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Some measures to teach elementayry english vocabulry prymery students

QUANG XUONG DEPARTMENT OF EDUCATION AND TRAINING

QUANG LOC PRIMARY SCHOOL

EXPERIENCE INITIATIVE

SOME MEASURES TO TEACH ELEMENTARY
ENGLISH VOCABULARY FOR PRIMARY STUDENTS

Written: Doan Thi Van
Position: English teacher
School: Quang Loc Primary School
Experience initiative subject: English

QUANG XUONG 2019


INDEX
Number

Contents


Page

1

Index

Page 1

2

1. Introduction

Page 2

3

1.1. Reason choose topics

Page 2

4

1.2. Thepurpose of research

Page 2

5

1.3. Audience – research methods

Page 2

6

1.4 Research methods

Page 2

7

1.5 New points of experience initiatives

Page 3

8

2. Content of experience initiatives

Page 3

9

2.1. Theoretical basic

Page 3

10

2.2. The current situation

Page 4

11

2.3. Solution and implementation

Page 5

12

a. Studying the textbook

Page 5

13

b. Methods of teaching vocabularies for primary
students

Page 6

14

c. How to help the students to learn vocabularies

Page 12

15

2.4. The results

Page 16

16

3. Conclusion and suggestions

Page 17

17

References

Page 19

1 – INTRODUCTION
1


1.1. Reason choose topics
The goal of education is to train people develop a comprehensive and humane
response to meet the technical requirements of the country today . In which
language is considered to be a powerful and effective tool in the process of
integration and development with other countries in the world . English is an
international language , so the Party and State are particularly interested in the
national foreign language project of the government until 2020 with the
common goal: " Comprehensive renovation of the teaching and learning of
foreign languages in the national education system ... " In which elementary
students have to listen, understand, speak, read and write simple instructions on
topics that are related to themselves and their school. Primary English now also
attaches great importance and interest. Teaching English from small steps will
help the children have a good start for the long journey later”[1]. However, the
children's language learning is completely different from adults, they are very
playful, not respected to academic tasks. “To help students acquire good basic
knowledge of elementary English program toward active learning activities,
against passive learning habits, create a solid foundation of knowledge for
children”[2] the teacher has to know how to inspite them to learning by "Some
measures to teach elementary English vocabulary for primary students". This is
one of the important measures in improving the academic performance of
students. Hopefully this topic will contribute to reduce the difficulties and
obstacles, as well as improve the quality and effectiveness of teaching and
learning English in primary schools.
1.2. The purpose of research.
- Before going into specific issues, I agree that the main method of foreign
language teaching is our integrated, meaning that new words should be taught in
context, the context can is a real object, picture or a conversation, however, it
comes to the teaching and learning of foreign languages is still teaching new
words like?, sentence structure teaches new students how to learn how to use use
new words and new structures of communication in a foreign language.
- Use available sample sentences learned or will learn to introduce new words.
- Use pictures, visual aids to introduce new words.
- Make sure the students understand the structure, vocabulary applied to the
structure to perfect communication functions. Establish the relationship between
the new structure and vocabulary had.
1.3. Audience - research methods:
- Students in grades 5 Quang Loc Primary school.
1.4. Research methods:
Research Methodology document, projected colleagues now, check, compare,
compare student results
I have explored the research material, combining class observation,
experiment, examine and compare the academic performance of students, that
draw the best teaching methods for children.
1.5. New points of experience initiatives:
2


