SKKN Some techniques to teach new vocabulary for secondary school students

SKKN Some techniques to teach new vocabulary for secondary school students 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 SangKienKinhNghiem net 1 TABLE OF CONTENTS Pages 1 INTRODUCTION 1 2 CONTENTS 2 2 1 Rational 2 2 2 Current state[.]

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

1 INTRODUCTION 1

2 CONTENTS 2

2.1 Rational 2

2.2 Current state of the problem 2

2.3 Problem solving: 3

2.3.1 Some principles to teach new vocabulary 4

2.3.2 Steps for presenting new vocabulary 4

2.3.3 Eleciting techniques for teaching vocabulary 5

2.3.4 Checking techniques for vocabulary 8

2.3.5 A model lesson plan 13

2.4 Achivements 17

3 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 do 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 do to vocabulary no longer be

"difficulties" of students, think that every concern me forever, with some years having no classroom many times students do not fall vocabulary , misspell, misunderstand the question and do 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

2 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 do not learn anymore or study yet ineffective The main culprit of the above problem is that students do 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 5 -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 ( 3 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

n

*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 ?”

True- False statements

Visuals

Realia

Synonym/ Antonym

8 techniques

Mime

Situation/Explanati

on

Example

Translation

Ss: You are brushing your teeth

T: now repeat “ brush” ( 3 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 do 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 : mỉm cười

T : Well done

2.3.4 Checking techniques for vocabulary

*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 5 – A closer look 1

1……… Painkillers 5………… Sun cream

Rub out and

Remember

Ordering

Matching

Jumbled words

7 techniques

Bingo

What and where

Slap the board

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 5 –Period 28

Checking vocabulary: slap the board

crier

channel

interactive

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 ( 6 or 8 at the time to come to bb and fill in the circle with the correct words)

Ex: English 7 –Unit 9: Getting started

* Note: This checking technique is good for leaners to memory the

newwords and also good for revision of vocabulary

* 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 bb to match the items on the left with those

on the right by drawing a line between them

fascinating

firework

amazing

Make a camp

religious

Ex1:English 7 –Unit 2-Getting started

1 Junk food (n): a bệnh cúm

2 Put on weight: b bị cháy nắng

3 Flu (n): c đồ ăn nhanh, đồ ăn vặt

4 Sunburn (n): d dị ứng

5 Spots (n): e tăng cân

6 Allergy (n): f mụn nhọt

Ex 2: English 6– Unit 5- Getting started

1.valley 3 lake 5 island 7 mountain

2 forest 4 waterfall 6 desert 8 cave

A B C D

E F G H

Keys:

1- E 5 H

2- C 6 F

3- A 7 B

4- G 8 D

*Jumbled words:

1-T sticks 6 flashcards with jumbled words on the bb

tnotancc

ralnatu

prenstreteiv ea

ropttce

cereseru

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 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 6 newwords they’ve learnt in the box

A packet A destination

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

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