Initiatives methods of teaching english vocabulary for elementary students

THANH HOA EDUCATION AND TRAINING DEPARTMENT
THANH HOA EDUCATION AND TRAINING OFFICE
========*****========
INITIATIVES
METHODS OF TEACHING ENGLISH VOCABULARY FOR ELEMENTARY STUDENTS
The implementer: Nguyen Thi Sac
Position: A teacher of English
Work unit: Dien Bien 1 Primary School
Subject: English
THANH HOA 2019 
Subject: English.
THANH HOA 2019 
INDEX
Contents
Page
1. INTRODUCTION
3
1.1 Reason to choose the topic
3
1.2 Research purposes
3
1.3 Research subject
4
1.4 Research methods
4
2 . CONTENT
4
2.1 Theoretical background
4
2 .2 - Reality problem: 
4
2. 3. Solution: 
4
2.4. Effectiveness of the initiative
8
3. CONCLUSION AND RECOMMENDATIONS
9
3. 1 Conclusion
9
3. 2 Recommendations 
9
INDEX
Contents
Page
1. INTRODUCTION
1
1.1 Reason to choose the topic
1
1.2 Research purposes
2
1.3 Research subject
2
1.4 Research methods
2
2 . CONTENT
2
2.1 Theoretical background
2
2 .2 - Reality problem 
2
2. 3. Solution 
3
2.4. Effectiveness of the initiative
6
3. CONCLUSION AND RECOMMENDATIONS
7
3. 1 Conclusion
7
3. 2 Recommendations 
7
1. INTRODUCTION.
1.1. Reason to choose the topic.
 Foreign language is a subject of cultural basic foreign languages ​​there are traits common disciplines basic cultural such as: The same purpose is to contribute to the formation of moral qualities the new man of socialist students , together, contribute to raising the general level of education for students. Apart from his two goals, the foreign language department also has an additional purpose is to equip students with a new communication tool. In a purpose-equipped foreign language communication tool is the most predominant, cover most. Because the nature of foreign language is communication tool.
 Two other purposes throughout the teaching process must grip the practical purposes of communication, via communication tools that implement educational purposes and enhance the student culture. 
 Besides the foregoing, if the teaching of foreign languages ​​in place and carried out as required, it works a lot in the practice of the virtues of diligence, overcoming difficulties, engrossed understanding v, v. . for students. 
For a long time in the world, the foreign language subjects included in the program are required of schools from grades 1 This demonstrates that the sector of general education in the country was aware of the position and the important role of foreign language departments of education in the younger generation.
The objective of the formation of English and develop in students the basic knowledge and skills in English and intellectual qualities needed to further education or enter working life. Thus Textbooks of elementary English are compiled in the same building program perspective, it is the view topics (Thematic Approach) and enhance the active learning method of student initiative. 
 All four skills of listening, speaking, reading and writing are interesting and are coordinated in exercises and activities in class and language corpus. To perform proficient skills, you learn to first get the vocabulary and structures.
Vocabulary teaching and learning are not new, but the vocabulary has a very important position for the formation and development of communication skills of primary school children, which is the initial knowledge of the language. Word is like the bricks, and language is a building. Lack of small bricks that the builder has cleverest floating nor build a building. Determine the importance of the problem so again I boldly put teaching vocabulary to students in the classroom is one of the issues discussed with colleagues. With the research on this, I wish would help teachers and students overcome the difficulties to conduct teach vocabulary in English have better efficiency, active students, active in the acquisition, acquire knowledge of the lesson. That is why I chose this topic.
1.2. Research purposes.
 With the successful research topics and initiatives that will help teachers experience have the following experience: 
 - How to organize a more effective teaching vocabulary 
 - Steps of an effective lesson 
 - Guide students to practice, practice to have a certain vocabulary to communicate basically.
1.3. Research subject.
 The research project for teaching and learning of English words of teachers and students in primary school, Song objects case study that I have bravely applied this topic is in grade 5 - Dien Bien I Primary school
1.4. Research methods.
 4. 1 . Observation methods: The implementation of self-exploration theme study, conductely participate in lessons. 
