SKKN A number of measures to help improve the efficiency of vocabulary teaching enghlish class 4

EDUCATION AND TRAINING OF THANH HOA PROVINCE
EDUCATION AND TRAINING ROOM OF CAM THUY DISTRICT
INITIATIVE EXPERIENCE
NAME OF SUBJECT
A NUMBER OF MEASURES TO HELP IMPROVE THE EFFICIENCY OF VOCABULARY TEACHING ENGHLISH CLASS 4
Writen by: Ha Thi Nhung
Position : Teacher
School: Cam Binh 3 Primary school
Subject: English
CAM THUY, YEAR 2016
TABLE OF CONTENT
 CONTENT 
Page
TABLE OF CONTENT 
1
I. OPEN TOP
2
1. Why choose topics
2
2. For the purpose research
2
3. Research subjects
3
4. Research method
3
II. THE CONTENT OF EXPERIENCE INITIATIVES
3
1. Background theory
3
2. Factual basis 
4
2.1 Status the problem before applying the experience initiative
4
2.2 Situation of teaching vocabulary.
4
3.The solution for teaching elementary English vocabulary achieve high results 
6
3.1 Some game applications in teaching English 
7
3.2 Some other methods improve the efficiency of learning English subjects 
13
3.3 Use the test procedure and reinforce new vocabulary 
15
3.4 Instruct students to learn vocabulary at home.
16
3.5 Some specific examples
17
4. Result 
19
III. CONCLUSION AND RECOMMENDATIONS
20
I. OPEN TOP
	1. Why choose topics
	Education plays an important role in the survival and development of society and is the standard mark of a country's development because education provides for human and social talents . Especially in this day and age, science industry is growing very fast, our country is in the period of international integration. To comprehend the essence of culture, science and technology advances, the modern development of the country requires that we must have a certain level of foreign language. Thus, subjects in English is equally important for the young generation especially students .
	Thus, the key issue is not only the "Students should know" that in addition to "What happens to students" as they engage in the learning process. Teachers need to care about the learning process, to the construction of knowledge of learners. When learner centered teachers should determine how the learning process is most effective. On that basis, teachers need to adjust the teaching activities to fit with the capacity, interest and needs of the learner. This requires teachers to have a new perspective, a new way of thinking about work, about the relationship of teacher and student related issues. So the problem that I am interested in the teaching is how excited students, active in school lessons to achieve the highest efficiency.
	Moreover, in the present context, the entire education and training is attempting innovative teaching methods towards promoting positive, initiative and creativity of students in learning activities. In foreign language teaching orientation is more practical innovation because no one can replace the learners in understanding the foreign language media and use them in communication activities with the energy of his communication. Communication is the ultimate goal of foreign language teaching and learning in schools in general. This means that teachers must be trained to coordinate and all four skills of listening, speaking, reading and writing for children. But to practice any skill requires you to have a certain vocabulary, learning vocabulary is a problem for students. For elementary school students, new students beginning the course should be familiar with much surprise. So they feel learning vocabulary learning English is difficult and forgetful because writing systems and other vernacular pronunciation.
	As my English teacher always think is how the children memorize vocabulary effectively , how to improve teaching and learning vocabulary from which to make a solid starting point for the whole process student learning ? That is the big question always makes me posing in my concern and was also motivate me to find the answers. After a period of research and study, as well as references from colleagues, with accumulated knowledge may I boldly launched "A number of measures to help improve the efficiency of vocabulary teaching English class 4"
	2. For the purpose research
	Improving the quality of teaching vocabulary, launched a number of measures to actively engage students learning vocabulary .
	3. Research subjects
              Teach vocabulary for students in grades 4 .
	4. Research method
    + Academic research method
           + Synthetic analysis
           + Investigation .
           + Experimental
           + Conversation
           + Observations
           + Statistics
           + Review
II. THE CONTENT OF EXPERIENCE INITIATIVES
	1. Background theory
	The goal of education is currently focused on the development direction of the dynamism, creativity and positive in order to enable students to identify and solve their problems. To help achieve this goal, the use of tips when teaching vocabulary to students instead of teaching vocabulary tradition style offering from teachers and semantics are essential. Based on innovation oriented teaching methods of English primary schools Ministry of Education and Training. Basic criteria of the new teaching methods that operate independently, actively, activeness of students in solving the tasks to communicate in the language. Key criteria to assess the learning outcomes of students are communicative competence, competence in the language behavior in specific social situations that vocabulary is the main component in the communication activities. Thus, helping students to accumulate the necessary vocabulary is a work equally important. As we all know the purpose of learning a foreign language is not known phonetic system, vocabulary, grammar, which is known to use that system to achieve the purpose of communication. Thus, helping students know to use vocabulary in context communication is an indispensable work and not simply a teacher. On the other hand, today's children are fast gathering information and sharing of information in society with breakneck speed, every child has the ability to search information in different ways . The use of new technologies that have the ability to solve youth problems and process information simultaneously. This is a difference of Vietnam today children and children in Vietnam a few decades ago .These studies were carried out in many countries in the past century in part to prove that each student has a learning problem hobby aka learning styles. Yes student interest in the way the study material, based on the theoretical analysis, there is student interest in the experience, discover, try, there is student interest through applied practice, with students like to learn past ... If such observations are not interested in learning the characteristics of learners, teachers instill a way, identifiable knowledge taught simultaneously announced it will limit the ability of learners to acquire, people completely passive learning in the knowledge Congress will also passivity in the face of difficult challenges of life. So how to change from passive learning to active learning? One important factor is the need to consider the characteristics of the school or in other words, learning style of the learner. Interested in learning styles of learners are factors promoting the development of the maximum capacity of the school. (Quote document active teaching and learning Page 13 and 14).
