(Sáng kiến kinh nghiệm) practicing the vocabulary of english 6,7,8(new)

I INTRODUCTION The reason for choosing the topic   As we know, English is an important language, commonly used world-wide and   is   used   in   different   fields  In the   national   construction,   development   and integration   with   the   world, English has   become   a   vital   tool,   work   tool   and communicative  tool   between all of the modern people, it is an important second language after their mother tongue. Teaching English from secondary schools is very   necessary   and   contributes   to   the   education   of   the   younger   generation   to become   comprehensive   people. English   learners   have   the   opportunity   to   learn, access   to   the   rich,   fascinating   culture   of   oldest   countries   in   the   world. In   our country, English is considered the language of transaction in economics, politics, culture, and has been teaching at the elementary, secondary, college, university  In process of learning English, we know more in another language, a different culture and also more love Vietnamese and Vietnamese culture. To use English as a language of communication, we not only need to master the rules of grammar, have good  listening   skills,  have  knowledge  of   the  language  but   also   to have  a number of diversified, rich lexical. In teaching and learning English, vocabulary is one of three elements forming the system of language knowledge, it is the mean and   condition   of   formation   and   development   of   communication   skills. In   any language,   the   role   of   vocabulary   is   also   very   important. It   is   possible   that   a language   is   a   subset   of   the   vocabulary. We   can   not   understand   the   language without   understanding   the   vocabulary,   or   lexical   units. Thus,   learning   and practicing vocabulary skills is the leading factor in the transmission of a passive and receptive language in general and English in particular. Because vocabulary is a language unit so it is expressed in two forms: speech and handwriting. If you want to use a foreign language, that is, you must master the expressive forms from the verbal and writing. But due to the association of words with the other elements of language (grammar, pronunciation, intonation  ) or in social situations, many researchers believe that to build a wall language vocabulary is the "bricks" and the grammar   and   sentence   structure   as   "grout"   to   mount   the   brick   wall   creates language. Without   a   vocabulary   necessary,   students   can   not   use   the   sentence structure and the function of language in communication From the above reasons, I have researched and applied effectively the experience initiatives "Practicing the vocabulary of English 6,7,8 (new)"  and  I am  pleased to present to you. Due to the limited time and limited experience, my initiative should not be experienced as unwanted, I am looking forward to  your contributions to my ideas The purpose of research Helping students at Thach Binh secondary schools learn English better through the activities of learning the vocabulary Study subjects Research   subjects   are   students   in   grades   6,7   and     (new)   of   Thach   Binh Secondary School, school year 2015-2016 and 2016-2017 Methods : With this topic I have applied the following methodology :       + Observe students       + Interview with students      + Check and compare learning results of student      + Discuss with teachers and reference textbooks After each lesson I have assessment in the form of implementation of each period , then   analyze   the   goods   to   maintain,   continue   improving   to   reduce students’limitations for the next lesson         Through many the lessons I have chosen and find out the best forms and infer useful experience II CONTENT OF THE THEME : The basis issues Vocabulary is one of the tools people use to think, express ideas, emotions and learn about the world, is the foundation for all development skills such as reading comprehension, listening comprehension, speaking, writing,   It is also the major tool that help students use English effectively. Indeed, when talking to a native English speaking person, watch a movie without English subtitles, listening to a favorite song or read English documents,   we will always be exposed to from vocabulary A famous linguist once said if we does not learn grammar well,we can still achieve something, but if we do not have the vocabulary, we wouldn’t able to express anything at all. Native speakers can understand the article correctly use vocabulary that is not grammatically correct. However, they will not understand grammatically correct article, but do not use the exact words A   reality   show,   Vietnam   students   learning   English   often   encounter obstacles in   how   to   speak   English   fluently.  