Brainmax and sight words methodology the amazing combination to improve speaking skills for children from 5 to 8 at thanh danh english center graduation paper major english pedagogy

Tài liệu nghiên cứu Brainmax and sight words methodology the amazing combination to improve speaking skills for, tổng hợp lý thuyết và thực hành, cung cấp kiến thức chuyên sâu về .

• Người hướng dẫn: M. Le Thi Thu
• Trường học: Hochiminh University of Foreign Language and Information Technology
• Chuyên ngành: English
• Đề tài: Cải thiện kỹ năng nói cho trẻ 5-8 tuổi với phương pháp Brainmax và sight words tại Trung tâm Anh ngữ Thanh Danh
• Loại tài liệu: graduation paper
• Năm xuất bản: 2018
• Địa điểm: Tay Ninh

Mục lục chi tiết

• ACKNOWLEDGEMENT
• ABSTRACT
• TABLE OF CONTENTS
• 1. CHAPTER 1: Reasons for children to learn English at the early age
• 1.1. The ways to improve English-speaking skills
• 1.2. Methods applied in teaching English in Ho Chi Minh City
• 3. CHAPTER 3: Participants and context
• 3.1. Pre-test and Post-test
• 3.2. Brain-gym: A story of a hunter
• 3.3. Brain-gym: Dancing with music
• 3.4. Relaxation exercises: dancing with music
• 3.5. Picture: I'm a Gummy Bear - Source: Screen capture
• 3.6. Practical teaching on December 15th, 2018
• 3.7. Practical teaching on March 2nd, 2019
• 3.8. Post-test
• 4. CHAPTER 4
• 4.1. Practical teaching on December 15th, 2018
• 4.2. Practical teaching on March 2nd, 2019
• 4.5. Chapter summary
• 5. CHAPTER 5: DISCUSSIONS AND RECOMMENDATIONS
• 5.1. Review of important findings and discussions
• INTRODUCTION
• 1.1. Backgrounds
• 1.2. Literature review
• 1.3. Objectives
• 1.4. Scope
• 1.5. Organization
• 2. LITERATURE REVIEW
• 2.1. Reasons for children to learn English at the early age
• 2.2. The ways to improve English-speaking skills
• 2.3. Methods applied in teaching English in Ho Chi Minh City

Tóm tắt

I. Tổng quan về cải thiện kỹ năng nói cho trẻ 5 8 tuổi

Kỹ năng nói là một trong những kỹ năng quan trọng nhất trong việc học tiếng Anh, đặc biệt là đối với trẻ em từ 5 đến 8 tuổi. Tại Trung tâm Anh ngữ Thanh Danh, việc áp dụng phương pháp Brainmax và sight words đã chứng minh hiệu quả trong việc nâng cao khả năng giao tiếp của trẻ. Phương pháp này không chỉ giúp trẻ phát triển ngôn ngữ mà còn tăng cường sự tự tin khi giao tiếp.

1.1. Tại sao trẻ em cần học tiếng Anh sớm

Học tiếng Anh từ sớm giúp trẻ phát triển khả năng giao tiếp tự nhiên và dễ dàng hơn. Nghiên cứu cho thấy trẻ em có khả năng tiếp thu ngôn ngữ tốt hơn khi còn nhỏ, giúp chúng phát âm chuẩn và tự tin hơn trong giao tiếp.

1.2. Lợi ích của việc cải thiện kỹ năng nói cho trẻ

Cải thiện kỹ năng nói không chỉ giúp trẻ giao tiếp hiệu quả mà còn phát triển tư duy phản biện và khả năng sáng tạo. Trẻ em sẽ có nhiều cơ hội hơn trong học tập và nghề nghiệp sau này nếu có nền tảng ngôn ngữ vững chắc.

II. Thách thức trong việc phát triển kỹ năng nói cho trẻ em

Mặc dù có nhiều lợi ích, việc phát triển kỹ năng nói cho trẻ em cũng gặp phải nhiều thách thức. Trẻ em thường cảm thấy ngại ngùng khi nói tiếng Anh, đặc biệt là khi chưa tự tin vào khả năng của mình. Điều này có thể dẫn đến việc trẻ không muốn tham gia vào các hoạt động giao tiếp.

2.1. Nguyên nhân trẻ em ngại nói tiếng Anh

Nỗi sợ bị chê cười và thiếu tự tin là những nguyên nhân chính khiến trẻ em ngại nói tiếng Anh. Việc tạo ra một môi trường học tập thân thiện và khuyến khích là rất quan trọng để giúp trẻ vượt qua những rào cản này.

