(Luận văn thạc sĩ) a study on teaching and learning english vocabulary at thac ba high school m a thesis linguistics 60 14 10

HANOI NATIONAL UNIVERSITY COLLEGE OF FOREIGN LANGUAGE DEPARTMENT OF POST GRADUATE STUDIES LÊ SƠN THỦY A STUDY ON TEACHING AND LEARNING ENGLISH VOCABULARY AT THAC BA HIGH SCHOOL NGHIÊN CỨU VỀ VIỆC DẠY VÀ HỌC TỪ VỰNG TIẾNG ANH CỦA TRƯỜNG THPT THÁC BÀ M.A MINOR THESIS FIELD: ENGLISH METHODOLOGY CODE: 601410 SUPERVISOR: NGUYỄN HUYỀN MINH, M.A HANOI- 2010 iv TABLE OF CONTENTS Table of contents Acknowledgement Abstract List of tables PART A: INTRODUCTION Rationale THE SCOPE, OBJECTIVES, SIGNIFICANCE, METHOD OF THE STUDY 2.1 The scope of the study 2.2 Objectives of the study 2.3 Significance of the study 2.4 Methods of the study 2.5 Design of the study PART B DEVELOPMENT CHAPTER I LITERATURE REVIEW I.1 An overview of the teaching and learning of English vocabulary I.1.1 The status of vocabulary in the curriculum I.1.2 word list and frequency counts I.1.3 Vocabulary and context I.1.4 vocabulary development and second language acquisition I.1.5 Semantic networks and features I.1.6 Memory and vocabulary development I.2 Current points of view of teaching and learning English vocabulary I.3 Previous studies related to teaching and learning English vocabulary CHAPTER II THE STUDY II.1 The English teaching and learning situations at Thac Ba high school II.1.1 Description of the students at Thac Ba high school II.1.2 Description of the teachers at Thac Ba high school II.1.3 Settings of the study II.2 Research methodology II.2.1.Subjects v II.2.2 Survey instruments II.2.2.1 Questionnaire for the students II.2.2.2 Questionnaire for the teachers II.2.2.3 Interview CHAPTER III: DATA COLLECTION AND DISCUSSION III.1 Presentation of statistical results III.1.1 Questionnaire III.1.1.1 Questionnaire for the students III.1.1.1.1 Students' background of English language before entering Thac Ba high school III.1.1.1.2: Students' attitude to learning English vocabulary III.1.1.1.3: Students' difficulties in learning English vocabulary III.1.1.1 Students' activities in a vocabulary lesson III.1.1.1.5 : Students' suggestions for bettering the learning of English vocabulary III.1.1.2 Questionnaire for the teachers III.1.1.2.1: Teachers' ages III.1.1.2.2: Teachers' teaching experience III.1.1.2.3: Teachers' opinions on teaching English vocabulary III.1.1.2.4: Difficulties confronted by teachers in teaching English vocabulary III.1.1.2.5: Activities teachers when teaching English vocabulary III.1.1.2.6: Teachers' suggestions for bettering the teaching of English vocabulary III.2 Interview CHAPTER IV FINDINGS AND RECOMMENDATIONS IV.1 Findings IV.1.1 Difficulties faced by the teachers in teaching English vocabulary and their own solutions IV.1.2 Difficulties faced by the students in the learning of English vocabulary and their expectations IV.2 Recommendations vi III.2.1 For the students Changing the students' attitude to learning English vocabulary IV.2.2 For the teachers IV.2.2.1 Retraining teachers IV.2.2.2 Suggesting activities for teaching English vocabulary at Thac Ba high school PART C CONCLUSION Conclusion Suggestions for further research REFERENCES APPENDICES APPENDIX A: Questionnaire for the students APPENDIX B: Questionnaire for the teachers APPENDIX C: Interview APPENDIX D: Lesson plan iii LIST OF TABLE Table 1: Students' background of English before entering Thac ba high school Table 2: Students' attitude to learning English vocabulary Table 3: Students' difficulties in learning English vocabulary Table : Students' activities in a vocabulary lesson Table 5: Students' suggestions for bettering the learning of English vocabulary Table 6: Teachers' ages Table 7: Teachers' teaching experience Table 8: Teachers' opinions on teaching English vocabulary Table 9: Difficulties confronted by teachers in teaching English vocabulary Table 10: Activities teachers when teaching English vocabulary Table 11: Teachers' suggestions for bettering the teaching of English vocabulary ' PART A: INTRODUCTION Rationale Foreign language teaching at secondary school level in Vietnam has been granted increasing supports from educational authorities, regarding the demand of Vietnam younger population for better means of communication with the world The most important issue in this field, which has presented various complicated problems for generations of foreign language teachers in Vietnam as well as anywhere in the world is the adoptation of an appropriate language teaching method Having been aware of this necessity, Thac Ba high school as well as others in Yen Bai province has paid considerable attention to update teaching methodologies and encourage