The ways to help students in grade 6 study english vocabulary

THE TABLES OF CONTENTS Orde CONTENT PAGE r 10 14 15 16 17 18 19 Content 1.INTRODUCTION 1.1 Reasons for choosing the study 1.2 The aims of study 1.3 The subjects of study 1.4 The methods of study CONTENT 2.1 Rationale of theory 2.2 The reality of the study 2.3 Problem solutions 2.4 The results in researching the reality 3.CONCLUSION AND RECOMMENDATIONS 3.1 Conclusion 3.2 Recommendations REFFERENCES NAMES OF EXPERIENCE INITATIVE 1 2 2 15 16 16 16 18 19 INTRODUCTION 1.1 Reasons for choosing the study We have witnessed the world with developing trends which significantly extend diplomatic relationships among the nations and the communicative language has become one of the most urgent demands in the global English has become an important communication tool for us to easily integrate into the world The teaching of English has been improved in method of the communicative, leaner –centered approach which is adaptable to give students many opportunities to communicate in English Thus, a question is given that how we have to teach English courses to meet the new requirements in the industry and maintain indefinitely its importance which has been recognized by society Without doubt, this requires teachers to constantly wide their own knowledge as well as create new teaching methods In fact, at many schools in Viet Nam, the teaching of English has not really developed students’ ability, activeness and motivation One of the problems is how to effectively teach vocabulary, help students achieve their knowledge and remember the English lessons intensively; therefore, the students have a great opportunity to considerably improve their communication skills Therefore, I choose the theme “The ways to help students in Grade study English vocabulary” to present my personal experience 1.2 The aims of study: English has been learned everywhere recently But how the students learn English and use English as a means of communication? There is also the concern of industry and education of all teachers to teach English All four skills of listening, speaking, reading and writing are concerned and have been incorporated into the exercises and classroom activities Having a great number of vocabulary helps students be good at four skills We cannot train and develop four skills, including Listening, Speaking, Reading and Writing without basing on the foundation of vocabulary Because of the vocabulary’s extreme importance, creating the effective teaching method is an essential requirement After several years of work, with many concerns and searching for innovating teaching methods, I have increasingly awared that how to help students learn and remember effectively a variety of glossaries is the most essential thing we should at first if we want our students to develop perfectly all skills in English I have studied and applied the experiences that help Grade students learn vocabulary well as follow 1.3 The subjects of study After several teaching years, what I have realized is that a large number of students are afraid of studying English and say that it is difficult for them to be good at this subject because of a large number of vocabulary Moreover, there is not a real language environment for them to practice it every day In addition to this, the students lack of patience to achieve the language They only learn for the exam, not for the real life Some teachers also lack of putting real interest in their lessons According to a recent survey, more than 70% of the students reported that they are afraid of learning vocabulary They said that they only studied when having a force from the teachers or parents Because of these above situations, my theme tends to deal with how to improve the efficiency of teaching vocabulary for students in my secondary school through some personal experiences 1.4 The methods of study - My real teaching at my school - Surveys -Document research - Discussion THE CONTENT 2.1 Rationale of theory Nowadays, English is playing an essential role in developing society as well as economy of the world People use it in work, study, and entertainment It is said that vocabulary plays an enormously important role in any languages in the world because we use successfully languages thanks to vocabularies which are basically formed on the group of words Teaching and learning foreign languages in all high schools aim to eventually communication, which means that teachers are trained to coordinate all skills to students However, in order to practice regularly any specific skills, the first thing we need to is to equip students with a wide range of glossaries We cannot train and develop four skills, including Listening, Speaking, Reading and Writing without basing on the foundation of vocabulary Because of the vocabulary’s extreme importance, creating the effective teaching method is an essential requirement 2.2 The reality of the study The majority of Grade students are deeply interested in learning English and prepare books and supplies sufficiently Most parents seem to be particularly concerned and create conditions for their children to study Textbook in English has many colorful pictures which help to increase students' interest in the subject A radio cassette is also prepared for the subject with the aim at assess high chances to students to become familiar with