The techniques of teaching English model sentences effectively and excitingly for students in Grade 4 which I am carrying out at Hoang Hoa Tham Primary School in grade 4 with the hope of helping teachers teach English model sentences and improve the quali

INDEX
Page
 1. BACKGROUND
1
1.1 Rationale
1
1.2 Aims of the study
1
1.3 Scope and object of the research
2
1.4 Methods of the research
2
1.5 The new things of the research
2
 2. CONTENT
3
2.1. Theoretical background
3
2.2. The reality of the issue
3
2.3. Sollutions
5
2.3.1. Rhythm and music
5
2.3.2. Role play
7
2.3.3. Real needs.
12
2.3.4. Survey and interview
13
2.3.5. Games
15
2.3.6. Pair and group work
18
2.4 Achieved results
19
3. CONCLUSION AND RECOMMENDATIONS
21
1. Conclusion
21
2. Recommendations
21
 1. BACKGROUND
1.1. Rationale
Nowadays, English is regarded as one of the most popular languages for people in the world because English is the important factor of all countries to contact and work together. To catch up with the trend of global integration, learning English are becoming more and more necessary and popular for everyone, especially young learners 2018.
In order to satisfy this requirements, the Communist Party of Viet Nam and the goverment have considered education as the most important national policy and during the school year of 2018 – 2019, the Ministry of Education and Training (MoET) implemented the model teaching of English subject to the students at primary schools, in accordance with the project of foreign languages teaching in the national education system, of the period 2010 – 2020 and also make English an official subject in primary schools to help students get good foundations of English and develop their English so that they can reach the European Standard. Teaching English for children is not a simple work, especially model sentence teaching – the necessary part to teach effectively. Each teacher has their own ways to teach model sentences and in my opinion, if I want to teach them effectively, I have to handle a range of varialbles. These include rhythm and music, role play, real needs, survey and interview, games, and pair and group work. They are key factors for teacher to teach model sentences easily. 
For these reasons, I am interested in writing the iniatiave with topic: “The techniques of teaching English model sentences effectively and excitingly for students in Grade 4 which I am carrying out at Hoang Hoa Tham Primary School in grade 4 with the hope of helping teachers teach English model sentences and improve the quality of teaching English at Primary Schools.
 1.2. Aims of the study
Researching on this topic helps teachers to teach English model sentences effectively. Good English model sentence teaching techniques are essential in creating the right condition for learning. And these well – taught techniques provides the foundation on which a teacher can create a motivating and productive learning experience.
 1.3. Scope and objects of the research
With the reasearching subject is primary students in grade 4 at Hoang Hoa Tham Primary School. They are students in grade 4A, 4B, 4C, 4D and 4E.
Apply for new Tieng Anh 4 that the Moets has changed in the school year 2018-2019
 1.4. Methods of the research
Updating the new ways of teaching English so I choose the communicative language approach and I always put the centre on learning and students. 
 1.5 The new things of the research
The new techniques of model sentence teaching that teachers can use to organnize interesting activities in grade 4.
2. CONTENT
 2.1. Theoretical background
Teachers play vital roles in the lives of the students in the classrooms. Teachers set the tone of their classrooms, build a warm environment mentor and nurture students, become role models, and listen and look for signs of trouble. Therefore, if teachers do not teach model sentences – an important part of English well teachers can not meet the above roles and students can not use English model sentences in real life.
To carry out these solutions: Rhythm, Real need, role play, survery and Interview, and Games will help teachers teach model sentences well and interestingly. However it asks teachers to pay attention them all the time and repeat them again and again for all the time. This means that the teachers have to be patient to remain it so that they can teach English model senntences efficiently and maximise the opportunities for student learning, practising and using in real life. 
2.2. The reality of the issue
As a primary teacher of English, I realize that there are some real problems in teaching English model sentences in grade 4 in my school.
a. Advantages
With the attention of the Board of Management to help the school, the siblings preceded colleagues have created all conditions for teaching and learning English to be better. There are sufficient textbooks and equipment such as tapes, discs, robot teachers, speakers, software, Internet, Projector etc for teaching and learning.
