Using techniques in english teaching proceduces

1. introduction.
1.1. Reason for choosing the topic
Nowadays, English has become the most important language of all
languages in the world. English is the official language in a large number of
countries. English is the dominant business language and it has become almost a
necessity for people to speak English if they want to enter a global workforce.
Its importance in the global market place therefore cannot be underestimated,
learning English really can change our life. Many of the world’s top films, books
and music are published and produced in English. Therefore by learning English
we will have access to a great wealth of entertainment and will be able to have a
greater cultural understanding.
Most of the contents produced on the internet is in English. So knowing
English will allow us to access to an incredible amount of information
which1.050.000 may not be otherwise available!
Although learning English can be challenging and time-consuming, we can see
that it is also very valuable to learn and can create many opportunities!
The more proficient in English we are, the more opportunities for promoting our
abilities in life we get.
Vietnamese people‘s study habit of focusing on the grammar is not easy to
change, so we often have trouble communicating with other people in English.
To meet the need of changing the study habit, from the primary education,
English teachers must direct their students to more active ways of learning
English, in which students are given more listening and speaking activities.
In order for teaching students at this age to be effective, teachers must create
diversified activities in English and students’ listening and speaking skills are
trained more while taking part in these activities. In fact, it is easy for students to
learn speaking a foreign language, once students actively use English to
communicate with others, they will be more confident afterwards
Primary school students are new to English, so they must be taught to
pronouce exactly words. Listening to music in English or watching english
programs on TV is necessary, Imitation is not deficient in process of teachning

and learning English in primary school. Imitation helps students’learning
develop further and better. Grammar is formed step by step in learning
procedures.
The students must be given more pleasure than marks. Beside giving students
marks to motivate them, teachers should use other techniques during teaching
procedures.
Using techniques not only helps teachers create exciting learning
asmosphere, which is main motivation for students to try their best to gain good
results but helps students actively participate in English using communicative
environment without any shyness as well. Plentiful techniques will help students
gradually form their own learning styles which are basic of quality and
efficiency in learning as well as give them inspiration in learning a foreign
language.
Therefore, I decided to study techniques to apply to teaching English 3, book 1.
1


1.2. The purpose of the research
- Help teachers and students find out interest in teaching and learning English
1.3.Research subject
- Elementary school pupils in grade 3
1.4. Methods of research
In teaching English, helping student pupils learn words, memory is an
indispensable teaching activities in a class. Because at the end of the learning
process that also involves the mind if not in mind, we cannot learn. So finding
ways to help them learn from and remember for a long time is the responsibility
of each teacher with the aim to help students understand and use the words in
sentences by context and remember for a long time .
Students may miss much at the beginning and the end rather than the middle of
an operation. That also means that if we organize a few short activities, students

may remember more than we do only a long operation. Best tool we can use in
the classroom is a witty, teachers use a variety of materials capable of amusing
and attract the attention of pupils in order to help students remember vocabulary
immediately. We can use repeating simple fun game or song, and other methods
to help pupils remember the words.
To research this topic, I rely on:
- Refer to a number of English language teaching materials in primary school.
- Refer to program of new textbooks grade 3,4,5
- Draw on experience of learning from colleagues and administrators.
- Based on the results of the quality of the school of English
- Fully participate in training courses for teachers of English at primary schools.
2. Content
2.1. Theoretical basis
- The textbook is appropriate content knowledge with real-life students and there
are many beautiful pictures, easy on the eyes, to make my interest to students.
Homework is varied of vocabulary.
- Just as the primary school level, but parents are concerned about their child's
learning enthusiastically support the increase of knowledge.
The development of information technology helps teachers with resources,
images over the Internet.
Insufficient teaching equipments. Elementary school pupils are at very active
age, most children like the teachers to use teaching aids students in the lesson
- To the pupils, besides a number of serious study with many students all
through the speakers, not inculcate vocabulary in memory, not reading writing
regularly. Because at this age they are very playful, active learning should be
highly awared. Parents’checking to the children at home also face difficulties.
Since this is a foreign language and not many parents know to guide learning.
- In the lesson, to help them remember the word, the teacher often organizes
the games, students will be very excited, but classes will be very susceptible to
noise and so as to control, teachers need organize and help class be stable .

