Một số kinh nghiêm dạy từ vựng cho học sinh lớp 4

THANH HOA EDUCATION & TRAINING DEPARTMENT THANH HOA EDUCATION & TRAINING OFFICE INITIATIVE “ EXPERIENCE IN TEACHING ENGLISH VOCABULARY FOR PRIMARY STUDENTS OF GRADE ” The implementer : Mai Thị Huệ Occupation :A teacher of English Group : Quang thinh Primary school Subject : English THANH HOA , April 2016 INDEX A BACKGROUND Page I Rationale 2-3 II Research III Method of the research IV Scope and object of the research B SOLUTIONS 3-4 I Theoretical background II The reality of the issue 5-6 III Solutions Rules and routines 6-7 Getting attention Giving introductions 7-15 3.1 Teaching vocabulary in general 7- 3.2 The tips that I have applied effectively when teaching English vocabulary for students of grade in my school 9-12 3.3 Notice 12 3.4 Practice 12 -16 IV Achieved results 17 V The applied lesson plan C CONCLUSION 17-20 21 A BACKGROUND I Rationale During the school year of 2010 – 2011, the Ministry of Education and Training (MoET) implemented the model teaching of English subject to the students at primary schools, in accordance with the project of foreign languages teaching in the national education system, of the period 2010 – 2020 According to the subject, the primary English program is to be applied since grade 4, with the familiar topics to the students All four language skills of listening, reading, speaking and writing are focused; in which, listening and speaking are settled as priority The objectives of the project are to help the students achieving Movers level, in accordance with Cambridge ESOL; using a vocabulary of roughly 300 to 500 words In details, the students will be able to understand and use the simple words and sentences, the daily expressions; they will also be able to introduce themselves, satisfy their communication need In such a circumstance, the innovation and application of advanced teaching methods become a vital requirement Vocabulary plays an important role in learning a foreign language It is one element that links the four skills of speaking, listening, reading and writing all together In order to communicate well in a foreign language, students should acquire an adequate number of words and should know how to use them accurately Even though students realize the importance of vocabulary when learning a language, most Vietnamese students learn vocabulary passively due to several reasons First, they find the teacher's explanation for the new words’ meaning, pronunciation, spelling or grammatical functions boring In processing learning English in the class, language learners have nothing to in a vocabulary learning section but to listen to their teacher Second, students only think of vocabulary learning as learning the primary meaning of new words Therefore, they ignore all other functions of the words Third, students usually only learn new words in their textbooks or those given by teachers during classroom lessons For example, learners find many new words in a text and then ask the teacher to explain their meanings and usages Forth, many Vietnamese learners not want to take risks in applying what they have learnt Students may recognize a word in a written or spoken form and think that they already "know the word", but they may not be able to use that word properly in different contexts or pronounce it correctly As the result, the class is often quiet and inactive and the lessons appear to be uninteresting Students just seat in silence, the exercises, and wait for the correct answers from the teachers They seem to get bored of having the same ways of learning every day Therefore, classroom vocabulary learning activities help learners develop and use words in different contexts and make the lessons enjoyable Having been teaching English to the primary students for 10 years, especially students in grade 4, I realized that in order to approach the objectives mentioned above, the teachers must work hard, research and find out the most effective teaching methods There are a variety of issues in the procedure of teaching English to the primary students that need the serious concerns; however, what made me really puzzled was how to help them understand the vocabulary easily, get the words’ meaning and use them in communicating as well as in doing exercises In order to this work I have learnt a lot from the materials, from friends and colleagues, and now, I would like to present my “Experiences in teaching English vocabulary for primary students of grade 4” II Research The study was designed to achieve the following goals: To find out the English teachers and students’ perception and attitude towards vocabulary and the current situation of vocabulary learning and teaching To evaluate the effectiveness of the currently used classroom vocabulary learning activities in my school To suggest how to use classroom vocabulary activities to improve vocabulary teaching and learning III Method of the research In order to achieve the above-stated goals, the study was