Một số biện pháp nâng cao hiệu quả dạy từ vựng cho HS lớp 3

1 Introduction 1.1 Reason for choosing topic From the end of the twentieth century, humanity has entered a new era of scientific and technological revolution, which has made profound changes in all aspects of social life in the whole world And today, on the threshold of the 21st century, the world is standing at the threshold of civilization of information technology, people not only know manual labor but must work with the mind, must conquer the pinnacle of intelligence apply science to life Every aspect of social life is linked to the advancement of science To achieve this, people must have the exchange of international friends In order to so, we must know foreign languages and use it in a proficient manner That is why I find teaching and learning foreign languages in schools, especially elementary schools, a necessity and a necessity One of the foreign languages currently taught and taught in Vietnamese schools and primary schools is English Learning foreign languages today is not only to know but also to work, to exchange learning with international friends.Today, English plays an important role in communication English is considered as a communication language globally Therefore, learning English is very popular not only for those who are using foreign languages to communicate in the workplace but it is also very necessary for primary school students, who will soon be the owners the country As a passionate teacher, devoted to students, I always wondered how to find a way to teach students how to understand and absorb good in the classroom In order to be so good, the teacher must be creative and passionate about the profession, giving timely lessons to attract the attention of students and to achieve high results Any language that communicates requires a certain vocabulary to communicate On the other hand, for elementary school children, deep learning of the nature of a language is too difficult We just ask them to understand and know what "English" is What is the meaning of English in Vietnamese? In order to have a good sentence and complete grammar first of all they have to have rich vocabulary and how to use words properly And how to learn and remember the word? This is also the reason why I think and select the topic "Some measures to improve the teaching of vocabulary for Grade students" aims to show how the children, the main subject Here is a third grade student, remember a better vocabulary 1.2 Research purposes The subject focuses on the use of techniques and methods of teaching vocabulary for third graders 1.3 Research subjects * Solutions to improve the quality of vocabulary teaching for third graders 1.4 Research Methods - I have conducted interviews, surveys, survey data - Study relevant materials such as English textbooks 3, English handbooks , articles by educational researchers on relevant issues Exchange ideas with colleagues, especially those who have experience in teaching From which to propose useful solutions to improve the quality of teaching vocabulary for third grade students - Investigate the actual situation of the problem 1.5 New points of experience initiative - Teachers make logical games, create classy atmosphere and give birth Fun, turn every activity into an interesting game, easy to attract students - Depending on the content of each lesson, teachers may apply some of these tips in the Warm-up, Lead-in, Free-practice, Consolidation, sections or immediately after teaching the vocabulary (check the student's vocabulary) Apply some of these tips to help children not only remember from the classroom but also help them learn and review from home If you memorize and remember words, they will help you to be confident when you practice or communicate in English Make them have a motive and sense of learning in this subject Content of experience initiative 2.1 Rationale In the Ministry of Education's 2008-2020 foreign language project, the specific goal of the elementary English program is that after the end of the school year, students may: - Have a vocabulary of 500-700 words including oral and written language - Students can use vocabulary learned in simple communicative situations through four skills: listening, speaking, reading and writing The 3rd grade English language course has lessons a week, each unit has a lot of vocabulary and grammar knowledge So learning vocabulary and vocabulary skills is a very important factor in learning English - Have minimum knowledge of the English language, and through English have initial knowledge about the country, culture and people of the English speaking countries - Have a positive attitude towards learning English 2.2 Realize the problem before applying the innovation initiative a Advantage: The student: - The majority of children are learning, doing homework before class, passionately speech - The majority of children are learning, doing homework before class, enthusiastic expression - The Board of Directors is interested in teaching - In recent years, many students have achieved high scores in the exchange with their schools Specifically as you: Minh Thu, Nhat Vy, Tuan Anh Teacher: + Through many years of experience and research teaching English I spend a lot of time and enthusiasm to study reflection as well as the effectiveness of teaching hours, especially the lesson of grasp the vocabulary of children + I am hard-working, researching, referring to many