SOMETECHNIQUES TO TEACH NEW VOCABULARYFOR AECONDARY SCHOOL STUDENTS

SAM SON EDUCATION AND TRAINING DEPARTMENTNGUYEN HONG LE SECONDARY SCHOOL EXPERIENCE INNOVATION SOME TECHNIQUES TO TEACH NEW VOCABULARY FOR SECONDARY SCHOOL STUDENTS Performer : Trinh Thi

SAM SON EDUCATION AND TRAINING DEPARTMENT

NGUYEN HONG LE SECONDARY SCHOOL

EXPERIENCE INNOVATION

SOME TECHNIQUES TO TEACH NEW VOCABULARY FOR

SECONDARY SCHOOL STUDENTS

Performer : Trinh Thi Viet Nga

Position : Teacher

Working place : Nguyen Hong Le Secondary School

Experience innovation of subject: English

SAM SON, 2015

TABLE OF CONTENTS

Pages

1 INTRODUCTION 1

2 CONTENTS 2

2.1 Rational 2

2.2 Current state of the problem 2

2.3 Problem solving: 3

2.3.1 Some principles to teach new vocabulary 4

2.3.2 Steps for presenting new vocabulary 4

2.3.3 Eleciting techniques for teaching vocabulary 5

2.3.4 Checking techniques for vocabulary 8

2.3.5 A model lesson plan 13

2.4 Achivements 17

3 CONCLUSION 18

REFERENCES 20

1 INTRODUCTION

*.Reason for choosing topic

Nowaday, English has become the common language throughout the worldand more than forty countries use it as a primary language and almost 400 millionpeople use it as a second language in communication In Vietnam, English isconsidered a primary language in schools today As teachers teach subjects inEnglish, I always want my students to understand all the fastest, most proactive,especially the children can apply the knowledge learned in real communication Forthis, we need to renew teaching methods so that each student in class moreinterested in active learning and memory training is all right in class We all knowany languages in the world, want to communicate with it, requires us to have avocabulary because the words are an indispensable component of language InEnglish we can not train and develop the four skills of listening, speaking, readingand writing of students that are not based on the foundation of vocabulary Indeed,without the necessary capital, they will not be able to develop good skills inlistening, speaking, reading and writing whether they have mastered the phrasesand grammar is trhuc But mostly, the students do not understand the importance oflearning the vocabulary so lazy or just learn flower speaker and not use it With theamount of new knowledge that it differs far from their native language so they areafraid of school students Therefore the teacher must do to vocabulary no longer be

"difficulties" of students, think that every concern me forever, with some yearshaving no classroom many times students do not fall vocabulary , misspell,misunderstand the question and do not translate inspired me to implement theproject "Some techniques to teach new vocabulay for secondary school students”

* Research purposes

- The role of teaching vocabulary skills in teaching and learning English

- The ability to introduce and test their vocabulary

- The result of the use of the technique

* Research subjects

- Students in grades 6,7,8,9

- Textbooks 6,7,8,9

- Workbooks 6,7,8,9

* The research methods

- Methods of observation

- Methodology and Practice

- The method of synthesis

2 CONTENTS

2.1 Rational

In any language, the role of vocabulary is very important We can see onelanguage is a subset of the vocabulary Unable to understand language withoutunderstanding the vocabulary, or through the lexical units But that does notmean that only understand the individual lexical units, independent of each otherthat can only be mastered through language dialectical relationship between thelexical units So learning the vocabulary and practice using vocabulary skills asthe leading factor in transmitting and acquiring a language in general andEnglish in particular Since vocabulary is a unit of language, it is expressed intwo forms: verbal and written Want to use the language, that is to master theforms of expression of the oral and written language But because there is anassociation of words with other elements of language (grammar, phonetics,intonation ) or in specific social situations, we see the words as the "bricks"are grammar and other language elements were referred to as "grout" to build upinto a home language

2.2 Current state of the problem

Through the teaching process, through interschool professional activitiesand through discussions with colleagues, I myself realized that learning Englishsituation revealed some disadvantages as following:

- For the students:

+ In general, students are "scared" and "hesitant" to learn new words, the use ofwords shows many limitations such as misspellings, incorrect pronunciation,

inaccurate use of words, inconsistent with the context Most of students justhave a habit of memorizing simple word or its meaning.

+ Some students just learn-by-heart to deal with writing new words on theboard, after that, they immediately forget how to use those words Some studentstry to memorize all the new words so when they face too much new words, theywill be in the fear of learning them That is the reason why students often do notlearn anymore or study yet ineffective The main culprit of the above problem isthat students do not know how to learn vocabulary, not to find out an appropriatemethod to learn vocabulary

- For the teacher:

+ The fact of vocabulary teaching and learning in secondary school attracts lots

of concern of English teachers A few years ago, teachers were reallyembarrassed when teaching vocabulary lessons Dozens of words in a unit, thethe relevance between words and theme of the lesson, mood of students, evenapplication of the words in communication made them confused

+ Some recent years, the movements on reforming foreign language teaching hasbeen implemented, teachers have been trained techniques in teaching vocabulary

In fact, teachers have remained embarrassment in using such techniques when theywant to give a hint through furniture, to give example or to explain the word brieflyand easily to understand, particularly abstract nouns

+ Selecting vocabulary to teach in a review lesson weighs a burden on teachers, sothey forget to make use of lessons which can review vocabulary Incorrectpronunciation is a sad reality for students, leading to difficulties in communication,even changing the teacher of each subject in each academic year I also want tomention to previously incorrect pronunciation of a few teachers and most of students.From the above problems, I need to spend much time on preparing documents andfinding methods to teach vocabulary, making students interested in learningvocabulary in particular and in learning English in general

2.3 Problem solving:

For a long time, teachers are familiar with the traditional teaching method

is followed books, teacher-centered lessons should the renewal of teachingmethods many teachers feel confused Therefore, to prepare a lesson, vocabulary

or, attract students, which requires teachers to take time to explore, collectpictures, make furniture, visual aids, bringing real objects simple to helpstudents remember in class So teaching vocabulary with the new approach, themost effective to ensure the following:

2.3.1 Some principles to teach new vocabulary

- In a class teacher should choose 5 -8 to teach new words, those words should

be of the type of activity (active vocabulary) This means that the students will bepracticed regular use in class, especially in speaking and writing skills

- The words should have a higher frequency means that they appear frequently

2.3.2 Steps for presenting new vocabulary

1-Use a suitable technique to elecit or show the meaning of the newvocabulary

2-Model the pronunciation clearly ( 3 times )

3-Ask students to repeat the word in choral and individually

4- Correct students’ s pronunciation

5-Write the words on the board and students’s copy down on theirnotebooks

6- Check that students clearly understand the meaning and pronunciation.7- Draw students’ attention to aspect of vocabulary such as part of speech,frequency etc…

8-Gives students a written record.

(May be teacher check that students write well in their vocabularynotebooks)

2.3.3 Eleciting techniques for teaching vocabulary

ex : to brush ( one’ teeth )

Teacher takes a toothbrush then brushes her teeth

T asks : “ What am I doing ?”

True- False statements

Ss: You are brushing your teeth

T: now repeat “ brush” ( 3 times))

*Realia:

- Use real things

( teacher brings clock , chair , telephone, plaster, scissors……… into the class )

*Synonym / Antonym:

- Use the questions

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

*True or False statements:

Teacher gives some statements and asks students to choose the best answer

Ex :A air hostess

T says:

a- Air hostess takes care of a forest

b- Air hostess often works in hospital

c- Air hostess travels to many countries

* Example:

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

ex2: bananas, apples oranges …are fruits

ex3: shirts, trousers, jeans, shorts, dresses are clothes.

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

*Explaination/Situation:

Teachers must know how to combine multiple techniques to interpret themeanings of words, but must interpret fast not to lose time

Ex: to teach the word "smile" teacher draw a face and said:

T: Look at the picture He is smiling

Now look at me I’m smiling , too “ Smile” is a

2.3.4 Checking techniques for vocabulary

*Rub out and remember :

1-Teacher presents or elicits the vocabulary and builds up the list on theblackboard

2- After each word teacher puts the Vietnamese translation

3- Teacher asks the students to copy in to their books and then close theirbooks

4- Teacher rubs out the new word one at a time

5-Each time teacher rubs out a word in English, points to the Vietnamesetranslation and asks: What is this in Vietnamese ?

6- When all the Engkish words are rubbed out teacher goes through theVietnamese list and gets the studends to call out the English words

7- If there is time , teacher gets the students to come to the black board andwrite the English words again

*Note: it helps leaners to memory new vocabulary.

Rub out and

What and where

Slap the board

Ex English 6-Unit 5 – A closer look 1

1……… Painkillers 5………… Sun cream

2……… Scissors 6………… Walking boots

3………… Walking boots 7………… Plaster

4…………Sleeping bag- Plaster 8………….Compass

*Slap the board:

1-Teacher puts the new words in English on the black board in bubbles –not

5-Teacher calls out one of the new word in Vietnamese

6- Two students must runs forward and slap the word in English on the board.7- The one who slaps the correct word first is the winner If students areplaying in teams, the win team gets a mark

8- Then teacher asks two more students to come forward … etc

* Note: There are two points to remember If you use only English, leanersonly recognize the word through listening However if you use Vietnamesetranslation or picture you can check the meaning of the new vocabulary

Ex: English 9-Unit 5 –Period 28

Checking vocabulary: slap the board

* What and where:

1- Teacher writes the new words in the circle on the black board not in a list.2- When all the words are on the board , teacher asks the students torepeat the words in circle

3- Teacher rubs out one of the words but doesn’t rub out the circle

4-Teacher gets the students to repeat the words including the rubbed outwords by poiting at the empty circle

5- Teacher rubs out another word but leaves the circle

6- Teacher points the word or empty circle, students read and have toremember all the words

7-Continues till the circle are empty

8-Techer asks the students ( 6 or 8 at the time to come to bb and fill inthe circle with the correct words)

Ex: English 7 –Unit 9: Getting started

* Note: This checking technique is good for leaners to memory the

newwords and also good for revision of vocabulary

1- T writes the newwords in the list on the left hand side of the bb.

2- T writes the definitions, translation or draws pictures on the right handside of the bb

3- T asks the Ss to come to the bb to match the items on the left with those

on the right by drawing a line between them

Ex1:English 7 –Unit 2-Getting started

1 Junk food (n): a bệnh cúm

2 Put on weight: b bị cháy nắng

3 Flu (n): c đồ ăn nhanh, đồ ăn vặt

4 Sunburn (n): d dị ứng

5 Spots (n): e tăng cân

6 Allergy (n): f mụn nhọt

Ex 2: English 6– Unit 5- Getting started

1.valley 3 lake 5 island 7 mountain

2 forest 4 waterfall 6 desert 8 cave

A B C D

E F G H

Keys:

1- E 5 H

2- C 6 F

3- A 7 B

4- G 8 D

*Jumbled words:

1-T sticks 6 flashcards with jumbled words on the bb

2-T-asks Ss to rewrite the words in the right order

3-T tells Ssthe first two groups with the right word will get two points 4-T corrects them

5- T asks Ss to read again

Ex: Unit 10 –English 8-Period 61

*- Answer keys:

1- contact 3-resource 5- protect

2-representation 4- natural 6-recycle

*-Note:This cheking technique helps Ss to remember deeply the words they’ve learned

* Bingo:

1-T.draws box on bb and asks Ss to copy

2-T Asks Ss to rewrite 6 newwords they’ve learnt in the box

A packet A destination

3- T tells Ss that she/he will say some words

4- If Ss hear the word, they cross it out.Like this:

A bay

tnotancc

ralnatu

prenstreteivea

ropttce

cereseru

cyrecle

5- When Ss cross out all six words, shout "Bingo".who say "Bingo" first will bethe winner.

*Note: This activities can be used to check and revise the newwords youhave introduced during the week

*Ordering :

1-T writes the vocabulary on the board

Vocanol situated went swimming

Island pouring out overhead

2-T have Ss to copy the words in to their exercise books

3- T read the phragraph aloud

Ex: English 8 –Unit 12 –period 77

“Mrs Quyen & her husband visited many places in the USA while they

were there First, they (1) at Waikiki Beach (2) on the Hawaiian (3) of Oahu There they could see the lava (4) of the Kilawea (5) when they flew(6) They also saw the the head of 4 American

President carved in to the rock of the Mount Rushmore

4-T asks Ss to compare their answer with their partner

5-T asks Ss to give the anwers and read the text again to correct

*Answer keys:

Volcano (5) situated (2) went swimming(1)

Island(3) pouring out(4) overhead(6)

2.3.5 A model lesson plan

Unit 6: OUR TET HOLIDAY Period 42: Getting Started

Happy new year

I.Objectives :

By the end of the lesson, Ss will be able to

- understand the interview between the interviewer and Phong about the

Vietnamese Tet holiday

- practise vocabulay related to “ Tet”: things, activities and practices