2


2.2. Reality of the research problem.
- In many English classes for grade 3 students, teachers rarely use techniques for
carrying out their work.
- Many teachers don’t have experience in using techniques or they don’t choose
the most effective techniques for teaching English 3.
- This book is the first one belonging to new english program for primary
students, so making students eager for learning english is necessary while many
periods at school don’t satisfy this because of lack of techniques in teaching
procedures.
- Learning atmosphere is boring in many periods as teachers don’t have various
activities for students’ participation. In fact, only by techniques do teachers
make students actively take part in learning and students be enthusiatic to learn.
- When teachers teach book 2, they don’t draw students’ attention any longer, as
a result of monotonic teaching, without any techniques.
- The result before applying this topics(after finishing book 1) :
+Their love for learning english:
50 per of students actively and enthusiastically join the learning activities.
50 per of students are not interested in learning and they don’t also use english
for communicating in learning process.
+The result at the end of the first semester, school year 2016-2017 by the final
test:
Numbers
Grade3 of

3A
3B
3C

3D
Sum

The quality
Very good

students

number

33
37
34
36
140

(ss)
12
10
17
8
47

Good

(%)

number

36,4

27
50
22,2
33,6

(ss)
6
10
5
9
30

Average

(%)

number

18,2
27,1
14,7
25
21,4

(ss)
12
14
10
15
51

Weak

(%)

number

(%)

36,3
37,8
29,4
41,7
36,4

(ss)
3
3
2
4
12

9,1
8,1
5,9
1,1
8,6

2.3.Solutions
The way to carry out the techniques in teaching English 3.

1. Guessing game.
- Teachers prepare some pictures or sentences refering to the lesson.
- Divide the class into 2 groups.
- The representative of one group comes to the board to get a picture or sentence
from the table.
- One student from the other group asks a question “yes/no question” and if
he/she gets the answer “Yes” at the first time, he will get one point for his/her
team and one member from his/her team will come to the board to get the
picture or the sentence. If he/she gets the answer “No”, his/her team will be
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subtracted with one point and other members in her/his team will continue
asking until they get the answer “Yes” .
The team with most points or the fewest subtracted points will be the winner.
Ex1: Part 3 Unit 3 lesson 2 (page 20) (This technique can be used for Part 3)
-Divide the class into 2 groups. Put 4 pictures on the table.
-The first turn: one student comes to the table to take the picture. Students from
the other group will point and ask “ Is that Phong/ Peter/Tony/ Mai/ Mary ?”
if they get the answer “yes, it is” at the first time they will get one point for their
team and it’s their turn of taking the picture on the board, but if they get the
answer “No” they will lose one point and they will have to ask questions until
they get “Yes”
-The second turn: one student comes to the table to take the picture. He/she puts
the picture in an envelope and brings the to the other group where students will
point and ask “ Is this Phong/ Peter/Tony/ Mai/ Mary ?” if they get the answer
“yes, it is” at the first time they will get one point for their team and it’s their
turn of taking the picture on the board, but if they get the answer “No, it isn’t”
they will lose one point and they will have to ask questions until they get “Yes”
Ex2: At the further practice of lesson 2 Unit 8 or at the warm up of lesson 2

Unit 8
-Divide the class into 2 groups. Put 7 pictures of (a book, a ruler, pencil case,
rubber, school bag, pencil and pencil sharpener) on the table.
-One student comes to the table and takes the picture. Students from the other
group will ask “ Are these/those………?” if they get the answer “yes, they are”
at the first time they will get one point for their team and it’s their turn of taking
the picture on the board, but if they get the answer “No, they aren’t” they will
lose one point and they will have to ask questions until they get “Yes”
2.Bingo.
This activity can be used to check and revise the new words teachers have
introduced during the week or some lessons.
Ex1: At the “warm up” of the lesson 3 Unit 4 – English 3
Students copy this in their notebooks.
three
two
seven
ten
eight
five
four
one
nine
Write down 9 words they have learnt after two lessons of unit 1
Teachers are going to say these words at random.
If students hear their word, cross it out
When someone crosses out 9 words, shout BINGO!
Ex2: At the “warm up” of the lesson 3 Unit 10- English 3
Students copy this in their notebooks
Badminton
Hide-and - seek

Puzzles
Football
Chess
Break time
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volleyball
skipping
Blind man’s bluff
Teachers are going to say these words at random
If students hear their word, cross it out
When someone crosses out all 9 words, shout BINGO!
3. Matching
Teachers write the new words in a list on the left hand side of the board.
Write the definitions, traslations or pictures on the right hand side of the board.
Ask the student to come to the board to match the items on the left with those
ones on the right by drawing the line between them.
Ex1: Lesson 1 unit 8 (Checking vocabulary)- English3
Pencil case
Pencil

Ruler

Pencil sharpener

School bag

Book
Ex2: Lesson 1 unit 7 (Checking vocabulary)

Gym

Library

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Computer room

playground
4. Find your partner
Ex1: Lesson1 – Activity3 (Let’s talk) unit 2 – English 3
-Teachers prepare pieces of paper with names “Linda, Peter, Tony and Mary” on
them.
-Teachers divide the class into groups of 8.
-In each group, 2 students will get the same name “Linda”, 2 students: Peter, 2
students: Tony and 2 students: Mary.
-Students in groups have to ask their friends the question “What’s your name?”
-If they find the same name as theirs,they are partners.
Ex: Peter: What’s your name?
S1: My name’s Linda.
Peter: What’s your name?
S2:
My name’s Tony ……..S3, S4, S5
S6:
My name is Peter.
Peter finds his partner when he asks the sixth student
By using the technique “Find your partner”, teachers will make this activity
more interesting.

Ex2: At “further practice” of lesson 3 unit 10
Teachers divide the class into groups of 4 or 6 or 8 or 10
Students in each group have to ask their friends the question (yes/no question) to
find the partner
Two students in each group will get the same table like this
Yes
No
Playing chess
X
Playing football
X
Playing hide-and-seek X
Playing badminton
X
Chatting with friends
X
He or she has to ask all the members in his/her group the question:
“Do you like playing chess/ playing football/ playing hide-and-seek/ playing
badminton/ chatting with friends?”
When he/ she gets the answer from one student in the group “yes” Who will
become his/her partner.
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-With the above the table, teachers have to divide the class into groups of 10
students and every two students will have the same table.
5. Jumbled words dictation.
This technique is good for students new to English because they need drilling 4
skills at the first stage of learning a forein language.
Ask students to work in pairs.

Find the model sentence which students need to remember in the text book
Dictate words in a jumbled way, not the sentence and students write them down.
Pairs have to put the words in the correct order.
Get the answers from some groups.
Give the correct answer.
Praise the pairs for the correct answer.
Ex1: At the end of the lesson 2 unit 3 or at the “Warm up” Unit 3 lesson 3.
Work in pairs. Write the words you hear.
Teachers read “that”“is”“Phong”“?” and students write them down
Put the words you have written down in the correct order.
Get the answer from some pairs
Give the correct answer: IS THAT PHONG ?
Praise the pairs with the correct answer
Ex2: At the “Warm up” Unit 8 lesson 2.
Work in pairs. Write the words you hear.
Teachers read “MY/THIS/PEN/IS/.” and students write them down.
Put the words you have written down in the correct order.
Get the answer from some pairs
Give the correct answer: THIS IS MY PEN .
Praise the pairs with the correct answer.
6. Simon says
This technique is used for checking vocabulary or reviewing
Teacher says: Simon says “……..” students have to do as ordered
Ex: Lesson 2 unit 6 (checking vocabulary)
Teacher says “ Simon says stand up”
Students have to stand up
Teacher says “ Simon says sit down”
Students have to sit down
Then do similarly with :
close your book, open your book

