Skkn experience in teaching vocabulary for students of grade 3 at thieu hoa primary school

INDEX THE BEGINNING 1.1 REASON OFCHOOSING TOPIC 1.2 THE PURPOSE OF THE RESEARCH 1.3 RESEARCH OBJECT 1.4 RESEARCH METHODS 1.5.RESEARCH TIME AND LOCATION CONTENT 2.1 RATIONALE 2.1.1.Young learner 2.1.2 Vocabulary 2.2 THE PRESENT SITUATION OF THE PROBLEM 2.3 THE SOLUTION 2.3.1 Vocabulary presentation 2.3.2 Be realistic 2.3.3 Choosing activities 2.3.4 The role of fun and games in the lessons 2.4 The implemented measures CONCLUSION 3.1 Conclusion 3.2 Petitions skkn 1 2 2 3 10 11 12 22 22 23 skkn THE BEGINNING 1.1 THE REASONS OF CHOOSING THE TOPIC The thesis teaching vocabulary to young learners deals with the need of a teacher to know his or her learners and to understand their needs and problems Another issue mentioned in the thesis is the question of motivation and including fun and games into the teaching process The last issue the thesis deals with is the usage of different methods and approaches for teaching young learners “Why? What is it good for? Is it good for them at all? Do they really need it? Is it not only a useless worry? Why we have to make them learn something more than what they really need and have to? How much hope shall we place in it?” These are the most frequent questions I have been thinking about I have discussed them with many pupils, teachers and parents Reactions and opinions were, of course, different I have been teaching English for many years at a primary school I have to admit that at the beginning I doubted about any acquisition for young learners and many arguments seemed cogent to me During the time I began to realize the chances and occasions that English language can offer to children and I started to be a big fan of teaching English to young learners I ran against a lot of troubles that I would like to share in my final thesis and also I would like to share some ideas for teaching vocabulary to young learners At the beginning during the discussions with my colleagues we found out that some kind of conception was needed, next we pointed out that there were missing good textbooks or materials, also didactic aids and methodology books Frequent complain of many teachers is that it is extremely difficult to teach children that seem to lack the basic talent for learning languages Therefore I would like to refer to the possibilities which teaching a foreign language to young learners brings The aim of this work is to show several ways that can be used for teaching vocabulary to young learners I would like to show why and how teaching vocabulary to young learners can be more efficient I divided my thesis into the theoretical and the practical part – the practical part follows the theoretical part In the theoretical part I will introduce the aim of this thesis, then I will try to describe who is a young learner In the next chapter I will focus on what is vocabulary and how it is learned and also the ways how vocabulary can be presented In the second part of my thesis, I would like to present my system of work and also different methods I use while teaching I will enclose some materials skkn and games that I have used in my lessons In conclusion, I will briefly summarize my thesis After that follows the list of sources - books (used literature) which I used for my thesis and the appendices where I included some materials and exercises with the keys After exploring and accumulating the experiences from colleagues, I have some experiences in teaching reading comprehension and achieved quite effective results The students are more interested in learning English and more confident in doing their reading exercises This improves that my methods are right With the passion and the love for teaching English, I have studied and developed the research: "Experience in teaching vocabulary for students of grade at Thieu Hoa Primary school" 1.2 THE PURPOSE OF THE 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; offering some solutions and methods for teaching vocabulary - Exchanging and sharing some experiences in teaching vocabulary for primary students 1.3 RESEARCH TASKS - Systematizing some theoretical issues about the procedures and activities in teaching vocabulary in English Primary program according to the communicative approach - Exploring the present situation of teaching vocabulary at Primary School and suggesting some techniques in teaching vocabulary to develop skills for primary students, helping them be more confident to communicate in English 1.4 RESEARCH TIME AND LOCATION Research Time : School Year 2021- 2022 Research Location: Thieu Hoa Primary School Research Object: "Experience in teaching vocabulary for students of grade " The respondents of the research: With this research I focused on the primary students, especially the students of grade 1.5 NEW POINTS OF THE RESEARCH: I have developed this research from my own old one And there are some new points being introduced in this research.These are presented in part 2.4 The Implemented measures skkn CONTENT 2.1 RATIONALE 2.1.1 Young learner - who is a young learner? A young learner – who is he or she? This term covers a wide age range, this can be anybody from the age of three to the age of eighteen There is a big difference between what a three-year-old child can and