How to teach vocabulay in english 12

1 PART ONE: INTRODUCTION I Rationale of the study Vocabulary is important to teach in the very first lessons because it is how students will be able to understand the words they need to use for basic communication In addition, vocabulary can be taught several ways Pre-teaching and reviewing vocabulary in the study stage and then using that vocabulary in the activate stage is a good way to scaffold a lesson However, before vocabulary can be taught it needs to be properly selected to ensure it is relevant to the lesson and at an appropriate English level Some of the most effective ways of teaching vocabulary are using visuals and planning engaging activities Visuals such as pictures can be used to pre-teach vocabulary for the daily lesson and review vocabulary from previous lessons Other engaging activities include games and role plays It is also important that teachers use multiple methods to teach vocabulary to keep students engaged in the learning process The more students use the vocabulary, the higher the chance that they will remember it Therefore, incorporating relevant vocabulary in every lesson is crucial Studies have shown that vocabulary knowledge is strongly correlated, and researchers have found that word knowledge in high school can predict how well students will be able to comprehend texts they read in high schools Limited vocabularies prevent students from comprehending a text Direct instructions in vocabulary can help arrest this cycle Good readers often acquire much of their vocabulary through wide independent reading, also known as incidental learning However, explicit instructions can help students learn enough words to become better readers (and thus acquire even more words) Direct vocabulary instructions are useful for students at all ability levels, but it is particularly useful for beginning students who have a limited reading vocabulary and little exposure to incidental vocabulary learning outside of schools Studies have shown that the key to increase vocabulary is exposure to new words— not an innate ability to learn from context Experts emphasize that vocabulary development is an attainable goal If given the opportunity to learn new words as well as effective instruction, most students can acquire vocabulary at rates that will improve their comprehension This enables them to read increasingly challenging texts with fluency and betters their chances for success in school and afterward These are some methods, the author have applied to teach in school that depends on each lesson and time The author idea‘s namely “HOW TO TEACH VOCABULARY IN ENGLISH 12” II Aims of the study - Students find difficulty in learning and recalling the English vocabulary - The aims of the study is to find of the technique that facilitates learning vocabulary and help students to acquire and recall them better in order to be used to by English teacher inside the class III Design of the study The minor study consists of three parts: - Part one: introduction - Part two: development I Showing the meaning of words visually Using pictures Using media Using realia Using mine II Showing the meaning of words in context Using examples, situations, explanations III Using synonyms or antonyms IV Translation and Definition V Use exercises Gap filling Multiple choice - Part Three: conclusion PART TWO: DEVELOPMENT In an English teaching, sometimes students of High School find difficulties to understand a text or to respond questions either given by their teacher or the ones that follow a passage as comprehension questions It may happen since it is a foreign language that is not used in a daily conversation at school among students or students and their teacher The description above illustrated the importance of teaching and developing vocabulary to the High School students It means that the teaching of vocabulary makes the students difficult to communicate and to understand the text, besides the structures It will became difficult for the students of remote areas to learn English As high school students, the teaching of English should be contextual In such teaching, teachers should provide context to facilitate them in understanding meaning or text It is preferable if teachers show realia, i.e the real objects that can be found near the class or students’ life They can be around the school or prepared them from their homes before teaching Vocabulary is the most important skill when learning /teaching a foreign language It is on vocabulary that all the other skills like reading, writing, speaking, and listening are based and developed This has shown why it is important to learn new words Vocabulary helps students express themselves more precisely and sharpens communication skills it also requires students to cognitive academic language proficiency When students learn more of 90-95% of the vocabulary words helps students to understand what other people are saying and what she/he is reading Without a sufficient understanding of words, it’s difficult for students to understand others or express their ideas Teaching vocabulary is important across the curriculum from language arts and social studies to mathematics and science By learning several words at the students’ disposal of describing events or emotions, they can be that explicit when sharing ideas their ideas and opinions I SHOWING THE MEANING OF WORDS VISUALLY USE PICTURES AND CARDS Picture cues are a great mechanism for teaching young Students to study vocabularies They can combination of words and visual cues can help a young mind piece together a word There are several ways to approach it The approach shown here