Một số biện pháp giúp học sinh lớp 3 trường tiểu học xuân dương, thường xuân học tốt phần từ vựng

Students want to introduce themselves to others, want tohear what they say, want to write a paragraph, want to read any information thatmust be on the basis of learning and understand th

1 Introdution.

1.1 The reasons for choosing the theme.

Nowadays, more and more people are learning English for many purposes:learning to communicate or go abroad, to get a good job and so on Moreover,many international companies have been working in Viet Nam So it is usefulfor us to study English It is also one of reasons why English is a subject ofschool curriculum Futhermore, It plays an important role in many schoolsspecially in primary schools

For learning any language, learning vocabulary is very important Becausevocabulary is the basis, the foundation to be good at skills: listening, speaking,reading and writing Students want to introduce themselves to others, want tohear what they say, want to write a paragraph, want to read any information thatmust be on the basis of learning and understand the basic vocabulary

Learning vocabulary is so important, but students motivated to learn andmemorize the vocabulary, in the process of teaching teachers need to usetechniques for checking the vocabulary to inspire students, not only help themremember quickly but also a methodical way Moreover, it gives students thehabit of learning vocabulary, and see it as a task to be done regularly andcontinuously

We're easy to find that vocabulary is a new language in any lesson teacheralso introduced to students Therefore it is very easy for students to be tired ofmemorizing it While there are students who have a little time to do homework

at home Requiring teachers to have the flexibility to use techniques forchecking the vocabulary, especially must be prepared carefully before using acertain tricks So students remember new words better

In the process of learning English, remember vocabulary to learn andcommunicate is necessary Without vocabulary, students can not learn and

communicate Because of the reasons above, I had chosen the theme “Some methods to help students of grade 3 in Xuan Duong Primary School to learn vocabulary better” Hopefully it will be a new direction not only for myself but

also for colleagues to improve the quality of education in general and the quality

of English subjects in particular

1.2 The purposes of research

- The research applies the methods of teaching vocabulary to involve

students in learning English well

- Creating the language circumstance to communicate in English and

promote students to actively participate in communicative activities; offeringsome solutions and methods for teaching vocabulary

- Exchanging and sharing some experiences in teaching vocabulary for

primary students

1.3 The objects of research.

- Research time: School Year 2019 - 2020.

- Research location: Xuan Duong Primary School

- Research object: Applying the methods of teaching vocabulary for

primary students

- The respondents of the research: With this research I focused on the

primary students, especially the students of grade 3

1.4 The methods of research.

In this experience initiative , I use some methods of studying such as:survey, collecting information and compare the results of the students in grade 3that they are learnt following these new methods and before

1.5 The new points of the theme.

- I have inserted some pictures of students participating in singing andplaying games

- In section 2.3.5, Using games, I have used more games, such as “ Slapthe board, chain game”

- In this new initiative, I have added two methods ''Teach vocabulary by classifiing nouns, verbs, adjectives'' and ''Teach vocabulary by enumeration''.

2 Contents.

2.1 Theoretical background.

In current socialization, learning English is a huge demand of students,especially in the period of integration, the need to communicate in English isessential The goal of education is currently focused on the developmentdirection of the dynamism, creativity and positive in order to enable students toidentify and solve the problem for them How students can confidently apply aneffective way the knowledge they have learned in their life? This is the goal thatthe education is always towards to

Stemming from the above requirements, we may find that the importance

of offering courses taught in English in education is undeniable But how canstudents acquire language in the most effective way, especially when cateringfacilities for teaching and learning this subject has not yet been fully met? Thisrequires a lot of factors but the most important is still students’ passion toEnglish and teachers must have appropriate, attractive and charismatic teachingmethods to students

2.2 The status of the problem.

Our school is a public primary school in a rural area in Thanh Hoaprovince It is a large school with about 543 students, 19 classes, ranging from 6

to 10 years old After several years of teaching in primary school, I found someproblems:

*Advantages.

- Education and Training Department is always interested in education,guidance and close guidance and timely assistance to foreign language teachingschool

- The school has always created favorable conditions for foreign languageteaching and learning

- Teachers enthusiastic, friendly, inquisitive, good professional and alwaystry their best in teaching

*Disadvantages.