English language learning, which can be seen from the 1990s to date Thac Ba high school has chosen a pilot set of textbooks then In accordance with the new materials, teaching methods should also be changed to meet the need of the learning of learners and to better teaching and learning conditions The most effective approaches which have been theoretically applied at high school are learner- centred instruction, task- based language teaching and communicative language teaching As for me English language has been structurally taught and learnt Students have been mainly asked to focus on language structures, grammar Vocabulary teaching and learning are not much mentioned or are not seriously put into consideration There are some sound reasons for me to take the teaching and learning of English vocabulary into consideration, rather than others First of all for some time, the teaching and learning of English vocabulary have been strongly influenced by the traditional methods Emphasis has been placed on the mastery of language structures rather than on how language is used Students are asked to translate or to analyze the text grammatically The teaching of language teachers is seen as a full time- explanation to the passive listeners Language teachers not care much for the teaching of Vocabulary There are some teachers who have poor knowledge of the language in general, and of the teaching of vocabulary in particular They dot not show their students the importance of adequate vocabulary These are some of the serious reasons that discourage the students in the learning of the language generally and of vocabulary particularly The students are often fed up with boring vocabulary lessons That is perhaps why the students not feel like learning vocabulary and not show their interests of learning the language The reasons here are that the teachers are not qualified enough to teach the language in general and to teach vocabulary in particular The teachers of language are known to be traditionally educated to meet the demand of foreign language teaching, as we all know that there have been many types of English teachers training courses recently Last, but not the least, the new Tieng Anh 10 textbook has been widely used as the official teaching and learning material It has 16 units with interesting topics Every unit consists of lessons: Reading, speaking, listening, writing and the language focus This book was designed with various learning tasks, the purpose of which is to set up chances for students to practise different language situations It has been said to be a suitable material However, it is the vocabulary that is not clearly presented or not culturally related and so on This makes students and teachers find it difficult to teach and to learn vocabulary For all the reasons mentioned above, I would like to devote my time and effort to investigating the current vocabulary teaching and learning at Thac Ba high school including teaching methods, difficulties faced by the teachers and the students, their suggestions for better in the situation, then finding out how the teaching and learning of vocabulary are carried out there at my school Especially, the study will recommend some suitable and specific teaching methods for the teachers and the students at my school as references It is to improve the teaching and learning at Thac Ba high school, Yen Bai Province The scope, objectives, significance, method of the study 2.1 The scope of the study The study focuses on the teaching and learning of vocabulary at Thac Ba high school 2.2 Objectives of the study To investigate the teaching and learning of vocabulary at Thac Ba high school, difficulties faced by the teachers and students; activities done by the teachers and the students; their suggestions for bettering the teaching and learning of English vocabulary To investigate teachers' and students' attitude to the teaching and learning of vocabulary To suggest some effective teaching techniques to help learners in the learning of vocabulary 2.3 Significance of the study This study play a crucial role for enhancing vocabulary teaching method to the teachers and grade 10 students at Thac Ba high school Its implemented recommendations will make the application of vocabulary teaching and learning at my school more successful and effective 2.4 Methods of the study The researcher collects information from all the English teachers who teach at Thac ba high school First, questionnaires are delivered to the teachers to investigate their vocabulary teaching and their attitude to vocabulary teaching, their solutions and expectations to better the teaching of Vocabulary Questionnaires are also delivered to