skkn một số biện pháp nâng cao hiệu quả dạy từ vựng cho HS lớp 3

1. Introduction
1.1. Reason for choosing topic.
From the end of the twentieth century, humanity has entered a new era of
scientific and technological revolution, which has made profound changes in all
aspects of social life in the whole world. And today, on the threshold of the 21st
century, the world is standing at the threshold of civilization of information
technology, people not only know manual labor but must work with the mind, must
conquer the pinnacle of intelligence apply science to life. Every aspect of social life
is linked to the advancement of science. To achieve this, people must have the
exchange of international friends. In order to do so, we must know foreign
languages and use it in a proficient manner. That is why I find teaching and
learning foreign languages in schools, especially elementary schools, a necessity
and a necessity. One of the foreign languages currently taught and taught in
Vietnamese schools and primary schools is English. Learning foreign languages
today is not only to know but also to work, to exchange learning with international
friends.Today, English plays an important role in communication. English is
considered as a communication language globally. Therefore, learning English is
very popular not only for those who are using foreign languages to communicate in
the workplace but it is also very necessary for primary school students, who will
soon be the owners. the country. As a passionate teacher, devoted to students, I
always wondered how to find a way to teach students how to understand and
absorb good in the classroom. In order to be so good, the teacher must be creative
and passionate about the profession, giving timely lessons to attract the attention of
students and to achieve high results. Any language that communicates requires a
certain vocabulary to communicate. On the other hand, for elementary school
children, deep learning of the nature of a language is too difficult. We just ask them
to understand and know what "English" is. What is the meaning of English in
Vietnamese? In order to have a good sentence and complete grammar first of all
they have to have rich vocabulary and how to use words properly. And how to learn
and remember the word? This is also the reason why I think and select the topic
"Some measures to improve the teaching of vocabulary for Grade 3 students"

aims to show how the children, the main subject Here is a third grade student,
remember a better vocabulary.
1.2. Research purposes.
The subject focuses on the use of techniques and methods of teaching vocabulary
for third graders.
1.3. Research subjects.
* Solutions to improve the quality of vocabulary teaching for third graders.
1.4. Research Methods.
- I have conducted interviews, surveys, survey data.
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- Study relevant materials such as English textbooks 3, English handbooks ...,
articles by educational researchers on relevant issues. Exchange ideas with
colleagues, especially those who have experience in teaching ... From which to
propose useful solutions to improve the quality of teaching vocabulary for third
grade students.
- Investigate the actual situation of the problem.
1.5. New points of experience initiative.
- Teachers make logical games, create classy atmosphere and give birth
Fun, turn every activity into an interesting game, easy to attract students.
- Depending on the content of each lesson, teachers may apply some of these tips
in the Warm-up, Lead-in, Free-practice, Consolidation, ... sections. or immediately
after teaching the vocabulary (check the student's vocabulary).
Apply some of these tips to help children not only remember from the classroom
but also help them learn and review from home. If you memorize and remember
words, they will help you to be confident when you practice or communicate in
English. Make them have a motive and sense of learning in this subject.
2. Content of experience initiative.
2.1. Rationale.

In the Ministry of Education's 2008-2020 foreign language project, the specific
goal of the elementary English program is that after the end of the school year,
students may:
- Have a vocabulary of 500-700 words including oral and written language.
- Students can use vocabulary learned in simple communicative situations through
four skills: listening, speaking, reading and writing. The 3rd grade English
language course has 4 lessons a week, each unit has a lot of vocabulary and
grammar knowledge. So learning vocabulary and vocabulary skills is a very
important factor in learning English.
- Have minimum knowledge of the English language, and through English have
initial knowledge about the country, culture and people of the English speaking
countries.
- Have a positive attitude towards learning English.
2.2. Realize the problem before applying the innovation initiative.
a. Advantage:
The student:
- The majority of children are learning, doing homework before class, passionately
speech.
- The majority of children are learning, doing homework before class, enthusiastic
expression.
- The Board of Directors is interested in teaching.
2


- In recent years, many students have achieved high scores in the exchange with
their schools. Specifically as you: Minh Thu, Nhat Vy, Tuan Anh ....
Teacher:
+ Through many years of experience and research teaching English I spend a lot of
time and enthusiasm to study reflection as well as the effectiveness of teaching
hours, especially the lesson of grasp the vocabulary of children.