 4. 2 . Exchange method, discussion: After engaging in extensive teaching colleagues, colleagues and people to implement the project to conduct exchanges, discussions from which to draw the lessons of experience. 
 4. 3. Experimental Methods: Teachers conduct experimental teaching according to each specific purpose requires some lessons. 
 4. 4. Survey methods: Teachers ask questions to test and evaluate content Knowing students for lessons’ content.
 2 . CONTENT 
2.1. Theoretical background: 
 The purpose of the teaching of foreign languages ​​is not providing students with the knowledge of the language, but the ultimate goal of teaching foreign languages ​​in general, English in particular is teaching students the ability to communicate in English. Communication ability of students is expressed through skills: Listening, Speaking, Reading and Writing. English listening and speaking skills of students are formed through a learning process in environmental practice English with capital from certain. In addition to learning in school, students have to learn to train through the forms and different methods.
2 .2. Reality problem: 
 Despite the objective conditions and subjective image Standing directly in the process of teaching, but we already know remedy beyond the immediate difficulties, gradually improve the quality of teaching hours English subject who meet program goals, Textbooks Featuring consciousness research has characterized the situation of learning the discipline of students just proceed, learn from experience. Right from the start the school year maximum orient yourself a plan and specific methods to actively investigate the situation of student learning by their respective class. The first time, I realized that most of them are not sure grasp of vocabulary, many are still afraid to memorize words. Dien Bien 1 Elementary School is one of the fields instead of the first experiment, it still faces many difficulties, including issues of documentation and teaching materials, so in the process of teaching I still use some of the images of textbooks Grade 5 years to enrich teaching and learning materials
2.3. Solution: 
 In the process of teaching, I myself have characterized the situation of learning discipline of students is that just to learn from experience conducted. Right from the start the school year I've oriented yoursel a plan and specific methods to actively investigate the situation of students’ learning. I can list the following basic methods:
 Method 1: Write new words on the board and translated into Vietnamese. If necessary the teacher can explain the meaning, usage of it in Vietnamese. Then the teacher asks the class repeat new words several times. This method is considered to be less time consuming and easy, but not really interesting. 
 Method 2: Write the words down on the board, give a few examples to clarify the meaning and usage of it in context. Then the teacher asks students to read new words in unison. With the aim to test whether students understand the meaning of new words or not, the teacher might ask students translated in to Vietnamese. This method is considered to be less time consuming and easy, but also not really interesting. Both methods I tell them to study at home and then at the next lesson I checked by asking them to write words in English and Vietnamese, I discovered that only a few days later students had forgotten. Through investigation I realized that most of them are not sure grasp of vocabulary, communication in English is limited. The survey results are as follows.
Class
The number of students
Excillent
Good
Average
weak
Quanlity
%
Quanlity
%
Quanlity
%
Quanlity
%
5A
38
10
26,3
13
34.3
10
26,3
5
13,1
5B
37
8
21,6
12
32,4
10
27,1
7
18,9
5C
38
9
32,7
10
26,3
11
28,9
8
12,1
* Conducting measures (Testing process)
 I determine that the word is a unit of speech. If students grasp the words of meaning, usage and morphology of words, they will easily express their thoughts or high they are able to speak fluent English. To help students learning fascinating and vivid, I also use pictures, or drawings, or visual aids to explain the meaning of the word. For some words which can not combined the way over, I instructed them to find antonyms method or put into question for them to guess the meaning of words.
 Therefore, even within each section of the lessons, students will have a richer vocabulary, which will help them understand what the content is, so that students learn new lessons faster. 
Example 1: Learn from the headings.
Look, Listen and repeat: When you look in the eye, ear and back arrow formation, students understood the meaning of words by Vietnamese "Look, listen and repeat". 
 Example 2: Learning from past games. When learning Unit 11 - What 's the matter with you? (Charades) besides teaching, I also use sample questions to ask to use gestures to express diseases that students learn through play "Charades" for the students to remember the words and phrases better.
