How to teach vocabulary to children at Primary school effectively

How to teach vocabulary to children at primary school effectively

How to teach vocabulary to children at
Primary school effectively
PART A: INTRODUCTION
1. Rationale
Nowadays, English plays an important role in many fields. In addition, the
more developing society is, the more necessary English is. Because English
can help people master a language, they will own a great knowledge. In order
to carry out this, we have to learn vocabulary at first. We imagine that
without vocabulary, no language exists. So vocabulary is a vital part in
learning English. How to help people in general and pupils at Primary School
in particular learn and use vocabulary effectively is a difficult question.
At present, I am a teacher of Be Van Dan Primary School. I am teaching
pupils of grade 4. I assume the responsibility for 4A, 4B, 4C, 4E. Each class
has different perception so I have to select the way of teaching vocabulary
differently. For weak pupils, I often translate new words directly. In contrast,
I usually let good pupils guess the meanings of words. So it is essential to
find out the most suitable way of teaching vocabulary in order to take
advantage of pupils’ learning spirit.
To upgrade my teaching skills, I have chosen the subject “How to teach
vocabulary to children at Primary School effectively”. There are many
studies relating to teaching and learning vocabulary in general. However, my
study is more specific. It is my hope that the study will be more or less useful
for those who are concerned.
2. Aims and objectives of study

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How to teach vocabulary to children at primary school effectively

My study concentrates on the way to improve learning vocabulary and how
to teach vocabulary most effectively at Primary School. Therefore, this study
aims to:
• Providing the theory on vocabulary
• Finding the way of learning and teaching vocabulary
• Finding out the real situation of teaching and learning vocabulary at
Primary School
• Giving some suggestions throughout games to improve learning
vocabulary of pupil at Primary School
3. Scope of study
Vocabulary is a big part in each lesson because all four skills including
reading, listening, writing, and speaking need vocabulary. My topic only
dealt with the problem “How to teach vocabulary to children at Primary
school effectively” And I try my best to give the most suitable method of
teaching vocabulary at Primary School in general and at Be Van Dan Primary
School where I am working in particular.
4. The age – psychology and perception process
Language is a system of grammar and vocabulary. Learning a language
knows the rules of that language. Language is a set of habits which are
practiced everyday. Moreover, language is described as it is used in everyday
life. So learning vocabulary to children is very important. Because a child is
about six years old, he reaches a period when he has acquired complete
understanding of everyday utterances and complete speech habits of the
language. The natural or direct language teaching method was worked out
from this way of learning. A lot of people think that English should be
introduced to children at Primary school because everybody knows that it is
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How to teach vocabulary to children at primary school effectively

much easier to learn foreign language when he is young. Children’s mind is
ready to learn many things when learning the second language. Because the
perception process of each child is different, teaching method is not the
same. As a teacher, I will find out the most effective way to make them
attractive.
5. Method of study
In order to complete this study, I myself read and consult many books from
many sources such as: from the library of the English Faculty, HN Open
University, from my supervisor, and from my friends. Moreover, I finish the
survey questionnaires at Be Van Dan Primary School. With the help of 130
pupils in grade four (4A, 4B, 4C, 4E), I find out the pupils’ attitude towards
learning vocabulary. This thing will help much more for my teaching later.
Due to my lack of knowledge and experience, mistakes are something
unavoidable, so comments on this graduation paper will be useful for my
teaching at Primary School.
6. Research question
In order to achieve the aim of this study, I set up the following research
question:
“How to teach vocabulary to children at Primary School effectively”
7. Design of the study
The study is divided into 4 chapters

Part A: Introduction

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• Introduction consists of rationale, aims and objects, scope,
psychology-perception process, method, research question and design
of the study.
Part B: Development
• Chapter I : Literature review talk about background of English
vocabulary
• Chapter II: methodology, which revises some relevant literature
feature of English vocabulary and the common tendency of learning
English vocabulary at Primary School.
• Chapter III : Some useful suggestions to teach vocabulary to pupil at
Primary School
Part C: Conclusion

PART B : DeVELOPMENT

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Chapter I: Literature Review

