THANH HÓA EDUCATION AND TRAINING DEPARTMENT SAM SON EDUCATION AND TRAINING DEPARTMENT EXPERIMENTAL INITIATIVE HOW TO TEACH ENGLISH VOCABULARY EFFECTIVELY FOR YOUNG STUDENTS IN CLASS 4E, 4G AT BAC SON[.]
THANH HÓA EDUCATION AND TRAINING DEPARTMENT SAM SON EDUCATION AND TRAINING DEPARTMENT EXPERIMENTAL INITIATIVE HOW TO TEACH ENGLISH VOCABULARY EFFECTIVELY FOR YOUNG STUDENTS IN CLASS 4E, 4G AT BAC SON PRIMARY SCHOOL IN SAM SON CITY The implementer: Pham Thi Yen Position: Teacher School: Bac Son Primary School Subject: English THANH HOA, YEAR 2022 skkn INDEX Page 1.OPENING 1.1 The reason of selecting the topic 1 1.2 The purpose of research 1.3 The objects of research 1.4 The methods of research 2 CONTENTS OF THE EXPERIMENTAL INITIATIVE 2.1 Theoretical basis 2 2.2 Real state before applying the experimental initiative 2.3 The solutions were used 2.3.1 The importance of techniques of teaching vocabulary 2.3.2 How to teach vocabulary effectly 2.4 The effectiveness of the experimentalinitiative 17 CONCLUSIONS AND SUGGESTIONS 18 3.1 Conclusions 18 3.2 Suggestions 18 References skkn OPENING 1.1 The reason for choosing the topic Nowadays, the trend of international integration in many areas including the field of education has brought English up a very important position English as a means of communication is the key to the treasure of humanity On the other hand, the wide application of information technology has made learning English become urgent and indispensable So learning English of Elementary School students are particularly concerned by students, parents, all the teachers of education in our country English has become one of the main subjects in the curriculum of students The learning and use of English require a diligent process of creative practice of both learners and teachers Especially in the situation of education reform as currently, teaching English in view of communication methods is widely supported According to this method, students have many opportunities to communicate, to practise language and to participate in practical situations: Learning coupled with practice English is the most common language spoken everywhere Combining with the application of information technology, learning English has become urgent and indispensable more than ever In our country, responding to developing trends and requirements of the society, the government has had the practical educational policies of teaching and learning English in the school, especially for primary schools English is gradually being introduced even earlier into the curriculum in many schools The English educational program is reformed, the communicative method is internationally recognized best practice in English language teaching English is a compulsory subject from grade in all regions across the country The prominent feature of the innovation in the content according to the program of Ministry of Education and Training provides students in general and elementary students particularly with more interest in learning English Students have more chance to practice English in four skills as listening, speaking, reading and writing Learning vocabulary is an important and basic foundation of skill development in the process of learning English language But primary students almost have no interest because they think that English is too difficult for them to study Moreover, they are too small to be aware of the importance of English, so they not care about learning and using vocabulary They encounter difficulties in pronouncing and memorizing new words as well as use them flexibly Therefore, vocabulary teaching and learning is a constant challenge for teachers as well as primary students It has become mandatory for the teachers to rethink and revamp their teaching vocabulary strategies.With all above reasons I choose the topic “How to teach English vocabulary effectively for young students in Class 4E, 4G at Bac Son Primary School in Sam Son” skkn 1.2 The purpose of research As a direct teacher to teach English for students in grade 4, who are new to the system of vocabularies and structures not known in grade 3, I always think of how to make learning vocabulary is the most exciting thing my students at school, help them not feel tired of learning English During both teaching and observing students learning vocabulary, I found that students often learn the new words unconsciously They not pay much attention to practice pronouncing words Most of them sit in silence, only a small number of students get interest in enjoying activities in the class How to increase students’ concern and help them to memorize and use vocabulary easily? I wish all of my students could catch all the words 1.3 The objects of research The pupils in Class 4E, 4G at Bac Son Primary School The vocabulary in the text book Tieng Anh (Macmillan –The Ministry of Training and education publisher) In order to complete this study, I finished the survey for pupils at Bac Son Primary School in school years 2021 – 2022 with the help of 70 pupils in Class 4E and 4G I found out the pupils’ attitude towards learning vocabulary Combining with the research methods to build the theoretical basis, the statistic methods and data processing and drawing on findings obtained in the teaching process, I found a number of effective vocabulary teaching methods Several current databases, together with my personal experience as a teacher directly teaching grade 4, I boldly go into a problem “How to teach English vocabulary effectively for young students in Class 4E, 4G at Bac Son Primary School in Sam Son” 1.4 The method of research - Studying reasoning - Analyzing the real situation - Collecting data and analyzing data - Observation - Experimenting the TPR method - Reporting the results and drawing the conclusion CONTENTS 2.1 Theoretical basis Vocabulary of a language is just like bricks for constructing a building Like bricks, they are vital for the building of a language Language is made up of words If we want to use language effectively, we must have good stock of vocabulary We cannot use the language, if we don’t know the words of that language English language has vast vocabulary It is the richest language of the skkn world One cannot learn a language without learning vocabulary Therefore, the study of vocabulary has occupied the central place in teaching learning activities Thornbury opines (2002): If you spend most of your time studying grammar, your English will not improve very much You will see most improvement, if you learn more words and expressions You can say very little with grammar, but you can say almost anything with words[1] Even, Wilkins rightly says, “Without grammar very little can be conveyed….but without vocabulary nothing can be conveyed” [2] (p.111, quotes in Lewis, 2000) Vocabulary is a very important means to express our thoughts and feeling, either in spoken or written form Indeed, neither literature nor language exists without vocabulary Vocabulary is needed for expressing meaning and in using the receptive (listening and reading) and the productive (speaking and writing) skills It should be considered as an internal part of learning a foreign language since it leads the way to communication Nation and Waring (1997), aptly mentioned, “Such as writingand reading, vocabulary knowledge is one of the components of language skills”[3] The study of vocabulary is at the center while learning a new language English being a second language or foreign language, one needs to learn vocabulary in the systematic way As a result, teaching vocabulary effectively takes an important role in teaching English 2.2 Really state before applying the experimental initiative - Current status of the school Bac Son Primary School is in the center of Sam Son City The school has a teaching staff who are young, fit, enthusiastic, capable of teaching and always love their job Qualifications and standards are on 100% In the field of education, my school is always interested, focused on teaching and learning, always enabling teachers and pupils to fulfill the duties and assigned targets And the school has always received the active support of the local government so many years, the school was rewarded as the advanced school in the city But beside that the school has faced many difficulties in education The total number of classes and pupils are overcrowded, but narrow campus, not enough playing and learning space for students, infrastructure is poor Visual media, pictures, furniture for teaching and learning English are lacking - About students and parents Due to a commune in the coastal areas, people live mainly on fishing but because of over population, their living standard are low and strenuous The majority of parents are not really interested in their child's learning Adding to that, learning self-discipline of students is poor Everyday communication skills of maritime students compared with students in urban areas is limited Therefore, learning and communication in English, a second language of the children are more difficult Pronunciation of their native language also lead to skkn more errorsin listening, teaching English and make English more difficult Most of them are very timid, shy, yet bold communication, language delay thinking leads to low self-esteem, inferiority In the class, students are forced to learn many words and have to spend much time to get used to using language, as word meaning, word stress, sentence stress, intonation that are different and difficult for them to understand and memorize.English communication environment is limited so they have too little chance to practise their knowledge In addition, the native language also leads to the difficulty in English pronunciation - For teachers I have been teaching English at primary school for many years I recognized that my pupils in Class 4E, 4G in particular and pupils in our elementary schools generally are too small to be aware of learning English They have few opportunities of applying English in their lives, are bored with communicating in English with others because of limited vocabulary Therefore, they cannot improve the skills of listening and speaking as well as reading and writing According to the innovation of teaching methods, pupils practice English proactively But English is a difficult subject, time for each lesson is too short for teachers to organize activities effectively Sometimes there are too many words in a unit so that the teachers just give the meaning of the word, pupils copy and memorize mechanically to save time, focus on grammar practice It is essential for teachers to find out suitable and effective ways of teaching vocabulary to take advantage of pupils’learning spirit as well as update teaching quality How to help pupils be more confident and proficient In learning and using vocabulary, especially for pupils in Class 4E, 4G at Bac Son Primary School I carried out a survey pupils in Class 4E, 4G at Bac Son Primary School at the beginning of the school year 2021-2022. The purpose of this study is how to improve the teaching and learning English vocabulary at Bac Son Primary School in particular and other Primary School in general My survey was completed by 70 pupils of Class 4E, 4G to check pupils’ memorizing vocabulary I prepared an exercise for pupils as follow: I Choose the word different from the others A cycling B skipping C cloudy D skating A rabbits B parrots C cat D dogs A plane B trucks C ship D car A library B classroom C music room D pond B pen C cook D pencil A book II Circle A, B or C skkn Where is the …… ? It’s there A ball B cook C near What pets you like? I like…………… A cats B sunny C trucks Tom is playing ………………… A TV B badminton C window Whois that? It’s my……… A ball B red C friend How many………are there? There are ten A a robot B robots C robot Results: Class Number of pupils Good No Pretty % No Average % No % 4E 35 14,3 10 28,6 20 57,1 4G 35 8,6 11 31,4 21 60 According to the above result, a large number of students is impossible to complete the exercise wellthought it is not difficult to do, they also not worry about the result It means that students are not concerned about learning English vocabulary, and also not understand its importance So it is necessary to have active methods in order to attract the pupils’ attention in the lesson as well as help them memorize and using vocabulary During the process of teaching, I found that teaching methods of vocabulary is one of the initial factors to make them like learning English With my personal experience, I give some experience in the teaching process of vocabulary 2.3 The solutions were used 2.3.1 The importance of techniques of teaching vocabulary - Techniques of teaching vocabulary are being applied during the process of learning and teaching English From introducing new words, practising speaking and writing, to training and consolidating as well as warming-up are to make an effervescent lesson at the beginning -The purpose of using the techniques of teaching vocabulary in the process of teaching English is to provide students with sufficent vocabulary which supplied for learning English, catch the meaning and the use of vocabulary in communication - The different techniques give students interest in English, memorize vocabulary with the communicative context, enhance self-learning, will enrich their vocabulary themselves and self-check their use of words They will gain skkn initiative in communicative situations as well as the acquisition of new knowledge 2.3.2.How to teach vocabularyeffectively 2.3.2.1 Pre-teach vocabulary - Presentation seems to be the most important stage in the process of teaching vocabulary The purpose of this activity is to make pupils will feel more attracted into our lecture - Choosing words to teach correctly is very important It is the decisive factor focusing students’ attention to the content of lesson.When teaching vocabulary teachers need to distinguish and consider two kinds of vocabulary words to help teachers focus systematically and save time needed + Active (active vocabulary): are words necessary for students to understand, recognize and use in oral and written communication In the process of this, teachers need to inspire, take for example, checking to make sure students understand and recognize how to use them + Passive (passive vocabulary): are the words that students need to understand and recognize when listening and reading With this kind of teachers not need to invest a lot of time on the active application, just a quick presentation with a simple example - Elicit the meaning of words from students by using attached techniques instead of give directly the meaning This promote students to the creativeness of learning language - After presenting the meaning of the new words, teachers have students repeat the words in times in chorally then in groups or individually several times By repeating words, students will get acquainted with intonation, word stress and phonics that are very important to supply them useful things to listening and speaking skills During teaching