Some methods for teaching vocabulary in pre reading helping class 11c2 at nhu xuan II high school be motivated in the reading lessons

THANHHOA HOADEPARTMENT DEPARTMENTOF OFEDUCATION EDUCATIONAND ANDTRAINING TRAINING THANH NHUXUAN XUANIIIIHIGH HIGHSCHOOL SCHOOL NHU THE INITIATIVE EXPERIENCE THE THESIS: SOME METHODS FOR TEACHING VOCABULARY IN PREREADING HELPING CLASS 11C2 AT NHU XUAN II HIGH SCHOOL BE MOTIVATED IN THE READING LESSONS THE INITIATIVE EXPERIENCE THE THESIS: SOME METHODS FOR TEACHING VOCABULARY IN PREREADING HELPING CLASS 11C2 AT NHU XUAN II HIGH SCHOOL BE MOTIVATED IN THE READING LESSONS Author: Pham Thi Lien Occupation: Teacher Field ( Subject): English Author: Pham Thi Lien Occupation: Teacher Field ( Subject): English THANH HOA, 2018 TABLE OF CONTENTS PART I: INTRODUCTION I.1 Reasons for choosing the thesis…………………………………… I.2 Objectives………………………………………………………… I.3 Participants………………………………………………………… I.4 Methods of the study…………………………………………….… PART II: CONTENTS OF THE THESIS II.1 Rationale which affects to the thesis……………………………… II.1.1 Students' language level………………………………………… II.1.2 Teacher's teaching method……………………………………… II.1.3 Time limitations…………………………………………….…… II.1.4 Material limitations……………………………………………… II.1.5 The reading program for the grade 11th at Nhu Xuan II high school……………………………………………………………………… II.2 Reality before implementing the thesis…………………………… II.3 Some methods for teaching vocabulary in pre-writing effectively helping students be motivated in the reading lessons………………… II.3.1 Preparation…………………………………………… …… II.3.2 Choose words to teach………………………… ………….… II.3.3 Teaching vocabulary combined with pronunciation……….… II.3.4 Choose the best way to teach and show the meaning of new words…………………………………………………………………… II.3.4.1 Using real objects………………………………………… II.3.4.2 Using situations………………………………………… II.3.4.3 Using pictures…………………………………………… II.3.4.4 Using spoken laguage…………………………………… II.3.4.5 Using body laguage……………………………………… II.3.4.6 Using prefixes, suffixes, root words…………….……… II.3.4.7.Translating……………………………………………… II.3.5 Create appropriate activities to check vocabulary……………… II.3.5.1 Gap-filling……………………………………………… II.3.5.2 Matching………………………………………………… II.3.5.3 Multiple - choice question……………………………… II.3.5.4 Rub out and remember…………………………………… II.3.5.5 Slap the board…………………………………………… II.3.5.6 What and where………………………………………… II.3.5.7 Jumbled words…………………………………………… Page 2 3 3 3 5 6 7 8 9 9 II.3.5.8 Noughts and Crosses…………………………………… II.3.5.9 Bingo! …………………………………………………… II.4 Results after applying the research with the teaching activities, my colleagues and my school………………………………………….…… PART III: CONCLUSION, SUGGESTIONS III.1 Conclusion………………………………………………….…… III.2 Suggestions………………………………………………….…… 10 10 10 10 11 11 19 19 PART I: INTRODUCTION I.1 Reasons for choosing the thesis As you know, English is an international language which is used by a lot of countries all over the world It also becomes main language in communicating among different people in different countries in the world With the trend of integrating, Vietnam has been promoting their abilities in all aspects Therefore, in education, Vietnam really pays attention to teaching and learning English all schools in Vietnamese educational system English is also becomes a chore subject in national educational system From those, we see the importance of teaching and learning English in the development and integration of our country English is a device for communicating and integrating with many countries in our region and in the world, a device for approaching modern technology and science and exchanging economics, politics and culture between our country and others in the region and in the world In Vietnam, nowadays students begin to learn English at primary school In high school, they continue the learning program from primary school to secondary school They learn English with four skills such as writing, listening, speaking and reading along with language focus to continue improving their skills and knowledge Furthermore, they also prepare the best knowledge for their most important examination of graduating or use the knowledge for higher education As an English teacher I know the importance of English with my students, so I always try to find out the best methods in teaching English for them In our school system, English is both different and characteristic subject It makes students curious and passionate However, it also creates a lot of difficulties and misunderstandings As a result, students sometimes feel discouraged In this situation, teacher has a very important role to transfer the passion and the enjoyment to their students When teaching English at high school, specially teaching the 11th grade at Nhu Xuan II high school, I see that most of my student like learning English They also try their best to learn it in all skills and language focus but they seem indifferent to reading skill However, nowadays reading skill is step by step becoming an important part in their study As you know, this skill has been becoming a very important part in the examination for English students for many years Reading skill also plays a key role of enriching English vocabulary for learners But students often have difficulty in understanding a common reading because