to seek answers to the following questions: What are the English teachers and students’ perception and attitude towards vocabulary learning/teaching? How effective are the currently used classroom vocabulary learning activities in my school? IV Scope and object of the research Students need lots of vocabulary to increase their ability and confidence in communicating in English However, learning vocabulary is never easy for learners Teachers, who motivate the students learning English, need to make learning vocabulary a fun involving and active process In order to learn and retain new words, learners should participate in different task-based activities in their classroom whether it is a guessing task, a describing exercise or conversation making Such activities especially focus on helping learners develop and use words in different contexts by making the lesson enjoyable Language learning is a hard task which can sometimes be frustrating Constant effort is required to understand, produce and manipulate the target language Well-chosen learning activities are invaluable as they give students a break and at the same time allow students to practise language skills Learning activities are highly motivating since they are amusing and at the same time challenging Furthermore, they employ meaningful and useful language in real contexts They also encourage and increase cooperation We consider vocabulary learning activities a way to help students not only enjoy and entertain with the language they learn, but also practice it incidentally So, vocabulary-learning activities are useful and effective tools that should be applied in vocabulary classes They make the lessons more interesting, enjoyable and effective There are, of course, many ways to motivate the students to learn English effectively However, in this minor thesis, I would focus my research on the effectiveness of classroom vocabulary learning activities in my school in Vinh city The reason is that my students are too passive to learn vocabulary They need to participate more actively in learning activities I hope that through some classroom vocabulary activities, I will find the most effective learning activities to improve students’ vocabulary learning My students have chance to use the words productively The scope and object of this research are aiming to the students of the grades in my school B SOLUTIONS I Theoretical background It is undeniable that vocabulary, one of three components of laguages ( grammar, vocabulary, phonetics), has a main function in language Actually, Michael Mc Cathy stated that: “no matter how well the student learns grammar, no matter how successfully the sounds of the second language are mastered, without words to express a wide language of meanings, communication in the second language just can’t happen in any meaningful way”.(Mc Cathy M, 1992 ) In learning foreign language, vocabulary plays an important role It is one of elements that links four skills of speaking, reading, writing and listening all together Richards and Renandya say “Vocabulary is a core component of language proficiency and provides much of the basis for how well learners speak, listen, read and write” So, vocabulary is a main skill which should be mastered by the students to get and understand whole English skills; receptive skills (listening and reading ) and productive skills (speaking and writing ) Moreover, the report of the National Reading Panel (2000) concluded: “ the importance of vocabulary knowledge has long been recognized in the development of reading skill” In order to communicate well in foreign language, student should acquire a large number of words and should know how to use them correctly to express their ideas more clearly and appropriately in a wide range of situations Also, Lewis (1993) highlighted the significance of vocabulary as basic factor to communication The researchers agree that learners not understand the meaning of key word, they cannot participate in the conversation, even if they know morphology and syntax Thus, it is important to apply some vocabulary learning strategies to build students’ vocabulary in order that their vocabulary are increased and improved II The reality of the issue As a primary teacher of English, I realize that there are some real problems in teaching and learning English vocabulary in my school Advantages With the attention of the Board of Management to help the school, the siblings preceded colleagues have created all conditions for teaching and learning English is better There are sufficient textbooks and equipment such as tapes, discs, robot teachers, speakers, interactive whiteboard … for teaching and learning I myself was involved in training program of new English textbook 4; so I master the syllabus, also the basic teaching methods I know how to combine the teaching techniques in order that my lessons can achieve high effectiveness There are many changes in the structure and appearance of the textbooks, with more pictures