7


7. Substitution boxes.
Teachers put a box full of words on the board. The words fit together to either
make long sentences or lots of short sentences and one word can be used more
than once. Teachers divide the class into groups. Groups write down as many
different sentences in the given time as possible. The group with the most
correct sentences is the winner.
How
What do
do
are
do
Do

you
name ?
toys ?
at
colour
is spell
your
you
break time ?
your posters ?
your
Where
you

What
have

schoolbag?
any

Teachers should use this example at the beginning or the end of REVIEW 1
Keys
- How do you spell your name ?
- Do you have any toys ?
- Where are your posters ?
- What colour is your schoolbag ?
- What do you do at break time ?
8. Memory Game
Teachers divide the class into 2 groups or students works individually, up to the
contents and numbers of the pictures
Raise the pictures and give students time(20-30 seconds)to remember not to
write things or events in the pictures.
Teachers put the pictures away and ask students to write down all the words in
groups or individually. Teachers check their answers. The group with the most
correct words will be the winner or the student with most of the correct words
win get good marks.(teachers can collect some students’ answers to check)
Ex1: Part II, Review 2 (At pre-listening stage)
Teachers divide the class into 2 groups.
Raise all the pictures on the page 74 and give students 30s to remember them

8


Teachers put the pictures away and students in each group supply the words

referring to the pictures to the secretary who will write them down on the paper
in 5 minutes.
Teachers hang the pictures on the board and check the groups’ answers.
Announce the winner then ask students to give them applause
Ex2: Lesson 1 (P4,5,6), Unit 17 (At warm up with the view to checking
vocabulary)
Raise the pictures (truck, doll, kite, planes, ships, yo-yo, puzzle, robot, car, ball ,
teddy bear )and ask students remember them.
Put the pictures away and ask students write them down.
Collect some answers then hang the pictures on the board again for checking.
Give marks to the student with the best result.

9. Face to face.
Students work in pairs or groups of 4.
Teachers give the topic. In turns, students have to shout out one word referring
to the topic. If in 5 seconds, one student doesn’t shout out the correct word or
the word mentioned before, he/she will be removed from the game. The last
student gives the correct word is the winner.
Ex1: At “warm up” of lesson 1 unit 9
Teachers can use this technique to check students’ vocabulary.
Teachers ask 3 or 4 students from groups to take part in the game.
Ask contestants to give the words belonging to “furniture in a house”( lamps,
mirrosr, fans, doosr, windows, chairs, pictures, cups,sofas, wardrobes,
cupboards, posters, beds…)
Contestants shout out the word in turns. The last student left is the winner and
teachers give him/her marks or applause.
Ex2: At “warm up” of Review 2
Teachers ask 3 or 4 students from groups to join the game
Ask them to shout out the word belonging to “sports and games”, then “places in
a school” then “school things”. Contestants shout out the word in turns.

The winner is the last student gives the correct word.
10. Brainstorming
9


The teacher gives the topic, students have to think about the words referring the
topic.
Ex1: At “warm up” of lesson 3 unit 10
Teachers give the topic “ Activities at break time”
Ex 2: At “warm up” of lesson 3 unit 12
Teachers give the topic “ House”
Students raise their hands and say the word aloud. Teachers write it on the
board.
11. Word or phrase.
This game combines elements of receptive vocabulary use with a small amount
of production. By doing as a game, children don’t realise that they are being
encouraged to work on word order and sentence building.
Choose some flashcards of objects or pictures and quickly drill the
words/sentences with the students. Demonstrate a few techniques by showing
them quickly, or ask students to say the words/sentences. Introduce and drill the
phrase and do it in conjunction with the pictures or flashcards.
Explain the game: “I will show you the flashcards or pictures. If I don’t do
anything, you just say the word. If I jump in the air they use the phrase which
they are introduced to. If I shake my head, you say “no, …” If I nod my head,
you say “yes, ..” or you can use some other gestures. Show the flashcard or
picture one after the other, doing the different actions for each card/picture.(not
necessarily in any order) and children should say the word or phrase(sentences)
together.
Ex1: Part 2, Unit 4-lesson 1
Teacher shows students the picture a, if teachers don’t say anything, students

just say “Mr Loc”. If teachers jump in the air, students say “Who’s that?”. If
teachers point to the picture, students say “It’s Mr Loc”. Go on to the picture c.
Then students practice in pairs.
Ex2: At the “warm up” of part 2, Unit 13-Lesson 2
Teacher shows students the book. Teacher doesn’t say anything, but she/he put it
in/on/under/in front of …her/his hand . One student asks “Where is the book ?”.
An other student answers “It’s in/on… his.her hand”.
12. Lucky numbers
Teachers divide the class into 2 groups.
Teachers have 8-10 numbers for students to choose. Each number contains one
question or request. Among these numbers there are 3 lucky numbers, which
give the the groups 1 mark without answering. The group with the most numbers
or lucky number will be the winner.
Ex 1: At the “warm up” of lesson 1(part 4,5,6) Unit 16
1.lucky number
2.Do you have any goldfish ?
3.Do you have any cats ?
4. lucky number
5.Do you have any dogs ?
6.Do you have any parrots ?
7.Do you have any rabbits?
8. lucky number
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Ex 2: Review 3
Teachers will have 12 numbers. 3 lucky numbers and 9 numbers –(look at 9
pictures to write the words).

Lucky number

Lucky number

Lucky number

13. What and Where
Elicit words to do with the classroom from the students, then write it on the
board inside the circle, don’t write the words in a list.
When all the words are on the board, rub out one of the words, word by word,
but don’t rub out the circle
Get students to repeat the words including the rubbed-out words by pointing at
the empty circle.. Continue until all the circles are empty
Now students have to remember all the words. Ask them to come to the board
and fill in the circles with the correct words.
Ex 1: Lesson 1-part2(4,5,6) Unit 7(checking vocabulary)
Library, computer room, classroom, gym, playground
Ex 2: lesson 1- Part2(4,5,6) unit 11 (checking vocabulary)
Grandfather, grandmother, father, mother, sister, brother
14. Noughts and Crosses
Teachers have a board including 9 squares with 9 words or pictures inside
Students work in groups, pairs to make sentences with words or pictures in
turns. If the sentence is correct, the group will get a cross or a nough. If the
group gets three crosses or noughs in a line will be the winner.
Ex1: part 3 lesson 1 unit 6
Students prepare the board, work in pairs,
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Ex 2: At “warm up” of lesson 3 unit 9- review the previous lesson
Teachers give the board with 9 empty squares. Students work in groups in turns

have to fill in each square. If they fill the square with the correct word the group
will get a cross or nought. The topic is colour
green

white

2.4. The result of applying this initiative to teaching .
The result at the end of the first semester of this school year:
Students are more interested in English and enthusiastically use English to
communicate at school
The atmosphere of English class is becoming more exciting and with what
students have acquired, they use them for communication in a natural way .
Teachers have a wide selection of techniques. It’s easier for them to organise
and control learning activities
A larger number of students like learning English, approximately estimated
90%
+The specific result:
Numbers
Grade3 of

3A
3B
3C
3D
Sum

The quality
Very good

students

number

33
37
34
36
140

(ss)
23
12
25
10
70

Good

(%)

number

69,7
32,5
73,5
27,8
50

(ss)
8

15
5
15
43

Average

(%)

number

24,2
40,5
14,7
41,7
30,7

(ss)
1
9
4
10
24

Weak

(%)

number

(%)

3,1
24,3
11,8
27,7
17,1

(ss)
1
1
0
1
3

3,0
2,7
0
2,8
2,2

The quality of teaching and learning in the first semester is higher this year
than last year
This studying will help teachers to complete their teaching plan for grade 3 in
a view to meeting the request of the program and getting high achievements.
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The procedures with a variety of techniques encourage students to study
english attentively and and take part in learning tasks actively and fervently.