Students have shown that the key to increase vocabulary is exposure to new
words not an innate ability to learn from context. Experts emphasize that
vocabulary development is an attainable goal. If given the opportunity to learn
new words as well as effective instruction, most students can acquire vocabulary
at rates that will improve their comprehension. This enables them to read
increasingly challenging texts with fluency and betters their chances for success
in school and afterward.
2. CONTENT OF EXPERIENCE INITIATIVES
2.1. THEORETICAL BASIC:
The views of the Party is to improve foreign language skills for the
majority of the young generation of the country, and propose innovative
solutions in order to solve the immediate urgent problems in improving language
skills for students rapidly. So far English is considered as a subject that has been
focused and got a lot of attention at the primary level. To meet the requirements
of national renewal, each teacher himself/herself must complete his/her teaching
career. “To do well the teaching and learning of foreign languages in elementary
school, the teacher must understand clearly the children’s psychology in
elementary school as well as their characteristics and abilities when learning
language”[3]
+ Children are very active so they can not afford to sit obediently and listen to
the teacher's lecture. Moreover, they do not have the ability to concentrate for a
long time on thinking and acquiring knowledge. Therefore, in the foreign
language class, children have to be taken part in many different learning
activities.
+ Children need the repetitive elements. I know that children can absorb and
imitate very fast but forget very quick, too. Therefore, materials must be
practised as much as possible. In English classes, the teacher should create
opportunities for the children to further practice through physical exercises
(listen and repeat) and replaced exercises. To meet the specific characteristics of
children in the process of learning a foreign language, we have used the
techniques and forms of communicative exercises to facilitate formation of a
language learning environment. Also in these environments, students are
exposed more. The visual items that are used to help the children get to know
with English native speakers through audio / DVD become active elements of
lectures.
+ Children learn through listening, watching and imitating. Children acquire
knowledge in a completely different way from adults. Adults acquire knowledge
in a sense, analysis while the young acquire it naturally through intuition. So
what exercises to strengthen the observation of children through the audio-visual
and mechanical imitation as well as modeling activities of teachers to introduce
the new materials must ensure the accuracy of the language, especially
pronunciation.

3


+ The ability of children are curious, energetic and creative in a very natural
way. Children always need to explore their surroundings and interact with
people so that children establish an understanding of the world where they live.
+ Children would love to communicate. When we meet the children who we do
not know, through the first minute they might be shy, but after a few questions of
our encouragement, they will tell us about their selves, their parents, interests,
including saying bad things that their friends do, and would love to ask
questions back.
With the above characteristics, we can see that, in order to help them get a better
ability to practice languages well, we need to have a reasonable solution. “We
can not teach children like an adult. This shows that the teacher must have a
high technical level to enter the world of young children to eventually lead to
new concepts, to a deeper understanding of concepts that children initially
approached. Children’s learning language depends heavily on incentives. This
totally depends on the style of the teacher. If teachers encourage young children
to create a good learning environment, children will learn a lot faster”[4]. In
many teaching methods to promote children’s positivity, there are some methods
which are consistent and favorite for all ages . Consequently, the teacher must
know how to combine the use of all available ones and promote their abilities in
self-composing songs and chants so that all class hours achieve the highest
efficiency.
2.2. THE CURRENT SITUATION :
Through practical teaching in Quang Loc primary school I see, there are some
following advantages:
Administrators are very interested in foreign language teaching. The school
has two good teachers of English who always try to self-learn, self- upgrade
their skills, create and know how to apply the information technology in
teaching, innovate teaching methods appropriate for each kind of students in
order to help them quickly understand the lesson. Those are teachers who love
the teaching job, the kids and who are enthusiastic and responsible in the work,
ready to complete all assigned tasks.
On the other hand, it also has a certain number of difficulties:
+ There is a number of hard students who are the children of the poor families or
the families in which the parents are divorced...Therefore, the education of the
children in these families are little cared for, which affects the children’s
learning outcomes.
+ And what is equally important is that a lot of parents do not know English,
therefore, it is impossible for them to help their children to learn English.
+ Some children have psychology of being shy when speaking in the public.
+ Because of circumstances, many children do not focus on learning foreign
language, they learn how to cope and some are bored with studying English.
+ They do not speak English fluently because of no regular use.
Class Total
Quality
Excellent

