skkn cấp tỉnh some effective methods of teaching english vocabulary to the 6th students at truong son secondary school by integrating games into each lesson global success 6

THANH HOA DEPARTMENT OF EDUCATION AND TRAININGNONG CONG EDUCATION AND TRAINING EXPERIENCE INITIATIVE Some effective methods of teaching English vocabulary to the 6th students at Truong S

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING

NONG CONG EDUCATION AND TRAINING

EXPERIENCE INITIATIVE

Some effective methods of teaching English vocabulary to the 6th students at Truong Son secondary school by integrating games

into each lesson (Global Success 6)

The writer: Le Thi Lien Position: Teacher School: Truong Son secondary school Experience initiative: English

NONG CONG, 2024

16 2.5 Results after applying the research in teaching 15

17 2.5.1 In teaching process for good students 15

18 2.5.2 In teaching process for mass students 15

1 INTRODUCTION

1.1 Reasons for choosing the research

In the current trend of strong international integration, more than ever,English is considered as the most common language, a particularly useful meansfor communication and economic and cultural exchange .ect all over theworld For our country, learning English has been and is being focused at alllevels of education This has shown the full awareness and determination ofeducation managers in equipping the country's future owners with this keylanguage Good use of English in communication is the goal of teaching andlearning English throughout all grades

In fact, after completing the program, most of the students at your school ingeneral, and the students of Truong Son Secondary School in particular, have acommon comment: I have lost my roots, I can't communicate in English, glad Ipassed the English course, I never want to get involved in it again, I mainlylearn grammar, study for good

And of course, parents and teachers often give the most reasonableexplanation: he's not willing to study, he's been poor at learning and lacks hardwork Mistakes are targeted at the learner and "hard work" is given top priority

It is true that learning English in school does not bring any excitement tostudents, the thinking approach and the curriculum is simply crammed andmemorized

Isabel Burton has a sentence: “He who knows not and knows not he knowsnot he is a fool - shun him He who knows not and knows he knows not he issimple - teach him (Translation: He who knows nothing and does not know that

he knows nothing is a fool - stay away from him He who knows nothing andknows that he knows nothing is a simple man - teach him)

In my personal opinion, in general, everyone needs a common language,for many years ago as well as in the future, English is still the most commonlyused language around the world For this reason, if you want to keep up with thetrends of the times, the advancement and development of technology, theinnovation of the world… you must know English no matter what age you are,

no matter where you are

During teaching and learning English process, especially at Truong SonSecondary school where lots of the students are not good at English, finding theway to obtain English is the most important Games is one of the most usefulone to help students to learn English better It could be an effective tool thathelps students to associate new information to their exsiting knowledge Inteaching my students, I often make use of games and students have no ideaabout it Using games is considered to be one of the techniques or activitieswhich can be used in eliciting and remembering students how to study and usevocabulary more effectively.

Stemming from the above awareness, I have decided to choose “Some effective methods of teaching English vocabulary to the 6 th students at Truong Son secondary school by integrating games into each lesson (Global Success 6)” as the topic of my experience initiative

1.2 Aim

The study is aimed at finding the ways in eliciting students to study and usevocabulary by using games for students of grade 6 at Truong Son secondaryschool effectively with the textbook English 6

1.3 Researching object

“Some effective methods of teaching English vocabulary to the 6 th

students at Truong Son secondary school by integrating games into each lesson (Global Success 6)”

1.4 Researching methods

The writer did some steps to do this research, they are as follows;

1.4.1 Researching method to construct the theoretical basic

1.4.2 Surveying method the reality relating to do the problem

1.4.3 Method of collecting the data through the test and posttest;

1.4.4 Method of analyzing the data;

1.5 New points of my experience initiative

The research will be useful to students, teachers and researchers in the field

of English language teaching and learning: students can use mind mapping(MM) model to study and use vocabulary more quickly and more effectively;

teachers can understand more about the MM model and use it to teachvocabulary more effectively in their lessons; and researchers will use the study

as a reliable source of reference in their research.

2.1.1.1 Concrete Words

Saleh (1997:60) states that a concrete word is a word that the meaning can

be perceived through one or more of the five senses The meaning of concreteword can be pointed out by means of Audio Visual Aids (AVA), like realia (realthings), miniatures, pictures, and demonstration

2.1.1.2 Abstract Words

Saleh (1990:60) states that an abstract word is a word that the meaning ofwhich cannot generally be grasped by virtue of the five senses The notion ofabstract word are like "thank" and "enjoy", its can be shown by circumlocution

or translation

2.1.1.3 Strategies of eliciting students how to study and use vocabulary.

* Stages and techniques in eliciting students how to study and use vocabulary

a Presenting

At this stage, the teacher presents the new words and the techniques areoften used such as translation, real things, pictures, actions /gestures, definitions,situations/ examples

B Practicing

At this stage, the students are made to practice the new words Thetechniques are often used such as identifying, selecting, matching, sorting,ranking and sequencing

c.Consolidating and revising

At this stage, the techniques are often used such as ordering, rub out andremember, networks, bingo, wordstorm, slap the board, matching, noughts andcrosses, what and where, jumbed words, guess the pictures….

2.1.1.4 Vocabulary in English textbook grade 6

The vocabulary in English 6 is continued to present and build up according

to topics That is why using games is believed to be a good way to help studentsnot only review the learned words but also learn the new ones

2.1.2 An overview of games.

2.1.2.1 Definition

When teaching any word, teachers must ensure the following requirements:

* Teaching shell language (Teaching form):

- The teacher reads the sample to the students Teachers always have tostart with a “listening” activity

- Provide spelling of words by writing words on the board

- Provide phonetic (phonetic) and stress (stress) of words

* Teaching meaning of words (Teaching meaning):

The principle of providing English vocabulary meanings is to makestudents discover the meaning of words on their own without using their mothertongue That way, new students don't learn words passively, learn first andforget later There are many ways to teach students to understand the meaning ofwords:

*Observation (Showing meaning seemingly) Includes the following tips foreach specific game:

Real Things (Realia)

* For example, integrate the game in the situation for students to guess andtranslate the meaning (Giving examples/ situstions + students' translating.

* Other techniques (Other techniques):

Synonyms / Antonyms (Synonym / antonym)

Compare words with similar meanings (Contrast)

Forming new words and meanings based on existing original words (Wordformation)

*Combination of different techniques:

Observe (visual), give examples (example), translate examples to infer themeaning of words (translating example), ask questions that include new words

or let students answer using new words (make questions with new word orstudents use new word to answer)

* Teaching grammar of words (Teaching grammar of word):

- Past simple or past participle form of irregular verbs

- Special form when changing to plural nouns

- Special cases (Special cases)

* Teaching the use of words (Teaching the use of words):

- The specified words go together (Collocation/word partnership)

- How to use words in specific contexts (Showing how words are used incontext)

- Make questions for students to use new words to answer (Make questionswhich students use new words to answer)

2.2 Problematic situation of studying and using English vocabulary at my school

2.2.1 Advantages

My school is one of the secondary schools in Nong Cong district which has

a lot of outstanding achievements Teaching and learning English are more andmore attached here

2.2.1.1 About the teachers of English

At my school, there is a English teachers at the age of 34 teaching Englishfor over 4 years I am young, enthusiastic, active, creative and willing to devote

to teaching career I can apply new teaching method, the informationtechnology, teaching aids to teaching skillfully I am also familiar with thetechniques of teaching and eliciting vocabulary and grammar in English

2.2.1.2 About the students

All of the students have learnt English for 3 years at primary schools Most

of them are obedient and dutiful They also know how important the English isand they are also familiar with the different ways of studying and usingvocabulary and grammar

2.2.2 Disadvantages

Besides the advantages above, eliciting for students how to study and useEnglish vocabulary also have some difficulties

2.2.2.1 About the teachers

Sometimes still face a number of difficulties in the implementation ofcertain operations, teaching techniques of each lesson, each stage of the lesson

or the combination of the teaching techniques

In eliciting vocabulary, I sometimes do not use the different techniques I oftenlist the new words on the board then explain them and do not revise the words atall, which is not easy for students to learn the words eagerly, quickly, andpermanently

2.2.2.2 About the students

Although all of the students have learnt English for 3 years at primaryschools, they are different from levels A number of them are only good atgrammar, not at speaking, reading, writing and listening Moreover, theirvocabulary is very poor That is why they do not have enough vocabulary toexpress their ideas in writing and speaking and they do not understand what theyhear Consequently, the way to present the vocabulary is very important to makesure that they remember the pronunciation, understand the meanings, usages ofthe new words, the connected words for a long time

2.3 Measures to improve teaching quality

* Measure 1: Deciding which items to teach

Usually, new words rarely appear separately (only in some lessons ofEnglish 6), but are integrated through the situations of the lesson All situations

in the lesson always appear new words, but not all new words need to beincluded to teach To choose the right words to teach, teachers need to consider:

Combination of different techniques

Observe (visual), give examples (example), translate examples to infer themeaning of words (translating example), ask questions that include new words

or let students answer using new words (make questions with new word orstudents use new word to answer)

Teaching grammar of words (Teaching grammar of word)

- Past simple or past participle form of irregular verbs

- Special form when changing to plural nouns

- Special cases (Special cases)

* Teaching the use of words (Teaching the use of words):

- The specified words go together (Collocation/word partnership)

- How to use words in specific contexts (Showing how words are used incontext)

- Make questions for students to use new words to answer (Make questionswhich students use new words to answer)

- Is the word necessary for understanding the situation?

- Is it difficult compared to the student's level?

- Does the word revolve around the topic the students are learning, and is it aword that is used often in life?

The number of words to be taught in the lesson depends on the abovefactors; Teachers should take care never to teach all new words, because it will

be ineffective and there will not be enough time to do other activities According

to my own experience, in each class should only teach no more than 6 to 8 newwords

The words that need to be taught must belong to the group of positivewords, specifically the words necessary for students to understand the maincontent of the situation (key words), words that revolve around the topic ofsocial knowledge (topic) that students are learning or must be words with highdensity in life (highly used).

Where the new word is necessary for understanding the situation, but isdifficult or belongs to academic fields, it does not belong to the group ofpositive words At this time, the teacher should not teach, but simply explain it

as a tool for students to understand the situation

Where words are not necessary for understanding the text, teachers shouldlet students make their own guesses through situational clarification activitiesand case-based exercises

* Measure 2: Separating words to be taught from lesson situations (Selecting vocabulary from the text)

- As we said above, new words always appear with situations in the lesson suchas: dialogue, reading text, listening text, or in the introduction topic of thelesson Accordingly, it is equally important to separate new words fromsituations to teach Teachers should note the following points:

+ Never give words in a mechanical, passive way by putting a bunch of newwords on the board This will make students not only learn words ineffectively,but also do not understand the content of the lesson (including new words thatappear)

+ Activities to introduce new words are always integrated with activities ofexploiting and introducing lesson content

- I would like to share some ways of organizing the supply from the following:+ Use pictures to exploit the lesson content, through which, integrate to providewords for students to grasp the content of the lesson

+ Provide words by topic: there are 2 forms

- New words in the lesson focus on a big topic: the teacher introduces the topic

of the lesson, organizes mining around the introduced topic, integrates andprovides words for students to generalize the topic content

Eg: English 6: Unit 2: My house