what a child of fifteen can We should consider their development too Some children develop faster, others need more time Teaching young learners requires knowledge of knowing all the development differences Understanding these differences can help me as a teacher to develop methods and a system of work that I will use in the process of teaching Of course, it is not possible to say that every child of six will know this and that But it is possible to pick out some characteristics which I as a teacher should know and should be aware of I have decided to focus on young learners – age group 7-11 I have chosen this age group because I like working with young learners From my own personal experience, I have to admit that learners at this age are grateful when someone invests time in them The results are seen quite easily and of course, teachers demand this kind of satisfaction These children still want to learn something new When they know it, they are happy to present it and they feel more important I remember a girl - in grade - who was able to “communicate” with a native speaker Her joy was the best reward for me From my personal experience, I achieved quite good results with kindergarten children so I not see any problems for older learners I think if very young learners are able to achieve good results, I think the older ones can it too I would like to point out some characteristics of this age group: - They are happy when they can play - They love to share their experiences; they love when people pay attention to them and their talking - They are able to talk about what they are doing - They use imagination a lot - They can think, argue, discuss and they are able to interact with both children and adults They are able to concentrate for a certain time - They understand situations and through situations – they use several senses - They are able to use language skills not even realizing them - They not realize what fact is and what fiction is sometimes skkn - They want to learn and are happy when they learn something, then they have to share it with somebody and they are proud that they learnt something, they can show off a little bit - Often, they “teach” each other - They love to be praised for what they have done and learnt; this is a very important fact to keep their motivation - Very often they pretend they understand everything and they know everything These examples of characteristics I have mentioned above are great hints on how to teach young learners and what kind of methods we should use It is very important to choose the right way of teaching for these little children The teacher definitely has to be very sensitive to the children’s needs and has to prepare the lessons well We should avoid a stereotype; the 12 lessons have to be creative and lively Otherwise, this could have really bad consequences for the learners´ further improvement in the language 2.2 Vocabulary 2.2.1 What is vocabulary? “Vocabulary can be defined, roughly, as the words we teach in a foreign language However, a new item of vocabulary may be more than just a single word: for example, post office, and mother-in-law, which are made up of two or three words but express a single idea All languages consist of words Languages emerge first as words, both historically, and in terms of the way each of us learned our first and any subsequent languages Moreover, vocabulary is still widening Even in our native language, we are continually learning new words and meanings of old words For example, Czech word pošta This used to mean just the post office or simple letters but nowadays it also means emails Some words can be entirely new to us We come across completely new words that are made up according to new technologies and according to the needs of real life For example, a verb to Google is used frequently a lot Learners of a second language experience something similar Thornbury states that they can be confronted by words that are totally unfamiliar, or being used in ways that for them are novel and possibly obscure To find the right word to fit the meaning can be very frustrating, especially if the store of words is limited To summarize this, the learner while learning the vocabulary of a second language can come across several challenges: - “making the correct connections, when understanding the second language, between the form and meaning of words - When producing language, using the correct form of a word for the meaning intended (i.e nose not noise) skkn To meet these challenges the learner needs to: - Acquire a critical mass of words for use in both understanding and producing the language - Remember words over time, be able to recall them readily 14 - Develop strategies for coping with gaps in word knowledge, including coping with unknown words, or unfamiliar uses of known words - Have to take responsibility themselves for vocabulary expansion 2.2.2 How are words learned? To know a word is one thing but we have to pause on the fact how this knowledge is acquired Thinking about little children who learn to speak, then they always start with words used for labeling, so that the concept, for example, of a cat has a name cat But of course, not every animal is a cat The child needs to learn how far to extend the concept of a cat In other words, acquiring a vocabulary requires not only labeling but also categorizing skills The child has to realize that these common words like cat can be replaced by super ordinate terms like animals And to this category also belongs other animals, not just cats There are many different methods and approaches how to teach a foreign language, including vocabulary I will mention just some of them that can be used for teaching young learners - To help the learners understand it is important to visualize the item and get the pupils to repeat or use the item actively One good way of doing this is to let them see or perhaps touch the vocabulary item, for instance a house We need to let them repeat it in different ways and they should be given a chance to listen to the teacher talking about it - A little bit of shocking method is the direct method or the direct approach The mother tongue is never used, there are no translations Only target language is used in the classrooms and only complete sentences are used Culture is considered an important aspect - What really works especially for young learners is the Total Physical Response method - TPR Very many children are nowadays very hyper and physically active and to concentrate for a long time can be very difficult for them Using this method, games, changing topics and using a variety of activities is very appreciated by them This method is used a lot by teachers - Communicative Language Approach (Teaching) – CLT – stresses the meaning of a language in context Communicative competence is highly developed here and learners are encouraged to communicate 2.2.3 Which words and what should be taught? The significant point in teaching vocabulary is the selection of words we as teachers want to teach It is quite easy to teach concrete words at lower level and then become more abstract Thus, we need to consider the frequency too skkn There is a choice for us; we can decide which words to teach on the basis of frequency, how often the words are used by the speaker of the language Especially with young learners words that they are familiar with and they can stick to them should be taught Very often words are taught according to themes and topics Nowadays all the course books are organized into themes and they provide vocabulary according to it If there is a theme “Animals”, then we can expect words like naming animals, also where they live, what they eat etc Words that have quite specific meaning should be avoided with young learners the learners need to be taught the form of the word, then grammar, collocations, meaning and word formation In the form pronunciation and spelling should be mentioned The learner has to know what a word sounds like (its pronunciation) and what it looks like (its spelling) The grammar of a new item also needs to be taught Again, depending what level the learners are they should be taught to follow some grammatical rules For example, when teaching nouns, we would like to present their plural forms, also regular and irregular (girl-girls, mouse-mice) When teaching verbs, maybe we would like to present their past forms, especially if the verb is irregular (forget-forgot) Word formation – using prefixes and suffixes, using hyphenated words etc is too difficult for young learners To summarize this, firstly I think that knowing the word and understanding its meaning go hand in hand Secondly, it is easier to remember concrete words like a chair or a dog than abstract words Young learners often put words together with what they can see, hear or with what they can touch But as said above they also need to know other aspects of the words they learn In my opinion, it is important to teach them all these aspects Of course, we will not teach them, for example the irregular plural form right away, but they need to know it I think that if we keep repeating the plural form “mice”, after some time most of them will not say “mouses” 2.2 THE PRESENT SITUATION OF THE PROBLEM For many years, teaching vocabulary was viewed as a mastery of these skills Vocabulary followed what the study called mentioning, practicing, and assessing procedure where teachers mentioned a specific skill that students were to apply, had students practice the skill by completing workbook pages, then assessed them to find out if they could use the skill correctly Instruction did little to help students learn how or when to use the skills, nor was is ever established that this particular set of skills enabled comprehension A significant base of research, developed over many years, is available to inform educators about effective approaches to teaching children to read However, research on applying the methods of teaching vocabulary for primary skkn students is in its infancy This reflects the fact that many teachers in Vietnam are faced with the challenge of teaching children to listen and speak in English when the students have a heritage language that is not English and they are not yet proficient in English Making this a more critical issue, several researches suggest that teachers are not receiving adequate professional development in effective strategies to teach vocabulary for students In order to make best use of the information presented in this research, many teachers might want to consider the following set of questions together in preparation for