A number of measures to help improve the efficiency of vocabulary teaching english class 4

EDUCATION AND TRAINING OF THANH HOA PROVINCE
EDUCATION AND TRAINING ROOM OF CAM THUY DISTRICT

INITIATIVE EXPERIENCE

NAME OF SUBJECT

A NUMBER OF MEASURES TO HELP IMPROVE THE
EFFICIENCY OF VOCABULARY TEACHING ENGHLISH
CLASS 4

Writen by:
Ha Thi Nhung
Position :
Teacher
School: Cam Binh 3 Primary school
Subject:
English

CAM THUY, YEAR 2016
TABLE OF CONTENT


CONTENT
TABLE OF CONTENT
I. OPEN TOP
1. Why choose topics
2. For the purpose research
3. Research subjects
4. Research method
II. THE CONTENT OF EXPERIENCE INITIATIVES

1. Background theory
2. Factual basis
2.1 Status the problem before applying the experience initiative
2.2 Situation of teaching vocabulary.
3.The solution for teaching elementary English vocabulary achieve
high results
3.1 Some game applications in teaching English
3.2 Some other methods improve the efficiency of learning English
subjects
3.3 Use the test procedure and reinforce new vocabulary
3.4 Instruct students to learn vocabulary at home.
3.5 Some specific examples
4. Result
III. CONCLUSION AND RECOMMENDATIONS

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I. OPEN TOP
1. Why choose topics
Education plays an important role in the survival and development of
society and is the standard mark of a country's development because education
provides for human and social talents . Especially in this day and age, science
industry is growing very fast, our country is in the period of international
integration. To comprehend the essence of culture, science and technology
advances, the modern development of the country requires that we must have a
certain level of foreign language. Thus, subjects in English is equally important
for the young generation especially students .
Thus, the key issue is not only the "Students should know" that in addition
to "What happens to students" as they engage in the learning process. Teachers
need to care about the learning process, to the construction of knowledge of
learners. When learner centered teachers should determine how the learning
process is most effective. On that basis, teachers need to adjust the teaching
activities to fit with the capacity, interest and needs of the learner. This requires
teachers to have a new perspective, a new way of thinking about work, about the
relationship of teacher and student related issues. So the problem that I am
interested in the teaching is how excited students, active in school lessons to
achieve the highest efficiency.
Moreover, in the present context, the entire education and training is

attempting innovative teaching methods towards promoting positive, initiative
and creativity of students in learning activities. In foreign language teaching
orientation is more practical innovation because no one can replace the learners
in understanding the foreign language media and use them in communication
activities with the energy of his communication. Communication is the ultimate
goal of foreign language teaching and learning in schools in general. This means
that teachers must be trained to coordinate and all four skills of listening,
speaking, reading and writing for children. But to practice any skill requires you
to have a certain vocabulary, learning vocabulary is a problem for students. For
elementary school students, new students beginning the course should be
familiar with much surprise. So they feel learning vocabulary learning English is
difficult and forgetful because writing systems and other vernacular
pronunciation.
As my English teacher always think is how the children memorize
vocabulary effectively , how to improve teaching and learning vocabulary from
which to make a solid starting point for the whole process student learning ?
That is the big question always makes me posing in my concern and was also
motivate me to find the answers. After a period of research and study, as well as
references from colleagues, with accumulated knowledge may I boldly launched
"A number of measures to help improve the efficiency of vocabulary teaching
English class 4"
2. For the purpose research
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Improving the quality of teaching vocabulary, launched a number of
measures to actively engage students learning vocabulary .
3. Research subjects
Teach vocabulary for students in grades 4 .
4. Research method

