some experinces which help students at high school to develop vocabularies

I always wonderand ponder on how to develop vocabulary for students.I have researched anddeveloped : “ some experinces that helps students at high school to developvocabulary”.With this

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING

TINH GIA 5 HIGH SCHOOL

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EXPERIENCE INITIATIVE SOME EXPERIENCES WHICH HELP STUDENTS AT HIGH SCHOOL

TO DEVELOP ENGLISH VOCABULARIES.

A Summarize the topic………

B Preamble………

I The reason for writing the topic:………

1 Objective reasons:……….

2 Subjective reasons………

II research purposes……….

III Object and scope of the study……….

IV Method and time of study………

1 Research Methods………

2.Study time………

V The ability to develop practical applications………

VI effective……….

C Problem solution………

I The status of teaching and learning English at Tinh Gia 5 high school…….

1 About students………

2 About teacher ………

II Main content and research process………

Step 1 Presenting vocabulary……….

Step 2 Practising vocabulary……….

Step 3 Testing ………

Step 4 Evaluating………

D.Analyze the results……….

E.conclusion……….

I conclusion………

II suggestion and recommendation:……….

A Summarize the topic

As an English teacher, I am teaching directly at high school I always wonderand ponder on how to develop vocabulary for students.I have researched anddeveloped : “ some experinces that helps students at high school to developvocabulary”.With this experience I conducted the study for a period of four months.Iapplied the studies such as student observation,student interviews,exchanges withcolleagues, reference textbooks, compare results and draw experience After research

I have helped students become more interested in the subject They are able toremember and manipulate higher vocabulary Their performance has improvedsignificantly

B Preamble

I The reason for writing the topic: “ some experiences that help students to develop English vocabulary”.

1 Objective reasons:

English plays an important role in our lives It has become a necessity ineveryday communication, in work and in the process of scientific research Auniversal language in the world Through this language we can learn to exchangescientific, technological, educational and cultural achievements of science,technology, education, culture, sports, etc of nations in the world Our country is onthe brink of integration and development, so English is the key to opening the door tointegration

Because English is so important, in recent years, the Ministry of Educationand Training has always paid much attention to the quality of teaching and learning atall levels of education, especially high school

However, the need to improve the quality of teaching and learning English in schoolslargely depends on the ability to creatively explore and reach pupils of teachers inschools The innovation of teaching and learning methods is very important In fact,our students have a relatively good grammar knowledge But vocabulary is mostlyyoung So find the solution

So finding solutions to develop and improve vocabulary for students is ofutmost importance on the path to comprehensive English development

2 Subjective reasons.

Being a teacher who teaches at high school, I always worry about every hour

of class I always ask the question why students always have difficulty rememberingvocabulary They have relatively good grammar but always have difficulty in usingand practicing the language The main reason is that they have very little vocabulary.Another question is why students learn vocabulary very hard to remember, very

quickly forget For this reason I have been researching and writing this initiative tohelp them develop their vocabulary most effectively while learning English.

II research purposes

Foreign language is a subject that has its own nuance and is very differentfrom other subjects Most students find it difficult to find effective learning methods.For example, in teaching practice I find that vocabulary is very vocabularymechanically Mostly memorized This learning style is fast forgotten and notsupportive in language developmentSo I have researched and found a solution to thissituation to help students develop vocabulary firmly and effectively in the learningprocess Help them to improve their vocabulary more interesting with the subject.Help students release English psychology is a burden, the most difficult subject

III Object and scope of the study

The research has been developed in two classes 12a2 and 11b3 at Tinh Gia 5high school These are two levels of equivalence Most of the students are good andgood-minded

Grade 12 a2: 40% quite good

50% average10% weakClass 11b3

30% quite good55% average15% weak

IV Method and time of study

1 Research Methods.

+ Observe students+ Student interviews+ Check and compare the results of student learning+ Discuss with teachers and textbook references

- Lessons are taken in the elective classes for students

- After each lesson there is a test and evaluation that draws lessons learned from eachlesson, analyzes the strengths and then maintains strengths and complements theshortcomings for next lesson

- Through many lessons that I have chosen and found the best form to drawexperience

- The research project is conducted in four steps, equivalent to four periods

step 1: (The first period)

- introduce vocabulary and expand the vocabulary by topic, including pronunciation.+ use techniques to teach words such as pictures, explanations, synonyms, antonyms,etc

+ use open-ended questions (The teacher asked and the students replied)

+ Use new words in a specific context

+ Find different grammartical types of new words

Step2: ( the second period)

+ Suggest phrases to complete the sentence

+ For suggestive words to complete sentences using the structures learned

+ multiple choice…

Step 3: ( the third period)

Test the students’knowledge

Testing is mainly in two forms:

V The ability to develop practical applications

With this topic we can apply to practice teaching for high school students

VI effective.

They remember the vocabulary more easily and use them to learn other languageskills Since then they are more interested in learning English and enjoy the subjectmore

C.Problem solution

I The status of teaching and learning English at Tinh Gia 5 high school.

1 About students.

With the exception of students with relatively low entry qualification, they do nothave much chance to communicate in English Therefore, the movement to learnEnglish at school is still limitted Poor facilities are scarce So teaching and learning

Although they have been approaching English very early, the general feeling is thatthey are afraid to learn English, always thinking English is difficult to learn.Especially learn vocabulary They all find it difficult to memorize vocabulary or ifthey remember it is very easy to forget They do not know how to use the word incertain situation or text

By the method of assessing 70 students in two classes I obtained the following results:

class Quite- good(%) Medium(%) Weak(%)

Table 1: Results before conducting the study

Analyze the results

With the result of the study shows that the results of the learning of students aremany inadequacies The results are quite good at low Therefore, teachers need to findsolutions to help them improve their learning outcomes

2 About teacher

After many years of teaching, teachers always try their best to study materials anddiscuss with colleagues to find ways to improve students’ quality In addition, theteacher regularly exchanges with students to teach them how to learn, how to identifythe reasons for their low learning outcomes, help them find their own learningmethod, raise high academic results Specifically, teachers have applied the followingmethod to help students develop vocabulary.

Do research on the form of training to suit each type of differrent lessons

Example:

+ Learn the word by topic

+ Learn from the text

+ Combined practice with the basic methods of practice mainly using the practice suchas:

Practice speaking

Practice sentence construction using the introduced word

Practice vocabulary through the sections in each lesson in the textbookprogram, especially practicing grammatical structures in the strong languagefocus

In addition to practice through the game forms, learning groups

Whatever the method the teacher use , make sure the teacher is the role model Theinstructor must create a training environment for the student and guide them topractise, consolidate, and add vocabulary regularily

II.Main content and research process.

We know that vocabulary always exists in two states that are written and sound.When teaching vocabulary to students, teachers must ensure that students learn how

to pronounce words and write words through lexical steps

Teaching vocabulary is conducted through four following steps:

Step 1 Presenting vocabulary: mainly choose how to introduce by topic Vocabularytopics are often followed by textbook curricula such as endangered species, books,hobbies

There are four basic periods in the introduction:

Step 2 Practising vocabulary

Step 3 Testing

Step 4 Evaluating

Below I will introduce specific steps to teach vocabulary to students based on theselection of a specific topic and the basic and basic techniques that I have conductedresearch, use effectively

Theme chosen: endangered species

Step 1: Presenting vocabulary

+ purpose: Introduce the vocabulary theme for students, direct students

thinking to the vocabulary related to the topic

Teach the pronunciation of words and forms of letters

Extend the vocabulary by topic and teach students how to usevocabulary using different techniques

+ Technique: teacher can use the pictures to suggest the answers and help students toget new words or use open questions…ect

+ progress:

1 Introduce the topic: endangered species

- The teacher asks the students to list the names of the animals and plants they know

- Teachers present pictures of animals and plants and ask students to name theirnames (if the student does not know the teacher will support them) to providevocabulary

- Teachers give an example : tigers and rhinos are endangered species.

2 Teach new words, including pronunciation and writing, ways using the vocabulary

in certain situations, grammartical forms…( using different techniques such as:pictures, stuations, Synonyms and antonyms…etc.)

Progress:

Direct students to the vocabularies related to the topic, teach pronunciation,wordform, the usage of the vocabulary (The two basic techniques used are open-ended questions and pictures, give examples…ect)

Example:

- endangered species: những loài có nguy cơ tuyệt chủng

+ Wordform: danger: (N) sự nguy hiểm

Endangered: ( Adj) có nguy cơ gặp nguy hiểm

+ structure: to be in danger of v-ing: đang gặp nguy hiểm

+ situation: Rhinoceros are in danger of extinction

Rhinoceros are in danger of becoming extinct.

- extinction ( N)

+ extinct ( Adj)

+ become extinct ( phrase)

- Teachers use open-ended questions: What are the causes of endangered species?

( students answer) Can bring some pictures to suggest

+ pollution (n) : sự ô nhiễm

pollute (v): làm ô nhiễm

+ exploit ( V) : khai thác

Commercial exploitation( n) sự khai thác thương mại

+ habitat destruction: sự tàn phá môi trường sống

Destroy: (v) tàn phá

+ situation: How do people destroy animals’ habitat?( teacher can show some

- overhunting for food, medicine and other products.

- adding pollutants to environment

The major causes of extinction species are habitat destruction, commercialexploitation and pollution

- Teachers use open-ended questions (students answer)

What are the consequences ( results) of extinction of species?

A loss of biodiversity: mất đi hệ sinh thái

Situation: plant and animal extiction leads to a loss of biodiversity

- Teachers use open-ended questions (students answer)

What are the measures to protect endangered species?

+ buiding wildlife habitat reserves

+ conserve(v) bảo tồn

Conservation ( n) sự bảo tồn

+ protect ( V) bảo vệ

To protect st/sb from v-ing

+ stop destroying habitat

+ stop cutting forests…

+ building/ setting up/ establishing the national parks

Situation: To protect rare species from becoming extinct, the government shouldbuild wildlife habitat reserves

+ save (V)

During the introduction process students will learn how to pronounce words andtranscribe the word internationally.

Step 2: Practising vocabulary

Consists of three parts:

- controlled practice

- guided practice

- practise freely

1 controlled practice: Techniques: often use the structures learned, the teacher give

an example and ask the students to practise on the basis of replacing the vocabularyand using the provided sentence patterns

Ex: To protect rare animals/ hrinos/ tiger…ect from becoming extinct, we should

stop adding pollutants to the environment.

After giving examples, the teacher asks the students to use the vocabulary they havelearned and replaces the underlined parts accordingly.

Ex: To protect rare animals from becoming extict we should set up many national parks.

2 guided practice:

This section is made mainly using two techniques

2.1 play game : obstacle games.

Purpose: Students learn while playing

Implementation: grouping (at least four groups) The teacher provides an obstacle-likeframe similar to the obstacle game of the road show game to the top of the OlympicGames.Prepared questions will be related to the content of the vocabulary they havelearned The group that answer quickly to the questions and found a description ofthe obstacle will be the winner and get the best mark or a present

Ex: Introduce the game:

Step1: Divide the class into three groups Each group will introduce a leader.

Step 2: The teacher provides a barrier for the students (this can be done using

powerpoint or sub-table support)

Step 3: find the group that has the lucky number to choose the obstacle to answerfirst they can continue if their answer ic correct If the answer is not correct, theothers can answer

Step 3: The teacher give questions, controls and guide the game

Step 4: the group answers the most answer and find the key obstacle will be winner.

Questions: obstacle 1:

d e s t r u c t i o n

This is a noun that relates to the verb: destroy

One of the main causes that makes the habitat of endangered species be destroyedseriouly.

t h e r e d l i s t

This is a list that names the endangered species

the key obstacle

d i n o s a u r

This animal became extinct millions of years ago

2.2 Multiple choice practice

This practice aims to consolidate students’ vocabulary comprehensively

Ex:

1 people are destroying the environment by adding to it

A pollutes B pollutions C pollutives D pollutants

2 Many efforts have been made to protect rare animals from _ extinct

A becoming B.destroying C conserving D damaging

Here I give just a few examples In fact the teacher's lecture canprovide students with many similar exercises