Some ways to teach new vocabulay for grade 6 at nguyen hong le secondary school

These things distract the focus of thestudents, a huge impact to the skills training for pupils, slow process ofacquiring knowledge of students and the time allocation for each section c

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING

SAM SON EDUCATION AND TRAINING DEPARTMENT

EXPERIENCE INNOVATION

SOME WAYS TO TEACH NEW VOCABULARY

FOR GRADE 6 AT NGUYEN HONG LE

1 INTRODUCTION

1.1 The reason for choosing the topic

Currently, English has become the common language throughout theworld and more than forty countries use it as a primary language and almost 400million people use it as a second language in communication In Vietnam,English is considered a primary language in schools today As teachers teachsubjects in English, I always want my students to understand all the fastest, mostproactive, especially the children can apply the knowledge learned in realcommunication For this, we need to renew teaching methods so that eachstudent in class more interested in active learning and memory training is allright in class We all know any languages in the world, want to communicatewith it, requires us to have a vocabulary because the words are an indispensablecomponent of language In English we can not train and develop the four skills

of listening, speaking, reading and writing of students that are not based on thefoundation of vocabulary Indeed, without the necessary capital, they will not beable to develop good skills in listening, speaking, reading and writing whetherthey have mastered the phrases and grammar is true But mostly, the students donot understand the importance of learning the vocabulary so lazy or just learnflower speaker and not use it With the amount of new knowledge that it differsfar from their native language so they are afraid of school students Thereforethe teacher must do to vocabulary no longer be "difficulties" of students, thinkthat every concern me forever, with some years having no classroom manytimes students do not fall vocabulary , misspell, misunderstand the question and

do not translate inspired me to implement the project "Some ways to teach newvocabulay for grade 6 at Nguyen Hong Le secondary school effectively”

1.2 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

- 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

Currently in the schools, like other subjects, English teaching and learningtaking place with innovation methods of education, textbook reform, reducedcurriculum content to do consistent with the perception of students, makingstudents get access to content, knowledge and modern English vocabularylearning programs are used in accordance with the overall development ofsociety First, the object comes from teaching students aged 12-16, less lifeexperience, limited social understanding, so vocabulary teach children at thisschool usually right combined with teaching skills appropriate to focus attention,interested students Besides the teaching and learning of English in schools alsotook place in the communication environment of teachers and students have alot of restrictions: Teaching in a large mass (usually unit classes have about 40students or above), the level of awareness with many different levels, facilitiesand teaching aids are not synchronized These things distract the focus of thestudents, a huge impact to the skills training for pupils, slow process ofacquiring knowledge of students and the time allocation for each section contentappropriate to each type of lesson (practice, skills) as well as an impact on theselection, study and apply the skills taught vocabulary appropriately Through

my experiences the past few years, I realized that old methods of teachingvocabulary often occur in type: The teacher (teacher) read the article then liststhe words, according to the teachers never appear during The teaching is fromnew (new words); then the teacher explained that, using words, from kind tostudents It has the basic restrictions are as follows: Make students ttrong

passive enrichment from their capital, used in the context of communication islimited, inflexible and often dependent on grammatical structures Since then theproblem arises here is to study and apply the skills taught vocabulary, namelythe introduction of skills and test their vocabulary for the students so that properand effective

- According to the current distribution programs, in English 6, there are 03periods per week, which almost always have the new information in lessons andeven in training But want to teach good vocabulary lesson more vivid, teachersmust make pictures, utensils for illustration, enabling them to easily rememberwords and turned his attention to the theme of the children or the focus lesson

- For the students, besides learning some children seriously, have not onlystudents at school through the speakers, not by words etched into his mind, notreading, writing regularly, not in that two afternoon When teachers ask themwill not succeed

- To the teacher, is also very difficult to check or guide them to learn athome Because this is a foreign language, not the parent who knows It is alsovery difficult problems in managing the student's home school

- In addition, a student's vocabulary is also worthy of attention, studentsoften learn vocabulary by reading words in English and try to remember that inVietnamese, can write in notebooks as well as to deal the teacher, and not asense of self-check himself, to inculcate new words and vocabulary available.Therefore, they are very forgetful and easily confused with other words.Therefore, many students get bored and neglected school So teachers need topay attention to students' psychological

After analyzing the causes for fear pupils learning English, often not inpost and teaching vocabulary in schools is not effectively Particularly at thebeginning of the school year teaching English after receiving grade 6, after thefirst few lessons, I grade 6A1, 6A2, 6A3 vocabulary test, I ask them to matchEnglish words with meaning from language Vietnam matching (Matching).Translate words into Vietnamese, translated into English Eventually I obtainedthe following results:

Class Total of Excellent Good Pass Failure

With results like that, I decided to try applying some teaching experience totheir vocabulary through classroom and throughout the year the next lesson Iapply my experience is presented below, compared to last year compared withthe initial results.

