Some experiences in teaching vocabulary for elementary school through content the lesson

SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HÓA

PHÒNG GD&ĐT THÀNH PHỐ THANH HÓA

EXPERIENCE INTIATIVE

SOME EXPERIENCES IN TEACHING VOCABULARY
FOR ELEMENTARY SCHOOLTHROUGH
CONTENT THE LESSON

The writer: Hoang Thi Quynh Nga
Positions: Teacher of English
School: Thieu Duong Primary School
Subject: English

THANH HOA NAM 2017


CATEGORY
Page
A. INTRODUCTION

1

1. Reason for choosing the topic

1

2. Research purposes

1

3. Research subjects

2

4. Research Methods

2

B. CONTENT OF THE EXPERIENCE INTIATIVE

3

1. Justification

3

2. Current status of the problem

4

3. Measures to proceed the problem

5

4. The effectiveness of the experience initiative

15

C. CONCLUSION, SOME RECOMMENDATION

16

1. Conclusion

16

2. Some recommendation

17



A. INTRODUCTION
1. Reason for choosing the topic:
The line of view of the Party and state has defined the goal of education as
holistic human training to meet the country's general requirements - industrialization
and modernization. In particular, foreign language - English is one of the languages
that acts as an active means to support the most effective integration process of the
country. Therefore improving the quality of education in general and the quality of
English subjects in particular is one of the top concerns of the current educational
cause. And that is especially important for elementary students - Beginners to foreign
languages. In order to achieve this goal, there should be support from the Party, the
state and the education sector, especially the teachers and parents.
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 the
language without understanding vocabulary,or through the unit of study.
But it is not only understanding individual words that are independent of
one another, but can only be able to master the language through dialectical
relationships between vocabulary units. As such, learning vocabulary and

practicing vocabulary skills is a leading factor in communicating and acquiring a
language in general and in English in particular.
Since vocabulary is a language, it is expressed between two forms: speech and
writing. To use that language is to grasp the form of word or verbal expression.
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" and grammar. And other linguistic elements
are considered as "mortar vessels" to build into a "language house".
2. Research purposes:
At present, distraction of learning, students learn to deal with rote learning
without self-study, students are quite weak. How to remedy this situation ? How
to attract students to focus on learning is a matter that requires educators,
dedicated teachers, professionally trained teachers, always strive to plan,
Program, form, method improvement to teach and learn better, improve the
quality and efectiveness of education.
Most of the students do not pay attention and invest in foreign language,
prepare the paper skillfully, coping while they study very weak subjects. Since
then, some children have a mentally retarded subject English. During school
4


hours, most students are passive, lack flexibility, afraid of reading and speaking
English, learning the lesson receptively.
3. Research subjects:
Primary students are children, their level of awareness is low, the quality of
learning is not synchronized. In addition, students often only learn in a school
orally and read less books suitable for ages to expand the supplement, improve
knowledge. At the same time these are the first years to get acquainted with a
foreign language, while still a large number of students have not learned their
mother tongue.

Addition, elementary English is optional, so students and even parents are
not interested in the subject, so they only invest in their children to improve their
Maths Literature, Vietnamese. Although elementary English is considered a core
course, this is the second academic year. But, it has a significant beginning in the
next school year at level II. Therefore it plays a role in the learning process of the
children. It equips them with vocabulary, Grammar and the minimum, basic, and
simplest form of the subject is very familiar, familiar and familiar, which is the
subject of the introduction of yourself, the subject of school friends. Family
points, and other themes (the world around them). That is why it is extremely
important to motivate and empower students. Because this greatly affects the
motivation of a student's learning, a fundamental factor in learning a language: No
young motivations will not learn - and the reinforcement of knowledge will
deepen it. More than the lessons learned in the classroom systematically, laying a
solid foundation to help children learn better, confident in the learning process
later.
4. Research Methods:
It is not an easy matter to get the best quality of your subject. So how do
you develop and develop your most comprehensive learning skill? How do you
love, deepen foreign cultural knowledge? In a way that helps students to hold
the lessons without being boring, must be really attractive, creating a pleasant
atmosphere comfortable in class, to excite students when they acquire foreign
culture that they themselves not knowing anything.
All the games, TV shows, if asked: "Please name the game, TV show that you
know?" They will answer quickly: "The voice Kids" "I know perfectly", "Oh,
my niece," "Laughter House”… Because this is the most loyal audiences.
We all know any language in the world, want to communicate with it,
requires us to have a vocabulary because vocabulary is an indispensable
5

