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The techniques of teaching new words in order to improve the quality of learning English at Le Quy Don secondary school The techniques of teaching new words in order to improve the quality of learning English at Le Quy Don secondary school The techniques of teaching new words in order to improve the quality of learning English at Le Quy Don secondary school

I INTRODUCTION

1 The reasons for choosing topic.

As we all know, English is one of the most widely spoken languages, is the golden key to the world The importance of English is increasingly being confirmed But learning English is not easy if we learn with the wrong method

In recent years there have been major changes in the content and teaching methods to fit the objectives and requirements set out for this subject in the reform program The teaching and learning always impact relationships, mutual reciprocity How students understand the material, absorbing all the fastest, with the most popular class, attracting students, there are methods to teach or students

to easily grasp all right in class are always the concern for each English language as we do

Meanwhile with any languages vocabulary,s role is also very important We can find a language is a set of vocabularies It means we can not understand the language without knowing the words But that does not mean we only understand the single lexical unit, independence of each other that can only be mastered through language dialectical relationship between the lexical units So learning the vocabulary and practicing using vocabulary skills are the leading factors in the transmission of language and acquire general English in particular From the above reasons, finding themselves a new teaching and learning from how to provide optimal performance for students is essential With experience in teaching English, I would boldly research experience with the

initiative: "The techniques of teaching new words in order to improve the

quality of learning English at Le Quy Don secondary school "

By carrying out this study, the researcher wishes to give a hand in promoting the progress for grade 6 and 8 students

Perhaps my research is not certainly perfect so I am looking forward to receiving input from all of you

Thank you

2 Aims of the study.

With the successful researching topics and initiatives of experience will provide teachers with the following experience:

- Clearly understanding the new teaching methods for secondary school students

- How to form a new sequence from teaching for secondary school students

- Researching documentation of teaching English, teaching new techniques

- Dubbing instruction test

- Attending the companion,s lessons and get their experience

- Checking and evaluating the results of the all students, grasp so that there

is a reasonable additional adjustment

- Directly guiding students to practice and trained skills to use English words in communication

3 Researching objects.

Audience research is geared to forging subject for secondary school students in grades 6 and 8 in Le Quy Don secondary school in Bim Son town, the teaching vocabulary techniques

The research focuses on two contents:

- Providing students the most effective ways in learning vocabulary

- Guide students to use new words in practicing and doing the test better

4 Researching methodology

a Reading topic.

To carry out this topic I studied and collected documents related to the topic, learned the experience from other teachers Whereby I oriented the content of the subject matter and clear research to solve problems with the relatively accurate documentation

b Investigate method.

- Attending the companions,lesson: Through projected colleagues in my own school and outside schools have summed up some experience from the new classification teaching in English

- Experimental research: The own gotten experience through classroom lessons, applied some of the new methods of teaching in every lesson and self-evaluate the effectiveness of those methods

c Communicative method.

- Through the discussion of the problems of English teaching methods and new methods of teaching

d Testing method

- Through quality test results of students the teacher self-evaluation to assess the effectiveness of using a number of new teaching methods and propose suitable solutions

II CONTENTS

1 Theoreticle basis of the problem.

a The legal basis:

- Pursuant to Resolution No 40/2000QH Congress on renewing the general education program

- The topics of the Department and the Department of Education and Training to improve teaching methods in schools

- Documents 'some problems renewing teaching methods in secondary schools's Ministry of Education and Training, published in 2002

b Scientific basis:

Due to the characteristics of foreign language teaching methods do not require to follow a certain order, so that teachers always have to pay attention to the informal methods to convey to learners the most reasonable Moreover, due

to the overall situation of local students most facilities cater for student learning

is poor Students most up newly acquainted secondary subjects English and understanding of social knowledge is still limited, but not shy even remember what the posts are learning, from the limited capital in the process of learning teachers face many difficulties, poor listening skills

This topic is formed in the process of learning and theoretical research on practical teaching methods in Le Quy Don secondary school in Bim Son, listening comprehension test results for students in grades 6 and grade 8

The implementation of this research is based on theoretical approaches to teaching the English language arts, exact sciences, the students understand the lesson right in the classroom

Teachers design requirements more simply listening exercise but on the basis of the basic content of the textbooks required

In the process of implementation of the subject, myself constantly learning content abreast of requirements and find out the limitations of the new teaching methods to consult colleagues learn from experience, and create the appropriate adjustments the ability to acquire new knowledge and appropriate student age psychology

2 State of the matter research.

a Advantages:

- Along with the social-economic development and international integration

of the country English is increasingly valued and affirmed Understanding the need that the state, the education and training establishments - department of education and training also has certain investments in order to improve the quality

of teaching - learning foreign languages in general and English in particular

- Teachers are enthusiastic, passionate, with the student, always learning innovative teaching methods in line with the student audience

- The attention of the leaders to create conditions, school leadership team

- Parentsare interested in facilitating an optimal way for your child's education

b Difficulties:

To the subject.

English is a foreign language Applying to write essays is so often difficult for students to understand and apply well Writing abilities in particular, writing essay needs time and asks the students to master the grammatical structure, know flexibly use of language knowledge

Not many students deeply know how to learn a foreign language Most of them learn new words by heart – a traditional way which takes a lot of time

The equipment of teaching assistants is poor, not matching characteristics

To the students:

Until now students have learnt English only in the passive form (Teachers say they understand such games), they do not have the concept of investment for subject because they consider that English is a foreign language 6th and 8th graders of new program are even more difficult because they have to approach

an enormous number of new words in each lesson Technical English is a difficult subject that is both natural sciences and social sciences So the preparation of new and old studying at home is also deal, sketchy, especially in the regular classes

Students are not really interested in learning English now, particularly in learning vocabulary because it is considered to be boring to learn

To the teachers:

In recent years, English teachers who have been invested more in knowledge and teaching assistant equipment However, to meet the standard in accordance with the requirements of the subjects in English is still limited, writing is a difficult skill which asks teachers to invest more in lessons Besides, guiding students uses the structural grammar, teachers have to guide them to apply flexible language structure Meanwhile 6 and 8th grade - textbook new program provides an enormous number of new words that requires the teachers

to spend much more time on researching the subject

Some teachers do not really care much about how to guide students how

to learn new words effectively because they think it is students,duty after each unit, but in fact very a few of them complete their task at home

The use of proverbs in English during the teacher's lectures is very limited, because teachers have not really seen the role of expression in lessons Add to that the proverbs are fixed meaning- phrase should require users to be very careful language appropriate to the context, situation

From the current situation show that many students do not pay attention to school, do not understand all right in class Most of the children have not been applied to write the vocabulary proficiency Specifically in quality surveys of the academic year 2017 - 2018 in two grades I was assigned to teach Here is the result:

Number

of

students

number % number % number % number % number %

From these results I see it is necessary to have the effective teaching new words skills to improve the quality of students In practice, based on teaching experience combined with my colleagues who have accumulated some experiences in teaching vocabulary Thereby we can help students to improve their skills, understand the content of questions from which the correct answer

3 Solution and implementation:

For a long time, our teachers are familiar with the traditional way of teaching is followed the books, teacher-centered lessons so that the renewal of teaching methods make many teachers feel confused Therefore, to prepare a lesson vocabulary to attract students requires teachers to spend time researching genealogy, collecting pictures, using handmade visual aids, bringing the easy and simple objects to class to help students remember the lesson at once in class

So according to the method taught vocabulary, achieving the highest efficiency to ensure the following:

a Preparations:

* For teacher:

- Teachers need to invest a lot of time to search for documents and images related to the topic, as well as constantly updated information to support lectures

-Teachers egularly use the simple visual aids to inspire in the lesson

- Teachers have thorough and detail preparation before class

* For students:

- Collect more documents and pictures related to the teacher,s lecture

- Prepare carefully before class

- Find new words at home before

- Practice the pronunciation frequently

- Actively make visual aids and utensils when teachers request

- In class lectures attention, speak enthusiastically to build tracks, aggressive, self-awareness as a group, pair

b Presentations:

Depending on each lecture teachers have cleverly found a way to post or to engage and attract students from the beginning lessons

Teachers should lead students to focus on the lessons in many ways Such

as "suggested" by the simple questions related to the subject, forcing students to

think, respond as private On that basis, the guidance is included in the lesson Teachers should empower innovative initiative for students: Previously, he was the center of the lesson, the students now have to be more active in order to form more confident skills in communication.They regulalyr use their new vocabulary Therefore, teachers have to think of a group that works in the game, students in pairs to take part in building a better post Depending on the demands of each skill that has the appropriate procedure for each post Fully exploit the performance and manipulate them in a flexible manner and not confined to the framework

c Principles in teaching vocabulary:

- In a class teacher should choose 5 - 8 new words to teach, those words should be of the type of activity (active vocabulary) This means that the students will be from regular use in the classroom to practice basic skills, especially in fostering speaking and writing skills

- The words should have high frequency that means they appear frequently

in the text

- These terms need to be learned in the learning process of the students in the present and the future

- Teachers do not repeat students from a way too many times because of repeating many times mechanically will not be effective in understanding the meaning of words that can make lessons become boring and waste efforts of students and teachers

- Teachers should not transcribe new words while teaching beacauseVietnamese proficiency of students is limited, so students should focus on learning the writing system of both Vietnamese and English If they have to learn phonemic symbols students will be confused between writing and phonetic notation of a word

d- 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 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 check that students write well in their vocabulary

notebooks)

e Eleciting techniques for teaching vocabulary:

Visuals

- Use a picture

- Draw on black

Ex: The one pillar pagoda

Mine

- Facial expression

- Guesture

- Body action

Ex : to brush ( one’s teeth )

Teacher takes a toothbrush then brushes her teeth

T asks : “ what am I doing ?”

Ss: You are brushing your teeth

T: now repeat “ brush” ( 3 times )

Realia:

- Use real things

(Teacher brings clock, chair, telephone, an apple, flowers….Into the class)

Situation / Antonym:

Use the questions

Ex: What’ s another word for “holiday”?

Holiday= Vacation

What’ sthe opposite of “ happy”?

Happy # Sad

Translation:

Ex: A destination

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

Example:

ex1: rice, meat, and fish are food food (unc)

ex2: bananas, apples oranges …are fruits

ex3: shirts, trousers, jeans, shorts, dressesare clothes

Ex4: beds, tables chairs are furniture furniture (unc)

* In addition, teachers must know how to

combine teaching from Many teachers

have to know how to combine a variety of

techniques to explain the meaning of the

word, but do not need to explain quickly

to take time

Ex: to teach the word "smile" teachers

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 smile smile”

Ss: smile

T: Good What does it mean in Vietnamese ?

Recording vocabulary:

Using symbols

a - You can see the following symbols with synonyms, antonyms, traslations and pictures

= is the same as ex: good = nice

# is the same opposite ex: good # bad

b - You can use the following symbols to show the stress or the link of sounds For the stressed syllable

For linking final consonants with vowels

Ex : an orange

c - You can see the following words or abbreviationsfor the part of sentence

- To - for verbs ex: to visit

- a/an - for countable noun ex: a destination

- (unc) - for uncountable noun ex: rice (unc)

- (adj) - for adjectives ex: excited (adj)

- ( adv) - for adverbs ex: quickly (adv)

d- You can simple underline prepositions or gerunds

Ex: (to) stay (with/for/in )

f Checking techniques for vocabulary

Rub out and remember:

Teacher presents or elicits the vocabulary and build up the list on the blackboard

After each word teacher put the Vietnamese translation

Teacher the students to copy in to their books and then close their books Teacher rub out the new word one at a time

Eacher time teacher rub out a word in English, point to the Vietnamese translation and aks “What’s this in Vietnamese?”

When all the Engkish words are rubbed out teacher go through the Vietnamese list and get the studends to call out the English words

If there is time, teacher get the students to come to the black board and write the English words again

* Note: it helps leaners to memories new vocabulary

Slap the board:

Teacherputs the new words in English on the balck board in bubbles - not

in a list

If you want to check the understanding, put the Vieetnamese translationof the new words or picture on the blakboard

Teacher divides the class in to two teamsof five or six to front of the class

Teacher choose a student from each team and they stand at equal distance from the blackboard

Teacher calls out one of the new word in a low voice in Vietnamese

Two students must runs forward and slap a word the word in English on the board

The one who slaps the correct word first is the winner If students are playing in teams ,the win team gets a mark

Then teacher ask two more studentsto come forward … etc

* Note: There are two points to remember inS the B If you use only English, leaners are only recognizing the word in through listening However if you use Vietnamese translation or picture you can checkthe meaning of the new vocabulary

What and where:

Teacher writes the new words in the cicles on the black board not in a list When all the words are on the board, teacher ask the students to repeat the words in cicles

Teacher rubbed out one of the words but doesn’t rub out th cicles

Teacher gets the students to repeatthe words including the rubbed out words by poiting at the empty cicles

Teacher rubs out another word but leaves the cicles

Teacher pointthe woed or empty cicles, students read and have to remember all the words