+ Academic research method
+ Synthetic analysis
+ Investigation .
+ Experimental
+ Conversation
+ Observations
+ Statistics
+ Review
II. THE CONTENT OF EXPERIENCE INITIATIVES
1. Background theory
The goal of education is currently focused on the development direction
of the dynamism, creativity and positive in order to enable students to identify
and solve their problems. To help achieve this goal, the use of tips when
teaching vocabulary to students instead of teaching vocabulary tradition style
offering from teachers and semantics are essential. Based on innovation oriented
teaching methods of English primary schools Ministry of Education and
Training. Basic criteria of the new teaching methods that operate independently,
actively, activeness of students in solving the tasks to communicate in the
language. Key criteria to assess the learning outcomes of students are
communicative competence, competence in the language behavior in specific
social situations that vocabulary is the main component in the communication
activities. Thus, helping students to accumulate the necessary vocabulary is a
work equally important. As we all know the purpose of learning a foreign
language is not known phonetic system, vocabulary, grammar, which is known
to use that system to achieve the purpose of communication. Thus, helping
students know to use vocabulary in context communication is an indispensable
work and not simply a teacher. On the other hand, today's children are fast
gathering information and sharing of information in society with breakneck
speed, every child has the ability to search information in different ways . The
use of new technologies that have the ability to solve youth problems and

process information simultaneously. This is a difference of Vietnam today
children and children in Vietnam a few decades ago .These studies were carried
out in many countries in the past century in part to prove that each student has a
learning problem hobby aka learning styles. Yes student interest in the way the
study material, based on the theoretical analysis, there is student interest in the
experience, discover, try, there is student interest through applied practice, with
students like to learn past ... If such observations are not interested in learning
the characteristics of learners, teachers instill a way, identifiable knowledge
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taught simultaneously announced it will limit the ability of learners to acquire,
people completely passive learning in the knowledge Congress will also
passivity in the face of difficult challenges of life. So how to change from
passive learning to active learning? One important factor is the need to consider
the characteristics of the school or in other words, learning style of the learner.
Interested in learning styles of learners are factors promoting the development of
the maximum capacity of the school. (Quote document active teaching and
learning Page 13 and 14).
To meet the demands on the learner to active, creative, knowledgeable
and highly professional skills, willing to shoulder the responsibility
Requirements for students not only knowledge but also the capacity to solve the
problem. How to solve problems flexibly and creatively advance the difficult
situation, the complexity of life. Thus, as a person in the industry I think need to
constantly innovate, regardless of which method of teaching innovation to train
human resources to meet the requirements of socio economic development
2. Factual basis
2.1 Status the problem before applying the experience initiative
In foreign language learning environment at present, when it comes to
new language comes mainly grammar and vocabulary. Vocabulary and grammar

always have a close relationship with each other, has always been taught in
collaboration to clarify each other's meaning. The fact is that in the
communication, the listener can still understand the content of the sentence
although that sentence has grammatical error. However, if students are firmly
grasp the grammatical structure but from too little capital, when listening speaking or be confused, not express. For example, when teachers took the
measure and asked "What is this?" The student just said "It's a .......". The
children listen to and understand the question, but did not know how to answer
complete because they do not remember the words. Complete answer them is
"It's a ruler." Or when teachers ask students to ask my friend if you regularly
play football or not, students are often confused: "Do you ...... ..?" Although I
can understand the structure of the question simple present.
This does not mean that we underestimate the importance of learning
grammar, but to point out that for the teaching and learning of any language
vocabulary is the foundation. Although there is no separate section in each unit
of study in English books but it plays a very important role.
But the question is if we are still keeping the vocabulary taught traditional
method is the master teacher sample reading, then ask students to read in unison
several times, calling some of them own reading, he fixes it meaning of the word
translated into Vietnamese, ask students to memorize new words, new
capabilities from their memory is very limited, while learning vocabulary for
them will be extremely boring, tedious, monotonous, its ability to use words to
communicate not obtained good results.
2.2 Situation of teaching vocabulary.
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a. Advantage
- Itself subject teachers are caring, enthusiastic student teaching, always
crystal high responsibility and tried to find out the new teaching methods in line
with the actual conditions of the school. Also received support from the teachers

