Experience of teaching English vocabulary for class 6C students in Nguyen Chich secondary school

CATEGORY Page A INTRODUCTION 2 1 The reason for choosing the topic 2 2 The purpose of the research 2 3 Objects research methods 2 4 Theme launched a new solution 3 5 Scope of application 3 B CONTENTS. Experience of teaching English vocabulary for class 6C students in Nguyen Chich secondary school Experience of teaching English vocabulary for class 6C students in Nguyen Chich secondary school students self learning, collaborative capabilities, skills training into real use knowledge economic, emotional impact, bring joy, excitement and learning responsibility for students. 2. Content matters: 2.1. Reality: According to todays program distribution, there are 12 units in English 6 with 3 lessons per week, which almost always has more new words in lessons and even in practice. However, to teach vocabulary lessons more vivid, teachers must do pictures, maps used to illustrate, enabling them to easily remember words and direct their attention on the central theme or lesson. Regarding the distribution of information during the week, sometimes in a day children have to learn too much English words consecutively. This will certainly cause psychological overload for some pupils. To the students, it is also very difficult to check or directly guide them to learn at home because this is a foreign language, which is known by almost parents. It is also very difficult problems in the management of the school in students home. In addition, a students vocabulary plays a central role, the students often learn vocabulary by reading words in English and try to remember their meanings in Vietnamese, has written in the writing as well as to deal with teachers, but has no sense of selfcheck himself, to inculcate new words and vocabulary available. Therefore, they are forgetful and easily confuse words with other words. Thus, many students get bored and neglected. So teachers should pay attention to students psychology. 2.2. General orientation of the topic: After analyzing the causes for fear of learning English of the students, teachers do not often focus on teaching vocabulary items and high school yet highly effective. Specifically in the early school years teaching English after receiving Grade 6, after the first few lessons, I asked 6C class students to take tests to check vocabulary, I asked them to match English words with appropriate means from Vietnamese. Finally I obtained following results: 34 results, I decided to try to apply some experience my vocabulary taught through classes and throughout the year the next class I apply my experience is presented below, compared to last school year compared with the initial results. 3. The process of implementation: 3.1. Principles: There are many different ways to teach vocabulary, but some ways are more effective than others. Here are several principles for teaching words. Firstly, we should provide a context for new words. If we hear a new word in isolation, we are likely to misunderstand its meaning. Hence, we should teach new words in contexts. There are different kinds of contexts such as grammatical, semantic, and discourse. Using and presenting words in context helps students to guess their correct meaning and remember the sáng kiến kinh nghiệm tiếng anh Trung học cơ sở

CATEGORY Page A INTRODUCTION The reason for choosing the topic 2 The purpose of the research Objects - research methods: Theme launched a new solution: Scope of application B CONTENTS Justification: Content matters: 2.1 Reality: 2.2 General orientation of the topic: The process of implementation 3.1 Principles 3.2 Techniques to teach the meaning of words: Steps for teaching vocabulary Ways to check words 9 Implementation results: 17 C CONCLUSIONS AND RECOMMENDATIONS 18 Conclusion: 18 Recommendations: 18 REFERENCES 19 A INTRODUCTION The reason for choosing the topic Words are a good place to begin a course in language teaching methodology Vocabulary words are simple enough to begin learning on the first day of a class and there are powerful enough to encourage communication from the very beginning Words are small pieces of language which carry bits of meaning Knowing many words does not guarantee a person to be able to speak a language, but not knowing enough words can prevent a person from effective speaking or understanding a language As a language teacher who has been in this teaching post for a great many years, I have put much thought on these problems and have observed how students can remember and use exactly the words they learnt What I found after my observation made me pay more attention to them and I have found how effectively they work The purpose of this present study is to investigate some effective ways to help my students find it easier to remember and use vocabulary which are of great help in their writing, listening and