Experience elementary english for good english vocabulary

CATALOGUE Number Part I INTRODUCTION Rationale The Purpose of research The object of research Page 1 4 Part II Research Methodology CONTENT Theoretical background The status of the problem before applying innovative experience 5 Solutions and implementation The effect of experience initiatives for educational activities, with himself, his colleagues and the school 16 CONCLUSION AND RECOMMENDATIONS 23 Conclusion Recommendations 23 23 Part III Content REFERENCES PART I INTRODUCTION Rationale Our country is entering the stage of industrialization, modernization, integration with the international community, especially than our country has officially become a member of the WTO The decisive factor in the success of industrialization and modernization is that the resources of the Vietnamese people are developed in terms of quantity and quality on the basis of improved intellectual level As a result, the education and training of our country has also changed from education and training to teaching and learning methods in order to effectively contribute to the preparation of human resources in the country The first decade of the 21st century n the current situation, the Ministry of Education and Training implemented the project "Teaching and learning foreign languages in the national education system", in the period 2008 - 2020, the teaching and learning foreign languages in general and the subject He is very urgent As a teacher in the English language, training people in the future can grasp the information of foreign countries applying to build the country we are richer and stronger Vietnam Teachers must be aware that English is considered as a tool for communication, which requires that we have some vocabulary, so learning vocabulary is indispensable in learning the language Brother In any language, the role of the vocabulary is very important One can see that a language is a collection of words Can not understand language without understanding vocabulary, or through vocabulary units But that does not mean that you only understand individual lexical units that are independent of each other but can only master the language through dialectical relationships between vocabulary units Thus, learning vocabulary and practicing vocabulary skills is a leading factor in the transmission and acquisition of a language in general and English in particular ince vocabulary is a unit of language, it is expressed in two forms: speech and writing To use that language, that is to grasp the expression form of words by words and words But because of the relevance of the vocabulary to other elements in the language (grammar, phonetics, intonation, etc.) or in specific communication situations, we find the vocabulary as "bricks" Grammar and other linguistic elements are considered as "mortar vessels" to build into a language house In elementary schools the teacher teaches students along with other subjects on the basis of equipping the student with the necessary skills and techniques to train the knowledgeable, skilled workforce, Practical, dynamic and creative the formation and training of skills for students requires that the teacher not only pay attention to the transfer of knowledge in textbooks, To teach, it is necessary to pay attention to organizing the teaching process in the direction of activating the learner's activities, promoting and promoting the active role of active creation of students in studying and organizing for study Learned knowledge by their own activity, but most students not understand the importance of vocabulary so they are lazy to learn or just learn through loudspeaker and can not use it, with new knowledge that is far different from it With such mother tongue, students are afraid to learn So what does the teacher have to to make the vocabulary no longer a "problem" for the student, to make me think again, with many years of teaching English in elementary school? Many times, students not belong to vocabulary, misspellings, and misunderstandings that inspire me to implement the topic "Help elementary school students learn English vocabulary well" * Practical basis: - Any language in the world, want to communicate with it, requires us to have a vocabulary Because vocabulary is an indispensable ingredient in language, it is used for communication Therefore, it is very important to know the number of words learned to use - In English we can not practice and develop four skills of listening, speaking, reading and writing of students without relying on the basis of vocabulary Indeed, without the necessary vocabulary, the children will not hear and the consequence is that they will not speak, read or write, even if they have a firm grasp of the sentence Through the teaching practice of the past few years, I found that the old way of teaching vocabulary is usually in the form of: Teacher (teacher) reads and then lists the words, according to teachers never appear in too Teaching is new words; Then the teacher explains the meaning, the use of the word, the type of the student It has the following fundamental limitations: Making students passive in their vocabulary enrichment, using words in the context of limited, inflexible and often arbitrary contexts of grammatical structure The problem here is to study the application of vocabulary skills, namely the introduction skills and the vocabulary test for students to be appropriate and effective The Purpose of research: In any language, the role of the vocabulary is very important One can see that a language is a collection of words Can not understand language without understanding vocabulary, or through vocabulary units But that does not mean that you only understand individual lexical units that are independent of each other but can only master the language through dialectical relationships between vocabulary units Thus, learning vocabulary and practicing vocabulary skills is a leading factor in the transmission and acquisition of a language in general and English in particular Since vocabulary is a unit of language, it is expressed in two forms: speech and writing To use that language, that is to grasp