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VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES NGUYỄN THỊ THANH HUYỀN IMPROVING STUDENTS’ VOCABULARY RETENTION THROUGH CONTENT-BASED INSTRUCTIONS Cải thiện vốn từ vựng sinh viên thông qua hướng dẫn dựa nội dung M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60.14.01.11 HANOI – 2014 TIEU LUAN MOI download : skknchat@gmail.com VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES NGUYỄN THỊ THANH HUYỀN IMPROVING STUDENTS’ VOCABULARY RETENTION THROUGH CONTENT-BASED INSTRUCTIONS Cải thiện vốn từ vựng sinh viên thông qua hướng dẫn dựa nội dung M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60.14.01.11 Supervisor: Dr Lâm Quang Đông HANOI - 2014 TIEU LUAN MOI download : skknchat@gmail.com CANDIDATE’S STATEMENT ***** I hereby certify that this minor thesis entitled “Improving students’ vocabulary retention through content-based instructions” is completely the result of my own research for the Degree of Master at the University of Languages and International Studies, Vietnam National University, and that this thesis has not been submitted for any degree at any other university or tertiary institution Signature: Date: NGUYỄN THỊ THANH HUYÊN i TIEU LUAN MOI download : skknchat@gmail.com ACKNOWLEDGEMENTS I am, first of all, particularly indebted to my supervisor, Assoc Prof Dr Lâm Quang Đông for his invaluable assistance, instructions and correction, excellent suggestions and constant encouragement during the research period Without his guidance and help, this work would not have been accomplished Secondly, I am thankful to all the lecturers and staff of Faculty of Graduate and Postgraduate Studies, University of Languages and International Studies, Vietnam National University for their scientific knowledge, guidance and enthusiasm during my course My special thanks also go to the leaders and my colleagues at Ha Long College of Arts, Culture and Tourism for their support and encouragement I would like to extend my sincere thanks to the students who have participated in this research I would like to send my sincere thanks to my friends and classmates for their enthusiasm and advice while the work was in progress Last but not least, I would like to convey my deepest gratitude to my dear family members, who are always besides me to support and encourage me to fulfill my study NGUYỄN THỊ THANH HUYÊN ii TIEU LUAN MOI download : skknchat@gmail.com ABSTRACT This study was conducted to investigate the effectiveness of the use of contentbased instructions on first year students‟ vocabulary retention at Ha Long College of Arts, Culture and Tourism It made a comparison between a traditional method of teaching vocabulary with translation, spelling, the phonemic transcription and a new method involving content-based instructions to find out how students could memorize the words they learnt more effectively The observation was carried out in 06 weeks of the second semester of the first year and was divided into 12 lessons The subjects were 45 students of a class of the Hotel and Restaurant Department NVDL K13 The class received the treatment involving content-based instructions and observed by the author, who entered every necessary information in her diary Vocabulary tests, including pre-test, progress test and post-test, were administered The data collected from the test scores were analyzed to measure the size of vocabulary that students could retain The result showed considerable improvement in word memorization of the students in the class The findings of the study also indicated that content-based instructions should be used for future vocabulary learning Some implications and recommendations for the future studies were also included iii TIEU LUAN MOI download : skknchat@gmail.com TABLE OF CONTENT CANDIDATE’S STATEMENT i ACKNOWLEDGEMENTS ii ABSTRACT iii TABLE OF CONTENT iv PART ONE: INTRODUCTION 1 RATIONALE OF THE STUDY STATEMENT OF THE PROBLEM AIM OF THE STUDY 4 RESEARCH QUESTION SCOPE OF THE STUDY METHODS OF THE STUDY ORGANIZATION OF THE THESIS PART TWO: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.1 VOCABULARY RETENTION 1.1.1 What is vocabulary? 