(Sáng kiến kinh nghiệm) SOME EXPERIENCES TO HELP LOWER SECONDARY SCHOOL STUDENTS STUDY VOCABULARY EFFECTIVEL

TABLE OF CONTENTS CONTENTS order 1.1 1.2 1.3 1.4 2.1 2.2 2.3 Introduction The reasons to choose the subject The aims of research Object of study Methods of research Contents Theoretical basis Actual situation Sollutions 2 3 3 2.3.1 Slap the board 2.3.2 Who's better 2.3.3 Networks/ brainstorming 2.3.4 Car-racing 2.3.5 Pelmanism 2.3.6 Matching 2.3.7 Review words Create words The effects of research Conclusion and Offer REFERENCE MATERIALS 10 2.3.8 2.4 Page 9 SUBJECT: SOME EXPERENCES TO HELP LOWER SECONDARY SCHOOl STUDENTS STUDY VOCABULARY EFFECTIVELY INTRODUCTION 1.1 The reasons to choose the subject Nowsaday, the Ministry of Education and Training implemented the project "Teaching and learning foreign languages in the national education system", in the period 2008 - 2020, the teaching and learning foreign languages in general especially, English are very urgent As a teacher of English , training future people can understand the foreign information that can apply to make our country richer and stronger English is considered as a means of communication, Therefore, It's necessary for us to study vocabulary as much as possible In any foreign language, the role of the vocabulary is very important We can't understand the language without understanding vocabulary, or through vocabulary units But that does not mean that you only understand individual lexical units that are independent of each other but we can only master the language through dialectical relationships between vocabulary units Thus, learning vocabulary and practicing vocabulary skills is a leading factor in the transmission and acquisition of a language in general and English in particular Since vocabulary is a unit of language, it is expressed in two forms: speech and writing To use that language, that is to grasp the expression form of words by words and words But because of the relevance of the vocabulary to other elements in the language (grammar, phonetics, intonation, etc.) or in the context of specific communication, we find the vocabulary be "bricks" Grammar and other linguistic elements are considered as "mortar vessels" to build into a language house In lower secondary schools teachers teach students along with other subjects on the basis of equipping the students with the necessary skills and techniques to train the knowledgeable, skilled, dynamic and creative to form and train the skills for students requires that teachers not only pay attention to the transfer of knowledge in textbooks, Instructional means that pay attention to the organization of the teaching process in the direction of activating the learner's activities, promoting the active role of students in learning and organization, but most students not understand the importance of vocabulary so they are lazy to learn vocabulary or use it On the other hand, the new knowledge of the language is so far away from the mother tongue that students feel afraid to learn So what does the teacher have to is to make the vocabulary no longer a "problem" for the students, this makes me think alot, with many years of experience in lower secondary school, facing to a lot of students who have no Vocabulary, spelling mistakes, and misunderstandings that motivates me to implement the topic "how to help secondary school students use and remember vocabulary effectively.".[1] 1.2 The aim of research Nowadays, in lower secondary schools, like other subjects, English is being taught and studied popularly However, to use it, it requires us to have vocabulary Because vocabulary is an indispensable ingredient in language, it is used for communication Therefore, it is very important to know the vocabulary In English we can not train and develop students' four listening, speaking, reading, and writing skills without relying on vocabulary Indeed, without vocabulary, the children can neither hear nor speak, read or write, even if they know the structures of the sentence In the past, learning and teaching the lessons were traditional: Teacher reads and lists words, Then the teacher explains the meaning, the use of the word, the type of the student It has the following fundamental limitations: Making students passive in their vocabulary enrichment, using words in the context of limited, inflexible and often arbitrary contexts of grammatical structure.The problem here is to study the application of vocabulary skills, namely the introduction skills and the vocabulary test for students to be appropriate and effective.[1] 1.3 Object of study: Students in grades 6,8 of Tho Dan lower secondary school 1.4 Methods of research By active teaching methods, students are the centers of learning Students must listen to the teacher, then grasp the new knowledge as well as re-train the old knowledge, the ultimate goal is the practice of communication.Students who present in front of the class will find out if they have learned the lesson and are able to use it,instead of using one-way communication, we can use teacher - students, students -students, students - teachers.Through this means of communication the teacher will find out and adjust his method Only by practicing, can students use and remember vocabulary correctly and effectively like the western proverb says: When you hear, you will forget When you hear and see, you will remember a little When you listen, look and practice, you will understand the knowledge and skills.[1] During the study, I used the following methods: - Methodology of theoretical research: Based on the guidelines for renovating the Secondary Education method of English by the Department of Higher Education - Ministry of Education and Training issued in July 2007 -Research methods include the following methods: Observation, investigation, analysis, exchange, statistics, synthesis, comparison, summation of experience CONTENTS 2.1 Theoretical basis During the teaching process: the knowledge is most important, but we should pay attention to the methods of teaching as well.That helps students get knowledge easier,more interested in studying.When teaching a language, especially English language, the teacher needs to the interviews with the students who come in contact, which is the most accurate and the most complex The first step that is to establish a language is to base on vocabulary and structures               - To help students remember vocabulary and use structures is very important To this well, the teacher needs to be creative, uses the new methods in the lessons effectively And it is suitable for students of the class            - Through training, workshops and professional training, Every teacher is taught and absorbed in the appropriate teaching methods for each lesson, the type of lecture Besides, each teacher also needs to learn more about the teaching methods of colleagues by attending to class, discuss ways to learn from experience and how to teach creatively            - The new textbook has many advantages but also requires students to actively learn and acquire knowledge and lessons that are highly communicative That requires them to use better listening and speaking skills To help pupils, especially those who are shy,afraid to communicate with the opportunity and interest in learning English, I have taught and practiced vocabulary and structures through some games   In this topic, I show how to play some games that apply to vocabulary and structure practice in teaching English in grades and for effective teaching and learning 2.2 Actual situation As a teacher directly have taught English for many years, I've noticed the majority of students are weak in English That makes me think a lot and try to find out the cause, which can disolve the problems, increase the number of strong students up and limit weaknesses of students in the department. Through practice I noticed one of the reasons that the number of poor students is much longer due to family circumstances were difficult, they also help their families economically after school, their learning conditions are limited, they have no dictionaries, reference books or video tape machines that help support skills of listening, speaking, practice more. School has difficulties in facilities such as cassettes, pictures,  But cause they told most is that they feel no interested in the subject, that the subject is difficult, they not have the environment to communicate daily so quickly forget, which led to slow acquisition, their learning ability is unequal from this fact, to cheer, encourage and stimulate the curiosity of students I believe that every teacher should study and application of teaching techniques to match the lesson content, contribute What directs students to the lesson content and the desire to learn English.To start a lesson with enthusiasm, excitement, I want them to start learning a foreign language more lively and equally excitement when they join a game with their teams so they are not bored to see their teacher who every time walks into the class. Conversely children waiting periods with such exuberance going to be so fun outdoors.[2] To grasp the ability and the degree of progression of the students.Before applying the subject (At the beginning of the school year) I have taken a survey with the classes I'm teaching This is the result of the survey   The result of survey (Before applying the subject) Class excellent good OK Weak/ Poor SL TL SL TL SL TL SL TL 6A(32)  0.6 2  06 18  56  10  31  8A(32) 1   3.1  4.4 17   53.1 11  34.4  8B(31) 2   6.5 2   6.5 19   61.3  8  25.8 For the reasons above, to catch the needs of teaching, I would like to boldly make teaching techniques that I have applied in the teaching process. I think this is a technique taught very easily to apply because of the simple but very efficient and is practically the same 2.3 Solutions Teaching vocabulary helps students understand, memorise and use words appropreately in their specific contexts Students at lower secondary school lever still learn chunks of Eglish which combine vocabulary and gramartical patterns in an unanalysed way Therefore, it is crucial to give students plenty of time to practise, memorise, recycle and extend their vocabularyand grammar in meaningful contexts Regular recycling of vocabulary helps students meet the same words embedded in different contexts and activities again and again When teaching vocabulary, it is important to help students recognise, practise and memorise vocabulary These can be done by using visual aids, by allowing students to listen and repeat the words, by explain their meaning, using definitions, pictures, plashcards and translation if necessary,and finally, getting students to practise, using the word with a range of spoken or written activities which can be done individually or in pairs.[3] To make students memorise vocabulary effectively, I often celebrate the games for students to attend It helps students not only practise attentively but also relax.Here are the games and activities I usually use: + Slap the board + Jumbled words + Who's better? + Simon says + Networks/Brainstorming + Word square + Car- racing + Bingo + Pelmanism + Hangman + Matching + Survey + Review words + Lucky number + Rub out and remember + Noughts and crosses + Guessing games + Chaingame …………… [4] 2.3.1 Slap the board : After teaching vocabulary, teacher writes the words on the board, ask two students go to the board, stand in the same distance in front of the board Ask another student to say the word aloud for two people slap the words who point more words or faster is the winner Example: In "Unit 1- A closer look 1" (Grade 6).To help students memorise the words better, I can write these words on the board for student to practise football physics history judo vocabular y lessons school lunch home work exercise 2.3.2 Who's better: Example 1: After finishing unit and (grade 6) I can give a game that helps students to check how they remember "adjectives" Divide the class into two groups if one person in group says a "long adjective", one person in the other group has to say a 'short adjective"The group that can't give out any words or wrong words will lose Ex: I expensive exciting II short tall 2.3.3 Games "Networks / brainstorming" to help students brainstorm, think of activities or factors that teachers provide Example In Unit - Getting started (grade 8) To help students remember vocabulary about types of pullution I divide the class into four groups.Ask them to brainstorm about the types of pollution Tell them that they will have five minutes to prepare on an extra board, when the time is over they will have to show their preperation.which group has more correct words will win air pollution water polution light pollution noise pollution Types of pollution thermal pollution visual pollution Example 2: In Unit - Looking back (grade 6) To help students remember vocabulary about rooms in houses and things in the house I divide the class into four groups.Ask them to brainstorm about the types of house, rooms in the house, things in the rooms Tell them that they will have five minutes to prepare on an extra board, when the time is over they will have to show their preperation.which group has more correct words will win bed TV sofa livingroom pillow bedroom Rooms in the house kitchen diningroom bathroom chairs sink 2.3.4 Car- racing : With this game, the teacher can on the table for those who have three straight lines to create two parallel track and the track divided into equal rectangular box, depending on the time allowed, many more guys can race different For example: Racer1 on over river ten take Racer to never rest rat no First, Teacher gives two words eg Racer 1write "on", Racer write "to" then if team goes first they have to find the word that starts with the last letter of the compatitor's word Opposite, team have to find the word that starts with the last letter of team 1's words.From example above, "never" into the next cell over from her as the "on" have the last word is "N", similar to turn one away from the record "over" for example (to-over), turn go 'rest' (over- rest), turn go "river" (never - river) role, in turn Players will form two Thickener chain, including the mix of jointed-tail (on-never - river - rat - take .), the race will end when the racers could not find a record of more or false from.At the beginning, teachers can give students from any use, then enhanced by the use of prescribed only verbs, nouns, adjectives or unlimited time to think many other skilled racers said "forced car" that is used as the hard tails: x, y, u or just use a tail to force opponents to competitive.Teacher may be the referee, who count the point and divide the class into two teamto play together 2.3.5 Pelmanism This game helps students to review vocabulary Example: In Unit - looking back (grade 6) Review the form of regular and irregular verbs of past simple tense.I prepare some cards about regular and irregular verbs of past simple tense, divide the class into two groups then ask them in turn to take the cards which have infinitive and past form of the verbs that teacher says when time is over, which group take more correct pairs of words, they win Ex: go -> went play - played see -> saw sing -> sang take -> took swim -> swam After playing this game, Teacher can check the understanding about the use of verbs by giving an exercise, ask students from two teams to use the correct form of the verbs above to complete the the sentences Ex: I to the movie theater last weekend We usually badminton after school He his friends on the streeet yesterday My father me to the zoo when I was small Duong can karate 2.3.6 Matching Example 1: In Unit (grade 6) To help students remember some phrases they've learnt,the teacher holds this game.Teacher gives two columns, column A are verbs and column B are nouns or phrases, then ask students to match the verbs in column A with suitable nouns in column B Remember one verb can go with more than one noun A B play the piano exercise homework lesson have judo study lunch 2.3.7 Review words: Example 1: In Unit A closer look (grade 8) Teacher divides the class into groups.The teacher gives the rules of the game.group give a word, the other groups have to give out the other forms of that word ( eg, noun, a verb, an adjective ) group that give more forms of the words will win Eg: Group 1: history Group 2: historic/ historical/ historian To help students use the word form correctly, I give an exercise and ask groups to complete with the correct form of the words The group which completes faster and correct more will win Eg: The Golden Gate Bridge in San Francisco is an of this famous city ( ICONIC) Big Ben is a major monument in London which the United Kingdom ( SYMBOL) New Zealand is famous for the .beauty of its mountains and forests ( SCENERY) Example 2: Unit - A closer look (English Pilot 6), we can warm up by playing puzzles from the computer by finding things that begin with the letters that teachers make T: write: c S: write: cheap T: write: d S: write: Dangerous T: write: e S: write: exciting 2.3.8 Create words This game is usually used for revision Teacher divides the class into two groups Then T gives a word Ask students to work in groups to create new words from the letters in the word that the teacher gives Example: T: pronunciation Group 1: no, not, an, to…… Group 2: on, to, at……… When the time is over,one person in each group has to go to the board and write down all the words they have created Which group create more correct words, they win 2.4: The effects of research The creating games for each of a lesson that I mentioned above, are actually being used a lot and a lot of people know, but I love trying to combine pleasure and their favorite entertainment content, the purpose of the lesson are coordination of teaching methods learned in educational university to give children a school playground After using those techniques and games in the lessons, I see the results of student learning have improved a lot. They feel excited and often impatient at the beginning of each class of curiosity today they will not know what game to play, especially the first time when they saw me take pictures in military, teaching aids After each lesson there is often part of the game they are happy and would say "  Oh, teacher! Let's play again the next day, okay? "I promise if you prepare the lessons well and learn all over again to me from the time they took the new" play "again For the poor but energentic students I can give them control the game and give them a preview of the answer, in order for all students in all ability can participate easily and weak students can participate directly in the following games       Through practical teaching process at the block layer, the application put the game into the class I see games charismatic, compelling students to learn more, giving excitement of learning in each student, students focused on the lesson more.This helps for imparting knowledge of teachers more effectively than before. The acquisition of all students improves a lot. At the beginning of the school year, Many students are afraid of this subject, they not like school because it is difficult to understand, difficult to acquire, so far the quality of education has increased quite evenly. The majority of the children are most interested in learning English, They are excited about the lessons, they can remember the words right in class,their vocabulary improve a lot, the poor student can also use the words they've learnt to make simple sentences The good students can make more complex sentences.[5]     Detail results: (After the exams in the year- an ordinal class)   Class After applying the subject 2016-2017 excelent SL good OK Weak poor TL SL TL SL TL SL TL 6A(32) 4  12   5 16 20  63  3  9  8A(32) 3   9.4 5   15.6 22   68.8  6.3 8B(31) 3   9.7 4   12.9 22   71  2  6.5  3 Conclusion and Offer - Conclusion: With the change of the content of textbooks along with the direction of the education sector in the innovation of teaching methods in the educational institutions in a positive direction of the operation of student learning , the application of teaching methods associated with the development of science and technology to provide maximum efficiency in imparting the knowledge to students is very important.No method is the most effective measure , it is to motivate students to actively participate in learning , research , brainstorming lesson  They created the situation , context , helping the students practice more meaningful , interesting and helps students focus all fast absorbing , contributing to improving the quality of student learning and performance teacher's teaching performance  Thus, the use of games not only create a fun atmosphere , excitement in student learning but also a scientific procedure , and creativity of teachers.Knowing how to integrate topics suitable for your unit. Stimulates passionate learning , each student studies  We need to look at the game as a rewarding job for those students  However, the application of this language game will not avoid the noise and affect other classes for psychology students who are very sensitive and hyperactive , 10 sometimes can not control them So teachers must be dynamic , flexible in solving the real game effectively [5]       Above is a little experience myself accumulated through the process of teaching and learning from the coworkers. The presentation certainly inevitable shortcomings , we respectfully request that the school headmaster and colleagues all sincere comments so that I become more complete with this teaching experience           I sincerely thank you ! The confirmation of principal Thanh hoa, April 21st, 2017 I assure this is an experience initiative I wrote, not copy the content of other people Initiative's writer Phạm Thị Yến REFERENCE MATERIALS 11 [1] "Help students in grade study vocabulary well" Writer: Tran Thi Thu Hien - teacher of Nguyen Thi Minh Khai lower seconday school, Ninh Phuoc district [2.] " How to warm up an English lesson effectively" Writer: Vo Thi Thu Tam - teacher of Tran Hung Dao lower secondary school, Phuoc Vinh district-2006 [3] Teachers' English book grade 6, (new) [ 4] English language teaching methodology for teachers in lower secondary school , Thanh Hoa education and training department [ 5] How to teach vocabulary for lower secondary students 12 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 tên tác giả: .Phạm Thị Yến Chức vụ đơn vị công tác:.Trường THCS Thọ Dân , Kết Cấp đánh đánh giá Năm học giá xếp loại TT Tên đề tài SKKN xếp loại đánh giá xếp (Phòng, Sở, (A, B, loại Tỉnh ) C) How to start an exchange Cấp phòng C 2014-2015 student information foreign language effectively * Liệt kê tên đề tài theo thứ tự năm học, kể từ tác giả tuyển dụng vào Ngành thời điểm 13 ... in lower secondary school, facing to a lot of students who have no Vocabulary, spelling mistakes, and misunderstandings that motivates me to implement the topic "how to help secondary school students. ..SUBJECT: SOME EXPERENCES TO HELP LOWER SECONDARY SCHOOl STUDENTS STUDY VOCABULARY EFFECTIVELY INTRODUCTION 1.1 The reasons to choose the subject Nowsaday, the Ministry... "Networks / brainstorming" to help students brainstorm, think of activities or factors that teachers provide Example In Unit - Getting started (grade 8) To help students remember vocabulary about