1.1 Background information
In this chapter, I will introduce three issues such as: the concept of
vocabulary’s information, the way of giving a new word and how to check
pupils’ vocabulary
1.1.1 What is vocabulary?
According to the authors of Methodology Handbook, “Vocabulary is defined
as a word simple enough to begin learning on the first day of a class and they
are powerful enough to encourage communication from the very beginning
words are small pieces of language which carry bits of meaning”
Vocabulary can be defined; it is simply understood as words in a language.
However, vocabulary may be a single word (cat, read) but it may be more
than a single word, for example, “father-in-law or mother-in-law”, which are
made up of two or more words but express a single idea. There are also
multi-word idioms such as “bread and butcher”. It means that the meaning of
the phrase can not be inferred from component’s word. In fact, it is extremely
difficult to give an exact definition of vocabulary because there are many
different definitions of vocabulary. So, the definitions above are only general
concepts in relation to vocabulary.
1.1.2 The importance of teaching English vocabulary at Primary School.
At present, I am teaching English vocabulary at Be Van Dan Primary School,
so my goal is finding out how to teach English vocabulary to my pupils
effectively. I am conscious that teaching and learning vocabulary is one of
the most important parts in English because there are many different ways to
teach vocabulary. Teaching vocabulary is a complex process and it consists
of many steps, and aspects. Vocabulary helps pupils express what they want
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to talk. It makes pupils communicate more easily. If pupil knows how to
arrange vocabulary together to make sentences, conversations, they will feel
confident and will develop speaking ability as well as their vocabulary. In a
book written by Mr. Dang Ngoc Huong, it is assumed that when using a
course book or any source of teaching materials, many teachers think that
every new word has been selected carefully by the course designer or writers
by certain principles. One of the tasks of the teacher when teaching
vocabulary is the selecting the right vocabulary the pupil need. Therefore,
vocabulary must be concerned in teaching English at Primary School.
1.1.3 What need to be taught?
1.1.3.1 Form: pronunciation and spelling
The learner has to know that pronunciation and spelling is very important
when teaching vocabulary. When we teach a new word, pupils must imitate
our pronunciation and spelling. For this reason, we need to make sure that
both these aspects are accurately presented.
1.1.3..2 Grammar
Teaching grammar to pupils is not less important than teaching vocabulary.
Because words never stand alone, they are used in the sentence. So when
presenting an item of vocabulary the teacher should provide pupils with necessary
information about the word in grammar terms. For example, when teaching an
adjective, we may present our pupils that an adjective adding “ly” to an adjective
will turn the adjective unit an adverb (careful → carefully).

1.1.3.3 Collocation
As teachers, we have to remind words with another in a given context such as
“decision and conclusion”. There are two ways to express these words “to

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make a decision” but “to come to a conclusion” In order to master the
collocations of words, both teachers and pupils need to consult dictionaries.
1.1.3.4 Meaning
When running into a new word, the meaning of the word is the first thing
which we know. Moreover the meaning of word is a large area for us to
explore. The meaning of a word is primarily what it refers to in the real life.
Commonly, we find the meaning of a word in dictionary (its denotation) but
in fact, having many words do not express exactly we can only find its
equivalent in meaning in Vietnamese (connotation). The association is the
positive or negative attitude and feelings. For example, most British people
understand the word “boy friend” a normal friend but in Vietnam, when we
talk about this most people think “darling” So it is difficult for teachers to
express the meaning of the word effectively because our teaching object is
children at Primary School.
1.1.3.5 Word – formation
Vocabulary items consist of components and parts which can separate so it is
important how to make these parts become a piece of useful information. We
usually teach the common prefixes such as dis -, un -, im….to change the
meaning of the word and suffixes such as: -ful, -able …. to change the part
of speech. But our teaching object is children, perception process is low, we
should give a suitable word. If we do so, our pupil will understand
vocabulary well.