the students to find out their attitude to vocabulary learning, their activities, their expectations for better in the learning condition Interviews are carried out to increase the reliability of the obtained information and provide more information relating to the teachers' method of teaching vocabulary The combination of information from questionnaires and interviews for the teachers and the students can help to draw a general picture about the application of new techniques and activities in the teaching and learning of vocabulary at Thac Ba high school 2.5 Design of the study The thesis consists of three parts Part A is the introduction, which presents the rationale, the scope, the objectives, the method, significance and the design of the study Part B consists of three chapters: Chapter I deals with an overview of the literature It starts with the various methods of teaching and learning English vocabulary, activities need using The final is the review of previous studies related to the teaching and learning of English vocabulary Chapter II presents the methodology performed in the study It provides information about the participants, the instrumentations and data analysis Chapter III discusses the data of the study Chapter IV proposes some recommendations on teaching and learning of vocabulary to teachers and students at Thac Ba high school Part C is about the conclusion and suggestions for further study PART B: DEVELOPMENT CHAPTER I: LITERATURE REVIEW I.1 An overview of the teaching and learning of English vocabulary I.1.1 The status of vocabulary in the curriculum According to David Nunan and some other linguists like H Douglas Brown Teaching by Principles An Interactive Approach to Language Pedagogy; Ruth Gairns and Stuart Redman (1986) Working with Words A guide to teaching and learning vocabular; Edward Finegan (2004) Language Its structure and use the principal focus of language teaching has been on the grammar of the language Grammar translation approaches to the teaching language provided a balanced diet of grammar and vocabulary, audio-lingualists suggested that the emphasis should be strongly on the acquisition of the basic grammatical patterns of the language It was believed that if learners were able to internalize these basic patterns, then building a large vocabulary would come later This emphasis on grammar and, to a certain extent, pronunciation, at the expense of vocabulary reflected a traditional going back to the nineteenth century when the International Phonetic Association published its six principles of language teaching These principles, which were later reflected in audio-lingualism, advocated the inductive teaching of grammar, a focus on the spoken language of everyday life and an emphasis on the direct teaching of the target language rather than translation Some of the most influential structural linguists of the day went so far as to argue that vocabulary was the easiest aspect of a second language to learn and that it hardly formal attention in the classroom However, the status of vocabulary has been considerably enhanced This has come about partly as a result of the development of communicative approaches to language teaching, and through the stimulus of comprehension-based methods such as the Natural Approach ( Krashen and Terrel 1983) Proponents of these methods point out that in the early stages of learning and using a second language one is better served by vocabulary than grammar, and that one can, in effect, "bypass" grammar in going for meaning if one has a reasonable vocabulary base Rivers( 1983:125) has also argued that the acquisition of an adequate vocabulary is essential for successful second language use because, without an extensive vocabulary, we will be unable to use the structures and functions we may have learned for comprehensible communication Also, in contrast with the development of the aspects of a second language, particularly pronunciation, vocabulary acquisition does not seem to be slowed down by age Rivers argued that vocabulary augmentation seems to become easier as one matures, probably because one has a richer knowledge of the world on which to draw The more one's vocabulary develops, the easier it is to add new words The first ten words are probably the most difficult to learn All is to say that the development of a rich vocabulary is an important element in the acquisition of a second language When teaching and learning vocabulary, teachers and students should always see the importance of an adequate vocabulary and must follow some certain rules that are clearly presented (David Nunan ,1991) I.1.2 Word list and frequency Considerable attention has been paid to the