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 K simple to helpstudents remember from right in class So teach vocabulary with the newapproach, the most effective to ensure the following:

2.3.1 Preparation

* For the teacher:

- Teachers need to invest a lot of time to search for documents and images related to the topic, while constantly updated to support lectures

- Regularly make utensils, simple visual aids to cause excitement in thelesson

- Prepare carefully before class

* For students:

- To collect more documents and pictures related to the teacher lecture

- Prepare carefully before class

- Find a new home before the

- Practise regular pronunciation

- Actively making visual aids and utensils when teachers request

- In class lecture note, speaking energetically build all, positive, self-aware

as a group pair

2.3.2 In lesson:

- Depending on the teacher lectures have cleverly found a way to post or to engage and attract students from the beginning lessons

- Teachers should lead students into the lesson to heart in many ways Such

"suggestions: using simple questions related to the topic, forcing students tothink, answer sole discretion, on that basis, put the corpus lead into lesson

- Empower initiative for student creativity Previously, he was the center ofthe lesson, the students now have to be more active in order to form moreconfident skills in communication Regular use their new vocabulary Soteachers have to think of many activities play in groups, in pairs, to learning thegame even made the game between teachers and students to create a closenessbetween her and games

- Students participate in building a better post Depending on therequirements of each skill that has the appropriate procedure for each post Tofully exploit the activities and apply them in a flexible way but not confined tothe framework.

2.3.3 Some principles to teach new words

- In a class teacher should choose 5 -8 to teach new words, those wordsshould be of the type of activity (active vocabulary) This means that the studentswill be from regular use in class to practice skills Fundamentally, especially inskills training speaking and writing

- The wording should have a higher frequency means that they appear frequently in the text

- These terms need to be learned in the learning process of students in the present and the future

- Do not repeat students from a way too many times because of repeatedmany times mechanically will not be effective in understanding the meaning ofwords that could make the lessons become boring and wasted efforts of studentsand teachers

- Teachers should not transcribed new words while teaching forVietnamese proficiency of students is limited, so should focus on learning thewriting system of both Vietnamese and English If you must learn phoneticsymbol student will be confused between writing and phonetic notation of aword

2.3.4 Steps for presenting new vocabulary

1-Use a suitable technique to elect or show the meaning of the new

vocabulary

2-Model the pronunciation clearly ( 3 times )

3-Ask students to repeat the word chorrally and individually

4- Correct students’ s pronunciation

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

8-Gives students a written record

(May be teacher check that students write well in their vocabulary

notebooks)

2.3.5 Eleciting techniques for teaching vocabulary

True- False statements

Explanationn

ex : to play the piano Teacher

uses fingers to play T asks : “

what am I doing ?” Ss: You

are playing the piano

T: now repeat “ play the pano” (3 times)

*Realia:

- Use real things

(teacher brings clock , chair , telephone, plaster, scissors, flowers 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 robot

T says:

a- A Robot takes care of people

b- A robot makes the bed c- A

robot teach in class

* 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)

In addition, teachers must know how to combine teaching from Manyeducators to combine multiple techniques to interpret the meanings 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 verb You smile when you are happy Repeat “ smile ”

Ss: smile

T: Good What does it mean in Vietnamese ? Ss :

mØm cêi

T : Well done

f Checking techniques for vocabulary

Slap the board

*Rub out and remember:

1-Teacher presents or elicts the vocabulary and build up the list on the blackboard

2- After each word teacher put the Vietnamese translation

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

4- Teacher rub out the new word one at a time.

5-Each time teacher rub out a word in English , point to the Vietnamese translation and ask : what is this in Vietnamese ?

6- When all the Engkish words are rubbed out teacher go through the

Vietnamese list and get the studends to call out the English words

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

*Note: it helps leaners to memory new vocabulary.

Ex English 6-Unit 5 – A closer look 1

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

*Slap the board:

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

2- If you want to check the understanding , put the Vieetnamese

translationof the new words or picture on the blackboard

3-teacher divides the class in to two teams of five or six to front of the class

4-Teacher choose a student from each team and they stand at equal distancefrom the blackboard

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 are playing 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 , leanersare only recognizing the word in through listening However if you useVietnamese translation or picture you can check the meaning of the newvocabulary

Ex: Unit 4 –Getting started

Checking vocabulary: slap the board

Statue Square memorial

* 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 to repeat the words in circle

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

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

5- Teacher rubs out another word but leaves the circle

6- Teacher point the word or empty circle, students read and have to

remember 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 in the circle with the correct words

Ex: Unit 3: Getting started

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

and also good for revision of vocabulary

* Matching:

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 hand side of the bb