Percent

Good

Percent

Average

Percent

Weak

Percent

4


5A

32

5

15,6%

10

31,3%

15

46,8%

2

6,3%

* “The survey results in early school year of class 5A at Quang Loc Primary
school ”
So how to help the teaching and learning English achieve high efficiency?
Through teaching and research so I boldly launched "Some measures to teach
elementary English vocabulary for primary students ."
2.3. SOLUTION AND IMPLEMENTATION
Through practical teaching in Quang Loc primary schools I have researched
and used the following measures to help students improve their language
learning in primary schools better:
a. Studying the textbooks:
The purpose of this method is to help the teachers master the English program
of grade 3,4,5 to find the most appropriate method for each particular lesson.
Currently my school is using the book English - The Ministry of Education and
Training publisher for grades 3,4,5. Through the book I find that the form of
this book is suitable for primary school age: “pictures are colorful and vivid, the
characters are fun and accompany them from the first lesson for the rest of the
books, give them the curiosity through each lesson, help them see the characters
as their friends. In terms of the content of this book revolves around the topic,
the topic is very friendly, close to the lives of the children. Each topic focuses on
phonics, vocabulary and grammar with very short sentence patterns consistent
with age. The structure of all these books meets the aesthetic and content for
elementary school children”[5]. As we know, to study well, students need to
have a good set of books and teachers have to know how to use the method
correctly and flexibly to transmit knowledge to the children. On the other hand,
due to the requirements of society and the demands of educational strategies,
each teacher must improve teaching skills that are suitable with school age. It
means that when teaching in the classroom we must take into account that:
+ Children do not have the ability to understand the rules of grammar, do not
understand the explanation of rules of language such as rules on the use of the
verb.
*For example: If we explain that the present simple is used to express repeated
daily action, habits ... it is too abstract, children do not have the ability to
imagine the content of rules to understand, as well as remember sample
sentences and grammatical rules, so they just learn the prefabricated phrases
without being analyzed how to form these sentences.
+ Children have the ability to imitate very quickly what adults do so when
learning new things they will absorb very fast but also be easy to forget.
+ Children enjoy participating in different activities but do not like sitting
silently long.
So the teacher in the classroom is only the instructor and the students’ role is a
positive factor, they voluntarily participate in activities that teacher provides in
a natural way to help children practice well the skills as well as use new words
and modal sentences exactly and smoothly.
5


b. Methods of teaching vocabulary for primary students
The purpose of these methods is to create excitement for students, create a
change in class activities, review the vocabulary and sentences, help students
practice the pronunciation, intonation, stress…Besides, they are used to switch
to a new or familiar topic, Specifically as follows:
*Songs:
Most of children, especially the primary students like singing very much.
Through the study of teaching songs as a kind of lively and attractive exercises
in order to teach children how to learn foreign languages. I can give the benefits
of teaching songs in a foreign language class.
+ Help students improve memory , concentration, association .
+ Help bring motivation for them .
+ Help students relax after the stressful study .
+ Help the children get along with other students in the class .
+ Change the status of a classroom effectively, help the English lessons more
interesting, balance energy level in the class.
+ Especially, help students review as well as practice the materials such as
vocabularies, modal sentences, pronunciation and intonation effectively.
Sometimes songs are used to teach new materials.They are really sticky, make
children remember material very well. However, in order to teach a song
successfully, the teacher has to master the basic steps to teach it:
- The process of teaching a song:
+ Review or introduce the main structures in the song using pictures/ objects if
possible.
+ Play the recording, let children listen to the whole song once . This step helps
them have a chance to access the melody of songs , create emotion and curiosity
for this tune . This is also a step which creates excitement for the children so
that they are ready to take part in.
+ Let children read the lyrics line by line. At this time, children have to
pronounce exactly the lyrics. They have to particularly pay attention to the wind
sound because its position in Vietnamese is not the same in English .
For example, the wind sounds in English appear a lot at the end of many words
such as : Piece / pi : s / , wish / wi∫ / and they are difficult to pronounce,
especially when they stand at the end of the words such as: “chair / t∫eə /,
watch / w ‫ ס‬t∫ / , village / vilid ‫ צ‬/ . Students often miss the sound when singing.
This makes our Vietnamese be turned , lack of tonal English .
+ When reading vocabulary, we need drill the children to read the stress
properly ('apple, 'every, 'beautiful) because in English songs, the word stress is
very important. However, the sentence stress does not take any important roles
because it is dominated by songs. When training them to read the lyrics we
should pay attention to interrupting as the way the song breaks, do not interrupt
as the grammartical request. In this way, the children will be able to acsess the
rythym easily.
6


