TECHNIQUES TO IMPROVE THE EFFECTIVENESS OF TEACHING ENGLISH VOCABULARY IN GRADES 10, 11

TABLE OF CONTENTS Content Page A INTRODUCTION I Reason for choosing the topic 1 Theoretical basis Basis in reality II RESEARCH PURPOSES III RESEARCH OBJECTS IV RESEARCH METHOD V STRUCTURE OF TOPIC B CONTENT CHAPTER 1: OVERVIEW OF RESEARCH TOPIC 1.1 General principles of the vocabulary teaching 1.2 Steps of introducing new words 1.3 Tips to introduce new words 1.3.1 Visuals 1.3.2 Mime 1.3.3 Realia: 1.3.4 Synonym / Antonym 1.3.5 Translation 1.3.6 Situation or explanation 1.3.7 Example 1.4 Techniques of checking vocabulary 1.4.1 Rub out and remember 1.4.2 Slap the board 1.4.3 What and Where 1.4.4 Matching 1.4.5 Jumbled words 1.4.6 Bingo 1.4.7 Ordering CHAPTER 2: SPECIFIC RESEARCH CONTENT 2.1 Current status of teaching vocabulary in Ethnic Minority Boarding High School 2.2 Experiment and experimental results 2.2.1 Experiment 2.2.2 Experimental results 10 2.3 Experience 10 C CONCLUSION 13 REFERENCE BOOKS i FORM OF INVESTIGATING CURRENT STATUS OF TEACHING ENGLISH VOCABULARY IN ETHNIC MINORITY BOARDING HIGH SCHOOL ii A INTRODUCTION I Reason for choosing the topic Theoretical basis As we all know, 2010 - 2011 is the fifth academic year that whole education sector implements a “two zero” campaign with four contents to improve the quality of education, renovate textbooks, renovate teaching methods on a comprehensive basis to develop student’s positive quality, initiative, creativity, consider student as center How the students understand the lesson, acquire the lesson the fastest, how to have exciting class, attract students to help them to master the lesson on the premises are always concerns for each teacher in general and English teacher in particular Especially, English becomes a popular language all over the world at present, the aim of learning English is to be able to use fluently to communicate To use English, learners must have rich vocabulary Therefore, at present one of the ultimate needs is that teachers have to improve methods to help students have rich vocabulary to meet the communication needs Basis in reality In the process of teaching English textbooks in grade 10 and 11, I realize that there are still some inadequacies such as the number of new words in each lesson is too much while the teaching of vocabulary is only a part (maximum ¼) of the duration of a lesson, so teachers don’t have enough time to provide all, if you try to provide the full amount of new words in the lesson, you will not have enough time to perform other activities In addition, content of lesson’s topic is difficult and abstract that also makes teaching words harder Some teachers still provide passive and inefficient new words by using mother language to translate, so students aren’t interested in studying That leads to the fact that the majority of students rarely remember new words Chapter is an overview of the research topic and chapter shows the specific research contents The conclusion part shows contribution of the topic and makes some suggestions II RESEARCH PURPOSES III RESEARCH OBJECTS IV RESEARCH METHOD V STRUCTURE OF TOPIC B CONTENT CHAPTER 1: OVERVIEW OF RESEARCH TOPIC 1.1 General principles of the vocabulary teaching In order to bring into play the positive quality, initiative, creativity of the students, the teachers need to organize the teaching process in the direction of activating the learners' activities At that time, the teacher is the only person who transfers the knowledge to the students, the students want to comprehend that knowledge then they have to learn themselves by their activities Therefore, when teaching vocabulary, teachers need to master the principles: *Teach cover of the language Firstly, the teacher reads vocabulary for the students to listen The teacher always has to start with listening activity Then, teacher provides the spelling of the word by writing the word on the board Finally, teacher provides the transcription and accentuation of words *Teach the meaning of the word The principle of providing English vocabulary is to make students discover the meaning of the word without using the mother language So students don’t learn vocabulary passively, don’t forget words that they study the very next day There are many tips to teach students to understand the meaning of words such as using real objects, pictures, examples, explanations, *Teach the grammar of the word When teaching the grammar of the word, teacher notes that the past or past participle form of the irregular verb, special form when switching to plural nouns and other special cases *Teach the use of words For student to use the correct word, the instructor needs to show that which words can combine together, how to use words in