(SKKN HAY NHẤT) some experiences of teaching new words

1 Order I II 2.1 2.2 2.3 3.1 3.2 3.3 3.4 3.4.1 3.4.2 3.4.3 III Contents INTRDUCTION The reasons to choose the subject The aims of the research Research methods Research subject The new point of subject CONTENT Theoreticalbasis Actual situation The general mood The status of teacher The status of students The measure take Preparation Some principle to teach new vocabulary Steps for presenting new vocabulary Techniques for teaching new vocabulary Technique for eliciting new words Techniques for checking new vocabulary Techniques for preparing new vocabulary The effectiveness of the experience initiave for educational actvities, with self colleagues and school CONCLUSION AND OFFER Conclusion Offer Page 3 3 10 11 12 13 13 14 14 15 15 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com I.INTRODUCTION 1.The reason to choose the subject: As we know, English has become the language of communication in the globalized world, that is the reason why so many people around the world want to learn English People are willing to invest time and afford in achiving their personal and professional goal and this encourages them to learn English Learning new words always plays a role in learning English To master the skills of listening, speaking, reading, writing, the learners must have good vocabulary.However, not everyone can learn vocabulary effectively Teacher, therefore, need to diversity the new words in the lecture, help students apply the learning method they already know and teach new methods As an English teacher who has been with students in rural areas for quite a number of years, I and my colleagues are very concerned about, most of the students don’t understand the importance of new words That gives the teachera question “How to learn new words effectively ?” is no longer “difficulties” of the students These thoughts have always made me anxious With many years experiences in class, met many students don’t remember new words, misspelling, understand the wrong sentences, which has urged me to implement the topic:”Some experiences of teaching new words” The aim of research: Nowadays, at secondary schools, like other subjects, English is being taught and studied popularly However, to use it, it requires us to have vocabulary because vocabulary is an indispensable ingredient in language, it is used for communication Therefore, it is very important to know the vocabulary In English, we can not train and develop students’ skills without relying on vocabulary, the children can neither hear nor speak, read nor write, even if they don’t know the modal sentences In the past, learning and teaching the lessons were traditional: teacher reads and lists words, then teacher explains the meanings, the use of words….it has the following fundamental limitations: Making the students passive in their vocabulary enrichment, using words in the context of limited, inflexible and often arbitrary vocabulary skills, namely the intrduction skills and the vocabulary test for students to be appropriate and effective 3.Research subjects: Students of grade 6,7 and at Yen Thai secondary school LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 4.Research mothods: - Research methodology to build theoretical basic - The method of survey investigation - The method of collecting information and consult your colleague - Understand and consult relevant documents - Apply scientific theories to the practical application The new point of the subject: This subject solves some disadvantages in learning new words of the students at Yen Thai secondary school LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com II CONTENT 1.Theoretical basis: - During the teaching process, the knowledge is the most important , but we should pay attention to the methods of teaching as well That helps students get knowledge easier, more interested in studying When teaching a languages, especially English languege, the teacher needs to the interviews with the students who come in cotact, which is the most accurate and complex The first step establishing a languege is to base on vocabulary and structures - Helping students remember vocabulary and use structure is very importan To this well the teacher needs to be creative Use the methods in the lessons effectivly And it is suitable for students in class - Through training, workshops and professional training, every teacher is taught and absorbed in the appropriate teaching methods for each lesson, the type of lecture Besides, each teacher also needs to learn more about the teaching methods of colleagues by attending to their class, discuss ways to learn from experience - The new texbook has many advantages but requires students to learn actively To help students, especially those who are shy, afraid of communicating, with the opportunity and interest in learning English, I have taught and practiced vocabulary and structures through some games 2.Actual situation 2,1,The general mood: Yen Thai is a purely agricultural commune, many families have difficulties, the economy is tight, so they are not interested in learning Many students must help the family with the chores, no time to review the lessons 2,2, The status of teaches: Most of them are devoted to teaching and caring for students, but some teachers are only successful for students who are good, but for the bad students is not effective The transfer of teachers’ worktime and direct instruction are also affected Moreover, teachers need to motivate, promptly recruit students when they have positive or creative ideas, whether small or big Teachers should guide students into the lesson, for example, by pointing them to simple questions related to the topic, forcing them to think of response to the topic 2,3, The status of the students: LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com On the side of the students, besides some students study seriously, there are many students just learn through loudspeaker, not engraved vocabulary into memory, not practice reading, writing often when the teacher asks the students to In addition, it is very difficult to check or guide students to leanr at home Because it is a foreign language, not all parents know This is also difficult problem in managing a student’s home study Moreover, students’ vocabulary is also worth attention, students often learn words by reading words in English and trying to remember the meaning in VietNamese Therefore, they are very quick to forget and easily confused one word with another As a result, many studentsbecome frustrated and forgetful, so teachers need to pay attention to this psychology of students  Survey results at the beginning of the school year 2020-2021: Grade Take a test 61 52 Excellent SL % 5.7 9,7 Good SL % 20 11.4 20 38,4 OK SL % 26 42.9 19 36,5 Weak Poor SL % SL % 22.9 15,4 From the above result, I would to present some solutions and measures to help them concentrate, more exciting vocabulary lessons The measure taken 3,1,Preparation: * For teachers: - Teacher needs to invest a lot of time to find topics and update information to support lectures Constantly making tools, simple visual aids - Preparation before class * For students: - Preparation before class, find and pay for new words at home, practice pronunciation frequently In the classroom: listening, enthusiastic speech constructs, positive self-awareness when working group and pairs 3,2, Some priciples to teach new vocabulary: - During one lesson teacher should choose to new words to teach These words must be active vocabulary Meang that these words wil be used by students on a regular basis to improve their basis skills, especially in the practice of speaking and writing skills LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com - Don’t repeat the words too much to cause students boredom 3,3, Steps for presenting new vocabulary: - Elicit new vocabulary: Use a suitable technique to show the meaning of the words - Model the pronunciation clearly(three times) - Ask students to repeat the words chorally andd invidually - Correct students’ pronunciation - Write the words on the board and students’ coppy down on the notebooks - Check the meaning - Draw students’ attention aspect of vocabulary such as part of speech, location, frequecy… - Give students a written record(May be teacher checks that students write well in their vocabulary in their notebooks - Check the students’ understanding 3,4, Techniques for teaching new vocabulary: 3,4,1, Techniques for eliciting new vocabulary: To elicit new vocabulary, I often use different techniques Here are games and activities I usually use: Translation Translation Translation Translation techniques Translation Translation Translation a Visuals: - Use a picture - Draw on board LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com Example 1:The one pillar pagoda Example 2: Picture of Ha Long bay b Mine: - Facial expression - Gesture LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com - Body action Example: To brush one’s teeth Teacher takes a toothbrush and brushes her teeth T eacher asks:”What am I doing?” Students anwer: You are brushing your teeth Teacher:now repeat (3 times) c Realia: - Use real things (T brings clock, chair,telephone, an apple, flowers…… to the class) Example: T brings an apple to class and asks: “ What is it?” d Situation/ Explanation: - Use the questions Example: Honest T explains:”I don’t teel lies I don’t cheat in the exam I tell the truth” T asks: “ What am I?” Tell me the words in VietNamese e Translation: Example: Destination T asks: How you say”điểm đến” in English? f Example: Ex: To complain T says: The bed is too hard I don’t like The room is too small It is not good… T asks: what am I doing? g Synonym/Antonym: Ex1: intelligent T asks: “What is the same meaning as clever?” Ex2: sad T asks: “What is the opposite of happy?” LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com In addition, teachers must know how to teach words, combine many techniques to explain the meaning of the words, but need to explain quickly not lose time Ex: T o teach words “smile”, teacher draw a face and says:Look at the picture, he is smiling, now look at me, I am smiling Students: smile T: good, what does it mean in VietNamese ? Students: mỉm cười T: well-done Furthermore, the teachers should use symbols to train their students to record new vocabulary in their books Annotate the new words with theirsymbols or symbols of their choice which mean the same thing will make students understand what their annotations mean - You can see the following symbols with synonyms, antonyms, translations and pictures: = is the same as ex: good = nice # is the opposite of ex: good # bad ~ is similar to ex: nice ~ polite - You can see the following symbols to show the stress, pronunciation, silent consonants, liking……: / for silent consonans ex: chocolate /cake/ // for “sounds like ex: stomachche for the stressed syllable ex: aprogram for linking final consonants with vowels ex: an orange - You can see the following wordsfor the parts of sentence: (to) - for verbs ex: (to) visit (a/an) - for countable noun ex: an egg, a book (unc) - for uncountable noun ex: rice LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 10 (adj) - for adjectives ex: exciting (adv) - for adverb ex: badly 3,4,2, Techniques for checking vocabulary: To make students memorise vocabulary effectively, I often give some games for students to attend It helps students not only practice attentively but also relax Here are the games and activities I usually use: + Slap the board + Who is better/ +Network/Brainstorming + Car- racing +Pelmanism + Matching + Review words +Rub out and remember + Guessing games + Jumbled words + Simon says + Word square + Bingo + Hangman + Survey +Lucky number |+ Nought and cross + Chaingames a Rub out and remember: - This technique helps students memorises new vocabulary - Teacher presents or elicits the vocabulary and build up a list on the blackboard - After each word the teacher puts the VietNamese translation - Teacher gets students to coppy in their books and then close their books - Teacher rubs out the words one at a time - Teacher esases a word in English, point to the VietNamese translation and asks “What is this in VietNamese ? - When all the English words are erased, teacher goes through the VietNamese list and gets the students to call out the English words - If there is time, the teacher gets the students to come to the board and write English words again LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 11 Ex: English 9- Unit 7- Listen 1………….: mặt trời 5………….: Khí sinh học 2………….: hạt nhân 6………….: gió 3………….: có hại 7………….: phong phú 4………….: nguy hiểm 8………….: sử dụng b Slap the board: - This technique gets students recognize new words through listening and understand the meaning of new words - Teacher puts the new words in both English and VietNamese all over the board in bubbles- not in a list ( if you want to check the understanding, put the VietNamese translation of new words or picture on newboard) - Teacher divides the class into two teams of or and call one student frm each team to the front and get them to stand at equal distance from the board - Teacher calls out one of the new word in a low voice in VietNamese or in English - Two students must run forward and slap the word on the board The one who slaps on word correctly first is the winner The winner says standing, the loss says sits down If students are playing teams, the win team gets a mark - Then teacher calls a new student to replace the loser, after two or three times, teacher gets different students in the class to stand up and call the word to be slapped Ex: English Unit 2: Making arrangements Lesson 3: Read Checking vocabulary: Slap the board conduct Deaf-mute transmit emigrate demonstrt e device c What and where: - This technique is good for students to remember new vocabulary and revise vocabulary - Teacher elicits the words from the students, as they give the teacher the words, he/she writes it on the board inside the circle, not in a list - When all the words are on the board , teacher asks them to repeat the words in circle Teacher rubs out one of the words but doesn’t rub out the circles LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 12 - Teacher rubs out another word but leaves the circles Teacher points to the words or empty circles, students read or remember the words Continue untill all the circles are empty The students now have to remember all the words Teacher asks the students ( or at the time) to come to the board and fill in the circles with the correct words Get up Go to school Take a showe r Have lunch d Matching: - T writes the vocabulary in a list on the left hand side of the board T writes definitions, translations or draws pictures on the right hand side of the board - T gets ss to come up to the board match the items on the left hand list with the items on the right hand list by drawinga line between them - Four or five ss can work at the board at the same time T checks answers by asking the class:”Do you agree?” e Jumbled words: - T sticks or flashcards with jumbled words on the board - T asks students to rewrite the words in the right order - T gets Ss come to the board and write the correct words - T corrects them and asks Ss to read again Ex: English Unit 2: Making arrangements Write mcuestor ayddmy nifurretu rvseice essgmea * Answer key: Customer Message service Midday furniture f Networks/Brainstorming: - This technique helps students revise lexical sets LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 13 Ex: English Unit 6: The environment Lession 1: Getting started, listen and read To help Ss remember vocabulary about pollution I write a network with the topic”pollution” on the board and put some more words below it I divide the class into 3groups I ask them to brainstorm about the polluion I tell them that they will have 5minutes to prepare on extral board when the time is over they will have to show their preparation The group which has more correct words will win Air pollution Noise pollution Water pollution Pollution Garber dump (to) throw trash Garbage bins g Who is better: Ex: English 6- after finishing unit and unit 10 I can give a game that helps students to memorise”adjectives” I divide the class into two groups, if one person in group says a “ positive adjective”, one person in another group has to say a “ negative adjective” The group that can’t give out any words or wrong words will lose Group I: tall thin strong Group II: short fat weak h Pelmanism: - This game helps students to review vocabulary Ex: English Unit 9- At home and away Review the form of regular and irregular verbs of past simple tense I prepare some cards about regular and irregular verbs of past simple tense, I divide the class into two groups then ask them in turn to take the cards which have infinitive and past form of the verbs that teacher says, when time is over, which group takes more correct pairs of words, they win Go- went Play- played Meet- met Sing- sang Take- took Swim- swam LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 14 After playing this game, T can check the understanding about the useageof verbs by giving an exercise, ask students from two teams to use the correct form of the verbs above to complete the sentences Ex: I ……….to the movie theater last weekend We usually……….badminton after school He…………his friends on the street yesterday My father……me to the zoo when I was small Phong can……….karaoke 3.4.3 Technique for practicing vocabulary: To get students to practice vocabulary, I usually give them some generative technique below: + Students’ gapfill: In pairs, students make sentences in their notebooks using three of the new words, but instead of the new words, they write a blank Then they change books with another pair, and try to complete the aps in that bookin a limited time Finally, they give the book back, and they add up how many correct sentences they all have Ex: English Unit 5: Thing I AMy day (A1,2) T gives some vocabulary: homework,get up, play games……… Pair1: Everyday, Nga…… up at six o’clock Pair 2: Every afternoon, I ………games Pair 3: Every evening, Nga does her…………… + Chain story: The new words are written in random order on the board Students dividedinto group of or The teacher gives them the first sentences of a story Student takes the 1st new word from the board and uses it in a sentenceto continue the story Student repeats the story so far, and uses the next word to continue it Student repeats the story and continues it with a sentence using the next word…… Ex: English Unit 4: Big or small? C Getting ready for school(C1,2,3) S1: Everyday, I get up, I get dressed………… S2: Everyday, I get up, I get dressed, I brush my teeth………… S3: Everyday, I get up, I get dressed, I brush my teeth, I go to school………… LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 15 + Catgorisation: In pairs, students divide the words inti two categories They can decide the categories, or the teacher can decide them, but they must be able to saywhy they put the words into which category Ex: English unit 9: At home and away T asks Ss put the following verbs in the pronunciation of the “ed” ending: Listened, wrapped, painted, raised, looked, needed, visited, watched, opened, seemed, learned, practiced, stopped /t/:………………… /id/:……………………… /d/:……………………………… The effectiveness of the experience initiative for educational activities, with self, colleaguesand the school Through the practical teaching of the past years, with the methods of teaching new vocabulary In the lesson, I have noticed, students are very excited to participate in the lessons They can predict new words through context, situation, topics Many former students, who did not dare to speak in front of the class, confident in communication now I have given them manyspecific situations so that they can engrave many words, especially many difficult ones After applying these methods to teaching in grade 6,7,9, I found them very interested in learning and participating in activities And this is reflected result of the first semester in school year 2020-2021 in grade in grade 6,7,9 as follow: Grade Total 61 44 52 Excellent Good OK Weak SL % SL % SL % SL % 10 20 32,7 26 42,6 14,7 12 27,9 17 39,6 11 25,6 6,9 13,4 25 48 18 34,6 Poor SL % 0 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 16 III CONCLUSION AND OFFER: Conclusion: Above are some of my experience on :”Some experiences of teaching new words” That I have learned in the process of learning, reference, research and experiential teaching with my own students That is my own sbjective experience, not the optimal method Whether or not the method you choose to bring it depends on many factors The most important thing is still young love, patience and sense of responsibility of the teacher directly close responsibility to students To respond to the movement of innovation teachng methods in schools, As a foreign languague teacher, I would to have a small part with my colleagues to develop an increasingly effective teaching method that help students learn more and more foreign subjects, be able to learn actively, communicate confidently with your own ability to use English Offer: There are some of the small experiences that I have used in my teaching and have achieved high results, I look forward to the attention from equipment , teaching aids, materials… to help myself and colleagues to accumulatemore good experiences in teaching in order to satisfy current educational requirements I look forward to the exchange of the ideas from colleagues, colleagues and experts to improve ourselves and the most effective topic contributing to the training of the younger generation, bringing foreign language closer to the children It is possible that we have accomplished the so- called” comprehensive technical education, training for all people, useful for society” I sincerely thank CONFIRMED HEAD OF UNIT Yen Dinh, May 20th, 2021 I swear this is the education initiative by the experience I write, not copying others' content written by Bui Thi Huong LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 17 *References Serial Authors Nguyen Hanh Dung Sao Ngoc Loc VuThi Loi Nguyen Van Loi Nguyen Hanh Dung §ang Van Hung Than Trong Lien Nhan Le Thi Thanh Quy Le Thi Diem Tu Le Thi Diem Tu Pham Thi Tuong The group of authors Adrihers- Adrian doff Draft version Name of the references Some issues of teaching vocabulary -English textbook 6,7,9 - teacher’s book 6,7,9 - Lecture design Regular training materials for teachers A training course teachers The ELTTP methodoloyy course Lesson plan LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 18 CATEGORY EXPERIENCES HAVE BEEN RANKED C OR HIGHER BY THE PROVINCIALAND DISTRICT LEVEL EDUCATION AND TRAINING INITIATIVES Fullname: Positions and work place: TT Names of the topic Rèn luyện kĩ đọc cho học sinh lớp Một số phương pháp giới thiệu ngữ liệu Phương pháp dạy tiết luyện nghe cho học sinh lớp Teaching conversations “To help the grade 6th students learn the listening skill effectively” “To help the grade 6th students learn the listening skill effectively” Rating rating Output results type School year Cấp huyện C 2003-2004 Cấp huyện B 2005-2006 Cấp huyện C 2009-2010 Cấp huyện Cấp huyện C A 2017-2018 20182019 Cấp tỉnh C 20182019 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 19 YENDINH DISTRICT EDUCATION AND TRAINING DIVISION YEN THAI SECONDARY SCHOOL INITIATIVE AND EXPERIENCE “SOME EXPERIENCES OF TEACHING VOCABULARY ” Author: Bui Thi Huong Working position: Teacher Place of work: Yen Thai secondary school Subject:English LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 20 YEN DINH , 2021 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com ... CONCLUSION AND OFFER: Conclusion: Above are some of my experience on :? ?Some experiences of teaching new words? ?? That I have learned in the process of learning, reference, research and experiential teaching. .. years experiences in class, met many students don’t remember new words, misspelling, understand the wrong sentences, which has urged me to implement the topic:? ?Some experiences of teaching new words? ??... the board: - This technique gets students recognize new words through listening and understand the meaning of new words - Teacher puts the new words in both English and VietNamese all over the