component in the language. In English, we can not practice and develop
students' four skills languages are provided such as
listening, speaking,
reading, and writing skills without relying on vocabulary.
Indeed, without the necessary vocabulary, the children will not hear and the
consequence is that they will not speak, read or write, nor will they write, even if
they have mastered the sentence patterns.
Therefore, helping students master for the vocabulary they have learned to
apply to the training of skills is very important to me, and I decided to do the
article: "Some experiences of teaching vocabulary for Elementary school
through content the lesson”.
B. CONTENT OF THE EXPERINCE INTIATVE
1. Justification:
As we all know, the 2016 - 2017 school year is the next school year in the
education sector that conducts the campaign "Two No" with four themes to
improve the quality of education. In primary school, teachers teach different
subjects on the basis of equipping the students with the necessary skills and
skills to train the knowledgeable, Practical, dynamic and creative skills...
With the goal of general education is to "Help students develop holistic, ethical,
intellectual, physical, aesthetic and basic skills, develop personal ability,
dynamism and creativity, shape. To become a socialist human being, to build
civic character and responsibility, to prepare students for higher education or to
enter into working life, participate in the construction and protection country".
The general education program promulgated in conjunction with the
Decision No. 16/2006/QĐ-BGDĐT dated May 05, 2006 of the Minister of
Education and Training also stated: "It must promote positive, Students
'initiative and creativity, suitable with subject characteristics, student
characteristics, conditions for each class, fostering students' self-learning
method, cooperation ability, training skills Use knowledge in practice, affect
emotions, bring joy, excitement and responsibility for learning for students.

A fun and creative way to learn English, helps you remember the longer
standing English vocabulary. To be good at English, you have to incorporate a
lot of different skills and factors. One of them is equipped with a "monumental".
However, learning vocabulary that is ancient to anyone (even indigenous
people) is not easy.
6


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. The "quick learn English vocabulary tips" will give you
quickly.
2. Current status of the problem
a. Benifits:

- Local authorities and unions inside and outside the school always
support teachers during the work.
Subject teachers themselves always receive the support of teachers from
their professional groups and colleagues.
- Most of the students in the class love to learn English and prepare good
books for learning.
- The majority of parents are always interested in and help their children
learn.
b. Difficulty:
- Most of them do not have effective vocabulary learning methods. It is also
very difficult for parents to check or guide their children to learn at home by
their foreign langue,not all parents know.

- Some students are mostly male students are distracted and less interested
in learning as well as learn vocabulary.
- Some students do not have time to study at home because they have to
help their parents to do housework outside school hours, many families are also
very economical, so they want to buy a book to study. It is hard to talk about
reference books to raise capital beyond the vocabulary textbooks provide.
- They are less likely to communicate in English and they are also afraid to
communicate in English outside school.
C. Reality:
7


* Survey:
In order to bring into play the positive dynamics of students' creativity in
learning, we need to organize the teaching process in the direction of activating
the learner's activity, in the course of teaching and learning, the teacher is only
The person who transmits knowledge to students who want to acquire such
knowledge, they must learn by themselves.
The main method of teaching our language is mainstreaming, meaning that
new words need to be taught in context, context can be a reading, a conversation
or a text. However, at the end of the day, teaching and learning foreign
languages is still the way to teach new words like? Teach new sentence
structures how students know. Usage of new words and new structure in foreign
language communication. According to the survey shows that if we apply the
old method to teach from the new students to post the slower the ability to
remember words harder and forget biologically passive compulsory students are
not interested. This leads to poor quality of the course.
- Use the form sentence learned or going to learn to introduce new words.
- Use pictures, visual tool to introduce new words.
- Ensure students understand the structure, apply vocabulary to the

structure to improve communication function, establish the relationship between
new structure and capital words have.
3. Measures to Proceed the problem:
According to psychologists in elementary school when the new word is
English wants to read from it, awareness and sensitivity, but the fact that they
are easy to forget the words, easily bored with the lesson. Therefore, the
teaching of foreign teachers want all quality items to use photos or images, some
images are collected, the specific expression of life, the students will actively
collected detailed in lessons.
- Teachers teaching innovation methods in teaching process, positive
perceptions of student activities, promote positive student learning.
- Use teaching methods tectonic standpoint, helping students to acquire
knowledge naturally, comfortable foreign language enthusiast.
8


