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 Index Page Introduction Page 1.1 Reason choose topics Page 1.2 Thepurpose of research Page 1.3 Audience – research methods Page 1.4 Research methods Page 1.5 New points of experience initiatives Page Content of experience initiatives Page 2.1 Theoretical basic Page 10 2.2 The current situation Page 11 2.3 Solution and implementation Page 12 a Studying the textbook Page 13 b Methods of teaching vocabularies for primary students Page 14 c How to help the students to learn vocabularies Page 12 15 2.4 The results Page 16 16 Conclusion and suggestions Page 17 17 References Page 19 – INTRODUCTION 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 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: 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 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 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 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 + 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 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 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 not focus on learning foreign language, they learn how to cope and some are bored with studying English + They not speak English fluently because of no regular use Class Total Quality Excellent Percent Good Percent Average Percent Weak Percent 5A 32 15,6% 10 31,3% 15 46,8% 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 not have the ability to understand the rules of grammar, 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 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 so when learning new things they will absorb very fast but also be easy to forget + Children enjoy participating in different activities but 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 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, not interrupt as the grammartical request In this way, the children will be able to acsess the rythym easily For example: In the song “ Where you live ? ” the following sentence is interrupted as the rythym below: Where 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 you learn English ? ” we only teach them know the numbers from to and know how to use them to count How you learn English but we don’t teach “little” as a verb to describe How you learn English ? How you learn English ? How you practise speaking ? I speak to my friends evry day How you practise reading ? I read English comicbooks How you practice writing ? I write emails to my friends And how 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 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 the steps above + Call a student reread the chants + 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 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 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 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 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 : Unit 1: Lesson - Grade Laos Korea Malaysia Vietnam Malaysia 10 Example : Unit : Lesson 1- Grade dictionary paint brushes balloons clock birthday Example 3: Unit : Lesson – Grade 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: In the book English grade 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 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 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 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 you 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 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 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 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 ?” 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 you in the morning ? ” What you in the morning? I always brush my teeth What you after getting up? I usually go to school How often you go to the library? I go there once a week How often 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 Percent 25% Weak Percent 16 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 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 17 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 not copy other people’s content Writer Doan Thi Van REFERENCES [1] Phương pháp dạy tiếng Anh 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 đào tạo ) 18 19 ... 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... 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. .. 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