Phương pháp dạy từ vựng tiếng anh 7 đạt hiệu quả

TABLE OF CONTENTS Contents page A Introduction I The reason for choosing topic II Research purposes III Subjects Research IV Research methodology B Content 2 I Advantages, disadvantages and the need of the subject Advantages Disadvantages The need of the subject 3 a Rationale b Practical basis II.Situation issues before applying experience initiative III Some tips on teaching vocabulary 4 Presenting a new word 2.Practice the use of the word 3.Wordgames Expansion of vocabulary for students 13 16 IV Experiment a lesson 18 V The effectiveness of the experience initiative C Conclusion I Conclusion 21 22 22 II Recommendations and suggestions 23 The references 23 A INTRODUCTION I The reason for choosing topic Our country is in the development stage, taking the knowledge economy as the foundation for the development of education and training is considered the first national policy and improving the quality of teaching and learning in order to complete the training human resources for industrialization and modernization of the country To survive and developers to build and protect the country to keep up with developed countries requires us to grasp the most advanced achievements apart to put the country of Vietnam became a thriving civilization Besides English is a language used to communicate popular worldwide so that today the teaching and learning of English in the school has made major changes in the content and methods teaching, to match the objectives and requirements set out for the education department in the reform program The most basic views on the new method is to promote a positive, proactive students and create optimal conditions for their development and practice their language skills and communication purposes, not is the supply of plain language knowledge As a teacher of English in secondary school, I always think about how to achieve quality teaching and high effeciency To get it, ask the teacher to apply the procedure in all forms of diversity, abundance, making foreign language classes lively, charismatic, compelling them to help the get you promote capacity towards the end of "I am the organizer, student self-guided, self- control in class." Although instructional time is not long, but through their own experience with the reference material, I realized: "To help students tobe cofident in their studies, teacher has to improve their abilities to use word To achieve this, I think that providing ways to learn words is very important" Through real-time application in secondary school , I have achieved certain effects get That's why I choose the topic "Some tips on teaching English vocabularies in grade effectively " II Research purposes: - To encourage students to use English in class, not using native - To help students to be confident in English - To investigate the difficulties of using “Classroom Language” of secondary school students III Subjects Research: Some tips on teaching English vocabularies in grade effectively IV Research methods: 1.Observation method Research methodology and practice Intergrated method B Content I Advantages, disadvantages and the need of the subject: Advantages: - In English courses applied in recent years So some students feel excited, or favorite subjects are new to this, so every class, most students are very positive - The concerns of the Board of Management to help the school, peers and siblings preceded created conditions for teaching and learning English is better There are sufficient textbooks and equipments such as tapes, disc, speakers, projectors serve for teaching and learning Disadvantages: According to the current distribution programs in English Secondary,there are periods per week Besides, the students here live in bad conditions and circumstances, parents not understand the importance of English subjects, so they should not be interested and urge them to study this subject In addition, the development of all aspects is limited, conditions for students to be exposed to the mass media, entertainment programs use less English Leading to the possibility of their communication is limited, let alone communicate in English To the students, besides a number of children seriously, there are many students only learn through the speakers, not to inculcate the lessons in mind, reading, writing regularly, not interested lesson, until the teacher asks them not to succeed For the teacher, it is also very difficult to check or guide them to learn at home because the foreign language isnot popular This is a very difficult problem in managing the student's home The need of the subject: a Rationale: Education Act 2005 (Article 5) stipulates that "educational methods to