issue of the minimum adequate vocabulary of which aim was to scientifically select and compile some thousand words most commonly used in English West(1960) published a list of 1200 words based on a frequency count of the 2000 most frequent words in English which he argued provided learners with a minimum adequate speech vocabulary According to him, these words would enable learners to express practically any idea they wanted to Fox (1979) argues that minimum adequate vocabularies might be adequate for productive purposes, but that they leave learners seriously unequipped to deal with authentic language Fox( 1979) says that reader who possesses West's 2000 words will find the text practically incomprehensible If they want to comprehend such material, they should need to have a much more extensive receptive vocabulary Receptive words are those which readers understand but which they not necessarily use This is perhaps a serious matter for linguists to argue because when teaching and learning a second language, one need to know not only necessary vocabulary but also other words that are contextually related On the whole, frequency counts has been still argued by linguists I.1.3 Vocabulary and context As it has been actually seen that language reflects the contexts in which it is used and purposes to which it is put If language is assumed to be best encountered and learned in context, then this has particular implication for practice The focus in class will be on encouraging learners to develop strategies for inferring the meaning of new words from the context in which they occur, and teaching them to use a range of cues both verbal and nonverbal to determine meaning Teaching and learning vocabulary in its context have been considered to be successful and effective Here we mention the importance of contexts in teaching and learning vocabulary The teaching and learning will be more and more practical and effective if we can put them into certain contexts to reflect or recycle the new words we wish to deal with I.1.4 Vocabulary development and second language acquisition 35 the administrators, teachers and students among which teachers play a key role that can affect the success or failure of the renovation The administrators should give the teachers chances to promote knowledge as well as facilities to make use of them How to teach and learn vocabulary requires good competence, creativity, and enthusiasm on their part of themselves Suggestions for further research This research focuses mainly on the difficulties faced by the teachers and students at Thac ba high school in the teaching and learning of English vocabulary and then finding out how to successfully and effectively apply new methods to teaching and learning English vocabulary There are some suggestions for further research to be conducted with a view to gaining more benefits for teaching and learning English vocabulary at Thac ba high school There should be research on current textbooks Research should be conducted to affirm what difficulties teachers and students have in teaching and learning English vocabulary Research should be produced on the usefulness of adequate vocabulary in attaining its educational goals All of these suggestions should be focused on enhancing the effectiveness of teaching and learning vocabulary Although the researcher has made effort toward conducting this minor thesis, there are still some limitations Readers' comments and contributions will be highly appreciated I REFERENCES Bang, Nguyen Chi, Bui Lan Dung, Vo Dung Hau, Ho Thi My Hoa, Nguyen Nham, Bao Ngoc, Phan Thi Bich Oanh, Duong Thi Phi Thanh, Vuong Le Thien Vien, Truong (2003) BA Upgrade.Enlish Language Teaching Methodology Nhà xuất Giáo dục Van, Hoang Van Hoa, Hoang Thi Xuan Minh, Do Tuan Phuong, Nguyen Thu Tuan, Nguyen Quoc (2006) Tiếng Anh 10 S ách Giáo viên Nhà xuất Giáo dục Anh, Tu Phuong, Mai Vi Ha, Phan Hai, Huynh Dong Hoa, Huynh Thi Kim Lan, Vu Thi Lu, Tran Dinh Nguyen Ly, Luong Thi (2006) Tiếng Anh 10 N âng cao S ách Giáo viên Nhà xuất Giáo dục Van, Hoang Van Hoa, Hoang Thi Xuan Minh, Do Tuan Phuong, Nguyen Thu Tuan, Nguyen Quoc (2006) Tiếng Anh 10 Nhà xuất Giáo dục Anh, Tu Phuong, Mai Vi Ha, Phan Hai, Huynh Dong Hoa, Huynh Thi Kim Lan, Vu Thi Lu, Tran Dinh Nguyen Ly, Luong Thi Minh, Nguyen Phuc, Song (2006) Tiếng Anh 10 Nâng cao Nhà xuất Giáo dục D A Cruse (1986) Lexical semantics Cambridge University Press Dawson C (1984) Teaching English As a Foreign Language Harrap Doff, A (1988) Teach English: Trainers' handbook Cambridge University Press Edward Finegan (2004) Language Its structure and use University of Southern california Gower, R , Phillips, D & S Walters (1995) Teaching Practice Handbook Oxford: Heinemann, New edition Harmer, J (1991) The Practice of English Language Teaching Harlow Longman New edition H Douglas Brown Teaching by Principles An Interactive Approach to Language Pedagogy.Second Edition Longman Jack C Rechards and Theodore S Rodgers ( 2001) Approaches and Methods in Language Teaching Second Edition Cambridge University Press James Coady and Thomas Huckin ( 1997) Second Language Vocabulary acquisition A Rationale for Pedagogy Cambridge University Press John I Saeed ( 2003) Semantics Blackwell Publishing Second edition Nunan, D (1991) LanguageTeaching Methodology A textbook for teachers Macquarie University, Sydney Peck A (1988) Language Teachers At Work Hemel Hempstead, UK: Prentice Hall International II Ruth Gairns and Stuart Redman (1986) Working with Words A guide to teaching and learning vocabulary Cambridge University Press Ur, P (1986) A Course in Language Teaching Cambridge: Cambridge University Press CUP Victoria Fromkin and Robert Rodman ( 1993) An Introduction to Language Harcourt Brace College Publishers APPENDIX A Mục đích: đánh giá thực trạng thái độ học sinh lớp 10 trường THPT Thác Bà với việc học từ vựng Tiếng Anh Tất thông tin sử dụng để nghiên cứu Không nhằm mục đích khác III Em cho biết trước vào trường THPT Thác Bà em A Học Ngoại ngữ gì? B Em học Tiếng Anh chưa? C Nếu học Tiếng Anh em học năm? Quan điểm em việc học từ vựng Tiếng Anh A Học từ vựng Tiếng Anh quan trọng B Học từ vựng Tiếng Anh quan trọng C Học từ vựng Tiếng Anh không quan trọng D Học từ vựng Tiếng Anh khơng khó E Học từ vựng Tiếng Anh khó F Học từ vựng Tiếng Anh khó G Học từ vựng Tiếng Anh cần thiết H Học từ vựng tiếng Anh không cần thiết I Học từ vựng tiếng Anh cần thiết J Quan điểm khác em việc học từ vựng Những khó khăn em gặp phải q trình học từ vựng A Có q nhiều từ tiết học B Việc giải thích từ giáo viên chưa đủ rõ C Không có nhiều hoạt động giúp em học từ vựng D Giáo viên giải thích từ tiếng Anh E Giáo viên giải thích từ tiếng viềt F Học sinh không củng cố hay ôn tập từ nhiều G Học sinh thiếu thời gian học từ vựng H Khó khăn khác Các hoạt động em học từ vựng A Bingo B Guess the picture C Jumbled words D Matching E Networks F Noughts and crosses G Ordering H Rub out and remember IV I Slap the board J What and where K Wordsquare L Wordstorm Theo em để học tốt từ vựng Tiếng Anh cần: A Mỗi học cần có từ B Việc giải thích từ giáo viên cần rõ ràng C Giáo viên cần sử dụng nhiều hoạt động để dạy từ D Giáo viên cần sử dụng nhiều phương pháp để giới thiệu từ E Từ cần củng cố sử dụng thường xuyên F Giáo viên phải người có trình độ tốt G Những đề nghị khác APPENDIX B QUESTIONNAIRE FOR THE TEACHERS The questionnaire aims at surveying reality of teaching English vocabulary to grade 10 students at Thac Ba high school Your completion in this questionnaire is highly appreciated The data collected are used in the research paper only, not for any other purposes Please complete the following questions as appropriate You may circle more than one option V What is your age ? .years old How long have you been teaching English ? For year(s) Your opinion on teaching English vocabulary A Teaching vocabulary is very important B Teaching vocabulary is quite important C Teaching vocabulary is not important D Teaching vocabulary is very difficult E Teaching vocabulary is quite difficult F Teaching vocabulary is not difficult G Teaching vocabulary is necessary H Teaching vocabulary is not necessary I Teaching vocabulary is more necessary than grammar J Teaching vocabulary is less necessary than grammar K Teaching vocabulary is to teach its dictionary meaning L Teaching vocabulary is to teach its pronunciation M Teaching vocabulary is to teach its grammar N Teaching vocabulary is to teach its aspects of meaning O Teaching vocabulary is to teach its formation P Teaching vocabulary is to teach it in certain contexts Q Others Difficulties you face in teaching English vocabulary A Too many new words in a lesson B Not much time for recycling new words C New words are not culturally related D Students' uneven participation in class activities E Your lack of time for any lessons F Students not like learning vocabulary G Your poor knowledge of the language H Students' negative attitude to learning vocabulary I Learners' low English proficiency J Lack of modern visual teaching aids K Others Activities you in a vocabulary lesson VI A Bingo B Guess the picture C Jumbled words D Matching E Networks F Noughts and crosses G Ordering H Rub out and remember I Slap the board K Wordstorm L Others Your suggestions for bettering the teaching of English vocabulary A In need of more useful materials B Various activities for teaching and learning C