Methodologies of teaching English vocabularies in grade 6 in Quan Hoa secondary and high school

Methodologies of teaching English vocabularies in grade 6 in Quan Hoa secondary and high school Methodologies of teaching English vocabularies in grade 6 in Quan Hoa secondary and high school 1 TABLE OF CONTENT Page PART A INTRODUCTION 3 1 Rationale 3 2 Objectives 4 3 Scopes of the study 4 4 Methods of the study 4 5 Design of the study 4 PART B CONTENTS 6 I General information about vocabulary 6 1 Definition of vocabulary 6 2 The importance of vocabulary 6 3 Which word to learn 6 II Some useful[.]

TABLE OF CONTENT

Page

PART A: INTRODUCTION 3

1.Rationale………3

2 Objectives: 4

3 Scopes of the study: 4

4 Methods of the study………4

5 Design of the study………4

PART B: CONTENTS 6

I General information about vocabulary: .6

1 Definition of vocabulary: 6

2 The importance of vocabulary: 6

3 Which word to learn………6

II Some useful methods of teaching English vocabulary 7

1 Drawing pictures: .7

2 Using realia 7

3 Giving examples 8

4 Miming and Total Physical Response………9

5 Using synonyms 9

6 Using antonyms 10

7 Acting it out 10

8 Brainstorming 11

9 Pointing………11

10 Naming .12

11 Writing a story 12

12 Word of the Day………12

13 Teaching topic vocabulary 13

14 Root analysis 13

15 Using word chain 14

III Result of the study………14

PART C: CONCLUSION………15

References………16

PART A: INTRODUCTION

1 Rationale

Nowadays, English is considered as the most crucial part in our life It appears

in almost necessary materials in all fields in the world, so it can help people in such an important work If people don’t know something, they can use their English that they have learnt before to read and use materials effectively Furthermore, we can use English to communicate with other people in the world to exchange our knowledge and experience From that, we can enrich our soul and deepen our knowledge Moreover,

we are living in science and technology society where English has its own value If we want to integrate in modern civilizations in the world we have to be good at English With the meaningful contributions of English, English has become a main subject of many schools in our country in recent years

However, learning new thing is difficult and English has no exception It is true that there are a vast number of new words and phrases that English learners have to face up with Students often find it difficult to learn and remember all the vocabularies

in the English class As a teacher of English in mountainous areas, I realize that English may be a struggle subject for students Therefore, the method of teaching new words seemed to be a golden key for learners

From the above mentioned reasons, I would like to introduce the study on

“Methodology of teaching English vocabulary in secondary schools” to investigate the easiest way of teaching glossary for students to understand and remember I do my research with the hope of giving some background knowledge and essential information about methods of teaching vocabulary for people who pay attention to Furthermore, my research can help the teachers of English and students teach and study English bettersomeday

2 Objectives

With the above reasons,I myself would like to offer some suggestions on guiding students to learn and use their vocabulary in the most effective way to enhance thestudent’s ability to speak, write and translatepassage better

3 Scope of the study

- About the way of learning and use of English word

- Methods of teaching English vocabulary

- The skills of learning Englishvocabulary

- The students in grade 6 in Quan Hoa secondary and high school

4.Methods of the study

To achieve the aims and objectives above, a combination of different methods was used in this study They are:

- Collecting materials and data, summarizing and analyzing information from reference books as well as accessing information on web pages from the Internet

- Consulting specialists

- Personal evaluating the information and the result

- Listing, categorizing types of information

5 Design of the study

The study is organized into three parts:

- Part A is the introduction It includes the rationale of choosing the topic, the objectives of the study, the scope of the study as well as the methods to be applied

- Part B is the development This part consists of two small part as follows:

+ Part I discusses the general information about vocabulary In this part, the author of this study presents the generalization of vocabulary, provides some information about the role of vocabulary and which word to learn

+ Part II deals with the development of the study This part investigates, analyze and comment the methods of teaching vocabulary through these main types: drawing pictures, using realia, giving examples, miming and total physical response, using synonyms, using antonyms, acting it out, brainstorming, pointing, naming, word of the day, writing a story, teaching topic vocabulary, root analysis, using word chain

+Part III gives the result of the study

- Finally, the study close with part C, the conclusion, which gives a summary of the whole study, carries out the limitation of it and provides suggestions for further study

PART B: CONTENTS

I General information about vocabulary

1 Definition of vocabulary

There are a lot of definitions of vocabulary, but in my research I would like to introduce some definitions which is familiar to us

“A person's vocabulary is the set of words within a language that are unfamiliar to that person A vocabulary usually develops with age, and serves as a useful and fundamental tool for communication and acquiring knowledge”.( From Wikipedia).Recent vocabulary studies draw on an understanding of lexis, the Greek for word, which in English “refers to all the words in a language, the 2 Teaching Vocabularyentire vocabulary of a language” (Barcroft, Sunderman, & Schmitt, 2011,

p 571)

So vocabulary can be defined as the words of a language, includingsingle items and phrases or chunks of several words which covey a particular meaning, the way individual words do Vocabulary addresses single lexical items—words with specific meaning(s)—but it also includes lexical phrases or chunks.(Lewis, 1993)

2 The importance of vocabulary

Vocabulary is central to English language teaching because withoutsufficient vocabulary students cannot understand others or expresstheir own ideas Wilkins (1972) wrote that “ while without grammarvery little can be conveyed, without vocabulary nothing can be conveyed”(pp 111–112)

Learning vocabulary is a very important part of learning a language The more words you know, the more you will be able to understand what you hear and read; and the better you will be able to say what you want to when speaking or writing

3 Which word to learn.

Every day you hear or read many new English words You also find them in your dictionary when you are translating from your own language You can’t possibly

learn all these new words, so your first problem is to decide which ones to concentrate

on Here are some suggestions:

-Learn the words that are important to the subjects you are studying

-Learn the words that you read or hear again and again

-Learn the words that you know you will often want to use yourselfdo not learn words that are rare or not useful (your teacher can help you with this)

II. Some useful methods of teaching English vocabulary

1. Drawing pictures :

Teachers can guide students to draw simple pictures from that the children could

remember new words longer They can paint and learn in the same time By this way students can find it easy to learn and remember the word that they have studied

Example:

 A bike: (một chiếc xe đạp)

 A car :(một chiếc xe hơi)

 Atelevision :(một cái ti vi )

 An o’clock :(một cái đồng hồ )

2 Using realia

The use of realia, or real-life objects in the ESL classroom can make a huge difference in student learning It engages them and motivates them to learn It’s fun and sets a more natural learning environment Some realia you may use to introduce new vocabulary includes:

Maps

Tea sets, dishes, and utensils

Toy planes, trains, cars, animals, furniture, etc…

Family photos

Holiday items (pumpkin, Easter eggs, Halloween or Christmas decorations)

Plastic fruits and vegetables

Teacher can guide for children to use some materials surroundings theirs life By this way students can easy to apply and easy to remember When they forget the new word that they have studied before, they can directly watch the real materials and read them aloud From that they can both learn a word again and remember the new word

For example:

With the new word related to the household appliances and the word about the animals, teacher can guide student to learn by pointing the real material and ask student to read aloud the word They can practice this method of learning with their friend at home

3 Giving examples

Take example when learning English is considered as the most effective way of learning new word Students not only learn by heart new word but they also know how

to use new word correctly in right context From each example students get, they become more confident to use that new word in other time Taking examples when learning English means that you have achieved a new level of learning It gives you confidence and a little bit success for learning You have your own right to hope in your learning

Example:

Teacher wants to teach these words:

A table

Some flowers

A book

School

Students can give some examples like:

This is a table

There are some flowers on the table

My book is nice

My school is in the country

4 Miming and Total Physical Response

This technique works great with kinesthetic learners, namely those who learn best by moving their bodies Most teachers believe thatmining works best with children, particularly when it comes to exaggerating emotions and facial expressions, but adults may also enjoy miming.After explaining new vocabulary, you can then ask the students to perform the actions This can work with simple words like blink or sneak,

or more complex ones like eat a sandwich or read a book

Most teachers are also aware of the advantages of Total Physical Response in the ESL classroom Total Physical Response works well with parts of the body

Example:

(I’m touching my nose! Touchyour nose!), actions (I’m walking to the door), and the imperative mood or commands (Sit down! Stand up!)

