Improving the effectiveness of english lessons of grade 3, 4 through warm up section at thi tran primary school

THANH HOA EDUCATION AND TRAINING DEPARTMENT
NGA SON EDUCATION AND TRAINING DEPARTMENT
EXPERIENCE INITIATIVES
IMPROVING THE EFFECTIVENESS OF ENGLISH LESSONS OF GRADE 3, 4 THROUGH WARM UP SECTION AT THI TRAN PRIMARY SCHOOL
Conducted by: Mai Thi Hanh
Position: Teacher
Working place: Thi Tran Primary School
Experienced Initiative of subject: English
THANH HOA 2019
CATEGORY
Table of contents
Content
Page
1. Opening
1
1.1.Reason for choosing the topic:
1
1.2.Research purposes:
1
1.3. Research subjects
2
1.4. Research methodology
2
2. The content of the experience
2
2.1. Theoretical basis of the experience initiative.
2
2.2.Problem situation before applying experience initiative
3
2.3. Innovative experiences or solutions used to solve problems.
4
2.4. The effectiveness of the experience initiative for educational activities, with myself, my colleagues and the school
18
3. Conclusions and recommendations
19
3.1. Conclusions
19
3.2. Recommendations
20
1. Opening
1.1.Reason for choosing the topic:
In recent years, English has affirmed its position in schools, so improving the quality of teaching and learning is of primary concern. Innovating teaching methods in general, the method of class promotion in particular is an important need. To do that, every teacher must always seek creativity in every teaching activity. In which the activity leading into the lesson is an activity that plays a very important part in the success of a lesson.
 In teaching English in Primary school, many teachers still keep traditional teaching methods: grammar - translation, teachers mainly rely on the method of explanation, spend a lot of time explaining the rules of language solutions and advice. Students take notes and memorize passive knowledge and have few opportunities to practice to develop language skills. In the process of teaching teachers only convey the language content taken in the textbook, do not exploit or refer to the materials for the lesson. Students listen and repeat passively. Teacher's class hours are often monotonous and boring.
So how to inspire students for an hour of English right from the first minute? That is the question that is always in my mind when planing lessons, taking steps to class. Through a period of teaching, through document research, passing time, learning experiences of colleagues inside and outside the school, I have found that inspiring and actively learning for school days. The language largely depends on tricks, teaching methods as well as how to organize teachers' class activities. In which "Warm up" plays an important role, although it only takes a very short time compared to the whole lesson. This is often overlooked by teachers, deemed unimportant, unnecessary, or many teachers do not know how to innovate the form of "Warm up" so attractive, attracting students to help students prepare Psychology, knowledge for new lessons.
From that reason, through the teaching process at Thi Tran Primary School, I learned about : “Improving the effectiveness of English lessons of grade 3, 4 through Warm up section at Thi Tran Primary School” hoping to contribute and improve the quality of learning English for primary students.
1.2.Research purposes:
Selecting the methods to enter is one of the factors that helps the lesson be successful. As a teacher who teaches English at Thi Tran Primary School, I always seek to create ways to enter the lesson gently and effectively. Especially for primary school students, they will learn how to be attractive, creative, create interest in learning for students, to create a comfortable atmosphere and fun during the class is essential.
“Warm –up” activity aims to attract students to the new lesson full of excitement and has links to the main topic of the lesson, promoting positive activeness of students.
Proper use of some of the teaching techniques Warm-up during the English lesson in Primary school aims to:
- Helping students become interested in learning activities and stimulating curiosity to explore knowledge in lessons.
 - Arousing the desire to participate in students' exploration, discovery and testing activities.
 - Helping students actively implement learning activities.
 - Helping students focus attention during school hours.
- Helping children to reproduce, systematize their knowledge in the easiest way.
1.3.Research subjects
	-The topic focuses on studying Warm-up teaching methods for Primary students.
- Research subjects are students of grades 3 and 4.
1.4.Research methodology
Applying many research methods such as:
- Experimental method
- Methods of investigation and observation.