For example: In the song “ Where do you live ?...” the following sentence is
interrupted as the rythym below:
Where do you live ?...” I live in Quang Trung street..... It’s big and pretty.
So when practising the children to read, the teacher should teach them to
interrupt in this way so that they can sing the song in the correct rythym.
In the process of teaching children to read, the teacher should explain to
children about the meaning, content of the song. However the teacher only
explains the common sense without teaching each sample sentences appearing in
the song. We still provide them with corpus in principle as they are
prefabricated units.
For example: When teaching the song “ How do you learn English ? ” we
only teach them know the numbers from 1 to 4 and know how to use them to
count How do you learn English but we don’t teach “little” as a verb to describe
How do you learn English ?
How do you learn
English ?
1. How do you practise
speaking ?
I speak to my friends evry day.
2 . How do you practise reading ?
I read English comicbooks
3. How do you practice writing ?
I write emails to my friends
4. And how do you practice listening ?
I watch English cartoons on TV
+ Let children sing each verse, teacher composes the movements fit the lyrics.
This step children often imitate fast melody and lyrics. Teachers can use CD or
DVD,get the children repeat each sentence. The reason for this requirement is
that the songs in the disk are sung by British, American children. The
intervention of the teacher's voice isn’t often as positively effective as the young
native voice.
+ Open tapes for children to sing along and make movements. When children
have grasped the whole ways to sing each verse, children need to be connected
to sing the complete song. Again CD / DVD gives opportunities for children to
adjust the sound and rythym
+ Have children sing in groups, combining both singing and making
movements.
+ Call on some students to perform before the class.
After finishing teaching a song, the children will be very excited and the
lessons also become more interesting. By the way teaching English through
7


songs will be easier for the teacher to teach as well as for children to study.
These songs are often used in less controlled practice / Production, warm up or
checking the previous lessons. Along with songs, chants also play an important
role in practising children new words, modal sentences, intonation and stress.
*. Chants
A chant is simply vocabulary spoken over a background of music or rhythm.
They are useful because something about the music energizes the students, and
they have to pronounce the word in a rhythm. I find that a chant is a lot easier to
teach than a song. However, I also use chants regularly in my weekly classes.
Also, if you are not comfortable with singing in front of your students, chants
are useful.
In the process of learning a foreign language, we have used this type of chant
naturally to train the students ability to speak English correctly with the sentence
stress and sentence rhythm as well as remind students the grammar that they
were learned as sample sentences, vocabulary... We also teach students the
language functions such as explanation, asking for information, developing
listening and speaking skills, creating a fun atmosphere in the classroom
appealing to help students learn to speak a foreign language easier. The chants
are all constructed on the basis of common everyday words, not poetry. Rhythm,
stress and intonation of the chant is a version of a natural language, a speech of
those who have studied in England. For example, when we read “Hi, how are
you? Fine. “ How are you ?” (chant) our reading must be the same as the normal
communicative speech, although it echoes the rhythm of poetry. Chant for
foreign language classes often serve the purpose of teaching, grammar (sample
sentence), pronunciation (stress, rhythm sentence, consonant - vowel sounds).
We call these kinds of chants asVocabulary, Grammar chants or Phonics
chants.To help the students study well, the teachers must master the process of
teaching a chant:
- The process of teaching a chant:
+ Have students listen to the teacher read the form once, the teacher says while
clapping to the beat all. Have students read new words. Teacher explains the
meaning of new words using pictures and illustrative movements without
translating into Vietnamese. When speaking the content of chant, teacher just
explains to children about all common sense of chants, through images, gestures,
situations, not teach phrases appearing in all chants. The teacher offers corpus
for children in principle as they are prefabricated units.
+ Teaching how to read the post chants. Teacher copies chants on the board then
marks * or underlines sentence stress for students so that they can read properly.
Read each statement of post chant and clap in accordance with the accent and
rhythm of each sentence. Note about the way to drill the students until they
memorize thoroughly. Teach students the movements in post chant.
+ Divide the class into two groups. A group repeat each sentence of the chant
while the other clap their hands in the correct rythym of the chant then switch
roles to do the steps above.
+ Call a student reread the chants.
8


+ The class read the chant again to review the entire phonics of the chant
For example : Teaching students a chant to practice the phrases and words in the
English 5/B unit 12 (Grade 5)
+ Teacher shows some pictures and posts/ writes the chant on the board:
Why shouldn’t he do that?
Look at Jim.
What’s he doing?
He’s riding his bike too fast.
Should he ride it too fast?
No, he shouldn’t.
Why not?
He may fall off his bike.

Look at Mary.
What’s she doing?
She’s playing with a cat on the str
Should she play with the cat?
No, she shouldn’t.
Why not?
It may scratch her face.
+ Teach the meaning: Explain the main ideal of the whole chant, not translate
each sentence.
For example: “This chant tells us what Jim can do. He can ride too fast; and
what about Marry? She can play the cat. And what about you? A friend says that
he can ride bike”
+ Read and beat: Let students read each sentence in the rythym, while clapping
or tapping beat by beating hands down on the table :
Look (clap) at Jim (clap)
What’s (clap )he (clap) doing ( clap)
He’s (clap) riding ( clap ) his bike ( clap ) too fast
Should (clap) he (clap) ride ( clap) it ( clap) toofast ?
No, ( clap)he shouldn’t.( clap)
Why (clap) not (clap) ?
He (clap) may (clap) fall off (clap) his bike (clap)
The rhythm falls on the accented syllable, bold letters. Teacher helps students
read again and again many times until they can learn them by heart
+ Drama: Call a group of three students to the board:
The first student takes the role of the boy.
The second student takes the role of Marry.
The third student plays the role "Me".
The whole class read the chant and clap their hands while the three students do
movements in turn )
The whole class clap their hands and point to the boy:
Look (clap) at Jim (clap). What’s (clap )he (clap) doing ( clap)
The boy makes the gestures of doing
The whole class clap their hands and point to Marry
9


Look (clap) at Marry (clap) .
She’s(clap ) playing (clap )with (clap )a cat (clap ) on (clap )the street( clap ).
Marry makes the gestures of playing with the cat.
The class sit silently. The student who plays the role "Me" reads while making
gestures: “Look at me” then points to his chest and reads “ I can ride bike too
fast” at the same time making the gestures of plaing with the cat.
These are the steps of teaching a chant to change the class atmosphere
effectively. I find that though these lessons, the students are very confident to
read chants at the same time chants also help the students read better in English
intonation.
*Here are pictures of the students who are reading chants:

By teaching the songs and chants, the teacher helps students really enjoy
participating in performances, reading-speaking English. However, in the book
Let’s go there are not many songs because each unit has only one song while
there are four units in each book it means that the students only study four songs
per semester (for the fifth form) and there is no chant. Therefore, we should
have the best solution to improve the ability of composing songs and chants by
ourselves.
* Pictures

Example 1 : Unit 1: Lesson 1 - Grade 5
Laos

Korea

Malaysia

Vietnam

Malaysia

10


Example 2 : Unit 3 : Lesson 1- Grade 5
dictionary

paint brushes

balloons

clock

birthday

Example 3: Unit 7 : Lesson 1 – Grade 5
shuttlecock

karate

blindman`s bluff

rollerskating

table tennis

* Synonym
Example :
Bike = bicycle
Football = soccer
Learn= study
Autumn= fall
Corn= maize
..............................................
...............................................
* Antonyms
Example :
Like - hate
Fat – thin

11


Black- white
Funny - boring
.........................................
.........................................
tall

short big

small long

short weak

young

old

strong

C .How to help the students to learn vocabulary:
* Songs:
1. In the book English grade 5 there is only one song per each unit and there
are not any chants so the teachers always have to look for songs and
chants matching the theme of the lesson. But there are too many English
songs so sometimes the teachers find confused in choosing suitable songs
for their class. The appropriate requests here involve many aspects:
suitable for ages, suitable for the topics that they are learning, suitable for
their ability to acquire, and suitable for children’s understanding.
Sometimes we find a good song which is suitable with the theme but its
rythym is very difficult for the children to imitate.
*For example :
“Snow White and Aladdin”
There’s a girl who’s so gentle,
So gentle and so kind.
Snow White is her name.
Yes, Snow White is her name.
There’s a boy who’s so clever,
So clever and so bright.
Aladdin is his name.
Yes, Aladdin is his name.
To solve the above problem, the teacher must know how to compose a song
meeting her request. However, it is impossible for teachers to compose the
rythym of the songs because they are not musicians and do not understand the
basic music. So teachers can use the melody of the songs that are familiar with
12