and professional groups and colleagues .
- The majority of the students loved learning English and prepare books
and utensils for learning .
- The majority of parents are interested and create conditions for their
children's learning.
b. Difficult
As a school located in rural areas, most of the students are children of
farmers so the learning conditions of the children remains limited. To the
parents, is also very difficult to check or guide them to learn English at home by
subjects parents are not always aware.
- Some students have less time to study at home for longer hours they
must help their parents with housework, farm work ....
- They have few conditions to communicate in English and they are also
afraid to communicate and exchange in English outside school hours
- On the basis of the material is still facing many difficulties as no tapes,
audio visual room separately so the teaching and learning also encountered
many difficulties.
- To the teachers did not have much time to explore, research and new
teaching methods.
Before testing the solution into teaching I surveyed the quality of students
in the class 4A. Overall the years when teaching vocabulary in the "Section" and
"Section B" many teachers typically do the following:
Read the entire contents of that section for students to listen and then let
the students read and read individual unison, pointing to the painting and asked
students about the actions of the people in the pictures .Record new words on
the blackboard, the teacher read the form several times, for students to read and
then read individual unison, then explained that Vietnamese, final copy of the
new students in their notebooks.
These steps are more teachers teaching applications, even myself have
ever wondered approach to teaching vocabulary in unit 9 ( Section A1,2,3 )

Let's learn English in two books in class 4A school year 2014 - 2015 my school
in as follows : the introduction of the only food and drink I write new words on
the board and take steps according to the method taught above. After students
have completed 8 from just food and beverages ( fish, meat, chicken, orange
juice, apple juice, fruit juice, food, drink ), I test all 10 older children, ask them
to introduce the food and beverages. The survey results showed that initial
survey :

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Class

Total

4A

24

The number of students
remember vocabulary
4 students

Some students do not
remember the words
20 students

The table shows the number of students quickly remember vocabulary is
limited. Some students do not remember much from the end of each post .
So how to grasp and remember them after the school ? And organize how

students receive knowledge in an active way of knowledge they inculcate a
positive way .
With such concerns motivated me boldly research and introduced the
topic " A number of measures to help improve the efficiency of vocabulary
teaching English class 4 " to partly remedy the situation.
3.The solution for teaching elementary English vocabulary achieve
high results
Teaching in any part of the lesson, the teacher's role is very important .
The teacher is a guide, explain to them what needs to be mastered, practice
saying how, using vocabulary like. Since then called the children to practice and
fix if necessary teachers. Teachers need to monitor the practice for the following
purposes :
+ Understand the extent of their memo .
+ Determine the type of error that you have and how to correct or .
+ Understand the relevant vocabulary that students should learn, their
learning needs is what?
- To teach the vocabulary and high results the teacher must be fully
prepared visual aids such as pictures, objects to illustrate the matching
requirements of the unit. Some very important factor is that teachers must know
choose from to teach. Usually in a lesson often appear many new words, new
words are not finished yet should also put in to teaching and teaching alike. To
choose from to teach must consider the following issues:
+ From there needed to understand the text?
+ From there it's difficult for students who are not qualified?
If the word is needed to understand the text and in accordance with the
level of its students from the positive group, so we need to teach students.
If the word is needed to understand the text, but harder than the level of
the students, it is not from a positive group, you should explain and then tell
from that right.
If the word is not necessary to understand the text and also not very

difficult compared to students, we should ask students to guess.
- Teachers should clearly identify the students already know this or not?
In order not to waste time, teachers must ensure their words and words to
teach taught

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- From new unknown student, avoiding the introduction of unnecessary
words.
- Teachers need to identify the factors that need clarification as to
introduce new words .
These factors should be clarified when new words are introduced as
follows :
Introduce new words : - The writing ( spelling )
- Phonetics ( Pronunciation )
- Semantics ( Lexical meaning )
- Morphology grammar ( Gramartical form)
- Usage ( use )
In conclusion the selection of a new job is extremely important for every
teacher, it helps teachers convey the basic knowledge to help students
understand the lesson easily. Teachers not introduce vocabulary rampant with
thoughts " as much as possible " because for elementary school students, the
educational level novice entirely new language other than their mother tongue ,
which that requires us to look, choose appropriate vocabulary. According to the
study of psychology, cognitive brain normally they acquired 6 to 8 new words in
a lesson . Thus, in a lesson we should only introduce students to a maximum of
6 to 8 new words.
3.1 Some game applications in teaching English
Active teaching and learning actually takes place only when the students

