CURRICULUM VITAE I.PERSONAL INFORMATION: 1. Full name: Trinh Thi Loan 2. Date of birth: July 2nd, 1985 3. Sex: Female 4. Address: 29A6 Nguyen Ai Quoc Street, Tan Phong, Bien Hoa, Dong Nai 5. Telephone number: 01636991371 6. Email address: tungpvbhxhyahoo.com 7. Major: Teacher of English 8. Work Place: Nam ha high school II. EDUCATIONAL BACKGROUND Diploma: Bachelor in 2007 Major in: English teaching III. SCIENTIFIC EXPERIENCE The length of service: 8 years The initiative experience: 1. Using English song to teach pronunciation (20122013) The two following works have conducted since joining the post graduate diploma course. 2. Positive and negative learning experiences in working in groups in speaking lessons among grade 10th students at Nam Ha high school (20142015) 3. English textbook evaluation (20142015) The table of content Chapter 1: Introduction 1. Back ground of the study………………………. 4 2. The significant of the study…………………….. 4 3. The study questions……………………………… 4 Chapter 2: Review of Relevant Literature 1. What is vocabulary?................................................ 5 2. Some guidelines for communicative treatment of vocabulary instruction. ………………………………………... 56 3. Useful principles for vocabulary review and consolidation. 6 Chapter 3: Recommend the vocabulary activities for grade eleventh students. 1. Word search puzzles…………………………………. 79 2. Word definition ……………………………………… 10 3. Word collocation…………………………………….. 11 4. Word form…………………………………………… 12 5. Matching…………………………………………….. 13 6. Crossword…………………………………………… 1415 7. Scrambled letters…………………………………… 16 8. Spelling bee…………………………………………. 17 Chapter 4: Conclusion and suggestion …………… 18 Reference …………………………………………………… 19 Chapter 1: Introduction Vocabulary is considered an important tool to help students interpret their ideas and express their feelings effectively. Students’ knowing lots of lexical items ultimately lead to successes in language skills such as speaking, listening, writing and listening. It is also vocabulary that partly facilitates the movement of “passive” knowledge into “active” language use. Roughly speaking, students are getting more competent and confident in using language since they own the rich storehouse of vocabulary knowledge. In reality, those roles of knowing vocabulary seem to be marginalized in teaching and learning situations. More dangerously, the translation method becomes dominant, which navigates to the situation of L1 overuse. The textbook makes the problems worsen when presenting no room for purely teaching and learning vocabulary. As a result, teachers tend to spend very limited time on introducing the new lexical items and do not linger on vocabulary practice. In some special cases, a few teachers are more awareness of the possible potentials of vocabulary in the language family. The evidence is that they deliberately check students’ memorization on the words they have learnt. However, they do not vary the task types except for dictation technique, which is considered to be at the expense of communicative purposes. The same problems happen in my school, which urges me to do something to address the mentioned dilemmas in the domain of my school. I also hope that my work will be useful in many other educational institutes. The study is in attempt to answer the following questions: 1. What is vocabulary? 2. What are some useful techniques in introducing vocabulary? 3. When is the most suitable time for reviewing and consolidating activities? 4. What are specific vocabulary activities for particular units for grade eleventh students in the first semester? The next chapter refers to some literature reviews that are relevant to my mentioned concerns. By doing so, the study area becomes more clarity and convincing.
Trang 1DONG NAI EDUCATION AND TRAINING DEPARTMENT
NAM HA HIGH SCHOOL
Trang 2CURRICULUM VITAE
I.PERSONAL INFORMATION:
1 Full name: Trinh Thi Loan
2 Date of birth: July 2nd, 1985
3 Sex: Female
4 Address: 29A/6 Nguyen Ai Quoc Street, Tan Phong, Bien Hoa, Dong Nai
5 Telephone number: 01636991371
6 Email address: tungpvbhxh@yahoo.com
7 Major: Teacher of English
8 Work Place: Nam ha high school
II EDUCATIONAL BACKGROUND
-Diploma: Bachelor in 2007
-Major in: English teaching
III SCIENTIFIC EXPERIENCE
-The length of service: 8 years
- The initiative experience:
1 Using English song to teach pronunciation (2012-2013)
-The two following works have conducted since joining the post graduate diploma course
2 Positive and negative learning experiences in working in groups in
speaking lessons among grade 10th students at Nam Ha high school 2015)
(2014-3 English textbook evaluation (2014-2015)
BM02-LLKHSKKN
Trang 3The table of content
Chapter 1: Introduction
1. Back ground of the study……… 4
2. The significant of the study……… 4
3. The study questions……… 4
Chapter 2: Review of Relevant Literature 1 What is vocabulary? 5
2. Some guidelines for communicative treatment of vocabulary instruction ……… 5-6 3 Useful principles for vocabulary review and consolidation 6 Chapter 3:Recommend the vocabulary activities for grade eleventh students. 1. Word search puzzles……… 7-9 2. Word definition ……… 10
3. Word collocation……… 11
4. Word form……… 12
5. Matching……… 13
6. Crossword……… 14-15 7. Scrambled letters……… 16
8. Spelling bee……… 17
Chapter 4: Conclusion and suggestion ……… 18
Reference ……… 19
Trang 4Chapter 1: Introduction
Vocabulary is considered an important tool to help students interpret theirideas and express their feelings effectively Students’ knowing lots of lexicalitems ultimately lead to successes in language skills such as speaking,listening, writing and listening It is also vocabulary that partly facilitates themovement of “passive” knowledge into “active” language use Roughlyspeaking, students are getting more competent and confident in usinglanguage since they own the rich storehouse of vocabulary knowledge Inreality, those roles of knowing vocabulary seem to be marginalized inteaching and learning situations More dangerously, the translation methodbecomes dominant, which navigates to the situation of L1 overuse Thetextbook makes the problems worsen when presenting no room for purelyteaching and learning vocabulary As a result, teachers tend to spend verylimited time on introducing the new lexical items and do not linger onvocabulary practice In some special cases, a few teachers are moreawareness of the possible potentials of vocabulary in the language family.The evidence is that they deliberately check students’ memorization on thewords they have learnt However, they do not vary the task types except fordictation technique, which is considered to be at the expense ofcommunicative purposes The same problems happen in my school, whichurges me to do something to address the mentioned dilemmas in the domain
of my school I also hope that my work will be useful in many othereducational institutes
The study is in attempt to answer the following questions:
1. What is vocabulary?
2. What are some useful techniques in introducing vocabulary?
3. When is the most suitable time for reviewing and consolidatingactivities?
4. What are specific vocabulary activities for particular units for gradeeleventh students in the first semester?
The next chapter refers to some literature reviews that are relevant to my mentioned concerns By doing so, the study area becomes more clarity and convincing
Trang 5Chapter 2: Literature review
What is vocabulary?
According Ur P (2012), vocabulary is referred as the lexical items of thelanguage including some aspects; such as, form (pronunciation and spelling)meaning (denotation), grammar (certain grammar context), collocation,connotation and appropriateness So vocabulary is not just the words in thelanguage It is much broader than what is familiarly attributed In realclassroom, it is important for students to internalize all the possible domains
of vocabulary so that they can avoid wrongly using words and ruining theirharbored meanings
Some guidelines for communicative treatment of vocabulary instruction
Obviously, students will remember the words longer once they are taughteffectively, so the stage of introducing vocabulary to students strengthen theeffects of the subsequent consolidation Traditionally, teachers of Englishtend to directly introduce the needed vocabulary to their students, by doing
so they can save time for the macro skills which are widely considered to bemore important than the language elements As a result, students are to facewith lots of obstacles stemming from insufficient knowledge of vocabulary.Spontaneously, their work on other skills no longer runs smoothly.Unfortunately, such frequent interruption may damages students’ learningmotivation In my opinion, practicing and reviewing vocabulary deserves to
be paid more attention and dedication from teachers and teachers shouldlend the most effective teaching techniques as well as appropriate pedagogicapproaches to enhance students’ willingness to exposure to lexical items
As suggested by Brown H D (2007), vocabulary items should not beviewed as a long, boring list of words to be learned, they should be put intheir centre role in meaningful language He also lists some practicalprinciples for using communicative teaching method to treat vocabularyinstruction as follow
- Allocate specific class time to vocabulary learning Words are believed thefirst priority to make communication work, and the basic base of languagebuilding blocks
Trang 6-Help students to learn vocabulary in context The words should appear inthe context of discourse or real communication rather than isolating words.
By doing so, students can articulate the new words in meaningful contextsthat they may encounter in real life
- Play down the role of bilingual dictionary This help student skip fromoverusing bilingual dictionary, which makes students overtly depend on itfor word quick translation
- Encourage students to develop strategies for determining the meanings ofwords
- Engage in “unplanned” vocabulary teaching Teachers should be consciousthat the “unplanned” vocabulary teaching can be encouraged since it relates
to the ongoing activities
These principles urge teachers to carefully design vocabulary activities tobenefits their learners and make the lessons more engaging to them.Obviously, students can easily forget all about the words if they can see it noother times So to make sure their revisiting chance to the vocabulary theyhave just learnt, students should be supplemented with some kinds ofreviewing and consolidating activities This is regarded as the key pointdeciding on the living span of words in someone’s minds The sequencepresents some vital principles for more effective vocabulary review andconsolidation
Useful principles for vocabulary review and consolidation
As mentioned by Ur P (2012) “a learner needs to re-encounter a new itemseveral times in order to remember it permanently” And he suggests thatevery lesson should stick to provide students with several vocabulary reviewwork His voice especially appeals the involvers when stating that the mostoptimum principle is to make student memorize the words when they are nottotally dead in their minds It may be done in the next lesson and some laterlessons as long as it naturally permanently lives in individuals Anotheressential principle focuses on the types of review tasks In this sense, Urdrives the attention to the purpose of review tasks by saying that “tasks thatreview vocabulary aims to consolidate and deepen students’ basicknowledge” In this sense, students are supposed to engage successfully,meaningfully and accurately with the target items, while teachers step back
to make more rooms for students’ self- orientation, self check, and correctthemselves
Trang 7Chapter 3: Recommend the vocabulary activities for grade eleventh students.
I introduce the number of vocabulary tasks for students to revisit the words they have internalized from each unit in their text book Each activity wastesabout five minutes, and it should happen at the beginning of the class
Samples of activity
Sample 1: Unit 1: Friendship
Target vocabulary: Friendship Activity: word search puzzles
Procedure:
-The teacher can create a paper-puzzle which is big enough to hang on the
board, or she can also design it on the PowerPoint
- Students are assigned into different groups of about three or four students
- The teacher instructs students the rules and the ways to do this puzzle
- The winner is the one who is able to search the most correct words in theshortest possible time
- The teacher then shows the correct answer and gets individual group tomake as many sentences as possible using the words they have just foundout
- For the last two minutes, students are encouraged to utilize dictionaries
Instruction: Find and circle all of the words that are hidden in the grid and the remaining letters spell an additional word related to friendship .
Trang 8GIRLFRIEND GOOD TIMES
HONESTY KINSHIP LEND LOYALTY PAL
ROOMMATE SHARE
SUPPORTIVE SYMPATHY TRUST
Trang 9The solution
Trang 10Sample 2: Unit 2: Personal experiences
Target vocabulary: embarrassing experiences
Activity: word definition
Procedure:
- T brings to class a list of uncompleted words of the topic of the unit.
- Students are put into pairs or groups to discover the entire word based on the equivalent definition in the opposite column
Instruction: Add two letters to any place of each word to form another word with its definition given.
2 cool a place where children go to be educated
3 ink believe something or have an opinion or idea
4 stunt a person who is learning at a college or university,
or sometimes at school
6 lit the brightness that comes from the sun, fire,
electrical devices, etc that allows thing to be seen
7 change give something to someone and receive something
from them
8 all limited in size or amount when compared with
what is typical or average
9 sit go to a place in order to look at it, or to a person in
order to spend time with them
10 ring The season of the year between winter and summer
The answer:
1 Great 2 School 3 Think 4 Students 5 Start
6 Light 7 Exchange 8 Small 9 Visit 10 Spring
Sample 3 : Unit 3: A party
Target vocabulary: celebrations Activity: word collocation
Procedure:
-The teacher has students form groups Give each groups one worksheet.
- The teacher explains the activity: students work together to find the words
Trang 11- Students should use pencils, if possible, as answers may need to be erased and changed.
-The first group to have the list of complete words becomes the winner
Options/Alternatives
-After checking the answers as a class, T asks students to write sentences
using the vocabulary from the list
- The teacher encourages some students to read their sentences to the class
Instruction: Use a verb which can be collocated with the three words or phrases.
1 g ……… a card, a gift, flowers
2 h ……… a party, a meeting, a conference
3 e……… yourself, the food, a film
4 t ……… a lie, a joke, the truth
5 g ……… engage, married, divorced
6 c ……… birthdays, the anniversary, the National day
7 a ……… a party, class, school
8 h ……… soft drinks, coffee, cake
9 w ……… a hat, shoes, a t-shirt
10 s ……… hello, goodbye, thank you
The answer:
1. Give 2 Hold 3 Enjoy 4 Tell 5 Get
6 Celebrate 7 Attend 8 Have 9 Wear 10 Say
Sample 4 : Unit 4: Volunteer work
Target vocabulary: voluntary Activity: word form
Procedure:
-The teacher has students form pairs Give each pairs one worksheet
- The teacher explains the activity, students work in pairs to find the right
Trang 12- Students should use pencils, if possible, as answers may need to be erased and changed.
-The first pair to finish the task becomes the winner
Options/Alternatives
- T may get students to write sentences using the vocabulary from the list.
Instruction: Fill in each gap in the sentence with the correct form of the word in brackets.
1 She does work for the Red Cross two days a week
(volunteer)
2 When shall I do the _ (shop)
3 They want to improve public , especially education (serve)
4 We finished the job, but only with great (difficult)
5 Some athletes take drugs to improve their
(performance)
6 Their grandchildren are a constant source of _ (happy)
7 At university, you have the to do what you want (free)
8 There is a general that things will soon get better (believe)
9 A _ is a person who climbs mountains as a sports or job
(mountain)
10 One major _ of the area is the lack of public transport (advantages)
The answer:
1.Voluntary 2 Shopping 3, services 4 Difficulties/difficulty
5 Performances 6 Happiness 7 Freedom 8 Belief
9 Mountaineer 10 Advantage
Sample 5: Unit 5: Illiteracy
Target vocabulary: Illiteracy Activity: Matching
Procedure:
- The handouts should be printed out and distributed to students
- The teacher explains the activity, students work in pairs to do the matching -After checking the answers with the whole class, the teacher asks students
to make sentences using pairs of antonyms
Options/ alternatives
- The teacher calls on some pairs to read out their sentences
Trang 13- The teacher makes copies the good sentences on the board
Instruction: Matching a word in A with a word in B to make a pair of antonyms.
Sample 6: Unit 6: competition
Target vocabulary: event description
Activity: crossword puzzle
Procedure:
- The teacher designs a crossword on the topic of unit 6, it should be hung in
the board center T may also deliver each to individual group as a small card.-The teacher gets students to form groups of three or four to do the
crossword
- The teacher reminds students not to look up dictionary or textbook
- Students should use pencils in case they may need to change the answers.-The first group to finish the task becomes the winner
Options/Alternatives
-After checking the answers as a class, T has students write sentences using
the Vocabulary from the crossword
Trang 14Instruction: complete the crossword puzzle with the words needed for
the gaps in sentences below.
1 People with Asthma have in breathing.
2 I’m meeting a _ of friends for dinner tonight.
3 She gave a superb as Lady Macbeth.
4 We have to and pray that the operation will go well.
5 Children seem to have lost their _ in reading.
6 She’s won a lot of beauty _.
7 The defending will play his first match of the tournament
tomorrow.
8 You’ll have the to ask any questions to the end.
9 There was a lot of _ in preparation for the Queen’s visit.
10 A penalty in the last minute of the game leveled the _ 2-2.
11 Ladies and gentlemen, could I have your _, please?
12 She never lost her _ for teaching