Đang tải... (xem toàn văn)
Stemming from the above problems in teaching English in grades 4, I believe that the effective use of visual appliances are essential in each lesson to create concentration, attention, inspire and arouse curiosity to discover new issues for students. From there, they will perceive knowledge positively, proactively and effectively. Therefore, I boldly applied Effectively using visual aids in learning English of grade 4 of Nga Ving primary school ”. Thereby, this can help contributing to improving the quality of teaching and learning in English, to meet the requirements of educational innovation today
A BACKGROUND Primary school education level is an important contribution in laying the foundation for the formation and personality development of students The study, acquirement and comprehension human knowledge is an urgent need of the people To help everyone be easy to access to abundant sources of knowledge, English is an indispensable vehicle It is a communication tool, the key to the treasure of human knowledge Therefore, learning English of primary school students are particularly concerned by students, parents, teachers all over the country English became one of the main subjects in the curriculum of students Foreign language in general and English in particular, the methods and organizational form of teaching and teaching aids to improve teaching quality is the issue of primary concern To have an effective English lesson, make students excited in acquiring the lesson, teachers should apply innovative, creative teaching methods and flexible forms of organization In particular, finding ways to effectively use visual appliances is an important tool in determining the success of each English lesson In 4th grade English program, students learn and practice all four skills under the topics: Me and my friends, me and my school, my family and Me, Me and the world around Each topic, students will contact with things, animals, jobs very close and stick with their lives However, they meet difficulties in using in the English language to express it, which make students fear and lack of confidence when learning the foreign language Stemming from the above problems in teaching English in grades 4, I believe that the effective use of visual appliances are essential in each lesson to create concentration, attention, inspire and arouse curiosity to discover new issues for students From there, they will perceive knowledge positively, proactively and effectively Therefore, I boldly applied "Effectively using visual aids in learning English of grade of Nga Ving primary school ” Thereby, this can help contributing to improving the quality of teaching and learning in English, to meet the requirements of educational innovation today B SOLVE THE PROBLEM I RATIONALE The 8th Central Committee of the Party XI (Resolution No.29-NQ/TW) (05/11/2013) of the basic innovation, comprehensive education and training to meet the requirements of industrialization and modernization under the condition of Socialist-oriented market economy and international integration It’s stated that: "To actively integrate and improve the effectiveness of international cooperation in education and training" is the mission, 9th fundamental solution of the Conference Resolution of the 8th Central Committee of the Party XI signed by Mr President Secretary Nguyen Phu Trong The method using visual aids is the method which teachers organized students to observe visually utensils, understanding knowledge through utensils to build scenarios, predict the semantics of words, predicting the current objects, events, information gathering data to guide students to the point of lesson or doing exercises to process information When using visual aids in teaching, the teachers’ role is to direct and master students in observing and actively explore research topics as well as knowledge of new lessons, create excitement and stimulate curiosity, restless, eager to learn from the students After observing visual aids, teachers will suggest the students to build and towards the main content, focus knowledge of the lesson Education Law, article 24.2 states: "Method of general education must promote activeness, self-discipline, initiative and creativity of students, be consistent with the characteristics of each class, subject, training self-learning methods, practice skills to apply knowledge into practice; emotional impact emotion, bring joy, excitement for students " “Active learning" in fact is activeness perceptions, featured in understanding aspirations, mental power and high energy in the process of knowledge dominate Positive perceptions of learning activities related primarily to learning motor The right motor creates excitement Excitement is the premise of self-awareness Interest and self-awareness are two factors that make activeness Positive mindset produces independent Active learning expressed in the signs such as be eager to answer the teacher's questions, complete partners’ answers, preferring to speak their opinions before the issues raised; or ask questions, require explain the unclear problems; actively apply the knowledge, skills learned to perceive new problems; focus attention on studying the issue; persistence completed the exercise, not be discouraged before the difficult situation… The view of teaching English is or is not burdensome, emphasis on teaching grammar as before but the development of teaching communication skills to students gently on the topics and situations or content communications relating to the environment at home and abroad Therefore, teaching English with the use of effective visual aids will help students reach a gentle, easy to understand international foreign language without causing boredom or stress for children II STATE