They   often   find   it   difficult   to participate in activities related to the speaking skill, because they only use a few repetitive   structures  and  vocabulary. Thus,   their  communication  was   interrupted abruptly early due to lack of vocabulary In short, if they do not have the vocabulary skills, their listening, speaking, reading   and   writing   skill   will   not   be   developed   If   you     not   have   enough vocabulary,   the   people   will   have   problems,   even   failure   in   communication Recognizing the importance of this, today all applicable methods in teaching are focused to teach vocabulary. And start learning English is always associated with learning vocabulary Therefore,   in   the   teaching   process   I   thought   about   how   students   acquire vocabulary best to help students create the atmosphere lively language learning, help them remember the lessons from the right in, from which they can more easily use the word in the communication process 2. The reality of the research a Reality: a.1 Advantages: Thach Binh Secondary School is the National Standard, my school has a total of 09 classes with 315 students.  The School Management is particularly interested in teaching and learning English in school Program content textbooks appropriate, closer to the daily life of students with   many   beautiful   pictures,   eye-catching,   so   the   program   have   generated excitement in learning for students The development of information technology and Internet can help teachers easily find the resources to support teaching via the Internet The teacher has a high sense of responsibility and enthusiasm in teaching, reach the Standard level B2 a.2 Difficulties: Through practical teaching of English in secondary school fifteen years ago, I found this course quality is still low due to several reasons: Limitation of teaching equipment: Thach   Binh   Secondary   School   has   less   visual   aids   for   teaching   and learning. The school does not have audio-visual classrooms dedicated to learning English. The  procurement   of   equipment   for   self-study   English   in   their   family’s students will be extremely difficult, not every family can afford Opportunities to practice English not much: My school is located in a small commune, students don’t apply what they have learned   to   everyday   life. The   children   should   not   be   exposed   to   foreigners   to practice   English. Scope   of   practice   English   is   done   only   in   the   classroom hours. Therefore, they always feel that learning English is mandatory, just learn to get points but they are not aware of learning English as a tool to communicate Limitation of time and form of organization of the activities in class: Secondary   students   are   very   active,   inquisitive   but   also   very   quickly bored. The   school   alone   will   make   you   feel   very   monotonous   lessons,   so   they would love  learning while playing, learning that the school play-play. However they are small, their writing speed very slow leading to limited time to organize other activities interfere simple as learning to sing, play the game   Also, if you have the time to organize activities that was not rich Low motor and awareness of learning: English  is  a pricipal subject   in secondary school, so some students and even their parents are not aware of the importance   of   learning   English   A   number   of   children   attending   school   is mandatory, they have no motivation in the learning process. In fact, English is a new course for secondary school students, so they can not avoid the initial surprise, besides that this is a difficult course with the sound and strange writing that they can   not   avoid   certain   difficulties. First,   they   are   excited   with   the   subject   but gradually,   due   to   the   amount   of   knowledge   and   increasingly   more   and   more difficult,   if   they   themselves   don’t   study   actively,   they   vill   not   understand   the lessons, this will lead to their depression, and they will not want to learn. Also a special   reason   why   they   have   psychological   problems   because   of   the   school's English-speaking children do not read well. In fact, when I teach this subject, I found that a good talk, a good read for secondary students, is not so easy because the  remembering   of   the new  words  and   phrases   in   the English   lessons   is very difficult, especially for secondary school students in general and students in Thach Binh Secondary School in particular. The slow reading and writing of secondary students is the cause of this situation, the retention of the children is not reliable and not deep, forgotten homework right after the previous post, most of them are not bold and flexible in applying what was learned to communicate with each other during school hours or during everyday activities b Result and effect of the current reality         I   studied   the   method   of   teaching   vocabulary   for   students   at   Thach   Binh Secondary School     Initially, through the monitor of the students’ studying, I realied that the students were afraid of learning English vocabulary, they were very worried when I checked the vocabulary of the previous lessons  At the end of the first semester (mid-December) of Academic Year 2015- 2016, I had made