and the topics which are more familiar to the students, so they feel excited and very positive to learn English Especially, students are aquainted with informative technology early, they use computer, the Internet and they get a lot of English resourses from here Moreover, they have chance to take part in many English pleasure grounds such as: English club, English Violympic, Ringing golden bell… These grounds help students develop and increase their vocabulary very much Disadvantages: Most of the students not realize the importance of learning English They are shy and not active, which leads to the limitation in communication Their parents not show a remarkable attention to the children’s learning the subject of English since it is just an optional subject and not affect the overall transcript result The ability of absorbing the second language is limited at the primary students for a variety of factors: the time in class for English is little while many students of this age still find difficult in mastering their mother language In addition, each class is always crowded with more than 30 students, which causes difficulties in drilling and practicing the communication skills Also, students often learn vocabulary by reading words in English and try to remember that in Vietnamese, writing following teachers’ requests, not selfconscious his check to inculcate new words and vocabulary available Therefore, they are forgetful and easily confused with other words As a result, many students get bored and abandon school Especially, English pronunciation is a big obstacle for students The pronunciation in English puzzles students a lot because the same letter has different sounds For example, the letter “a ” in “ bath ” is not pronounced in the same way of that in “ bathe” The “ou” in “ South ” is also different from “ ou ” in “ Southern” Besides, words that can be used in a wide range of contexts will generally be perceived more easily than their synonyms with a narrower range Certainly, the connotations of some words may cause problems, too Through practical teaching of the first period of school year, I have found that the biggest difficulty of students in communicating is the ability to reflect language This leads to their limited communicative skill III Sollutions Rules and routines At the begining of school year, I found that my students’ communicative skill has problems, and the main reason is lack of vocabulary So, I have gradually changed methods and formality of classroom organization Till the fourth week, I examined vocabulary for students of class 4A, 4B, 4C in order that I could know the quality and also clasified my students  Result: Quality Clas Total s number Excellent Fair Average Weak Number of Ss % Number of Ss % Number of Ss % Number of Ss % 4A 29 24.1 27.6 10 34.5 13.8 4B 29 27.6 10 34.5 31.0 6.9 4C 31 22.6 29.0 12 38.7 9.7 Getting attention That result shows that students’ quality is not high The main reasons are: - Students could not write vocabulary Most of them only imitated pronunciation but could not write words on the paper - Students did not know the meaning of words, so they could not manipulate in perceivable exercises - The time to teach and practise vocabulary for students was limited They only learn and read through some times, there were few chances to use words in communicative situations to create the habit of reflecting language - I myself have changed the methods of teaching vocabulary, but could not embrace all objects, so some students were still weak After analyzing the reasons above, I strongly adjusted overall my teaching Thanks to these adjustments, I changed my students’ quality better at the end of first term From the class observation as well as from teaching and researching, I acquired valuable experience that help me to improve my teaching effectively Giving introductions 3.1 Teaching vocabualy in general a Choose vocabulary to teach Vocabulary is an important part of learning English, and no matter what skills students need to have a certain vocabulary However, teachers can not teach and notice all the new words appear in an article Do not have any new words should also be brought in to teach and teach the same When teaching vocabulary teachers need to consider: - Active (active vocabulary): are words necessary for students to understand, recognize and use in oral and written communication In the process of from this, teachers need to inspire, take for example, checking to make sure students understand and recognize how to use them - From passive (passive vocabulary): are the words that students need to understand and recognize when listening and reading With this kind of words teachers not need to invest a lot of time on the active application, just a quick presentation with a simple example Distinguish two kinds of vocabulary words to help teachers focus, systematicalize and save time if necessary b Factors to clarify the introduction of new words: Three basic elements of the language