INDEX BACKGROUND Page 1.1 Rationale 1.2 Aims of the study 1.3 Scope and object of the research 1.4 Methods of the research 1.5 The new things of the research 2 CONTENT 2.1 Theoretical background 2.2 The reality of the issue 2.3 Sollutions 2.3.1 Rhythm and music 2.3.2 Role play 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 CONCLUSION AND RECOMMENDATIONS 21 Conclusion 21 Recommendations 21 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 which I am carrying out at Hoang Hoa Tham Primary School in grade 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 at Hoang Hoa Tham Primary School They are students in grade 4A, 4B, 4C, 4D and 4E Apply for new Tieng Anh 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 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 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 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 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 4B 44 12 27,3 28 63,6 9,1 4C 38 10 26,3 24 63,2 10,5 4D 37 24,3 25 67,6 8,1 4E 38 12 31,6 23 60,5 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 Lesson of Tieng Anh (Education Press) What subjects 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 / you have / today? I have Maths, / Vietnamse, / Music / and Art After clapping 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 Lesson of Tieng Anh 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 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 part 1: Look, listen and repeat) This picture in the lesson 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 “Nice to see you again” of Tieng Anh 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 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 UNIT 12: WHAT DOES YOUR FATHER DO? Lesson Part 1,2,3 (Period 79) I Objectives: Students will be able to ask and answer questions about someone’s job II 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 1.Warm up Learning activities – Sing the song: “What does your father do?” Language focus Modes Whole class ( minutes) 2.Look, -Teacher asks about the jobs they have listen and learnt in the song and the jobs of repeat some students’ parents (They can use ( 15 Vietnamese) minutes) Whole class - 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 10 - 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 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 11 -Group one is teacher Hien, group is Nam, group is Mai - Ask students work in group of and play roles in minutes -Call 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 -Groups - Teacher gives feedback and give stars -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 12 * 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 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 you can’t” “No, The rule that I give for my students they very effectively is using English to manifest their need If they not like that their demand will not be accepted And we 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 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 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 13 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 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 the survey in minutes and who finishes first will have a present They try their best to 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 – part 4,5,6) my students have just completed an interview their classmates about their favourite food and drink The interview of my student 14 I ask “How many friends 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 information on the board Secondly, I ask Mai again to check the information she has interviewed Thirdly, I write the information on board : Linh – Chicken – Lemonade Then I ask all students some questions to check their understanding “What’s her name? What’s her favourite food? What’s her favourite drink?” write the report on the board : My friend’s name is Linh She likes chicken It’s her favourite food She likes lemonade It’s her favourite drink Fourthly, I ask them to repeat the report some times Fifthly, I order my students to write one of reports of their friends Each report includes five sentences They aslo say aloud with your friends Finally, I call some students to say about their report in front of the class and other give comments - In pairs or groups, students tend to particiapte more actively, and they also have more chance to experiment with the language than is possiple in a whole – class arrangement Pair or group work give students more opportunities to practise the language and learn them from each other However, these activities can be difficutlt to set up By ensuring that the students may understand exactly what they need to to complete the group work sucessfully, they will find it easier to stay focused and learn more from the activity 2.3.5 Games * Aims: Some activities may be too familiar with students and they want to have new activites to practising model sentences in an exciting enviroment *Techniques: + Game 1: The name of the game: Selling goods Application area: This game is applied for practiseing questions and answers, respond sentences in new language lesson or in revisions Teachers have to introduce model sentences in periods The rule: I prepare some baskets of food, drink, and fruit I divide class into groups Group one will sell food, group two will sell drink and the last group sells fruit I put these baskets in the middle of the groups The leader of each 15 groups will give duty to their partners so that when I say I’d like any kinds of food, drink or fruit they must bring them for me to buy If they diliver goods slowly I will deny my order and they can not sell their products + Game 2: The name of the game: Ship Some games help students to practise sentence patterns effectively Application area: This game is applied for practiseing questions and answers, respond sentences in new language lesson or in revisions Teachers have to introduce model sentences in periods For example: What day is it today? It’s Monday What is the date today? It’s the first of November What you like doing? I like collecting stamps The way to do: divide class into groups (each group is a ship) The duty of each ship member is answering the questions and make questions and call one membership of the other group so that he or she can answer If they answer well, the process continues to carry out If their friend team can not answer their ship will be cut one hole In minutes if the ship has less holes than the other will be the winner + Game 3: The game’s name: I see something The target of this game is encouraging students to speak many English model sentences and apply vocobularies that they have known in the sentences Application area: Teachers hold the games in revision to help students speak more vocabularies and model sentences naturally The way to do: Divide the class into groups Teachers give them an equal amount of pictures The leader in team A will choose one picture but their friend in team B can not see this picture and say “I see something” Team B will guess the content of the picture For example: In review after my students learn about day, monthe, date they can ask “Is it a day?/ Is it a month? Then if it is right they will guess the detail day/month and everything that connect to this day/month: Is it December? Is it the last day in the week? What can you in this month? Can you play games on this day? What you on Friday? 