Applying the techniques effectively to teach vocabulary in English 11 at Dinh Chuong Duong upper sec...

Applying the techniques effectively to teach vocabulary in English 11 at Dinh Chuong Duong upper secondary school 1 TABLE CONTENT Page A INTRODUCTION 1 I Reasons for choosing the research 2 II Aims of[.]

TABLE CONTENT

Page A INTRODUCTION……….…… …….………1

I Reasons for choosing the research……… 2

II Aims of the research……… 2

III Subject of the research……… 2

IV Method of the research……… … 2

B CONTENT……… … 3

I Rationale……… … 3

II Factual basis……… ……… ….3

2.1 Actual situation……….… 3

2.2 Cause……….……… 4

III The techniques has been applied effectively in teaching vocabulary for students of grade 11 at Dinh Chuong Duong upper secondary school……….……5

3.1 Choosing vocabulary……… 5

3.2 The applied techniques in teaching English vocabulary………6

3.2.1 Using simple drawing……… 6

3.2.2 Using body language (miming)………7

3.2.3 Using real object……… 7

3.2.4 Using picture……….………8

3.2.5 Translation……….….10

3.2.6 Using example……… …….10

3.2.7 Using graph, table……… 11

3.2.8 Using synonym and antonym……….11

IV Results after applying……… … 13

C CONCLUSION AND RECOMMENDATION……… … 14

I Conclusion………14

II Recommendation……… 14

2.1 For teachers……… 14

2.2 For students……… 14

2.3 For school management committee……… …15

A INTRODUCTION

I Reasons for choosing the research

Nowadays, the more developed the society is, the more opportunities people need

to communicate with those in other countries to learn and receive human beings achievements in all the fields English, as an international language has a very important place in our social activities It gives assess to information, for example in the areas of business, finances, science, medicine and technology Thus everyone willy-nilly learns the English language.With its importance, Vietnamese Ministry of education and training chosen English as the required subject So everystudent in high school must have certain level of English to prepare for the exam and after graduation, they must be able to communicate, read and write the English document

In order to do this, we are trying to innovate teaching methods and academic programs to forge some basic skills for students

Vocabulary is considered as one of the most important parts if learners want to succeed in learning English When they understand words, they have ability to read and translate the document easily, to choose suitable words in writing essay, and to communicate to foreigners However, it is not easy for students to learn new words They have difficulty in writing word forms, remembering the meaning of words as well as applying them to the specific context.The result is that they neither get good mark in high school graduation exam nor have ability to communicate to foreigner The reason is that students don’t know how to learn vocabulary As an English teacher, I would like somehow to help them overcome these difficulties, and have ability to use English fluently when speaking, writing and translating

That is the reason why I chose the topic: “Applying the techniques effectively to teach vocabulary in English 11 at Dinh Chuong Duong upper secondary school”

In this topic , I myself have given some methods to teach English vocabulary through research and exploration of materials and my own experience However, on this scale

of the subject, I am not ambitious to give out all the method of teaching English

vocabulary.With these methods, I hope to help students improve themself some essential vocabulary This makes it easier for them to learn and practice their new words

II Aims of the research

Based on the current status of teaching English words at my school I myself offer some suggestions on techniques for teaching vocabulary in order to:

+ Increased interest in learning English for students

+ Help students easily remember word form, meaning of words and use them in each specific context

+ Improve the quality of learning of the subject

III Subject of the research

+ English 11 curriculum

+ Students of grade 11 in school year 2016 – 2017 at Dinh Chuong Duong upper secondary school

IV Method of the research

1 Study the material

Read reference

2 Field survey

Find the student's learning situation

Survey the actual situation

3 Method of practice

Practice on using English vocabulary in practice

Reality check

B CONTENT

I Rationale

Vocabulary is the first and foremost important step in language acquisition.Robert Lado (1955) talked about patterns of difficulty in vocabulary teaching He highlighted key issues related to words, the native language factor and about patterns

He even analyzed Spanish, French and Mexican patterns of difficulty in their respective vocabulary items He stated that while dealing with vocabulary one should take into account three important aspects of words - their form, their meaning and their distribution - and one should consider various kinds of classes of words in the function of the language He said that the forms, meaning distribution and classification of words are different in different languages He revealed that these differences might lead to vocabulary problems It is noteworthy to mention here that vocabulary items are imparted mostly by translation: either a list of words with their translation at the beginning of the lesson or the translation of the content having new words or glossaries at the very end This is an erroneous practice as it leads to a state

of confusion for the learners On the teaching skills of vocabulary items, Frisby (1957) commented that "While the teacher is not, himself, concerned with the actual selection of vocabulary for text book purposes since practically all the books we use are based on limited vocabularies, it is important that he/she (the teacher) should know the principles, which underlie vocabulary selection" Thus it signifies that a language teacher should be innovative and proficient in the application of methodologies pertaining to teaching vocabulary items in a classroom situation

II Factual basis

2.1 Actual situation

As other subjects, teaching and learning English is taking place along with the innovation of educational methods, textbook reform, reducing the content of the curriculum In order to accommodate students' perceptions, to make students have access to modern content and knowledge, English vocabulary in the program is also

used in accordance with the development of the society it comes from the object of teaching students in the age 15-16 – limited experience, limited social knowledge so the new word for students at this level must be combined with the teaching skills appropriately to raise interest and excitement for students In addition, the teaching and learning English in the school also takes place in the environment that has many limitations Teaching in a large class (more than 40 students), cognitive level has different , and teaching aid are not synchronized This distracts the focus of the student, has a great impact on the student's skills development, slows the student's acquisition and the distribution of time for each lesson Through my teaching experience, I noticed that the old method of teaching vocabulary is as follows:The teacher reads and then lists the words that the teacher has never seen in the teaching process (new words), then the teacher explains the meaning, parts of speech and usage This makes the students passive in enriching vocabulary, be inflexible Furthermore, most students are unaware of the importance of vocabulary learning so they are very neglected, lazy or just coping with the teacher's check, and they will never use these word The result is the high percentage of students scoring below average in English exams

At the beginning of the academic year 2016-2017 at Dinh Chuong Duong upper secondary school, the results in English in grade 11 of two classes that I am responsible for were

2.2 Cause

For student

Most students are interested in learning English, however they have problems with learning English vocabulary They think that learning English vocabulary is hard to remember and takes a long time, most students are afraid to learn and lazy to learn English vocabulary thoughtfully

For teacher

Most teachers are subjective, not paying much attention to learning how to learn and use the vocabulary of students, most teachers only briefly check a few children by reading aloud from it or write up ice Therefore, students only learn to deal but not yet deeply

III The techniques has been appied effectively in teaching vocabulary for students of grade 11 at Dinh Chuong Duong upper secondary school

In an English lesson, we often spend about 10 minutes to present new words In order for the lesson to be successful, students must understand the pronunciation and the usage of the words In order for teachers to choose the appropriate skills for each type of words so that students are easy to understand and use Through the process

of teaching, I offer a number of methods of teaching common English vocabulary that I find students interesting in learning

3.1 Choosing vocabulary

In a lesson there will always be new words But not all new words need to be

taught the same To select words to teach, teachers should consider the following questions:

a Active or passive vocabulary?

+ Active / productive vocabulary is the word students understand, use and

recognize in spoken and written communication

+ Passive / receptive vocabulary is the word that students only understand and recognize when they hear and read

The way to teach these two words is different Active vocabulary related to all four skills of listening, speaking, reading and writing, it is necessary to invest time to

introduce and practice more, especially how to use With passive words, the teacher can only stop at the perception level, without investing time in the application

activities The teacher needs to determine which word will be taught as a passive word and a word as an active word With passive words, the teacher can encourage students to look at their own meaning (eg, dictionary), or guess words through context

b Did the student know the word?

Teachers need to determine whether they intend to teach is really the word to teach

or not The student's vocabulary is always extended in many ways, and can also be forgotten for a variety of reasons To avoid introducing unnecessary and

time-consuming words, teachers may use tricks to find out if they already know the words Teachers can use tricks like eliciting; brainstorming; or ask students directly what words are new and difficult in the lesson

3.2 The applied techniques in teaching English vocabulary

3.2.1 Using simple drawing

Teachers can teach students to draw simple pictures so that they can remember longer They can draw while learning, so students can carve them longer With this learning method students are easy to learn and very easy to remember the words that they have just finished learning

Example :

Teachers can draw face shape while teaching the words: Square face, large face,

oval face… ( Unit 1: Friendship – Speaking – English 11)

T Look at the drawing! She has got an oval face

S: Look

T I have got an oval face

S: Look

T Who has got an oval face? Raise your hand

S: Raise hands

T: what does “Oval square” mean?

S: Give translation

3.2.2 Using body language (miming)

Body language is a type of non-verbal communication in which physical behavior,

as opposed to words, are used to express or convey information Such behavior includes facial expressions, body posture, gestures, eye movement… In this way, teachers introduce new words through teacher’s action, gesture, and facial expression Students observe and guess the meaning of new words

Example:

Teachers introduce the word “blow out” ( Unit 3: A party- Reading- English 11)

T: look ( mime “blow out”) Can you say it?

S: Blow out

T: What does it mean?

S: Give translation

3.2.3 Using real object

Another way of explaining words is using the real things which the teacher may bring

in to the classroom, or ask students to bring, or even find in the classroom already When students learn a word that is related to the real things around our lives, the teacher can instruct the students to go home to recall or look at those things and show what they are With these methods students can understand and remember words longer, and when they forget, they can recall those words by looking at things that they used to use before

When teaching vocabulary of section : Reading, unit 8: Celebration – English 11,

the theme of this lesson is Tet in Viet Nam teacher just need to bring to class: red banner, red envelopes, candied fruit when we want to these words

When I point at objects, students can find it easy to identify the meanings of new words, we need not explain the words , even not say the meaning of the words

T: Look This is candied fruit ( point to candied fruit)

S: Mứt

T: what is it?

S: Candied fruit

After some words have been taught in class, teachers can instruct students to come home to practice simple sentences with those words From there, students can remember words and phrases in a simpler way With this method, students can use the correct words and practice for students to use better grammar

3.2.4 Using picture

When learning a new word, the teacher should instruct the student to think of a picture of the word he or she is learning so that the student can quickly remember the meaning of the word when they see it again Use visualizations around themselves and in the process of reviewing and learning their vocabulary so students can remember and understand the meaning of the word faster Teacher can collect

Techer can use the following pictures with the help of the Power point software presentations to introduce the sport events (bodybuiding, hockey, squash, rugby)

in the Asian Game ( Unit 12: The Asian Games- Reading- English 11).

Bodybuiding Hockey

Squash Rugby

T: Look at the picture! This is “Rugby” Rugby Rugby

S: Rugby

T: What is it?

S: Rugby

To conclude, teaching vocabulary through pictures will give some advantages for the students The pictures can motivate the students to learn vocabulary because of the interesting and colorful pictures Then, the pictures can improve

students’vocabulary because each picture contains of different objects which add the students’ vocabularies Finally, Picture is an easy way to the students to remember and understand what they have been studied

3.2.5 Translation

Teachers should not be afraid of translating words Although this technique is traditional and boring, for some words it is the only way of explaining Sometimes the best way of explaining lexical items is using them in several different sentences

of verbal explanation in a variety of contexts

Example:

When teachers introduce the word “loyalty”, “constancy”… (Unit 1: Friendship – Reading – English 11), there is no other way, teacher must translate them

T: How do you say “ Lòng trung thành” in English?

T: How do you say “ Loyalty” in Vietnamese?

In addition, teachers should also combine a variety of methods to explain the word, but teachers have to explain fast to not time- consuming

3.2.6 Using example

Introducing new words through examples is a way to put words into context use These examples should be simple, easy to understand because the main purpose is for the learner to understand vocabulary from the context Give specific examples related to the new words that creates curiosity and appeal to students

Example:

When teachers introduce the words “accomplished” and “throw away” (Unit 13: Hobbies – Reading – English 11), they can give the examples:

T: Look at the sentences:

1 She can sing, dance, and draw well She is very accomplished

2 Their car is old and out of fashion They intend to throw it away