works with whole words First, you can plan your lesson and pick the words you'll teach your student An effective way to this is by categories For example, teach your student how to read words associated with fruit, such as apple, orange or peach Since the human mind likes to categorize things, this method helps these words gel into your young student’s mind Second, Get the corresponding picture cue cards You can obtain picture cue cards with one letter on them or with entire words on them When teaching a student to read by showing whole words, its best to look for picture cue cards that deal with life activities These packages normally have food groups and other categories in them Third, Sit the child down in a quiet place before starting the lesson The trick to getting picture cues to work is to keep a young student’s attention and have her connect a picture with a word This won’t happen if she can’t see the picture cue card or is distracted by sounds Forth, Pick up a picture cue card and say the corresponding word Make sure you explain what you are doing before the lesson Then, as you say the word and show the picture cue card, allow a time delay This time delay (1 to seconds) will allow your student to soak in the word and associate it with the image After you show the picture card, spell the word so your student will associate certain alphabetic letters with the image Next, Repeat this exercise at least two times This means you should show a picture cue card of an apple and say the word twice Repetition is a proven method of learning, so use it to your advantage Then, coordinate picture cues with spelling lessons You can this by covering up the word on the picture cue card and revealing only one letter at a time as the student says it to you This will further associate the word with the picture and help the young student learn to read Last but not least, Allow your student a chance to show off his stuff After you’ve been working with your student for a while, mix up the order of your picture cue cards and allow him to read the words back to you This will let you see if he is really learning or if he has just memorized the order of the picture cue cards These are one activity which helps Ss guess the meaning vocabularies which is related to the lesson ILLUSTRATED LECTURE Unit 9: Deserts- Speaking (page 99) Choose the right words or phrases, which best describe the pictures CARDS: A B desert Eucalyptus C D Grass Dessert E Date palm F G Frog H Camel Crocodile I J Fox Lizard PICTURES: P1 P2 P3 P4 P5 P6 P7 P8 P9 P10 Students’activies Students is divided into two groups, and they have to observe pictures carefully and use cards to paste in the pictures The class will be vibrant Teacher’s activities Teacher divides the class into groups Teacher asks students to paste pictures, which are suitable with cards Teacher helps students to discuss Teacher gives small presents or adds mark for the winning group Teacher helps to read Suggested answers A B C D E F G H I J Eucalyptus /,ju:kə'liptəs/ desert/de'zə:t/ Dessert /di'zə:t/ Grass /grɑ:s/ Date palm /'deitpɑ:m/ Frog /frɔg/ Crocodile 'krɔkədail Camel /'kæməl/ Fox/fɔks/ Lizard /'lizəd/ P9 P10 P3 P7 P8 P4 P1 P5 P4 P2 USING MEDIA ( USING VIDEO) Almost any video can be used to teach English: commercial films, TV programmers, home-made dramas and holiday films Live television programmers are NOT recommended Your method should vary according to the language point you wish to teach and the level of your student(s) although a handset is ideal, it is not essential Position yourself near the front of the class, to one side - close enough to the video player to work the controls if you not have a handset If the video player is independent of the TV, turn it so you can work the controls easily without interfering with your students' view of the TV screen This medium can be used to pratise consolidate range of language points to introduce subject(s) for debate to encourage conversation amongst students to improve writing skills to introduce new vocabulary to develop listening skills (with visual aid) Few lessons would involve continuous viewing - even with speech-free films Strategic stopping is essential The teacher controls what students see and hear: Films, with excessive bad language, can be shown without sound If the majority of film is good, unsuitable sex or violent scenes can easily be avoided as follows plan in advance how to exploit the remainder of the film knowing the exact counter positions of scenes to be omitted ILLUSTRATED LECTURE 2: Cultural diversity - Reading Warm-up: (5 minutes) Aims: to introduce the topic of the lesson and to raise students' interest T gives some pictures about a marriage in Vietnam, America, Japan, Korea, China, India From the pictures, guess which countries these traditional wedding dress(es) come from and match them India China Korea Vietnam America Japan Japan China LAO China India Korea America Viet Nam USING REALIA The main advantage of using real objects into the classroom is to make the learning experience more memorable for the learner To give a couple of simple examples, if you are going to teach vocabulary of fruit and vegetables it can be much more affective for students if they can touch, smell and see the objects at the same time as hearing the new word This would appeal to a wider range of learner styles than a simple flashcard picture of the piece of fruit or vegetable (With very young learners, classroom management can become trickier if you bring in real objects as excitement levels tend to rise Last year one of my students bit into an onion we were passing round I’m sure he hasn’t forgotten that