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SAM SON EDUCATION AND TRAINING DEPARTMENT NGUYEN HONG LE SECONDARY SCHOOL EXPERIENCE INNOVATION SOME TECHNIQUES TO TEACH NEW VOCABULARY FOR SECONDARY SCHOOL STUDENTS Performer : Trinh Thi Viet Nga Position : Teacher Working place : Nguyen Hong Le Secondary School Experience innovation of subject: English SAM SON, 2015 TABLE OF CONTENTS Pages INTRODUCTION .1 CONTENTS .2 2.1 Rational 2.2 Current state of the problem 2.3 Problem solving: .3 2.3.1 Some principles to teach new vocabulary 2.3.2 Steps for presenting new vocabulary 2.3.3 Eleciting techniques for teaching vocabulary 2.3.4 Checking techniques for vocabulary 2.3.5 A model lesson plan 13 2.4 Achivements 17 CONCLUSION 18 REFERENCES 20 1 INTRODUCTION *.Reason for choosing topic Nowaday, English has become the common language throughout the world and more than forty countries use it as a primary language and almost 400 million people use it as a second language in communication In Vietnam, English is considered a primary language in schools today As teachers teach subjects in English, I always want my students to understand all the fastest, most proactive, especially the children can apply the knowledge learned in real communication For this, we need to renew teaching methods so that each student in class more interested in active learning and memory training is all right in class We all know any languages in the world, want to communicate with it, requires us to have a vocabulary because the words are an indispensable component of language In English we can not train and develop the four skills of listening, speaking, reading and writing of students that are not based on the foundation of vocabulary Indeed, without the necessary capital, they will not be able to develop good skills in listening, speaking, reading and writing whether they have mastered the phrases and grammar is trhuc But mostly, the students not understand the importance of learning the vocabulary so lazy or just learn flower speaker and not use it With the amount of new knowledge that it differs far from their native language so they are afraid of school students Therefore the teacher must to vocabulary no longer be "difficulties" of students, think that every concern me forever, with some years having no classroom many times students not fall vocabulary , misspell, misunderstand the question and not translate inspired me to implement the project "Some techniques to teach new vocabulay for secondary school students” * Research purposes - The role of teaching vocabulary skills in teaching and learning English - The ability to introduce and test their vocabulary - The result of the use of the technique * Research subjects - Students in grades 6,7,8,9 - Textbooks 6,7,8,9 - Workbooks 6,7,8,9 * The research methods - Methods of observation - Methodology and Practice - The method of synthesis CONTENTS 2.1 Rational In any language, the role of vocabulary is very important We can see one language is a subset of the vocabulary Unable to understand language without understanding the vocabulary, or through the lexical units But that does not mean that only understand the individual lexical units, independent of each other that can only be mastered through language dialectical relationship between the lexical units So learning the vocabulary and practice using vocabulary skills as the leading factor in transmitting and acquiring a language in general and English in particular Since vocabulary is a unit of language, it is expressed in two forms: verbal and written Want to use the language, that is to master the forms of expression of the oral and written language But because there is an association of words with other elements of language (grammar, phonetics, intonation ) or in specific social situations, we see the words as the "bricks" are grammar and other language elements were referred to as "grout" to build up into a home language 2.2 Current state of the problem Through the teaching process, through interschool professional activities and through discussions with colleagues, I myself realized that learning English situation revealed some disadvantages as following: - For the students: + In general, students are "scared" and "hesitant" to learn new words, the use of words shows many limitations such as misspellings, incorrect pronunciation, inaccurate use of words, inconsistent with the context Most of students just have a habit of memorizing simple word or its meaning + Some students just learn-by-heart to deal with writing new words on the board, after that, they immediately forget how to use those words Some students try to memorize all the new words so when they face too much new words, they will be in the fear of learning them That is the reason why students often not learn anymore or study yet ineffective The main culprit of the above problem is that students not know how to learn vocabulary, not to find out an appropriate method to learn vocabulary - For the teacher: + The fact of vocabulary teaching and learning in secondary school attracts lots of concern of English teachers A few years ago, teachers were really embarrassed when teaching vocabulary lessons Dozens of words in a unit, the the relevance between words and theme of the lesson, mood of students, even application of the words in communication made them confused + Some recent years, the movements on reforming foreign language teaching has been implemented, teachers have been trained techniques in teaching vocabulary In fact, teachers have remained embarrassment in using such techniques when they want to give a hint through furniture, to give example or to explain the word briefly and easily to understand, particularly abstract nouns + Selecting vocabulary to teach in a review lesson weighs a burden on teachers, so they forget to make use of lessons which can review vocabulary Incorrect pronunciation is a sad reality for students, leading to difficulties in communication, even changing the teacher of each subject in each academic year I also want to mention to previously incorrect pronunciation of a few teachers and most of students From the above problems, I need to spend much time on preparing documents and finding methods to teach vocabulary, making students interested in learning vocabulary in particular and in learning English in general 2.3 Problem solving: For a long time, teachers are familiar with the traditional teaching method is followed books, teacher-centered lessons should the renewal of teaching methods many teachers feel confused Therefore, to prepare a lesson, vocabulary or, attract students, which requires teachers to take time to explore, collect pictures, make furniture, visual aids, bringing real objects simple to help students remember in class So teaching vocabulary with the new approach, the most effective to ensure the following: 2.3.1 Some principles to teach new vocabulary - In a class teacher should choose -8 to teach new words, those words should be of the type of activity (active vocabulary) This means that the students will be practiced regular use in class, especially in speaking and writing skills - The words should have a higher frequency means that they appear frequently in the text - These terms need to be learned in the learning process of students in the present and the future - Teachers should should focus on teaching the writing system of both Vietnamese and English If students must learn phonetic symbol they will be confused between writing and phonetic notation of a word 2.3.2 Steps for presenting new vocabulary 1-Use a suitable technique to elecit or show the meaning of the new vocabulary 2-Model the pronunciation clearly ( times ) 3-Ask students to repeat the word in choral and individually 4- Correct students’ s pronunciation 5-Write the words on the board and students’s copy down on their notebooks 6- Check that students clearly understand the meaning and pronunciation 7- Draw students’ attention to aspect of vocabulary such as part of speech, frequency etc… 8-Gives students a written record (May be teacher check that students write well in their vocabulary notebooks) 2.3.3 Eleciting techniques for teaching vocabulary True- False statements Visuals Realia n Mime techniques Synonym/ Antonym Situation/ Explanation Example Translation *Visuals - Use a picture - Draw on black broad ex: A backpack *Mime - Face expression - Gesture - Body action ex : to brush ( one’ teeth ) Teacher takes a toothbrush then brushes her teeth T asks : “ What am I doing ?” Ss: You are brushing your teeth T: now repeat “ brush” ( times)) *Realia: - Use real things ( teacher brings clock , chair , telephone, plaster, scissors……… into the class ) *Synonym / Antonym: - Use the questions Ex :What’ s another word for “ holiday”? Holiday= Vacation What is the opposite of “ happy”? Happy # Sad *Translation: Teacher: How you say “Điểm đến” in English? Ex : A destination *True or False statements: Teacher gives some statements and asks students to choose the best answer Ex :A air hostess T says: a- Air hostess takes care of a forest b- Air hostess often works in hospital c- Air hostess travels to many countries * Example: ex1: rice, meat, and fish are food (uncountable) ex2: bananas, apples oranges …are fruits ex3: shirts, trousers, jeans, shorts, dresses are clothes Ex4: beds, tables, chairs are furniture ( uncountable) *Explaination/Situation: Teachers must know how to combine multiple techniques to interpret the meanings of words, but must interpret fast not to lose time Ex: to teach the word "smile" teacher draw a face and said: T: Look at the picture He is smiling Now look at me I’m smiling , too “ Smile” is a verb You smile when you are happy Repeat “ smile ” Ss: smile T: Good What does it mean in Vietnamese ? Ss : mØm cêi T : Well done 2.3.4 Checking techniques for vocabulary Rub out and Remember Jumbled words Bingo Ordering techniques What and where Matching Slap the board *Rub out and remember : 1-Teacher presents or elicits the vocabulary and builds up the list on the blackboard 2- After each word teacher puts the Vietnamese translation 3- Teacher asks the students to copy in to their books and then close their books 4- Teacher rubs out the new word one at a time 5-Each time teacher rubs out a word in English, points to the Vietnamese translation and asks: What is this in Vietnamese ? 6- When all the Engkish words are rubbed out teacher goes through the Vietnamese list and gets the studends to call out the English words 7- If there is time , teacher gets the students to come to the black board and write the English words again *Note: it helps leaners to memory new vocabulary Ex English 6-Unit – A closer look 1……… Painkillers 5………… Sun cream 2……… Scissors 6………… Walking boots 3………… Walking boots 7………… Plaster 4…………Sleeping bag- Plaster 8………….Compass *Slap the board: 1-Teacher puts the new words in English on the black board in bubbles –not in a list 2-If you want to check the understanding, put the Vieetnamese translationof the new words or picture on the blackboard 3- Teacher divides the class in to two teams of five or six to front of the class 4-Teacher chooses a student from each team and they stand at equal distance from the blackboard 5-Teacher calls out one of the new word in Vietnamese 6- Two students must runs forward and slap the word in English on the board 7- The one who slaps the correct word first is the winner If students are playing in teams, the win team gets a mark 8- Then teacher asks two more students to come forward … etc * Note: There are two points to remember If you use only English, leaners only recognize the word through listening However if you use Vietnamese translation or picture you can check the meaning of the new vocabulary Ex: English 9-Unit –Period 28 Checking vocabulary: slap the board crier interactive channel control benifit remote * What and where: 1- Teacher writes the new words in the circle on the black board not in a list 2- When all the words are on the board , teacher asks the students to repeat the words in circle 3- Teacher rubs out one of the words but doesn’t rub out the circle 4-Teacher gets the students to repeat the words including the rubbed out words by poiting at the empty circle 5- Teacher rubs out another word but leaves the circle 6- Teacher points the word or empty circle, students read and have to remember all the words 7-Continues till the circle are empty 8-Techer asks the students ( or at the time to come to bb and fill in the circle with the correct words) Ex: English –Unit 9: Getting started fascinating amazing firework religious Make a camp * Note: This checking technique is good for leaners to memory the newwords and also good for revision of vocabulary * Matching: 10 1- T writes the newwords in the list on the left hand side of the bb 2- T writes the definitions, translation or draws pictures on the right hand side of the bb 3- T asks the Ss to come to the bb to match the items on the left with those on the right by drawing a line between them Ex1:English –Unit 2-Getting started Junk food (n): a bệnh cúm Put on weight: b bị cháy nắng Flu (n): c đồ ăn nhanh, đồ ăn vặt Sunburn (n): d dị ứng Spots (n): e tăng cân Allergy (n): f mụn nhọt Ex 2: English 6– Unit 5- Getting started 1.valley lake island mountain forest waterfall desert cave A E Keys: 1- E B C F G D H H 11 2- C F 3- A B 4- G D *Jumbled words: 1-T sticks flashcards with jumbled words on the bb tnotancc prenstreteiv ea cereseru ralnatu Ss to rewrite the ropttce cyrecle 2-T-asks words in the right order 3-T tells Ssthe first two groups with the right word will get two points 4-T corrects them 5- T asks Ss to read again Ex: Unit 10 –English 8-Period 61 *- Answer keys: 1- contact 3-resource 5- protect 2-representation 4- natural 6-recycle *-Note:This cheking technique helps Ss to remember deeply the words they’ve learned * Bingo: 1-T.draws box on bb and asks Ss to copy 2-T Asks Ss to rewrite newwords they’ve learnt in the box A packet A bay Flu A destination Medicine A doctor 3- T tells Ss that she/he will say some words 4- If Ss hear the word, they cross it out.Like this: A bay 12 5- When Ss cross out all six words, shout "Bingo".who say "Bingo" first will be the winner *Note: This activities can be used to check and revise the newwords you have introduced during the week *Ordering: 1-T writes the vocabulary on the board Vocanol situated Island pouring out went swimming overhead 2-T have Ss to copy the words in to their exercise books 3- T read the phragraph aloud Ex: English –Unit 12 –period 77 “Mrs Quyen & her husband visited many places in the USA while they were there First, they (1) at Waikiki Beach (2) on the Hawaiian (3) of Oahu There they could see the lava (4) of the Kilawea (5) .when they flew(6) They also saw the the head of American President carved in to the rock of the Mount Rushmore 4-T asks Ss to compare their answer with their partner 5-T asks Ss to give the anwers and read the text again to correct *Answer keys: Volcano (5) situated (2) went swimming(1) Island(3) pouring out(4) overhead(6) 2.3.5 A model lesson plan Unit 6: OUR TET HOLIDAY Period 42: Getting Started Happy new year I.Objectives : By the end of the lesson, Ss will be able to - understand the interview between the interviewer and Phong about the Vietnamese Tet holiday - practise vocabulay related to “ Tet”: things, activities and practices 13 III Teaching aids: - Cards, posters, cassette & tape III Teaching steps Teacher ‘s activities Warm up -Have Ss work in groups - Teacher sticks the pictures of Students’ activities A WARM UP Matching Easter Day holidays on the board and asks Ss to Christmas Day match the pictures to the words phrases Thanhsgiving Day -Give feed back New Year’s Day Teacher sets the scene by asking Ss B NEW LESSON about the picture I Getting Started - What is Phong doing ? - What is the –He’s having an interview interview about? Holiday It’s about Vietnamese Tet - Give some new words Activity 1: * Vocabulary checking : Rub out and a Pre - teach vocabulary: - (to) celebrate: (translation) rember - (to) decorate: (translation) - fireworks(n) ( visual) 14 - family gathering (n) (translation) - peach blossom(n) (visual) - apricot blossom(n) (visual) - lucky money(n) ( visual) 15 Ss look at the conversation, listen to the tape and then work in pairs to practice the conversation - T asks some pairs to read the conversation again b Listen and Read: - T asks Ss to read the conversation again and answer the questions: a Do the Vietnamese celebrate Tet at Ss work independently and decide if the different times each year? statements are true or false, then share b What should people to celebrate Tet? their answers with their partners c Does Tim travel during Tet? - Ss give out their