(Sáng kiến kinh nghiệm) some solutions to apply TPR method in teachin e for studentr in grade 3

INDEX Content INDEX A.Introduction I The reason for choosing the topic II The purpose of research III The objects of research IV The method of research B The content of the experienced initiative I The rationale of the experienced initiative………………………… 1.Characteristics of children………………………………………… 2.What is Total Physical Response…………………………………… II The current situation before applying the experienced initiative… School facilities………………………………………………… Students and their parents……………………………………… Teachers………………………………………………………… III The solutions of implementation………………………………… Simon says………………………………………………………… Mining……………………………………………………………… Touching and reading……………………………………………… Action song for the whole class…………………………………… Play games…… IV The effect of the experienced initiative…………………………… C Conclusion and suggestion:……………………………………… I Conclusion………………………………………………………… II Suggestion………………………………………………………… REFERENCE DOCUMENT………………………………………… Page 2 3 4 6 6 7 10 11 12 14 14 14 15 17 A Introduction I The reason for choosing the topic As a consequence of “open door” policy in Vietnam, the study of English has been booming English is seen as a mean of access to scientific and technological development, as the language for international communication and as an instrument for receiving grand and aid For young people, English is an effective tool for further study as well as better job opportunities It can not be denied that English play an important role in our modern life English has, therefore, been most widely taught from primary school to universities Actually, the teaching of English has become especially important in recent years The trend towards an early start in learning English turns out to be a worldwide phenomenon The number of countries now introducing English at primary levels has been increasing, including Vietnam It is expected that English soon will be compulsory from grade in every part of Vietnam, though the policy has been implemented in many provinces of the country Vietnam has been taking a lot of important actions in an ambitious education reform so that by the year 2020 all students will reach B1 level adopting CEFR standard after leaving high schools Obviously, children’s language acquisition and adults’ differ from each other quite a lot in terms of physiological characteristics, cognitive ability, span of attention, faculty of memory, self-consciousness, linguistic capacities, learning style, motivation for studying and so on Because of learner difference and learning context difference, a varied view on motivation in language learning should be taken by researchers and teachers in order to devise suitable teaching styles that can both enhance language learning and facilitate the achievement of education goals Numerous studies have been carried out to investigate motivation, which is considered to be one of the most important elements in language learning, however limited research has been done to evaluate children’s motivation Working as a teacher of English in a primary school in Tinh Gia district, Thanh Hoa province makes me think about the topics “teaching English for children” and “student motivation” a bit deeper than I probably would When I first started to work with young learners, it raised questions in my mind For example: “Whether children like to learn English or not?” “How can I inspire them?” “What strategies should be used to fit children’s characteristics?” “What should be done to motivate young learners?” Besides, many children living in the countryside generally, in my region particularly are often provided with limited facilities in learning a foreign language In other words, these young learners will have to deal with more obstacles in acquiring a foreign language rather than those living in a city The current context inspires me to study the issue of primary students’ motivation in English so that I could understand the motivation underlying my pupils’ learning process and I myself can find better teaching methods to help them have a foundation of English at their early stage of learning There are a lot of teaching methods which can be used flexibly in teaching process, but there is one of the alternative methods that can be applied effectively in the classroom in most of the lessons called Total Physical Response(TPR) Althought it can be used with students at all levels, but it is the most useful way to the beginning-level students who understand little or no English With all above reasons, I choose the topic “some solutions to apply the TPR method in teaching English for students in grade 3” to research II The purpose of research Teaching English, especially for children, should be enjoyable, interesting, repetitive, and understandable In doing so, there should be appropriate methods for teaching English to them and the TPR is one of the most perfect methods which motivates students and help them to be more interested in learning English, develop their English skills I wish all of my students could catch the new language enthusiastically and be good at four skills, especially speaking and listening skill, they could be able