1.1.2 What is involved in knowing a word? 1.1.3 Traditional vocabulary teaching 1.1.4 Current vocabulary teaching 1.2 VOCABULARY MEMORIZATION IN LANGUAGE LEARNING 11 1.2.1 Short-term and long-term memory 11 1.2.2 Major factors affecting word memorization 12 1.3 CONTENT-BASED INSTRUCTIONS 13 1.3.1 What is Content-based instruction (CBI)? 13 1.3.2 Benefits of content-based instructions 15 1.3.3 Comparison with other approaches 15 1.3.4 What does a content-based instruction lesson look like? 16 iv TIEU LUAN MOI download : skknchat@gmail.com 1.4 PREVIOUS STUDIES 17 1.5 SUMMARY 18 CHAPTER 2: METHODOLOGY 20 2.1 RESEARCH QUESTION RE-STATED 20 2.2 METHODOLOGY 20 2.2.1 An action research process 20 2.2.2 Participants 21 2.2.3 Treatment 21 2.2.4 The teaching context 22 2.3 SUMMARY 28 CHAPTER 3: FINDINGS AND IMPLICATIONS 29 3.1 STATISTICS AND ANALYSIS OF DATA 29 3.1.1 Information from the observation 29 3.1.2 Result of the continuous monitoring 30 3.1.3 The results of the pre-test, progress-test and post-test 31 3.2 MAJOR FINDINGS AND DISCUSSION 33 3.4 SUMMARY 37 PART THREE: CONCLUSION 38 CONCLUSION 38 LIMITATIONS AND RECOMMENDATIONS 38 REFERENCES 41 APPENDIX I v TIEU LUAN MOI download : skknchat@gmail.com PART ONE: INTRODUCTION Rationale of the study Among influential factors to learning English, vocabulary is an essential component, central to language, and is of great significance to language learners It provides us with materials to feed into the grammatical structures in order to produce complete utterances It is one element that links the four skills of speaking, listening, reading and writing all together Without vocabulary, speakers cannot convey meaning and communicate with each other in a particular language Vocabulary as the major part of language learning has been the subject of numerous studies which have made significant contributions to the field The prominent theorists and researchers in the field have long recognized the role of vocabulary knowledge in second or foreign language learning Accordingly, new approaches, techniques, exercises and practice have been introduced into the field to teach vocabulary (Hatch & Brown, 1995) It has been suggested that teaching vocabulary should not only consist of teaching specific words but also aim at equipping learners with strategies necessary to expand their vocabulary knowledge (Hulstjin, 1997) At Ha Long College of Arts, Culture and Tourism (HCACT), which is known as a good education provider to students of Arts, Culture and Tourism, English has been considered a compulsory subject and has attracted considerable attention from the Management Board Teaching and learning English in general and vocabulary in particular is the concern of both the teaching staff and the students The most frequently-used method of teaching vocabulary in a class of English is giving the explanations and Vietnamese equivalents of words, and then having students written practice exercises Several teachers have also tried to apply one or two new ways of teaching vocabulary in their classes; however, the effect has not been significant enough Students just sit in silence, and then copy the corrected TIEU LUAN MOI download : skknchat@gmail.com answers that are given by their teachers They seem to get bored with this way of learning every day, then they forget and cannot speak or make sentences with the words they have learned Perhaps, there can be various reasons for this, including large classes, psychological or cultural differences, teaching methods, teacher‟s knowledge, student‟s lack of ideas or language devices, etc More importantly, words cannot be memorized if introduced out of context in which they are used In other words, if teachers wish that their students could retain new words better in their memory, new words must be put into, or associated with, meaningful content This is exactly the belief which drove me to conduct this action research entitled “Improving students’ vocabulary retention through content-based instructions” Statement of the problem In language learning, students need to have tools to learn new words as well as to prevent them from forgetting new words (Pimsleur, 1967, cited in Nation, 2001) This is true with students of Tourism at HCACT, who have to learn English as a compulsory subject at the college Nguyễn Thị Linh Lam (2004) and Đào Thị Thanh Mai (2004) suggest that Vietnamese students need to be taught how to apply appropriate vocabulary learning strategies to acquire vocabulary in a more effective way HCACT students of Tourism specializing in restaurant and hotel services are trained to be waiters /waitresses or receptionists who are required to use English very often in their jobs Therefore, a large proportion of the college‟s training curriculum is allocated for the English subject In the first year, they have 10 forty-five minute periods of English a week or 150 periods during the two terms of the year Moreover, the majority of the students learnt English for years and some for years before entering this college Despite this large amount of English learning time, their vocabulary is still poor Many of them complain that they spend most of the time learning vocabulary, but the results are disappointing They cannot remember the words they learn Consequently, their lack of good vocabulary has TIEU LUAN MOI download : skknchat@gmail.com badly affected their writing, reading, listening and speaking proficiency They seem to be not eager enough to learn vocabulary lessons in particular and the English subject in general The real situation leads to our assumption that the students may have problems in their vocabulary learning techniques With years of teaching experience, the author realizes that the teaching of vocabulary for the first year students of Tourism at HCACT encounters a lot of trouble because they have to cope with a large number of words specializing in restaurant and hotel services Although several techniques in teaching vocabulary are presented, the effectiveness is not considerable Teaching vocabulary through games is often recommended and also shows some advantages For example, it can help students acquire English words quickly and create rather relaxing learning atmosphere for students However, it makes the class very noisy and some games not require students to speak any language during the games Teaching vocabulary through word lists is also applied at HCACT, but it does not seem to be very effective for the first year students because it is said to be boring, so it cannot help them to memorize words as effectively as they expect The English teachers at HCACT are now faced with the challenge of finding ways how to help their students memorize vocabulary effectively and how to motivate them in the vocabulary lessons Following is a description how vocabulary of the textbooks “May I help you” or “English for cooking” is taught There are many ESP words presented in each unit of the book, but there is a lack of visual illustrations for students to imagine the things that they have never seen before Pictures or photos, for instance, are hardly ever used in the vocabulary lessons It can be said that the teachers want to make changes neither to the course book nor to their current teaching techniques They just present vocabulary by supplying the words‟ meaning and phonemic transcription Their students repeat the words and TIEU LUAN MOI download : skknchat@gmail.com PART THREE: CONCLUSION This part provides the readers with the conclusion, the limitations of the study, recommendations for further Conclusion The present study attempts to examine the effect of the using of content-based instructions to increase students‟ vocabulary memorization for the first year students at Ha Long College of Art, Culture and Tourism With an action research design, the results of the study show that the performance of students is better and the level of word memorization increases The hope on a better vocabulary memorization brought by the using of contentbased instructions gives a good sight Comparing the results of the vocabulary tests, the results of data analysis confirm the positive effect of this technique The results from this study also indicate a significant difference in vocabulary memorization size of the class that the author applied the method The technique helps students establish the relationship between related words and increase word mastery as students have chances to work with words in deeper process The students in the class remember vocabulary effectively after the treatment Basing on outcomes of the research, there are suggestions that the using