- Interested in teaching methods and fostering self - learning capability of
students who are serious about fostering knowledge and skills training.
- Closely coordinate individual efforts in learning languages, foreign
languages.
Some of ways to help teacher teaching new words.
- Objectives and characteristics to be achieved in the introduction of new
words.
1. Select words to teach:
English is an important subject, it is a tool to communicate with countries
around the world. To communicate well requires us to have a rich vocabulary.
In today's general environment, when it comes to vocabulary, grammatical and
lexical vocabulary, vocabulary and grammar are closely related, always taught
together to clarify meaning. Together, However, teaching and introducing
vocabulary is 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. Autonomous. It
involves four skills ( - reading – writing ). For this kind of word teachers need to
invest time to introduce and guide students to practice more than they can do.
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 langue.
+ 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.
9


- 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 six words.
While choosing words to teach, you should consider the following two
conditions:
- 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 is not difficult,
then you should ask students to guess the meaning of the word.
2. Open tricks introduces new words:
Teachers can use some introductory tips to introduce new words, helping
students to from an active way such as:
Have students look at pictures to see, helping teachers to teach words, ...
Teachers should collect real objects to learn in order to illustrate their lectures.
*Situation
Explanation:
Use situations and explain to students to capture new words effectively.
Teachers can present some situations for students to make their own guesses.
* Example:
Give specific examples that relate to the curious student's intrigue and
appeal to students.
- Teachers use already learned words to help students understand the
meaning of the word they are about to learn.
"The teacher may ask the student to guess his or her own meaning from the
previous words.
Ex: Tall/short/thin/fat/young/old/beautiful.
T. Ask: What’s another word for nice?
Ss answer: "beautiful, pretty.”
Teachers use equivalent words in Vietnamese to provide meaning in
English.
The teacher only uses this procedure when there is no other way, this trick is
10

often used to teach abstract words, or to solve a large number of words but time
is not allowed, teachers suggest students Self – translation from there.
True or False statements.
The teacher provides a number of questions and asks students to choose the
best answer that relates to the word they are about to learn.
3. Tips for checking and reiforcing new words:
After the vocabulary has been taught the teacher needs to organize the
student to practice, to practice regularly the words he / she has learned, and
always have the forms to check that the student has understood correctly to not
take the time to take supplement lessons horn.
This process is a regular and long-term process, not necessarily happening in a
period. However, there are also overemphasis exercises specific to the study of
words. Can imagine the process of teaching and learning from the following
four stages Introduced from:
- Practice
- Check
- Strength training
We know that only introducing new words is not enough, but we also have
to take steps to check and consolidate new words in the classroom. Testing and
reinforcement will encourage students to learn positively and effectively.
There are many tricks to check out:
* Checking techniques for vocabulary

Jumbled word

Odering

Rub out and
remember

Bingo

Techniques
What and where
TECHNIQUES

Mattching
4.

Slap the board

* Measures to organize the implementation:
11


Steps to introduce new words.
Introduce new words, teachers teach students the following four skills:
+ Listen: Teacher read sample, student 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.
- Introduction, this topic is quite 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 the mother tongue of We always start
by 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.
- 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.
- 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: Ask if a student knows the meaning of the word and ask a student
to write the vietnamese words.
- Step 6: Accent the word: re-pronounce the word and ask the students to
identify the syllable with accent and mark.
- Step 7: Give the sample sentences and ask the students to identify the
word for the new word.
Learning vocabulary skills.
Next. So every day, think of anything, even small memories to write. Also,if
you have the opportunity to interact with native speakers, watch international
TV channels every day, it is an ideal condition to enhance your vocabulary
vividly.
12


How do students understand the lessons, learn the most effective lessons,
have active learning hours, attract students, have good teaching methods, or
have students easily grasp the lessons in the classroom? Anxiety for every
English teacher like us. To be successful in every hour of teaching English
teachers always have to innovate synchronized teaching methods. For example:
innovation in vocabulary teaching, sentence structure grammar and teaching

