Experience elementary english for good english vocabulary

CATALOGUE
Number
Part I
1
2
3

INTRODUCTION
Rationale
The Purpose of research
The object of research.

Page
1
1
2
4

4
Part II

Research Methodology
CONTENT

4
5

2

Theoretical background
The status of the problem before applying innovative

experience

5
5

3

Solutions and implementation

6

4

The effect of experience initiatives for educational
activities, with himself, his colleagues and the school

16

CONCLUSION AND RECOMMENDATIONS

23

Conclusion
Recommendations

23
23

1

Part III
1
2

Content

REFERENCES

1


PART I. INTRODUCTION
1. Rationale
Our country is entering the stage of industrialization, modernization, integration
with the international community, especially than our country has officially
become a member of the WTO. The decisive factor in the success of
industrialization and modernization is that the resources of the Vietnamese people
are developed in terms of quantity and quality on the basis of improved
intellectual level. As a result, the education and training of our country has also
changed from education and training to teaching and learning methods in order to
effectively contribute to the preparation of human resources in the country. The
first decade of the 21st century
n the current situation, the Ministry of Education and Training implemented the
project "Teaching and learning foreign languages in the national education
system", in the period 2008 - 2020, the teaching and learning foreign languages
in general and the subject He is very urgent. As a teacher in the English language,
training people in the future can grasp the information of foreign countries
applying to build the country we are richer and stronger Vietnam. Teachers must
be aware that English is considered as a tool for communication, which requires
that we have some vocabulary, so learning vocabulary is indispensable in

learning the language. Brother.
In any language, the role of the vocabulary is very important. One can see that a
language is a collection of words. Can not understand language without
understanding vocabulary, or through vocabulary units. But that does not mean
that you only understand individual lexical units that are independent of each
other but can only master the language through dialectical relationships between
vocabulary units. Thus, learning vocabulary and practicing vocabulary skills is a
leading factor in the transmission and acquisition of a language in general and
English in particular.
ince vocabulary is a unit of language, it is expressed in two forms: speech and
writing. To use that language, that is to grasp the expression form of words by
2


words and words. But because of the relevance of the vocabulary to other
elements in the language (grammar, phonetics, intonation, etc.) or in specific
communication situations, we find the vocabulary as "bricks". Grammar and
other linguistic elements are considered as "mortar vessels" to build into a
language house.
In elementary schools the teacher teaches students along with other subjects on
the basis of equipping the student with the necessary skills and techniques to train
the knowledgeable, skilled workforce, Practical, dynamic and creative ... the
formation and training of skills for students requires that the teacher not only pay
attention to the transfer of knowledge in textbooks, To teach, it is necessary to
pay attention to organizing the teaching process in the direction of activating the
learner's activities, promoting and promoting the active role of active creation of
students in studying and organizing for study. Learned knowledge by their own
activity, but most students do not understand the importance of vocabulary so
they are lazy to learn or just learn through loudspeaker and can not use it, with
new knowledge that is far different from it. With such mother tongue, students

are afraid to learn. So what does the teacher have to do to make the vocabulary no
longer a "problem" for the student, to make me think again, with many years of
teaching English in elementary school? Many times, students do not belong to
vocabulary, misspellings, and misunderstandings that inspire me to implement the
topic "Help elementary school students learn English vocabulary well".
* Practical basis:
- Any language in the world, want to communicate with it, requires us to have a
vocabulary. Because vocabulary is an indispensable ingredient in language, it is
used for communication. Therefore, it is very important to know the number of
words learned to use.
- In English we can not practice and develop four skills of listening, speaking,
reading and writing of students without relying on the basis of vocabulary.
Indeed, without the necessary vocabulary, the children will not hear and the

3


consequence is that they will not speak, read or write, even if they have a firm
grasp of the sentence.
Through the teaching practice of the past few years, I found that the old way of
teaching vocabulary is usually in the form of: Teacher (teacher) reads and then
lists the words, according to teachers never appear in too. Teaching is new words;
Then the teacher explains the meaning, the use of the word, the type of the
student. It has the following fundamental limitations: Making students passive in
their vocabulary enrichment, using words in the context of limited, inflexible and
often arbitrary contexts of grammatical structure.
The problem here is to study the application of vocabulary skills, namely the
introduction skills and the vocabulary test for students to be appropriate and
effective.
2. The Purpose of research:

In any language, the role of the vocabulary is very important. One can see that a
language is a collection of words. Can not understand language without
understanding vocabulary, or through vocabulary units. But that does not mean
that you only understand individual lexical units that are independent of each
other but can only master the language through dialectical relationships between
vocabulary units. Thus, learning vocabulary and practicing vocabulary skills is a
leading factor in the transmission and acquisition of a language in general and
English in particular.
Since vocabulary is a unit of language, it is expressed in two forms: speech and
writing. To use that language, that is to grasp the expression form of words by
words and words. But because of the relevance of the vocabulary to other
elements in the language (grammar, phonetics, intonation, etc.) or in specific
communication situations, we find the vocabulary as "bricks". Grammar and
other linguistic elements are considered as "mortar vessels" to build into a
language house.
Therefore, the current school system is geared towards such core core issues. The
Department of English, although introduced much later than other subjects in
4


schools in general and Quang Thanh Elementary School in particular, is the key
to the repository of human knowledge. It is a scout who brings us to the world
shaking hands with friends in Europe, absorbing and absorbing human elites.
However, learning English in elementary schools in general and Quang Thanh
Elementary School in particular have many difficulties, especially in learning and
using vocabulary. So teaching students how to learn and use English is to provide
students with a living dictionary of verbal and sentence structure, a very
necessary requirement in learning English especially with Students who are new
to English language courses. . Because of the above reasons, I chose the theme of
"Experience Elementary English for good English vocabulary".

3. The object of research.
This textbook has been used intermittently during the lessons when teaching
the skills of listening, speaking, reading, and writing to fourth grade at Quang
Thanh Elementary School.
4. Research Methodology.
To carry out this experience, to keep it hydrated in a long period of time, and to
select a number of chemical peaks. P follows:
- Documentation of the related documents.
- Use the correct combination of headings.
- Use the feedback form.
- Telephone conferencing:
- Education pedagogical department:
- Legal Department:

5


PART II. CONTENT
1. Theoretical background
- Going from the purpose, demand and based on theoretical teaching - learning
subject
Elementary English, foreign language in the general educational environment,
stipulates the essential contents in the fields of education, ideology, ethics,
cultivating cultural knowledge and communication skills training. in English .
The content is closely related to each other, so that through vocabulary training,
each student creates a good communication skills in English, communicating well
through the topic of each unit. The correlation between such content and content
is a characteristic of the English subject that learners and learners need to be
aware of throughout the course of study.
- Topic scope:

This initiative comes from the fact that students are not interested in English
lessons. Because English is a foreign language, not a native language. Moreover,
through many years of teaching experience, students often experience frightening
gestures and abusive English language actions.
Research subjects: Grade 4A, 4B students from 2015 to 2016 of Quang Thanh
Primary School.
- Textbooks, manuals, reference books, game materials such as Let's go teacher's
book, tapes, pictures, puppets, CDs, radios, projectors, computers .... .
2. The status of the problem before applying innovative experience
- According to the distribution of the current program, English language classes
in Quang Thanh primary school every two weeks, almost every article has a new
word in the lesson and even in the exercise. But to teach vocabulary to more
vivid lessons, teachers have to do pictures, illustrations, facilitate them to
remember words easily and direct their attention to the topic or focus. lesson.
- On the students' side, besides some students study seriously, there are many
students learn only through loudspeaker, not engraved vocabulary into memory,

6


not practice reading, writing frequently, not meaningful pm. Until the teacher
asks the children will not succeed.
It is also difficult for students to check or guide their children to learn at home.
Because it is a foreign language, not all parents know. This is also a very difficult
problem in the management of student home study.
In addition, the way to learn vocabulary of students is also worthy of attention,
students often learn vocabulary by reading words in English and trying to
remember the meaning in Vietnamese, written in the writing is also to deal With
the teacher, not self-examination, to inculcate new words and words available.
Therefore, they are very quick to forget and easily confused one word with

another. As a result, many students get upset and forget. So teachers need to pay
attention to this psychology of students.
* The result before I applied this initiative