to communicate in English With my own experience in teaching English in the primary school, I have observed, studied and recognized that the teachers of English should apply TPR method in their teaching I hope that other teachers who encounter the similar teaching contexts may have some suggestion to improve their own situation with the most suitable teaching method - TPR approach III The objects of research - The Students in grade of Tan Dan primary school (they take part in English classes with the curriculum of periods per week) Basing on the result of two surveys I made in the middle of the first semester and the second semester of school year 2016 - 2017 for the students in grade 3, I analyze their improvement after they are taught English with the TPR method and find out the effectiveness of the TPR method in teaching English - The vocabulary, model sentences and dialogues in the text book Tieng Anh (Macmillan – The Ministry of Training and education publisher) are materials which support my research IV The method of research - Studying reasoning: firstly, I thinks of the topic which I am going to study In the other words, I braintorm the research idea and clarify the theories about the problem by searching the information on the internet, reading reference books, newspaper, document, lesson plan… So that I can form theorical foundation for my own research After that, I identify the research questions to find the solutions for them: How teachers of English should apply TPR method, which type of materials can be taught with TPR… - Analyzing the real situation: Identifying the grade students’ level in Tan Dan primary school, the facility of the school, the attitude of students toward the subject,… - Collecting data and analyzing data: This method can be used before and after applying the TPR to underly the advantages of the TPR by comparing results of the surveys - Observation: observing students’ reaction while learning English before and after applying the TPR - Experimenting the TPR method: This is the main step which shows the effect of the research When applying the TPR techniques, the teacher of English finds students more dynamic and they are keen on the funny actions used by their teacher, which help them memorize the target language and therefore bring the effectiveness for the English lessons - Reporting the results and drawing the conclusion: This will be the suggestion for myself and other teachers of English to apply the TPR for their own teaching B The content of the experienced initiative I The rationale of the experienced initiative TPR method tries to introduce some language skills or components in an action in which a teacher serves three roles: an order taker, a model provider, and an action monitor in which learners serve as models and action performers until they feel ready to speak out English teachers who are concerned with teaching children should be aware of the nature of their psychology in addition to mastering all crucial components in teaching them So far, English teachers have been experiencing difficulty in teaching children since they are less sufficient especially in implementing appropriate teaching materials and methods We should start with describing characteristics of children CHARACTERISTICS OF CHILDREN In learning language, children begin learning simple expressions Broadly speaking, children learn rules of language from which they listen, and even they also learn expressions that they have never heard before It is extremely important that teachers not only get children to learn language, but they also encourage them to learn it positively Children aged 8-10 are mature enough; They have a particular point of view; They are able to describe the difference between facts and fictions; They are curious of asking questions; They believe in what is said and the real world to express and comprehend the meaning; They have distinct opions about what they like and what they dislike; They open to what happens in the classroom and begin asking a teacher’s decision; and They can cooperate with each other and learn from others In addition, children are competent mother tongue users In the context of teaching, most people assume that children learn a foreign language in the same way that they learn their mother tongue Basically, children are potential in acquiring and learning a foreign language, and even they learn it more quickly than those who are learning the foreign language after puberty On the contrary, children are less capable of absorbing or acquiring a foreign language optimally WHAT IS TOTAL PHYSICAL RESPONSE (TPR) TPR is one of the English teaching approaches and methods developed by Dr James J Asher It has been applied for almost thirty years This method attempts to center attention to encouraging learners to listen and respond to the spoken target language commands of their teachers In other words, TPR is a language teaching method built around the coordination of speech and action; it attempts to teach language through physical activity The second language teaching and learning should reflect the naturalistic processes of first language learning For this reason, there are such three central processes: 