Some techniques in teaching vocabulary at primary school

1. INTRODUCTION
1.1. The reasons for choosing the topic.
Nowadays, English plays an important role in our society. In addition, the
more developing society is, the more necessary English is. Studying English has
become an essential demand for everyone, it is one of the most popular,
important international language, and it is most used not only all over the world
but also in many fields such as in business, in international conferences, or to
communicate with foreigners when they come to our country or when we go
aboard.
English can help people master a language, they will own a great
knowledge. In order to carry out this, we have to learn vocabulary at first. We
imagine that without vocabulary, no language exists. So vocabulary is a vital
part in learning English. How to help people in general and pupils at Primary
School in particular learn and use vocabulary effectively is a difficult
question.
At present, I am a teacher of Dong Tan Primary School. I am teaching
pupils of grade 3 and 4. Each class has different perception so I have to select
the way of teaching vocabulary differently. Techniques to teach English in
primary school is usually traditional teaching methods and similar activities days
by days which make students become fed up with learning English. There fore,
interesting techniques to teach English are necessary to help students learn
English vocabulary better, they also attract students’ interest on English.
From above reasons, I have chosen the subject “Some techniques in
teaching vocabulary at Dong Tan primary school”. There are many studies
relating to teaching and learning vocabulary in general. However, my study is
more specific. It is my hope that students will be interested in learning English
and the study will be more or less useful for those who are concerned.
1.2. The aims of the research.
The main goal of my study is to provide some suggested techniques in
teaching English vocabulary in primary school to make students more interested
in the lesson as well as to master learned knowledge of that lesson in an

effective way. My study is aimed at:
To study the theory related to vocabulary, psychology features of primary
students and some techniques for teacher to apply.
To provide some suggested techniques to teach English vocabulary in
primary schools in Dong Tan school to attract students’ interest and
involvements in lessons.
1.3. The object of the research
In fact, there are a lot of techniques to teach English vocabulary for
primary school. It requires much of time and effort. Furthermore, English
vocabulary includes meaning, grammar, pronunciation, and spelling. In my
opinion. It is impractical to study such a wide range, simultaneously resources
and my knowledge is limited, and so this study can only focus on studying
“Some techniques to teach vocabulary at Dong Tan primary school”.


1.4. The methods of the research
A lot of methods have been applied to complete this study: Collected
references, books and website related to teaching English and document were
analyzed in details to from the theoretical background of this paper.
A number of general research methods such as: observational methods,
case-study methods, and survey methods.
1.5. The new ideas of the research.
The study uses some new techniques in teaching and checking vocabulary.
2. MAIN CONTENT
2.1. The theoretical basis of the research [1]
If you want your child to be a stellar student, don not limit learning to the
walls of his classroom. Although the skills he is learning there are crucial to his
intellectual and social growth, your child needs your help to open up the world
of ideas. His renewed joy in discovery will transfer to his schoolwork, so you
will boost his academic achievement too!

Encourage him to express his opinion, talk about his feelings, and
make choices. He can pick out a side dish to go with dinner and select his
own extracurricular activities. Ask for his input on family decisions, and show
that you value it.
Show enthusiasm for your child's interests and encourage her to explore
subjects that fascinate her. If she is a horse nut, offer her stories about riding or
challenge her to find five facts about horses in the encyclopedia.
Provide him with play opportunities that support different kinds of
learning styles - from listening and visual learning to sorting and
sequencing. Supplies that encourage open - ended play, such as blocks, will
develop your child’s creative expression and problem-solving skills as he
builds. He'll need lots of unstructured play time to explore them.
Point out the new things you learn with enthusiasm. Discuss the different
ways you find new information, whether you're looking for gardening tips on the
Internet or taking a night class.
Ask about what he's learning in school, not about his grades or test
scores. Have him teach you what he learned in school today - putting the lesson
into his own words will help him retain what he learned.
Help your child organize her school papers and assignments so she feels
in control of her work. Check in with her regularly to make sure she's not feeling
overloaded.
Celebrate achievements, no matter how small. Completing a book report
calls for a special treat; finishing a book allows your child an hour of video
games. You will offer positive reinforcement that will inspire him to keep
learning and challenging himself.
Focus on strengths, encouraging developing talents. Even if she did not
ace her math test, she may have written a good poem in English class.
Turn everyday events into learning opportunities. Encouraging him to
explore the world around him, asking questions and making connections.