native speakers’ accent I have had many extensive experiences in teaching English However, Grade is the first grade of secondary school, students are in for a bit of surprise at learning many subjects in the general as well as English in particular while the intellectual capacity many students is failing to meet the requirements from courses Differences in characteristics between English and Vietnamese make students to adapt the subject slowly while many students, especially boys, are often distracted and less fascinated in learning both grammar and vocabulary The check or guide them to self-study at home sounds exceedingly difficult because it can be clearly seen that not almost parents know English to teach their children In addition, the measures students are applying for learning glossaries are becoming fairly noticeable Students often learn vocabulary by reading words in English and try to remember them in Vietnamese It is rote learning, which means that anything they can write in writing is also to deal with the teacher, but not self-consciously check themselves The students cannot remember vocabulary in a sustainable manner if they follow this method because there is a wide range of words in each lesson every day, which contributes to their knowledge gaps, makes them bored with subjects and leads to their weak academic performance I made a survey to find out the ability to remember in class 6A1, 6A2 According to the survey, I gained the following results: class Ss 6A1 6A2 40 28 good fair SL 12.5 7.1 SL mediu % 17.5 17.9 SL 10 % 25 21.5 poor SL 10 fail % 25 28.5 SL % 20 25 2.3 Problem solutions 2.3.1 Some principles in teaching vocabulary To make possible the introduction of new requirements in place, we need to distinguish between two basic concepts: semantic meaning and usage The meaning of a word and how to use them are two distinctly different concepts For instance, there are some cases in which students can look up new words in the dictionary and understand their meaning easily without knowing to use them Usage of a word depends very much on the context, the habits of native speakers and the relationship in the cultural environment and their society Usage can only be understood when they are introduced in the context or situation where native speakers use a.Choose words to teach: New words always appear in each lesson with different teaching methods We need to consider two concepts so that we can choose words for teaching: active vocabulary and passive vocabulary - Active vocabulary is words students understand, recognize and use in communication and writing - Passive vocabulary is words students only perceived when listening and reading There is a fundamental distinction in terms of teaching and introduction between two these kinds Active vocabulary is related integrally to four basic skills: Listening, Speaking, Reading and Writing, which illustrates that it takes much time to introduce to students and practice more Regarding of passive vocabulary, students might be required to understand words – stop at the level of awareness and practical exercises are not really necessary In each lesson, teachers should choose and decide which one belongs to active group or passive group The number of words taught in all lessons depends on the content and level of the student It is highly suggested that teachers should not always teach all new words in each lesson since we also need time to perform other activities However, it is the best idea that students should be taught a maximum of words in one lesson b These factors should be clarified when introducing vocabulary It is normally required that the teachers must specify three basic elements of the language when introducing new information to their students: form, meaning and usage These factors are concretized through the steps as follows: - Phonetics / Pronunciation - Lexical meaning - Spelling - Grammartical form - Usage c.The key steps to teach vocabulary: - 1st step: Presentation - 2nd step: Checking - 3rd step: Practicing 2.3.2 The teaching tips in the introduction new words Teachers can use some tips suggested to introduce new words, which help students learn gain knowledge actively, as follow: a Visual It is said that students learn new words quickly thanks to pictures their teachers can show clearly to them Example: When teaching about the school things in Unit My new school , we have some vocabulary: compass, calculator, rubber, these pictures were shown so as to elicit the meaning of the word and my students could easily find out that the meaning of the word was b Mine Example: Unit Our Tet holiday – A closer lok This lesson tells students about different actions To introduce the words in topic actions people should or shouldn’t such as “climb, cheat,” teachers can use body gestures or facial and ask students to guess the meaning of the word c Realia (Using visual aids) Example: Unit My new school - Getting started To introduce things related to school stationery as ruler, pen, book we can point at these things on the students’ tables because they use them every day d Situation / Explanation: The teachers can use situations and clear explanation which help students learn new words effectively For example, to introduce the word " firework" in Unit A closer look 1, we explain that this word is associated with many words such as Tet holiday,Chung