Improving english vocabularies for grade 8th students at ky tan secondary school through applying games and using bilingual sunflower magazine VOA special english

TABLE OF CONTENTS Order 1.1 1.2 1.3 1.4 2.1 2.2 2.3 CONTENTS Page 2 3 4 2.4 INTRODUCTION Rationale The aim of research The object of study The methods of study CONTENTS Theoretical background Problems emerged before the Study was acted Solutions The result of applying new solutions CONCLUSIONS 3.1 Conclusion 17 3.2 Recommendations REFERENCE MATERIALS 18 16 17 19 INTRODUCTION 1.1 Rationale Vietnam is on its way to integrate deeper with friends around the world So learning English - the common language of the world has become urgent need than ever It is the bridge that connects the world's cultures, brings people closer together The Ministry of Education and Training implemented the project "Teaching and learning foreign languages in the national education system", in the period 2008 – 2020 is a change for teachers and learners to approach English in the future to meet the authentic demand in the era of integration As a teacher of English, I soon absorb this important role of learning English and take an effort to teach myself and teach students to meet the demand of new approach In any foreign language, the role of the vocabulary is very important We can't understand the language without understanding vocabulary, or through vocabulary units But that does not mean that you only understand individual lexical units that are independent of each other but we can only master the language through dialectical relationships between vocabulary units Thus, learning vocabulary and practicing vocabulary skills is a leading factor in the transmission and acquisition of a language in general and English in particular In secondary schools, teachers teach students along with other subjects on the basis of equipping the students with the necessary skills and techniques to train the knowledgeable, skillful, dynamic and creative forms for students This requires teachers not only to pay attention to transferring textbooks knowledge, but also help most students understand the importance of vocabulary because they are lazy to learn vocabulary or use it On the other hand, the new knowledge of the language is so far away from the mother tongue, which students feel afraid of learning Therefore, what the teachers have to is to make the vocabulary no longer a "problem" for the students After many years teaching English at secondary school, coping with a lot of difficulties that students have in learning vocabulary such as limited vocabulary in reading and writing, spelling mistakes and misunderstandings, I applied some new ways to change the learning attitude and results of students In this study, I would like to clarify the way I did through the topic " Improving English vocabularies for grade 8th students at Ky Tan secondary school through applying games and using bilingual Sunflower magazine & VOA Special English” 1.2 The aim of the study This study aims to investigate some problems that grade th students often face up to in studying vocabulary From this investigation, the writer expects to find out the best solutions to help the 8th form students at Ky Tan secondary school use and remember vocabulary effectively 1.3 The object of study: This study is expected to achieve the objectives: - To study of applying some games and using bilingual Sunflower Magazine and VOA Special English to improve vocabulary for students at grade th at Ky Tan secondary school 1.4 The methods of study During the study, I used the following methods: - Survey and investigation are applied to investigate the quality of students when they learn vocabulary through class activities and tasks in the textbook - Observation is applied to observe the activities of students during the time they are included in the vocabulary activities - Practice is applied when the teachers organize activities for students to absorb the vocabularies - Analysis, statistics, synthesis, comparation and assessment are applied to assess the progress of students when they approach the vocabulary with new methods CONTENTS 2.1 Theoretical background Vocabulary is the most fundamental factor in learning a language Almost every skill in the language learning process requires learners to have ample and good vocabulary Wilkin (1972) wrote that “Without grammar, very little can be conveyed; without vocabulary, nothing can be conveyed” (p.111-112), which truly proves the significance of vocabulary Vocabulary is essential and necessary for building up a good command of the language Without good vocabulary, it is unlikely that learners could use the language correctly and with confidence It is the first and most fundamental aspect a language learner must master before developing his or her language skills Good vocabulary is important for passive skills (reading and listening) It enhances learners’ comprehension and understanding of the language, both in literal and figurative sense Good vocabulary is also important for active skills (writing and speaking) Every English conversation that is marked by some idioms and phrasal verbs helps learners’ expressions becomes clear, interesting and more native-speaker-like Essays marked by the good use of academic vocabulary make learners’ writing become more formal for important purposes All in all, vocabulary is the core of language learning It is important for language comprehension and expression Moreover, on a more advanced level of language learning, e.g as a student majoring in English, a fluent and impressive use of vocabulary in examinations can be the standard to distinguish the excellent students from the good ones Vocabulary could be used as an instrument to measure learners’ language ability as well as their fluency However, it is not easy to gain vocabulary at all It is painstaking, demanding lots of efforts Most language learners have a question “How they study vocabulary efficiently and effectively?” Everything has its own difficulty and learning vocabulary is no exception There are some common obstacles that language learners often encounter when they learn vocabulary The first is retention problem Vocabulary is hard to learn by heart and easy to forget Some students said, “Vocabulary just can’t go inside my head” or “Water off the duck’s back” The second difficulty that students cope with is the inability to use the words that have been learned Students may find some words confusing How to use words in correct contexts seems to be a big problem The difficulty that often crops up very early in students’ learning process is that they are exposed to a vast amount of vocabulary It is hard to prioritize a suitable range of vocabulary over the rest at certain stages of learning In order to progress in foreign language learning, students need to be able to understand what they are encountered with the verbal communication that is they need to acquire a certain amount of words In the very first part of his book on vocabulary, McCarthy (1990-2) wrote “It is the experience of most language teachers that the single, biggest component of any language course is vocabulary No matter how well the students learn grammar, no matter how successful sounds of language learners are mastered, without words to express the wide ranges of meaning, communication in a language learner just cannot happen in any meaningful way” This claim might be an overestimate of the role of vocabulary, and many language teachers can argue that an appropriate way of communication is far more important than words, or in other words, HOW we say something is more important than WHAT we say However, one’s communication ability in general depends a lot on his/her vocabulary size Because words are the stools we use to thinks, to express ideas and feelings and to learn about the world, to communicate about something very concrete to something very abstract The support for the important role of vocabulary can be found in works of nation and Coady (1997), Nassaji (2003) and Alexander (2000) In her book “ Understanding Vocabulary” (2000) Alexander wrote: “Comprehension improves when you know what the words mean” And “The words are currency of communication A robust vocabulary improves all areas of communication – listening, speaking, reading and writing” These all show that the success of the student in becoming proficient in any language depend in part on the extent and richness of his/her vocabulary, so vocabulary should be taught on well-planned and regular basis During the teaching process, knowledge is the most important, but we should pay attention to the methods of teaching as well That helps students get knowledge easier, more interested in studying When teaching a language, especially English language, the teacher needs to the interviews with the students who come in contact, which is the most accurate and the most complex The first step that is to establish a language is to base on vocabulary and structures - To help students remember vocabulary and use structures is very important To this well, the teacher needs to be creative, uses the new methods in the lessons effectively - The new textbook has many advantages but also requires students to learn actively and acquire knowledge and lessons that are highly communicative That requires them to use better listening and speaking skills To help students, especially those who are shy, afraid of communicating with their friends, in this study, I show how to play some games and use bilingual Sunflower magazine & VOA special English to improve vocabulary and structure practice in teaching English in grade 2.2 Problems emerged before the Study was acted During the practical teaching process at Ky Tan Secondary School, I realize that my students face up to many typical difficulties Most of them are ethnic minorities who come from the villages surrounding the school Their parents are farmers Their main work is doing farming Some of them don’t take care of their children Besides that, the students have not had the way of truly effective learning Some students are often distracted, they not concentrate on their study Some of them not have time to study at home because they have to help their parents with chores On the other hand, most of the students don’t have the habit of learning English independently and tend to depend on the textbook with the available answers And the students in remote areas like Ky Tan secondary school students are quite reserved They are afraid of speaking English to each other after school They also have few chances to communicate in English as well This is a problem in learning English in general Besides that, the students’ learning conditions are limited, they have no dictionaries, reference books or video tape machines that help support skills of listening, speaking, practice more School has difficulties in facilities such as cassettes, pictures and functional room In this school year, I have thought about changing how to help students remember vocabulary effectively and it has brought positive results To have accurate basis for determining innovative solutions, find out the way to solve the problem, from the beginning of school year 2017 – 2018, I conducted a survey for students in grade with three types of exercise: Choose the best answer, Fill in the gaps with suitable words from the passage; True/ False statements and obtained the following results: Grade Total Good Amount 55 Fair % 5,4 Medium Amount % 13 23,6 Amount 26 Weak % 47,3 Amount 10 Poor % 18,2 Amount % 5,4 By the statistical results showed that the percentage of weak students are still quite high This indicates their reading skills are limited, so the essential problem is how to train reading skills for students to be effective, I have proposed solutions and used following methods to perform 2.3 Solutions 2.3.1 Applying games and activities to help students improve vocabulary easily Teaching vocabulary helps students understand, memorise and use words appropreately in their specific contexts Students at secondary school lever still learn chunks of English which combine vocabulary and grammatical patterns in an unanalysed way Therefore, it is crucial to give students plenty of time to practise, memorise, recycle and extend their vocabulary and grammar in meaningful contexts Regular recycling of vocabulary helps students meet the same words embedded in different contexts and activities again and again When teaching vocabulary, it is important to help students recognise, practise and memorise vocabulary These can be done by using visual aids, by allowing students to listen and repeat the words, by explain their meaning, using definitions, pictures, flashcards and translation if necessary, and finally, getting students to practise, using the word with a range of spoken or written activities which can be done individually or in pairs To make students memorise vocabulary effectively, I often celebrate the games for students to attend It helps students not only practise attentively but also relax Here are the games and activities I usually use: + Bingo + Matching + Chaingame + Simon says + Hangman + Word square + Jumbled words + Slap the board + Lucky number + Networks + Jumbled letters + Survey + Noughts and crosses + Brainstorming + Rub out and remember + Shark attact + Guessing games + Substitution drill a) Slap the board : After teaching vocabulary, teacher writes the words on the board, ask two students go to the board, stand in the same distance in front of the board Ask another student to say the word aloud for two people slap the words Who points more words or faster is the winner Example: In "Unit 1- Tiếng Anh 8" To help students memorize the words better, I can write these words on the board for student to practise character orphanage annoy sociable humorous reserved volunteer b) Who's better: Example 1: After finishing unit (grade 8) I can give a game that helps students to check how they remember "adjectives" Divide the class into two groups If one person in group says a "long adjective", one person in the other group has to say a 'short adjective "The group that can't give out any words or wrong words will lose Ex: I expensive II exciting short tall c) Games "Networks / brainstorming" to help students brainstorm, think of activities or factors that teachers provide Example1 In Unit - Getting started- listen and read (grade 8) To help students remember vocabulary about “country life and city life” I divide the class into two groups Ask them to brainstorm about the differences between country life and city life Tell them that they will have five minutes to prepare on an extra board, when the time is over they will have to show their preperation Which group has more correct words will win Noisy/busy modern kinds of goods entertainments Life in the city buildings traffic jam friendly peaceful fresh air quiet Life in the country simple beautiful views Example 2: In Unit 3- At home (grade 8) To help students remember vocabulary about rooms in houses and things in the house I divide the class into four groups Ask them to brainstorm about the types of house, rooms in the house, things in the rooms Tell them that they will have five minutes to prepare on an extra board, when the time is over they will have to show their preparation which group has more correct words will win bed TV sofa living room pillow bedroom Rooms in the house kitchen table diningroom bathroom sink d) Car- racing : With this game, the teacher can on the table for those who have three straight lines to create two parallel tracks and the track is divided into equal rectangular boxes, depending on the time allowed, many more guys can race different For example: Racer1 on over river ten take Racer to never rest rat no First, Teacher gives two words eg Racer 1write "on", Racer write "to" then if team goes first they have to find the word that starts with the last letter of the competitor’s word Opposite, team have to find the word that starts with the last letter of team 1's words From example above, "never" into the next cell over from her as the "on" have the last word is "N", similar to turn one away from the record "over" for example (to-over), turn go 'rest' (over- rest), turn go "river" (never river) role, in turn Players will form two thickener chains, including the mix of jointed-tail (on-never - river - rat - take .), the race will end when the racers could not find a record of more or false from At the beginning, teachers can give students the use, then enhanced by the use of prescribed only verbs, nouns, adjectives or unlimited time to think Many other skilled racers said "forced car" that is used as the hard tails: x, y, u or just use a tail to force opponents to competitive Teacher may be the referee, who counts the point and divides the class into two teams to play together e) Pelmanism This game helps students to review vocabulary Example: In Unit – My neighborhood (grade 8) Review the form of regular and irregular verbs of Present perfect tense I prepare some postcards about regular and irregular verbs of past participle, divide the class into two groups then ask them in turn to take the cards which have infinitive and past participle form of the verbs that teacher says When time is over, which group takes more correct pairs of words, they win Ex: send -> sent play -> played see -> seen buy -> bought take -> taken think -> thought After playing this game, Teacher can check the understanding about the use of verbs by giving an exercise, ask students from two teams to use the correct form of the verbs above to complete the the sentences Ex: I a letter to my friend since last week We usually badminton after school He his parents for a year My father me to the zoo one a week Duong ……… a new house for a month f) Matching Example 1: In Unit 13 (grade 8) To help students remember some phrases they've learnt, the teacher holds this game.Teacher gives two columns, column A has verbs and column B has nouns or phrases, then ask students to match the verbs in column A with suitable nouns in column B Remember one verb can go with more than one noun A B cook water wash fire fetch rice make flowers arrange clothes g) Review words: Example 1: In Unit 10 (grade 8) Teacher divides the class into groups The teacher gives the rules of the game: Group gives a word, the other groups have to give out the other forms of that word (eg, noun, a verb, an adjective ) the group that gives more forms of the words will win Eg: Group 1: Group 2: historic/ historical/ historian To help students use the word form correctly, I give an exercise and ask groups to complete with the correct form of the words The group which completes faster and correct more will win Eg: The Golden Gate Bridge in San Francisco is an of this famous city (ICONIC) Big Ben is a major monument in London which the United Kingdom (SYMBOL) 3.New Zealand is famous for the .beauty of its mountains and forests (SCENERY) 2.3.2 Using Bilingual Sunflower magazine to improve based–on-topic vocabularies This is very exciting and effective activities that help student approach the vocabularies based on the topic that they absorb in each Unit 10 Sunflower magazine is a kind of bilingual magazine that help readers to improve vocabularies in terms of words, meanings, collocations through articles After reading, students can remember the both new words and learn the way that the writer wants to conveys 11 Here is an example of the magazine that I used to apply for teaching unit 11: Travelling around Vietnam Lesson4: Read- period 69 For this lesson, I use this article in post- reading activity for students to help them: - Understand more about facts in Vietnam that the text in the lesson hasn’t mentioned - Provide more collocations and structures and to get students involved in the lesson such as: iced tea is free, take a nap, take a shower, respect pedestrian… - Provide Students more information to write a short passage about Viet Nam This is not just only vocabulary, It is the form and style for writing 2.3.3 Using Website “ Learning English with VOA to improve vocabularies for listening 12 VOA English is a very popular website that learners can use to improve pronunciation and listening skill with a vast range of Vocabulary in many topics The above image is an example I used to teach Unit 13 Festival Period 82: Listen In this Unit, after providing the basic knowledge for students to understand about Festivals and teach relevant vocabularies, I broaden the lesson with further practice (applying in post- listening activities) This is VOA listening with Festival: Thanksgiving Day https://www.youtube.com/watch?v=PGiriR8lRmE This website helps students: - To learn more about festivals in general and Thanksgiving day in particular - To improve pronunciation and listening skill through native voice with very slow speed - To train the skill for teaching themselves when they are at home 13 2.4 The result of applying new solutions The creating games for each of a lesson and using bilingual Sunflower magazine & VOA special Englis that I mentioned above help students in grade remember vocabulary I realize that the lesson hour is more exciting, students are getting habit to participate in learning process actively They feel excited and often impatient at the beginning of each class of curiosity After each lesson there is often part of the game they are happy and would say " Oh, teacher! Let's play again the next day, okay? "I promise if you prepare the lessons well and learn all over again to me from the time they took the new" play "again For the poor but energetic students I can give them control the game and bilingual magazine help them to study the lesson easier and and give them a preview of the answer, in order for all students in all ability can participate easily and weak students can participate directly in the following games and magazines Through practical teaching process at the block layer, the application put the game and using magazine to each lessons into the class I see games and magazine, even website charismatic, compelling students to learn more, giving excitement of learning in each student, students focused on the lesson more This helps for imparting knowledge of teachers more effectively than before The acquisition of all students improves a lot At the beginning of the school year, many students are afraid of this subject, they not like school because it is difficult to understand, difficult to acquire, so far the quality of education has increased quite evenly The majority of the children are most interested in learning English, They are excited about the lessons, they can remember the words right in class, their vocabulary improve a lot, the poor student can also use the words they've learnt to make simple sentences The good students can make more complex sentences To assess the process of carrying out my theme in the last school year, I took a survey by types of exercise with different levels: easy – medium – difficult and get the result following the statistical table below: Grade Total 55 Good Fair Medium Weak Poor Amount % Amount % Amount % Amount % 14,5 20 36,4 22 40 5,4 Amount % 3.6 14 From the statistical table, the percentage of students from medium is over 90%, there is less than 10% of weak students and poor students This shows that the result of teaching has improved CONCLUSIONS 3.1 Conclusion: With the change of the content of textbooks along with the direction of the education sector in the innovation of teaching methods in the educational institutions in a positive direction of the operation of student learning, the application of teaching methods associated with the development of science and technology to provide maximum efficiency in imparting the knowledge to students is very important No method is the most effective measure, it is to motivate students to actively participate in learning, research, brainstorming lesson They created the situation, context, helping the students practice more meaningful, interesting and helps students focus all fast absorbing, contributing to improving the quality of student learning and performance teacher's teaching performance Thus, the use of games and using bilingual Sunflower magazine & VOA Special English not only create a fun atmosphere, excitement in student learning but also a scientific procedure, and creativity of teachers that makes teachers know how to integrate topics suitable for each unit and stimulates passionate learning each student However, the application of this language game will not avoid the noise and affect other classes for psychology students who are very sensitive and hyperactive, sometimes can not control them So teachers must be dynamic, flexible in solving the real game effectively Above is a little experience myself accumulated through the process of teaching and learning from the coworkers The presentation certainly inevitable shortcomings, we respectfully request that the school headmaster and colleagues all sincere comments so that I become more complete with this teaching experience 3.2 Recommendations To Education and Training Chamber: It is necessary to have more exchanging idea activities for English teacher to help them enrich their experiences in teaching English in general and teaching reading skill in particular To the School leaders in Ba Thuoc District: English Club should be held monthly or quarterly so that students have more chance to improve their background knowledge This could help them improve much in speaking and listening skill 15 This is my experience of improving students’ vocabulary in grade I am looking forwards to receiving faithful comments from colleagues to help my theme become more successful I would like to put my ideal of having functional rooms for teaching foreign language I sincerely thank you! CONFIRMATION OF THE PRINCIPAL Ky Tan, April 10, 2018 I hereby declare that this is my writing and It does not infringe any copyright Written by: Đỗ Thị Thơm REFERENCE MATERIALS Alexander, F (n.d.) Understanding vocabulary Retrieved from: http://www.scholastic.com/ teachers/article/understanding-vocabulary Coady & T Huckin (Eds.) Second language vocabulary acquisition (pp 225-237) Cambridge: Cambridge University Press Nguyen Van Loi Tieng Anh 8- NXB Giao duc Viet Nam Truong Sa Facts about VietnamSunflower Magazine(http://herdailydigest.com/2011/09/1915-facts-about-vietnam: Special English- Agriculture Reporthttps://www.youtube.com/watch?v=PGiriR8lRmE Wilkin, D.A (1972), Linguistics in language learning, Cambridge MFT Press 16 ĐỀ TÀI NGHIÊN CỨU KHOA HỌC, SÁNG KIẾN KINH NGHIỆM ĐẠT GIẢI CÁC NĂM HỌC Họ tên: Đỗ Thị Thơm Chức vụ: Giáo viên Đơn vị công tác: Trường THCS Kỳ Tân TT Tên đề tài , Sáng kiến Năm cấp Improving grade students’ writing skills through in-and- 2015-2016 out supplementary activities “Improving English reading skills for the 8th form students at 2016-2017 Ky Tan secondary school effectively” Xế Số, ngày, tháng, năm p định công nhận, quan ban loại hành QĐ C C Số 43/QĐ-PGD&ĐT Ngày 09 tháng 05 năm 2016 Trưởng Phòng Giáo dục Đào tạo Bá Thước Số 1211/QĐ- UBND Ngày 22 tháng 05 năm 2017 Trưởng Phòng Giáo dục Đào tạo Bá Thước 17 ... topic " Improving English vocabularies for grade 8th students at Ky Tan secondary school through applying games and using bilingual Sunflower magazine & VOA Special English 1.2 The aim of the... cấp Improving grade students writing skills through in -and- 2015-2016 out supplementary activities Improving English reading skills for the 8th form students at 2016-2017 Ky Tan secondary school. .. Sunflower Magazine and VOA Special English to improve vocabulary for students at grade th at Ky Tan secondary school 1.4 The methods of study During the study, I used the following methods: - Survey and