Practicing the vocabulary of english 6,7,8(new)

In process of learning English, we know more in another language, a differentculture and also more love Vietnamese and Vietnamese culture.. Helping students at Thach Binh secondary schoo

I INTRODUCTION

1 The reason for choosing the topic.

As we know, English is an important language, commonly used world-wideand is used in different fields In the national construction, development andintegration with the world, English has become a vital tool, work tool and

communicative tool between all of the modern people, it is an important second

language after their mother tongue Teaching English from secondary schools isvery necessary and contributes to the education of the younger generation tobecome comprehensive people English learners have the opportunity to learn,access to the rich, fascinating culture of oldest countries in the world In ourcountry, English is considered the language of transaction in economics, politics,culture, and has been teaching at the elementary, secondary, college, university

In process of learning English, we know more in another language, a differentculture and also more love Vietnamese and Vietnamese culture To use English as alanguage of communication, we not only need to master the rules of grammar, havegood listening skills, have knowledge of the language but also to have a number ofdiversified, rich lexical In teaching and learning English, vocabulary is one ofthree elements forming the system of language knowledge, it is the mean andcondition of formation and development of communication skills In any language,the role of vocabulary is also very important It is possible that a language is asubset of the vocabulary We can not understand the language withoutunderstanding the vocabulary, or lexical units Thus, learning and practicingvocabulary skills is the leading factor in the transmission of a passive and receptivelanguage in general and English in particular Because vocabulary is a languageunit so it is expressed in two forms: speech and handwriting If you want to use aforeign language, that is, you must master the expressive forms from the verbal andwriting But due to the association of words with the other elements of language(grammar, pronunciation, intonation ) or in social situations, many researchersbelieve that to build a wall language vocabulary is the "bricks" and the grammarand sentence structure as "grout" to mount the brick wall creates language Without

a vocabulary necessary, students can not use the sentence structure and the function

of language in communication

From the above reasons, I have researched and applied effectively the experience

initiatives "Practicing the vocabulary of English 6,7,8 (new)" and I am pleased to

present to you Due to the limited time and limited experience, my initiative should not

be experienced as unwanted, I am looking forward to your contributions to my ideas.

2 The purpose of research.

Helping students at Thach Binh secondary schools learn English better through the activities of learning the vocabulary.

3 Study subjects.

Research subjects are students in grades 6,7 and 8 (new) of Thach Binh

Secondary School, school year 2015-2016 and 2016-2017

4 Methods :

With this topic I have applied the following methodology :

+ Observe students

+ Interview with students

+ Check and compare learning results of student

+ Discuss with teachers and reference textbooks

After each lesson I have assessment in the form of implementation of each period ,then analyze the goods to maintain, continue improving to reducestudents’limitations for the next lesson

Through many the lessons I have chosen and find out the best forms and inferuseful experience

II CONTENT OF THE THEME :

1 The basis issues

Vocabulary is one of the tools people use to think, express ideas, emotionsand learn about the world, is the foundation for all development skills such asreading comprehension, listening comprehension, speaking, writing, It is alsothe major tool that help students use English effectively Indeed, when talking to anative English speaking person, watch a movie without English subtitles, listening

to a favorite song or read English documents, we will always be exposed to fromvocabulary

A famous linguist once said if we does not learn grammar well,we can stillachieve something, but if we do not have the vocabulary, we wouldn’t able toexpress anything at all Native speakers can understand the article correctly usevocabulary that is not grammatically correct However, they will not understandgrammatically correct article, but do not use the exact words

A reality show, Vietnam students learning English often encounter obstacles

in how to speak English fluently They often find it difficult to participate inactivities related to the speaking skill, because they only use a few repetitivestructures and vocabulary Thus, their communication was interrupted abruptlyearly due to lack of vocabulary

In short, if they do not have the vocabulary skills, their listening, speaking,reading and writing skill will not be developed If you do not have enoughvocabulary, the people will have problems, even failure in communication.Recognizing the importance of this, today all applicable methods in teaching arefocused to teach vocabulary And start learning English is always associated withlearning vocabulary

Therefore, in the teaching process I thought about how students acquirevocabulary best to help students create the atmosphere lively language learning,help them remember the lessons from the right in, from which they can more easilyuse the word in the communication process.