- Our school is located in the mountainous area, almost thestudents’parents are farmers Thus, they are lack of investment for theirchildren’s study sufficiently

- The school has no subject-specific classrooms for English, the visual equipment is limited

audio The total number of students are overcrowded There are thirtyaudio one tothirty- seven students in each class Therefore, it is really difficult to controlstudents’ attention

- The parents are also difficult to check or guide their children to learnEnglish at home They have limited to communicate in English outside schoolhours Besides, some family do not have eligible to buy textbooks, exercisebooks for the children

- Have no English environment for students to experience and practice theskills of listening, speaking, so students do not have the habit of usingknowledge learned into practice when using language so inflexible, not naturalnot lead to confidence

2.3 The solutions and implementation.

2.3.1 Using pictures in learning vocabulary.

This is a common way of learning vocabulary but it provides very high

results It helps students to remember new words easier

Teachers give one or some pictures and read aloud Ask students to readaloud several times Then make a new word which enter in recreational skills

Apply for period 35 - Unit 7: That's my school, lesson 1 (page 46)

gym computer room

classroom library

2.3.2 Learning vocabulary through songs, chants.

Use the songs, chants are very effective in learning and introducingvocabulary Sometimes, the children just remember the songs, the chants so theyalready has a large vocabulary This method helps the children learn from anatural, comfortable way without being pressed as to learn

Example 1:

Use the vocabulary in Unit 15: Do you have any toys? (page 30, 32)

I have compiled new lyrics based on the melody of the English song

"Head, shoulders, knees and toes".

Song:" Head, shoulders, knees and toes " New lyrics

Head, shoulders, knees

and toes, knees and toes

Head, shoulders, knees

and toes, knees and toes

Eyes and ears and mouth and nose

Head, shoulders, knees

and toes, knees and toes

Kite, yo-yo, ship and plane, ship and plane Kite, yo-yo, ship and plane, ship and planeCar and doll and puzzle and robot Kite, yo-yo, ship and

plane, ship and plane

Song: " My finger family " New lyrics

Daddy finger, daddy finger

Where are you?

Here I am, here I am

How do you do?

Momy finger, momy finger

Where are you?

Here I am, here I am

How do you do?

Brother finger, brother finger

Where are you?

Here I am, here I am

How do you do?

Sister finger, sister finger

Where are you?

Pencil case, pencil caseWhere are you?

Here I am, here I amHow do you do?

Notebook, notebook, Where are you?

Here I am, here I amHow do you do?

School bag, school bagWhere are you?

Here I am, here I amHow do you do?

Pencil sharpener, pencil sharpenerWhere are you?

Here I am, here I am

How do you do?

Baby finger, baby finger

Where are you?

Here I am, here I am

How do you do?

Here I am, here I amHow do you do?

Rubber, book, ruller, penWhere are you?

Here we are, here we areHow do you do?

Students in class 3A are singing.

What colour is it? It's green It's green

What colour is it? It's orange It's orange

What colour are they? They're blue They're blue

What colour are they? They're brown They're brown.What colour are they? They're black They're black

2.3.3 Method of teaching vocabulary by TPR.

TPR is the type of learning that the children enjoyed It gently, lure,receptive for the pupil They can TPR the songs, chant (watch the video clip and

do the same action) Or the teacher has just read new words and describe thewords in action so the student say and do like that

Teachers can use TPR to introduce the vocabulary in Unit 6: Stand up! ( page 40)

Examples:

Open your book: Open, Open,Open

Close your book: Close, Close, CloseClap your hand: clap, clap, clapSit down: Sit, Sit, Sit

Stand up: Stand, Stand, StandShake your hand: Shake, Shake, ShakeWash your hand: Wash, Wash, WashShake your body: Shake, Shake,ShakeBrush your teeth: Brush, Brush, BrushRide a bike: Ride, Ride, Ride

Sing a song: Sing, Sing, SingRead a book: Read, Read, Read

2.3.4 Using real objects.

Teachers can use real objects to introduce the vocabulary in Unit 8: This

Then the teacher asks students to look at the objects and guess themeaning of the word

Students in class 3B are practising.

2.3.5 Using games.

There are several games which I usually had my students to play

a Pass the ball.

- Entertainment purpose: Train agility, good reflexes

- Educational purpose: Practice and practice some vocabulary and sentence patterns

- Number of participants: Whole class

- Time: 3 - 5 minutes

- How to play: Teachers prepare a plastic ball, a music player.Instruct the students on the rules of the game The ball will passfrom hand to hand from student to student who is on when themusic stops Student who holding the ball in his hand will have

to follow the teacher's request immediately top of the gamerules Anyone holding the ball for long or throwing the ballaround will be disqualified play and be punished

Students in class 3A are playing the game.

b Pass the secret.

