HA TRUNG DEPARTMENT OF EDUCATION AND TRAINING

HA PHONG PRIMARY SCHOOL

EXPERIENCE INITIATIVE

A NUMBER OF MEASURES TO IMPROVE THE
EFFICIENCY OF REMEMBERING AND USING
ENGLISH VOCABULARY FOR STUDENTS IN
GRADE 3, 4 AT HA PHONG PRIMARY SCHOOL

The implementation: Le Thi Binh
Position: Teacher
Place of work: Ha Phong Primary school
Experience initiative of subject: English

1


HA TRUNG, YEAR 2019

1: BACKGROUND
1.1. The season I choose the topics.
Education plays an important role in the development process of human
society. In other words, Education is a determining factor in the rapid and
sustainable development of a nation. Therefore, the Party and State have
identified the aims of education is to train the people to meet the full
requirements of the country industrialization and modernization, especially
during the current integration. Our country has been on a path of renewal. With
the opening policy, we have had the relationship with many countries in the
world. This is a good chance to help people in our country reach all areas of life.



Although English in elementary schools is an elective subject, how to teach
students effectively to gain these objectives is my concern. On the other word,
what and how to make students understand and absorb all lessons easily, they
can remember vocabulary for a long time and use the new words flexibly in
daily communication. In order to attract students , interest in English, the teacher
has to apply suitable methods to teach.
To be successful in every period, English teacher must innovative
synchronous teaching methods. For example, innovative methods of teaching
vocabulary, grammar, sentence structures and teaching skills such as listening,
speaking, reading and writing.
For students, learning and remembering vocabulary as much as possible is
very useful and necessary. Because when the students have a large amount of
vocabulary they can not only understand immediately what their teacher is
saying and answer the teacher, s requests but also make a dialogue in different
situations easily. I courageously give “A number of measures to improve the
efficiency of remembering and using English vocabulary for students in
grade 3, 4 at Ha Phong Primary School”.
1.2. Research purposes:
Research projects to contribute to improve the quality of English primary school
- To improve the quality of students.
- Study of the theoretical basis to teach vocabulary for students to find
solutions to help students easy to learn, easy to remember vocabulary in English
- Help students form vocabulary and memory skills using words effectively
- Study of the body in practice is rarely studied English in primary.
- Propose solutions to improve the quality of English teaching contribute to
improving the quality of education.
- Survey and proposed a number of recommendations aimed at contributing
to improving the quality of teaching.

another factor of language are considered as the grout to set up a home
language.
Teaching vocabulary is an important issue, but learning how to remember
for a long time also equally important. The teacher should not force students to
learn in a restrictive way that teacher encourages students to actively find the
suitable ways to learn by their own style. However, teacher can give the pupils
some of their experiences or help learners focus initially test experience.
To make the process of teaching and learning vocabulary effectively is not
boring, this means changing the teaching technical vocabulary so appealing and
makes learning easily. I can specify the method that causes excitement and
curiosity of elementary school students as drawing directly on the board does
not sharp but just by the rod (stick figures). Either use the real objects such as
toys or action described by vivid and lively more people can teach learners to
imitate the drawing done, put the objects or actions to the words they have
learned. This is the way we actually attract the students , attraction and help them
remember vocabulary longer.
In addition to the specific methods, teachers can incorporate a multiple
techniques to teach to avoid the wasting a lot of time.
2.2. Status of teaching and learning English at Ha Phong Primary School.
I have been teaching English at Ha Phong Primary School for 2 years. I
noticed a common situation is that almost students have not realized the
importance of learning English language. Both students and their parents still
have neglected and overlooked attitude to English in elementary school. So
during the process of studying they do not pay attention to the results of English
learning. They never revise knowledge they had learnt, so they forget all what
they had learnt in a short time.
One of the more common situations is very difficult to acquire the level of
the children are limited while the time for the course is short. Moreover, the
number of students in a class is overcrowded. This means that students do not
have more chances to practice language.

12
2
4B
25
4
8
10
3
Total
81
14
19
39
9
Looking at the above table, we can see the number of students is not much
better. The rate excellent and rather good pupils are low. The rate of average
pupils is high. There are many causes leading these results. In my experience,
the remembering vocabulary to have confidence and interest in learning English
is the main cause. To have better students , results, I have applied some of the
following solutions:
2.3. Solutions and organizational activities.
Each unit is divided into three lessons, combining the teaching of
vocabulary, grammar and practice together in a class with the time allowance of
40 minutes. So I just mentioned to only teaching vocabulary with suitable
techniques for individual pupils.
* The role of teaching vocabulary skills in process of teaching and
learning English.
- The teaching vocabulary skills are applied in all the teaching process.
Since the introduction of vocabulary, practice speaking and writing exercise to
strengthen the boot to create a lively lesson from the beginning of a lesson.

T: say it again. Now listen to me.
A mirror………….a mirror.
S: a mirror.
T: copy this. Who know this word in Vietnamese? Come and write it.
T: which is strong? Do I say mirror or mirror? Remember.
2. Technique for eliciting new vocabulary.
During teaching vocabulary, I often use one of those techniques to present
the words.
2.1 Visuals:
Example:
- To present the word “a car”, I draw a car on the blackboard.
- Ask Ss to read aloud and listen to the teacher and repeat twice.

To present vocabulary in unit 13 English 3: Where, s my book?In
Activity: Point and say. I used pictures to introduce the words: bed and coat,

7


Firstly, I hang the picture and say: bed twice and ask students repeat in
chorus and individual and then stick the picture on the blackboard and write
down the bed under the picture. Do the similar way with the others. Ask
students to repeat and copy down in their notebooks.
Or to introduce family members: grandfather, grandmother, father, mother,
brother, sister in Unit 11. I get students to bring their pictures (if they have) to
class and use their pictures to introduce the vocabulary.
2.2, Mine:
Example:
To introduce the new words in Activity: Look and say in Unit 5 “Can you
swim?” in English 4.

- January, February, March, April, …, December are months in a year
“What does the month/ year means”
2.6, Synonym/ Antonym:
- These techniques are often used to present the vocabulary:
Example: funny
T asks: “What, s another word happy?”
Example: untidy
T asks: “What, s the opposite of tidy?”
2.7, Translation:
Example: Phố
9


Teacher asks: How do you say “phố” in English”? Teacher says: “street”
aloud and get students to repeat in chorus and individual.
3. Techniques for checking vocabulary.
After presenting the vocabulary, I always use some techniques to check
how students understand the vocabulary by using the following games in warmup, project, or play game:
3.1 Rub out and remember: to help student memorize new vocabulary.
+ Present or elicit the new vocabulary and build up a list on the blackboard.
+ After each word put the Vietnamese translation.
+ Get the pupils to take note in their notebooks and ask them to close their
notebooks.
+ Rub out the new words one at a time.
+ Each time I rub out a word in English, point to Vietnamese and ask
“What, s this in English?”
+ When all the English words are rubbed out, go through the Vietnamese
list and get the students to call out the English word.
3.2 Slap the board: to get student to recognize new vocabulary through
listening and to check students understand the meaning of new vocabulary.

circles with the correct words.
chess
skipping
Hide- and- seek

Football

badminton
chatting

3.4 Matching: to get student to match the new vocabulary with definitions,
translations of pictures and to save time pre- teaching.
+ Write new words in a list on the left hand side on the board.
+ Write definitions, translations or draw pictures on the right hand side of
the board.
+ Get students to come up to the board and “match” items in the left hand
list items in the right hand list by drawing a line between them.
+ Four or five students can work at the board at the same time.
+ Check answer by asking the class, “Do you agree?”
Example:
January
February
March
April
May
June
July
August
September
October

and help students practice listening skill.
+ Give the words on the board in the wrong order.
+ Read aloud or tell a story with the new words in it. Get students to put the
words in the correct order by numbering them.
Example:
English
(3)
Maths
(4)
Art
(5)
Music
(1)
Science
(2)
We have five lessons today. Firstly, We have Music. Secondly, We have
Science. Next We have English. And then We have Maths. Finally, We have
Art.
3.7. Bingo: to get students to practice listening to new words and to match
the sounds with spelling.
+ Get the class to brainstorm a list of eight or ten new words and put them
on the board.
+ The students choose five or seven and take note.
+ Read out the words in any order.
+ Each time the student has one of the words that the teacher reads, she/ he
put a tick next to that word.
+ The first student to tick all five words shouts “bingo”
3.8. Jumbled words: to help students to practice spelling new words.
+ Write the words with jumbled letter on the board and tell the student what
the topic is.

T
W
E
N
T
Y
F
T
E
G
J
K
S
P
O
W
N
N
I
N
E
T
U
E
M
F
B
V
V
L

T
E
E
N
+ Base on the cues on the pictures:

13


+ Ask student to look at the picture and letters given to guess the suitable
letters to fill in the squares cross or down.
3.11.Wordstorm: to help students put new vocabulary into a sentence.
+ Get students to work in pairs and brainstorm all the words they know on
a topic.
+ Student A thinks of a word and tell student B.
+ Both students write down the words.
+ Student B thinks of another word, tell student A and then both write I down.
+ When they have thought of all words they can, put two pair together to
share their lists.
+ One pair reads to the other pair who ticks off the same words or adds any
new words. The group with the most words is winner.
Example: Topic: Food and drink.
3.12. Simon says: to help students revise vocabulary with actions.
+ Ask students to do the actions as the teacher or the partner request.
Example: After introducing “Classroom language” in unit 6 English 3, I
have students do as the teacher request.
T: Stand up! Or Stand up, please!
Ss: Act
T: Sit down! Or Sit down, please!
Ss: Act

Park
14


2.4. The results of experience:
a, Results
* Experimental teaching process:
- After two years of testing these methods for block 3 I think that the
subject is really feasible. Based on the results of the first semester of the
academic year 2017 - 2018 I found the quality of teaching has increased
markedly. Detail:
* The academic year 2017 - 2018:
Based on the results of this test I saw the difficulties and limitations in
teaching the lesson. Therefore, I studied to find new ways to teach primary
school children and has set out three basic objectives are:
* First: Helping students understand and remember them as quickly as possible.
* Second: Create excitement for students a passion for learning and very
highly concentrated in class.
* Third: Students learn in an active, creative and have many opportunities
to practice regularly.
+ The following is the content and how to use some of the game in each lesson.
When teaching spoken English to primary school students are initially
taught the children to become familiar with the use of a new language.
Therefore, we must provide them get passion and excitement in learning
To do this it is necessary to simplify everything to fit with early age, giving
them a learning atmosphere is vibrant, fun and exciting creative initiative.
Thereby, they can learn for fun and fun to learn, therefore, we must use the
games integrated into the lessons and teaching process, depending on the lesson
content to choose games for true fit.
b. As a result, changes of the object:


Bad

12
8
9
29

10
8
10
28

10
8
6
24

0
0
0
0

pupils
3A
4A
4B
Total

32

- Above is the "A number of measures to improve efficiency in mind and
use English vocabulary for students in grades 3,4 in elementary school Ha
Phong" "I was strong as given. We look forward to acceptance of the comments
of the teacher, to hone her expertise in the teaching process more.
- English subjects in recent years has been the investment interest of the
leaders. Ourselves as teachers to teach feel very happy and proud about that. But
what we always think concern is the quality of student learning is still not as
high as the requirements set out though the teacher was trying. There are many
causes for this issue, I would like to mention a higher level of interest help
solve:
- To carry out the problems I mentioned above needs the active support of
all the help of the head teacher, the school Board of Management, the
delegation, team...
- The school should have one room for English subjects
(This room must meet as soundproofing, brightness, width, full facilities ...)
- The school needs additional staffing 1 teacher of English.
- Adding new pictures, new tapes each year, providing special equipment
for the department.
Confirmation of headsmaster
Ha Phong, February 20th, 2019
I assure that I wrote this experience initiative,
do not copy other people’s.
Writer by

Le Thi Binh

Cù Thị Phương
INDEX

17

Conclusion
Recommendations

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