the children, or the songs are taken from English books for primary students or
the songs in the course of their own and then compose the new lyrics. However,
to do these, the teacher needs to master the following steps:
+ Step1: Select the sample songs (with interesting melody but also easy to
remember)
+ Step 2: Select the topic and theme matching the content that the teachers are
teaching or teachers need to review.
+ Step 3: Find words related to the topic chosen for replacement (to do this step
students have to find the words that are suitable for both content and number of
syllables.
+ Step 4: Merge the selected words in the lyrics to make a new song as the
topics that teachers select.
* Here are the pictures of Ss who are singing and dancing the song “What do
you do in your free time?”

Through this part of composing songs I realize that students are really proactive
and creative in the use of vocabulary, they can improve their vocabulary
significantly, and especially remember phrases well. One little more methods
that students need to do similarly is Chants
*. Chants
I know children would love to read poetry and singing. To avoid boring
atmosphere when teaching children to learn words, phrases and pronunciations
the teacher can use the above chants. However, sometimes it is not easy for the
teacher to find out the suitable chants with the requirement that the teacher is
teaching. For example, there are words that we need to teach for Vietnamese
children such as “Chopsticks”, or difficult English sounds that Vietnamese
students often make mistakes such as / s /, / ∫ /, / t∫ /, / δ /,/θ/ are difficult to find
in the chants used to teach for the Western children. So the challenge for teacher
is to build himself/herself an ability of making chants. Besides, an other reason
is that we could not find many but could find only some chants with a theme, a
sample sentence . Capacity of making chants helps teachers enhance the number
of chants in a topic, for a purpose. The method is mainly based on an available
13


chant and change its elements according to their own. But the most important
thing while composing chants is to keep the beat of the original chant. To ensure
this we need to note about the number of sounds ( not words because in
English, there may be one or more sounds in each word).
->There is no chant in the book English 5 so the teacher herself/himself has to
make chants for the Ss to practice
For example: The teachers can change its elements according to their own.
Original sentences
Compositions
Meet my friends
There’s a dog
Peter and Mary
I like dogs
Meet my friends
There’s a frog
Tom and Tony
I like frogs
Play with my friends
What do you like?
Yeah! Yeah! Yeah!
Dogs and frogs
So from an original chants teachers themselves can compose a similar chants
with slow and humming rythym of reading that makes students very easy to
remember.
For the teacher’s composing gets good effectiveness, the teacher also guides
students how to compose chants in order to improve the knowledge they have
learned. Teacher gives the topics and the students discuss then they compose the
chants for themselves. That is the next extremely important step for them to
practice language effectively.
*Here are some chants that the students compose basing on the teacher’s
“original sentences”.
+ 1st chant: Topic “ What are you doing ?”:
What are you doing?
I’m reading the Aladdin story.
What’s Aladdin like?
What’s he like ?
He’s
clever and he’s kind.
What are you reading ?
I’m reading the Cinderella story.
What’s Cinderella like?
What’s she like ?
She’s beautiful and she’s kind.
+ 2nd chant: Topic: “ What are they going to do ?”
Sports Day will be this weekend.
14


It’ll be this weekend.
What are they going to do?
They’re going to play volleyball.
They’re going to play table tennis.
They are practising hard
For Sports Day.
+ 3rd chant: Topic: “ What do you do in the morning ? ”

What do you do in the morning?
I always brush my teeth.
What do you do after getting up?
I usually go to school.
How often do you go to the library?
I go there once a week.
How often do you play computer games?
I play them every week!
There are many chants that the students compose are very funny. However they
have known how to compose chants by themselves, this helps them develop
language as well as their interest in the subject alot.
* Here are the pictures of the students practising chants under the teacher’s
guide.

* The students practice composing the chants in groups.

15


*Students perform individually.
* Each group perform before the class

Through applying and composing chants and songs in the lesson of English
classes I find it much more efficient than the conventional practice, the children
participate actively and lively in lessons, they self-promote the independence of
their creativity in composing songs, chants and express themselves through their
work. The songs, chants are searched online and composed thematic
requirements in accordance with their young age. This measure helps them not
be bored in English classes. This initiative also requires the flexibility of
teachers in the use of teaching methods.
2.4 THE RESULTS
Thanks to the combination of teaching methods and the organizational form of
teaching, especially the type of teaching that students are center maximizes the
capacity of each student. So their ability to learn English is much better. The
children learn English with a passion, excitement.
* In the class, the majority of students participate in group activities, and build
up the lessons excitedly.
* They read and speak English more naturally, they know how to use rising and
falling intonation as well as to interrupt and break better than they used to
* Through songs and chants,they are practised four basic skills: listening,
speaking, reading, writing effectively
* They are more fearless and self-confident in communication, dare to show
their opinions before the crowd
* Through the application of songs and chants as well as teaching them how to
compose songs in the process of teaching English for the students at Quang
Loc primary school, I see a visible change in learning attitude of students in
English classes. Students are eager to prepare the lessons before class so that
the quality of English has improved markedly.
The survey by the end of March 2019
Class Total
Quality
Excellent

5A

32

12

Percent

37,5%

Good

12

Percent

37,5%

Average

8

Percent

25%

Weak

0

Percent

0

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Looking at the statistics as a teacher I believe that: Measures to help students
improve their ability to practice English through songs and chants, will help
students develop the best language learning ability of themselves as well as
raising the level of teachers who always try their best to find the best methods
for teaching their students.
3. CONCLUSION AND SUGGESTIONS
*Conclusion: Through research and application topics: “Some measures to
teach elementary English vocabulary for primary students”, I have learned some
lessons.
To improve the quality of teaching, the teacher must be dedicated to her craft,
take responsibility for their lessons, take care of all students in the class and the
quality of teaching to find flexible approaches towards innovation in line with her
students.
- Prepare lesson plans thoroughly, meticulously. Increase use of available or
homemade teaching aids practically and effectively.
- Using methods of teaching flexiblly in English lessons, especially using songs
or chants that are available, composed or collected, combining with organizing
games to enhance vocabulary and practice modal sentences in order to give
students a keen subject. Consolidating for students simple centre knowledge
which is easy to remember, easy to use.
- Encourage students to speak English more regularly in the class.
- Reward frequently gifts to students who have progress and participate in
building lessons. In addition, regularly help and encourage the students who are
weak and immediately correct their mistakes of the foreign language gently, so
they are not guilty, ashamed, fear of failure leading to be afraid of saying or
lazy learning.
With much effort, the heart of enthusiasm for the job I always strive to find
new ways of teaching to engage students and help them love English language,
learn English much better. Above is amount of little experience that I have done
and achieved positive results during the last teaching.
* Suggestions:
To improve the quality of teaching and learning of English in primary
school I have some suggestions to management:
+ Request more on providing audiovisual equipment for effective school
+ Request more information on the subjects of English language for teachers
have more conditions to learn from each other
+ Suggest superior rooms to facilitate the teaching and learning of foreign
languages, audiovisual room and multimedia classrooms.
Above are some of the content and methods that I have drawn from actual
teaching of myself in teaching and learning in Quang Loc primary school. But

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there are still certain restrictions so I look forward to the comments of
colleagues and superiors’comments to the subject for more complete days.
CONFIRMATION OF THE LEADER
Quang Xuong, April 15th 2019
OF THE GROUP
I assure that this is my experience
initiative. I do not copy other people’s
content.
Writer

Doan Thi Van

REFERENCES
[1] Phương pháp dạy tiếng Anh trong trường phổ thông – Nguyễn Hạnh Dung
[2] Phương pháp dạy tiếng Anh tiểu học – Nguyễn Quốc Hùng
[3]Teach English. – Cambridge University Press
[4]Teach young learners English – Nguyen Quoc Hung, MA.
[5] Sách Tiếng Anh : 3,4,5 ( Bộ giáo dục và đào tạo )
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