cake, envelop… e Example We provide with students to specific examples related to the upcoming topic or lessons, which grow great curiosity and exert strong attraction to them Example: To introduce words related to wonders in Unit 5, we have some words: waterfall, mountain, forest… f Synonym / antonym Teachers use words that were taught before and equal or opposite to words in next lesson to help students understand the meaning of those words For example: Unit Our neighberhood After finishing introduction of "narrow", we could say "wide" is antonym of “narrow” they have learned Therefore, the students can understand meaning of "narrow” in Vietnamese g.Translation - Teachers use words having the same meaning in Vietnamese to provide meaning in the English - This tip is particularly applied to teach the abstract Moreover, in case that there is a limitation time and a large range of words but, teachers are strongly suggested this tip to translate the words to their students Example: Unit A closer look 1, we have the word "terrible" or the word "fantastic" 2.3.3 The methods to test and reinforce vocabulary: a The measures for checking new words following theoretical teaching methods It is an undeniable fact that just introducing new words is not really enough We also have to take some steps to check and reinforce new vocabulary immediately in class The test procedure and consolidation will encourage students to learn actively and efficiently CHECKING TECHNIQUES FOR VOCABULARY * Rub out and remember: 1-Teacher presents or elicits the vocabulary and build up the list on the blackboard 2- After each word teacher put the Vietnamese translation 3- Teacher the students to copy into their books and then close their books 4- Teacher rubs out the new word one at a time 5-Eacher time teacher rub out a word in English, point to the Vietnamese translation and ask “What’s this in Vietnamese?” 6- When all the English words are rubbed out teacher go through the Vietnamese list and get the students to call out the English words 7- If there is time, the teacher will get the students to come to the black board and write the English words again *Note: It helps learners to memories new vocabulary Example: English 6-Unit –Lesson 1-………… : kì nghỉ 5-………….: điểm đến 2-………….: thành cổ 6-………… : thăm 3-………… : vịnh 7-………… : bãi biển 4-………… : *- Slap the board: 1-Teacher puts the new words in English on the black board in bubbles –not in a list 2- If you want to check the understanding, put the Vietnamese translation of the new words or picture on the blackboard 3-Teacher divides the class in to two teams of five or six to front of the class 4- Teacher chooses a student from each team and they stand at equal distance from the blackboard 5- Teacher calls out one of the new word in a low voice in Vietnamese 6- Two students must run forward and slap a word the word in English on the board 7- The one who slaps the correct word first is the winner If students are playing in teams ,the win team gets a mark 8- Then teacher ask two more students to come forward … etc * Note: There are two points to remember in S the B If you use only English , learners are only recognizing the word in through listening However if you use Vietnamese translation or picture you can check the meaning of the new vocabulary Example: Unit Getting started Checking vocabulary: slap the board *What and where: 1- Teacher writes the new words in the circles on the black board not in a list 2- When all the words are on the board, teacher ask the students to repeat the words in circles 3- Teacher rubbed out one of the words but doesn’t rub out the circles 4- Teacher gets the students to repeat the words including the rubbed out words by pointing at the empty circles 5- Teacher rubs out another word but leaves the circles 6- Teacher point the word or empty circles, students read and have to remember all the words - Continues till the cycles are empty - Techer ask the students (6 or at the time to come to bb and fill in the circles with the correct words * Note: This check technique is good for learners to remember the new words and also good for revision of vocabulary * Matching: - The teacher writes the new words in the list on the left hand side of the bb - The teacher writes the definitions, translation or draws pictures on the right hand side of the board - The teacher asks the students to come to the broad match the items on the left with those on the right by drawing a line between them * Jumbled words: 1-The teacher sticks flashcards with jumbled words on the bb 2-T-asks Ss to rewrite the words in the right order 3-The teacher tells students that the first two groups with the right word will get two points -The teacher corrects them - The teacher asks students to read again Example: Unit Getting started *- Answer keys: 1-desert 3-forest 5- waterfall 2-mountain 4- beach 6-river *- Note: This checking F- Bingo:1- Teacher draw technique helps students remember deeply the words they have leant.box on board and asks students to copy 2-Teacher asks students to rewrite new words they have learnt in the box Example: desert 10 mountain beach waterfall forest river 3- Teacher tells students that she/ he will say some words (8-10-12-15) 4- If students hear the word, they cross it out After limited time, who has most word say Bingo b Review vocabulary through some games In addition to the familiar tips which have been mentioned above, I have studied and applied some following interesting games in many lessons with the aim at making the lessons more extremely attractive and helping students memorize vocabulary quickly and more efficient * Remember my name - The teacher divides the class into teams and then invite about to students who are representatives of the two teams (depending on the amount of new words each lesson) to stand up before class - Each student himself will play as a character by using the word they have learnt Example: Group Group S1: I am a chair S1: I am a lamp S2: I am a table S2: I am a bookshelf S3: I am a television S3: I am acouch - After their introduction completely finishes, in turn, the two teams determine the name of the opposing team by pointing at them and say: - You are a chair - Or the teacher gives questions and asks students answer: Teacher: What is her / his name? Student: She / He is a chair 11 With each correct answer, the student will be given 10 points Finish the game, the team that has more points wins *Catching Ball - The teacher divides the class into teams - The teacher prepares a toy ball and ask students to memorize new words they have learnt - The teacher hit the ball into a student and read loudly Vietnamese meaning or an English word When any student in class catches the ball, she / he will have to repeat an English word which is similar to Vietnamese word the teacher has read before The student will gain 10 points with each correct answer Finish the game, the team that has more points wins * Transformation: - The teacher divides the class into teams in two rows of students’ desks - The teacher whispers to the student at the first table of each row - Students listen carefully words their teacher said In the allowed time, these students quickly whispered into your ear next and take turn to last student - Finish the game, team correct pronunciation quickly words the teacher said at the beginning will be the winner With this game, I often use to check students with one or two new difficult words in the lesson By this way, students are extremely excited and highly concentrated on teacher’s teaching, which make difficult glossaries in lessons also become quite easy * Simon saids * - Teachers shouted imperativeness along with “Simon said” and students must follow Example: If the teacher says "Simon said: stand up" students will have to stand up, if the teacher says "Simon said: touch your head" students will be touched in the head If the teacher just said, "stand up" or "touch your head", the students not follow this order 12 - Teachers may organize games in small groups The group that makes less mistakes becomes be winner The teacher can review the words in Warm –up part of the new lesson Warm-up plays an important part in the success of the lesson and also helps students remember the words Teachers should vary warm-up activities to attract students' attention and interest because if they feel excited about their lessons from the beginning, they will make a good contribution to it In order to give students exciting readiness for their new lesson, teachers can different things to arouse students’ interest by using various teaching techniques such as brainstorming, word web, chatting, etc Before a new lesson I often motivate my students by chatting to them about the topic of interest, giving them preparation tasks or quick warm-up to get them in the right mood for the new lesson Brainstorming is one of the simplest teaching techniques, but it is one of the most effective kinds of motivation because it takes a short time I can write key words on the blackboard and the class is encouraged to think of ideas, words, phrases associated with them I have taught my grade students English as a selective subject since the beginning of this school year The following slide was designed on my power point lesson plan for one speaking lesson (Grade selective subject) My students were divided into two teams The first team tried to put as many natural wonders as they could around the key word “Natural wonders” and the second team tried to find the words for the key word “items for holiday” When the time allowed was over, the team with more correct words was the winner Students have an opportunity to revise the vocabulary 13 The possible answer key for the warm-up activity For Unit Our Tet Holiday, I used the technique “word web” in order to warm up the new lesson This activity could help my students revise the Tet holiday preparation verb they had learned and could help them get ready for the new lesson with more interest The possible answer key for the warm-up activity To confirm the importance of teaching vocabulary, I have conducted some studies as follow: - Observing colleagues’ teaching period and gain experiences from them 14 - Educate the students about the importance of vocabulary - Examining each lesson carefully to choose the most optimal teaching method before class; Being serious and often using the tips, the games in the process of teaching vocabulary - Teaching in different grades - Creating a new habit to students, which enhance students to learn new words in the best way - Guiding students to learn glossaries at home - Checking if the student remember new words and use them correctly or not It appears that the students have no time to learn new