SOME ACTIVITIESFOR IMPROVING AND ENRICHING STUDENTS VOCABULARY (english 10 basic)

REASON FOR CHOOSING THE RESEARCH Vocabulary is considered an important tool to help students interpret their items ultimately lead to successes in language skills such as speaking, list

TABLE OF CONTENTS

A Introduction :

I Reason for choosing the research……… 02

II Aim of the research……… 03

III Scope, object and researching method……… 03

B Solving problems: I Theory baisic……… 03

II The actual subject ……… 05

III: Solutions……… 05

1.Methods to carry out……… 06

2.The solutions to carry out……… 06

IV.The study results of problem……… 15

VI Conclusions and proposals……… 16

A INTRODUCTION:

I REASON FOR CHOOSING THE RESEARCH

Vocabulary is considered an important tool to help students interpret their 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 - Hau Loc 3 Upper Secondary School, which urges me to do something to address myself to impove my students’vocabularies in English classes

So I choose the theme: “ Some activitiesfor improving and enriching students’ vocabulary (English 10-basic)." with the aim to exchange some

experiences of myself in the process of teaching “ Vocabulary lesson” I am very glad to receive the sharing and contributing ideas of collogues so that I can perfect

in the process of applying and teaching facts

II AIMS OF THE RESEARCH:

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-Help students to learn vocabulary in context The words should appear in the context of discourse or real communication rather than isolating words By doing

so, students can articulate the new words in meaningful contexts that they may encounter in real life

- Play down the role of bilingual dictionary This help student skip from overusing bilingual dictionary, which makes students overtly depend on it for word quick translation

- Encourage students to develop strategies for determining the meanings of words

- Engage in “unplanned” vocabulary teaching Teachers should be conscious that the “unplanned” vocabulary teaching can be encouraged since it relates to the ongoing activities

III.SCOPE, OBJECT AND RESEARCHING METHOD

-Scope: Researching in the process of teaching English at Hau Loc 3 Upper

Secondary School

-Object: This subject is concerned with ways of organizing activities in the class -Researching method: Reading reference books, discussing with other teachers,

applying in teaching, observing and drawing out experiences

B: SOLVING PROBLEMS

I.THEORY BASIC:

vocabulary is referred as the lexical items of the language including some aspects; such as, form (pronunciation and spelling) meaning (denotation), grammar (certain grammar context), collocation, meaning of word and appropriateness So vocabulary is not just the words in the language It is much broader than what is familiarly attributed In real classroom, it is important for students to internalize all the possible fields of vocabulary so that they can avoid wrongly using words and ruining their harbored meanings Some guidelines for communicative treatment of vocabulary instruction Obviously, students will remember the words longer once

they are taught effectively, so the stage of introducing vocabulary to students strengthen the effects of the subsequent consolidation Traditionally, teachers of English tend 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 be more important than the language elements As a result, students are to face with 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 should lend the most effective teaching techniques as well as appropriate pedagogic approaches to enhance students’ willingness to exposure to lexical items Through this activity, enriching vocabulary of students is improved better

II THE ACTUAL SUBJECT :

We all agree that vocabulary is very necessary in the process of learning and teaching English However, most of students do not like to learn English One of their reasons is that they can not remember the words Of course there are some lazy students who never review their lessons or learn the words after classes so they can not hold them or even there are some do not want to learn English because they think it is too hard for them We, English teachers, also have to ask ourselves the questions why they are lazy or why they do not want to learn All students admit that if they like the subject they will try their best to achieve good results In contrast, they will ignore it or even hate it if they feel it is a boring and odd thing to pay the attention

Working as an English teacher in Hau Loc 3 Upper Secondary School belongs

to six north west communes of Hau Loc, including Dai Loc, Thanh Loc, Cau Loc, Dong Loc , Chau Loc and Trieu Loc The economic condition is not good and the

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social learning is also not good so teaching and learning of teachers and students are having many difficulties The approaching with books, newspapers and modern communication media is limited I really hope that the result of this subject will be higher and higher I have tried to apply many ways to help my students love English by showing them how important English is and learning English is very interesting The first thing of all is helping them learn vocabulary with motivational ways in order that they can master the most important factor of English and also the base to approach skills like reading, speaking, listening and writing

The study is narrowed down to the area of reading lesson for grade 10 students

at Hau Loc 3 High School with the textbook English 10 Specifically, this theme deals with enriching vocabulary for students , the activities motivate students not

to worry about using words in communicating

III: SOLUTIONS:

1.Methods to carry out.

1.1 Activity: word definition

1.2 Activity: Crosswword

1.3 Activity: word collocation

1.4 Activity: scrambled letters

1.5 Activity: word form

1.6 Activity: Matching

2 The solutions to carry out.

2.1 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: Read the sentences in column A carefully and choose the meaning of

the italicized verbs

UNIT 1: A DAY IN THE LIFE OF

Match the italicized verbs in column A with their meanings in column B.

1.When did the plane take off? a building

2 The thieves ran away when the burglar alarm went off b.move downward

3 Let's take a break We'll goon when you are ready c made stop burning

4 Could you get me up early tomorrow? d leave the ground

5 She laughed and chatted happily with other women e.talked in a friendly way

6 Did anyone see Sue getting on the bus? f stopped

7 Suddenly the plane seemed to dip g getting into

8 I've given up trying to understand her. h get out of bed

9 We had trouble putting up the tent in the dark. i continue

10 Fire fighters soon put out the fire. j rang,

Answer: 1.d 2 J 3 I 4.h 5 e 6 g 7 b 8 f 9 a 10 c

Further practice:

Exercise 1.

1.This person gives a lot of attention to what he/she is doing so that he/she does not have an accident, make a mistake, or damage something

2 This person has original and unusual ideas

3 This person is always doing a lot of work

4 This person is not angry if he/she has to wait

5 This person likes sports and doing sports

6 This person likes talking very much

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1.careful: cẩn thận

2 creative: sáng tạo

3 hard-working: chăm chỉ

4 patient: kiên nhẫn

5 sporty: năng động/ yêu thể thao

6 talkative: nói nhiều/ lắm lời

Exercise 2: Complete the following sentences with the adjectives in Exercise 1 1.She was always …… at school She spent most of the time studying

2.That's a ……….designer She has a lot of new ideas

3.Peter is so …… He often checks his writing twice before giving it to the teacher 4.Thu likes baseball, football, and volleyball He's so………

5.She told me she would come so be …………and let's wait for her

6 Nhung is quiet, but sometimes she becomes …………, especially if she's on the phone with her close friends

2.2 Activity: Crosswword

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 the shortest possible time

- The teacher then shows the correct answer and gets individual group to make as many sentences as possible using the words they have just found out

- For the last two minutes, students are encouraged to utilize dictionaries.

Instruction: Read the suggest sentence and find all of the words that are related to

the following stories hidden in

Unit 2: School talk

Fun corner School crossword

The clues for this crossword are jokes in each joke a teacher is talking to a student, and each joke takes place in a different lesson

Take the letters in italics and put them into the correct order They will spell the subjects of the lessons Write the subjects in the grid

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2 Emma,If I cut two apples into ten pieces and two pears into ten pieces,what would I have ?

- A fruit salad.

1.Stephen, I asked you to draw a

cow eating grass, but you’ve only

drawn a cow

-Yes The cow’s eaten all the grass.

6 Graham,what is the opposite of

“Nein”

-six?

3 Peggy,what can you tell me

about the Dead Sea?

-Nothing really, I didn’t even know

it was ill

4 Rebecca, give me the name of a liquid that won’t freeze

-Boiling water, sir?

5 Edward, you ve writen :rabit”

with two Ts at the end There

should only be one.

-Which T is the wrong one? 7 Who can tell me something important

that didn’t exist a hundred years ago?

-Me!

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1.Art

2.Mathematics

3.Geography

4.Science

5.English

6.German

7.History

2.3 Activity: word collocation

Unit 3: A party

-The teacher has students form groups Give each groups one worksheet

- The teacher explains the activity: students work together to find the words

- Students should use pencils, if possible, as answers may need to be erased and changed

2 6

4

3

5

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-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 ……… a bus,a ticket,notes,a photograph,a journey

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 Take

7 Attend

8 Have

9 Wear

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10 Say

2.4 Activity: word form

UNIT 9: Under the sea world

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 word form for each gap

- 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 Some tiny _ are carried along by the currents

(ORGANIZISE)

2.Sperm Whale _ are at risk due to hunting (POPULATE)

3 These birds to North Africa in winter ( MIGRATORY)

4 Scientists have made many important new dicoveries of the _by using modern devices (DEEP)

5 Community police have made a very positive _ to crime

prevention (CONTRIBUTE)

6 This new discovery challenged traditional _ ( BELIEVE)

7 They are investigating the mysterious of a young woman (APPEAR)

8 Seventy-five percent of the earth surface is _by water (COVER)

9 The _ of the seabed is being carried out (INVESTIGATE)

10 The power station has been shut down for essential (MAINTAIN)

1.Organisms

2.Populations

3.Migrate

4.Depth

5.Contribution

6.Belief

7.Disappeance

8.Coved

9.Investigation

10.Maintenance

2.5 Activity: scrambled letters

Unit 10: Conservation.

Procedure:

-T prepares handouts of a jumbled letters in advance

- T gets students to work in groups of three or four

- The rules: students have to reorder the letters to make up the right words

-The winner will be the group which builds all the correct words first

Options/Alternatives

Instruction: Arrange the letters to make 10 words you have learnt.

1.Geattiveon - vegetation

2.Efednce - defence

3.Limienatoin - elimination

4.Vimenenrot - environment

5.Chiemcal - chemical

6.Cocenrvitiaon - conservation

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