get comfortable. Feeling comfortable is feeling like being at home, are
interested, feel safe, to be able to express themselves and feel peaceful inside.
Feeling comfortable is showing signs of developing a good mind. Comfortable
existence when they are confident in themselves, meaning that high self-esteem.
Knowing he could make mistakes is an important factor can bring progress and
development, can help students cope better with difficulties. The support and
positive feedback realistic expectations should become a part of life in the
school.
One of the elements to create the feeling of comfort is the humor. Humor
helps clear view of the work in cognitive abilities and help overcome the
difficult situation. Humor brings the power and vision to find new solutions. We
made the children laugh full yet? The teacher was laughing enough with
students and colleagues, or not? That is the question for each teacher while
teaching positive.(Quote document active teaching and learning Page 18 and
19)
Therefore, I strongly some game applications to the subjects taught
vocabulary in English in primary schools in Cam Binh 3. The game when I
made the children very excited, passionate, focused, school plays when they are
no longer tense, cramped including immersion. After each test the children
remember the vocabulary is very good, and 80 % of them remember the words.

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Activities this game I applied at the warm up and strengthen. Here are the games
that my active application.
Communication Games :
* Rules of the game:

( Artwork communication games - the team members are messengers

for each other )
1. The participants divided into 2, 3 or more teams after picking out a
commander.
2. The commander will invite representatives of the team up and gave the
representatives a piece of paper that shows a certain number of questions.
Example: "Tomorrow you're coming home to play," or "there is a cat on the roof
Mun" ....
3. After the commander emits commands start the game, the
representative will quickly return to his team and the whispered question to the
person sitting next to them, and so on until the last.
4. The last person in each team will say that his sentence to hear, certainly
will have some deviation from the initial sentence of the commander. Who was
assigned to write down your answers will hear his rewrite the sentence hearing
on the board.
5. Which team communication is the most accurate and most correct
answers will be the winner. This game often burst the chains when a team
laughing mistakenly believe that communication.
So from the game on the app I have on my subjects see the English and
had good results. Specific example :
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When teaching post ( unit 8 : What We so every day ) I have applied
communication game is as follows:
1. Divide the class into three groups of six children standing in a circle .
Then select a commander .
2. The commander invited the representatives of the team up and give a
representative reading of the sentences recorded in the paper then
representatives memorizing sentences written in the paper for a few seconds
Specific:

* Group1 : The paper record of daily activities : Get up, have breakfast ,
go to school ... .
* Group 2 : The paper recording career : engineer, doctor, teacher,
student ...
3. After the commander emits orders started playing, the representative
will quickly return to his team and whispered the question that representatives
who remember standing next to, any such transfer to another The last person.
4. The last person in each team will speak to the question that I hear, who
was appointed to rewrite the answer I heard was his will rewrite the sentence
hearing of his team on the board.
5. Which team most accurate communications, the fastest and most
correct answers will be the winner.

( Photo courtesy of your communications team is another )
From such games very exciting class, class is very attractive and
interesting.
Quiz game :
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* Rules of the game:
1. All participants will sit or stand in a wide circle .
2. A person who makes the first puzzle out of the room, while the rest go
over a certain picture ( such as monkeys, elephants, bears, tigers... )

(Photo illustrations amusing puzzle game-everyone in the team is looking at a
number of paintings of his team)
3. After the return, the puzzle will observe the action description of the
painting of a you any and have to say that's what the picture after 3 guesses.
4. The game takes place in a certain time interval or after the participants

were over once described. Join this game, the shy, timid or you make will become
more vibrant, boldly, and in particular, the possibility of the child going much
better.

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(The Photo illustrates the observation puzzle action description and guess the
content of paintings)
As such, the shy of students is improved. Students increasingly participate
more actively in the learning process, children confidently assert themselves and
from which the children gradually develop the active to become useful people in
society.
Specific example: When the Lesson (unit 10: At the circus section A)
instead for students to observe and carry out paintings questionable methods, I
have applied the following quiz:
1. Select two teams, each team 7 to 10 students, the participants will stand
in a wide circle.
2. Choose two children as a first puzzle out of the room within 1 minute,
while the rest along to see some pictures of bears, tigers, elephants, monkeys.
* Team 1: See some controversy: bears, tigers, elephants, monkeys.
* Team 2: See some controversy: Monkeys, elephants, tigers, bears.
3. After returning people puzzle observers would describe the actions of a
picture and to tell you any picture that's been what follows 3 guesses. Those
descriptions of paintings are only allowed to express in action, if taken orally
would be violating rules and the answer will not be scored.
4. The game takes place within 5 minutes. People puzzle after hearing a
description of the contents of the picture will read out the answer in English and
on a new sticker from the corresponding picture on the board. The team has
many correct answers will be the winner.