some small tests of vocabulary : Grade 8:  (Unit 5) Reorder the letters (3) icnesen pary ofernfigs Inerants csrwod cehergin Grade 6: (Unit 8) Look at the pictures Complete the words (3) Sp…rt sho…s Ra…ket B…at …kis Sk…teboa…t Bic…cle Gog…les ….all Grade 7 (Unit 9) Complete the sentences with the correct form of the words in bracketss (3) A   lot   of   ……….and   artistic   activities   are   held   as   part   of   the   Flower Festival in Da Lat. (Culture) I saw a ….of flower floats when I attended the festival last year. (parade) We had a ….meal on my grandfather’s birthday. (Celebrate) The Christmas season is also called the season. (Festival) 5 I loved the… of folk songs. (Perform) There   is   a   special….for   Japanese   girls   on   March   3rd  every   year (Celebrate) And I obtained the following results: Table 1: Survey Results of grades 6, 7, Grade Total 70 88 78 Good Number Fair % 8,6 10,2 10,3 Number 20 22 20 Medium % 28,6 25,0    25,6 Number 33 42 48 % 47,1 47,8 48,7 Weak Number 11 15 12 % 15,7 17,0 15,4            Through the survey, I found the quality of their learning is not as satisfactory as I expected, the number of students achieving good results is low, the number of students with weak results is even higher. From that result, I presume to give you some tips to teach English vocabulary and to improve students’ learning. And I want   to   introduce   with   you "some tricks to teach vocabulary for students" to consult with colleagues 3. The solution implemented Solution 1: Apply all forms that help students to remember new words fast, pronounce correctly after each class lesson Solution 2: Apply  the new and  flexible method  to  organize the rich  and diversified lessons to inspire students, help them to acquire all the better Solution 3: Apply   information   technology   and   visual   aids   use   utensils thoroughly the lessons Solution 4: Regularly   inspect   and   evaluate   the   learning   outcomes   of students to grasp timely the extent of students’ acquirability and memorability of their knowledge, from which I can give timely adjustments in the teaching process Solution 5: Consult   with   School   Menagement   to   built   foreign   language classrooms and to buy more facilities for language learning Measures carried out: From practical teaching, I myself really thought how can make students to be interested in learning , how can make them to realize that learning English is not heavy pressure, so they learn better and especially they can remember new words faster, easier, longer  , I gave some tips, ways to teach vocabulary for secondary students 4.1 Teaching vocabulary through songs, poems No one can deny the important influence of the music and poetry of human life. Most everyone loves music. It's always with people whether that person happy or sad. It appears everywhere, all the time to share joy or sadness relieve when we need to. Futhermore,  poetry-music can increase concentration, enhance memory, makes   people   closer   together,   creating   motivation   and   joy   in   learning,   makes people relax when they are depressed or stress,  Because of the tremendous value that brings poetry to music, it has been used as educators useful tool in teaching. And now the use of songs, poetry as a tool to support the learning of foreign languages is quite common. Just a few tunes of   the   song,   students   can   learn   the   culture   of   authentic   language,   vocabulary, grammar, listening skills, and a variety of other skills Using song and poem in class can make the classroom atmosphere becomes fun and dynamic. Students will not feel stressed, even scared like to speak English in   class   solemn   atmosphere. It   is   this   will   make   them   feel   really   excited   and voluntary participation in classroom activities The songs, poems not only create excitement for student learning, but also contains   elements   of   very   rich   language   including   pronunciation,   vocabulary, grammar  The   songs,   poetry   can   help   students   to   learn   about   pronunciation. For learners of English in general and in particular primary school students, there’re some sound that are very difficult to imitate because our mother tongue does not have this sound such as: /ð/, /θ/, /æ/,  Therefore, you must learn how to pronounce inflexibly that can still not pronounce. The wrong pronunciation can change the meaning of the phrase, will not lead to communication results, because listeners misinterpreted   the   transmission   of   information   Songs,   poems   can   help   them overcome this. The melody of the song, the rhythm of the poem often repeated a similar sound. When they heard many times, they will indirectly be told how to pronounce the sound that makes you remember them and eventually the correct pronunciation Some activities to learn vocabulary associated with songs, poems to promote motor learning for students: - Gap-filling: First, I give the students lyrics, poems have been vacant for a number of positions. they heard the first to grasp the content of the post. Then hear from a second to fill in the blanks as much as possible. The