2 The reality of the research

The development of information technology and Internet can help teacherseasily find the resources to support teaching via the Internet

The teacher has a high sense of responsibility and enthusiasm in teaching,reach the Standard level B2

a.2 Difficulties:

Through practical teaching of English in secondary school fifteen years ago,

I found this course quality is still low due to several reasons:

Limitation of teaching equipment:

Thach Binh Secondary School has less visual aids for teaching and learning.The school does not have audio-visual classrooms dedicated to learning English.The procurement of equipment for self-study English in their family’s students will

be extremely difficult, not every family can afford

Opportunities to practice English not much:

My school is located in a small commune, students don’t apply what they havelearned to everyday life The children should not be exposed to foreigners topractice English Scope of practice English is done only in the classroom hours.Therefore, they always feel that learning English is mandatory, just learn to getpoints but they are not aware of learning English as a tool to communicate

Limitation of time and form of organization of the activities in class:

Secondary students are very active, inquisitive but also very quickly bored.The school alone will make you feel very monotonous lessons, so they would love

learning while playing, learning that the school play-play However they are small,

their writing speed very slow leading to limited time to organize other activitiesinterfere simple as learning to sing, play the game Also, if you have the time toorganize activities that was not rich

Low motor and awareness of learning: English is a pricipal subject in

secondary school, so some students and even their parents are not aware of the

importance of learning English A number of children attending school ismandatory, they have no motivation in the learning process In fact, English is anew course for secondary school students, so they can not avoid the initial surprise,besides that this is a difficult course with the sound and strange writing that theycan not avoid certain difficulties First, they are excited with the subject butgradually, due to the amount of knowledge and increasingly more and moredifficult, if they themselves don’t study actively, they vill not understand thelessons, this will lead to their depression, and they will not want to learn Also aspecial reason why they have psychological problems because of the school'sEnglish-speaking children do not read well In fact, when I teach this subject, Ifound that a good talk, a good read for secondary students, is not so easy becausethe remembering of the new words and phrases in the English lessons is verydifficult, especially for secondary school students in general and students in ThachBinh Secondary School in particular The slow reading and writing of secondarystudents is the cause of this situation, the retention of the children is not reliableand not deep, forgotten homework right after the previous post, most of them arenot bold and flexible in applying what was learned to communicate with each otherduring school hours or during everyday activities.

b Result and effect of the current reality

I studied the method of teaching vocabulary for students at Thach BinhSecondary School

Initially, through the monitor of the students’ studying, I realied that the studentswere afraid of learning English vocabulary, they were very worried when I checkedthe vocabulary of the previous lessons

At the end of the first semester (mid-December) of Academic Year 2015- 2016, Ihad made some small tests of vocabulary :

Grade 8: (Unit 5) Reorder the letters (3)

i c n e s e n o f e r n f i g s

1 A lot of ……….and artistic activities are held as part of the Flower

Festival in Da Lat (Culture)

2 I saw a ….of flower floats when I attended the festival last year (parade)

3 We had a ….meal on my grandfather’s birthday (Celebrate)

4 The Christmas season is also called the season (Festival)

5 I loved the… of folk songs (Perform)

6 There is a special….for Japanese girls on March 3rd every year

(Celebrate)

And I obtained the following results:

Table 1: Survey Results of grades 6, 7, 8.