of some new vocabularies When teaching my students, I see that they often stop to look up a dictionary when encountering new words This takes a lot of time to complete a reading Reading texts often contain many new words They often find there are too many new words in reading texts because they forget or miss a word of those so they often feel confused before a comprehension exercise That’s why the teacher’s guide is very necessary Meanwhile, the current teaching method is to make students find their own way of learning, teacher is only a guide to show them how to read rather than prepare all for them.From these elements, I see that I have to update and change my method in teaching reading skill so that I can make students really like this skill more than ever before So as to help students improve their reading skill, teaching vocabulary effectively is very important for them to overcome difficulties in vocabulary With my own thought and my own experience in teaching English at Nhu Xuan II high school for many years, I strongly try to give my own bright experience: Some methods for teaching vocabulary effectively helping the 11th grade students improve their reading skill With the thesis I hope that I will contribute my little experience to help my students like and improve their reading skill in the next courses I.2 Objectives When teaching reading skill to the students in the grade 11C2 at Nhu Xuan II high school I found out that vocabulary stage is very important in teaching reading skill and it also effects students' reading result, so I decided to carry out this thesis Firstly, I want to find out some other methods in teaching vocabulary effectively From changing this stage helps students improve their reading performance result in reading skill Secondly, I want to create my own experiences which are useful and necessary for my teaching The experiences will be used in the next courses and bring out the good results in my job Furthermore, I also want to contribute my own experiences in teaching English at Nhu Xuan II high school Hopefully that the results of this study would be shared with any colleagues who had the same problem or anyone who is interested in this study Last but not least, Based on the results of this action research, some changes and new methods could be applied in some lessons I hope that my students will love reading skill more than ever before and work effectively in the reading lessons I.3 Participants The subjects chosen for the research include 38 students in the class 11C2 at Nhu Xuan II High School with the survey questionnaires The research was carried out during the first term of the academic year 2017 – 2018 at Nhu Xuan II High School I.4 Methods of the study The study bases on teacher's main activities: teaching time in the class The data is collected by sets of questionnaires some were set before using the methods and others were set after using the methods Other sources of data come from reading tasks from the textbooks The analysis of the data hopefully will bring about reliable findings useful for the teaching of reading to students at Nhu Xuan II High School PART II: CONTENTS OF THE THESIS II.1 Rationale which affects to the thesis From my teaching I know clearly that students' result in receiving vocabulary in pre-reading can be affected by some major factors which originate from students, teachers, and other external factors II.1.1 Students' language level It can be easily seen that Nhu Xuan high school is situated at the countryside in Bai Tranh commune, Nhu Xuan district Most of the people here have medium living condition, so most students learn English with very simple ways They only learn English from their teacher at school These students have medium level, few also have low level Others, but not large a mount of students with good living condition from their parents, find out some extra ways for learning English such as learning outside the school, using cassette, computer and cell phone to learn online This group of the students has good knowledge It means that students' language level is different Therefore, teacher may have some difficulties in choosing a suitable teaching method, language and activity which are used in a class II.1.2 Teacher's teaching method In pre-reading stage, teacher's teaching method focus on the ways which teacher designs appropriate activities to motivate students to have comprehension reading effectively So the more easy and memorable way a teacher can apply vocabulary to his students, the more interested students feel When students feel comfortable and interesting, they can the reading tasks well II.1.3.Time limitations Normally, in pre-reading stage it takes from 10 to 13 minutes to conduct the activities However, in some large classes with a number of students whose English knowledge is limited, it often takes more time to conduct these activities II.1.4 Material limitations In teaching lesson, facilities for displaying pictures and chart also play an important part to help have a successful lesson As we know English is a subject using and updating a lot of pictures about many aspects in daily life The use of visual display to show these pictures in teaching and learning is an effective way, that makes students exciting and wants to discover the subject more However, most schools of Vietnam don't have the best condition for students to learn foreign language Most classroom don't have computer screen or visual display unit Those surely affect students' learning result II.1.5 The reading program for the grade 11th at Nhu Xuan II high school Basing on the new textbooks designed by the Ministry of Education and Training English is taught with four skills and language focus which focuses on grammar and pronunciation The reading program at Nhu Xuan II high school is the same as this book with the aim of improving students' abilities in reading On English 11 textbook, we have 16 units with 16 topics for student's reading Different topics from 16 units provide students with a large number of new words which they need eliciting in pre-reading stage to prepare for the next stages: while-reading and post-reading From the factors mentioned above, the question: “How to teach vocabulary in pre-reading stage effectively?” is important and neccesary to every teacher From my old methods in teaching vocabulary with bad results, I tried to find out some new methods for teaching vocabulary to help my students improve their comprehension reading in particular and their reading skill in general after studying some references materials such as: “Top ten” principles for teaching reading Ray Williams; Nuttall, C 1982 Teaching Reading Skills in a Foreign language London: Heinemann; Allen V Techniques in Teaching Vocabulary Oxford University Press, 1983… II.2 Reality before implementing the thesis I began teaching class 11C2 with 38 students when they were at grade 10 At that time I taught reading skill based on the design of the textbook with three stages pre, while and post stage sometimes four stages consisting warm-up I didn't change anything in the textbook In pre-reading stage, after getting students to have a through look on the reading text, I started to teach my students some new words in the reading text by writing them on the board and explain their meanings in a simple and quick way: translating.Next I helped my students to pronounce the words and I continued the lesson with the tasks already designed in the textbook From my teaching, I saw my students reading bad They didn't like this skill because when they read the text and did the tasks required, they appalled with the number of new words they met in the text Whenever they met a new word that they didn’t know, they stopped to look it up in the dictionary This took them much time and as a result, they didn’t have enough time to complete the tasks in while – reading and post – reading This also made them feel bored and afraid of reading skill I thought of this much and I also asked my colleagues for how they taught this skill They gave me the same steps as I did I decided to implement a survey asking my students some questions in order to know exactly the cause of this problem and to find out the solution as well as the better methods in teaching reading.In my survey, 38 students in class 11C2 were asked to give their answer to the questions from the teacher then handed in their papers to the teacher After the survey, teacher statisticed students' answers to find out the cause There were the results of the survey Question 1: "What make(s) you not satisfied with and interested in a reading lesson?" a It takes me time to look up new words which I don’t know b I don't the tasks well c I don't feel being motivated enough d You choose all Choice a b c d Nnumber 0 38 Percent(%) 0% 0% 0% 100% As can be seen from the table,most students thought they were lack of many things in the reading lesson From the information collected, I was aware of the importance and the influence of pre - reading stage in students’ reading Question 2: "What factors you want your teacher change in a reading lesson?" a Teacher should create pre-reading stage effectively and attractively b Teacher should speak louder c Teacher should create the tasks in while-reading and post-reading more easier d Teacher should change his/her mood and teacher's lifestyle Choice a b c d Number 28 Percent(%) 73,68 % 5,26 % 13,16 % 7,9 % The results in the table shows that most of the students thought that teacher should change pre-reading stage by creating it effectively and attractively with the highest rate accounted to 73,68% The number of students who thought that teacher should speak louder and teacher should change his/her mood and teacher's lifestyle accounted low rate with 5,26 % and 7,9 % Others accounted a small rate with 13,16% From these causes and students' ideas I think I should change my method in teaching reading skill, specially in teaching pre-reading stage II.3 Some methods for teaching vocabulary in pre-reading effectively to help students be motivated in the reading lessons With the results from the convey I conducted with my students, I see that teaching vocabulary effectively in pre-reading plays a very important role in helping students have a successful reading lesson And I tried my best to find out some methods which I really think that will be useful to teachers When applying the research, teachers should remember some notes as follows to get the best results II.3.1 Preparation Before starting a new lesson, the teacher must have good preparation He/she