third time, they listen to check if you have correctly filled. This type of exercise is useful when teaching vocabulary by topic - Get some words from the songs, the poems Step 1: Write some random words on the board. Students exchange with each other about what the words mean Step 2: Students divide into groups of three to four people quickly memorize the words Step 3: Turn on the song or the poem, student must speak loudly "Stop" when they hear one of those words - Spelling: For some simple post, I  ask them to hear and copy the words - Circle synonyms, antonyms with given words: In this case, I give a few words with the same or antonyms words in poems or songs to the board, in the process of hearing, they must circle the synonymsor antonyms of the words given - Circle the correct word with its meaning: I offer a number of Vietnamese, they would circle the meaning of English words in such poems or songs or vice versa 4.2 Teaching vocabulary through the use of visual maps, through pictures, picture collage or through gestures, posture Secondary   students   are   very   active,   they   enjoyed   exploring   visual exploration; visual effects. With nature curious, eager to learn and the ability to perceive the visual world from vivid to abstract thinking, children are especially excited when the teacher preparation utensils or right visual objects the classroom For example, when teaching the word "ball", I directly put the ball on the table. Or just give them the difference between the word "desk" and "table" with the   goal   of   learning   and   I   sat   on   the   desk   of   the   classroom   teacher   With   the topic "school", I use directly the school supplies of students to teach vocabulary; they are very excited and elated In addition, I also introduce new words by using gestures act, gesture or express facial expression  For example: I walk while saying: "I'm walking" or use a cup-sized gestures as drinking water said: "I'm drinking" or my students and I dance toghether and we talk "I can dane - I can dance " in chorus To   introduce   the  phrase "open the book" - "close the book", I   said   while opening or closing a book Or to introduce the word "stomachache", I hug belly, bending down with shriveled face Thus, students will not only quickly memorize new words but also know how to recognize the status of others and how to express their status For difficult words or phrases, I can prepare visual gadget, I use pictures or using the projector, so that students can directly observe the image, thereby the remembering of new words  is easier.In the process of teaching vocabulary, I also emphasize   the   correct   pronunciation   from   using   the   media   as robot teacher support, tape, disk  with the hope my students can speak English like a native speaker  4.3 Teaching vocabulary through the use of language learning: - Use definition, description:  Sometimes, to avoid repeating, I change the way   of   teaching   and   learning   by   giving   definitions,   descriptions   and   students predict the meaning of words For example: I give students the concept of "the thing which, when you look at, you will see your own image", they immediately shouted, "Cai guong" with a very excited voice, then I give children the word "miror" - Use synonyms, antonyms: For   example,   when   teaching   the   word "small", I   put   the   antonyms   of it "big" –   or   with   the   teaching   of "large", I   made  it   a   synonym   of "big". The children very quickly figure out the meaning of words that I want to teach - Guess the meaning of words through context: For example: I give students a situation: This morning your mother was very busy, she couldn’t take you to school, so you must walk On the way to school, you picked flowers, chased butterflies Suddenly, you looked back the clock, only a few minutes, the school gate vill be closed,, how you come to school on time so fast? Students did not hesitate to answer: “Em chay!” I give the word: “run” As such, students will know the meaning of the words and will remember the new words in an active way - Translate the words into the native language: (5) For the abstract noun, I always put Vietnamese meaning to avoid wasting time and help Ss to understand  more easier Normally, in a lesson, there will always be some new words. But each words will have a different way of teaching. Therefore, the selection of teaching method is an important task for teachers.  4.4 Teaching vocabulary through practical training In the process of teaching vocabulary I often organize activities to practice and reinforce training words temperate through listening, speaking, reading and writing  to  increase  fluency  when students   use  words. These  activities  will   help students focus on the identification and proficient use of the learned words in each context Along with that, I myself always focused on the role of students in teaching and learning vocabulary. I always encourage them to participate  actively in the learning process through a long and continuous 4.5 Teaching vocabulary through the use of dictionary In addition to the above methods and guides I also encourage students to use the dictionary especially visual dictionary or the glossary in their textbooks becase dictionary     is   an   effective   means   for   learning   vocabulary. The   guide   of     use dictionary will help students to improve their ability to learn themselves and help teachers teach vocabulary more efficient 4.6 Teaching vocabulary through games (1) + (2) In the process of teaching, I found stimulating interest of students’ learning is not difficult, but how make them inculcated knowledge is not simple at all. At this age, children are eager to explore, to discover, but very soon forget.  Therefore, I am always aware how to the class are always fresh and vivid, th classroom atmosphere is always fun. In my opinion, the classes take place gently in order   to   create   comfortable   psychologie   for   children,   from   there,   they   will memorize easily vocabulary and knowledge I   regularly   change   the   activities   in   class   by   organizing   games   for   the children. These activities are integrated into the process of transmitting knowledge that they are not getting cornered knowledge, passively from the teacher, they will always feel the real lesson funky, lively, attractive and always look forward to English periods.  Here are some tricks I use the games summed up in my process of teaching with the aim of helping students increase and memorize English vocabulary in the most natural way. I often have students play games in the Warm-up, Free-Practice, after finishing teaching new word 4.7. Slap the board: (2) + (5) - The   purpose   of   this   game   is   to   help   students   remember   the   words   and   the pronunciation of words and demonstrate their agility and dynamic - Select the 2 groups of players ( 12 students). Students arrange in two rows.  - Give each group a plastic toy hammer - Paste the picture cards (depending on the number of lesson units) on the board -  Read aloud  a word  from the  card of stickers. Students listen  to the word the teacher read, the two first students run up the board to touch the painting's meaning of the card they has heard, and then they go back to their place, put the hammer to the nex person, the touching word right before will be a point. And so to all views For example:           Unit - English : (3) Review the words: making models ice-skating making pottery/ Carving wood carving eggshell 4.8. Matching:  -   The   purpose   of   this   game   is   to   help   students   review   vocabulary   by matching  words to pictures when connected, words to words  Example 1: Match the words to pictures: Unit – English (new) (3) 10 a lake b mountain c valley d cave e desert f forest g river 11 h waterfall Example 2: Match the words with its meaning:   Unit - English A B 1. Cough a.  đau họng 2. Headache b. bị sốt 3. Sore throat c. cúm 4. Temperature d. đau bụng 5. Flu e. ho 6. Stomachache f. đau đầu 4.9 Jumbled words: (2) + (5) - The purpose of this game is to help students remember words and spelling words - Offer some words with the letters disturbed - Ask students to rearrange to form meaningful words - Students can do the task in groups, in pairs or individuals Example : Unit 1: Health –  English (new) (3)                   tsop                  tysobei                 gyllare                 bunsurn 4.10 Chain game: (7) - The purpose of this game for memory training, concentration and quick reflexes of student. By participating in this game, you have to really concentrate to remember   the   words,   in   addition   they   also   have   the   opportunity   to   practice speaking, pronuncing  - Divide the class into small groups, each groupe join the game in turn - Say the first topic sentence, the first student   repeat the topic, then add another word, the 2nd  students repeat the first student’s phrase and add a word, the 3rd student repeat the first student’s phrase and then add a word too , so on until the last student in the group 12 For example:               Unit - English (new) Teacher: In my house, there is a living room,, S 1: In my house, there is a living roon, a bedroom, S 2: In my house, there is a living room, a bedroom, a bathroom, S 3: In my house, there is a livingroom, a bedroom, a bathroom, a kitchen S 4: 4.11 Rub out and remember: (2) + (5) - The purpose of this game is to help students remember vocabulary faster - After writing the words and their meanings on the board, ask student to repeat for students, give them a little time (depending on the number of words) in order to remember them.  - Remove Vietnamese or English words - Ask students to speak or rewrite English words has been removed on the board or vice versa - Give up on the board rewritten from Vietnamese or English were deleted - Student play this game personally - Encourage them by score   For example:    Unit – English (new) (5) Creative (a): (a): Tự tin Patient (a): Talkative (a): (a): Nghiêm túc Hard - working (a): 4.12. Networds: (4) - The purpose of this game is to help students review vocabulary system by topic - I put the topic in the lesson - Students find related words in groups, groups find many correct   word wins   For example:   Networds (Unit : English - new) (3)        Car                       Bicycle            Moto rbike                             Taxi     Means of transport                  Boat               Train                              Plane             Networds (Unit : English - new)     Horror Animatio n 13                                                Documentary Thriller Kinds of film Cartoon Sciencefiction Action Romantic comedy               Comedy 4.13 Synomym and antonym: (6) -   Beside   the   purpose   of   remembing   vocabulary,   this   activity   also   helps students expand the number of vocabulary - Give the word, ask students to find synonyms or antonyms of the word given. They find words in pairs or in groups assigned by me   For example: Unit English (new) - Find antonyms: quiet  ≠ noisy dry ≠ wet clean ≠ dirty dangerous ≠ safe - Find synonyms:   Unit 3- English (new) Major   ≡ Minor Simple ≡  Complicated Modern ≡  Traditional Spoken = Written Rich = Poor Developed = Basic Important =  Insignificant 4.14 Relay Race: - The purpose of this game not only help students remember the words of the pronunciation but also about the writing - Select two groups of players, each group of 5 to 8 children - Let the children sit in two rows along - Offer a word or phrase for both groups by whispering in the ear of the first sitting, they will in turn passed on from each other also by whispering. Go to the last one, after listening to, he/she stand up, say aloud the word or phrasehe/she has heard and run to the board to write that word or phrase - Group write more correct words and phrases wins *Teaching vocabulary through helping students study and review at home 1. Learning vocabulary: - After each lesson, I asked students to memorize new words and practice writing, they must write every word two to three lines. The purpose of this is to help the children remember new word and work out the handwriting - I ask them to review words after each lesson. They should study regularly, every day one or two new words while reviewing some of the old.  14 -   Each student should equip themselves with a child board to write the word, a word can be written and read many times, so they can remember more easily - Students can also learn from by singing songs or rereading the poems learnt in class   For example:The children will easily remember the vocabulary of the theme “the environment” from the song "Three Rs" in Unit 11 - English Three Rs Reduce, reuse, recycle Recycle, recycle Reduce, reuse, recycle It’s so so simple Just reduce the noice And reuse old bottles Recycle broken glass It’s so so simple 2. Review vocabulary: All   of   my   students   live   in   the   countryside,   their   families   almost   no conditions   to   buy   magnetic   card,   letters   for   them,   so   I   instruct   them   some differents ways to learn new words.  Firstly, students can make cards at home. On one side of the card, they write English word, on the other side, they draw image corresponds to the meaning of the word. They carry easily these cards and they can learn vocabulary anytime and anywhere Secondly, they can make a list and put into it the meanings of new words in mother tongue, and try to learn them by heart or they can write one or two example sentences with each new words in order to remember how to use word in the right way Thirdly, in oder to remember words better, students can write each word and its use on a small piece of paper and stick it   somewhere in their house so as to learn it at anytime        However, many students do not try to learn all new words they come across So, I give them another way, they can underline or highlight only the words they want to learn. This helps them remember important words           There are also   diffirent  ways  of  learning  the same number  of  words   For example, if students try to learn ten words in two days, they can do so in two ways They can learn the first five words the first day, and then learn the other five words the next day. However, because revision is necessary, they can learn all the ten words the first day and revise them the next day. This helps them practise the words more times I have students try different ways of learning words so as to find out the best way for themselves PART III: CONCLUSION I The results of research 15 After a period application of this method, in addition to instructions on how to read and learn vocabulary, I always encourate, motivate students, I help them to learn English actively. They learn English vey hard, their result have significantly increased, most of them were exciting, boldly engage in learning activities in the classroom. From feeling not to speak, afraid to read, afraid to speak, afraid to learn vocabulary, they have been more responsive to the language, love to read, love to speak to the class, most of them are looking forward to giving opinions for the lessons, even while looking forward to the  teacher check vocabulay of the privious lesson. The attitude of the children are excited every time and many of them had progressed clarity After a year, at the end of April  2015 - 2016 school year, I continued taking the survey  posts investigated   included excercises  like the survey  article for the Academic year 2016-2017.               