documents, grammar, vocabulary Then I record and accumulate regularly + I often exchange with the company in and outside teaching hours to learn and draw experience needed to apply b Hard: - My school is a rural school, and library materials are limited Therefore, there are not enough documents for students and teachers to consult, study easily, easily Most of the students are children of farmers, the family is poor so the parents only worry about the economy not have time to care and urge their learning so the source of good students is quite limited - About the distribution of the week, sometimes one session must learn two consecutive English, to load a number of words a lot This will certainly cause some students to overload psychology, greatly affecting the next class - Students not focus on English as it is optional - On the parents side, it is very difficult to check or guide the children to learn at home Because it is a foreign language, not all parents know This is also a very difficult problem in managing a student's home study - In addition, the way to learn vocabulary of children is also worth attention, they often learn vocabulary by reading the word in English and trying to remember the meaning in Vietnamese, there is writing practice to deal with me , but not selfexamination, to inculcate new words and capital words available Therefore, they are very quick to forget and easily confused one word with another Therefore, many children are tired of learning and forgetting So I paid attention to this student's psychology * The actual survey of the year I achieved the following results After analyzing the above difficulties, students are afraid to learn English, often not in the unit and the teaching of vocabulary in primary school has not achieved high results In the 2017-2018 school year, when I received the 3rd grade English language teaching, I gave them the vocabulary test in December 2017 I asked them to match the English words with matching meaning Translate words into Vietnamese, translate words into English The results of the survey before the implementation of the subject in block with the number of 120 children: 120 em: Poits 9-10 Poits 7-8 Poits 5-6 Poits below SL % SL % SL % SL % 2,5 55 45,8 40 33,3 22 18,4 With such results, I see some students study seriously, have the sense to build lessons in the class and the children have achieved high results as the children: Huong, Lan, Hue, Mai There are not many students just learn through loudspeaker, not engraved vocabulary into memory, not practice reading, writing often, not in two-dimensional sense like children: Huan, Dat, Tien, Hong vv Leading to weak points, much less So I decided to apply some of my vocabulary teaching experiences through my senior years and during the following classes I applied my experience presented below, so that at the end of the year I compared my results with the results head 2.3 Measures to Improve Vocabulary Teaching for Grade Students 2.3.1 Method 1: Principles of teaching English to children Teaching children is a relatively difficult and complex task because children not really have the sense of learning as adults and most are very playful For children to focus on the lesson, teachers should follow the principles of teaching children, I always organize teaching activities as rich as games in the classroom For example: Play Kim's Game: (Teachers can use pictures with different topics for students to play.) Rules: - Divide the class into teams - Observe pictures in turn - The teams remember and name the pictures in English for minute Written correctly each team's paintings will be 10 points Ex: -Play learning that - learn to play This is a "Teaching without Teaching" method, I create a colorful, multi-colored playground in English for students, guide students to master the playground and step by step add to other activities - Activities, photos more theory Pictures, games, musicals, plays are generally activities to help students participate in the environment using English naturally, not forced - Learning more than the syllabus Following a curriculum will limit the creative capacity of both teachers and students In addition, in order to diversify classroom activities, enhancement of learning is essential - Listening - speaking more than reading - writing The fact that speaking skills are important, easier to learn and more imitative in learning foreign languages And when they hear that, students have gradually built up confidence in the use of English - Imitate the grammar Imitation is indispensable for children, especially in learning foreign languages Imitation helps the learning process go faster, including the application of clumsiness to the basic sentence patterns 2.3.2 Method 2: How to choose words to teach English has hundreds of thousands of words, so teaching new words is not an easy task for foreign teachers However, it is important to remember that an average native speaker speaks only about five thousand words in daily communication In addition, students not need to use all the words correctly because sometimes they just need to recognize and understand the message that words convey Therefore, the choice of words to teach based on the frequency and use of words according to the needs of students is very important In today's primary school environment, when it comes to grammar, grammatical and vocabulary, vocabulary and grammar are always closely related, and are often taught to clarify meaning together