1.1.3.6 Active and passive vocabulary

As teachers, we need to distinguish between active and passive vocabulary in
order that pupils understand and use them effectively. A passive word is one
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in the passive vocabulary. Passive word is extremely useful of reading and
listening skills. But an active word is one which pupil can both understand
and use in communication. An active vocabulary word is extremely useful
for speaking and writing.
A teacher should let pupils understand words in reading and listening before
they can use those same words in speaking and writing. When teaching, it is
the best way for pupils to recognize words.
For example:
Li Li and her friends are at the circus now. They like the animals very much.
Li Li likes monkeys because they can swing. Alan likes tigers because they
can jump. Peter likes bears because they can climb. Nam likes elephants
because they can dance.
This text is quoted from text book of English 4, unit 10: At the Circus:
Section B: Read and answer. It is clear for us that the new words which need
to be taught are
(to) swing

monkeys (n)

(to) jump

tigers (n)

(to) climb

bears (n)

(to) dance

elephants (n)

1.2 How to teach vocabulary
There are many methods that can help pupils approach vocabulary. For
example, translating is one way to communicate the meaning of words.
Before our pupils read a text or a paragraph, should we teach them the
meaning of words they do not know? And how can we teach pupils new
words to help them remember what they have learned? This question will be
answered in chapter II.
1.2.1 The different steps of teaching vocabulary at primary school.
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1.2.1.1 Presentation
Presentation seems to be the most important stage in the process of teaching
vocabulary. Because when we prepare to give a new word, we have to think
twice. We sure that given new words may be easiest. Like this, pupils will
feel attracted into our lecture. In addition, the teacher should use attached

techniques in order to get the best result.
1.2.1.2 Some techniques to help children understand the meaning of
words.
If we do not want our pupil have passive thinking, we should find out
another way to express the meaning of words instead of using dictionary.
Below is a list of techniques for showing vocabulary
1.2.1.2.1 Define
We can use a different word, words or a definition in order to explain a word
Examples: A girl is a female child
Tabasco is a kind of sauce that mother often cooks.
1.2.1.2.2. Drawing
When we run into difficult vocabulary to explain, we can draw a picture of
some words on the blackboard. If we do so, pupils will understand the
meaning of words quickly.
Examples: To express the weather phenomena such storm, flood, rain, sunny
we use color chalk to draw these phenomenon’s. Another example is body
parts such as nose, mouth, and eye, leg……or prepositions of location such
as under, beside, above.
1.2.1.2.3 Regalia or Objects
We can give a series of real objects to class if we teach nouns. There are
many semantic nouns in English. When we teach vocabulary to pupil by
giving real objects, they are not only seeing but also holding.
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How to teach vocabulary to children at primary school effectively

Examples: Fruit such as orange, apple, banana,

Clothing such as hat, shirt, troubles
1.2.1.2.4 Pictures
If is easy for us to teach vocabulary when using photographs or paintings we
can indicate may kinds of words
Examples: Photograph form newspapers, magazines
Photographs about culture, sport
1.2.1.2.5 Mine (gesture)
We can use body language or gestures in order to demonstrate the meaning
of words
Examples: Home activities such as sleeping, eating, showering
School activities such as listening, reading, writing
Sports such as tennis, football, volleyball
Art such as dance
1.2.1.2.6 Opposites
If the pupils don’t know a new word but they know the opposite, we can give
them the antonym.
Examples: Color words: white (black)
Size words: tall (short) fat (thin)
Time words: morning (evening) sunset (sunrise)
1.2.1.2.7 Translation
Sometimes, the lesson is too long; we have to save time to teach grammar so
the teacher should give a similar word in the first language.
Examples: Bring
Beautiful

mang
xinh

1.2.1.2.8 Using the dictionary

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If we need to save time or run into really difficult words, using dictionary
will be the best option.
1.2.2 Practice
Practice is one of the most important ways in teaching vocabulary. The pupils
will have opportunities to practice new words which they have learnt.
They will be able to use new words effectively. In general, the practice is
often done throughout three stages: Controlled, guided, and free practice.
However, it depends on the length of lesson and perception process of pupil.
The teacher selects the suitable practice.
1.2.2.1 Controlled practice
In this way, the teacher gives some words which are put in the wrong place of
a sentence; pupils’ task is to rearrange them into correct sentence. Like this,
the teacher can help their pupils practice not only vocabulary but also
grammatical structures. However, as there are many ways to teach
vocabulary, the teacher should not give complex structures. If the teacher
uses difficult structures, pupils only pay attention to these structures without
remembering vocabulary items. In addition, the teacher may give the pupils
similar scrambled sentences which the pupils must write in order.
Example: She/teacher/is/good/a
She is a good teacher
• The teacher can give pupil the word “sport”
• Do you play sports?
• Which kind of sports do you like?

• How often do you play sports?
• Which sports have you ever take part in?
1.2.2.2 Guided practice

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The aim of guided practice is to give pupils chance of using new words
which is less controlled context
In this stage, pupils are required to translate new words. This way is to make
them remember words directly. However, the teacher should limit in a
specific context. At the same time, the teachers should ask their pupils to
translate what they say from Vietnamese into English in both written and
spoken forms. The teachers can also give real objects, pictures…..with some
suggested question and then require pupils to describe it by speaking or
writing. For me, I think that this is the good way to help pupils form the
ability to remember and use new words in sentences.
1.2.2.3

Free practice

This is to help pupils use vocabulary to express their ideas in communication.
They may talk, exchange, present with their partner even if they can discuss
in pairs or groups. Many teachers said that this stage helps pupils develop
fluency in speaking and it makes them become more self-confident.
To sum up, three stages play an important role in teaching vocabulary.

Each stage has its own advantage. However, the teachers should select the
most suitable practice with object and perception process of the pupil.
1.3 Some ways to check pupils’ vocabulary
After introducing new words, checking them is also an important step.
Although there are many ways to check, for me, I think five techniques
below may be most effective.
1.3.1 Rub out and remember
• The teacher write the new words on the blackboard, the teacher ask
pupil read few times to remember.
• Rub out new words one at a time.

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• We rub out a word in English, we require the pupils see them again in
Vietnamese in order to read words which are rubbed out.
• When all the English words are rubbed out, we ask the pupils to go to
blackboard to rewrite them.
1.3.2 Slap the board
• The teacher writes new words or sticks the picture on the blackboard.
• Calling two groups to go to blackboard; each group has about four or
five people.
• Requiring groups to stand far from the blackboard the same distance.
• The teacher will speak Vietnamese words aloud if those words are
English and contrast.
• Each pupil of two groups comes to the blackboard and slap on words

which are called.
• The one who slap the correct word first, they get mark.
• If the group get mark more, the group will win.
1.3.3 Matching
• Write new words in a list on the left hand side on the blackboard
• Write the definitions, translations or drawing picture on the right hand
side of the blackboard
• Ask the pupil to come to the blackboard to match these items on the
left with those on the right by drawing a line between them
A hat

Một chiếc xe đạp

A car

Một ngôi sao

A tiger

Một con hổ

A star

Một cái ô tô

A bicycle

Một c¸i mị

1.3.4 Odd one out

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•

The teacher gives four words of which is different from the remaining

words
•

Pupils’ task is to find out that word and circle

1.3.5 Recording vocabulary on the Board
As a teacher, presenting new words is a very important step in teaching
vocabulary but recording vocabulary is not less important. The teacher has to
guide the pupils in order to use symbols recording vocabulary. However, my
study discusses “teaching vocabulary to children at Primary School”, not at
secondary or high school. We can use many ways such as: symbols with
synonym, antonyms, translations and pictures
For example: Good = nice (synonym)
Good # bad (antonym)
•

You can use the following symbols to show the stress or the linking

sounds

Example: Do you like it?
•

You can use the following words or abbreviations for the parts of a

sentence
Example: Adjectives (adj) ----- nice (adj)
Adverbs (adv) ------ quickly (adv)
Nouns (n) ------- book (n)
Subjects (s) ------ she (s)
There are many others ways but I think the three ways I presented above are
the most useful. Because we always have to remember that the object is
pupils at Primary School not pupils at secondary and high school. So their
thought and perception is limitation. We can not ask too much from them.
Therefore, we need to choose the way which is the most suitable.
Chapter II: Survey Study
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2.1 Purpose of study
I have carried out an investigation at Be Van Dan Primary School where I am
teaching. The purpose of this study is how to improve the teaching and
learning English at Be Van Dan Primary School in general and other Primary
School in particular.
My survey including 10 questions was for pupils at Be Van Dan Primary
School. So I collected many different ideas about the pupils’ attitude toward

the learning of vocabulary.
On the other hand, I also consulted the way of teaching vocabulary at Phuong
Lien, Kim Lien Primary School and found out the common tendency which
the teacher applied to introduce a new word.
This survey questionnaire was completed by 130 pupils in grade four of Be
Van Dan Primary School. They were encouraged to answer as they liked. So I
am certain that the result of this survey can reflect real situation exactly and
truly.
2.2 Data collection
The table in Appendix 2 is a summary of the result of 10 questions in the
survey questionnaires.
In fact, all the above 10 questions in the survey questionnaires are not
enough to cover all the objects of the paper. They are used to collect basic
information. The total number of the answer for each option is counted and
transferred into percentage unit. I hope that throughout data collection the
teacher realize not only the pupils’ attitude toward learning of vocabulary but
also the method of teaching vocabulary of their own.

2.2.1 The pupils’ attitude toward the teaching and learning vocabulary
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When being asked: “Do you like to learn English vocabulary?” 70% said
that
They really like vocabulary, 28% of them select answer B, only 2% pointed
that they don’t like learning vocabulary.

Generally speaking, the pupil quite likes learning vocabulary. This seems to
be the most interesting part in the English lesson. “How many words do you
want your teacher to teach you each lesson?” is the content of question 3.
20% said that they want to be taught from 1 to 5 words in each lesson, 80%
chose from 5 to 7 words because they really wanted to read loudly these new
words in front of the class. So we can realize that the object which we teach
is at beginning level. They have not learnt about grammar as much as the
pupils of secondary school. And I think 5 to 7 words to be taught in each
lesson is acceptable. In order to get the best result in teaching vocabulary, the
teacher should need techniques to introduce a new word. The pupils’ attitude
as they take over these techniques throughout question 4 and 5. 75% of them
said that our teacher used the explanation method. The remaining 255 remain
admitted the teacher translated directly. Meanwhile, 100% pupils said that
they wanted the teacher to used visuals aid when presenting a new word
because they felt this way easy understanding and fact. When being asked:
“How often does your teacher change the way of teaching vocabulary?”
100% respondents are that our teacher only “sometimes” changes the way of
teaching. It means that the teacher at primary school does not really pay
attention to their own teaching in order to attract the pupils in the lesson. For
me, teaching vocabulary is one of the important factors to make the pupil like
learning English. And the question “Do you want your teacher to change the
way of teaching vocabulary?” once again all the pupils said that they really
want. It is clear that the pupils are interested in teaching method; they like
the new thing to avoid the boring things.

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Moving to the question 8, 9 “Do you like game?” obviously, we can see that
the pupil in Primary School are really fond of playing games when learning
English in general and learning English vocabulary in particular.
The popular game which interests the pupils is “Crosswords” (60% of
collection for this one) 20% for “Hangman”, 15% like Slap the Board,
playing the game “Lucky Number”.
These games are easy to let the pupil play in the class. The pupils are able to
play in groups, in pairs, or with the whole class. The game will encourage
their creation, thought. They make the pupils laugh very much and the
atmosphere of the class become more ebulliently. Especially they make them
less stressed when learning English.
Checking vocabulary is not the less important step in teaching English.
Playing games seem to be an effective way to teach vocabulary. When being
asked “Which of the following games do you often play when learning
vocabulary” most of pupils (83%) said that their teacher usually give kind of
game to play in class. Just 17% of them supported for the idea “sometimes”
They often played “Hang man” and Crossword. So playing game becomes
popular when learning English specially learning vocabulary. It is also as
good way to check the pupils’ understanding after giving a new word. On the
other hand, there are many teachers who have enthusiasm in their career.
According to the statistic, 90% of the pupils said that their teacher often used
“visuals aid” when teaching. Visuals aid is also one of the effective ways to
choose because it is not only the best way to save time to teach others but
also the
easy way to express the meaning of words directly. But these techniques
require the teacher to prepare visuals aid at home before teaching.
To sum up, from what I have mentioned above, we can realize that the way to
present a new word of the teacher as well as the way to check it. For me, that

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How to teach vocabulary to children at primary school effectively

way is quite suitable for the pupils. However, there are some problems which
the teacher needs to change in order to get the best result in their teaching of
English.
2.2.2 The tendency of learning English vocabulary at Primary School
In the past, when giving a new word the teacher used to teach the direct
method. It means that the teacher translates immediately and requires their
pupil to read aloud in front of the class or in chorus. This way is applied for a
long time. If we teach vocabulary to our pupil, we will make the pupils feel
bored and limit their guessing ability. Most teachers even realize that this
way is a lack of effectiveness. In order to make good lecture, the teacher have
to change the way of presenting new words and pay attention to the object
that is pupils at Primary School.
The common tendency of learning English vocabulary at Primary Schools is
that:
• Pointing to the object
• Showing a picture
• Doing demonstrations
• Explaining the meaning of words
• Translating into Vietnamese
At present, I with some teaching experience. I think that the way of
teaching vocabulary at Primary school is not really perfect because in the
class, there are good pupils and weak pupils. According to real situation,

we should choose “which lesson for which technique” to achieve the best
result.
Chapter III: Some suggestions to teach vocabulary
to pupil at Primary School
3.1 Steps in giving a new word

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3.1.1 Spelling and explaining the meaning of words
A lot of teachers are not successful in this step and they feel difficult in
spelling English words. In addition, the teacher also feels quite difficult when
explaining the meaning of words because many words in Vietnamese do not
express the meaning exactly especially abstract meaning or idioms.
Example: stick in the mud
Pupils should be helped to understand the spelling and meaning of the words
that these two activities should not be separated.
3.1.2 Repetition
Repetition is also an important step when teaching English. Pupils are asked
to repeat the words a few times. The teacher should require their pupils to
pronounce the words properly. The pupils need practicing their pronunciation
normally in groups or with the whole class.
3.1.3 Intonation
The teaching object is children at Primary School. Moreover, they are at
beginning level; intonation is really important and necessary for pupils when
learning English. Intonation is closely related to sentence stress. While the

stress of a sentence most often indicates emphasis, as in the example
“The soup was terrible”
Intonation may be complicated but there are a few basic intonation patterns
of which every English teacher should be awarded. So with the English
teacher position, the teacher has to select and practice “intonation” critically
before teaching their own pupil.
3.1.4 Writing
While asking pupils to practice pronunciation, I will write the word on the
blackboard. And then I will start by asking a few good pupils to read them
aloud first. I require the whole class to say in chorus. This will help my
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pupils have chance to practice more and more. I think, it is more convenient
and effective for pupil when learning a new word by knowing how to say and
how to write.
3.2 Some suggested techniques of teaching vocabulary at Primary
School
3.2.1 Using real objects
This is the simplest way to achieve understanding. Many new words which
we explain may be difficult. At that time, we should give real objects because
real objects are better than others whenever we have them in the class. There
are many real windows, doors, walls....in the classroom. It is foolish not to
use them in our teaching.
For example: I can point at the table in the classroom and say: this is a table
if I want to teach the word “table” word. Similarly, I can show the pupils a

piece of chalk and say: “this is a piece of chalk”. My pupils will have trouble
in understanding what a table and a piece of chalk is.
3.2.2 Using pictures, maps and posters
I often use pictures, maps, posters when teaching vocabulary for my pupil. I
think this will attract the attention of the pupils. To assist me in doing this, I
have got a large collection of pictures, maps and posters….And I have to
collect from various sources such as: newspapers, magazines, cartoon and so
on. With this, I can not only introduce new words lively but also describe
words of emotion, action like “happy, smile, sleeping, fly” by showing
pictures, posters.
For example: When teaching colors, I will give a picture which has many
colors in order to introduce. My pupil is seen directly. It will make them
observe and compare those colors.
3.2.3 Using synonyms and antonym

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When teaching vocabulary we may use synonyms and antonyms. And it
depends on each lesson. Moreover, for the lecture to be more effective I use
synonyms and antonyms to teach my pupils. I feel that the pupil comprehend
the lesson more quickly.
For example: when giving “cold”, I simply say: “cold” means not “hot” or I
use the symbol bad # good, bike = bicycle. However, we should be careful in
using these synonyms and antonyms, since it is not always possible to find
words of similar or opposite meanings.

3.2.4 Using vocabulary following subjects
It is quite easy for the teacher to teach vocabulary related to the subjects. If
we do this way, it will make the pupils learn more quickly and more
memorized. In addition, it helps the pupils compare the different words in a
subject.
For example, I give my pupils a subject “animal” I will teach the pupils kinds
of animals such as: bears, tigers, cats, dogs, elephants, monkeys and so on.
They will feel the lesson more interesting. Another example is, when
teaching color, I should present a series of different colors such as: red, blue,
white, black yellow…
3.2.5 Using facts to describe vocabulary
There are many new words which I can not express exactly by word. So the
most suitable is to use facts to describe vocabulary. The pupils not only hear
the teacher’s translation but also observe phenomena by facts. For example,
when talking about the weather of Vietnam, I can point out phenomena such
as rain, sunny, sunshine, sunset…It help the pupil have chance to access to
facts. However, we should not use this way too much, we should encourage
thought’s pupil in stead of using facts to describe vocabulary.
3.2.6 Using diagrams

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How to teach vocabulary to children at primary school effectively

A few words may be easily understood through the use of diagrams. For
example, to explain the meaning of the following words such as: hot, warm,
cool, and cold. I may make use of the temperature measurement.

Hot

Cold

Cool

Warm

In another example, in order to introduce “school”, I may start drawing the
diagrams as follows:
Kindergarten

Primary

Secondary

High

University

3.2.7 Interpretation into Vietnamese
For many words, specially the abstract ones, it is advisable for teacher to
translate them into Vietnamese. This technique should, however, not be
abused. It is necessary that the teacher may give an example such as “They
are very brave”.
3.3 Some games help pupils review vocabulary
Language games are often used to fill a few minutes at the end of the lesson
or to copy some of the faster pupil while others catch up on an exercise.
There are many kinds of games such as communication game, code control
game and so on. And these games can be played at any level of language

specially children at Primary School. Games play an important role in
teaching and learning English. Moreover, our teaching object is children at
Primary School. They have not been taught grammar a much yet. Normally,
vocabulary will be taught much more. So game is the best way to make
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How to teach vocabulary to children at primary school effectively

pupils remember rapidly and review vocabulary effectively. After some times
of study and selection, I will suggest some kinds of game for teacher to teach
and check vocabulary, as follows.
3.3.1 Hang man
Timing: 2-5 minutes each challenge
Location: classroom
Description: The teacher draws a number of dashes corresponding to the
number of letters in a word that he has secretly thought of. The other pupils
call out suggestions of what letters may be in the word. If they are correct the
teacher writes in the letters. If they are wrong he draws part of the scaffold or
the hanged man.
The aim is to try to guess the word before the drawing is complete. If the
player fails the teacher can help another turn. When someone succeeds he
takes the place of the teacher.
Options: If the traditional drawing is too gruesome or frightening other
scoring methods could be substituted such as the word must be guessed
within 10 suggestions.
Materials: Blackboard + chalk or pencil + paper
(Help pupil feel relax and remember vocabulary in the class)

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How to teach vocabulary to children at primary school effectively

3.3.2 Bingo
Timing: 5 minutes
Location: classroom
Description: The pupil each has a card ruled into a number of sections. Each
section content a word, a number, or a picture, depending on the version
played. Each pupil card is different from those of the others. The caller calls
out words or numbers that appear on the cards, each one once only. If a
player has that number or word on his card, he covers it. The first player to
cover his card shouts “Bingo” and is the winner
Options: The content of cards can be vocabulary form of verbs, numbers, and
words chosen to practice sound discrimination and so on.
Materials: Set of Bingo cards for each version + list of items of callers, or
items on small cards, which the caller picks up + reads at random.
3.3.3 Which one is it?
Timing: 5 – 10 minutes
Location: classroom
Description: About 12 pictures differing in a few details are put up in front of
class. Each picture can be identified by a name or a number. The teacher
describes one of the pictures without pointing to it.
Example: “The woman with the big nose”
The pupils complete to see who can identify the picture referred to
Options: This can be played in teams with pupil answering in turn or pupil

can complete to give the correct answer first.
Materials: Large pictures or photographs of people, animals, ect…
distinguished by a few prominent characteristics, like big nose, red hair…
3.3.4 Spelling Bee
Timing: 5-10 minutes
Location: classroom
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How to teach vocabulary to children at primary school effectively

Description: The two teams stand up to begin the game. The teacher reads a
word to one member of the first team. The pupil must spell it correctly. If he
fails he must sit down and the word passes to the other team. If it is spelled
correctly the teacher reads out another word. Team takes it in turns to start.
The game ends when the whole of one team has been eliminated, and they
are all sitting down.

3.3.5 Crossword puzzle

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