Some techniques of teaching English vocabulary for grade 6 students of Tan Lap secondary school remarkably 1 TABLE OF CONTENT Contents Page 1 INTRODUCTION 2 1 1 The reason for choosing the subject 2 1[.]
TABLE OF CONTENT Contents Page INTRODUCTION 1.1.The reason for choosing the subject 1.2 Purpose of research 1.3 The object of research 1.4 Research method 2 CONTENT OF EXPERIENCE INITIATIVE 2.1 Theoretical basis 2.2 Current status of teaching and learning English vocabulary of students in grade at Tan Lap junior high school 2.3 Some methods of teaching English vocabulary to students in grade at Tan Lap secondary school 2.4 The effectiveness of the initiative experience for educational activities, with ourselves, colleagues and school CONCLUSIONS AND RECOMMENDATIONS from to 18 19- 21 21 21 3.1 Conclusions: 22 3.2 Recommandations : Reference materials 24 The list of subjects experienced initiatives 24 SangKienKinhNghiem.net INTRODUCTION 1.1 The reason for choosing the subject A recent survey showed that: English is the official language of more than 53 countries and territories,is the official language of the language of the EU and is the third language is widely used only after China with a population ,such as China and Spanish (and you note that with a population of over billion people) Intrernational events, global organizations,…are considered English as the common language of communication Currently education plays a very important role for the survival and development of society and the standards for evaluating the development of a country Especially in today's era of science and technology is developing rapidly, while our country is in a phase of international integration To master the quintessence of culture, science and technology advances, the modern development of the country requires that we must have a certain level of foreign language While English is an international language, a mean of international exchange most effectively So that English is a subject no less important for the younger generation, especially students generation Moreover, in the present context the whole education and training are the innovation effort towards teaching method promoting positive ,initiative, creativity of students in learning activities Because no one can replace the learners in grasping the foreign language media and use them in communication activities with their communication capacity Communication is the ultimate goal of foreign language teaching and learning in schools Often in English there are four skills: listening, speaking, reading, writing, so the teacher must incorporate skills But to practice any skills would require the children to have the necessary vocabulary However, learning English met a lot of difficulties in secondary schools in general Tan Lap particular especially in learning and using of English words So to teach students how to learn, practice and use of English words in order to give students a living dictionary of treasure is an essential requirement in learning English especially for new students get familiar with subjects in English In addition, most of the students here are athnic people(The Muong) and they are familiar with speaking their own language (Muong language) even at class to cause a lot of difficulties for me to teach them how to get a necessary vocabulary and can use their vocabulary in a most effective way They are very interested in learning English at the beginning of the first semester but over time they feel afraid, decreased interest because the vocabulary is too difficult for them to remember This leads the quality department increasingly decline in the second semester Through practical research and teaching to remedy this situation, I boldly launched an innovative experience "Some techniques of teaching English vocabulary for grade students of Tan Lap secondary school remarkably." 1.2 Purpose of research SangKienKinhNghiem.net Based on understanding the reality of the teaching and learning English vocabulary of students I myself would like to make some suggestions on guiding students to learn and use their vocabulary in the most effective way to advance for students to have the ability to speak, write and translate the article better 1.3 The object of research Techniques to teach english Vocabulary 1.4 Research method - Method of theoretical research: + Study materials and textbooks on vocabulary teaching methods, documents related to topics such as Teaching document : English teaching technique 1, English teaching methodology, reference textbooks, Teacher’s book in English - Method