For example: - Student A: wrinkled face, hands holding belly - stomachache. 
Students B; arms around the head, sad face - headache. 
Some students miss even one new word based game. 
Example 3: Learning from past images.
 Prior to the new post Unit 15: What would you like to be in the future? page 30, I made the following image to introduce into the discussion. Through this image the students can remember right sense of the word: an architect, a doctor, a writer, a pilot.
Example 4: Learn from panel visual aids. 
- Learn vocabulary only on school supplies for students.
 Teacher
 Student 
Teachers prepare some real objects and pictures about the lesson content( Unit 12: Don’t ride your bike too fast!) 
* Students observe to answer
A knife ( n )
*Read after the teacher on the board several times and try to remember the word
A match ( n )
 A stove( n )
A bicycle ( n )
* Encourage students to try to remember the word and read it in English
2.4. Effectiveness of the initiative.
 The initiative to apply this experience I myself have achieved some very positive results. First of all these experiences are consistent with programs and new textbooks. Students are interested in learning more, proactivelly creative to expand understanding and also very flexible in the implementation of tasks to perceive knowledge and skills development. Lively academic atmosphere is soothing. Students have the opportunity to assert themselves, no longer be confused, worried when entering school. This is the reason for getting the relatively positive results of the first survey last semester, namely over 90% of third graders with good spelling and reading fluency, as following.
Class
The number of students
Excillent
Good
Average
weak
Quanlity
%
Quanlity
%
Quanlity
%
Quanlity
%
5A
38
18
47,4
14
36,8
6
15.8
0
0
5B
37
16
43,2
14
37,8
7
19
0
 0
5C
38
17
44,7
15
39,5
6
15,8
0
0
 Through practice, I learned that methods of teaching vocabulary to students is not simply giving them a new word and its meaning, but also having tips to help students use the new word in real Executive communicating through three steps as follows: 
- Helping students understand new words. 
- Helping students to use new words. 
- Helping students to memorize new words.
 In improving teaching methods today, the teacher must promote the central role, active learning of students, giving students interest in learning so that they have the knowledge to make sure their high quality. Above is the actual work that I've done in the teaching process and the recommendation for brief teaching from the most effective for primary school students. I am eager to get colleagues’ suggestions for teaching English now to have quality, and be efficient and practical. 
3. Conclusion and recommendations:
3.1. Conclusion.
 With a short time as well as limited teaching experience, I have a desire to present here a small aspect in the exchange of "Teaching methods of Primary English vocabulary". It is sure that there are many defects, I look forward to the sincere advice of colleagues who have experience and comments for my readers to draw experiences and help teaching better.
 Towards myself, I promise to continue to inherit and promote the results achieved by the implementation of the subject, while constantly learning lessons learned and overcome the difficulties in teaching to meet innovation program requirements, methods of teaching English of Ministry of Education and training.
3.2. Recommendations.
 From a theoretical basis, practice, teaching purposes as well as the success and constraints in the implementation of the subject, to contribute to the teaching of English in general, teach particular qualified volume increasingly improve myself with the recommendations practical follows: 
* Basically:
- Being environmentally language so skills must be practiced according to the characteristics of teaching methods, so need with discipline to avoid making noise for the next class, as well as not affected by noise from outside. (Can be combined with room for other disciplines) 
- Power supply system needs to be repaired to ensure the usefulness and safety of use. 
* To the leaders:
 Should create conditions for teachers to have the opportunity to exchange and learn from experience through seminars. 
 Provide additional materials and teaching equipment for teachers and students to have access to advanced equipment and tools that teachers cannot afford to create. 
CERTIFIED BY SCHOOL PRINCIPAL
Thanh Hoa, March 30th 2019
I assure, this is my initiative, do not copy from any other’s.
Nguyen Thi Sac
Reference:
Ministry of Education and Training. English-Teacher’s books, English textbooks.
Ministry of Education and Training(2003). English language Teaching Method.