Some methods help pupils intereted in studying English 4

THANH HOA EDUCATION AND TRAINING DEPARTMENT
 THO XUAN EDUCATION AND TRAINING DEPARTMENT
 EXPERIENCE INITIATIVE
SOME METHODS HELP PUPILS INTERETED IN 
STUDYING ENGLISH 4
Writer: Nguyen Thi Hoa
Job: Teacher
Primary school: Sao Vang
Subject: English.
THANH HOA 2018
Some methods help pupils interested in studying English 4
Table of Contents
Page
           I. Introduction 
2
1. The reason for choosing the subject 
2
2. The purpose of research
3
3. The object of research
3
4. Research Methods
3
   II. Content   
3
1. Theoretical basic
3
2. The current situation
3
3. Solution and implementation
4
4. The effectiveness of initiatives
9
   III. Conclusions and recommendations 
10
1. Conclusion 
10
2. Recommendation 
10
 Reference material
12
I . INTRODUCTION
1. The reason for choosing the topic.
Today when the economy of the countries in the world is growing so the political, cultural and social exchanges between the nations are increasingly expanding. To communicate with each other, the demands of different countries in the world must know how to use a common language proficiency except their mother tongue. In the common language of communication in the world, English is the common language is considered to be the most popular.
	For years, foreign language learning is increasingly widespread and this subject is becoming a compulsory subject in schools. It's not new and strange to the pupils. English is also creating exciting subjects keen to explore, compare the differences between the language, learn the culture and its people of the country that they are learning. But there are still many pupils are not aware of the importance of the subject so they lack of excitement when learning this subject. Especially this is the object of primary school pupils should acquire knowledge of them is limited, to create a love for children is indispensable for the teachers of English primary school. Because at elementary pupils only acquainted with the simple communication. Be stimulating for the children is to give them confidence in the subjects as well as confidence in their language abilities, from which they can learn to be good at English.
Therefore requirements are set out how to achieve quality teaching hours and high efficiency. This requirement requires the teachers to always improve themselves not only on professional qualifications but also about teaching methods and teaching tips. As a Primary English teacher, I am always concerned about the work, "as teacher" his role is to teach how to understand and promote positivity, creativity in children. Therefore I think how to find the method not one that is a common problem for all teachers. Same problem, but the teacher must how it simplest, most straightforward when imparted to the children, helping them to understand and remember deeply the problem. In numerous teaching methods "good" of the colleagues that I have learned. I want to contribute a small part of my effort into the "understanding," "quality" and "knowledge" of pupils.
2. The purpose of research:
 In order to contribute innovative method to teaching elementary English subject under the method of promoting a positive, creative of pupils, strengthen individual activities combine with academic exchanges. Formation and skills training to apply the knowledge to make the process of communication.
        Create professional interest in learning English to pupils, a subject that is considered new and difficult, so give game to manipulate communication from the English learned in the game, aim for the children not depressed subjects so new, feel learning the game, playing the school. Games during school hours not only helps them acquire the knowledge, words but also help them consolidate and further deepen knowledge. 
3. The object of research:
 I introduce to students "Some methods help pupils interested in studying English 4"
4. Research Methods:
 I used some methods as arousing pupils’ curiosity, Method inspire students through visual appliances. learning motivation of pupils and the use of games in teaching.
                  II CONTENT EXPERIENCE INITIATIVE
1. Theoretical basic
       As we all know, English is a relatively new discipline and hard for the students. Especially for primary pupils that problem .So how well pupils learn this subject is always the big question that all teachers teaching Foreign Language in Primary school are looking for an answer.
 The fact that in some periods, if teachers apply teaching methods imposely, there is only 15% - 20% of students think and work positively, remaining pupils also write the lesson and listen passively, machines but they do not understand the content of the lesson. Such low academic performance, good pupils less, many weak pupils. Moreover, classroom is very noisy because pupils do not pay attention to the lesson. To remedy that situation, the most effective method is that each teacher must choose their appropriate teaching methods through a process to explore, experiment and practical teaching experience of ourselves.