2.2. The real state of the problem
At present, I am teaching English vocabulary at Dong Tan Primary
School, so my goal is finding out how to teach English vocabulary to my pupils
effectively. I am conscious that teaching and learning vocabulary is one of the
most important parts in English because there are many different ways to teach
vocabulary. Teaching vocabulary is a complex process and it, how to arrange
vocabulary together to make sentences, conversations, they will feel confident
and will develop speaking ability as well as their vocabulary. In a book written
by Mr. Dang Ngoc Huong, it is assumed that when using a course book or any
source of teaching materials, many teachers think that every new word has been
selected carefully by the course designer or writers by certain principles. One of
the tasks of the teacher when teaching vocabulary is the selecting the right
vocabulary the pupil need. Therefore, vocabulary must be concerned in teaching
English at Primary School.
* Students:
English is still out of students’ own circle. In order to be receptive to the
knowledge and well- remembered, students have to have inspiration, excitement
and love for the subject. Specially, for English, besides remembering words with
their meaning, form, pronunciation, students must remember structures,
grammar and how to use in the real context. This process of remembrance is
quite difficult for primary students. Moreover, there are only a few students to
find a good way to learn the language the best. The others have not formed the
suitable method of learning English so learning English is very difficult for
them. Students are afraid of speaking English because they are afraid of making
errors. They also don not believe their language ability. This thing makes
difficulty for students to develop their language ability.
*Students’ parents:
Almost students’ parents have conception that learning English from
primary school is too early; it is not necessary for their children to spend time on

this subject. Only a few parents are very interested in English but they don not
know English to teach and help their children to learn more at home. Therefore,
when students have difficulties in learning English, they don not receive a help
in time.
* The general real state:
Dong Tan primary school does not have enough physical facilities and
teaching aids for English.
Three periods per a week are little. Students need to practice more.
The number of students in one class compared with specific
characteristics of the subject is too many.
* The result, effectiveness of the above real state:
From the above real state I have said, it affects the quality of teaching and
learning English in general and primary English particularly. As for primary
students, the quality of writing tests is not very good and students’ speaking and
listening skill are not well- developed. Over one hundred students (Grade 3 and
grade 4-Dong Tan primary school) are examined before I apply activities


making learning inspiration ( at the first term) and the survey results are as
follow:
Table statistics survey results
First semester 2019-2020 school year
Grade
3
4

Good
Total
pupil Number %
108

15
14
63
7
11

Quite
Medium
Number % Number %
45
42
41
38
35
55
15
24

Weak
Number %
7
6
6
10

Students are not self- confident in communicating in English. They don’t
remember words and structures well. The result of learning is not very high.
2.3. The implementing organizational solution: [2]
What is vocabulary?
According to the authors of Methodology Handbook, “Vocabulary is

