Using visual aids in teaching English for sudents in grade 4 at Vinh Thanh Primary school to improve their activities

A. INTRODUCTION
I. The Reasons for choosing topics.
Today society is growing, learning, absorbing, perceived knowledge human knowledge is an urgent need of every person. For each person easily access to abundant sources of knowledge which means English is indispensable. Therefore learning English is increasingly more social concern, especially generation children. Because English is the most common language used and exchanges each subjects with the teaching methods, its own characteristics. For teaching general foreign language courses in English and in particular with the methodology and teaching aids in teaching is the matter should be placed on top. For a lesson in English is good quality, giving students a excited to absorb the lesson, the teacher must apply the method toxic unique and attractive. Also utensils visualization tools are important and indispensable in each lesson to help English teachers impart new knowledge, to help students easily understand and absorb the knowledge that the teacher communication achieved. Hence the use of visual media such as tapes, disks, projectors, paintings image, the real object model ... is indispensable for the transmission of information and teaching teach new knowledge to students. Starting from this issue, I think the use map visualization solution is very necessary to create a centralized tracking of students into the issues presentation, create excitement and arouse curiosity to discover new problems. Since then, teachers will have the opportunity to transmit and students will field a foul knowledge actively and effectively. Since the actual use map visualization solution in teaching and was taught many good results.
I boldly launched an innovative business experience: "Using visual aids in teaching English for sudents in grade 4 at Vinh Thanh Primary school to improve their activities ".
II. Research purposes.
With the successful research topics and initiatives of experience will help teachers get the experience the following:
1. How to organize a lesson using visual appliances efficiently.
2. The steps to conduct a quality lesson.
3. Guide the student self practice, practice to have a certain vocabulary to communicate basic.
III. Research subjects.
Study subjects of the study are measures used visual appliances in teaching in elementary school and the students learn in 4A and 4B at Vinh Thanh Primary school.
Total students: 53 students.
IV. Method of study.
For the study achieved good results, I used several research methods, which are mainly the following methods:
1. Method of observation: The implementation of self-exploration theme study, conducted attend classes visiting hours of your colleagues in the field.
2. The method of exchange, discussion: After the hour of colleagues, co-workers who take time to implement the project, colleagues and people to implement the project to conduct exchanges.
3. Experimental Methods: Teachers conduct teaching purposes expressed in each specific request some lessons.
4. Methods of investigation: Teachers ask questions to check understanding of content assessment of student lessons.
B. CONTENTS
I. Theoretical basis.
Innovation teaching methods "Student-centered" teaching is student-actors in the process of understanding the exploitation of knowledge. In the innovation of teaching methods, the visual appliances have a very important role in helping students with high-level thinking skills, focused observation and research to find out through the channel shape, build up is informal lessons.
The teacher serves as a guide, designed learning activities collection allows students to gather information and information processing, self-discovered topics and content knowledge of new lessons. Organize students to fully exploit the knowledge, build knowledge through channel formation scenarios. Visual appliances available to collect new information through the diagram, real objects, models are available around us to draw conclusions or etched structure, semantics and so deep. 
Students actively participate in the study and learn knowledge, no love state students sit passively absorb the knowledge lesson by the teacher presented in textbooks that actively participate in the learning process, receiving knowledge and discovery of content, knowledge lesson. Besides the teacher needs to understand the psychological characteristics of new students find optimal methods in the teaching process. Elementary students have a specific way of thinking, a formality, not sustainable. In addition to general characteristics, the psychological elementary students also bring psychological insecurity, anxiety fear because of pressure homework, teachers, friends, pressure from family relatives.
II. Status of the problem before applying experience.
 1. Advantages:
- There is concern in the sector level, school board, parents and teachers.
- Students are progressively more aggressive look with this subject and most of them very eager to learn.
- The staff of teachers, ensuring the development needs of each school; copper the teachers are trained in the preparation, enthusiasm, energy and accumulation experience.
 2. Difficulty:
- English is a difficult subject for students in grade 4 so to attract students interested in learning this subject is so difficult to teach the children get the skills and coordination skills a mature way even harder for many reasons such as: students do not understand the importance of the subject so they are ignored, and learn coping mood; equipment in service of teaching and learning English in general and in particular to hear more limited, even teachers sometimes have to create teaching aids teachers even longer as the 'Artist' in the lessons due to lack of space intuitive map. Especially teachers have to work as a "speaker" or in other words to do the replacement of tapes of the hearing lesson. In the process of teaching, some teachers teach according sticky reside always important how to complete the lesson, complete all objectives, students master the knowledge without paying much attention to how to acquire knowledge easiest way. Led to some concern and fear children learn English from the results that affect learning English subjects.         
For students, the skills that the difficult and often the children have psychological boredom, inattention and almost let go, some other students deal with the teacher in the class by copying the your results or copy available answers.
- And a few students had difficulty in reaching and grasping new language. Since then, there is little impact on the quality of teaching and learning.
