(Sáng kiến kinh nghiệm) helping students to deal with the problems of learning new words

PART ONE: INTRODUCTION I SOME BRIEF INTRODUCTION OF ENGLISH In present time, English is an important and globle language It is the key to inergrate into the world English has become an essential tool not only bring success in business, industry, economy, transport, politics, science, culture, and education, but also in life Moreover, it is the only language to help people to travel all over the world Hence, without English, we are like the blind who can not see the world In recent years, English has become a compulsory subject in secondary education programme and it is one of three main subjects in GCSE examinations.It is a basic subject deciding that you are qualified enough or not to graduate from universities A big question raised to every English is “How to improve students’English skills and to help them learn it effectively?”.Understanding the importance of English and having been an English teacher for 10 years, especially teaching in moutainous areas in Trieu Son, I am always finding the best way to give my students a hand in studying this subsect Today, I am so excited about presenting my own long time experiences in teaching English to you so that it may assist you something in your present career and lovely students II THE REASONS FOR CHOOSING TOPIC As you know, there are four skills when learning English: reading, speaking, listening and writing In order to study one of them more effectively, students must have a good knowledge of vocabularies Because the vocabularies decide what you speak, how you write,what you listen to and what you understand in the passage.But until now, no theory has shown exactly that what you should to learn words best.Someone says that they learn by heart all the words the teacher gives, some other people say that they learn word by doing exercises everyday, or the others say that they learn words by reading books, newspapers, stories in English, watching TV, listening to music in English and so on…All of them are correct but what they said is not enough And I think that everyone has their own way of studying English, especially vocabularies After along time of looking for and doing research, I have made decision to change the methods helping my students to focus on studying new words and chosen the topic "Helping students to deal with the problems of learning new words" in my experience initiative to help them reinforce and practice English exercises effectively and achieve good results in the exams PART TWO: CONTENT Traditionally, teachers still have the habit of teaching vocabularies that they always follow books, teachers are the centre of the lesson Therefore, changing the teaching methods makes almost teachers amused Teaching vocabularies in new method effectively needs the following steps: I PREPARATION I.1 Teachers - They need to spend much time looking for documents, pictures related to the topic and they also continue to update information to support the lecture - They should make simply visual things very often to stimulate students during their lessons - They should prepare their lessons carefully and in detail before going to school I.2 Students - They should collect documents, pictures related to the teacher’s lesson - They should prepare their lessons carefully and in detail before going to school - Theyshould find and look up new words before gong to school - They should practise pronouncing English everyday - They should pay attention to what the teacher gives during the lessons, anwser her questions actively, take part in working in pairs or in groups voluntarily II WARMING UP Depending on each lesson, the teaher must considerate how to start the lesson so suitablly and attractivellythat the students feel like the lesson from the beginning Teachers need to lead their students to concentrate on the lesson in different ways For example, giving suggestions with some simple questions related to the topic requiring students to brain storm and answering them personally From that base, the teacher introduce the lesson to students Giving active and creative rights to students: In the past, teachers were the centre of the lesson but now students are the peoples doing much more than teacher so as to form many confident skills of communication for studentds and use their source of new words more often.Therefore, teacher must discove activities and games in groups or in pairs so that students can make the lesson better Basing on the demand of each skill, teacher can use suitable techniques for every lesson Teacher should operate activities well and let students with them flexibly but not rigidlyin any forms III SOME PRINCIPLES OF TEACHING NEW WORDS In each lesson, teachers should find out from five to eight newwords to teach but not all, and these words have to belong to be active vocabularies which mean that they are used veryoften during the lesson in order to practise simple skills, especially to practise speaking and writing skills Teachers should not let students repeat these words many times because technical word repeatation will not bring good effects in understading the words but this may make the lesson become boring and waste students’time and effort As well as teacchers Teachers should not write the pronunciation of the words in English on the black board as students’ Vietnamese understanding is still limited but should concentrate on learning the words inVietnames and English systems If teachers give students the signals of pronunciation, they will misunderstand between the writing and pronunciation of a word IV 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 chorrally 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 understanding the meaning and pronunciation 7-Draw students’ attentionto aspect of vocabulary such as part of speech, callocation, frequency etc… 8-Give students a written record (May be teacher ckecks that students write well in their vocabulary notebooks ) V ELECITING TECHNIQUES FOR TEACHING VOCABULARY True- False statements Visuals Realia Mine techniques Synonym/ Antonym Situation/ Explaination Example Translation V.1 Visuals - Use a picture - Draw on black ex: The one pillar pagoda worker / mechanic taxi driver doctor teacher architecture singer peasant actor Picture of Ha Long Bay V.2 Mine - Facial expression - Guesture - Body action ex: to brush ( one’ teeth ) E n g lis h E n g lis h U N IT : A D A Y IN T H E L IF E O F … - L E S S O N : R E A D IN G V o c a b u la r y : L e a d i n g b u ff a l o t r a n s p l a n ti n g R e p a ir in g t h e b a n k s o f t h e p lo t o f la n d t o t h e fi e l d P e a sa n t / fa rm e r Teacher takes a toothbrush then brushes her teeth Tasks: “ what am I doing ?” Ss: You are brushing your teeth T: now repeat “ brush” ( times ) V.3 Realia - Use real things (teacher brings clock, chair, telephone, an apple, flowers……… Into the class) V.4 Situation/Antonym - Use the questions Ex: What’ s another word for “ holiday”? Holiday= Vacation What’ sthe opposite of “ happy”? Happy # Sad V.5 Translation Teacher: How you say Điểm đến in English? Ex: A destination V.6 True or False statements Teacher gives some statements and asks students to choose the best answer Ex:A carpenter T says: a- Carpenter takes care of a forest b- Carpenter often works with wood c- Carpenter uses many tools V.7 Example ex1: rice, meat ,and fish are food (unc) ex2: bananas, apples oranges …are fruits ex3:shirts, trousers, jeans, shorts, dresses are clothes Ex4: beds, tables chairs are furniture furniture (unc) 10 donation minority benifit gratitude mow remote III WHAT AND WHERE 1- Teacher writes the new words in the cicles on the black board not in a list 2- When all the words are on the board, teacher ask the students to repeat the words in cicles 3- Teacher rubbed out one of the words but doesn’t rub out th cicles 4-Teacher gets the students to repeat the words including the rubbed out words by poiting at the empty cicles 5- Teacher rubs out another word but leaves the cicles 6- Teacher pointthe woed or empty cicles, students read and have to remember all the words 7-Continues till the cycles are empty 8-Techer aks the students ( or at the time to come to bb and fill in the cicles with the correct words Ex: English 11 –Unit 11- Lesson release consumption renewable infinite alternative 16 exhausted potential * Note: This check technique is good for leaners to memorise the newwords and also good for revision of vocabulary IV MATCHING 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 bbto match the items on the left with those on the right by drawing a line between them Ex1:English –Unit 11-Lesson 5-Period 72 1-common cold a-triệu trứng 2-disease b-chảy nước mũi 3-symptom c-bệnh cảm thường 4-runny nose d-ho 5-slight fever e-bệnh tật 6-cough f- hắt xì 7sneeze g-sốt nhẹ *Keys: 1-c;2-e;3-a;4-b;5-g;6-d;7-f Ex2: A bicyle A star An aeroplane A pair of scissors A cat A bird 17 V JUMBLED WORDS 1-T sticks flash cards with jumbled words on the board tnotancc prenstreteivea cereseru ralnatu ropttce cyrecle 2-T.asks Ss to rewrite the 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 10 - Period 61 *- Answer keys: 1- contact 3-resource 5- protect 2-representation 4- natural 6-recycle *-Note:This cheking technique helps Ss remembering deeply the words they’ve leant * Bingo: 1-T.draws box on bb and asks Ss to copy 2-T Asks Ss to rewrite new words they’ve learntin the box 18 Ex: A packet A destination A bay Medicine flu A doctor 3- T tells Ss that she/ he will say some words (8-10-12-15) 4- If Ss hear the word, they cross it out Like this: A bay 5-When Ss croos 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 randomly 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 hthe USA while they were First, they went swimming at Waikiki Beach situated on the Hawaiian Island of Oahu There they could see the lava pouring out of the Kilawea Volcano when they flew over head 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 withtheir partner 6-T asks Ss to give the anwers and read the text again to correct *Answer keys: Volcano (6) went swimming(1) 19 Overhead (7) Isaland Lava pouring out (5) (3) carved (4) situated (8) (2) PART FOUR: EXERCISES OF USING WORDS After ter understanding the meaning of the words, teacher may ask students to some exercises to help them understand more about the usage of the words through some activities in the class These exercises are often combined with the practice of using skills such as listening, speaking There are some following suggestion exercises: 1-TPR:Total Physiccal Response Teacher gives some orders and asks students to act Ex:T says stand up Ss: Thực hành động đứng lên T: sit down Ss: Thực hành động ngồi xuống T: clap your hands Ss: Thực hành động vỗ tay 2- Group the words according to their topics) tea cofee pork fish rice apple chicken beer wine tomato meat lettuce beef milk FOOD nuts lemonade butter wheat DRINKS FRUIT cabage beans VEGETABLES …………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… …………………………………………………………………… 20 3- Cicle the word which doesn’t belong to the group: ex:scientist chemist physican mathematics history literature English school walk read watch TV 4-Fill in the empty cicle: rice bread milk fish water eggs chicken beef lettuce pork tea tomato a-Work in pair to talk about your favorite food and drinks Ilike……………… I don’t like…………………… Drink s food b- Intervew your partner about his /her favorite food and drinks then write the report 21 What you like to eat ? What youlike to drink? He/She likes…………… He/She doesn’t like…… c- Complete the sentnce to write about your daily meals: I usually have…… meals a day.I have……… at …………….o ‘clock I like ………for breakfast but I don’t like…………because it’s ………… For lunch ,I usually have…… and… Ilike to drink ………….because it’s ……….I often have………….for dinner 5-Macth the verbs in column A with the appropriate words / phrases in column B: A B March a drunk Stroll an elderly couple Stagger a sodier a- Matching pairs -Mini dailogues: In this exercise, students have to sentences fo the conversation by matching the questions with the anwsers or a sentence in card group A with a suitable sentence in card group B + The way to do: - Cut the cards of group A and the cards of group B, mix them, then devide them into equal parts and give them to each group with 4,5,6,7,8 -Each group is given one card group A and one card group B to join into sentences of the conversation - Teacher limits time and stops students if time is over 22 - Teacher goes pass every desk to check Each group reads their own two sentences If they are right, they can leave the games and given one mark However, if they are wrong, they will not be given any marks Teacher shoul not give the answers and continues to check the rests.This exercise keeps on until the coubles of sentences are suitable Ex Card group A 1-How old are you? 2-Do you mind if I smoke? 3- I hope England wind the World Cup 4-Help yourself to a drink 5- Would you help me with this, please? 6- I can’t come tonight I’m afraid 7-Today’s the 4th, isn’t it? 8- Could you give me lift home, tonight? 9-Is it far to the station? 10- I’m sorry, I’m late Card group B a- No, of course not b-No, not very c- Very well thank you d- What’s a pity e- Yes ,that’s right f-You are wellcome g-Thanks, the same to you h-Yes, I’d be glad to i-Yes, certainly 23 j-It’s a pleasure.I’m glad you like it b- Crossword This is the games almost students like ex:Hafl a crossword: Jobs and accupations In this answer sheet, each box contains a word of career or job The way to do: - Devide the class in to equal small groups A and B with or students.they are sitting opposite teacher gives group A some cards in which there are the description of a job or a career Teacher limits time At this time teacher can explain some students’ uncertainties -Group A and B take turn to ask and answer the questions and fil l in the box.Ex: “What’s the third cross down?”, “what’s tenth cross? Each group should supply easy and simple questions or explainations so that the other one can find the answer correctly and quickly -Teacher must limit the totall time of the games and stop both two groups when time is -Two groups will compare the results and decide who is the winner Ex: These are the words that group A will have to explain to group B badminton table tennis gardening swimming camping football boxing dressmaking yoga 24 golf PART FIVE: THE RESULTOF USING THE EXPERIENCE Through manyteaching school years, with my new teaching method in the lessons, I realise that my students can understand, pronounce, use new words easily They are very excited and active during the lessons.Theycan guess many new words only by the pictures, situations and topics Some students who were shy and closedminded in the past or inconfident in front of the class are very good at communicating with their partners.I have created real situations for them so that they are able to remember a lot of words deeply, especially difficult ones for them to guess With many skills of practising new worddsin the class and writing them at home every day, my students can speak and write English words correctly Therefore, their English level is improved much better now Students’ results in the school year 2017-2018: Kú I Kú II Khèi SÜ sè Giái Kh¸ TB Ỹu KÐm 10 80 15,5% 35,5% 30% 15% 4% 11 120 0% 40% 30% 20% 10% 10 80 18% 38% 35% 7% 2% 11 120 0% 50% 40% 5% 5% Gifted students recognised by THANH HOA DEPARTMENT OF EDUCATION AND TRAINING: 25 PART SIX: EXPERIENCED LESSON During the lessons of teaching new words, I realise that to achieve good effects, the teacher should:: 1-always be closed and opened-minded to students so that they feel interested in learning.From this may attract their enthusiasm of learning English more 2-Prepare lessons carefully and suitablly depeding on different types of students 3-Present students easy situations so that they can guess new words exactly 4-Should not limit material aspect and vocabularies on ly in text books but depending on the various abilities of students that make teacher widen 5- Prepare every thing carefully before going to class such as: materials, pictures, newspapers or even the pictures drawn by yourself to make impression on students 6-Ask students to practise writing them every day 7- Encourage students to collect simple English stories to read in order to improve their vocabularies 9-Organize the class professionally 10- Exchane experiencs of teaching with their workmates every day and study by themselves 26 PART SEVEN: SOME PROPOSALS DURING DOING THE JOB I ADVANTAGES After 10 years of teaching I am satisfied that: - The lessons in the English text books are written about big, clear, topics and they are very closed to daily life The contents are various like culture, science, education, economy, entertainment which broaden students’knowledge - Pictures are colourful, diverse, which help students learn attentively - Through the lessongs, teachers develop students’skills: reading, writing, listening, speaking II DRAWBACKS However, teachers still have some difficulties when using these text books: - Not having large pictures for every lesson, it takes much time for teachers to collect - School libraries have not got enough reference books for students - The school has not got seperated rooms for English lessons.Therefore, there are still some disadvantages when working in pairs, groups, or organizing games - Almost students are from the countrysides, so the condition supported for English is limited 27 PART EIGHT: CONCLUSION I have just presented my teaching experiences of English words.I think that teachers should apply teaching method flexiblly This is only my own experience, but not the best.To get success, there must be other aspects During the time of doing this work, I am not able to avoid limits Therefore; I look forward to receiving the comments and contribution of the other experienced teachers and colleagues so that my topic will be more complete and more effective in the teaching process To advocate the movement of changing teaching methods in high schools, as a foreign teacher, I would llike to contribute my small effort, with other teachers, to build up new teaching methods more and more standardly, and more effectively and encourage students to be more and more interested in learning English.They may study English actively, communicate confidently with their English Thank you for your seeing and reading my assigement Trieu son, May, 25, 2018 Writer: Le Thi Yen 28 TÀI LIỆU THAM KHẢO Sách “Tiếng Anh 10, 11, 12” - NXB giáo dục “Teach English” - Adrian Doff chủ biên “Methodology Handbook” - (Ron Forseth; Carol Forseth; Tạ Tiến Hùng Nguyễn Văn Độ) “Dạy học tích cực-Một số phương pháp kĩ thuật dạy học” - Bộ GD ĐT - Dự án Việt–Bỉ “Phương pháp dạy tiếng Anh trường phổ thông” Nguyễn Hạnh Dung - NXB Giáo Dục năm 1998 “English language Teacher Training Project” - NXB Giáo dục “English Language Teaching Methodology” - Ministry of Education and Training - Hue University, Ha noi 2003 “Language Teaching Techniques’ - KhanhHoa Education & Training Services - June - 1996 Website: www.thuvienbaigiang.violettructuyen 10 Website: www.teachingenglish.org.uk Ý kiến nhận xét - đánh giá xếp loại hội đồng khoa học sở …………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… 29 ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… …… 30 .. .words and chosen the topic "Helping students to deal with the problems of learning new words" in my experience initiative to help them reinforce and practice English... 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 bbto match... the new words in the cicles on the black board not in a list 2- When all the words are on the board, teacher ask the students to repeat the words in cicles 3- Teacher rubbed out one of the words