2.2. Ảnh hưởng của phương pháp học truyền thống

Phương pháp học truyền thống thường tập trung vào ngữ pháp và từ vựng mà không chú trọng đến việc thực hành giao tiếp. Điều này có thể khiến trẻ cảm thấy nhàm chán và không hứng thú với việc học tiếng Anh.

III. Phương pháp Brainmax và sight words trong việc dạy tiếng Anh

Phương pháp Brainmax kết hợp với sight words đã được áp dụng tại Trung tâm Anh ngữ Thanh Danh để nâng cao kỹ năng nói cho trẻ em. Brainmax tập trung vào việc kích thích não phải, giúp trẻ phát triển tư duy sáng tạo và khả năng ghi nhớ tốt hơn.

3.1. Brainmax là gì và cách hoạt động

Brainmax là một phương pháp giáo dục dựa trên khoa học, giúp trẻ em phát triển khả năng tư duy và sáng tạo thông qua các hoạt động tương tác. Phương pháp này khuyến khích trẻ tham gia vào các trò chơi và hoạt động thú vị.

3.2. Sight words và vai trò trong việc học tiếng Anh

Sight words là những từ thường gặp trong tiếng Anh mà trẻ em cần nhận diện nhanh chóng. Việc học sight words giúp trẻ xây dựng vốn từ vựng và cải thiện khả năng đọc hiểu, từ đó hỗ trợ cho kỹ năng nói.

IV. Ứng dụng thực tiễn và kết quả nghiên cứu tại Trung tâm Anh ngữ Thanh Danh

Kết quả từ việc áp dụng phương pháp Brainmax và sight words tại Trung tâm Anh ngữ Thanh Danh cho thấy sự cải thiện rõ rệt trong kỹ năng nói của trẻ em. Nhiều trẻ đã có thể giao tiếp tự tin và hiệu quả hơn sau khi tham gia các hoạt động học tập.

4.1. Kết quả từ các hoạt động thực hành

Các hoạt động thực hành như trò chơi và thảo luận nhóm đã giúp trẻ em cải thiện khả năng nói. Trẻ em không chỉ học từ mới mà còn biết cách sử dụng chúng trong ngữ cảnh thực tế.

4.2. Phản hồi từ phụ huynh và giáo viên

Phụ huynh và giáo viên đều nhận thấy sự tiến bộ rõ rệt ở trẻ em sau khi áp dụng phương pháp này. Trẻ em trở nên tự tin hơn khi giao tiếp và có thái độ tích cực hơn đối với việc học tiếng Anh.

V. Kết luận và tương lai của việc dạy tiếng Anh cho trẻ em

Việc cải thiện kỹ năng nói cho trẻ em từ 5-8 tuổi thông qua phương pháp Brainmax và sight words là một hướng đi hiệu quả. Tương lai, việc áp dụng các phương pháp này sẽ tiếp tục được mở rộng để đáp ứng nhu cầu học tập ngày càng cao của trẻ em.

5.1. Tầm quan trọng của việc học tiếng Anh trong thời đại hiện nay

Trong bối cảnh toàn cầu hóa, tiếng Anh trở thành ngôn ngữ quan trọng trong giao tiếp quốc tế. Việc trang bị cho trẻ em kỹ năng nói tiếng Anh từ sớm sẽ giúp chúng có nhiều cơ hội hơn trong tương lai.

5.2. Định hướng phát triển chương trình học tại Trung tâm Anh ngữ Thanh Danh

Trung tâm Anh ngữ Thanh Danh sẽ tiếp tục nghiên cứu và phát triển các phương pháp giảng dạy mới, nhằm nâng cao hiệu quả học tập cho trẻ em. Sự kết hợp giữa các phương pháp hiện đại và truyền thống sẽ tạo ra môi trường học tập tốt nhất cho trẻ.

Trích đoạn nội dung tài liệu

ACKNOWLEDGEMENT Foremost, I would like to express my sincere \gratitude to my advisor, M. Le Thi Thu, for the support of my graduation paper, for her patience, enthusiasm and immense knowledge. In addition, she suggested that I could try sight words method together with my idea because that was also an interesting way to teach English for young learners. She was also the one who wrote a reference letter to help me receive a scholarship from Luong Van Can Fund, which motivated me so much.

Besides my advisor, I would like to express the deepest appreciation to Mrs. Truong Thuy Mai Khoi for giving me a right to use the Brainmax method in this graduation paper. I must acknowledge my indebtedness to Directors, Professors and the staff of Luong Van Can Fund for putting their trust in me. Without them, I will not be confident enough to make any challenge decision.