defined as a word simple enough to begin learning on the first day of a class and
they are powerful enough to encourage communication from the very beginning
words are small pieces of language which carry bits of meaning”
Vocabulary can be defined; it is simply understood as words in a
language. However, vocabulary may be a single word (cat, read) but it may be
more than a single word, for example “father - in - law or mother-in-law”, which
are made up of two or more words but express a single idea. There are also multi
- word idioms such as “bread and butcher”. It means that the meaning of the
phrase can not be inferred from component’s word. In fact, it is extremely
difficult to give an exact definition of vocabulary because there are many
different definitions of vocabulary. So, the definitions above are only general
concepts in relation to vocabulary.
What vocabulary to teach?
As you know, there are two types of vocabulary. They are: Passive
vocabulary and active vocabulary.
Passive vocabulary is words which a student can recognize but not
necessarily use in speaking or writing. If a student sees a word in their passive
vocabulary, he/she will understand what it means. Passive vocabulary words are
especially useful for receptive skills of reading and listening.
Active vocabulary is words which students can both understand and use
in communication. Active vocabulary words are especially useful for the
productive skills of speaking and writing.
The process of vocabulary expansion looks something like this:
Unknown - > Passive vocabulary -> Active vocabulary
A teacher should expect his/her students to understand words in reading
and listening before they can use those same words in speaking and writing.
When teaching, it is best to first train students to recognize words. Later the
teacher will find the students can actively use those same words in
communication.

The importance of vocabulary:
Vocabulary represents one of most important skills necessary for teaching
and learning a foreign language. It is the basis for the development of all the
other skills: reading comprehension, listening comprehension, speaking, writing,
spelling and pronunciation. Vocabulary is the main tool for the students in their
attempt to use English effectively. When confronted with a native English
speaker, when watching a movie without subtitle or when listening to a favorite
English song, when reading a text or when writing a letter to a friend, students
will always need to operate with words. In what follows, the focus of this
introductory chapter will be on why vocabulary is important, on what makes
words difficult, on the main reasons for which students often forget the words
they learn and on some techniques which help them remember the vocabulary.
Why is vocabulary important?
Talking about the importance of vocabulary, the linguist David Wilkins argued
that: "without grammar little can be conveyed, without vocabulary nothing can
be conveyed." Indeed, people need to use words in order to express themselves
in any language. Most learners, too, acknowledge the importance of vocabulary
acquisition. In my experience as a teacher, I noticed the fact that students usually
find it difficult to speak English fluently. They usually consider speaking and
writing activities exhausting because they keep on using the same expressions
and words and very soon their conversation is abruptly interrupted due to
missing words. And the main reason for such communication problems is the
lack of vocabulary. Other students are confronted with the problem of forgetting
the words immediately after the teacher has elicited their meaning or after they
have looked them in the dictionary, and this also a cause of the lack of
vocabulary. The more words students learn, the easier they memorize them.
The teacher has an essential role in helping students to improve their vocabulary.
Unfortunately, vocabulary teaching has not been enough responsive to such
problems, and teachers have not recognized the tremendous importance of

helping their students to develop an extensive vocabulary. If we look back in the
past, we discover that for a long time, English used teaching approaches such as
Direct Method and Audio-visual method which emphasized the primary
importance of teaching grammatical structures. Since the accent was on
grammar, few words were introduced in such courses and most often, they were
limited and related to the grammar structures taught.
By the beginning of 1970s, there was a major change in teaching English. The
focus turned from the Direct Method and Audio-visual method to the
Communicative Approach which emphasized the importance of teaching
vocabulary. Students were exposed to diverse vocabulary and speaking
activities. Many words began being introduced during such courses and students
were encouraged to express themselves as much as possible.
Nowadays, there is more freedom in choosing the methods to be used during
English classes. The English syllabus is organized around both vocabulary and
grammar structures. Since there is a certain number of classes allotted for each
item in the syllabus, teachers usually have the necessary time to insist on


teaching and practicing vocabulary. Vocabulary is no longer treated as an add-on
and teachers become more aware of the importance of vocabulary and attention
is paid to the grammar of words, to collocations and to word frequency.
Nevertheless, students still have difficulties in expressing themselves fluently
and still consider speaking tasks exhausting.
In this part, I will introduce three issues such as: the concept of
vocabulary’s information, the way of giving a new word and how to check
pupils’ vocabulary
The process of teaching vocabulary [1],[4], [5].
There are 3 steps of teaching vocabulary.
Step 1: Presenting vocabulary
Step 2: Recording vocabulary