(listening, speaking, reading and writing) skills.
For students, learning vocabulary and remembering them as much as
possible is very useful and necessary. Because they can remember words, they
can understand what the teacher is saying so that they can easily answer the
teacher's questions, capture and possess a significant amount of vocabulary that
will help them.
In elementary school, the teacher teaches students along with other subjects
on the basis of equipping the student with the necessary skills and techniques to
train the knowledge workers, Skilled, dynamic and creative. The formation and
training of skills for students, teachers not only pay attention to the transfer of
knowledge in textbooks, use the means of teaching but also pay attention to the
organization of the teaching process To actively activate the learner's activities,
to promote and promote the active and active role of students in learning and
organizing students to acquire knowledge by their own activities. 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 so
different from their mother tongue, students are afraid.
While teaching new words, keep in mind the following points: Should
introduce words in each specific sentences pattern. In different communication
situations, teachers can combine that work by establishing the relationship
between old and new words, vocabulary that must be reinforced continously.
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

13


in the sentences with realistic situations that help children remember longer,
communicative well, and bring good result.

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.
* Guide students to learn vocabulary.
The time spent at school is very limited, so most of the time in the family has to
organize their own learning activities. Therefore, right from the beginning of the
school year, teachers need to teach students how to learn new words. Learn new
words have many ways.
Ex: Today teacher directionally students take ten words home for the first day
study five from the second day to study the fifth from the old and the next five
words. (Review from the old) and so on the day students also review It will be
very fast.
The lesson plan illustrated.
- Before preparing the lesson plan, the teacher should be aware of the problem
related to one lesson.
- Student objects: age, level, knowledge and skills are available, srengthens,
weekness, intrerests, Psychology.
Required content: Language focus (structure, vocabulary), skills to be learned.
Be sure to master the knowledge that will teach and use that knowledge.
- Environment, teaching conditions: classrooms, school objects, facilities in their
room.
- Teaching tips and the nature of classroom activities.
Useful of visual aids and teaching aids will be used in the lesson.

Specific planning lesson:

Grade 4
14

WEEK 23
PERIOD 46
UNIT 14:

WHAT DOES HE LOOK LIKE ?
LESSON 1 ( Part 1, 2, 3, )

I. Aims:
-

By the end of this lesson, students will be able to ask and answer about some
one's physical appearance.
Develop speaking and listening skill.
(Kết thúc bài học, học sinh có thể hỏi và trả lời về ngoại hình của ai đó).
- Phát triển kỹ năng nghe, nói, đọc, viết.
II. Teaching methods:

-

Communicative approach.
- Techniques:
+ Ask and answer (say individually)
+ Work in pairs/ groups.
III. Teacching aids:
Teacher’s aids: student’s and teacher’s book, flashcards, pictures, tape, cassette,
puppets.
Students’ aids: books, notebooks, workbooks.
IV. Languages focus:
 Vocabulary:

tall, short, slim, old, young,

Tall
Short

15


Slim
young
 Sentence structures:

Old

What does he/she look like?
He is /she is + adjective.

V. Procedures:
Steps/Activities
I. Warm up: Let’s chant
Would you like some milk?
II. New lesson.

Work
arrangement
T – WC

16

Whole class,
group

Half - half class
Pair - work

1. Look, listen and repeat.

Ask Ss to identify the characters in the picture on page
24
Set the scene “Set up the situation and present the
language in thew dialogue and explain the situation.
Play the recording all the way through for Ss to listen as
they read the lines. Mime the dialogue
Play the recording for Ss to listen and repeat each line
of the dialogue. Correct pronunciation error(s) when
necessary.
Divide the class into two. Have them to repeat each
lines in the dialogue a few times.
Have Ss practice in pairs.
chorus to reinforce their pronuncian
2. Point and say
Teaching vocabulary.
Set the scence: “You are going to practice speaking their
family members.
Have Ss look at the pictures a, b, c and d on page 24
and give the meaning of the phrases in the pictures (use

T - whole class

Group work

Pairs- work

T – whole class

17


the flashcards)
Have Ss repeat these phrases a few times
Model:
Point to Pa and ask Ss to pretend to be the children in the
pictures and ask what they should say to answer the
question
What does he she look like?.
He's old./she is slim.
Ask Ss perform a few instructions serveral times
Ask Ss to practice asking and answering in pairs.
Others observe and comment.
3. Listen and tick
Open prediction
Teacher give scence & give three pictures.
Teacher asks some questions:
who is this?
who is he?
Gets some pairs to read it aloud.
- Teacher gets feed back from students and write
ideas of students on the board.
Students guess