promote a positive, self-discipline, initiative and creative thinking of students, training for self-study learning capacity, the ability to practice, passion for learning and will rise " With the goal of universal education is "Helping students develop a comprehensive moral, intellectual, physical, aesthetic and basic skills, develop personal power, dynamism and creativity, image the human personality Socialist Vietnam, build and responsibilities as citizens, to prepare students for further education or go into working life, participate in the construction and defense of the homeland " General education program attached to Decision No 16/2006 / QD - 05/05/2006 Ministry of Education and Training of the Minister of Education and Training has also stated: "It promotes the positive, self-discipline, initiative and creativity of the students, in accordance with specific subjects, objects student characteristics and conditions of each class, students foster selflearning method, the possibility of cooperation, skill Games knowledge into practical, emotional impact, bring joy, excitement and responsibility for student learning b Practical basis: As you know, for many years now almost all students in Viet Nam has not only aimed at passing their exams and getting some further studies for their future life, but also they have had a desire to be integrated into the culture, the civilization, and the people of English speaking countries Many students are not confident to speak and express their English in class whereas most of the English lessons are carried out in traditional methods That is, the teacher presents new words verbally, and then students listen and repeat Finally, teacher call some good students to read before class.This method doesnot limit the number of words As a consequence, the students find it hard to remember as well as to communicate in the real life naturally II Situation issues before applying experience initiative For a long time, teachers become familiar with traditional thinking.It is very difficult to change their mind As you all know, English is now a global professional language English is used in every corner all over the world With the importance of learning languages, especially English, considering teaching English widely in schools is one of a main subjects to develop students' abilities In teaching English, teaching vocabularies is a vitally process in all lessons Having rich vocabularies helps students develop all four skills - listening, speaking, reading, and writing However, infact, almost students are very lazy to learn words They arenot able to remember the words that they learnt Others can't find out suitable ways to learn words, so they donot remember both the meaning ang using of the words Through teaching English, the hours of colleagues, professional training courses, I draw out for myself the method of teaching vocabulary effectively III Some tips on teaching vocabulary Presenting a new words 1.1.Eliciting the words Open-mindedness is an important step in teaching new words Teacher can use many different techniques to elicit such as: a Visuals : use pictures,map, chart, diagram, Ex : cushion (n) : đệm gối Teacher shows the picture and ask: “What’s this ?” Students look at the picture and answer: It’s a cushion b Mime : perform in actions + Facial expression + Guesture + Body action Ex: slice (v): thái miếng Teacher an action and ask : “ What am I doing ?” c Realia : use real things teacher brings clock , chair , telephone, an apple, flowers……… Into the class ) Ex: apple (n): Teacher points the envelope and ask : “ What’s this ?” d Situation / Explanation : Teacher use real situation Ex : invent (v): Teacher ask: Who is Thomas Edinson? - He invented the elictric bulb e Examples : Give examples Ex: disease (n) Teacher tells names of some diseases such as headache, toothache, broken heart, lung cancer, These are diseases f Synoyms / antonyms : Ex : bad # good , quick # slow sick = ill g Translation: Use this way to present abstract words Teacher: How you say “phát minh” in English? Student : invent (v) 1.2 Modelling : Teacher reads word loudly and clearly Ex: “ Listen to me , disease disease disease ” * Choral repetition : Students repeat word which teacher has read Ex : T : “ Class, listen and repeat SS : disease T : Again, please ! SS : disease ( times )” * Individual repetition : Ex: T: Nam, again Nam : disease T : Long Long : disease 1.3 Checking pronunciation: Check students' pronunciation Ex: Long : “disease” T : No, listen to me “ Disease / z/ not /s/” Long : “ disease” 1.4 Copying, checking meaning: Teacher writes the word on the board and ask students copy down on their notebooks Ex : T : Copy this, please! “ disease” in