Some experiences to help lower secondary school students study vocabualary effectively

THANH HOA DEPARTERMENT OF EDUCATION &TRANNINGTHANH HOA EDUCATION AND TRAINING INITIATIVE EXPERIENCE SOME EXPERIENCES TO HELP LOWER SECONDARY SCHOOl STUDENTS STUDY VOCABULARY EFFECTIVELY

THANH HOA DEPARTERMENT OF EDUCATION &TRANNING

THANH HOA EDUCATION AND TRAINING

INITIATIVE EXPERIENCE

SOME EXPERIENCES TO HELP LOWER SECONDARY SCHOOl

STUDENTS STUDY VOCABULARY EFFECTIVELY

Full name: TA THI NGA

Job: Teacher Work unit: Nguyen Van Troi secondary school Subject: English

TABLE OF CONTENTS

REFERENCE MATERIALS

SUBJECT: SOME EXPERIENCES TO HELP LOWER SECONDARY SCHOOL STUDENTS STUDY VOCABULARY EFFECTIVELY

1 INTRODUCTION

1.1 The reasons to choose the subject.

Nowadays, the Ministry of Education and Training implemented the project

"Teaching and learning foreign languages in the national education system", in the period 2008 - 2020, the teaching and learning foreign languages in general Especially, English are very urgent As a teacher of English , training future people can understand the foreign information that can apply to make our country richer and stronger

English is considered as a means of communication, Therefore, It's necessary for us

to study vocabulary as much as possible

In any foreign language, the role of the vocabulary is very important We can't understand the language without understanding vocabulary, or through vocabulary units But that does not mean that you only understand individual lexical units that are independent of each other but we can only master the language through dialectical relationships between vocabulary units Thus, learning vocabulary and practicing vocabulary skills is a leading factor in the transmission and acquisition of a language in general and English in particular

Since vocabulary is a unit of language, it is expressed in two forms: speech and writing To use that language, that is to grasp the expression form of words by words and words But because of the relevance of the vocabulary to other elements

in the language (grammar, phonetics, intonation, etc.) or in the context of specific communication, we find the vocabulary be "bricks" Grammar and other linguistic elements are considered as "mortar vessels" to build into a language house

In lower secondary schools teachers teach students along with other subjects on the basis of equipping the students with the necessary skills and techniques to train the knowledgeable, skilled, dynamic and creative to form and train the skills for students requires that teachers do not only pay attention to the transfer of knowledge in textbooks, Instructional means that pay attention to the organization

of the teaching process in the direction of activating the learner's activities,

promoting the active role of students in learning and organization, but most students do not understand the importance of vocabulary so they are lazy to learn vocabulary or use it On the other hand, the new knowledge of the language is so far away from the mother tongue that students feel afraid to learn So what does the teacher have to do is to make the vocabulary no longer a "problem" for the students, this makes me think alot, with many years of experience in lower secondary school, facing to a lot of students who have no Vocabulary, spelling mistakes, and misunderstandings that motivates me to implement the topic "how to help secondary school students use and remember vocabulary effectively."

1.2 The aim of research

Nowadays, in lower secondary schools, like other subjects, English is being taught and studied popularly However, to use it, it requires us to have vocabulary Because vocabulary is an indispensable ingredient in language, it is used for communication Therefore, it is very important to know the vocabulary

In English we can not train and develop students' four listening, speaking, reading, and writing skills without relying on vocabulary Indeed, without vocabulary, the children can neither hear nor speak, read or write, even if they know the structures of the sentence

In the past, learning and teaching the lessons were traditional: Teacher reads and lists words Then the teacher explains the meaning, the use of the word, the type of the student It has the following fundamental limitations: Making students passive

in their vocabulary enrichment, using words in the context of limited, inflexible and often arbitrary contexts of grammatical structure The problem here is to study the application of vocabulary skills, namely the introduction skills and the vocabulary test for students to be appropriate and effective

1 3 Object of study:

Students in grades 6,8 of Nguyen Van Troi lower secondary school

1 4 Methods of research

By active teaching methods, students are the centers of learning Students must

listen to the teacher, then grasp the new knowledge as well as re-train the old knowledge, the ultimate goal is the practice of communication Students who present in front of the class will find out if they have learned the lesson and are able

to use it, instead of using one-way communication, we can use teacher - students, students -students, students - teachers Through this means of communication the teacher will find out and adjust his method Only by practicing, can students use and remember vocabulary correctly and effectively like the western proverb says:

When you hear, you will forget

When you hear and see, you will remember a little

When you listen, look and practice, you will understand the knowledge and skills.