- Method of theoretical research.
- Researching methods of teaching through documents, networks, on television.
2.The content of the experience
2.1.Theoretical basis of the experience initiative
2.1.1. Rationale
English is a means of communication that helps us to have an open-minded look, so it is the leading task of the education industry. Knowing foreign languages ​​help us to be closer, understand each other and be more friendly.
In the process of teaching and learning English, to help students have a comfortable psychology, create a fun and lively classroom atmosphere is the most important factor, so teachers need to choose teaching techniques Warm-up section is suitable and creative with each lesson's content. Because Warm-up part plays the role of start-up, conditions form and develop the next activities. This is also a part to help students think and focus on the lesson from the beginning, which can provide a part of vocabulary or background knowledge related to the lesson topic. Warm-up section help teachers have the opportunity to classify and evaluate the ability of students, thereby adjusting measures in accordance with the reality of the class.
So if you want students to achieve high results in English lessons, you have to make students love that subject. In order for students to love the subject, teachers must create an interest in learning for students through startups. There are many methods, but it is important for teachers to use them in a flexible, creative, and rhythmic way to promote students' positive, self-conscious, proactive and creative learning.
2.1.2. Practical basis
In teaching and learning English, helping students start up before entering the lesson is an indispensable teaching activity in any lesson. Starting is not just about helping students review old lessons but also helping them to be interested in learning in high-achieving learning activities.
From the above theoretical basis, combined with the actual teaching process. I find that a language lesson will be dry and boring if we don't know how to soften that lesson. Learners will feel tired, stressed, heavy, difficult to absorb if teachers do not know how to organize school hours in a lively and flexible way. Especially in Warm up section, right at the beginning of the lesson, students are excited,attractive, the next activities will achieve high results. Therefore, Warm - up effectively I need to pay attention:
1. Create a friendly environment between teachers and students, between students and students.
2. Teach Warm-up parts through the games
3. Adopt English songs, short stories or videos.
4. Adopting visual appliances.
5. Method to provoke students' curiosity and curiosity.
2.2.Problem situation before applying experience initiative
2.2.1. Current status
a, On the teachers’ side
-The fact of teaching in textbooks section "Warm up" is almost not available, has not been included in the lesson content as well as in the teaching plan of teachers. Opening lesson is hardly concerned by teachers before the lesson is taught, teachers often check the numbers of students, check the old lesson.
- Through the time to visit the class of colleagues in Nga Son district, there are teachers who make the warm up part in the lesson very exciting, besides, many teachers have not done this part, the lesson is pale, passive and make students lazy.
b, On the students’side
- Entering the lesson by checking the previous lesson and then leading it to the new lesson will make the students feel scared and passive because most students are afraid of being tested on the old lesson, so if you take the way to this lesson will inadvertently make students not interested in entering new lessons.
- Entering articles with such jobs often creates a boring, coping, boring atmosphere, does not create an effective environment for learning, and is the least effective way to stabilize classes.
2.2.2 . The cause of the situation
-The students:
Looking at the above results, there are still some children who have not met the requirements because they do not have reasonable learning methods, are afraid of learning, shy, and unconfident.
 Currently, the teaching and learning of English in schools takes place in the communication environment of teachers and students, there are many limitations: Teaching in a large group, cognitive level has many different levels, teaching support is not synchronized. These distract students 'concentration, greatly impacting on skills training for students, slowing down the process of acquiring students' knowledge and the distribution of time for each piece of content. learn.
The Teachers: 
Due to the reluctance to innovate, especially some older teachers, the concept is not correct about the new method, including the application of language games. Or gift is limited, afraid of creativity, lack of flexibility.
More:
- Many parents, especially parents in rural areas, have not seen the importance of studying foreign languages, so they are not interested in this subject.
Although it is difficult, we must realize that learning English at this time is the beginning of building a basic foundation of knowledge for students, a necessary condition for them to step forward to the higher education level. Therefore, teaching and learning English in primary school is a very important issue. To solve that problem, teachers need to create diverse and diverse forms of teaching. In which, helping students to be interested in learning right from the beginning of class is one of the forms to attract many students to participate in learning and bring about high efficiency in learning.
At the beginning of the school year 2018-2019, I was assigned to teach English for grade 3, 4, through actual investigation, I obtained the following results:
Grade
Total of students
 Survey results
Above 9
Above 5
Under 5
Number
%
Number
%
Number
%
4
135
30
22,2
78
57,8
27
20,0
3
93
16
17,2
57
61,3
20
21,5
2.3. Innovative experiences or solutions used to solve problems.
During the learning process, students will achieve high results if they determine their motivation for learning. For Primary students, the motivation for learning will be effective when they feel happy, excited about the subject and see their progress through the lessons. Therefore the following measures partly meet that requirement.
This is one of the most important solutions in demanding teaching hours in enthusiastic teachers, always seeking creative learning, spending a lot of time researching and teaching.
2.3.1. Create a friendly environment between teachers and students, between students and students.
In order to have effective teaching hours, help students become enthusiastic and excited when studying, teachers need to establish a positive and positive cooperative relationship between teachers and students, between students and students creating inspiration. interesting for students. The form of attractive teaching and the friendly and open atmosphere during class will create the learning motivation of both teachers and students.
The communication attitude of the teacher must be in harmony with the students, happy, friendly, observing encouragement, timely praise, promoting the activeness and initiative of the students, creating opportunities for them to be closer
The teacher always encourages them to be confident, proactive, comfortable in communication as well as in learning activities. Always create the atmosphere of a happy, friendly class, students are comfortable, confident and active. At the same time teachers should use the environment with English elements in the classroom.
2.3.2 Teaching warm up method through games.
A few notes when giving students a game in the ‘Warm-up’ section:
+ Depending on the subject and the level of the students, the teachers must choose the game accordingly.
+ Time for the "Warm up" section should not be too long, only about 5 to 7 minutes, not stressful for students.
Teaching children is relatively difficult and complicated work because children are not really aware of learning like adults and most are still very giddy. In order for children to focus on the lesson, the students also take lessons as well as review the lesson most effectively, the teacher knows how to use the games in English teaching, giving students the interest in learning for the subject. Help students get involved in the lesson.
Applying games in the lessons for students to "learn and play, play and learn", teachers create diverse and colorful playgrounds in English for students, guide students to master the playground and each additional steps to other activities. However, depending on the specific lesson, the teacher may choose the game that is appropriate for the purpose of the lesson.
	2.3.2.1.Miming:
This game helps students have a natural habit of communicating, brave when performing in front of a crowd and improving their acting ability by acting, and through the application process I see that they are very excited and participate very actively and happily, helping students actively participate in learning activities.
For example: When teaching Unit 5 - Grade 4 we can use Miming game to reinforce words and sentence patterns just learned.
Students are describing actions
Apply this game in unit 5: Can you swim - English 4 to introduce action verbs.
Students look at their classmates acting and guessing words that make them remember the verbs longer and more clearly. They are very excited to participate and state the verbs very well.
2.3.2.2. Bingo: 
Use this game to enhance students' ability to memorize and understand. This game is suitable to reinforce topics such as: Counting (Number), Alphabet,career reference (Occupation), Colors, fruits, animals, costumes (clothes), careers (jobs), family ...
 Apply this game in English class 3-unit 8: This is my pen
Students will be taught skills to memorize school things vocabulary
2.3.2.3. Matching
This is also a very popular activity in helping students review vocabulary, students have to match words with their meaning and vice versa, or it can be a pair of antonyms, singular with plural depending on the content of the lesson.           
 Apply to English 4 unit 19: What animal do you want to see?
Students will remember and practice more about the vocabulary group that they have learned and learned.
Example 1: Connect English words with the names of animals.
Example 2: Connect English words with Vietnamese meanings (Apply to unit 12- English 4)
teacher
công nhân
doctor
giáo viên
nurse
bác sỹ
worker
y tá
2.3.2.4. Crossword
To test their vocabulary as well as make them curious to discover, I also often give them a crossword puzzle: through the suggested image, they guess the words, if the team guessing the correct crossword will win.