of conversation, interview - Method of pedagogical observation: Observation of attitude, degree of absorption and application of students - Methods of Practice: + Practice on using English vocabulary in practice + Check the fact - Method of summing up and drawing lessons on teaching and learning: Accumulation of teaching hours in class, time of colleagues, peers for comments - Methods of analysis: Compare the quality of teaching hours, dynamics, level of knowledge, use of students without having to apply experience initiative CONTENT OF INITIATIVE EXPERIENCE 2.1 Theoretical basis The Education Law 2005 (Article 5) stipulates that "Educational methods must promote learners 'self-efficacy, self-awareness, initiative and creativity, fostering learners' ability to learn by themselves, Onions, passion for learning and the will to rise "[1] With the goal of general education is to "Help students develop holistic, ethical, intellectual, physical, aesthetic and basic skills, develop personal ability, dynamism and creativity, shape To build up the character of the socialist Vietnamese people, to build up the civic character and responsibilities, prepare students to continue their studies or to enter into labor and participate in the construction and defense of their homeland " The general education program promulgated in conjunction with the Decision No 16/2006 /QD-BGDDT dated May 05, 2006 of the Minister of Education and Training also stated: "It must promote positive, Students 'initiative and creativity, suitable with subject characteristics, student characteristics, conditions for each class, fostering SangKienKinhNghiem.net students' self-learning method, cooperation ability, training skills Use knowledge in practice, affect emotions, bring joy, excitement and responsibility for learning for students Based on the purpose of learning a foreign language: not a system of phonetics, vocabulary, grammar but the use of such systems to achieve the purpose of communication Therefore, it is indispensable and not simple for teachers to help students apply vocabulary to the context of communication 2.2 Current status of teaching and learning English vocabulary of students in grade at Tan Lap secondary school *Advantages: - Students in grade throughout the school have about 60% of the Kinh students and only 40% are ethnic minority students Therefore, the students' learning is more prominent and easier - Student's textbooks are fully equipped from the start of the school year - I has taught English for seven years so more or less I summed up some teaching experience, especially paying attention to methods teaching vocabulary Furthermore I always research documents, fostering self-knowledge and enhance professional expertise, always try to invest to compose the teaching according to the new method, always thinking in trying to design learning activities for students in the direction of positive, proactive and creative, especially taxonomy and always use the vocabulary teaching method for most every detail Then manually I draw the experience for myself to have the appropriate solutions for the next class better - The attention of the school about the teaching equipment such as: school was equipped with a projector and good sound system for teachers lesson plans electronically - Teachers self-collect, more teaching materials for almost every lesson to to make good teaching vocabulary, inspired, , curiosity, and promote students' initiation - Some parents are very interested in the education of their children and provide them with a private study area -The pupils get acquainted with English at primary school so it supports learning part of their present * Difficulty: - Most of them are deep-seated students who not have effective vocabulary learning methods It is also difficult for parents to check or guide their children to learn at home by their foreign language not all parents know - Some students are mostly male students are distracted and less interested in learning as well as learn vocabulary In addition, some children learn vocabulary but only in the form of rote learning, not know how to manipulate the actual context, so they can not remember the vocabulary used in communication and in practice SangKienKinhNghiem.net - Some students not have time to study at home because they have to help their parents doing housework, farming - They have less condition to communicate in English and they are afraid to communicate and exchange in English outside of class time - Most of the students in the class are difficult situation so they have less reference books to raise capital beyond the vocabulary textbooks provide -To promote good positive creative initiative of students in learning, then we need to organize the teaching process in a positive direction of activity of the school, in the process of teaching and learning, teachers just the person who transmits knowledge to students who want to acquire such knowledge, they must learn by themselves - The main method of teaching language is mainstreaming, meaning that new words need to be taught in context, context can be a reading, a conversation or a text However, at the end, teaching and learning foreign languages is still the way how to teach new words like? How to teach new sentence structure for students know how to use new words and new structures in foreign language communication - From the beginning, the teacher should consider the different techniques for each vocabulary processing steps in the new context: inspire, teach, test and consolidate vocabulary - Should I teach all the new words? How many words should the teaher need in a period? - Use learned sentence the form or going to learn to introduce new words - Use pictures, visual aids to introduce new words - Ensure students understand the structure, apply vocabulary to the structure to improve communication function, establish the relationship between the new structure and the existing vocabulary - Engraving of capital from the minds of students through the sample sentences and through practical exercises The results of grade students of Tan Lap secondary school in the year 2013- 2014 and 2014-2015: Table 1: Grade School year No Excellent Good Weak, poor % No % 80.0 8.0 76.9 9.6 weak quality and I vocabulary and the Medium No % No % No 2013-2014 50 2.0 10.0 40 2014- 2015 52 1.9 11.5 40 From that fact, I tried to find out the reasons of the finally found out two main reasons: Memorizing, using students’ interest to learn vocabulary are very limited SangKienKinhNghiem.net In order to solve the problems above and to improve the quality of generally English not only in grade but also particularly in other grades, in the first semester of school year 2015-2016 and 2016-2017 I only apply this innovative experience to teach in class 6A ( in class 6B I still tought as I had done before applying this innovative experience ) At the beginning of the school year, I had a survey about memory, vocabulary usage, and level of interest in learning vocabulary, testing their vocabulary: unit Big or small? 15-minute test: I Fill in the blanks with the words given in the box Based on English texbook big street classroom country school floor city river floors grade room class 1.She lives on Le loi …………… Is your school …………….? How many classrooms are there in your……………… The students are in the………………… Is your school in the…………… or in the city ? My classroom is on the first………… I am in…………6A Sai gon is a big………… How many ………does your school have ? 10 Mary is in …………….7 Key: 1.street 2.big school classroom country floor class city floors 10 grade Here are the survey results quality of students of grade at Tan Lap secondary school at the begin of the school year 2015-2016, 2016-2017: Table 2: School year Class 2015-2016 6A 6B Total 2016-2017 Total 6A 6B 57 No 1 % 3.6 3.4 3.5 No 4 % 14.3 13.8 14.0 No 18 18 36 % 64.3 62.1 63.2 Weak, poor No % 17.9 20.7 11 19.3 30 28 58 1 3.3 3.6 3.4 13.3 17.9 15.5 19 17 36 63.3 60.7 62.1 11 Amounts 28 29 Excellent Good Medium 20.0 17.9 19.0 Besides, I also tested the students’ interest before applying some of my methods and techniques in teaching vocabulary for them SangKienKinhNghiem.net Interest Test of learning vocabulary of grade at Tan Lap secondary school at the begin of the school year 2015-2016, 2016-2017: How are you interested in learning English vocabulary? Click X in your chosen one Very interested Interested Normal Less interested Not interested Table 3: Check the students’ interest School year Class 20152016 Interested Normal Less interested Not interested No % No % No % No % No % 6A 28 3.6 17.9 14 50.0 17.9 10.7 6B 29 3.4 13.8 15 51.7 13.8 17.2 57 3.5 15.8 29 50.9 15.8 14.0 6A 30 3.3 16.7 16 53.3 16.7 10.0 6B 28 3.6 14.3 14 50.0 14.3 17.9 58 3.4 15.5 30 51.7 15.5 13.8 Cả khối 20162017 Very Amo interested unts Cả khối From the results above, I realise that both the quality and interest of the students are equal and low Starting from the above reality I strongly improved, gradually additional the new teaching method applied to the English periods in genera, in the year after to see the results markedly 2.3 Some methods of teaching English