a word, as having students pronounce, teachers can combine techniques with the intonation following expression of feelings to attract students’ interest Example: when teaching “listen to music”, teachers both use gesture, putting hands on ears and pronounce the phrase with different intonations such as angry, funny or sad Students repeat excitedly the word It makes them feel the learning vocabulary interesting - Teachers write the new words on the board and have students to copy on notebooks - Then asking a few good pupils to read them aloud first and requiring the whole Class to say in chorus This will help pupils have chance to practice more and more It is more convenient and effective for pupils when learning a new word by knowing how to say and how to write *Some common techniques in introducing the meaning of words skkn Each lesson has a variety of words, it may be easy to learn but may be difficult And the condition of the classroom, time for leaning vocabulary as well as the level and interest of students are also the factors leading to decide what technique should be used Giving the meaning of words is the most important part of teaching There are many techniques very useful to introducing the meaning of words such as, define, drawing, using real objects, pictures, mime ( gesture ), synonym – antonym, translation, guessing, explanation,….And these are effective techniques I used to teach in my lessons Defining Definitions in the target language may be very handy if they are expressed in terms that are better known or more easily guessed than the word that is defined I use a different word, words or a definition in order to explain a word Examples: Lemonade is a kind of drink made of lemon (Unit 13- grade 4) Children’s day is a festival for children on the first of June (Unit 15- grade 4) Drawing When I run into difficult vocabulary to explain, I draw a picture of some words on the blackboard It help my pupils understand the meaning of words quickly Examples:To express the actions such as, ride, skip, sing, swim (Unit 5- grade 4) I use color chalk to draw these actions Using real objects It is a very useful technique to teach vocabulary to elementary students The names of many things can be taught by showing actual objects It gives real experience and sense to them Real objects or models of real objects are very effective and meaningful in showing meanings but in handling of real objects, a teacher must be practical and should not be superfluous This is the simplest way to achieve understanding. Many new words which teachers may be difficult to explain Example: bread, milk, tea, coffee (Unit 13- grade 4) Shoes, sandals, blouse, skirt (Unit 17- grade 4) Using pictures It is easy for teachers to teach vocabulary when using photographs or paintings teachers can indicate many kinds of words They can be used to develop students’ understanding of a particular concept of word This can also be a good way to introduce blocks of related words, which is often utilized in foreign language classes, such as nouns and verbs related to the classroom or the house Pictures can also be used in printable worksheets and flashcards, where pictures are matched to the word they represent Examples: sea, sandcastle, hotel (Unit 20- grade 4) Firework display, decorate (Unit 15- grade 4) Miming (gesture) Teachers can perform some words It can be fun and frolic It makes the class student-centered Teachers can act and students try to imitate it It can win skkn the favor of the students as learners like dramatizations and can easily learn through them Many situations can be dramatized or demonstrated This works well with students as practice in communicating This technique lends itself particularly well to action verbs and it can be fun and memorable Examples: swimming, playing badminton (Unit - grade 4) Sing, skip, dance (Unit - grade 4) Using synonym and antonym A synonym may be used to help the student to understand the different shades of meaning if the synonym is better known than the word being taught Synonyms help to enrich a student's vocabulary bank and provide alternative words instantly When one member of a pair of opposites is understood, the meaning of the other can be easily comprehended This helps the student to understand the different shades of meanings of a word Examples: Unit 14- What does he look like? Students knew the words: old, short and small at grade so teachers can ask: “What is the opposite of old?” young - old tall - short big - small thin - fat Example 1: Unit 3: What day is it today? Lesson (Grade 4) Vocabularies include words: In presenting new words, I use techniques as explanation and pictures “today” is an abstract noun, so explanation is the best way to help students understand the meaning of word I ask “What we call the day after yesterday?” Students answer “hôm nay” I say “We call ‘’hôm ‘’ is “today” in English.” To introduce days of the week, I show in turn the pictures of calendar days, which are closed to students and ask What day is it