OF THE PROBLEM General Situation According to the regulations of the Ministry of Education and Training, each week students are just learning classes with 35 minutes/ class Some of the standard school may be higher than the number of classes, classes/ week Thus, the contact time with the English on the total number of weekly hour communication is very little Moreover, using English environment for the children is just in class hours Out of the classroom, children use Vietnamese In fact, students not need to use English, except for the required study and exams at school Every demand to use English is for practice, no other natural environments to provide English to children In addition, primary students cannot afford to concentrate in a long time to acquire knowledge when teachers impart But few teachers in teaching of foreign languages concern to help students interested in being involved in many activities, be yourself doing a lot of work, many types of exercises as well as the communication situations so that the children can dominate the knowledge in an active and positive way Another psychological characteristics of students is that they acquire fast, imitate fast and just as quickly forgotten Children are curious, energetic and creative in a natural way, always wishing to explore their surroundings and communicate with people We cannot deny the interest and creativity of children in games But most teachers use visual aids in teaching English only formally without giving consideration figure out how to use effectively visual aids to help their children initiative, confidence, excitement and creativity in subject The situation of teachers and students I myself have for years been teaching English to students in th grades at Nga Vinh Primary School, the school is located in a poor commune of Nga Son district So they face many difficulties in studying this subject The ability to remember words and grammar of grade is still limited, especially the ability to communicate are passive, lacking confidence This leads to most students are not actively learning and the quality of learning English is not high Specifically, in the beginning of the year I have examined the quality of 42 students in grades of Nga Vinh Primary School, results are as follows: Good Middling Medium Number % Number Number of students Number % 42 11,9 19, 22 Weak % 52,4 Number % 16,6 The results show the learning English quality of students at 4grades in particular and at Nga Vinh Primary School in general is low Therefore, I have boldly taken a number of measures in practice teaching and working to solve concerns, problems and shortcoming issues in teaching and education of students with a desire to contribute help students in grades be proactive, positive and interested in learning to improve the quality of teaching English, meet the educational requirements III SOLUTION AND IMPLEMENTATION The "Use effectively visual aids in teaching English grade 4" will help teachers impart knowledge in a gentle way, students are actively perceived knowledge, confidence and interested in communication actively in learning in English To accomplish this, I have conducted a number of solutions to the following: Learn to use visual map and how to use them effectively in teaching English In each English class, teaching visual aids are indispensable to help students actively explore and comprehend knowledge Visual aids in teaching include: real objects, models, paintings But how to use effectively those visual aids? It requires teachers to be proactive and creative in every class, flexible in every form and organizational learning methods, especially skillful in the use of visual aids Real objects are necessary things around us, very close to everyday life and learning tools such as rulers, pencils, books, tables, chairs, bookcases, In teaching English, those objects are essential for the provision of new words for students or to introduce form sentences or to help them memorize new words in organizing consolidate games Ex: This is a table That is a pen These are books Iconic utensils are images, tapes and disks These are also intuitive utensils being indispensable in every English class Substitutes are the plastic or clay models or movements simulating the actions of the students When using visual aids, teachers must research content of the lessons before to prepare utensils suitable for lesson content and utensils must be thoroughly used, lessons that will more effective Thanks to this, visual aids have value for students to exploit knowledge better based on observation and exchange groups to engrave knowledge For example, using effectively visual aids on teaching: Unit 7: My school subjects, Unit 9: In my classroom, Unit 16: Zoo Animals In particular, to promote maximum efficiency of visual aids the teacher must focus on changing organizational forms flexibly such as they can be used in learning new words, sentence structure in the group, class or in practice these skills by organizing learning games matching the class (game "power transmission", "put the flowers", "Try to guess the correct answers", ), according to the team ("who is faster, who is right" "fast eyes, quick hands" ) Using flexibly and creatively visual aids which are real objects in teaching English For primary students in learning English, get yourself to discover knowledge from things that be close, loved around like learning tools: backpacks, erasers, rulers, pencils, pens, chalk, ink, books, notebooks, tables, chairs will help them be proactive, confident, for example: When teaching Unit 9: In my classroom (English class 4, vol 1, page 60), I draw attention to students from minute of introduction post (Dear students! At school, in addition to teachers and friends, we also l have very close friends You