+ I am hard-working, researching, referring to many documents, grammar,
vocabulary ... Then I record and accumulate regularly.
+ I often exchange with the company in and outside teaching hours to learn and
draw experience needed to apply.
b. Hard:
- My school is a rural school, and library materials are limited. Therefore, there are
not enough documents for students and teachers to consult, study easily, easily.
Most of the students are children of farmers, the family is poor so the parents only
worry about the economy do not have time to care and urge their learning so the
source of good students is quite limited.
- About the distribution of the week, sometimes one session must learn two
consecutive English, to load a number of words a lot. This will certainly cause
some students to overload psychology, greatly affecting the next class.
- Students do not focus on English as it is optional.
- On the parents side, it is very difficult to check or guide the children to learn at
home. Because it is a foreign language, not all parents know. This is also a very
difficult problem in managing a student's home study.
- In addition, the way to learn vocabulary of children is also worth attention, they
often learn vocabulary by reading the word in English and trying to remember the
meaning in Vietnamese, there is writing practice to deal with me. , but not selfexamination, to inculcate new words and capital words available. Therefore, they
are very quick to forget and easily confused one word with another. Therefore,
many children are tired of learning and forgetting. So I paid attention to this
student's psychology.
* The actual survey of the year I achieved the following results.
After analyzing the above difficulties, students are afraid to learn English, often not
in the unit and the teaching of vocabulary in primary school has not achieved high
results. In the 2017-2018 school year, when I received the 3rd grade English
language teaching, I gave them the vocabulary test in December 2017. I asked them
to match the English words with matching meaning. Translate words into
Vietnamese, translate words into English. The results of the survey before the

implementation of the subject in block 3 with the number of 120 children: 120 em:

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Poits 9-10

Poits 7-8

Poits 5-6

Poits below 5

SL

%

SL

%

SL

%

SL

%

3

2,5

55

45,8

40

33,3

22

18,4

With such results, I see some students study seriously, have the sense to build
lessons in the class and the children have achieved high results as the children:
Huong, Lan, Hue, Mai .... There are not many students just learn through
loudspeaker, not engraved vocabulary into memory, not practice reading, writing
often, not in two-dimensional sense like children: Huan, Dat, Tien, Hong vv ..........
Leading to weak points, much less.
So I decided to apply some of my vocabulary teaching experiences through my
senior years and during the following classes I applied my experience presented
below, so that at the end of the year I compared my results with the results. head.
2.3 Measures to Improve Vocabulary Teaching for Grade 3 Students.
2.3.1. Method 1: Principles of teaching English to children.
Teaching children is a relatively difficult and complex task because children do
not really have the sense of learning as adults and most are very playful. For
children to focus on the lesson, teachers should follow the principles of teaching
children, I always organize teaching activities as rich as games in the classroom.

For example:
Play Kim's Game:
(Teachers can use pictures with different topics for students to play.)
Rules:
- Divide the class into 3 teams.
- Observe 6 pictures in turn.
- The teams remember and name the pictures in English for 1 minute. Written
correctly each team's paintings will be 10 points.

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Ex:

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-Play learning that - learn to play. This is a "Teaching without Teaching"
method, I create a colorful, multi-colored playground in English for students, guide
students to master the playground and step by step add to other activities.
- Activities, photos more theory. Pictures, games, musicals, plays ... are generally
activities to help students participate in the environment using English naturally,
not forced.
- Learning more than the syllabus. Following a curriculum will limit the creative
capacity of both teachers and students. In addition, in order to diversify classroom
activities, enhancement of learning is essential.
- Listening - speaking more than reading - writing. The fact that speaking skills are
important, easier to learn and more imitative in learning foreign languages. And
when they hear that, students have gradually built up confidence in the use of
English.

- Imitate the grammar. Imitation is indispensable for children, especially in
learning foreign languages. Imitation helps the learning process go faster, including
the application of clumsiness to the basic sentence patterns.
2.3.2. Method 2: How to choose words to teach.
English has hundreds of thousands of words, so teaching new words is not an
easy task for foreign teachers. However, it is important to remember that an average
native speaker speaks only about five thousand words in daily communication. In
addition, students do not need to use all the words correctly because sometimes
they just need to recognize and understand the message that words convey.
Therefore, the choice of words to teach based on the frequency and use of words
according to the needs of students is very important.
In today's primary school environment, when it comes to grammar,
grammatical and vocabulary, vocabulary and grammar are always closely related,
and are often taught to clarify meaning. together. However, teaching and
introducing vocabulary is a matter that needs to be considered according to the
purpose of the topic that I choose. Usually in a lesson there are always new words,
and not all new words need to be taught. To pick words to teach, I consider the
problem:
- active vocabulary
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Passive vocabulary
We all know how to teach these two words differently. Positive involves four
skills (listening - speaking - reading - writing). For this kind of word I need to
invest time to introduce and give students more practice.
With passive words I just stop at the perception level, no need to invest time in
the application activities. I choose and decide which word to teach as an active
word and a word as a passive word.
- When teaching new words, it is necessary to clarify three basic elements of