	To meet the demands on the learner to active, creative, knowledgeable and highly professional skills, willing to shoulder the responsibility Requirements for students not only knowledge but also the capacity to solve the problem. How to solve problems flexibly and creatively advance the difficult situation, the complexity of life. Thus, as a person in the industry I think need to constantly innovate, regardless of which method of teaching innovation to train human resources to meet the requirements of socio economic development 
	2. Factual basis 
	2.1 Status the problem before applying the experience initiative
	In foreign language learning environment at present, when it comes to new language comes mainly grammar and vocabulary. Vocabulary and grammar always have a close relationship with each other, has always been taught in collaboration to clarify each other's meaning. The fact is that in the communication, the listener can still understand the content of the sentence although that sentence has grammatical error. However, if students are firmly grasp the grammatical structure but from too little capital, when listening - speaking or be confused, not express. For example, when teachers took the measure and asked "What is this?" The student just said "It's a .......". The children listen to and understand the question, but did not know how to answer complete because they do not remember the words. Complete answer them is "It's a ruler." Or when teachers ask students to ask my friend if you regularly play football or not, students are often confused: "Do you ...... ..?" Although I can understand the structure of the question simple present.
	This does not mean that we underestimate the importance of learning grammar, but to point out that for the teaching and learning of any language vocabulary is the foundation. Although there is no separate section in each unit of study in English books but it plays a very important role.
	But the question is if we are still keeping the vocabulary taught traditional method is the master teacher sample reading, then ask students to read in unison several times, calling some of them own reading, he fixes it meaning of the word translated into Vietnamese, ask students to memorize new words, new capabilities from their memory is very limited, while learning vocabulary for them will be extremely boring, tedious, monotonous, its ability to use words to communicate not obtained good results.
	2.2 Situation of teaching vocabulary.
	a. Advantage
	- Itself subject teachers are caring, enthusiastic student teaching, always crystal high responsibility and tried to find out the new teaching methods in line with the actual conditions of the school. Also received support from the teachers and professional groups and colleagues .
	- The majority of the students loved learning English and prepare books and utensils for learning .
	- The majority of parents are interested and create conditions for their children's learning.
	b. Difficult
	As a school located in rural areas, most of the students are children of farmers so the learning conditions of the children remains limited. To the parents, is also very difficult to check or guide them to learn English at home by subjects parents are not always aware.
	- Some students have less time to study at home for longer hours they must help their parents with housework, farm work ....
	- They have few conditions to communicate in English and they are also afraid to communicate and exchange in English outside school hours
	- On the basis of the material is still facing many difficulties as no tapes, audio visual room separately so the teaching and learning also encountered many difficulties.
	- To the teachers did not have much time to explore, research and new teaching methods.
	Before testing the solution into teaching I surveyed the quality of students in the class 4A. Overall the years when teaching vocabulary in the "Section" and "Section B" many teachers typically do the following:
	Read the entire contents of that section for students to listen and then let the students read and read individual unison, pointing to the painting and asked students about the actions of the people in the pictures .Record new words on the blackboard, the teacher read the form several times, for students to read and then read individual unison, then explained that Vietnamese, final copy of the new students in their notebooks.
	These steps are more teachers teaching applications, even myself have ever wondered approach to teaching vocabulary in unit 9 ( Section A1,2,3 ) Let's learn English in two books in class 4A school year 2014 - 2015 my school in as follows : the introduction of the only food and drink I write new words on the board and take steps according to the method taught above. After students have completed 8 from just food and beverages ( fish, meat, chicken, orange juice, apple juice, fruit juice, food, drink ), I test all 10 older children, ask them to introduce the food and beverages. The survey results showed that initial survey :
Class
Total
The number of students remember vocabulary
Some students do not remember the words
4A
24
4 students
20 students
	The table shows the number of students quickly remember vocabulary is limited. Some students do not remember much from the end of each post .
	So how to grasp and remember them after the school ? And organize how students receive knowledge in an active way of knowledge they inculcate a positive way .
	With such concerns motivated me boldly research and introduced the topic " A number of measures to help improve the efficiency of vocabulary teaching English class 4 " to partly remedy the situation.
