adjectives: Tall short Happy fat sad thin laghing strong crying week heavy * Some pictures describe activities: walk run sit lie swim - To promote the use of best furniture intuitive and flexible to incorporate operate using some basic methods below: * Method to model (Model, Action, Talk - Mat) emphasizes modeling and acting in accordance with the structure and form sentences and technical training, help for students formed using English skills in a maximum amount of time in the dark minimum This method is relatively consistent with the circumstances teaching English in Vietnam South because of the following advantages: + Save time, students understood the content, whether through language movement of teachers + Students understand what to when practicing + Helps teachers use English to explain the whole structure, an active action without resorting to the mother tongue * Method entire physical responses (Total Physical Response -TPR) method called Listening (The Comprehension Approach fish) to help students with a comprehensive response actions based on the link between language and act naturally, how to help students think and remember long more + Features of the TPR method: - Help students develop the ability to understand language before speaking that language - Ability to understand language through body gestures - Do not force students to tell if they are not ready + Technical mainstream TPR method: - Use the command to direct the behavior of students in the class - Change the role of communication: the students switch roles, follow orders and set out command - Using the action sequence (the order related to each other) * Method functionality (Functional Approach - FA) emphasized the to use the language in the sample sentences in context, specific situations and appropriate * Methods of communication (Communicative Approach - CM) as the language of use in the classroom have to be notified to exchange ideas and feelings between the teacher - student and student to student * Method of listening - speaking (Audio - lingual Approach - ALA) emphasizes ability to pronounce and syntax of the language * Method grammar - structure (Grammatical Structural Approach) emphasis on the acquisition of a grammatical system Besides the use of visual appliances teachers should emphasize communication skills, student-centered, encouraging them to communicate in groups, in pairs and class, environmentally friendly building cooperation Therefore, teachers should: - Increased use of English in the classroom to advance to the possible use English as an official language in the English language (the greeting, visit questions, commands ) told me as much English as possible to give them the formed the habit of listening and understanding - More attention to the use of English as a medium of communication to actually towards precision of language and intonation - Encourage students to use English more often (hello, ask, ask allows ) - Encourage students to switch into English what they say by Vietnamese - Answering questions from students in English - Creating the environment for emerging language needs to communicate in foreign languages to promote the active participation of students in communicative activities - Helping students overcome inferiority, shame, fear of failure leads to concerns say, by encouraging words, instructions, error correction rather gently interrupted when students are saying, not criticize when they wrong - Only use Vietnamese to support the interpretation of a number of difficult concepts abstract concept or a new grammar - Focus on communicative language teaching based on actions, not words pure grammar 10 - Preparation of diverse activities as appropriate with other objects each other - Prepare communication situations related to each action words - Provide students with a minimum corpus, simple, easy to remember, easy to use To avoid the "translate" each word or each sentence one, the teaching of language new teaching materials, audio - visual to be used in setting up situations communication or introduction of new language semantics Teachers can use the pictures, real objects, gestures, speech or action to help students link between negative audio, voice recordings or of the teacher This way teachers can inspire and direct their attention to the study, while the lie thoughts and memories in mind of what was heard Particularly for some abstract corpus can not be used school supplies learning, hearing, seeing teachers can use Vietnamese simple, concise to say equivalent means But not abuse Vietnamese language teaching which should explain that through the English, from simple IV Effectives of experience initiatives for educational activities, to ourselves, colleagues and schools With the methods that I have adopted above, the quality of teaching lessons is improved , more students are eager to learn English under the guidance of teachers Over a semester, academic results of students marked progress especially Children are excited and looking forward to more foreign language lessons Here are the lesson which I have applied : Teaching date: 15 /01/2016 Week: 20 Period: 39 UNIT 12: WHAT DOES YOUR FATHER DO? Lesson I.Objectives: By the end of this lesson, students will be able to: - Use the words and phrares related to the topic Classroom activities - Ask and answer questions about what someone is doing, using What does your ….do? / He/ She’s a II Teaching methods: - Communicative approach - Techniques: + Ask and answer (say individually) + Work in pairs/ groups + Discuss III Teaching aids: - Teacher’s aids: student’s and teacher’s book, recording, flashcards, sticky tape - Students’ aids: books, notebooks, workbooks IV Languages focus: 11 - Vocabulary: farmer, student, nurse, drive, factory worker, uncle, teacher - Structures: What does your ? He’s/She’s a V Procedures Time Steps/Activities Work arrangement I Warm up: 3’ Pair work - Introduce the lesson by writing the title of the unit on the board and check comprehension Have pupils repeat the title twice II New lesson Look, listen and repeat - Ask pupils to look at the four pictures and read the story - Ask a few questions to check comprehension: Who’s in T- Whole 10’ picture a? What are they doing? Do you know the word class “interview”? - Play the recording more than once, if necessary, for pupils to listen and repeat Do choral and individual repetition, pointing to the characters speaking - Play the recording again for pupils to listen and repeat - If time allows, call out three pupils to act out the story * Note: Use What does he/she do? Or What’s his/ her job? To ask about jobs or occupation Point and say - Ask Ss to practice asking and answering questions about someone’s job, using What does your…do? He’s/She’s a 14’ + (name of job) Use the pictures to teach the words Whole class, farmers, nurse, driver and factory worker Check pupils group and understanding individual - - Have pupils work in pairs to practise asking and answering the question, using the speech bubbles and the words under the pictures Go around and offer help, if necessary - - Call a few pairs to act out the dialogue - - Ask Ss to practise in pairs, using the prompts in the bubbles - Set a time limit for the activity and ask pupils to write notes their interviews for a class report later - Invite a few pupils to report their interview Listen and tick - Ask them to look at the pictures to identify T – whole 12 10’ - Play the recording a few times Ask Ss to listen and tick the correct pictures - Play the recording again for pupils to listen, the task and check their answers Key: Father V Mother V Brother Sister V 2’ 1’ III Other activities - Consolidate the content of lesson IV Reminder: Encourage Ss to prepare for Unit 12 - Lesson class T – whole class T- Whole class RESULT AFTER APPLYING THE RESEARCH IN TEACHING After a period of application of the new method, in addition to guided reading, students always diligent reading English, the learning of the children has increased significantly To check the results of their research have checked interest in learning English in 4A and 4B: Survey: Part I: Listening (10 minutes ) Question 1: Listen and number.(1 point) b  a  c e  d  Question : Listen and draw the lines (1point) A B C 13 D E Question 3: Listen and tick (2 poinst) a. b. 1a. b. 2a. b. 3a. b. a. b. Part II: Reading and writing (30 minutes) Question 4: Look and read Put a tick ( ) or a cross () in the box.(1 point) I can’t draw a cat X My birthday is in February Nam can’t swim 3.My favourite subject is Music 14 He is strong Question 5: Look at the pictures and the letters Write the words (2 points) ruler uerlr lendagn _ danymo _ lkocc _ cimus _ Question 6: Fill in each gap with a suitable words from the box.( point) friend English January tall Vietnam This is my (0) friend, Hoa She is from (1) _ She is ten years old She can dance and sing Her birthday is in (2) She likes (3) _ the most because it is interesting She is (4) _and pretty Question 7: Write about you( points) Yesterday, I was In the morning, I In the afernoon,I In the evening, I Results: Classes Total Survey results Mid second term Test Marks ( -10) Marks( 7- 8) Marks(5Under marks 6) 15 Class 4A 27 SL % 25,9 SL % 22,2 SL 12 % 44,5 SL 26 10 38,5 34,6 26,9 % 7,4 Survey Class 4B Experiment Through table above shows the application of the measures which I have presented, the number of students master all and complete the well has increased considerably I can see them eagerly participate in English lessons which I have tought This major helps students learn better, remember new vocabulary, sentence structures longer and apply in practice well This proves that the initiative was actually feasible Above is the experience I have applied to teaching It can not be something new, but what I'm saying here is that interest students want to study more attention from teachers and family Such as the new help them have a passion for English subjects C CONCLUSION AND PROPOSALS I Conclusion Through the application of initiatives I learned some experience following: - Introduction of new material through real or pictures - Teaching pronunciation by listening to tapes combined with the simulated sound by manipulating sound, act of teaching - Supplies intuitive to diverse, lively, close to the children - When using visual appliances, teachers should pay attention to the topic, to the pupils to set appropriate requirements Instructions for students to understand the content requirements But to be logical, on the other hand teachers must respect the independence, creativity of students It makes sense for both students and teachers To the students: + Through the use of utensils, intuitive, creative, appropriate to each all I see more exciting classes, the closeness between teachers and students is significantly improved + The children are no longer afraid and scared weak studied English anymore Children was bolder and conscious learning to build rich class, exciting - For teachers: + Use of lesson time more reasonable + The results gained from observing teachers will hold listening the weaknesses, strengths of students - Apply topical information on teaching English have enough supplies online and use the utensils thoroughly intuitive to exploit deeper knowledge, practical rather, students will actively favorite subjects and more English teachers will gain these expectations, beliefs which themselves require for their students 16 - Students can practice the ability to observe and thinking through the close to the real thing in the classroom, the environment around them If utilized effectively as the real thing on teacher availability can save pictures investing unnecessary expenditure savings contribute to the school and the teachers Promote positive student, helping their favorite subjects than English Students will have the opportunity to study, explore and manipulate knowledge in learning better I myself would apply innovative experiences during his teaching II Proposals - With English subjects in Primary should provide more direct utensils more vivid - Ensure sufficient textbooks, workbooks for students (For channel formation in textbooks varied and plentiful) - Need to organize extracurricular sessions with the real thing as the model plastic or clay promote positive student learning Above are some suggestions for implementation and application experience initiatives be more effective In presenting this initiative, I want to promote positive of students in the acquisition of knowledge I also look forward to the comments Department of Education, the school management, professional team to better efficiency in research and teaching Sincere thanks! CONFIRMATION OF THE Vinh Loc, March 24th 2016 PRINCIPLE I am sure this is my own writing, did not copy other people's contents Written by Le Thi Phuong REFERENCE BOOKS English English’s teacher book 17 A practical English Grammar -A.J Thomson and A.V Martinet.( Edition 1997) Oxford Advanced Leaner’s Dictionary - New Edition 1991 Cambridge University Press, 2007 Oxford Advanced Learners’ Dictionary, OUP 7th Edition English language Teaching Method TABLE OF CONTENTS THE PARTS A I INTRODUCTION The Reasons for choosing topics PAGES 1 18 II III IV B I II III IV Research purposes Research purposes Method of study Contents Theoretical basis Status of the problem before applying experience The solution was used to solve the problem Effectives of experience initiatives for educational activities, to 1 2 11 C I II ourselves, colleagues and schools CONCLUSION AND PROPOSALS Conclusion Proposals 16 16 17 19 ... students in English - Creating the environment for emerging language needs to communicate in foreign languages to promote the active participation of students in communicative activities - Helping students. .. languages in general and English speaking Private Using the intuitive use in teaching, the teaching role is only director, students employed in observing and actively explore research topics as... Teaching pronunciation by listening to tapes combined with the simulated sound by manipulating sound, act of teaching - Supplies intuitive to diverse, lively, close to the children - When using