However, teaching and introducing vocabulary is a matter that needs to be considered according to the purpose of the topic that I choose Usually in a lesson there are always new words, and not all new words need to be taught To pick words to teach, I consider the problem: - active vocabulary Passive vocabulary We all know how to teach these two words differently Positive involves four skills (listening - speaking - reading - writing) For this kind of word I need to invest time to introduce and give students more practice With passive words I just stop at the perception level, no need to invest time in the application activities I choose and decide which word to teach as an active word and a word as a passive word - When teaching new words, it is necessary to clarify three basic elements of the language: + Form + Meaning It is not enough for students to know how to write and define words such as dictionaries For students to know how to use them in communication, I need to know how to pronounce words, not just words but also know the correct pronunciation of the words in the chain of words, especially the meaning of the word The number of words to teach depends on the content and the level of the student Never teach all new words, because there will not be enough time to perform other activities However, in an elementary school classroom I should only teach a maximum of words While choosing words to teach, I consider the following two conditions: + Since it is necessary to understand the text? + Since it is difficult compared with the level of students? - If the word is necessary for the understanding of the text and is appropriate for the level of the student, then it is an active word, so we must teach the student the specific measures I will show below - If the word is necessary for the understanding of the text but it is difficult to compare with the level of the student, then it is not an active word, so we should explain it to the students immediately - If the word is not necessary for understanding the text and not too difficult then you should ask students to guess * Steps to teach words Introduction, this topic is quite important step in teaching vocabulary This step will determine the success of the class, which will elicit a reference to the words that are going to be learned through the topic that has just been introduced The most important thing in introducing new words is to follow the sequence: listening, speaking, reading, writing Never start from any other "hear" activity Remember the process of learning our mother tongue, always beginning with listening, imitation, and then to other activities Help your students have a good habit of learning new words: - Step 1: "listen", for students to hear new words by reading the sample or using the native voice CD is the best - Step 2: "Speak", after the students have heard three times, ask the students to repeat As students repeat, they need to remind the class to repeat first, then call the individual to check and correct the mistake immediately for the children - Step 3: "read", write the word on the board and have students look at it to read Have the students read the whole class, then read individually and correct the students - Step 4: "write", after the students have read the word correctly then you ask the students to write the word in the notebook - Step 5: Determine if the student understands the meaning of the word - Step 6: Word accents: Pronounce words and ask students to identify syllables with accent and accent marks - Step 7: Give the sample sentences and ask the students to identify the words of the new vocabulary 2.3.3 Measure 3: Techniques to clarify the meaning of a word In English each word usually has two sides: the meaning of words and usage The meaning of words and how they are used are two different things There are many cases where the dictionary can understand the meaning of the word, but it is not known how to use the word The usage of a word depends on the function of the word in the sentence, the context, the habits of the user and their relationship to the cultural and social environment Here are some tips to clarify the meaning: a / Visualization: real objects in the classroom, pictures, sketches, magazine collages, gestures, etc Have a strong impact on student interest and help students remember faster, longer + Use real things to teach the topic of school supplies, clothes School things: * Clothes + Mimic gestures, gestures, facial expressions: teachers and students are always a source of visual animations that are cleverly applied will bring positive effects a happy – sad b cold – hot c stand – sit b / Using the language learned: - Definition, description: Students will rely on the words learned and basic understanding to guess the meaning of the word through the definition of the teacher This technique gives students curiosity and the need to participate in the learning process and to develop listening skills for students 10 + T: It is very big Ss and it : has a Is long it nose What is it? an elephant? T: Yes! + T: It’s small It’s very long What’s is it? Ss: Is it a snake? + T: It is little Ss and it : is Is T: round What it a Yes! is it? yo-yo? T: Yes! c Use synonyms, antonyms, We use synonyms or antonyms to clarify the meaning of a word when a student already knows the meaning of a word in a synonym * Synonyms nice - beautiful, clever - intelligent, bookstore - bookshop, eraser - rubber, pants - trousers * Antonym (antonym) tall - short, thin - fat, pretty - ugly, young - old long - short, thin - thick, new - old, big - litlle d Based on rules form words, create words: Students guess the meaning of the new word formed through the root With this rule the teacher not only help students grasp knowledge but also expand the vocabulary for students * Work - worker, drive - driver, write - writer, read - reader * happy - unhappy, formal - informal, patient - impatient, tit-untidy * like-dislike, lock-unlock, agree-disagree, - Create Scenarios: I set up simple, easy-to-understand situations in English, students can guess the situation, can imitate, use words in the context of communication and forging skills E.g 1: This is my brother He's very lazy He gets up late, and he does not anything I say to him, "Do not be lazy! Do your homework! " E.g 2: I have a sister She is very studious She studies very hard She stays up late to homework, and she gets up early to learn the lesson She is the best student in the class - Guess the meaning of the word in the context: Eg My school is small There are classrooms Lan's school is big There are nineteen classrooms Give examples that help students understand the meaning 11 E.g 1: Bananas, apples, pears, grapes are fruit E.g Chicken, fish, rice, ice-cream are food E.g Tigers, elephants, lions,monkeys are wild animals Translate into the mother tongue (Translation): Teachers use equivalent words in Vietnamese to explain meaning in English Teachers only use this procedure when there is no other way, this trick is often used to teach abstract words, or to solve a large number of words but time is not allowed, Teachers suggest students themselves translate from there It should be noted that if the teacher regularly uses this trick will cause students to feel monotonous, boring, not promote their thinking, creativity E.g love, happiness, affection, envy 2.3.4 Measure 4: Coordinate multiple techniques in vocabulary teaching: In the process of introducing new words I coordinate the techniques together For example, setting up situations in English, students will try to hear and guess words in context, incorporating gestures, gestures and asking students to use words The combination of the following techniques to teach the word "run" - Let students see pictures - Instructor performs the movement - HS imitate movement - Give the example - Translate into Vietnamese EX: T: Look: He can run T: Now, look at me: I can run (GV performs "running") T: She can run (Call run) T: Run, run Ss: run T: What does it mean? Ss: Run (translated into Vietnamese) 2.3.5 Measure 5: Measures to prevent forgetting from primary students 12 Forgetting new words is a common disease among elementary school children Many students complain that despite repeatedly repeating a new word many times, even when they feel they have memorized the new word but gone to class, it goes away Some researchers believe that the reason for forgetting information is because we not use information stored in our memory often and gradually disappear from memory So I use the knowledge of how to store information of the brain to improve the quality of learning vocabulary of students a Make the lesson easy to remember There are many ways to make lectures easily accessible to students, such as using pictures; Insert new words into contexts that use real, interesting; Tell English stories with words that students need to learn In addition, I can make it possible for students to use those new words in their own way to fulfill the learning tasks that are really useful for them in life b Facilitate students to use the words they have learned frequently The key to successful teaching is to repeat in different ways, using different skills In order to help students remember the vocabulary or structure right away, we can use simple repetition with a fun game that can dispel the tedium of learning instead of creating an environment Fun learning enhances the student's interest in learning, making them available for class time Here are some games to reinforce and increase the word capital for students: -Bingo: Use this game to enhance your student's ability to remember and to listen This game is suitable for reinforcement on topics such as Numbers, The Alphabet, Occupations, Colors, Fruit, Animals animals, clothes, jobs + Teach some words learned Each student chooses 9, 16, or 25 words out of those words and writes them in his notebook + The teacher reads words that are not in order + Students mark  on selected words when they hear the teacher's words + Students who mark 3, 4, or boxes in horizontal, or top, or diagonal lines say "Bingo" and the student wins + The teacher awards the student - Matching: This is also a very popular activity in vocabulary lessons, the HS must match the word with its meaning and vice versa, or it can also be a pairing of the left, the singular, the plural depending on the content - Divide the class into small groups - Play the wordsheet for the groups - Group requirements - The teams cross-check each other's performance 13 - Reward the group for the highest results Example 1: Connect the dots to match the names and their names Slap the board + I write new words or put up pictures on the board Call two groups on the board, each group of students Ask the groups to stand at an equal distance + I read an English word aloud In turn, the students in the two groups run up to the table, tapping the picture or the word is called + Students in the group who the right and faster then the group that marks the area + The group that has more traces wins (With this game, I can read counts, students look up numbers and re-read the number corresponding to that number) 14 - Charades (puzzle game) This game helps children learn how to use gestures to express their meaning I placed the slip face down into the stack A student picks up the top, gestures to express the meaning of the word, the whole class guesses, writes to the table This activity is suitable for occupations, animals, working words … Example: For works only, HS description Subclass table - Jumble words - I write some words with distorted words on the board - Ask students to rearrange the letters into meaning 15 c Vocabulary words through songs I always have to introduce and practice vocabulary in a specific context to clarify and make the experience more memorable Conversations, short stories, songs are all effective ways of language linguistics so that they are easier to understand and remember The best tool we can use in the classroom is witty; Look for some laughable material for your students In the English class, the vocabulary is most memorably remembered through repetitive songs with strong rhythms and melodies Actually, I created a harmonious tone for most structures or strings of words As long as the correct emphasis is placed, singing short phrases, or even simple questions and answers, will stimulate students to pronounce and store language in memory Example: Sing a song "Are you happy?" Are you ? Yes, I am Yes, I am Are you ? No, I’m not No, I’m not Are you Yes, I am Are you No, I’m not ? ? Are you ? Yes, I am Yes, I am 16 ( Repeat: hot/ cold) (happy / hot = , sad/ cold = ) d Helps "save" the language When students have "practiced" a group of words or a particular structure, they must ensure that what is in short-term memory can be transformed into long-term memory To this, I need to create more opportunities for re-use and revision Setting up a bank of new words is also a good idea to help students review what they have learned Divide the class into small groups of four or five At the end of each lesson / week, ask students to rewrite all the new words they have learned on the board and ask the groups to write the words on the cards and return them Every hour the teacher carries the cards to the class so that team members can check each other or cross-examine each other in the group Teachers ask students to divide their vocabulary into the appropriate groups, even construct a story by exchanging cards and writing words using words written on each card By encouraging students to recall the words learned in the preceding paragraphs and enabling them to continually communicate with them in the next lesson, teachers can completely cure "learning" before forgetting "when learning new words e Teach students self-learning methods New students are required to learn new words and I can not them Therefore, to cure the disease of 'learning before forgetting', teaching students methodology is very important At the start of the school year, take time to help students understand the difficulties students will face when they memorize new information and teach them how to learn effectively: - Find words that students are trying to remember when reading or listening to English - Write sentences using new words about what is close to yourself - Remind students that regular revision is the best way for them to improve their vocabulary without forgetting what they have learned However, none of these methods is the best of all because each method helps students learn vocabulary in a different way When learning vocabulary, students often have to use a variety of methods that may not be noticed by the students themselves The effectiveness of self-study vocabulary depends very much on how students combine their individual learning strategies The task of the teacher in this case is to create activities and tasks (classroom and home) to help students enrich vocabulary and master the vocabulary self-learning methods Students will then have the opportunity to experience, evaluate the effect and then decide on the most effective self-study method f Teach students how to write: 17 Help students organize their class notes so that they are scientific, effective and useful Instruct different ways to present a vocabulary book (such as using a graph, new word or circle, etc.) and let students decide for themselves which way works best for them Do not forget to point out to students the benefits of recording example illustrations Example: Use a family tree to record members of the family: g Teach students to associate Contact languages are easier to remember than languages with no connection That is why the best method is to teach the vocabulary according to the topic or in the sequence of words with the same root Create thematic vocabulary groups by drawing a thinking diagram: + Students work in groups, find information on given topics, then compare them to groups + Teachers gather feedback from students Reward the group with the correct and multiple words of the subject, and complete the first 18 2.4 Effectiveness of the innovation initiative After applying the above vocabulary lessons, I gave the students a survey in the beginning of April 2018 in block with the number of 120 children: Poits 9-10 Poits 7-8 Poits 5-6 Poits SL % SL % SL % SL % 10 8,3 60 50 45 37,4 4,3 Before implementing experiential