(Sáng kiến kinh nghiệm) some of experience on how to teach vocabulary effectively english 6

THANH HOA EDUCATION AND TRAINING DEPARTMENT THO XUAN EDUCATION AND TRAINING DEPARTMENT INTIATIVES EXRERIENCE SOME OF EXPERIENCE ON HOW TO TEACH VOCABULARY EFFECTIVELY ENGLISH Writer:Le Thi Ha Job: Teacher School: Xuan Thang Junior high school- Tho Xuan District Subject: English A INTRODUCTION: THANH HOA 2016 * Reason for choosing the topic: In the time of rapid developement of technology and industry, foreign languages have really become “a golden key” for the exchange and cooperation between countries all over the world In Vietnam nowadays, the demand of foreign languages, expecially English increases higher and higher English has become a compulsory subject at school as well as universities But it seems that teaching and learning English at many secondary school in Vietnam is not very effective One of the most important reasons is unsuitable methods in teaching and learning The teachers of English often meet difficulties in approaching new methods of teaching foreign languages communicatively However, Foreign language is a new subject for students who live in the countryside, so they have wrong understanding Some students think that this subject is an addition, so they don’t need to study, others are afraid of it Most of them think that foreign language is difficult to learn For students’ parents they also have diffirent ideas Most of them don’t realize that foreign language plays an important role in a morden society From the truth mentioned above, it caused for the teachers many difficulties The important thing is that they have to overcome from those wrong thoughts to take over this noble task The teachers step by step explain so that the students can understand that this is a basic subject It’s the key of the outside knowledge Besides that the teachers have to find out the best teaching methods which help students to expose not only active but also thoughtful ability Realizing have both basic and flexible steps in teaching methods Vocabulary words are simple enough to begin learning on the first day of a class and they are powerful enough to encourage communication from the very beginning Words are small pieces of language which carry bits of meaning Knowing many words does not guarantee a person will be able to speak a language, but not knowing words can prevent a person from effectively speaking or understanding a language That’s why vocabulary must be taught from the very start In the new text book series (English – English ), vocabulary is enlarged so much to provide four main skills : Listening , Speaking , Reading and Writing Therefore, teachers must have the most effective metthod of teaching vocabulary to present vocabulary effectively A good method of teaching vocabulary will get more students’ attentions I’ve chosen this topic in the hope of finding out some useful measures and I also get good rusults B PROBLEM SOLVING: I Theoretical background: More importantly, the new English curriculum has combined all the skills of words from the beginning and been developed systematically during the program from grade to grade Whether in the form of individual and group activities or at all levels from grade to grade 9, all the exercises in the units have combined all the skills if necessary, depending on the content characteristics of each lesson II Real states of problem : To students: Teaching according to renewed methods at present emphasizes on activeness, creativity of students Students spend most of the time of communication in thinking and actively practicing their English To have a good lesson, the students have to prepare thoroughly at home It can be said that mostly the quality of teaching and learning is not high, has not attracted the passion of student’s learning It is evident, because they are lazy to learn new words, grammatical structures, have no preparation before going to class To teachers: Besides the fact of the students, the teacher’s role can not stop mentioning The quality of teaching has improved, but slowly In the program, reading skills is integrated with the listening, speaking and writing ones Some teachers reading classes still apply the old teaching method 3.Result of prior reseach situation : Words in the topic : “ food and drink ” apple (n) ; orange(n) ; banana(n) ; vegetables(n) ; rice (n) ; water …… Total Good Fair Moderate Weak Poor Class student SL % SL % SL % SL % SL % 6A 37 5.4 18.9 12 32.5 24.3 18.9 6B 33 3.0 15.2 27.3 10 30.3 24.2 Student results showed that students’ reading skill is limited III Solutions and implementation: What vocabulary to teach ? As you know,there are two types of vocabulary They are : Passive vocabulary and active vocabulary Passive vocabulary are words which a student can recognize but not necessarily use in speaking or writing If a student sees a word in their passive vocabulary ,he/she will understand what it means Passive vocabulary words are especially useful for receptive skills of reading and listening Active vocabulary are words which students can both understand and use in communication Active vocabulary words are especially useful for the productive skills of speaking and writing *The process of vocabulary expansion looks something like this: Unknown - > Passive vocabulary -> Active vocabulary A teacher should expect his/her students to understand words in reading and listening before they can use those same words in speaking and writing When teaching , it is best to first train students to recognize words Later the teacher will find the students can actively use those same words in communication Principles for teaching vocabulary : There are many different ways of teaching vocabulary , but some ways are more effective than others 2.1 Provide a context for new words : We will help the students guess the meanings of the new words and remember easilier 2.2 Do not present too much new words at once Teach a few words and allow students to practise and use them a lot This will help them remember new words easily a Practising new words in context is more important than memorizing isolated words Students may be required to learn the meanings of words but they must also be given the opportunity to use them productively in speaking and writing b Teach your students skills for guessing new words , especially when reading The meaning of words can be inferred from the different types of contexts and from looking at affixes (parts) of the word c Avoid translation as much as possible If the students are always having words translated, they are really only communicating in their own language, not in English Also, students not usually remember vocabulary that has been translated Only use translation as a last resort , when it would otherwise take too long to communicate in English d Avoid using the dictionary a much as possible When reading or listening, students should first try guessing or ignoring new words so that they can continue without stopping Also using a dictionary when speaking or listening often slows down communication In writing ,using a dictionary can be beneficial It helps students express themselves more clearly e Practise the new words in context first, practise in chorus, and then individually f Active words are needed to teach first , ignore the passive words Those are the priciples Have you taught vocabulary follow those principles ? In my opinion , If all of us follow those principles strictly, we will get the best feedback from our students Steps for teaching vocabulary : 3.1.Presentation: a.Present pronunciation : By reading words in context , emphasise it by some receptions b Present dictation : Write new words on the board and then helps students copy them in their notebooks c Present the meanings of new words : There are 12 techniques for communicating the meanings of words c1 Paraphrase and define : We can explain a word by using a different word,words or a definition c2 Drawing : We can draw a picture of some words on the board that will quickly convey the meanings c3.Realia and objects : When we teach about nouns in semantic fields , We can bring a series of real object to class c4 Flash cards or charts: We can use flash cards or charts on which we have a picture on one side and words on the other side c5 Mime: We can act out to demonstrate its meaning ( of course,without saying ) c6 Pictures : We can use pictures to communicate about many types of words c7 Opposites : When students know a word we can give them the “ antonym” c8 Semantic field : To show words in relation to other words , we can present words in semantic fields c9 Guessing from context : Have students guess the meanings by reading the whole sentence c10 Guessing from stems and affixes : Meaning of some words can be understood through affixes c11 Translation : This will save much time , teacher will give a similar word in the students’ first language c12 Using dictionary : If we need to save time or communicate about a difficult word, the dictionary might be the best option Unit : AT SCHOOL Eg : th Period : A - Come in (1,2,3 ) ( P.20- 22) * Pre- teach vocab: - We can act out to demonstrate its meaning - Come(in) (v) : ( mine) ; - Sit (down) (v) ; - Stand(up) (v) ( mine) … * When we teach about nouns in semantic fields , We can bring a series of real object to class T opens and closes the door T says, “ Tell me about the door: it’s what ? ” - Open(v ): ; - Close (v): ; - door (n): ; - book(n) : ; - Close your book: ; - Open your book: … * We can use pictures to communicate about many types of words : - Come(in) (v) - Sit (down) (v) - Open(v) - Close (v) Stand (up) goodbye * When students know a word we can give them the “ antonym” - Sit down >< standup ; - Open > < close Unit : AT SCHOOL th Period 10 : C- My school ( C1 ) ( P 26 – 27) * Pre- teach vocab: E.g: My mother teaches at Xuan Thang school What is a teacher ? ( Students can guess from the suffix “- er ” that “ a teacher is a person who teaches student ” ) - ( a)student (n) : ; - (a) teacher (n) : * We can use pictures to communicate about many types of words - (a) teacher (n) - ( a)student (n) - ( a) class (n) : - ( a) school (n) : - ( a) desk (n) : Unit : AT SCHOOL th Period 11 : C- My school ( ,3 ) (P.28-29) * Pre- teach vocab: * When we teach about nouns in semantic fields , We can bring a series of real object to class - ( a) door (n) : ; (realia) ; - (a) window (n): ; -( a) board (n): -( a ) clock (n): ; -( a) wastebasket ( n) : ; -( a) school bag (n): - (a) pen (n): ; -(a) ruler (n): ; - (an) eraser (n): * We can use pictures to communicate about many types of words ( a) door (n) -( a ) clock (n) - (a) pen (n) - (a) window (n) -( a) board (n) -( a) wastebasket (n) -( a) school bag (n) - (a) pencil (n) -(a) ruler (n) - (an) eraser (n) Unit : AT HOME th Period 12 : A- My house A1-2 (P 30-31) * Pre- teach vocab: * We can use pictures to communicate about many types of words - ( a ) house (n) ( picture) : ; - home (n): ; - (a) living room (n): * We can use pictures to communicate about many types of words * We can draw a picture of some words on the board that will quickly convey the meanings Computer a television telephone stereo Unit : BIG OR SMALL rd : C- Getting ready for school C 4, 5, 6, (P.50-51) Period 23 * Pre- teach vocab: Elicit from Ss * When students know a word we can give them the “ antonym” - past : >< to : ; - start >< end * Have students guess the meanings by reading the whole sentence late ( for) … The class starts at o’clock You go to school at 7:15 You are late for school Classes start at 7:00 and end at 11:15 Period 49th : grammar practice (page 93 ) * Revise and practise using prepositions of position : on, in, beside, between on between beside in THE BODY Unit 9: th Period 55 : A - Parts of the body ( A1,2) * Pre- teach vocab: * We can act out to demontrate its meaning ( of course, without saying ) This is my head This is my shoulder Head ( n ) : ; Shoulder( n ) : ; Arm ( n ) : ;Chest ( n ) : Hand ( n ) : ; Finger (n): ;Leg ( n ) : ;Foot ( n ) : ;Toe ( n ): * We can use pictures to communicate about many types of words Unit THE BODY th Period 56 : A - Parts of the body * Pre- teach vocab: Elicit from Ss ( A3,4) Big ( a ): ; small ( a ): ; tall ( a ) : ; fat (a) : ; thin ( a ) : ; heavy (a):; light ( a ) : ; weak (a) : ; strong ( a ) : ; short ( a ) : * We can draw a picture of some words on the board that will quickly convey the meanings tall > < short * When students know a word we can give them the “ antonym”: happy > < sad ; big > < small Short > < long ; Fat >< thin Ugly > < nice * We can use pictures to communicate about many types of words: Unit THE BODY th Period 58 : B Faces (1,2,3) * Pre- teach vocab: Elicit from Ss : * We can act out to demonstrate its meaning : Hair(n); Lips(n);Eye(n); Ear (n); Teeth(n); Face (n); Nose (n); Mouth(n) … This is my lips * We can draw a picture of some words on the board that will quickly convey the meanings Eye Face nose Hair * feel? ? How does he o o He feels … sad > < happy * We can use pictures to communicate about many types of words Unit 10 : STAYING HEALTHY th A- How you feel? ( A1, 2, 3,4 ) Period 60 : * Pre- teach vocab: Elicit from Ss hungry: ; thirsty: ; full: ; hot: ; cold: ; tired: ; empty : orange juice : ; noodles: …… When students know a word we can give them the “ antonym” : Cold (a)>< cold (a); hungry(a) >< full (a) ; full (a) >< empty(a) * We can use pictures to communicate about many types of words : Unit 10 : STAYING HEALTHY nd B Food and drink ( 1, 2, ) Period 62 : * Pre- teach vocab: * When we teach about nouns in semantic fields , We can bring a series of real object to class apple (n) : ; orange(n) : ; banana(n) : ; vegetables(n): ; rice (n) : ; water (n) : ; meat (n) : ; milk(n) : … * We can use pictures to communicate about many types of words Unit 10 : STAYING HEALTHY th Period 64 : C My favourite food ( C1,2,3,4,5 ) * Pre- teach vocab: Elicit from Ss * When we teach about nouns in semantic fields , We can bring a series of real object to class 10 carrot(n): ; tomato(n) : ; lettuce(n): ; potato(n): ; bean(n) : onion (n) : ; cabbage(n): ; pea (n): … ; Practice the new words: a, Have students repeat the new words in chorus and then individually b, Have students use new words to make sentences Do you live near a market? Eg : “market” Does your mother go to the market? Do you have a bike? Eg: “bike” Do you go to school by bike? Do you read after school? Eg: “read” Does your father read a book? 4.Checking vocabulary : What to check? After teaching vocabulary , every teachers should check their students on vocabulary of pronunciation , dictation , using and meaning If their students give good feedbacks , it means they are successful in teaching vocabulary Therefore , vocabulary needed to check It means pronunciation , dictation , using and meaning are needed to check Do you think those are all what to check vocabulary ? When to check ? In my opinion , After teaching vocabulary ,we can check our students’ understanding vocabulary , or we can check in the end of the lesson as free stages But some teachers check vocabulary while students are practising language skills In short , we can check vocabulary at any stages of the lesson , provided that our students can understand and use vocabulary to make sentences and practise language skills How to check ? There are many ways of checking vocabulary,They are considered as games such as : noughts and crosses , slap the board , wordsquare , networks , 11 hang man , shark attack , jumbled words , rubout and remember , what and where, matching , … teachers should use some of those games to check vocabulary With new text book series, If teachers use games to check vocabulary as well as other skills , they will not onlyget the best feedbacks from their students but also make classroom climate always merry a Simon says: Unit : At school - A Come in (3 ) (page 22 ) Come in.; Sit down ; Open your book ; Close your book b English songs : Unit : At school - B Where you live ? (3 ) (page 24 )  A-B-Cs :  If you’re happy: If you’re happy and you know it, clap your hands If you’re happy and you know it, clap your hands If you’re happy and you know it, and you really want to show it If you’re happy and you know it, clap your hands Change “ happy” and “ clap your hands” by “ hungry” and “ eat some food” we have a new song : If you’re hungry and you know it, eat some food If you’re hungry and you know it, eat some food If you’re hungry and you know it and you really want to show it If you’re hungry and you know it, eat some food Or : angry – stamp your feet If you’re angry and you know it stamp your feet If you’re angry and you know it, stamp your feet If you’re angry and you know it, and you really want to show it If you’re angry and you know it, stamp your feet c Wordsquares : Object : Unit : At school - C My school (2 ) (page 28,29 ) R D E S K B 12 E K T E O H S C M O C N Ò Anwer desk , chair A O K U K E Ó eraser , clock , pen R L O L N P × E C H A I R book Ö couch d Jumbled words : – Objects : Unit : AT SCHOOL - C My school (2 ) koccl = (clock) seerra chenb = (bench) dobar = ( board) Unit : At school - A My day (1,3 ) S P Y U S V N C G B T S T E R E O L F E N P R E S U O H N R M M R E T O T I A H C T kesd C L E P H O N E (page 52,53 ) Answer Ò :telephone, table Unit : At home - A - Objects My house (1 ) (page 30,31 ) Ô clock, bench oseetr etlba =(stereo) = (table) Ó lamp ) lkocc anf = (fan) = (clock) house, chair lamp) plam = ( lamp) = hnbec (bench ) e Crosswork Puzzle – Objects : Unit : At home - A My house (1 ) T L T (page 30,31 ) O Answer C E V = (eraser) = (book) = ( desk) E A B L E S K C H E kobo (page 28,29 )         Stereo Telephone Pencil Chair Bench Television Couch Eraser 13 P L S C H R O B R H f the board : Unit : At home - A My house (1 ) (page 30, 31 ) television telephone lamp stereo bookcase table g Netword :Unit : At home - A My house (1 ) television armchair (page 30, 31 ) lamp telephone LIVING ROOM couch fan stereo chair stool bookcase table * Word folks : Unit : THINGS I DO - A My day (1 ) watch football soccer television volleyball lesson ………………… (page 52 ) have end finish stop Start h.Slap the board : Unit : Things I - C Classes his breakfast (page 52 ) 14 Lake River Hotel Park Rice paddy Yard * to the right of to the left of in front of next to between behind beautiful noisy quiet tall hotel old new house * Prepositions : - Grammar practice (2 ) : (page 93 ) A T C Q W X N E N Z R I G H T L E Y B E H I A K N M S B R F R O N Q A P L K P U O B E Answer D Ò right , behind , front , left , between E J Ô near , next T X F E F T T V T H O O T W E E N Ö opposite * Networds : Unit : The body - A parts of the body (1 ) ey es hai r hea d hand ear s fa ce BODY che st lip s leg toe s no se mouth arm finge rs (page 96 ) foo t teeth 15 k Sticer: Unit 10 : staying healthy (B 1,2,3 ) (page 108 ) Fruit – [n] –hoa apple – [n] – táo orange – [n] – cam – banana – [n] – chuối drink – [n]- đồ uống orange juice – [n] –nước cam ép Food – [n] – đồ ăn vegetable – [n] – rau củ rice – [n] – gạo meat – [n] – thịt water –(n)– nước milk- (n) – sữa IV Result after applying the research in teaching -Through the lesson is used by the technique I always create interest and active participation from students The students concentrate on our lesson They find it easy to perceive, understand, practise and use the item with confident and creativity They not get bored and positive school homework for this class Since then our students are fond of learning English - The above are some the techniques that I use the skills taugh to learn the words and I have used for a particular lesson as follows: Preparing day: Teaching day: Unit 10 : Staying healthy nd Period 62 : Lesson : B Food and drink ( 1, 2, ) I- Objectives By the end of the lesson Ss will be able to understand : - Know names of some food and drinks to ask and answer Listen and and repeat then write the short answer in their exercise - Invitation with what would you like? Use “ some” and “ any” II- Language content: 1- Vocabulary: 2- Structure: III Teaching aids: Book, cassette, tape, pictures, Extra- board IV- Procedures: Teacher’s & Student’s activities Target Languague Warm up Net work food Ask Ss to play the game: “Net drink work” tell about some names of food & drink Noodles coffee 16 Write them on the board I Vocabulary : Presentation - Give the new words: Ask Ss to look at the pictures and explain the new words: What is it in English? It is an apple Pictures / real objects - Ask Ss to read twice -Ask some Ss to repeat Check vocabulary: R.O.R - Give model sentences: - Explain the use of “some”, “any” Give some example then call some Ss answer apple (n) : orange(n) : banana(n) : vegetables(n): rice (n) : water (n) : meat (n) : milk(n) : II Structure : a) What would you like? -> I’d like … Eg : What would you like? -> I’d like some oranges b) ?Is there any +N……? ->Yes.There’s some…/ ->No.There isn’t any ?Are there any +N(s,es)? ->Yes.There are some /No.There aren’t any … Eg: ?Is there any meat? -> Yes There’s some meat -> No There isn’t any meal ?Are there any noodles? -> Yes There are some -> No There aren’t any bananas *use : “some”, “any” 17 III Practice : Listen and repeat : What would you like? I’d like[ some oranges] Listen and repeat Then practice in - Call some Ss to read again pairs - The question sentence: cues: - Introduce the questions: breakfast/ lunch / dinner -Ask Ss to practice in pairs with * What is for [lunch]? exchanging: There is some meat and milk - Ask Ss to listen A2 and the task Noodle Banana - Some Ss to practice before the Meat class Milk Rice Give the question sentence: Water - Have some cues: breakfast/ dinner Orange - Ask Ss to work in pairs Ask and answer: -Example exchange B3- P109 S1: Is there any milk? S2: Yes There is some milk ?Are there any noodles? -> Yes There are some -> No There aren’t any bananas Practice : - Open the tape B1 Ask Ss to repeat in chorus Ask Ss to listen to B1 twice Production: Noughts and crosses vegetables rice water Orange Apple Milk Meat Noodles banana Noughts and crosses: Ex: Is ther any vegetables? No there isn’t any vetables Home work: - Learn by heart new words and structures - Do exercises B1,2,3 in exercise’s book Adjustment: …………………………………………………………………………………… ………………………………………………………………………………… Experimentally manipulate methodological innovation learning to the student is the center of the bottom section above Inoticed a new quality men the increase following specific ( mid- semester 2): Total Good Class student SL % Fair SL % Moderate SL % Weak SL % Poor SL % 18 6A 37 21.6 12 32.5 17 45.9 0 0 6B 33 18.2 12 36.4 15 45.4 0 0 C CONCLUSION: To sum up , there are many methodologies of teaching vocabulary , each teacher has her/his own methodology of teaching vocabulary but the characteristics of presenting vocabulary are the same in any language With this result, although sour absolute truth but it has also helped the students interested in learning words The teacher outside the duty to inpart kowledge also seeks to make effective school hours, attracting the focus of the children Guidence for students learning methods are important The final perpose of everyteacher are to enlarge students’ vocabulary to help them tobe good listeners, speakers, readers , and writters in any language I think those I have mentioned above are the most effective methodology If we are to help students tobe good learners of English , it is necessary to obey priciples and steps for teaching vocabulary above With limited time and my limited preparation I really want all of you share your opinions, our English classes in generally more creatively, effectively and successfully I promise this is my experience initiatives self- study, not copy one Thanh Hoa, May 20th 2016 Written by Headmaster’s signature Appendix Content A INTRODUCTION B PROBLEM SOLVING I Theoretical background II Real states of problem III Solutions and implementation IV Result after applying the reseach in teaching Page Page Page Page Page Page 2->16 Page 16->19 19 C CONCLUSION Page 19 References 1-English language teaching methodology for teachers in lower secondary schools 2- Methodology Course 3- English 4- Teacher’s English 20 5- Documents regular training cycle (book 1) 6- Methods of teaching English 7- Teaching English manual 8- Guiding the implementation of standards of knowledge, skills for English junior high school 21 ... 18 6A 37 21 .6 12 32.5 17 45.9 0 0 6B 33 18.2 12 36. 4 15 45.4 0 0 C CONCLUSION: To sum up , there are many methodologies of teaching vocabulary , each teacher has her/his own methodology of teaching... father read a book? 4.Checking vocabulary : What to check? After teaching vocabulary , every teachers should check their students on vocabulary of pronunciation , dictation , using and meaning If... Therefore, teachers must have the most effective metthod of teaching vocabulary to present vocabulary effectively A good method of teaching vocabulary will get more students’ attentions I’ve