      Through years of learning, reference material and experiences drawn through the actual teaching hours in class, I myself have found a suitable teaching methods, attracted most pupils participate in lessons in an active, creative and inspire them every time to language lessons. so I boldly presented his practical experience before colleagues to exchange learning in order to constantly upgrade their skills with purpose is how to make students more passionate for English subject to the ultimate goal is to make pupils more passionate for English subject.
Here I would like to share with colleagues by studying the theme: "Some methods help pupils interested in studying English"
2. The current situation
As we all know, English is a relatively new subject and difficult for the pupils. Especially for primary school pupils. So the question to "how to be stimulating for pupils during school hours Language" is always a big question that all Foreign Language teachers are looking for an answer. The fact that in some periods, if teachers apply teaching methods imposely, there is only 15% - 20% of students think and work positively, remaining pupils also write the lesson and listen passively, machines but they do not understand the content of the lesson. So Effective learning is low, good pupils less, many weak pupils.. Moreover, the class is very noisy because pupils do not pay attention to the lesson. To overcome that situation, the most effective method is that each teacher must choose their appropriate teaching methods through a process to explore, experiment and practical teaching experience of themselves on the base knowledge of teaching theory.
	Through years of learning, reference material and experiences drawn through the actual teaching hours in class, I myself have found a suitable teaching methods, attracted most pupils participate lessons in an active, creative and "Making excitement for the children during learning language lessons." This approach I have adopted in the course of his teaching and obtained very positive results. So I boldly presented his practical experience before colleagues to exchange learning in order to constantly improve skills with the effective studying is how to make pupils more passionate for English subject.
3. Solution and implementation
1. Method inspire students through visual appliances.
According to my opinion all teaching facilities such as tapes, radio and visual media such as paintings, photographs and objects in real ... can inspire students in learning. In which the use of utensils intuitive method inspire students the most effective in teaching Foreign Language for visual media play an important role in establishing the relationship between language and meaning, help students relate the meaning of language directly, easy, easy to inculcate without interpreters.
With close topics, real close to the daily life of the English textbooks from block to block 3,4,5 the teacher can introduce new words or situations through visual media such as photographs.
For example, when teaching (Unit 5 – Can you swim? English 4). To introduce a new word:
 Skip rope ® 
	skate® 
	cook ® 
	swim ® 
	play table tennis ® . 
	play volleyball ® 
 play the piano ® 
	play the guitar ® 
Teachers can point to the picture and introduce:
	“ I can skip ” or “ I can skate” ,
Then the teacher asks pupils to look at pictures and guess their meaning. This method for you interest in learning and a high concentration because of the words that teachers introduce these objects is very close and easy to guess their meaning.
However, not always available in case things really so teachers can use pictures instead. In the new English textbooks, photographs given to introducing highly available, vivid, and resemble real-life images. So while teaching, teachers must not only know how to exploit and use them to the max, but also to use a flexible and innovative way. This is the most gentle way of teaching, most understandable, but the results achieved are very high and very suitable for primary school pupils.
Besides using visual appliances to introduce new vocabulary, themes or situations of all, teachers can use them to reinforce the lesson to help the students deepen the content of this lesson and learn more popular.
Example: Unit 9: What are they doing? - English 4.
After finished teaching the lesson, the teacher can use to reinforce competition from new as well as reinforce the knowledge that they have learned the lesson by:
b
The teacher said about hanging pictures of activities are going on the board.
Then the teacher asks students to fold back books, look at pictures and talk about activities going on.
b
a
Example: 	Picture a - Student says: They are playing badminton.
Picture b - Student says: They are painting masks
	Through practice teaching in the classroom, I found the visual aids always make lessons exciting, high efficiency and be stimulating to pupils during school hours.
2. Method of curiosity and pique curiosity of pupils.
For elementary school pupils ages curiosity and curiosity of the children is so high so they easily get involved in the issues that concern them. Therefore, when compiling English textbook from grade 3 and grade 5 compiled the current policy has focused on themes close, with pupils realistic, appropriate to the level and age psychology , needs, interests and capital of their lives.
3. The method of learning motivation of students.
As mentioned above, students only get motivated when they feel the excitement on the subject and see your progress. Therefore, in addition to using the situation to attractive challenge, inviting students into the classroom activities, teachers also must encourage, motivate the children in school
 To help the children feel the progress in learning, teachers need to pay attention to teaching in one's power, should avoid making too demanding for pupils. Also teachers should encourage pupils to learn under the motto test and accept mistakes during practice.
In fact, there are pupils who know but do not dare to speak for fear of making mistakes. Some others did not dare to raise their hands for fear of saying the wrong sentence other pupils laugh, the teacher criticized. In my opinion this is the psychological factor that foreign language teachers need to consider to help them get the interest in learning or at least more active during school hours. In the process of teaching, teachers should not be too hard on mistakes that pupils acquired (eg speech errors, typos, grammatical errors even) to avoid them psychological fear of making mistakes when practice.
Example: While practicing, the student said:
	 She get up at six o’clock
 Or She have Maths, Music and English.
Instead of interrupting when to fix them, teachers can allow students to answer complete, teachers encourage or cheer the children by saying things like: "Very good", "thank you" or "not bad "... Then the teacher called another student comments and fixes to fix them or teachers to avoid making them lose interest deterred or practice.
4. The method of using games in teaching foreign languages.
Knowing the use of games in teaching foreign languages ​​in order to give students interested in studying for the subject. So teachers need to know how to apply the game in the lesson to the students "learn to play and play to learn." However, depending on each specific post that teachers can choose games suitable for the purpose of the lesson.
4.1. The game "Bingo" is used to test pupils' vocabulary test and at the same time to check the pupils’ agility and their listening skills.
Example. When teaching part: "Numbers" (The count) of English 4, teachers prepare a sequence out of order any from 1 to 20.
Teachers ask students to draw a table consisting of 9 squares and each square write on any particular one of the groups from 1 to 20.
Teacher reads the numbers in the sequence they were prepared. Pupils listen and tick numbers that the teacher has just read. Pupils who have 3 consecutive box is marked, then shouted "Bingo". Pupils who "Bingo" your table in advance as the winner.
4.2. Games: "Jumble words" is used to check the words.
Example: When finished teaching Unit 8 – What subjects do you have today?" in English 4. To check that students have quick eyes of vocabulary and whether teachers can write some words disturbed the board.
asmht
uscim
gleshin
ncisece
mivanetese
and ask pupils to put into words that have meaning
® Maths	
® Music	
® English	
® Science	
® Vietnamese 
4.3. Game "Slap the board". Used to test vocabulary knowledge or consolidation.
Example: When teaching Unit 3 - "What day is it today?" English 4 , the teacher wrote the word about days of week on the small piece of paper attached to each table.
Wednesday
Sunday
Friday
Saturday
Tuesday
Thursday
Monday
The teacher called some pupils on the board.
- The teacher shouted from Vietnamese, patted pupils called in English from the above table. Children who clapped and correct more quickly will be the winner.
4.4.Guessing game:
Example: When teach Unit 12 - "What does your father do?" English 4, teachers can integrate asked guessing game as follows:
After pupils learned sample questions and answers about the occupation of the 3rd
Teachers for pupils to draw on the job simulation then asked another pupils’career in which his paintings but just simulations.
4.5. Games "Nought and crosses"
Example: During the speaking - Unit 3 (English 4) to practice how to talk about the location of objects and their teachers to play the game "noughts and crosses" (O and X) by.
- Draw 9 squares on the board, each containing one word.
January
April
October
March
September
February
July
December
August
 	Then divide the class into two groups: Group 1 is noughts (o) and group 2 is Crosses (x). Two groups in turn selected from the box and place the sample.
EX. May is the fifth month of the year.
Groups set correct answers will be 1 (o) or 1 (x). The group with the 3 (o) or 3 (x) on a horizontal or diagonal row wins before then.
This game can be applied in the exercise answered questions
	In addition to games, we can apply different types of games such as Lucky numbers, wordsquare, networds, pyramid, ... to the more lively teaching hours and attracted the attention of students.
4. The effectiveness of initiatives
After testing these methods for 4C class I find the subject really feasible. Based on the results of the first semester of school year: 2017 - 2018 I found the quality of teaching has increased markedly. Detail:
 Survey at the beginning of the school year :
Total number of students
4C class
Good
Above average
Average
Number
Percent
Number
Percent
number
Percent
34
11
32,3
16
47,0
7
20,7
Date of Preparing: .
Date of teaching: : .
WEEK 7 Theme One : ME AND MY FRIEND
 Unit 5 : CAN YOU SWIM ?
period: 13 Lesson 1: 1, 2, 3
I. Objectives:
- By the end of this lesson pupils can:
 use the words and phrases related to the topics things we can do.
	Ask and answer questions about what some one can/ can not do
II. Teaching method:
Communities
Techniques: + Ask and answer .Work in pairs & in individual. Work in groups, discuss.
III. Teaching aids: Students and teacher’s books, pictures , tape
IV. Languages focus:
Vocabulary : 	can	ride	cook	skate	
skip	sing	swim
Sentence patterns: 
 What can you do?
	 I can draw.
V. Procedures:
Teacher's and students’ activities
Contents
Warm up 
- T asks ss tell what they can do in Vietnamese.
- Ss tell about their ability.
- T introduces new lesson. Ss write it on their notebooks.
Ss tell about their ability.
I. Vocabulary: 
- T introduces the new words in the suitable ways
- T reads each word 3 times. Ss listen and repeat.
- T calls some ss read again and ask the meaning. Ss read and answer.
*Checking new words 
- T asks ss to fill the missing letters to complete the words.
* Game “Slap the board ’’
The teacher called some pupils on the board.
- The teacher shouted from Vietnamese, patted pupils called in English from the above table. Children who clapped and correct more quickly will be the winner
Vocabulary	
can	ride	
cook	skate	
skip	sing	
swim
Exercise:
c__n	 r__de
coo__	 s__at__
s__ip	 si__g
s__im
T: wrote the word about activities on the piece of papers or pictures attached to each table.
 cook
can
swim
skip
skate
ride
sing
II. Sentence patterns 
- T gives a situation and introduces the sentence. Ss listen
- T read 3 times. Ss repeat.
- T calls some ss read again. Ss read and retell the meaning of the sentences
- T writes on the board. Ss take note.
- T guides how to make the similar sentences and asks ss make their own examples. Ss listen and read their examples
 Sentence patterns
What can you do?
 I can draw.
III. Practice:
1. look, listen and repeat: 
-T asks ss to tell the name of people in each picture.
- T plays the tape. Ss listen and repeat.
- T reads the dialogue first one good st practice with teacher. Others listen and repeat.
- T asks Ss to repeat in chorus. Ss repeat.
-Ss do pair work to practice the dialogue.
-T gets some pairs to read it aloud.
-T calls some pairs to say aloud. Others remark.
Dialogue : p30
a. Look. I can draw a cat. It’s really nice.
b. What can you do Phong?
I can dance.
c. What about you, Nam?
Me? I can’t dance, but I can sing.
2.Point and say: 
-T guides how to do. ss listen.
- T shows some date and asks ss to work in pair.
- Ss to work in pairs to ask and answer about the date.
- Some pairs practise & others remark.
- T comments.
*Game “Noughts and crosses’’
- Draw 9 squares on the board, each containing one word.
Then divide the class into two groups: Group 1 is noughts (o) and group 2 is Crosses (x). Two groups in turn selected from the box and place the sample.
EX. I can skip role.
Groups set correct answers will be 1 (o) or 1(x). The group with the 3 (o) or 3 (x) on a horizontal or diagonal row wins before then.
This game can be applied in the exercise answered questions
	.
What can you do?
 I can sing.
Draw 9 squares on the board, each containing one word.
swim
skate
Cook
Skip role
read
Ride
dance
draw
sing
In addition to games, we can apply different types of games such as Lucky numbers, wordsquare, networds, pyramid, ... to the more lively teaching hours and attracted the attention of students
* Consolidation: 
- T asks ss retell the contents of the lesson
By the methods described above and then to the end of the semester I obtained the following results:
Total number of students
4C class
Good
Above average
Average
Number
Percent
number
Percent
number
Percent
34
25
73,5
9
26,5
0
0
I see the results on the experimental teaching process acco