should be clarified: form (morphology), meaning (semantics), use (how to use) These elements are specified by introducing corpus diagram as follows: Introduce new semantics (meaning) Grammatical morphology (grammatical form) Using (use) Writing (spelling) Phonetics (pronunciation) Please regularly check the dictionary is the best way to help the teacher can identify this information explicitly c The basic steps to present words: Introduction post, introducing topics: this is an important step in teaching vocabulary This step will determine the success of the class, it will inspire students to think of the school from going through all the newly introduced point The most important thing in introducing new words is to comply with the order: listening, speaking, reading and writing Never start from other activities but "hear" Remember the learning process of our mother tongue, always start by listening, imitating pronunciation and then to the other activities Please help your students have a new habit to learn from the best: Step 1: In new 2-3 times, articulation About the meaning of words (written or oral) Illustrated oral repeated questions to help students understand the vocabulary quickly Step 2: Let the class repeat a few times (from chorus to individuals) Step 3: The teacher writes on the board and the class read in unison Then teacher explanation is brief and easy to understand (in English or provide meaning in English.) Step 4: Write the examples on the board for the new meaning of the word more clearly especially for abstract words Finally write the phrases, idioms related to the new words Step 5: Check students’ understanding Five steps presented and introduced a new basic flexible use depending on the content of each article 3.2 The tips that I have applied effectively when teaching English vocabulary for students of grade in my school From actual teaching and the request for teaching English vocabulary, I have applied some effective tips which are suitable with characteristics of age, syllabus, available conditions (Powerpoint, pictures…) to help my students understand vocabulary better a Tip 1: Using Visual Aids Using visual aids such as pictures, posters, postcards, word calendars, realia, charts, graphic organizers, picture books, television, videos from Tunes, and computers can help students easily understand and realize the main points that they have learned in the classroom For each visual aid, students have different responses and expressions because of their different educational and cultural background Using visual aids can help students understand the deep meaning of a topic and realize similarities and differences between each topic Using visual aids can not only develop students’ literacy abilities, but also can develop their oral ability Visual aids allow students to have a chance to brainstorm and present their ideas or thoughts They can create their own stories in which there are no right or wrong answers Moreover, visual aids can involve the students by providing a change from one activity to another, and from hearing to seeing Because learners are more fascinated by gestures and movement in the classroom * Using real objects: This method requires teachers to prepare the objects in the real life before the lessons Teacher raises thing, students look and know what the meaning is This tip can apply for vocabulary related to topics of body parts, things, clothes, fruits… And if teacher prepare well, teaching vocabulary will become easier and save time * Using pictures: If in the lesson, teacher cannot use the realia to present vocabulary, they can also collect pictures from newspapers, magazines, down load them from Internet or use Powerpoint Examples: + In Unit 9: In my classroom – Lesson ( English ) T: Look- This is a board (Pointing to the board): “a board a board” Ss:A a board T: (show)What is it? Ss: A board  My experience : This is a trick taught by highly effective, direct, inspire and make a memorable impression So when using this tip, teacher should: - Choose simple pictures with clear purpose - The real object should be introduced quickly, easily and clearly - Use crosswords with pictures to teach and practice vocabulary of topic which help students retentive b Tip 2: Using quick drawings Sketching help students realize the meaning of vocabulary very fast This way atracts students to the lessons and they will be easier to remember words  My experience: When using this tip, teachers should draw quickly and make students curious about what will happen next Examples: + The difference between happy and sad emotion is smiling and crying mouth 10 + Teacher can sketch the details on the face to introduce words: face, hair, eye, ear, nose, lips, mouth … Face Eye(s )) nose Hair Teacher can combine some tips to introduce the meaning of word Examples: + Teach the word “smile” Teacher draw smiling face on the board T: Look- He’s smiling Now look at me I’m smiling (show by facial expression).Smiling We smile when