the language:
+ Form.
+ Meaning.
It is not enough for students to know how to write and define words such as
dictionaries. For students to know how to use them in communication, I need to
know how to pronounce words, not just words. but also know the correct
pronunciation of the words in the chain of words, especially the meaning of the
word.
The number of words to teach depends on the content and the level of the
student. Never teach all new words, because there will not be enough time to
perform other activities. However, in an elementary school classroom I should only
teach a maximum of 6 words.
While choosing words to teach, I consider the following two conditions:
+ Since it is necessary to understand the text?
+ Since it is difficult compared with the level of students?
- If the word is necessary for the understanding of the text and is appropriate for
the level of the student, then it is an active word, so we must teach the student the
specific measures I will show below. .
- If the word is necessary for the understanding of the text but it is difficult to
compare with the level of the student, then it is not an active word, so we should
explain it to the students immediately.
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- If the word is not necessary for understanding the text and not too difficult
then you should ask students to guess.
* Steps to teach words
Introduction, this topic is quite important step in teaching vocabulary. This step
will determine the success of the class, which will elicit a reference to the words
that are going to be learned through the topic that has just been introduced.

The most important thing in introducing new words is to follow the sequence:
listening, speaking, reading, writing. Never start from any other "hear" activity.
Remember the process of learning our mother tongue, always beginning with
listening, imitation, and then to other activities. Help your students have a good
habit of learning new words:
- Step 1: "listen", for students to hear new words by reading the sample or using
the native voice CD is the best.
- Step 2: "Speak", after the students have heard three times, ask the students to
repeat. As students repeat, they need to remind the class to repeat first, then call the
individual to check and correct the mistake immediately for the children.
- Step 3: "read", write the word on the board and have students look at it to
read. Have the students read the whole class, then read individually and correct the
students.
- Step 4: "write", after the students have read the word correctly then you ask
the students to write the word in the notebook.
- Step 5: Determine if the student understands the meaning of the word.
- Step 6: Word accents: Pronounce words and ask students to identify syllables
with accent and accent marks.
- Step 7: Give the sample sentences and ask the students to identify the words
of the new vocabulary.
2.3.3. Measure 3: Techniques to clarify the meaning of a word.
In English each word usually has two sides: the meaning of words and usage. The
meaning of words and how they are used are two different things. There are many
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cases where the dictionary can understand the meaning of the word, but it is not
known how to use the word. The usage of a word depends on the function of the
word in the sentence, the context, the habits of the user and their relationship to the
cultural and social environment. Here are some tips to clarify the meaning:

a / Visualization: real objects in the classroom, pictures, sketches, magazine
collages, gestures, etc. Have a strong impact on student interest and help students
remember faster, longer.
+ Use real things to teach the topic of school supplies, clothes.
School things:

* Clothes

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+ Mimic gestures, gestures, facial expressions: teachers and students are always a
source of visual animations that are cleverly applied will bring positive effects.
a. happy – sad

b. cold – hot

c. stand – sit

b / Using the language learned:
- Definition, description: Students will rely on the words learned and basic
understanding to guess the meaning of the word through the definition of the
teacher. This technique gives students curiosity and the need to participate in the
learning process and to develop listening skills for students.
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+

T:

It

is

very

big
Ss

and

it
:

has a
Is

long
it

nose. What is it?
an
elephant?

T: Yes!
+ T: It’s small. It’s very long. What’s is it?
Ss: Is it a snake?
+

T:

It

is

little
Ss

and

it
:

is
Is

T:
round. What
it
a

Yes!
is it?
yo-yo?

T: Yes!
c. Use synonyms, antonyms,
We use synonyms or antonyms to clarify the meaning of a word when a student
already knows the meaning of a word in a synonym.