vocabulary to students in grade at Tan Lap secondary school 2.3.1 The goal - To help students feel more comfortable, interested in learning vocabulary, memorize words faster, longer, can use the new vocabulary learned in class to practice smoothly and proactively to raise capital from accrued to imitate, to explore how to behave and respond creatively in communication situations - Enhance your self-awareness, creativity and exploration of students that use English vocabulary in learning and communication - Teachers can show off their own capacity, join more enthusiastic in teaching 2.3.2 The content and way of implement methods of teaching vocabulary: 2.3.2.1 Select vocabulary to teach: (based on "English teaching methodology" Authors: Ngo Dinh Phuong, Nguyen Thi Van Lam, Nguyen SangKienKinhNghiem.net Quang Hieu "(Internal circulation book of the foreign language department of Vinh University) When it comes to new language is mainly spoken to grammar and vocabulary, vocabulary and grammar always have encouraged relationship with each other,was always taught to clarify the meaning of each other However teaching and introduce vocabulary is the particular problem Usually in a lesson always appear new words, new words would not also need to put in to teach To select from needed to teach, teachers need to consider these issues: - Active vocabulary - Passive vocabulary +Active/productive vocabularies are words students understand, recognize and use in verbal and written communication + Passive / receptive vocabulary are words that students only understand and recognize when hearing and reading Ex: Unit - C1,new words need teaching are that: An engineer, We, our, , they, me, their Active/ productive vocabulary: an engineer Passive / receptive vocabulary: we, our, they, me, their We all know how to teach two different types of words productive vocabulary related to the four skills (listening - speaking - reading - writing) For this type of word ,teachers needed to invest the time to introduce and give students more practice With Passive / receptive vocabulary ,the teacher just stop at getting to know, don't need to invest time into the active application Teachers need to know to choose and decide Teachers need to know the options and decide what will be taught from such a word from active and passive as a word When teaching new words need to clarify the three basic elements of the language are: + Form + Meaning + Use For the active/ productive vocabulary was only for students that wrote and defined as the dictionary is not enough, to let students know how to use them in communication ,teachers need for students know the pronunciation, not just words, but also know the correct pronunciation of the words in the string of words , especially knowing the meaning of the word Number of words to be taught in a lesson depending on the content and level of the student Never teach all new words, for they will not have enough time to perform other activities However, in a class should only teach a maximum of from SangKienKinhNghiem.net - While choosing words to teach, you should consider the following two conditions: + Was that word necessary for understanding the text? + Was that word difficul compared with the level of students? - If these words are necessary for understanding the text and match the level of the students, then it belongs to group positive words, so you have to teach the students - If that word is necessary for understanding the text but difficult compared to the level of the students, then it does not belong in positive words so you should explain and let students understand the meaning of that word - If the word is not necessary for understanding the text and also not difficult, you should ask students to guess 2.3.2.2 Techniques for introducing new words: (based on English teaching technique compiled by Nguyen Thi Quyet) The process of documentary research and experimental teaching in class, I myself have drawn some methods of clarifying the meaning as follows: * Visual: Let students look at real objects, pictures, drawings for children to see Have a strong impact on students' interest in learning and help students memorize words faster and longer + Real objects: Use visual tools that the fact get To teach the words about learning materials (pen, pencil, ruler, eraser ) teachers should collect real objects to illustrate their lectures Example 1: pen, pencil,ruler,clock,eraser (unit 2- C 2,3) (based on English book 6) Example 2: apple,orange,banana,rice,milk,meat,vegetable (unit 10 – B1,2,3) + Pictures: Teachers can teach students to draw simple pictures so that they can remember longer They can draw while learning, so students can carve them longer With this learning method students are easy to learn and very easy to remember the words that they have just finished learning Example 1: a bike a car a television an o’clock a book SangKienKinhNghiem.net Ask students to look at the picture, help the teacher to assimilate words quickly Example : a telephone, a lamp, a couch, a bookshelf,an armchair, a stereo,…… (unit 3-C 2) Example : a restaurant, a bookstore,a hospital, a factory, a museum ….(Unit – B1,2) Example : a head, shoulder, arm, chest, hand, finger, leg, foot, toe…(Unit 9- A 1,2) * Mine: Expressed through facial expressions, gestures Example: bored Teacher looks at watch, makes bored face, yawns T asks: “How I feel?” - Ví dụ: (to) jump T jumps T asks: “What am I doing?” ex : to brush ( one’ teeth ) Teacher takes a toothbrush then brushes her teeth T asks : “ what am I doing ?” Ss: You are brushing your teeth * Situation/explanation: Example:Bookstore is a place where there are many books, pens, pencils, rulers, You can buy books in the bookstore (Unit 15-B1 ) * Synonyon\antonyon : Teachers use the words that learned to teach synonyms or antonyms Example :intelligent T ask, “What’s another word for clever?” Stupid T asks, “What’s the opposite of clever?” 10 SangKienKinhNghiem.net -Paddy field = rice paddy -Noisy ≠ quiet * Learn to spell and pronounce words Not only learn the meaning of words, but teachers also need to teach students how to spell and pronounce words Pronunciation plays a very important role in learning foreign languages in general and English in particular Pronunciation is the foundation of the speaker's two speaking and listening skills, and the pronunciation is good, the reader will be confident in speaking and listening This technique helps students to use words more effectively in their own learning process * Learn logically by begining with letters from the previous final With these methods help students recall words that they have learned before This helps students to systematize the vocabulary they have learned, and students can remember more words Example : Nice – eye – egg – girl – learn - note book – key – yellow … * Study by topic: With this method, students will be able to revise the words they have learned, therefore help students to consolidate and remember deeper, longer, more forgotten words Example : Food School Pork Classroom Fish Book Vegetable Notebook Meat Board Rice Desk *.Translation : Teachers use the Vietnamese equivalent to the meaning of words in English Teachers use this procedure only when there is no other way, this procedure is often used to teach the abstract word, or to solve a number of more, but time does not permit, teachers suggested that students translation that word themselves Example: (to) forget T asks, “How you say “quên” in English?” * Note: To ensure the effectiveness of the application of the above methods, teachers should apply flexibility to change these procedures as 11 SangKienKinhNghiem.net appropriate, depending on the content and the audience all students In addition teachers can incorporate these methods at the same time to clarify the meaning of a word if necessary * T’s eliciting questions : To introduce new words, teacher teaches students in the four skills : listening - speaking - reading – writing + Listen: teacher read model, students listen + Speak: Teachers read the word first, students reread + Read: The teacher writes the words on the board, students read them by the eye, mouth + Write: Students write down in their notebook While teaching new words to keep in mind the following points : should introduce in the form of sentences, in various communication situations, teachers combine work which, by establishing the relationship between the old and new words, vocabulary must be strengthened constantly Teachers often check the vocabulary in the early lesson by giving the children write the words into table and hold it up, with the way teachers can observe all students in the class, it is imperative to study them and applied the words the in the sentence, with the real situation s to help them remember the words longer, communicate well and bring high efficiency For students acquire good lesson requiring when teaching new words, teachers need to choose the appropriate method, we need to choose the shortest way, the quickest, most effective, after learning vocabularies students can read,write and how to put on the actual situation 2.3.3 Implementation measures: * Steps to introduce new words: Introducing lesson and the topic: this is quite an important step in teaching vocabulary it will open to students to think of the words which they are going to learn through the theme Introducing new words is to follow the sequence: listening, speaking, reading and writing.Let students imitate pronounce then comes the other activities.Please help your students having a habit of learning new words in the best way: - Step 1: "listen", let students listen new words by reading the form of sentence or opening the tape for students to listen - Step 2: "speak", after the students have listened for three times you ask students to repeat When students repeaat, you need to pay attention to the whole class repeat before, then calling individual 12 SangKienKinhNghiem.net - Step 3: "read", you write the words on the board and get students to look at it to read Have students read the whole class, and read individuals and correct the mistake of pronunciation for students to some extent that you consider satisfactory - Step 4: "write", after the students have read the word correctly and then you just ask students to write the word into their notebooks - Step 5: you asked the students who would know the meaning of the word and asks a student to go to the board and write the meaning of the word in Vietnamese - Step 6: marks the stress of the words: pronounce the words and ask students to identify syllables which have the stress and mark - Step 7: gives modal sentence and ask students to identify the type of new words * The Techniques for checking and consolidation of new words (based on English teaching technique compiled by Nguyen Thi Quyet): If only introduce new words is not enough, we also have to take steps to check and consolidate.tips to check and consolidation will encourage students to learn actively and more effectively Here are five tips to check vocabulary : CHECKING TECHNIQUES FOR VOCABULARY Rub out and Remember Bingo Jumbled words Ordering TECHNIQUES What and where Slap the board Matching * Guide students to learn vocabulary at home: To promote positive creative initiative of students in learning, we need to organize the teaching process in a positive direction of activities of the students, in the process of teaching and learning, the teacher is a person who transmit knowledge to students, students have to learn themselves in their own activities 13 SangKienKinhNghiem.net So at the beginning of the school year,teachers should guide students to build learning activities at home + Prepare vocabulary + Learn by heart vovabulary * Applying methods for teaching vocabulary on a particular lesson : Leson plan – English Period: 10 Unit 2: At school Lesson 4: C1(P.26 -27) I Aim: Objectives: By the end of the lesson students will be able to: - Introduce objects/ things at school with “this/that positive statements” - understand “yes/no questions” to talk about people and things at school Skill: listening,speaking,reading,writing Moral: help ss know how to use This,That II Content : Vocabulary: a student, a teacher, a school, a class, a desk Structures: - That is my desk - This is my school - Is this your desk? - Is that your school? + Yes, it is +No, it isn’t III Ways of working - T,WC, pairs , groups, individual IV Materials: Word cues, texbook V Procedure Warm up and Revision ( 5’) a Warm up: Greetings b Revision: Jumbled words - mane - = name - ndsta pu = stand up New lesson: 14 SangKienKinhNghiem.net Teacher and Students’ activities Contents Presentation ( 10’) + Pre- teach: Vocab I Vocaburaly - using techniques for eliciting vocab ( example) - a student: : học sinh ( example) - a teacher: giáo viên ( realia) - a school: trường học ( realia) - a class: lớp học ( realia) - a desk: bàn học sinh T and Ss read the Vocab - Ss read the Vocab chorally then individually - > Checking Vocab.:Matching * Matching: (poster) + Write the English words on the left student: of the board and the Vietnamese a teacher translation on the right a school Make sure they are at random a class + Divide the class into teams a desk: + Ask Ss from each team to go to the board and match the English words with their Vietnamese translation lớp học bàn học học sinh giáo viên trường học + The team that matches first with more correct words will win the game Practice : word cue Drill (5’) - T uses some word cues to ask Ss to practise the Vocab, and revise the model sentence: ‘ How you spell it”? Practice: wordcue Drill häc sinh bµn häc trêng líp Hoc sinh - T models first - Ss work in pairs: giáo viên (Open pairs- closed pairs) 15 SangKienKinhNghiem.net Teacher and Students’ activities Contents Example Exchange S1: What is this in English? S2: a student S1: How you spell it? S2: S.T.U.D.E.N.T + Grammar :C1/P26-27 ( 5’) - T shows the pictures on P.27 and asks II Model sentences - That is my desk - This is my school (?) Who is this?(Ba) - Is this your desk? (?) Is this Nam?(yes) - Is that your school? Ba wants to introduce to Ba about his school, class , teacher and his desk So how he introduces to Ba Let’s read the text -Yes, it is -No, it isn’t - Ask Ss to read the text silently Use: - Elicit from Ss to give model sentences - This/that: đại từ định + Concept check - This: đây, người này, người hay vật gần người nói - Meaning: What does it mean in Vietnamese? - That: kia, ngêi kia, c¸i chØ ngêi hay vËt ë xa ngêi nãi - Form: - Use When we use “this/that’s”? - Pro: Where is the stress? II Practice: Practice (8’) - T uses the pictures on P.26- 27 and a Picture Drill guides Ss to practice using the model Example Exchange sentences S1: Is this your school? - T models first S2: No, it is not - Ss work in pairs: open pairs / closed pairs Further Practice ( 7’) -T points to real things in and around the classroom to ask Ss b Realia Drill Example Exchange S1: Is this your desk? 17 SangKienKinhNghiem.net Teacher and Students’ activities Contents S2: Yes, it is S1: Is that your desk? S2: No, it is not - Ss answer the teacher’s questions Homework (5’): - Learn by heart the Vocab/ model sentences - Do C2/P.15 ( exercise book) 2.4 The effectiveness of the initiative experience for educational activities, with ourselves, colleagues and school Before I apply this theme, results and effectiveness of students’s learning vocabulary is limited, even more they remember vaguely,unclear words Through teaching and guiding students practicing vocabulary by the above method for students in grade at Tan Lap secondary school common widely for students, both teaching directly in the classroom , guidance the students learn at home to carry out the content of the subject and achieve results quite satisfactory: + Students have learned the vocabulary effectively, so they actively learn vocabulary, all of them are more interested in learning vocabulary so students have developed vocabulary + Students are more confident, able to behave, communicate more fluently and use English in daily life and activities Through the initiative, I have been able to improve my professional skills, especially on the method of teaching vocabulary for students.teacher know how to select and combine suitable methods for each type of words Thereby, she and her students have certain premises and are especially important for students when they continue to study in upper classes In the second semeter of school year 2015-2016 and 2016-2017 at Tan Lap secondary school, I have tested both in two classes 6A and 6B 15-minute test: I Read the following passage and choose the best answer (6ms): Mrs Van is (1) - teacher She’s twenty – five years old She’s very (2) - She has(3) - oval face and round eyes Her lips are (4) - She (5) - long black hair and a small nose Her favorite food is fish, and her favorite drink is (6) - 1) A our B a C my D All are correct 2) A beautiful B big C old D short 3)A a B an C the D one 18 SangKienKinhNghiem.net 4) A full B brown C long D big 5) A is having B to have C have D has 6) A apple B beef C orange juice D lettuce II Choose the best answers, filling in the blanks(4ms): 1) Which you like? - I like hot weather a) season b) game c) summer d) weather 2) How often does Linh go to the zoo? - He goes to the zoo a) like b) will c) sometimes d) does 3) What is your ? - I'm Vietnamese a) language b) nationality c) name d) country c) place d) language 4) Which you play? - I aerobics a) sports b) games *Key: I Read the following passage and choose the best answer (6ms): C B D A A C II Choose the best answers, filling in the blanks(4ms): D B C A Table 4: The results of check the students’ quality.( In the second semester of the school year 2015-2016, 2016 – 2017.) Weak, Excellent Good Medium School poor Class Amounts year No % No % No % No % 6A 28 10.7 28.6 16 57.1 3.6 2015-2016 6B 29 3.4 17.2 19 65.5 13.8 Total 57 7.0 13 22.8 35 61.4 8.8 6A 30 13.3 30.0 16 53.3 3.3 2016-2017 6B Total 28 58 7.1 10.3 16 25.0 27.6 15 31 53.6 53.4 14.3 8.6 We can easily find out the positive change of the experimental class 6A compared with 6B class used for verification This change made me feel more confident to apply these methods and techniques for next school years From table compared with table about the quality of learning vocabulary of grade at Tan Lap secondary school in school year 2015-2016, 2016 – 2017 19 SangKienKinhNghiem.net Table 5: Grade Class 6A Class 6B Excellent Increased 7.1% Increased 0.0% Good Increased 14.3% Increased 3.4% 2015-2016 Medium Reduced 7.1% Increased 3.4% Weak, Poor Reduced 14.3% Reduced 6.9% Grade Increased 3.5% Increased 8.8% Reduced 1.8% Reduced 10.5% Excellent Good 2016-2017 Medium Weak, Poor Increased 6.9% Increased 12.1% Reduced 8.6% Reduced 10.3% School year Type Increased 10.0% Increased 16.7% Reduced 10.0% Reduced 16.7% Increased 3.6% Increased 7.1% Reduced 7.1% Reduced 3.6% Table 6: The results of check the students’ interest.( In the second semester of the school year 2015-2016, 2016 – 2017.) School Class year Amo unts 6A 6B Total 2016- 6A 2017 6B Total 28 29 57 30 28 58 20152016 Very interested Interested No No 13 14 % 17.9 6.9 12.3 20.0 7.1 13.8 % 28.6 17.2 22.8 30.0 17.9 24.1 Normal No 12 14 26 13 14 27 % 42.9 48.3 45.6 43.3 50.0 46.6 Less interested No 6 % 7.1 13.8 10.5 6.7 14.3 10.3 Not interested No % 3 3.6 13.8 8.8 0.0 10.7 5.2 From table compared with table about the interest of learning vocabulary of grade at Tan Lap secondary school in school year 2015-2016, 2016 – 2017 Table 7: School year Type 2015-2016 Very interested Interested Normal Less interested Not interested Grade Class 6A Class 6B Grade Increased 14.3% Increased 3.4% Increased 8.8% Increased 10.7% Increased 3.4% Reduced 7.1% Reduced 3.4% Increased 7.0% Reduced 5.3% Reduced 10.7% Reduced 0.0% Reduced 5.3% Reduced 7.1% Reduced 3.4% Reduced 5.3% 20 SangKienKinhNghiem.net School year Type Grade Class 6A Class 6B Grade Very Increased 16.7% Increased 3.6% Increased 10.3% interested Interested Increased 13.3% Increased 3.6% Increased 8.6% Normal Reduced 10.0% Reduced 0.0% Reduced 5.2% 2016-2017 Less Reduced 10.0% Reduced 0.0% Reduced 5.2% interested Not Reduced 10.0% Reduced 7.1% Reduced 8.6% interested We can easily find out the positive change of the experimental class 6A compared with 6B (I still tought as I had done before applying this innovative experience ) When I applied this innovative experience in teaching vocabulary for my grade students, I saw them working more attentively and effectively That is why they have been more interested in learning vocabulary This makes me pleased so much to have more ideas to my teaching better and better This change also made me feel more confident to apply these methods and techniques for next school years CONCLUSIONS AND RECOMMENDATIONS 3.1 Conclusions: Through the fact that guide students in learning and practicing English vocabulary is a matter of necessity and importance Teachers must create conditions for children to learn and practice an effective way Teachers should guide and help students make the most optimal learning methods in learning and practicing vocabulary is a job of teaching principles of English words Good teachers must teach vocabulary section for students, in which students must also learn to know the thinking, the application of a flexible way But teachers also need guidance wording, asking with moderate episode taught, must have had to raise capital from the students, and the ability to use their words.During school hours teachers must know how to combine and guide them to comment on the scale, the number of words to learn and practice every day, to ensure the direction of innovative teaching methods, student-centered Students active learning, creative initiative, independent thinking eclectic nature, stereotypes machines Yet students are still some difficulties in learning and practicing English vocabulary, so it requires teachers to be flexible and creative in guiding students.Teachers must constantly motivate students and encourage them boldly, more active in the learning of English have such a good academic student discipline 3.2 Recommandations : a With students: - Encourage students to learn and use English vocabulary in communication 21 SangKienKinhNghiem.net ... quality of students of grade at Tan Lap secondary school at the begin of the school year 2015-20 16, 20 16- 2017: Table 2: School year Class 2015-20 16 6A 6B Total 20 16- 2017 Total 6A 6B 57 No 1 % 3 .6 3.4... "Some techniques of teaching English vocabulary for grade students of Tan Lap secondary school remarkably." 1.2 Purpose of research SangKienKinhNghiem.net Based on understanding the reality of. .. tested the students? ?? interest before applying some of my methods and techniques in teaching vocabulary for them SangKienKinhNghiem.net Interest Test of learning vocabulary of grade at Tan Lap secondary