I also would like to thank to the rest of professors and counsellors in Department of English ofHochiminh University of Foreign Language and Information Technology for their supports and instruction in the completion of this paper I am extremely grateful to my fellow, Duong Dang Ngoc Tram in class BA1503, for her deepest encouraging and helps. I can firmly announce that she takes an important part in this research paper for she spent her precious time on reading it and gave some recommendations. I also give big thanks to Thanh Danh English centre, 14 young learners and 3 teachers for helping me with the data collection from the observation, tests and practical teachings. Finally yet importantly, lowe the greatest thanks to my family and my parents for their love and motivation.

Once again, I would love to show my heartfelt appreciation to all. NGUYEN MINH PHI ABSTRACT People nowadays choose English as a second or foreign language, and speaking skills is the target of all learners. Through the global trend, in Vietnam, a lot of people are learning English, and they also let their children study at very young age. This paper aims to investigate the combination of Brainmax and sight words to enhance speaking skills for young learners.

According to the theory, each side of the brain - left-brain and right-brain - specializes in different missions (Nielsen et aI, 2013). Brainmax, a method based on DMIT Science (Dermatoglyphics Multiple Intelligence Test, focuses on some activities to exercise right brain. In addition, Hayes claims that through sight-words reading, students are able to raise self-confidence and motivation (Hayes, 2016). Three objectives of the study were to identify the effect of the combination between Brainmax and sight words about enriching speaking skills, introduce a number of activities of Brainmax, and illustrate the role of Brainmax in English learning motivation.

The writer used pre-test, post-test, observation and practical teaching to conduct the data. The results presented the great effects that most of young learners, from 5 to 8 age range, could respond correctly and confidently. Furthermore, their attitude toward studying English changed positively. The techniques used can support and encourage young learners to speak English naturally.

Generally, Brainmax and sight words could be combined to help young learners enhance speaking skills. Key words: Brainmax, sight words, children, English speaking skills TABLE OF CONTENTS CHAPTER 1. Reasons for children to learn English at the early age. The ways to improve English-speaking skills 5 2.

Methods applied in teaching English in Ho Chi Minh City 8 CHAPTER 3. Participants and context 12 3. Pre-test and Post-test 13 3. Brain-gym: A story of a hunter 22 3.

Brain-gym: Dancing with music 24 3. Relaxation exercises: dancing with music 25 Picture 3.5: I'm a Gummy Bear- Source: Screen capture 26 3. Practical teaching on December 15th, 2018 27 3. Practical teaching on March 2nd, 2019 28 3.

Post-test 28 CHAPTER 4.1 Practical teaching on December 15th, 2018 36 4.2 Practical teaching on March 2nd, 2019 37 4.5 Chapter summary 47 CHAPTER 5. DISCUSSIONS AND RECOMMENDATIONS. Review ofimportant findings and discussions. INTRODUCTION This chapter shows the introduction of the case study.

First, the writer mentions numerous studies related to this research in the backgrounds and literature review. Next, the writer gives information about the scope. Finally, the researcher presents the organization of this study.1 Backgrounds Widely people in the world nowadays are speaking English. Melitz claims that English is the leading language when non-native speakers choose to learn as a second or third language (Melitz, 2016).

In more countries, the governments are trying to apply "learning foreign language" at Elementary level. As indicated by Eurostar survey (2008), about 98 percent of primary students in Spain are studying foreign languages, and English is the most loved one picked by all understudies of Primary and Secondary education. In France, English is always selected as a second language (Alonso, 2012) Albert and Thomas emphasized, "The English language of today reflects many centuries of development". They also claimed in their research that the political and social issues that have got in the course of English history significantly influenced by the English individuals in their national life have commonly recognizably affected their language (Baugh & Cable, 1993).

Sneddon's point of view shows that English is a global language and it obviously plays an important role in the international communication, which includes financial relationship among nations, international business relations, worldwide trading, and others (Sneddon, 2003) One of the greatest variables influencing the wide spread of English was obviously the advancement of the WorId Wide Web 1 in the U. The Internet was conceived in the U., (Leiner, et aI., 2017) thus, the vast majority of everything is in English language. At present, English seems, by all accounts, to be the most famous language on the Internet (Group, 2019). Because of such importance and popularity, the vast majority of people learn English as a second language or a foreign language.