making decisions about teaching vocabulary for primary students Analysis of my school’s performance in teaching and learning vocabulary in recent years showed that students normally forget vocabulary after learning them It was a situation that was of concern and motivated a thorough examination of the school’s approach to the teaching of vocabulary Our school is a public primary school in Thieu Hoa province It is a school with around 400 students, ranging from to 10 years old There are two to three classes in most year levels, meaning that collaboration among teachers is extremely important to ensure consistency in learning programs After several years of teaching the book Tieng Anh 3,4,5, I found that most of the students not like learning vocabulary They can not remember vocabulary after the lesson * The quality survey and students’ classification: Based on the present situation of students in grade the level of all students is acquired after a few weeks of the school year with the methods of teaching vocabulary I had 15 minutes to test students in grade to survey and classify the students The following chart will show the result: Class3A:(Unit10) [1] :Reorderthe letters folotabl nbadtmnio skkn sehcs tblaskebal Class3B:(Unit10) [1] “Bingo” Table1:Survey Results of the Classes3A and 3B Class The numbers Excellen Good Fair Poor Fail of students t (B) (C) (D) (F) (A) 3A 42 1= 2,4% 6=14,3% 16=38% 12=28,6% 7=16,7% 3B 43 2=4,6% 8=18,6% 15= 13=30,2% 5= 34,8% 11,6% According to the result of the survey, I have classified the students and immediately applied the methods and experiences which I accumulated over the years to improve the teaching and learning quality 2.3 THE SOLUTION According to the present situation in English classes at my school Learning vocabulary is so difficult for all grades from to 5( especial with students of grade who begin learning English as a compulsory subjects) To improve this situation, I would like to present some techniques for teaching vocabulary and elicit the strategies of teaching vocabulary for primary students which I have researched and applied quite successfully at my school 2.3.1 Vocabulary presentation Firstly, we should consider how many words should be presented during the lesson This is closely connected with several factors: - The level of the pupils – beginners, intermediate etc - Their familiarity with the words – have they come across these words or are they completely new? - words difficulty – are the words abstract, are they easily pronounced, can we find similar words in the learner’s native language etc.? skkn 2.4 The implemented measures: From practical teaching, I myself really thought how to make students to be interested in learning , how to make them to realize that learning English is not a heavy pressure, so they learn better and especially they can remember new words faster, easier, longer I made a number of measures to inspire students, and I help students acquire vocabulary gently I gave some tricks to teach vocabulary for grade students 2.4.1 Teaching vocabulary through songs, poems (Unit 7, 9, 12, 19) [1] No one can deny the important influence of the music and poetry to human life Almost everyone loves music It makes people whether that be happy or sad It appears everywhere, all the time to share joy or sadness relieve when we need to Futhermore, poetry-music can increase concentration, enhance memory, bring people closer together, creating motivation and joy in learning, make people relax when they are depressed or stress, Using songs and poems in class can make the classroom atmosphere become fun and dynamic Students will not feel stressed, even they are scared to speak English in class atmosphere This will make them feel really excited and voluntary participation in classroom activities The songs, poems not only create excitement for student learning, but also contains elements of very rich language including pronunciation, vocabulary, grammar The songs, poetry can help students to learn about pronunciation For learners of English in general and in particular primary school students, there’re some sound that are very difficult to imitate because our mother tongue does not have this sound such as: / ð /, / θ /, / æ / , Therefore, they must learn how to pronounce inflexibly The wrong pronunciation can change the meaning of the phrase, will not lead to communication results, because listeners misinterpreted the transmission of information Songs, poems can help them overcome this The melody of the song, the rhythm of the poem often repeated a similar sound When they listen many times, they will indirectly be told how to pronounce the sound that makes students remember them and eventually the correct pronunciation -Example:I usually use the matterials in Sach mem to teach songs and chants [2] 12 skkn Some activities to learn vocabulary associated with songs, poems to romote learning for students: [1] Gap-filling: First, I give the students lyrics,poems have been vacant for anumber of positions they heard the first to grasp the content of the post Thenthey listen from a second theyfill in the blanks as much as possible The thirdtime, they listen to check if they have correctly filled This type of exercise isusefulwhenteachingvocabularybytopic Get some words from the songs, the poems Step 1: Write some random words on the board Students exchange with each other about what the words mean Step 2: Students are divided into groups of three to four people quickly memorize the words Step 3: Turn on the song or the poem, student must speak loudly "Stop" when they hear one of those words Spelling: For some simple post, I ask them to hear and copy the words Circle synonyms, antonyms with given words: In this case, I give a few words with the same or antonyms words in poems or songs to the board, in the process of hearing, they must circle the synonymsor antonyms of the words given 13 skkn Circle the correct word with its meaning: I offer a number of Vietnamese words, they would circle the meaning of English words in such poems or songs or vice versa Examples: [2] Teaching vocabulary through the use of visual maps,through pictures, picture collage or through gestures, posters (Unit 6, 8, 13, 14 skkn 18) [1] Primary students are very active, they enjoy exploring visual exploration Visual effects Students have nature curious, eager to learn and the ability to perceive the visual world from vivid to abstract thinking, children are especially excited when the teacher preparation utensils or right visual objects the classroom For example, when teaching the word "in, on, under, above, between ", I directly put the ball on the table Or just give them the difference between the word "desk" and "table" with the goal of learning and I point to desk and table of the classroom With the topic "school", I use directly the school supplies of students to teach vocabulary; they are very excited and elated Example:[2] In addition, I also introduce new words by using gesture or express facial expression Forexample:Ireading while saying: "I'm reading" oruse a earphonegestures as listening to music and said: "I'm listening to music " or my studentsand Idance together andwetalk "I can dance-I can dance " inchorus Example: [2] 15 skkn To introduce the phrase "open the book" - "close the book", I said while opening or closing a book Thus, students will not only memorize new words quickly but also know how to recognize the status of others and how to express their status For difficult words or phrases, I can prepare visual gadget, I use pictures or using the projector, so that students can directly observe the image, thereby the remembering of new words is easier 2.4.2 Teaching vocabulary through the use of language learning (Unit 7, 20 ) [1] Use definition,description:Sometimes, to avoid repeating, I change the way of teaching and learning by giving definitions, descriptions and students predict the meaning of words For example: I give students the concept of "the thing which, when you look at, you will see your own image", they immediately shouted, "Cai guong" with a very excited voice, then I give children the word "mirror" Use synonyms, antonyms: For example, when teaching the word "small", I put the antonyms of it "big" – or with the teaching of "large", I made it a synonym of "big" The children very quickly figure out the meaning of words that I want to teach Example:[2] 2.4.3 Guess the meaning of words through context: For example: I give students a situation: This morning your mother was very busy, she couldn’t take you to school, so you must walk On the way to school, you picked flowers, chased butterflies Suddenly, you looked back the 16 skkn clock, only a few minutes,school gate vill be closed,, how you come to school on time so fast? Students did not hesitate to answer: “Em chay” I give the word: “run” Therefore, students will know the meaning of the words and will remember the new words in an active way 2.4.4 Translate the words into the native language:[2] For the abstract nouns, I always put Vietnamese meaning to avoid wasting time and help Ss to understand easier Normally, in a lesson, there will always be some new words But each word will have a different way of teaching Therefore, the selection of teaching word method is an important task for teachers Example: Words North - South - Central 2.4.5 Teaching vocabulary through practical training In the process of teaching vocabulary I often organize activities to practice and reinforce training words temperate through listening, speaking, reading and writing to increase fluency when students use words These activities will help students focus on the identification and proficient use of the learned words in each context Along with that, I myself always focus on the role of students in teaching and learning vocabulary I always encourage them to participate actively in the learning process through a long time 2.4.6 Teaching vocabulary through games (Unit9,7,12,13,15,17) [1] In the process of teaching, I found stimulating interest of students’learning is not difficult, but how to make them inculcated knowledge is 17 skkn not simple at all At this age, children are eager to explore, to discover, but very soon forget Therefore, I am always aware how to make the class fresh and vivid, the classroom atmosphere is always fun In my opinion, the classes take place gently in order to create comfortable psychologies for children, they will memorize vocabulary easily and effectively I regularly change the activities in class by organizing games for the children These activities are integrated into the process of transmitting knowledge that they are not getting cornered knowledge, passively from the teacher, they will always feel the real lesson funky, lively, attractive and always look forward to English periods +Slap the board: - The purpose of this game is to help students remember the words and the pronunciation of words and demonstrate their agility and dynamic Select the groups of players, each of children Students are arranged in two rows Give each group a plastic toy hammer Paste the picture cards (depending on the number of lesson units) on the board Read aloud a word from the card of stickers Students listen to the word the teacher read, the first two students run up the board to touch the painting's meaning of the card they has heard, and then they go back to their place, put the hammer to the next person, the touching word right before pointing And similar to all views For example: Unit10 [1] Review the words: skip, skate,play hide and seek, play chess, play football, play blind man’ bluff +Matching: The purpose of this game is to help students review vocabulary by matching words to pictures when connected, words to words Example1:Match the appropriate words to pictures: Unit15-Lesson1 [1] 18 skkn Car puzzle doll robot The purpose of this game is to help students remember words and spelling words Offer some words with the letters disturbed Ask students to rearrange to form meaningful words Students can the task in groups, in pairs or individuals Example 1: Rearrange the following letters form meaningful words: Unit 16- Leson [1] rainy weather a.airyu c.aewhter Example2:Rearrange the b.nnyus d.wynid following letters sunny windy from follow suggestions: Okob Lreru Berbur lincep +Chaingame: The purpose of this game for memory training, concentration and quick reflexes of student By participating in this game, you have to really concentrate to remember the words, in addition they also have the opportunity to practice speaking, pronuncing Divide the class into small groups, each group join the game in turn Say the first topic sentence, the first student repeat the topic, then add another word, the 2nd student repeat the first student’s phrase and add a word, the 3rd student repeats the first student’s phrase and then add a word too , so on until the last student in the group For example: Unit 13 - Lesson [1] Teacher: In my house ,there is a livingroom… 19 skkn S1: In my house, there is a living room,a bedroom… S2: In my house,there is a livingroom, a bedroom, a kitchen… S3:In my house,there is a living room, a bedroom, a kitchen, a bathroom… S4: +Rub out and remember: - The purpose of this game is to help students remember vocabulary faster After writing the words and their meanings on the board, teacher asks student to repeat, the teacher gives them a little time (depending on the number of words) in order to remember them Remove Vietnamese or English words Ask students to speak or rewrite English words has been removed on the board or vice versa Give the words on the board by Vietnamese or English and then the teacher delete Student play this game personally Forexample: Unit 12-Lesson2 [1] apond(n): .(n): cáicổng afence(n): ayard(n): (n): khuvườn +Simonsays: The goal of this is game is to help students remember the short imperatives Give order Students would take it if the teacher says “Simon says” before the imperative The students will be eliminated from the game if they incorrectly Have all of class join this game For example: Unit - Lesson - English If I say, "Simon says: Stand up!", Students will stand up 20 skkn If I say: "Stand up!", Students will not implement this order If students make mistake they will be eliminated from the game + Networks: The purpose of this game is to help students review vocabulary system by topic I put the topic in the lesson Students find related words in groups, groups find more correct word curillarin For example: Unit - Lesson - English Networks Pencil Ruler School bag Rubber School objects Eraser Book Pencil shapener The efficiency of the research After applying successfully the methods and procedures to teach vocabulary, the students’ improvement in pronunciation can be seen clearly The result in the first semester of the school year 2021-2022 shows the increase in the percentage of students who can remember vocabulary and use them correctly The significance of the methods of teaching vocabulary can be seen when examining the percentage of students with a reading age above their chronological age since the program’s implementation The number of students assigned to be improving their skills Comparing with the result survey at the beginning, I find that the recent result is better than the old one The following chart will show the result: Class Numbers Excellent Good Fair Poor Fail of (A) (B) (C) (D) (F) students 3A 42 12 15 10= 4= 9,5% 1=2,4% =28.6% = 35,7% 23,8% 43 13=30,2 14=32,5 12 = 4= 9,4% 3B % % 27,9% 21 skkn In conclusion, the changing of the students’ learning vocabulary has been a resounding success The consistency and clarity it has afforded in teaching vocabulary for primary students has been worth the time and effort My students are capable and ready for explicit teaching of vocabulary and are highly motivated by their success in learning English CONCLUSION 3.1 Conclusion In my final thesis, as the title prompts, I deal with the subject of teaching vocabulary to young learners When teaching young learners, the teacher has to be strong at the knowledge but also needs to connect with the children They need to feel the teacher likes them and wants to teach them something new As said in the theoretical part, the results are seen easily and the learners at this age are very grateful when someone invests time in them The teacher has to know his or her pupils It is important to understand their needs, their expectations with which each child comes to the lessons, also ways how to motivate them and last but not least their learning style All this the teacher is learning while working with the learners The teachers get to know their families, their hobbies and interests and just basic information about the learners Also, especially nowadays, we as teachers have to consider the learning disabilities too There are more and more children with these problems and we as teachers need to help them to enjoy the lessons and help them to learn too The teacher needs to understand their differences, their cultural and family background etc In the Theoretical Part I have mentioned some characteristics of young learners I wanted to show that working with them offers many possibilities and we can use many methods and approaches During my teacher’s training I have learned that it is important to learn about their personalities and also to get to know them Every learner is different and we need to view each person individually I also talk about vocabulary – what it is, how it can be taught, which words should be taught and ways that vocabulary can be presented In the Practical Part, there are several lesson plans From the theory, I tried to show how some methods and approaches can be used in the lessons while teaching young learners I also tried to show that variety is important because young learners get bored if they the same activities in the same way all the time The Practical Part proved what I mentioned in the theory I have to admit that in practice I tried out all the lesson plans and it worked well Sometimes, some activity took longer time so the learners were assigned homework 22 skkn The focus of this thesis is the personality of young learners and teaching vocabulary to them Testing and assessment will be the theme of my next future research This research investigated the methods of teaching vocabulary for primary students, lesson delivery and sequence of content and learning expectations used by teachers of English at Thieu Hoa Primary School This research brings broader understanding of strategies for teaching vocabulary to students whose first language is not English The rationale for the study stems from the need to gain greater international perspective of the teaching of English learners Results reflect analysis of classroom observation field notes of 45 students of class 4A 3.2 Petitions 3.2.1 To the leaders To enhance the capacity of teachers in teaching English, the leaders should organize the training courses for the English teachers regularly Through the training courses, teachers have the opportunity to exchange and learn their experiences 3.2.2 Acknowledgments I am grateful the experts of Thieu Hoa Education and Training Office, my colleagues at Thieu Hoa Primary School, for providing helpful comments for the research.          I also would like to encourage Vietnamese teachers to have more confidence and experience in teaching reading comprehension even though we are not native speakers of English The confirmation of the head-master Thanh Hoa, April 20th 2022 I undertake that I not copy from the others Written by Tống Thị Hảo 23 skkn Reference material [1] Tiếng Anh lớp (Text book) – Nhà xuất giáo dục [2] website: sach mem ( Tieng Anh 3) 24 skkn Mẫu (2) DANH MỤC SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG SÁNG KIẾN KINH NGHIỆM NGÀNH GIÁO DỤC VÀ ĐÀO TẠO HUYỆN, TỈNH VÀ CÁC CẤP CAO HƠN XẾP LOẠI TỪ C TRỞ LÊN Họ tên tác giả: Tống Thị Hảo Chức vụ đơn vị công tác: Giáo viên - Trường Tiểu học Thiệu Hòa TT Cấp đánh giá xếp loại Tên đề tài SKKN Kết đánh giá xếp loại Năm học đánh giá xếp loại (Ngành GD cấp huyện/tỉnh; Tỉnh ) (A, B, C) Cấp huyện C 2009- 2010 Cấp huyện B 2013 - 2014 Cấp huyện B 2014 - 2015 Cấp huyện C 2019 - 2020 Đổi phương pháp vào hát ngắn trị chơi chữ để gây hứng thú học tập cho học sinh tiểu học Đổi phương pháp dạy từ vựng giúp học sinh học nhớ từ hiệu Lồng ghép trị chơi ngơn ngữ vào q trình dạy- học giúp học sinh học tiếng anh hiệu Experience in teaching vocabulary for primary students * Liệt kê tên đề tài theo thứ tự năm học, kể từ tác giả tuyển dụng vào Ngành thời điểm 25 skkn 26 skkn ... research: "Experience in teaching vocabulary for students of grade at Thieu Hoa Primary school" 1.2 THE PURPOSE OF THE RESEARCH - The research applies the methods of teaching vocabulary to involve students. .. following set of questions together in preparation for making decisions about teaching vocabulary for primary students Analysis of my school? ??s performance in teaching and learning vocabulary in. .. activities in teaching vocabulary in English Primary program according to the communicative approach - Exploring the present situation of teaching vocabulary at Primary School and suggesting some