* Synonyms
nice - beautiful, clever - intelligent,
bookstore - bookshop, eraser - rubber, pants - trousers
* Antonym (antonym)
tall - short, thin - fat, pretty - ugly, young - old
long - short, thin - thick, new - old, big - litlle
d. Based on rules form words, create words:
Students guess the meaning of the new word formed through the root. With this
rule the teacher not only help students grasp knowledge but also expand the
vocabulary for students
* Work - worker, drive - driver, write - writer, read - reader
* happy - unhappy, formal - informal, patient - impatient, tit-untidy
* like-dislike, lock-unlock, agree-disagree,
- Create Scenarios: I set up simple, easy-to-understand situations in English,
students can guess the situation, can imitate, use words in the context of
communication and forging skills.
E.g 1: This is my brother. He's very lazy. He gets up late, and he does not do
anything. I say to him, "Do not be lazy! Do your homework! "
E.g 2: I have a sister. She is very studious. She studies very hard. She stays up late
to homework, and she gets up early to learn the lesson. She is the best student in the
class.
- Guess the meaning of the word in the context:
Eg. My school is small. There are classrooms.
Lan's school is big. There are nineteen classrooms.
Give examples that help students understand the meaning

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E.g 1: Bananas, apples, pears, grapes are fruit.

E.g 2. Chicken, fish, rice, ice-cream are food.

E.g 3. Tigers, elephants, lions,monkeys are wild animals .
Translate into the mother tongue. (Translation): Teachers use equivalent words in
Vietnamese to explain meaning in English. Teachers only use this procedure when
there is no other way, this trick is often used to teach abstract words, or to solve a
large number of words but time is not allowed, Teachers suggest students
themselves translate from there. It should be noted that if the teacher regularly uses
this trick will cause students to feel monotonous, boring, not promote their
thinking, creativity.
E.g. love, happiness, affection, envy ...
2.3.4. Measure 4: Coordinate multiple techniques in vocabulary teaching:
In the process of introducing new words I coordinate the techniques together.
For example, setting up situations in English, students will try to hear and guess
words in context, incorporating gestures, gestures and asking students to use words.
The combination of the following techniques to teach the word "run"
- Let students see pictures
- Instructor performs the movement
- HS imitate movement
- Give the example
- Translate into Vietnamese
EX: T: Look: He can run
T: Now, look at me: I can run (GV performs "running")
T: She can run (Call 1 run)
T: Run, run
Ss: run
T: What does it mean?
Ss: Run (translated into Vietnamese)
2.3.5. Measure 5: Measures to prevent forgetting from primary students.

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Forgetting new words is a common disease among elementary school children.
Many students complain that despite repeatedly repeating a new word many times,
even when they feel they have memorized the new word but gone to class, it goes
away. Some researchers believe that the reason for forgetting information is
because we do not use information stored in our memory often and gradually
disappear from memory. So I use the knowledge of how to store information of the
brain to improve the quality of learning vocabulary of students.
a. Make the lesson easy to remember
There are many ways to make lectures easily accessible to students, such as
using pictures; Insert new words into contexts that use real, interesting; Tell English
stories with words that students need to learn. In addition, I can make it possible for
students to use those new words in their own way to fulfill the learning tasks that
are really useful for them in life.
b. Facilitate students to use the words they have learned frequently
The key to successful teaching is to repeat in different ways, using different
skills. In order to help students remember the vocabulary or structure right away,
we can use simple repetition with a fun game that can dispel the tedium of learning
instead of creating an environment. Fun learning enhances the student's interest in
learning, making them available for class time.
Here are some games to reinforce and increase the word capital for students:
-Bingo:
Use this game to enhance your student's ability to remember and to listen. This
game is suitable for reinforcement on topics such as Numbers, The Alphabet,
Occupations, Colors, Fruit, Animals. animals, clothes, jobs ...
+ Teach some words learned.
Each student chooses 9, 16, or 25 words out of those words and writes them in
his notebook.

+ The teacher reads words that are not in order.
+ Students mark  on selected words when they hear the teacher's words.
+ Students who mark 3, 4, or 5 boxes in horizontal, or top, or diagonal lines say
"Bingo" and the student wins.
+ The teacher awards the student.
- Matching:
This is also a very popular activity in vocabulary lessons, the HS must match
the word with its meaning and vice versa, or it can also be a pairing of the left, the
singular, the plural ... depending on the content. .
- Divide the class into small groups
- Play the wordsheet for the groups
- Group requirements
- The teams cross-check each other's performance
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- Reward the group for the highest results
Example 1: Connect the dots to match the names and their names

Slap the board.
+ I write new words or put up pictures on the board.
Call two groups on the board, each group of 6 students
Ask the groups to stand at an equal distance.
+ I read an English word aloud
In turn, the students in the two groups run up to the table, tapping the picture or the
word is called.
+ Students in the group who do the right and faster then the group that marks the
area.
+ The group that has more traces wins.
(With this game, I can read counts, students look up numbers and re-read the

number corresponding to that number)

14


- Charades (puzzle game)
This game helps children learn how to use gestures to express their meaning.
I placed the slip face down into the stack. A student picks up the top, gestures to
express the meaning of the word, the whole class guesses, writes to the table.
This activity is suitable for occupations, animals, working words …
Example: For works only, 1 HS description. Subclass table.
- Jumble words.
- I write some words with distorted words on the board.
- Ask students to rearrange the letters into meaning.