specific contexts and can ask questions for student to use new words to answer Generally, when teaching, if teacher guarantees the four principles above, student will be provided all the necessary vocabulary elements However, to teach a specific word, it is necessary to follow specific steps which will be presented in detail as follows 1.2 Steps of introducing new words To introduce a new word the instructor should carry out the following process: First, teacher uses the appropriate skills to elicit and provide meaning of the word, then introduces the word in English and pronounces that word three times (require clear pronunciation) Next, teacher asks whole class to repeat in chorus (23 times), then calls some students to check (2-3 students) and corrects wrong pronunciation After student can read the word, teacher writes new words on the board and provides elements as stress, transcription, part of speech then checks the meaning of the word in Vietnamese Finally, teacher asks student to write words into notebook Example: Introduce “Detective” (English 10 – unit 13) Firstly, teacher uses the example to introduce the word: "The adventure of Sherlock home is a detective film So what does detective man mean?" Student answers: "Trinh tham" Teacher introduces the word which teacher want to teach in English: "So "Trinh tham" in English is detective." Then teacher reads times, asks whole class to repeat and then calls students to re-read the word to check student’s pronunciation and fix wrong errors if any Teacher writes new words on the board and shows students that stress of the word is on the second syllable and part of speech is an adjective Next, teacher asks questions to test the meaning of the word: "What does detective man mean?" Student answers: "Trinh tham" Finally, teacher requires the whole class to write the word which students have just learned in the notebook 1.3 Tips to introduce new words 1.3.1 Visuals 1.3.2 Mime 1.3.3 Realia: Teacher brings the real thing to class to introduce to students Example 1: Green bean (English 11 – Unit 8: Celebration) Example 2: Lucky money (English 11 – Unit 8: Celebration) 1.3.4 Synonym / Antonym a Synonym Teacher uses synonym to explain to students Example: Decrease (English 11 – Unit 7: Population) Decrease (v) = fall (v) b Antonym Teacher uses antonym to explain to students Example: Increase (English 11 – Unit 7: Population) Decrease (v) >< Increase (v) 1.3.5 Translation Teacher translates the meaning of the word into Vietnamese for the students Example: Conservation (English 10 – Unit 10: Conservation) Conservation (N) = Su bao ton 1.3.6 Situation or explanation Teacher gives the situation or explanation for the students to guess the meaning of the word Example: Champion (English 10 – Unit 14: The World cup) Teacher: You play a game Then you win You will be the champion What does the champion mean? Student: Nha vo dich 1.3.7 Example Teacher gives example for the students to guess the meaning of the word Example: “Cartoon film” (English 10 – unit 13): Tom and Jerry, Micky mouse Each technique above has its own strengths, however while teaching, teacher needs to be flexible in combining them to explain words as quickly as possible, not to waste time and help students remember new words easily and effectively 1.4 Techniques of checking vocabulary In addition to the application of techniques to introduce words, to improve the efficiency of teaching vocabulary, teacher also has to apply the techniques of checking vocabulary as in diagram 2: Jumbled words Rub out and remember Bingo Techniques of Ordering checking vocabulary Matching Slap the board What and Where Diagram 2: Techniques of checking vocabulary 1.4.1 Rub out and remember Teacher introduces the new word into a list on the board, writes the Vietnamese meaning next to each word Then students copy the new words into their notebooks and fold them Teacher deletes a word and asks students: "What's this in English?" Students give the answer When all words were deleted, teacher requires students to read all deleted words based on Vietnamese meaning If there is time, teacher calls students to the board and asks students rewrite all new words which student learned This technique helps students memorize new words as soon as they are in class Example: English 10 – unit 13: Film and cinema – Part A: Reading ……………………….: century …………………….: existence ……………………….: a series …………………….: character ……………………….: motion …………………….: spread 1.4.2 Slap the board Teacher writes new words on the board but not in order If teacher wants to know that whether students can remember or not, teacher can write Vietnamese meaning or hang pictures on the board Teacher calls two groups, each group consists of or people to the board Teacher