today? Students answer one by one about days Then I give the words in English skkn By using pictures to infer the meaning of words, students are eager to start their ideas, not feel shy any more, so they are easier to understand and memorize Example 2: Unit 5: Can you swim? Lesson (grade 4) Vocabulary: play the piano play volleyball play the guitar play table tennis play chess To introduce “play” I give a picture of boys playing in the garden and ask: Are the boys cooking in the garden? Students: No I: What are they doing? Elicit from students the action in Vietnamese: chơi Then give the word in English By showing the picture accompanying with giving the suggestion question, I help students connect the meaning and context, it is a very simple and effective way to learn new word I show the model of guitar, point to each one and ask “What is this in Vietnamese?” Students answer “đàn ghi ta” Do the same with “piano” Guitar and piano are two things students often see in their life, so it is too easy for them to give the meaning of words I describe the action when playing volleyball and asks students: What sport is this? And similar to introducing “table tennis / chess” Putting the new words into a defining context, and questioning allows teachers to find out more about the respondent, attract students’ attention to learning vocabulary Example 3: Unit 9: What are they doing? Lesson (grade 4) Vocabulary: - listen - read - write - watch - video skkn 10 - text - dictation Phrases: read a text write a dictation listen to music watch a video In this lesson, I use body language combining with body language and realities to explain the meaning of the words and phrase To the phrase “listen to music” I put my hands on my ears and ask students: What am I doing in Vietnamese? Students: nghe nhạc I say: Yes, we call it in English “listen to music” then have them repeat the word several times To verb “read” I take a book and mime to read then have students guess what action in Vietnamese Students easily give the answer: đọc sách I give the exact meaning: đọc then read it aloud in English and have students repeat And introducing “write”, I perform writing on a paper and let students guess: what is this action in Vietnamese? They can read out: viết, I read it aloud in English and have students repeat Mime or gesture is the way students feel eager to join the most After teaching new words in this phase, I read them aloud in the different emotions and have students to repeat after me Pictures of many types can be used successfully to show the meaning of words To present “video” I show a picture in which a boy is watching a video I: What is the boy watching in Vietnamese? It is too easy for students to answer: băng I point to a passage in students’ books and say “This is a text, so what does text mean?” students will be able to give feedback: đọc The same as “text”, I show a dictation in students’ dictation notebook and says “this is called a dictation, so what does dictation mean?” students: tả To sum up, techniques of teaching vocabulary are various, but how to use, when we use and for what purpose is very important that required the teachers skkn 11 apply flexibly to gain the teaching targets To gain the best result, not only choose the suitable technique to teach, teachers also define a standard pronunciation, present the new words on the board clearly and exactly for students to recognize Using the techniques of teaching vocabulary is an approach to the perceived knowledge of students It helps them acquire knowledge easier and takes their interest in learning 2.3.2.2 Checking vocabulary Checking vocabulary is an important part in teaching English And it shows how students catch the new words The process of checking vocabulary divides into levels of checking: simple checking and complete checking Using techniques in checking vocabulary makes the students more enthusiastic about learning vocabulary, the lesson is no longer bored and not become a pressure for them a Simple checking Simple checking is checking vocabulary separately, checking immediately after finishing the introduction of new words I often use games as techniques to make students feel more interested in the lesson, stimulate them to rival with each other Apart from using the basic techniques in checking vocabulary, such as: Rub out and remember; What and Where; Matching; these are techniques help me teach vocabulary effectively * Word relay: Let students play the game in two teams, teacherspecify topic they cowrote Each student is to write a letter, then assemble into a complete or each student will write a word.The team that has the most accurate results will win Example: Unit 13: Would you like some milk ? To check the new words about food: chicken, bread, rice, vegetables, beef I let students play “word relay” in minutes Divide the students into groups of eight Ask them prepare a piece of paper The first pupil is the first one writing the first letter of a word about food The second one write the next letter, and