Some techniques in teaching english vocabulary for the fourth grade students

INDEX

PAGE

1. INTRODUCTION

1

1.1. Reason for choosing the topic.

1

1.2. The purpose of research

2

1.3. The subject of research

2

1.4. The methods of research

3

1.5. The new points of experience innovation

3

2. CONTENT

4

2.1. Rationale

4

2.2. The situation of the problem

4

2.3. The solution of the problem

6

2.3.1. Choose the right technique to teach the meaning of the word

6

2.3.2. Consolidate, test new words learned.

9

2.4. The effect of initiative application

15

3. THE CONCLUSION AND RECOMMENDATIONS

17

3.1. Conclusion

17

3.2. Recommendations

18


1

1. INTRODUCTION
1.1. Reason for choosing the topic.
No one denies the importance of English language in the present time as
global language. It is clear that English has become more and more dominant
around the world. Actually, in some countries it is used as the mother tongue
but, other countries learn it as second language in their schools. There is no
doubt that English is language of communication between the people from
different cultures. Moreover, English is the language of science and technology.
It is also the language of computers that help to integrate the people around the
world via Internet technology and e-mail. Needless to say, people who know
English can deal with the Internet. Therefore, the need of mastering a foreign
language especially English, is becoming more and more necessary. English is
one language serves as a means of actively supporting the most efficient process
of deeper integration of the country. Communicative languages becomes an
effective tool in every aspects of life. Besides the mother tongue, the Vietnamese
consider English as the second communicative language and the major subject
in the school course. To meet the growing demand as well as communication
needs of society, the Ministry of Education and Training has put English into the
progam at Primary School. The English program in Primary Schools is to form
and develop for students the knowledge and basic skills in English, through

learning English, students gain knowledge and their love for the Vietnamese.
Learning English not only contributes for the development of personality and
learning style but also provides students with basic knowledge and help students
understand initially the knowledge about the people and culture of English
speaking countries .
Primary school students are new to English, so they must be taught to
pronounce exactly words. Listening to music in English or watching English
programs on TV is necessary, Imitation is not deficient in process of teaching
and learning English in primary school. Imitation helps students’ learning
develop further and better. Grammar is formed step by step in learning
procedures.
The students must be given more pleasure than marks. Besides, giving
students marks to motivate them, teachers should use other techniques during
teaching procedures.
Using techniques not only helps teachers create exciting learning
atmosphere, which is main motivation for students to try their best to gain good
results but helps students actively participate in English using communicative


2

environment without any shyness as well. With the passion and the love for
teaching English, I have studied and developed the research: “Some techniques
in teaching English vocabulary for students of grade 4.”
1.2. The purpose of research.
- English is a language used in many countries around the world. This is the
time of consolidation, communicating with foreign friends to understand and
understand this language is extremely important. The purpose of this topic is to
contribute to improving the quality of teaching and learning English, helping
students to better learn four English skills and help students feel more interested

in learning and learning. Mastering vocabulary will also help students to use this
language fluently, giving them confidence in communicating with international
friends.
- Help teachers and students find out interest in teaching and learning English
Furthermore, the research purpose of this topic also helps to improve my
own pedagogy. After a period of teaching in elementary school and learning
from friends and colleagues, I found that my students were always afraid of new
words. So, I've done some ways to help students learn new words more
effectively.
1.3. The subject of research.
In this experience initiative, I focus on the following subjects: Some
techniques in teaching English vocabulary for students of grade 4 at Minh Khai
1 Primary school.
- Improving the quality of teaching and learning of English in primary schools
- Raising of pedagogical itself.
- Applying the correct and scientific techniques in classes taught English at
primary aims:
- Create excitement passionate student learning.
- Bring out the desire to engage in activities to learn, explore, experiment
by students.
- Help students to actively implement learning activities.
- Helps students focus.
- Create conditions for student learning, and play.
- Help them reappear, codified knowledge easiest way.
- Improving the quality of teaching and learning English in general and
fostering good student of English primary school in particular.


