Some ways to teach new vocabulay for grade 6 at nguyen hong le secondary school

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING SAM SON EDUCATION AND TRAINING DEPARTMENT EXPERIENCE INNOVATION SOME WAYS TO TEACH NEW VOCABULARY FOR GRADE AT NGUYEN HONG LE SECONDARY SCHOOL Performer : Trinh Thi Viet Nga Position : Teacher Working place : Nguyen Hong Le Secondary School Experience innovation of subject: English THANH HOA, 2019 INTRODUCTION 1.1 The reason for choosing the topic Currently, English has become the common language throughout the world and more than forty countries use it as a primary language and almost 400 million people use it as a second language in communication In Vietnam, English is considered a primary language in schools today As teachers teach subjects in English, I always want my students to understand all the fastest, most proactive, especially the children can apply the knowledge learned in real communication For this, we need to renew teaching methods so that each student in class more interested in active learning and memory training is all right in class We all know any languages in the world, want to communicate with it, requires us to have a vocabulary because the words are an indispensable component of language In English we can not train and develop the four skills of listening, speaking, reading and writing of students that are not based on the foundation of vocabulary Indeed, without the necessary capital, they will not be able to develop good skills in listening, speaking, reading and writing whether they have mastered the phrases and grammar is true But mostly, the students not understand the importance of learning the vocabulary so lazy or just learn flower speaker and not use it With the amount of new knowledge that it differs far from their native language so they are afraid of school students Therefore the teacher must to vocabulary no longer be "difficulties" of students, think that every concern me forever, with some years having no classroom many times students not fall vocabulary , misspell, misunderstand the question and not translate inspired me to implement the project "Some ways to teach new vocabulay for grade at Nguyen Hong Le secondary school effectively” 1.2 Research purposes - The role of teaching vocabulary skills in teaching and learning English - The ability to introduce and test their vocabulary - The result of the use of the technique 1.3 Research subjects - Students in grades - Textbooks - Workbooks 1.4 The research methods - Methods of observation - Methodology and Practice - The method of synthesis CONTENTS 2.1 Rational: In any language, the role of vocabulary is very important We can see one language is a subset of the vocabulary Unable to understand language without understanding the vocabulary, or through the lexical units But that does not mean that only understand the individual lexical units, independent of each other that can only be mastered through language dialectical relationship between the lexical units So learning the vocabulary and practice using vocabulary skills as the leading factor in transmitting and acquiring a language in general and English in particular Since vocabulary is a unit of language, it is expressed in two forms: verbal and written Want to use the language, that is to master the forms of expression of the oral and written language But because there is an association of words with other elements of language (grammar, phonetics, intonation ) or in specific social situations, we see the words as the "bricks" are grammar and other language elements were referred to as "grout" to build up into a home language 2.2 Current state of the problem Currently in the schools, like other subjects, English teaching and learning taking place with innovation methods of education, textbook reform, reduced curriculum content to consistent with the perception of students, making students get access to content, knowledge and modern English vocabulary learning programs are used in accordance with the overall development of society First, the object comes from teaching students aged 12-16, less life experience, limited social understanding, so vocabulary teach children at this school usually right combined with teaching skills appropriate to focus attention, interested students Besides the teaching and learning of English in schools also took place in the communication environment of teachers and students have a lot of restrictions: Teaching in a large mass (usually unit classes have about 40 students or above), the level of awareness with many different levels, facilities and teaching aids are not synchronized These things distract the focus of the students, a huge impact to the skills training for pupils, slow process of acquiring knowledge of students and the time allocation for each section content appropriate to each type of lesson (practice, skills) as well as an impact on the selection, study and apply the skills taught vocabulary appropriately Through my experiences the past few years, I realized that old methods of teaching vocabulary often occur in type: The teacher (teacher) read the article then lists the words, according to the teachers never appear during The teaching is from new (new words); then the teacher explained that, using words, from kind to students It has the basic restrictions are as follows: Make students ttrong passive enrichment from their capital, used in the context of communication is limited, inflexible and often dependent on grammatical structures Since then the problem arises here is to study and apply the skills taught vocabulary, namely the introduction of skills and test their vocabulary for the students so that proper and effective - According to the current distribution programs, in English 6, there are 03 periods per week, which almost always have the new information in lessons and even in training But want to teach good vocabulary lesson more vivid, teachers must make pictures, utensils for illustration, enabling them to easily remember words and turned his attention to the theme of the children or the focus lesson - For the students, besides learning some children seriously, have not only students at school through the speakers, not by words etched into his mind, not reading, writing regularly, not in that two afternoon When teachers ask them will not succeed - To the teacher, is also very difficult to check or guide them to learn at home Because this is a foreign language, not the parent who knows It is also very difficult problems in managing the student's home school - In addition, a student's vocabulary is also worthy of attention, students often learn vocabulary by reading words in English and try to remember that in Vietnamese, can write in notebooks as well as to deal the teacher, and not a sense of self-check himself, to inculcate new words and vocabulary available Therefore, they are very forgetful and easily confused with other words Therefore, many students get bored and neglected school So teachers need to pay attention to students' psychological After analyzing the causes for fear pupils learning English, often not in post and teaching vocabulary in schools is not effectively Particularly at the beginning of the school year teaching English after receiving grade 6, after the first few lessons, I grade 6A1, 6A2, 6A3 vocabulary test, I ask them to match English words with meaning from language Vietnam matching (Matching) Translate words into Vietnamese, translated into English Eventually I obtained the following results: Class Total of Excellent Good Pass Failure students 8.0 -10.0 6.5 - 7.9 5.0 - 6.4 2.1 - 4.9 6A1 40 10 24 6A2 40 25 6A3 40 11 23 120 28 72 15 Percentage% % 23,33% 60% 12,5% 4,16% With results like that, I decided to try applying some teaching experience to their vocabulary through classroom and throughout the year the next lesson I apply my experience is presented below, compared to last year compared with the initial results 2.3 Problem solving: For a long time, teachers are familiar with the traditional teaching method is followed books, teacher-centered lessons should the renewal of teaching methods many teachers feel confused Therefore, to prepare a lesson, vocabulary or, attract students, which requires teachers to take time to explore, collect pictures, make furniture, visual aids, bringing real objects K simple to help students remember from right in class So teach vocabulary with the new approach, the most effective to ensure the following: 2.3.1 Preparation * For the teacher: - Teachers need to invest a lot of time to search for documents and images related to the topic, while constantly updated to support lectures - Regularly make utensils, simple visual aids to cause excitement in the lesson - Prepare carefully before class * For students: - To collect more documents and pictures related to the teacher lecture - Prepare carefully before class - Find a new home before the - Practise regular pronunciation - Actively making visual aids and utensils when teachers request - In class lecture note, speaking energetically build all, positive, self-aware as a group pair 2.3.2 In lesson: - Depending on the teacher lectures have cleverly found a way to post or to engage and attract students from the beginning lessons - Teachers should lead students into the lesson to heart in many ways Such "suggestions: using simple questions related to the topic, forcing students to think, answer sole discretion, on that basis, put the corpus lead into lesson - Empower initiative for student creativity Previously, he was the center of the lesson, the students now have to be more active in order to form more confident skills in communication Regular use their new vocabulary So teachers have to think of many activities play in groups, in pairs, to learning the game even made the game between teachers and students to create a closeness between her and games - Students participate in building a better post Depending on the requirements of each skill that has the appropriate procedure for each post To fully exploit the activities and apply them in a flexible way but not confined to the framework 2.3.3 Some principles to teach new words - In a class teacher should choose -8 to teach new words, those words should be of the type of activity (active vocabulary) This means that the students will be from regular use in class to practice skills Fundamentally, especially in skills training speaking and writing - The wording should have a higher frequency means that they appear frequently in the text - These terms need to be learned in the learning process of students in the present and the future - Do not repeat students from a way too many times because of repeated many times mechanically will not be effective in understanding the meaning of words that could make the lessons become boring and wasted efforts of students and teachers - Teachers should not transcribed new words while teaching for Vietnamese proficiency of students is limited, so should focus on learning the writing system of both Vietnamese and English If you must learn phonetic symbol student will be confused between writing and phonetic notation of a word 2.3.4 Steps for presenting new vocabulary 1-Use a suitable technique to elect or show the meaning of the new vocabulary 2-Model the pronunciation clearly ( times ) 3-Ask students to repeat the word chorrally and individually 4- Correct students’ s pronunciation 5-Write the words on the board and students’ s copy down on their notebooks Check that students clearly understanding the meaning and pronunciation 7- Draw students’ attention to aspect of vocabulary such as part of speech, frequency etc… 8-Gives students a written record (May be teacher check that students write well in their vocabulary notebooks) 2.3.5 Eleciting techniques for teaching vocabulary True- False statements Visuals Realia Mine techniques Situation/ Explanation n Synonym/ Antonym Example Translation *Visuals - Use a picture - Draw on black broad ex: A backpack *Mine - Facial expression - Guesture - Body action ex : to play the piano Teacher uses fingers to play T asks : “ what am I doing ?” Ss: You are playing the piano T: now repeat “ play the pano” (3 times) *Realia: - Use real things (teacher brings clock , chair , telephone, plaster, scissors, flowers into the class) *Synonym / Antonym: - Use the questions Ex :What’ s another word for “ holiday”? Holiday= Vacation What is the opposite of “ happy”? Happy # Sad *Translation: Teacher: How you say “Kỳ quan thiên nhiên” in English? Ex : Natural wonders *True or False statements: Teacher gives some statements and asks students to choose the best answer Ex :A robot T says: a- A Robot takes care of people b- A robot makes the bed c- A robot teach in class * Example: ex1: rice , meat ,and fish are food (uncountable) ex2: bananas , apples oranges …are fruits ex3:shirts ,trousers,jeans,shorts,dresses are clothes Ex4: beds, tables chairs are furniture ( uncountable) *Explaination/Situation: In addition, teachers must know how to combine teaching from Many educators to combine multiple techniques to interpret the meanings of words, but must interpret fast not to lose time Ex: to teach the word "smile" teacher draw a face and said: T: Look at the picture he is smiling Now look at me I’m smiling , too “ Smile” is a verb You smile when you are happy Repeat “ smile ” Ss: smile T: Good What does it mean in Vietnamese ? Ss : mØm cêi T : Well done f Checking techniques for vocabulary Rub out and Remember Jumbled words Bingo Ordering techniques What and where Matching Slap the board *Rub out and remember: 1-Teacher presents or elicts the vocabulary and build up the list on the blackboard 2- After each word teacher put the Vietnamese translation 3- Teacher the students to copy in to their books and then close their books 4- Teacher rub out the new word one at a time 5-Each time teacher rub out a word in English , point to the Vietnamese translation and ask : what is this in Vietnamese ? 6- When all the Engkish words are rubbed out teacher go through the Vietnamese list and get the studends to call out the English words 7- If there is time , teacher gets the students to come to the black board and write the English words again *Note: it helps leaners to memory new vocabulary Ex English 6-Unit – A closer look 1……… Painkillers 5………… Sun cream 2……… Scissors 6………… Walking boots 3………… Walking boots 7………… Plaster 4…………Sleeping bag- Plaster 8………….Compass *Slap the board: 1-Teacher puts the new words in English on the black board in bubbles – not in a list 2- If you want to check the understanding , put the Vieetnamese translationof the new words or picture on the blackboard 3-teacher divides the class in to two teams of five or six to front of the class 4-Teacher choose a student from each team and they stand at equal distance from the blackboard 5-Teacher calls out one of the new word in Vietnamese 6- Two students must runs forward and slap the word in English on the board 7- The one who slaps the correct word first is the winner.If students are playing in teams ,the win team gets a mark 8- Then teacher asks two more students to come forward … etc * Note: There are two points to remember If you use only English , leaners are only recognizing the word in through listening However if you use Vietnamese translation or picture you can check the meaning of the new vocabulary Ex: Unit –Getting started Checking vocabulary: slap the board Statue Square temple cathedral memorial Art gallery * What and where: 1- Teacher writes the new words in the circle on the black board not in a list 2- When all the words are on the board , teacher asks the students to repeat the words in circle 3- Teacher rubbed out one of the words but doesn’t rub out th circle 4-Teacher gets the students to repeat the words including the rubbed out words by poiting at the empty circle 5- Teacher rubs out another word but leaves the circle 6- Teacher point the word or empty circle, students read and have to remember all the words 7-Continues till the circle are empty 8-Techer asks the students ( or at the time to come to bb and fill in the circle with the correct words Ex: Unit 3: Getting started creative confident Talkative Hardworking friendly * Note: This check technique is good for leaners to memory the newwords and also good for revision of vocabulary * Matching: 1- T writes the newwords in the list on the left hand side of the bb 2- T writes the definitions, translation or draws pictures on the right hand side of the bb 10 3- T asks the Ss to come to the bbto match the items on the left with those on the right by drawing a line between them Ex1: Unit 7- A closer look 1 viewer (n): a người đọc tin thời tiết TV schedule(n) b người dẫn chương trình 3.weatherman (n): c người xem MC (n): d người đọc tin Remote control (n): e lịch phát sóng Newsreader (n): f điều khiển từ xa *Keys: 1-c;2-e;3-a;4-b;5-f;6-d Ex 2:Unit 5- Getting started Moutain Desert Beach Waterfall island Forest valley Cave Lake A B C 11 D E F G H I Keys: 1-A E 9.I 2-B F 3-C G 4-D H *Jumbled words: 1-T sticks flashcards with jumbled words on the bb Asai Sutho Aemrcai Nthor Aemrcai 12 Asuatrali2-T-asks Ss to rewrite theAtanrtcicawordsin the right orderEropeu 3-T tells Ssthe first two groups with the right word will get two points 4-T corrects them 5- T asks Ss to read again Ex: Unit Getting started *- Answer keys: 1- Asia 3-North America 5- Antarctica 2-South America 4- Australia 6-Europe *-Note:This cheking technique helps Ss remembering deeply the words they’ve learned * Bingo: 1-T.draws box on bb and asks Ss to copy 2-T Asks Ss to rewrite newwords they’ve learnt in the box Wireless TV Automatic dishwasher Modern fridge Automatic washing machine Hi-tech robot appliances 3- T tells Ss that she/he will say some words 4- if Ss hear the word, they cross it out.Like this: Wireless TV 5- when Ss cross out all six words, shout "Bingo".who say "Bingo" first will be the winner *Note: This activities can be used to check and revise the newwords you have introduced during the week *Ordering: 1-T writes the vocabulary on the board Wireless TV Automatic dishwasher Modern fridge Automatic washing machine Hi-tech robot appliances 2-T have Ss to copy the words in to their exercise books 3- T read the phragraph aloud 13 g Lesson plan Unit 6: OUR TET HOLIDAY Period 42: Getting Started Happy new year I.Objectives : By the end of the lesson, Ss will be able to understand the interview between the interviewer and Phong about the Vietnamese Tet holiday III Teaching aids: - Cards, posters, cassette & tape III Teaching steps Teacher ‘s activities Warm up -Have Ss work in groups - Teacher sticks the pictures of holidays on the board and asks Ss to match the pictures to the words phrases -Give feed back Students’ activities A WARM UP Matching Easter Day Christmas Day Thanhsgiving Day New Year’s Day Teacher sets the scene by asking Ss about the picture B NEW LESSON I Getting Started –He’s having an interview It’s about Vietnamese Tet - What is Phong doing ? - What is the interview about? Holiday - Give some new words * Vocabulary checking : Rub out Activity 1: a Pre - teach vocabulary: 14 and rember - (to) celebrate: (explanation) - (to) decorate: (translation) - fireworks(n) ( visual) - family gathering (n) (explanation) - peach blossom(n) - apricot blossom(n) (visual) Ss look at the conversation, listen to the tape and then work in pairs to practice the conversation - T asks some pairs to read the conversation again - T asks Ss to read the conversation again and answer the questions: Ss work independently and decide if the statements are true or false, then share their answers with their partners - Ss give out their answers.Ss work independently and decide if the statements are true or false, then share their answers with their partners - T asks Ss to work in pairs - Ss refers to the conversation to find the information and fill in the blanks - lucky money(n) ( visual) b Listen and Read: a Do the Vietnamese celebrate Tet at different times each year? b What should people to celebrate Tet? c Does Tim travel during Tet? Activity 2: T/F statements Statements 1Phong is the first person on the show 2This year, Tet is in February 3.Tet is a quiet time of the year 4.Phong loves eating lots of good food during Tet 5.Next, the interview will talk to a person fr Japan  Feedback1: 1.F, 2.F, 3.F, 4.T, 5.T - Ss match the words to the picture ( Activity 3: Gap Fillings Feedback 2: The end of