a lesson to attract
the interests and involvements of primary students.
Part III: Conclusion in which all the issued mentioned above are
summarized.
15
To sum up, Part I has referred to rationale, aims, scope, methods and
design of the graduation paper. In Part II, the study introduces the literature
review, the study on techniques to teach English vocabulary in primary schools
in Quang Ninh and some suggested techniques in teaching vocabulary in
primary schools in Quang Ninh.
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Part II: DEVELOPMENT
“If language structures make up the skeleton of language, then it is
vocabulary that provides the vital organs and the flesh”, (Harmer 1993-153).
Ever since language teaching came into its own as a profession in the
twentieth century, there have been persistent considerations of vocabulary in
whatever approaches and methods are involved in classroom teaching ,despite
the fact that so me approaches orto see, particularly when such an approach has been very successful in the ACT and SA state governments in Australia, and with several shared infrastructure and services projects at a national level in Australia including the AGIMO network and online services, and the NECTAR examples (free cloud stack tools for researchers). Shared services create the capacity for a consistent and consolidated approach, as well as enable the foundations of citizen centric design in a practical sense.

Some additional reading and thoughts

Digital literacy and ICT skills – should be embedded into curriculum and encouraged across the board. I did a paper on this as a contribution to the National Australian Curriculum consultation in 2010 with Senator Kate Lundy which identified three areas of ICT competency: 1) Productivity skills, 2) Online