have guessed who I wanted to talk about? Those are your learning tools, they are eraser, ruler, and pencil these friends will be a bridge to help us gain access to the vast treasure of knowledge of mankind In today's lesson, you will become familiar with a topic called Learning tools!) To help students be active in learning new words and have the ability to remember words quickly, after organizing activities for the children in the group talk about their learning tools to each other (perhaps by Vietnamese or English) and report to the class, I will finalize the English and the students read in classes, groups, individual (or combined bring learning tools to the children, such as books, notebooks, pens ink, pencils, desks, chairs, ), for example: The teacher holds the book up: Teacher: book ( or: It is a book.) Students: book, book The teacher holds the pen up: Teacher: pen ( or: It is a pen.) Students: pen, pen On helping students consolidate, engrave knowledge and develop communication skill, I have organized for the students to play the game "Power Transmission": Rules and how to play as follows: GV picked up a book and said:” This is a book,” then hold a pen and ask students: what is this, Phuong? The first Students answer: It is a book or book (Or students can ask other students get the correct name their school supplies required: STDT2: Take me a pen => STDT2: holding a pen up) Just like that, you guessed correctly will be allowed to ask other students in the class End of game time, the student answers correct names of school supplies will be honored before class, students wrong will be punished in the form of a class given as singing, dancing or hopscotch When teaching: Unit 7: My school subjects (English class 4-Volume 1, page 48) In activity: "Look and say," I asked, "What lessons have you got today?" combined with taking the book of each subject for students to answer, then give the name of the subject and make student read along in English, for example: The teacher holds the Math book up: Teacher: Maths.) I have got Maths today ( or: Students: Maths Maths The teacher holds the English book up: Teacher: English.) I have got English today.( or: Students: English English After students have read the name of the subject, I continue to take the book randomly for students to repeat: Math, English, Science, Music, Art, IT (Information Technology), History in the form of brass the whole class, groups and individuals To help students remember retentively, engraved knowledge of the lesson, I organized for the students to play consolidation games: "put the flowers" as follows: Teachers sing a song while give book to students and students will circulate by hands the course book (e.g Math, English, Science, Music, Art, iT (in formation Technology)), when the song stops, the book is on one hand, this student has to say that the subject’s name today we are learning (e.g Math I have got today, ) And so, to the end of the song, the student does not say the right name of subject, he must sing a song It can be said, by exploiting thoroughly, flexibly and creatively visual aids which are very close objects with the students, I find them really fast absorbing all, remember long knowledge, the lesson is interesting and attractive Most students were bravely in communicating in English; especially the children are proactive, positive and interested in each lesson Use effectively teaching aids which are pictures in teaching English In addition to the objects that are very close to the students, pictures are also indispensable school supplies in each lesson to learn English How teachers use pictures appropriately, flexibly will help students understand the lesson better and, specific example: When teaching Unit 16: Zoo Animals (English class - Volume 2, page 42), I proceed as follows: In activities: "Look and say," Teacher asks students to work in group, then each group represent a pair on the board point to the pictures and answer The teams understand that they must make this request using form the sentence: What animal is that? to practice questions and answers about the animals in the picture Under the assignment of the leader, each team member must know their own work, and to actively participate in group activities, such as: + According to the request of the exercises above, divide the class into groups of four groups (each group of students) are organized as follows: + Leader assignment: - 1st pair: question and answer with the animal corresponding to a and b: a tiger and a giraffe - 2nd pair: question and answer corresponding to c and d: an elephant and a monkey ======= Group leader asks: 1st couple practice, while other pairs listen - Then turn to the 2nd pair and 3rd pair Therefore, any student can listen and practice until the end of the lesson If someone is confused and cannot speak fluently, group leader and other members will help him/her - During group study, teacher should order students in groups with equivalent ability Each group should have a student who is good at English to support others members - Finally, teacher holds animal word cards on hand, and flip the cards rapidly, students are supposed to guess and speak out the words in the cards as fast as possible Teacher that consecutively, students will have naturally reflex of speaking English On the other hand, teacher can bring the cards up and down, left and right and students speak each word a turn In addition, teacher can let student watch the word by revealing each letter in the word consecutively For example, teacher use the card of a tiger to cover the card of monkey except the first letter a, if student cannot still guess, teacher can reveal letter o, then n, then k … until student can guess and speak name of the animal exactly At the end of the lesson, I