continue to the last one finishing the word: Pupil 1: R - Pupil 2: I - Pupil 3: C - Pupil 4: E - Pupil 5: RICE Pupil 1: F - Pupil 2: I - Pupil 3: S - Pupil 4: H - Pupil 5: FISH Pupil 1: B - Pupil 2: R - Pupil 3: E - Pupil 4: A - Pupil 5: D Pupil 6: BREAD After minutes, which group has the most exact words will win This game always create excitement and to check their vocabulary very efficiently skkn 12 others * Odd one out The teacher gives four words in which there is a word different from the Pupils’ task is to find out that word and circle Example: Unit 8: What subjects you have today? Lesson (1,2) a Music b Art c subject d Maths Music, Art and Maths are the name of particular subjects But subject is the general Or Unit 19: What animals you want to see? Lesson 2(1,2,3) a bear b tiger c elephant d scary bear, tiger and elephant are nouns,the name of animals, but scary is an adjective This technique help students review all words they have learnt, it requires them to remember the meaning of words if they want to score It also put them at ease when they exercises * Spelling Bee The two teams stand up to begin the game The teacher reads a word to one member of the first team The pupil must spell it correctly If he/ she fails he/she must sit down and the word passes to the other team If it is spelled correctly the teacher reads out another word Team takes it in turns to start The game ends when the whole of one team has been eliminated, and they are all sitting down Example: Unit 12: What does your father do? Lesson 1(1,2) Checking vocabulary: farmer, nurse, worker, driver, teacher, student Let students stand in teams: boys and girls I read aloud: farmer, ask a pupil in team girls to spell the word She spells: F-A-R-M-E-R, it’s correct I read aloud: nurse, and ask a pupil in team girls to spell She spells: N-U-G-S-E, it’s wrong, so she must sit down and her team loose their turn The word passes to team boys A pupil in team boys: N-U-R-S-E It’s exact So I read another word Each team takes in term to play till the last word The game ends when no one in one team stand, or which team spells more words will win * Pairing the word This technique is organized as a memory game in order to help students memorize the word easily Divide each word into parts and write those parts on different cards Mix the position of cards, then ask students to order the correct position of cards to complete a word Example: Unit 2: I’m from Japan Lesson (grade 4) Vocabularies: America, Malaysia, Australia, England, Japan Prepare these cards: Ame Aus pan tralia rica sia Ja Eng land skkn Malay 13 Stick these cards on the board Students work in groups of 3, in minutes Call on two groups to go to blackboard Requiring groups to stand far from the blackboard the same distance The first member of each group goes to the board to order the cards to make correct words then turns back the final of line If she/he cannot remember, the second one will play the next turn rica En land Mala sia Ja pan g y Which group finishes pairing the cards first will be the winner This game just becomes so flexible in how you can use it It could be in the different lesson, it provides so many activities Students enjoy the game very much They feel learning vocabulary more exciting than they expect Am e Aus tralia * Ordering the cards Example: Unit 3: What day is it today? Lesson 1(grade 4) Vocabularies: Monday, Tuesday, Wednesday, Thursday, Saturday, Sunday Prepare the cards as follow: Wednes Thurs s These cards is stick in confusing order of days in a week I ask students work in groups or individually to put the words in order from Monday to Sunday Call on one pupil to go to the board and rearranges the cards The game is held according to the condition of class and students This game is very exciting and students are eager to joy, it is an easy way for them to learn and memorize vocabulary The purpose of techniques is to attract students’ interest, but teachers should pay attention to the level of each student to have a suitable technique for each lesson For example: with good students, teachers can use “slap the board, what and where, rub out and remember”, with weak students, teacher should use: bingo, jumbled words, matching, spelling bee Mon Satur Fri Sun Friday, Tues b Complete checking The complete checking is performed after students practised vocabulary, revised and drilled, consolidated in the lessons of practising listening, speaking, reading and writing skill This checking is often carried out by speaking and writing Teachers can apply for “warm-up”, checking old lesson, middle -term test or test for total term For examples: *Gap fill: Students fill in the gaps to complete a sentence or a passage In this type, there may be with the word given or may be not Examples: skkn 14 Fill in the blanks England beef May doctor My birthday is on the first of ……… My father is a ………… She is from …………… What animal is that? It’s a ……… My favourite food is……… Fill in the gaps a I am a pupil at Thi Tran primary ……… b I am from …………… c I’m in …… 4A d Chicken is my favourite…………… tiger * Choose the best answer: students choose the correct answer in the suggested answer Sometimes students not remember all the letters of a word, but they know what it means This kind of exercise helps them feel more comfortable and self-confident to complete Example: Choose the best answer: My favourite …… is chicken A school B subject C food D class I like taking a …… A bike B photo C text D TV I was on the …… yesterday A zoo B school C beach D library * Stop the bus: Students work in groups of or more in minutes Draw on the board a table like the ones below and get each team to copy it onto a paper: T M G H Animals Tiger Monkey Objects TV Food Tomato Clothes Trousers Days Thursday Students simply have to think of one item to go in each category beginning with the set letter Give an example line of answers for the first time you play with a new group The first team to finish shouts “Stop the Bus!” Check their answers and write them up on the board and if they are all okay that team wins a point If there are any mistakes in their words, let the game continue for another few minutes *Vocabulary box: Teacher prepares a box and some small blank cards or pieces of paper skkn 15 At the end of each vocabulary lesson, either the teacher or the students should write words from the lesson on different cards For example 'countries and nationalities' in Unit 2: Where are you from? So, the teacher may end up with ten words on cards Viet Nam, England, America, Australia, Australian, Malaysia, Malaysian, Japan, Japanese And these cards are then placed in the vocabulary box This vocabulary box can then be used at any time to review the vocabulary studied over the weeks The teacher could simply pick words from the box at random, give the definition and ask for the word This can be done as a simple team game Or the teacher may try something more active For example, when she/he has had this vocabulary box for a month or two months and there are quite a lot of cards in there, from Unit 1: Nice to see you again to Unit : Can you swim ? Vocabularies: America, Australia, Japan, Malaysia, American, Australian, Malaysian, Japanese, cycle, cook, dance, sing, play, draw, swim…… You might say to the students “OK, collectively I want all these cards divided into nouns and verbs … Go! You have three minutes” Or, teacher might say “OK I want all these cards divided into lexical sets … Go!” Or, you might say 'Each corner of the room is a different lexical set - that one's the name of country, that one's nationality, that one is the verb Put the cards in the right corner, you have one minute to this…Go!' Then they're all running around trying to get their words in the right corner This could also be done in teams or groups, giving each team a handful of words to sort This activity is as a game, it brings the students interest and they will become heavily involed in learning activities * Revise vocabulary by practise reading (gap fill) This technique is perfomed as a game It requires teacher to prepare carefully a short easy simple passage in which including the taught words Devide the class into teams: boys and girls First time, teacher ask students read the passage once, then teacher reads the sentences one by one, but stop before the word have taught and have girls read aloud the missing words (underlined word) in turn If they cannot read the missing word, they loose their turn And then, teacher exchanges the sentence each team have to read Example: to revise vocabulary in Unit 7: What you like doing? (grade 4) Vocabularies: cooking, collecting, riding, flying, watching A short passage as: Today, I talk about my hobby I like cooking in the kitchen with my mother I like collecting stamps with my grandfather I also like riding a bike or flying kites with my friends on the field in the afternoon And I like watching TV with my father in the evening In this game, students have more chance to pronounce as well as memorize the meaning and the use of vocabulary in obvious context skkn 16 The aim of the complete checking is to know whether students understand and use vocabularies correctly in the obvious communicative situations Beside this, students will have a system of various and sufficient vocabularies *Tips for testing: Listening test: Gap fill, choose the best answer, dictation Speaking test: Chain game, stop the bus, vocabulary box Reading test: Gap fill, choose the best answer Writing test: Put words in the right order, write sentence from the words given, vocabulary box c Some suggested types of exercise help pupils learn vocabulary Odd one out A Monday B Friday C Sunday D Science A dance B piano C cook D skate A September B November D December C America A chess B first C second D fifth A mask B Music C Art D Maths Circle A, B or C Where are you from? I’m from………… A Vietnamese B English C Malaysia What day is it today? It’s …………… A badminton B Wednesday C football Let’s go to the ……… A chocolate B medicine C bookshop What animal is