I myself was involved in training program of new English textbook 3,4; so I master the syllabus, also the basic teaching methods. I know how to combine the teaching techniques in order that my lessons can achieve high effectiveness.
There are many changes in the structure and appearance of the textbooks, with more pictures and the topics which are more familiar to the students, so they feel excited and very positive to learn English. Especially, students are aquainted with informative technology early, they use computer, the Internet and they get a lot of English resourses from here. Moreover, they have chance to take part in many English pleasure grounds such as: English club, English Violympic, Ringing golden bell. These grounds help students develop and increase their English very much.
b. Disadvantages
Although the English subject is the chosing ones at Primary Schools at Thanh Hoa City has been considered as important as Vietnamese and Maths recently. However, teachers face with many difficulties and one of the most how to help students to use English model sentences easily and effectively. Many experts of English have been surprised that why teachers of English in Vietnam in general and in Thanh Hoa in particularly, can teach model sentences for the big numbers of students in one class. Teachers have to teach from 35 to 40 students in small rooms therefore, this reality demands teachers to have good English model sentences techniques to organize activities and creat good environment for students to learn.
There are 1016 students at Hoang Hoa Tham Primary School and each class has about 38 students – a big number. The next difficult is limited teaching tools. Moreover, the learners become more active and obstreperous so teachers try their best to solve unexpected problems and get the good techniques of teaching model sentences. I am on duty teaching English in grade 4 in Hoang Hoa Tham Primary School. Before using the techniques of teaching English model sentences at the beginning of school year’s survey showed that:
Class
Number of students
Good completement
Completement
No completement
Number
%
Number
%
Number
%
4A
43
13
30,2
27
62,8
3
7
4B
44
12
27,3
28
63,6
4
9,1
4C
38
10
26,3
24
63,2
4
10,5
4D
37
9
24,3
25
67,6
3
8,1
4E
38
12
31,6
23
60,5
3
7,9
This result is not really as good as I expected that has motivated me to think and find a positive way to teach English model sentences better. From the current situation in the process of teaching I have concerned and thought carefully to apply some positive techniques of teaching English model sentences.
2.3. Sollutions
By studying psychology of elementary school children, I realized that elementary school children are more playful, giddy than studious. Now I have been applying teachniques of teaching English model sentences that fit with them to get the best result in teaching and learning English.
2.3.1. Rhythm and music
*Aims:
In order to have positive learning environment I create a interesting way of teaching model sentences. And the first step towards effective model sentence teaching ways is to create a rhythm so that I can set up and control activities.
* Techniques
- As usual teachers aslo set the scence to help students to know about the situation that they use the sentences. In order to make the students feel exciting about the sentences teachers create new melody for sentences. For example: The questions and answers about subjects in Unit 8 Lesson 1 of Tieng Anh 4. (Education Press)
What subjects do you have today?
I have Maths, Vietnamse, Music and Art.
These sentences are quite long and boring if we only ask and answer as usual, therefore teachers can clap the hands with the rhythm :
What subjects / do you have / today?
I have Maths, / Vietnamse, / Music / and Art.
After clapping 3 times teachers clap with the same rhythm but this rhythm is quicker. This way draws my students’s attention and they learn in a comfortable environment. As the result they remember the model sentences naturally.
In some cases I use rap music or funny music to teach sentence patterns. For instance: With the model sentences: Can you swim? Unit 5 Lesson 2 of Tieng Anh 4 
Can you play the table tennis?
Yes, I can
Can you play volleyball?
No, I can’t.
But in my opinion I create a rap song.
Can you play /table tennis? 
Table tennis/, table tennis./ Yes, I can
Can you play /volleyball?
No, No, No,/ I can’t.
Students are practising the model sentencs with rap music.
When I say these sentences I shake my head, my body and stomp the feet like a rapper. My students often laugh and take part in this activity enthusiastically. I aslo feel happy and teach them more creatively.
I can sing so in some lessons I use the music of other songs to mix the sentences and teach my students such as : “If you happy and you know” to teach the following model sentences:
Hi, I’m Nam. Where are you from?
Hi, Nam. I’m Tom. I’m from America.
All students sing the model sentences with the music of the song 
For the rules to be effective, the teacher should change the melody. If the students feel the melody is unexciting teacher should use another rhythm.
2.3.2. Role play
* Aims.
Remembering and using model sentences can be a challenge and it is uneasy for teachers to oraganize an interesting activity for the large number of noisy children in one class from 35 to 40 students. I must have strategies to control them and get their attention. 
* Techniques
- The first strategy is opening situations that students feel interesting. 
- Secondly, I use role play in group 2,3,4,5,6 etc (up to the situations). Combining the actions and instructions helps to focus children more effectively.
- Moreover, teachers bring tools, lively teaching aid, teaching tools to the lesson so that students see and know what topic they will learn.
- The other way is asking students to create roles if they like.
- The important thing to get attention of students is giving them a duty or a role so that they think students make important roles in the play and make the lessons be comfortable. This means the lessons seem not to learn and they become playgrounds for students.
For illustration:
In students’ free time they often play roles such as mom, dad, son, daughter so they love to show roles in learning. In unit 11 (What time is it ) of Tieng Anh 4 tap 2, I teach them dialogues that in part “Look, listent and repeat” by setting the situation one student gets up late and mom ask their son to get up and ask “What time is it?” The son answers about time and says that “Today’s Sunday and I don’t have to go to school.”. I use alarm-clock, a small blanket, door, bench (and explain it is a bed) as main tools for this play. Finally the son has to obey to have breakfast with sleepy attitude. The student who plays the role mom expresses a strict mom and the other student represents a lazy son. I see their enjoyness when they play roles. They feel the become other person and find strange experiences that they like. 
They play the roles of the mother,the daughter’s friend and the daughter.
(In unit 13 “Would you like some milk?”lesson 2 part 1: Look, listen and repeat)
This picture in the lesson 2 of Unit “Would you like some milk? The situation is a boy visits their friend’s house and his friend invites him a cake and some other food and drink.
For example:
Would you like some cakes?
+Yes, please.
+ No, thanks.
A student invites his friend a cake
In the lesson Unit 1 “Nice to see you again” of Tieng Anh 4 tap 1, I give them an opportunity as a teacher and say “Good morning” or “Good afternoon” When all students stand up and greet teacher – the student play the role of the teacher shows the proud feeling in their face clearly. They think their roles are very important in the class and understand me (the teacher ) more than before. In this play, tools are in advance in the class and teacher do not have to bring tools. It is the fact that students plays roles of a teacher and students very well so that I think they real teachers in the class at that time. 
In the lesson of the job I use many job tools : a doctor’s shirt, a capacity, a stethoscope (a doctor, or a nurse in a hospital) , a water tank, a scythe (a farmer), a hammer, a spanner (a worker), etc.. These thing may be real ojects or toys. My class is not a classroom it may be a place for my students to play and speak English naturally.
And this is the first part (Look, listen and repeat) of the lesson plan that I use role play technique.
GRADE 4 UNIT 12: WHAT DOES YOUR FATHER DO?
 Lesson 1. Part 1,2,3 (Period 79)
Objectives: Students will be able to ask and answer questions about someone’s job. 
Language focus:
 	* Vocabulary: interview, partner, pairs, jobs, nurse, student, farmer, driver, factory worker
 	* Sentence patterns:	What does your father do?
 He’s a ..
III. Resources: ebook, software, computer, projector, Students’ books, recording, flash cards, posters of the jobs, notebook, pen,board, school things in the class. Tools of the jobs (a doctor’s shirt, a capacity, a stethoscope (a doctor, or a nurse in a hospital) , a water tank, a scythe (a farmer), a hammer, a spanner (a worker), etc )
Steps / Time
Learning activities
Language focus
Modes
1.Warm – up
( 5 minutes)
Sing the song: “What does your father do?” 
Whole class
2.Look, listen and repeat.
( 15 minutes)
-Teacher asks about the jobs they have learnt in the song and the jobs of some students’ parents. (They can use Vietnamese)
- Introduce the topic of the lesson is jobs of family members. 
- Students look at four pictures to identify the context in which the language is used.
- Ask and answer the questions such as: Who are they? Where are they? What are they talking about? Help them to identify teacher – Miss Hien is asking her students to interview their partner about the jobs of his or her family members. Nam is interviewing Mai about the jobs of her mother, father and sister.
- Teacher opens the recording of the software –ebook, shows the actions, body languages and guestures of the roles in the conversation (plays all roles).
-Ask students play the roles after teacher.
+ In picture a, in the role of teacher all students have to stand up,hold a book and ask students to interview their partneer about the jobs of his or her family members. In the roles of students they sit down and say “Yes. Ok”.
+ In pictures b,c,d they stand up and picking up a pen and a notebook and interview the jobs of Mai’s father, mother and sister do. When they say they have to write in the notebook. 
-Teacher play the role teacher Hien, students plays the role students.
-Students play the role teacher Hien, teacher play the role students.
-Group one is teacher Hien, group 2 is Nam, group 3 is Mai.
- Ask students work in group of 3 and play 3 roles in 3 minutes.
-Call 3 groups of team A, B, and C to show the conversation in front of the class. Which groups plays the roles better will be the winner.
-Ask student to give comments about their friends and correct if he/she has mistakes.
- Teacher gives feedback and give stars
Whole class.
-Groups
-Individually
After taking part in plays my students often laugh and contact each other enthusiatically. I often push the story to become more lively by manifesting high emotion with feeling faces and real actions, therefore; my students like plays very much. It may be humorous or strict but all roles I also teach my students to imagine they are real characteristics in real life not in books. In general each story, each situation bring us happiness and a source of inspriation to learn and use model sentences everyday.
2.3.3. Real needs
* Aims: 
In real life and in imergency situations such as being tired, being thirsty, being hungry or finding something that they need, they have to use some simple sentences to express their need. 
* Technigues
Beside the sentences they learn in Tieng Anh 4 text book I also supply my dear students some other useful sentence patterns. For instance: If pupils want to drink something they can say: 
“I’m hungry. I’d like some noodles please.” 
“ Here you are” is the respond they can reply.
“Do you know where my pen is?” The students can answer “It’s over there/here.”
To get permision from other people my students certainly use the model sentence: 
- “May I use your ruler?” “ May I borrow your book?
- The sentence that answer for these permision is “Yes, you can.” or “No, you can’t”
The rule that I give for my students they do very effectively is using English to manifest their need. If they do not do like that their demand will not be accepted And we do not answer or give any things for them if they speak Vietnamese in the class. 
In order to instruct students to understand what I want them to do. I know that giving clear instructions make them short and concise. Before giving instructions, therefore, I must ask myselve the following questions: What is the important information I am trying to convey? What must the students know if they are to complete this activity successfully? What information do they need first? Which should come next? In short time, they know how to speak these sentences in English fluently.
 2.3.4. Survey and interview
*Aims:
- Setting up survey and interview is another key area of effective teaching model sentences. Survey and interview have been popular in language teaching for many years and have many advantages. They both foster cooperative activity in that the students involved work together to complete the task. They may be journalists or interviewees and ask each other about real information that connect their family, their friends, their learning ect
* Techniques.
- When we finish the activity “Point and say” in lesson 1 of unit 12: “What does your father do?” we organise a survey about the jobs of the students’ parents. I prepare 40 B2 paper and in each paper has the name of their friend and two rows (one row is the job of father and the other is the job of their mother). My students do the survey in 3 minutes and who finishes first will have a present. They try their best to do and it is difficult for me to find who is the winner in the survey.
Name:
Father
Job:
Mother
Job:
- After the students have completed their work I wrap up an activiy and check on students’ progress. I think that conducting feedback not only helps bring the activity to a close, but signals to students that I care about their work they have just completed. In my English class I usually use some ways I gather the feedback from my students For instance, In unit 13: Would you like some milk? (Lesson 3 – part 4,5,6) my students have just completed an interview their classmates about their favourite food and drink.
The interview of my student
 	I ask “How many friends do you interview?” They answer the number they have interview: three. I go to the seat of one student (Nguyen Thi Mai) and ask the name of his friend he has interviewed and the favourite food and drink of his friend and write these informa