organize a game: “who is right?” to help students remember new words deeply The game, which is played for minutes, have two team that include members The rule: An elephant A zebra A lion A monkey Picture and word cards pinned to board After hearing the signal (when the teacher said: It is a tiger or voi ), students in each team run to the table consecutively and hit the animal picture or animal name card The first one who is done will run fast down the line position, the teacher will give each correct and fastest answer of each team a flower When the game finish, the team that won more flowers will win The winning team will be plugged emulation flag of the class Therefore, by the exploitation and use of visual items such as pictures that showed above, I found that lessons have brought much joy and inspiration to students All students have chances to fulfill their abilities and know how to help others in learning Using creatively visual aids expressed in gestures, actions of students in teaching Gestures of people will say to the content of the action So using gestures, actions of the students as a teaching method will help students not only more confident but also help them develop the ability to think, deduce logically So I am particularly interested in and apply it flexibly in each suitable class, for example: While teaching Unit 4: Things I can (English Grade - Volume 1, page 24) In warm-up activities, to attract attention and inspire pleasure from the first minute of the lesson, I point a student stood up to sing a song in English, then asked the class: what did Lan Anh do? (Students answer: She sung in English) The teacher introduce: “Lan Anh can sing in English very well, didn’t she? So what you can also do? (Students: drawing, swimming, dancing ) Each person have individual ability, thus, to help you can tell the ability of themselves in English, we will learn Unit 4: Things I can do.” To help students develop thinking, judgment and deepen knowledge, I organized game "Try to guess the correct" as follows: Each student will go on stage to show their abilities through gestures, actions for other members to figure out and speak name of the action in English Someone who guess right and speak out the name of the action is the winner If someone cannot guess and then people are in the stage can speak out the name of action speaks 10 She can sing well She can swim ( Students at Nga Vinh primary school ) 11 He can play the piano She can draw ( Students at Nga Vinh primary school ) Through expressing creatively gestures, actions by students as an appropriate means of teaching in each class as I presented above, I find them really interesting to learn The lessons are lively, comfortable with no pressure on students even when they learn a new structure Especially, listening, speaking and communicating skill of students are much better than themselves IV TESTING After applying flexibly and creatively visual aids in teaching English in grade 4, I found that aids given in each class were promoting educational effect It makes students to be more active and positive in master knowledge, besides, they are able to memorize new words and grammar structures very fast Most students are confident, strong in learning, communicating in English, the skills of listening, speaking, reading and writing is also enhanced Especially, students are very interested in class Now every heavy, difficult English classes before have transformed into fun, comfortable lessons Teachers also not stop learning to improve knowledge and creativity in teaching organization 12 The obtained results when testing knowledge and skills of students in English as follow: Total 42 Completed Quantity % 40 100 Do not completed Quantity % 0 C – CONCLUSION & RECOMMENDATION CONCLUSION Over time researching and teaching English, the using of visual aids flexibly and creatively have brought successes at a certain extent I am very graceful for having the help and guidance of the school board of administrators and colleagues Now my students are interested in English class and easily understand the lesson They are more confident to communicate Therefore, through English class that use visual teaching aids effectively, teacher actually become closer to students, helping them feel confident in perceiving knowledge, interested and active in learning So, to have lively, attractive and effective lessons, each teacher must know how to design and apply creatively the teaching method; how to use visual aids flexibly to show students the meaning of learning English in society That is we have together contributed to improving the quality of teaching English RECOMMENDATION I would like to suggest some solutions to apply the method of using visual aids: - Every teacher should be flexible in innovative teaching methods to improve teaching efficiency, to help students to be interested in and active in learning English - Need to know how to fully exploit the efficiency of visual aids in each lesson to help students take the initiative and confidence in each class - Every school should facilitate further on the facilities, equipment and teaching aids for each class to ensure it will be a chance for teachers and students enhance educational effectiveness 13 Above are some solutions that I have carried out to improve the effectiveness of teaching Grade English and in general teaching In the process of implementation, due to time and facilities constraints, I can not be illustrated through many lessons The solution still have many shortcomings I look forward to the comments of the leaders of the superior, of the managing board and colleagues to make my solution achieve the highest efficiency Thank you very much! CONFIRMATION OF RECTOR Thanh Hoa, April 2nd, 2015 NO COPY AGREEMENT Writter Sen Mai Thi 14 15