Apply for Unit 10: What do you do at break time? - Lesson 1 (page 64)

Teacher selects two teams of 5 or 6 members Members of the two teamswill be arranged in two vertical rows The teacher whispered a sentence

"I play badminton" with a leading member of each two teams Two memberswill have to keep it a secret until the teacher's command, the two members areallowed to pass on words of the teacher for the second person, the second person

to third person and passed to continue until the last The last person has to sayaloud the sentence And all members of the team will say aloud the sentence

"I play badminton" The team who say the corect sentence and faster will be thegame winner

c Chain game.

Apply for Unit 16: Do you have any pets? (page 40)

- Teacher selects two teams of 5 or 6 members

- Teacher writes on the board a word

Example: “Parrots” Within 5 minutes the teams members have to make

sentences which have word “Parrots”

I like parrots

I don't like parrots

I have two parrots

Do you have any parrots?

The team that makes more correct answers and faster will be the teamwinner Each correct answer corresponds to a star

d Slap the board:

- Teacher puts the new words in English on the blackboard in bubbles - not in alist.

- If you want to check the understanding, put the English translation of the newwords or picture on the blackboard

- Teacher divives the class in to two teams of five or six in front of the class

- Teacher choose a student from each team and they stand at aqual distance fromthe blackboard

- Teacher calls out one of the new word in a low voice in Vietnamese

- Two students must run forward a word in English on the board

- The one who slap the corect word first is the winner If students are playing inteam, the winner team get a mark

- Then teacher asks two more students to come forward etc

Students in class 3B are playing game.

2.3.6 Give synonyms and antonyms.

- Give synonyms to introduce the vocabulary of Unit 10: What do you do at breaktime? (page 64) and Unit 11: This is my family (page 6)

- Teacher explains: “Ha Noi is in NorthViet Nam ”

- Teacher asks: “ Where is Ha Noi? Tell me the word in Vietnamese.”

2 Central

- Teacher explains: ''Hue is in Central Viet Nam''

- Teacher asks: “ Where is Hue? Tell me the word in Vietnamese.”

3 South

- Teacher explains: “Ho Chi Minh City is in SouthViet Nam ”

- Teacher asks: “ Where is Ho Chi Minh City? Tell me the word in Vietnamese.”

2.3.8 Teach vocabulary by enumeration.

This solution can help students to list other words related the given word

Example:

When teacher teaches the word “house”, teacher can list some words

related with “the house” In Unit 12: This is my house (page 12)

2.3.9 Teach vocabulary by classifiing nouns, verbs, adjectives…

This solution helps students to classify nouns, verbs, adjectives, adverdsclearly and how to use vocabulary with different cases

Example 1: Nouns:

* Some tips to check and consolidate the new words:

The teacher should correct mistakes carefully It's natural for students tomispronounce or misuse new words However, it's essential not to reprimandwhen they make such mistakes Rather, applaud thier attempt, point out whatthey got right, and then review the proper way to use and or speak the word Themore fun and positive an experience, the more interested and able the studentswill be in expanding their vocabulary

We know that only the introduction of new words are not enough, so wehave to have steps to check and consolidate new words The tips to check andconsolidate the new words will encourage the students study more effectively.There are four tips to check new words:

a Rub out and Remember:

- Teacher presents or elicits the vocabulary and build up the list on theblackboard

- After each word teacher puts the Vietnamese translation

- Teacher asks the students to copy in to their books and then close their book

- Teacher rub out the new words

- When teachers rub out a word in English, point to Vietnamese translation andask: ''What's this in Vietnamese?''

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

- Teacher gets the students to come to the blackboard and write the Englishwords again

Example: In Unit13: Where's my book? (page 20)

Examples:

gần ở dưới ở trên đằng sau bên cạnh

b What and where:

- Teacher write the new words in the cicles on the blackboard not in a list

- When all the words are on the board, teacher ask the students to repeat thewords in cicles

- Teacher rub out one of the word but doesn't rub out the cicles

- Teacher gets the students to repeat the wordsincluding the rubbed out word bypoitingat the empty cicles

- Teacher rubs out another word but leaves the cicles

- Cotinues till the cicles are empty

- Teachers asks the students (6 or 8 at the same time) to come to the blackboardand lill in the cicles with the correct words

Example: In Unit 18: What are you doing? (page 52)

c Matching:

- Teachers write the new words in the lish on the left hand side of the blackboard

reading cooking listen to music