3

1.4. The methods of research.
In teaching English, helping students learn words, memory is an
indispensable teaching activities in a class. Because at the end of the learning
process that also involves the mind if not in mind, we cannot learn. So finding
ways to help them learn from and remember for a long time is the responsibility
of each teacher with the aim to help students understand and use the words in
sentences by context and remember for a long time .
Students may miss much at the beginning and the end rather than the
middle of an operation. That also means that if we organize a few short
activities, students may remember more than we do only a long operation. Best
tool we can use in the classroom is a witty, teachers use a variety of materials
capable of amusing and attract the attention of pupils in order to help students
remember vocabulary immediately. We can use repeating simple fun game or
song, and other methods to help pupils remember the words.
To research this topic, I rely on:
- Refer to a number of English language teaching materials in primary school.
- Refer to program of new textbooks grade 3,4,5
- Draw on experience of learning from colleagues and administrators.
- Based on the results of the quality of the school of English
1.5. The new points of experience innovation.
1.5.1. For students:
- Encourage students to learn and use vocabulary to communicate in English.
- Encourage students to study in groups and the establishment of the
English-speaking or English clubs in the classroom or dynamic volume
gradually, more confident.
- Tell them always have the habit to inculcate review old knowledge.
1.5.2. For teachers:
- Give children a love, a passion for the English language as well as
awareness of the importance of English in our lives.
- Regularly inspect and evaluate the results of student learning as well as

praise, encourage timely reminder.
- Do not stop investing, expanding knowledge and innovative teaching methods.
- In addition, teachers should also regularly attend another hour on that
basis for comments and learning experience.


4

1.5.3. For school leaders, education basis:
- Construction of function rooms available for projectors for teaching and
learning English.
- Provide additional CDs with content rich in traditions, habits and culture
of the English-speaking countries.
- Create favorable conditions for primary English teachers involved in
Computer Science classes to help teachers access to technology for the
preparation of faculty serve effectively.
2. CONTENT
2.1. Rationale.
- The textbook is appropriate content knowledge with real-life students and
there are many beautiful pictures, easy on the eyes, to make my interest to
students. Homework is varied of vocabulary.
- Just as the primary school level, but parents are concerned about their
child's learning enthusiastically support the increase of knowledge.
- The development of information technology helps teachers with
resources, images over the Internet.
- Insufficient teaching equipments. Elementary school pupils are at very
active age, most children like the teachers to use teaching aids students in the
lesson
- To the pupils, besides a number of serious study with many students all
through the speakers, not inculcate vocabulary in memory, not reading writing

regularly. Because at this age they are very playful, active learning should be
highly award. Parents’ checking to the children at home also face difficulties.
Since this is a foreign language and not many parents know to guide learning.
- In the lesson, to help them remember the word, the teacher often
organizes the games, students will be very excited, but classes will be very
susceptible to noise and so as to control, teachers need organize and help class
be stable .
2.2. The situation of the problem.
2.2.1. To the teachers :
The amount of new words in each lesson is too many, so the teacher does
not have enough time to complete all the words, forcing the teacher to just put
the meaning of the word, the students copy and memorize the machine to save
time, Focus on the practice of grammar structure. So students have to learn a lot
of vocabulary but they are less used so they learn and forget easily.


5

The content of many units is very difficult, very abstract, requiring teachers
to have good knowledge, leading teachers to provide new words passively,
ineffective; It is mostly for students to use their mother tongue to translate
words.
2.2.2. To the students
The majority of students usually have fewer words, or they have learnt
passive, not reaching the communication requirements, such as: not words; Do
not remember the meaning of the word; Attached but not associated with the
pattern to practice; Since then, after being provided with grammar (grammar and
vocabulary), students are unable to complete the next skill (listening, speaking,
reading and writing).
Difficult to check or guide children to learn at home. Because this is a

foreign language, not all parents know. This is also a very difficult problem in
the management of studying students at home.
In addition, the way students learn vocabulary is also worth attention.
Students themselves are not fully aware of the importance of learning
vocabulary but focus on grammar or sentence structure. They usually learn
vocabulary by reading words in English and trying to remember meaning in
Vietnamese. That is why they are so quick to forget and easily confuse one word
with another. This led to the state of many students have psychological
depression; Teachers need to pay attention to their psychology.
2.2.3. To the parents:
- Most parents do not have the knowledge of English, so there is no
condition for tutoring.
- The importance of English in primary school has not been recognized.
- Many parents are not really interested in their children's education.
- The result before applying this topics(after finishing book 1)
- Up to 50% of them have not memorized vocabulary.
-Up to 50% of students are not interested in learning and they don’t also
use English for communicating in learning process have not used in
communication as well as in the corresponding grammar exercises. Even good
students do not have the confidence to communicate


