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Studies have shown that the key to increasing vocabulary is exposure to new words—not an innate ability to learn from context. Experts emphasize that vocabulary development is an attainable goal. If given the opportunity to learn new words as well as effective instruction, most students can acquire vocabulary at rates that will improve their comprehension. This enables them to read increasingly challenging texts with fluency and betters their chances for success in school and afterward.
1 Sáng kiến kinh nghiệminitiatives experience SỞ GIÁO DỤC ĐÀO TẠO LÀO CAI TRƯỜNG THPT SỐ VĂN BÀN TÊN ĐỀ TÀI: DẠY TỪ VỰNG TRONG PHỔ THÔNG TRUNG HỌC ỨNG DỤNG: DẠY TRONG SÁCH GIÁO KHOA LỚP 12 CƠ BẢN ( NĂM) Sáng kiến kinh nghiệminitiatives experience THE THEME HOW TO TEACH VOCABULARIES IN HIGH SCHOOL FOCUS ON ENGLISH 12 THE CONTENTS Sáng kiến kinh nghiệminitiatives experience Page Preface I Showing the meaning of words visually Use pictures and cards Using media ( using video) Using realia Using mine II Word Meanings From Context III Using synonyms or antonyms 11 IV Definition and Translations Definition Translation V Do exercises 12 12 13 14 Gap filling 14 multiple choice The end 18 21 PREFACE Studies have shown that vocabulary knowledge is strongly correlated, and researchers have found that word knowledge in high school can predict how well students will be able to comprehend texts they read in high school Limited vocabularies prevent students from comprehending a text Direct instruction in vocabulary can help arrest this cycle Good readers often acquire much of their vocabulary through wide independent reading, also known as incidental learning However, explicit instruction can help students learn enough words to become better readers (and thus acquire even more words) Direct vocabulary instruction is useful for students at all ability levels, Sáng kiến kinh nghiệminitiatives experience but it is particularly useful for beginning students who have a limited reading vocabulary and little exposure to incidental vocabulary learning outside of school Studies have shown that the key to increasing vocabulary is exposure to new words—not an innate ability to learn from context Experts emphasize that vocabulary development is an attainable goal If given the opportunity to learn new words as well as effective instruction, most students can acquire vocabulary at rates that will improve their comprehension This enables them to read increasingly challenging texts with fluency and betters their chances for success in school and afterward These are some methods I apply to teach in school which depends on each lesson and time In my initiatives experience I focus on main methods I Showing the meaning of words visually Using pictures Using media Using realia Using mine II Showing the meaning of words in context Using examples, situations, explanations III Using synonyms or antonyms IV Translation and Definition V Use exercises Gap filling Multiple choice reasons for selecting topics research I Showing the meaning of words visually Use pictures and cards Picture cues are a great mechanism for teaching young Students to study Vocabularies They can combination of words and visual cues can help a young mind piece together a word There are Sáng kiến kinh nghiệminitiatives experience several ways to approach it The approach shown here works with whole words First, you can plan your lesson and pick the words you'll teach your student An effective way to this is by categories For example, teach your student how to read words associated with fruit, such as apple, orange or peach Since the human mind likes to categorize things, this method helps these words gel into your young student’s mind Second, Get the corresponding picture cue cards You can obtain picture cue cards with one letter on them or with entire words on them When teaching a student to read by showing whole words, its best to look for picture cue cards that deal with life activities These packages normally have food groups and other categories in them Third, Sit the child down in a quiet place before starting the lesson The trick to getting picture cues to work is to keep a young student’s attention and have her connect a picture with a word This won’t happen if she can’t see the picture cue card or is distracted by sounds Forth, Pick up a picture cue card and say the corresponding word Make sure you explain what you are doing before the lesson Then, as you say the word and show the picture cue card, allow a time delay This time delay (1 to seconds) will allow your student to soak in the word and associate it with the image After you show the picture card, spell the word so your student will associate certain alphabetic letters with the image Next, Repeat this exercise at least two times This means you should show a picture cue card of an apple and say the word twice Repetition is a proven method of learning, so use it to your advantage Then, Coordinate picture cues with spelling lessons You can this by covering up the word on the picture cue card and revealing only one letter at a time as the student says it to you This will further associate the word with the picture and help the young student learn to read Last but not least, Allow your student a chance to show off his stuff After you’ve been working with your student for a while, mix up the order of your picture cue cards and allow him to read the words back to you This will let you see if he is really learning or if he has just memorized the order of the picture cue cards These are one activity which helps Ss guess the meaning vocabularies which is related to the lesson illustrated lecture unit 9: Deserts Speaking ( page 99) Choose the right words or phrases which best describe the pictures CARDS: Sáng kiến kinh nghiệminitiatives experience A B desert Eucalyptus C D Grass Dessert E F Date palm G Frog H Camel Crocodile I J Fox Lizard PICTURES: P1 P2 P3 P4 P5 7 Sáng kiến kinh nghiệminitiatives experience P6 P7 P8 P9 P10 Students’activies Ss is devided two groups, and they have to observe pictures carefully and use cards to paste in the pictures The class will be vibrant Teacher’s activities T devides the class into groups T asks Ss to paste pictures which are suitables with cards T helps Ss to discuss T give small presents or add mark for the winning group T helps to read Suggested answers A Eucalyptus /,ju:kə'liptəs/ P9 B desert/de'zə:t/ P10 C Dessert /di'zə:t/ P3 D Grass /grɑ:s/ P7 Sáng kiến kinh nghiệminitiatives experience E Date palm /'deitpɑ:m/ P8 F Frog /frɔg/ P4 G Crocodile 'krɔkədail P1 H Camel /'kæməl/ P5 I Fox/fɔks/ P4 J Lizard /'lizəd/ P2 Using media ( using video) Almost any video can be used to teach English: commercial films, TV programmers, home-made dramas and holiday films Live television programmers are NOT recommended Your method should vary according to the language point you wish to teach and the level of your student(s) Although a handset is ideal, it is not essential Position yourself near the front of the class, to one side - close enough to the video player to work the controls if you not have a handset If the video player is independent of the TV, turn it so you can work the controls easily without interfering with your students' view of the TV screen This medium can be used to pratise consolidate range of language points to introduce subject(s) for debate to encourage conversation amongst students to improve writing skills to introduce new vocabulary to develop listening skills (with visual aid) Few lessons would involve continuous viewing - even with speech-free films Strategic stopping is essential The teacher controls what students see and hear: Films, with excessive bad language, can be shown without sound If the majority of film is good, unsuitable sex or violent scenes can easily be avoided as follows plan in advance how to exploit the remainder of the film knowing the exact counter positions of scenes to be omitted illustrated lecture Unit 2: Cultural diversity _ Listening ( page 24) Warm up: T gives a short video about a marriage in VietNam and America Sáng kiến kinh nghiệminitiatives experience When Ss watch video clip, T point some important words which are shown on screen Some important words: Altar/ Master of celemony/ Banquet/ Groom/ Bridge/ Ancestor/Tray/ Schedule/ Blessing Using realia The main advantage of using real objects into the classroom is to make the learning experience more memorable for the learner To give a couple of simple examples, if you are going to teach vocabulary of fruit and vegetables it can be much more affective for students if they can touch, smell and see the objects at the same time as hearing the new word This would appeal to a wider range of learner styles than a simple flashcard picture of the piece of fruit or vegetable (With very young learners, classroom management can become trickier if you bring in real objects as excitement levels tend to rise Last year one of my students bit into an onion we were passing round I’m sure he hasn’t forgotten that class!) A second example would be if you are going to teach some functional language for asking for the timetable for a train You could use a fictitious timetable or you could use a real one from the local train station, one from the internet, or if you’re really organised, some you brought back from your last trip to the UK This way you expose students to more language than simply the times and destinations They will see information about prices, discounts, bank holidays etc illustrated lecture Unit 2: Cultural diversity _ Writing ( page 25) T bring the “ Nón lá” ( conical leaf hat) T show it onfron of the class T asks Ss to guess which is “lesf, rim, ribs, shaps” Ss learn vocabularies by waching realia 10 Sáng kiến kinh nghiệminitiatives experience Using mine This is the way of using actions and facial expressions to show the meaning of words Most action verb ( sits, stand, open…) and some adjectives showing feelings and stantus ( happy, worried…) can be taught using mine illustrated lecture Unit 3: Ways of socialising-Reading page 30 Warm up: Vocabularies Some words teacher can express by actions: Clap: T claps in fron of peple and asks Ss what it means “ Vỗ tay” Shake hand: T shake hand with one student in the class and aks Ss What is she doing “ Bắt tay” Wave: T also “wave” and makes Ss understand her actions II Word Meanings From Context Using examples, situations, or explanations is another ways of showing what word mean Most abstract words ( love, happiness…) can be taught effectively in context There are some points to consider when using this method Besides, it is not necessary to give a complicated explanation, the meaning can be shown by simple sentences The teacher can ask Ss to find the meaning by guessing the meaning of sentences which are around illustrated lecture Unit 1: Home life _Reading (page 12) T asks ss to see in the book and pay attention to the sentences “ The main responsibility is to wash the dishes and take out the gabage 10 11 Sáng kiến kinh nghiệminitiatives experience I also look after the boys” Depennds on the sentences T aks Ss to guess the meaning of words “responsibility, look after” III Using synonyms or antonyms Synonyms are different words with similar or identical meanings They are interchangeable For example: Car and automobile Antonyms are words with opposite or nearly opposite meanings.For example: Large and small This is a nice warm up game using synonyms and antonyms You can make it as difficult or easy as you wish, depending on the level of your students Hand out a list of words to each student There should be two columns next to each word, label the heading of each column, synonym and antonym You can make up your own lists using words you've already taught Thesaurus.com is a useful tool for this exercise Then read out the synonyms and antonyms of those words The students have to write these words next to the word they are the same or the opposite of illustrated lecture Unit 6: Future Job Speaking: Task page 66 Find each pair of antonym from the following: Boring Rewarding Dangerous Difficult Fantastic Easy Fascinating Unsastified Grotesque Safe T adds words in the board or give small hand out to ask Ss to match Ss guess and match T checks corrected answers 11 12 Sáng kiến kinh nghiệminitiatives experience T helps SS to read voca and explains Suggested answers Boring Rewarding Dangerous Difficult Fantastic Fascinating Unsastified Safe Easy grotesque IV Definition and Translations Applied linguists have for some time suggested that communicative competence includes a major component, usually termed strategic competence, the development of which largely determines the learner's fluency and conversational skills Practising teachers, however, are usually unaware of the significance of this competence, and hardly any activities have been developed to include strategy training in actual language teaching The aim of this article is to bridge the gap between theory and practice by first describing strategic competence and then presenting language exercises to facilitate its development Definition illustrated lecture Unit 10: Endangered species Reading page 107 Task The nound in column A all appear in the passage Match each of them with a suitable definition in column B A Extinction B a The existence of a larger number of differnet kinds of animal and plants which make a Habitat balanced envitonment b The act of preventing something from being Biodiversity lost, wasted, damaged or destroyed c a situation in which a plant, an animal, a way Conservation of life stops existing d The natural eviroment in which a plant or animal lives 12 13 Sáng kiến kinh nghiệminitiatives experience T asks Ss to work in group Ss guess and match the word which is suitable with definition T suggested Ss find words in the text and guess the meaning T checks the answer Suggested answer 1.c 2.d 3.a 4.b Translation: illustrated lecture unit 9: deserts reading task page 98 Task 1: Give the Vietnamese equivalents to the following words or phrases English Stretch Sandy Aerial survey Royal Geography society of Australia Australia Aborigine Dune Sloping Steep Hummock 10 Crest 11 Spinifex Vietnamese Kéo dài Thổ dân Hội hoàng gia địa lý Úc Cồn cát Đỉnh Có cát Dốc thoai thoải Lá nhọn Gò đống Dốc đứng Phỏng vấn không T asks Ss to work in group Ss guess and match the word which is suitable with definition T suggested Ss find words in the text and guess the meaning T checks the answer Suggested answer English 12 Stretch 13 Sandy 14 Aerial survey Vietnamese Kéo dài Có cát Phỏng vấn không 13 14 Sáng kiến kinh nghiệminitiatives experience 15 Royal Geography society of Australia 16 Australia Aborigine 17 Dune 18 Sloping 19 Steep 20 Hummock 21 Crest 22 Spinifex Hội hoàng gia địa lý Úc Thổ dân Cồn cát Dốc thoai thoải Dốc đứng Gò đống Đỉnh Lá nhọn V Do exercises Gap filling Gap-fills are an excellent way to reinforce vocabulary, and allow the student to encounter the vocabulary in a variety of contexts The exercises can be worked on individually or in pairs in class, or can be assigned as homework to be quickly reviewed in class Some types of gap fillings The Standard Multi-Word Gap-Fill Gap-fill exercises can take various forms; the most common is the standard multi-word exercise with a number of sentences and words to choose from A short example exercise with sentences is shown below The Gap-Fill with Clues in Root Form 14 15 Sáng kiến kinh nghiệminitiatives experience A challenging variation of the above exercise is a gap-fill exercise in which the words which are gapped are presented in their root form In this way, students have to choose the correct word from the contexts given, and supply the appropriate form of the word, such as a different derivation or different tense A short example exercise with sentences is shown below Multiple Contexts for One Word Another variation which can help students to understand the various derivations for a word is a gap-fill exercise with several different contexts for word, each showing a different form or derivation A short example exercise with sentences is shown below Listening Practice with Gap-Fills 15 16 Sáng kiến kinh nghiệminitiatives experience Gap-fill exercises can be presented as listening exercises In this exercise, students hear the sentence rather than reading it, and have to choose the appropriate answer A short example exercise with sentences is shown below The next day in class, students can be shown the sentences that they heard in the language lab At this time, they can see if what was said is the same as what they thought they heard It also offers an additional opportunity to review and learn the target vocabulary illustrated lecture Unit 10: Endangered species_ Listening Task page 112 Conmplete each of the sentences with the correct form of the words below: Peaceful Plant eating Forest being cut down A few female Their young In trees Plants Insects Civil war 16 17 Sáng kiến kinh nghiệminitiatives experience * HAND-OUT General (1)……………., gentle, social, and ……………(2) The silverback, one or two sub- adult Group members males, ……… (3) Food ………………… (4) and worms Place for sleeping Nest……………(5) or………………………………… Cause of being endangered 7……………… , hunters killing them for food,………………… Suggested answer peaceful planting eating a few females and their young plants and a few insects in trees in glasses civil war forest being cut down Multiple choice Multiple choice is a form of assessment in which respondents are asked to select the best possible answer (or answers) out of the choices from a list Multiple choice items consist of a stem and a set of options The stem is the beginning part of the item that presents the item as a problem to be solved, a question asked of the respondent, or an incomplete statement to be completed, as well as any other relevant information The options are the possible answers that the examinee can choose from, with the correct answer called the key and the incorrect answers called distractors.Only one answer can be keyed as correct This contrasts with multiple response items in which more than one answer may be keyed as correct 17 18 Sáng kiến kinh nghiệminitiatives experience There are several advantages to multiple choice tests If item writers are well trained and items are quality assured, it can be a very effective assessment technique.If students are instructed on the way in which the item format works and myths surrounding the tests are corrected, they will perform better on the test.On many assessments, reliability has been shown to improve with larger numbers of items on a test, and with good sampling and care over case specificity, overall test reliability can be further increased Multiple choice tests often require less time to administer for a given amount of material than would tests requiring written responses This results in a more comprehensive evaluation of the candidate's extent of knowledge Even greater efficiency can be created by the use of online examination delivery software This increase in efficiency can offset the advantages offered by free-response items That is, if free-response items provide twice as much information but take four times as long to complete, multiple-choice items present a better measurement tool Multiple choice questions lend themselves to the development of objective assessment items; however, without author training, questions can be subjective in nature Because this style of test does not require a teacher to interpret answers, test-takers are graded purely on their selections, creating a lower likelihood of teacher bias in the results.Factors irrelevant to the assessed material (such as handwriting and clarity of presentation) not come into play in a multiple choice assessment, and so the candidate is graded purely on their knowledge of the topic Finally, if testtakers are aware of how to use answer sheets and/or online examination tick boxes, their responses can be relied upon with clarity However, The most serious disadvantage is the limited types of knowledge that can be assessed by multiple choice tests Multiple choice tests are best adapted for testing well-defined or lowerorder skills Problem-solving and higher-order reasoning skills are better assessed through shortanswer and essay tests However, multiple choice tests are often chosen, not because of the type of knowledge being assessed, but because they are more affordable for testing a large number of students This is especially true in the United States where multiple choice tests are the preferred form of high-stakes testing illustrated lecture Unit 1: Home life Reading (page 14) 18 19 Sáng kiến kinh nghiệminitiatives experience Task 1: Choose the sentences A,B,C thwt is nearest in meaning to the sentences given He doesn’t come home until very late at night A He never comes homes late at night B He comes home late at night C He sometimes comes home late at nigt “ Men build the house and women make it home” A Both men and women make it home B Men and women have to live separately C Men’s responsibility is to work and support the family and women’s job is to look after the family 3/ Our parents “join hands” to give us a nice house and happy home A our parent work together to give us a nice house and happy home B Our parents take each other’s hands when they give us a nice house and happy home C Our parents shake hands when they give us a nice house and happy home The boys are mischievous sometimes A The boys are well- behaved sometimes B The boys enjoy playing tricks and annoying people sometimes C The boys miss their parents sometimes We are a very close knit family A members of our family have very close relationships B members of our family need each other C Members of our family are never close to each other Activities T Aks Ss work in group T gives each group the handout Ss guess and choose the answer T checks and explains more Suggested answers 1.b c 3.a 4.b a 19 20 Sáng kiến kinh nghiệminitiatives experience THE END I have mentioned before, our students are not good at English This makes Ss usually feel tired and bored and don’t concern about this subject, so I combine all activities to create excitement for students and make Ss love English More over, When students not understand vocabulary, they cannot fully understand the text Good vocabulary instruction emphasizes useful words (words that students see frequently), important words (key words that help students understand the text), and difficult words (idiomatic words, words with more than one meaning, etc.) In providing vocabulary instruction teachers can help students by Activating their prior knowledge, Defining words in multiple contexts,Helping them see context clues, Helping them understand the structure of words, e.g., prefixes, roots, and suffixes, Teaching them how to use a dictionary and showing them the range of information it 20 21 Sáng kiến kinh nghiệminitiatives experience provides, Encouraging deep processing Students need to integrate new words into their working vocabularies, Giving them multiple exposures,Focusing on a small number of important words Ideally, the words should be related so that the depth of concept development can be increased I hope these methods which can be applied in many school 21 22 Sáng kiến kinh nghiệminitiatives experience 22 23 Sáng kiến kinh nghiệminitiatives experience 23 [...]... Rewarding Dangerous Difficult Fantastic Easy Fascinating Unsastified Grotesque Safe T adds words in the board or give small hand out to ask Ss to match Ss guess and match T checks corrected answers 11 12 Sáng kiến kinh nghiệminitiatives experience T helps SS to read voca and explains Suggested answers Boring Rewarding Dangerous Difficult Fantastic Fascinating Unsastified Safe Easy grotesque IV Definition... from being Biodiversity lost, wasted, damaged or destroyed c a situation in which a plant, an animal, a way Conservation of life stops existing d The natural eviroment in which a plant or animal lives 12 13 Sáng kiến kinh nghiệminitiatives experience T asks Ss to work in group Ss guess and match the word which is suitable with definition T suggested Ss find words in the text and guess the meaning T... không T asks Ss to work in group Ss guess and match the word which is suitable with definition T suggested Ss find words in the text and guess the meaning T checks the answer Suggested answer English 12 Stretch 13 Sandy 14 Aerial survey Vietnamese Kéo dài Có cát Phỏng vấn trên không 13 14 Sáng kiến kinh nghiệminitiatives experience 15 Royal Geography society of Australia 16 Australia Aborigine 17 Dune... said is the same as what they thought they heard It also offers an additional opportunity to review and learn the target vocabulary illustrated lecture Unit 10: Endangered species_ Listening Task 2 page 112 Conmplete each of the sentences with the correct form of the words below: Peaceful Plant eating Forest being cut down A few female Their young In trees Plants Insects Civil war 16 17 Sáng kiến kinh ... research I Showing the meaning of words visually Use pictures and cards Picture cues are a great mechanism for teaching young Students to study Vocabularies They can combination of words and visual... into your young student’s mind Second, Get the corresponding picture cue cards You can obtain picture cue cards with one letter on them or with entire words on them When teaching a student to read... The trick to getting picture cues to work is to keep a young student’s attention and have her connect a picture with a word This won’t happen if she can’t see the picture cue card or is distracted