the expression form of words by words and words But because of the relevance of the vocabulary to other elements in the language (grammar, phonetics, intonation, etc.) or in specific communication situations, we find the vocabulary as "bricks" Grammar and other linguistic elements are considered as "mortar vessels" to build into a language house Therefore, the current school system is geared towards such core core issues The Department of English, although introduced much later than other subjects in schools in general and Quang Thanh Elementary School in particular, is the key to the repository of human knowledge It is a scout who brings us to the world shaking hands with friends in Europe, absorbing and absorbing human elites However, learning English in elementary schools in general and Quang Thanh Elementary School in particular have many difficulties, especially in learning and using vocabulary So teaching students how to learn and use English is to provide students with a living dictionary of verbal and sentence structure, a very necessary requirement in learning English especially with Students who are new to English language courses Because of the above reasons, I chose the theme of "Experience Elementary English for good English vocabulary" The object of research This textbook has been used intermittently during the lessons when teaching the skills of listening, speaking, reading, and writing to fourth grade at Quang Thanh Elementary School Research Methodology To carry out this experience, to keep it hydrated in a long period of time, and to select a number of chemical peaks P follows: - Documentation of the related documents - Use the correct combination of headings - Use the feedback form - Telephone conferencing: - Education pedagogical department: - Legal Department: PART II CONTENT Theoretical background - Going from the purpose, demand and based on theoretical teaching - learning subject Elementary English, foreign language in the general educational environment, stipulates the essential contents in the fields of education, ideology, ethics, cultivating cultural knowledge and communication skills training in English The content is closely related to each other, so that through vocabulary training, each student creates a good communication skills in English, communicating well through the topic of each unit The correlation between such content and content is a characteristic of the English subject that learners and learners need to be aware of throughout the course of study - Topic scope: This initiative comes from the fact that students are not interested in English lessons Because English is a foreign language, not a native language Moreover, through many years of teaching experience, students often experience frightening gestures and abusive English language actions Research subjects: Grade 4A, 4B students from 2015 to 2016 of Quang Thanh Primary School - Textbooks, manuals, reference books, game materials such as Let's go teacher's book, tapes, pictures, puppets, CDs, radios, projectors, computers The status of the problem before applying innovative experience - According to the distribution of the current program, English language classes in Quang Thanh primary school every two weeks, almost every article has a new word in the lesson and even in the exercise But to teach vocabulary to more vivid lessons, teachers have to pictures, illustrations, facilitate them to remember words easily and direct their attention to the topic or focus lesson - On the students' side, besides some students study seriously, there are many students learn only through loudspeaker, not engraved vocabulary into memory, not practice reading, writing frequently, not meaningful pm Until the teacher asks the children will not succeed It is also difficult for students to check or guide their children to learn at home Because it is a foreign language, not all parents know This is also a very difficult problem in the management of student home study In addition, the way to learn vocabulary of students is also worthy of attention, students often learn vocabulary by reading words in English and trying to remember the meaning in Vietnamese, written in the writing is also to deal With the teacher, not self-examination, to inculcate new words and words available Therefore, they are very quick to forget and easily confused one word with another As a result, many students get upset and forget So teachers need to pay attention to this psychology of students * The result before I applied this initiative Total Grad e Excelle number nt good Fair Poor Attitude of student No % % No % No % like dislik e hesitat e s 4A 4B 28 students 29 students 25 27 25 10 20.7 11 35 37 10 14.3 35.7 % 11 13.8 17.9% 13 46.4% 37.9 12 % 20.7% 41.4% Solutions and implementation To teach English vocabulary really effectively, the role of the teacher and the role of the learner play a leading role To teach the children to understand the meaning of the vocabulary and use it in the appropriate context, I myself have identified the following: 3.1 Identify the role of the teacher: The teacher plays a very important role, the person who controls the student organization You have to create simple situations for students to talk We keep observing a simple situation where a lot of people speak their hands, but in more difficult situations, the majority of students not speak even if they think they are good The teacher must "stretch out his hand" to suggest, make the situation simple, encourage the children to say, applaud when they right, not criticize, blame when they wrong, but gently correct A teacher is a friend who interacts with a student if the class has a single parent who does not have a pair to practice comunicating The teacher must say "thank you", "You're very good" to motivate them in time Example: T: Good morning, class How are you today? Ss: Good morning, Teacher I'm fine, thankyou T: ask "Who's absent today? Ss: Answer Teachers introduce new lessons in simple sentences like these: T: Today we are going to begin the Unit 10, Section B, Now open your book on page 108, please Next they will learn the following new vocabulary: Example 1: T: fruit (n): a banana, an orange or an apple is a kind of fruit What kind of fruit you like? Ss: a banana / an apple / an orange They will understand what fruit means without having to write in Vietnamese for words such as banana, orange, apple they have known before Example 2: T: weather (hot, cold, cool, warm) T: What is the weather like in the Summer? S: It is hot in the Summer They can understand the weather means the weather Or just show them paintings for the weather of each season of the year In summary, the ultimate purpose of teaching vocabulary and structure should also be to ensure that students practice the Q & A in the target language I can give a diagram of the teacher as follows: interpretation, providing information Observe Review, feedback Teacher Communication 3.2 Define the role of the student: By active teaching methods, we are student-centered Students must listen to the teacher lecture, then grasp the new knowledge as well as re-train the old knowledge, the ultimate goal is the practice of communication Students present in front of the class will find out if they have learned the lesson and are able to use it Students present in front of the class make them more confident, overcome selfesteem, fear in front of the crowd Students may ask the teacher to avoid a one-way communication that will now be: teacher - games, games, teachers Through this communication process the teacher will detect and adjust his method accordingly Only practicing newcomers transform knowledge into products like the western proverb says: When you hear, you will forget When you hear and see, you will remember a little When you listen, look and practice, you will learn the knowledge and skills Teacher Students Students Students Students 10 3.3 Skills to introduce vocabulary: Asian Steps to introduce new words: Word choice to teach: English is an important subject, it is a tool to communicate with countries around the world To communicate well we must have rich capital In today's primary environment, when it comes to new vocabulary, grammatical and vocabulary are the main vocabularies, the grammatical is always associated with each other, always taught together to clarify the meaning together However, teaching and introducing vocabulary are a matter of course Usually in a lesson there are always new words, but not all new words need to be taught To select words to teach, the teacher should consider the following: - active vocabulary - passive vocabulary We all know how to teach these two words differently The word actively involves four skills (listening - speaking - reading - writing) For this kind of word teachers need to invest time to introduce and give students more practice With passive words the teacher just stops at the recognition level, no need to invest time in the application activities The teacher needs to know and decide which word will be taught 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 (word form) + Meaning + Use For proactive words to teach students literacy and definition as dictionaries are not enough, so that students know how to use them in communication, teachers need students to know how to pronounce, not just words Odd, but also know the correct pronunciation of words in the chain of words, especially the meaning of words 11 - The number of words to teach in the lesson depends on the content and the level of the student Never teach all new words, as there will not be enough time to perform other activities However, in a lesson you should only teach a maximum of words While choosing words to teach, you should consider the following two conditions: + Since it is necessary to understand the text? + Since it is difficult compared to the level of students? - If the word is necessary for understanding the text and is appropriate for the student's level, then it is positive, so you must teach the student If the word is necessary for the understanding of the text but difficult for a student, it is not an active word, so you should explain it to the student - If the word is not necessary for understanding the text and not too difficult then you should ask students to guess * Introductory step, introducing the topic: This is an important step in teaching vocabulary This step will determine the success of the lesson, which will elicit the student's idea of 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: listen, speak, read, write Do not ever start from another "hear" activity Remember the process of learning our mother tongue, always starting with listening, imitating the pronunciation and then going to other activities Help your students have a good habit of learning new words: - Step 1: "listen", you let students hear new words by reading the sample or playing the tape - Step 2: "Say", after the students have heard three times, you ask the students to repeat As students repeat, you need to pay attention to the class repeated before, then call the individual 12 - Step 3: "read", you write the word up on the board and have students look at it to read Have the students read the whole class, then read the individual and correct the student to the extent that you believe it is satisfactory - 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: Accent word: re-pronounce words and ask students to identify syllables with accent and accent - Step 6: Give the sample sentences and ask the students to identify the word for the new word B Suggestions for introducing new words: - Teachers can use some tips to introduce new words such as: Visual: Students look at pictures, draw sketches for them, help teachers semantize quickly 13 Unit 12: This is my house( E 3) Lesson 1(1, 2, 3) 14 15 Mine (gesture): Express through facial expressions Say: tired Teacher looks at students, makes tired body T asks: "How I feel?" Say: (to) smile T.smile Teacher looks at the students and then ask them: "What am I doing?" (to) run 16 (To) walk (Sing) (To) dance T asks: "What am I doing?" V.d Open (adj.), Closed (adj.) Teacher goes to the door and opens and closes the door T says, "Tell me what am I doing?" Reality (real thing): Use real visual tools Example Unit : This is my pen Lesson (1,2,3) apen, a ruler, a book Situation / explanation e.g honest T explains, “I don’t tell lies I don’t cheat in the exams I tell the truth.” T asks, “What am I? Tell me the word in Vietnamese.” 