January individually) house flowers and plants fireworks great food ; lucky money family gatherings -T reads aloud and Ss repeat in Activity 4: Matching chorus a Lucky money e b swimming pool c peach blossom and apricot blosom d House decorations - Ss look at the pictures again and e Banh chung and banh tet find out the pictures relating to Tet holiday f Books g family gathering -T asks Ss to play the game h School ground 16 Feedback 3: 1.b; 2.a; 3.c; 4.e; 5.h; 6.g; 7.f; 8.d Activity 5:  Feedback 4: 1, 2, 3, 7, II Consolidation : - T asks Ss to write down three things or activities they like best about Tet, using I like/love/ enjoy ’ Homework -Sumarize the main point of the lesson -Asign home work C HOME WORK - Learn by heart new vocabularies - Practice reading “Listen and read” -Write about your Tet holiday - Do A.phonetics/40 (wb) -Prepare new lesson: A closer look 2.4 Achivements Through the process of applying to the actual topic of teaching, I noticed more and more students academic progress: - Students are more interested and active in all activities - The lessons become more lively and vivid - Students are almost near the end of the new word right in the classroom - Their vocabulary increased markedly - The weak students can use the vocabulary in simple sentences The pretty student can use the vocabulary of the more complex sentences With the teaching of vocabulary according to the methods above, students have achievements in learning Class Total of Excellent Good Pass students 8.0 -10.0 6.5 - 7.9 5.0 - 6.4 6A1 40 12 25 6A2 40 10 25 6A3 40 13 22 120 35 72 13 29,2% 60% Percentage% 10,8% 17 For specific results we have seen that the quality of student learning progress made This shows that subjects I was studying somewhat effective in actual teaching process CONCLUSION Above is the teaching methods with practical teaching myself I realize that in the process of teaching, teachers should try to adopt a flexible approach to fit with content and matching of students Besides, teachers also need to skillfully use these tips to stimulate pedagogical interest in learning of students and help them learn the results To promote positive good creative initiative of students in learning, we need to organize the teaching process in a positive direction of activity of the learner, in the process of teaching and learning, teachers are just who transmit knowledge to students, students want better comprehend the knowledge that, then you have to learn by their own activities To the students, besides a number of children seriously, have not only students at school through the speakers, not by words etched into his mind, not reading, writing regularly, not in that two-way so teachers should encourage and guide students actively participate in the learning process To meet requirements of renewal method in lower secondary education, in addition to external factors such as program, time, degree of student, professional competence of teachers The most important thing is the mode of organization of teachers in a lesson To response to the innovation of teaching methods in schools, as a teacher of foreign languages department are eager to contribute our small part, along with teachers and peers building new teaching methods more standard, more effective help for the students more interested in learning languages, can learn actively, to communicate with confidence in their own ability Sam Son, October 20th, 2018 CONFORMATION OF HEAD I here by declare that this is my experience innovation, not copying from other’s content Written by Trinh Thi Viet Nga 18 TÀI LIỆU THAM KHẢO Những vấn đề chung đổi Giáo dục Trung học sở môn tiếng Anh – Bộ Giáo dục Đào tạo Nhà xuất Giáo dục Tài liệu bồi dưỡng thường xuyên cho giáo viên trung học sở chu kỳ III (2004 – 2007) Nhà xuất Giáo dục Quyết định số 1400/QĐ-TTg ngày 30 tháng năm 2008 Thủ tướng Chính phủ việc phê duyệt Đề án “Dạy học ngoại ngữ hệ thống giáo dục quốc dân giai đoạn 2008-2020” Teaching English - Trainer’s handbook.(Tác giả Adrian Daff) Tài liệu tâm lý lứa tuổi học sinh PTCS (Biên soạn: Thế Trường NXB Đại học quốc gia Hà Nội 1998) 19 CONTENTS INTRODUCTION 1.1 The reason for choosing the topic 1.2 Research purposes 1.3 Research subjects 1.4 The research methods CONTENTS 2.1 Rational: 2.2 Current state of the problem 2.3 Problem solving: 2.3.1 Preparation 2.3.2 In lesson: 2.3.3 Some principles to teach new words 2.3.4 Steps for presenting new vocabulary 2.3.5 Eleciting techniques for teaching vocabulary 2.4 Achivements 16 CONCLUSION 17 20 ... and not translate inspired me to implement the project "Some ways to teach new vocabulay for grade at Nguyen Hong Le secondary school effectively” 1.2 Research purposes - The role of teaching vocabulary... way to post or to engage and attract students from the beginning lessons - Teachers should lead students into the lesson to heart in many ways Such "suggestions: using simple questions related to. .. images related to the topic, while constantly updated to support lectures - Regularly make utensils, simple visual aids to cause excitement in the lesson - Prepare carefully before class * For students: