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The techniques of teaching new words in order to improve the quality of learning English at Le Quy Don secondary school The techniques of teaching new words in order to improve the quality of learning English at Le Quy Don secondary school The techniques of teaching new words in order to improve the quality of learning English at Le Quy Don secondary school
I INTRODUCTION The reasons for choosing topic As we all know, English is one of the most widely spoken languages, is the golden key to the world The importance of English is increasingly being confirmed But learning English is not easy if we learn with the wrong method In recent years there have been major changes in the content and teaching methods to fit the objectives and requirements set out for this subject in the reform program The teaching and learning always impact relationships, mutual reciprocity How students understand the material, absorbing all the fastest, with the most popular class, attracting students, there are methods to teach or students to easily grasp all right in class are always the concern for each English language as we Meanwhile with any languages vocabulary,s role is also very important We can find a language is a set of vocabularies It means we can not understand the language without knowing the words But that does not mean we only understand the single lexical unit, independence of each other that can only be mastered through language dialectical relationship between the lexical units So learning the vocabulary and practicing using vocabulary skills are the leading factors in the transmission of language and acquire general English in particular From the above reasons, finding themselves a new teaching and learning from how to provide optimal performance for students is essential With experience in teaching English, I would boldly research experience with the initiative: "The techniques of teaching new words in order to improve the quality of learning English at Le Quy Don secondary school " By carrying out this study, the researcher wishes to give a hand in promoting the progress for grade and students Perhaps my research is not certainly perfect so I am looking forward to receiving input from all of you Thank you Aims of the study With the successful researching topics and initiatives of experience will provide teachers with the following experience: - Clearly understanding the new teaching methods for secondary school students - How to form a new sequence from teaching for secondary school students - Researching documentation of teaching English, teaching new techniques - Dubbing instruction test - Attending the companion,s lessons and get their experience - Checking and evaluating the results of the all students , grasp so that there is a reasonable additional adjustment - Directly guiding students to practice and trained skills to use English words in communication Researching objects Audience research is geared to forging subject for secondary school students in grades and in Le Quy Don secondary school in Bim Son town, the teaching vocabulary techniques The research focuses on two contents: - Providing students the most effective ways in learning vocabulary - Guide students to use new words in practicing and doing the test better Researching methodology a Reading topic To carry out this topic I studied and collected documents related to the topic, learned the experience from other teachers Whereby I oriented the content of the subject matter and clear research to solve problems with the relatively accurate documentation b Investigate method - Attending the companions,lesson: Through projected colleagues in my own school and outside schools have summed up some experience from the new classification teaching in English - Experimental research: The own gotten experience through classroom lessons, applied some of the new methods of teaching in every lesson and selfevaluate the effectiveness of those methods c Communicative method - Through the discussion of the problems of English teaching methods and new methods of teaching d Testing method - Through quality test results of students the teacher self-evaluation to assess the effectiveness of using a number of new teaching methods and propose suitable solutions II CONTENTS Theoreticle basis of the problem a The legal basis: - Pursuant to Resolution No 40/2000QH Congress on renewing the general education program - The topics of the Department and the Department of Education and Training to improve teaching methods in schools - Documents 'some problems renewing teaching methods in secondary schools's Ministry of Education and Training, published in 2002 b Scientific basis: Due to the characteristics of foreign language teaching methods not require to follow a certain order, so that teachers always have to pay attention to the informal methods to convey to learners the most reasonable Moreover, due to the overall situation of local students most facilities cater for student learning is poor Students most up newly acquainted secondary subjects English and understanding of social knowledge is still limited, but not shy even remember what the posts are learning, from the limited capital in the process of learning teachers face many difficulties, poor listening skills This topic is formed in the process of learning and theoretical research on practical teaching methods in Le Quy Don secondary school in Bim Son, listening comprehension test results for students in grades and grade The implementation of this research is based on theoretical approaches to teaching the English language arts, exact sciences, the students understand the lesson right in the classroom Teachers design requirements more simply listening exercise but on the basis of the basic content of the textbooks required In the process of implementation of the subject, myself constantly learning content abreast of requirements and find out the limitations of the new teaching methods to consult colleagues learn from experience, and create the appropriate adjustments the ability to acquire new knowledge and appropriate student age psychology State of the matter research a Advantages: - Along with the social-economic development and international integration of the country English is increasingly valued and affirmed Understanding the need that the state, the education and training establishments - department of education and training also has certain investments in order to improve the quality of teaching - learning foreign languages in general and English in particular - Teachers are enthusiastic, passionate, with the student, always learning innovative teaching methods in line with the student audience - The attention of the leaders to create conditions, school leadership team - Parents are interested in facilitating an optimal way for your child's education b Difficulties: To the subject English is a foreign language Applying to write essays is so often difficult for students to understand and apply well Writing abilities in particular, writing essay needs time and asks the students to master the grammatical structure, know flexibly use of language knowledge Not many students deeply know how to learn a foreign language Most of them learn new words by heart – a traditional way which takes a lot of time The equipment of teaching assistants is poor, not matching characteristics To the students: Until now students have learnt English only in the passive form (Teachers say they understand such games), they not have the concept of investment for subject because they consider that English is a foreign language th and 8th graders of new program are even more difficult because they have to approach an enormous number of new words in each lesson Technical English is a difficult subject that is both natural sciences and social sciences So the preparation of new and old studying at home is also deal, sketchy, especially in the regular classes Students are not really interested in learning English now, particularly in learning vocabulary because it is considered to be boring to learn To the teachers: In recent years, English teachers who have been invested more in knowledge and teaching assistant equipment However, to meet the standard in accordance with the requirements of the subjects in English is still limited, writing is a difficult skill which asks teachers to invest more in lessons Besides, guiding students uses the structural grammar, teachers have to guide them to apply flexible language structure Meanwhile and 8th grade - textbook new program provides an enormous number of new words that requires the teachers to spend much more time on researching the subject Some teachers not really care much about how to guide students how to learn new words effectively because they think it is students ,duty after each unit, but in fact very a few of them complete their task at home The use of proverbs in English during the teacher's lectures is very limited, because teachers have not really seen the role of expression in lessons Add to that the proverbs are fixed meaning- phrase should require users to be very careful language appropriate to the context, situation From the current situation show that many students not pay attention to school, not understand all right in class Most of the children have not been applied to write the vocabulary proficiency Specifically in quality surveys of the academic year 2017 - 2018 in two grades I was assigned to teach Here is the result: Number Excellent of Cl;ass students number % Fair Average Weak Bad number % number % number % number % 6D 47 6.4 12 25.5 26 55 8.5 4.3 8B 46 6.5 10 21.7 28 61 6.5 4.3 From these results I see it is necessary to have the effective teaching new words skills to improve the quality of students In practice, based on teaching experience combined with my colleagues who have accumulated some experiences in teaching vocabulary Thereby we can help students to improve their skills, understand the content of questions from which the correct answer Solution and implementation: For a long time, our teachers are familiar with the traditional way of teaching is followed the books, teacher-centered lessons so that the renewal of teaching methods make many teachers feel confused Therefore, to prepare a lesson vocabulary to attract students requires teachers to spend time researching genealogy, collecting pictures, using handmade visual aids, bringing the easy and simple objects to class to help students remember the lesson at once in class So according to the method taught vocabulary, achieving the highest efficiency to ensure the following: a Preparations: * For teacher: - Teachers need to invest a lot of time to search for documents and images related to the topic, as well as constantly updated information to support lectures -Teachers egularly use the simple visual aids to inspire in the lesson - Teachers have thorough and detail preparation before class * For students: - Collect more documents and pictures related to the teacher,s lecture - Prepare carefully before class - Find new words at home before - Practice the pronunciation frequently - Actively make visual aids and utensils when teachers request - In class lectures attention, speak enthusiastically to build tracks, aggressive, self-awareness as a group, pair b Presentations: Depending on each lecture teachers have cleverly found a way to post or to engage and attract students from the beginning lessons Teachers should lead students to focus on the lessons in many ways Such as "suggested" by the simple questions related to the subject, forcing students to think, respond as private On that basis, the guidance is included in the lesson Teachers should empower innovative initiative for students: Previously, he was the center of the lesson, the students now have to be more active in order to form more confident skills in communication.They regulalyr use their new vocabulary Therefore, teachers have to think of a group that works in the game, students in pairs to take part in building a better post Depending on the demands of each skill that has the appropriate procedure for each post Fully exploit the performance and manipulate them in a flexible manner and not confined to the framework c Principles in teaching vocabulary: - In a class teacher should choose - new words to teach, those words should be of the type of activity (active vocabulary) This means that the students will be from regular use in the classroom to practice basic skills, especially in fostering speaking and writing skills - The words should have high frequency that means they appear frequently in the text - These terms need to be learned in the learning process of the students in the present and the future - Teachers not repeat students from a way too many times because of repeating many times mechanically will not be effective in understanding the meaning of words that can make lessons become boring and waste efforts of students and teachers - Teachers should not transcribe new words while teaching beacauseVietnamese proficiency of students is limited, so students should focus on learning the writing system of both Vietnamese and English If they have to learn phonemic symbols students will be confused between writing and phonetic notation of a word d- Steps for presenting new vocabulary: 1- Use a suitable technique to elecit or show the meaning of the new vocabulary 2- Model the pronunciation clearly (3 times) 3- Ask students to repeat the word chorrally and individually 4- Correct students’ s pronunciation 5- Write the words on the board and students’ s copy down on their notebooks 6- Check that students clearly understanding the meaning and pronunciation 7- Draw students’ attentionto aspect of vocabulary such as part of speech , callocation , frequency etc… 8- Give students a written record (May be teacher check that students write well in their vocabulary notebooks) e Eleciting techniques for teaching vocabulary: Visuals - Use a picture - Draw on black Ex: The one pillar pagoda Mine - Facial expression - Guesture - Body action Ex : to brush ( one’s teeth ) Teacher takes a toothbrush then brushes her teeth T asks : “ what am I doing ?” Ss: You are brushing your teeth T: now repeat “ brush” ( times ) Realia: - Use real things (Teacher brings clock, chair, telephone, an apple, flowers….Into the class) Situation / Antonym: Use the questions Ex: What’ s another word for “holiday”? Holiday= Vacation What’ sthe opposite of “ happy”? Happy # Sad Translation: Ex: A destination True or False statements: Teacher gives some statements and asks students to choose the best answer Ex :A carpenter T says: a- Carpenter takes care of a forest b- Carpenter often works with wood c- Carpenter uses many tools Example: ex1: rice, meat, and fish are food food (unc) ex2: bananas, apples oranges …are fruits ex3: shirts, trousers, jeans, shorts, dressesare clothes Ex4: beds, tables chairs are furniture furniture (unc) * In addition, teachers must know how to combine teaching from Many teachers have to know how to combine a variety of techniques to explain the meaning of the word, but not need to explain quickly to take time Ex: to teach the word "smile" teachers draw a face and said, T: Look at the picture he is smiling Now look at me I’m smiling, too “ Smile” is a verb You smile when you are happy Repeat “ smile smile smile” Ss: smile T: Good What does it mean in Vietnamese ? Recording vocabulary: Using symbols a - You can see the following symbols with synonyms, antonyms, traslations and pictures = is the same as ex: good = nice # is the same opposite ex: good # bad b - You can use the following symbols to show the stress or the link of sounds For the stressed syllable For linking final consonants with vowels Ex : an orange c - You can see the following words or abbreviationsfor the part of sentence - To - for verbs ex: to visit - a/an - for countable noun ex: a destination - (unc) - for uncountable noun ex: rice (unc) - (adj) - for adjectives ex: excited (adj) - ( adv) - for adverbs ex: quickly (adv) d- You can simple underline prepositions or gerunds Ex: (to) stay (with/for/in ) f Checking techniques for vocabulary Rub out and remember: Teacher presents or elicits the vocabulary and build up the list on the blackboard After each word teacher put the Vietnamese translation Teacher the students to copy in to their books and then close their books Teacher rub out the new word one at a time Eacher time teacher rub out a word in English, point to the Vietnamese translation and aks “What’s this in Vietnamese?” When all the Engkish words are rubbed out teacher go through the Vietnamese list and get the studends to call out the English words If there is time, teacher get the students to come to the black board and write the English words again * Note: it helps leaners to memories new vocabulary Slap the board: Teacherputs the new words in English on the balck board in bubbles - not in a list If you want to check the understanding, put the Vieetnamese translationof the new words or picture on the blakboard Teacher divides the class in to two teamsof five or six to front of the class Teacher choose a student from each team and they stand at equal distance from the blackboard Teacher calls out one of the new word in a low voice in Vietnamese Two students must runs forward and slap a word the word in English on the board The one who slaps the correct word first is the winner If students are playing in teams ,the win team gets a mark Then teacher ask two more studentsto come forward … etc * Note: There are two points to remember inS the B If you use only English, leaners are only recognizing the word in through listening However if you use Vietnamese translation or picture you can checkthe meaning of the new vocabulary What and where: Teacher writes the new words in the cicles on the black board not in a list When all the words are on the board, teacher ask the students to repeat the words in cicles Teacher rubbed out one of the words but doesn’t rub out th cicles Teacher gets the students to repeatthe words including the rubbed out words by poiting at the empty cicles Teacher rubs out another word but leaves the cicles Teacher pointthe woed or empty cicles, students read and have to remember all the words 10 Continues till the cycles are empty Techer aks the students (6 or at the time to come to bb and fill in the cicles with the correct words * Note: This check technique is good for leaners to memorise the newwords and also good for revisionof vocabulary Matching: T writes the newwords in the list on the left hand side of the bb T writes the definitions, translation or draws pictures on the right hand side of the black board T asks the Ss to come to the board to match the items on the left with those on the right by drawing a line between them Jumbled words: T sticks flashcardswith jumbled words on the bb T- asks Ss to rewrite the words in the right order T tells Ssthe first two groups with the right word will get two points T corrects them T asks Ss to read again Bingo: T.draws box on bb and asks Ss to copy T Asks Ss to rewrite newwords they’ve learnt in the box Ex: A packet A destination A bay Medicine flu A doctor T tells Ss that she/ he will say some words (8-10-12-15) If Ss hear the word, they cross it out Like this: When Ss croos out all six words, shout “bingo” Who say “bingo”first will be the winner * Note: This activities can be used to check and revise the newwords you have introduced during the week Practice exercices: After reading out the meanings of words, teachers can ask students to some exercises to help them understand how to use the word through classroom activities Exercise is often used in combination with the training skills such as listening, speaking Here are some suggested exercises: Systemic reactions (TPR: Total Physical Response) Teachers give some orders and requests made by students, action Ex: T says "stand up" Ss: Take action to stand up T: "sit down" Ss: Take action to sit down 11 - Sort them by topic heading? Group the words according to their topics) Apple tea cofee rice fish chicken pork meat lettuce tomato wine beer nuts butter milk beef cabage lemonade wheat beans vegetables FOOD DRINKS FRUIT VEGETABLES Cicle the words not belong to the group: Ex: scientist chemist physican English literature mathematics school history walk watch TV read Through the actual teaching years with new teaching methods, in the lesson, I noticed thatwith new teaching skills above many students can grasp the lesson immediately in class, the children are excited and passionate to learn They can guess the new words through context, situations and themes Many former pupils are very shy, did not dare to speak in front of the class, they now have enough confidence when communicating I gave them the specific situations so that they can inculcate a lot, especially those from difficult hints to guess that Reached results Through testing, it helps teachers see the need to train and enhance the skills of new applications introduced in the lesson So that teachers construct a new efective method in teaching vocabulary for students From these solutions, it helps students remember and master the use of the word at class They can apply to their homework at home without having any difficulties in understanding the meaning of words.They also have excitement, passion and love subjects more After a period of time researching experience initiatives, I myself find out the reasons and solution of new teaching methods, school year 2017 - 2018 I was assigned to teach English in Grade and Grade at Le Quy Don secondary school I have obtained the following results: Quality results for the first semester Class 6D 8B Excellent Fair Average Weak Number of numbe numbe numbe % % % number % students r r r 14.9 18 38.3 20 42.5 4.3 47 14.9 11 23.4 27 57.5 4.2 46 Bad numb % er 0 0 The results for the last semester Class 6D 8B Number of students 47 46 Excellent number % 15 14 31.9 30.4 Fair numbe % r 22 19 46.8 41.3 Average numbe % r 12 19.1 26.1 Weak number 1 Bad % number % 2.2 2.2 0 0 12 Thanks to the initiative application, the quality is not only increased, but also contributes to improve the great achievement in training excellent students These results suggest that during the period of time I have applied the initiative, I have helped my students build and develop their vocabulary thereby they can improve their knowledge development skills - Most of the children have the ability to understand and remember the lesson at once at class - Students have to understand the importance of the subject in general, and learning to understand the meaning of vocabulary in particular - Teachers can promote the students, ability with creative thinking - Specially through learning the vocabulary students have more knowledge from that they broaden their own social skills They also apply their practical knowledge contributing to raise social awareness as well as other subjects 13 III CONCLUSION AND RECOMMENDATION Conclusions To be a good teacher under the socialist policy, first of all each of us constantly improves the knowledge, continues learning, while reflecting the spirit of enthusiasm for yourself future generations of the country The country wants to develop and integration requires people to know foreign languages To communicate and diplomatic success, the use of the correct language is needed more than ever So first of all, teachers must help students understand the importance of the subject Besides learning foreign languages for future teachers to create excitement for the subject to avoid repeating in a lecture or the same in many lessons Want to be such a teacher should not stop learning, innovative teaching methods to suit each student object Teachers must capture the aspirations of each student, helping students solve every difficulty in the learning process in the classroom and at home Always concern with your teaching, how to achieve the most effective lesson? Need to introduce and guide students learning how to efficiently? This lecture should let students approach method? To achieve that successfulness, I think the teacher should actively learn to cultivate knowledge, skills, experience exchange with colleagues teaching hour to teach more effectively At the same time must have dedication and responsibility with students Recommendation: - The school will have the further facilities to be eligible to serve as teaching projector, foreign language classrooms - School library adds more reference books for students with opportunities to practice more Above are some of the work I have been and will continue to implement in my teaching process, with what I've shown I hope my small successful part will reform the implemeted education program in general and national schemes for particular foreign language To experience initiatives can be effectively applied, I respect: + Education Department pays more attention to teachers by organizing English classes more thematic advanced to discuss teaching skills in teaching vocabulary in particular, to the teachers as I was ironing further arguments about writing + The heads of the school invest more on equipment such as tutors (reference books, computers, function rooms ) 14 The theme is the experience of myself over the years teaching in secondary schools I am looking forward to the comments of colleagues to be more complete in the subject CONFIRMATION OF HEADS OF UNITS Bim Son, April 9th , 2018 I swear this is my own experience initiative, is not copied the internal contents of others The implementer Nguyen Thi Phuong Mai 15 REFERENCE Adrian Doff, Teach English, Cambridge University Press: 1995 Andrew Wright, David Betteridge and Michael Buckby, Games for Language Learning, Delta Publishing: 1995 English Language Teacher Training Project, The Methodology Course (Book1): 1999 Jeremy Harmer, The Practice of English Language Teaching, Longman Press: 1991 Barry Sesnan, How to Teach English, Oxford University Press: 1997 Penny Ur, A Course in Language Teaching - Practice and Theory, Cambridge University Press: 1996 Penny Ur, Discussions That Work - Task - centered Fluency Practice, Cambridge University Press: 1981 Nguyen Hanh Dung, Methods of Teaching English in Secondary Schools, Education Publishing House: 2003 Royal Show, Collection Games English, Publisher Hanoi National University: 2002 16 TABLE OF CONTENTS 17 18 TABLE OF CONTENTS BIM SON EDUCATION AND TRAINING LE QUY DON SECONDARY SCHOOL EXPERIENCE INITIATIVE THE TECHNIQUES OF TEACHING NEW WORDS IN ORDER TO IMPROVE THE QUALITY OF LEARNING ENGLISH AT LE QUY DON SECONDARY SCHOOL Writer: Nguyen Thi Position: Teacher School: Le Quy Don secondary school Subject: English BIM SON 2018 19 ... Discussions That Work - Task - centered Fluency Practice, Cambridge University Press: 1981 Nguyen Hanh Dung, Methods of Teaching English in Secondary Schools, Education Publishing House: 2003 Royal