17 Example e.g fumiture e.g (to) complain T lists examples of fumiture: T saya, “This room is too noisy “tables, chairs, beds – these are and too small It’s no good (etc.)” all fumiture Give me another T asks, “What am I doing?” example of fumiture ” Synonyon \ antonyon Teachers use already learned words to teach synonyms or antonyms e.g intelligent T asks, “What’s another eord for clever?” e.g: Long >< short Teacher take up two rulers and say " This ruler is long and this one is short" e.g stuppid T asks, “What’s the opposite of clever?” Translation Teachers use equivalent words in Vietnamese to explain English words 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 but not allow time, Teachers suggest students themselves Translate from there Example (To) pass T asks, "How you say" pass "in English?" Example Examination (n) T asks, "How you say" in English? T's eliciting questions: To introduce new words, teachers teach students the four listening-speakingreading-writing skills 18 + Listen: Teacher read sample, students listen + Speak: Teacher reads words, students reread + Reading: Teacher writes words up on the board, students read words with their eyes, orally + Write: Students write words into the set While teaching new words, it is important to remember the following: It should be introduced in the sentence, in different situations of communication, the teacher combines that by establishing a relationship between the old and the new New words, vocabulary must be strengthened continuously Teachers routinely check vocabulary at the beginning of the hour by letting them write the words in the child table and raise, in this way the teacher can observe all the students in the class, obliging them to study and Remember to use words in the sentence, with realistic situations that help children remember longer, communicate well, and bring good results In order for students to acquire the good lessons required to teach new vocabulary, teachers need to choose the appropriate methods, we need to choose the shortest, fastest, most effective, after school Completion of the vocabulary they read, write and know how to put into real situations * Tips for checking and reinforcing new words: Should introduce words in each specific sentence pattern In different communication situations, teachers can combine that work by establishing the relationship between old and new words, vocabulary that must be reinforced continuously Teachers routinely check vocabulary at the beginning of the hour by calling some of them up on the board, in which teachers can observe students in class, obliging them to study and remember the students Use words in the sentence, with real situations to help children remember longer, communicate well and bring about high efficiency In order for students to acquire the good lessons required to teach new vocabulary, teachers need to choose the appropriate methods, we need to choose 19 the shortest, fastest, most effective, after school Completion of the vocabulary they read, write and know how to put into real situations We know that just introducing new words is not enough, but we also have to take steps to check and strengthen Testing and reinforcement will encourage students to learn positively and effectively In this activity, we can use to test new words Here are five new word checking tips: Rub out and Remember Slap the board What and where Matching Bingo Lislen order vocabulary 3.4 Test skills Student vocabulary test is also an important part of the teaching process It determines how well the students know the word Testing usually takes place under two levels; Simple and complete Asian Simple check Simple check is the individual vocabulary check, as soon as the completion of the introduction of vocabulary Examination activities at each lecture are often taught by teachers in the form of games that delight students, are enthralled with the lesson, and stimulate competition in learning Example: Rub out and remember: Delete the word introduced on the board and ask students to recreate it on the board Slap the board: Write the part of the presentation or paste the picture from the board Ask the students to applause the word or picture when they hear the teacher (from the board in English, read in Vietnamese and vice versa) 20 What and Where: Write the words in the circles on the board, let students read and erase the words, then ask the students to rewrite them from the correct place Jumbled words: Teachers write words with disturbed letters, after asking the students to write the words correctly Word square: The teacher prepares the crossword containing the words that have been introduced, asking the students to circle the words they found Netword: Students write the network from the topic Bingo: Students select words from the teacher's suggested words on the board, after listening to the teacher, if the students hear words first then shout "bingo" Guessing game: A student writes words to a sheet of paper or uses word pictures, then uses other words to describe and express words to other students Matching: A column of teachers writes words, while the second column writes out the concept or definition in the order of the first column, after which students match the words to their definitions or definitions Ordering: Teachers ask students to write words into their notebooks, then the teacher reads a short paragraph containing the words, the students listen and mark the order of the words in the reading order Test skills are taken at different hours to create a fresh, boring experience for students But we also need to pay attention to the student object, or is the level of awareness of students fast or slow to ensure the test is carried out regularly and with all students For good students, quick learners use skills that often require students to recreate the words they learned; For students who are weak, to absorb slowly, use open-label tests such as jumbled words, wordsquare, matching, ordering Check complete Besides the simple check, there