chooses one student from each group, distance from these students to the board is equal Teacher reads clearly a word in Vietnamese, students must run quickly on the board and hit the corresponding English words Person who hits faster and more accurately will score point for team Teacher continues to choose other pairs In this technique, if teacher reads English words, student will identify new words through listening If teacher uses Vietnamese meaning or pictures, teacher can check whether student can remember the meaning of words Example: English 11 – unit 12: The Asian Games – Part C: Listening Bea Earth connection m Live transmissio n Freestype swimmin g 1.4.3 What and Where Teacher writes new words into circles on the board but not in order When all new words are on the board, teacher asks student to repeat new words in the circle Teacher deletes a word but does not delete the circle Teacher requires student to read again all words including deleted words by pointing to the empty circle This activity continues until there are no words on the board If there is time, teacher calls a student to the board to write down all the learned new words Teacher can give student mark By using this technique, teacher can check student’s ability of remembering new word Example: English 10 – unit 14: The World cup – Part A: Reading Defeat Trophy Compete Champion Elimination games Tournament 1.4.4 Matching Teacher writes new words into a column on the left, writes definitions, meaning of words, hangs or draws pictures in the right column Teacher requires students to match the words to the definition, meaning, or pictures in the right column Example: English 11 – Unit 10 nature in danger a pollutants a Phá hủy b co-exist b Các chất làm ô nhiễm c destroy c Cùng tồn 1.4.5 Jumbled words Teacher encloses the cardboard on which new words are wrote but letters aren’t in order Teacher requires students to work in group Group that writes words the fastest, the most correctly, will get mark Teacher will correct if there is wrong word Whole class reads again the words Example: English 11 – unit 14: Recreation cgaompurnsd wrildeesns lwearfatl Selegnpi bga sueloitd edepersds 1.4.6 Bingo Teacher draws a table of cells on the board Then teacher asks students to copy any new words in learned words into the table Teacher reads new words If students hear word which has in the table, students will cross that word If student crosses all words, he/she will say "bingo" Person who says "bingo" first is the winner This technique can be used to test and revise new words taught in a lesson Example: English 10 – Unit 15: cities Attract Characterise Finance Located Ice-free Harbour 1.4.7 Ordering Teacher writes new words on the board but not in order, students will copy to notebook Teacher reads a paragraph Students number words according to order of appearance Teacher calls student to give the answer and reread the paragraph to check Example: English 11 – Unit 12: The Asia Games – Part D: Writing “To prepare for the 22th Sea Games, we had to a lot of things First of all, we built My Dinh stadium and some more sport buildings Next, we upgraded National sports Centre and local stadiums Then, we widened the training areas and road to sports building We also promote and advertised the preparations for the Sea Games on the radio and TV Besides, we recruited volunteers to serve the Games Finally, we held a competition to choose an official song.” *Answer keys: Recruited (4) Upgraded (1) Promote (3) Finally (5) Official (6) Widened (2) CHAPTER 2: SPECIFIC RESEARCH CONTENT 2.1 Current status of teaching vocabulary in Ethnic Minority Boarding High School Ethnic Minority Boarding High School was established 48 years ago, has achieved remarkable achievement in recent years However, for English subject, the achievement is not still high English subject at the school has teachers To find out current status of teaching vocabulary in the school and to ensure objectivity, I conducted to investigate remaining teachers of foreign language group Firstly, I ask them to answer the following question: "When introducing vocabulary, teachers often write on the board, then students will read or teachers introduce words before, then students will read and teachers write on the board." This question is asked to investigate the teacher's vocabulary teaching process The results are as follows: Process of teaching new Teach the reading, then Writing on the board, words write on the board then teach the reading Quantity 2 Table 1: Results of investigating process of teaching new words The table above shows that only teachers are teaching students how to read before teaching the spelling remaining teachers write on the board first and then students will read words Secondly, I ask the question "Teachers show how often they use tips to teach vocabulary by ticking the following boxes." This question is asked to investigate how often teachers use tips of teaching vocabulary I attain the following results: Level Frequently Sometimes Rarely Never Techniques Visuals 2 Mime Realia Synonym / antonym 2 Situation & explanation Example 1 Translation Table 2: Results of investigating how often teachers use tips of teaching vocabulary Through table we can see that techniques for introducing vocabulary use visual tools such as visuals (use picture or draw picture on the board), mime (use expression, manner, and action) and realia (use real things) that aren’t used frequently, rarely used or never used Two teachers sometimes use visuals and two remaining teachers rarely use Three people never use mime tool and only one person rarely use mime tool Realia tool is never used Meanwhile, the verbal technique of introducing vocabulary is used more frequently The most commonly used technique is: Translation (all people use frequently), next is situation and explanation (3 people use frequently and remaining people sometimes use), third is example (2 people use regularly) and finally is synonym / antonym (2 people use regularly, remaining people sometimes use) The third question to investigate the student’s study of the vocabulary in class The question is as follows: "Teachers indicate how often to check the student’s study of vocabulary in class by ticking the following table." The answer is as follows: Idea Frequently Sometimes Rarely Never Quantity 1 1 Table 3: Results of investigating how often to check the student’s study of vocabulary in class Table shows that the level is mostly occasional and seldom two people sometimes check and one people rarely check Only one teacher regularly checks and still one person never checks Thus, it can be seen that the application of techniques to teach vocabulary at the Ethnic Minority Boarding High School is quite frequent However there are still some points to make good: firstly, 1/3 teacher still teaches vocabulary according to method of writing words on the board and then teaching the reading Meanwhile the principle of teaching vocabulary is to teach the reading before writing on the board As well as students learn mother language, they must start listening and then imitate and learn spelling Secondly, when introducing vocabulary, teacher still uses rarely techniques of introducing words by visual tools while students are more likely to be attracted by visual tools Thirdly, in addition to teaching vocabulary, teachers not often check student’s study of vocabulary in the classroom Once teacher check vocabulary right in the classroom, students will remember more vocabularies and it is easier for the students to re-learn vocabulary at home In short, in my opinion, if we can overcome the disadvantages above, surely the results of studying vocabulary of the students in particular and the results of learning English in general will be higher 2.2 Experiment and experimental results 2.2.1 Experiment To know if using skills of teaching vocabulary mentioned above in a flexible way, whether student’s study quality can be improved or not, I conducted experiment Firstly, I chose two classes with the same ability in four classes I was assigned to teach: 11B and 11G After that, I conducted to teach unit 15: Space conquest part A: Reading in both classes with different vocabulary introduction In class 11G, I taught the new words as follows: I wrote word on the board first and then taught how to read words, the new words were mainly introduced by translating into Vietnamese and I didn’t check student’s study of words in class In class 11B I taught student how to read word, then I wrote words on the board, I used many different techniques to introduce vocabulary and used "rub out and remember" to check again Detail as follows: In unit 15: Space conquest – A: Reading, there are following new vocabulary that teacher needs to teach: Lift off, orbit, speed, uncertainty, tragic, rename *Introduce “lift off” - Teacher shows pictures to the students and asks Teacher: What is it about? Students: A spacecraft is being blasted off Teacher: In English “blasted off” is lift off Now listen to me Lift off (three times) Now listen and repeat Lift off (three times) Students: Lift off (three times) - Teacher calls students in the class to read again (If they misread, teacher will correct right away) - Teacher writes words on the board - Then teacher explains that "lift off" is a verb phrase to the students (Note that words have syllable which is difficult to read or students are easy to misread, teacher needs to write clearly transcription of that syllable for the students For words with two or more syllables, teacher teaches accent of the word to the students) - Teacher checks the Vietnamese meaning of the word Teacher: So what does lift off mean? Student: It means “phong len” - Teacher require students to write word that they have just learned in notebook Same steps with the remaining words In the remaining words I used the new word introduction techniques as follows: + orbit (visuals): + Speed (example): 40km/h, 50km/h + Uncertainty (antonym) Uncertainty >< Certainty + Tragic (explanation) Tragic means very sad Tragic accident means that the accident is very serious + Rename (example): The street was renamed TRAN HUNG DAO Then I used tip of "rub out and remember" to check again In the next lesson, I conducted to check whole class by reading the Vietnamese meaning of the word for the student to write word, stress, and part of speech 2.2.2 Experimental results The results after synthesis in two classes are as follows: Number Class Excellent of students Student % number 11B 11G 29 24 15 51.7 29.2 Classification Good Average Student % Student % number 10 number 34.5 33.3 13.8 33.3 weak Student % number 4.2 Table 4: Experimental results in both class 11B and class11G From the table above we can see that when applying the techniques of teaching vocabulary in a flexible manner together with the implementation of reasonable teaching and the combination of teaching and testing improved the learning results of the students Specifically as follows: at class 11B, the number of excellent grades and good grades were higher than that of class 11G The excellent grade of 11B more than that of 11G was 22,5%, the good grade of 11B more than that of 11G was 1,2% Meanwhile, the average and weak grade decreased significantly In class B, there were no weak grades The number of average grades dropped to 19,5% So we can confirm the effectiveness of using techniques of teaching new english words I gave above 2.3 Experience In order to apply the techniques of teaching the vocabulary above effectively, the following points should be noted: Firstly, before each lesson, teacher must choose the words to teach In each paragraph or situation there may be new words, but not all new words need to be taught To choose the words to teach properly, teacher needs to answer the following questions: "Is that word necessary to understand the situation?" "Is that word difficult in comparison with level of the students?", “Is that word around the subject that students are learning and is it used regularly in life?" Teacher should note not to teach all new words, because it will not be effective and we don’t have enough time to carry out other activities In my experience, only to new words should be taught in each session If new word is necessary for the understanding of the situation, but it is difficult or academic, it doesn’t belong to positive word group At this time, teacher should not teach, teacher just explains to make tool for the students to understand the situation If there are words that can be guessed by the students, teacher should let the students guess through the activities to clarify the paragraph or intonation situation 10 Example: in English 10 – Unit 14: The world cup – Part A: Reading there are following new vocabulary: tournament, globe, host nation, witness, elimination games, jointly, finalist, trophy, champion and defeat However, we can see that students can guess globe while reading, witness is not necessary for understanding and doing the exercises, finalist and jointly we can let the students guess So we will teach only new words as tournament, host nation, elimination games, trophy, champion and defeat Secondly, teacher should apply flexibly techniques of introducing new words It means not to provide words mechanically, passively by putting out a series of new words on the board This will make students not only learn the words ineffectively, but also make them not connect words with content of the lesson Instead, teacher should choose techniques of introducing new words flexibly and integrate techniques with each other to make student interested in learning Although with programs of class 10 and 11, the words in the lesson will be more abstract, we must use verbal tips of introducing new words such as: example, translation, situation and explanation and synonym / antonym However, there are still concrete words that we can introduce with visual tools (visuals, mime, realia) Therefore, teacher should try to introduce those words with these techniques because they attract more attention of the students If using verbal introductory techniques, we should use simple examples, simple words that students learned, should avoid using regularly techniques of introducing words by translating meaning As far as we know, in the principle of teaching vocabulary, teacher must find way for the students to discover the meaning of the word without using the mother language to translate those words Thus, the teaching and learning of vocabulary is effective in accordance with requirements of innovation method If teacher can select the appropriate tricks for each word, coordinate tips in a rhythmic and scientific way, it will bring positive effect, avoid learning something by heart, learning by rote, not applying words that students have just learned Example: English 10 – Unit 14: The world cup – Part A: Reading As stated above, in this lesson we will teach words: tournament, host nation, elimination games, trophy, champion and defeat With these words, we can see that trophy, host nation are specific words, so we can apply visual to introduce words: Trophy Host nation The remaining words are abstract, we use the following techniques: 11 - Tournament (example): World cup, Sea Games, Asia Games are tournaments - Elimination games (explain) Elimination games are the Games in which the national football teams complete in their regions to become the 32 finalists at the World cup - Champion and defeat (situation): In the final match of the world cup 2002 between Brazil and Germany Brazil won the game 2-0 We said that Brazil defeat Germany to become the champion Thirdly, when teaching words and spelling, teacher should teach students how to read, then teacher writes words on the board to avoid situation that students only pay attention to learn spelling without paying attention to learn how to read, result is that students only know to write words without knowing how to read or misread When teaching the reading, teacher should read to students first so that they can get used to the phonemes of the word and make first impression in students about pronunciation of the words, make the foundation for the students to imitate as well as they learn mother language Note when teaching the pronunciation, after whole class reads, teacher calls some students to read to check whether they read correctly If student makes a mistake, teacher have to correct it so that other people find out wrong tone and correct it themselves Example: Teach “tournament” (after introducing tournament) Teacher: Now listen to me Tournament (3 times) Listen and repeat Tournament (3 times) Student: Tournament (3 times) Teacher calls students to read clearly words again then students will write words on the board Fourth, when the word appeared on the board, teacher supplies the phonetics of the word, teacher notices that teacher only notes the main syllables on the letters that have these syllables, and teacher shouldn’t provide all phonetics of the word If we that, we will not ensure the time and launch into the teaching of phonetics Then, we provide stress of the word Example: teach tournament Teacher: Tournament, first syllable we read is ['tɔ:] (teacher transcribes phonetically on the upper corner of "ou") and the stress of this word is on the first syllable And tournament is a noun Fifth, after teaching all words in the lesson, teacher should use techniques of checking again the learning of words in the class If the lesson is long, we can choose simple techniques such as rub out and remember, what and where, jumbled words If we have time or to check the words learned in the week, we can use tips such as matching, bingo For ordering, we use tips alternatively in the process of teaching the listening skill that will be more effective Example: English 11 – Unit 14: Recreation – Part C: Listening: The technique used to test is rub out and remember: 12 ……………………: campsite ……………………: wilderness ……………………: rubbish ……………………: big ………………… : waterfall ………………… : tired ………………… : isolation ……………………: off-road motorbike In order for these activities to be carried out regularly, effectively, teacher should try to guide the children to control these activities themselves This will help them to be more active, give them the opportunity to use these activities in the first 15 minutes at the beginning of the class as games and at the same time students can still review lesson For checking the old lesson, in my opinion, we should implement as follows: Firstly, at the beginning of the academic year, teacher needs to stipulate that each student who studies English should prepare not only notebook and exercise-book but also notepad to learn new words Teacher calls or students to the board to write words, remaining students write words and characteristics of the words in the notebook when listening teacher to read meaning After students write completely, they exchange notebook to next person Next person are responsible for grading and correcting for his/her friend