(Sáng kiến kinh nghiệm) some methods to consolidate vocabulary and structures for grade 7 students at canh nang secondary school

TABLE OF CONTENTS Page I Introduction 1.1 Rationale…………………………………………………… 1.2 Aims of the study………………………………………… 1.3 Scope of the study………………………………………………………… .1 1.4 Method of study II Content 2.1 Theoretical bacground ……………… 2.2 The reality of teaching and learning English in grade 7………… ……… …2 2.2.1 The reality of the number of English classes in grade 7…………… 2.2.2 The reality of learning and expanding vocabulary……………… … … 2.2.3 The reality of teaching and helping students expand vocabulary……… ….3 2.3 Solution made to sold the problem……………………………………… 2.3.1 Implementing solutions…………………………………………………… 2.3.1.1 Forms done…………………………………………………………………4 2.3.1.2 Time applied……………………………………………………….…….…7 2.3.2 How to organize…………………………………………………………… 2.3.2.1 Learn about 7th grade textbook…………………………………………….7 2.3.2.2 Group and give assignment…………………………………………… .8 2.3.2.3 Gather collection and draw illustrations for each word……………… ….8 2.3.2.4 Perform speaking product and play games relate to words……………… 2.3.2.5 Practice Speaking…………………………………………………… 10 2.3.2.6 The organization of the games……………………………………… ….11 2.4 The results after application of themmes……………………………… 14 III Conclusion and recommendation 3.1 Conclusion…………………………………………………………………….17 3.1.1 For the teacher…………………………………………………………… 17 3.1.2 For the students………………………………………………………… 17 3.2 Recommendation………………………………………………… ………….17 REFERENCES I Introduction 1.1 Rationale Nowadays, English is very popular all over the world It is considered as the second language of many countries As a result, English becomes a compulsory subject in most of secondary and upper secondary schools in Vietnam English is an important key for young generation to open the future, the needed site to step out into the world and serve their future career It is also a mean for today young generation to exchange, learn with young people all over the world, study about the customs, traditions, cultures as well as the progress of science and technology of many countries According to the innovative method, English is no longer taught grammar but concerned more about the communication which is the main purpose in learning English Learn English in order to communicate with foreigners Therefore, the teachers must equip their students with a rich source of vocabulary so they can exactly express their thoughts, feelings, desires by their words Building a house, we must have the bricks, and so to say, to write or speak a sentence, we must have vocabulary Expanding vocabulary for students like guiding them how to learn themselves, to widen more words, it is also a success in teaching English As a English teacher, exposed to many students in many different locations, I really worry about the quality of learning English in general, how students learn English vocabulary in particular So with the passion for my job, desire to learn, I'm researching solutions to improve the quality of learning English, especially the method of enriching vocabulary for students From the results above, I strongly launched an innovative experience "Some methods to consolidate vocabulary and structure for grade students at Canh Nang town secondary school " in order to get remarks and suggestions from colleagues, with the aim of finding solutions to improve the quality of English for the students 1.2 Aims of the study For above mentioned reasons, the main aims of the study are as the following: to give measures of reviewing vocabulary creatively, innovatively and effectively, it integrates with Art – keep up with the innovation, overcome the way to convey the passive and boring old method Moreover, guiding students to expand vocabulary and structures is a part of the initiation to promote innovation and foster students’ self-study, self-discipline 1.3 Scope of the study Students in grade at Canh Nang town secondary school 1.4 Methods of the study Reading reference books, discussing with other teachers, applying in teaching, analyzing the data, observing and drawing out experiences II Content 2.1 theoretical bacground According to the National Resolution II period "Renewing a educational method of education, overcoming the way to convey passively, practicing a creative mindset for learners Gradually apply advanced methods and modern methods in the teaching process, to ensure conditions and duration of study, selfstudy for students" The orientation above was legalized in the Education Law, Article 24, nd paragraph as follows: "Method of general education has to promote activity, creativity for students, consistent with the characteristics of each class, foster methods for self-learning support, train skills to apply knowledge to practical life, impact emotion, bring joy, excitement for student in learning" In fact, there are many forms of learning: study in classroom, at home, self study, study under the guide of teachers, study in groups The important thing is that teachers must understand students, have to think about exploring,, to find out the most appropriate and effective teaching method Base on the core innovation of teaching methods that attract students’ attitude toward active learning, against passive study habits Especially, foster self learning method for children The topic "Some methods to consolidate vocabulary and structure for grade students at Canh Nang town secondary school ", with measures of reviewing vocabulary creatively, innovatively and effectively, it integrates with Art – keep up with the innovation, overcome the way to convey the passive and boring old method Moreover, guiding students to expand vocabulary and structures is a