Experiences in using some techniques for checking memorizing vocabulary of primary studentsExperiences in using some techniques for checking memorizing vocabulary of primary studentsExperiences in using some techniques for checking memorizing vocabulary of primary studentsExperiences in using some techniques for checking memorizing vocabulary of primary students
BIM SON EDUCATION & TRAINING DEPARTMENT NGOC TRAO PRIMARY SCHOOL EXPERIENCE INITIATIVE NAME OF SUBJECT “EXPERIENCES IN USING SOME TECHNIQUES FOR CHECKING MEMORIZING VOCABULARY OF PRIMARY STUDENTS” Writen by: Position : Teacher School: Ngoc Trao Primary school Subject: English BIM SON YEAR 20 CONTENT Page A INTRODUCTION 1.1 The reasons of choosing the topic: .1 1.2 Practical base: 1.3 The object of the topic: 1.4 Sphere of the topic: 1.5 Researching methods of the subject B CONTENT .2 I Reasoning justification: Objects and study time: 1.1 Object: 1.2 Study time: II Reality matters: .2 III The solution and organizing the implementation: Solution: Implement methods: .3 2.1 Hangman, Shark attact: .4 2.2 Slap the board: 2.3- Rub out and remember 2.4- Networks 2.5- Jumbled words 2.6 Matching .7 2.7 Noughts and crosses Testing: I Complete the following networks: II Match the English words with the suitable Vietnamese words: III Do the jumbled works with the topic: jobs and location .9 C CONCLUSION AND PROPOSALS I The general conclusion: II.Proposals: .9 A INTRODUCTION 1.1 The reasons of choosing the topic: As society develops, the need to expand international relations increasingly powerful requires a common language to communicate So learning the language is really necessary Foreign languages in general, and in particular English education in Vietnam is being put into schools as a compulsory subject at secondary school level, college level and encouraged in preschool, primary school But this is a new and difficult subject for primary school students especially students in rural areas For learning any language, learning vocabulary is very important Because vocabulary is the basis, the foundation to be good at skills: listening, speaking, reading and writing Students want to introduce themselves to others, want to hear what they say, want to write a paragraph, want to read out any information that must be on the basis of learning and understand the basic vocabulary Learning vocabulary is so important, but students motivated to learn and memorize the vocabulary, in the process of teaching teachers need to use techniques or games for checking the vocabulary to inspire students, not only help them remember quickly but also a methodical way More important is to give students the habit of learning vocabulary, and see it as a task to be done regularly and continuously We're easy to find vocabulary is a new language in any lesson teacher also introduced to students Therefore it is very easy for students to be tired of memorizing it While there are students who have a little time to homework at home Requiring teachers to have the flexibility to use techniques or games for checking the vocabulary, especially must be prepared carefully before using a certain tricks So students remember new words better I remembered the question "How students remember from the rapid and systematic" in the subject so I would like to present” Experiences in using some techniques for checking memorizing vocabulary of primary students” to implement different teaching purposes in an English teaching hours effectively 1.2 Practical base: At present, English is a new and difficult subject in elementary school, most students and parents are not really interested Vocabulary is an important and indispensable factor in language used for communicative activity So, remembering vocabulary is necessary In English we can not develop the skills such as: Listening,spkeaking,reading and writing without literacy vocabulary 1.3 The object of the topic: “Some experiences in the use of techniques for checking memorizing vocabulary of students” 1.4 Sphere of the topic: Students of grade 4, class 4A of Ngoc Trao Primary School 1.5 Researching methods of the subject To research a topic, people often choose many different methods With this topic, I use the following methods: 1/ Theoretical research method I read the conducting material issues related to my research needs Learning experience from my colleagues Attend the colleagues’ lesson to follow their good method Experimental matching method Observation method B CONTENT I Reasoning justification: When teaching foreign languages in general and in particular of English, teachers need to impart to students recognizing the smallest element and first base for the establishment of a language which is vocabulary They always expect their students remember many new words to learn other skills well But most of primary school children are afraid of memorizing vocabulary Because not only requires perseverance, hard work but also time-consuming Memorizing vocabulary not only memorize how to read, how to write, but also to remember the meaning and usage as well So how to get students interested in the activity? Requiring teachers to have the suitable checking vocabulary techniques students, flexibility in use them With the object of primary pupils who get in touch with English the first time face unavoidable initial difficulties: how to write and how to read The numbers of vocabulary are more, the reading and writing are harder, the sentence patterns are longer so students are afraid