Some experiences to help students to learn vocabulary better in grade 4

Some experiences to help students to learn vocabulary better in grade 4

 Currently, the English language has become popular worldwide and more than forty countries use it as a primary language, and nearly 400 million people use it as a second language in communication. In Vietnam, the English language is seen as a key in today's schools.

 As a teacher of English department, we always want our students to understand all the fastest, most proactive, especially the children can apply the knowledge learned in actual communication. For this, we need to be innovative teaching methods so that each class students are more interested in active learning and memory training class at all.

 We all know any languages in the world, want to communicate with it, requires us to have a vocabulary because the words are an integral part of the language. In English we can not train and develop the four skills of listening, speaking, reading and writing of students that are not based on the foundation of the vocabulary.

 Indeed, without the necessary capital, they will not be able to develop good skills in listening, speaking, reading, writing whether they have mastered phrases and grammar is trhuc.

 Therefore, to help students master the vocabulary to use in the practice of skills is very important work that concerns me and decided to implement the project:

 "Some Experiences to help students to learn vocabulary better in grade 4"

 

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THANH HOA EDUCATION AND TRAINING DEPARTMENT THANH HOA EDUCATION AND TRAINING OFFICE
INITIATIVE
SOME EXPERIENCES TO HELP STUDENTS TO LEARN VOCABULARY BETTER IN GRADE 4 
                The implementer:Nguyen Thi Sen 
                                Position: Teacher 
                        School: Dien Bien 1 Primary school 
 Subject: English 
THANH HOA 2017
THANH HOA 2017
Th¸ng 04 n¨m 2009
THANH HOA EDUCATION AND TRAINING DEPARTMENT THANH HOA EDUCATION AND TRAINING OFFICE
INITIATIVE
SOME EXPERIENCES TO HELP STUDENTS TO LEARN VOCABULARY BETTER IN GRADE 4 
                The implementer:Nguyen Thi Sen 
                                Position: Teacher 
CONTENTS
1. INTRODUCTION
Page
 1.1. Reasons to choose the topic
1
 1.2. Research purposes
2
 1.3. Research subjects
3
 1.4. Research methods
3
 1.5. New points of experience initiative
3
2. CONTENT EXPERIENCE INITIATIVE
4
 2.1. Theoretical basis of the experience initiative
4
 2.2. Situation issues before applying experience initiative
5
 2.3. Experience initiatives or solutions used to solve problems
5-11
 2.4. The effectiveness of experience initiatives for educational activities, 
 with self, colleagues and the school
11
3. CONCLUSION AND RECOMMENDATIONS
13
 3.1.Conclusion
13
 3.2.Recommendations
13-14
INTRODUCTION
1.1. Reasons to choose the topic. 
 Currently, the English language has become popular worldwide and more than forty countries use it as a primary language, and nearly 400 million people use it as a second language in communication. In Vietnam, the English language is seen as a key in today's schools.
 As a teacher of English department, we always want our students to understand all the fastest, most proactive, especially the children can apply the knowledge learned in actual communication. For this, we need to be innovative teaching methods so that each class students are more interested in active learning and memory training class at all.
 We all know any languages ​​in the world, want to communicate with it, requires us to have a vocabulary because the words are an integral part of the language. In English we can not train and develop the four skills of listening, speaking, reading and writing of students that are not based on the foundation of the vocabulary.
 Indeed, without the necessary capital, they will not be able to develop good skills in listening, speaking, reading, writing whether they have mastered phrases and grammar is trhuc.
 Therefore, to help students master the vocabulary to use in the practice of skills is very important work that concerns me and decided to implement the project:
 "Some Experiences to help students to learn vocabulary better in grade 4"
1.2. Research purposes.
 The purpose of the thesis is to study the state of vocabulary in elementary school, the method of teaching vocabulary in elementary school (namely grade 4, primary school). Through that, find strengths and weaknesses of the subject to work out solutions to improve the quality of teaching - learning vocabulary.
Advantages
The school board has always interested and create favorable conditions for facilities and materials expertise to serve the teaching of courses in grade 4 paintings, robot teacher, ..
Local governments and organizations in and outside schools always support teachers in the process of work.
Itself subject teachers always receive support from teachers and professional groups and colleagues.
The majority of students in the class loved learning English and prepare books and supplies for learning.
Most parents are concerned and to facilitate their children's learning.
Disadvantages
The majority of parents, is also very difficult to check or guide them to learn at home by foreign language, not the parent knows.
Some students especially boys often distracted and less interested in studying and learning vocabulary.
They have limited access to communicate in English and they are also afraid to communicate and exchange each other in English outside school hours.
To promote good positive creative initiative of students in learning, we need to organize the teaching process in a positive way the activities of the school, in the process of teaching and learning, the teacher is only the transmission of knowledge to students, students want better comprehend the knowledge that, then you have to learn by their own activities.
Dominant method of teaching foreign languages ​​in our integrated, meaning that new words should be taught in context, the context can be a reading, a conversation or a keyword. However, it comes with the teaching and learning of foreign languages ​​is to teach new words like? Teach new sentence structure as students know how to use new vocabulary and structures in communication in foreign languages.
From the beginning, the teacher should consider the various procedures for each step in the processing of vocabulary new context: suggestive, teach, test and reinforce vocabulary.
There should be taught everything from the new one? Teach how much of the information in a medium?
Use pre-learned phrases or going to school to introduce new words.
Use pictures, visual aids to introduce new words.
Ensure that students understand the structure, using lexical structure to improve communication functions, establish the relationship between the new structure and vocabulary have.
Fix memory deep vocabulary of students passed through the sample questions and practice exercises.
1.3. Research subjects.
- Improve your pedagogical profession.
- Contribute to improving the quality of teaching English.
- Students: 4A,4D.
1.4. Research methods.
In this topic I have used some of the following methods:
a. Method of theoretical research
Read a number of textbooks, reference books and some on vocabulary teaching
b. Method of survey observation
To complete the "pedagogical assignment" I have:
- Primary school survey on vocabulary and teaching:
- Teacher interviews and projects (team work)
c. Method of product research of activities.
- Survey student quality
d. Experimental teaching methods
Teaching a vocabulary class: Unit 12: What does your father do?
e. Methodology to study teaching experience.
f. Method of review, experience.
1.5. New points of experience initiative.
 For a long time, our teachers are still familiar with the traditional teaching method followed by books, the teacher is the center of the class should renovate teaching methods, many teachers feel embarrassed. Therefore, in order to prepare a vocabulary lesson or to attract students, it takes a lot of time for the teacher to research, collect pictures, make visual aids, bring simple things to life. Class .... help students remember vocabulary in class and long memory.
2. CONTENT EXPERIENCE INITIATIVE
2.1. Theoretical basis of the experience initiative.
 Most of the students do not pay attention and invest in foreign language, prepare the paper skilfully, coping while they study very weak subjects. Since then, some children have a mentally retarded subject English. During school hours, most students are passive, lack flexibility, afraid of reading and speaking English, and are less receptive to learning the lesson.
     Primary students are children, their level of awareness is low, the quality of learning is not synchronized. In addition, students often only learn old school, read less books suitable for ages to expand the supplement, improve knowledge. At the same time these are the first years to get acquainted with a foreign language, while still a large number of students have not learned their mother tongue.
    In addition, elementary English is optional, so students and even parents are not interested in the subject, so they only invest in their children to improve their Maths, Vietnames..
Although elementary English is considered a core course, this is the second academic year. But, it has a significant beginning in the next school year at level Therefore it plays a role in the learning process of the children. It equips them with vocabulary, grammar and minimal, basic, simplest forms that focus on very familiar, familiar and familiar themes, which are introductory topics. Body, subject matter, friends, family, and other topics (the world around them). That is why it is extremely important to motivate and empower students. Because this greatly affects the motivation of a student's learning, a fundamental factor in learning a language: No young motivations will not learn - and the reinforcement of knowledge will deepen it. More than the lessons learned in the classroom systematically, laying a solid foundation to help children learn better, confident in the learning process later.
It is not an easy matter to get the best quality of your subject. So how do you develop and develop your most comprehensive learning skill? How do you love, deepen foreign cultural knowledge? In a way that helps students to hold the lessons without being boring, must be really attractive, creating a pleasant atmosphere comfortable in class, to excite students when they acquire foreign culture that they themselves Not knowing anything.
   Nowadays, mass media games have attracted a large number of audiences, especially young viewers such as students and students.
   All the games, TV shows, if asked: "Please name the games, TV shows that you know?" They will answer the wall like "Golden Dragon", " Tam "," Kiosk music "," Let's sing together "... because this is the most loyal audience.
 We all know any language in the world, want to communicate with it, requires us to have a vocabulary because vocabulary is an indispensable component in the language. In English we can not practice and develop four skills of listening, speaking, reading, and writing of students without relying on vocabulary.
      Indeed, without the necessary vocabulary, the children will not hear and the consequence is that they will not speak, read or write, nor will they write, even if they have mastered the sentence patterns.
       Therefore, to help students master the words learned to apply to the training of skills is a very important work to make me worry and decided to implement the topic: "Some Experiences to help students to learn vocabulary better in grade 4" Please write down your little experiences, maybe it is not new but I have done and have some relative results. I hope that these experiences add to and enrich the teaching methods of my colleagues.
2.2. Situation issues before applying experience initiative
In the process of teaching, research class:4A, 4D.With consciousness research has characterized the situation of student learning first and then teach research methods suitable to improve the quality of school, I had to a plan for his direction and specific method as mentioned above to actively investigate the situation under their learning. Through investigation semester I. I've noticed that most of them do not remember vocabulary and remember not to make deep.Survey results of the first semester:
Class
Total
Exellent
 Good
Fair
Pour
number
%
Number
%
number
%
number
%
4A
38
13
34,2
20
52,6
5
13,2
0
0
 4D
38
17
44,7
18
47,4
3
7,9
0
0
2.3. Experience initiatives or solutions used to solve problems
a. Choose from teaching.
 English is an important subject, it is a tool to communicate with other countries in the world. Want good communication requires us to have a rich vocabulary.
 In general the current environment, when it comes to new language is mainly talking about grammar and vocabulary, vocabulary and grammar are always clings relationship with each other, always be taught in collaboration to clarify the meaning of each other. However teach vocabulary is introduced and specific issues. Usually in a lesson always appear new words, new words are not finished yet and should be included in teaching. To choose from to teach, teachers should consider these issues:
 - From the initiative (active vocabulary)
 - From passive (passive vocabulary)
 We all know how to teach two different types of words. From actively involved in the four skills (listening to - say - reading - writing). For this type of investment teachers . With passive teacher just stop at getting to know, do not need to invest time into the application operations. Teachers need to know the options and decide what will be taught from such an initiative from the public and as a passive.
 - When teaching new words to clarify three basic elements of language are:
 + Form.
 + Meaning.
 + Use.
 For the initiative was only for students that writing and defined as dictionary is not enough, so that students know how to use them in communication, student teachers need to know how to pronounce, is not unique retail, but also know the correct pronunciation of the word in the speech chain, especially the meanings of words.
 - The number of words to be taught in all, depending on the content and level of students. Never teach all the new words, for they will not have enough time to perform other activities. However, in a class should be taught from a maximum.
 - While choosing words to teach, you should consider the following two conditions:
 + From there needed to understand the text?
 + From that difficult compared to students not qualified?
 - If the word is needed to understand the text and in accordance with the level of students, then it belongs to the group of positive, so you have to teach the students.
 - If the word is needed to understand the text but harder than the level of the students, it is not in the active group, so then you should explain to the students understand the meaning of it immediately.
 - If the word is not necessary for understanding the text and is not that hard, you should ask students to guess.
b. The elicitation procedure introduced new words.
 Teachers can use some tips suggest introducing new words to help students learn from a master like:
* Visual (look)
 Have students look at pictures or draw sketches for the children to see, help teachers semantics of words quickly.
E.g: Unit 13: Would you like some milk?
 To teach the words such as meat, vegetable, fruit teachers should collect the actual pictures to illustrate his lectures.
* Mine (gesture) Shown through facial expressions, gestures, posture.
E.g: 
 To teach the festivals.....
T asks: "When is Christmas/Teacher’s Day?"
Ss: It’s on the twenty-fifth of December/ It’s on the tewntieth of November.
* Realia (real thing) Use visual aids that may actually be.
