(Sáng kiến kinh nghiệm) một số kinh nghiêm dạy từ vựng cho học sinh lớp 4

THANH HOA EDUCATION & TRAINING DEPARTMENT
THANH HOA EDUCATION & TRAINING OFFICE

INITIATIVE
“ EXPERIENCE IN TEACHING ENGLISH VOCABULARY
FOR PRIMARY STUDENTS OF GRADE 4 ”

The implementer : Mai Thị Huệ
Occupation :A teacher of English
Group : Quang thinh Primary school
Subject : English

THANH HOA , April 2016


INDEX
A. BACKGROUND

Page
2

I. Rationale

2-3

II. Research

3

III. Method of the research

3

IV. Scope and object of the research
B. SOLUTIONS

3-4
5

I. Theoretical background

5

II. The reality of the issue

5-6

III. Solutions

6

1. Rules and routines

6-7

2. Getting attention

7

3. Giving introductions

7-15

3.1 Teaching vocabulary in general

7- 9

3.2 The tips that I have applied effectively when teaching English
vocabulary for students of grade 4 in my school

9-12

3.3 Notice

12

3.4 Practice

12 -16

IV. Achieved results

17

V. The applied lesson plan
C. CONCLUSION

17-20
21

1

A. BACKGROUND
I. Rationale
During the school year of 2010 – 2011, the Ministry of Education and
Training (MoET) implemented the model teaching of English subject to the
students at primary schools, in accordance with the project of foreign languages
teaching in the national education system, of the period 2010 – 2020. According
to the subject, the primary English program is to be applied since grade 4, with
the familiar topics to the students. All four language skills of listening, reading,
speaking and writing are focused; in which, listening and speaking are settled as
priority. The objectives of the project are to help the students achieving Movers
level, in accordance with Cambridge ESOL; using a vocabulary of roughly 300
to 500 words. In details, the students will be able to understand and use the
simple words and sentences, the daily expressions; they will also be able to
introduce themselves, satisfy their communication need. In such a circumstance,
the innovation and application of advanced teaching methods become a vital
requirement.
Vocabulary plays an important role in learning a foreign language. It is one
element that links the four skills of speaking, listening, reading and writing all
together. In order to communicate well in a foreign language, students should
acquire an adequate number of words and should know how to use them
accurately.
Even though students realize the importance of vocabulary when learning
a language, most Vietnamese students learn vocabulary passively due to several
reasons. First, they find the teacher's explanation for the new words’ meaning,
pronunciation, spelling or grammatical functions boring. In processing learning
English in the class, language learners have nothing to do in a vocabulary
learning section but to listen to their teacher. Second, students only think of
vocabulary learning as learning the primary meaning of new words. Therefore,

they ignore all other functions of the words. Third, students usually only learn
new words in their textbooks or those given by teachers during classroom
lessons. For example, learners find many new words in a text and then ask the
teacher to explain their meanings and usages. Forth, many Vietnamese learners
do not want to take risks in applying what they have learnt. Students may
recognize a word in a written or spoken form and think that they already "know
the word", but they may not be able to use that word properly in different
contexts or pronounce it correctly. As the result, the class is often quiet and
inactive and the lessons appear to be uninteresting. Students just seat in silence,
do the exercises, and wait for the correct answers from the teachers. They seem
to get bored of having the same ways of learning every day. Therefore,
classroom vocabulary learning activities help learners develop and use words in
different contexts and make the lessons enjoyable.

2


Having been teaching English to the primary students for 10 years,
especially students in grade 4, I realized that in order to approach the objectives
mentioned above, the teachers must work hard, research and find out the most
effective teaching methods. There are a variety of issues in the procedure of
teaching English to the primary students that need the serious concerns;
however, what made me really puzzled was how to help them understand the
vocabulary easily, get the words’ meaning and use them in communicating as
well as in doing exercises. In order to do this work I have learnt a lot from the
materials, from friends and colleagues, and now, I would like to present my
“Experiences in teaching English vocabulary for primary students of grade
4”
II. Research
The study was designed to achieve the following goals:

1. To find out the English teachers and students’ perception and attitude
towards vocabulary and the current situation of vocabulary learning and
teaching
2. To evaluate the effectiveness of the currently used classroom
vocabulary learning activities in my school.
3. To suggest how to use classroom vocabulary activities to improve
vocabulary teaching and learning.
III. Method of the research
In order to achieve the above-stated goals, the study was to seek answers to
the following questions:
1. What are the English teachers and students’ perception and attitude towards
vocabulary learning/teaching?
2. How effective are the currently used classroom vocabulary learning activities
in my school?
IV. Scope and object of the research
Students need lots of vocabulary to increase their ability and confidence
in communicating in English. However, learning vocabulary is never easy for
learners. Teachers, who motivate the students learning English, need to make
learning vocabulary a fun involving and active process. In order to learn and
retain new words, learners should participate in different task-based activities in
their classroom whether it is a guessing task, a describing exercise or
conversation making. Such activities especially focus on helping learners
develop and use words in different contexts by making the lesson enjoyable.
Language learning is a hard task which can sometimes be frustrating.
Constant effort is required to understand, produce and manipulate the target
language. Well-chosen learning activities are invaluable as they give students a
3


break and at the same time allow students to practise language skills. Learning

activities are highly motivating since they are amusing and at the same time
challenging. Furthermore, they employ meaningful and useful language in real
contexts. They also encourage and increase cooperation.
We consider vocabulary learning activities a way to help students not only
enjoy and entertain with the language they learn, but also practice it incidentally.
So, vocabulary-learning activities are useful and effective tools that should be
applied in vocabulary classes. They make the lessons more interesting,
enjoyable and effective.
There are, of course, many ways to motivate the students to learn English
effectively. However, in this minor thesis, I would focus my research on the
effectiveness of classroom vocabulary learning activities in my school in Vinh
city. The reason is that my students are too passive to learn vocabulary. They
need to participate more actively in learning activities. I hope that through some
classroom vocabulary activities, I will find the most effective learning activities
to improve students’ vocabulary learning. My students have chance to use the
words productively.
The scope and object of this research are aiming to the students of the
grades 4 in my school.

4


B. SOLUTIONS
I. Theoretical background
It is undeniable that vocabulary, one of three components of laguages
( grammar, vocabulary, phonetics), has a main function in language. Actually,
Michael Mc Cathy stated that: “no matter how well the student learns grammar,
no matter how successfully the sounds of the second language are mastered,
without words to express a wide language of meanings, communication in the
second language just can’t happen in any meaningful way”.(Mc Cathy M, 1992 )

In learning foreign language, vocabulary plays an important role. It is one
of elements that links four skills of speaking, reading, writing and listening all
together. Richards and Renandya say “Vocabulary is a core component of
language proficiency and provides much of the basis for how well learners
speak, listen, read and write”. So, vocabulary is a main skill which should be
mastered by the students to get and understand whole English skills; receptive
skills (listening and reading ) and productive skills (speaking and writing ).
Moreover, the report of the National Reading Panel (2000) concluded: “
the importance of vocabulary knowledge has long been recognized in the
development of reading skill”. In order to communicate well in foreign
language, student should acquire a large number of words and should know how
to use them correctly to express their ideas more clearly and appropriately in a
wide range of situations.
Also, Lewis (1993) highlighted the significance of vocabulary as basic
factor to communication. The researchers do agree that learners do not
understand the meaning of key word, they cannot participate in the conversation,
even if they know morphology and syntax.
Thus, it is important to apply some vocabulary learning strategies to build
students’ vocabulary in order that their vocabulary are increased and improved.
II. The reality of the issue
As a primary teacher of English, I realize that there are some real
problems in teaching and learning English vocabulary in my school.
1. Advantages
With the attention of the Board of Management to help the school, the
siblings preceded colleagues have created all conditions for teaching and
learning English is better. There are sufficient textbooks and equipment such as
tapes, discs, robot teachers, speakers, interactive whiteboard … for teaching and
learning.
I myself was involved in training program of new English textbook 4; so I
master the syllabus, also the basic teaching methods. I know how to combine the

