Some experiences teaching english vocabulary for 4th gdae students

PART 1: INTRODUCTION 1.1 The reason for choosing themes As we know, today English has become one of the most popular languages in the world, the key to open the world It can be said, in many areas, English has conquered the great team English has gradually become a living tool, a tool of communication and a tool of communication among all modern humans Therefore, learning English is a necessity in today's life In view of the innovation approach, the goal of learning English is to use it to communicate Accordingly, the vocabulary (as well as the grammar) is only a tool to carry out communication activities, not the ultimate goal However, the role of vocabulary is very important, because using any language to communicate requires us to have a vocabulary because vocabulary is an indispensable component in language In English we cannot practice and develop students' four listening, speaking, reading, and writing skills without relying on vocabulary As a teacher teaching English, I have learned many times myself: How to improve the teaching and learning of vocabulary, help students accumulate enough capital to be able to use in communication , Somewhat achieve the objectives of the renovation program? For that reason, in my teaching experience, I chose the topic " Some experience teaching English vocabulary for th grade students in Minh Khai Primary school " with the desire to give some small experiences to help teaching vocabulary more lively and helping students to remember vocabulary better 1.2 The research purpose English is a language used in many countries around the world This is the time of consolidation, communicating with foreign friends to understand and understand this language is extremely important The purpose of this topic is to contribute to improving the quality of teaching and learning English, helping students to better learn four English skills and help students feel more interested in learning and learning Mastering vocabulary will also help students to use this language fluently, giving them confidence in communicating with international friends Furthermore, the research purpose of this topic also helps to improve my own pedagogy After a period of teaching in elementary school and learning from friends and colleagues, I found that my students were always afraid of new words So, I've done some ways to help students learn new words more effectively 1.3 The research subjects In this experience initiative, I focus on the following subjects: Students in grades in Minh Khai Primary school Improving the quality of teaching and learning of English in primary schools Raising of pedagogical itself Applying the correct and scientific techniques in classes taught English at primary aims: - Create excitement passionate student learning - Bring out the desire to engage in activities to learn, explore, experiment by students - Help students to actively implement learning activities - Helps students focus - Create conditions for student learning, and play - Help them reappear, codified knowledge easiest way - Improving the quality of teaching and learning English in general and fostering good student of English primary school in particular 1.4 The research methods - Attend classes, learn from your peers and some of your own experiences - Observe the students' acquisition of knowledge in the teaching process - Examine students' competencies - Research from teaching materials, collections and resources on teaching methods from the Internet 1.5 The new points of experience innovation a For students: - Encourage students to learn and use vocabulary to communicate in English - Encourage students to study in groups and the establishment of the English-speaking or English clubs in the classroom or dynamic volume gradually, more confident - Tell them always have the habit to inculcate review old knowledge b For teachers: - Give children a love, a passion for the English language as well as awareness of the importance of English in our lives - Regularly inspect and evaluate the results of student learning as well as praise, encourage timely reminder - Do not stop investing, expanding knowledge and innovative teaching methods - In addition, teachers should also regularly attend another hour on that basis for comments and learning experience c For school leaders, education basis: - Construction of function rooms available for projectors for teaching and learning English - Provide additional CDs with content rich in traditions, habits and culture of the English-speaking countries - Create favorable conditions for primary English teachers involved in Computer Science classes to help teachers access to technology for the preparation of faculty serve effectively PART 2: CONTENT 2.1 The rationality 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 Because 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 2.2 The real issues before applying excellent experience a Teacher : The amount of new words in each lesson is too many, so the teacher does not have enough time to complete all the words, forcing the teacher to just put the meaning of the word, the students copy and memorize the machine to save time, Focus on the practice of grammar structure So students have to learn a lot of vocabulary but they are less used so they learn and forget easily The content of many units is very difficult, very abstract, requiring teachers to have good knowledge, leading teachers to provide new words passively, ineffective; It is mostly for students to use their mother tongue to translate words b Students The majority of students usually have fewer words, or they have learnt passive, not reaching the communication requirements, such as: not words; Do not remember the meaning of the word; Attached but not associated with the pattern to practice; Since then, after being provided with grammar (grammar and vocabulary), students are unable to complete the next skill (listening, speaking, reading and writing) Difficult to check or guide children to learn at home Because this is a foreign language, not all parents know This is also a very difficult problem in the management of studying students at home In addition, the way students learn vocabulary is also worth attention Students themselves are not fully aware of the importance of learning vocabulary but focus on grammar or sentence structure They usually learn vocabulary by reading words in English and trying to remember meaning in Vietnamese That is why they are so quick to forget and easily confuse one word with another This led to the state of many students have psychological depression; Teachers need to pay attention to their psychology c Parents: - Most parents not have the knowledge of English so there is no condition for tutoring - The importance of English in primary school has not been recognized - Many parents are not really interested in their children's education * The quality of English Vocabulary of students in grade in Minh Khai Primary School, I gained the following results: Grade has 276 children, up to 45% of them have not memorized vocabulary, have not used in communication as well as in the corresponding grammar exercises Even good students not have the confidence to communicate As a result, I found that the percentage of students who memorized vocabulary was low I have such low results, I see some of the following causes: The first: Teachers introduce new words that have not followed the steps that are only taken from their own point of view The second: The choice of words to introduce is not appropriate Identify the factors to clarify when introducing bad words The Third: Not know how to use the right tips to build vocabulary The assessment of students is not reasonable * From the above situation, I boldly proposed some measures with the desire to improve the quality of teaching and learning English 2.3 The solutions used to solve the problem Solution 1: Select new words to introduce: - 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 Active words are words related to four skills: Listening - Speaking - Reading - Writing, essential for students to understand, recognize and use in spoken and written communication In the process of teaching the word, teachers need to invest time to elicit, for example, test to ensure students understand and recognize how to use them With passive words, words that students only need to understand and be aware of when they hear and read, teachers just stop at the perception level, without investing time in application activities Differentiating these two words helps teachers to focus vocabulary, systematically and save time needed Solution 2: Know the steps to introduce new words The first stage in vocabulary teaching is introducing new words to students Introducing new words plays a very important role in one hour of learning English It can help students grasp the contents of the unit, grasp the meaning of the word, use it through the teacher's initial introduction The most important thing in introducing new words is to follow the sequence: Listening - speaking - reading - writing Just like learning our mother tongue, it always starts with listening, imitating the pronunciation and then going to other activities Usually to introduce a new word, I usually perform the following steps: - Step 1: Listen (Let students hear new words by reading the sample) - Step 2: Speak (After the student has listened to three times, ask the students to repeat, when the students repeat, give the class a repeat of the first, then call the individual) - Step 3: Read (Write the word up on the board and have the student look at it for reading.) Have the students read the syllabus, then read the individual and correct the student for a satisfactory level - Step 4: Write (After the students have read the word correctly, ask the students to write the word in the notebook) - Step 5: Ask if a student knows the meaning of the word and ask a student to write the word in Vietnamese - Step 6: Word Accents (Pronounce words and ask students to identify syllables with accent and highlight) - Step 7: Ask the sample questions and ask the students to identify the new word type The steps to teach new words are regulated in "Teaching English" (Adrian Doff), but these are only the most general, most general rules Specifically at every step what to do, what to teach students to understand is important Here is my own experience: Solution 3: Identify the factors to clarify when introducing the word: When teaching new words, it is necessary to clarify three basic elements of the language: + Form + Meaning + Using 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 to words While choosing words to teach, one should consider the following three conditions: + Since it is necessary to understand the text? + Since it is difficult compared to the level of students + Does the word revolve around the topic that students are learning, and is it a word that is used frequently in life? Solution 4: Choose the right technique to teach the meaning of the word As we know in the principle of vocabulary teaching, the teacher must find ways to make students discover for themselves the meaning of the words without using the mother tongue to translate from there In that way, the teaching and learning of new vocabulary is effective and true to the requirements of innovation There are many tricks to teach words, but it is important for teachers to choose the right tricks for each word, to coordinate the rhythmic and scientific procedures to bring about positive effects; Avoid students rote memorization, rote learning, cannot learn from the learned To introduce words visually, one can use the following tips: a Using means, relia Teachers hold real objects or point at objects around to clarify vocabulary Example: Unit 8: What subjects you have today? - Lesson (English 4) When introducing the word "Maths," the teacher pointed at the math book and said, "I have Maths Maths, Maths " Then ask the students to repeat the "Maths" prompt repeatedly to remember the word This is a highly effective, direct, fun, and impressive word-finding technique Notice that real objects should be introduced quickly, easily and clearly b Using facial expressions, gestures, mime Example: Unit 5: Can you swim? - Lesson (English 4) By swimming, the teacher introduces the verb "swim" c Using pictures: Teachers can use: - Painting by the Ministry of Education (paintings, plastic) - Collected images from newspapers, calendars; Homemade paintings + Use pictures to teach on the subject of animals: wild animals, farm animals, pets ,marine mammals (sea animals) Example : Wild animals - Unit 19 : Grade kangaroos Zebras Crocodiles Tigers Elephants Rice Pythons Gorillas Example: Unit 5: Can you swim? - Lesson (English 4) The teacher used the pictures to introduce the activity: "play the guitar" The teacher pointed at the instrument and asked: "What is this?" After the students’ answer, "It's a guitar," the teacher could say, "Right This boy can play the guitar Play the guitar "and ask students to repeat :" play the guitar " d Introduction from situations, contexts Use example sentences: give illustrative examples, use words in context situations This is a very useful method of teaching abstract vocabulary Example: Introduction from food (English 4, Unit 13: Would you like some milk?) T: Chicken, fish, bread are my favorite food The teacher must ensure that students understand the example Therefore the illustrative example should be simple, clear and use the new word e Using synonyms, antonyms We use synonyms or antonyms to clarify the meaning of a word when the students already know the meaning of a word in a pair of synonyms, antonyms Synonyms nice = beautiful, clever =intelligent Bike = bicycle play soccer (n) = play football (n) Antonym Like (adj) > < Hate(adj) Cheap(adj) > < Expensive(adj) Black(adj) > < White(adj) Rich(adj) > < Poor(adj) Tall (adj) > < Short(adj) Old (adj) > < Young (adj) Based on the rules formed, made of words: Students guess the meaning of new words are formed from the root With this rule not only teachers help students grasp the knowledge, but also expanding vocabulary for students * Work - worker, drive – driver, write – writer, read – reader * happy – unhappy, formal – informal, patient – impatient, tity- untidy * like- dislike, lock – unlock, agree – disagree, Create situations: Teachers set simple situation, understandable in English, meaning students through situations guess, can imitate, use the word in the context of communication and listening skills forged E.g 1: This is my brother He’s very lazy He gets up late, and he doesn’t anything I say to him, “ Don’t be lazy! Do your homework!” Guess context: the meanings of words in sentences: Eg My school is small There are ten classrooms Lan’s school is big There are nineteen classrooms f Use explanation, or translate into Vietnamese There are many abstract words that we can not use simple sentences, visual aids, drawings, gestures, gestures, etc Then we have to explain or translate Vietnamese into students understand g Combination of many tricks: Example: Teaching the word "hungry" T: Look He is hungry (Picture) Now look at me! I'm hungry (Facial expression, mime) Hungry We want something to eat when we feel hungry (Example) Ss: HUNGRY T: Good What does it mean? (Student Translation) The flexibility of the teacher when combining vocabulary introduction tips has largely determined the effectiveness of the lesson * Some experience choosing tricks to teach the meaning of the word: - For specific words: Visual tricks such as picture, realia, actions, facial expression etc should be selected It is easy to guess the meaning by observing the tips of the teacher without using the mother tongue - For abstract words: It is a good idea to choose a situation, explain the situation, from which the student can deduce the meaning of the word - From the initiative: After the students have understood the meaning of the word, the teacher needs to teach the grammar of the word, for example, and then ask questions in which the word is used or students have to use the word to learn to answer That question - Passive word: Teachers should only introduce quick and for example, no questions - Adjectives indicate the state, size: should choose synonyms, the word for the left to students to deduce the meaning of the word - The word suffix, suffix, has many common words: The teacher should teach the original, then the words with the same root or prefix suffix - From the other words come together: Teachers should teach both clusters for students to use properly - Only use the translation technique for words that are too difficult for students, academic words when teachers can not use these tips to explain Ask the students to give examples that include new words, ask questions for students to use new words, and finally, the teacher can ask students for their understanding, say the meaning of the word Vietnamese (to check whether students understand the meaning correctly) h Teach vocabulary through songs, chants, video clips We use video clips, songs, chant all very effective in learning and introduce vocabulary Sometimes they just belong songs, chant that they had a relative vocabulary This method helps the children learn from a natural, comfortable without being forced to learn is his With this method the teacher should invest the time to find on the website of the song, chant, the video clips matching content lesson, psychological and physical fit his or her age I think that using this method to teach and reinforce vocabulary very effectively, can encouraging all pupils to participate Example : The Alphabet Song Now I know my ABCs Next time won`t you sing with me - The song “ We are the alphabet ” AB C D E F G// H I J K L N M O P///Q R S /T U V/ W X Y Z Now I know my ABCs Next time won`t you sing with me Example : Chant How many desks? How many,how many, How many desks are there? One,one,there’s one How many,how many, How many maps are there? two,two,there are two How many,how many, How many lamps are there? three,three are three Solution 5: Consolidate, test new words learned: 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 at two levels: Simple and Complete a Simple check Checking is simply a quick test after completing a vocabulary introduction Examination activities in each lecture are often taught by teachers in the form of games that make the student more interested in the lesson After introducing new words, I often check the students' memorization by using the following tips: a.1 Slap the board: The teacher writes the part of the presentation or pastes the word from the board Ask the students to tap on the word or picture when the teacher reads the word (from the board in English, read in Vietnamese and vice versa) Example: Check the new word for Unit 8: What subjects you have today? The teacher reads the Vietnamese meaning of the words, asking the students to slap on the corresponding meaning Maths English Music Scienc e Art a.2 What and Where: Write the words you just introduced into the circles on the board, let the students read and erase the words, then ask them to rewrite them from the correct place a.3 Jumbled words: Teachers write words with disturbed letters, then ask the students to write the words correctly Example: Check the new word for Unit 17: How much is the T-shirt? Lesson The teacher gives the following words and asks students to rearrange the letters for the correct location - Teacher wrote some words with the letters on the board undisturbed - Requires students rearrange the letters into meaningful words idnwy w rcafs s lvsgoe g orpe r hrsti s anirign r a.4 Noughts and Crosses: squares on the board, each box contains a word or a drawing Divide students into groups, one group is Noughts (O) and one group is Crosses (X) The two groups in turn select from the box and set the sentence The group that sets the correct sentence will be an O or an X The group that has three O or three X in a horizontal, vertical or diagonal row will win Example: Check out the new word for Unit 12 - What does your father do? Teachers ask students to put sentences, using words in the following boxes: Doctor Driver Hospital Farmer School Factory Field Clerk Teacher 10 a.5 Matching: A column of teachers writes from, while the second column writes out unconventional concepts or definitions of the first column, asking students to match the words to their definitions or definitions Example: Unit 3: What day is it today? Teachers ask students to match the word with the corresponding meaning Tuesday Thứ sáu Wednesday Thứ ba Friday Thứ năm Sunday Thứ bẩy Thursday Thứ hai Monday Thứ tư Saturday Chủ nhật a.6 Word square: The teacher prepares the crossword containing the words that have been introduced, asking the students to circle the words they found Example: Unit 8: What subjects you have today? Teachers ask students to find the words they have learned S U B J E C T S S C K O R N H I S A I H R I G T M A S E U C D L E O R G N M U S I C S A E T T R A S O H I R S U S L H T T G I O R I G H A A R T P N G O F P M T S Subjects, Music, Art English, IT Maths a.7 Networks: Students write from point to point Example: Unit 19: What animal you want to see? Teachers can check animal words by asking students to write words up on the board elephant tiger Animals zebra 11 crocodile kangaroo a.8 Hangman: The teacher tiles the short lines on the board Each tile represents an alphabet in a word The student turns to guess