Some tricks to teach vocabulary for grade 3 in Rung Thong primary school

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 ADENDUM 
CONTENTS PAGE 
A. INTRODUCTION 1 
 I. REASONs to SELECTTHEMES . 1 
 II . PURPOSE . 2 
 III . SCOPE AND RESEARCH SUBJECTS 2 
 IV . METHODOLOGY : 3 
B. CONTENTS 3 
 CHAPTER I 
 SCIENTIFIC BASIS 
3 
 I. Reasons 3 
 II. PRACTICal BACKGROUND 3 
 III . CONTENT of MATTERS 4 
 CHAPTER II 
SOLUTION OF THE STATUS AND RESEARCH ISSUES 
5 
 I .SITUATION 7 
 II / SOLUTIONS FOR IMPLEMENTATION : 7 
C . CONCLUSION 19 
 I. results. 19 
 II experienced LESSONS 20 
 III . offered ideas. 20 
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 A. INTRODUCTION 
 I. REASONS TO SELECT THEMES 
As we know, English is an important language, commonly used 
worldwide. In the trend of development and national integration with the world, 
English has become an important communication tool. 
 Vocabulary is one of the most important parts of language learning, if 
you want to speak well English though any possibility, listening, speaking are 
also needed a lot of vocabularies, vocabularies don’t have a day or two days, we 
have it is the cumulative long-term study. 
 To use English as a language of communication, we not only need to 
master the rules of grammar, have good listening skills, have knowledge of the 
language but also have a number of diversified, rich lexical. In teaching and 
learning English, vocabulary is one of three elements forming the system of 
language knowledge, it is the mean and condition of formation and development 
of communication skills. In any language, the role of vocabulary is also very 
important. It is possible that a language is a subset of the vocabulary. we Can 
not understand the language without understanding the vocabulary, or lexical 
units. Thus, learning and practicing vocabulary, it is the leading factor in the 
transmission of a passive and receptive language in general and English in 
particular. Because vocabulary is a language unit so it is expressed in two 
forms: speech and handwriting. If you want to use a foreign language, you must 
master the expressive forms from the verbal and writing. But due to the 
association of words with the other elements of language (grammar, 
pronunciation, intonation ...) or in social situations, many researchers believe 
that to build a wall language vocabulary is the "bricks" and the grammar and 
sentence structure as "grout" to mount the brick wall creates language. If 
students don’t have vocabulary, students can not use the sentence structure and 
the function of language in communication. 
Stemming from the above problems, I boldly launched research 
experience and applied effectively to improve the quality of professional 
English: "Some tricks to teach vocabulary for grade 3 in Rung Thong primary 
school." 
 II. PURPOSE 
 When writing this initiative experience , I only wanted to contribute a 
few comments of mine about issues related to section vocabulary in English 3 in 
order to help teachers refer to the review training for students preparing for the 
up coming exam. 
 III. SCOPE AND RESEARCH SUBJECTS 
. 1. Scope of content 
 In primary school of 10-year English curriculum, English vocabulary is 
taught mainly in grade 3,4 and 5. In my subject , I only focus on measures how 
to share effective teaching the part vocabulary in English 3 textbooks. 
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Which grade students of it oten have problem with vocabulary learning. 
 2. Scope of objectivity 
- Teachers Rung Thong primary school and the other primary schools 
- Students of grade 3 in Rung Thong primary school in Dong Son district 
Thanh Hoa province . 
 3. The range of subjects 
 - The method of teaching primary English . 
 - The organizational forms of teaching and learning activities of students . 
 4. Scope of the document: 
 - English textbook 3 the Teacher’s book. 
 - Documentation of methods and organizational forms of teaching effectiveness 
 IV. METHODOLOGY 
 1 . Research Methodology: 
 I researched this topic based on the following grounds : 
 - Based on actual teaching . 
 - Based on some references about English vocabulary 3 
 - Based on some of my colleagues’opinions. 
B. CONTENTS 
 Chapter I: SCIENTIFIC BASIS 
 I. Reasons 
 In the general education program ,which was issued in Decision No. 
16/2006 / QD - 05/05/2006 BGDDT , the Minister of Education & Training has 
also stated : “We must promote positive self , proactive thinking and creativity 
of students , consistent with the characteristic subjects , characteristics of pupils 
and conditions of each class, fostering student self-learning method , the 
possibility of cooperation , use their skills to practical knowledge , emotional 
impact , bring joy , excitement and responsibility for student learning “. 
 On the other hand , the school year 2013- 2014 , the eighth year of full 
implementation of the education campaign ' not two ' to four contents in order to 
improve the quality of education ,is the year the implementation of the 
campaign “ Every teacher is moral example of self-studying and creatation” So 
all the teachers in different subjects are equipping their students with the skill 
system , the necessary skills to help them develop comprehensive guidance in 
moral and intellectual formation of human personality Socialist Vietnam . 
 II. Practical Background. 
Vocabulary is one of the tools which people use to think, express ideas, 
emotions and learn about the world, is the foundation for all development skills 
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such as reading comprehension, listening comprehension, speaking, writing, ... 
It is also the major tool that helps students use English effectively. Indeed, when 
talking to a native English speaking person, watch a movie without English 
subtitles, listening to a favorite song or read English documents, ... we will 
always be exposed from vocabulary. 
Once a famous linguist said if we do not learn grammar well,we can still 
achieve something, but if we do not have the vocabulary, we wouldn’t be able 
to express anything at all. Native speakers can understand the article correctly 
use vocabulary that is not grammatically correct. However, they will not 
understand grammatically correct article, but they do not use the exact words. 
In fact, Vietnamese students learning English often encounter obstacles in 
how to speak English fluently. They often find it difficult to participate in 
activities related to the speaking skill, because they only use a few repetitive 
structures and vocabularies. Thus, their communication was interrupted abruptly 
early due to lack of vocabulary. 
In short, if they do not have the vocabulary skills, their listening, 
speaking, reading and writing skill will not be developed. If you do not have 
enough vocabulary, the people will have problems, even failure in 
communication. Recognizing the importance of this, today all applicable 
methods in teaching are focused to teach vocabulary. And start learning English 
is always associated with learning vocabulary. 
Therefore, in the teaching process I thought about how students acquire 
vocabulary best to help them create the atmosphere lively language learning, 
help them remember the lessons from the right in , from which they can 
moreeasily use the words in the communication process. 
III. Content of matters. 
 1 . At issue : 
The teaching and learning of English is now directing the attention of the 
industry. 
Teachers are participating in professional activities under the clusters to 
learn from the experiences of colleagues in order to improve the quality of 
teaching. Materials are rich. 
Cause: 
Solution 1: Cause excited to help students love subjects. 
 Solution 2: Develop some tips for students to learn well vocabulary. 
2. The main measures: 
For teachers: young, enthusiastic in teaching beside teacher has also limit. 
The teacher has moved by the junior school, so experience teaching elementary 
school students do not have much. 
For students: working through the years I noticed 
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 Elementary students are small so they learn from their quick absorption 
but quickly forgotten 
 A number of students pronounce wind up having more difficulty in 
pronunciation. Student likes playing , no passion in learning, they also own 
work during school hours .The you are not aware of learning English. 
English is a difficult subject, students must memorize, they could not 
differentiate between types of ..., students take notes all over the table and listen 
passively 
CHAPTER II:SOLUTION OF THE STATUS AND RESEARCH ISSUES 
I. Situation 
 1. Implement solutions : 
 I studied the method of teaching vocabulary for students at Rung Thong 
Primary School. 
Initially, through the monitor of the students’ studying, I realized that the 
students were afraid of learning English vocabulary, they were very worried 
when I checked the vocabulary of the privious lessons.. At the end of the first 
semester (mid-December)of Academic Year 2016- 2017, I had made a small test 
vocabulary for grade three. 
class 3A : (Unit 10) Reorder the letters ( Referenc- 3) 
1. folotabl ............................. 
2. nbadtmnio ............................. 
3. sehcs ............................. 
4. tblaskebal ............................. 
 Class 3B: (Unit 10) “ Bingo” ( Reference - 5) 
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Class 3C (Unit 13) “ What and where” ( Reference - 5) 
And I obtained the following results: 
 Table 1: Survey Results of the Classes 3A, 3B, 3C 
Academic Year 2016-2017 
Good Fair Medium Weak 
Class Total 
Number % Number % Number % Number % 
3A 25 2 8% 5 20% 13 52% 5 20% 
3B 25 3 12% 5 20% 12 48% 5 20% 
3C 25 2 8% 5 20% 12 52% 7 22% 
 Through the survey, I found the quality of their learning is not 
satisfactory, the number of students achieving good results is low, the number 
of students with weak results is even higher. From that result, I presume to give 
you some tips to teach English vocabulary and to improve students’ learning. 
And I want to introduce with you "some tricks to teach vocabulary for grade 3 
students" to consult with colleagues. 
 2.Reasons of the current situation: 
 Rung Thong primary School is located in the outskirt region , 4 km 
from the city . Most people live by farming, business and working away through 
learning English of students are not interested much .Most of students in the 
school were largely born in local families in the rural labor They have to help 
their families with the housework outside school hours so they don’t have study 
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conditions. Addition to that, the school in the before years doesn’t have a 
function room . 
 II. SOLUTIONS FOR IMPLEMENTATION 
 Based on the survey situation awareness of students 
 A. Benefits 
- Students aged of 9- 10, they are curious, love finding stuff so the exploreing 
and understanding will cause a lot of excitement for the children . 
- Textbooks are compiled in the direction of innovation , channel formation and 
channel letters .They contain scientific knowledge , and basic system so 
students can acquire knowledge logically and brief overview . 
B. Difficulties 
- Knowledge of English is still new subjects for students to become familiar 
with and are very difficult to teach. 
 - The capacity to learn is not equal among the pupils ,their families’attention 
is limited and often has a great impact on their learning . 
 - Most children treated in English is a difficult subject to no interest in learning 
 Based on the survey situation awareness of students 
- In the spirit of innovation of teaching methods , textbooks innovation has 
enhanced the learning outcomes of students : students have the opportunity to 
work more . But the positivation of students has not been promoted high so 
mastering knowledge and using knowledge is limited . Many students have not 
held to the focus of addressing so that they have some difficulties in giving 
answers to the exercises . 
 Facing this situation , I have to find out and make the subject “A few 
small comments to teach vocabulary class 3”.I hope the section will help 
students acquire and transport layer 5 use knowledge more easily . 
C. The implemented measures 
Excitement: 
From practical teaching, I myself really thought how to make students to 
be interested in learning , how to make them to realize that learning English is 
not a heavy pressure, so they learn better and especially they can remember new 
words faster, easier, longer ... I made a number of measures to inspire students, 
and I help students acquire vocabulary gently.I gave some tricks to teach 
vocabulary for grade 3 students. 
1.Teaching vocabulary through songs, poems (Unit 7, 9, 12, 19 – English 3) 
No one can deny the important influence of the music and poetry to 
human life. Almost everyone loves music. It makes people whether that be 
happy or sad. It appears everywhere, all the time to share joy or sadness relieve 
when we need to. Futhermore, poetry-music can increase concentration, 
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enhance memory, bring people closer together, creating motivation and joy in 
learning, make people relax when they are depressed or stress, ... 
Because of the tremendous value that poetry brings to music, it has been 
used as educators useful tool in teaching. And now the use of songs, poetry as a 
tool to support the learning of foreign languages is quite common. Just a few 
tunes of the song, students can learn the culture of authentic language, 
vocabulary, grammar, listening skills, and a variety of other skills. 
Using songs and poems in class can make the classroom atmosphere 
become fun and dynamic. Students will not feel stressed, even they are scared 
to speak English in class atmosphere. This will make them feel really excited 
and voluntary participation in classroom activities. 
The songs, poems not only create excitement for student learning, but 
also contains elements of very rich language including pronunciation, 
vocabulary, grammar . 
The songs, poetry can help students to learn about pronunciation. For 
learners of English in general and in particular primary school students, there’re 
some sound that are very difficult to imitate because our mother tongue does not 
have this sound such as: / ð /, / θ /, / æ / , .... Therefore, they must learn how to 
pronounce inflexibly . The wrong pronunciation can change the meaning of the 
phrase, will not lead to communication results, because listeners misinterpreted 
the transmission of information. Songs, poems can help them overcome 
this. The melody of the song, the rhythm of the poem often repeated a similar 
sound. When they listen many times, they will indirectly be told how to 
pronounce the sound that makes students remember them and eventually the 
correct pronunciation. 
-Example : I usually use the software book of grade 3 to teach songs and 
chants 
Photo of class 3C Rung Thong primary school 
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Some activities to learn vocabulary associated with songs, poems to 
promote motor learning for students: (Reference – 3,4 ) 
- Gap-filling: First, I give the students lyrics, poems have been vacant for a 
number of positions. they heard the first to grasp the content of the post. Then 
they listen from a second they fill in the blanks as much as possible. The third 
time, they listen to check if they have correctly filled. This type of exercise is 
useful when teaching vocabulary by topic. 
- Get some words from the songs, the poems. 
Step 1: Write some random words on the board. Students exchange with 
each other about what the words mean. 
Step 2: Students are divided into groups of three to four people quickly 
memorize the words. 
Step 3: Turn on the song or the poem, student must speak loudly "Stop" 
when they hear one of those words. 
- Spelling: For some simple post, I ask them to hear and copy the words. 
- Circle synonyms, antonyms with given words: In this case, I give a few words 
with the same or antonyms words in poems or songs to the board, in the process 
of hearing, they must circle the synonymsor antonyms of the words given. 
- Circle the correct word with its meaning: I offer a number of Vietnamese 
words, they would circle the meaning of English words in such poems or songs 
or vice versa. 
Examples:
Photo of class 3A Rung Thong primary 
school 
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2. Develop some tips for students to learn well vocabulary . (Reference – 
1,4) 
+ Teaching vocabulary through the use of visual maps, through 
pictures, picture collage or through gestures, posture ... (Unit 6, 8, 13, 18 – 
English 3) 
 Primary students are very active, they enjoy exploring visual exploration. 
Visual effects. Students have nature curious, eager to learn and the ability to 
perceive the visual world from vivid to abstract thinking, children are especially 
excited when the teacher preparation utensils or right visual objects the 
classroom. 
For example, when teaching the word "in,on,under,above,,between ", I 
directly put the ball on the table.Or just give them the difference between the 
word "desk" and "table" with the goal of learning and I point to desk and table 
of the classroom . With the topic "school", I use directly the school supplies of 
students to teach vocabulary; they are very excited and elated. 
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Example: 
In addition, I also introduce new words by using gesture or express facial 
expression ... 
For example: I reading while saying: "I'm reading" or use a ear-phone 
gestures as listening to music and said: "I'm listening to music " or my students 
and I dance together and we talk "I can dance-I can dance ..." in chorus. 
Example: 
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To introduce the phrase "open the book" - "close the book", I said while 
opening or closing a book. 
Thus, students will not only quickly memorize new words but also know 
how to recognize the status of others and how to express their status. 
For difficult words or phrases, I can prepare visual gadget, I use pictures 
or using the projector, so that students can directly observe the image, thereby 
the remembering of new words is easier. 
In the process of teaching vocabulary, I also emphasize the correct 
pronunciation from using the media as robot teacher support, tape, disk, 
aspecially software book.... with the hope my students can speak English as well 
as possible . 
3. Teaching vocabulary through the use of language learning (Unit 7, 20 – 
English 3) : (Reference – 3, 5) 
- Use definition, description: Sometimes, to avoid repeating, I change the way 
of teaching and learning by giving definitions, descriptions and students predict 
the meaning of words.. 
For example: I give students the concept of "the thing which, when you 
look at, you will see your own image", they immediately shouted, "Cai guong" 
with a very excited voice, then I give children the word "mirror". 
- Use synonyms, antonyms: 
For example, when teaching the word "small", I put the antonyms of 
it "big" – or with the teaching of "large", I made it a synonym of "big". The 
children very quickly figure out the meaning of words that I want to teach. 
Example: 
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- Guess the meaning of words through context: (Reference – 2, 1) 
For example: I give students a situation: This morning your mother was 
very busy, she couldn’t take you to school, so you must walk. On the way to 
school, you picked flowers, chased butterflies...Suddenly, you looked back the 
clock, only a few minutes,school gate vill be closed,, how do you come to school 
on time so fast? 
Students did not hesitate to answer: “Em chay!” 
I give the word: “run”. 
Therefore, students will know the meaning of the words and will 
remember the new words in an active way. 
- Translate the words into the native language: (Reference - 2) 
For the abstract noun, I always put Vietnamese meaning to avoid wasting 
time and help Ss to understand easier. 
Nor