Aims of the study
This study investigates the challenges faced by ethnic minority grade 10 students in learning English vocabulary at Muong Bi High School in Hoa Binh province Additionally, it aims to propose solutions to address these challenges The primary objectives of the research include identifying specific difficulties and offering effective strategies for improvement.
To investigate the areas of challenges that ethnic minority grade 10 students have encountered when learning English vocabulary
To assist English language teachers at Muong Bi High School in overcoming challenges in vocabulary instruction, we aim to provide effective solutions that enhance teaching quality By implementing these strategies, we hope to significantly improve the language learning experience for ethnic minority students.
Significance of the study
This study aims to support both teachers and ethnic minority students in mountainous high schools by sharing insights on the challenges faced by grade 10 students at Muong Bi High School in learning English vocabulary The findings can enhance the quality of English teaching and learning, inform professional development programs for high school English teachers in Vietnam's mountainous regions, and serve as a valuable database for future research.
Scope of the study
The study only concentrates on problems in learning vocabulary from the textbook
“Tiếng Anh 10” (by Hoang Van Van et al) of ethnic minority grade 10 students in Muong
Bi high school in Hoa Binh province and some possible solutions for teaching vocabulary
The study combined qualitative and quantitive approaches Data were collected via questionnaires and classroom observations:
- A Survey questionnaire for 100 grade 10 students was used to clarify the difficulties of ethnic minority grade 10 students in learning English vocabulary
- Classroom observations were also carried out to get information about both teachers‟ ways of teaching and students‟ ways of learning in class
6 Organization of the study This study consists of three parts :
Part One: Introduction presents the rationale, aims, significance, scope, method of study, and organization of the study
Part Two: Development consists of three chapters:
- Chapter One - Literature Review provides a theoretical basis for the study
Chapter Two – Methodology outlines the study's approach, detailing the data collection and analytical procedures employed throughout the research.
- Chapter Three – Findings and Discussion reports the findings of the study and discusses the prominent aspects
Part Three: Conclusion presents the conclusions of major findings, recommendations, limitations for the study, and suggestions for further studies
PART TWO: DEVELOPMENT CHAPTER 1: Literature review
Research in English teaching and learning in ethnic regions
Over the past three decades, numerous studies have explored learning strategies and vocabulary acquisition, yielding significant findings (Naimen et al., 1978; Wen, 1996, 2003, 2004; Cheng & Zheng, 2002; Chen, 2005; Zhou, 2007) However, the majority of this research has predominantly involved undergraduate students, with limited attention given to the English vocabulary learning challenges faced by ethnic minority students Specifically, there is a notable lack of studies addressing the vocabulary learning difficulties encountered by senior high school ethnic minority students in Vietnam.
1.1 The importance of vocabulary in language teaching and learning
Vocabulary is widely regarded as the most crucial component of language, surpassing pronunciation and grammar Wilkins (1972) famously stated, "without grammar, very little can be conveyed; without vocabulary, nothing can be conveyed" (p.11) Similarly, Pyles and Algeo highlighted that our initial thoughts about language revolve around words, as they are the building blocks for sentences, conversations, and discourse These insights clearly establish vocabulary as the fundamental element in effective language communication.
A diverse vocabulary is essential for effective communication in a foreign language, as it enables learners to express themselves clearly and comprehend others with ease Conversely, a limited vocabulary hinders understanding and complicates the learning process Thus, building a strong vocabulary is crucial for all language learners.
Vocabulary is a crucial component in learning a foreign language, making it essential for teachers to carefully select appropriate vocabulary based on specific criteria Gairns and Redman (1986) identified key factors for vocabulary selection, including frequency, students' needs and levels, cultural context, and expediency Teachers should prioritize teaching commonly used words that align with students' proficiency and specific requirements, recognizing that the vocabulary for general English may differ from that for specialized purposes Cultural considerations are vital, as learners from diverse backgrounds may require different vocabulary to articulate their thoughts Additionally, expediency is important in the classroom, necessitating the inclusion of specific vocabulary related to grammar and instructions Harnler (1991) further emphasizes the significance of selecting concrete words for lower levels and abstract terms for advanced learners, as well as ensuring that general vocabulary is taught through more specific contexts Lastly, fostering rapport with vocabulary enhances student engagement and motivation in the learning process.
When teaching a new English word, it is essential for the teacher to provide learners with its meaning, forms, and usage simultaneously While understanding how to use the word is crucial, this can only be accomplished if students have a solid grasp of both the word's forms and its meaning.
Understanding the spelling and pronunciation of English words is essential for learners Mastery of these elements, including any irregularities, is crucial for effective communication Therefore, educators must ensure that these aspects are clearly taught and comprehended by students.
When teaching new vocabulary, it's essential to cover the grammar associated with each word Learners should understand the grammatical function of the word, including its regular and irregular forms, as well as singular and plural variations For instance, when introducing the verb "think," it's important to highlight its irregular past form "thought" to ensure correct usage in different contexts.
The meaning of a word consists of its denotative and connotative aspects The denotative meaning refers to the literal definition found in dictionaries, such as a "dog" being a common domestic carnivorous mammal In contrast, connotative meaning encompasses the associations and emotions a word evokes, which can vary significantly across different cultures and contexts For instance, while the term may evoke positive feelings of friendship and loyalty among British individuals, it can carry negative connotations of dirtiness and inferiority in many Arab cultures Thus, understanding both denotative and connotative meanings is essential for effective communication.
Understanding the denotative meaning of words is crucial in education, as it aids teachers in making informed decisions about which meanings to focus on and the number of words to introduce within a limited class timeframe If teachers overwhelm students with excessive meanings and vocabulary, it can lead to confusion and difficulties in retention Therefore, a strategic approach to vocabulary instruction is essential for effective learning.
To effectively learn new vocabulary, it is crucial for learners to understand how to use words appropriately in various oral and written contexts; otherwise, these words may become forgettable Mastering the correct collocations of new words is essential for their proper usage Teachers should emphasize collocations when introducing vocabulary, such as highlighting the distinction between "to make" and "to do," which both mean "to perform" but are used with different accompanying words.
We often say "to do the homework" but never say "to make the homework"
Students must learn the form, meaning, and usage of words during vocabulary lessons Regular recycling and revision of vocabulary are essential, as students are likely to forget words if they do not have opportunities to apply them.
Research indicates that significant vocabulary acquisition can happen even when students are not explicitly focused on learning new words Rubin and Thompson (1994) propose three effective strategies for this implicit vocabulary learning: reviewing a series of texts on a related subject, inferring the meanings of unfamiliar words through context, and analyzing words by breaking them into their components Similarly, Decanico (in Celce-Murcia 2000) emphasizes that implicit vocabulary learning occurs when attention is directed towards comprehending a text or engaging in communication, rather than on the vocabulary itself.
Factors influencing language learning also impact vocabulary acquisition According to Lightbown and Spada (1999), key elements include intelligence, aptitude, personality, motivation, attitudes, learner preferences, beliefs, age, and specific activities Rubin and Thompson (1994) further emphasize the importance of these variables in shaping effective language learning experiences.
Several factors influence learning, including age, aptitude, attitude, personality traits (such as extroversion and tolerance for ambiguity), and learning styles Ellis (1997) highlights the significance of learning strategies, noting that successful learners employ a greater variety of strategies at different developmental stages compared to their less successful peers Identifying essential learning strategies allows for their teaching to students, making them crucial for vocabulary acquisition Consequently, numerous scholars, including Nation (1982, 1990, 2001), Lacey, Trench, Vanderpump (1990), and Taylor (1990), have dedicated efforts to developing various vocabulary learning strategies to enhance English learners' vocabulary skills Other notable researchers in this field include Oxford, Ruhin and Thompson (1994), Nunan (1991), Cook (1993), Wenden (1991), and Wenclen and Rubin (1987).
Organization of the study
Part One: Introduction presents the rationale, aims, significance, scope, method of study, and organization of the study
Part Two: Development consists of three chapters:
- Chapter One - Literature Review provides a theoretical basis for the study
Chapter Two – Methodology outlines the research approach employed in this study, detailing the data collection and analytical procedures used to ensure comprehensive analysis.
- Chapter Three – Findings and Discussion reports the findings of the study and discusses the prominent aspects
Part Three: Conclusion presents the conclusions of major findings, recommendations, limitations for the study, and suggestions for further studies
PART TWO: DEVELOPMENT CHAPTER 1: Literature review
Research in English teaching and learning in ethnic regions
Over the past three decades, numerous scholars have conducted successful research on learning strategies and vocabulary acquisition (Naimen et al., 1978; WEN, 1996, 2003, 2004; CHENG & ZHENG, 2002; CHEN, 2005; ZHOU, 2007) However, most of these studies have primarily targeted undergraduate students, with limited attention given to the English vocabulary learning challenges faced by ethnic minority students Specifically, there is a notable lack of research focusing on the vocabulary learning difficulties experienced by senior high school ethnic minority students in Vietnam.
1.1 The importance of vocabulary in language teaching and learning
Vocabulary is widely regarded as the most crucial element of language, surpassing pronunciation and grammar Wilkins (1972) famously stated, "without grammar, very little can be conveyed; without vocabulary, nothing can be conveyed" (p.11), highlighting the essential role of vocabulary in communication Similarly, Pyles and Algeo noted that our initial thoughts about language revolve around words, as they form the foundation for sentences, conversations, and discourse These insights underscore the importance of vocabulary as the key component in effective language communication.
A broad vocabulary is essential for effective communication in a foreign language, enabling learners to express themselves clearly and comprehend others with ease Conversely, a limited vocabulary can hinder understanding and impede the learning process, particularly in English Thus, expanding one's vocabulary is crucial for all language learners.
Vocabulary is a crucial component in learning a foreign language, necessitating careful selection criteria to aid teachers in choosing appropriate words for different learner levels According to Gairns and Redman (1986), key criteria include frequency, students' needs and levels, cultural factors, and expediency Teachers should prioritize teaching frequently used words that align with students' proficiency and specific needs, recognizing that the vocabulary for general English differs from that for English for specific purposes Cultural background plays a significant role, as learners from diverse countries may require different vocabulary to articulate their thoughts Expediency is vital, as classrooms demand specific vocabulary, including grammatical terms and activity instructions Additionally, Harnler (1991) emphasizes criteria such as concretion versus abstraction, suggesting that concrete words be taught at lower levels while abstract terms are reserved for advanced learners Coverage, which involves teaching general words alongside more specific terms, and rapport, highlighting the importance of student engagement with vocabulary, are also essential for effective vocabulary acquisition.
When teaching a new English word, it is essential for educators to provide students with its meaning, forms, and usage simultaneously While understanding how to use the word is the most crucial aspect, this comprehension relies on a solid grasp of both the word's meaning and its various forms.
Effective English language learning requires understanding the spelling and pronunciation of each word, including its irregularities Educators must ensure that these critical components are clearly presented and thoroughly learned by students.
Teaching the grammar of new vocabulary is essential for learners to use words correctly It is important for students to understand the grammatical function of a word, including its regular and irregular forms, as well as its singular and plural variations For instance, when introducing the verb "think," educators should highlight its irregular past form "thought" to illustrate these concepts effectively.
The meaning of a word consists of both its denotative and connotative aspects Denotatively, a word refers to its literal definition, as found in a dictionary; for instance, "dog" denotes a common domestic carnivorous mammal In contrast, connotative meaning encompasses the emotional associations and feelings a word evokes, which can be positive or negative and may not always be reflected in dictionary definitions For example, the word "friend" carries positive connotations of loyalty and companionship in British culture, while in many Arab cultures, it may evoke negative associations of dirtiness and inferiority Thus, connotative meanings can vary significantly across different contexts.
Understanding the denotative meaning of words is crucial in teaching, as it helps educators make informed decisions about which meanings to focus on and how many words to introduce within a limited class time If teachers overwhelm students with excessive meanings and vocabulary, it can lead to confusion and hinder their ability to retain information effectively.
For learners to effectively acquire new vocabulary, it is crucial to understand how to use words appropriately in various contexts, both spoken and written; otherwise, these words risk becoming forgotten Mastery of a new word involves knowing its correct collocations with other terms Therefore, educators should emphasize collocation when teaching vocabulary For instance, when introducing the verbs "to make" and "to do," teachers can highlight that while both convey the idea of "performing," they are differentiated by the specific words they commonly pair with.
We often say "to do the homework" but never say "to make the homework"
To enhance vocabulary acquisition, students must learn the form, meaning, and usage of words during lessons Regular revision and recycling of vocabulary are essential, as consistent practice helps students retain and effectively utilize new words, preventing forgetfulness.
Vocabulary acquisition can significantly occur even when students are not explicitly focused on learning new words Rubin and Thompson (1994) propose three effective strategies for this implicit vocabulary learning: reading a series of related texts, inferring the meanings of unfamiliar words from their context, and analyzing words by breaking them down into their components Similarly, Decanico (in Celce-Murcia 2000) emphasizes that implicit vocabulary learning happens when learners concentrate on understanding a text or engaging in communication, rather than on the vocabulary itself.
Various factors influencing language learning also impact vocabulary acquisition According to Lightbown and Spada (1999), key elements include intelligence, aptitude, personality, motivation, attitudes, learner preferences, beliefs, age, and specific activities Rubin and Thompson (1994) further emphasize the significance of these factors in shaping effective vocabulary learning strategies.