Step 3: Checking vocabulary
Step 1: Presenting vocabulary [3]
Present pronunciation: By reading words in context, emphasize it by
some receptions.
Present dictation: Write new words on the board and then helps students
copy them in their notebooks.
Present the meanings of new words:
There are 9 techniques for communicating the meanings of words.
1. Using real objects.[2]
This is the simplest way to achieve understanding. Many new words
which we explain may be difficult. At that time, we should give real objects
because real objects are better than others whenever we have them in the class.
There are many real windows, doors, walls, books, pencils . . . in the classroom.
It is foolish not to use them in our teaching.
For example: I can point at the table in the classroom and say: This is a
table if I want to teach the word “table” word. Similarly, I can show the pupils a
piece of chalk and say: “this is a ruler”. My pupils will not have trouble in
understanding what a table and a ruler is.

2. Flash cards or charts.[2]
We can use flash cards or charts on which we have a picture on one side
and words on the other side
Example: Flash cards with animals on them


3. Mine (gesture).[2]
We can use body language or gestures in order to demonstrate the
meaning of words
Examples:
a. happy – sad

b. cold – hot

c. stand – sit

4. Pictures.[3]
I often use pictures, maps, posters when teaching vocabulary for my
pupil. I think this will attract the attention of the pupils. To assist me in doing
this, I have got a large collection of pictures, maps and posters…. And I have to
collect from various sources such as: newspapers, magazines, cartoon and so on.


With this, I can not only introduce new words lively but also describe words of
emotion, action like “happy, smile, sleeping, fly” by showing pictures, posters.
For example: When teaching colors, I will give a picture which has many
colors in order to introduce. My pupil is seen directly. It will make them observe
and compare those colors.

If it is easy for us to teach vocabulary when using photographs or
paintings we can indicate many kinds of words.
Examples: Photograph form newspapers, magazines.
Photographs about actions:

5. Using vocabulary following topics.[2]
It is quite easy for the teacher to teach vocabulary related to the topics. If
we do this way, it will make the pupils learn more quickly and more memorized.
In addition, it helps the pupils compare the different words in a topic.


For example, I give my pupils a topic “wild animal” I will teach the pupils

kinds of animals such as: bears, tigers, elephants, monkeys and so on. They will
feel the lesson more interesting.

Another example is, when teaching the days in a week, I should present a
series of different days such as: Monday, Tuesday, Wednesday, Thursday, Friday
….

6. Blackboard drawing.[2]
When we run into difficult vocabulary to explain, we can draw a picture
of some words on the blackboard that will quickly convey the meanings we do
so, pupils will understand the meaning of words quickly.
Examples:


To express the weather phenomena such storm, flood, rain, sunny we use
color chalk to draw these phenomenon’s. Another example is body parts such as
nose, mouth, and eye, leg……or prepositions of location such as under, beside,
above.
7. Guessing from context. [2]
Have students guess the meanings by reading the whole sentence.
E.g 1: Bananas, apples, pears, grapes are fruit.

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


E.g 3. Tigers, elephants, lions, monkeys are wild animals.

8. Using synonyms and antonym.[2]
When teaching vocabulary we may use synonyms and antonyms. And it
depends on each lesson. Moreover, for the lecture to be more effective I use

synonyms and antonyms to teach my pupils. I feel that the pupil comprehend the
lesson more quickly.
For example:
a. Synonyms:
nice – beautiful, clever – intelligent, bookstore – bookshop, eraser –
rubber, pants - trousers
b. Antonyms.
tall – short, thin – fat, pretty – ugly, young – old
long – short, thin – thick, new – old, big - little
However, we should be careful in using these synonyms and antonyms,
since it is not always possible to find words of similar or opposite meanings.
9. Using facts to describe vocabulary[2]
There are many new words which I can not express exactly by word. So
the most suitable is to use facts to describe vocabulary. The pupils not only hear
the teacher’s translation but also observe phenomena by facts. For example,
when talking about the weather of Vietnam, I can point out phenomena such as
rain, sunny, sunshine, sunset…It help the pupil have chance to access to facts.
However, we should not use this way too much, we should encourage thought’s
pupil in stead of using facts to describe vocabulary
10. Translation into Vietnamese.[2]
For many words, specially the abstract ones, it is advisable for teacher to
translate them into Vietnamese. This technique should, however, not be abused.
Ex;
Beautiful: xinh
It is necessary that the teacher may give an example such as “They are
very brave”.
11. Using the dictionary[2]
If we need to save time or run into really difficult words, using dictionary
will be the best option
Step2. Recording vocabulary on the board. [1],[2],[4],[5]

As a teacher, presenting new words is a very important step in teaching
vocabulary but recording vocabulary is not less important. The teacher has to
guide the pupils in order to use symbols recording vocabulary. However, my
study discusses “teaching vocabulary to children at Primary School”, not at
secondary or high school. We can use many ways such as: symbols with
synonym, antonyms, translations and pictures
For example: Good = nice (synonym)
Good # bad (antonym)
- You can use the following symbols to show the stress or the linking
sounds
Example: Do you like it?
- You can use the following words or abbreviations for the parts of a
sentence
Example: Adjectives (adj) ----- nice (adj)
Adverbs (adv) ------ quickly (adv)
There are many others ways but I think the three ways I presented above
are the most useful. Because we always have to remember that the object is
pupils at Primary School not pupils at secondary and high school. So their
thought and perception is limitation. We can not ask too much from them.
There fore, we need to choose the way which is the most suitable.
Step3. Checking vocabulary: [1],[2],[4],[5]
What to check?
After teaching vocabulary, every teacher should check their students on
vocabulary of pronunciation, dictation, using and meaning. If their students give
good feedbacks, it means they are successful in teaching vocabulary.
Therefore, vocabularies are needed to check. It means pronunciation,
dictation, using and meaning are needed to check. Do you think those are all
what to check vocabulary?

When to check?
In my opinion, after teaching vocabulary, we can check our students’
understanding vocabulary, or we can check in the end of the lesson as free
stages. But some teachers check vocabulary while students are practicing
language skills. In short, we can check vocabulary at any stages of the lesson,
provided that our students can understand and use vocabulary to make sentences
and practice language skills.
How to check?
There are many ways of checking vocabulary. They are considered as
games such as: Noughts and crosses, slap the board, word-square, networks,
hang man, shark attack, jumbled words, rub out and remember, what and where,
matching…, teachers should use some of those games to check vocabulary. With
new text book series, if teachers use games to check vocabulary as well as other
skills, they will not only get the best feedbacks from their students but also make
classroom climate always merry.


* Some ways to check student’s vocabulary
1. Bus stop.[2]
This is a great game to revise vocabulary and you can use it with any age
group and any level by changing the category headings.
It really gets students focused and working on tasks as a team and can be
a saving to fill the last ten minutes of a class when you have run out of ideas!
- Put the students into teams of three or four.
- Draw on the board a table like the ones below and get each team to copy
it onto a piece of paper.
Students simply have to think of one item to go in each category
beginning with the set letter.
Give an example line of answers for the first time you play with a new
group. The first team to finish shouts “Stop the Bus!”