of contentbased instructions should be utilized for vocabulary instruction The role of the teacher, the selection of content instructions and related words should also be considered It is expected that this study will bring some beneficial effects on vocabulary learning and language learning as well in her institution despite some limitations Limitations and recommendations Naturally, this study, like many others, cannot be free from limitations, which require further studies to address 38 TIEU LUAN MOI download : skknchat@gmail.com First of all, the number of participants is not large enough to ensure that the results of this study can be generalized for a larger target group Instead, the author can only state that the results are true for the current pedagogical situation Thus, a replication study with a greater number of subjects is needed to obtain reliable results It is recommended that this study should be replicated with a larger number of subjects so as to be able to run analyses on the connection between changes in reported frequency of using this technique for students‟ achievements The second limitation is the length of the observation The study was conducted in six weeks with 12 lessons in 60 periods, which could be regarded as rather short Because of this, the author could only measure the short-term effects of the strategy employed in the instruction course It cannot come to a general conclusion that this technique contributes to the students‟ general achievements in learning English Furthermore, the author does not collect the data of how long the students retain the new words It is also difficult for her to reinforce the technique using in the textbook For the further study, author should lengthen the period for such a course to confirm its long-term effects Another limitation is that the author focused only on the observation and the tests to access students‟ memorization These tests may help the author get more accurate assessment of what students have been taught Furthermore, questionnaires, interviews or think-aloud protocols are good tools to gain insights into the effects of such a training course However, they have not been used in this study It is advisable that other researchers could use the mentioned methods to gather data or to get students‟ responses from the experimental research as interviewing students, giving students questionnaires to find how they feel about the new treatment Last but not least, due to the content of vocabulary presented in the textbook, the shortage of materials and teaching aids, this study mostly dealt with nouns used in the hotel and restaurant field This study limited itself from investigating other parts of speech such as verbs, prepositions, adjectives and adverbs It is recommended 39 TIEU LUAN MOI download : skknchat@gmail.com that the use of content-based instructions should be implemented with other kind of words and other fields such as Civil Construction, Information Technology, Financial and Banking Economics, etc… who often contact with concrete concepts In the future, it will be a great effort if modern technologies are applied in vocabulary lessons 40 TIEU LUAN MOI download : skknchat@gmail.com REFERENCES Alexander, P.A., Kulikowich, J.M., & Jetton, T.L (1994) The role of subjectmatter knowledge and interest in the processing of linear and nonlinear texts, Review of Educational Research, 64, 201-252 Akbari, O (2008) Teaching Vocabulary Items through Contextualization and Pictures to Elementary Iranian EFL Students Retrieved September 2008 from http://www.asian-efl-journal.com/September_08_oa.php Beck I L & McKeown M G (1991), “ Conditions of Vocabulary Acquisition”, In R Barr, M Kamit, P Mosenthal, P &D Pearson, Handbook of Reading Research, Vol 2,p 789-814 New York: Longman Brinton, D.M., Snow, M.A and Wesche, M.B (1989) Content-based Second language Instruction, Boston: Heinle and Heinle Publishers Brinton, D M., The content-based classroom: Perspectives on integrating language and content White Plains, NY: Longman Christopher St Y (1997) May I Help You Youth publisher, Vietnam Crandall, J A & Tucker, G R (1990) Content-based language instruction in second and foreign languages, p187 In Anivan, S (ed.) Language teaching methodology for the