A number of measures to improve the efficiency of remembering and using englinsh vocabulary for students in grade 3,4,at ha phong primary school

HA TRUNG DEPARTMENT OF EDUCATION AND TRAININGHA PHONG PRIMARY SCHOOL EXPERIENCE INITIATIVE A NUMBER OF MEASURES TO IMPROVE THE EFFICIENCY OF REMEMBERING AND USING ENGLISH VOCABULARY FOR

HA TRUNG DEPARTMENT OF EDUCATION AND TRAINING

HA PHONG PRIMARY SCHOOL

EXPERIENCE INITIATIVE

A NUMBER OF MEASURES TO IMPROVE THE EFFICIENCY OF REMEMBERING AND USING ENGLISH VOCABULARY FOR STUDENTS IN GRADE 3, 4 AT HA PHONG PRIMARY SCHOOL

The implementation: Le Thi Binh Position: Teacher

Place of work: Ha Phong Primary school Experience initiative of subject: English

HA TRUNG, YEAR 2019

1: BACKGROUND

1.1 The season I choose the topics.

Education plays an important role in the development process of humansociety In other words, Education is a determining factor in the rapid andsustainable development of a nation Therefore, the Party and State haveidentified the aims of education is to train the people to meet the fullrequirements of the country industrialization and modernization, especiallyduring the current integration Our country has been on a path of renewal Withthe opening policy, we have had the relationship with many countries in theworld This is a good chance to help people in our country reach all areas of life

So widely used communication in English- the common language of the world isessential In addition to this, English serves as a positive means of effectivesupport for the process of deeper integration of our country Moreover, we cancompare English as a golden key to help people develop a vision and be able to

go everywhere in the world to reach all areas To contribute to improving thequality of education in general and particularly the quality of using English isvery important and urgent English language was included in the schoolcurriculum and standards as well as compulsory subject in secondaryexaminations with the goal of helping students on the basis of training four skillssuch as: Listening, Speaking Reading and Writing At the same time it createsfavorable conditions for self- studying, self- understanding of modern scienceand the rich cultural treasures of human beings

According to decision No 50/ 2003 of Ministry of Education and Training

on October 30th 2003, issued an elective English program for elementary schoolwith the overall goal is to help pupils form the Primary basis first as afoundation for the development of long- term proper moral, intellectualaesthetic, and the students, basic skills to continue their studies in highereducation Besides sticking common goal of elementary level, English courses

as elective in Primary school have following objectives:

+ Initially formed basic and simple communication skills in English forstudents, in daily communication at school and at home by skills like Listening,Speaking, Reading and Writing with emphasis on two skills, they are listeningand speaking

+ Support for students the basic and simple knowledge in English

+ Contribute to the student formed positive attitudes towards English sostudents have more knowledge and love for the mother tongue The teachingEnglish for students is very useful contribution to the formation of learningmethods and personality development of students in a comprehensive way

Although English in elementary schools is an elective subject, how to teachstudents effectively to gain these objectives is my concern On the other word,what and how to make students understand and absorb all lessons easily, theycan remember vocabulary for a long time and use the new words flexibly indaily communication In order to attract students, interest in English, the teacherhas to apply suitable methods to teach.

To be successful in every period, English teacher must innovativesynchronous teaching methods For example, innovative methods of teachingvocabulary, grammar, sentence structures and teaching skills such as listening,speaking, reading and writing

For students, learning and remembering vocabulary as much as possible isvery useful and necessary Because when the students have a large amount ofvocabulary they can not only understand immediately what their teacher issaying and answer the teacher, s requests but also make a dialogue in different

situations easily I courageously give “A number of measures to improve the

efficiency of remembering and using English vocabulary for students in grade 3, 4 at Ha Phong Primary School”.

1.2 Research purposes:

Research projects to contribute to improve the quality of English primary school

- To improve the quality of students

- Study of the theoretical basis to teach vocabulary for students to findsolutions to help students easy to learn, easy to remember vocabulary in English

- Help students form vocabulary and memory skills using words effectively

- Study of the body in practice is rarely studied English in primary

- Propose solutions to improve the quality of English teaching contribute toimproving the quality of education

- Survey and proposed a number of recommendations aimed at contributing

to improving the quality of teaching

- Help students with a positive, interested in the subject

- Know the use of vocabulary, sentence structure effectively learn, createprerequisites for classes above

1.3 Research subjects:

- Subjects: Students grade 3, 4, Ha Phong Primary school

1.4: Research Methodology:

- Develop rationale for the topic

- Develop practical basis for subject

- Find out the contents and methods for forming, inculcate and applyknowledge

2: THE CONTENT OF EXPERIENCE

2.1 Theoretical basis of the problem.

In teaching of any language, the role of vocabulary is very important So

we can also say that “language is a set of vocabulary” That does not mean theonly unit to understand the individual words, independent of each other but alsomaster the language through relationship dialectic between units of vocabulary.Learning and using vocabulary is the leading factor in transmitting knowledgeand acquiring a language in general and English in particular

Because the word is a unit of language, it is expressed in two forms:verbal and written In order to use a language skillfully, learners have to masterexpressions of verbal and written However, due to the relationship of the wordsand other elements of language such as: grammar, phonetics, intonation…… oreven in specific situation We can think that vocabulary are bricks, grammar isanother factor of language are considered as the grout to set up a homelanguage

Teaching vocabulary is an important issue, but learning how to rememberfor a long time also equally important The teacher should not force students tolearn in a restrictive way that teacher encourages students to actively find thesuitable ways to learn by their own style However, teacher can give the pupilssome of their experiences or help learners focus initially test experience

To make the process of teaching and learning vocabulary effectively is notboring, this means changing the teaching technical vocabulary so appealing andmakes learning easily I can specify the method that causes excitement andcuriosity of elementary school students as drawing directly on the board doesnot sharp but just by the rod (stick figures) Either use the real objects such astoys or action described by vivid and lively more people can teach learners toimitate the drawing done, put the objects or actions to the words they havelearned This is the way we actually attract the students, attraction and help themremember vocabulary longer

In addition to the specific methods, teachers can incorporate a multipletechniques to teach to avoid the wasting a lot of time

2.2 Status of teaching and learning English at Ha Phong Primary School.

I have been teaching English at Ha Phong Primary School for 2 years Inoticed a common situation is that almost students have not realized theimportance of learning English language Both students and their parents stillhave neglected and overlooked attitude to English in elementary school Soduring the process of studying they do not pay attention to the results of Englishlearning They never revise knowledge they had learnt, so they forget all whatthey had learnt in a short time

One of the more common situations is very difficult to acquire the level ofthe children are limited while the time for the course is short Moreover, thenumber of students in a class is overcrowded This means that students do nothave more chances to practice language

Although textbooks were very modern in term of the lessons structures,close to everyday life for the purpose of monitoring the needs of the students,interest By teaching the lectures and contacting with the students, I am alwaysthinking the way to teach more effectively, students learn well or they are morecreative in communication In addition to this, they are both interested andexcited to understand the language that they are studying, the quality of teachingwill get better and better

* Results of the status:

After finishing learning vocabulary, students often forget vocabulary easily

or do not know how to use flexibility in special communicative situations

This is the students, results of an assessment of grade 3,4 in the academicyear 2017-2018:

is the main cause To have better students, results, I have applied some of thefollowing solutions:

2.3 Solutions and organizational activities.

Each unit is divided into three lessons, combining the teaching ofvocabulary, grammar and practice together in a class with the time allowance of

40 minutes So I just mentioned to only teaching vocabulary with suitabletechniques for individual pupils

* The role of teaching vocabulary skills in process of teaching and learning English.

- The teaching vocabulary skills are applied in all the teaching process.Since the introduction of vocabulary, practice speaking and writing exercise tostrengthen the boot to create a lively lesson from the beginning of a lesson

- The use of vocabulary skills taught in the course of teaching English aims

to give students sufficient capital from serving for the language, understand themeaning, and the usage of vocabulary

- The different skills from teaching will make students feel interested in thesubjects, memorize vocabulary with contextual communication, enhance self-learning, students will enrich their vocabulary and self inspection processthrough its usage Students will actively in social situations as well as acquiringnew knowledge

Introduce vocabulary skills:

The first phase of the analysis is to teach vocabulary introduced newstudents Introduction of new words plays an important role in an English class.

It can help students understand the overarching lesson content, grasp themeaning of the word and use the word To introduce new words, teachers need

to perform the following steps:

* Methods of teaching vocabulary:

1 Steps for presenting vocabulary

T: copy this Who know this word in Vietnamese? Come and write it

T: which is strong? Do I say mirror or mirror? Remember

2 Technique for eliciting new vocabulary.

During teaching vocabulary, I often use one of those techniques to presentthe words

2.1 Visuals:

Example:

- To present the word “a car”, I draw a car on the blackboard.

- Ask Ss to read aloud and listen to the teacher and repeat twice

To present vocabulary in unit 13 English 3: Where , s my book?In

Activity: Point and say I used pictures to introduce the words: bed and coat,

Firstly, I hang the picture and say: bed twice and ask students repeat in

chorus and individual and then stick the picture on the blackboard and write

down the bed under the picture Do the similar way with the others Ask

students to repeat and copy down in their notebooks

Or to introduce family members: grandfather, grandmother, father, mother,brother, sister in Unit 11 I get students to bring their pictures (if they have) toclass and use their pictures to introduce the vocabulary

2.2, Mine:

Example:

To introduce the new words in Activity: Look and say in Unit 5 “Can you

swim?” in English 4.