2.1 Before children develop the ability to speak, they develop listening competence At the early phases of first language acquisition, they are able to comprehend complex utterances, which they hardly can spontaneously produce or imitate Asher takes into accounts that a learner may be make a mental blueprint of the language that will make it possible to produce spoken language later during this period of listening; 2.2 Children's ability in listening comprehension is acquired because children need to respond physically to spoken language in the form of parental commands; 2.3 When a foundation in listening comprehension has been established, speech evolves naturally and effortlessly out of it - The following chart summarizes about the process of the TPR approach II The real situation before applying the experienced initiative School’ facilities Tan Dan Primary school is located in the north of Tinh Gia District Most of the teachers here are helpful and kind hearted They are all well trained In addition, The local government always concerns about Tan Dan school’s teaching and learning On the other hand, Tan Dan school has many difficulties: over sized class with 25 to 31 students in a class English is a new subject which has been taught in primary schools in Tinh Gia district for years And the new English text book has been taught for years So It’s also lack of English Teaching materials: flash cards, reference books, VCD player, Television… The school has only one teacher of English, therefore, it is difficult to arrange the school timetable, especially, for the new curriculum of the text book, students learn periods per week instead of periods per week Students and their parents Because of living in the coastal area, all of the students’ parents are fishers They spend all time on the sea to earn living by fishing, they pay little attention to their children’ studying Students are not willing to learn, to homework Morever, They have speacial voice: coastal voice, it makes them hard to pronounce exactedly Living skills of the students are not as good as the town or city ‘students Most of them are shy, afraid of speaking (of course, not only speaking English) Most of the students at Tan Dan Primary school as at many other schools not know how to learn English effectively They not know how to use English to communicate to each other They are shy, afraid of making mistakes In this area, Students not have chance to talk to the foreigners, not have enough English materials to study….Morever, English is not easy subject with much more words, sentence parttens, proverb… And their parents can not help the children with the homework Teachers: Being a teacher of English in a primary school for over nine years, I find necessary to study more about teaching approaches to help my students to be better at English, not only in grammar but also in developing four skills, they can use the English they learn to communicate In fact that, as one of young teachers of English, I have a lot of difficulties in teaching because of the class size, the students’ characteristic and the yearly changing of the text book I often receive similar questions from many students: “I can understand the use of sentences and the excercises easily but I feel embarrassed to talk in English because the lack of vocabulary and how I can catch the new language in class” or “ what I should to remember the new words quickly and use them in suitable situations” or “I am afraid of making mistake” In my reality of teaching, there are many students who are afraid of speaking and expressing themselves to the teachers On the other hand, I often hear a lot of complaints from the colleages: “ Students seem so quiet and lazy, they are not interested in learning English during English lessons It is difficult for young learners to take part in English class activities” In order to solve this problem, in the middle of first semester of school year 2016 - 2017, I had a small survey with the students of grade (after unit 5) with a test within period: “Multiple choice”: Result: N0 class sizes 3A 3B 3C Total 35 33 35 103 Good No 10 24 % 22.9 30.3 17.2 23.2 Pretty No 10 12 29 % 28.6 21.2 34.3 28.1 Average No 12 11 32 % 34.3 27.3 31.4 31.2 Bad No 14 % 11.4 18.2 11.4 13.6 worst No 1 % 2.8 5.7 3.9 The result shows that students have some difficulties in learning English They understand the new knowledge in English class but they don’t remember the vocabulary when they have the new lesson I think that I should find out the effective method which helps them to memorize the new language easily and communicate in English And the TPR method is the best way which I should apply However, to be apply it perfectively,We should use this method as a small technique in each lesson, because this requires students’ movement and if it lasts long time, it will make our students get tired of it III The solutions of implementation Simon says It’s a classic activity among the TPR techniques, that is commonly used to teach vocabulary or check vocabulary A vocabulary - oriented game like Simon Says is analogous to the process that takes place as children acquire their first language In this activity, the teacher will play “Simon” and come