teaching techniques in order that my lessons can achieve high effectiveness.
5


There are many changes in the structure and appearance of the textbooks,
with more pictures and the topics which are more familiar to the students, so
they feel excited and very positive to learn English. Especially, students are
aquainted with informative technology early, they use computer, the Internet and
they get a lot of English resourses from here. Moreover, they have chance to
take part in many English pleasure grounds such as: English club, English
Violympic, Ringing golden bell…. These grounds help students develop and
increase their vocabulary very much.
2. Disadvantages:
Most of the students do not realize the importance of learning English.
They are shy and not active, which leads to the limitation in communication.
Their parents do not show a remarkable attention to the children’s learning the
subject of English since it is just an optional subject and do not affect the overall
transcript result.
The ability of absorbing the second language is limited at the primary
students for a variety of factors: the time in class for English is little while many
students of this age still find difficult in mastering their mother language. In
addition, each class is always crowded with more than 30 students, which causes
difficulties in drilling and practicing the communication skills.
Also, students often learn vocabulary by reading words in English and try
to remember that in Vietnamese, writing following teachers’ requests, not selfconscious his check to inculcate new words and vocabulary available. Therefore,
they are forgetful and easily confused with other words. As a result, many
students get bored and abandon school.
Especially, English pronunciation is a big obstacle for students. The
pronunciation in English puzzles students a lot because the same letter has
different sounds. For example, the letter “a ” in “ bath ” is not pronounced in the

same way of that in “ bathe”. The “ou” in “ South ” is also different from “ ou ”
in “ Southern”. Besides, words that can be used in a wide range of contexts will
generally be perceived more easily than their synonyms with a narrower range.
Certainly, the connotations of some words may cause problems, too.
Through practical teaching of the first period of school year, I have found
that the biggest difficulty of students in communicating is the ability to reflect
language. This leads to their limited communicative skill.
III. Sollutions
1. Rules and routines
At the begining of school year, I found that my students’
communicative skill has problems, and the main reason is lack of vocabulary.
So, I have gradually changed methods and formality of classroom organization.

6


Till the fourth week, I examined vocabulary for students of class 4A, 4B, 4C in
order that I could know the quality and also clasified my students.
 Result:
Quality
Clas Total
s
number

Excellent

Fair

Average

Weak

Number
of Ss

%

Number
of Ss

%

Number
of Ss

%

Number
of Ss

%

4A

29

7

24.1

8

27.6

10

34.5

4

13.8

4B

29

8

27.6

10

34.5

9

31.0

2

6.9

4C

31

7

22.6

9

29.0

12

38.7

3

9.7

2. Getting attention
That result shows that students’ quality is not high. The main reasons are:
- Students could not write vocabulary. Most of them only imitated pronunciation
but could not write words on the paper.
- Students did not know the meaning of words, so they could not manipulate in
perceivable exercises.
- The time to teach and practise vocabulary for students was limited. They only
learn and read through some times, there were few chances to use words in

communicative situations to create the habit of reflecting language.
- I myself have changed the methods of teaching vocabulary, but could not
embrace all objects, so some students were still weak.
After analyzing the reasons above, I strongly adjusted overall my
teaching. Thanks to these adjustments, I changed my students’ quality better at
the end of first term. From the class observation as well as from teaching and
researching, I acquired valuable experience that help me to improve my teaching
effectively.
3. Giving introductions
3.1. Teaching vocabualy in general
a. Choose vocabulary to teach
Vocabulary is an important part of learning English, and no matter what
skills students need to have a certain vocabulary. However, teachers can not
teach and notice all the new words appear in an article. Do not have any new

7


words should also be brought in to teach and teach the same. When teaching
vocabulary teachers need to consider:
- Active (active vocabulary): are words necessary for students to understand,
recognize and use in oral and written communication. In the process of from
this, teachers need to inspire, take for example, checking to make sure students
understand and recognize how to use them.
- From passive (passive vocabulary): are the words that students need to
understand and recognize when listening and reading. With this kind of words
teachers do not need to invest a lot of time on the active application, just a quick
presentation with a simple example.
Distinguish two kinds of vocabulary words to help teachers focus,
systematicalize and save time if necessary.

b. Factors to clarify the introduction of new words:
Three basic elements of the language should be clarified: form (morphology),
meaning (semantics), use (how to use). These elements are specified by
introducing corpus diagram as follows:
Introduce new semantics (meaning)
Grammatical morphology (grammatical form)
Using (use)
Writing (spelling)
Phonetics (pronunciation)
Please regularly check the dictionary is the best way to help the teacher can
identify this information explicitly.
c. The basic steps to present words:
Introduction post, introducing topics: this is an important step in teaching
vocabulary . This step will determine the success of the class, it will inspire
students to think of the school from going through all the newly introduced point
The most important thing in introducing new words is to comply with the order:
listening, speaking, reading and writing. Never start from other activities but
"hear". Remember the learning process of our mother tongue, always start by
listening, imitating pronunciation and then to the other activities. Please help
your students have a new habit to learn from the best:
Step 1: In new 2-3 times, articulation. About the meaning of words (written or
oral). Illustrated oral repeated questions to help students understand the
vocabulary quickly.
Step 2: Let the class repeat a few times. (from chorus to individuals)