During the study, I used the following methods -Methodology of theoretical research: Based on the guidelines for renovating the Secondary Education method of English by the Department of Higher Education -Ministry of Education and Training issued in July 2007

- Research methods include the following methods: Observation, investigation, analysis, exchange, statistics, synthesis, comparison, summation of experience

2 CONTENTS

2.1 Theoretical basis.

During the teaching process: the knowledge is most important, but we should

pay attention to the methods of teaching as well That helps students get knowledge easier, more interested in studying When teaching a language, especially English language, the teacher needs to do the interviews with the students who come in contact, which is the most accurate and the most complex The first step that is to establish a language is to base on vocabulary and structures

- To help students remember vocabulary and use structures is very important To do this well, the teacher needs to be creative, uses the new methods

in the lessons effectively And it is suitable for students of the class

- Through training, workshops and professional training Every teacher is taught and absorbed in the appropriate teaching methods for each lesson, the type

of lecture Besides, each teacher also needs to learn more about the teaching methods of colleagues by attending to class, discuss ways to learn from experience and how to teach creatively

- The new textbook has many advantages but also requires students to actively learn and acquire knowledge and lessons that are highly communicative That requires them to use better listening and speaking skills To help pupils, especially those who are shy, afraid to communicate with the opportunity and interest in learning English, I have taught and practiced vocabulary and structures through some games

In this topic, I show how to play some games that apply to vocabulary and structure practice in teaching English in grades 6 and 9 for effective teaching and learning

2.2 Actual situation

As a teacher directly have taught English for many years, I've noticed the majority of students are weak in English That makes me think a lot and try to find out the cause, which can solve the problems, increase the number of strong students

up and limit weaknesses of students in the department Through practice I noticed one of the reasons that the number of poor students is much longer due to family circumstances were difficult, they also help their families economically after school, their learning conditions are limited, they have no dictionaries, reference books or video tape machines that help support skills of listening, speaking, practice more.School has difficulties in facilities such as cassettes, pictures, But cause they told most is that they feel no interested in the subject, that the subject is

difficult, they do not have the environment to communicate daily so quickly forget, which led to slow acquisition, their learning ability is unequal from this fact, to cheer, encourage and stimulate the curiosity of students I believe that every teacher should study and application of teaching techniques to match the lesson content, contribute What directs students to the lesson content and the desire to learn English To start a lesson with enthusiasm, excitement, I want them to start learning

a foreign language more lively and equally excited when they join a game with their teams so they are not bored to see their teacher who every time walk into the class.Conversely children waiting periods with such exuberance going to be so fun outdoors

For the reasons stated above, to meet the needs of teaching, I would like to boldly make teaching techniques that I have applied in the teaching process I think this is a technique taught very easily to apply because of the simple but very efficient and is practically the same

2.3 Solutions

Teaching vocabulary helps students, understand, memorize and use words

appropriately in their specific contexts Students at lower secondary school lever still learn chunks of English which combine vocabulary and grammatical patterns

in an unanalyzed way Therefore, it is crucial to give students plenty of time to practise, memorize, recycle and extend their vocabulary and grammar in meaningful contexts Regular recycling of vocabulary helps students meet the same words embedded in different contexts and activities again and again When teaching vocabulary, it is important to help students recognize, practise and memorize vocabulary These can be done by using visual aids, by allowing students

to listen and repeat the words, by explain their meaning, using definitions, pictures, and translation if necessary, and finally, getting students to practise, using the word with a range of spoken or written activities which can be done individually or in pairs

To make students memorize vocabulary effectively, I often celebrate the games for students to attend It helps students not only practise attentively but also relax Here are the games and activities I usually use:

2.3.1 Slap the board :

After teaching vocabulary, teacher writes the words on the board, ask two students go to the board, stand in the same distance in front of the board Ask another student to say the word aloud for two people slap the words who point more words or faster is the winner

Example:

In "Unit 1- A closer look 1" (Grade 6).To help students memorize the words better,

I can write these words on the board for student to practise

2.3.2 Who's better:

Example 1:

After finishing unit 4 and 5 (grade 6) I can give a game that helps students to check how they remember "adjectives"

+ Bingo

+ Chain game

+ Hangman

+ Jumbled words

+ Lucky number

+ Jumbled letters

+ Noughts and crosses

+ Rub out and remember

+ Guessing games

+ Matching

+ Simon says

+ Word square

+ Slap the board

+ Networks

+ Survey

+ Brainstorming

+ Shark attact

+ Substitution drill

y

lessons

home work school

Divide the class into two groups if one person in group 1 says a "long adjective", one person in the other group has to say a 'short adjective" The group that can't give out any words or wrong words will lose

Ex: I expensive exciting

II short tall

2.3.3 Games "Networks / brainstorming" to help students brainstorm, think of activities or factors that teachers provide

Example 1

In Unit 7 - Getting started (grade 8) To help students remember vocabulary about

types of pollution I divide the class into four groups Ask them to brainstorm about the types of pollution Tell them that they will have five minutes to prepare on an extra board, when the time is over they will have to show their preparation which group has more correct words will win

air pollution noise pollution

water pollution Types of pollution

Example 2:

In Unit 2 - Looking back (grade 6) To help students remember vocabulary

about rooms in houses and things in the house I divide the class into four groups Ask them to brainstorm about the types of house, rooms in the house, things in the

visual pollution

rooms Tell them that they will have five minutes to prepare on an extra board, when the time is over they will have to show their preparation which group has more correct words will win

living room pillow bedroom

Rooms in the house kitchen

2.3.4 Car- racing :

With this game, the teacher can do on the table for those who have three straight lines to create two parallel track and the track divided into equal rectangular box, depending on the time allowed, many more guys can race different

For example:

Racer1 on over river ten take

Racer 2 to never rest rat no

First, Teacher gives two words ex: Racer 1write "on", Racer 2 write "to" then

if team 1 goes first they have to find the word that starts with the last letter of the competitor's word Opposite, team 2 have to find the word that starts with the last letter of team 1's words From example above, "never" into the next cell over from her as the "on" have the last word is "N", similar to turn one away from the record

"over" for example (toover), turn 2 go 'rest' (over rest), turn 1 go "river" (never -river) role, in turn Players will form two Thickener chain, including the mix of

jointed-tail (on-never - river - rat - take ), the race will end when the racers could not find a record of more or false from At the beginning, teachers can give students from any use, then enhanced by the use of prescribed only verbs, nouns, adjectives or unlimited time to think many other skilled racers said "forced car" that is used as the hard tails: x, y, u or just use a tail to force opponents to competitive Teacher may be the referee, who count the point and divide the class into two teams to play together

2.3.5 Using postcards

This game helps students to review vocabulary

Example:

In Unit 8 - looking back (grade 6) Review the form of regular and irregular verbs of the past simple tense I prepare some postcards about regular and irregular verbs of past simple tense, divide the class into two groups then ask them in turn to take the cards which have infinitive and past form of the verbs that teacher says When time is over, which group take more correct pairs of words, they win

Ex: go -> went play - played

see -> saw sing -> sang

take -> took swim -> swam

After playing this game, Teacher can check the understanding about the use of verbs by giving an exercise, ask students from two teams to use the correct form of the verbs above to complete the sentences

Ex: 1 I to the movie theater last weekend

2 We usually badminton after school

3 He his friends on the street yesterday

4 My father me to the zoo when I was small

5 Duong can karate