In Vietnam, parents follow the global trends and let their children study English at very young age. The children are able to learn English at home or in English centres. The purpose of this research is to gain further findings of the methods to improve English speaking skills for young learners.2 Literature review Several of studies, which were conducted, have referred to situations or issues that are related to this research. Scovel (1988) mentioned the reason why children might acquire native pronunciation and intonation.

In addition, Zaremba (2012) also concerned about speaking skills as a motivation and academic certification for new recruitment for employment. Furthermore, story completion was one of the effective methods to enrich speaking skills (Hamsia, 2018). According to Leon and Cely (2010), games could encourage students to speak more actively.3 Objectives The target of this research is to identify the effect of Brainmax method together with sight. words to enhance speaking skills for young learners (5 to 8 years old).

Furthermore, in the study, the writer also introduces numerous activities of Brainmax, which was copyright by Elite Global. Finally, the 2 researcher wants to illustrate the role of Brainmax in motivating young learners to study English.4 Scope The study is conducted at Thanh Danh English Center (Tay Ninh), on November 17th, 2018. We have got opportunity to work in this centre as a TFL teacher, so we choose to apply Brainmax combining with sight words as experimental teaching method. In this research, the writer focuses on observing and recording the improvement of young learners' speaking skills.

Fourteen participants are children in the 5-8 age range.5 Organization The fIrst chapter of this case study is the introduction, from page 1 to page 3, where the researcher gives background information about how English language influences some countries, including VN. With the purpose to fIgure out the effectiveness of teaching method to enhance speaking skills for children from 5 to 8 years old, the writer spends much time to reads plenty of relevant studies, he decides to apply Brainmax and sight words at Thanh Danh English Center in Go Dau district, Tay Ninh Province. In the second chapter, the writer presents studies related to this research, called Literature Review from page 4 to 11, consist of reasons the parents want their children to learn English at early age. The second chapter also explains numerous methods used in well-known English centre in Saigon.

The next chapter, which begins from page 12 to page 28, shows several procedures utilized for collecting the data. After defIning the fIndings and results in chapter four, the writer discusses and gives out the number of recommendations through involvement page 47. LITERATURE REVIEW This chapter mainly mentioned a review of literature related to the study. Because of the various elements in this study, several issues are inspected.

First, the writer wants to find out the importance of English nowadays. The wide spread of English includes several claims from other researchers and surveys on the Internet. Then, the writer explores the purpose of his study is to improve English speaking skills through common ways applied in other countries. Next, the writer also mentions a few methods used in some English centres in Saigon as well as the strong points and the weaknesses.

Finally, the study, which is based on a number of famous methodologies and other studies combining with the new one, Brainmax, from Elite Global Language School, is examined. Reasons for children to learn English at the early age English, nowadays, plays a major role in international communication. Therefore, most people consider the benefits of starting learning English at early age. In a research of Keith Breene, a national journalist, by 2016, a number of native English speakers are 400 million and approximately 1.1 billion people use English as a second language or foreign language (Breene, 2016).

Although there are some arguments among the critical period hypothesis (CPR), children are now learning English at young ages. English was taught compulsorily in the primary grades in Croatia (Nicolov, 2009). Through their surveys on teachers from 55 countries, Shin and Randall (2011) found out that approximately 50 per cent of those places shared that English was a compulsory subject for students since the third grades. Reason why educators wanted children to learn English at young age 4 was about native-like pronunciation (Scovel, 1988).

Having the same idea, Harley (1998) claimed that children would be more confident in speaking to express their ideas. Furthermore, children will have got many opportunities to get suitable jobs if they know more than one language (Carreira, 2014) At present in Vietnam, the number of students learning English becomes younger and younger. To meet the requirements of parents, a large number of English centres have founded, especially in Saigon. For example, Super Youth Language school focuses on the children from 5 to 15 with 9 levels.

VUS English centre has got various curriculums, which fit for children of many ranges of age. There are four important skills that learners are familiar with: listening, speaking, reading and writing. However, the purpose to learn language from most learners. is to communicate with foreigners.

Therefore, speaking skills seem to be the most important skills required in communication (Zaremba, 2012). Since then, there have been numerous of ways to elevate the speaking skills of English learners as a foreign language based on basic methods of teaching speaking skills. The ways to improve English-speaking skills. Chaney and Burk claimed (1998) "Speaking is the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts".

Speaking skills was also emphasized to be a key to learning and teaching a second language. Zaremba (2012) also emphasized that speaking skills or communication skills were generally considered to be the priority over work experience, motivation and academic certification for new recruitment for employment. 5 Alonso (2012) showed his point of view in his study that speaking was thought to be the most essential of the four skills.