8


Step 3: The teacher writes on the board and the class read in unison. Then
teacher explanation is brief and easy to understand (in English or provide

meaning in English.)
Step 4: Write the examples on the board for the new meaning of the word
more clearly especially for abstract words. Finally write the phrases, idioms
related to the new words.
Step 5: Check students’ understanding.
Five steps presented and introduced a new basic flexible use depending on the
content of each article.
3.2. The tips that I have applied effectively when teaching English
vocabulary for students of grade 4 in my school
From actual teaching and the request for teaching English vocabulary, I have
applied some effective tips which are suitable with characteristics of age,
syllabus, available conditions (Powerpoint, pictures…) to help my students
understand vocabulary better.
a. Tip 1: Using Visual Aids
Using visual aids such as pictures, posters, postcards, word calendars, realia,
charts, graphic organizers, picture books, television, videos from Tunes, and
computers can help students easily understand and realize the main points that
they have learned in the classroom. For each visual aid, students have different
responses and expressions because of their different educational and cultural
background. Using visual aids can help students understand the deep meaning of
a topic and realize similarities and differences between each topic.
Using visual aids can not only develop students’ literacy abilities, but also
can develop their oral ability. Visual aids allow students to have a chance to
brainstorm and present their ideas or thoughts. They can create their own stories
in which there are no right or wrong answers. Moreover, visual aids can involve
the students by providing a change from one activity to another, and from
hearing to seeing. Because learners are more fascinated by gestures and
movement in the classroom.
* Using real objects:
This method requires teachers to prepare the objects in the real life before

the lessons. Teacher raises thing, students look and know what the meaning is.
This tip can apply for vocabulary related to topics of body parts, things,
clothes, fruits… And if teacher prepare well, teaching vocabulary will become
easier and save time.

9


* Using pictures:
If in the lesson, teacher cannot use the realia to present vocabulary, they
can also collect pictures from newspapers, magazines, down load them from
Internet or use Powerpoint.
Examples:
+ In Unit 9: In my classroom – Lesson 1 ( English 4 )

T: Look- This is a board. (Pointing to the board): “a board... a board”
Ss:A a board.
T: (show)What is it?
Ss: A board.
 My experience :
This is a trick taught by highly effective, direct, inspire and make a memorable
impression. So when using this tip, teacher should:
- Choose simple pictures with clear purpose.
- The real object should be introduced quickly, easily and clearly.
- Use crosswords with pictures to teach and practice vocabulary of topic
which help students retentive.
b. Tip 2: Using quick drawings.
Sketching help students realize the meaning of vocabulary very fast. This way
atracts students to the lessons and they will be easier to remember words.
 My experience:

When using this tip, teachers should draw quickly and make students curious
about what will happen next.
Examples:
+ The difference between happy and sad emotion is smiling and crying mouth.

10


+ Teacher can sketch the details on the face to introduce words: face, hair, eye,
ear, nose, lips, mouth …
Face

Eye(s
))

nose

Hair

Teacher can combine some tips to introduce the meaning of word.
Examples:
+ Teach the word “smile”
Teacher draw smiling face on the board.
T: Look- He’s smiling. Now look at me. I’m smiling (show by facial
expression).Smiling. We smile when we are happy. Smile. (gesture)
Ss: Smile.
T: Good. What does smile mean?
Sss: give translation.
+ Teach some actions:
c. Tip 3: Mimin

Swim

Run

Jump

Examples:
+ Teach the phrase “play the piano” (E4- Unit 4 – Lesson 1- P1.2 )
T: Look. (Gestures play the piano) I play the piano. PLAY THE PIANO.
PLAY THE PIANO. Can you say and do it?
Ss: PLAY THE PIANO. (Say with action)
T: again.
Ss: PLAY THE PIANO.