part of the initiation to promote innovation and foster students’ self-study, self-discipline 2.2 the reality of teaching and learning English in grade 2.2.1 The reality of the number of English class in grade According to the current distribution programs, English has 03 periods per week, almost periods have new words in lessons and even in exercise book But in order to teach vocabulary well, make lessons more vivid, teachers must draw pictures, make teaching aids to illustrate, enable them to remember words easily and attract the attention of the children on the theme or focus lessons Regarding the distribution of periods within a week, sometimes two adjacent days, children have to learn English, to download a large number of vocabularies This will inevitably cause psychological overload for some students, affect a lot to the next class 2.2.2 The reality of learning and expanding vocabulary For many learners, not just students, they said that it is difficult to learn English, learned before but forgot later Some words they have learned by heart a few days ago but after a long time they will forget if they don’t see them again Especially, they are not creative in learning, not know how to apply the words they have learned to particular sentence (it means we use these words for communication purpose ), moreover when learning words they only learn as under a "rote", memorize the pronunciation and meaning Therefore they not remember, engrave and forget words easily Remember all the words that the children are taught by the teachers very hard, so with the learning method like a machine, students not collect and study themselves any other new words, so they not self-expand their vocabulary 2.2.3 The reality of teaching and helping students expand vocabulary Most of the teachers were trained to apply innovative methods (according to the thematic training courses about replacing textbooks) teachers should have more or less understanding about the new purpose in educating English in secondary schools But in a 45-minute lesson with the highest duration for teaching vocabulary is only 15 minutes, the teachers also select about new words to teach (being the key word "key words"), not have time to review, each period only teach words within this lesson, there is no bound together That is also the reason that the vocabulary of students increasingly eroded and falling off Following is the result of the test on English vocabulary of class 7A,7B( with 21 students each class) at the beginning of the second term in school year 2015-2016 before I applied this research projects My questionnaires have the following contents: Question 1: You answer the questions by marking (x) in the box  Are you interested in learning English vocabulary and structure ? Very interested Interested Normal Less interested Not interested After the survey, I have the following results Interested Normal Less interested 7A 21 0 9.5 21.4 7B 21 0 7.1 10 23.8 % 14 14 Not interested Number % % Number s % Number Number s Number Amounts School year 2015 2016 Class Very interested % 4.8 4.8 Total 42 0 16,6 19 45,2 28, 12 9,6 Question a) Give the meaning of the following words: + Friend (word appears more frequently) + When (word appears more frequently) + Her (word appears more frequently) + Worker (word appears quite frequently) + Literature (word appears quite frequently) + Library (word appears quite frequently) + Experiment (word appears once in the book) + Essay (word appears once in the book) b) Name two subjects you know (but never learned in textbooks) c) Make sentence with each word (Time: 15 minutes) After giving the survey forms and asking them to in 15 minutes, I collected and synthesized the following results: Medium Weak poor Amounts Number % Number % Number % Number % Number The school School year 2015 2016 good Excellent % 7A 21 0 2.3 12 19 9.4 7B 21 0 7.2 19 12 28.6 2.4 Total 42 0 9.5 13 31 20 47.6 11.8 Class Through the survey we can see many students are not interested in learning English vocabulary and structure, the memory of students in remembering words is poor, especially they not understand these words deeply in order to make sentences Moreover, no one can find out and collect more words outside the words which they had learned in the text books It is clear that the students were lack of interest and motivation in learning As a result, teachers of English should pay attention to motivate students to learn vocabulary 2.4 Solution made to sold the problem 2.3.1 Implementing solutions 2.3.1.1 Forms done Today the integration between different subjects are being implemented in most of schools From this application, I thought of creating excitement for students in learning vocabulary through the combination with Art There are many students love this subject, even for most students painting is their passion So why not we encourage their passion, which makes them love learning English, especially in studying vocabulary and self-expanding vocabulary I can also call my solution is "The magic card" I call it the magic card because although it is a simple and small card, containing simple drawings of students and one simple sentence structure, but it contains a passionate love of students’ art And moreover these cards also have a great effect on the children's learning English, they help them reflect on the words they have learned, understand and use words expertly through making questions and specific social situations They also help them expand vocabulary, stimulate self-learning, give the passion to learn new things From these cards they will serve the education of the children, help them practice speaking, help them with the foundation, a certain knowledge to learn English at the higher layers The form of the card is a rectangular cardboard has dimensions: length -30cm, width - 20cm On the cards is the following information:        - Drawings students draw themselves        - The caption in English     - Related Structure Captions in English name Photos children draw to illustrate I would like some apples apple English sentence structure (This is illustrated examples and explanations for the organization of a card) I ask them to work in groups, draw illustrations for the words they have learned and collected (each group has a topic) Especially after each drawing (each word) they have to find related structures to its words and its topic After gathering the collections, illustrating themed words that their group is assigned, they will have a show for their products They will use the structure in each painting, practice speaking, review the structure and the words they have found In addition so as to deepen students’ ability in memorizing words and the use more efficiently and make the show not monotonous but vibrant as learning English, I have held some games related to the vocabulary they have learned and collected (I have attached with the product of the first group on educational topic) Examples: Geography Chemistry I like chemistry Do you like it? I like chemistry Do you like it? Music : My favorite subject is Geography Physical education When you have Music? - I have Music on Tuesday Biology What is your favorite subject? What subjects you like? - I like Physical education Math I hate Math What about you? Each student only collects a few words, a group only collects a few dozen words, with a class (about groups) will be multiplied a lot by the number of words And especially when they are self-study, self-explore, self-review, they will remember longer Moreover, apart from learning from his own group, the children also learn the words from his friends’ groups This is a way that causes excitement, comfort for the students and I am convinced that many children will love this way in learning vocabulary 2.3.1.2 Time applied With this study, the children mainly self-study, time drawing, time collecting the new words is the time the children self-study at home Teachers only guide and give tasks to them at the beginning of the first semester Students their duties during a semester, after each lesson, the following themes and topics Therefore, to avoid the distractions of school children, teachers must constantly remind them and check the performance of each group through each lesson in the classroom The performance for their products was held on the last periods of the first semester (period 51, 52) This was an exciting lesson, because it was the time they got to show off their work, to be said, to be reviewed the English structures they have learned in a great space between Art and English And they were also the most efficient review lessons with the complete of vocabulary and structures, prepared them to enter the first semester exam to get the highest results 2.3.2 How to organize 2.3.2.1 Learn about 7th grade textbook Understanding 7th grade textbook help teachers and students to have better understanding about the structure and themes in textbooks from that easily gather and collect related vocabulary 7th grade textbook is one of the English system of years of junior high school program and it includes the themes throughout the school program - Topic 1: Personal information     - Topic 2: Education     - Topic 3: Community     - Topic 4: Health     - Topic 5: Recreation     - Topic 6: People and places In this step, teacher plays a key role, instruct and explain clearly to the students to understand the mission of his group Teachers must give assignment to the children to draw pictures to illustrate the topic in th English textbooks Each topic is limited to the lessons in the book and students can find more words on the topic by many different ways Example: With the theme "Education" students can find the words about the subjects, all kinds of different books, during and after school activities, related verbs and adjectives Furthermore, they can find more related words to their topic by asking siblings, uncles, relatives of the family Or they can know through books with photographs and illustrations in English 2.3.2.2 Group and give assignment For class 7A,7B( with 21 students each class), I divided into groups, groups of people and groups of people Each group is mixed up with pretty, weak and average students This is an opportunity for them to exchange learning, help each other to progress         After grouping, the teacher will assign tasks to each group, each group will gather, collect and draw illustrative pictures and find related structures for each word on the subject of his group - Topic 1: Personal information - Group     - Topic 2: Education - Group     - Topic 3: Community - Group     - Topic 4: Health - Group     - Topic 5: Recreation - Group     - Topic 6: People and places - Group Each group will appoint one leader who is responsible for the administration to take care of his group and make plan, assign specific tasks for each member 2.3.2.3 Gather collection and draw illustrations for each word In this activity, students will play a major role The teacher only guides and helps them when needed Therefore, they will be the most active and it is also the time for them to learn most Firstly, the time they perform this activity is not in the class but is the time they self-study at home From each theme is the words that the children have in th English textbooks However it may appear in one unit or appear scattered in the posts in the textbooks So the first thing students should is finding and gathering them together (words that can be nouns, verbs, adjectives as long as related to the theme that the children are looking for) This collecting step is the time students can be reviewed the words again (they may be appear regularly, or are the words only appear one time in the book) So this is the first review Not only has the task of gathering vocabulary, they also have the task of finding new words in addition to textbooks related to their topic This is an opportunity for students to expand their vocabulary, promote curiosity, selfunderstand and self-study Students can find the new word from different sources such as: ask their siblings, relatives, find in other books, in dictionaries, or it could be anywhere After gathering words and looking for more new words from his own group, the owner of the team leaders assign task to each member of his team to draw illustrative pictures for each word and find out related structures (or making illustrative sentences for each word) This is the stage that students love the most and is also the stage they inculcate, memorize words and word usages which are located in every sentence structure And this is also the 2nd opportunity to reflect on the vocabulary Moreover, this is not a passive remember but the more difficult and interesting point is that words are applied to a specific question, it helps students understand the meaning as well as the usage of the words deeper and it is the time the purpose of teaching English communication become successfully 2.3.2.4 Perform speaking product and play games relate to words Execution time was in two lessons (I held on review sessions at the end of the first semester: Period 51, 52) Period 51 reviewed topics Period 52 reviewed left topics This was probably the time that all students look forward to most, love the most because it was an opportunity for children to show off their achievements within month This is also an opportunity for them to show off to his friends about their painting skills as well as the abundant amount of words they have collected (Sometimes those accomplishments make teachers be surprised because there are many words teachers have never met) 10 The space organizing the show is a class has been stowed furniture away They will stick all the paintings on the walls of their group around the classroom Members of different groups will go around the class to admire the paintings of the members of their group, the members of other groups Looking at the paintings students will remember the words, learn a lot from your friends (this is like an art exhibition) Methods display: leader of each group will introduce the duties of his group, and the results of each group as well as what each in his group has done (to avoid one member task for a whole group), and then display the card - the result of his team on the classroom wall 2.3.2.5 Practice Speaking As the structure of a card, below the picture are sentence structures involving vocabulary, themes The teacher can divide the class into pairs They will go around and look at these cards together and then practice speaking with each structure below each picture Example: The topic of personal information On the subject of personal information, I will give an example of a card of a student draws a doctor With this card he annotates his image as "doctor" and find related structures Thus the pairs after observing the painting can practice with sample questions below as follows: Teacher - What does she do? - How old is she? - Where does she work? * S1 : What does she do? * S2 : She is a teacher * S1 : How old is she ? * S2 : She is 35 years old 11 * S1 : Where does she teach? * S2 : She teaches at Canh Nang town secondary school Just pupils observe the painting and talk to each other with each individual structure under each card Classroom space can now be noisy, but the noise sounds positively, because it sounds English speaking that all 22 members of the class are discussing and that is also the success of the teacher Not only the students can review all of words in the textbooks but also students can review all of the structures in the textbook and apply these words to each structure 2.3.2.6 The organization of the games In order to make the show becomes more successful, and becomes more useful for students Especially to help them deepen the knowledge about vocabulary once more time and apply those words to communicate, I have held some language games for students As we all know, "learning through playing, playing through learning." At the age of grade 7, students are required to have games while they are studying hard so as to help them stimulate and inspire in learning For the vocabulary review teachers can organize students to play some games as follows: * Chain game: (I applied this game with themes Recreation Structure "I can " (Teacher held for about 10 students to play)     10 students stand in a circle, starting from weak students to the average, quite good and good students S1 : I can play soccer S2 : I can play soccer and badminton S3 : I can play soccer, badminton and tennis S4 : I can play soccer, badminton, tennis and basketball… * Guessing games: I applied this game with the theme Health Using structure "Did you have a toothache last month?"        This game can be applied to all 32 members of the class (1 student will write the illness she suffered in one paper and hidden, the other students in the class will guess) For example: S1: I had a stomachache last month S2: Did you have a headache last month? S1: No, I didn’t S3: Did you have a cold last month? S1: No, I didn’t S4: Did you have a stomachache last month? S1: Yes, I did 12 * Interview: This game can be applied to the topics “Personal Information, Education” Structures in this game are various: ask for family information, jobs, subjects S1: Good morning.What’s your family name? S2: My family name is …… S1: What does your father do? S2: ……………… S1: How far is it from your house to shool? * Noughts and crosse: This game can be applied to the topic Education Teachers can rely on the words from students’ collections to make more games This game is divided into two teams (similar to Caro game they used to play, but if students want to get point "X" or "O" are required to answer the questions in each box And the structures to practice in this game are the questions of subjects: "When you have ? -> I have on " English/ Monday, Music/ Tuesday Biology/ Wednesday, Friday Friday, Saturday Monday/ Physical Geography/ Math/ Tuesday, Thursday education Thursday Literature/ Wednesday/ Art/ Wednesday Chemistry/Tuesday Saturday There are many different games in teaching English communication teacher can apply even more better games Here I only take one example in games with different themes But just only four games I've actually created an exciting learning space for students, learning through playing, playing through learning APPLYING THE METHODS IN TEACHING PERIOD 51: REVISION A Objectives By the end of the lesson, Students will be able to review the vocabulary and the structures about topics: - Personal information - Education - Community B Teaching aids - Cards, pictures, extra board C Teaching Procedure 13 Teacher and Ss’ Activities The Target Language Pre- Speaking (15 min) - Teacher lets students talk Teacher and Ss can know about what about their topics one by one topics they are going to see, to talk about today Group1: topic: Personal information Group2 : topic: Education Group3 : topic: Community - The leader of each group stands in front of the class and talk about their duty, their results, how many words they found and drew, then sticks them on the wall While speaking (15 min) - Ss walk around the class, look at the cards on the wall, remember the words, use the structures on the card and talk - The teacher helps her students if they need Ss can think about the words in each topic which they have learnt Ss can review the vocabulary about four topics, and practice speaking by using the variety of the structures on the card They maybe learn some new words from their friend’s work Ss have chance to practice speaking Post- Speaking (15 min) Teacher guides Ss to play some about four topics, they can remember the words and related structures games - Ss play games * Noughts and crosses( Education) * Interview(Personal Information, Education) Homework Prepare three other topics for the next revision period PERIOD 52: REVISION A Objectives By the end of the lesson, Students will be able to review the vocabulary and the structures about topics: - Health - Recreation 14 - People and places B Teaching aids - Cards, pictures, extra board C Teaching Procedure Teacher and Ss’ Activities The Target Language Pre- Speaking (15 min) - Teacher lets students talk The Teacher and Ss can know about what about their topics one by one topics they are going to see, to talk about today Group 4: Health Group 5: Recreation Group 6: People and places - The leader of each group stands in front of the class and talk about their duty, their results, how many words they found and drew, then sticks them on the wall While speaking (15 min) - Ss walk around the class, look at the cards on the wall, remember the words, use the structures on the card and talk - The teacher helps her students if they need Ss can think about the words in each topic which they have learnt Ss can review the vocabulary about three topics, and practice speaking by using the variety of the structures on the cards They maybe learn some new word from their friend’s work Post- Speaking (15 min) Teacher guides Ss to play some Ss have chance to practice speaking about four topics, they can remember the games words and related structures - Ss play games  Chain game ( Recreation)  Guesing game ( Health) Homework Prepare for the first term test 2.4 The results after application of themmes After applying "Some methods to consolidate vocabulary and structure for grade students at Canh Nang town secondary school " I got a really expected results 15           First of all, the words students have learned in their textbooks they memorize better, in addition the number of words they expanded and collected were significant Especially with good students their vocabulary increased a lot, became more abundant, gave surprise to teachers Even I myself also learned some words from them In addition to the above results, I also see that this method has a great effect in guiding and stimulating the spirit of self-learning, self-collecting words from the children I think this measure, teachers not need to remind, without the guidance of the teachers children still have the ability to expand vocabulary and apply these words to specific social situations         Another result is that when using "Some methods to consolidate vocabulary and structure for grade students at Canh Nang town secondary school " I had found inspiration for students as they learn English as the first day I feel the eyes eagerly awaited for every English period Specifically, the results achieved after the investigation as follows: (I also gave the questionnaire to the students of class 7A,7B( with 20 students each class) at the beginning of the second term in school year 2016-2017 with similar content as the first survey and let the children in 15 minutes and marked) Question 1: You answer the questions by marking (x) in the box  Are you interested in learning English vocabulary and structure ? Very interested Interested Normal Less interested Not interested After the survey, I have the following results: % 2016 7A 20 10 17.5 10 7B 20 10 17.5 10 25 2017 Total 40 15 11 27,5 17 42,5 15 The interest of the students changed remarkably: Grade Type Class 7A Class 7B Very interested Increased 5% Increased 10 % Not intereste d Number % Less interested Number % Normal Number % Interested Number Number Amounts School year Class Very interested % 0 0 0 16 Interested Normal Less interested Not interested Question : Increased Reduced Reduced Reduced 0.5% 3.9% 4.3% 4.8% Increased Increased Reduced Reduced 10.4% 1.2% 9.3% 4.8% a) I give the meaning of the following words: + Father (word appears more frequently) + Where (word appears more frequently) + His (word appears more frequently) + Farmer (word appears quite frequently) + Geography (word appears quite frequently) + Collect (word appears quite frequently) + Uniform (word appears once in the book) + Circus (word appears once in the book) b) Name two career words that you know (never learned in textbooks) c) Put each word in the sentence (Time: 15 minutes) After the survey forms and ask students in 15 minutes, I collected to mark and synthesized the following results: Medium Weak Number % Number % 7A 20 10 17.5 7B 20 10 15 12 30 Total 40 15 10 25 19 47.5 2016 2017 % 5 10 poor Number Number % Class Number Amounts The school School year good Excellent % 2.5 0 2.5 The quality of the students changed positively: Type Excellent good Grade Class 7A Increased 5% Increased 7.7% Class 7B Increased 10% Increased 7.8% 17 Medium Increased 5.5% Increased 21% Weak Reduced 11.5% Increased 26.1% Poor Reduced 6.9% Reduced 2.4% When I applied this innovative experience in teaching English for grade students at my school using some methods to consolidate vocabulary and structure, we can see that more students were interested in learning vocabulary and structures They can remember words, understand these words deeply so that they can make sentences have improved dramatically Especially, More and more students can find out and collect more words outside the words which they had learned in the textbooks Obviously, students are much higher and better than others of the school year 2015-2016 Up to now, there’s been enough evidence to affirm that these methods have resulted in much effect in teaching English From my point of view, we can use these methods widely in other classes or grades, I have strong belief that we will also be successful and I also have more ideas to my teaching better and better III Conclusion and recommendation 3.1 Conclusion After years of teaching as well as applying the subject, I can draw some following experiences: 3.1.1 For the teacher For any other subject, the teachers also need to create excitement for the children at the beginning and especially have to guide them to self-study because time in each period is only limited within 45 minutes Intelligent students only try to remember the main knowledge Want to study well, they have to spend time selflearning and researching as well as reviewing lessons at home Study time at home is primary but many students not have consciousness, and especially not know how to learn themselves Therefore every teacher should stimulate, motivate and guide them to learn Having done this task, teachers were successful in their teaching Especially while performing this topic, teachers also need to be noted: - Need to specify the tasks for each group, guide the tasks of each group, each individual student clearly, easily to understand - Teachers should play a role as a guide, always helps students, helps them answer questions whenever they need 3.1.2 For the students - Each individual should actively participate in the group that he had been assigned, actively carry out his duties - Must be united with other members in his group and specially must have passion for the subject 3.2 Recommendation 18 In addition to training in teaching methods by the Thanh Hoa Department of Education and Training held annually, Office of Education and Training of Ba Thuoc dictrict need to organize training sessions, thematic teachings to help English teachers in our city have an opportunity to learn, exchange experiences with each other Besides, the equipment fitted to the case, such as audio-visual room, illustrations, cassettes is really necessary Schools should facilitate, encourage and help teachers make good teaching job to bring quality of education in English is more and more increased Thank you very much for reading! Principal Confirm Ba Thuoc, March 16th, 2017 I assure that this is my innovative experience I not copy other people's content Written by Nguyen Thi Yen 19 REFERENCES A course in language Teaching, Penny Ur, Cambridge University Press, 2012 Teaching and learning in the language classroom, Hedge, Oxford University Press, 2000 Teaching and Learning Vocabulary, I.S.P Nation, Newbury House Publisher, 1990 Working with Vocabulary, Carmen, and Garrido, Cambridge University Press, 2005 Working with words, Ruth Gairns and Stuart Redman, Cambridge University Press, 1986 20 ... method for children The topic "Some methods to consolidate vocabulary and structure for grade students at Canh Nang town secondary school ", with measures of reviewing vocabulary creatively, innovatively... strongly launched an innovative experience "Some methods to consolidate vocabulary and structure for grade students at Canh Nang town secondary school " in order to get remarks and suggestions from... result is that when using "Some methods to consolidate vocabulary and structure for grade students at Canh Nang town secondary school " I had found inspiration for students as they learn English