we are happy Smile (gesture) Ss: Smile T: Good What does smile mean? Sss: give translation + Teach some actions: c Tip 3: Mimin Swim Run Jump Examples: + Teach the phrase “play the piano” (E4- Unit – Lesson 1- P1.2 ) T: Look (Gestures play the piano) I play the piano PLAY THE PIANO PLAY THE PIANO Can you say and it? Ss: PLAY THE PIANO (Say with action) T: again Ss: PLAY THE PIANO 11 - In Unit 7: My school subjects – Lesson 1- P1.2 ( English ) T: Point to the boosk and say: Now, look at these This is Maths, this is English, this is Science Then pick up the three books and ask: And they are…? Ss: Books / School subjects T: Good They’re school subjects Say it again Ss: school subjects c.Tip 3: Translation This is a way to save the teachers’ time of using unsuccessful explanation in English Many teachers find it extremly effective in case the new words are two complicated or too difficult to explain in English Example: Teach some descriptive adjectives in Unit 14: My mother( English 4) It is not easy to show the pictures and ask students to say the meaning of these words So translation means is the good tip 3.3 Notice Because the students are at young ages, the teacher should not teach the pronunciation with the transcription symbols that may make the students confused between the symbols and the letters The students just need to listen and imitate the pronouncing It is important to teach the students to understand the words Teaching them how to memorise the words is very important as well The teacher should not force the students to memorise the words in a certain way but let them it in their own way However, the teacher can guide them with his/her experience Beside those specific techniques, the teacher can also combine them to teach a word; however, the teacher needs to avoid using too much time For example, the teacher will hang a picture of a walking boy in order to teach the word “walking”: T: Look at the picture He’s walking Now, look at me I’m walking, too (The teacher acts as he/she is walking) Walking, walking It’s an action Repeat Walking Ss: walking 3.4 Practice: Since the students understand the new words, the teacher will provide some drills with vocabulary learning activities, so that the students can memorize and use the new words in communicating Followings are some suggested activities: a Slap the word 12 Teacher divides class into groups Deliver word cards or picture cards to each group When teacher reads the words, students quickly get the cards The winner is the one who has the most cards b Chain game This game is useful and interesting to help train pronounciation Strengthen training is the ability to remember words and use of them and create excitement for the children to participate in lessons For example: English 4- Unit 13 – Lesson 1- P1.2- The topic of food S1: I like fish S2: I like fish and chicken S3: I like fish, chicken and noodles S4: I like fish, chicken, noodles and beef S5: I like c Guessing the word “Guessing the word” game is useful in vocabulary presentation The class is divided into four or five groups The teacher writes one of the new words on the board and asks students to listen carefully to the explanations in English Depending on the explanations, the groups try to guess the Vietnamese equivalent of the word For each correct guess, they get a point For example: When presenting new words in Unit 15: Festivals - Grade (Mid Autumn Festival), our teachers say: “This is festival for children in August” The quickest group who can find out the Vietnamese meaning “ Ram Trung Thu” will get a point After all the words have been presented, the group with the highest score is the winner d Word matching This activity helps students revise vocabulary before listening or speaking This is an example when you teach speaking (Unit 7: My School Subjects – Grade - 1st term) Students are divided into many pairs and delivered handouts Students are asked to match the words with their subjects After minutes, the teacher receives the answer of the first five pairs The teacher reads the answer 13 of pairs, comments and gives good marks to the pair which has the best answer Afterward, the teacher asks students to use these words to practice speaking about the subjects E.g: Match the following words with their explanations e Group the words The purpose of this game is to help students remember the meaning of the word and understand the properties of words The teachers wrote some words on the board, ask students to sort the words in the theme that the teacher asked Example: Put the words in the right columns English twelve ruler Science Ten Art map Maths Seventeen notebook eleven pencil School subjects School objects Numbers English Ruler Eleven Maths Map Ten Art Notebook Twelve g Network Students write words of given topic fly a kite ride a bicycle ride a horse go for a picnic play the piano ACTIVITIE S play hide-andseek draw a picture * Some games teachers can design on powerpoint, slide These games are used to