11


- In Unit 7: My school subjects – Lesson 1- P1.2 ( English 4 )
T: Point to the boosk and say: Now, look at these. This is Maths, this is
English, this is Science. Then pick up the three books and ask: And they are…?
Ss: Books / School subjects
T: Good. They’re school subjects. Say it again.
Ss: school subjects.
c.Tip 3: Translation
This is a way to save the teachers’ time of using unsuccessful explanation in
English. Many teachers find it extremly effective in case the new words are two
complicated or too difficult to explain in English.
Example: Teach some descriptive adjectives in Unit 14: My
mother( English 4) . It is not easy to show the pictures and ask students to say

the meaning of these words. So translation means is the good tip.
3.3. Notice
Because the students are at young ages, the teacher should not teach the
pronunciation with the transcription symbols that may make the students
confused between the symbols and the letters. The students just need to listen
and imitate the pronouncing.
It is important to teach the students to understand the words. Teaching
them how to memorise the words is very important as well. The teacher should
not force the students to memorise the words in a certain way but let them do it
in their own way. However, the teacher can guide them with his/her experience.
Beside those specific techniques, the teacher can also combine them to
teach a word; however, the teacher needs to avoid using too much time. For
example, the teacher will hang a picture of a walking boy in order to teach the
word “walking”:
T: Look at the picture. He’s walking. Now, look at me. I’m walking, too.
(The teacher acts as he/she is walking). Walking, walking. It’s an action. Repeat.
Walking.
Ss: walking
3.4. Practice:
Since the students understand the new words, the teacher will provide
some drills with vocabulary learning activities, so that the students can
memorize and use the new words in communicating. Followings are some
suggested activities:
a. Slap the word

12


Teacher divides class into groups. Deliver word cards or picture cards to each
group. When teacher reads the words, students quickly get the cards. The winner

is the one who has the most cards.

b. Chain game
This game is useful and interesting to help train pronounciation. Strengthen
training is the ability to remember words and use of them and create excitement
for the children to participate in lessons.
For example: English 4- Unit 13 – Lesson 1- P1.2- The topic of food
S1: I like fish.
S2: I like fish and chicken.
S3: I like fish, chicken and noodles.
S4: I like fish, chicken, noodles and beef.
S5: I like ......
c. Guessing the word
“Guessing the word” game is useful in vocabulary presentation. The class
is divided into four or five groups. The teacher writes one of the new words on
the board and asks students to listen carefully to the explanations in English.
Depending on the explanations, the groups try to guess the Vietnamese
equivalent of the word. For each correct guess, they get a point. For example:
When presenting new words in Unit 15: Festivals - Grade 4 (Mid Autumn
Festival), our teachers say: “This is festival for children in August”. The
quickest group who can find out the Vietnamese meaning “ Ram Trung Thu”
will get a point. After all the words have been presented, the group with the
highest score is the winner.
d. Word matching
This activity helps students revise vocabulary before listening or speaking.
This is an example when you teach speaking (Unit 7: My School Subjects –
Grade 4 - 1st term). Students are divided into many pairs and delivered handouts.
Students are asked to match the words with their subjects. After 2 minutes, the
teacher receives the answer of the first five pairs. The teacher reads the answer
13

of 5 pairs, comments and gives good marks to the pair which has the best
answer. Afterward, the teacher asks students to use these words to practice
speaking about the subjects.
E.g: Match the following words with their explanations

e. Group
the words
The purpose of this game is to help students remember the meaning of the
word and understand the properties of words. The teachers wrote some words on
the board, ask students to sort the words in the theme that the teacher asked.
Example: Put the words in the right columns
English
twelve
ruler
Science
Ten
Art
map
Maths
Seventeen
notebook
eleven
pencil
School subjects
School objects
Numbers
English
Ruler

Eleven
Maths
Map
Ten
Art
Notebook
Twelve
g. Network
Students write words of given topic
fly a kite

ride a
bicycle
ride a horse

go for a picnic

play the piano

ACTIVITIE
S
play hide-andseek

draw a picture

* Some games teachers can design on powerpoint, slide
These games are used to revise the vocabulary. They makes students curious
and interested in playing and remembering the words.
14

Teachers depend on the topic of each lesson or purpose of themselves to
create suitable game
1
2