6

The result at the end of the first semester, school year 2019-2020 by the
final test:
The quality
Grade 4

Very good

Good
Average
Numbers
of students Number
Number
Number
(%)
(%)
(%)
(ss)
(ss)
(ss)

Try more
Number
(ss)

(%)

4A1

50

14

28

16

32

11

22

9

18

4A2

50

15

30

19

38

9

18

7

14

4A3

50

13

26

17

34

15

30

5

10

Sum

150

42

28

52

34,7

35

23,3

21

14

As a result, I found that the percentage of students who memorized
vocabulary was low. I have such low results, I see some of the following causes:
The first: Teachers introduce new words that have not followed the steps
that are only taken from their own point of view.
The second: The choice of words to introduce is not appropriate. Identify
the factors to clarify when introducing bad words.
The Third: Not know how to use the right tips to build vocabulary. The
assessment of students is not reasonable.
* From the above situation, I boldly proposed some measures with the
desire to improve the quality of teaching and learning English.
2.3. The solution of the problem.
2.3.1. Choose the right technique to teach the meaning of the word.
As we know in the principle of vocabulary teaching, the teacher must find
ways to make students discover for themselves the meaning of the words
without using the mother tongue to translate from there. In that way, the teaching
and learning of new vocabulary is effective and true to the requirements of
innovation.
There are many tricks to teach words, but it is important for teachers to
choose the right tricks for each word, to coordinate the rhythmic and scientific
procedures to bring about positive effects; Avoid students rote memorization,
rote learning, cannot learn from the learned. To introduce words visually, one

can use the following tips:
2.3.1.1. Using means, relia
Teachers hold real objects or point at objects around to clarify vocabulary.


7

Example: Unit 8: What subjects do you have today? - Lesson 1
(English 4-Viet Nam Education Pulishing House)

When introducing the word "English" the teacher pointed at the English
book and said, "I have English, English, English". Then ask the students to
repeat the " English" prompt repeatedly to remember the word.
This is a highly effective, direct, fun, and impressive word-finding
technique. Notice that real objects should be introduced quickly, easily and
clearly.
2.3.1.2. Using facial expressions, gestures, mime
Example: Unit 5: Can you swim? - Lesson 1(English 4- Viet Nam
Education Pulishing House)

By swimming, the teacher introduces the verb "swim"
2.3.1.3. Using pictures: Teachers can use:
- Painting by the Ministry of Education (paintings, plastic)
- Collected images from newspapers, calendars; Homemade paintings


8

+ Use pictures to teach on the subject of animals: wild animals, farm
animals, pets ,marine mammals (sea animals)...

Example : Wild animals. - Unit 19 (English 4 - Viet Nam Education
Pulishing House)

kangaroos

Zebras

Crocodiles

Tigers

Elephants

Rice

Pythons

Gorillas

2.3.1.4. Introduction from situations, contexts
Use example sentences: give illustrative examples, use words in context
situations. This is a very useful method of teaching abstract vocabulary.
Example: Unit 13: Would you like some milk?Leson1(English 4- Viet
Nam Education Pulishing House)
T: Chicken, fish, bread are my favorite food.
Teacher must ensure that students understand the example. Therefore the
illustrative example should be simple, clear and use the new word.
2.3.1.5. Using synonyms, antonyms .
We use synonyms or antonyms to clarify the meaning of a word when the
students already know the meaning of a word in a pair of synonyms, antonyms.

- Synonyms.
nice = beautiful,

clever =intelligent

Bike = bicycle

play soccer (n) = play football (n)
- Antonym.
Like (adj) > < Hate(adj)
Black(adj) > < White(adj)

Cheap(adj) > < Expensive(adj)
Rich(adj) > < Poor(adj)

Tall (adj) > < Short(adj)

Old (adj) > < Young (adj)

2.3.1.6. Use explanation, or translate into Vietnamese
There are many abstract words that we can not use simple sentences, visual
aids, drawings, gestures, gestures, etc. Then we have to explain or translate into
Vietnamese.
2.3.1.7. Teach vocabulary through songs, chants, video clips.


9

We use video clips, songs, chant all very effective in learning and introduce
vocabulary. Sometimes they just belong songs, chant that they had a relative

vocabulary. This method helps the children learn from a natural, comfortable
without being forced to learn. With this method the teacher should invest the
time to find on the website of the song, chant, the video clips matching content
lesson, psychological and physical fit his or her age. I think that using this
method to teach and reinforce vocabulary very effectively, can encouraging all
pupils to participate.
Example 1 : The Alphabet Song
The song “ We are the alphabet ”
AB C D E F G// H I J K L N M O P///Q R S /T U V/ W X Y Z
Now I know my ABCs
Next time won`t you sing with me.
Example 2 : Chant : How many desks?
How many,how many,
How many desks are there?

One,one,there’s one.

How many,how many,
How many maps are there?

two,two,there are two.

How many,how many,
How many lamps are there?

three,three are three

2.3.2. Consolidate, test new words learned:
Student vocabulary test is also an important part of the teaching process. It
determines how well the students know the word.

Checking is a quick test after completing a vocabulary introduction.
Examination activities in each lecture are often taught by teachers in the form of
games that make the student more interested in the lesson.
After introducing new words, I often check the students' memorization by
using the following tips:
2.3.2.1. Slap the board:
The teacher writes the part of the presentation or pastes the word from the
board. Ask the students to tap on the word or picture when the teacher reads the
word (from the board in English, read in Vietnamese and vice versa).
Example: Check the new word for Unit 8: What subjects do you have
today? Lesson1(English 4- Viet Nam Education Pulishing House).


10

The teacher reads the Vietnamese meaning of the words, asking the
students to slap on the corresponding meaning.
Maths

Music
Scienc
e

English

Art

2.3.2.2. What and Where:
Write the words you just introduced into the circles on the board, let the
students read and erase the words, then ask them to rewrite them from the

correct place.
2.3.2.3. Jumbled words:
Teachers write words with disturbed letters, then ask the students to write
the words correctly.
Example: Check the new word for Unit 17: How much is the T-shirt?
Lesson1 (English 4- Viet Nam Education Pulishing House).
The teacher gives the following words and asks students to rearrange the
letters for the correct location.
- Teacher wrote some words with the letters on the board undisturbed.
- Requires students rearrange the letters into meaningful words.
idnwy

rcafs

w..........................

s..........................

lvsgoe

orpe

g............................

r.........................

hrsti

anirign

s............................

r..........................

2.3.2.4. Noughts and Crosses:
Nine squares on the board, each box contains a word or a drawing. Divide
students into 2 groups, one group is Noughts (O) and one group is Crosses (X).


11

The two groups in turn select from the box and set the sentence. The group that
sets the correct sentence will be an O or an X. The group that has three O or
three X in a horizontal, vertical or diagonal row will win.
Example: Unit 12 - What does your father do? Lesson1(English 4- Viet
Nam Education Pulishing House).
Teacher asks students to put sentences, using words in the following boxes:
Doctor
Driver
Hospital

Farmer
School
Factory

Field
Clerk
Teacher

2.3.2.5. Matching:

A column of teachers writes from, while the second column writes out
unconventional concepts or definitions of the first column, asking students to
match the words to their definitions or definitions.
Example: Unit 3: What day is it today? Lesson1(English 4- Viet Nam
Education Pulishing House).
Teacher asks students to match the word with the corresponding meaning.
Tuesday

Thứ sáu

Wednesday

Thứ ba

Friday

Thứ năm

Sunday

Thứ bẩy

Thursday

Thứ hai

Monday

Thứ tư

Saturday

Chủ nhật

2.3.2.6. Word square:
The teacher prepares the crossword containing the words that have been
introduced, asking the students to circle the words they found.
Example: Unit 8: What subjects do you have today? Lesson1 ( English 4Viet Nam Education Pulishing House).
Teacher asks students to find the words they have learned
S
C
I
E
N