I ask student to close their textbook and look at me to guess: “What am Idoing?” I mine: “cook, swim, skip and read”.

-Ask student to repeat “cook” after acting in chorus and individual.Especially, I also use this technique in many other lessons to teach vocabulary

2.3 Realize:

I use this technique in presenting vocabulary in Unit 8: “This is my pen.”

In English 3

I take the pencil case and ask “What is this?” After students had answered

“hộp bút” teacher reads aloud “pencil case” and ask students to repeat in chorustwice and then read aloud to take note

Do the same with others objects involving in the vocabulary in this unit

2.4, Situation/ Explanation:

Example: With the word “slim” in lesson 1 Unit 14, English 4 I explain:

“She is not big, not short” and ask “What does he/ she look like?” tell me theword in Vietnamese Ss: gầy,cao T: Good Now listen to me and repeat inEnglish “slim” twice

2.5, Example:

Example: To introduce the meaning of phrase words: “school things” I listexamples of school things such as: Book, notebook, ruler, pen, pencil, eraser/rubber …these are school things Give me another example of (school things)…

“What do school things mean?”

- Maths, Vietnamese, English, Art, Science…are subjects “What does

subjects mean?”

- Monday,Tuesday, … Sundays are days in a week “What does the week/

day mean?”

- January, February, March, April, …, December are months in a year

“What does the month/ year means”

Teacher asks: How do you say “phố” in English”? Teacher says: “street”aloud and get students to repeat in chorus and individual

3 Techniques for checking vocabulary.

After presenting the vocabulary, I always use some techniques to checkhow students understand the vocabulary by using the following games in warm-

up, project, or play game:

3.1 Rub out and remember: to help student memorize new vocabulary.

+ Present or elicit the new vocabulary and build up a list on the blackboard.+ After each word put the Vietnamese translation

+ Get the pupils to take note in their notebooks and ask them to close theirnotebooks

+ Rub out the new words one at a time

+ Each time I rub out a word in English, point to Vietnamese and ask

“What, s this in English?”

+ When all the English words are rubbed out, go through the Vietnameselist and get the students to call out the English word

3.2 Slap the board: to get student to recognize new vocabulary through

listening and to check students understand the meaning of new vocabulary.+ Ask three or four students to be observers and ask them to follow theteacher, s steps and say why it is a useful technique

+ Put the new words all over the board- non in a list

+To check their understanding, put the Vietnamese translation of the newwords or pictures on the board

+ Call 2 students or two teams of students to the front of the class

+ Ask students to stand at equal distance from the blackboard

+ Call out one of the new words in a loud voice

+ The two students must run forward and slap the word on the blackboard.+ The one who slaps the correct word first is the winner

+ If the students are playing in teams, the winning team gets a mark

+ Then ask two or more students to come forward etc

3.3 What and Where: to help students memorize new vocabulary or to

revise vocabulary

+ Elicit words to do with the classroom from the students

+ As the students give the word, write it on the blackboard inside a circle.+ Do not write the words in a list

+ When all the new words are on the blackboard, rub out one of the wordsbut do not rub out the circle

+ Get the students to repeat the word including the rubbed- out by pointing

at the empty circles

+ Rub out another word but leave the circle

+ Point to the words or the empty circles

+ The students read or remember the words

+ Continue until all the circles are empty

+ The students now have to remember all the words

+ Ask students (6 or 8 at a time) to come to the blackboard and fill in thecircles with the correct words.

3.4 Matching: to get student to match the new vocabulary with definitions,

translations of pictures and to save time pre- teaching

+ Write new words in a list on the left hand side on the board

+ Write definitions, translations or draw pictures on the right hand side ofthe board

+ Get students to come up to the board and “match” items in the left handlist items in the right hand list by drawing a line between them

+ Four or five students can work at the board at the same time

+ Check answer by asking the class, “Do you agree?”

3.5 Guess the pictures: To get a lot of students to practice saying the new

words in a meaningful way

To present the colour in activity 2 “Point and say” in Unit 9, English 3, Iuse word flash with the words of colour and put in a pile

+ Get the students to come to the front and choose one of the word flash.+ Make sure nobody else can see which the word flash has been chosen.+ Get the rest of the class to guess which word flash it is

+ Students ask, “Is it ………?”

skippingHide- and- seek

badminton Football chatting