revise the vocabulary They makes students curious and interested in playing and remembering the words 14 Teachers depend on the topic of each lesson or purpose of themselves to create suitable game T A X N F P P O 10 S H A S O S T O I D U R D O R S C I E T V E O R R M E T U D L I C T M A F I R R E N E M N E M E P H E A K C E E P R T A N A N R E R 10 Crosswords Game ( English 4- Unit 12: Jobs – Lesson P3.4 ) Shark Attack Game ( English 4- Unit 14: Mother- Lesson P1.2 ) Bees find words Game ( English 4- Unit 16: Zoo Animals – Lesson P1.2 ) * Some more activities to practice vocabulary such as: - Crossword Puzzle - Rub out and remember - Word square - Picture drill 15 - Guess the picture - Bingo - Kim’s Game - Hang man * My experience: The vocabualry skills should be applied diffirently in each different lesson to create the fresh, not to make students bored However, we should focus on the objects of students, degree of students’ awareness, whether they are fast or slow to ensure permanent checking and for all students For good and fair students, teacher shoud use the techniques with purpose of recreating the words such as: Rub out and remember, slap the board, what and where, network … For medium and weak students with slow awareness, teachers should use the suggestive ways such as: jumbled words, word square, matching, ordering… Furthermore, teachers need be creative and apply flexibly in checking vocabulary regularly to get the most effective result IV Achieved results By doing this research, I have applied the experience mentioned above into my teaching to the students at grades The acquisition I got was better than my expectation According to the survey taken before I applied those techniques, the number of students who understood and remembered the English vocabulary was quite low Since I applied the techniques to my teaching vocabulary to the students at primary schools, the result was significantly improved with the figures bellows:  Result: Quality Clas Total s number Excellent Fair Average Weak Number of Ss % Number of Ss % Number of Ss % Number of Ss % 4A 29 12 41.4 13 44.8 13.8 0 4B 29 14 48.2 12 41.4 10.4 0 4C 31 13 41.9 14 45.2 12.9 0 The lessons became more interesting, the students became more self-confident to participate in the activities Those also motivated the teacher to more researches, find out more suitable techniques and apply them into teaching 16 Above are the initial achievement gaining from applying the new techniques of teaching the vocabulary Although the result was not perfect, it was a good sign, since the learners were at young ages and each period was too short with 35 – 40 minutes only All the lessons of the primary English program are structured with the aim to provide the students with a certain amount of vocabulary, communicative sentences, familiar topics, that help the students apply into their everyday conversations easily With the application of my experience in teaching vocabulary to the students at various ages ranging in grade , the result was that the lessons became more active, interesting and effective: the students concentrated and memorised the new vocabulary at class V THE APPLIED LESSON PLANS The lesson plan use matching technique to teach and practice vocabulary Unit seven: My school Subjects ( ENGLISH 4) Lesson 1: (P 1, 2) I Objective: By the end of the lesson, Ss will be able to ask and answer questions about school subjects II Language input: * Vocabulary: - Maths, English, Music, Art, Science, Vietnamese, IT( Information Teachnology), subjects,like,love * Sentence pattern: - What lessons have you got today? - I’ve got…………………… * Short write: I’ve got = I have got III Resourses: - Student book Tieng Anh 4, unit 7, page 48 - Audio and visual aids: cards, recordings, pictures, handouts, robot teacher flashcards of subjects IV Procedures: Teacher’s Activities I Greeting and warming up (5’) The teacher greets pupils and asks some questions about where a school is and what class/ grade someone is in… II Leading in: Students Activities - Listen and answer - Look and answer the questions 17 The teacher has pupils watch some short picturestalk about school and asks students: - What is the school name? -Where is …………………? -What is your school name? -What class / grade are you in? -What are you doing now? - Where are you learning English now? Yes English is one of the subjects this morning It is title today:“MY SCHOOL SUBJECTS’’ III Presenting the new lesson (5’) Look, listen and repeat The teacher shows the picture of Tom and Nam are going to school and makes some questions: ← - Who are they? ← - Where are they? ← - What are they talking about? -The teacher asks pupils to say what they know about them and explains the new vocabulary - The teacher uses flashcards to teach the new vocabulary * Present vocabulary: - Maths(n) - Art(n) - English(n) - Science(n) - Music(n) Answer the questions We are learning Engish Read after robot teacher Look at the picture Answer the questions They are Tom and