1, 2, 3 (a, b, c)

Pairs – work

T – whole class

Answer key

Teacher asks them to listen to the tape (or read twice).
After the second listening , students share their ideas
with patner .
Teacher asks them to listen again and check their
predictation.
Teacher gets feedback and answer key .
Teacher check their listening.
Give the last key: 1, 2, 3.
4. Look, and write
Pre - activity
Ask students to look at three pictures and write
the sentences.
New words
- Tell students what they are going to fill in the
blanks.
While - activity
Ask them to write individually
Check comprehension and give feedback
- Elicit the words filling the gap

Individually

T – whole class
Group work
Individually

18


- Allow students time to do the task
- Go around to offer helf if necessary
Post - activity
Writing in the class correctly.
5. Let's play. Find some one who…
- Devide the class in to 2 or 4 teams with the same
numbers of students in each team.
The first students of each team runs to the teacher(at the
same time).teacher read the words .
The first student find the corrects words to the students
sitting next to or behind him/her and so on.
The last students say the sentences aloud.
III. Summary
Students have learnt about about some one's physical
appearance.
IV. Home- link:
Encourage Ss to practice speaking and wrting.

T – whole class
Group work

4. The effective of the experience intiative with my self and Thieu
Duong Primary school.

When I apply this teaching into practice on the part of the lesson, match
pictures and read English to students in grades 4. I noticed students not only to
acquire all excited but remember all content very fast and long.

QUALITY SURVEY RESULTS I SEMESTER YEAR 2016 – 2017
Class
4A
4B

sizes
32
32

Good
Rather
Average
SL
TL
SL
TL
SL
TL
21
65.6%
10
31.3%
1
3.1%
19
59.3%

10
31.3%
3
9.4%

Weak
SL
TL
0
0
0
0
19


From these results we see that, if possible methods of teaching reading
comprehension (reading) above, interest in language learning of students in
general and in particular foreign language reading will increase to which the
results were better than reality.
C. CONCLUSION, SOME RECOMMENDATIONS.
1. Conclusion
In the academic year 2016-2017, I was assigned to teach English in large
grade 3,grade 4,grade 5. The new English syllabus of the Ministry. So I applied
this theme to pupils in grade of third,fourth,fifth, at Thieu Duong Primary
School.
At present, distraction of learning, students learn to deal with rote learning
without self-study, students are quite weak. How to remedy this situation ? How
to attract students to focus on learning is a matter that requires educators,
dedicated teachers, professionally trained teachers, always strive to plan,
Program, form, method improvement to teach and learn better, improve the

quality and effectiveness of education. We all know that the teaching process
activities include operations organically teachers and students. Both operations
are performed for education purposes. However, children from 6 – 11 years old to
collect items fast and forget fast also. Therefore vocabulary is necessary for
children.
I make the experience intiative in each teaching method, but it plays role very
important in the practice of the sample, whether it is fluent, fluent or not, it
depends on memorization. Vocabulary and pronunciation are standard or not. For
students to listen to the tape to learn is very effective raising the listening skills of
students a lot.
But to make good vocabulary, not only the investment in the lecture, the
teacher's teaching steps, but also the student's dependence on the work of
teaching students to always take students. Centered, the new lecture is
successful.
Finally, I sincerely thank you and hope to receive the sincere comments of
the leaders, of my colleagues to complete the project and put into better teaching
in the following school years.
20


2. Some recommendations:
* For elementary schools:
- Need attention to the quality of teaching and learning of foreign language
skills.
- Well organize their teaching phase, training of teaching methods for
teachers of foreign exchange conditional hone learning experience.
* For the teacher:
- Perform better myself teaching expertise, always conscious creatively
explore Advanced professional.
It should clearly define their responsibilities to teach and learn from

positive trends and innovations.
- Teach the motto for this job young love.
*. For the Department, the Department of Education:
- Regular teacher training, open topics for innovative teachers about
teaching methods to facilitate physical facilities, teaching equipment for the
school.
- Above are some of the issues I have studied and implemented to: Improve
the quality of teaching English to elementary school students.
Looking forward to receiving your comments and Education Department
colleagues.
Thanh Hoa, February 27th 2017.
I share. I donot copy from other documents.
SINGNATURE OF HEADMASTER

Writer

Hoang Thi Quynh Nga

21