Help the students of grade 3 use the correct personal pronouns and possessive adjectives

INTRODUCTION
1.1 REASON FOR CHOOSING THE TOPIC
No one denies the importance of English language in the present time as global language. It is clear that English has become more and more dominant around the world. Actually, in some countries it is used as the mother tongue but, other countries learn it as second language in their schools. There is no doubt that English is language of communication between the people from different cultures. Moreover, English is the language of science and technology. It is also the language of computers that help to integrate the people around the world via Internet technology and e-mail. Needless to say, people who know English can deal with the Internet. Therefore, the need of mastering a foreign language especially English, is becoming more and more necessary. English is one language serves as a means of actively supporting the most efficient process of deeper integration of the country. Communicative languages ​​becomes an effective tool in every aspects of life. Besides the mother tongue, the Vietnamese consider English as the second communicative language and the major subject in the school course. To meet the growing demand as well as communication needs of society, the Ministry of Education and Training has put English into the progam at Primary School. The English program in Primary Schools is to form and develop for students the knowledge and basic skills in English, through learning English, students gain knowledge and their love for the Vietnamese. Learning English not only contributes for the development of personality and learning style but also provides students with basic knowledge and help students understand initially the knowledge about the people and culture of English speaking countries .
At Primary School, English is a subject which has its own characteristics. Therefore teachers are like an artist , he or she need to be creative and cheerful in order to involve students in learning English excitingly. As a teacher of English at Primary School, I am always awared of researching the specific methods in teaching English, 'Language learning is hard work ... Effort is required at every moment and must be maintained over a long period of time. Games help and encourage many learners to sustain their interest and work.
Games also help the teacher to create contexts in which the language is useful and meaningful. The need for meaningfulness in language learning has been accepted for some years. So improving the quality of education in general and the quality of English department in particular is one of the top concerns of today's educational career.That focuses more specifically for those students at the primary level and beginner's approach to foreign language.For primary school students are at the early stage of learning language programs as well as learning Vietnamese.Vietnamese is children’s native language, but they only learn initially. Nevertheless, from Grade 1 students had to learn a new language and it is always parallel to the native language of the children.This makes them embarrased when using English to communicate in practising and doing exercises . For that purpose, in order to respond the demands of teaching and learning, I will offer one of the skills that I have applied in teaching personal pronouns and possessive adjectives. Actually, the use of these measures helps primary school children use the correct personal pronouns and possessive adjectives in English.
After exploring and accumulating the experiences from colleagues and myself, I have some experiences in teaching using the correct personal pronouns and possessive adjectives in English and achieved quite effective results. The students are more interested in learning English and more confident in doing their exercises. This improves that my methods are right. With the passion and the love for teaching English, I have studied and developed the research: 
" Help the students of grade 3 use the correct personal pronouns and possessive adjectives” 
1.2 THE PURPOSE OF THE RESEARCH. 
- The research applies the methods of teaching using the correct personal pronouns and possessive adjectives in English to involve students in learning English well.
- Creating the language circumstance to communicate in English and promote students to actively participate in communicative activities; offering some solutions and methods for teaching using the correct personal pronouns and possessive adjectives in English.
- Exchanging and sharing some experiences in teaching for colleagues as well as primary students.
1.3. RESEARCH OBJECTS
- Systematizing some theoretical issues about the procedures and activities in teaching using the correct personal pronouns and possessive adjectives in English Primary program according to the communicative approach.
- Exploring the present situation of teaching using the correct personal pronouns and possessive adjectives at Primary School and suggesting some techniques in teaching to develop skills for primary students, helping them be more confident to communicate in English.
- Research Time : School Year 2016-2017.
- Research Location: Nguyen Van Troi Primary School 
Research Object: " Help the students of grade 3 use the correct personal pronouns and possessive adjectives” 
The respondents of the research: With this research I focused on the primary student, especially the students of grade 3.
1.4. RESEARCH METHODS
- Theoretical research method :
Researching and reading legal documents, scientific literature and textbooks which are related to researching problems by means of analysis , synthesis, comparison, to find the theoretical issues as a basis for solving problems and researching tasks .
