DẠY HIỆU QUẢ TỪ VỰNG TIẾNG ANH LỚP 12

Studies have shown that the key to increasing vocabulary is exposure to new words—not an innate ability to learn from context. Experts emphasize that vocabulary development is an attainable goal. If given the opportunity to learn new words as well as effective instruction, most students can acquire vocabulary at rates that will improve their comprehension. This enables them to read increasingly challenging texts with fluency and betters their chances for success in school and afterward.

SỞ GIÁO DỤC ĐÀO TẠO LÀO CAI TRƯỜNG THPT SỐ 2 VĂN BÀN

TÊN ĐỀ TÀI: DẠY TỪ VỰNG TRONG PHỔ THÔNG TRUNG HỌC

ỨNG DỤNG: DẠY TRONG SÁCH GIÁO KHOA LỚP 12 CƠ BẢN ( 7 NĂM)

THE THEME

HOW TO TEACH VOCABULARIES IN HIGH SCHOOL

FOCUS ON ENGLISH 12

THE CONTENTS

I Showing the meaning of words visually

II Word Meanings From Context

9

but it is particularly useful for beginning students who have a limited reading vocabulary and little exposure to incidental vocabulary learning outside of school.

Studies have shown that the key to increasing vocabulary is exposure to new words—not an innate ability to learn from context Experts emphasize that vocabulary development is an

attainable goal If given the opportunity to learn new words as well as effective instruction, most students can acquire vocabulary at rates that will improve their comprehension This enables them

to read increasingly challenging texts with fluency and betters their chances for success in school and afterward

These are some methods I apply to teach in school which depends on each lesson and time

In my initiatives experience I focus on 4 main methods

I Showing the meaning of words visually

1 Using pictures

2 Using media

3 Using realia

4 Using mine

II Showing the meaning of words in context

Using examples, situations, explanations

III Using synonyms or antonyms

IV Translation and Definition

I Showing the meaning of words visually

1 Use pictures and cards

Picture cues are a great mechanism for teaching young Students to study Vocabularies They can combination of words and visual cues can help a young mind piece together a word There are

several ways to approach it The approach shown here works with whole words First, you can plan your lesson and pick the words you'll teach your student An effective way to do this is by categories For example, teach your student how to read words associated with fruit, such as apple, orange or peach Since the human mind likes to categorize things, this method helps these words gel into your young student’s mind Second, Get the corresponding picture cue cards You can obtain picture cue cards with one letter on them or with entire words on them When teaching

a student to read by showing whole words, its best to look for picture cue cards that deal with life activities These packages normally have food groups and other categories in them Third, Sit the child down in a quiet place before starting the lesson The trick to getting picture cues to work is

to keep a young student’s attention and have her connect a picture with a word This won’t

happen if she can’t see the picture cue card or is distracted by sounds Forth, Pick up a picture cue card and say the corresponding word Make sure you explain what you are doing before the

lesson Then, as you say the word and show the picture cue card, allow a time delay This time delay (1 to 3 seconds) will allow your student to soak in the word and associate it with the image After you show the picture card, spell the word so your student will associate certain alphabetic letters with the image Next, Repeat this exercise at least two times This means you should show

a picture cue card of an apple and say the word twice Repetition is a proven method of learning,

so use it to your advantage Then, Coordinate picture cues with spelling lessons You can do this

by covering up the word on the picture cue card and revealing only one letter at a time as the student says it to you This will further associate the word with the picture and help the young student learn to read Last but not least, Allow your student a chance to show off his stuff After you’ve been working with your student for a while, mix up the order of your picture cue cards and allow him to read the words back to you This will let you see if he is really learning or if he has just memorized the order of the picture cue cards

These are one activity which helps Ss guess the meaning vocabularies which is related to the lesson

illustrated lecture

unit 9: Deserts Speaking ( page 99)

Choose the right words or phrases which best describe the pictures.

CARDS:

T devides the class into 2 groups

T asks Ss to paste pictures which are suitables with cards

E Date palm /'deitpɑ:m/ P8

2 Using media ( using video)

Almost any video can be used to teach English: commercial films, TV programmers, home-made

dramas and holiday films Live television programmers are NOT recommended Your method

should vary according to the language point you wish to teach and the level of your student(s) Although a handset is ideal, it is not essential Position yourself near the front of the class, to one side - close enough to the video player to work the controls if you do not have a handset If the video player is independent of the TV, turn it so you can work the controls easily without

interfering with your students' view of the TV screen This medium can be used to pratise

consolidate range of language points to introduce subject(s) for debate to encourage conversation amongst students to improve writing skills to introduce new vocabulary to develop listening skills (with visual aid) Few lessons would involve continuous viewing - even with speech-free films Strategic stopping is essential The teacher controls what students see and hear: Films, with excessive bad language, can be shown without sound If the majority of film is good, unsuitable sex or violent scenes can easily be avoided as follows plan in advance how to exploit the

remainder of the film knowing the exact counter positions of scenes to be omitted

When Ss watch video clip, T point some important words which are shown on screen

Some important words:

Altar/ Master of celemony/ Banquet/ Groom/ Bridge/ Ancestor/Tray/ Schedule/ Blessing

3 Using realia

The main advantage of using real objects into the classroom is to make the learning experience more memorable for the learner To give a couple of simple examples, if you are going to teach vocabulary of fruit and vegetables it can be much more affective for students if they can touch, smell and see the objects at the same time as hearing the new word This would appeal to a wider range of learner styles than a simple flashcard picture of the piece of fruit or vegetable (With very young learners, classroom management can become trickier if you bring in real objects as excitement levels tend to rise Last year one of my students bit into

an onion we were passing round I’m sure he hasn’t forgotten that class!)

A second example would be if you are going to teach some functional language for asking for the timetable for a train You could use a fictitious timetable or you could use a real one from the local train station, one from the internet, or if you’re really organised, some you brought back from your last trip to the UK This way you expose students to more language than simply the times and destinations They will see information about prices, discounts, bank holidays etc

illustrated lecture

Unit 2: Cultural diversity _ Writing ( page 25)

T bring the “ Nón lá” ( conical leaf hat)

T show it onfron of the class

T asks Ss to guess which is “lesf, rim, ribs, shaps”

Ss learn vocabularies by waching realia

4 Using mine

This is the way of using actions and facial expressions to show the meaning of words Most action verb ( sits, stand, open…) and some adjectives showing feelings and stantus ( happy, worried…) can be taught using mine

illustrated lecture

Unit 3: Ways of socialising-Reading page 30

Warm up:

Vocabularies

Some words teacher can express by actions:

Clap: T claps in fron of peple and asks Ss what it means “ Vỗ tay”

Shake hand: T shake hand with one student in the class and aks Ss What is she doing “ Bắt tay”

Wave: T also “wave” and makes Ss understand her actions

II Word Meanings From Context

Using examples, situations, or explanations is another ways of showing what word mean Most abstract words ( love, happiness…) can be taught effectively in context There are some points to consider when using this method

Besides, it is not necessary to give a complicated explanation, the meaning can be shown by simple sentences The teacher can ask Ss to find the meaning by guessing the meaning of

sentences which are around

illustrated lecture

Unit 1: Home life _Reading (page 12)

T asks ss to see in the book and pay attention to the sentences

“ The main responsibility is to wash the dishes and take out the gabage

I also look after the boys”

Depennds on the sentences T aks Ss to guess the meaning of words “responsibility, look

after”

III Using synonyms or antonyms

Synonyms are different words with similar or identical meanings They are interchangeable

For example: Car and automobile

Antonyms are words with opposite or nearly opposite meanings.For example: Large and

small

This is a nice warm up game using synonyms and antonyms You can make it as difficult or

easy as you wish, depending on the level of your students Hand out a list of words to each

student There should be two columns next to each word, label the heading of each column,

synonym and antonym You can make up your own lists using words you've already taught

Thesaurus.com is a useful tool for this exercise Then read out the synonyms and antonyms of

those words The students have to write these words next to the word they are the same or the

opposite of

illustrated lecture

Unit 6: Future Job Speaking: Task 2 page 66

Find each pair of antonym from the following:

Boring Rewarding Dangerous Difficult Fantastic Easy Fascinating Unsastified Grotesque Safe

T adds words in the board or give small hand out to ask Ss to match

Ss guess and match

T checks corrected answers

T helps SS to read voca and explains

IV Definition and Translations

Applied linguists have for some time suggested that communicativecompetence includes a major component, usually termed strategiccompetence, the development of which largely determines thelearner's fluency and conversational skills Practising teachers,however, are usually unaware

of the significance of this competence,and hardly any activities have been developed to include strategytraining in actual language teaching The aim of this articleis to bridge the gap between theory and practice by first describingstrategic competence and then presenting language

exercisesto facilitate its development

kinds of animal and plants which make a balanced envitonment

lost, wasted, damaged or destroyed

of life stops existing

animal lives

T asks Ss to work in group

Ss guess and match the word which is suitable with definition

T suggested Ss find words in the text and guess the meaning

T checks the answer

4 Royal Geography society of Australia Cồn cát

T asks Ss to work in group

Ss guess and match the word which is suitable with definition

T suggested Ss find words in the text and guess the meaning

T checks the answer

15 Royal Geography society of Australia Hội hoàng gia địa lý Úc

Some types of gap fillings

The Standard Multi-Word Gap-Fill

Gap-fill exercises can take various forms; the most common is the standard multi-word exercise with a number of sentences and words to choose from A short example exercise with 5 sentences

is shown below

The Gap-Fill with Clues in Root Form

A challenging variation of the above exercise is a gap-fill exercise in which the words which are gapped are presented in their root form In this way, students have to choose the correct word from the contexts given, and supply the appropriate form of the word, such as a different

derivation or different tense A short example exercise with 5 sentences is shown below

Multiple Contexts for One Word

Another variation which can help students to understand the various derivations for a word is a gap-fill exercise with several different contexts for 1 word, each showing a different form or derivation A short example exercise with 5 sentences is shown below

Listening Practice with Gap-Fills

Gap-fill exercises can be presented as listening exercises In this exercise, students hear the sentence rather than reading it, and have to choose the appropriate answer A short example exercise with 6 sentences is shown below The next day in class, students can be shown the sentences that they heard in the language lab At this time, they can see if what was said is the same as what they thought they heard It also offers an additional opportunity to review and learn the target vocabulary.

illustrated lecture

Unit 10: Endangered species_ Listening Task 2 page 112

Conmplete each of the sentences with the correct form of the words below:

Plants

In trees

Their young

Insects Forest being cut down

A few female

Civil war

* HAND-OUT

General

Group members

Food

Place for sleeping

Cause of being endangered

(1)………., gentle, social, and

………(2)The silverback, one or two sub- adult males, ……… (3)

……… (4) and wormsNest………(5)

3 a few females and their young

4 plants and a few insects

Multiple choice is a form of assessment in which respondents are asked to select the best possible

answer (or answers) out of the choices from a list

Multiple choice items consist of a stem and a set of options The stem is the beginning part of the

item that presents the item as a problem to be solved, a question asked of the respondent, or an incomplete statement to be completed, as well as any other relevant information The options are

the possible answers that the examinee can choose from, with the correct answer called the key and the incorrect answers called distractors.Only one answer can be keyed as correct This

contrasts with multiple response items in which more than one answer may be keyed as correct

There are several advantages to multiple choice tests If item writers are well trained and items are quality assured, it can be a very effective assessment technique.If students are instructed on the way in which the item format works and myths surrounding the tests are corrected, they will perform better on the test.On many assessments, reliability has been shown to improve with larger numbers of items on a test, and with good sampling and care over case specificity, overall test reliability can be further increased.

Multiple choice tests often require less time to administer for a given amount of material than would tests requiring written responses This results in a more comprehensive evaluation of the candidate's extent of knowledge Even greater efficiency can be created by the use of online examination delivery software This increase in efficiency can offset the advantages offered by free-response items That is, if free-response items provide twice as much information but take four times as long to complete, multiple-choice items present a better measurement tool

Multiple choice questions lend themselves to the development of objective assessment items; however, without author training, questions can be subjective in nature Because this style of test does not require a teacher to interpret answers, test-takers are graded purely on their selections, creating a lower likelihood of teacher bias in the results.Factors irrelevant to the assessed material (such as handwriting and clarity of presentation) do not come into play in a multiple choice

assessment, and so the candidate is graded purely on their knowledge of the topic Finally, if takers are aware of how to use answer sheets and/or online examination tick boxes, their

test-responses can be relied upon with clarity

However, The most serious disadvantage is the limited types of knowledge that can be assessed

by multiple choice tests Multiple choice tests are best adapted for testing well-defined or order skills Problem-solving and higher-order reasoning skills are better assessed through short-answer and essay tests However, multiple choice tests are often chosen, not because of the type

lower-of knowledge being assessed, but because they are more affordable for testing a large number lower-of students This is especially true in the United States where multiple choice tests are the preferred form of high-stakes testing

illustrated lecture

Unit 1: Home life Reading (page 14)