This exercise can be applied to all lessons in the production section to reinforce the knowledge for the students. Applying in the lessons, I see that the students are very excited and achieve high efficiency.
2.3.2.5.Slap the board 
Apply this game in checking vocabularies to create excitement for students and help them remember the word right in the classroom. Example of the game I have applied for grade 3 - unit 10: What do you do at break time?
2.3.2.6. Find Someone Who
The teacher gives out the questionnaire to the students with questions related to the lesson content.
Students stand up and walk around the classroom to ask their classmates and fill out the form
The students then report to the teacher that they have found out who does what the weekend does
Example: Unit 3: Lesson 3 - Grade 4 
Activities
Lam
Hoa
Tuan
Go to the zoo
v
Help parents
v
Watch TV
v
 Hoa goes to the zoo at the weekend
 Lam helps her parents at the weekend
 Tuan watches TV at the weekend.
2.3.2.7.Charades 
This game helps children know how to use gestures to describe the meaning of words.
The teacher placed the vote from face down. A student picked up the top vote, used gestures to describe the meaning of the word, the whole class guessed the word, wrote it on the board.
This activity is suitable for career and animal words, words that work only to help students remember the learned words.
2.3.2.8.Jumble words
- Teacher writes some words with mixed letters on the board.
- Ask students to rearrange the letters into meaningful words.
2.3.2.9 .The Alphabet Game:
+ Divide the class into three teams.
+ The teacher says one letter. Students find words that begin with that letter and write it on paper.
+ Any group that gets more words is scored.
For example:
T: It starts with C /si/ 
Ss: cat, chicken, city
T: It starts with B /bi/ 
Ss: boy, bike, book
I myself have applied this game and found it highly effective in every learning tiewets, helping them expand their vocabulary.
2.3.2.10. What’s missing?	
In this game all students participate independently and write the answer to their board. The teacher showed a few words, then disappeared a word, the students discovered the word disappeared and recorded the board, the time to think for each word was 20 seconds, the contestant raised the board simultaneously, The teacher turns to other words that appear and disappear, students discover and write on the board.
2.3.2.11. Pelmanism 
- Divide the class into 2 teams.
- Each team in turn sends 1 team member to flip 2 cards. If two cards match, then points are counted (point 10). If it does not match, turn the card upside down and continue the game until all the cards are flipped. The team that gets more points wins.
Example: English 4-unit 11: What time is it?
2.3.2.12. Shark attack 
Apply for students to memorize vocabulary through each lesson.
2.3.2.13.Kim’s game:
(Teachers can use pictures with different topics for students to play.)
- Divide the class into 2 teams.
- Observe 6 pictures in turn.
- Teams remember and record the names of the pictures in English for 1 minute. Recording each picture correctly the team will get 10 points.
For example:
2.3.2.14. Pass the cards
This game facilitates all students to speak the words learned.
+ Divide the class into 3 teams, allowing students to form three rows.
+ Assign three children to surrender some magnetic cards.
+ These three children read the words one by one and pass the words to them right behind them.
+ Every student who receives the word must read it out loud.
+ The team that finishes first is the winning team.
2.3.2.15. Freeze
Ask students to stand on the spot.
Supervisor, Ex. Dancing, skipping, hoping ... Students use gestures to describe activities.
When the teacher read Freeze! Students must stop and stand still in the position that describes the activity.
Students who stop at the latest must be disqualified and have to sit down.
Continue the game until a team wins.
Example: Unit 5- English 4.
2.3.2.16. Where are the vowels?
The teacher wrote the word but the vowel was left blank.
Representatives of the groups rewrite the words correctly on the board.
Ex. 	 F – s h 	fish
 m - - t	meat, meet
 t - - c h – r	teacher
 y – l l – w	yellow
In the process of teaching I have applied some of the above games to help you to engrave words or phrases learned