	3.The solution for teaching elementary English vocabulary achieve high results 
	Teaching in any part of the lesson, the teacher's role is very important . The teacher is a guide, explain to them what needs to be mastered, practice saying how, using vocabulary like. Since then called the children to practice and fix if necessary teachers. Teachers need to monitor the practice for the following purposes :
	+ Understand the extent of their memo .
	+ Determine the type of error that you have and how to correct or .
	+ Understand the relevant vocabulary that students should learn, their learning needs is what?
	- To teach the vocabulary and high results the teacher must be fully prepared visual aids such as pictures, objects to illustrate the matching requirements of the unit. Some very important factor is that teachers must know choose from to teach. Usually in a lesson often appear many new words, new words are not finished yet should also put in to teaching and teaching alike. To choose from to teach must consider the following issues:
	+ From there needed to understand the text?
 + From there it's difficult for students who are not qualified?
	If the word is needed to understand the text and in accordance with the level of its students from the positive group, so we need to teach students.
	If the word is needed to understand the text, but harder than the level of the students, it is not from a positive group, you should explain and then tell from that right.
	If the word is not necessary to understand the text and also not very difficult compared to students, we should ask students to guess.
	- Teachers should clearly identify the students already know this or not?
	In order not to waste time, teachers must ensure their words and words to teach taught 
	- From new unknown student, avoiding the introduction of unnecessary words.
	- Teachers need to identify the factors that need clarification as to introduce new words .
	These factors should be clarified when new words are introduced as follows :
     Introduce new words : - The writing ( spelling )
                                       - Phonetics ( Pronunciation )
                                       - Semantics ( Lexical meaning )
                                       - Morphology grammar ( Gramartical form)
                                       - Usage ( use )
	In conclusion the selection of a new job is extremely important for every teacher, it helps teachers convey the basic knowledge to help students understand the lesson easily. Teachers not introduce vocabulary rampant with thoughts " as much as possible " because for elementary school students, the educational level novice entirely new language other than their mother tongue , which that requires us to look, choose appropriate vocabulary. According to the study of psychology, cognitive brain normally they acquired 6 to 8 new words in a lesson . Thus, in a lesson we should only introduce students to a maximum of 6 to 8 new words.
	3.1 Some game applications in teaching English 
	Active teaching and learning actually takes place only when the students get comfortable. Feeling comfortable is feeling like being at home, are interested, feel safe, to be able to express themselves and feel peaceful inside. Feeling comfortable is showing signs of developing a good mind. Comfortable existence when they are confident in themselves, meaning that high self-esteem. Knowing he could make mistakes is an important factor can bring progress and development, can help students cope better with difficulties. The support and positive feedback realistic expectations should become a part of life in the school.
	One of the elements to create the feeling of comfort is the humor. Humor helps clear view of the work in cognitive abilities and help overcome the difficult situation. Humor brings the power and vision to find new solutions. We made the children laugh full yet? The teacher was laughing enough with students and colleagues, or not? That is the question for each teacher while teaching positive.(Quote document active teaching and learning Page 18 and 19)
	Therefore, I strongly some game applications to the subjects taught vocabulary in English in primary schools in Cam Binh 3. The game when I made ​​the children very excited, passionate, focused, school plays when they are no longer tense, cramped including immersion. After each test the children remember the vocabulary is very good, and 80 % of them remember the words. Activities this game I applied at the warm up and strengthen. Here are the games that my active application.
	 Communication Games :
 * Rules of the game:
( Artwork communication games - the team members are messengers
for each other )
	1. The participants divided into 2, 3 or more teams after picking out a commander.
	2. The commander will invite representatives of the team up and gave the representatives a piece of paper that shows a certain number of questions. Example: "Tomorrow you're coming home to play," or "there is a cat on the roof Mun" ....
	3. After the commander emits commands start the game, the representative will quickly return to his team and the whispered question to the person sitting next to them, and so on until the last.
	4. The last person in each team will say that his sentence to hear, certainly will have some deviation from the initial sentence of the commander. Who was assigned to write down your answers will hear his rewrite the sentence hearing on the board.
	5. Which team communication is the most accurate and most correct answers will be the winner. This game often burst the chains when a team laughing mistakenly believe that communication.
	So from the game on the app I have on my subjects see the English and had good results. Specific example :
	When teaching post ( unit 8 : What We so every day ) I have applied communication game is as follows:
	1. Divide the class into three groups of six children standing in a circle . Then select a commander .
	2. The commander invited the representatives of the team up and give a representative reading of the sentences recorded in the paper then representatives memorizing sentences written in the paper for a few seconds Specific:
	* Group1 : The paper record of daily activities : Get up, have breakfast , go to school ... .
	* Group 2 : The paper recording career : engineer, doctor, teacher, student ...
	3. After the commander emits orders started playing, the representative will quickly return to his team and whispered the question that representatives who remember standing next to, any such transfer to another The last person.
	4. The last person in each team will speak to the question that I hear, who was appointed to rewrite the answer I heard was his will rewrite the sentence hearing of his team on the boa