ideas, pupils learn passively, improperly, and quickly forget their potential for thinking and creativity Not to give students the passion, interest in this subject After implementing the initiative, the students are active, active learning, they are more confident and optimistic about the ability to their own Students generally prefer the subject 19 The training of four skills is quite good Most of the children very good grades 9-10, 7-8 are relatively high, very few students score below It can be seen that applying the correct and flexible methods and techniques of teaching the above words to the students not only bring about a gradual result for teachers and students, but also a great impact on the lips school of learning The students are excited, energetic activities, work more active, sometimes the children nervous, anxious waiting for test results, then burst out in joy when the results are achieved a rich, abundant vocabulary bank In that atmosphere, our teachers will also feel more in love with the profession, find themselves to be more responsible, more serious, more enthusiastic before the eyes of new students desire CONCLUSION, RECOMMENDATIONS 3.1 Conclude - To achieve these results, I am always aware of my responsibilities Find ways to train each student, stimulate the interest in learning foreign languages from the beginning Having done this I have trained the children to have good habits of learning English To improve the vocabulary skills of elementary students, I need to regularly change the form of classroom organization with a variety of teaching methods suitable to each class, class and students - I have to teach students how to learn properly - You must invest in your unit before class - Have a love of children and enthusiastic learning experience with colleagues and through books - During class time, I impart the knowledge to students in a natural and lively way By using words, gestures combined with new teaching aids, to attract the attention of children This allows the students to quickly absorb and remember - I always encourage students to speak out loud during class When students mispronounce me gently correct, not irritated, uncomfortable, not repress knowledge when they are stressed - Always remind students to study at school as well as at home - Introduce, commend, reward students who have improved their learning as well as help you progress - Correcting students' mistakes, encouraging them to help poor children - I have to train myself to improve the skills to impart knowledge to children more rich 20 * Above is some of my little experience I hope to receive comments from leaders at all levels to my topic as rich and practical 3.2 Request * For school leaders: - Built-in function room with projector available for teaching and learning English - Additional tapes with rich content on customs, customs and culture of English speaking countries - Facilitate primary English teachers to participate in Informatics classes to help teachers gain access to technology for effective teaching * For senior leaders: - Regularly organize training courses to improve the effectiveness of teaching English at primary level - MOET collaborated with the publisher to issue timely supporting materials for teaching English such as textbooks, tapes, discs, pictures, puppets CERTIFICATE OF THE HEAD OF Thanh Hoa, May 20th, 2018 UNIT I pledge that this is my SKKN, not copy the content of other people (Sign and write full name) Văn Thị Hoan 21 REFERENCES [first] New Layer program [2] Work Book [3] Teacher's Book [4] Techniqiues in Teaching Vocabulary [5] A Course in TEFL Theory [6] ELTTP me Thodologg Caurse (Oxford University Puss-Auen.V.F) [7] English Teacher Handbook (Author: Phan Ha, Tu Anh, Mai Vi Phuong, Ho Tan) 22 CATEGORY Introduction …………………………………………………………………… 1.1 Reason for choosing topic 1……………………………………………………1 1.2 Research purposes First…………………………………………………… 1.3 Research subjects …………………………………………………………… 1.4 Research Methods…………………………………………………………… 1.5 New points of experience …………………………………………………… 2 Content of experience initiative …………………………………………………2 2.1 Theoretical basis …………………………………………………………… 2.2 Problem situation before application of experience initiative …………………2 2.3 Specific measures…………………………………………………………… 2.3.1 Method 1: Principles of English for Young Learners ……………………….4 2.3.2 Measure 2: How to choose words to teach ………………………………….5 2.3.3 Measure 3: Techniques to clarify the meaning of the word 2.3.4 Measure 4: Coordinate multiple techniques in vocabulary teaching: …… 10 2.3.5 Measure 5: Prevention of forgotten from elementary school students …….10 2.4 Effectiveness of the innovation initiative …………………………………….16 Conclusions and recommendations………………………………………… …18 3.1 Conclude …………………………………………………………………….18 3.2 Request……………………………………………………………………… 19 REFERENCES………………………………………………………………… 20 23 ... 2 .3 Specific measures…………………………………………………………… 2 .3. 1 Method 1: Principles of English for Young Learners ……………………….4 2 .3. 2 Measure 2: How to choose words to teach ………………………………….5 2 .3. 3 Measure 3: ... children: 120 em: Poits 9-10 Poits 7-8 Poits 5-6 Poits below SL % SL % SL % SL % 2,5 55 45,8 40 33 ,3 22 18,4 With such results, I see some students study seriously, have the sense to build lessons... Give the sample sentences and ask the students to identify the words of the new vocabulary 2 .3. 3 Measure 3: Techniques to clarify the meaning of a word In English each word usually has two sides: