1. Introduction
1.1. Reason for choosing topic.
From the end of the twentieth century, humanity has entered a new era of
scientific and technological revolution, which has made profound changes in all
aspects of social life in the whole world. And today, on the threshold of the 21st
century, the world is standing at the threshold of civilization of information
technology, people not only know manual labor but must work with the mind, must
conquer the pinnacle of intelligence apply science to life. Every aspect of social life
is linked to the advancement of science. To achieve this, people must have the
exchange of international friends. In order to do so, we must know foreign
languages and use it in a proficient manner. That is why I find teaching and
learning foreign languages in schools, especially elementary schools, a necessity
and a necessity. One of the foreign languages currently taught and taught in
Vietnamese schools and primary schools is English. Learning foreign languages
today is not only to know but also to work, to exchange learning with international
friends.Today, English plays an important role in communication. English is
considered as a communication language globally. Therefore, learning English is
very popular not only for those who are using foreign languages to communicate in
the workplace but it is also very necessary for primary school students, who will
soon be the owners. the country. As a passionate teacher, devoted to students, I
always wondered how to find a way to teach students how to understand and
absorb good in the classroom. In order to be so good, the teacher must be creative
and passionate about the profession, giving timely lessons to attract the attention of
students and to achieve high results. Any language that communicates requires a
certain vocabulary to communicate. On the other hand, for elementary school
children, deep learning of the nature of a language is too difficult. We just ask them
to understand and know what "English" is. What is the meaning of English in
Vietnamese? In order to have a good sentence and complete grammar first of all
they have to have rich vocabulary and how to use words properly. And how to learn
and remember the word? This is also the reason why I think and select the topic
"Some measures to improve the teaching of vocabulary for Grade 3 students"

In the Ministry of Education's 2008-2020 foreign language project, the specific
goal of the elementary English program is that after the end of the school year,
students may:
- Have a vocabulary of 500-700 words including oral and written language.
- Students can use vocabulary learned in simple communicative situations through
four skills: listening, speaking, reading and writing. The 3rd grade English
language course has 4 lessons a week, each unit has a lot of vocabulary and
grammar knowledge. So learning vocabulary and vocabulary skills is a very
important factor in learning English.
- Have minimum knowledge of the English language, and through English have
initial knowledge about the country, culture and people of the English speaking
countries.
- Have a positive attitude towards learning English.
2.2. Realize the problem before applying the innovation initiative.
a. Advantage:
The student:
- The majority of children are learning, doing homework before class, passionately
speech.
- The majority of children are learning, doing homework before class, enthusiastic
expression.
- The Board of Directors is interested in teaching.
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- In recent years, many students have achieved high scores in the exchange with
their schools. Specifically as you: Minh Thu, Nhat Vy, Tuan Anh ....
Teacher:
+ Through many years of experience and research teaching English I spend a lot of
time and enthusiasm to study reflection as well as the effectiveness of teaching
hours, especially the lesson of grasp the vocabulary of children.

implementation of the subject in block 3 with the number of 120 children: 120 em:

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For example:
Play Kim's Game:
(Teachers can use pictures with different topics for students to play.)
Rules:
- Divide the class into 3 teams.
- Observe 6 pictures in turn.
- The teams remember and name the pictures in English for 1 minute. Written
correctly each team's paintings will be 10 points.

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Ex:

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-Play learning that - learn to play. This is a "Teaching without Teaching"
method, I create a colorful, multi-colored playground in English for students, guide
students to master the playground and step by step add to other activities.
- Activities, photos more theory. Pictures, games, musicals, plays ... are generally
activities to help students participate in the environment using English naturally,
not forced.
- Learning more than the syllabus. Following a curriculum will limit the creative
capacity of both teachers and students. In addition, in order to diversify classroom
activities, enhancement of learning is essential.
- Listening - speaking more than reading - writing. The fact that speaking skills are
important, easier to learn and more imitative in learning foreign languages. And
when they hear that, students have gradually built up confidence in the use of
English.

the language:
+ Form.
+ Meaning.
It is not enough for students to know how to write and define words such as
dictionaries. For students to know how to use them in communication, I need to
know how to pronounce words, not just words. but also know the correct
pronunciation of the words in the chain of words, especially the meaning of the
word.
The number of words to teach depends on the content and the level of the
student. Never teach all new words, because there will not be enough time to
perform other activities. However, in an elementary school classroom I should only
teach a maximum of 6 words.
While choosing words to teach, I consider the following two conditions:
+ Since it is necessary to understand the text?
+ Since it is difficult compared with the level of students?
- If the word is necessary for the understanding of the text and is appropriate for
the level of the student, then it is an active word, so we must teach the student the
specific measures I will show below. .
- If the word is necessary for the understanding of the text but it is difficult to
compare with the level of the student, then it is not an active word, so we should
explain it to the students immediately.
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- If the word is not necessary for understanding the text and not too difficult
then you should ask students to guess.
* Steps to teach words
Introduction, this topic is quite important step in teaching vocabulary. This step
will determine the success of the class, which will elicit a reference to the words
that are going to be learned through the topic that has just been introduced.

a / Visualization: real objects in the classroom, pictures, sketches, magazine
collages, gestures, etc. Have a strong impact on student interest and help students
remember faster, longer.
+ Use real things to teach the topic of school supplies, clothes.
School things:

* Clothes

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+ Mimic gestures, gestures, facial expressions: teachers and students are always a
source of visual animations that are cleverly applied will bring positive effects.
a. happy – sad

b. cold – hot

c. stand – sit

b / Using the language learned:
- Definition, description: Students will rely on the words learned and basic
understanding to guess the meaning of the word through the definition of the
teacher. This technique gives students curiosity and the need to participate in the
learning process and to develop listening skills for students.
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+

T:

T:

It

is

little
Ss

and

it
:

is
Is

T:
round. What
it
a

Yes!
is it?
yo-yo?

T: Yes!
c. Use synonyms, antonyms,
We use synonyms or antonyms to clarify the meaning of a word when a student
already knows the meaning of a word in a synonym.


E.g 2. Chicken, fish, rice, ice-cream are food.

E.g 3. Tigers, elephants, lions,monkeys are wild animals .
Translate into the mother tongue. (Translation): Teachers use equivalent words in
Vietnamese to explain meaning in English. Teachers only use this procedure when
there is no other way, this trick is often used to teach abstract words, or to solve a
large number of words but time is not allowed, Teachers suggest students
themselves translate from there. It should be noted that if the teacher regularly uses
this trick will cause students to feel monotonous, boring, not promote their
thinking, creativity.
E.g. love, happiness, affection, envy ...
2.3.4. Measure 4: Coordinate multiple techniques in vocabulary teaching:
In the process of introducing new words I coordinate the techniques together.
For example, setting up situations in English, students will try to hear and guess
words in context, incorporating gestures, gestures and asking students to use words.
The combination of the following techniques to teach the word "run"
- Let students see pictures
- Instructor performs the movement
- HS imitate movement
- Give the example
- Translate into Vietnamese
EX: T: Look: He can run
T: Now, look at me: I can run (GV performs "running")
T: She can run (Call 1 run)
T: Run, run
Ss: run
T: What does it mean?
Ss: Run (translated into Vietnamese)
2.3.5. Measure 5: Measures to prevent forgetting from primary students.

+ The teacher reads words that are not in order.
+ Students mark  on selected words when they hear the teacher's words.
+ Students who mark 3, 4, or 5 boxes in horizontal, or top, or diagonal lines say
"Bingo" and the student wins.
+ The teacher awards the student.
- Matching:
This is also a very popular activity in vocabulary lessons, the HS must match
the word with its meaning and vice versa, or it can also be a pairing of the left, the
singular, the plural ... depending on the content. .
- Divide the class into small groups
- Play the wordsheet for the groups
- Group requirements
- The teams cross-check each other's performance
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- Reward the group for the highest results
Example 1: Connect the dots to match the names and their names

Slap the board.
+ I write new words or put up pictures on the board.
Call two groups on the board, each group of 6 students
Ask the groups to stand at an equal distance.
+ I read an English word aloud
In turn, the students in the two groups run up to the table, tapping the picture or the
word is called.
+ Students in the group who do the right and faster then the group that marks the
area.
+ The group that has more traces wins.
(With this game, I can read counts, students look up numbers and re-read the

Are you
?
Yes, I am. Yes, I am.
Are you
?
No, I’m not. No, I’m not.
Are you
Yes, I am.
Are you
No, I’m not.

?
?

Are you
?
Yes, I am. Yes, I am.
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( Repeat: hot/ cold)
(happy / hot =

, sad/ cold =

)

d. Helps "save" the language
When students have "practiced" a group of words or a particular structure, they
must ensure that what is in short-term memory can be transformed into long-term

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regularly change the form of classroom organization with a variety of teaching
methods suitable to each class, class and students. .
- I have to teach students how to learn properly.
- You must invest in your unit before class.
- Have a love of children and enthusiastic learning experience with colleagues and
through books.
- During class time, I impart the knowledge to students in a natural and lively way.
By using words, gestures combined with new teaching aids, ... to attract the
attention of children. This allows the students to quickly absorb and remember.
- I always encourage students to speak out loud during class. When students
mispronounce me gently correct, not irritated, uncomfortable, do not repress
knowledge when they are stressed.
- Always remind students to study at school as well as at home.
- Introduce, commend, reward students who have improved their learning as well
as help you progress.
- Correcting students' mistakes, encouraging them to help poor children.
- I have to train myself to improve the skills to impart knowledge to children more
rich.
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* Above is some of my little experience. I hope to receive comments from leaders
at all levels to my topic as rich and practical.
3.2. Request.
* For school leaders:
- Built-in function room with projector available for teaching and learning English.
- Additional tapes with rich content on customs, customs and culture of English
speaking countries.
- Facilitate primary English teachers to participate in Informatics classes to help
teachers gain access to technology for effective teaching.

CATEGORY
1. Introduction …………………………………………………………………… ..1
1.1. Reason for choosing topic 1……………………………………………………1
1.2. Research purposes. First…………………………………………………….....1
1.3. Research subjects. ……………………………………………………………..2
1.4. Research Methods……………………………………………………………...2
1.5. New points of experience ……………………………………………………...2
2. Content of experience initiative …………………………………………………2
2.1. Theoretical basis …………………………………………………………….....2
2.2. Problem situation before application of experience initiative …………………2
2.3 Specific measures…………………………………………………………….... 4
2.3.1. Method 1: Principles of English for Young Learners ……………………….4
2.3.2. Measure 2: How to choose words to teach ………………………………….5
2.3.3. Measure 3: Techniques to clarify the meaning of the word
2.3.4. Measure 4: Coordinate multiple techniques in vocabulary teaching: ……...10
2.3.5. Measure 5: Prevention of forgotten from elementary school students …….10
2.4 Effectiveness of the innovation initiative. …………………………………….16
3. Conclusions and recommendations…………………………………………. …18
3.1. Conclude. …………………………………………………………………….18
3.2. Request……………………………………………………………………… .19
REFERENCES………………………………………………………………….....20

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