nineties, (pp.83-96) Singapore: SEAMEO Regional Language Centre ED 366 187 Curtain, H A, & Pesola, C A (1994) Languages and children: Making the match (2nd ed.) NY: Longman Đào Thị Thanh Mai (2004) Vocabulary Revision through Word Games for non major English Students at the Navy Academy: A Quasi-Experimental Study Unpublished M.A Thesis, Hanoi University 10 Decarrio, J ( 2001) Vocabulary Learning and Teaching In M Celle-Murcia (Ed) Teaching English as a Second or Foreign Language: Heinle & Heinle 41 TIEU LUAN MOI download : skknchat@gmail.com 11 Đỗ Thị Thu Hà (2007) Using Language Games to Improve Students’ Retention of ESP Vocabulary at Nam Dinh College of Construction Unpublished M.A Thesis, University of Languages and International Studies, Vietnam National University 12 Gairns ,R & S Redman (1986) Working With Words: A Guide to Teaching and Learning Vocabulary Cambridge: Cambridge University Press 13 Grabe, W, & Stoller, FL (1997) Content-Based Instruction: Research foundations 14 Harmer, J (1991) The Practice of English Language Teaching New York: Longman 15 Herman, F (2003) Differential Effects of Reading and Memorization of Paired Associations on Vocabulary Acquisition in Adult Learners of English as a Second Language TESL- EJ7: Retrieved September 2008 from http:// writing – berkerley.edu/ TESL- EJ el 25/al.htlm 16 Hatch, E & Brown, C (1995) Vocabulary, Semantics, and Language Education Cambridge: Cambridge University Press 17 Hulstijin, J H (1997) Mnemonic Methods in Foreign Language Vocabulary Learning Cambridge: Cambridge University Press 18 Hutchinson, T (1997) Lifelines Elementary (Student’s book) Oxford University Press 19 Hutchinson, T (1997) Lifelines Elementary (Teacher’s book) Oxford University Press 20 Jahangard, A (2007) Which Word Types (Technical or General) are more Difficult to Retain by the Iranian High School Learners? Asian EFL Journal, 3(2), 6-23 Retrieved from September 20, 2009, from http://www.asianefljournal.com 42 TIEU LUAN MOI download : skknchat@gmail.com 21 Jeffrey, K., & Henry, R (2006) Repeated retrieval during learning is the Key to Long–term retention Retrieved June, 2008 from: http:// psych.wustl.edu/memory/Roddy%20 article%20PDF‟s/ 22 Krapp, Hidi, S & Renninger K.A (1992) The role of interest in learning and Development Psychology Press, Taylor & Francis Group New York and London 23 Laufer, B (1997) The Lexical Plight in Second Language Reading Cambridge: Cambridge University Press 24 Linda, E (2006) Fostering Retention in Adult Learners Retrieved June, 2008, from : http://www.clomedia.com/content/templetes/ 25 Mayer, R E (1997) Multimedia learning: Are we asking the right question? Educational Psychologist, 32(1), 1-19 27 Miller G A & Gidea P M (1987) How Children Learn Words Scientific American 257, pp 94-99 28 Miller, Christine A “Action Research: Making Sense of Data.” On-line article recovered 11/05/2007, www.coe.fau.edu/sfcel/sensdata.htm 29 Moras, S (2001) Teaching Vocabulary to Advanced Students: A lexical Approach Karen‟s Linguistic Issues, July 2001 Retrieved November, 2008, from:http://www3.telus.net/linguisticissue /teaching vocabulary.html 30 Nagy W E & Scott J A (2000), “ Vocabulary processes”, In M L L Kamil, P Mosenthal, P D P & R Barr, Handbook of Reading Research Vol 3,pp 269-284 Mahwah, NJ: Erlbaum 31 Nation, P (2001) Learning Vocabulary in Another Language Cambridge: Cambridge University Press 32 Nguyễn Thị Linh Lam (2004) Strategies for Learning English by Students at Center Early Childhood Education College NO2 Unpublished MA thesis, Hanoi University of Foreign Studies 43 TIEU LUAN MOI download : skknchat@gmail.com 33 Nunan, D (1999) Second Language Teaching and Learning Heinle and Heinle Publishers, U.S.A 34 Parsons, Rich D., and Kimberlee S Brown Teacher as Reflective and Practitioner and Action Reseacher Belmont, Calif: Wadsworth/ Thomson Learning 2002 35 Pyles, T & Algeo, J (1970) English- An Introduction to Language New York: Harcourt, Brace and World 36.Sharifian, F (2000) Memory Enhancement in Language Pedagogy: Implications from Cognitive Research TESL- EJ Vol 6.2 Retrieved from: http:// wwwwriting berkeley.edu/ TESL- EJ/ ejtitle.html 37 Sokmen, A J (1997) Current trend in teaching second language vocabulary In N Schmitt and M McCarthy Vocabulary: Description, Acquisition and Pedagogy Cambridge University Press 38 Tạ Quang Hưng & Nguyễn Văn Độ (1994) Methodology Handbook for Vietnam Hanoi University of Foreign Studies 39 Tracy, P (1996) Investigating Vocabulary Learning by First Year Students at Rouen Graduate school of Management Retrieved July, 2008 from: http;//www.aston.ac.uk/lss/English/02_msc/02_diss/tplowman.jsp 40 Ur, P (1996) A Course in Language Teaching Cambridge University Press 44 TIEU LUAN MOI download : skknchat@gmail.com APPENDIX TEST PAPERS Ha Long College of Art, Culture and Tourism Mark VOCABULARY PRE-TEST Time: 30 minutes Name: ……………………… Class: ………………….