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c. Vocabulary words through songs
I always have to introduce and practice vocabulary in a specific context to clarify
and make the experience more memorable. Conversations, short stories, songs are
all effective ways of language linguistics so that they are easier to understand and
remember. The best tool we can use in the classroom is witty; Look for some
laughable material for your students.
In the English class, the vocabulary is most memorably remembered through
repetitive songs with strong rhythms and melodies. Actually, I created a
harmonious tone for most structures or strings of words. As long as the correct
emphasis is placed, singing short phrases, or even simple questions and answers,
will stimulate students to pronounce and store language in memory.
Example: Sing a song "Are you happy?"

Are you
?
Yes, I am. Yes, I am.
Are you
?
No, I’m not. No, I’m not.
Are you
Yes, I am.
Are you
No, I’m not.

?
?

Are you
?
Yes, I am. Yes, I am.
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( Repeat: hot/ cold)
(happy / hot =

, sad/ cold =

)

d. Helps "save" the language
When students have "practiced" a group of words or a particular structure, they
must ensure that what is in short-term memory can be transformed into long-term

memory. To do this, I need to create more opportunities for re-use and revision.
Setting up a bank of new words is also a good idea to help students review what
they have learned. Divide the class into small groups of four or five. At the end of
each lesson / week, ask students to rewrite all the new words they have learned on
the board and ask the groups to write the words on the cards and return them. Every
hour the teacher carries the cards to the class so that team members can check each
other or cross-examine each other in the group. Teachers ask students to divide
their vocabulary into the appropriate groups, even construct a story by exchanging
cards and writing words using words written on each card. By encouraging students
to recall the words learned in the preceding paragraphs and enabling them to
continually communicate with them in the next lesson, teachers can completely
cure "learning" before forgetting "when learning new words.
e. Teach students self-learning methods
New students are required to learn new words and I can not do them. Therefore, to
cure the disease of 'learning before forgetting', teaching students methodology is
very important. At the start of the school year, take time to help students understand
the difficulties students will face when they memorize new information and teach
them how to learn effectively:
- Find words that students are trying to remember when reading or listening to
English.
- Write sentences using new words about what is close to yourself.
- Remind students that regular revision is the best way for them to improve
their vocabulary without forgetting what they have learned.
However, none of these methods is the best of all because each method helps
students learn vocabulary in a different way. When learning vocabulary, students
often have to use a variety of methods that may not be noticed by the students
themselves. The effectiveness of self-study vocabulary depends very much on how
students combine their individual learning strategies. The task of the teacher in this
case is to create activities and tasks (classroom and home) to help students enrich
vocabulary and master the vocabulary self-learning methods. Students will then

have the opportunity to experience, evaluate the effect and then decide on the most
effective self-study method.
f. Teach students how to write:
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Help students organize their class notes so that they are scientific, effective and
useful. Instruct different ways to present a vocabulary book (such as using a graph,
new word or circle, etc.) and let students decide for themselves which way works
best for them. Do not forget to point out to students the benefits of recording
example illustrations.
Example: Use a family tree to record members of the family:

g. Teach students to associate
Contact languages are easier to remember than languages with no connection. That
is why the best method is to teach the vocabulary according to the topic or in the
sequence of words with the same root.
Create thematic vocabulary groups by drawing a thinking diagram:
+ Students work in groups, find information on given topics, then compare them to
groups.
+ Teachers gather feedback from students.
Reward the group with the correct and multiple words of the subject, and complete
the first.