Total
Grad
e

Excelle

number nt

good

Fair

Poor

Attitude

of
student

No

%

%

No

%

No

%

like

dislik
e

hesitat
e

s
4A

4B

28
students

29
students

7

8

25

27.
6

7

6

25

10

20.7 11

35.
7

37.
9

10
4

14.3 35.7
%
11

4

13.8

5
17.9%

13
46.4%

37.9

6

12

%

20.7% 41.4%

3. Solutions and implementation
To teach English vocabulary really effectively, the role of the teacher and the role
of the learner play a leading role. To teach the children to understand the meaning

7


of the vocabulary and use it in the appropriate context, I myself have identified
the following:
3.1 Identify the role of the teacher:
The teacher plays a very important role, the person who controls the student
organization. You have to create simple situations for students to talk. We keep

observing a simple situation where a lot of people speak their hands, but in more
difficult situations, the majority of students do not speak even if they think they
are good.
The teacher must "stretch out his hand" to suggest, make the situation simple,
encourage the children to say, applaud when they do right, not criticize, blame
when they do wrong, but gently correct.
A teacher is a friend who interacts with a student if the class has a single parent
who does not have a pair to practice comunicating.
The teacher must say "thank you", "You're very good" to motivate them in time.
Example:
T: Good morning, class. How are you today?
Ss: Good morning, Teacher. I'm fine, thankyou .....
T: ask "Who's absent today? .
Ss: Answer
Teachers introduce new lessons in simple sentences like these:
T: Today we are going to begin the Unit 10, Section B, Now open your book on
page 108, please
Next they will learn the following new vocabulary:
Example 1:
T: fruit (n): a banana, an orange or an apple is a kind of fruit.
What kind of fruit do you like?
Ss: a banana / an apple / an orange ....
They will understand what fruit means without having to write in Vietnamese for
words such as banana, orange, apple ......... they have known before.

8


Example 2:
T: weather (hot, cold, cool, warm)

T: What is the weather like in the Summer?
S: It is hot in the Summer.
They can understand the weather means the weather. Or just show them paintings
for the weather of each season of the year.
In summary, the ultimate purpose of teaching vocabulary and structure should
also be to ensure that students practice the Q & A in the target language.
I can give a diagram of the teacher as follows:
interpretation, providing information

Observe

Review, feedback
Teacher

Communication

9


3.2 Define the role of the student:
By active teaching methods, we are student-centered. Students must listen to the
teacher lecture, then grasp the new knowledge as well as re-train the old
knowledge, the ultimate goal is the practice of communication.
Students present in front of the class will find out if they have learned the lesson
and are able to use it.
Students present in front of the class make them more confident, overcome selfesteem, fear in front of the crowd
Students may ask the teacher to avoid a one-way communication that will now
be: teacher - games, games, teachers.
Through this communication process the teacher will detect and adjust his
method accordingly.

Only practicing newcomers transform knowledge into products like the western
proverb says:
When you hear, you will forget
When you hear and see, you will remember a little
When you listen, look and practice, you will learn the knowledge and skills.
Teacher

Students

Students
Students

Students
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3.3 Skills to introduce vocabulary:
Asian. Steps to introduce new words:
Word choice to teach:
English is an important subject, it is a tool to communicate with countries around
the world. To communicate well we must have rich capital.
In today's primary environment, when it comes to new vocabulary, grammatical
and vocabulary are the main vocabularies, the grammatical is always associated
with each other, always taught together to clarify the meaning. together.
However, teaching and introducing vocabulary are a matter of course. Usually in
a lesson there are always new words, but not all new words need to be taught. To
select words to teach, the teacher should consider the following:
- active vocabulary
- passive vocabulary
We all know how to teach these two words differently. The word actively

involves four skills (listening - speaking - reading - writing). For this kind of
word teachers need to invest time to introduce and give students more practice.
With passive words the teacher just stops at the recognition level, no need to
invest time in the application activities. The teacher needs to know and decide
which word will be taught 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 (word form).
+ Meaning.
+ Use.
For proactive words to teach students literacy and definition as dictionaries are
not enough, so that students know how to use them in communication, teachers
need students to know how to pronounce, not just words. Odd, but also know the
correct pronunciation of words in the chain of words, especially the meaning of
words.
11


- The number of words to teach in the lesson depends on the content and the level
of the student. Never teach all new words, as there will not be enough time to
perform other activities. However, in a lesson you should only teach a maximum
of 6 words
While choosing words to teach, you should consider the following two
conditions:
+ Since it is necessary to understand the text?
+ Since it is difficult compared to the level of students?
- If the word is necessary for understanding the text and is appropriate for the
student's level, then it is positive, so you must teach the student.
If the word is necessary for the understanding of the text but difficult for a
student, it is not an active word, so you should explain it to the student.

- If the word is not necessary for understanding the text and not too difficult then
you should ask students to guess.
* Introductory step, introducing the topic: This is an important step in teaching
vocabulary. This step will determine the success of the lesson, which will elicit
the student's idea of 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:
listen, speak, read, write. Do not ever start from another "hear" activity.
Remember the process of learning our mother tongue, always starting with
listening, imitating the pronunciation and then going to other activities. Help your
students have a good habit of learning new words:
- Step 1: "listen", you let students hear new words by reading the sample or
playing the tape.
- Step 2: "Say", after the students have heard three times, you ask the students to
repeat. As students repeat, you need to pay attention to the class repeated before,
then call the individual.

12


- Step 3: "read", you write the word up on the board and have students look at it
to read. Have the students read the whole class, then read the individual and
correct the student to the extent that you believe it is satisfactory.
- 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: Accent word: re-pronounce words and ask students to identify syllables
with accent and accent.
- Step 6: Give the sample sentences and ask the students to identify the word for
the new word.
B. Suggestions for introducing new words:

- Teachers can use some tips to introduce new words such as:
1. Visual:
Students look at pictures, draw sketches for them, help teachers semantize
quickly.

13


Unit 12: This is my house( E 3)
Lesson 1(1, 2, 3)

14


15


2. Mine (gesture):
Express through facial expressions.
Say: tired
Teacher looks at students, makes tired body
T asks: "How do I feel?"
Say: (to) smile
T.smile
Teacher looks at the students and then ask them: "What am I doing?"
(to) run
16


(To) walk

(Sing)
(To) dance
T. asks: "What am I doing?"
V.d. Open (adj.), Closed (adj.)
Teacher goes to the door and opens and closes the door
T. says, "Tell me what am I doing?"
3. Reality (real thing): Use real visual tools.
Example
Unit 8 : This is my pen
Lesson 2 (1,2,3)

apen, a ruler, a book ....
4. Situation / explanation
e.g. honest
T. explains, “I don’t tell lies. I don’t cheat in the exams. I tell the
truth.”
T. asks, “What am I? Tell me the word in Vietnamese.”

17


5. Example
e.g. fumiture

e.g. (to) complain

T. lists examples of fumiture:

T. saya, “This room is too noisy

“tables, chairs, beds – these are

and too small. It’s no good (etc.)”

all ... fumiture ... Give me another

T. asks, “What am I doing?”

example of... fumiture...”
6. Synonyon \ antonyon
Teachers use already learned words to teach synonyms or antonyms.
e.g. intelligent
T. asks, “What’s another eord for clever?”
e.g:
Long >< short
Teacher take up two rulers and say.
" This ruler is long and this one is short".
e.g. stuppid
T. asks, “What’s the opposite of clever?”
7. Translation
Teachers use equivalent words in Vietnamese to explain English words. 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 but not allow time, Teachers
suggest students themselves Translate from there.
Example. (To) pass
T. asks, "How do you say" pass "in English?"
Example. Examination (n)
T. asks, "How do you say" in English?
8. T's eliciting questions:
To introduce new words, teachers teach students the four listening-speakingreading-writing skills.

18


+ Listen: Teacher read sample, students listen.
+ Speak: Teacher reads words, students reread.
+ Reading: Teacher writes words up on the board, students read words with their
eyes, orally.
+ Write: Students write words into the set.
While teaching new words, it is important to remember the following: It should
be introduced in the sentence, in different situations of communication, the
teacher combines that by establishing a relationship between the old and the new.
New words, vocabulary must be strengthened continuously.
Teachers routinely check vocabulary at the beginning of the hour by letting them
write the words in the child table and raise, in this way the teacher can observe all
the students in the class, obliging them to study and Remember to use words in
the sentence, with realistic situations that help children remember longer,
communicate well, and bring good results.
In order for students to acquire the good lessons required to teach new
vocabulary, teachers need to choose the appropriate methods, we need to choose
the shortest, fastest, most effective, after school. Completion of the vocabulary
they read, write and know how to put into real situations.
* Tips for checking and reinforcing new words:
Should introduce words in each specific sentence pattern. In different
communication situations, teachers can combine that work by establishing the
relationship between old and new words, vocabulary that must be reinforced
continuously.
Teachers routinely check vocabulary at the beginning of the hour by calling some
of them up on the board, in which teachers can observe students in class, obliging
them to study and remember the students. Use words in the sentence, with real
situations to help children remember longer, communicate well and bring about

high efficiency.
In order for students to acquire the good lessons required to teach new
vocabulary, teachers need to choose the appropriate methods, we need to choose
19


the shortest, fastest, most effective, after school. Completion of the vocabulary
they read, write and know how to put into real situations.
We know that just introducing new words is not enough, but we also have to take
steps to check and strengthen. Testing and reinforcement will encourage students
to learn positively and effectively. In this activity, we can use to test new words.
Here are five new word checking tips:
1. Rub out and Remember
2. Slap the board
3. What and where
4. Matching
5. Bingo
6. Lislen order vocabulary

3.4 Test skills
Student vocabulary test is also an important part of the teaching process. It
determines how well the students know the word. Testing usually takes place
under two levels; Simple and complete.
Asian. Simple check.
Simple check is the individual vocabulary check, as soon as the completion of the
introduction of vocabulary. Examination activities at each lecture are often taught
by teachers in the form of games that delight students, are enthralled with the
lesson, and stimulate competition in learning.
Example:
Rub out and remember: Delete the word introduced on the board and ask students

to recreate it on the board
Slap the board: Write the part of the presentation or paste the picture from the
board. Ask the students to applause the word or picture when they hear the
teacher (from the board in English, read in Vietnamese and vice versa).

20


What and Where: Write the words in the circles on the board, let students read
and erase the words, then ask the students to rewrite them from the correct place.
Jumbled words: Teachers write words with disturbed letters, after asking the
students to write the words correctly.
Word square: The teacher prepares the crossword containing the words that have
been introduced, asking the students to circle the words they found.
Netword: Students write the network from the topic
Bingo:
Students select 5 words from the teacher's suggested words on the board, after
listening to the teacher, if the students hear 5 words first then shout "bingo"
Guessing game: A student writes words to a sheet of paper or uses word pictures,
then uses other words to describe and express words to other students.
Matching:
A column of teachers writes words, while the second column writes out the
concept or definition in the order of the first column, after which students match
the words to their definitions or definitions.
Ordering: Teachers ask students to write words into their notebooks, then the
teacher reads a short paragraph containing the words, the students listen and mark
the order of the words in the reading order.
Test skills are taken at different hours to create a fresh, boring experience for
students. But we also need to pay attention to the student object, or is the level of
awareness of students fast or slow to ensure the test is carried out regularly and

with all students. For good students, quick learners use skills that often require
students to recreate the words they learned; For students who are weak, to absorb
slowly, use open-label tests such as jumbled words, wordsquare, matching,
ordering. ..
Check complete.
Besides the simple check, there is also a complete check. Complete test is done
after the vocabulary is practiced, reinforced and reinforced during speaking
practice, writing, listening, reading and writing practice. This type of test usually
21


takes the form of speaking or writing tests. Teachers can do right in the "warm
up" part of the lesson or in the form of a test post, test 15 minutes, 45 minutes or
check the semester.
Example:
Gap fill: Students fill in the gaps to complete a sentence or paragraph.
Choose the best anwser: Students select the best answer in the suggested answers.
Put words in the right order: Students arrange jumbled words into complete
sentences.
Write sentence from the words given: Students write sentences from suggested
words.
Chain game: Students work in groups, who add words to their sentences.
Dictation: Students listen to and spell.
Nought and crosses: Students do a vocabulary check as a form of communication
practice.
Pyramid: Students write topic sentences in the form of organizing from individual
to small group, large group to complement each other.
The purpose of this complete test is to test students to understand and use the
correct words in specific communicative situations, and to help students build
their vocabulary adequately and properly. The test can be done according to each

specific requirement or general synthesis on the 45-minute test or semester test.
- Check listener: Gap fill, Choose the best answer, dictation.
- Test says: Chain game, nought and crosses
- Test read: Gap fill, choose the best answer.
- Write test: Put words in the right order, write sentence from the given words,
pyramid.
4. The effect of experience initiatives for educational activities, with himself,
his colleagues and the school
After a period of experiential teaching, "Helping elementary school students learn
English vocabulary well" I found that the quality and effectiveness of my English
22


teaching increased significantly. Students are transferred to practice is very lively,
intensive hours, learning atmosphere is not as boring as before. Students are
excited about learning and their knowledge is deepened.
Experimental results are also assessed through quality tests and exploration of
student interest.
Results before and after the incorporation of games into English language classes:
Total

Excelle

numbe nt
Grade

r

of

studen

4A

4B

ts
28

29

N
o

%

10 36

good

fair

Poor

No %

No %

No % like

10

8

0

36

28

Attitude

12

41

7

25

0

e

hesita
te

22 =

4=

79%

14%
7%
4
=

23 =
10 34

dislik

79.3
%

2=

13.7

2=

%

7%

After choosing to apply some methods of introducing the vocabulary mentioned
above into the lesson. At the end of class I found that not only did the student
know the lesson but also learned the lesson. They forge the ability to be nimble,
clever and give the children more confidence.

The good thing is that the children learn very excited, waiting for lessons for
children love, love the English subject.

PART III. CONCLUSION AND RECOMMENDATION
1. Conclusion

23


I make this topic a mere part of the class, but it plays a very important role
in the practice of the sample, whether it is fluent, fluent or not, it depends on
memorization. Vocabulary and pronunciation are standard or not. But to make a
good teaching of vocabulary, not only the investment in the lecture, the teacher's
promotion, but also the cooperation of the students. So I have made some
requirements for students such as: Preparing homework, during school hours
must be serious.
Through the process of teaching, I have learned some small experience and
the results are very good. The number of students who read poorly, miss their
vocabulary, late writing in class has dropped dramatically, proving their sense of
learning is very good. The English lessons are very eager to read, not only read
aloud, but also many children can remember very good when just finished
learning. And the first step into English study flourished. It is also important for
children to learn in different programs.
The above are the "Help elementary school students good English vocabulary"
that I boldly put forward. Thought, this is also a very interesting issue in common
English. We look forward to welcoming the comments of our teachers to improve
our expertise in the teaching process.
2. Recommendations
- Apply effectively and effectively to all English learners from Block 3 at Quang
Thanh Elementary School and be able to replicate all 4, 5 blocks of Quang Thanh

Elementary School And elementary school English classes in other schools.
* Make recommendations to the authorities on implementation conditions
Here are some of my small ideas about integrating games into English
lessons in Grade 4 at Quang Thanh Elementary School in the first term of the
school year 2015-2016 and achieving remarkable improvement. It is also
subjective opinions of the individual I should inevitably limit. I am looking
forward to the comments and exchanges from comrades, colleagues and staff to
make myself more progressive, more complete and the most effective topic
24


contributing to the teaching. Education and training young generations, foreign
languages come close to the children, penetrate into life and become a tool
effective and effective communication. Thereby, to accumulate more experience
teaching and art teaching achieved the highest results to meet the educational
requirements in the current period.
Thanks sincerely for the input from the scientific council and all the teachers.
Wished health and success .
IMPLEMENTER

Confirmation of the Head master.

Thanh Hoa, March 15th, 2017
I hereby declare this is my initiatives.
Do not copy from any other content.
Writer

Dinh Van Dung

Le Thi Thu Hang

25