…… Section 1: Match the pictures with the words from the box Write your answers in the numbered blanks below the pictures: (20ps) car lorry boat coach helicopter bus train 2: ………… 7: ………… plane motorbike 1: ……… 6: ………… bicycle 10 3: ………… 4: ………… 5: …………… 8: ………… 9: ……… 10: ………… I TIEU LUAN MOI download : skknchat@gmail.com Section 2: Circle the odd one out (20ps) doctor teacher singer daughter wet cloudy rainy sun angry nervous shy thirsty black yellow warm pink shoes socks books trousers wealthy rich poor price America England China German Monday May March August kitchen living room bed bathroom 10 next to before on in Section 3: Write one name for each of the following groups (30ps) ………………… Vietnam, China, Italy, France tall, handsome, beautiful, long ………………… blue, white, green, grey …………………… in, on, at, behind …………………… March, April, June, December …………………… slip, grab, hold, jump …………………… London, Hanoi, Tokyo, Washington DC …………………… dress, shirt, jacket, coat …………………… cats, dogs, tigers, lions …………………… 10 beer, wine, water, tonic …………………… Section 4: Complete the words (30ps) Example: When you travel, you put your clothes in a s u…i …t …c …a …s …e You need a p … … … … … … to travel to another country I don‟t like traveling by plane or h … … … … … … … … … When it‟s cold you wear g … … … … … on your hands You have five t … … … on each of your feet Your head is on top of your n … … … Men usually wear s … … … … on their feet inside their shoes The US Masters is a golf t … … … … … … … … … If you win a competition, you b … … the other players II TIEU LUAN MOI download : skknchat@gmail.com An i… … … … … has sea all round it 10 A mountain is higher than a h … … … ANSWER KEYS FOR TEST I/ Match the pictures with the words from the box bus bicycle car helicopter coach motorbike plane train lorry 10 boat II/Circle the odd one out daughter price sun German thirsty Monday warm bed books 10 before III/ Write one name for each of the following groups countries verbs adjectives capitals IV/ Complete the words passport helicopter socks tournament colours clothes gloves beat prepositions animals toes island months 10 drinks neck 10 hill III TIEU LUAN MOI download : skknchat@gmail.com Ha Long College of Art, Culture and Tourism Mark VOCABULARY PROGRESS-TEST Time: 30 minutes Name: ……………………………… Class: ………………….…… Section 1: Match the pictures with the words from the box Write your answers in the numbered blanks below pictures (20ps) spinach cabbage broccoli peas beans potatoes carrots squash lettuce celery 10 1………… 6………… 2………… 7………… 3………… 8…………… Section 2: Circle the odd one out (20ps) chef waiter receptionist drinks foods luggage knife rice glass Whisky Vodka Rum delicious serve taste grapefruit lemonade beer omelets bill spaghetti breakfast lunch dinner check in reserve believe 10 wine peas beans 4…………… …………… 9………… 10 …………… architect meals fork hotdog pay orange juice chicken holiday check out beetroot IV TIEU LUAN MOI download : skknchat@gmail.com Section 3: Write one name for each of the following groups (30ps) ………………… head waiter, maid, barman, porter beer, whisky, orange juice, Coca Cola ………………… broccoli, leek, onions, celery ………………… chicken, beef, lamb, pork ………………… salmon, goby, whale, catfish ………………… knives, forks, chopsticks, spoon ………………… bedroom, bathroom, kitchen, living room ………………… fry, boil, grill, stir ………………… peppers, salt, sugar, chilies ………………… 10 oranges, peach, water melon, grapes ………………… Section 4: Complete the words (30ps) Example When you travel, you put your clothes in a s u… …i …t …c …a …s …e Ginger, chilli, mustard, garlic are called s… … … … … Before ordering food or