Experience of teaching English vocabulary for class 6C students in Nguyen Chich secondary school

CATEGORY Page A INTRODUCTION 2 1 The reason for choosing the topic 2 2 The purpose of the research 2 3 Objects research methods 2 4 Theme launched a new solution 3 5 Scope of application 3 B CONTENTS. Experience of teaching English vocabulary for class 6C students in Nguyen Chich secondary school Experience of teaching English vocabulary for class 6C students in Nguyen Chich secondary school students self learning, collaborative capabilities, skills training into real use knowledge economic, emotional impact, bring joy, excitement and learning responsibility for students. 2. Content matters: 2.1. Reality: According to todays program distribution, there are 12 units in English 6 with 3 lessons per week, which almost always has more new words in lessons and even in practice. However, to teach vocabulary lessons more vivid, teachers must do pictures, maps used to illustrate, enabling them to easily remember words and direct their attention on the central theme or lesson. Regarding the distribution of information during the week, sometimes in a day children have to learn too much English words consecutively. This will certainly cause psychological overload for some pupils. To the students, it is also very difficult to check or directly guide them to learn at home because this is a foreign language, which is known by almost parents. It is also very difficult problems in the management of the school in students home. In addition, a students vocabulary plays a central role, the students often learn vocabulary by reading words in English and try to remember their meanings in Vietnamese, has written in the writing as well as to deal with teachers, but has no sense of selfcheck himself, to inculcate new words and vocabulary available. Therefore, they are forgetful and easily confuse words with other words. Thus, many students get bored and neglected. So teachers should pay attention to students psychology. 2.2. General orientation of the topic: After analyzing the causes for fear of learning English of the students, teachers do not often focus on teaching vocabulary items and high school yet highly effective. Specifically in the early school years teaching English after receiving Grade 6, after the first few lessons, I asked 6C class students to take tests to check vocabulary, I asked them to match English words with appropriate means from Vietnamese. Finally I obtained following results: 34 results, I decided to try to apply some experience my vocabulary taught through classes and throughout the year the next class I apply my experience is presented below, compared to last school year compared with the initial results. 3. The process of implementation: 3.1. Principles: There are many different ways to teach vocabulary, but some ways are more effective than others. Here are several principles for teaching words. Firstly, we should provide a context for new words. If we hear a new word in isolation, we are likely to misunderstand its meaning. Hence, we should teach new words in contexts. There are different kinds of contexts such as grammatical, semantic, and discourse. Using and presenting words in context helps students to guess their correct meaning and remember the sáng kiến kinh nghiệm tiếng anh Trung học cơ sở

Page

1 The reason for choosing the topic 2

2.2 General orientation of the topic: 5

3.2 Techniques to teach the meaning of words:

7

6 Implementation results:

17

C CONCLUSIONS AND RECOMMENDATIONS

18

1 Conclusion:

18

2 Recommendations:

18

REFERENCES 19

A INTRODUCTION

1 The reason for choosing the topic

Words are a good place to begin a course in language teaching methodology Vocabulary words are simple enough to begin learning on the first day of a class and there are powerful enough to encourage communication from the very beginning Words are small pieces of language which carry bits of meaning Knowing many words does not guarantee a person to be able to speak

a language, but not knowing enough words can prevent a person from effective speaking or understanding a language As a language teacher who has been in this teaching post for a great many years, I have put much thought

on these problems and have observed how students can remember and use exactly the words they learnt What I found after my observation made me pay more attention to them and I have found how effectively they work The purpose

of this present study is to investigate some effective ways to help my students find it easier to remember and use vocabulary which are of great help in their writing, listening and speaking as well as doing well in their test papers My main focus is on vocabulary that students meet in their lessons at school Here are some of my experiences gained after my teaching practice hoping to get much more correspondence from you all With the serious importance of teaching words in teaching a language, I decide to investigate this topic Hopefully that it is useful to you and me in teaching English

2 The purpose of the research

- English is considered as one of the most important means of communication in the world nowadays It requires us to have a number of vocabularies, so it is necessary that we should learn vocabulary efficiently and use them in the situations most correctly - But most of the students do not understand the importance of words They are lazy in learning vocabulary or just learn passively and these words can’t be used significantly, especially for the English course in grade 6 with the amount of new knowledge that it differs from their native language, so they are afraid of accessing it They usually misspell, misunderstand the question and did not translate Therefore the teacher finds the ways to make vocabulary no longer a "tough stand" of the students, which urged

me to implement the project “Experience of teaching English vocabulary for class 6C in Nguyen Chich secondary school”

3 Objects - research methods:

- Students in class 6C in Nguyen Chich Secondary School

- Research Methodology document, expected time colleague, inspection and make comparison between the results of students

4 Theme launched a new solution:

- Before going into specific issues, we agree that main methods of teaching foreign languages in our cage transplantation, meaning that new words should

be taught in context which can be a reading, a conversation or a course, however, it comes with the foreign language teaching and learning is still teaching new words like?, teaching structure

How does the new sentence to the students know how to use new words and new structures to communicate in foreign language From the beginning, the teacher should consider the different tips for each lexical processing step in a new context: inspire, teach, test and reinforce vocabulary

- Should they teach all the new words and teach how many words in a lesson?

- Use available sample sentences learned or will learn to introduce new words

- Use pictures, visual aids to introduce new words

- Make sure the students understand the structure, vocabulary applied to structures to fulfill communication functions Establish the relationship between structures and new vocabulary

- Engraving how to use the words in the minds of students through the sample sentences and through practical exercises

5 Scope of application:

I have explored the research material, combining class observation, experimentation, examine and compare the academic performance of students,

to draw the best teaching method for the children

- Can be applied to students in secondary schools and especially in grade 6 in Dong Son district

B CONTENTS

1 Justification:

Education Law - 2005 (Article 5) regulation "approach to education promote a positive, self-discipline, initiative, creative thinking of students, training support for learners to be autonomous, practice ability, passion for learning episode and the will to rise " With the goal of universal education is "Helping students develop comprehensive moral, intellectual, physical, aesthetic and basic skills, develop personal power, dynamism and creativity, personality formation Vietnam South socialist construction and responsibilities as citizens, prepare students further education or enter working life, take part in building and protecting the country " Educational programs issued together by Decision No 16/2006 / QD - BGDDT of Ministers 05/05/2006 Ministry of Education and Training also stated: "To promote a positive, self-discipline, initiative and creativity of students, consistent with the characteristics of subjects, characteristics of students, each classroom conditions and fostering local students self learning, collaborative capabilities, skills training into real use knowledge economic, emotional impact, bring joy, excitement and learning responsibility for students

2 Content matters:

2.1 Reality:

- According to today's program distribution, there are 12 units in English 6 with

3 lessons per week, which almost always has more new words in lessons and even in practice However, to teach vocabulary lessons more vivid, teachers must do pictures, maps used to illustrate, enabling them to easily remember words and direct their attention on the central theme or lesson

- Regarding the distribution of information during the week, sometimes in a day children have to learn too much English words consecutively This will certainly cause psychological overload for some pupils

- To the students, it is also very difficult to check or directly guide them to learn

at home because this is a foreign language, which is known by almost parents It

is also very difficult problems in the management of the school in student's home

- In addition, a student's vocabulary plays a central role, the students often learn vocabulary by reading words in English and try to remember their meanings in Vietnamese, has written in the writing as well as to deal with teachers, but has

no sense of self-check himself, to inculcate new words and vocabulary available Therefore, they are forgetful and easily confuse words with other words Thus, many students get bored and neglected So teachers should pay attention to students' psychology

2.2 General orientation of the topic:

After analyzing the causes for fear of learning English of the students, teachers

do not often focus on teaching vocabulary items and high school yet highly effective Specifically in the early school years teaching English after receiving Grade 6, after the first few lessons, I asked 6C class students to take tests to check vocabulary, I asked them to match English words with appropriate means from Vietnamese Finally I obtained following results: 34 results, I decided to try to apply some experience my vocabulary taught through classes and throughout the year the next class I apply my experience is presented below, compared to last school year compared with the initial results

3 The process of implementation:

3.1 Principles:

There are many different ways to teach vocabulary, but some ways are more effective than others Here are several principles for teaching words Firstly, we should provide a context for new words If we hear a new word in isolation, we are likely to misunderstand its meaning Hence, we should teach new words in contexts There are different kinds of contexts such as grammatical, semantic, and discourse Using and presenting words in context helps students to guess their correct meaning and remember them better

Secondly, we shouldn’t present too many words at once Instead, we only teach

a few words and allow students to practice and use them more Indeed, presentation will help the students understand words and practice will help them remember the words better If the students forget what has been presented, it will not be useful for them in the future

Thirdly, practicing words in contexts is more important than memorizing isolated words We can learn many new words without being able to use them in communication Students may be required to learn the meanings of words but they must also be given the opportunity to use them productively in speaking and writing

Fourthly, we should teach our students skill for guessing new words, especially when reading The meaning of words can be inferred from the

different types of contexts and from looking at the affixes of the words For example, a photograph is a picture which is taken with a camera, what is a photographer? A learner can guess from the suffix “-er” that a photographer is a person who takes photographs

Fifthly, we should avoid translation as much as possible If the students are always having words translated, they are really only communicating in their own language, not in English Also, students don’t usually remember vocabulary that has been translated We only use translation as a last resort, when it would otherwise take too long to communicate in English

Sixthly, we should avoid using dictionaries as much as possible When reading

or listening, students should first try to guess or ignore new words so that they can continue without stopping Moreover, using a dictionary when speaking or listening often slows down communication However, using a dictionary in writing can be beneficial since it helps students express themselves more clearly Seventhly, we must remember that not all words are important For instance, in the sentence, “The large, maroon sedan drove away.” (“The large, red car drove away.”) The word “sedan” is important because it is the subject of the sentence But the word “maroon” is not important to understanding the sentence Eighthly, if a word is necessary for the students to understand an activity or a passage, we should teach it to them beforehand On the contrary, if it is not necessary or important, let the students first guess the meaning while they are reading or listening, then teach the meaning later or not at all

Choose words to teach:

* Passive vocabulary:

Some teachers tend to make a distinction between passive and active vocabulary For them passive vocabulary is words which a student can recognize but not necessarily use in speaking or writing If a student sees a word in their passive vocabulary, he or she can understand what it means Passive words are especially useful for the receptive skills such as reading and listening

* Active vocabulary:

Active vocabulary is words which students can both understand and use in communication Active words are especially useful for productive skills such as speaking and writing

* What vocabulary to be taught?

In a given passage, the readers and teacher will find many new words Therefore, the teacher must decide which words to teach and how much time to

spend on teaching them There are four types of words categorized which are presented with general guidelines for teaching below

- For new words which are necessary for them to understand a text, the students try to guess it meaning from the context or grammar first If it is impossible, the teacher should pre-teach the words

- For new words that are not necessary for them to understand a text, the teacher

do one of two things If it’s a common word which the students will likely use later, the teacher should teach the word’s meaning later, after reading the passage But if the word is strange or unusual, it’s probably not necessary to teach it at all

- For the words the students have already known, certainly it is not necessary to teach the meaning If there are too many words the students don’t know, the text

is probably too difficult for their level of English

- In some phrases, the students may understand all the individual words but they still don’t understand the meaning For instance, they may understand the meaning of “stick”, “in”, “the”, “mud” But they may not understand that the idiom “stick in the\ mud” means “ a person who resists change” For this case, the teacher must decide whether they are important or not Especially at the lower level, explanation for idioms should be limited or saved for later If it is a common idiom the students probably see often, the teacher should let them guess its meaning, then teach it Otherwise, not much time should be spent on idioms

3.2 Techniques to teach the meaning of words:

In English teaching there are many techniques to teach the meaning of words Teachers can use the following ways:

REAL OBJECTS (Visual Syllabus):

Teachers can use objects in class or bring to class, use pictures, tables, diagrams or can draw directly on the board, teachers can use actions, gestures, gestures Teachers and students themselves are always a lively visual source that if skillfully used, it will bring positive effects to the learners to memorize words quickly and remember longer

Ex: At Unit 3: My friends in grade 6 English program teachers want to introduce human body parts The teacher can draw on the board or point at the parts of his face and read aloud in English

Teach the students to look at the pictures or draw a picture for them to look at, helping them to guess the meaning of the words quickly

Ex: Teachers teach students the following words: Look at the pictures and say the meanings of the words "about school things and furniture in Unit 1 and Unit 2 English 6

MIME

Expressed by gesturing the face of the teacher

Ex: Teachers want to teach "cold, jump"

vd bored

Teacher looks at watch, Makes

bored face, yawns

T asks, "How Do l feel"

vd (To) jump

T jumps

T asks, "What am l doing?"

SITUATION / EXPLANATION (Situation / Explanation)

Use real-life situations in class or explain to students to understand words

EXAMPLES (Example)

The teacher gives an example containing the word to teach to help students guess the meaning of the word

SYNONYM - ANTONYM (Synonym / antonym)

Synonyms - left words mean that teachers use the meaning of the learned word to explain the meaning of the learner

Ex: Teachers want to teach words: occur, happy, tall, fat, short

- tall # short

- thin # fat

- wide # narrow

* time words:

- morning # evening

- sunrise # sunset

TRANSLATE INTO VIETNAMESE

Translation is the quickest and easiest teaching tactic but very simple Translate to help teachers when teaching many words

at a time or from abstraction to save time

4 Steps for teaching vocabulary

The most important thing when introducing new words is to follow the listening - speaking - reading - writing sequence In the process of teaching and through training on innovation of teaching methods, we must teach words according to the following steps:

STEP 1: Read samples for students to listen about 3 times (listening)

STEP 2: Ask students to repeat their homosexuality and personality (to speak)

STEP 3: You write the word on the board and ask students to read the bar and individual (read)

STEP 4: Ask students to write the words in their notebooks (write)

STEP5: Ask students to give the meaning of the word with word teaching techniques so that they can draw the meaning of the word and write it on the board

STEP 6: Mark the stress of the stressed sound

STEP 7: Give the sample sentence and ask students to identify the word of the new word

5 Ways to check words

We know that when teaching words to students as well as teaching listening - speaking - reading - writing skills, the teaching process always includes 3 steps:

STEP 1: Introduce the word

STEP 2: Practice / practice words

STEP 3: Check and try also words

In this third step, teachers can help students remember words effectively, create interest in learning words and make classes more exciting by the following tips:

5.1 Rub out and remember

Teaching aim: to help the students memorize new vocabulary

- Present or elicit the new vocabulary and build up a list on the board

- After each word, put the Vietnamese translation

- Get the students to copy into their notebooks and then ask them to close their notebooks

- Rub out the new words one at each time

- Each time you rub out a word in English language, point to the Vietnamese and ask, “what is this in English?”

- When all the English words are rubbed out, go through the Vietnamese list and get the student to call out the English words

5.2 Slap the board:

Teaching aim: - to get the students to recognize new vocabulary through listening

- to check the students’ understanding of the new words

- Divide the class into two teams

- Put the new words (in Vietnamese or in English) all over the board – not in a list

- Call two students of two teams to go to the front of the class

- Asks them to stand at an equal distance from the board