U
K
H
U
M

B
O
R
C
U

J
R
I

D
S

E
N
G
L
I

C
H
T
E
C

T
I
M
O
S

S
S
A
R
A

S
A
S

G
E


12

T
S
O
P

T
U
R
N

R
S
I
G

A
L
G
O

S
H
H
F

O
T
A
P

H
T
A
M

I
G
R
T

R
I
T
S

Subjects, Music, Art
English, IT
Mathsg
2.3.2.7. Networks:
Students write from point to point.
Example: Unit 19 :What animal do you want to see?Lesson1 (English 4Viet Nam Education Pulishing House).
Teachers can check animal words by asking students to write words up on
the board.
elephant

tiger

Animals

crocodile

zebra

kangaroo

2.3.2.8. Hangman: The teacher tiles the short lines on the board. Each tile
represents an alphabet in a word. The student turns to guess the letters in the
word.
Example: Check out the new word of Unit 13: Would you like some milk?
Lesson1 (English 4- Viet Nam Education Pulishing House).
Teachers can make suggestions:
This word has 4 letters. ___ ___ ___ ___
It's a food (beef)
2.3.2.9. Simon says
Teacher says: Simon says “……..” students have to do as ordered


13

Ex: Unit 9: What are they doing ?Lesson 1 (English 4- Viet Nam
Education Pulishing House).
Teacher says “ Simon says listening to music”
action

Students have to do

Teacher says “ Simon says writing a dictation ”
action

Students have to do

Then do similarly with :
Reading a text, playing football…
2.3.2.10. Magical fingers
Teacher uses the finger-shape gyroscope, then call a few students from each
team to participate in the game. Each of them will have a spin, the spinning top
stops in which word or in which picture, the students of that team will read that
word aloud. If they read correctly, exactly will bring stars to their team.
Example:
Unit 8: What subjects do you have today? Lesson 1(p1;2) (English 4Viet Nam Education Pulishing House).

2.3.2.11. Guessing Game.
Teachers divide the class into 4 groups or students works individually, up to
the contents and numbers of the pictures


14

Raise the pictures and give students time(20-30 seconds)to remember( not
to write things or events in the pictures.)
Teachers put the pictures away and ask students to write down all the words
in groups or individually. Teachers check their answers. The group with the most
correct words will be the winner or the student with most of the correct words
win get good marks.(teachers can collect some students’ answers to check)

Ex: Unit 12: What does your father do? Lesson 1(English 4- Viet Nam
Education Pulishing House).
Raise the pictures (Nurse, Driver, Farmer, Woker) and ask students to
remember them.

Teacher puts the pictures away and ask students to write them down.
Collect some answers then hang the pictures on the board again for
checking.
Give marks to the student with the best result.
When checking, the teacher also needs to pay attention to the student object
to ensure that the test is carried out regularly and for all students. For good
students, fast learners use skills that often require students to recreate the words
they learned: Rub out and remember, slap the board, what and where,
networks .. For students who are weaker and slower learners, use open-minded
tests such as: Jumbled words, wordsquare, matching, ordering ..
2.4. The effect of initiative application.


15

In the school year 2019 - 2020 in the second school year , I was assigned to
teach English for students in grade 4 (new textbook); I have continued to use the
above vocabulary tips, myself noticed some encouraging changes, specifically
as follows:
Students are more interested in English and enthusiastically use English to
communicate at school
The atmosphere of English class is becoming more exciting and with what
students have acquired, they use them for communication in a natural way .
Teachers have a wide selection of techniques. It’s easier for them to
organize and control learning activities

The students' listening, speaking, reading, and writing skills have improved
significantly; The density of the words learned into the skill improvement is
higher.
Classes become more lively, more relaxed; The relationship between
teacher and students, students with students become friendly; Promoting the
positive dynamics of students.
Students learn how to form self-learning vocabulary at home; Focus your
attention on the exams in the classes, take part in the review of your essay, and
cultivate their vocabulary.
Students participate actively in tricks, language games to reinforce, test
words; Resolve good vocabulary exercises in the tests.
A larger number of students like learning English, approximately estimated 90%
+The specific result:
Numbers
Very good
Grade 4
of
students Number (%)
(ss)

The quality
Good
Number
(ss)

Average
(%)

Number
(ss)

Try more

(%)

Number
(ss)

(%)

4A1

50

28

56

15

30

7

14

0

0

4A2

50

24

48

18

36

8

16

0

0

4A3

50

23

46

18

36

9

18

0

0

Sum

150

75

50

51

34

24

16

0

0

The quality of teaching and learning in the first semester is higher this
year than last year


16

This studying will help teachers to complete their teaching plan for grade
3 in a view to meeting the request of the program and getting high
achievements.
The procedures with a variety of techniques encourage students to study
English attentively and take part in learning tasks actively and fervently.
*Some imagines for checking techniques in English lessons for 4
grade students at Minh Khai 1 primary school .

th


17


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3. THE CONCLUSION AND RECOMMENDATIONS.
3.1. Conclusions
Using techniques in teaching English is extremely necessary, which decides
whether teachers are successful in teaching or not since techniques used by
teachers in teaching process draw students’ attention to learning. They don’t feel
strained, in contrast they are more relaxed and interested in activities during
English classes.
Students will also make progresses in learning english rapidly by

themselves, they will be more self-confident in talking and lisening skills
because they are given more opportunities for speaking and listening with
techniques.
If few techniques are used in a language class, the period will be very
boring, result in less students’ love for a foreign language. Therefore, it is
difficult for teachers to teach better at higher levels. If so, I wonder whether we
can reach the aims of the primay english program.
In order to teach creativity, teachers must make efforts to think of creative
situations in which students take part to enhance their creativity, curiosity and
eagerness for study. Nothing but techniques lead teachers to success.


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It is important I choose this topic. It is very necessary for teachers to gain
success in the first stage of teaching our beloved children English, an
international language used worldwide
Above mentioned techniques are easy for teachers to apply to teaching
english 4 in some units. Moreover, students are very fond of periods with these
techniques. There are many other techniques teachers can use in teaching. These
are not enough, however, they are new and effective. I hope my colleagues will
not hesitate to use these in their teaching plans, obviously in each english class
and these techniques will be creatively used.
3.2. Recommendations
In response to good teaching and learning English in elementary schools
and applying the effective way to teach the grade 4 student I mentioned above, I
expect leaders to pay special attention and Invest more in teaching facilities such
as function rooms, pictures, reference books to better serve teaching and
learning English in elementary schools.
I suggest that Department of City Education and training will organize an

English exchange program for all English primary teachers so that we have
opportunity to share experience and initiatives in teaching English and have
chance to practice speaking English with each other.
Thanh Hoa city, March 26th 2021
I swear this thesis is written by me
without coppying content from others

Headmaster’s signature

Written by

Dao Thi Yen

HOANG THI MAI HUONG


20

REFERENCES
•
•
•
•
•
•

•
•

Student’s English book. (Viet Nam Education Pulishing House)

New language teaching methods.
Techniques in teaching Vocabulary
Methods of teaching English in the school level.
Biber, Douglas, et al. (1999) Longman Grammar of Spoken
English. Harlow, Essex: Longman. ISBN 0-582-23725-4.
Jespersen, Otto. (1949) A Modern English Grammar on Historical
Principles. Part 2 (Syntax, vol. 1). Copenhagen: Munksgaard; London:
George Allen and Unwin.
The Practise of English language Teaching of Harmer, Jeremy.
Strategies for teaching Vocabulary : Theory and Technique of Lisa Van
Gemert


21

ATEGORY
COUNCIL, EXPERIENCE IN THE PROBLEMS ASSESSED RATING
TYPE OF DEPARTMENT OF EDUCATION & EDUCATION,
GRANTING OF DEPARTMENT OF TRAINING AND INVESTMENT
AND HIGH – GRADE LEVELS, RATING TYPES FROM C ON

Teacher : Hoang Thi Mai Huong
School : Minh Khai 1 primary school
Assessment
ranking
No

Experience initatives

Result of

rating

( department,

assessment

province,…)
“
1

Methods

of

promoting

students’ learning positivity in
foreign language lessons ’’

Thanh Hoa
education &
training
department

C

School
years of
rating
assessment

2009-2010


22