3. CONCLUSION AND RECOMMENDATIONS
3.1. Conclusion
Using techniques in teaching English is extremely necessary, which decides
whether teachers are successful in teaching or not since techniques used by
teachers in teaching process draw students’ attention to learning. They don’t feel
strained, in contrast they are more relaxed and interested in activities during
English classes.
Students will also make progresses in learning english rapidly by themselves,
they will be more self-confident in talking and lisening skills because they are
given more opportunities for speaking and listening with techniques.
If few techniques are used in a language class, the period will be very boring,
result in less students’ love for a foreign language. Therefore, it is difficult for
teachers to teach better at higher levels. If so, I wonder whether we can reach the
aims of the primay english program.
In order to teach creativity, teachers must make efforts to think of creative
situations in which students take part to enhance their creativity, curiosity and
eagerness for study. Nothing but techniques lead teachers to success.
It is important I choose this topic. It is very necessary for teachers to gain
success in the first stage of teaching our beloved children English, an
international language used worldwide
Above mentioned techniques are easy for teachers to apply to teaching english
3, book 1 in some units. Moreover, students are very fond of periods with these
techniques. There are many other techniques teachers can use in teaching. These
are not enough, however, they are new and effective. I hope my colleagues will
not hesitate to use these in their teaching plans, obviously in each english class
and these techniques will be creatively used.
3.2. Recommendations
- It’s necessary to create conditions for teachers to exchange experiences with
other schools in the city to improve their professional qualifications

- I also wish to learn more experience of teaching english from other teachers
during the workshops about the methodology.
Above are some of my small experiences after years of teaching English to
young children. I think it is an initiative that is drawn through teaching
experience and learning from teachers, friends and colleagues and drawn from
the application to the actual teaching. The positive response of the pupils, their
love of the subject motivates me to never stop learning or teaching methods to
help pupils learn better and they always love to study English.
In the spirit of learning, literature, draw on the experience, humility to learn
from peers and the generations before me, I bravely research this subject.
However, the method is always a tool, the human factor is decisive, namely:
13


enthusiasm, love for my job, love for children, teachers and the hard work of
the pupils will make a success of teaching hours.
Despite trying to report this experience inevitably, and I know that it’s hard to
avoid making mistakes and limited items. .I wish to get the comments of
everyone for the subject to be more completed and is applied in a practical way
in the lesson
Thank you so much for the help from the Board of School, friends and
colleagues
The principal’s Comfirmation and signature.
Thanh Hóa, April 10th, 2018
I assure this is my initiative by
myself, not a copy.

Vũ Thị Yến

REFERENCES

1.
2.

English class 3 book
Teacher's English class 3 book

14


3.
Strategies for Teaching Vocabulary: Theory and Technique of Lisa Van
Gemert
4.
Techniques in Teaching Vocabulary.
5.
The Practice of English Language Teaching of Harmer, Jeremy

INDEX
page
15


1
1.1
1.2
1.3
1.4
2
2.1

2.2
2.3
2.4
3
3.1
3.2

Introduction
Reason for choosing the topic
The purpose of the research
Research subject
Methods of research
Content
Theoretical basis
Reality of the research problem
Solutions
The result of applying this intistive to teaching.
Conclusion and recommendations
Conclusion
Recommendations

1
1
2
2
2
2
2
3
3

12
13
13
13

thanh hoa DEPARTMENT OF EDUCATION & TRAINING

16


THANH HOA CITY DEPARTMENT OF EDUCATION
& TRAINING

INITIATIVE EXPERIENCE

THEMES
USING TECHNIQUES IN ENGLISH TEACHING
PROCEDURES

Written by: Vu Thi Yen
Office:
Teacher
Working in: Le Van Tam primary
school
Subject:
English

THANH HOA, YEAR 2018

17