The main advantage in miming andTotal Physical Response is that you can get students physically engaged in the lesson It gets them out of their seats and shakes things up So make sure you maximizeopportunities to get them moving

5 Using Synonyms

These can be effective since they build on words and phrases that students already recognize Adjectives often have several symptoms, and phrasal verbs will usually have a non-phrasal verb equivalent Use caution that you do imply that all the

words have exactly the same meaning, since different words often are used for different connotations or to imply different meanings

Example 1:

Teacher wants to teach the word “recess” she should give the word “break” or the word “unhappy” she should give the word “sad” ; or the word “remember” she should ask students that this word has the same meaning with “don’t forget”

Example 2:

Play football = play soccer: chơi bóng đá

Corn = maize: ngô , bắp

To learn = to study: học

A bike = a bicycle: một chiếc xe đạp

Lemon juice = lemonade: nước chanh

6 UsingAntonyms:

Like synonyms, antonyms build on words or phrases that students already know At lower levels, you can use words like rich and poor However, this does not work for all advanced vocabulary lessons, since rich actually has more meanings than "having a lot

of money." For older students, prefixes and suffixes are also helpful

Example:

Small ( nhỏ ) >< big ( lớn )

Short ( ngắn ) >< long ( dài )

Ugly ( xấu) >< nice ( đẹp )

7 Acting it out

Younger children, especially, respond to games, but older kids don’t generally mind a little injection of fun into their school days either Teachers can make vocabulary words more fun to learn by turning the process into a game, like charades

Students can take turns acting out one of the vocabulary words, while the other students guess the word In order for charades with vocabulary words to work, students need some basis in the vocabulary, so teachers should schedule the game of charades a few days after students first get their vocabulary words Teachers may want to release the word list on Monday, for instance, and make Friday game day

8 Brainstorming

Vocabulary builds upon itself, and association with words that are already familiar to students is one of the most effective means of teaching students unfamiliar words Teachers who help students associate new words with words they already know well will help students with long-term retention

One method of associating vocabulary words with familiar words is to brainstorm with students Once students have heard a word and its definition, teachers can write the word on the board and ask students to say words that go along with the new vocabulary word

Example:

If the word is “mare,” for instance, students might say “horse,” “barn” and “hay.” By writing the words down together, it creates a visual reference for students

9 Pointing

Pointing is probably the technique of choice when teaching real beginners The teacher shows students illustrations or flashcards and points to the items they wish to teach You can also use posters, Power Point presentations, or different types of computer software where illustrations are presented in electronic format Google Images is a real life-saver! Pointing works best with nouns which include food, clothes, animals, professions, sports, classroom objects, office supplies, etc… but also colors, actions, and any adjective that can be clearly illustrated (like facial expressions, for example to teach feelings) The main advantage of pointing is that words may be introduced in

blocks, and you may easily and effectively introduce several in one lesson Works well with visual students

10 Naming

This technique is similar to substitution, but in this case, you set a scene or situation and then substitute it with a new word or phrase, thus effectively naming the scene

Example:

Do you usually eat pancakes, eggs, and bacon for breakfast? (No) So, you have

a light breakfast.

The hotel accepted too many reservations The hotel is overbooked.

The steak I ordered last night was not cooked enough It was undercooked/rare/bloody.

11 Writing a Story

A larger vocabulary enhances students’ writing and reading abilities, so what better way for students to retain words than to use them in stories? Teachers can assign stories on an individual basis, or make it a class project By having students incorporate all their vocabulary words correctly into the text, students get the opportunity to learn proper spelling and definitions, and also how to use the words in context

12 Word of the Day

Educators who grew up in the 1980s surely remember “Pee-Wee’s Playhouse” and “Pee-Wee’s Word of the Day.” When the word of the day was spoken, everyone

in the playhouse, and the kids at home, were supposed to scream

Teachers who want to encourage students to use their new vocabulary words (and who can stand a little noise) could benefit from this method Teachers can make each day’s word of the day a different vocabulary word, and let students yell whenever