should prepare a list of new words appearing in the reading that are neccesary to teach students in order for them to well in the reading And he/ she should make the teaching learning vocabulary process clear and easy for students to remember With good performmance of teaching vocabulary, students will be motivated for the tasks in the next part: while-reading and postreadingthat leads to a good and successful lesson for both students and the teacher However, teaching vocabulary is not just conveying the meaning to the students and asking them to learn those words by heart If the teachers believe that the words are worth explaining and learning , then it is important that they should this efficiently Teachers should use different techniques and activities in teaching English vocabulary to motivate their students, enrich their vocabulary and enable them to speak English properly as well as the comprehension reading well II.3.2 Choose words to teach Normally, a reading textalways appears some new words, but it is not neccesary to teach all of them and teach them in the same ways The teacher should choose words which need teaching Choosing words to teach, the teacher has to consider whether they are active or passive words - Active words are words which students know and use in communicating or writing - Passive words are words which students only know and understand when they read a text The ways to teach two forms of words are not the same Active words relate to basic skills: Listening, Reading, Speaking and Writing The teacher, therefore, needs to spend more time presenting and practising, specially the ways to use words To passive ones, however, students can only know and students don’t need to spend much time using them So the teacher should choose and decide which words are taught as active or passive ones To save much time, the teacher always endures what he/she will teaches – words students haven’t known To avoid teaching words which are unnecessary, the teacher should check students’understanding by asking some questions or asking students to give examples with the new words And the teacher can ignore if the words are difficult and strange and they are not related to the passage Teachers also should encourage students to guess the meaning of new words if the words are important and easy in the passage.Teacher should mark the words he/she can ask students to guess However, the teacher has to show students ways to guess the meaning of new words by reading words near new words carefully and check affixes This not only helps students to know more about the new words and their part of speech such as nouns, verb, adjectives, adverbs…by themselves but also encorages them to have good habit in reading in stead of stopping reading to look up the dictionary II.3.3 Teaching vocabulary combined with pronunciation When students can pronounce new words well, they will write the words correctly as well as help them in speaking and listening skills So, a part from having a good teaching method to intruduce new words to students, the teacher also need to teach students the best ways to read the words exactly II.3.4 Choose the best way to teach and show the meaning of new words There are some basic ways to introduce and explain the meaning of new words But the teacher should not teach allnew words in the same way There will be a suitable way for teaching each word in the lesson if the teacher tries his/her best to think of it and have good preparation for it By using right and useful techniques in teaching vocabulary, it can help create both a successful and effective pre-reading and the whole lesson Follows are some popular techniques that teachers can use to teach vocabulary effectively in pre-reading of a reading lesson: II.3.4 Using real objects It is a great way to use real objects to teach new words, which help students understand and interest in learning vocabulary.By this way, students can remember vocabulary for a long time and feel more attracted to study it.With words used by this way to introduce, teacher has to prepare before that Eg1: In Unit 2: Personal experiences – Part A: Reading When teaching new words appearing in the reading text, with the word: “a floppy hat”, teacher can prepare areal object like this: Eg 2: In Unit 3: A party – Part A: Reading Teacher can use the real object: a candle to teach this word II.3.4.2 Using situations With some words, teacher can use specific situations in classroom or outside classroom to show their meaning The situations given should be easy and simply for students to understand Eg: In Unit 6: Competitions – Part A: Reading To teach the word “representative”, teacher can use a situation like this: Huong and Lan were the two representatives of your class taking part in the compettition “Ring the golden bell” in our school last month II.3.4.3 Using pictures Pictures as a part of visual aids are used as a technique in teaching English vocabulary Pictures used to explain the meaning of vocabulary items can be posters, postcards, flashcards, graphs, family photograph, maps or even board drawing… With easy words, students can immediately guess the words but with some difficult ones, students have to imagine and make a connection from the image to the words Anyway, pictures help motivate