Vietnamese ? SS : bệnh 1.5 Checking stress, form, use Ex: T : “ disease / ‘dizi:z/ or disease / di’zi:z/” SS : disease /di’zi:z/ T : noun or verb ? SS : noun 1.6 Checking understanding: After presenting new words, teacher is able to use some techniques to check students' understanding a Rub out and remember : After students write new words, teacher asks them to close their notebooks + Delete some English words, point to Vietnamese meaning and ask: “ What’s this in English ?” + Ask students to write English words on the board Ex: (n) : máy khâu (v) : khâu vá (v) : thử b Slap the board : + T elicits and write all words on the board ( may use Vietnamese or pictures) + Call two teams + Teacher reads, students slap the board + Student who slaps first gets a point Team that has more points is the winner Ex : Physical education Music Geography Physics Biology Chemistry c What and where : + The teacher prompts and repeats the learned words + Write the words on the board and circle them + After writing all new words, teacher deletes the words and leaves the circles + Teacher points to each circle on the board + Students repeat and remember the position of each word + Teacher put student up on the board and fill in the correct word Ex : map how to use use last be interested in computer science d Matching : Ex : e.Bingo : + Teacher asks syudents to write six new words on a piece of paper + Teacher reads some words If it matches with your words, students mark the piece of paper + Students who mark six words will shout "Bingo" and is the winner f Pelmanism: This technique may be used to teach verb infinitive, past or past participles, synonyms and antonyms Ex : go have talk visit buy be went had talked d visted bought was / were 10 11 12 g Ordering Vocabulary: After introducing the new words, the teacher reads a paragraph containing the new words, but not in the correct order on the board Students listeb and number 1, 2, on the words that they hear Some above techniques are able to apply for all students They can remember both words and the meaning of words Practice the use of the word In class, teacher usually has no private lesson to practice using words However, vocabularies can be practiced in grammar period, reading, listening, further practice, warm-up and speaking For example, in grammar lesson, the teacher guides students how to use words through grammar structure, using adjectives and adverbs (Unit 13: Period 81 A3,5 Sports) He is a good soccer player He plays soccer well bad badly careful carefully skillful skillfully quick quickly Or let students substitutes the elements of the sentence in his or her language to form a maeningfull sentence Ex : I’d like to buy some stamps and envelopes S1: I’d like to buy a phone card S2: I’d like to buy some meat a Odd one out: Literature - author, writing, paintings, stories History - basketball games, famous people, world events, important days Science - experiments, meter, preposition, temperature English - words, verbs, England, pronouns b Matching: Match the verbs to the correct phrases Play an essay Use the refrigerator Do the guitar Repair experiments Write a computer c Gap - fill: + Ex1: Add the mising verbs to complete the recipe (1) Slice the beef (2) the green pepper and onions ( slice ) (3) the pan ( heat ) (4) the beef ( stir - fry ) (5) some soy sauce to the dish ( add ) (6) rice ( cook ) (7) salt to the the spinach ( add) + Ex2 : Use the words given to complete the following sentences medical records temperature waiting room scales weighed (1) Your is 37 degree celsius (2) They filled in their medical (3) The students are having a check - up (4) I’d like to weigh you Would you stand on the , please ? (5) We are sitting in the to wait for the doctor (6) I’m 40 kilos The nurse me Answer key : (1) temperature (2) records (3) medical (4) scales (5) waiting room (6) weighed + Ex3 : Fill in the gaps with correct letters (1) h- - rd- e- - er ( hairdresser ) (2) dr- - sm- k- r ( dressmaker ) (3) h- bb( hobby ) (4) c- sh- - n ( cushion ) (5) m- ter- - l ( material ) d Sentence making : Ex : Make sentences using these following phrases - play basketball ( I like playing basketball ) - some coffee ( Would you like some coffee ? ) - go to the beach ( Let’s go to the beach ) - go shopping ( I usually go shopping with my mother on Sunday ) - listen to music ( What about listening to music ? ) e.Multiple choice : Ex : (1) What’s your ( height / kilos / weight ) ? - I’m 40 kilos (2) The medicines can relieve the ( symptoms / fever / temperature ) (3) The common cold is a common ( sickness / disease / pain ) (4) He got a ( note / paper / form ) from the doctor (5) What was ( problem / matter / wrong ) with her ? f Story, text, picture retelling: After reading or listening a text, a story, the teacher asks students to retell by their own language or use pictures to retell that story 10 Ex : Part A2 ( P 87 - Unit ), teacher asks students to retell the Robinson's trip to Nha Trang based on pictures on page 88 This exercise helps students revise the words as well as the meaning of words g Grouping: The teacher writes a list of about twenty words and then asks students to group words with different topics Ex : Put these words into groups : sports and diseases baseball, roller - skating, temperature, roller - blading, symtoms, headache, badminton, swimming, tennis, stomachache, toothache, basketball, common cold, skateboarding, volleyball, Sports Diseases 11 baseball, roller – skating, tennis roller – blading, badminton, swimming basketball, skateboarding, volleyball temperature, symptoms, headache, stomachache, toothache, common cold h Arrangement : Ask students to arrange the words into the sentence Ex : (1) visit / should/ You / grandmother/ your (2) dinner / fish / we / have/ for / lunch / our / and / often (3) very / are / good / your / for / health/ vegetables (4) chicken / likes / and / does / so / Mai / Hoa (5) in / vacation / starts / June / Our / months / for/ lasts / and / three + Answer key : (1) You should visit your grandmother (2) We often have fish for our lunch and dinner (3) Vegetables are very good for your health (4) Mai likes chicken and so does Hoa (5) Our vacation starts in June and lasts for three months Wordgames : Get students have fun with the lesson and avoid stress, the teacher should apply some games in section Warm-up or at the end of the lesson in order to help them have more chance to practice words and urge their learning spirit a Bingo b.Kim’s Game: Ex: Show the pictures Teacher asks students to write the activities in the pictures - Activities: read, listen to music, skip rope, watch TV, play soccer, play video games, play badminton c Jumbled words : Ex: athm ( math ) 12 ishryto ( history ) phygeogra ( geography ) sicalphy ucaedtion ( physical education ) d Crossword puzzle: Ex : “ At the post office” -Unit e Wordsquare: R T T F S L I N R O P O H L I I F S H E V E I G Q S G I V E W C N M U T A T B A A L K V P E S K A T I E O S I N G P O C T A L K A Z I M E H D N S Z J E O O U J Q A P V T K S T O P give, sing, talk, stop wait, clean, think, listen, sit, eat 13 f Shark attact / Hang man : Ex : It is the name of thing in the house - - - - - - - - - - ( Television ) ( Telephone ) Expansion of vocabulary for students a.Related words Ex: Some words relate to “cook”, : bake fry stir - fry cook steam stew boil roast grill 14 b Theme words Ex: Sickness temperature flu runny nose common cold Sickness s fever stomachache toothache headache cough c.Synonyms and Antonyms Ex: careful # careless quick # slow bad # good d Prefixes and suffixes Ex: -Prefix: tell - retell ( TiÒn tè “re, do” mang nghĩa ngợc lại ) - undo - Suffix : quick - quickly ( Adj + ly = Adv ) work - worker ( V + er = N chØ tác nhân ) e Compound words Ex: ten - minute break number + N = Adj f Game “ building house ” Ex: - Teacher give the word “ good”, ends “ d” Students find word that starts with "d" and continue good desk key year 15 IV.Experiment a lesson Unit 9: At Home And Away Period 56: A2,3.A holiday in Nha Trang (page 87, 88) A Objectives By the end of the lesson, students will be able to: Knowledge -tell the story of Liz’s trip to Tri Nguyen Aquarium -answer the questions and retell the story in summary base on the given picture Skills - interactive skills Attitudes - like to retell about one’s trip Competences - co- operation - self- study - use the pictures to retell a story B Language content & preparation Language content * Vocabulary: shark,dolphin,exit * Grammar: The past simple tense Preparation * Teacher: Textbook, workbook, teaching plan * Students: Textbook, workbook C Procedures Teacher's & students' activities Contents I WARM UP: (5'):Kim’s Game * Methods and techniques: Kim’s games Kim’s game: parents, wall, stall, * Competences: flash remembering aquarium, different, souvenir, T presents some words on the board, then picture, bought erase them, ask Ss to rewrite - Ss skim the words given and rewrite them without looking back -The Ss rewrite more right words s the winner II KNOWLEDGE FORMING (15') 1.New words 16 * Methods and techniques: TWc/individual- guessing/transtation/realia/What and where * Competences: memory words , meanings and pronunciation - Teacher elicits the words from students - Follow the seven steps of teaching vocab -Checking : What and where *Check : Matching : - Methods and techniques: TWc/individualmatching - T asks One student goes to the board and match the others correct 2.T or F prediction * Methods and techniques:individual/groupsPrediction * Competences: Work out Ask Ss to discuss in groups Call on some groups to give their predictions - III PRACTICE (18') 1.Listen and read: *Methods and techniques: flash lighting * Competences: checking and remarking Ask Ss to look at the book and listen to the tape then check their predictions Call some Ss to give the answers Correct and give the correct answer I.New words shark(n) : cá mập dolphin (n) : cá heo turtle (n) : rùa biển exit (n) : lối type (n) : loại cap (n) : mũ lưỡi trai poster (n) : áp phích crab (n) : cua *Matching : shark rùa biển dolphin cá mập turtle mũ lưỡi trai exit áp phích type lối cap cua poster loại crab lối II.T or F prediction a The Robinsons went to TN aquarium b They saw many different types of fish c Liz bought a little turtle d They had lunch at a food stall e Liz ate fish and crab III Practice Check T/F Answers: a T b T c F F d T e 2.Answer the questions: (p.88) * Methods and techniques: Asking and 2.Answer the questions: answering (p.88) * Competences: read for details a/ Her parents ? Run through the questions b/ They saw sharks, dolphins, - Make sure students understand them turtles an and many different ? First, answer the questions without reading types of fish 17 the text again c/ They bought a cap and a ? Exchange your answer with your partner poster -Have Ss work in pairs d/ Yes, she did Liz wore a cap -Call on some pairs to ask and answer in front all day of the class e/ Yes,They ate fish and crab -Correct and give the correct answers : f/ Because She remember the beatiful fish in the Aquarium 3.Re-telling the story: * Methods and techniques: story, text, 3.Re-telling the story picture retelling answers: * Competences: remind the main points of the The Robinson family went to story Tri Nguyen Aquarium They saw many type of - guide Ss to retell the trip of the Robinson different fish base on the pictures p.88 they went to a souvenir shop - let them in groups Mrs Robinson bought a - goes around and help them to practise poster and Mr Robinson bought - call some S to retell and give feedback cap with a picture of a dolphin on it They had lunch at a foodstall Mr and Mrs Robinson ate sea food, but Liz didn't She ate noodles instead IV APPLICATION (5'): * Speaking: My memorial trip * Methods and techniques: real story /self -experience * Competences: creation ,transformation *Speaking - ask some ss to retell their trip last summer using the past simple 8.Homework: - give marks - learning by heart the new words V WIDENING KNOWLEDGE (2') - writing your trip last vacation in notebooks - learning by heart the new words - learning by heart 10 verbs in - writing your trip last vacation in notebooks the past tense - learning by heart 10 verbs in the past tense - doing the ex 1,2,3 in A in - doing the ex 1,2,3 in part A in notebooks notebooks V The effectiveness of the experience initiative: 18 Class empirical method is to apply innovative tips on all bring better results than the class teacher by pointing to all the usual forms: Check oldest treatment homework Applying these tips in all forms has attracted the interest of students, creating the need to communicate, encourage students to think about the content and theme of the lesson In addition, we also help them review the old knowledge, promoting positive, active learners, providing superior results However, teachers need to apply all the tricks in a flexible manner, in accordance with each student objects, each specific lessons, to achieve the highest results Applying initiative to teach in the other classes, I see very passionate students who are interested in new lesson and bring better results than the normal lessons After a period of application "Some tips on teaching English vocabularies in grade effectively", I realize that most students are able to read along text and some weak students can pronuonce correctly In addition to all the students in a lively students are always proactive, explore, diligent in learning English, learning of the children had improved significantly Most of them are interested in learning English Besides that: - Students are more and more excited to eaach period - The lessons become more lively and vivid - Students can understand right content at the class lessons - Calculate the initiative and creativity of the children increased significantly - Weak students can use words to make simple sentences Number of Make Translate into Translate into English students sentences Vietnames 75 60 55 50 C Conclusion I Conclusion: By doing this subject I understand more about the effectiveness of the application of the procedure in all of the subjects taught in English Through