speaking as well as doing well in their test papers My main focus is on vocabulary that students meet in their lessons at school Here are some of my experiences gained after my teaching practice hoping to get much more correspondence from you all With the serious importance of teaching words in teaching a language, I decide to investigate this topic Hopefully that it is useful to you and me in teaching English The purpose of the research - English is considered as one of the most important means of communication in the world nowadays It requires us to have a number of vocabularies, so it is necessary that we should learn vocabulary efficiently and use them in the situations most correctly - But most of the students not understand the importance of words They are lazy in learning vocabulary or just learn passively and these words can’t be used significantly, especially for the English course in grade with the amount of new knowledge that it differs from their native language, so they are afraid of accessing it They usually misspell, misunderstand the question and did not translate Therefore the teacher finds the ways to make vocabulary no longer a "tough stand" of the students, which urged me to implement the project “Experience of teaching English vocabulary for class 6C in Nguyen Chich secondary school” Objects - research methods: - Students in class 6C in Nguyen Chich Secondary School - Research Methodology document, expected time colleague, inspection and make comparison between the results of students Theme launched a new solution: - Before going into specific issues, we agree that main methods of teaching foreign languages in our cage transplantation, meaning that new words should be taught in context which can be a reading, a conversation or a course, however, it comes with the foreign language teaching and learning is still teaching new words like?, teaching structure How does the new sentence to the students know how to use new words and new structures to communicate in foreign language From the beginning, the teacher should consider the different tips for each lexical processing step in a new context: inspire, teach, test and reinforce vocabulary - Should they teach all the new words and teach how many words in a lesson? - Use available sample sentences learned or will learn to introduce new words - Use pictures, visual aids to introduce new words - Make sure the students understand the structure, vocabulary applied to structures to fulfill communication functions Establish the relationship between structures and new vocabulary - Engraving how to use the words in the minds of students through the sample sentences and through practical exercises Scope of application: I have explored the research material, combining class observation, experimentation, examine and compare the academic performance of students, to draw the best teaching method for the children - Can be applied to students in secondary schools and especially in grade in Dong Son district B CONTENTS Justification: Education Law - 2005 (Article 5) regulation "approach to education promote a positive, self-discipline, initiative, creative thinking of students, training support for learners to be autonomous, practice ability, passion for learning episode and the will to rise " With the goal of universal education is "Helping students develop comprehensive moral, intellectual, physical, aesthetic and basic skills, develop personal power, dynamism and creativity, personality formation Vietnam South socialist construction and responsibilities as citizens, prepare students further education or enter working life, take part in building and protecting the country " Educational programs issued together by Decision No 16/2006 / QD - BGDDT of Ministers 05/05/2006 Ministry of Education and Training also stated: "To promote a positive, self-discipline, initiative and creativity of students, consistent with the characteristics of subjects, characteristics of students, each classroom conditions and fostering local students self learning, collaborative capabilities, skills training into real use knowledge economic, emotional impact, bring joy, excitement and learning responsibility for students Content matters: 2.1 Reality: - According to today's program distribution, there are 12 units in English with lessons per week, which almost always has more new words in lessons and even in practice However, to teach vocabulary lessons more vivid, teachers must pictures, maps used to illustrate, enabling them to easily remember words and direct their attention on the central theme or lesson - Regarding the distribution of information during the week, sometimes in a day children have to learn too much English words consecutively This will certainly cause psychological overload for some pupils - To the students, it is also very difficult to check or directly guide them to learn at home because this is a foreign language, which is known by almost parents It is also very difficult problems in the management of the school in student's home - In addition, a student's vocabulary plays a central role, the students often learn vocabulary by reading words in English and try to remember their meanings in Vietnamese, has written in the writing as well as to deal with teachers, but has no sense of self-check himself, to inculcate new words and vocabulary available Therefore, they are forgetful and easily confuse words with other words Thus, many students get bored and neglected So teachers should pay attention to students' psychology 2.2 General orientation of the topic: After analyzing the causes for fear of learning English of the students, teachers not often focus on teaching vocabulary items and high school yet highly effective Specifically in the early school years teaching English after receiving Grade 6, after the first few lessons, I asked 6C class students to take tests to check vocabulary, I asked them to match English words with appropriate means from Vietnamese Finally I obtained following results: 34 results, I decided to try to apply some experience my vocabulary taught through classes and throughout the year the next class I apply my experience is presented below, compared to last school year compared with the initial results The process of implementation: 3.1 Principles: There are many different ways to teach vocabulary, but some ways are more effective than others Here are several principles for teaching words Firstly, we should provide a context for new words If we hear a new word in isolation, we are likely to misunderstand its meaning Hence, we should teach new words in contexts There are different kinds of contexts such as grammatical, semantic, and discourse Using and presenting words in context helps students to guess their correct meaning and remember them better Secondly, we shouldn’t present too many words at once Instead, we only teach a few words and allow students to practice and use them more Indeed, presentation will help the students understand words and practice will help them remember the words better If the students forget what has been presented, it will not be useful for them in the future Thirdly, practicing words in contexts is more important than memorizing isolated words We can learn many new words without being able to use them in communication Students may be required to learn the meanings of words but they must also be given the opportunity to use them productively in speaking and writing Fourthly, we should teach our students skill for guessing new words, especially when reading The meaning of words can be inferred from the different types of contexts and from looking at the affixes of the words For example, a photograph is a picture which is taken with a camera, what is a photographer? A learner can guess from the suffix “-er” that a photographer is a person who takes photographs Fifthly, we should avoid translation as much as possible If the students are always having words translated, they are really only communicating in their own language, not in English Also, students don’t usually remember vocabulary that has been translated We only use translation as a last resort, when it would otherwise take too long to communicate in English Sixthly, we should avoid using dictionaries as much as possible When reading or listening, students should first try to guess or ignore new words so that they can continue without stopping Moreover, using a dictionary when speaking or listening often slows down communication However, using a dictionary in writing can be beneficial since it helps students express themselves more clearly Seventhly, we must remember that not all words are important For instance, in the sentence, “The large, maroon sedan drove away.” (“The large, red car drove away.”) The word “sedan” is important because it is the subject of the sentence But the word “maroon” is not important to understanding the sentence Eighthly, if a word is necessary for the students to understand an activity or a passage, we should teach it to them beforehand On the contrary, if it is not necessary or important, let the students first guess the meaning while they are reading or listening, then teach the meaning later or not at all Choose words to teach: * Passive vocabulary: Some teachers tend to make a distinction between passive and active vocabulary For them passive vocabulary is words which a student can recognize but not necessarily use in speaking or writing If a student sees a word in their passive vocabulary, he or she can understand what it means Passive words are especially useful for the receptive skills such as reading and listening * Active vocabulary: Active vocabulary is words which students can both understand and use in communication Active words are especially useful for productive skills