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The answer of the team when read will have a secretary of each team on
the board.

(Photos of students play games)
Thus, instead of using the old method, I have applied the new method of
game in the first part of the lesson . Since then, the class was stirring, exciting
and brings excitement, joy in learning, it fits the preferred characteristics of
student activities. Learning for pupils as became happiness will help them to
assert themselves and to nurture creative desire. From lively school, with
practice they can write and remember new words of lessons, such as:

(Photos of students reinforce homework)
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3.2 Some other methods improve the efficiency of learning English
subjects :
a. Use some tricks to teach vocabulary :
a.1Visual vocabulary teaching
In elementary students learn some subjects in order to develop the
imagination, ingenuity, meticulous as arts subjects, crafts, engineering. It is also
quite convenient for teaching and learning vocabulary. Teachers prepare students
before belongings at home and bring them to class in the next lesson . These
products can be used by the children to exhibit the class. If the pictures can also
be used to decorate the class, making class will look more vivid and help them
remember from last longer.
Example 1 : Introducing the word " chicken " in unit 9 ( A1,2,3 )

In preparation for the introduction of furniture from this new teacher will
instruct students how torn, glued or molded shaped chicken and give each child
prepare at home. In addition, teachers give students collectibles add the chicken
shape in pictures of books and newspapers. When this new introduction from the
teacher will ask students to take the already prepared at home in front of him
* How to tear, fig paste chicken (Lesson 6-craft practice 1)

(Photos of students figured the chicken to prepare for vocabulary)
Example 2 : When introducing the only clothing ( T -shirt, blouse, skirt,
jeans, shorts, shoes ) ( Unit 12 B1,2,3 section )
To prepare for this class the teacher can give students and utensils
before preparing at home. Students can cut, draw objects

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T-shirt
Shorts
Shorts
a.2 Gestures , gestures ( Mime )
Languages can be represented by the gestures of the body. So teachers can
use this procedure to introduce a lot of new words related to operations , human
emotions such as travel, laugh, cry, cold, hot, fun, singing, running ...... . In short
gestures can speak most of what teachers need to illustrate the meaning of the
words. However, teachers need to use express those simple gestures, illustrations
focused sense of the word, to avoid misunderstanding and students guessed
wrong .
Example : Introducing the word " jump " ( section B Unit 10 - Let 's Learn
English 2 )
T : mime jumping

T : Ss ask " what am I doing? " Tell me in Vietnamese.
a.3 Example
Introduction meanings of words through example is putting words into the
context of use, the examples should be simple, easy to understand for students to
guess the meaning of words that teachers should introduce is.
Example : To introduce investment " teacher " the teacher said, " I am a
teacher , Miss Taiwan is a teacher, too. " Or want to introduce the word " color "
T : give some examples of colors : white , red , black ... .
T : Ask : "What Do We Call Them in common ? " Tell me in Vietnamese.
a.4 Synonyms / antonyms (Synonym / antonym)

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This procedure is used quite often when introducing vocabulary. This
procedure is to introduce the equivalent of meaningful words or opposites
together, help students with skills and use contacts from the logic correctly.
* Synonym (Synonym) New meaning of the word can refer by giving a
word or several words equivalent means students have learned to students new
to guess their meaning. Example: Introduction of "beautiful" - Let's Learn
English 2 T: This word has the same meaning of "nice". Tell me in Vietnamese
T: Good. Listen "beautiful"
* Contrary meaning (antonym) New meaning of the word can be
introduced by giving a word or several words that mean the opposite that
students are learning so students can guess the meaning of new words. Example:
Introduction of "early" Let's Learn English 2 T: Ask: "What is the opposite of
late?" Tell me in Vietnamese. T: Listen to it in English, "early"
a.5 Situations / explanations ( Situation / Explaination )
The meaning of words can infer contextual, teachers can create situations
to help students be able to guess the meaning of new words through that

situation or teachers can use the learned corpus to explain meaning of words
from which students guess the meaning. Using this procedure teachers need to
make simple situations so students can easily figure out the meaning .
Example : Introduction of " rice " Let 's Learn English 2
T : This is the thing every day . What does rice mean ?
f.Translated ( Translation)
Teachers use the word equivalent in meaning from Vietnamese to preach
in English. Teachers use the procedure only when there is no other way, this
procedure is often used to teach the abstract, or to solve a number of more, but
time does not permit , the teacher suggested that students self service from that.
Example : Introduction of " Primary " the teacher can introduce
Vietnamese means the " primary "
* Some of the questions teachers should take when using the tips suggest
new words :
- What is this ?
- What am I doing?
- What are they ?
- What do you call ?
- Do you know ... .. ?
- How Do We say this in Vietnamese ?
- What is the opposite of ... .. ?
3.3 Use the test procedure and reinforce new vocabulary
Inspection procedures and consolidation will encourage students to
actively learn from it brings greater efficiency. Here are some tips to check and
reinforce
New from students that I 'm using

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Rub out and
remember
Networds

Bingo

Ordering

What and where
8 TECHNIQUES

Matching

Slap the board
Jumpled words

3.4 Instruct students to learn vocabulary at home.
To promote positive good creative initiative of students in learning, we
need to organize the teaching process in the positive direction of the operation of
the school. In the process of teaching and learning, teachers are only transmit
knowledge to students. Students wishing to acquire better knowledge then you
have to learn by its main activities.
Moreover, very little learning time so most of the time left in their
families to be held for their learning activities. Making sure that the teaching and
learning activities will be more enjoyable. So first teachers should guide
students to build learning activities at home.
- Prepare vocabulary:
Vocabulary lists will learn for the next time and find out means.
- Memorize vocabulary:
+ Establish vocabulary groups by subject

+ Making the card cover. One side of the card you're writing a word, the
rest of them to write or draw objects that illustrate the words. They can paste the
cards in learning corner, put in your pocket or in your briefcase to be able to
learn anytime, anywhere.
+ Every day some new words given and maintained regularly.
+ Browse the dictionary.
+ Review new words frequently.
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+ Practice using the words learned with friends .
3.5 Some specific examples:
a.
Unit 2: Happy birthday
Period 7 - A1,2,3
Pre-teach vocabulary:
Gift ( n ) : món quà
Car ( n ) : xe ô tô
( Situation)
( real thing )
Cake ( n ) : cái bánh
Kite ( n ) ; con diều
( Situation)
( realthing )
Hat ( n ) : cái mũ
Late ( a ) : muộn, trễ
( real thing )
( antonym)
In the introduction of the new I use mainly tips "real thing" and
"situation" to showcase the vocabulary because the words are words only new

objects, easy to collect and carry
After introducing a new word for the students to play my game "Slap the
board" to examine the possibility of their memory.
In the introduction of the new I use mainly tips " real thing " and "
situation" to showcase the vocabulary because the words are words only new
objects, easy to collect and carry
After introducing a new word for the students to play my game " Slap the
board " to examine the possibility of their memory .

( Photo introducing new words using realthing tips and photos to playing
games test the ability to remember words)
b.
Unit 6: School timetable
Period 27
B1,2,3
Pre-teach vocabulary
Read ( v ) : đọc
Learn ( v ) : học
Draw ( v ) : vẽ
( mime)
( situation )
( mime )
Write ( v ): viết
Sing ( v ) : hát
Song (n ) : bài hát
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( mime )
( mime)

( example )
In the introduction of the new I use mainly tips " mime " because the new
word is the only active verb , so when teachers use gestures to express the will
to make students pay attention meaning of the word more and faster memory .
Besides, I also use tricks "what and where" in order to check the level of
memory, reflexes of the children.