up with creative commands and actions with which your students would then have to perform they’ll also learn the target language in the process Simon Says is a fun game that helps in exercising listening skills This game is fairly easy, but it can quickly turn into a challenge, especially if playing in a large group Although this game goes by many names worldwide, the fun, basic rules tend to remain the same Example: Grade 3- Book Unit Stand up! lesson ( page 42 ) Warm up: Let’s play: “ Simon says” game The vocabulary: Sit down Stand up Open your book Close your book The steps of “Simon says” game: Gather the group of players Normally, all the players in Simon says remain standing for the duration of the playing round However, you could also play sitting down Designate someone as Simon Within your group of players, designate one person to be Simon Whoever is chosen to be Simon will then stand in front of and face the rest of players in the group Understand the role of Simon Simon is the leader and commander of the group of listeners Simon gives commands to the group of listeners Simon’s commands can be given in two different ways: beginning a command by saying, “Simon says…” or simply stating the command Simon’s goal is to eliminate as many listeners as possible, until there is one listener remaining as the winner Depending on which way the command is phrased, the group of listeners will either obey the command, or not Simon eliminates listeners by having them incorrectly obey or not obey commands Understand the role of the listeners Listeners must listen closely to what the leader, Simon, commands them to If Simon gives a command by first stating, “Simon says…” the listeners must obey Simon’s command If Simon gives a command without first saying, “Simon says…” the listeners must not obey his command If a listener incorrectly obeys or does not obey Simon’s command, they are eliminated from the rest of the game round, and must sit out until another game round is started Give commands as Simon Because you are trying to eliminate as many listeners as you can, you should try and make your commands tricky to follow For example, frequently switch up when you give commands preceded with, “Simon says…” Give your commands quickly so your listeners have to make quick decisions on whether to obey your command or not When someone incorrectly obeys one of Simon’s commands, call them out so they can be eliminated from the remaining group of players still in the game As Simon, you can get creative with your commands; however, some common commands Simon can give include: Sit down Stand up Open your book Close your book Obey commands as a listener As a listener, you have to listen and pay attention very carefully to the commands given by Simon Simon will try to trick you into obeying commands you shouldn’t by giving the commands very quickly.Wait a split second before you go to perform a command, to think back if Simon preceded the command by first saying, “Simon says…” After Simon gives a command (assuming the command is preceded by, “Simon says…”), perform the command until Simon moves on to the next command If the next command is not preceded by, “Simon says…” continue to perform or hold the previous command Start a new game Keep playing until there is one remaining listener left.The remaining listener is the winner for the round, and becomes the new Simon At the start of a new game round, all the eliminated players are back in the next game “Simon says” is a simple and fun game played by children all over the world Although “Simon says” is normally reserved as a children’s activity, people of all ages can play and enjoy the game Miming Miming is used in almost every English language class, if only as a warmer or when a teacher is trying to explain or elicit language However, the positive elements of waking people up with movement, making them aware the use of gestures for communication, an easy activity for students who have difficulty speaking Students mime a word they choose or are given, without speaking or using sound effects, until their partners say exactly that word This works particularly well for adjectives, action verbs, and idiomatic phrases such as body part idioms Some words, particularly adjectives, can be communicated through mime So if children learn to mime ‘BIG’, ‘small’, ‘tall’, ‘heavy’, ‘beautiful’, ‘horrible’, they are not only being creative and expressive physically, they are remembering the words with their ‘muscle memories’ Children can also mime trains, horses, aeroplanes, rockets, racing cars, eating ice-creams, bananas, apples, spaghetti, or soup, they can mime running, typing, singing, laughing, posting a letter, sleeping, waking up, cleaning their teeth, having a shower, they can mime being happy, hungry, tired, miserable, frightened, … This technique can be used to introduce new words and convey the meaning of new words without explanation Example 1: Grade – Book : Unit 6: Stand up! Lesson (page 40): Teaching new words: Target language: Come here Don’t talk Open your book Close your book Stand up Sit down The teacher gives new words with the gesture for each of them Teacher models word by word and have students read aloud in choral and elicit the meaning from students, the meaning can be guessed from observing the teacher’s gestures It is quite funny and memoriable The technique are also applied in checking the vocabulary Example 2: Grade – Book 2: Unit 16: Do you have any pets? Lesson (page 42): Rivising words about pets: Cats Parrots Rabbits Goldfish Having a student stand in front of the class with some flashcards of pets without saying anything The other students guess which pets they are through obseving his or The whole English class seems to be her gesture This method helps students to memorize the vocabulary taught in the very funny and more active with their friend’s gesture to decribe pets without previous lessons effectively saying any words Touching and reading Children are very tactile, they love touching things We can exploit this love of touching in our teaching Example 1: Grade – Book 1: Unit 9: What colour is it? Lesson ( page 60 ) We can ask children to ‘touch something red’ We can find action chants such as this: Pick up, Put down, Stand up, Turn round, Clap left, Clap right, Clap up, Clap down, Turn round, Sit down, Touch something … red! Touch something….white! (or other colour) Children recite the chant with the teacher and carry out the actions We can use this technique to check vocabulary Example 2: Grade - Book Unit 13: Where is my book? Lesson The target language: out, under, on, behind, in, in front of 10 Checking vocabulary: Procedure: Another popular activity, helps children to remember their prepositions of place Starting with their hands help on either side of their face they say and the following movements: Next to, under, Next to, on, Next to, in front of, Next to, behind, Next to, on, Next to, under, Next to, out, Next to, in! The children end the chant with both hands in their mouths! In reading lessons, When we begin reading with young children we often ask them to ‘find and touch’ a special word When we are reading a story with children, we can start by asking children to touch characters in the pictures Later, they find and touch names of characters in the text Gradually, we ask them to touch names of places (if they start with capital letters) As their word recognition improves, we ask them to touch other words, verbs, prepositions and so on This stage is called ‘finger reading’ as the children listen to the teacher or the cassette and follow the text with their fingers This physical contact with the printed word is an important early step in learning to read Action song for the whole class Young learners love to sing songs, but if you add movement or miming, they’ll enjoy them so much more It is, in fact, difficult for most children to sing songs while sitting absolutely still Singing and moving comes naturally to them So, why not take advantage of this and incorporate lots of songs with movement? Action songs are actually TPR - but with music Children love them They add melody and cadence that the brain can latch on to They are the perfect memory aids that can effectively embed language and movement into the long term memory Singing together as a class is a great memory-enhancing tool So lead the class in action songs You can create actions for any song that you want, including pop music in the target language First, determine the important words in the song That is, the words you want to embed into your students’ memories Second, pick the appropriate accompanying gestures for your words These will force you to be creative and think outside the box Instead, teach the song as a whole - with music and the accompanying gestures The goal here is not to make 11 the students memorize the lyrics It’s to let them understand what they are singing about (comprehension) Example 1: Grade - Book1 Unit 1: Hello Lesson Warm up : The song: Hello Hello, I’m Nam Hello, I’m Nam Hello, I’m Mai Hello, I’m Mai Hello, I’m Miss Hien Hello, I’m Miss Hien Nice to meet you Nice to meet you The teacher show the gesture for the word: Hello ( Wave their hands to say hello) and the phrase: I’m Nam (point to herself or himself to introduce the name) From this activity, they reinforce the words and sentences which are taught in the previous lesson This technique helps them to be more interested in learning English although they are the beginers Example : Grade - Book1 Unit 9: What colour is it? Lesson (page 62) Warm up: Checking vocabulary: Target language: black, blue, yellow, green, white, brown, orange The song: The colour Red, yellow, green and blue Green and blue, green and blue Red, yellow, green and blue Green and blue Procedure: Have students point to the colour cards (which are asked to prepare at home) basing on the lyric of the song while the teacher is singing The teacher find out the students who make mistake and continue his or her singing After that, sing the song with other lyrics replaced with the words of the other colour Brown, orange, white and black White and black, white and black Brown, orange, white and black White and black This technique is suitable to reinforce the vocabulary Play games Example 1: Grade - Book Unit 9: What colour is it? Lesson (page 60) Context : Teaching Vocabulary New words: blue, yellow, green, orange, brown, purple, black, white