direct research and teaching program in grade 7, I noticed that the procedure works in all not just for fun, color and contrast as you like, but they should be recognized as the work is indispensable for each lesson We must know tips on choosing an appropriate post that method it will determine largely the result of the lesson From the practical teaching, I have explored and improved teaching methods only practical significance when applied to specific hours of coursework The teachers need to grasp that he is taught how to use the tips on how to fit all, to put the question to them to help them review the knowledge learned in prior to applying to all new posts 19 Through the study of the procedure in all I see the importance of it in the teaching of Foreign Languages in general and English in particular subjects, which directly affects the quality of teaching hours I believe that if you continue to experience this initiative seriously, through the process of teaching, the quality of learning in the English department will get better results With the experience of years of teaching experience in secondary school, I was raised on experiences and thoughts on one aspect has been used a lot in the teaching of English Come here I also wish colleagues to read and contribute additional ideas useful and valuable to this topic more complete Through teaching, I have learned some small experiences in teaching yourself the following: In the teaching process there will be very difficult for both teachers and students because of reasons: difficulty concentrating students seriously by the actors around or is not liked by the school However, teachers need to calmly handle the situation a logical way and best to avoid stressful for lessons For this, I have learned a number of principles to ensure more effective learning, in which teachers and students need to make a positive way: - Prepare lesson carefully before class - Distribute the time of lesson to fit and balance - Teachers and students should be active in each task as well as in each part of the lesson - Teachers should have good visibility of students in the class - Encourage students to learn actively in the learning process Even if they read uncorrectly or give wrong answers, the teacher should actively encourage children not to lose confidence - Check out all of the students through each lesson in practice - Instruct students learning at home - Students should prepare carefully before class II.Recommendations and suggestions: Above is the idea of personal experience I apply for English teaching more effective for students in junior high school Over the years, my work has used the method to enhance the acquisition of knowledge of students I hope that this article can contribute a small part of the effort to innovate teaching methods of English in secondary schools From the practical difficulties in terms of teaching, time to write initiatives are tight and not much experience in this article should not avoid these errors I look forward to the feedback from the 20 scientific council of the school, peers for this article is to further improve the practicality and higher I sincerely thank you! CONFIRMATION OF THE HEADMASTER Tho Xuan, May 2018 I declare this is the first initiative that experience I write, not copy someone else’s REFERENCES 21 Books designed to teach mind maps - studying English - Vietnam Education Publishing House Book English teachers - Education Publisher – year 2004 Book Design Lectures English - Volume I, II – Chu Quang Binh - Hanoi Publishing House – year 2004 English Nguyen Hanh Dung (Ed) – Education Publisher Play games with English - National University Publisher Scrapbooking Exercise English - Education Publisher – year 2004 Some issues of innovative approaches to teaching in secondary school English courses - Ministry of Education and Training – year 2004 Training materials "Teaching and examination standard assessment of knowledge, skills in the general education program in English secondary education subjects - year 2010" by the Ministry of Education and Training ppendix 22 Before 23 After efore After 24 25 ... ( cook ) (7) salt to the the spinach ( add) + Ex2 : Use the words given to complete the following sentences medical records temperature waiting room scales weighed (1) Your is 37 degree celsius... students to retell by their own language or use pictures to retell that story 10 Ex : Part A2 ( P 87 - Unit ), teacher asks students to retell the Robinson's trip to Nha Trang based on pictures on... 15 IV.Experiment a lesson Unit 9: At Home And Away Period 56: A2,3.A holiday in Nha Trang (page 87, 88) A Objectives By the end of the lesson, students will be able to: Knowledge -tell the story