students and make them to pay attention and take apart Eg: In Unit 12: The Asian Games – Part A: Reading Teacher can use pictures to teach some words related to kinds of sports: =>Hockey => Fencing =>Wrestling =>Rugby II.3.4.4 Using spoken languages With this technique, teacher can use definition forms, synonyms or antonyms to show the meaning of new words Eg 1: In Unit 15 – Part A: Reading When teaching the word “ astronaut”, teacher can use synonym to help students know its meaning: astronaut = spaceman Eg 2: In Unit 10 – Part A: Reading To introduce and show the meaning of the word “disappear”, teacher can use antonym: appear  disappear II.3.4.5 Using body language Using body language, actions or gesturesis also a good way to motivate students in studying especially in learning vocabulary because this technique can make them not feel bored Students can have good memory about vocabularybecause it relates with part of human body So, they can be easy remembering it Eg 1: In Unit 3: A party – Part A: Reading The word:“blow out” Eg 2: In Unit 13: Hobbies – Part A: Reading The word: “throw away” With these two verbs, using specific actions to show their meaning is an effective way than any others II.3.4.6 Using prefixes, suffixes, root words With many words in English, teacher can use prefixes or suffixes to show the meaning of new words By using this way, teacher can use some usual prefixes such as un-,il-, dis-, re-…or suffixes such as -able, -er, -or, -ty, -less… to teach different parts of speech Furthermore, teacher can use root words to teach vocabulary Try to use common roots with common words This way must be repeated and repeated day by day Teacher ought to it slowly and frequently Some common roots: trans (move, go): such as transport/ translate, pect (see): such as respect/ expect … Eg: In Unit 13: Friendship – Part A: Reading Teacher can use prefixes : “in-” to teach students the word “incapable of” or “un” to show the word “unselfish” II.3.4.7 Translating With wordswhich are too difficult to use one of the above techniques, teacher can give students their Vietnamese equivalents in meaning after introducing them II.3.5 Create appropriate activities to check vocabulary A long with teaching and showing the meaning of new words, activities for checking vocabulary after that are very important to help students remember the words they have learnt in the class and know how to use them corrrectly An interesting and appropriate activity with students’ level will help stimulate them in the next stages of the lesson The activity teacher chooses for his/her students should be based on what the words in the lesson are and students’ level as well as their interest In time limitations of the stage: pre-reading, teacher should create suitable and useful activity for checking vocabulary after instructing them to pronounce the words correctly Teachers can apply some popular and effective activities as follows: II.3.5.1 Gap - filling In this kind of task, teacher prepares a list of sentences with a missing word in each one The words for students to fill in are the ones the teachers has just taught This activity can help students know how to use the words in specific situations II.3.5.2 Matching Matching is a widely used activity among stages: pre-reading, whilereading and post-reading and it is quite easy to students There is a variety of this kind of task Teachers can choose one that is suitable for their students and this also depends on what the words are Follows are some samples of matching tasks for teachers to choose: - Matching the words with their definitions - Matching the words with the right pictures - Matching the words with their meanings - Matching the words with synonyms - Matching the words with antonyms II.3.5.3 Multiple – choice questions Multiple – choice questionsrequire students to identify the right answers from among a set of possible options that are presented to them To create valid multiple – choice items for checking vocabulary, teachers should use single, clearly – stated questions including a total of to options It may take time for teachers to construct good multiple – choice items Teachers, however, can sometimes use this activity to motivate their students II.3.5.4 Rub out and remember This activity isa good way to help students memorize new words as well as make them more interested in the lesson After presenting the new vocabulary and building up a list on the board with their Vietnamese equivalents, teacherfollows the following steps to get students to play it: - Rub out the words once at a time - Each time teacher rubs out a word in English, point to the Vietnamese and ask: “What’s this in English?” - When all the English words are rubbed out, teacher goes through the Vietnamese list and asks students to call out the English words II.3.5.5 Slap the board Slapping the board is considered as a game which helps students recognize new words through listening To carry out this activity, teacher can ask or volunteers to play it by following these steps: - Teacher puts the new words all over the board – not in a list - If teacher want to check understanding, put the Vietnamese translation of the new words or pictures on the board - Teacher calls out the new words one by one with loud voice - After teacher’s reading of each word, students must run forward and slap the word on the board as quickly as possible - The student who slaps more correct words after the game will be the winner II.3.5.6 What and where “What and where” is also a great way for students to memorize new vocabulary It follows the same produre as for “ Rub out and remember” and “Slap the board” Followings are steps for playing this game: 10 - Teacher writes each word in a circle on the board, not in a list - When all the words are on the board, rub out one of the words but not rub out the circles - Teacher gets students to repeat the words including the rubbed – out word by pointing - Teacher continues to rub out another word but leaves the circle - Then points to the words left including empty circles, students reads - Teacher continues until all the circles are empty and students now have to remember all the words - Finally, teacher asks students to come to the board and fill in the circles with the correct words II.3.5.7 Jumbled words In some lessons, teacher can use this activity to help students learn by heart new words by giving some words with jumbled letters, then asks students to go to the board to write the correct words II.3.5.8 Noughts and Crosses This activity may take time, so teacher should consider whether to use it or not depending on the content of the lesson and time limitations This activity is often for classes with more good students because they have to make sentences with the words given To act out this activity, teacher can follow these steps: - Teacher draws a table with rows and columns in it on the board and marks each cell with a number from to - Teacher divides class into groups One is “noughts” – “O” and the other is “crosses” – “X” - One group starts by choosing a numbered - cell in a table, teacher gives the word in that cell and asks students to make a sentence with it If the sentence is correct, teacher puts “O” or “X” in that cell - The first group to get three -in -a -row (across, down, diagonally) will be the winner II.3.5.9 Bingo! Using this activity to check vocabulary can help students feel comfortable and interested It is also an easy way to get students to practise listening to new words and match sounds with spelling - With the words that teacher has just presented to students on the board, teacher asks them to choose words ( or how many words if teacher wants) to copy on the scratch paper - Teacher reads out the words in any order - Each time the student has one of the words the teacher reads, he/she puts a tick next to that word 11 - The first student to tick all words shouts “Bingo!” II.4 Results after applying the research with the teaching activities, my colleagues and my school To see the effect of these methods in teaching vocabulary in pre-reading of a reading lesson, I would like to show you how I changed my traditional methods which I had already applied in the previous school years Instead of only teaching new words of the reading lesson by writing them on the board and explaining their meanings in a simple way – explanation, I tried my best to have a good preparation before having the lessons with my students I chose the words in the reading text being really neccesary to teach and tried to find the best way to introduce and show the meaning of each new word as well as the activity for checking vocabulary which was suitable and fascinating to my students in each lesson Moreover, during students’ work in the next stages: while-reading and post-reading, I didn’t forget to remind my students that if they get any other new words in the reading text, they can guess their meanings basing on the context by reading words near new words carefully and check affixes or they can even ignore the new words that are not important to the reading After the first term of the academic school year 2017 – 2018 applying the research with my students in reading lessons with the reading texts given in English 11 textbook, I saw my students’ possitive attitude and results They seemed to be more interested in learning the lesson They were also more active and eager to the tasks in the next stages: while-reading and post-reading and as a result, we had a good lesson - for both students and the teacher Follows are two examples I have applied to class 11C2 at my school I hope that you can see the changes in teaching vocabulary in pre-teaching and the possitive attitude from my students in each lesson Example 1: Unit 4: Volunteer work – Part A: Reading Step 1: Introducing and showing the meaning of new words With the reading text given in the textbook, teacher can choose the following words to teach students: - Volunteer (n/v) - Voluntary (a) - Voluntarily (adv)  Using a situation: Last summer, Minh volunteered to moutainous areas to teach poor children without benefit He worked as a volunteer - Orphanage (n)  Using explanation: Orphanage is a place where children without parents live - Handicapped (a) 12  Using a picture and a sentence to show students the word and its meaning: These children are handicapped - Natural disaters ( noun phrase)  Using some pictures and a sentence like this to tell students: These pictures are about natural disaters - Take part in (verb phrase)  Using synonym: = participate in = join (in) - Mow (v)  Using