Preparation : A number of small colour cards, one of more cards on every pupil's desk, a set of cards on a central desk Procedures : 12 1.The teacher picks up cards one by one and says what colour they are A blue card An orange card A yellow card A red card A brown card A black card A white card A green card The teacher gives commands to the class Who's got a red card? Show it to me Who's got a blue card? Show it to me Who's got a yellow card? Show it to me The teacher invites individual pupils to come out to the central desk Hoa, pick up a purple card and show it to the class Show the class a black card Show the class a green card, Linh Turn by turn, teacher calls on some students to ask about the colour of cards until all of the students in class can catch the new words and they understanding the meaning of these words Example : Grade Book Unit 15: Do you have any toys? lesson ( page 30) Context : checking Vocabulary 1.Vocabulary : doll, car, robbot, puzzle, yo-yo, ship, plane, kite Preparation : Every pupil holds a card of toy Procedures : The pupils stand in a circle The teacher gives commands and models the action After a while he/she stops modeling Pupils with cards of robbot, jump up and down stop Pupils with cards of doll, sit down stop Pupils with cards of plane, raise the hand stop Pupils with cards of kite, walk to the board stop Pupils with cards of car, hop on your left foot stop Cards of puzzle, run around Don't stop Cards of ship, jump up and down Don't stop … the teacher can repeat the activities twice times and remark the activity Have students read aloud to revise all of the vocabulary This activity is quite funny and effective It motivates students and encourage them to memorize the vocabulary of toys Example 3: Grade - Book Unit 8: This is my pen - lesson1 (page 52) Context : Teaching Vocabulary New words: pencil, pencil case, school bag, notebook, pencil sharpener, book, Preparations: The above items are on a central desk or table and (a number of them) on the pupils' desks (i.e the items normally present there) Procedures: 13 The teacher identifies the objects by simply picking them up from the desk and saying their names: pencil, pencil case, school bag, notebook, pencil sharpener, book Again: pencil, pencil case, school bag, notebook, pencil sharpener, book The teacher gives the class commands relating to the items on the pupils' desks Hold up your pens Put down your pens Hold up your pencils Put them down Hold up your books Put them down Show me your erasers Show me your notebooks Show me your books Example 4: Grade - Book2 Unit 18: What are you doing? Lesson Context: Teaching Present Continuous New words: reading,cooking,listening to music, cleaning the foor Preparations: The teacher expresses sentences in the meantime she gives facial expressions and body movement so that learners comprehend what the teacher commands In addition, the teacher should provide real objects such as books, headphone, etc from observing, students have the meaning of new words: cooking meals, reading books, listening to music, cleaning the floor Example 5: Grade - Book1 Unit 10: What you at breaktime? Lesson Teaching vocabulary: football, basketball, table tennis, chess Charades is another classic game, which is best suited to action verbs and sports For example, to teach sports you must first introduce each with flashcards, act out each of the sports yourself, and have students say each out loud with you Then you divide the class into two teams Each student must take a flashcard, picture or card with a sport written on it, and pantomime the movements involved in playing the sport so that his or her teammates can guess what it is Encourage them to be silly or exaggerate if they have to Teammates have to answer in complete sentences: you are playing basketball IV The effect of the experienced initiative The survey was made after Unit 18 of the second semester, Grade school year 2016 - 2017, (about six months I applied the TPR method in my teaching) The test: Multiple choice (within period) The result: Good Pretty Average Bad worst No Class Sizes No % No % No % No % No % 14 3A 3B 3C Total 35 33 35 103 10 12 30 28.6 36.4 22.9 29.1 13 11 15 39 37.2 33.3 42.8 37.9 11 10 29 31.4 24.2 28.6 28.2 2 2.8 6.1 5.7 4.8 0 0 Basing on the above result, it is clearly to see the better result of the present survey comparing with the result of the past survey: Good quality increase from 23.2% to 29.1% Pretty quality increase from 28.1% to 37.9% Average quanlity reduce from 31.2% to 28.2% The bad quanlity reduce from 13.6% to 4.8% The worst quanlity reduce from 3.9% to Contrasting the result of two surveys, the good and pretty quality increasing; the average, bad and worst quality reducing has proved that the TPR method is the suitable method to teach English It not only enhances student to involve much more in the lesson but also encourages the shy students to take part in the activities of the whole class Applying the experienced initiative in fact has brought satisfactory result C Conclusion and suggestion I Conclusion TPR method is based on the combination between speech and action When TPR is applied in the classroom, learning English is more interesting to children In English lessons, making the spoken language must come prior to speaking, comprehension is developed through body movement, and the period of listening period helps a learner to be ready to speak The young learners are not embarassed when they are speaking English This method is interesting, creative, memorable and fun, without lots of thinking and much writing After applying the new method of teaching, students are keen on learning English and have better result Further more, They are more active in speaking English and express themselves The research has shown that teachers know that children are interested in learning by doing or actively involved in the learning process Those are my thoughts and the practical work which I have done to improve the quality of primary students in English It is difficult to avoid the shortcoming; I hope I will be given the suggestions from the colleagues to make my initiative completely and applied widely When I write this experienced initiative, I really wish my students will not only have more useful knowledge to learn English well but also give them the most effective method to memory the new language and I realize that it helps to promote students’ activeness and creation Moreover overcoming the mistakes, difficulties which students meet in improving four skills, especially, listening skill and speaking skill The TPR 15 method mentioned in the topic will help them reduce difficulties and be more confident in speaking English Besides, this is a useful document for English teachers to refer in the process of teaching the beginning- level students in English II Suggestion In the era of development, It is the young generation who are the pioneers to connect Vietnam with international friends, so they are the ones who need to learn more, devote their best ability for a rich and flourish country, and compare with the great powerful countries in the world And so, the way to lead them to success is to learn, to hear, to speak, and to communicate in English very well! With that importance, I strongly suggest as follows: For young learners We give them some playgrounds, clubs to speak English at school By coordinating with English professional groups, other professional groups as well as and other organizations, weekly or monthly and special anniversary holidays of the year, we must have real plans and encourage weaker students to participate For teachers: In addition to teaching in the classroom, teachers need to visit class, supervise colleagues not only in schools but also take time to visit colleagues in school groups Regularly organize their teaching subjects in accordance with the actual situation of the school and classroom It has to be evaluated, contributed ideas and give honest and accurate comment each lesson For school leaders: Next to the overall leadership of the school's work, it is necessary to add equipments for teaching, listening, watching and learning English at school, school leaders need more care deeply about teaching teachers, encourage teachers to do, use equipments effectively, Teachers must check and protect teaching aids well school leaders should urge and encourage all members of the school Council together to the business of growing people well For education and training department: The department plays an important roles in improving the teaching qualifications of teachers of English with the new policy I suggest that education and training department should pay more attetion to train the good teachers and frequently organize the meeting in which teachers of English have more chances to update and exchange the lastest information and teaching methods In addition, the department should popularize the experienced initiatives which gets high reward for the teachers of English in our province and they will be able to improve themselves with better approaches 16 This is my effective experience, I have summed up in the teaching process I hope to receive the attention, the sharing and the sincere comments which support my research to be more perfective and practical Sincerely thank you ! THE SCHOOL HEADMASTER Thanh Hoa, April 16th 2017 I declare that this is my experienced initiative, I not copy the other person's content Written by Mai Thi Ha REFERENCE DOCUMENT Halliwell, S 1992 Teaching English in the Primary School London: Longman Larsen-Freeman, D 1986 Techniques and Principles in Language Teaching Oxford: Oxford University Press Linse, C 2005 The Children s Response: TPR and Beyond English Teaching Forum 43/1: 8-11 Learning Another Language Through Actions by James J Asher 17 ... above reasons, I choose the topic ? ?some solutions to apply the TPR method in teaching English for students in grade 3? ?? to research II The purpose of research Teaching English, especially for. .. students’ reaction while learning English before and after applying the TPR - Experimenting the TPR method: This is the main step which shows the effect of the research When applying the TPR techniques,... they have to Teammates have to answer in complete sentences: you are playing basketball IV The effect of the experienced initiative The survey was made after Unit 18 of the second semester, Grade