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2.4 Effectiveness of the innovation initiative.
After applying the above vocabulary lessons, I gave the students a survey in the
beginning of April 2018 in block 3 with the number of 120 children:

Poits 9-10
Poits 7-8
Poits 5-6
Poits dưới 5
SL

%

SL

%

SL

%

SL

%

10

8,3

60

50

45

37,4

5

4,3

Before implementing experiential ideas, pupils learn passively, improperly, and
quickly forget their potential for thinking and creativity. Not to give students the
passion, interest in this subject. After implementing the initiative, the students are
active, active learning, they are more confident and optimistic about the ability to
do their own. Students generally prefer the subject.
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The training of four skills is quite good. Most of the children do very good grades
9-10, 7-8 are relatively high, very few students score below 5.
It can be seen that applying the correct and flexible methods and techniques of
teaching the above words to the students not only bring about a gradual result for
teachers and students, but also a great impact on the lips. school of learning. The
students are excited, energetic activities, work more active, sometimes the children
nervous, anxious waiting for test results, then burst out in joy when the results are
achieved a rich, abundant vocabulary bank. In that atmosphere, our teachers will
also feel more in love with the profession, find themselves to be more responsible,
more serious, more enthusiastic before the eyes of new students desire.
3. CONCLUSION, RECOMMENDATIONS.
3.1. Conclude.
- To achieve these results, I am always aware of my responsibilities. Find ways to
train each student, stimulate the interest in learning foreign languages from the
beginning. Having done this I have trained the children to have good habits of
learning English. To improve the vocabulary skills of elementary students, I need to

regularly change the form of classroom organization with a variety of teaching
methods suitable to each class, class and students. .
- I have to teach students how to learn properly.
- You must invest in your unit before class.
- Have a love of children and enthusiastic learning experience with colleagues and
through books.
- During class time, I impart the knowledge to students in a natural and lively way.
By using words, gestures combined with new teaching aids, ... to attract the
attention of children. This allows the students to quickly absorb and remember.
- I always encourage students to speak out loud during class. When students
mispronounce me gently correct, not irritated, uncomfortable, do not repress
knowledge when they are stressed.
- Always remind students to study at school as well as at home.
- Introduce, commend, reward students who have improved their learning as well
as help you progress.
- Correcting students' mistakes, encouraging them to help poor children.
- I have to train myself to improve the skills to impart knowledge to children more
rich.
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* Above is some of my little experience. I hope to receive comments from leaders
at all levels to my topic as rich and practical.
3.2. Request.
* For school leaders:
- Built-in function room with projector available for teaching and learning English.
- Additional tapes with rich content on customs, customs and culture of English
speaking countries.
- Facilitate primary English teachers to participate in Informatics classes to help
teachers gain access to technology for effective teaching.

* For senior leaders:
- Regularly organize training courses to improve the effectiveness of teaching
English at primary level
- MOET collaborated with the publisher to issue timely supporting materials
for teaching English such as textbooks, tapes, discs, pictures, puppets ...
CERTIFICATE OF THE HEAD OF Thanh Hoa, May 20th, 2018
UNIT
I pledge that this is my SKKN, do not copy
the content of other people.
(Sign and write full name)

Văn Thị Hoan

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REFERENCES

[first]. New Layer 3 program
[2]. Work Book.
[3]. Teacher's Book.
[4]. Techniqiues in Teaching Vocabulary.
[5]. A Course in TEFL Theory.
[6]. ELTTP me Thodologg Caurse (Oxford University Puss-Auen.V.F)
[7]. English Teacher Handbook (Author: Phan Ha, Tu Anh, Mai Vi Phuong, Ho
Tan)

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CATEGORY
1. Introduction …………………………………………………………………… ..1
1.1. Reason for choosing topic 1……………………………………………………1
1.2. Research purposes. First…………………………………………………….....1
1.3. Research subjects. ……………………………………………………………..2
1.4. Research Methods……………………………………………………………...2
1.5. New points of experience ……………………………………………………...2
2. Content of experience initiative …………………………………………………2
2.1. Theoretical basis …………………………………………………………….....2
2.2. Problem situation before application of experience initiative …………………2
2.3 Specific measures…………………………………………………………….... 4
2.3.1. Method 1: Principles of English for Young Learners ……………………….4
2.3.2. Measure 2: How to choose words to teach ………………………………….5
2.3.3. Measure 3: Techniques to clarify the meaning of the word
2.3.4. Measure 4: Coordinate multiple techniques in vocabulary teaching: ……...10
2.3.5. Measure 5: Prevention of forgotten from elementary school students …….10
2.4 Effectiveness of the innovation initiative. …………………………………….16
3. Conclusions and recommendations…………………………………………. …18
3.1. Conclude. …………………………………………………………………….18
3.2. Request……………………………………………………………………… .19
REFERENCES………………………………………………………………….....20

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