that? It’s a………… A bread B lemonade C lion What day is it today? It’s ……… A May B June C Tuesday Read and complete My name is Hoa I’m in class 4B This is my friend Mary She’s from Australia She’s a pupil at Hanoi International school It’s in Ba Dinh district, Ha Noi She’s in class 4A She has Science, IT, PE and Music today She likes singing She can play the piano It was Sunday yesterday She was at my house In the morning,she painted pictures and I painted a mask In the afternoon,we played badminton.We had a good time Mary is from ………………………… skkn 17 She’s a…………… at an International school She likes …………………………………… She painted ………………… in the morning She played badminton in the………………… Put the words in the right columns English ten jeans Music two Art skirt Maths seven shoes eleven pens School subjects Art Objects shoes Numbers two 2.4 The effectiveness of the experience initiative Through the practical lessons of students and compare the quality of the class during training I recognized that they no longer feel bored with learning vocabulary, they are eager to speak in English much in the class, and the results of all students acquire better *The result achieved through the middle of the second semester examination at Class 4E, 4G - School year 2021-2022 Good Pretty Average Class Number of pupils No % No % No % 4E 4G 35 35 16 14 45,7 40 15 15 42,9 42,9 11,4 17,1 This means that almost students improve their skill of practising and using English vocabulary as well as other comunicative skills *Experiential lessons for me and my colleagues Teachers should not present too many new words in a lesson Teachers need to find out the most suitable technique for each lesson During the lesson, teachers should take advantage of time to guide students to perform the activity clearly and effective Do emphasize phonics, intonation and word stress Pay much attention to weak students to help them take part in confidently Combining flexible techniques to enhance the effectiveness of teaching vocabulary as well as help students consolidate their using language skkn 18 The teacher should provide frequent spaced-out repetition to reinforce the learning process and to fix the vocabulary firmly in the minds of students CONCLUSIONS AND SUGGESTIONS 3.1 Conclusions Vocabulary plays an important role in learning and teaching English. Without vocabulary no language exists Despite different ways of understanding vocabulary, I have mentioned the definition, the importance, and the aims of teaching and learning vocabulary Guiding for the students as well as encourage them learning English in the good learning methods is very necessary Teaching vocabulary is a complex process and know how to arrange vocabulary together to make sentences, conversations, students will feel confident and will develop speaking ability as well as their vocabulary So I emphasized the different stages in the process of teaching vocabulary such as: the techniques for understanding,the meaning of words, and the techniques for checking vocabulary as well as giving the kinds of practice As a result, students now feel more comfortable and self-confident to learn English 3.2 Suggestions a For Sam Son office of Education and Training, Thanh Hoa Department of Education and Training The experience innovation is always the practical, scientific and innovative ideas, it requires teachers to spend a long hard working time on drawing the innovation, experience So I bodly suggest that teacher should not write the experience innovation yearly, just only once years Should have more policies to encourage the teachers comfortable to teaching b For Youth - Youth Brigade: We give them some playgrounds, clubs to speak English at school By coordinating with English professional groups, other professional groups as well as and other organizations, weekly or monthly and special anniversary holidays of the year, we must have real plans and encourage weaker students to participate c For teachers Should review the vocabulary have taught through a game or an activity and encourage your students to the same at home Teachers of English must be always active, flexible and creative to catch up with the new teaching method Teachers should combine technology with teaching to get the best result in the process of teaching language Teachers frequently take part in the activities of specialist knowledge in the area to exchange their experience skkn ... the topic ? ?How to teach English vocabulary effectively for young students in Class 4E, 4G at Bac Son Primary School in Sam Son? ?? skkn 1.2 The purpose of research As a direct teacher to teach English. .. teacher directly teaching grade 4, I boldly go into a problem ? ?How to teach English vocabulary effectively for young students in Class 4E, 4G at Bac Son Primary School in Sam Son? ?? 1.4 The method... pupils in Class 4E, 4G at Bac Son Primary School at the beginning of the school year 2021-2022. The purpose of this study is? ?how to improve the teaching and learning? ?English vocabulary at Bac Son Primary