- Survey Method :
To survey the actual situation of teaching and learning English at Primary School in order to discover new problems that need to be solved, determining the common causes and preparing for the next procedures .
- Observation Method :
Observating the colleagues’ classes. 
- Comparison Method :
During the researching and teaching in grade 3, I have used this method to compare the survey results before and after applying the experiences of using games . 
- Checking and assessment Method:
Through the lessons and students’ test survey. From the test results of the assessment I classified the students into groups and had suitable methods for each kind of student.
- Group of complementary Methods :
- Methods of mathematical statistics .
- Methods of data analysis .
1.5. THE NEW POINTS OF EXPERIENCE INNITIATIVE
- Using games effectively in the lesson to help students remember new material easily.
- Combine with Literature and Art in introducing the material of the lesson.
2. RESEARCH CONTENTS
2.1 THEORETICAL BASIC 
The need for meaningfulness in language learning has been accepted for some years. An useful interpretation of 'meaningfulness' is that the learners respond to the content in a definite way. If they are amused, angered, intrigued or surprised the content is clearly meaningful to them. Thus, the meaning of the language they listen to, read, speak and write will be more vividly experienced and, therefore, better remembered.
 	If it is accepted that games can provide intense and meaningful practice of language, then they must be regarded as central to a teacher's repertoire. They are thus not for use solely on wet days and at the end of term!
If you are looking to pursue a meaningful career as an educator, consider choosing from a variety of courses in these online masters in education.
Language learning is a hard task which can sometimes be frustrating. Constant effort is required to understand, produce and manipulate the target language. Well-chosen games are invaluable as they give students a break and at the same time allow students to practise language skills. 
Learning a foreign language is easy and varied but any form that learning into 4 English learning skills: listening, speaking, reading and writing are very important.To help students have self-confidence in writing and speaking skills, the students not only need to have a rich vocabulary, but also understand how to use them properly, especially knowing the correct use of personal pronouns and adjectives basis in writing as well as speaking.
2.2. THE SITUATION OF THE PROBLEM 
A significant base of research, developed over many years, is available to inform educators about effective approaches to teaching children to learn English. However, research on applying the methods of teaching material for primary students is in its infancy. This reflects the fact that many teachers in Vietnam are faced with the challenge of teaching children to approach to the basic English. Making this a more critical issue, several researches suggest that teachers are not receiving adequate professional development in effective strategies to teach material for students. In order to make best use of the information presented in this research, many teachers might want to consider the following set of questions together in preparation for making decisions about teaching English for primary students. 
Normally when teaching English, teachers often focus on teaching vocabulary, grammar or structure . However, grammar is not the final result of the teaching and learning process. It is only a tool to help learner to communicate more effectively. But in fact, there are some differences between spoken English and written English. Written English requires the accuracy statement of the structure, whereas spoken English needs the flexibility and the intimacy in communication .
The beginning of grade 3, the students were familiar with the personal pronouns as the subject in the questions in each lesson.They are: I,He,She,It They ,We ,You. Attached to each pronoun is equivalent to possessive adjectives like: My , His, Her, Its , Their , Our , your , ... But students always confuse personal pronouns and possessive adjectives.
Example: Right writing: 
This is my father. His name is Hung. He is tall.
 Wrong writing: 
	This is my father. He name is Hung. His is tall
	The more complex grammar, most students are not focused on learning foreign languages, especially students in the suburbs. Lack of teaching facilities, limited time. Most teachers is to try to be able to complete all the available items in textbook. When the work is completed, it means that students can read fluently,speak all the contents, make the questions with the new language, give the meaning of the sentence in Vietnamese. Teachers feel satisfied with teaching hours and think that was proving successfully.
After reviewing the results of an actual teaching hours and some tests, the students also confuse personal pronouns and possessive adjectives, they do not remember how to use, so the result is not as teacher's wishes.
In the second week of October, I conducted the first term in English in grade 3 
Exercise1. Circle the odd one out.
I	She 	her	you
Am	is 	are	I
You	your	her	my
His 	he	our	their	
Exercise 2. Complete the dialouge.
She my his her
A: Hello. 
B: Hello. This is ........friends. 
A: What’s your name?
B: .........name’s Hoa.
A. Hoa, this is my brother.
B:What’s........name?
A: His name is Dung. And this is my sister.
B. How old is she?
A: ...........is 17 years old.
 Results of the survey are as follows:
Class
Number of student
Time
Mistake
Not mistake
3A
40
10/2016
15 = 37,5%
25 =62,5%
3D
40
10/2016
17 = 42,5%
23 = 57,5%
3I
40 
10/2016
13 = 32,5%
27 =67,5%
	From reality that to work on better efficiency achieving , I boldly innovative menthod to help students use the correct personal pronouns and possessive adjective by using some methods lively, more energetic to inspire students, make students more long remembered and use correctly, not to be confused to achieve the desired results.
2.3 SOLUTIONS AND IMPLEMENTATION METHODS 
2.3.1 Introduction using the form sentences.
For example: In grade 3 Unit 1 of the book introduces new sentences: "Introduce your name", which uses personal pronouns “I”. I write the model sentences on the board:
	 I am + name = I’m + name =
And give some examples such as
 I am Nam = I'm Nam I am Mai. = I'm Mai
In Unit 4 has a model sentence: Introduces my name ,but using the independent s“my” . In this lesson, I also offer the following sentences:
 My name is + name	 = My name’s + name 
And give some examples such as
My name is Nam = My name's Nam 
My name is Quan= My name's Quan.
Then I ask students to repeat the model sentences and I write them on the board.
	My name is Peter. = I am Peter. My name's Peter. = I'm Peter.
 Explaining to students how to use the words “I and My” and I underlined them. The word “I” is a personal pronouns subject in sentence, stand independent before “To be” . But “My” is a possessive adjective clarify the meaning of the noun. Therefore it is always standing in front of a noun, can not stand alone to do as subject as personal pronouns. 
I also explained the same to meet the personal pronouns You, He, She, It, We, They and the possessive adjective equivalent to their ownership is Your, His, Her, Its, Our, Their.
	Example: He is Vinh. = His name is Vinh
	 She is Lan. = Her name is Lan
	 It is La. = Its name is La.
	 We are Hoa and Lan. = Our names are Hoa and Lan
	 You are Tu and Thuy = Your names are Tu and Thuy
	 They are Son and Huong. = Their names are Son and Huong.
	For example: When they talk to “We”, the teacher should explain: This is the first person plural, the difference with the first person singular in that: “I” say when only one person say but “we” say when they want to talk to 2 or more people. So “To Be” is plural “Are”. Thus we have the following sentences:
We are + name + name + name.. = We’re + name+ name + name...
 We correspond to a personal pronoun “we”, have a possessive adjective “Our” and the word "name" here must have at least 2 names, so “To Be” “are”. We have structured as follows: 
Our names are + name + name+ name.....
	Example: 
We are Mai and Nam. = Our names are Mai and Nam.
Also explained similarly to the throne “You, They” and possessive adjectives “Your , Their” .
	Example: 
 You are Linda and Quan They are Peter and Mai.
 = Your names are Linda and Quan. = Their names are Peter and Mai
By explaining so meticulously, I have to help students to understand and visualize using personal pronouns and possessive adjectives in English . After finishing the lecture , I ask them to contact the Vietnamese what similarities and differences in the use of personal pronouns and possessive adjective.
	Example: 
The personal pronoun “I” is a first person in English but “I” in Vietnamese has many meanings such as; grandfather, grandmother, father, mother,.......... The possessive adjective “my” in English only one meaning. But “my” in Vietnamese has many meanings; grandfarher’s, grandmother’s, father’s,.................. . The second person in English is “you”, It is grandfather, grandmother, father, mother, sister,......................
The possessive adjective “your” in Vietnamese; grandfarher’s, grandmother’s, father’s, sister’s, brother’s,........
In this comparison I help my students understand more thoroughly about personal pronouns and possessive adjectives in English and Vietnamese.This helps them to support more embarrassing when they use in comunication and doing homework. So they are more interested in learning to acquire one new language. 
2.3.2. In practice pronunciation and communication.
After students have mastered the use of personal pronouns and possessive adjectives in theory, immediately I ask them to use what they had just been completed to practice pronunciation and communication with their classmates.
For example: When I finished teaching the personal pronoun “I” and the possessive adjectives “My”, I asked each stduent to stand in front of the class and introduce himself or herself about the name. 
Example:	First student: 	Hello! I am Tan.
	 	Second student:	Hi! I am Kien.
	Third student: 	Good morning! I am Tung. ...
The second time students have used possessive adjectives:
Example: 	First student: 	Good morning! My name is Tan.
	Second student:	Hello! My name is Kien
	Third student: 	Hi! My name is Tung. ...
By introducing 2 times, students will remember well the way to use “I and My”.
The personal pronoun “You” and the possessive adjectives “Your” . I asked 2 students to go to the board . One student pointed to other student and said: “ You are Ha”. Then I asked other student to say the sentence using “Your” and he said: “Your name is Ha”. And then I asked students to practice speaking in group and I corrected mistakes.
Example: When students learn the third person “He” and “His” or “She “ and “Her”. Every time I call three students go to the board. A student plays who is a passer , 2 students are chating with each other. Student A points to the passer and said, student B responeds: 
Student A: That is my friend. 
Student B: What is his name?
Student A: His name is Phong.
Student B: Phong? He is Phong. 
Similarly to the third person “She” and other groups in the class also practice.
When teaching the personal pronoun “It” and possessive adjective “Its”. I brought some photos about animals as dog, cat, bird ... and sticked them on the board, then called each pair to ask and answer about the names of these animals. 
Example: 	A: This is my dog.
	B: What is its name?
	A: Its name is Pluto.
	B: Pluto? It is Pluto.
Similarly with the other animals.
When students have learned all personal pronouns, I asked them to practice with a long conversation.
Example: A girl met the family of a friend in her class . Her family has 5 people. I asked 6 students to play role . Student A is a father , student B is a mother, student C is a sister , student D is a brother, student E is the host, student F is her friend. This is a conversation: 
F: Good afternoon.
E: Good afternoon. This is my friend. 
C: What's your name?
F: My name is Dat
E: Dat, This is my dad.
F: What's his name?
E: His name is Hung. And this is my mum.
F: What's her name?
E: She is Anh. That is my sister.
F: What's her name?
E: Her name is Tu. And that is my brother.
F: What's his name?
E: He is Tien. ...
When the first group practiced, I copied the conversation on the board and ask them to change the possessive adjective sentences into the personal pronoun sentences. Then I ask them to practice conversation two times: first time using personal pronouns to answer, second times using possessive adjective to answer, practising group 6, the teacher went around the class and help students to correct mistakes. Therefore students have been practicing very fluently, fun and exciting. As a result, they absorb the lesson very fast, have a long memory and more excited to wait for until the next lesson. The progress of the students is more increasingly.
2.3.3. Doing the homework.
 The progress of students are in solving the exercises that I deliver .
a) Giving the exercises at the beginning of class.
Firstly, in order to check the old lesson I ask students to answer questions by writing to the questions:
What's your name?
Students answer and write 2 different sentences on the board:
My name is Tuan = I am Tuan
What are their names?
They are Nam, Ba and Thuy. = Their names are Lan and Thuy.
Or I check by giving exercises and ask students to fill one word in the gap.
Example : Fill the words “His, Her, Your, My” in the gap.
1. What's ......... name? My name is Xuan.
2. What's .......... name? She is Huyen.
3. What's his name? .......... name is Thinh.
4. Hello. ...... name is Cuong. What's your name?
 1- your, 2 - her, 3 - his, 4 – my
Then have students do transformation exercises
Example : Change given words into personal pronouns.
my
Your
His
Her
Its