E.g: To teach the word of food and drink (beef, water, chicken....) Teachers should collect real objects to illustrate his lectures.
 beef water chicken
* Situation / Explanation
 Using situation and explain to students grasp new words effectively.
Eg: To teach the "recess", the teacher can give some situations for students to guess the meaning.
 - You can read, eat, drink, chat with your friends at recess.
 - At recess, We often play some games such as: skipping rope, catch ... ..
 - At recess, Teachers do not work with us, They take a rest.
 - What does "recess" mean?
E.g: Provide specific examples related to the upcoming school creates curiosity and attraction students.
E.g: To teach "(to) complain" teachers can guide students to find the meaning of a word by hints.
  - "This room is too noisy and too dirty. It's no good."
  - "What am I doing?- I am complaining.
* Synonym \ :( synonym antonym \ antonyms)
 Teachers use the vocabulary and meaning equivalent to help students understand the meaning of words is about to learn.
E.g: Zoo animals. To teach "intelligent, expensive" teachers can ask students to guess the meaning through words previously learned.
  - Intelligent
             T asks: "What's another word for clever?"
             Ss answer: "intelligent"
  - Beautiful, nice
 T asks: "What's opposite of ugly? "
           Ss answer: "beautiful, nice".
* Translation (Translation)
 - Teachers use the equivalent in Vietnamese to provide meaning in the English language.
 - Teachers use this procedure only when there is no other way, this procedure is often used to teach abstract, or to solve a number of more, but time does not permit, teachers suggest students Self service from there.
E.g: To teach the word "direction" Teachers can not use procedures other than tips Translation.
Teachers can ask students:
 - How do you say "direction" in Vietnamese?
- How do you say "method, direction" in English?
* True or False statements
 Teachers provide a number of questions and ask students to choose the most correct answers related to the upcoming school.
E.g: To teach the word "dentist" Teachers can give students some choice questions such as:
 - A dentist Teaches the children.
 - A dentist takes care of our teeth.
 - A dentist works in a factory.
 Students will choose the second option.
c. The test procedure and reinforce new words.
 We know that only introduce new words is not enough, we must also take steps to check and reinforce new vocabulary right in class. The test procedure and consolidation will encourage students to learn actively and effectively.
checking TECHNIQUES FOR Vocabulary
Rub out and Remember
Ordering
Matching
Jumbled words
 7 TECHNIQUE
Bingo
What and where
Slap the board 
d. Implementing measures.
* The steps taken to introduce new words.
 To introduce new words, teachers teach students in the four skills:
 + Listen: The teacher read the form, students listen.
 + Talk: Teachers read from, students read.
 + Reading: The teacher wrote on the board from the students read from the eyes, mouth.
 + Writing: Students write words into practice.
- Step introduce all, introduce the topic: this is an important step in teaching vocabulary. This step will determine the success of the lesson, it will inspire students to think of what they will be learning from past themes have just been introduced. The most important thing in introducing new words is to follow the order: listening, speaking, reading and writing. Never start from any other activities "hear". Remember the learning process of our mother tongue, always start by listening, imitating pronounce then to other activities. Please help your student has a habit of learning from the best new:
- Step 1: "hear" you hear from new students by reading the sample.
- Step 2: "say", after the students had heard three new you ask students to repeat. When students repeat, you need to pay attention to the class repeat before, then call the individual.
 - Step 3: "read", you write the word on the board and ask the students to look at it to read. Have students read the whole class, and read personal and fixes for students to some extent you deem unsatisfactory.
 - Step 4: "write", after the student has read the word correctly before you ask students to write new words into their notebooks.
 - Step 5: You asked if students do not know the meaning of that word and ask a student to the board to write the meaning of the word in Vietnamese.
- Step 6: accented words, pronounce the word and ask students to identify the accented syllable and marked.
- Step 7: for the form and ask students to identify the type of learning new words.
* While teaching new words to keep in mind the following points.
 Should be introduced in each specific sample questions. In different communication situations, teachers can incorporate that work by establishing the relationship between the old and new words, words must be strengthened continuously.
 Teachers regularly check the words in the early hours by letting them write from the table and held it up, the way the teacher can observe all the students in the class, forcing the children to study and Students should remember to use words in verse form, with real-life situations to help them remember the longer, communicate well and bring high 

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