And the results are as follows: Table : Survey Results of grades 6, 7, Academic Year 2016-2017 (December 2016) Grade Total Good Number Fair % Number Medium % Number % Weak Number % 70 11,4 25 35,7 30 42,9 10 88 12 13,6     28 31,8 40 45,5 9,1 78 10 12,8 26 33,3 44 43,7 10,2               Reconciliation between Table 1 with table 2, I see quality has increased significantly, the number of weak  students reduce, the number of strong students increase,  learning attitude of the children is very good. The English classes are very   fun   Many   students   not   only   read   aloud,   clearly   but   also   have   very   nice reading voice II. Suggestions: For teachers: -   Apply   flexibly   teaching   methods,   use   thorough   teaching   aids,   apply actively information technology in teaching and learning English - Consult with the School Menagement to built more facilities, buy more equipment and reference material for the teaching and learning English For the School:  The school strive for achieving the National Standard School, the school should consult with local leaders to built foreign language classrooms For the Department of Education and Training:  Need   more   regularly   organize   professional   training   courses,   seminars exclusively for English teachers across secondary province, the district so that we can exchange experiences and learn from each other for the purpose of enhancing teaching results There  are some my personal ideas above. I hope that through this article I can contribute a bit of experience in innovating teaching methods and learning English   at   secondary   schools. My   experience   initiative   must   also   many   short16 comings,   so   I’m   looking   forward   to   getting   the   opinions   from   the   Scientific Council and the collagues. From there, I will be adding valuable experieces in teaching process in order to improve the quality of education I sincerely thank you! Principal’s confirmation : Thach Binh, March 20th 2017 Written by : IV REFERENCES : 1. The methodology Course (ELLTTP) 2. Teaching Vocabulary Techiques (OXFORD) 3. Texbook English 6,7,8 (NXBGD) 4. Lesson Designer of English  (NXBGD) 5. Hoàng Tất Trường-Từ vựng học Tiếng Anh cơ bản 6.Lewis   M   and   Jimmy   Hill     (1990)-   practical   techniques   of   language teaching  - Lon Don 7.Little Wood.W ( 1981)- communicative language teaching 17 DANH MỤC CÁC ĐỀ TÀI SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG ĐÁNH GIÁ XẾP LOẠI CẤP PHÒNG GD&ĐT, CẤP SỞ GD&ĐT VÀ CÁC CẤP CAO HƠN XẾP LOẠI TỪ C TRỞ LÊN Họ và tên tác giả :  Mai Thị Nhung Chức vụ và đơn vị cơng tác: giáo viên trường THCS Thạch Bình TT Tên đề tài SKKN Kết Cấp đánh đánh giá giá xếp loại xếp loại (Phòng, Sở, (A, B, Tỉnh ) C) Năm học đánh giá xếp loại “Rèn luyện kỹ ôn luyện làm thi học sinh giỏi tiếng Anh lớp 8,9” Cấp huyện B 2013 2014 18 INDEX Table of content Pag e I INTRODUCTION II CONTENT OF THE THEME 1- The basis issues The reality of the research 2 2.1 Reality 2.2 Result and effect of the current reality 3. The solution implemented Measures carried out: 4.1 Teaching vocabulary through songs, poems 4.2 Teaching vocabulary through the use of visual maps, through pictures, picture collage or through gestures, posture 4.3 Teaching vocabulary through the use of language learning: 4.4 Teaching vocabulary through practical training 4.5 Teaching vocabulary through the use of dictionary 4.6 Teaching vocabulary through games 4.7 Slap the board: 4.8 Matching 4.9 Jumbled words: 4.10 Chain game: 4.11 Rub out and remember: 4.12. Networds: 4.13 Synomym and antonym: 4.14 Relay Race * Teaching vocabulary through helping students study and review at home III CONCLUSION I The results of research II. Suggestions: 6 9 9 10 12 12 13 14 14 14 15 16 16 19 For teachers: For the School:  For the Department of Education and Training:  16 16 16 EDUCATION AND TRAINING DEPARTMENT OF THACH THANH THACH BINH SECONDARY SCHOOL                              INITIATIVE EXPERIENCE : "Practicing the vocabulary of English 6,7,8 (new)" Full name : Mai Thi Nhung Position : Teacher Thach Binh Secodary School Subject : English 20 THACH THANH, 2017 21 ...     Initially, through? ?the? ?monitor? ?of? ?the? ?students’ studying, I realied that? ?the? ?students were afraid? ?of? ?learning? ?English? ?vocabulary,  they were very worried when I checked the? ?vocabulary? ?of? ?the? ?previous lessons  At? ?the? ?end? ?of? ?the? ?first semester (mid-December)? ?of? ?Academic Year 2015- 2016, I... a word  from? ?the? ? card? ?of? ?stickers. Students listen  to? ?the? ?word? ?the teacher read,? ?the? ?two first students run up? ?the? ?board to touch? ?the? ?painting's meaning of? ?the? ?card they has heard, and then they go back to their place, put? ?the? ?hammer to... process? ?of? ?hearing, they must circle? ?the? ?synonymsor antonyms? ?of? ?the? ?words given - Circle? ?the? ?correct word with its meaning: I offer a number? ?of? ?Vietnamese, they would circle? ?the? ?meaning? ?of? ?English? ?words in such poems or songs or vice