16 If the guess right the will receive this picture In 10 minutes the team has more pictures will be the winner Game 4: The name of the game: “Candy and spider” Game: Candy and spider Aims: To rivise the jobs and sentence patterns: What does your… do? 17 He/She’s a … The rule: Divide class into groups from Group1 to group Teacher invites each group a representative to go to the board to play one, two and three to find the order of groups The winner in the play one, two and three will play first On the screen there is circle that appears a job picture that you have learned After looking at the picture the first person will go to the tray to choose a tool that matches with the job picture Whole class make a question and the first person will answer and act to express the job If that student answer and express the job right teacher flips the back picture If it is a picture of a candy student’s group will receive stars and if it is a picture of a spider student’s group only receive star If he/she anwers and express wrong the right’s answer belong to the next group 2.3.6 Pair and group work Pair and group work are used to improve all skills in English - Reading (Reading the text): Students read in silence and discuss the questions in pairs - Talking (Practice speaking) Pair and group work have good effectiveness in the speaking time and this is the featured approach of communicative language teaching.” There are levels of practising: Practising according to model, controlled practise and free speaking practise Teacher can carry out the activites for student to speak in pairs or groups to give their opportunities to all students to take part in speaking - Writing: Students discuss in pair of groups before writing and they can exchange their writing to correct the mistakes - Listening: In listening tasks: Listen and tick, listen and number, listen and circle, listen and fill the word listen and colour.), teachers ask them to discuss in pairs or groups Then they compare the result with other pairs or groups to find the best answers - For example: + When I want to teach the model sentence: “Yesterday, I played badminton/ the piano/ table tennis/ watched TV” I demonstrate the activity in front of the class: I say “Yesterday” then I act the action of playing badminton 18 + I ask student “What did I do” and students answer and I confirm “I played badminton.” In the sentence “Yesterday, I played the piano.” I aslo say “Yesterday” and give signals to my students by using the hand motion Students guess what I did and say aloud Then I confirm the meaning of the action + I invite one student go to the board and show one mime to his friends He acts he played table tennis I ask him to sure: “You played table tennis Is it right?” If others is right I praise them I also invite another student to mime + Then I say that I divide them into two groups for each team They sit around the table I physically count students into teams because I want to indicate groups clearly Two students in a group + The next step I call all students in team A stand up to demarcate groups Team A members discuss with each other and choose one mime and show the mime to team B carefully (Team B watch team A discussing) and team B have to guess what they did yesterday? Team A have to say together “What did I yesterday?” This mean students repeat target language for reinforcement I emphasise that they have to show the body action I ask students in team B to guess and students in team B have to show their action + In oder to have signals to change the activity I clap the hand I give them a card of actions on the weekend and ask them to spread them on the table I guide them to play the game “snap the action” I get their attention to the cards on the table and snap the card of action they hear the teacher says Before snapping my students asks me “What did you yesterday?” I answer “I went to the zoo.” They snap quickly the card as soon as possible and pick it up immediately I repeat this activity but I change some sentences: “I played basketball” + In order to make the activity more interesting the students have to switch their seats and sing a song during the time they switch their seats They sing a song to put their hands on their heads and ask me again the question “What did you yesterday?” I say “ I watched TV” When they hear my answer they have to pick up the card of watching Tv quickly I say two tables are winners I again some times to practise the actions I did yesterday, however I ask them to speak out to challenge their responding Among the sentences I use the song and the chant to motivate and focus my students on the activity and my instruction 19 In the communicative language teaching approach, exercise kinds and activities are suitable with this approach is unlimited as long as those activities help students to get the objective of the unit and attract them to take part in communicating process and information sharing process, discuss and interact 2.4 Achieved results After one year of teaching and applying the technique of teaching model sentences, I noticed that my students understand and use sentences effectively For students, they are excited to learn and take part in activities that I organize in the class and have a clear focus in acquiring and have a passion for the subject The quality of leanring increased significanlty compared to the first survey quality The results are as follow Class Number of students Good completement Completement No completement Number % Number % Number % 4A 43 18 41,9 25 58,1 0 4B 44 17 38,6 26 59,1 2,3 4C 38 15 39,5 22 57,9 2,6 4D 37 14 37,8 23 62,2 0 4E 38 17 44,7 21 55,3 0 CONCLUSION AND RECOMMENDATIONS 3.1.Conclusion In the process of applying the techniques of teaching English model sentences, I found that when I carry out a range of activities flexibily my classes seem more effectively without wasting of time and energy I hope that the findings and suggestions in this initiative will be sort of supplementary information for 20 those who are interested in teaching sentences, especially a class with a large number of students like mine Recommendations Although the initiative has accomplised the objectives set at the beginning, it cannot avoid some limitations Due to the shortage of time, the limite of knowledge and experience as well as the scope of the study, the papers cannot cover all the aspectss of the matter Thus, there are many things left for further studies The subjects of the innitiative are grade students at Hoang Hoa Tham Primary School so that the learning condition as well as the other factors concernning learning and teaching process may different from other areas However other colleagues can learn something from this and they can manage their classes like the ways I Obviously, mistakes are unavoidable, all comments and remarks on this innitiative will be highly appreciated I am looking forward to receiving your comments and siblings I sincerely thank you! Confirmation of the Unit Thanh Hoa, March, 20th 2016 I hereby declare this initiative is written by myself Do not copy from any others Writer Duong Thi Thu Ha Ly Thi Thanh Huyen 21 ... 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. .. get the good techniques of teaching model sentences I am on duty teaching English in grade in Hoang Hoa Tham Primary School Before using the techniques of teaching English model sentences at the. .. 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)