Check their answers and write up on the board and if they are all okay that
team wins a point. If there are any mistakes in their words, let the game continue
for another few minutes.
- If it gets too difficult with certain letters (and you can’t think of one for
each category) reduce the amount of words they have to get. You can say. “Ok.
For this round you can stop the Bus with 4 columns”.
Examples:
Subjects
The Alphabet
B
C
K
R
P

Toys

Animals

Food

Ball
Car
Kite
Robot
Puzzle

Bear
Cat
Kangaroo

Rabbit
Panda

Bread
Cake
Ketchup
Rice
Pizza

2. What and Where. [2]
The teacher draws 6 squares and writes it on the blackboard inside that
circle.
The teacher lets the pupils read again.
Rub out phrases, words inside square betel. Before rubbing out, the pupils
read one more time. And then point to empty square betel, pupil’s task is to read
again.
Continue until the pupils remember all six phrases, words.
Require the pupils write six phrases, words on the right six square.
This checking technique is good for the pupils to memorize vocabulary
and also good for revision of vocabulary.
3. Guess what I'm thinking.[2]


Students take turns describing something, like a place: “I’m thinking of a
place that is so huge it takes visitors hours to see all of it. It has stunning works
of art. It is a breathtaking building, very old, but with a modern glass pyramid in
the front.” Students choose to be as obvious or as cryptic as they like. Even little
ones can do this with simple descriptions: “It's an animal. It has a very long neck
and big brown spots.” Or simply state a series of words: “Africa, black and
white, stripes”.

It’s better to teach vocabulary in context, in other words, teach highly
descriptive adjectives when the lesson is about traveling. Never teach a list of
words just because, or students will not have a chance to practice this new
vocabulary.
4. Odd one out.[2]
The teacher gives four words of which is different from the remaining
words
Pupils’ task is to find out the different word.
5. Matching.[2]
Write new words in a list on the left hand side on the blackboard
Write the definitions, translations or drawing picture on the right hand
side of the blackboard
Example: Connect the dots to match the animals and their names

6. Jumble words.[2]
This game will help students memorize spelling of words. Because it is
quite easy to do, children eagerly enjoy taking part in the order arrangement.
When choosing this game, primary teacher should select what use pictures to
illustrate the content of game.
- Teacher divides class into two groups with the names, and then hands
out the photo to students. She offers them to work in group in 5 minutes.


- Students must write the name of animals in underline. Which groups
write more accurately, nicely and quickly than others will be the winner.

7. Slap the board.[2]
- The teacher writes new words or sticks the picture on the blackboard.
- Calling two groups to go to blackboard; each group has about four or
five people.

- Requiring groups to stand far from the blackboard the same distance.
- The teacher will speak Vietnamese words aloud if those words are
English and contrast.
- Each pupil of two groups comes to the blackboard and slap on words
which are called.
- The one who slap the correct word first, they get mark.
- If the group get mark more, the group will win.


8. Crossword.[2]
To check the vocabulary of my children, I also often play crossword games:
through the suggested image, they guess the words to find, if the team guesses
the correct crossword will win.

I think those I have mentioned above are the most effective
methodologies. If we are to help students to be good learners of English, it is
necessary to obey principles and steps for teaching vocabulary above.
9. Noughts and Crosses.[2]
Teacher puts a grid on the board with 9 new words in it.
Student works in pairs. One of the students copies the grid in his/her book.
One student is ‘noughts’ (‘O’) and the other is ‘Crosses’ (‘X’)
One student starts. He/She chooses a word and makes a sentence with it. Ì the
sentence is correct, he/she puts his/her mark (‘O’ or ‘X’) in that square.
The first student who gets three-in-a-row (a cross, down, or diagonally) is the
winner
2.4. The results after applying the research
After over one term I apply this research, I find that this experience is
really effective. The survey result of the middle-term two of students grade 3

and grade 4 at Dong Tan Primary school, school year 2019- 2020, is the
following:
Grade
3

Good
Total
pupil Number %
108
30
28

Quite
Number %
50
46

Medium
Number %
23
21

Weak
Number %
5
5

4

63

20
32
25
40
14
22
4
6
Through the survey result, I find the quality of teaching and learning is
getting higher. Good and rather good students are increasing, the number of
medium students is decreased. There are some weak students.
3. CONCLUSION AND RECOMMENDATION
3.1. Conclusion:
To sum up, there are many methodologies of teaching vocabulary, each
teacher has her/his own methodology of teaching vocabulary but the
characteristics of presenting vocabulary are the same in any language. The final
purpose of every teacher is to enlarge students’ vocabulary, to help them to be
good listeners, speakers, readers, and writers in any language.
I think those I have mentioned above are the most effective
methodologies. If we are to help students to be good learners of English, it is
necessary to obey principles and steps for teaching vocabulary above.
Thanks to the helps of my fellows and friends; and through the real
teaching English process, I can finish my survey and complete this experience
initiative. I think that each teacher has to invest time, effort and intellect in order
to gain the highest quality of teaching and learning English. The teachers have to
be aware of the knowledge in each lesson and each unit. From that, they make
plan, use suitable techniques or methods, design suitable activities for students
to act as much as possible. Students can get the knowledge exactly and
excitedly. If students have inspiration, excitement and curiosity about English,
they will be eager to learn and get good results.

3.2. Recommendation.
From the lessons learned through practical teaching, suggested the school
should invest more in facilities for teaching as radio cassette, optional
classroom, pictures, flash cards.
My solution to the problem will not avoid making mistakes. Therefore, I
would like to receive the other colleagues’ advice and comments in order to
improve my ability.
Thank you very much.
CONFIRMATION
OF HEADS OF UNIT

Thanh Hoa, May 20th, 2020
(I assure that this is my writing assignment, not copying
the contents of other people.)

Written by


Lê Thị Ngọc Thúy
REFERENCES
[1] English language Teaching Methodology- the Ministry of Education ,2003
[2] Allen.F.A, (1983), Techniques in teaching vocabulary, NewYork Oxford
University Press
[3] Wright, (1990) Pictures for Language Learning, Cambridge University
Press, ISBN 0-521-35800-0
[4] Students’ and teacher’s English 3, Ministry of Education and Training, 2015
[5] Students’ and teacher’s English 4, Ministry of Education and Training, 2015


DANH MỤC

CÁC ĐỀ TÀI SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG ĐÁNH
GIÁ XẾP LOẠI CẤP PHÒNG GD VÀ ĐT, CẤP SỞ GD VÀ ĐT VÀ CÁC CẤP
CAO HƠN XẾP LOAI TỪ LOẠI C TRỞ LÊN.
____________________________________________________
Họ và tên tác giả: Lê Thị Ngọc Thúy
Chức vụ: Giáo viên
Đơn vị công tác: Trường TH Đông Tân- T.P Thanh Hóa

TT

Tên đề tài SKKN

1

Một vài thủ thuật dạy từ
vựng Tiếng Anh cho học
sinh ở trường THCS
Thiệu Lý.

Cấp đánh giá Kết quả đánh
giá xếp loại
xếp loại

Cấp huyện

B

Năm học
đánh giá
xếp loại

20072008


THE CONTENTS
Page
1. INTRODUCTION
1.1. The reasons for choosing the topic.
1.2. The aims of the study
1.3. The object of the study
1.4. The methods of the study
1.5. The new ideas of the study.
2. CONTENT
2.1. The theoretical basic of the initiative
2.2 The real state of the problem
2.3. The implementing organizational solution
The process of teaching vocabulary.
Step 1. Presenting vocabulary.
Step 2. Recording vocabulary on the board.
Step 3. Checking vocabulary.
2.4. The results after applying the research.
3. CONCLUSION AND RECOMMENDATION
3.1. Conclusion
3.2. Recommendation.

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THANH HOA DEPARTMENT OF EDUCATION AND TRAINING

THE CITY EDUCATION AND TRAINING DEPARTMENT

AN EXPERIENCE INITIATIVE

SOME TECHNIQUES IN TEACHING VOCABULARY
AT DONG TAN PRIMARY SCHOOL

The implementer: Lê Thị Ngọc Thúy
Position:
Teacher
Work unit:
Dong Tan primary school
Experience initiative in the field of subject: English

THANH HOA 2020