is also a complete check Complete test is done after the vocabulary is practiced, reinforced and reinforced during speaking practice, writing, listening, reading and writing practice This type of test usually 21 takes the form of speaking or writing tests Teachers can right in the "warm up" part of the lesson or in the form of a test post, test 15 minutes, 45 minutes or check the semester Example: Gap fill: Students fill in the gaps to complete a sentence or paragraph Choose the best anwser: Students select the best answer in the suggested answers Put words in the right order: Students arrange jumbled words into complete sentences Write sentence from the words given: Students write sentences from suggested words Chain game: Students work in groups, who add words to their sentences Dictation: Students listen to and spell Nought and crosses: Students a vocabulary check as a form of communication practice Pyramid: Students write topic sentences in the form of organizing from individual to small group, large group to complement each other The purpose of this complete test is to test students to understand and use the correct words in specific communicative situations, and to help students build their vocabulary adequately and properly The test can be done according to each specific requirement or general synthesis on the 45-minute test or semester test - Check listener: Gap fill, Choose the best answer, dictation - Test says: Chain game, nought and crosses - Test read: Gap fill, choose the best answer - Write test: Put words in the right order, write sentence from the given words, pyramid The effect of experience initiatives for educational activities, with himself, his colleagues and the school After a period of experiential teaching, "Helping elementary school students learn English vocabulary well" I found that the quality and effectiveness of my English 22 teaching increased significantly Students are transferred to practice is very lively, intensive hours, learning atmosphere is not as boring as before Students are excited about learning and their knowledge is deepened Experimental results are also assessed through quality tests and exploration of student interest Results before and after the incorporation of games into English language classes: Total Excelle numbe nt Grade r of studen 4A 4B ts 28 29 N o % 10 36 good fair Poor No % No % No % like 10 36 28 Attitude 12 41 25 e hesita te 22 = 4= 79% 14% 7% = 23 = 10 34 dislik 79.3 % 2= 13.7 2= % 7% After choosing to apply some methods of introducing the vocabulary mentioned above into the lesson At the end of class I found that not only did the student know the lesson but also learned the lesson They forge the ability to be nimble, clever and give the children more confidence The good thing is that the children learn very excited, waiting for lessons for children love, love the English subject PART III CONCLUSION AND RECOMMENDATION Conclusion 23 I make this topic a mere part of the class, but it plays a very important role in the practice of the sample, whether it is fluent, fluent or not, it depends on memorization Vocabulary and pronunciation are standard or not But to make a good teaching of vocabulary, not only the investment in the lecture, the teacher's promotion, but also the cooperation of the students So I have made some requirements for students such as: Preparing homework, during school hours must be serious Through the process of teaching, I have learned some small experience and the results are very good The number of students who read poorly, miss their vocabulary, late writing in class has dropped dramatically, proving their sense of learning is very good The English lessons are very eager to read, not only read aloud, but also many children can remember very good when just finished learning And the first step into English study flourished It is also important for children to learn in different programs The above are the "Help elementary school students good English vocabulary" that I boldly put forward Thought, this is also a very interesting issue in common English We look forward to welcoming the comments of our teachers to improve our expertise in the teaching process Recommendations - Apply effectively and effectively to all English learners from Block at Quang Thanh Elementary School and be able to replicate all 4, blocks of Quang Thanh Elementary School And elementary school English classes in other schools * Make recommendations to the authorities on implementation conditions Here are some of my small ideas about integrating games into English lessons in Grade at Quang Thanh Elementary School in the first term of the school year 2015-2016 and achieving remarkable improvement It is also subjective opinions of the individual I should inevitably limit I am looking forward to the comments and exchanges from comrades, colleagues and staff to make myself more progressive, more complete and the most effective topic 24 contributing to the teaching Education and training young generations, foreign languages come close to the children, penetrate into life and become a tool effective and effective communication Thereby, to accumulate more experience teaching and art teaching achieved the highest results to meet the educational requirements in the current period Thanks sincerely for the input from the scientific council and all the teachers Wished health and success IMPLEMENTER Confirmation of the Head master Thanh Hoa, March 15th, 2017 I hereby declare this is my initiatives Do not copy from any other content Writer Dinh Van Dung Le Thi Thu Hang 25 ... English language courses Because of the above reasons, I chose the theme of "Experience Elementary English for good English vocabulary" The object of research This textbook has been used intermittently... "Help elementary school students good English vocabulary" that I boldly put forward Thought, this is also a very interesting issue in common English We look forward to welcoming the comments... topic "Help elementary school students learn English vocabulary well" * Practical basis: - Any language in the world, want to communicate with it, requires us to have a vocabulary Because vocabulary