Organize pairwork and groupwork for learners D More workshops, seminars on teaching vocabulary E Suitable textbooks and syllabus F More feedback, practice for the vocabulary presented G Retraining underqualified teachers H Others Thank you for your cooperation APPENDIX C INTERVIEW QUESTIONS ( For teachers) These questions are designed to increase the reliability of collected information and supplement information for the study Interviewer: How old are you ? Teacher : Interviewer: How long have you been teaching English ? Teacher : Interviewer: What you think of teaching vocabulary ? VII Teacher : Interviewer: What difficulties you have in teaching English vocabulary ? Teacher : Interviewer: Do you think your vocabulary teaching is effective ? Teacher : Interviewer: Do you usually use techniques or activities to teach vocabulary? Teacher : Interviewer: What should we to better the teaching of vocabulary ? Teacher : Interviewer: What you think of the textbooks you have been using ? Teacher : Interviewer: What more you wish to say to enhance vocabulary teaching ? Teacher : Thank you for your answers LESSON PLAN Date of planning: P12: unit 3: people’s background Date of teaching: (p1: Reading) I- Aim: Talk about people’s background II- Objectives: By the end of the lesson, sts will be able to talk about people’s background III- Materials: Textbook, chalk IV- Anticipated problems: Sts may have difficulties in understanding nws V- Procedure: T’s activities Sts’activities Content A- Class organization: Time VIII Ask sts to make up Make up 5sents with B- Checking the previous lesson: 5sents with gerunds & gerunds & with “to + Make up 5sents with gerunds & with “to with “to + inf” inf” + inf” Provide clues about the 5’ C- Content: word “Biography / back Work in groups in 8’ to I – Warmer: Guessing game: ground” & Ask sts to guess guess the word 3’ It talk about life & the word If sts guess the w contribution(career) of a person in the 1st clue, they get 30 It has 10 letters points, 20 points in the 2nd It begins with letter B clue & 10 points in the 3rd clue Give Report their results feedback * Key: Back ground & Correct their mistakes(if introduce the content any) of the lesson Ask sts to skim the Skim the passage II- Pre- reading: passage in 5’  10’ Vocab pre-teach: Write some newwords on Listen and guess their General (n) Gd phổ thông the board and explain their meaning Then write them education meaning by similars or down Brilliant (adj) Sáng translating or making up Mature (adj) Phát triển đầy đủ egs Harbour (v) ấp ủ Tutor (n) Gia sư Interrupt (v) Gián đoạn Tragic (adj) Bi thương Atomic (n) Nguyên tử Radium (n) Chất fóng xạ Ease (v) Giảm bớt Humane (adj) Nhân đức Humanitarian (adj) Nhân đạo Flying colour (n) Điểm cao Read all the ws aloud Explain some structures the T Checking (rub new Read them in chorus after technique Some sts read the nws out remember) & aloud Listen down & write them  Structures: - In spite of + Gerund / noun / noun phrase: IX Ask sts to work in pairs to Work in pairs in 3’ match in colunm A with in colunm B Feedback 10’ Task 1: Matching: Report their answers & III- While – reading: teach Correct their answers some nws * Key: c e d b a Ask sts to study Study statements & Task 2: T / F: statements & decide decide whether they are T * Key: whether they are T or F or F T F(scientist) Feedback Report their answers F(1895) T T Correct their answers Explain the meaning of Listen to them Task 3: answer the qs: some difficult question Work in 6groups in 5’ to * Key: (if necessary) scan the passage again to she was born in Warsaw on No Go round the class write their answers on the 7th,1867 8’ sheets of paper(2 groups she was a brilliant & mature student answer question ) to save money for a study tour abroad Hand their answers on the she was awarded a Nobel Prize in Feedback board Chemistry for determining the atomic Remark themselves weight of radium Correcr their mistakes(if No, she wasn’t Her real joy was any) “easing human suffering” Ask sts to talk about Marie Talk about Marie Curie VI- Curie(more focus on some - important points of time) Post – Reading: Talk about Marie Curie: 1867, 1891, 1894, 1895, 1903, 1906, 2’ 1914 - Homework: Review the lesson Date of planning: Date of teaching: 10D1 – 10D VII- 7’ P2-3: unit 1: school talks (p1,2: Reading) Aim: Reading a passage about team learning VIII- Objectives: By the end of the lesson, sts will be able to: X - Define team learning and disscuss ways to build an effective team learning - Improve reading skill through True, False, or not mentioned and Summary Mapping exercises IX- Materials: Textbook, white paper sheets, hand-outs X- Anticipated problems: Sts may have