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THANH HOA DEPARMENT OF EDUCATION & TRAINNING THO XUÂN DEPARMENT OF EDUCATION & TRAINNING EXPERIENCE INITIATIVE SOME METHODS FOR TEACHING AND LEARNING VOCABULARY TO THE GRADE STUDENTS Person in charge : Lê Thị Thương Position : Teacher Organization : Trường Tiểu học Xuân Bái The Field of Experience Initiative : Foreign language THANH HOA YEAR 2019 STT Contents 1.Introduction 1.1.Research ratiomale 1.2.Research purpose 1.3.Research object 1.4.Research method 2.The content of experience initiative 2.1.Rationale 2.2.Issues reality before applying Experience initiative 2.3.Solutions Solution : Choose new words to teach Solution : Factors to clarify when introducing new words Solution : Rechniques to teach words Solution : Types of exercises should be applied when practicing vocabulary Solution : Apply language games in vocabulary teaching 2.4.Effection 3.Conclusion and recommendatios 3.1.Conclusion 3.2 Recommendatios Trang 3 3 3 5 12 15 15 15 INTRODUCTION 1.1 Research rationale We all know that, in the era of informatics and technology, English is widely spoken internationally and has become the second language of many countries Thanks for English, people all over the world can connect and become more friendly to each other through facebook, zalo… English is the language with various vocabulary so learners and users often meet some difficulties in learning and using fluently English Vocabulary is one of the most important elements in learning English If learners want to be good at English, in any skill: Listening, speaking, reading or writing also they need to have rich vocabulary In general, however, they are so lazy in learning new words, so they often make mistakes in spelling, writing, pronunciation, use words incorrectly and not followed by the right situation… The problems above occur due to learners not know how to learn vocabulary in right ways, or maybe they come from the English teaching method when teachers not paying as much attention to teaching vocabulary as other skills because they think that learners can it well by them selves, so they skipped it How learners get vocabulary that they need and can use them in the most effective way and make a suitable habit for learning vocabulary ? By the experience in my teaching process and through research materials, I would like to propose some methods of teaching and learning vocabulary for elementary school students of grade primary school, Tho Xuan Dist., Thanh Hoa province 1.2.Reseach purpse The objectives of this Research are to find out and summarize some methods of teaching and learning vocabulary for grade students at primary schools better 1.3 Reseach object Research object is the methods for vocabulary teaching and learning to grade students at primary school in Tho Xuan District 1.4 Reseach method a.Theoretical research method b Practical research method c.Appliep research method 2.THE CONTENT OF EXPERIENCE INITIATIVE 2.1 Rationale For English learners, vocabulary is considered the most important means, it is the root of beginning to learn English In any skill (listening - speaking reading - writing), they needrich vocabulary.Especially it is important for them to know three factors when using the English words: form, meaning, and usage (use in context) 2.2 Issues reality before applying Experience initiative: *Teacher Issues: Almost teachers are enthusiastic for researching and providing suitable teaching methods However, some teachers not pay attention to finding new ways to teach vocabulary in every lesson To make the lesson more interesting, the teachers have to make pictures of illustration to help their students remember the words easily and direct their attention to the topic or the focus of the lesson Thus teachers can find the talented students who have good skills in learning English On the contrary, teachers who not prepare teaching materials enough, their students learn mechanically and passively; they are not interested in the lesson Class time is still limited, taking time for students to memorize and deepen vocabulary is slow Lack of facilities, visual equipment such as pictures, English teaching rooms *Student Issues: During school hours, students are excited because they are most interested in learning English On the other hand, there are some students who have passive attitude when they are learning and not really positive in the class Others are too shy, afraid to ask teachers for help Many students think that English vocabulary is hard to remember and takes a lot of time because they have not remembered new words in their heart and they also not write regularly or learn new lessons and forget the old ones because they have no communicative environment to practice Not all parents know how to teach English vocabulary for their children at home and many parents not care about their children's learning In my teaching - grade - experiences in school year (2016 – 2017) I often check the student’s vocabulary in the following ways: * Teacher guides students play some games to memorize vocabulary - Network Ask students to work individually to find words related to the given topic For example: January Months of a year March April February March *Matching For example: A Surf the Go to Clean the B a house b karate c Internet d cinemar Call a student go to the board and match the words in column A with phrase word in column B to make the meaningful words Jumbler words For example: I give some words that are disordered letters, then ask students to rearrange them into meaningful words Then ask some students read their words in front of the class dctor = doctor urnes = nurse arrmfe = farmer pstmoan = postman But after these tests, the quality of the result is not high, only approximately Survey results before and after applying with 32 students of Grade 5A: Rank Beffore applying Excelent students = 28,1 % Completed 19 students = 59,4 % Uncompleted students = 12,5 % 2.3 Solutions In an English lesson, most lessons have a section "Vocabulary Introduction" In order to achieve high results, students must know how to pronounce and how to use the words In that way, teachers need to select skills that are appropriate for each word so that students are easy to understand, remember and use Through the teaching and researching process, I would like to offer some methods of teaching and learning common English vocabulary that I think students are interested in learning and being able to make high efficiency Solution : Choose new words to teach Normally, new words appear in a lesson But not all new words are taught equally To choose suitable new words to teach, each teacher must consider the following issues: a Active and passive vocabulary - Active words are words that students understand, recognize and use in written and communication - Passive words are words that students only understand and recognize when listening and reading How to teach and introduce these two types of words are different *Active words are related to all four skills: listening, speaking, reading and writing, need to take many times to introduce and practice more, especially the way how to use With passive words, can only stop at the recognition level, no need to practice Therefore teachers need to know and decide which words are active and which words are passive Example: - Unit – What are you reading ? B4,5,6,7 (English grade 5) teachers must determine: - Active vocabulary: go -> went sit -> sat talk -> talked buy -> bought take -> took -Passive vocabulary: sunny, hot, souvenir shop, great b Have students already known thosenew words ? In order not to waste time, teacher must always ensure that the words he teaches are words need to teach –the new words for students who not know Solution : Factors to clarify when introducing new words When introducing vocabulary, it is necessary to specify basic elements of language: form, semantics (meaning), usage (use in context) When introducing new words if the words are only written and defined as in the dictionary, they not guarantee students how to use them in communication in English, especially with active words Students need to know how to pronounce not only single words but also to recognize and use those words in a series of words and especially know the meaning and usage in particular contexts So the factors that need to be clarified when introducing new words are expressed through: 2.1 Spelling 2.2 Pronunciation 2.3 Lexical meaning 2.4 Grammatical form 2.5 Use in context Solution : Techniques to teach words a Drawing pictures Teachers can guide students to draw simple pictures, so that they can remember new words longer Hereby, students will be very easy to learn and easy to remember the new words they have just learned For example:  a bike ;  a car ;  a clock ;  a book b Use visual aids (realia) Teachers can use objects in class or bring to class, pictures, diagrams or draw directly on the board Example : apply for – Unit 11 –lesson (1, 2, 3) - A sore throat : (action) - A stomachache : (situation) - Ride a bike : ( picture) Unit 15 - lesson 1( 1, 2, 3) Pilot : (situation) Write : (action) Architect : ( picture) c Use situation Teachers can use real-world situations in class or outside the classroom to indicate the meaning of the word Unit 19 : Which place would you like ? lesson 2( 1,2,3) For example: When recommending the word "teacher", the teacher can point to himself and say: I am a teacher d Give example After some new words are learned in class, teachers can guide students to practice simple sentences with those words at home Then students will give them to teachers to check, and from that teachers know what difficulties studentshave in using new words to take prompt guidance With this method, students can use the new words in the right way and teach them how to use English grammar better For example: Unit 18: What will the weather be like tomorrow ? lesson ( 1,2,3) -Teacher give following words: Cold, snowy, hot, sunny, warm, stormy, cool, cloudy Unit 18: What will the weather be like tomorrow ? lesson ( 1,2,3) Teacher give following words: Spring, Summer, Autumn, Winter - Students can give some examples such as: - I like spring - It’s very hot in summer - What is the weather like in autumn ? - My father doesn’t like winter e Use body language Teachers can use their body language to introduce new words and ask students to guess the meaning of them By this way, students can remember new words easily and longer For example: When introducing new word hot, teachers can hold a notebook as a fan and fans constantly and say that "I’m very hot, I’m very hot." f Translate into mother tongue For some difficult new words, teachers can translate them into their mother tongue For example: - It takes about …: mât khoảng … - Place : địa danh - Fly back : bay - Return : quay trở lại Solution 4: Types of exercises should be applied when practicing vocabulary a Give antonyms Teachersor studentscan give a word or group of words and ask the other students to give the antonym to these words By this method, students can remind the new words they have learned, and they can remember those new words one more For example : turn right >< turn left short >< long hot >< cold b Give synonyms Teacher can ask students to remind the new words they have learned by giving synonyms to those words For example: to play football = to play soccer to learn = to study a bike = a bicycle c Learn by logic starting from the last letter of the previous word This method helps students remember the new words they have learned before It will help students systemize the vocabulary they have learned, and students can remember more new words For example: nice - eye - egg - girl - learn - notebook - key - yellow … d Learning by topic (Theme) This method not only can help students systemize the new words they have learned, but consolidate and remember them better For example Food pork fish vegetable meat rice Drink orange juice water milk soda lemon juice e Give infinitive words Teacher or students give aninfinitive word then teacher asks students to develop the word into new meaningful words This method can help students develop thinking skills and develop infinitive words After that, students will get a more basic vocabulary For example: Teach - Teacher Drive - Driver Work - Worker f Practice new words as daily routines Teachers should guide students to take a little bit of time about 20-30 minutes to learn new words every day rather than spend more time studying all day but not effective By this way, students can review some certain words many times, thereby will help them remember longer i Write new words (each student must have a notebook to write new words) With the above learning methods, it is only applicable for students with a sense of self-study, and for some students who are nothard working at home, teachers will be difficult to control So this method requires students to write new words of each lesson from 5- 10 lines and memorize them, then give notebooks to teachers to check and score By this way, teachers can control students 'learning at home throughfixing new word errors, although it takes teachers lot of time, but the results are very positive Solution : Apply language games in vocabulary teaching Applying a number of language games by integrating into the lessons not only creates a comfortable, exciting, engaging to students, but also makes the lesson more lively and effective, and get a natural relationship in communication between teachers and students In the lessons, I regularly apply the following games to introduce vocabulary and check their vocabulary learning a Bingo For example: Apply for – Unit 11: What’s the weather with you? Lesson ( 1,2,3) -Teacher write some single or phrase words on the board related to health: - a headache - sore throat - a cough - a toothache - fever - matter - Students write words on their notebooks - Teacher read the words on the board in different orders - Students listen to the teacher reading and tick the words they hear from the teacher - If any student tick words completely, saying “Bingo” - Teacher will ask her or him to read those words b Guessing from context For example: - Ask students to observe the picture and listen to the teacher reading - Read the sentences under each picture: “My name’s Mai I’m from Vietnam ; My name’s Alan I’m from Singapore; My name’s Linda I’m from England ; My name’s Peter I’m from the America …” -Ask students to guess the meaning of the word “from” in each sentence and translate it into Vietnamese to see if the meaning of the word is logical with the sentences c Jumbler words For example: Apply for – Unit 10: What will the weather be like? Lesson : 1,2,3 page 54 - Teacher writes disordered words about the seasonson the board singpr = Spring ; 2.umsrem = summer nmtauu = autumn; terniw = winter - Ask students rearrange the order of those words - Ask – of them to give their answers d Networks For example: Apply for – Unit 13: What you in your free time? Lesson 2: 1,2,3 Page 10 Go skating Activities Go swimming go camping go fishing - Ask students to work individually to find information about the given topic and compare the results with his/her pair - Ask 2- students to give answers before class e Rub out and remember This method is often used after teaching new words to check if students remember the words This method can apply for all lessons Example: Apply for - Unit 18: What will be the weather be like tomorrow ? Lesson 2: 1,2,3 - page 54 - After introducing the new words of the seasons (Spring, Summer, Winter, Autumn) and the weather (hot, cold, warm, cool), teachers erase the words taught in a disordered way - Teachers point to Vietnamese words and ask students to read the words in English, and repeat this action until erase all the words on the board The result is students have memorized the new words f "Simon says" Example: Apply - Unit 4: Did you go to the party? Lesson 2: 1, 2, - page 20 - Teachers read some action verbs (had nice food and drink, play hide – and- seek, chatted with friends, watched cartoons) Students follow the teacher's orders if teachers start with the phrase: "Simon says" - For example, if the teacher says: "Simon says: sing a song" students will have to sing But if teachers just say "sing a song" students will not have to follow that order - Teachers can organize games in group If the group has the least students make mistakes, they will be the winner i Slaps the board For example: Apply for – Unit 15: What would you like to be in the future? Lesson 1: 1,2,3 – page 30 -Write the words of occupation on the board: Pilot Doctor 11 architect Writer -Ask groups of student go on the board (about students for each group) -Ask them stand far from to the board in the same distance -Teachers read out loud those words -When teachers read out loud a word, each pair of students in the groups run up to the board and put on that word -The first student who puts his/her hand on the word, he/she will get point -Which group scores more points, they will be the winner j What and where - This method is often used after teaching new words to check students to remember the word or not It can apply for all lessons For example: Apply to - Unit 7: What are you reading? Lesson 2: (1,2,3): page 54) - After introducing some words (hard-working, kind, clever, gentle???) - Draw circles on the board - Ask students to read the words in the circle once again - Teachers erase the words in the circle one by one.Before erasing, the students have to read the words again After erasing, teachers point to the empty circle and ask students to read again - Teachers repeat this activity until students remember all the new words - Finally, teachers ask students write these words in the correct circles The language game using methods above are very easy to apply and interesting for students The lessons that I applied these methods are just some of the illustrations, which can be applied to many other lessons not only in but in all grades 2.4 Effection Before applying these methods, the results and effectiveness of learning English vocabulary of students are still limited, even there have many students not remember much new words, or remember incorrectly, unclearly, even write very slowly and too badly Through teaching and guiding students to learn and practice vocabulary according to the above methods for elementary school students in Grade … combining with teaching directly in the classroom, and guiding students in other classes, the results are quite satisfactory Survey results before and after applying with 32 students of Grade 5A: Rank Bffore applying After applying Excelent students = 28,1 % 17 students = 53,1 % Completed 19 students = 59,4 % 15 students = 46,9 % Uncompleted students = 12,5 % students = % 12 UNIT 2: I ALWAYS GET UP EARLY HOW ABOUT YOU ? Lesson 1: Part 1-2-3 I Objectives: Knowledge: - By the end of the lesson Ps will be able to : Ask and answer questions about someone’s daily routine, using What you ? I always/usually/often/sometimes Pronounce two-syllable words with the stress on the first : 'always, 'usually,'often and'sometimes Skills: - Develop Ps speaking and listening skills Language focus: - Sentence Partners: What you in the morning ? I always brush my teeth - Vocabulary: Always, ……… II Teaching aids: Teacher’s: student’s and teacher’s book, pictures, cassette Teacher’s activities Students’ activities I.Warm up:Let’s sing :The wheelson the bus - Let’s sing aloud New lesson: Look, listen and repeat - Have the class look at the pictures - Listen Introduce the story by pointing at each - Look at the pictures and character and elicit their answers to the answer the T’s questions questions: - Listen and copy Who’s this? What’she doing? Who’she talking with online? Listen and anwer individual What does he in the morning? What does he after school/ in the afternoon? + Listen and repeat - Teach some vocabulary: + brush my teeth(action): đánhrăng + individual +do morning exercise (body language): + brush my teeth(action): tập thể dục đánh + Always( synonymous) : luôn +do morning exercise + Usually (situation): thông thường (body language: tập thể + Often( synonymous): thường xuyên dục… + Sometimes( picture) : - Listen and repeat Rub out and remember - read aloud class teachers erase the words taught in a - indidual - read aloud 13 disordered way - Teachers point to Vietnamese words - ask students to read the words in English - repeat this action until erase all the words on the board The result is students have memorized the new words Point and say - Tell the class that they are going to practise asking and answering questions about someone’s dailyroutines,using What you in the morning ? -Ialways brush my teeth - Have pupils look at the pictures Teach them how to read the words and phrases under each picture Askthemtopayattentiontothepronunciationofth ewords:'always,'usually,'oftenand sometimes - Point at each picture and ask the question What you ?for pupils to answer chorally, using the information under the picture - Have them practise asking and answering the questions in pairs Then invite one or two pairs to speak to check theirperformance Let’s talk Tell the class that they are going to practice fur their by askin gand answering questions abouts omeone’sdaily routines.Get pupils to work in pairs Remind them touse the questions and answers in their books - Set a time limit for them to practise Monitor the activity and offer help, if necessary - Invite a few pairs to act out their conversations Then give feedback III Reinforcement: - Recall the main content V Homework: - Do exercises in workbook, learn by heart the new words - memorized - students write on the board - Listen to the teacher - Listen and repeat What you in the morning ? - I always brush my teeth - Work in pairs - Listen to the teacher -Look at the pictures - Work in pairs ask and anwers the picture - Listen to the teacher -Look at the pictures - Work in pairs ask and anwers - to act out their conversations - Recall the main content 14 CONCLUSION AND RECOMMENDATIONS 3.1 Conclusion: It is important to identify teaching and guidance method for students to learn English vocabulary effectively are very important because vocabulary is considered the root of other English skills (listening, speaking, reading, and writing) If English teachersapply the methods that I have introduced in this project, I think all students who have not completed or completed slowly can develop their English vocabulary They have the ability to choose, organize sentences correctly and clearly,applythem in the right situation Thereby helping them have more confidence, more flexible application, faster reflexes in daily English communication Flexibility in choosing new words to teach, paying more attention to teaching pronunciation, stress, and semantics of new words - Should regularly give language games into the lessons, because through the language games students not onlycan remember new words right in the classroom but make excitement in learning English and create positive for students - A very important thing in teaching English new words is to teach them how new words use - Perseverance and patience Especially for teachers who teach in primary schools, students’ writing in Vietnamese still have some mistakes Therefore, when they write in English, it is even more difficult to read - Learning English vocabulary not only is learning by hart but also learn the pronunciation and accent of words - Students have to know how to use words in the right context, right position - To have a rich vocabulary, it takes students time and perseve rance - Students need to be active in communication, should use English when ever possible These methods can apply to all teachers and students at all levels from Primary, Secondary, High school to University Since at any level, any lesson of English subjects, most of them have got introduction of vocabulary and students must learn vocabulary 3.2 Recommen dations In order to achieve more efficiency in teaching and learning English in general and learning vocabulary in particular, I look forward to the attention and in vest ment of government at all levels: - Build more functional rooms with projectors system for teaching and learning English in each Primary school - Create a source of funding so that students can have out door- activities with rich contents so that each lesson can bring a true efficiency 15 These are some of my experiences during the process of teaching students to learn and practice English vocabulary Because of limited experience, I look forward to receiving suggestions from the School Board and colleagues I sincerely thank you! Confirmation of School Board Đỗ Đình Mậu Tho Xuan,ngày 27 tháng năm 2019 Performing Authority I assure that this is my Experience Idea, not copy the content of the others! Lê Thị Thương 16 REFERENCES Adrian Doff (1995) Teach English: A training Course for Teacher Cambridge and University Press The British Council Dao Ngoc Loc and group of authors Some issues of innovating teaching methods of secondary school English Education publisher Nguyen Hanh Dung English teaching method in high school Education publisher Nguyen Van Loi and the author group (2002) English textbook Education Publisher Department of Education and Secondary Development Program (2010) Teacher's training materials: Teaching, assessing and assessing according tostandard of knowledge and skills in general education program Education publisher 17 DANH MỤC CÁC ĐỀ TÀI SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG ĐÁNH GIÁ XẾP LOẠI CẤP PHÒNG GD&ĐT, CẤP SỞ GD&ĐT VÀ CÁC CẤP CAO HƠN XẾP LOẠI TỪ C TRỞ LÊN Họ tên tác giả: Lê Thị Thương Chức vụ đơn vị công tác: Giáo viên dạy tiếng Anh - Trường Tiểu học Xuân Bái Cấp đánh giá TT Tên đề tài SKKN Some methods for teaching and learning vocabulary to the grade xếp loại (Phòng, Sở, Tỉnh ) Phòng GD &ĐT Thọ Xuân Kết đánh giá xếp loại (A, B, C) B Năm học đánh giá xếp loại 2018 - 2019 students 18 ... students of Grade 5A: Rank Bffore applying After applying Excelent students = 28,1 % 17 students = 53 ,1 % Completed 19 students = 59 ,4 % 15 students = 46,9 % Uncompleted students = 12 ,5 % students... SỞ GD&ĐT VÀ CÁC CẤP CAO HƠN XẾP LOẠI TỪ C TRỞ LÊN Họ tên tác giả: Lê Thị Thương Chức vụ đơn vị công tác: Giáo viên dạy tiếng Anh - Trường Tiểu học Xuân Bái Cấp đánh giá TT Tên đề tài SKKN Some... 2.4.Effection 3.Conclusion and recommendatios 3.1.Conclusion 3.2 Recommendatios Trang 3 3 3 5 12 15 15 15 INTRODUCTION 1.1 Research rationale We all know that, in the era of informatics and technology,