actions to describe the word Or using a picture and a sentence to illustrate the word: The man in this picture is mowing the lawns Step 2: Instructing students how to pronounce the words After eliciting and showing new words to students, teacher helps them pronounce the words correctly several times Then teacher can spend some minutes getting students to the task as follow to check vocabulary: Step 3: Checking vocabulary - Match an English word with the appropriate picture: Orphanage Picture a: Handicapped Picture b: 13 Volunteer Picture c: Natural disaters Picture d: Mow Picture e:  Suggested answers: 1c, 2e, 3d, 4a, 5b - Or Rub out and remember Example 2: Unit 8: Celebrations – Part A: Reading Step 1: Introducing and showing the meaning of new words From the reading text in the textbook, teacher can choose some important words which need teaching to students: - Agrarian (a)  Using synonym: agrarian people = farmers - Banner (n)  Using a picture: Teacher shows students the picture and tells students that: This is a red banner to welcome Tet 14 - Peach blossom ( noun phrase)  Using a picture: - Kumquat tree (noun phrase)  Using a picture: - Stickey rice (noun phrase)  Using real object: - Red envelope (noun phrase)  Using real object: - Possitive comments (noun phrase)  Using a situation: On our English test last week, Nam was the only student in our class to get mark 10 and I gave him positive comments on his test paper - Pray for (v)  Using actions or body language to express the word Step 2: Instructing students how to pronounce the words correctly After eliciting and showing new words to students, teacher helps them pronounce the words correctly several times Then teacher can spend some minutes getting students to the task as follow to check vocabulary: 15 Step 3: Checking vocabulary - Match an English word with the appropriate picture: Stickey rice Picture a: Banner Picture b: Agrarian people Picture c: Red envelope Picture d: Kumquat tree Picture e: Beach blossom Picture f:  Suggested answers: 1c, 2e, 3d, 4f, 5a, 6b - Or Slap the board With the two examples metioned above and in fact I applied these to my students at class 11C2, I saw that they worked effectively in the whole lesson In the first stage, after being led to the new lesson, they had a through look on the 16 reading text with new words introduced in interesting ways by teacher, then they played a game to check vocabulary they had just learnt, which made them feel excited and be motivated to work in the next stages They were eager to the tasks required in both while-reading and post-reading and as the biggest gift they sincerely gave to their teacher, most of them were well-done The lesson, therefore, was also considered successful because everything is suitable and fascinating to students from the first to the last stage Comparing with old methods I had applied to my students before that and after using new methods in pre-reading, I can present some changes in my students’ attitude and results as follow: Before After - Students didn't work effectively - Students worked effectively New because new words they got from words teacher elicited them in teacher difficult to remember and interesting and fascinating ways and they were confused with other new they knew strategies to not worry words they didn’t know in the text about any other new words they met So they weren't motivated - Students weren't motivated - Students were motivated - Students' attitude for the reading - Students felt exciting because they lesson wasn't good They felt boring were active in a lot of activities so they weren't active in their before reading reading - Students' result for the lesson - Students' result for the lesson was wasn't good Because most of them good because most of them couldn't complete their comprehencompleted their comprehension reasion reading smoothly ding well After using the new methods in teaching pre-reading and reading skill for class 11C2, I also produced some research questions to know exactly its effect and students' result in that lesson Question 1: " What you think of the activities in pre-reading stage today? a very boring b boring c interesting and challenging d very interesting Choice a b c d Number 0 23 15 Percent 0% 0% 60,52% 39,48% From the table, we can see that most students loved pre-reading stage on that day 60,52% of the students said that the stage was interesting and challenging 39,48% of the students really loved it because they thought it very 17 interesting From teacher's statistic, the pre-reading stage of the two lessons was effective when being used the new methods Question 2: "What you think of your reading lesson today?” Choice very bad bad fair good very good Number 0 21 Percentage 0% 0% 23,68% 55,26% 21,06% As can be seen from the table that the number of the students thought that their reading result was good and very good accounted for very high rate 55,26% and 21,06% 23,68% of the students could complete the lesson requirement There were no students stated that their reading performance was bad and very bad This rate was contrary to with the rate before changing the methods in teaching pre-reading stage Question 3: "What are the good points of the pre-stage in reading lesson today?" a The method in teaching pre-reading is suitable and logical, so the prereading stage is really effective for students' comprehension reading b Students are motivated c The stage helps students to build their confidence in reading and overcome the lack of vocabulary d All are correct Choice a b c d Number 0 38 Percentage 0% 0% 0% 100% All of the students agreed that the method from changing pre-stage helped them much in their comprehension reading From that time they began to love learning reading skill more The methods are not only used in class 11C2 which I am teaching My colleagues also used them in their classes and got good results from their students From this thesis, my colleagues and I find that we love teaching reading skill more because our students love it too With the methods mentioned in the thesis, we can help students perform their reading well and get good result in their exams with this part 18 PART III: CONCLUSION, SUGGESTIONS III.1 Conclusion: Like speaking, listening, writing skill and language focus, reading is an important and essential part in teaching and learning English Together with other skills, reading is also being taught with three stages, pre-reading, whilereading and post-reading However, in these stages, pre-reading stage affects students' reading most with a lot of reasons I have just mentioned in the thesis such as helping students build their confidence, avoid being afraid of new words or making students' attractiveness When students can overcome difficulty in vocabulary, they are very excited with what they will read and next As can be seen in the thesis, because the old methods as I mentioned ever conducted pre-reading activities didn't work effectively, so with thoughts in changing this stage to make it effective than it ever before I try to find out " Some methods for teaching vocabulary in pre-reading effectively helping class 11C2 be motivated in the reading lessons" I also think that to teach pre-reading stage effectively, teachers should follow these things: 19 - Teacher should pay attention to students' abilities, students' knowledge and students' participation in each class - To make the lesson successful, teachers have to create students' interest and attractiveness by having a good preparation with words to teach and how to teach them effectively - A part from the way to teach the new words, teacher should also concentrate on the way to help students pronounce the words correctly - Teacher should manage the time well to be sure that there is enough time for other stages - The most important factor to make pre-reading stage successful is that teacher should prepare suitable activities for the stage by choosing suitable techniques in teaching it They are all methods which derived from my own knowledge and my own experience Because my teaching time and my experience isn't old enough, I can't avoid some shortages and limitations I hope to get more ideas from other teachers so that this thesis will be full, effective and diverse in teaching reading skill, which helps students improve their result III.2 Suggestions The thesis “Some methods for teaching vocabulary in pre-reading helping class 11C2 at Nhu Xuan II high school be motivated in the reading lessons” is written to share my experience in teaching vocabulary The teacher can apply different ways for different words and they depend on the teacher’s own ways I hope that each teacher will have good ways to teach vocabulary in particular and teach English in general From my teaching at Nhu Xuan II high school, I would like to give some following suggestions: I hope that it will be decorated a lot of modern devices such as lab rooms and overhead project (OHP) for teaching and learning foreign language Teachers at high schools have more chances to meet and exchange their knowledge and their experience in teaching Last but not least, I hope that teachers never stop learning and finding out new methods in teaching English I express my sincere thanks HEADMASTER'S CONFIRMATION Thanh Hoa, 20th May, 2018 I insist that this initiative experience be my own writing, not copy the others' contents 20 Phạm Thị Liên 21 REFERENCES Book: “Những vấn đề chung đổi giáo dục Trung học phổ thông môn tiếng Anh” ( Bộ Giáo dục Đào tạo) – NXB Giáo Dục Textbook: “Tiếng Anh 11” ( Bộ Giáo dục Đào tạo) – NXB Giáo Dục Downs, M.(2000) Increasing student Motivation Teachers’ Edition 4: – 13.7 Teaching Reading in a Second language By Beatrice Mikulecky, Ed.D “Top ten” principles for teaching reading Ray Williams Nuttall, C 1982 Teaching Reading Skills in a Foreign language London: Heinemann Allen V Techniques in Teaching Vocabulary Oxford University Press, 1983 Study.com www.teachingenglish.com 10 Busyteacher.org  ... improve their result III.2 Suggestions The thesis ? ?Some methods for teaching vocabulary in pre- reading helping class 11C2 at Nhu Xuan II high school be motivated in the reading lessons? ?? is written... with the rate before changing the methods in teaching pre- reading stage Question 3: "What are the good points of the pre- stage in reading lesson today?" a The method in teaching pre- reading is... thesis…………………………… II. 3 Some methods for teaching vocabulary in pre- writing effectively helping students be motivated in the reading lessons? ??……………… II. 3.1 Preparation…………………………………………… …… II. 3.2 Choose