drinks, customers usually look at the m… … … … She prepares the bills She is a c … … … … … … Mushrooms, chicken, tomatoes are main i… … … … … … … … … … to make the Chicken Chasseur You usually make a r … … … … … … … … … … in a hotel before you come He servers the meal in a hotel or a restaurant He is a w … … … … … Leek, tomatoes, beans, spinach are v … … … … … … … … Knives and f … … … … are usually used when eating beefsteak When you finish your meals, you p … … for bills 10 Bananas, strawberries, apples belong to f … … … … … V TIEU LUAN MOI download : skknchat@gmail.com ANSWER KEYS I/ Match the pictures with the words from the box carrots celery lettuce spinach Squash peas II/Circle the odd one out architect luggage beer bill rice holiday cabbage beans hotdog believe III/ Write one name for each of the following groups jobs drinks vegetables meat utensils room cooking verbs spices broccoli 10 potatoes delicious 10 wine fish 10 fruits IV/ Complete the words spices menu cashier ingredients waiter vegetables forks pay Ha Long College of Art, Culture and Tourism reservation 10 fruits Mark VOCABULARY POST-TEST Time: 30 minutes Name: ……………………………… Class: ………………….…… Section 1: Match the pictures with the words from the box Write your answers in the numbered blanks below pictures (20ps) whisk ladle herbs grilling beef frying scallops stewing rolling pin wok VI TIEU LUAN MOI download : skknchat@gmail.com 1………… 6………… 2………… 7………… 3………… 8…………… 10 4…………… …………… 9………… 10 …………… Section 2: Circle the odd one out (20ps) salty tasty chopsticks sour kettle poaching baker microwaves ovens knife shrimps salmon oysters Whisky Vodka Rum hotdog boiling roasting burning peeling star-fruits lemonade fish-sauce tamarinds chambermaid plumper cooker cashier mushroom pumpkin tomato cucumber check in dice caramelize stuff 10 mangosteen cauliflowers beans beetroot Section 3: Write one name for each of the following groups (30ps) commis, assistant chef, pastry cook, head chef ………………… herbal tea, whisky, orange juice, lemonnade ………………… barbequing, poaching, mixing, steaming ………………… chicken, beef, lamb, pork ………………… salmon, goby, whale, catfish ………………… knives, forks, chopsticks, spoon ………………… champagne, gin and tonic, vodka, wine ………………… frying, boiling, grilling, stirring ……………… peppers, salt, sugar, chilies ………………… 10 pine apple, peach, water melon, mango ………………… Section 4: Complete the words (30ps) Example When you travel, you put your clothes in a s u… …i …t …c …a …s …e Food is preserved in a … … … … … … A chef who specializes in pastry is a … … … … … … … … … … To make something salty we add … … … … VII TIEU LUAN MOI download : skknchat@gmail.com This is used to roll out dough; … … … … … … … … … … An … … … … … … … … … … installs or prepairs electrical or telephone lines Garlic, anise, ginger and chili belong to … … … … … Grouper, lobster, squid and scads are … … … … … … … Knives and … … … … are usually used when eating beefsteak A pot in which you boil water is a … … … … … … 10 A … … … … … … mixes and serves alcoholic drinks at a bar ANSWER KEYS I/ Match the pictures with the words from the box rollingpin stewing wok herbs frying whisk II/Circle the odd one out chopsticks poaching fish-sauce cooker grilling Beef laddle 10 scallops Knife hotdog peeling mushroom check-in 10 mangosteen III/ Write one name for each of the following groups chicken jobs drinks cooking methods meat table utensils alcoholic drinks cooking methods spices IV/ Complete the words 1.fridge pastry cook 6.spice sea food salt fork rolling pin kettle sea food 10 fruits electrician 10 barman VIII TIEU LUAN MOI download : skknchat@gmail.com ... THỊ THANH HUYỀN IMPROVING STUDENTS’ VOCABULARY RETENTION THROUGH CONTENT-BASED INSTRUCTIONS Cải thiện vốn từ vựng sinh viên thông qua hướng dẫn dựa nội dung M.A MINOR PROGRAMME THESIS Field: English... exactly the belief which drove me to conduct this action research entitled ? ?Improving students’ vocabulary retention through content-based instructions” Statement of the problem In language learning,... STATEMENT ***** I hereby certify that this minor thesis entitled ? ?Improving students’ vocabulary retention through content-based instructions” is completely the result of my own research for
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