Teacher can get mark to follow students Teacher gets mark for two students to the board and ask them to read the words they have written The advantage of this way is that all teacher have to study, must check the old lesson, not rely on Finally, in order to be able to have wide knowledge to communicate to the students, each teacher has to cultivate his or her own skills, collect, study more documents, learn colleague to improve professional skills Besides, each teacher should actively prepare teaching materials, collect many pictures from newspapers, magazines or can draw to enrich his/her teaching belongings C CONCLUSION Through the above analysis we can see that if each teacher guarantees steps when teaching vocabulary, selects the appropriate teaching skills, combines the teaching and testing in the classroom and checks the old lesson It can be interesting to learn vocabulary as well as learn English for the students to improve the quality of teaching vocabulary in particular and the quality of teaching English in general However, in order to achieve that goal, there should also be a strong support from the school Firstly, the school's board of management should pay more attention to this subject, create condition for teachers as well as students to use and develop all the teaching materials of the school Next, the school library has English reference books but most of them are books of the old program, so it is necessary to add more reference books for both teachers and students In addition, the school should buy more necessary teaching aids for English subject such as radio, discs, and pictures Finally, combining with the family to raise student’s awareness about the importance of 13 English, in that way students don’t consider English as a subsidiary subject and have a better learning attitude Above is all of my experience in the process of teaching vocabulary in English program of class 10 and class 11 in order to create interest in learning vocabulary for the students, improve the effectiveness of teaching vocabulary in particular and quality of teaching English in general Because seniority is still young, professional experience is not much, this article will not avoid the shortcomings Hope colleagues to offer suggestion and discuss to complete the article more XÁC NHẬN CỦA THỦ TRƯỞNG ĐƠN VỊ Thanh Hóa, ngày tháng 05 năm 2018 Tơi xin cam đoan SKKN viết, khơng chép người khác Người viết SKKN Lương Thị Thanh Nga 14 REFERENCE BOOKS Jeremy Harmer: How to teach English – Oxford University Press – 2002 Adrian Doff: Teach English – Cambridge University Press – 1997 Nguyen Bang, Bui Lan Chi: English language teaching methodology – Hanoi National University Press – 2003 Nguyen Hanh Dung: Method of teaching English in the high school – Education publisher – 1999 Hoang Van Van: English 10 - Education publisher – 2006 Hoang Van Van: English 11 - Education publisher – 2006 James H Mc Millan 2001, Classroom Assessement, Principles for Effective Instruction A Pearson Education Company, Copyright 2001,1997 by Allyn&Bacon John M Owen, Patricia J Roggers, Program Evaluation: Form and Approaches, SAGE Publications, April, 1999 Teacher’s book, textbooks written by the Ministry of Education i FORM OF INVESTIGATING CURRENT STATUS OF TEACHING ENGLISH VOCABULARY IN ETHNIC MINORITY BOARDING HIGH SCHOOL Question 1: When introducing vocabulary, teachers often write words on the board and then students read or teachers introduce words first and then students read before writing words on the board Teachers answer by checking ( ) in the corresponding boxes Teach the reading, then Process of teaching new words write on the board Write words on the board, then teach the reading Question 2: Teachers show regular level of using tips to teach vocabulary by checking ( ) in the following boxes Level Frequently Sometimes Rarely Never Techniques Visuals Mime Realia Synonym / antonym Situation & explanation Example Translation Question 3: Teachers show regular level of checking the vocabulary learning of the students in the classroom by checking ( ) in the following boxes Idea Frequently Sometimes Rarely Never Quantity 1 1 ii ... teaches vocabulary according to method of writing words on the board and then teaching the reading Meanwhile the principle of teaching vocabulary is to teach the reading before writing on the board... program of class 10 and class 11 in order to create interest in learning vocabulary for the students, improve the effectiveness of teaching vocabulary in particular and quality of teaching English in. .. techniques of introducing words by translating meaning As far as we know, in the principle of teaching vocabulary, teacher must find way for the students to discover the meaning of the word without using