A STUDY ON TECHNIQUES TO IMPROVE ENGLISH VOCABULARY FOR GRADE 3 AT QUANG TRUNG PRIMARY SCHOOL IN HAI PHONG. Due to my English knowledge limitation and the framework of the graduation paper, I would like to choose the research paper with the title: ―A study on techniques to improve English vocabulary for 3th grades at Quang Trung primary school in Hai Phong. Being a student of the English department, I would like to contribute an idea as well as find out some techniques to improve the teaching and learning of English for 3rd graders.
To discover difficulties in teaching and learning English for English teachers and for third grade students in Quang Trung primary school. In fact, there are many different techniques for teaching English to primary school students, especially Grade 3. However, due to limited time, resources and knowledge of mine, this research can only focus on the difficulties that third grade students encounter when learning the English learn vocabulary and study some effective techniques for teaching vocabulary (meaning, form, usage) for third grade students. Quang Trung primary school in Hai Phong city.
First, questionnaire surveys are conducted on the teaching and learning of English vocabulary for 3rd graders at Quang Trung elementary school in Hai Phong.
Part III: Conclusion in which all the issued mentioned above are summarized
DEVELOPMENT
THEORETICAL BACKGROUND I. Vocabulary
- Definition
- Reading vocabulary
- Writing vocabulary
- Concrete vocabulary
- Abstract vocabulary
- The importance of vocabulary
- What need to be studied
- Meaning
- Form
- Spelling
- Grammar
- How to teach English vocabulary for pupils at primary schools
- Teaching English by putting student-centered learning method into practice
- Teaching English by putting students into groups
- Teaching English by helping students to be relax in the class
- The different steps of teaching vocabulary at primary school
- Practice
Reading vocabulary consists of words in print that we recognize or can figure out. The meaning of the word as good is understood in the context of the word as bad. One of the main reasons for this is that many, many English words are not written the way they are pronounced.
At the end of the discussion, students will present their idea as well as their group's idea to the whole class. Help activate the creative side of the student's brain by trying to describe a picture or other image. Using a variety of methods that will help all parts of the student's brain (multiple intelligence).
However, the teachers should choose the most suitable practice with object and perception process of the student.
Reality
- English teaching staff
- The students
- The textbook
- English teaching and learning condition
Let students enjoy the upcoming English periods with funny activities to help them memorize the given words and phrases easily. In the school, grade 3 worked with the latest material textbook, its name is "let's learn English book 1" consists of twelve theme-based units and four self-checks. Look, listen and repeat: help students observe, listen and become familiar with sounds and alphabets.
It is designed so that students can check their own knowledge after learning three units. In general, Quang Trung Primary School is well equipped with many aids and spaces. Chairs and table are designed according to national standard to help students prevent diseases of the eyes and spine, therefore the class atmosphere in English periods is very pleasant and comfortable.
This is the reason why students have more chance to be approached to facilities and to improve their English better.
Survey questionnaires
- The objective of the survey
- The design of the survey questionnaires
Data analysis
- Students’ interest in learning English
In addition, teachers should help students understand that it is very easy to learn English. Students will realize that English is not as difficult as they thought. According to the graph, the role of teaching English vocabulary in primary school can be observed. The purpose of this question is to study about the difficulties in teaching and learning English vocabulary.
According to the table, both students and teachers agree that students rarely get bored when learning English. Furthermore, they are not taught enough in the class, the period is short, not enough for teacher to convey information for students. In addition, some students struggle to write some words. This question is put to teachers to explore their opinion about the difficulties when teaching vocabulary to students of grade 3.
It is to study how effective teachers' techniques are and from this perspective teachers can have more effective methods of teaching. However, the use of exercises, games and pictures is highly valued according to the teachers' idea. From the students' side, the most regular way for teachers to carry out lessons in the classroom is by doing exercises in the textbook.
According to the table, we can see the same percentage of teachers' side, questions, exercises in the textbook and expression are mostly used. When using songs, the teachers should be well prepared and choose the one that is related to the lesson. This question is to investigate which techniques students most want the teacher to apply in teaching English vocabulary.
Especially for the purpose of 3rd grades, the teacher should use more pictures to teach, according to the students' expectation. According to the chart, 95% of teachers agree that we should use many techniques to teach English vocabulary.
Findings and discussion of finding
This problem is not too serious and can be solved by allowing students to listen to native audio through songs, video, storytelling, etc. The least frequently used techniques (games, songs, pictures, graphs) are considered to be the most effective. students. Because of the effectiveness of these techniques, they also want teachers to use interesting and activities in teaching, because the students are relaxed and ready to participate.
At home, students have many ways to review previous lessons and remember new words, but mostly rote learning is used, which is the least effective way to remember new words. Most students are fed up with the techniques their teachers often use in teaching, such as: asking questions, handouts, speaking, etc. On the contrary, techniques that teachers rarely use are very exciting for them, such as: games, songs, pictures, etc.
This requires teachers to be more active and flexible to use the activities that are highly effective. It is hoped that these findings and discussion will help teachers use more appropriate techniques in a specific primary school teaching situation. The research has revealed a clear fact in this chapter and this chapter will form the basis for the coming chapter of practical solutions.
In Chapter II, the current situation of teaching and learning English vocabulary at Quang Trung primary school was unfolded. Each of them can be applied many techniques, but due to the limitation of time, form and size of this research paper, I only present the application of some techniques in teaching vocabulary to primary students in Chapter III with the hope that they will more will have pleasure and effectiveness in learning vocabulary. Teaching vocabulary at this level is a very important element of teaching English, because children, who know more and more words, can communicate better with other children.
1 . The techniques to present English vocabulary
- Pictures
- Look at the pictures and guess the word Unit 5 : My school
- Mime and gestures
- Action expression
- Realia
- Blackboard drawings
- Situation/explanation
- Using synonyms and antonym
- Some techniques practice English vocabulary 1. Games
- Game 1: “up – down – right – left”
- Game 4:Hang man
- Crossword
- Word order
- Word search
- Songs
- Poems
- Rub out and remember
- Slap the board
- Repetition
- Make other words
- Choose the suitable topic
- Find the key word
- Odd one out
- The same letter
First, the teacher introduces the words by showing the picture and asking the students "what is this?". First, the teacher asks the students "what are these", the students will say what they see such as apples, men, turtles and rabbits. The teacher then asks the students to compare two objects in a picture to find adjective words such as big and small, tall and short, thick and thin, fast and slow.
This word refers to the use of real objects in the classroom. These objects help clarify the meaning of the word (e.g. Afterwards, teacher checks students' ability to memorize by using these real things in class. III.1.4. Teacher must be smart, intelligent and encourage all students to participate in the game.
Point to the sky (UP), point to the ground (DOWN), point to the right (RIGHT), point to the left (LEFT) and ask the students to follow the directions without pointing to the teacher. First, the teacher does this as soon as he has shouted for the students to familiarize themselves with the orientation and the vocabulary. The teacher instructs the students by asking the students to act according to his instructions in English and his actions.
The teacher draws a number of lines corresponding to the number of letters in a word that he has secretly thought of. Here is an example so students can find the missing letter in these words. Procedure: the teacher gives the students handouts of pictures or shows in the power point program and asks the students to match the picture with true words.
This exercise has the added benefit of encouraging all students to be involved because the poem can be written on the board or displayed on a poster and the teacher can have students come up in pairs to find the part of speech that the teacher aims at. The teacher writes the new words on the board, the teacher asks the student to read a few times to remember.
CONCLUSION
It will be useful and necessary for me to discover some techniques of teaching English vocabulary to third graders. I would like to express my sincere thanks for your cooperation in completing this questionnaire. From your point of view, how to attract students' attention to teach English vocabulary.
- Websites
Tôi cảm thấy khó khăn khi viết một số từ. Tôi đã viết lại từ đó nhiều lần) D. Hãy suy nghĩ trong đầu (luôn nghĩ ra từ mới). Bạn muốn giáo viên sử dụng phương pháp nào sau đây để dạy từ vựng tiếng Anh? Bạn có thể chọn nhiều hơn một câu trả lời.
Bạn có thấy hài lòng khi học tiếng Anh với phương pháp giảng dạy hiện tại của giáo viên không?). Helena Anderson & Carol Ann Pesola, (1993), Ngôn ngữ và Trẻ em, Tạp chí Ngôn ngữ Hiện đại 77. in ấn), Dạy và học từ vựng: Đưa nghiên cứu vào thực hành, Mahwah, NJ: Erlbaum.