difficulty in doing True, False, or not mentioned and Summary Mapping exercises XI- Procedure: T’s activities Sts’activities Content Tim e I- Warmer: Activity 1: Ask sts to look at Look at pictures pictures in the book to and answer some answer - the What are people in pictures doing now? T’s questions (They are learning) questions - How many people are there in the 1st picture? (there are people) - How many people are there in the 2nd picture? (only one) Introduce the topic of Listen There are some people in the 1st picture the reading text What makes team It is called team learning In contrast, learning successful? there is only one st in the 2nd picture It To answer this question, is called studying individually let go to the text Activity 2: Matching(Lucky number) Give sheets of paper Work in groups with lucky numbers Each choose lucky number Team learning Studying individually XI - share ideas with/ - think and solve the Go round the class Study their phrases get in 2’ and put them from friends in correct column - help each other - don’t depend on Others remark in learning information problems individually others in learning - make noise and - more focus on play games during learning Explain some new or after studying structures Listen and wrtie them down  Structures: Share sth with sb : chia sẻ với Help sb(to) sth: giúp làm Depend on sth/sb: phụ thuộc ai/ Focus on sth=pay attention to sth: tập trung v II- Pre- reading: * Vocab pre-teach: Ask sts to skim the Skim the passage Research(v-n): n/cứu, tìm hiểu passage in 10’ Effective(adj): hiệu qủa Write some newwords Listen and guess Ineffective(adj): không hiệu qủa on the board and explain their meaning Then Support(v): ủng hộ their Supportive(adj) trợ giúp Satisfaction(n): thoải mái chorus after the T Class notes(n): ghi chép Some sts read the Unfamiliar(adj): xa lạ nws aloud Strategy(n): Chiến lược Maximize(v): tối đa hoá Cooperative hợp tác meaning by write them down similars or translating or Read making up egs Read all the ws aloud them in (adj)= Working together Genders(n)=Both of nam nữ 10’ XII boys and girls personality(n): tính cách Diversity(n)= Phong phú variety(n) Get sts to study the study instruction of the task Interaction(n): tương tác Face-to-face(v): Đối mặt the III- While-reading: instruction of the Task a: T, F, or N task Explain the instruction Listen of the task again Tell sts to study study statements statements in 3’ in 3’ Have sts work in work in groups in groups in 7’ 7’(each group only discuss 1statement) Call on representatives representatives  Key: for T, F, NI to go to the for T, F, NI to go to T board the board T The leaders of every NI groups go to the board F(….who share interests) and find their friends(3 F( a smaller group may be more representatives for T, F, effective than a bigger one) NI).Then they read their statements aloud and give the evidence for their answers Other groups remark Give feedback Correct their answers Task b: answer the questions: Ask sts to study study questions  Key: XIII questions carefully carefully 1………because you and your teamates can help each other to understand the lesson deeply Explain the meaning of some Listen to them A small group allows for more face- difficult questions to-face interaction and it is also much (if necessary) easier for you to get together outside the class Give sts sheets of paper Work in 6groups in - Having good teamates, forming Go round the class 10’ to scan the teams with both ggenders and having passage again to small-size write their answers successful on the sheets of - Because thay have effective strategies Feedback paper(2 group make a team groups answer question ) Hand their answers on the board Remark themselves Correcr their mistakes(if any) IV- Post-reading: Task c: Summary Mapping: Get sts to study the map study the map Ask sts to read the text read the text again again in 10’ XIV Give sts hand-outs Work in groups in 3’ to complete the Sharing class notes Activitie s map on the board Doing research Team learnin g Reviewing test results Strategies V- Homework: learning talk about team ... focuses on the teaching and learning of vocabulary at Thac Ba high school 2.2 Objectives of the study To investigate the teaching and learning of vocabulary at Thac Ba high school, difficulties faced... studies on the teaching and learning of vocabulary have been known and applied into language teaching and learning such as An Examination of Vocabulary Learning of College-level Learners of English. .. than grammar 44% Teaching vocabulary is less necessary than grammar 56% Teaching vocabulary is to teach its dictionary meaning 100 % Teaching vocabulary is to teach its pronunciation 100 % Teaching