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

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 thathe 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 “Someeffective methods of teaching English vocabulary to the 6th students atTruong Son secondary school by integrating games into each lesson (GlobalSuccess 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 6th

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

1.5 New points of my experience initiative

The research will be useful to students, teachers and researchers in the fieldof 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 studyas 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 canbe 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 circumlocutionor 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 accordingto 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.

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)Pictures (Pictures)Miming (Miming)Activities (Actions)Facial expressions

Body language (Gestures/Body language)

* 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 wordsor 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 myschool

2.2.1 Advantages

My school is one of the secondary schools in Nong Cong district which hasa 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 devoteto 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 Mostof 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 lessonor 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 situationsin 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 wordsor 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 willbe ineffective and there will not be enough time to do other activities Accordingto 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 itas 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 topicof 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

*Topic 1: THINGS

- cupboard- sink- lamp

- chest of drawers

* Topic 2: Prepositions

- between- in front of- next to- under

Describe a process taking place in the lesson or tell a story where thecontent of the story is the content of the lesson, integrate and provide new wordsfor students to understand the content of the lesson

*Measure 3: Teach through games for students to guess the situation andthen write the word on the board (Guesing first, then write it on the board)

Teachers note that words should not be written on the board before readingbecause:

- As a rule, students should always start with the activity of “seeing” andguessing, just as they begin to learn their mother tongue.

- Start with listening activity to familiarize students with the phonetic (phonetic)of words independently, creating a first impression of pronunciation (more

difficult) If the teacher writes the word on the board first, the students will focustheir attention on the spelling of the word (easier) leading to when the teacherpronounces the word up, students are easily confused between the spelling of theword and the pronunciation from that.

*Measure 4: Provide language through the game (Lucky number)

At this point, the game directing students to new materials has appeared onthe board, teachers must do the following things:

- Provide curious questions when students play, just note the question (keytranscriptions) above the letters bearing those syllables, Students can find theanswer for themselves both about words and natural language, words areintegrated into the question).

- Provide stress (stress) of words, answer questions.

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