answers.Ss work Activity 2: T/F statements independently and decide if the Statements True False 1.Phong is the first person on the show 2.This year, Tet is in February 3.Tet is a quiet time of the year 4.Phong loves eating lots of good food during Tet 5.Next, the interview will talk to a person from Japan Feedback1: 1.F, 2.F, 3.F, 4.T, 5.T statements are true or false, then share their answers with their partners - T asks Ss to work in pairs - Ss refers to the conversation to find the information and fill in the blanks Activity 3: Gap Fillings Feedback 2: The end of January house - Ss match the words to the picture ( individually) flowers and plants fireworks great food ; lucky money family gatherings Activity 4: Matching 16 a.Lucky money e b swimming pool c.peach blossom and apricot blosom d House decorations e.Banh chung and banh tet -T reads aloud and Ss repeat in chorus f Books g family gathering h School ground Feedback 3: 1.b; 2.a; 3.c; 4.e; 5.h; - Ss look at the pictures again and find 6.g; 7.f; 8.d out the pictures relating to Tet Activity 5: holiday -T asks Ss to play the game Feedback 4: 1, 2, 3, 7, II Consolidation : T asks Ss to write down three things or activities they like best about Tet, Homework using I like/love/ enjoy ’ C HOME WORK -Sumarize the main point of the lesson - Learn by heart new vocabularies -Give home work - Practice reading “Listen and read” -Write about your Tet holiday - Do A.phonetics/40 (wb) -Prepare new lesson: A closer look 2.4 Achivements Through the process of applying to the actual topic of teaching, I noticed more and more students have academic progress: - Students are more interested and active in all activities - The lessons become more lively - Students remember almost the new word in the classroom quicly - Their vocabulary increased remarkably 17 - The weak students can use the vocabulary in simple sentences The good student can use the vocabulary in complex sentences Through comparison the academic performance of students in grades 7A1 where I taught, the quality before implementing the topic can be seen: Total pretty good No % good No % medium No % weak No % 40 10 25 21 52,5 22,5 0 After applying the method of developing thematic vocabulary in each lesson (Applying theme), the results of several test reach higher Specifically: Total 40 pretty good No % good No % medium No % week No % 15 37,5 20 50 12,5 0 From the above results, we can see that the application of vocabulary teaching methods promotes effectively and positively in improving the quality of teaching and gives students a necessary vocabulary to enhance communication skills of students CONCLUSION Above is the teaching methods with practical teaching myself I realize that in the process of teaching, teachers should try to adopt a flexible approach to fit with content and matching of students Besides, teachers also need to skillfully use these tips to stimulate pedagogical interest in learning of students and help them learn the results To promote positive good creative initiative of students in learning, we need to organize the teaching process in a positive direction of activity of the learner, in the process of teaching and learning, teachers are just who transmit knowledge to students, students want better comprehend the knowledge that, then you have to learn by their own activities To the students, besides a number of children seriously, have not only students at school through the speakers, not by words etched into his mind, not reading, writing regularly, not in that two-way so teachers should encourage and guide students actively participate in the learning process To meet requirements of renewal method in 18 lower secondary education, in addition to external factors such as program, time, degree of student, professional competence of teachers The most important thing is the mode of organization of teachers in a lesson To response to the innovation of teaching methods in schools, as a teacher of foreign languages department are eager to contribute our small part, along with teachers and peers building new teaching methods more standard, more effective help for the students more interested in learning languages, can learn actively, to communicate with confidence in their own ability Conformation of Head Sam Son, April 5th, 2016 I here by declare that this is my experience innovation, not copying from other’s content Written by Trinh Thi Viet Nga 19 REFERENCES Age education newspaper No (1/11/2003) Education magazine No 43/2002 Teaching English - Trainer's handbook (Author Adrian Daff) Psychology documents for secondary school students (Compiled by World School Published by Hanoi National University, 1998) Education Law: the National Political Publishing - Ha Noi/2006 Document on training Legal Education in 2006 by the Department of Education and Training of Quang Binh Regular refresher material for English teachers cycle (2004-2007) Educational Publishers 20 ... books, teacher-centered lessons should the renewal of teaching methods many teachers feel confused Therefore, to prepare a lesson, vocabulary or, attract students, which requires teachers to take... principles to teach new vocabulary - In a class teacher should choose -8 to teach new words, those words should be of the type of activity (active vocabulary) This means that the students will... the process of teaching, teachers should try to adopt a flexible approach to fit with content and matching of students Besides, teachers also need to skillfully use these tips to stimulate pedagogical
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