such as speaking and writing * What vocabulary to be taught? In a given passage, the readers and teacher will find many new words Therefore, the teacher must decide which words to teach and how much time to spend on teaching them There are four types of words categorized which are presented with general guidelines for teaching below - For new words which are necessary for them to understand a text, the students try to guess it meaning from the context or grammar first If it is impossible, the teacher should pre-teach the words - For new words that are not necessary for them to understand a text, the teacher one of two things If it’s a common word which the students will likely use later, the teacher should teach the word’s meaning later, after reading the passage But if the word is strange or unusual, it’s probably not necessary to teach it at all - For the words the students have already known, certainly it is not necessary to teach the meaning If there are too many words the students don’t know, the text is probably too difficult for their level of English - In some phrases, the students may understand all the individual words but they still don’t understand the meaning For instance, they may understand the meaning of “stick”, “in”, “the”, “mud” But they may not understand that the idiom “stick in the\ mud” means “ a person who resists change” For this case, the teacher must decide whether they are important or not Especially at the lower level, explanation for idioms should be limited or saved for later If it is a common idiom the students probably see often, the teacher should let them guess its meaning, then teach it Otherwise, not much time should be spent on idioms 3.2 Techniques to teach the meaning of words: In English teaching there are many techniques to teach the meaning of words Teachers can use the following ways: REAL OBJECTS (Visual Syllabus): Teachers can use objects in class or bring to class, use pictures, tables, diagrams or can draw directly on the board, teachers can use actions, gestures, gestures Teachers and students themselves are always a lively visual source that if skillfully used, it will bring positive effects to the learners to memorize words quickly and remember longer Ex: At Unit 3: My friends in grade English program teachers want to introduce human body parts The teacher can draw on the board or point at the parts of his face and read aloud in English VISUALS Teach the students to look at the pictures or draw a picture for them to look at, helping them to guess the meaning of the words quickly Ex: Teachers teach students the following words: Look at the pictures and say the meanings of the words "about school things and furniture in Unit and Unit English MIME Expressed by gesturing the face of the teacher Ex: Teachers want to teach "cold, jump" vd bored Teacher looks at watch, Makes bored face, yawns T asks, "How Do l feel" vd (To) jump T jumps T asks, "What am l doing?" SITUATION / EXPLANATION (Situation / Explanation) Use real-life situations in class or explain to students to understand words EXAMPLES (Example) The teacher gives an example containing the word to teach to help students guess the meaning of the word SYNONYM - ANTONYM (Synonym / antonym) Synonyms - left words mean that teachers use the meaning of the learned word to explain the meaning of the learner Ex: Teachers want to teach words: occur, happy, tall, fat, short - tall # short - thin # fat - wide # narrow * time words: - morning # evening - sunrise # sunset TRANSLATE INTO VIETNAMESE Translation is the quickest and easiest teaching tactic but very simple Translate to help teachers when teaching many words at a time or from abstraction to save time Steps for teaching vocabulary The most important thing when introducing new words is to follow the listening - speaking - reading - writing sequence In the process of teaching and through training on innovation of teaching methods, we must teach words according to the following steps: STEP 1: Read samples for students to listen about times (listening) STEP 2: Ask students to repeat their homosexuality and personality (to speak) STEP 3: You write the word on the board and ask students to read the bar and individual (read) STEP 4: Ask students to write the words in their notebooks (write) STEP5: Ask students to give the meaning of the word with word teaching techniques so that they can draw the meaning of the word and write it on the board STEP 6: Mark the stress of the stressed sound STEP 7: Give the sample sentence and ask students to identify the word of the new word Ways to check words We know that when teaching words to students as well as teaching listening - speaking - reading - writing skills, the teaching process always includes steps: STEP 1: Introduce the word STEP 2: Practice / practice words STEP 3: Check and try also words In this third step, teachers can help students remember words effectively, create interest in learning words and make classes more exciting by the following tips: 5.1 Rub out and remember Teaching aim: to help the students memorize new vocabulary - Present or elicit the new vocabulary and build up a list on the board - After each word, put the Vietnamese translation - Get the students to copy into their notebooks and then ask them to close their notebooks - Rub out the new words one at each time - Each time you rub out a word in English language, point to the Vietnamese and ask, “what is this in English?” - When all the English words are rubbed out, go through the Vietnamese list and get the student to call out the English words 5.2 Slap the board: Teaching aim: - to get the students to recognize new vocabulary through listening - to check the students’ understanding of the new words - Divide the class into two teams - Put the new words (in Vietnamese or in English) all over the board – not in a list - Call two students of two teams to go to the front of the class - Asks them to stand at an equal distance from the board 10 - Call out one of the new words in a loud voice - The two students must run forward and slap the word on the board - The one who slaps the correct words first is the winner - if you are playing in teams, the winning team gets one mark - Then ask two or more students to come forward 5.3 What and where: Teaching aims: to help students memorize new vocabulary or to revise vocabulary - Follow the same procedure as for “Rub and remember” and “slap the board”; choose observers - Elicit words to with the classroom from the students - As the students give you the word, write it on the board inside a circle - Don’t write the words in a list - When all the words are on the board, rub out one of the words but not rub out the circle - Get the students to repeat the words including the rubbed-out word by pointing at the empty circle - Rub out another word but leave the circle - Point to the words or the empty circles - Continue until all the circles are empty - The students now have to remember all the words - Ask the students to come to the board and fill in the circles with the correct words 5.4 Matching: Teaching aim: + to get students to match the new vocabulary with definitions, translations, or picture + to save time pre-teaching - Write the new words in a list on the left hand side on the board - Write definitions, translations, or draw pictures on the right hand side on the board - Get students to come to the board and match items in the left hand list with items in the right list by drawing the line between them - Four or five students can work at the same time 5.5 Ordering: Teaching aim: to get students to recognize the pronunciation of new words and give them listening practice - Teach new words and write them on the board in the wrong order - Get the students to copy the words in their books 11 - Read or tell a story with the new words in it - Get students to put the words in the correct order by numbering them 5.6 Bingo: Teaching aim: To get students to practice listening to the new words in order to match sounds with spellings - The teacher gets the class to brainstorm a list of 10 or 15 words and put them on the board - The students choose any five of them and copy them into their notebooks - The teacher reads out the words in any order - Each time the students has one of the words that the teacher reads, he/she put a tick next to that word - The first student who has all five words shouts “bingo” and wins the game 5.7 Noughts and crosses: Teaching aim: to get students to put new vocabulary into sentences - The teacher put a grid on the board with nine new words in it - The students work in pairs One of the student copy the grid in his/her book - One student choose “0” and the other choose “X” - One student choose a word and make a sentence with it If the sentence is correct, he/she puts his/her mark “0” or “X” in that square - The first student who gets marks in a row wins the game 5.8 Jumbled words: Teaching aim: to get the students to practice spelling new words - Teacher writes or words with jumbled letters on the board and tells the students what the topic is - Students write the words correctly in their books - Call some students to write the correct words on the board 5.9 Network: Teaching aim: + to get the students to revise lexical sets + to put words from different lessons into one context so the students can remember the words better - Write the network like the below example on the board and put some more words below it - Get the students to put the given words in the appropriate circles - Students fill in the remaining empty circles with their own words 5.10.Word square: Teaching aim: To get students to recognize the spelling of new words - The teacher writes the word square on the board or makes a poster of it 12 - The teacher tells the students what topic is and how many hidden words there are - The student come to the board and circle any words they can see Bài dạy minh họa – Tiếng Anh SGK thí điểm: Date of teaching:…………………… Unit 4: MY NEIGHBORHOOD Lesson 2: A CLOSER LOOK I/ Objectives By the end of the lesson, students can: - Use words to describe a neighbourhood - Pronounce correctly the sound /i/ and /i:/ in isolation and in context II/ Language contents 1/ Grammar: Adjectives – sound /I/ and /i:/ 2/ Vocabulary: (a) polluted, (in) convenient III/ Techniques - Role-play - Games - Questions & Answers - Matching IV/ Teaching aids : CD player, Flash Cards, Pictures, Power point V/ Time 45 minutes VI/ Teaching procedure Sts’ and T’s activities Contents Activity1:Warm up play games: competition” Word - Play games: Word competition” - T writes “NEIGHBOURHOOD” on the board and in two minutes, each member in one group lists all the adjectives beginning with one of the letters in the word “NEIGHBOURHOOD” The members of each team, in minutes, take turns to write on the board as many adjectives as you can The team with more correct answers will be the winner - Possible answers: 13 • • • • • • • • • Noisy, narrow, new, near, nice, natural,… Expensive, exciting, excellent, empty, evil, easy, eager, early,… Intelligent, interesting, important, ideal, idle, …… Good, green, glad, grey, golden, generous, gentle, giant,…… Hot, high, happy, heavy, helpful, huge, hilly, horrible,… Bad, boring, better, big, black blue, blonde, bully,…… Old, oval, open, own, outgoing, obvious, optimistic,… Right, rainy, regular, relaxed, red, ready,…… Dark, dirty, dry, dangerous,…… I Vocabulary used to describe a neighbourhood narrow (adj): chật hẹp historic(adj): cổ kính fantastic(adj): tuyệt vời convenient (adj): thuận tiện Activity 2: Vocabulary used boring (adj): nhàm chán to describe a neighbourhood Noisy (adj): ồn Teach new words: Exercise Polluted(adj): ô nhiễm 1, p40, Student’s Book Fill in each blank with one word from the box Listen, check and repeat the words narrow Historic Convenient Boring Fantastic Noisy Polluted Cua Lo is a fantastic beach! I love it here – everything I want is only five - Checking technique: Gap- minutes away It’s so……… filling Life in the countryside is……… There aren’t - Ask Ss to write the correct many things to there 14 adjective in the blanks The air in the area is……….with smoke from factories - Sts the exercise individually, then compare the Hoi An is a……….city with a lot of old houses, answers in pairs shops, buildings and theatres, etc - T play the recording to check The street is very………with a lot of traffic so answers we can’t move fast Now, there are many new shops near here so the streets are busy and ……during the day Key: Convenient Boring Polluted historic narrow noisy Now match the adjectives from the box in with their opposites below Practice: Exercise P.40, Student’s Book 2&3, exciting Peaceful Modern terrible Inconvenient Wide quiet Explain the contents in watch out carefully to the Ss; Take Example: narrow – wide some more example to Key: illustrate Boring – exciting Ss individually Noisy – quiet/ peaceful Check with the whole class Historic – modern - Do exercise Convenient – inconvenient Fantastic-terrible 3- First, model this activity Work in pairs Ask and answer questions about your neighbourhood Use the words in and to help you Then practice in pair Example: Call some pair to practise in A: Is our neighbourhood polluted? front of the class B: No, it isn’t A: Is it peaceful? 15 B: Yes, it is - Remind Ss the position of adjectives (after verb BE and before noun) III Pronunciation: - Give moral lesson: Ss should help their parents the Listen and repeat the words Pay attention to housework to keep their house the sounds /i:/ and /i/ clean, then they can the same thing to their Exciting Cheap Historic Sleepy Expensive neighborhood Conveni Peaceful Police Noisy Friendly ent /i:/ /i/ Example: cheap historic Key: /i/ cheap- sleepy- peaceful- convenient- police Activity 3- Pronunciation the /i:/ historic- exciting-expensive- noisy- friendly sounds /i/, /i:/ Listen to the sentences and circle the words - Let sts watch video you hear: - Then exercise 4, 5, Tommy is living/ leaving there Ask Ss to identify which Shall we hit/ heat the oil first? sound is longer and which one This airplane sits/ seats 100 people is shorter Play the recording- Ask Ss to There’s a ship/ sheep over there listen Jimmy is finding some tins/teens now Ss circle the words they hear Peter bought a mill/ meal last week Check their answers Some Tims/ teams are coming in It is a fish and chip/ cheap shop Key: 16 Further- Practice living heat seats sheep tins teams chip mill Listen and practice the chant Notice the sounds /i:/ and /i/ Ask Ss to listen while you play the recording Play the MY NEIGHBOURHOOD recording again and ask Ss to My city is very busy chant along There are lots of buildings growing - Have groups sing alternate The people here are funny lines It’s a lovely place to live in My village is very pretty Homework There are lots of places to see Learn the vocabulary by The people here are friendly heart It’s a fantastic place to be Do exercise A1, – B1 (p.26, 27 – Workbook) Prepare for the next lesson Implementation results: With the above method, although it has not achieved absolute results, it has partly helped them to be more excited and active in learning vocabulary in class as well as at home That shows that "The method and technique of teaching English vocabulary in junior high school" that I am studying is more or less effective in the teaching process Based on the results, I realized that creating excitement for students in learning English vocabulary is very necessary, after applying them, they engraved what I conveyed, bending Leveling goes into order, bringing about significant efficiency changes THE POSSIBLE RESULTS To have the results of the research mentioned, I have made a survey from class 6C in my school that I am teaching There is no denial that almost all of those in class 6C are not totally excellent but quite good at English vocabulary and they can use them smartly 17 I gave them a same vocabulary test at the beginning of the school year andnthe other same test at the end of the semester and here are the statistics At the beginning of the school year Numbers of Marked over students Marked from 6.5 to under Marked from to under 6.5 43 23.3% 34.9% Numbers of Marked over students Marked from 6.5 to under Marked from to under 6.5 43 34.9% 39.5% 7% Marked under 37.2% At the end of the school year 4.6% Marked under 18.6% C CONCLUSIONS AND RECOMMENDATIONS Conclusion: Through the study of guiding students to learn English vocabulary, I found that applying this experience helps students with disabilities to absorb lessons more easily, have more progress, and good students also promote his creative ability Therefore, it is necessary to innovate methods and have flexible teaching methods to suit each subject In addition, teachers also need to know how to apply the experience to practice in a lesson to promote the activeness and initiative of students, improve the quality of teaching Therefore, teachers must teach enthusiastically, love the profession and love their students to have a lot of enthusiasm, experience to always be innovative, creative, rich and highly effective As a teacher, I look forward to contributing my experiences to teachers and colleagues to improve the path of "growing my people" on a growing and highly effective Recommendations: 18 Though seemingly difficult at first sight, vocabulary will be soon not a burden for students to study English if teacher give them effective ways to learn I thus suggest that we apply these kinds of techniques not merely to beginners but also to all students at higher levels as in high schools so that they can make full use of the new words they have learnt in their productive skills as speaking and writing as well as in their listening and reading For language teachers, if we habitually use these useful techniques in our teaching, we will certainly find it much easier to get our students to understand the lessons as well as other parts of language Nguyen Chich principal’s confirmation Thanh Hoa, 12/03/2019 I assure that the work is completely written by me, not copied Nguyen Thi Ngoc Lan REFERENCES The general issue of renewing Secondary School Education courses English - Ministry of Education and Training Education publisher Document regular training for teachers of junior cycle III period (2004-2007) Education publisher 3.M A Le Thuy Linh (2006) Lesson Planning Classroom Assessment & Testing + Jeremy Harmer (2004) The Practice of English Language Teaching + English Language Teacher Training Project (2000) The Methodology Course/ Book one & two + A J Thomson & A V Martinet (1997) A Practical English Grammar/ Nhà xuất Trẻ - I would like to thank the authors of the following books for permission to use as my material in my tests: + Tiếng Anh 6, Bài tập Tiếng Anh 6, Sách giáo viên Tiếng Anh – Nhà xuất giáo dục Việt Nam 2014 19 + Bài tập bổ trợ, nâng cao Tiếng Anh – Nguyễn Thị Chi, Nguyễn Hữu Cương (2013) + Vở tập Tiếng Anh – Nguyễn Thị Hiền, Nguyễn Thị Chi… (2014) 20 ... Therefore the teacher finds the ways to make vocabulary no longer a "tough stand" of the students, which urged me to implement the project ? ?Experience of teaching English vocabulary for class 6C in. .. reading - writing sequence In the process of teaching and through training on innovation of teaching methods, we must teach words according to the following steps: STEP 1: Read samples for students. .. class 6C in Nguyen Chich secondary school? ?? Objects - research methods: - Students in class 6C in Nguyen Chich Secondary School - Research Methodology document, expected time colleague, inspection