Nam In the street They are talking about their school subjects Listen Listen and repeat - Listen and repeat - Vietnamese(n) - IT( Information Teachnology)(n) - subjects ( n) - like (v) : thích - Read the new words - love (n) : yêu - Ask sts read new words and correct, comment * Checking vocabulary: - The teacher calls pupils (boy & girl) to come to the board to matching exercise - Sts (boy & girl) matching about new words the words with the pictures - The teacher has pupils work in groups to ask and answer about the new words The teacher corrects 18 - Correct& comment - The teacher plays the recording a second time for pupils to repeat each (robot teacher) - The teacher plays role of Tom and practice thedialogue and then the teacher has pupils in one group repeat Tom’s part and the other group repeat Nam’s part - The teacher asks pupils to work in pairs to practice the dialogue and choose some pairs to perform in front of the class (correct their pronunciation if necessary) * Presenting the new words and structure: - The teacher asks Sts: How does Tom ask about Nam ? How does Nam answer? - What lessons have you got today? -I’ve got Maths, Art, Science and English - The teacher has pupils repeat both the question and answer Then the teacher writes the new word and the structure on the board - What lessons have you got today? - I’ve got Maths, Art,Science and English - The teacher chooses some pupils to perform the task Look and say: - The teacher shows pictures from A to F and ask Sts Asking and answering questions about school subjects - What lessons have you got today? -I’ve got - Teacher asks some Sts : - What lessons have you got today? - What lessons has she got today? - What lessons has he got today? - What lessons have they got today? * Production: -The teacher devides the class into groups of and delivers the handouts Then the teacher Pupils play role of Nam and practice the dialogue Practice the dialogue Perform Answer the questions Answer Listen and repeat ( individuals, groups, and the whole class) Listen, repeat and take note Look and correct Work in groups Sts Ask and answer questions about school subjects 19 instructs them how to the task - Work in pair - Answer: I’ve got He has got She has got - The teacher corrects and gives comment They have got * Singing about the ‘’My School Subjects’’ - The teacher plays the music and have pupils sing a song “’My School Subjects’’ Listen and discuss to the task Sing a song Repeat IV Consolidation: - C CONCLUSION In order to attract more students and help them absorb new knowledge effectively, apart from using teaching books, reference books… I always revised my teaching presentation after every lesson By this way, I learned from both my 20 good and bad points Besides, I often observed my colleagues’ lessons and consulted with their ideas, so I learned from them I also worked hard with various kind of materials related to the area of linguistics, especially the English language In addition, one of the factors that contributed to my success was the visual teaching aids I always searched for and collected the things that can be used as visual teaching aids such as pictures, old calendar, hard carton, plastic animals, toys… because the younger learners are always fond of lively objects.The last experience I would like to share here are my teaching rules: + Prepare the lesson plans carefully + Distribute the time appropriately in each lesson + Be self-confident in teaching + Control the class well + Encourage the students in class + Check the students’ understanding with the exercises in “Further Practice” + Give the students clear instructions about self-study after every lesson Above are some methods, techniques as well as my experience in teaching English vocabulary to the students at primary schools I would like to present them here in order to contribute to the improvement of teaching and studying English at schools, especially at primary schools I would like to receive any comment from the colleague, so that my project would be more effective I would also like to thank all of you for sincere contributions to my work I would keep studying for more teaching methods and techniques so that better teaching results will be acquired Comfirmation of the Head master : Thanh Hoa, / / 2016 I hereby declare this initiative is written by myself , Do not copy from any others Writer Mai Thi Hue 21 ... Number of Ss % Number of Ss % Number of Ss % Number of Ss % 4A 29 12 41 .4 13 44 .8 13.8 0 4B 29 14 48.2 12 41 .4 10 .4 0 4C 31 13 41 .9 14 45.2 12.9 0 The lessons became more interesting, the students... Average Weak Number of Ss % Number of Ss % Number of Ss % Number of Ss % 4A 29 24. 1 27.6 10 34. 5 13.8 4B 29 27.6 10 34. 5 31.0 6.9 4C 31 22.6 29.0 12 38.7 9.7 Getting attention That result shows that... E R 10 Crosswords Game ( English 4- Unit 12: Jobs – Lesson P3 .4 ) Shark Attack Game ( English 4- Unit 14: Mother- Lesson P1.2 ) Bees find words Game ( English 4- Unit 16: Zoo Animals – Lesson