class!) A second example would be if you are going to teach some functional language for asking for the timetable for a train You could use a fictitious timetable or you could use a real one from the local train station, one from the internet, or if you are really organized, some you brought back from your last trip to the UK This way, you expose students more language than simply the times and destinations They will see information about prices, discounts, bank holidays etc ILLUSTRATED LECTURE Unit 2: Cultural diversity _ Writing (page 25) Match the word in A with its Vietnamese equivalents in B A conical leaf rim strap rib sew B a b quai, dây c vành, mép d khâu, may e hình nón f gọng, sườn, gân Teacher brings the “ Nón lá” ( conical leaf hat) Teacher shows it in front of the class Teacher asks Ss to guess which is “leaf, rim, ribs, and shape” Students learn vocabularies by watching realia USING MINE This is the way of using actions and facial expressions to show the meaning of words Most action verb ( sits, stand, open…) and some adjectives showing feelings and stantus ( happy, worried…) can be taught using mine ILLUSTRATED LECTURE Unit 3: Ways of socialising-Reading (page 30) Warm up: Vocabularies Some words teacher can express by actions: Clap: Teacher claps in front of the class and asks Ss what it means “ Vỗ tay” Shake hand: Teacher shakes hands with one student in the class and ask students what is she doing “ Bắt tay” Wave: Teacher also “waves” and makes students understand his/her actions II WORD MEANINGS FROM CONTEXT Using examples, situations, or explanations is another ways of showing what word mean Most abstract words (love, happiness…) can be taught effectively in context There are some points to consider when using this method Besides, it is not necessary to give a complicated explanation; the meaning can be shown by simple sentences The teacher can ask Ss to find the meaning by guessing the meaning of sentences which are around ILLUSTRATED LECTURE Unit 1: Home life - Reading (page 12) Teacher asks students to see in the book and pay attention to the sentences “The main responsibility is to wash the dishes and take out the garbage” I also look after the boys” Depends on the sentences teacher asks students to guess the meaning of words “responsibility, look after” III USING SYNONYMS OR ANTONYMS Synonyms are different words with similar or identical meanings They are interchangeable For example: Car and automobile Antonyms are words with opposite or nearly opposite meanings For example: Large and small This is a nice warm up game using synonyms and antonyms You can make it as difficult or easy as you wish, depending on the level of your students Hand out a list of words to each student There should be two columns next to each word, label the heading of each column, synonym and antonym You can make up your own lists using words you've already taught Thesaurus.com is a useful tool for this exercise Then read out the synonyms and antonyms of those words The students have to write these words next to the word they are the same or the opposite of ILLUSTRATED LECTURE Unit 6: Future Job Speaking: Task page 66 Find each pair of antonym from the following: Boring Rewarding Dangerous Difficult Fantastic Easy Fascinating Unsatisfied Grotesque Safe Teacher adds words in the board or give small handouts to ask Ss to match Students guess and match Teacher checks corrected answers Teacher helps SS to read vocabulary and explains Suggested answers Boring Rewarding Dangerous Difficult Fantastic Fascinating Unsatisfied Safe Easy grotesque IV DEFINITIONS AND TRANSLATIONS Applied linguists have for some time suggested that communicative competence includes a major component, usually termed strategic competence, the development of which largely determines the learner's fluency and conversational skills Practising teachers, however, are 10 usually unaware of the significance of this competence, and hardly any activities have been developed to include strategy training in actual language teaching The aim of this article is to bridge the gap between theory and practice by first describing strategic competence and then presenting language exercises to facilitate its development 1.DEFINITION ILLUSTRATED LECTURE Unit 10: Endangered species- Reading (page 107) Task: The nouns in column A all appear in the passage Match each of them with a suitable definition in column B A B Extinction a The existence of a larger number of different kinds of animal and plants which make a balanced environment Habitat b The act of preventing something from being lost, wasted, damaged or destroyed Biodiversity c a situation in which a plant, an animal, a way of life stops existing Conservation d The natural environment in which a plant or animal lives Teacher asks students to work in groups Students guess and match the word which is suitable with its definition Teacher suggests Ss find words in the text and guess the meaning Teacher checks the answer Suggested answers: 1.c 2.d 3.a 4.b TRANSLATION: ILLUSTRATED LECTURE Unit 9: Deserts- (Reading task page 98) Task 1: Give the Vietnamese equivalents to the following words or phrases English Stretch Sandy Aerial survey Royal Geography Australia Australia Aborigine Dune Sloping Steep Hummock 10 Crest society Vietnamese Kéo dài Thổ dân Úc Hội hoàng gia địa lý Úc of Cồn cát Đỉnh Có cát Dốc thoai thoải Lá nhọn Gị đống Dốc đứng 11 11 Spinifex Phỏng vấn không Teacher asks students to work in groups Students guess and match the word which is suitable with its definition Teacher suggests Ss find words in the text and guess the meaning Teacher checks the answers Suggested answers: English 