the letters in the word Example: Check out the new word of unit 13: Would you like some milk? Teachers can make suggestions: This word has letters _ _ _ _ It's a food (beef) When checking, the teacher also needs to pay attention to the student object to ensure that the test is carried out regularly and for all students For good students, fast learners use skills that often require students to recreate the words they learned: Rub out and remember, slap the board, what and where, networks For students who are weaker and slower learners, use open-minded tests such as: Jumbled words, wordsquare, matching, ordering a.9 Teach vocabulary through songs, chants, video clips We use video clips, songs, chant all very effective in learning and introduce vocabulary Sometimes they just belong songs, chant that they had a relative vocabulary This method helps the children learn from a natural, comfortable without being forced to learn is his With this method the teacher should invest the time to find on the website of the song, chant, the video clips matching content lesson, psychological and physical fit his or her age I think that using this method to teach and reinforce vocabulary very effectively, can encouraging all pupils to participate Example : The Alphabet Song Now I know my ABCs Next time won`t you sing with me - The song “ We are the alphabet ” AB C D E F G// H I J K L N M O P///Q R S /T U V/ W X Y Z Now I know my ABCs Next time won`t you sing with me Example : Chant How many desks? How many,how many, How many desks are there? How many,how many, How many maps are there? How many,how many, How many lamps are there? b Check complete One,one,there’s one two,two,there are two three,three are three 12 Besides the simple check, there is also a complete check This type of test usually takes the form of speaking or writing tests Teachers can right in the "Warm up" section of the lesson either in the form of checking the old post or periodic inspection b.1 Old Test: This is an important part of learning a student's vocabulary Due to the specificity of the subject, parents can not or very rarely check and help them when they study at home Therefore, teachers should carefully study the selfstudy in the home of students such as notebooks, drafts; Note pad; Use dictionary; Self-learning steps There are many tricks teachers choose to test According to my own experience, there are ways to test old posts as follows: - Examine to students: The teacher calls the students up on the board, reads the word in English, asks the students to listen and write the words the teacher has read on the board, for the meaning Thus, the teacher has just checked both the ability of students to read and listen (students must know how to read new words, recognize what teachers are reading), while avoiding the students memorized vocabulary can not read - Full or group testing, sequences: First and foremost, teachers should stipulate that each student who is studying English on a day-to-day basis must carry a note paper The teacher proceeds as for personal examination, but this time, the class sitting on the spot to write the word on the scrap paper Teachers can choose students with good results to score The advantage of this is that all students in the class must study, participate in testing, not rely on the teacher already Classes are also very exciting, students form the habit of reviewing each article, thereby reviewing the words you have learned, overcome the shortcomings help you b.2 Warm up: "heating" the classroom atmosphere, preparing for the new lesson After examining the past post, the teacher develops a small language activity or game It is advisable to "forward" the content from the old post to the new one As such, the teacher is sure to check the learning from the students' homes, while also creating excitement for the students in the new lesson b.3 Integrate vocabulary check content in periodic tests: Previously, periodic tests usually focused on grammar and listening, reading and writing skills However, the fact that the integration of vocabulary test content is essential Because, along with grammar, vocabulary is very important for students to use skills Thus, students will be aware that word learning is a continuous, thorough, necessary and practical process Testing can be done on a case-by-case basis or on a general 40-minute or semester-test 2.4 Effection of experience ideas in activity education, with myself, colleagues and schools 13 In the school year 2019 - 2020 in the second school year , I was assigned to teach English for students in grade (new textbook); I have continued to use the above vocabulary tips, myself noticed some encouraging changes, specifically as follows: a.Teacher For the exact course from the teaching, the original placeholder of the period of each term; Teaching time of vlogs are no problem for the return; Has enough time to execute them of your section (Teaching grammar, practice, consolidation ) With the motto of teaching words positively, collect yourself a large number of pictures, samples, for long-term use To provide the meaning of the words students understand without using their mother tongue, themselves find their ability to express in English more fluent, more confident Examine the old post is the whole class in the classroom, through which, take corrective measures, promptly remind the student's limitations in learning the word Consolidate students' vocabulary tests continuously, throughout (in class, at home, in the next lesson, in the tests) b Students Students familiarize themselves with the topic and situation of the lesson naturally; Acquire vocabulary in specific context, no longer passive; Contribute to the teacher discover new words; Acquire new vocabulary as a tool to understand the content of the unit Understand the meaning of words naturally in English, not in the mother tongue; Know how to use new words in specific contexts; No longer learn new words rigidly, passively, memorize, learn without understanding, The students' listening, speaking, reading, and writing skills have improved significantly; The density of the words learned into the skill improvement is higher Classes become more lively, more relaxed; The relationship between teacher and students, students with students become friendly; Promoting the positive dynamics of students Students learn how to form self-learning vocabulary at home; Focus your attention on the exams in the classes, take part in the review of your essay, and cultivate your vocabulary Students learn how to form self-learning vocabulary at home; Focus your attention on the exams in the classroom, take part in the review of your essay, and cultivate your vocabulary Students participate actively in tricks, language games to reinforce, test words; Resolve good vocabulary exercises in the tests c Specific metrics: I have conducted vocabulary teaching on classes 4A1;4A2;4A3; 4A4;4A5 and 4A6 by introducing the new vocabulary of Unit 12 - Lesson (English 4) with two different methods 14 In class 4A1; 4A2; 4A3, I only write new words on the board and pronounce them repeatedly With this method, I realize that introducing new vocabulary is fast, simple and time-saving but does not inspire student learning and results are only 30% of students in class and 50% of students can remember at home For class 4A4; 4A5; 4A6: I've used many tricks to introduce words Nurse (n) - eliciting Driver (n) - picture Farmer (n) - explanation Worker (n) - translation After that, I checked the word memory using "Slap the board" It takes time, but students are very interested and passionate The results are as follows: Students in class stay at 50% and attendance at home after 80% Also apply these vocabulary tips with all the new language classes, I found that the results of students in class are more than 50% and after school at over 80%, the students remember a long time PART 3: CONCLUSION, REQUEST 3.1 Conclusions In the process of teaching English, the introduction and examination of vocabulary takes little time, but they play a very important role, creating the premise for students to master and use the right language later The instructor's role must be chosen to use the appropriate skills in the introduction of vocabulary to achieve the purpose of the lesson Through the years of teaching new textbooks I noticed that teachers face some difficulties such as: - There is no large picture set for each lesson in grades & 5, so teachers and students take a long time to collect paintings and drawings - The school library does not have an advanced book for students' reference and study - The majority of foreign language teachers have not used, practice teaching electronic lesson proficiency - Facilities for teaching and learning English is still difficult - In some families, parents are not aware of the importance of English Responding to the movement to innovate teaching methods in high school, as a foreign language teacher I am eager to contribute a small part of myself with my teachers and colleagues Developing new and more effective teaching methods that help students become more and more interested in learning foreign languages, can learn to be proactive, communicate confidently with their own ability to use English So, I hope my colleagues will consult with my methods so that I can make them better, which in turn helps to improve the quality of teaching foreign languages 3.2 Request - In response to good teaching and learning English in elementary schools and applying the effective way to teach the grade student I mentioned above, I 15 expect leaders to pay special attention and Invest more in teaching facilities such as function rooms, pictures, reference books to better serve teaching and learning English in elementary schools - I suggest that Department of City Education and training will organize an English exchange program for all English primary teachers so that we have opportunity to share experience and initiatives in teaching English and have chance to practice speaking English with each other Thanh Hoa, May 5th 2020 I commit not to copy the others’ ideals CONFIRMATION OF THE HEADMASTER Written by HOANG THI MAI HUONG 16 ... innovation a For students: - Encourage students to learn and use vocabulary to communicate in English - Encourage students to study in groups and the establishment of the English- speaking or English. .. formed, made of words: Students guess the meaning of new words are formed from the root With this rule not only teachers help students grasp the knowledge, but also expanding vocabulary for students. .. relationship between teacher and students, students with students become friendly; Promoting the positive dynamics of students Students learn how to form self-learning vocabulary at home; Focus your