T

A

X
N

3
4

F

5
6
7

P

P
O

A
S
O

S

8
9
10

S

H

T
O

I D
U R
D O

R
S
C

I
E
T

V

E

R

O

R

3

R M E R
T U D E N T
L I C E M A
T M A N
F I R E M A
E A C H E R
P K E E P E

4

1
2

5
6

N

7

N

8

R

10

9

Crosswords Game ( English 4- Unit 12: Jobs – Lesson 1. P3.4 )

Shark Attack Game ( English 4- Unit 14: Mother- Lesson 1. P1.2 )

Bees find words Game ( English 4- Unit 16: Zoo Animals – Lesson 1. P1.2 )
* Some more activities to practice vocabulary such as:
- Crossword Puzzle
- Rub out and remember

- Word square
- Picture drill
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- Guess the picture

- Bingo

- Kim’s Game

- Hang man

* My experience:

The vocabualry skills should be applied diffirently in each different lesson to
create the fresh, not to make students bored. However, we should focus on the
objects of students, degree of students’ awareness, whether they are fast or slow
to ensure permanent checking and for all students.
For good and fair students, teacher shoud use the techniques with purpose of
recreating the words such as: Rub out and remember, slap the board, what and
where, network ….. For medium and weak students with slow awareness,
teachers should use the suggestive ways such as: jumbled words, word square,
matching, ordering… Furthermore, teachers need be creative and apply flexibly
in checking vocabulary regularly to get the most effective result.
IV. Achieved results
By doing this research, I have applied the experience mentioned above
into my teaching to the students at grades 4. The acquisition I got was better
than my expectation.
According to the survey taken before I applied those techniques, the number
of students who understood and remembered the English vocabulary was quite
low.
Since I applied the techniques to my teaching vocabulary to the students at
primary schools, the result was significantly improved with the figures bellows:
 Result:
Quality
Clas Total
s
number

Excellent

Fair

Average

Weak

Number
of Ss

%

Number
of Ss

%

Number
of Ss

%

Number
of Ss

%

4A

29

12

41.4

13

44.8

4

13.8

0

0

4B

29

14

48.2

12

41.4

3

10.4

0

0

4C

31

13

41.9

14

45.2

4

12.9

0

0

The lessons became more interesting, the students became more self-confident
to participate in the activities. Those also motivated the teacher to do more
researches, find out more suitable techniques and apply them into teaching.
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Above are the initial achievement gaining from applying the new

techniques of teaching the vocabulary. Although the result was not perfect, it
was a good sign, since the learners were at young ages and each period was too
short with 35 – 40 minutes only. All the lessons of the primary English program
are structured with the aim to provide the students with a certain amount of
vocabulary, communicative sentences, familiar topics, that help the students
apply into their everyday conversations easily. With the application of my
experience in teaching vocabulary to the students at various ages ranging in
grade 4 , the result was that the lessons became more active, interesting and
effective: the students concentrated and memorised the new vocabulary at class.
V. THE APPLIED LESSON PLANS
The lesson plan use matching technique to teach and practice
vocabulary
Unit seven: My school Subjects ( ENGLISH 4)
Lesson 1: (P 1, 2)
I. Objective:
By the end of the lesson, Ss will be able to ask and answer questions about
school subjects.
II. Language input:
* Vocabulary: - Maths, English, Music, Art, Science, Vietnamese,
IT( Information Teachnology), subjects,like,love.
* Sentence pattern:
- What lessons have you got today?
- I’ve got…………………….
* Short write: I’ve got = I have got
III. Resourses:
- Student book Tieng Anh 4, unit 7, page 48
- Audio and visual aids: cards, recordings, pictures, handouts, robot teacher.
flashcards of subjects .
IV. Procedures:
Teacher’s Activities

I. Greeting and warming up (5’)
The teacher greets pupils and asks some
questions about where a school is and what
class/ grade someone is in…
II. Leading in:

Students Activities
- Listen and answer

- Look and answer the
questions
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The teacher has pupils watch some short picturestalk about school and asks students:
- What is the school name?
-Where is …………………?
-What is your school name?
-What class / grade are you in?
-What are you doing now?
- Where are you learning English now? Yes. English is one of the subjects this morning.
It is title today:“MY SCHOOL SUBJECTS’’ III. Presenting the new lesson (5’)
1. Look, listen and repeat.
The teacher shows the picture of Tom and Nam
are going to school and makes some questions:
← - Who are they?
← - Where are they?
← - What are they talking about?
-The teacher asks pupils to say what they know
about them and explains the new vocabulary

- The teacher uses flashcards to teach the new vocabulary
* Present vocabulary:
- Maths(n)

- Art(n)

- English(n)

- Science(n)

- Music(n)

Answer the questions

We are learning Engish.
Read after robot teacher
Look at the picture
Answer the questions
They are Tom and Nam
In the street.
They are talking about their
school subjects.
Listen

Listen and repeat

- Listen and repeat

- Vietnamese(n)

- IT( Information Teachnology)(n)
- subjects ( n)
- like (v) : thích
- Read the new words
- love (n) : yêu
- Ask sts read new words and correct, comment.
* Checking vocabulary:
- The teacher calls 2 pupils (boy & girl) to
come to the board to do matching exercise
- 2 Sts (boy & girl) matching
about new words.
the words with the pictures.
- The teacher has pupils work in groups to ask
and answer about the new words. The teacher
corrects
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- Correct& comment
- The teacher plays the recording a second time
for pupils to repeat each (robot teacher).
- The teacher plays role of Tom and practice thedialogue and then the teacher has pupils in one
group repeat Tom’s part and the other group
repeat Nam’s part.
- The teacher asks pupils to work in pairs to
practice the dialogue and choose some pairs to
perform in front of the class. (correct their
pronunciation if necessary)
* Presenting the new words and structure:
- The teacher asks Sts: How does Tom ask about

Nam ? How does Nam answer?
- What lessons have you got today?
-I’ve got Maths, Art, Science and English. - The teacher has pupils repeat both the question
and answer. Then the teacher writes the new
word and the structure on the board
- What lessons have you got today?
- I’ve got Maths, Art,Science and English.
- The teacher chooses some pupils to perform
the task.
2. Look and say:
- The teacher shows pictures from A to F and
ask Sts Asking and answering questions about
school subjects.
- What lessons have you got today?
-I’ve got .........................................
- Teacher asks some Sts :
- What lessons have you got today?
- What lessons has she got today?
- What lessons has he got today?
- What lessons have they got today?
* Production:
-The teacher devides the class into groups of 7
and delivers the handouts. Then the teacher

Pupils play role of Nam and
practice the dialogue
Practice the dialogue.
Perform

Answer the questions

Answer
Listen and repeat
( individuals, groups, and the
whole class)

Listen, repeat and take note

Look and correct

Work in groups
Sts Ask and answer
questions about school
subjects.
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instructs them how to do the task.

- Work in pair
- Answer: I’ve got........
He has got.............
She has got...................
- The teacher corrects and gives comment.
They have got........
* Singing about the ‘’My School Subjects’’
- The teacher plays the music and have pupils
sing a song “’My School Subjects’’

Listen and discuss to do the
task.

Sing a song

Repeat
IV. Consolidation:
-

C. CONCLUSION
In order to attract more students and help them absorb new knowledge
effectively, apart from using teaching books, reference books… I always revised
my teaching presentation after every lesson. By this way, I learned from both
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my good and bad points. Besides, I often observed my colleagues’ lessons and
consulted with their ideas, so I learned from them. I also worked hard with
various kind of materials related to the area of linguistics, especially the English
language.
In addition, one of the factors that contributed to my success was the
visual teaching aids. I always searched for and collected the things that can be
used as visual teaching aids such as pictures, old calendar, hard carton, plastic
animals, toys… because the younger learners are always fond of lively
objects.The last experience I would like to share here are my teaching rules:
+ Prepare the lesson plans carefully.
+ Distribute the time appropriately in each lesson.
+ Be self-confident in teaching.
+ Control the class well.
+ Encourage the students in class.
+ Check the students’ understanding with the exercises in “Further
Practice”

+ Give the students clear instructions about self-study after every lesson.
Above are some methods, techniques as well as my experience in
teaching English vocabulary to the students at primary schools. I would like to
present them here in order to contribute to the improvement of teaching and
studying English at schools, especially at primary schools. I would like to
receive any comment from the colleague, so that my project would be more
effective.
I would also like to thank all of you for sincere contributions to my work.
I would keep studying for more teaching methods and techniques so that better
teaching results will be acquired.
Comfirmation of the Head master :

Thanh Hoa, 5 / 4 / 2016
I hereby declare this initiative
is written by myself , Do not
copy from any others .
Writer

Mai Thi Hue

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