Through the survey, I found the quality of their learning is not as satisfactory

as I expected, the number of students achieving good results is low, the number ofstudents with weak results is even higher From that result, I presume to give yousome tips to teach English vocabulary and to improve students’ learning And I

want to introduce with you "some tricks to teach vocabulary for students" to

consult with colleagues

3 The solution implemented

Solution 1: Apply all forms that help students to remember new words fast,

pronounce correctly after each class lesson

Solution 2: Apply the new and flexible method to organize the rich and

diversified lessons to inspire students, help them to acquire all the better

Solution 3: Apply information technology and visual aids use utensils

thoroughly the lessons

Solution 4: Regularly inspect and evaluate the learning outcomes of

students to grasp timely the extent of students’ acquirability and memorability oftheir knowledge, from which I can give timely adjustments in the teaching process

Solution 5: Consult with School Menagement to built foreign language

classrooms and to buy more facilities for language learning

4 Measures carried out:

From practical teaching, I myself really thought how can make students to

be interested in learning , how can make them to realize that learning English is notheavy pressure, so they learn better and especially they can remember new words

faster, easier, longer , I gave some tips, ways to teach vocabulary for secondary students.

4.1 Teaching vocabulary through songs, poems

No one can deny the important influence of the music and poetry of humanlife Most everyone loves music It's always with people whether that person happy

or sad It appears everywhere, all the time to share joy or sadness relieve when weneed to Futhermore, poetry-music can increase concentration, enhance memory,makes people closer together, creating motivation and joy in learning, makespeople relax when they are depressed or stress,

Because of the tremendous value that brings poetry to music, it has beenused as educators useful tool in teaching And now the use of songs, poetry as atool to support the learning of foreign languages is quite common Just a few tunes

of the song, students can learn the culture of authentic language, vocabulary,grammar, listening skills, and a variety of other skills

Using song and poem in class can make the classroom atmosphere becomesfun and dynamic Students will not feel stressed, even scared like to speak English

in class solemn atmosphere It is this will make them feel really excited andvoluntary participation in classroom activities

The songs, poems not only create excitement for student learning, but alsocontains elements of very rich language including pronunciation, vocabulary,grammar

The songs, poetry can help students to learn about pronunciation Forlearners of English in general and in particular primary school students, there’resome sound that are very difficult to imitate because our mother tongue does nothave this sound such as: /ð/, /θ/, /æ/, Therefore, you must learn how to pronounceinflexibly that can still not pronounce The wrong pronunciation can change themeaning of the phrase, will not lead to communication results, because listenersmisinterpreted the transmission of information Songs, poems can help themovercome this The melody of the song, the rhythm of the poem often repeated asimilar sound When they heard many times, they will indirectly be told how topronounce the sound that makes you remember them and eventually the correctpronunciation

Some activities to learn vocabulary associated with songs, poems to

promote motor learning for students:

- Gap-filling: First, I give the students lyrics, poems have been vacant for anumber of positions they heard the first to grasp the content of the post Then hearfrom a second to fill in the blanks as much as possible The third time, they listen

to check if you have correctly filled This type of exercise is useful when teachingvocabulary by topic

- Get some words from the songs, the poems

Step 1: Write some random words on the board Students exchange with each other about what the words mean

Step 2: Students divide into groups of three to four people quickly memorizethe words

Step 3: Turn on the song or the poem, student must speak loudly "Stop" when they hear one of those words

- Spelling: For some simple post, I ask them to hear and copy the words

- Circle synonyms, antonyms with given words: In this case, I give a fewwords with the same or antonyms words in poems or songs to the board, in theprocess of hearing, they must circle the synonymsor antonyms of the words given

- Circle the correct word with its meaning: I offer a number of Vietnamese,they would circle the meaning of English words in such poems or songs or viceversa

4.2 Teaching vocabulary through the use of visual maps, through

pictures, picture collage or through gestures, posture

Secondary students are very active, they enjoyed exploring visualexploration; visual effects With nature curious, eager to learn and the ability toperceive the visual world from vivid to abstract thinking, children are especiallyexcited when the teacher preparation utensils or right visual objects the classroom

For example, when teaching the word "ball", I directly put the ball on the table Or just give them the difference between the word "desk" and "table" with

the goal of learning and I sat on the desk of the classroom teacher With the topic

"school", I use directly the school supplies of students to teach vocabulary; they

are very excited and elated

In addition, I also introduce new words by using gestures act, gesture orexpress facial expression

For example: I walk while saying: "I'm walking" or use a cup-sized gestures

as drinking water said: "I'm drinking" or my students and I dance toghether and we talk "I can dane - I can dance " in chorus.

To introduce the phrase "open the book" - "close the book", I said while

opening or closing a book

Or to introduce the word "stomachache", I hug belly, bending down with

emphasize the correct pronunciation from using the media as robot teacher support, tape, disk with the hope my students can speak English like a native

speaker

4.3 Teaching vocabulary through the use of language learning:

- Use definition, description: Sometimes, to avoid repeating, I change the

way of teaching and learning by giving definitions, descriptions and studentspredict the meaning of words

For example: I give students the concept of "the thing which, when you look

at, you will see your own image", they immediately shouted, "Cai guong" with a very excited voice, then I give children the word "miror".

- Use synonyms, antonyms:

For example, when teaching the word "small", I put the antonyms of it "big" – or with the teaching of "large", I made it a synonym of "big" The children very

quickly figure out the meaning of words that I want to teach

- Guess the meaning of words through context:

For example: I give students a situation: This morning your mother was very busy, she couldn’t take you to school, so you must walk On the way to school, you picked flowers, chased butterflies Suddenly, you looked back the clock, only a few

minutes, the school gate vill be closed,, how do you come to school on time so fast?

Students did not hesitate to answer: “Em chay!”

I give the word: “run”.

As such, students will know the meaning of the words and will rememberthe new words in an active way

- Translate the words into the native language: (5)

For the abstract noun, I always put Vietnamese meaning to avoid wastingtime and help Ss to understand more easier

Normally, in a lesson, there will always be some new words But each wordswill have a different way of teaching Therefore, the selection of teaching method

is an important task for teachers

4.4 Teaching vocabulary through practical training

In the process of teaching vocabulary I often organize activities to practiceand reinforce training words temperate through listening, speaking, reading andwriting to increase fluency when students use words These activities will helpstudents focus on the identification and proficient use of the learned words in eachcontext

Along with that, I myself always focused on the role of students in teachingand learning vocabulary I always encourage them to participate actively in thelearning process through a long and continuous

4.5 Teaching vocabulary through the use of dictionary

In addition to the above methods and guides I also encourage students to usethe dictionary especially visual dictionary or the glossary in their textbooks becasedictionary is an effective means for learning vocabulary The guide of usedictionary will help students to improve their ability to learn themselves and helpteachers teach vocabulary more efficient

4.6 Teaching vocabulary through games (1) + (2)

In the process of teaching, I found stimulating interest of students’ learning

is not difficult, but how make them inculcated knowledge is not simple at all Atthis age, children are eager to explore, to discover, but very soon forget

Therefore, I am always aware how to the class are always fresh and vivid, thclassroom atmosphere is always fun In my opinion, the classes take place gently inorder to create comfortable psychologie for children, from there, they willmemorize easily vocabulary and knowledge

I regularly change the activities in class by organizing games for thechildren These activities are integrated into the process of transmitting knowledgethat they are not getting cornered knowledge, passively from the teacher, they willalways feel the real lesson funky, lively, attractive and always look forward toEnglish periods

Here are some tricks I use the games summed up in my process of teachingwith the aim of helping students increase and memorize English vocabulary in the

most natural way I often have students play games in the Warm-up, Free-Practice, after finishing teaching new word.

4.7 Slap the board: (2) + (5)

- The purpose of this game is to help students remember the words and the

pronunciation of words and demonstrate their agility and dynamic

- Select the 2 groups of players ( 12 students) Students arrange in two rows

- Give each group a plastic toy hammer

- Paste the picture cards (depending on the number of lesson units) on the board

- Read aloud a word from the card of stickers Students listen to the word theteacher read, the two first students run up the board to touch the painting's meaning

of the card they has heard, and then they go back to their place, put the hammer tothe nex person, the touching word right before will be a point And so to all views

For example: Unit 7 - English 7 : (3) Review the words:

making models ice-skating making pottery/

Carving wood carving eggshell

4.8 Matching:

- The purpose of this game is to help students review vocabulary by

matching words to pictures when connected, words to words

Example 1: Match the words to pictures: Unit 5 – English 6 (new) (3)