Several factors influence learning, including age, aptitude, attitude, personality traits such as extroversion and tolerance for ambiguity, and individual learning styles According to Ellis (1997), successful learners employ a greater variety of learning strategies at different developmental stages compared to their less successful counterparts Identifying and teaching these crucial strategies can significantly enhance vocabulary acquisition Numerous scholars, including Nation (1982, 1990, 2001), Lacey, Trench, Vanderpump (1990), and Taylor (1990), have dedicated their research to developing effective vocabulary learning strategies, alongside notable figures like Oxford (2001), Rubin and Thompson (1994), Nunan (1991), Cook (1993), Wenden (1991), and others, all contributing to the understanding of how to improve vocabulary learning for English learners.
literature review 1.1 The importance of vocabulary in language teaching and learning
Principles of vocabulary teaching
Vocabulary is a crucial component in learning a foreign language, making it essential for teachers to carefully select vocabulary based on specific criteria Gairns and Redman (1986) identify key factors such as frequency, student needs and levels, cultural context, and expediency Teachers should prioritize teaching frequently used words that align with students' proficiency and requirements, recognizing that vocabulary for general English differs from that for specific purposes Cultural considerations are vital, as learners from diverse backgrounds may require different vocabulary to convey their ideas Additionally, expediency highlights the necessity of teaching vocabulary relevant to the classroom environment, including grammatical terminology and activity instructions Harnler (1991) further emphasizes the importance of teaching concrete words at lower levels and abstract terms at higher levels, ensuring adequate coverage of general and specific vocabulary, while also fostering student rapport, which significantly enhances motivation in vocabulary learning.
When teaching a new English word, it is essential for the teacher to provide learners with its meaning, forms, and usage simultaneously While understanding how to use the word is crucial, this comprehension relies on a solid grasp of both the word's forms and its meaning.
Understanding the spelling and pronunciation of English words is essential for learners It is crucial for educators to ensure that students grasp the correct spelling, pronunciation, and any irregularities associated with the words they are studying Accurate presentation of these elements is vital for effective learning.
Teaching the grammar of new vocabulary is essential for learners to understand its grammatical functions and forms It is important for them to grasp both regular and irregular variations, as well as singular and plural forms, to use words accurately For instance, when introducing the verb "think," highlighting its irregular past form "thought" can enhance comprehension and proper usage.
The meaning of a word encompasses both its denotative and connotative aspects Denotatively, a word refers to its literal definition found in a dictionary, such as "dog," which denotes a common, domestic carnivorous mammal In contrast, connotative meaning involves the associations and emotional responses that a word evokes, which can be positive or negative and may not always be reflected in a dictionary For example, the word "friend" carries positive connotations of loyalty and companionship in British culture, while its Arabic equivalent may evoke negative associations of dirtiness and inferiority in many Arab countries Thus, connotative meanings can vary significantly across different contexts.
Understanding the relationship between the denotative meaning of words is crucial in teaching Educators must thoughtfully select which meanings to focus on and limit the number of words taught within a class session Failing to do so can overwhelm students, leading to confusion and difficulty retaining information.
To effectively learn new vocabulary, it is crucial for learners to understand how to use words appropriately in various contexts, as failing to do so can render them forgettable Mastery of a new word involves knowing its correct collocations with other terms Therefore, educators should emphasize collocation when teaching vocabulary For instance, when introducing the verbs "to make" and "to do," teachers can highlight that while both imply "to perform," they differ based on the words they commonly pair with.
We often say "to do the homework" but never say "to make the homework"
Students must learn the form, meaning, and usage of words during vocabulary lessons Regular recycling and revision of vocabulary are essential, as students are likely to forget words if they don't have opportunities to apply them.
Research indicates that significant vocabulary acquisition can occur even when students are not consciously focused on learning new words Rubin and Thompson (1994) propose three effective strategies for this implicit vocabulary learning: reading a series of related texts, inferring the meanings of unfamiliar words from context, and analyzing words by breaking them into their components Similarly, Decanico (in Celce-Murcia 2000) describes implicit vocabulary learning as a process that takes place when learners are engaged in understanding a text or using language for communication, rather than concentrating solely on vocabulary.
Factors influencing language learning also significantly impact vocabulary acquisition According to Lightbown and Spada (1999), key elements such as intelligence, aptitude, personality, motivation, attitudes, learner preferences, beliefs, age, and specific activities play a crucial role in this process Additionally, Rubin and Thompson (1994) emphasize the importance of these factors in shaping effective vocabulary learning strategies.
8) suggest a similar list of factors affecting learning: age, aptitude, attitude (emotions), personality (extroversion, inhibition, tolerance of ambiguity), learning style (learning by strategies Ellis (1997: 76) emphasizes the importance of learning strategies, when he states that studies have shown that successful learners use more strategies than unsuccessful learners and successful learners use different strategies at different stages of their development He emphasizes that if crucial learning strategies can be identified, they can be taught to students Learning strategies are the decisive factor for vocabulary learning Hence many scholars have striven to introduce different vocabulary learning strategies in order to help learners of English improve their vocabulary learning The representatives of those scholars are Nation (1982,1990, 2001), Lacey, Trench, and Vanderpump (1990), Taylor (1990), not to mention many other scholars who are interested in learning strategies such as Oxford (10001, Ruhin et Thompson (1994), Nunan 1991), Cook (1993), Wenclen and Rubin (1987), Wenden (1991), etc
Various opinions and factors influence vocabulary acquisition, yet they converge on key themes Four significant factors are identified as having a substantial impact on language learners' ability to acquire vocabulary effectively.
Person-dependent factors, such as age, sex, language, and cognitive and learning styles, significantly influence how individuals approach learning tasks These factors vary among learners and are relatively stable, shaping their unique learning experiences.
The learning task encompasses the materials being studied, such as the genre of reading, and the learner's objectives, which may include remembering, comprehending, or utilizing the language Various types of task materials, purposes, and difficulty levels require distinct strategies for effective learning.
The learning context, encompassing the socio-cultural-political environment, significantly influences how learners approach tasks and acquire vocabulary knowledge Key elements of this context include the role of teachers, peers, classroom climate, family support, cultural learning traditions, curriculum, and the availability of input and output opportunities.
In short, the factors discussed above (person, task and context, ) exist together and make a configuration of a particular learning situation that will help to bring about the effectiveness of vocabulary
Methods in teaching vocabulary
In short, the factors discussed above (person, task and context, ) exist together and make a configuration of a particular learning situation that will help to bring about the effectiveness of vocabulary
According to Markey (1978:138), the choice of method in language instruction significantly influences the success or failure of language learning, highlighting the critical role that teaching methods play Therefore, it is essential for teachers to have a comprehensive understanding of various methods to select the most effective ones for their students This article will briefly discuss historical methods of vocabulary teaching and their impact on vocabulary acquisition and learning.
Some psychologists argue that the effectiveness of learning a new word hinges more on the type of attention it receives rather than mere repetition (Nation, 1990: 43) They suggest that actively recalling a word form is more beneficial than simply repeating it Additionally, a word's frequency of occurrence plays a significant role in reducing the learning burden; the more often a word is encountered, the easier it becomes to learn Furthermore, engaging in the effort to recall a word's meaning before seeing its definition provides more effective feedback than passively viewing the word and its definition.
Recognizing similarities between words can simplify the learning process, as students may grasp new meanings more easily if they are already familiar with related terms Conversely, learning can become more challenging when students encounter lists of strongly associated words, such as opposites or free associates, compared to lists of unrelated words.
Learning exceptions can complicate the understanding of grammatical rules For instance, while "school" and "town" are typically countable nouns that require articles or adjectives when used in the singular form, phrases like "to go to school" and "to go to town" do not follow this pattern Consequently, this inconsistency can lead to frequent misuse of these terms.
Proficiency in the native language and the second language and the acquisition of
Language acquisition is one of the most impressive and fascinating aspects of human development In website http://en.wikipedia.org/wiki/languageacquisition on June
Language acquisition is the process through which humans develop the ability to perceive, produce, and utilize words for communication This involves mastering various components such as syntax, phonetics, and vocabulary Typically, language acquisition focuses on first language acquisition, which examines how infants learn their native language, as opposed to second language acquisition, which pertains to the learning of additional languages by both children and adults.
With regard to second language acquisition, it is portrayed as the process by which people learn languages in addition to their native language The term "second language",
The term "target language" or "L2" refers to any language learned subsequent to one's native language, known as the "mother tongue," "first language," or "L1." Additionally, second language acquisition encompasses the learning of a third language, referred to as "L3."
1.5.2 Influence of proficiency in the native language and the second language on the acquisition of a third language
In Vietnamese high schools, English is taught as a foreign language; however, for ethnic minority students, it often feels like learning a third language These students must first learn Vietnamese alongside their native languages, complicating their language acquisition process This study focuses on an Ethnic Minority Boarding High School and two other high schools in remote mountainous districts, predominantly attended by ethnic minority students The following section provides a concise literature review on how learners' first and second languages impact the acquisition of a third language.
Research has shown that proficiency in both a first language (L1) and a second language (L2) significantly influences the acquisition of a third language According to Cummings (2000) and the "interdependence hypothesis," there is a strong correlation between the development of literacy skills in a student's L1 and their proficiency in L2 This suggests that varying levels of proficiency in L1 and L2 may similarly impact the learning process of a third language, highlighting the interconnectedness of multilingual acquisition.
Recent psycholinguistic research highlights that third language (L3) acquisition shares similarities with second language (L2) acquisition but also exhibits distinct differences Consequently, the methods for teaching English as an L3 differ from those for teaching it as an L2 L3 acquisition is a more complex phenomenon due to the additional individual and social factors involved, as well as the influence of L2 acquisition on L3 learning This complexity leads to varying educational implications, particularly regarding the optimal age for introducing different languages and the desired proficiency levels for each.
Research on third language (L3) acquisition highlights a significant qualitative difference between learning a second language (L2) and subsequently acquiring an L3 Studies suggest that L2 often exerts a more substantial influence than the first language (L1) during the initial stages of L3 syntax development This phenomenon, referred to as the L2 status factor, is attributed to the greater similarities between L2 and L3 compared to L1 and L3 Factors such as age of onset, learning context, metalinguistic knowledge, learning strategies, and overall awareness in the language learning process contribute to this dynamic.
The environment for language acquisition can range from informal contexts, like bilingual settings, to formal ones, such as classroom-based foreign language learning L3 learners, particularly those who have studied their L2 in a structured setting, are likely to possess an understanding of the language learning process, along with metalinguistic awareness and strategies that enhance their ability to learn additional languages.
For students from ethnic minority groups, learning English as a third language through Vietnamese as a second language can be particularly challenging This difficulty arises from the need to comprehend English lessons by first translating them into their native languages and then into Vietnamese before finally understanding them in English Limited literacy and proficiency in Vietnamese can hinder their ability to acquire English effectively, resulting in many students remaining nearly illiterate in English despite years of study.
This chapter justifies the research approach employed by the author and outlines the data collection and analytical procedures used to derive conclusions It begins with a detailed description of the research setting, followed by an explanation of the methods utilized in the study and their respective advantages.
2.1 Research setting 2.1.1 An overview of research setting
Muong Bi High School, situated in Hoa Binh province in northwest Vietnam, faces significant challenges in educational development, particularly in teaching English, despite it being a compulsory subject in national final examinations With over 80% of the local population belonging to ethnic minority groups, the focus on English learning remains limited, highlighting the need for improved educational resources and support in this mountainous region.
2.1.2 The materials of teaching and learning
The current English textbook used for teaching is Tieng Anh 10, published by the Ministry of Education and Training This textbook adopts a theme-based approach, organized around six broad themes that are further divided into 16 topics, each corresponding to a unit, with a "Test Yourself" section after every three units Each unit maintains a consistent structure, beginning with the unit's theme, followed by four lessons that focus on language skills, and concluding with a language focus segment The curriculum emphasizes the simultaneous development of language skills alongside essential language knowledge, including grammar, vocabulary, and pronunciation.
The introduction of new English textbooks in Vietnam's high schools aims to enhance the quality of English learning and invigorate the teaching and learning environment However, many ethnic minority students find these textbooks challenging due to the overwhelming amount of new vocabulary presented in each unit Additionally, the topics covered often do not resonate with their daily lives and cultural backgrounds, making the learning process more difficult for them.
Research questions
Questionnaries and classroom observations in this study were intended to address the following research question:
What are the challenges in learning English vocabulary of ethnic minority grade 10 students in Muong Bi high school?
Participants
Five female participants, aged 28 to 32, are currently teaching English to grade 10 ethnic minority students They graduated from Hanoi Universities of Foreign Languages or completed an English in-service training course, with teaching experience ranging from 5 to 10 years This diversity in age, gender, qualifications, and teaching experience enhances the reliability and validity of the study.
Teaching English to ethnic minority students in remote mountainous areas poses significant challenges, primarily due to their low English proficiency and limited Vietnamese language skills The scarcity of appropriate teaching and learning materials in primary and secondary schools contributes to a perception of English as merely a compulsory subject, where students focus on passing tests rather than genuine learning Consequently, classroom exposure to the language is minimal, leading to passive learning behaviors where students merely listen and repeat without engaging This lack of motivation is exacerbated by a reliance on textbooks and traditional teaching methods, rendering interactive activities like role plays and problem-solving unfamiliar and uncomfortable Additionally, students often hesitate to seek clarification when they encounter difficulties, resulting in an English learning environment that resembles a cultural island, with teachers acting as the sole source of language experience (Canh, 1999, p.74).
Data Collection Instruments and procedures
In order to get information, the main data collection instruments for this study were questionnaires and classroom observations
In March 2011, the author conducted a survey to create an effective questionnaire for the study, which was ultimately distributed to 100 ethnic students To ensure clarity, the questionnaires were written in Vietnamese, and all distributed questionnaires were successfully returned with responses.
The questionnaire investigates three key factors contributing to students' challenges in learning English vocabulary: learners' backgrounds, the instructional materials, and the teaching methods employed Its primary aim is to assess the significance that ethnic minority students place on their English learning and to identify the specific difficulties they frequently encounter in vocabulary acquisition.
This study aimed to investigate the dynamics of English classes in a mountainous area through classroom observations The researcher focused on how teachers organized classroom activities and conducted their lessons, as well as the challenges students encountered in their learning process.
10 English lessons at 10th grade of all selected teachers on language skills and language knowledge
Selinger and Shohamy (1989) emphasize that after choosing a research design aligned with the study's objectives, the next crucial step is data collection To ensure the integrity of the research, it is essential to implement procedures that yield high-quality data, as the overall quality of the research largely hinges on both the data collected and the methods used for collection.
The study was conducted at Muong Bi High School, chosen specifically because all students are from ethnic minority backgrounds, providing valuable data for the research Five teachers from three schools were selected for voluntary interviews, and all were observed during their teaching sessions.
The observations were conducted in five selected teachers at the beginning of the school year.
Data Analysis Procedure
The effectiveness of qualitative data largely depends on the skillful analysis conducted by researchers As highlighted by Hatch (2002), the interpretation of interview data is a crucial aspect of qualitative research, involving making inferences, developing insights, and refining understandings Through this interpretive analysis, researchers aim to make sense of the phenomena they study, ensuring that their interpretations are closely linked to the data, ultimately yielding meaningful insights.
The study's analysis of observation data involved a meticulous review of the researcher's field notes from sample lessons, following a structured observation guide Initially, the researcher assessed the field notes from all lessons taught by five observed teachers Next, detailed field notes were analyzed alongside questionnaires Finally, the researcher illustrated how English teachers organized classroom activities and addressed challenges faced in teaching ethnic minority students.
This chapter explored the methodology employed to address the research questions regarding the challenges faced by grade 10 ethnic minority students in learning English vocabulary It detailed the data collection methods and analytical procedures that informed the findings, which will be discussed in the subsequent chapter—Results and Discussion.
CHAPTER 3: DATA ANALYSIS AND DISCUSSION
Data analysis goes beyond merely describing collected information; it involves interpreting the data to derive meaningful insights (Powney & Watts, 1987) In this study, the researcher analyzes feedback from questionnaires and observations to interpret the results The findings highlight the challenges faced by ethnic students in learning English vocabulary.
3.1 Results and discussions from the questionnaires for students
In order to get information about the students‟ attitudes toward English vocabulary learning and the factors affecting their acquisition of the language the author poses here
10 questions for the students Following is the findings
Question 1 In your opinion, what is the role of vocabulary in learning English?
Despite recognizing the significance of English, many individuals select "very important" as their answer yet fail to dedicate sufficient time to learning the language This lack of commitment is influenced by several factors, including time constraints and the belief that they can learn English at a later stage when opportunities arise.
Question 2 In Tieng Anh 10 there are … new words in one unit
A significant 95% of learners reported feeling overwhelmed by the extensive vocabulary presented in each unit, as they are required to learn a large number of new words from both the textbook and additional materials provided by the teacher during three weekly sessions In contrast, only 5% of students indicated that the vocabulary load in each unit is manageable.
Question 3 The topics in the textbook are…
A significant majority of students, accounting for 85%, report that many topics in their English textbooks do not relate to their everyday experiences and backgrounds, which contributes to their challenges in learning vocabulary Conversely, 15% of students occasionally find the lesson content unfamiliar.
Question 4 Number the following items from the least to the most difficult for you when you learn English vocabulary:
A Word form (pronunciation and spelling) 70
B Grammar rules of the word 30
Students face significant challenges with word formation in English due to the stark differences from their native languages Many struggle to learn and retain spelling, despite repeated listening and practice with their teachers, leading to ongoing pronunciation issues Additionally, half of the students reported difficulties with word formation, often feeling overwhelmed by the numerous prefixes and suffixes in English Consequently, 30% of students identified grammar rules as their primary challenge, while 20% noted difficulties with understanding meaning.
Question 5 Do you find it is difficult to pronounce English words?
A significant 82% of students believe that English pronunciation is challenging, particularly for minority ethnic learners who struggle with vocabulary acquisition Many of these learners often confuse sounds such as /d/ with /t/ and /v/ with /b/ Furthermore, 70% of respondents indicated that pronunciation poses the greatest difficulty in learning English vocabulary This reliance on imitating teachers leaves them unable to recall or pronounce words accurately on their own after lessons.
Question 6 How does your teacher present the meaning of new words?
C Explain the meaning in English 0
The data indicates that translation is predominantly used for vocabulary instruction, which may contribute to students finding these lessons unengaging Only 27% of teachers incorporate visual aids in their vocabulary teaching, while 15% of students report being grouped for collaborative vocabulary activities Notably, none of the teachers explain new word meanings in English, likely to avoid adding difficulty for the students.
Question 7 How does your teacher introduce the use of new words?
B Give examples and students draw out the rules 54
A survey reveals that over half of the students believe their teachers effectively introduce new vocabulary through examples, which is seen as an economical and efficient teaching method This approach not only aids in understanding word usage but also helps students derive rules from those examples Conversely, 40% of students report that their teachers explain word usage in Vietnamese, a method that may be easier to follow but ultimately hinders true comprehension and application in English Notably, only 6% of students indicate that they receive no instruction on word usage at all.
Question 8 How do you practice new words in the class?
A survey reveals that nearly all students engage in multiple-choice exercises to learn vocabulary, a method they find easy and enjoyable However, this approach can lead to monotonous lessons Interestingly, only 15% of teachers incorporate word games into their vocabulary instruction Additionally, gap-filling exercises and sentence writing are perceived as more challenging tasks, resulting in their infrequent use in the classroom.
Question 9 Does your teacher give you chance to learn vocabulary in pairs/ groups?
Ninety percent of students report learning vocabulary independently, likely due to limited class time Teachers primarily present new language concepts orally or through board writing, while students passively take notes before moving on to other tasks Collaborative activities like pair and group work are infrequently utilized, resulting in a one-way interaction where teachers ask questions and students respond This approach, heavily reliant on textbook instructions and syllabus requirements, renders the teaching strategies employed by educators ineffective and irrelevant in many situations.
A Make sentences with the words 20
FINDINGS and discussion 3.1 Results and discussions from the questionnaires for students
Results and discussions from the observation
A recent study involving the observation of ten English lessons taught by four teachers at the grade 10 level revealed several challenges in the classroom environment Key issues identified included a limited variety of classroom activities aligned with Communicative Language Teaching (CLT), an overwhelming introduction of new vocabulary and grammatical structures in each lesson, students' tendency to rely on their native languages, excessive use of Vietnamese by teachers during instruction, and a general passivity among students in their learning engagement.
The observed lessons consistently adhered to a structured format, encompassing warm-up activities, presentation, practice, consolidation, and homework Language skills lessons were divided into three key stages: pre-, while-, and post-stage During the pre-stage, teachers introduced new vocabulary and phrases, focusing on spelling and pronunciation through both group and individual practice Despite this structured approach, several significant challenges emerged during the lessons.
English classes often lack diverse classroom activities associated with Communicative Language Teaching (CLT), with teachers primarily relying on group and pair work for vocabulary instruction while neglecting other engaging methods Many educators resort to mechanical practices like repetition and substitution drills, which can render lessons monotonous and diminish interest among ethnic minority students Jacobs and Ball (1996) emphasize the need for active learning approaches, such as problem-solving tasks in pair or group settings, but caution that these methods should not be overused or applied inappropriately Additionally, some teachers struggle with creativity in organizing group dynamics, leading to student reluctance in participating when paired with certain classmates.
The primary challenge identified was the overwhelming number of new words and structures introduced in each lesson, particularly during reading and listening sessions In two reading lessons observed by the researcher, the excessive focus on vocabulary left both the researcher and students unclear about the lesson objectives Teachers allocated significant time to presenting new words, compelling students to write and memorize them, while the lengthy reading passages led to a rushed pace, causing both teachers and students to struggle to complete the lessons within the allotted time.
A significant challenge in English classes was the predominant use of the Vietnamese language by teachers, which was evident during classroom observations Most teachers relied heavily on Vietnamese for introducing lesson topics, analyzing grammatical structures, checking answers, explaining assignments, and translating difficult sentences Despite the Ministry of Education and Training (MOET) encouraging maximum exposure to English (2006), the observed lessons revealed a limited English language environment Consequently, this lack of immersion hindered students' ability to effectively acquire the foreign language.
Students' preference for using their native languages or Vietnamese during group and pair work presents challenges for teachers When engaged in discussions or communicative activities, many students tend to converse in Vietnamese rather than English, only switching to English when approached by teachers Limited English vocabulary and sentence structures, along with insufficient Vietnamese language skills, hinder effective communication among ethnic minority students They often struggle to express themselves in English Unfortunately, some English teachers do not address the issue of students using their native languages during group activities, and others may not even recognize it as a problem.
Students in remote mountainous areas, particularly from ethnic minorities, face significant challenges in their study habits Approximately half of the class exhibited passivity, relying heavily on teachers and peers for language learning and practice Some students struggled to understand assigned tasks, often seeking assistance from classmates While a few completed their work quickly, they failed to engage when teachers assessed their comprehension, leading to wasted time during English lessons and preventing the completion of the planned curriculum.
Findings and discussions from the questionnaire
Research findings reveal that ethnic minority students face several challenges in learning English, including limited background knowledge, insufficient English proficiency, inadequate textbooks, and teachers' failure to implement a communicative approach in classroom activities This discussion delves into the specifics of these obstacles.
The primary challenge faced by educators was the low level of English proficiency among ethnic minority students, who often entered Muong Bi high school and similar institutions with significantly lower grades compared to their peers in central districts, despite four years of English instruction in lower secondary schools This issue stemmed from various subjective and objective factors, including limited literacy and Vietnamese language skills, as well as a lack of motivation to learn English Many students perceived little value in mastering English while struggling with their native language, viewing it as unnecessary for their future prospects, which led them to focus solely on achieving passing marks for a compulsory subject Consequently, students exhibited poor vocabulary and a minimal understanding of grammar, hindering effective lesson delivery and participation in class activities Teachers were thus compelled to adhere strictly to the curriculum and revisit previously taught material at a slow pace.
The second hindrance in learning English was a triangular language environment
In Tan Lac district, minority students primarily communicate in their native Muong language within their families and communities, while at school, they are required to learn Vietnamese for academic purposes and social interaction However, many students struggle with fluency in Vietnamese and have little exposure to English, often reverting to their mother tongue during summer vacations This limited use of Vietnamese and English hinders their language acquisition, with some students forgetting English entirely Additionally, the significant differences between their native languages and English make pronunciation particularly challenging, leading to frequent mispronunciations, such as confusing /d/ with /t/ and /v/ with /b/, complicating efforts to adjust their pronunciation habits.
Many ethnic minority students struggle with the difficulty of English textbooks, which often cover topics like "Undersea World," "Technology and You," and "Cities" that are unfamiliar to their daily lives This disconnect makes comprehension challenging and leads to a lack of interest, as students feel overwhelmed by the new vocabulary introduced in each unit Teachers, trained in Communicative Language Teaching, recognize that not all vocabulary can be taught equally, yet they express concerns over their students' limited vocabulary Without teaching the essential words from the passages, many students struggle to understand the material and participate in class, ultimately hindering the achievement of lesson objectives.
To address the challenges faced by ethnic minority students in vocabulary acquisition, the researcher proposes effective teaching techniques, including textbook adaptation and strategic vocabulary selection Implementing these methods at Muong Bi High School could alleviate existing difficulties, ultimately enhancing the overall quality of English instruction and specifically improving vocabulary teaching outcomes.
Recommendations
To enhance the quality of English teaching for ethnic minority students, it is essential to adapt textbooks and carefully select vocabulary Implementing these recommendations can significantly improve the learning experience and outcomes for these students.
To effectively teach English to ethnic minority students, it is essential to establish a clear and meaningful goal for their learning journey Educators should thoughtfully convey the benefits of mastering the English language, emphasizing that it goes beyond merely achieving good grades or passing exams Proficiency in English serves as a vital communication tool, enabling students to broaden their knowledge of diverse cultures and access a wide range of subjects.
To enhance student motivation in English lessons, it is essential to incorporate diverse activities and techniques that engage learners from start to finish Teachers can utilize vocabulary games, humorous short stories, or intriguing information on relevant topics to connect previously learned language items with new concepts These engaging methods not only foster a deeper understanding of the material but also increase students' enjoyment of the learning process, ultimately leading to a more effective educational experience.
Teachers play a crucial role in fostering self-confidence among ethnic minority students by encouraging their participation in classroom activities, such as asking questions and sharing ideas Open and friendly interactions are essential, as highlighted by Canh (2004), who noted that students thrive in a supportive learning environment To create this atmosphere, teachers should be gentle and sensitive to students' errors, as many ethnic minority students fear making mistakes and facing ridicule Providing timely positive reinforcement instead of negative feedback can help alleviate these fears Additionally, establishing caring relationships and showing genuine empathy towards the challenges faced by ethnic minority students can enhance their learning experience, improve their academic performance, and facilitate their integration into the school community.
Teachers play a crucial role in guiding students on effective English learning strategies Despite students' enthusiasm and effort, some struggle with memorizing vocabulary and using correct structures, indicating that their challenges stem from inadequate learning techniques rather than a lack of motivation Therefore, educators must focus not only on what to teach but also on how to equip students with the right strategies for successful language acquisition.
To address the challenges posed by current textbooks that often overlook the backgrounds and daily lives of ethnic minority students, English teachers in remote mountainous areas should adapt these materials to better suit their students' needs and interests Focusing on locally relevant and simple topics can enhance students' engagement and reduce anxiety in learning English This approach not only increases exposure to the language but also empowers ethnic minority students both academically and socially.
Textbook adaptation occurs at three levels, with macro adaptation being the first and most crucial step, ideally conducted before the language program commences By comparing the textbook content with the syllabus or examination requirements, teachers can identify sections to omit or supplement This process is essential to prevent wasting valuable time for both teachers and students, allowing educators to proactively identify necessary supplementary materials for effective teaching.
Adapting a unit involves reordering, combining, omitting, or supplementing activities and materials to enhance classroom teaching This process ensures smoother and more cohesive instruction, allowing teachers to effectively achieve the objectives of the unit.
The third level involves adapting specific activities within a unit Sometimes, a valuable activity may be poorly designed or impractical for a particular class In such cases, if the teacher wishes to retain the activity, it is essential to modify it for better effectiveness.
Textbook writers strive to address the needs of their intended users; however, these resources often require adaptation when implemented in the classroom, as most are not tailored for specific classes To effectively adapt materials, several options can be considered.
omission: the teacher leaves out things which deemed inappropriate, offensive, unproductive, etc for the particular group
For example, when teaching Unit 1: A day in the life of…, teacher can ommit Task
3 (14) to spend more time in teching the others part of the lesson; Unit 15 (156-
165) can be ommitted due to the inappropriateness
addition: where there seems to be inadequate coverage, teachers may decide to add to textbooks, either in the form of texts or exercise material
reduction: where the teacher shortens an activity to give it less weight or emphasis
Extension refers to the practice of lengthening an activity to add depth and dimension to the learning experience For instance, in reading lessons such as Unit 3 and Unit 5, dedicating two additional periods allows for more comprehensive vocabulary teaching activities, which are essential for highlighting specific syntactic patterns.
rewriting/modification: teacher may occasionally decide to rewrite material, especially exercise material, to make it more appropriate, more “communicative”, more demanding, more accessible to their students, etc
replacement: text or exercise material which is considered inadequate, for whatever reason, may be replaced by more suitable material, which often taken from other resource materials
Teachers have the flexibility to rearrange the order of textbooks if they find the original sequence unsuitable for their students This allows them to create a customized learning path that better aligns with their students' needs, deviating from the author's prescribed approach.
branching: teachers may decide to add options to the existing activity or to suggest alternative pathways through the activities (For example, an experiential route or an analytical route.)
3.4.3 Selection of the vocabulary teaching
Students acquire vocabulary through two primary methods: discovery via interaction and reading, and formal instruction in the classroom Teachers can effectively introduce new words by using various techniques, such as pointing to objects, drawing, miming actions, or making gestures Additionally, the context in which vocabulary is presented is crucial; words should be taught in a way that demonstrates their usage, and teachers should emphasize connections between related terms—such as teaching "knife" and "fork" together rather than "knife" and "fish."
When selecting vocabulary for teaching, prioritizing words based on their frequency in everyday conversation is essential Commonly used words should be introduced first, such as teaching 'like' before 'similar' to enhance language acquisition effectively.
At Muong Bi High School, English teachers carefully select vocabulary for teaching activities, particularly in Units 13, 14, and 16 Due to time constraints, they must limit the number of words covered in each lesson and guide students through reading exercises The glossaries for these units contain an overwhelming number of words, making it impractical for teachers to cover all vocabulary in a single class period.
Conclusion 1 Conclusions
Limitations of the study
Although the study has been seriously and intensively carried out, like many other studies, there are still some limitations
The study's methodology has limitations, as the data may not comprehensively represent all facets of English vocabulary teaching and learning at this remote mountainous school Additionally, the interviews, primarily conducted in Vietnamese and later translated into English, may lose some nuances of intent from both the interviewer and the interviewees.
For future research, it is essential to conduct longitudinal studies in both secondary and primary schools within the province Additionally, exploring the challenges of teaching English, particularly in listening and speaking skills among ethnic minority students, would be valuable, along with identifying potential solutions to these issues.
The study's findings and limitations indicate the need for further research aimed at enhancing the quality of English education for ethnic minority students in mountainous regions.
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2 Allport, G W (1935) Handbook of Psychology Murchinson, C Worcester, MA: Clark University Press
3 Canh, L.V (2001) Language and Vietnamese pedagogical contexts In J Shaw, D Lubelska,&M Noullet (Eds.), Partnership and Interaction: Proceedings of the Fourth International Conference on Language and Development Bangkok: Asian Institute of Technology Reprinted in Teacher’s Edition 7 34-40
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5 Ellis, R.(1997) Second language acquisition Hongkong: OUP
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Illustrative Example from a Class in University Language in India Volume 9
8 Nation, P (1994), New Ways in Teaching Vocabulary Bloomington: Pantagragh Printing
9 Nation, P (2001) Learning vocabulary in another language New York:
10 Nation, P & Newton, J (1997) Secondary language vocabulary acquisition (238-
254) New York: Cambridge University Press
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14 Ministry of Education and Training (2006) Training materials on the new English textbook “Tieng Anh 10”: MoET
15 Minority students need unique English classes (2008, October 20) Retrieved from http://www.medbook.vn/foreign/tintuc.php?idu
16 Nunan D (2001) Aspects of task-based syllabus design Retrieved from http:// www3.telus.net linguisticsissues/syllabusdesign html
17 Ur, P (1996), A Course in Language Teaching Cambridge: Cambridge University Press
18 Taylor ,L (1990) Teaching and Learning Vocabulary Newyork: Prentice Hall
19 Wallace, M (1982), Teaching Vocabulary London, Heinamann Educational Books
20 Second language acquisition (n.d.) In Wikipedia Retrieved on June 20, 2010, from http://en.wikipedia.org/wiki/Second_language_acquisition
21 So Giao duc va Dao tao tinh Hoa Binh (2008; 2009) Tổng hợp kết quả các môn thi tốt nghiệp THPT: DoET
What are the common classroom activities being used by the teachers of English in classes?
Please tick (P) the appropriate box
Engaging in diverse activities such as information-gap, jigsaw, task-completion, and role-plays enhances learning experiences Incorporating information-gathering, group work, and pair work fosters collaboration and communication skills Balancing accuracy and fluency activities is crucial for effective language acquisition, while mechanical and meaningful practice solidifies understanding Additionally, communicative practices, opinion-sharing, information-transfer, and reasoning-gap activities promote critical thinking and active participation among learners.
1 How are groups and pairs arranged by the teacher of English?
2 Does the teacher control ethnic minority students’ use of their native language or Vietnamese language when students take part in classroom activities? If yes, what are his (her) solutions?
3 How does the teacher actually conduct his (her) teaching?
4 What teaching methods are applied?
5 Do the problems documented by the teachers of English in the interviews exist in their teaching? If yes, what are the teachers’ solutions?
This survey aims to gather insights for my research titled "Challenges in Learning English Vocabulary Among 10th Grade Ethnic Minority Students at Muong Bi High School." Your participation by answering the questions below would be greatly appreciated, as your opinions will significantly contribute to this study Thank you for your valuable input.
1 In your opinion, what is the role of vocabulary in learning English?
2 In Tieng Anh 10 there are…… new words in one unit
3 The topics in the textbook are:
A Unfamiliar to your daily life
B Familiar to your daily life
4 Number the following items from the least to the most difficult for you when you learn English vocabulary:
A Word form (pronunciation and spelling)
C Grammar rules of the word
5 Do you find it difficult to pronounce English words?
B Yes Because they are too different from your mother tongue
6 How does your teacher present the meaning of new words?
C Explain the meaning in English
7 How does your teacher introduce the use of new words?
B Give examples and students draw out the rules
8 How do you practice new words in the class?
A Make sentences with the words
9 Does your teacher give you chance to learn vocabulary in pairs/ groups?
10 How much time do you usually spend learning new words at home?
C More than one hour a day
D Sometimes only when I am required to do homework by the teacher
After the lesson, the students will be able to compare the past and present of the town Develop their listening skill through True or False and Gap-filling exercises
English book, Blackboard, Cassette, computer, projector…
Engage in our exciting crossword puzzle by selecting a number between 1 and 10 to answer the questions and fill in the grid The participant who successfully answers question 10 or discovers the keyword will be declared the winner.
1 This person plays an important role in your family (not dad)
2 The name of the farmer mentioned in the unit 1
3 The place that you are studying
4 You walk on the small in the village
6 The opposite direction of “The East”
7 You often stay in a when you are away from home
8 The place that people often spend their holiday (Eg: Tan Da…)
9 The streets now are so with vehicles
10 Because of the modernization, there have been a lot of _in my town in the past few years
Introduce some new words, Let Ss listen and repeat, explain the meaning of each word
Resort(n) : /ri:'zɔ:t / Narrow(a) : /'nổrou/
II Checking technique Ask Sts to work in pairs to match the words in column A with their Vietnamese equivalents in column B
1 Destroy a Làm lại mặt (đường)
17’ WHILE YOU LISTEN Listen to the talk and do the tasks that follow
Task 1 Decide if the following statements are true (T) or (F) according to the talk
Ask Sts to read the statements, underline the key words and give predictions
Then let sts listen to the talk twice to finish the task Ask them work individually then compare their answers with partner
1 Popffero is on the west coast of England
2 Popffero used to be a tourist resort
3 The town no longer has its old atmosphere
4 There are more green trees in the town now than there used to be
5 Everybody in the town likes its changes
Elicit the answers from the Sts
Task 2 Listen to the talk again, and write in the missing words
Ask sts to read the passage, guessing the needed words the let them listen to the talk again once or twice if needed to fill in the blanks
The small old buildings have been demolished and replaced with tall structures, along with a large shopping center constructed in the town's center The narrow streets have been widened and resurfaced, resulting in the removal of the big trees lining the roads A vast expanse of grassland in the town's suburbs has been transformed into an unattractive public park The old corner shop has been replaced by a large retail store, and an upscale restaurant now occupies the space where an old tea shop once stood.
Getting the answers by letting them play the game “Lucky numbers”
Divide the class into four groups, with each group allowed three selections of their preferred numbers Each number corresponds to either a blank that requires filling or a lucky number If a group selects a blank, they must complete it accordingly.
Individual and pairwork fill in the needed word to get 10 points with the right word If it is a lucky number, the group get 10 points without giving any word
The group with the highest points will be the winner
Ask Sts take turn to talk about the changes in your hometown or home village
Pay attention to the followings:
- Summarize the main point of the lesson Whole class
1 Write a short paragraph about the changes in your hometown
2 Prepare the next part: Writing
After the lesson, the students will be updated with names of some popular TV programs such as Quiz Show, Portrait life…
English book, Blackboard, TV schedules extracted from newspapers
Stages Teacher’s activities Students’ activities
- Gives Ss 10 words whose letters are in the wrong order
- Notes Ss that all the words are forms of mass media
- Asks Ss to work in groups and rearrange them in good order to make the right words
- Explains the term mass media:
Mass media or mass communications refer to public institutions that report news and other stories Mass media also keep people updated
- Asks Ss to give examples for each type of mass media
E.g: Newspaper: Tuoi Tre; Nhan Dan…
- Has Ss work in pairs, ask and answer the following questions
- Asks some pairs practice in front of the class
- Asks Ss to read the programs and point out the new words:
- Whole class listen to the teacher
- Listen to the teacher and write down the term mass media
- Work individually, give examples for each type of mass media
- Some pairs practice Others listen to
- population and Development -quiz show(n)
- Asks Ss to read the new words
- Asks Ss to read three TV program schedules and do Task 1
- Has SS compare and discuss their answers with a friend
- Tells Ss to read the programs carefully and decide whether the statements are true or false Correct the false information
- Calls on some Ss to explain their answers by giving evidence in the reading passage
- Checks the answers in front of the class as a whole
- Asks Ss to work in pairs, ask and answer the questions in the book basing on the information in the reading passage
- Calls on some pairs to ask and answer in front of the class
- Keeps Ss in pairs and asks them to tell their partner about one of the TV programs they like watching best and explain why
- Calls on some Ss to give short talks on the given topic
- Gives Ss Names of some popular programs on VTV:
* Rush Hour : Gio cao diem
* Sing to learn : hoc Tieng Anh qua bai hat
- Wheel of Fortune: Chiec non ky dieu
- Who wants to be millionaire?: Ai la trieu phu?
- The price is right: Hay chon gia dung
- One vs one hundred: Dau truong 100
- Who is who?: Ai la ai?
- Write down the new words
- Whole class repeat the new words after the teacher
- Compare the answers with a partner
- Some Ss to explain the answers Others listen to
- Some pairs ask and answer Others listen to
- Some Ss give short talks Others listen to.