Experience elementary english for good english vocabulary

CATALOGUE
Number
Content
Page
Part I
INTRODUCTION
1
1
Rationale
1
2
The Purpose of research
2
3
The object of research.
4
4
Research Methodology
4
Part II
CONTENT
5
1
Theoretical background
5
2
The status of the problem before applying innovative experience
5
3
Solutions and implementation
6
4
 The effect of experience initiatives for educational activities, with himself, his colleagues and the school 
16
Part III
CONCLUSION AND RECOMMENDATIONS
23
1
Conclusion
23
2
Recommendations
23
REFERENCES 
PART I. INTRODUCTION
1. 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 do 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 do 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 do 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.
2. 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".
3. 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.
4. 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
1. 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 .... .
2. 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 do 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
Grade
Total number of students
Excellent
good
Fair
Poor
Attitude
No
%
%
No
%
No
%
like
dislike
hesitate
4A
28
students
7
25
7
25
10
35.7
4
14.3
10
35.7%
5
17.9%
13
46.4%
4B
29
students
8
27.6
6
20.7
11
37.9
4
13.8
11
37.9%
6
20.7%
12
41.4%
3. 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 do 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 do right, not criticize, blame when they do 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 do 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:
Teacher
 interpretation, providing information
Review, feedback
Observe
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 self-esteem, 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.
Students
Teacher
Students
Students
Students
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.
- 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 6 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.
- 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:
1. Visual:
 Students look at pictures, draw sketches for them, help teachers semantize quickly.
Unit 12: This is my house( E 3)
	Lesson 1(1, 2, 3)
2. Mine (gesture): 
Express through facial expressions.
 Say: tired
 Teacher looks at students, makes tired body
 T asks: "How do I feel?"
     Say: (to) smile
 T.smile
 Teacher looks at the students and then ask them: "What am I doing?"
 (to) run
 (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?"
3. Reality (real thing): Use real visual tools.
Example
Unit 8 : This is my pen
Lesson 2 (1,2,3)
apen, a ruler, a book ....
4. 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.”
5. Example
e.g. fumiture
T. lists examples of fumiture: “tables, chairs, beds – these are all ... fumiture ... Give me another example of... fumiture...”
e.g. (to) complain
T. saya, “This room is too noisy and too small. It’s no good (etc.)”
T. asks, “What am I doing?”
6. Synonyon \ antonyon 
Teachers use already learned wor