12 Stretch 13 Sandy 14 Aerial survey 15 Royal Geography Australia 16 Australia Aborigine 17 Dune 18 Sloping 19 Steep 20 Hummock 21 Crest 22 Spinifex society Vietnamese Kéo dài Có cát Phỏng vấn khơng of Hội hồng gia địa lý Úc Thổ dân Úc Cồn cát Dốc thoai thoải Dốc đứng Gò đống Đỉnh Lá nhọn V DO EXERCISES GAP FILLING Gap-fills are an excellent way to reinforce vocabulary, and allow the student to encounter the vocabulary in a variety of contexts The exercises can be worked on individually or in pairs in class, or can be assigned as homework to be quickly reviewed in class For example: The Standard Multi-Word Gap-Fill Gap-fill exercises can take various forms; the most common is the standard multi-word exercise with a number of sentences and words to choose from A short example exercise with sentences is shown below Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct word or phrase that best fits each of the numbered blanks from to Urban development is having a direct impact on the weather in (1) cities worldwide It has been noticed that the difference in temperature is usually greater at night and the phenomenon occurs in both winter and summer Experts agree that this is due to urban development, when open green spaces are replaced with asphalt roads and tall brick or concrete buildings These materials retain heat generated by the Sun and release it through the night In Atlanta, in the US, this has even led to thunderstorms (2) occur in the morning rather than, as is more common, in the afternoon Large cities around the world are adopting strategies to combat this issue, (3) it is not uncommon to find plants growing on top of roofs or down the walls of large buildings In Singapore, the government has (4) to transform it into a "city within a garden" and, in 2006, they held an international competition calling for entries to develop a master plan to help bring this about One outcome was the creation of 18 "Supertrees" – metal constructions 12 resembling very tall trees Each one is a vertical freestanding garden and is (5) to exotic plants and ferns They also contain solar panels used to light the trees at night and also containers to collect rainwater, making them truly self-sufficient A one B many C each D much A which B where C what D when A however B for C otherwise D and A committed B pledged C confessed D required A land B house C place D home ILLUSTRATED LECTURE Unit 10: Endangered species- (Listening Task page 112) Complete each of the sentences with the correct form of the words below: Peaceful A few female Plant eating Forest being cut down Their young In trees Plants Insects Civil war * HAND-OUT General (1)……………., gentle, social, and ……………(2) The silverback, one or two sub- adult males, ……… (3) ………………… (4) and worms Nest……………(5) or………………………………… 7……………… , hunters killing them for food,………………… Group members Food Place for sleeping Cause of being endangered Suggested answers: peaceful 13 planting eating a few females and their young plants and a few insects in trees in glasses civil war forest being cut down Multiple choice Multiple choice is a form of assessment in which respondents are asked to select the best possible answer (or answers) out of the choices from a list Multiple-choice items consist of a stem and a set of options The stem is the beginning part of the item that presents the item as a problem to be solved, a question asked of the respondent, or an incomplete statement to be completed, as well as any other relevant information The options are the possible answers that the examinee can choose from, with the correct answer called the key and the incorrect answers called distractors Only one answer can be keyed as correct This contrasts with multiple response items in which more than one answer may be keyed as correct There are several advantages to multiple-choice tests If item writers are well trained and items are quality assured, it can be a very effective assessment technique If students are instructed on the way in which the item format works and myths surrounding the tests are corrected, they will perform better on the test On many assessments, reliability has been shown to improve with larger numbers of items on a test, and with good sampling and care over case specificity, overall test reliability can be further increased Multiple choice tests often require less time to administer for a given amount of material than would tests requiring written responses This results in a more comprehensive evaluation of the candidate's extent of knowledge Even greater efficiency can be created by the use of online examination delivery software This increase in efficiency can offset the advantages offered by free-response items That is, if freeresponse items provide twice as much information but take four times as long to complete, multiple-choice items present a better measurement tool Multiple-choice questions lend themselves to the development of objective assessment items; however, without author training, questions can be subjective in nature Because this style of test does not require a teacher to interpret answers, test-takers are graded purely on their selections, creating a lower likelihood of teacher bias in the results Factors irrelevant to the assessed material (such as handwriting and clarity of presentation) not come into play in a multiple-choice assessment, and so the candidate is graded purely on their knowledge of the topic Finally, if test-takers are aware of how to use answer sheets and/or online examination tick boxes, their responses can be relied upon with clarity However, the most serious disadvantage is the limited types of knowledge that can be assessed by multiple-choice tests Multiple choice tests are best adapted for testing welldefined or lower-order skills Problem-solving and higher-order reasoning skills are better assessed through short-answer and essay tests However, multiple-choice tests are often chosen, not because of the type of knowledge being assessed, but because they are more 14 affordable for testing a large number of students This is especially true in the United States where multiple-choice tests are the preferred form of high-stakes testing ILLUSTRATED LECTURE Unit 1: Home life- Reading (page 14) Task : Choose the sentences A,B,C that is nearest in meaning to the sentences given He doesn’t come home until very late at night A He never comes homes late at night B He comes home late at night C He sometimes comes home late at night “Men build the house and women make it home” A Both men and women make it home B Men and women have to live separately C Men’s responsibility is to work and support the family and women’s job is to look after the family 3/ Our parents “join hands” to give us a nice house and happy home A our parent work together to give us a nice house and happy home B Our parents take each other’s hands when they give us a nice house and happy home C Our parents shake hands when they give us a nice house and happy home The boys are mischievous sometimes A The boys are well- behaved sometimes B The boys enjoy playing tricks and annoying people sometimes C The boys miss their parents sometimes We are a very close-knit family A members of our family have very close relationships B members of our family need each other C Members of our family are never close to each other Activities Teacher asks students work in-group Teacher gives each group the handout Students guess and choose the answer Teacher checks and explains more Suggested answers ư1.b c 3.a 4.b a PART III: CONCLUSION Vocabulary is the most important skill when learning /teaching a foreign language It is on vocabulary that all the other skills like reading; writing, speaking, and listening are based and developed This has shown why it is important to learn new words Vocabulary helps students express themselves more precisely and sharpens communication skills it also requires students to cognitive academic language proficiency When students learn more of 90-95% of the vocabulary words helps students to understand what other people 15 are saying and what she/he is reading Without a sufficient understanding of words, it is difficult for students to understand others or express their ideas Teaching vocabulary is important across the curriculum from language arts and social studies to mathematics and science By learning several words at the students’ disposal of describing events or emotions, they can be that explicit when sharing ideas their ideas and opinions The writer has mentioned before, our students are not good at English This makes students usually feel tired and bored and not concern about this subject, so teacher should combine all activities to create excitement for students and make students love English Moreover, when students not understand vocabulary, they cannot fully understand the text Good vocabulary instruction emphasizes useful words (words that students see frequently), important words (key words that help students understand the text), and difficult words (idiomatic words, words with more than one meaning, etc.) In providing vocabulary instruction teachers can help students by activating their prior knowledge, defining words in multiple contexts, helping them see context clues, helping them understand the structure of words, e.g., prefixes, roots, and suffixes, teaching them how to use a dictionary and showing them the range of information it provides, encouraging deep processing Students need to integrate new words into their working vocabularies, giving them multiple exposures, focusing on a small number of important words Ideally, the words should be related so that the depth of concept development can be increased The writer hopes these methods, which can be applied in our school widely *THE REFERENCE MATERIALS: Teacher’s book, textbooks of grades 12 of the Ministry of Education and Training English language Teaching Methodology of MOET 2003 The ELTTP Methodology course General education - Hanoi Publishing House in 1995 Evaluation in Education of the Ministry of Education and Training Some issues of innovating teaching methods in secondary schools in English (Author: Nguyen Hanh Dung) Training materials for reforming high school English method Introduce grade 12 English lesson plans (Education Publishing House) Methods of teaching English in high school (Author: Nguyen Hanh Dung) 16 10 Grammar of English (Randolph Quirk) 11 How to teach vocabularies in high school-focus on English 12 (Author:Nguyen Duy Tuan) 12 The internet sources Thanh Hoa, May 10th , 2021 Signature of Principle Hereby, I certify that this study is the result of my own experience and has not been submitted by any others Writer TRAN VAN HA BUI THI LE LAN 17 ... Part one: introduction - Part two: development I Showing the meaning of words visually Using pictures Using media Using realia Using mine II Showing the meaning of words in context Using examples,... suffixes, teaching them how to use a dictionary and showing them the range of information it provides, encouraging deep processing Students need to integrate new words into their working vocabularies,... Publishing House in 1995 Evaluation in Education of the Ministry of Education and Training Some issues of innovating teaching methods in secondary schools in English (Author: Nguyen Hanh Dung) Training