- Most students in rural areas, local pronunciation of English should read not ready, tend to pronounce the English way of Vietnam. Specifically, students are often afraid to learn English because the attention of parents is limited. Even many parents work away from you should have to live with the grandparents, the external factors are affecting learning problems lead to low academic performance. On the other hand, the majority of parents do not know English; So just to remind you mostly work hard. 
Although conditions are not guaranteed or has been met no matter what part of the teachers we need to explore, create and overcome difficulties to make every lesson own skills and teaching process say general enjoyable, charismatic passion of student learning. When teaching it myself perform the following steps:
- Lead before (make students understand the requirements of the post).
- Guess the event.
- Out-specific mission requirements of all, determine the focus.
- Conduct training all in 3 steps: before, during and after.
- Use the appropriate procedure in the lesson, the visual aids in the post (if available and necessary)
With the full implementation of such steps have yet lessons effectively.
 3. The results of status:	
In school year 2015- 2016, I was assigned to teach management board English in grade 4. As soon as I receive a positive level survey of students studying in 4A and 4B. Offer a detailed inspection as follows:
 Question I: Odd one out.
1. A. Speak             B. Song           C. Play                 D. Swim
2. A. Countryside    B. City             C. Street               D. Map
3. A. Milk               B. Chicken       C. Bread                D. Fish
4. A. August           B. November    C. May                 D. Match
5. A. Maths            B. English         C. Science             D. Vietnam
 Question II: Choose the best answer.
1.Where are you today?
A. I’m at home.                    B. I’m from Vietnam.       C. I’m ten years old.
2. How many students are there in Mai’s class?
A. There are 30 students    B. There is a teacher   C. There are 30 student 
3. Can your mother speak English?
A. Yes , I can.                       B. No , she can’t.               C. No , he can’t
4. What day is it today?
A. It's Friday                         B. an Monday                     C. a Monday
5. When is your birthday?
A. It’s on the fifth of March.    B. It’s in September 2nd.   C. of September
6. Can you play volleyball?
A. No, I can B. No. I can't B. Yes, I can't
7. What can you do?
A. I can dance B. Yes, I can B. No, I can't
 Question III: Read and answer the questions.This is my friends, Mary. She is 
ten years old. She is a student, too. 
She is from Australia.
Hi. My name is Peter. I’m nine years old.
 I am a student. I am in class 3 in Oxford
Primary School. I am from America. 
What’s his name? 	____________________________________
How old is he?	___________________________________
What does he do?	___________________________________
Where is he from?	___________________________________
What’s her name?	___________________________________
How old is she?	___________________________________
What does she do?	___________________________________
 8. Where is she from?	___________________________________
4. Results:
Classes
Total
Survey results first test
Marks ( 9 -10)
Marks( 7- 8)
Marks(5-6)
 Under 5 marks
 SL
%
SL
%
SL
%
SL
%
Class 4A
 Survey
27
7
25,9
6
22,2
11
40,8
3
11,1
Class 4B
Experiment
26
5
19,2
7
26,9
8
30,8
6
23,1
Through statistical tables on I noticed: The result is not very good student. Percentage of students achieving good grades are not high, there are still many students only low-level or unsatisfactory.
I understand the reasons that: The number of students with low scores in English by subject:
- Do not boldly say to the class.
- They have not mastered the knowledge, not from memory, no method of learning, not working hard.
- Teachers do not have the optimal method to help mentor students.
- Some parents do not really care about them, they just learn in class about the parents do not pay attention, do not remind.
From this situation, to work teaching English better efficiency, I boldly offering solutions to all colleagues to consult and apply, making the quality of the school's English courses increasingly enhanced.
III. The solution was used to solve the problem.
In the process of teaching in general, the role of teachers is of paramount importance especially with the current trend of teaching, we should make students aware that teachers are only the driver and guide, explain to the children need to be aware of the lessons required, of the unit. And the student is the subject of learning activities or who actively acquire knowledge.
         More specifically we are now teaching English in view of communication means enabling students to develop the ability to use language to communicate useful items rather than the provision of language, or the language knowledge plain language.
         Consequently skill training for students is very important because this is a link in the communication process. Want to communicate well and effectively communicate the audiences to understand his interlocutors duocc're talking about? what to ask? Or want? As an English teacher, we should firmly grasp the essence of each section, each required in the program.
1. Preparation:
- To use good visual appliances in teaching English first Teachers must know the kind of intuitive use and its effects in the explore and exploit knowledge in each lesson.
- Supplies visualization in teaching include: real objects, models, paintings... 
+ Material really necessary things around us and very close to life daily living or learning tools such as rulers, pencils, books, furniture...
+ Gadget cartoon images, tapes and disks.
+ Substitute that is the model of plastic or clay.
When using visual appliances teachers to study the lesson content prior to preparation utensils suitable for lesson content and utensils must used thoroughly, lessons that will be more effective. There are so utensils new visual valuable to students exploitation and learn better knowledge on the observed exchange group basis to inculcate knowledge. Use intuitive utensils to serve the teaching of English to contribute student section as understandable and easier to receive knowledge, create comfort for school students do not be afraid for the children learning foreign languages in general and English speaking Private. Using the intuitive use in teaching, the teaching role is only director, students employed in observing and actively explore research topics as well as knowledge of new lessons, create interest and stimulate curiosity, restless, eager to learn from the students. After observing visual items, the instructor teaches the students suggested to build content and towards the main focus of all knowledge. Therefore, for teachers to prepare teaching materials is a problem important indispensable, it decided to success for both lessons and teaching process, teachers need to plan research programs in preparation utensils. 
The teaching is not possible to use the description. Teachers need to strengthen regular use. Teaching materials is not merely an illustration, but also a source of information is extremely important to help students interested in exploring, discovering new knowledge. An English lesson without teaching aids, the lesson that day will greatly reduce the crispness. Conversely, one thing though very simple furniture but also attract students and make the school more attractive. Utensils can be the illustration of lesson content. In a pilot project, the Ministry has provided plenty of competition in English, this is a source of supplies available, teachers can borrow regularly at room furniture. The competitive part of the knowledge needed to illustrate that there is no furniture in the room to borrow, teachers can be launched by assigning students to sing learn to draw, just encourage them to use professional painters in fact, has been used in many paintings again. Drawings to illustrate a communication situations related content is about learning, teachers can use their existing capabilities, drawing on the board of simple drawings. In this capacity efficiency of the school also achieved quite high.
a) Teaching aids may be the cards. Teachers can cut about 12 cards hard, one can chalk surface, a surface marker can be used, both sides can be easily removed. Teachers are always available to the cards in the briefcase, any appropriate lessons can be very convenient to use and also make lessons more vivid. These cards can help students review the related knowledge from going to school in the game "Pelmanism '', can help students practice applying the grammatical structure of all.
b) Side table, or the poster is also very simple, easy to use. When teaching reading, listening teachers can use pre-written posters in the students guess the true- false before read or listen to the lesson. However convenient side table than can be erased and used many times.
c) Teaching aids are things available in everyday life. When related to the new post will teach in, or related to the lesson content: glass, plastic, rice, salt, milk, flowers, small drinks or foods such as tubers, fruits ... etc . Teachers can bring from home and thus help students relate to its name in English, which will help students to remember the words right out of class. Will be much better when the teacher just told in words, such as 'rice' 'in the English speaking Vietnamese as "rice' ... etc.
d) Do teaching the radio, listening to tapes to teach listening skills to understand, is the essential items to help teachers not just read, assist students accustomed to listening by radio. If teachers are lazy use of radio listening comprehension ability of students is limited.
 e) Information technology is the modern alternative means for teaching aids effectively. If you can often use this teaching equipment, the ability to attract the attention of students in lessons and inspire student learning very high. While the use of electronic lesson plans teachers can use more vividly realistic images, stimulate curiosity, discovery of students. Help students more actively in their learning activities.
2. The method uses visual items:
- This is a method of organizing teachers to observe students utensils intuitive understanding through knowledge map for building situations, judgments sense of the word, predicting phenomena, facts, information gathering data to guide students on topics lessons or homework to process information. Example: When I taught an introduction to the activities (Unit 5: Can you swim? English 4) I used the pictures describe the activities ( skip, skate, cook, swim):
 skip skate cook swim
 In fact I always learn, to explore the creation of new visual aids to help teaching job more effectively, and I have achieved much encouraging.
Example: Through photographs ( a dog, a cat, abird, a fish) students can remember right sense of the word.
In addition to pictures, objects real or miniature model prepared in a number of lessons, we can also draw on the board the simple style image that I think everyone is done easily, following is a some examples:
* The images depict the nouns:
 a boy a girl a child a baby
 an apple bananas a carrot an onion
* Adjectives:
 Tall short fat thin strong week
 Happy sad laghing crying heavy
	* Some pictures describe activities:
 walk run sit lie swim
- To promote the use of best furniture intuitive and flexible to incorporate operate using some basic methods below:
* Method to model (Model, Action, Talk - Mat) emphasizes modeling and acting in accordance with the structure and form sentences and technical training, help for students formed using English skills in a maximum amount of time in the dark minimum. This method is relatively consistent with the circumstances teaching English in Vietnam South because of the following advantages:
+ Save time, students understood the content, whether through language movement of teachers.
+ Students understand what to do when practicing.
+ Helps teachers use English to explain the whole structure, an active action without resorting to the mother tongue.
* Method entire physical responses (Total Physical Response -TPR) method called Listening (The Comprehension Approach fish) to help students with a comprehensive response actions based on the link between language and act naturally, how to help students think and remember long more.
+ Features of the TPR method:
- Help students develop the ability to understand language before speaking that language.
- Ability to understand language through body gestures.
- Do not force students to tell if they are not ready.
+ Technical mainstream TPR method:
- Use the command to direct the behavior of students in the class.
- Change the role of communication: the students switch roles, follow orders and set out command.
- Using the action sequence (the order related to each other).
* Method functionality (Functional Approach - FA) emphasized the to use the language in the sample sentences in context,