words at school owing to limited time, they are encouraged to self-study at home Thus, at the beginning of the school year, teachers should guide students to build learning activities at home effectively If this is done well, then the teaching and learning activities will increasingly improve 2.4 The results in researching the reality After a period of time of conducting these solutions, to my expectation, I have gained satisfying results I've found that my students have become more confident and active in studying vocabulary Many of them said that they no longer feel their vocabulary lessons stressful and too difficult Most of them admitted that their number of vocabulary has been improved a lot day by day I have gained the below results class Ss 6A1 6A2 40 28 good SL 15 10 mediu fair % 37.5 35.7 SL 18 12 % 45 42.9 SL % 17.5 17.9 poor SL fail % 3.5 SL 0 % 0 CONCLUSION AND RECOMMENDATIONS: 3.1.Conclusion: 15 Applying thoroughly the tips above into the teaching process helps me find that students had marked progress and noticeably improved in pronunciation, remembering and using vocabulary It is the fact that they no longer feel awkward or difficult to learn new words In contrast, they are very excited about each lesson, ready to be tested knowledge which was taught in the previous lesson and start feeling reluctant to perform the communicative activities It seems easier to the students to read and understand the requirements of assignments, texts as well as use words to put sentences or write a short paragraph Thus it is highly confirmed and suggested that the adoption of new tips to teach new words is the method that each teacher should constantly study and apply in the teaching process This not only makes students more interested in learning vocabulary but also contributes greatly to improving the quality of teaching and learning in general, the quality of English at schools in particular And remember the English proverb: “If at first you don’t succeed, try, try again” 3.2 Recommendations: + Recommendations to THE EDUCATION AND TRAINING COMMITTEE DIVISION and my school: - I recommend that THE EDUCATION AND TRAINING COMMITTEE DIVISION hold more sample teaching lessons, using various useful teaching techniques in an artistic way in order to attract students’ enthusiasm in studying tasks -I suggest that THE MANAGING BOARD of my school buy more and more materials of methodology for the teachers of the school As a result, the teachers should have a better chance to develop their job + Recommendations to other teachers: - Indeed, I know that I am not really full of experience in teaching because the number of years I have involved in this job is still far smaller than many of my colleagues Therefore, I would need useful comments and supplements from experienced teachers so that my initiative ideas would be much better 16 Sincerely! Cam Thuy, May 18th 2021 THE HEADMASTER’S IDENTIFICATION Headmaster Nguyễn Thị Thủy I certify that the minor thesis entitled “ The ways to help students in Grade study English vocabulary” is the result of my own work and that the minor thesis or any part of the samehas not been submitted to any university or institution The Author Trịnh Thị Hạnh REFFERENCES : - websites: https://tailieu.vn › Tài Liệu Phổ Thông › Sáng kiến kinh nghiệm https://dethi.violet.vn/present/sang-kien-kinh-nghiem-tieng-anh-thcs6999347.html? sangkienkinhnghiem.org https://123doc.org https://www.elib.vn/tag/sang-kien-kinh-nghiem-mon-tieng-anh-thcs.html 17 NAMES OF EXPERIENCE INITATIVE RECOGNISED BY DIVISION AND DEPARTMENT OF TRAINING AND EDUCATION TT NAMES OF EXPERIENCE RECOGNISED BY RESULTS Pair work – group work Cam Thuy B 2012- 2013 in teaching English division of B 2015- 2016 B 2018-2019 YEAR INITATIVE training and Using songs in teaching education Cam Thuy English division of training and The ways to motivate education Cam Thuy 18 students in practicing division of speaking English training and education ĐÁNH GIÁ, XẾP LOẠI SKKN CỦA HỘI ĐỒNG KHOA HỌC, SÁNG KIẾN NHÀ TRƯỜNG Xếp loại: TM HỘI ĐỒNG KHOA HỌC NHÀ TRƯỜNG Chủ tịch Nguyễn Thị Thủy 19 20 ĐÁNH GIÁ, XẾP LOẠI SKKN CỦA HỘI ĐỒNG KHOA HỌC, SÁNG KIẾN PHÒNG GIÁO DỤC VÀ ĐÀO TẠO HUYỆN CẨM THỦY Sáng kiến kinh nghiệm tiêu biểu Xếp loại: B TM HỘI ĐỒNG KHOA HỌC PHÒNG GD&ĐT Chủ tịch Nguyễn Thanh Sơn 21 ĐÁNH GIÁ, XẾP LOẠI SKKN CỦA HỘI ĐỒNG KHOA HỌC, SÁNG KIẾN SỞ GIÁO DỤC VÀ ĐÀO TẠO TỈNH THANH HÓA Xếp loại: TM HỘI ĐỒNG KHOA HỌC SỞ GD&ĐT Chủ tịch 22 THANH HOA DEPARTMENT OF EDUCATION AND TRAINING CAM THUY DIVISION OF EDUCATION AND TRAINING EXPERIENCE INITIATIVE THE WAYS TO HELP STUDENTS IN GRADE STUDY ENGLISH VOCABULARY The implementation: Trịnh Thị Hạnh Job title: Teacher School address: Cam Thuy Town junior high school Experience of subject: English THANH HOA, THE YEAR 2021 23 ... motivate my students by chatting to them about the topic of interest, giving them preparation tasks or quick warm-up to get them in the right mood for the new lesson Brainstorming is one of the simplest... and leads to their weak academic performance I made a survey to find out the ability to remember in class 6A1, 6A2 According to the survey, I gained the following results: class Ss 6A1 6A2 40 28... the English lessons intensively; therefore, the students have a great opportunity to considerably improve their communication skills Therefore, I choose the theme ? ?The ways to help students in