Some experiences teaching english vocabulary for 4th gdae students

As a teacher teaching English, I have learned many times myself: How to improve the teaching and learning of vocabulary, help students accumulate enough capital to be able to use in comm

PART 1: INTRODUCTION

1.1 The reason for choosing themes.

As we know, today English has become one of the most popular languages

in the world, the key to open the world It can be said, in many areas, English has conquered the great team English has gradually become a living tool, a tool

of communication and a tool of communication among all modern humans Therefore, learning English is a necessity in today's life

In view of the innovation approach, the goal of learning English is to use

it to communicate Accordingly, the vocabulary (as well as the grammar) is only

a tool to carry out communication activities, not the ultimate goal However, the role of vocabulary is very important, because using any language to communicate requires us to have a vocabulary because vocabulary is an indispensable component in language In English we cannot practice and develop students' four listening, speaking, reading, and writing skills without relying on vocabulary

As a teacher teaching English, I have learned many times myself: How to improve the teaching and learning of vocabulary, help students accumulate enough capital to be able to use in communication , Somewhat achieve the objectives of the renovation program? For that reason, in my teaching experience, I chose the topic " Some experience teaching English vocabulary for

4 th grade students in Minh Khai 1 Primary school " with the desire to give some small experiences to help teaching vocabulary more lively and helping students

to remember vocabulary better

1.2 The research purpose.

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

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 research subjects.

In this experience initiative, I focus on the following subjects: Students in grades 4 in 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

1.4 The research methods.

- Attend classes, learn from your peers and some of your own experiences

- Observe the students' acquisition of knowledge in the teaching process

- Examine students' competencies

- Research from teaching materials, collections and resources on teaching methods from the Internet

1.5 The new points of experience innovation.

a 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

b 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

c 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

PART 2: CONTENT

In any language, the role of the vocabulary is very important One can see that a language is a collection of words Can not understand language without understanding vocabulary, or through vocabulary units But that does not mean that you only understand individual lexical units that are independent of each other but can only master the language through dialectical relationships between vocabulary units Thus, learning vocabulary and practicing vocabulary skills is a leading factor in the transmission and acquisition of a language in general and English in particular

Because vocabulary is a unit of language, it is expressed in two forms: speech and writing To use that language, that is to grasp the expression form of words by words and words But because of the relevance of the vocabulary to other elements in the language (grammar, phonetics, intonation, etc.) or in specific communication situations, we find the vocabulary as "bricks" Grammar and other linguistic elements are considered as "mortar vessels" to build into a language house

2.2 The real issues before applying excellent experience.

a Teacher :

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

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

b 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

c 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 quality of English Vocabulary of students in grade 4 in Minh Khai

1 Primary School, I gained the following results:

Grade 4 has 276 children, up to 45% of them have not memorized vocabulary, have not used in communication as well as in the corresponding grammar exercises Even good students do not have the confidence to communicate

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 solutions used to solve the problem.

Solution 1: Select new words to introduce:

- Usually in a lesson there are always new words, but not all new words need

to be taught To select words to teach, the teacher should consider the following:

- Active vocabulary

- Passive vocabulary

We all know how to teach these two words differently Active words are words related to four skills: Listening - Speaking - Reading - Writing, essential for students to understand, recognize and use in spoken and written communication In the process of teaching the word, teachers need to invest time

to elicit, for example, test to ensure students understand and recognize how to use them

With passive words, words that students only need to understand and be aware of when they hear and read, teachers just stop at the perception level, without investing time in application activities Differentiating these two words helps teachers to focus vocabulary, systematically and save time needed

Solution 2: Know the steps to introduce new words.

The first stage in vocabulary teaching is introducing new words to students Introducing new words plays a very important role in one hour of learning English It can help students grasp the contents of the unit, grasp the meaning of the word, use it through the teacher's initial introduction

The most important thing in introducing new words is to follow the sequence: Listening - speaking - reading - writing Just like learning our mother tongue, it always starts with listening, imitating the pronunciation and then

going to other activities Usually to introduce a new word, I usually perform the following steps:

- Step 1: Listen (Let students hear new words by reading the sample)

- Step 2: Speak (After the student has listened to three times, ask the students to repeat, when the students repeat, give the class a repeat of the first, then call the individual)

- Step 3: Read (Write the word up on the board and have the student look

at it for reading.) Have the students read the syllabus, then read the individual and correct the student for a satisfactory level

- Step 4: Write (After the students have read the word correctly, ask the students to write the word in the notebook)

- Step 5: Ask if a student knows the meaning of the word and ask a student to write the word in Vietnamese

- Step 6: Word Accents (Pronounce words and ask students to identify syllables with accent and highlight)

- Step 7: Ask the sample questions and ask the students to identify the new word type

The steps to teach new words are regulated in "Teaching English" (Adrian Doff), but these are only the most general, most general rules Specifically at every step what to do, what to teach students to understand is important Here is

my own experience:

Solution 3: Identify the factors to clarify when introducing the word:

When teaching new words, it is necessary to clarify three basic elements

of the language:

+ Form

+ Meaning

+ Using

The number of words to teach in the lesson depends on the content and the level of the student Never teach all new words, as there will not be enough time to perform other activities However, in a lesson you should only teach 6 to

8 words

While choosing words to teach, one should consider the following three conditions:

+ Since it is necessary to understand the text?

+ Since it is difficult compared to the level of students

+ Does the word revolve around the topic that students are learning, and is

it a word that is used frequently in life?

Solution 4: 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:

a Using means, relia

Teachers hold real objects or point at objects around to clarify vocabulary Example: Unit 8: What subjects do you have today? - Lesson 1 (English 4)

When introducing the word "Maths," the teacher pointed at the math book and said, "I have Maths Maths, Maths " Then ask the students to repeat the

"Maths" 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

b Using facial expressions, gestures, mime

Example: Unit 5: Can you swim? - Lesson 1 (English 4)

By swimming, the teacher introduces the verb "swim"

c Using pictures: Teachers can use:

- Painting by the Ministry of Education (paintings, plastic)

- Collected images from newspapers, calendars; Homemade paintings + Use pictures to teach on the subject of animals: wild animals, farm animals, pets ,marine mammals (sea animals)

Example : Wild animals - Unit 19 : Grade 4

kangaroos Crocodiles Tigers Elephants

Example: Unit 5: Can you swim? - Lesson 2 (English 4)

The teacher used the pictures to introduce the activity: "play the guitar"

The teacher pointed at the instrument and asked: "What is this?" After the students’ answer, "It's a guitar," the teacher could say, "Right This boy can play the guitar Play the guitar "and ask students to repeat :" play the guitar "

d 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:

Introduction from food (English 4, Unit 13: Would you like some milk?)

T: Chicken, fish, bread are my favorite food

The teacher must ensure that students understand the example Therefore the illustrative example should be simple, clear and use the new word

e 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) Cheap(adj) > < Expensive(adj) Black(adj) > < White(adj) Rich(adj) > < Poor(adj)

Tall (adj) > < Short(adj) Old (adj) > < Young (adj)

Based on the rules formed, made of words: Students guess the meaning of

new words are formed from the root With this rule not only teachers help students grasp the knowledge, but also expanding vocabulary for students

* Work - worker, drive – driver, write – writer, read – reader

* happy – unhappy, formal – informal, patient – impatient, tity- untidy

* like- dislike, lock – unlock, agree – disagree,

Create situations: Teachers set simple situation, understandable in English,

meaning students through situations guess, can imitate, use the word in the context of communication and listening skills forged

E.g 1: This is my brother He’s very lazy He gets up late, and he doesn’t

do anything I say to him, “ Don’t be lazy! Do your homework!”

Guess context: the meanings of words in sentences:

Eg My school is small There are ten classrooms.

Lan’s school is big There are nineteen classrooms.

f 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 Vietnamese into students understand

g Combination of many tricks:

Example: Teaching the word "hungry"

T: Look He is hungry (Picture) Now look at me! I'm hungry (Facial expression, mime) Hungry We want something to eat when we feel hungry (Example)

Ss: HUNGRY

T: Good What does it mean? (Student Translation)

The flexibility of the teacher when combining vocabulary introduction tips has largely determined the effectiveness of the lesson

* Some experience choosing tricks to teach the meaning of the word:

- For specific words: Visual tricks such as picture, realia, actions, facial expression etc should be selected It is easy to guess the meaning by observing the tips of the teacher without using the mother tongue

- For abstract words: It is a good idea to choose a situation, explain the situation, from which the student can deduce the meaning of the word

- From the initiative: After the students have understood the meaning of the word, the teacher needs to teach the grammar of the word, for example, and then ask questions in which the word is used or students have to use the word to learn to answer That question

- Passive word: Teachers should only introduce quick and for example, no questions

- Adjectives indicate the state, size: should choose synonyms, the word for the left to students to deduce the meaning of the word

- The word suffix, suffix, has many common words: The teacher should teach the original, then the words with the same root or prefix suffix

- From the other words come together: Teachers should teach both clusters for students to use properly

- Only use the translation technique for words that are too difficult for students, academic words when teachers can not use these tips to explain

Ask the students to give examples that include new words, ask questions for students to use new words, and finally, the teacher can ask students for their

understanding, say the meaning of the word Vietnamese (to check whether students understand the meaning correctly)

h Teach vocabulary through songs, chants, video clips.

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 is his 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

Now I know my ABCs

Next time won`t you sing with me.

- 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

Solution 5: 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 Testing usually takes place

at two levels: Simple and Complete

a Simple check.

Checking is simply 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:

a.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? The teacher reads the Vietnamese meaning of the words, asking the

students to slap on the corresponding meaning

a.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

a.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 Tshirt?

-Lesson 1 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 w

rcafs s

lvsgoe g

orpe r

hrsti s

anirign r

a.4 Noughts and Crosses: 9 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) 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: Check out the new word for Unit 12 - What does your father

do? Teachers ask students to put sentences, using words in the following boxes:

Maths

Scienc e

Music