of learning new words So making the students to be in the habit of learning vocabulary is extremely important and teachers should put it at the top, the checking it brings high Objects and study time: 1.1 Object: - Due to the students in the class uneven awareness and proficiency so I fully apply this method in class 4A * Class 4A: - Total number of students: 34 students - The number of good students accounted for 80%, the rest are medium students 1.2 Study time: I have developed this theme and applied in teaching from teaching festival of school , school group of school year 2017-2018 (Specific period: from September 8/2017 to March 4/2018) II Reality matters: At present, our country has joined the World Trade Organization, using English will help us have more opportunities to enhance the understanding and development in all aspects Therefore foreign languages in general and English in particular is becoming increasingly more important So in our country in the schools, colleges and universities or training programs graduate of English has been considered as a main course-a compulsory subject and taught in almost the primary school In fact when teaching, I found memorizing vocabulary and practice of vocabulary make students face with many difficulties For primary school age children have not been aware of what the most important elements of a language is They learn to cope with teacher, and learn the easy or short words so they memorize a few words and not remembering from thematic These lead to some difficulties to develop two important skills of English communication is listening and speaking, they have no ability to apply knowledge in an active language in communication in the classroom Indeed, if there is no necessary basic vocabulary, they will not hear of it and the consequence is unable to speak, read and write , even if they have mastered phrases Through checking vocabulary for students with techniques regularly and constantly, teachers have students be interested in learning vocabulary more because they are just " learning is playing , playing is learning", they no longer feel afraid of learning by heart new words III The solution and organizing the implementation: Solution: - Well-prepared teaching materials carefully and thoroughly for each lesson - Select good techniques, suitable with the lesson content , to the impression in the minds of students - Pay attention to all pupils - Need to give limitted time for students to work hard not affect other parts - Give praise or marks the winning students , motivate and encourage students to lose the next checks they tried - Train students have selves- study habits: Study on books, foreign newspapers, radio, encouraging students have aptitude for music - Check the workbook and give mark in exercise books regularly - Teachers read books and newspapers , network of Internet , researched the issues I am about to make - Teachers consult the good games from experienced colleagues in professional groups Implement methods: I usually check the understanding and remembering from students after introducing new language and check the old lesson before the new lesson In each unit of lessons for English have lessons, each lesson has new language, vocabulary and sentence patterns After introducing vocabulary I usually check it to know that students understand the vocabulary that I have just introduced or not using suitable technique Because most of the techniques are games, students are very excited and enthusiastic , even some of students remember the new words immediately in the classroom So they practice together very actively from When I checked the old lesson, I also frequently use techniques so students are very excited and very hard to learn new words By the suitable techniques, in about 5-7 minutes I 've checked a lot of students at the same time To the lesson has high result I had to research each specific unit, each specific lesson so that I can use appropriate and effective games but not necessarily using all games for a lesson, even only for each part With the vocabulary checking I usually check about spelling, reading, meaning and the usage There are many tricks and techniques that are used to check vocabulary such as: + Rub out and remember + Networks + Slap the board + Word square + What and where + Brainstorming + Jumbled words + Bingo + Lucky number + Crosswords + Hangman/ Shark attact + Matching + Noughts and crosses …………… For many years of teaching I have used these games in my lessons and I realize that students are so excited and fascinated with the subject and how to learn vocabulary I usually use following techniques: 2.1 Hangman, Shark attact: After learning the lesson one (Unit 12 Jobs) I want to check students remember The words of the topic “Jobs” I let students play “Hangman, Shark attact ” - Have the whole class play - I suggest some of the letters from drivers to guess in a short number of tiles on the board (- - - - - -): New dash represents a letter - Ask students to guess the letters in words (Read the letters according to reading English alphabet) - If they guess wrong, a teacher brick tiles (in the order shown in the figure "Hangman"), or step down a level "Shark attact" *Hangman *Shark attact - Students who guess wrong times lose, (hanged), or times wrong guess will fall into his mouth shark (shark meat), then the answer from the teacher Continue to the next word Through this game I've check students’ reading and writing in addition they also review again the English alphabet 2.2 Slap the board: After learning the lesson one (Unit 11 My Daily Activities), students will be able to ask and answer about time in English To answer about the time, students must remember to read counts To check students if they remember the count or not I let them play the game "Slap the board" - I put a number of counts into the box round all over the board fifteen thirty- five twenty forty-five thirty fifty thirty- five - I divide the class into groups of Two groups arranged in two vertical standing a meter panel I read to any number by any number, two of the top students in each row clapping fast reading is written on the board, followed by students next to all my turn to write the number on the board and read some of English other groups also quickly clapped me on some reading The group which slaps quickly and correctly will win the game With this technique I have checked the reading and meaning of the new words and forged students skills that are fast eyes, fast hands 2.3- Rub out and remember Teacher writes new words on the board or paste pictures on the board , then requires class to look at them and memorize about 30 seconds After the introduction of the new language of lesson 1(unit 7) I want to check if students remember vocabulary I have just introduced or not I let students play the game “Rub out and remember” I erase the English words one at a time then point to Vietnamese translation and ask “What’s this in English?” When all English words are erased, go through Vietnamese list and get students to call out the English words After that, get the students to come to the board and write the English words again Vietnamese Science: Art IT( Information technology) English Mơn tốn Mơn tiếng việt Mơn khoa học Môn âm nhạc Môn mỹ thuật Môn tin học Môn Tiếng anh Through this game I have not only checked the pronunciation of students, but also the writing and meaning of the words anymore 2.4- Networks Food and drink Maybe not only me that any English teacher also want students are living dictionary whenever they discover the words to have learned Almost vocabulary in each lesson belong to one topic, so to check that students remember from a system and theme or not I often use technique "Networks" Before teaching Lesson (unit 13: Favourite food and drink) I checked the old lesson by getting the students play the game "networks" with the theme "Food & Drink" I divided the class into three teams into rows of desks, each team completed more quickly from their networks by writing the words belong to the topic I gave Then the members in three teams check themselves about spelling and meaning The team with the least errors will win I usually use this game to check memorizing vocabulary from the students because it helps students remember systematic and thematic words Especially after each topic I often ask students to list and add words or phrases to haved learn that topic 2.5- Jumbled words For primary students, they remember very fast but forget very fast especialy the order of letters in words.They somtimes remember the reading and meaning but they can’t remember how to write the word so they usually write wrong spelling of the word and the sentence containing the word I often use technique “Jumbled words” to check spelling of words , I have introduced to students l/f/a/r/e/c/u careful y/o/v/l/e/l lovely l/h/e/c/r/e/u cheerful i/d/k/n kind e/l/f/d/e/r/i/n/y friendly c/i/e/ nice Before teaching lesson (Unit 14: My mother) I checked students remembering how to write some words for characteristic as well as the shape of humans that they have learned in lesson with the topic “personality and appearance of humans” I sticked the letters of each word cards on the board but not in the order and ask students to rearrange the letters to form the correct word Then I ask students to read aloud the words they have just arranged so they remember both the reading and the spelling the words again 2.6 Matching The checking the spelling and the reading are important but check that students understand and remember the meaning of the word is really important Because it is the basic for developing other skills, especially listening skills and speaking skills One of the game that I usually check the meaning of the word is: Matching When teaching Lesson (Unit 10: My clasmates) Introduction to the adjective describing the apperance of man I used picture or action short béo tall yếu slim khoẻ big cao strong thấp week mảnh mai - After reading, I check that students remember the meaning of the words by asking students to closing the books, I erased all Vietnamese words on the board and rewrite in the wrong order then I call one student to come to the board and match the English words with the suitable Vietnamese words call other student comments - As such with this technique I know that students remember the words, the words they foget I call other students to express in action to guess, help them remember the meaning again And make sure the next time when I checked the old lesson students will not be wrong again 2.7 Noughts and crosses When checking vocabulary, beside the checking meaning, reading, writing, I usually pay attention to checking the useage One of the technique that I often use is "Noughts and Crosses" - I put a grid on the board with nine new words in it - Divide the students into two groups: Group - Noughts (O) Group - Crosses (X) - Two groups will choose a words and make a sentence with it If the sentence is correct He/she put her mark ( O or X ) in that square The team to get three –ina-row( across, down, or diagonally) win Eg: S1: fish : I like fish S2: would : Would you like some milk? S3: orange juice : My favourite drink is orance juice fish festival teacher x o teacher o x o bus would thirteen noodles tall orange juice o o x With this game has helped me check how to use words to make sentences, the word order in sentences and develop writing skills better To sum up, there are a lot of techniques to check the students’ memorization, but teachers use any game, they must prepare carefully, thoroughly before teaching in class It is important that techniques must be consistent, suitable with all pupils so that they take part in playing games excitingly Therefore they feel fond of learning by heart vocabulary and learning by heart vocabulary is very interesting Testing: To complete this initiative experience I have used a lot of techniques to check vocabulary in class 4A in the process of teaching Through those times checking vocabulary for children with games, done strictly according to the order so I and my students have achieved certain results Best results are very exciting class, students understand and remember the lesson quickly, some students were bad at English, now they don’t feel shy and they are bold enough to communicate with friends Students can memorize vocabulary quite fast even in class Here are the test to check vocabulary for 4A in school year 2016-2017: Test ( 35 minutes ) I Complete the following networks: Food and drink II Match the English words with the suitable Vietnamese words: pretty cẩn thận 10 friendly careful kind strong sporty weak fit lovely cheerful đáng yêu xinh đẹp cân đối thân thiện yếu tốt bụng vui vẻ dáng thể thao khoẻ III Do the jumbled works with the topic: jobs and location r/e/f/r/a/m c/t/e/h/a/r/e t/o/d/c/o/r d/t/s/e/u/n/t v/r/d/e/i/r l/o/s/h/c/o r/a/c/t/y/f/o l/i/h/a/s/p/o/t l/i/d/e/f 10 o/h/u/e/s/f/i/e/w The result: - Total number of students: 34 Test Good pretty medium 34 10 14 10 weak C CONCLUSION AND PROPOSALS I The general conclusion: In the process of teaching, I myself as well as any other foreign language teachers hope the students remember a lot of vocabulary So in the lessons, I often use techniques to check vocabulary to help students find the importance of learning vocabulary The fact that I have found clearly that students have been interested in learning new words , not only that they also know classified by topic , according to the function of the word ( verb, noun , adjective ) which help them learn important skills better Above is my small idea, I would like to be informed to look forward to the comments of colleagues so that we work together to build and good teaching methods in primary school II.Proposals: For the Leader of the department, I would like to suggest to providing with equipments such as projectors, tape which serve for more effective teaching and learning Constantly fostering teacher’s professional ability of teaching method to 11 help teacher exchange methods and choose the appropriate teaching methods for their students For the headmaster of the school, I would like to suggest buying references, dictionaries for English teachers and students Because researching time is limited, I am looking forward to being remarked from experts and colleagues so that I have an experience initiative better I sincerely thank you! CONFIRMATION OF HEADMASTER Bim Son , April 10 2018 I swear this is my experience initiative not to copy other people's content written by 12 References 1.Doff, A (1988) Teaching English: Cambridge University Press English Language Teacher Training Project: The Methodology Course Book one & two Forseth, R (1994) Methodology Hand book for English Teachers 4.Harmer, J (1991) The Practice of English Language Teaching New York: Longman Publishing An English Teaching Guide For Vietnamese Teacher : Ha noi University Press Nunan, D (1991) Language Teaching Methodology London Prentice Teaching Grammar and Vocabulary s8 Internet source: Website: http:// ww w google com.vn 13 CONTENT Page A INTRODUCTION 1.1 The reasons of choosing the topic: .1 1.2 Practical base: 1.3 The object of the topic: 1.4 Sphere of the topic: 1.5 Researching methods of the subject B CONTENT .2 I Reasoning justification: Objects and study time: 1.1 Object: 1.2 Study time: II Reality matters: .2 III The solution and organizing the implementation: Solution: Implement methods: .3 2.1 Hangman, Shark attact: .4 2.2 Slap the board: 2.3- Rub out and remember 2.4- Networks 2.5- Jumbled words 2.6 Matching .7 2.7 Noughts and crosses Testing: I Complete the following networks: II Match the English words with the suitable Vietnamese words: III Do the jumbled works with the topic: jobs and location .9 C CONCLUSION AND PROPOSALS I The general conclusion: II.Proposals: .9 14 15 ... the use of techniques for checking memorizing vocabulary of students” 1 .4 Sphere of the topic: Students of grade 4, class 4A of Ngoc Trao Primary School 1.5 Researching methods of the subject To... class uneven awareness and proficiency so I fully apply this method in class 4A * Class 4A: - Total number of students: 34 students - The number of good students accounted for 80%, the rest are medium... Science: Art IT( Information technology) English Mơn tốn Môn tiếng việt Môn khoa học Môn âm nhạc Môn mỹ thuật Môn tin học Môn Tiếng anh Through this game I have not only checked the pronunciation