Lear
n

Sing
Draw

Read

Writ
e
te

Song
Song

( Photo descriptions from using mainly new tricks " mime " )
c.
Unit 9
My favourite food and drink
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Period 41

A1,2,3

Pre-teach vocabulary
Fish ( n ) : cá
Apple juice ( n ) : nước ép táo
( visual picture )
( visual picture )
Meat ( n ) : thịt
Orange juice ( n ) : nước cam ép
( visual picture )
( visual picture )
Chicken ( n ) : thịt gà
Fruit juice ( n ) : nước ép trái cây
( visual picture )
( example )
Food ( n ) : đồ ăn
Drink ( n ) : đồ uống
( example )
( example )
In teaching vocabulary I often use a number of tricks such as : what and
where, Kim 's game, slap the board, rub out and remember mainly to help them
memorize new words and remember their spelling, encouraging reflex and
differentiate the noun only food and drink .
4. Result
In the past semester I and II as well as from far semester, after using
innovative teaching methods I checked 10 students of class 4A unit 9 - section
A1, 2, 3 results show :
- The level of passion and interest in learning English is very high
discipline .

- Percentage of strong students during the semester I test high .
- Excitement level vocabulary and memorize words of students increased.
Class

Total

The number of students
remember vocabulary

4A

24

18 students

Some students do not
remember the words
6 students

Results showed that after applying the method according to the method
taught vocabulary with innovative tips, techniques appropriate to each section
has achieved positive results. Number of students applying is 4 or more new
words has increased significantly, from 6 to 8 children. They have interest,
favorite subjects from English than that they are more active in learning and
remembering new words. And apply capabilities such as new words into
sentences, their context has made marked progress. They no longer face many
difficulties in setting the sentence, in the school has many students volunteered
to read new words and put sentences including those who previously had never
volunteered a statement. They were able to remember new words right in the
classroom through the tips, activities that teachers given during school hours. By

applying the tips fit all, the teaching of vocabulary teaching is no longer boring,
pressure on teachers as before, but it points up the vivid, rich and much more
realistic. And that is why the quality of learning and applying new vocabulary of
students achieve high results.
III. CONCLUSIONS AND RECOMMENDATIONS
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I think that no method is perfect, even the method that I just introduced
above. The fundamental problem is the teacher must choose and coordinate to
draw out the experience or, have more in line with the teaching and learning
conditions of each school.
Since the application of the method of teaching vocabulary innovation, I
have drawn the following lessons:
- Actively entire transfer knowledge to students.
- Teach the correct method of discipline, causing excitement in the school,
many students mobilized to work in class, encourage students to remain weak.
- Combining the methods of teaching and learning activities.
- Preparation of new knowledge to teach all students, preparing teaching
aids carefully.
- Check old post often and assigned homework to students just very,
matching each object, preventing overload.
On my method is appropriate not only for students in rural, mountainous
areas where the students all parts, anywhere. By applying this method of
teaching has been promoting positive and proactive student.
From there, the humans have the ability to master the social dynamic, self
mastery, creative adaptation to social life.
To create favorable conditions for teaching courses in general English
vocabulary teaching and in particular I would like to have some suggestions as
follows :

- Department of Education and the Education Department should have
more annual thematic calls for the dissemination of new knowledge, the
experience, the additional of new teaching methods facilitate English teacher
with more opportunities than to cultivate, learning experiences with other
colleagues .
- At the school need to invest in additional equipment necessary for
teaching and learn English as well projector Also required English classrooms
to facilitate private participation in activities in English without prejudice to the
next class .
The above are some experiences "Improving efficiency in teaching
elementary English vocabulary." Do yourself has less experience in teaching the
subject should not avoid the limitations, look forward to the sincere advice of
colleagues.
CONFIRMATION OF THE HEADS
Hereby declare that
OF UNITS
this is my Initiative experience write,
do not copy other people's content
Cam Binh , march 2/ 3/ 2016
Sign
Ha Thi Nhung

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Documentation reference:
1.Teaching English to young learners a training course for primary
English teachers. Bublisher : University of foreign languages, Vietnam National
University, Hanoi
2.Textbooks , teacher of English in grades 3, 4, 5 publisher of eduction,

Vietnam.
3.Book the fun game of Kim Dong Publishing House .
4.Documentation of a positive teaching and learning publishers
Pedagogical University .

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CLASSIFICATION REVIEW BOARD OF SCHOOL LEVEL SCIENCE

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CLASSIFICATION REVIEW OF SCIENCE COUNCIL DISTRICT

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CLASSIFICATION REVIEW OF PROVINCIAL COUNCIL SCIENTIFIC

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