How to teach vocabulay in english 12

Vocabulary is important to teach in the very first lessons because it is how students will be able to understand the words they need to use for basic communication.. Studies have shown t

PART ONE: INTRODUCTION

I Rationale of the study

Vocabulary is important to teach in the very first lessons because it is how students will be able to understand the words they need to use for basic communication In addition, vocabulary can be taught several ways Pre-teaching and reviewing vocabulary

in the study stage and then using that vocabulary in the activate stage is a good way to scaffold a lesson However, before vocabulary can be taught it needs to be properly selected to ensure it is relevant to the lesson and at an appropriate English level Some of the most effective ways of teaching vocabulary are using visuals and planning engaging activities Visuals such as pictures can be used to pre-teach vocabulary for the daily lesson and review vocabulary from previous lessons Other engaging activities include games and role plays It is also important that teachers use multiple methods to teach vocabulary to keep students engaged in the learning process The more students use the vocabulary, the higher the chance that they will remember it Therefore, incorporating relevant vocabulary

in every lesson is crucial

Studies have shown that vocabulary knowledge is strongly correlated, and researchers have found that word knowledge in high school can predict how well students will be able to comprehend texts they read in high schools Limited vocabularies prevent students from comprehending a text

Direct instructions in vocabulary can help arrest this cycle Good readers often acquire much of their vocabulary through wide independent reading, also known as incidental learning However, explicit instructions can help students learn enough words to become better readers (and thus acquire even more words) Direct vocabulary instructions are useful for students at all ability levels, but it is particularly useful for beginning students who have a limited reading vocabulary and little exposure to incidental vocabulary learning outside of schools

Studies have shown that the key to increase vocabulary is exposure to new words— not an innate ability to learn from context Experts emphasize that vocabulary development is an attainable goal If given the opportunity to learn new words as well as effective instruction, most students can acquire vocabulary at rates that will improve their comprehension This enables them to read increasingly challenging texts with fluency and betters their chances for success in school and afterward

These are some methods, the author have applied to teach in school that depends on each lesson and time The author idea‘s namely “HOW TO TEACH VOCABULARY IN ENGLISH 12”

II Aims of the study

- Students find difficulty in learning and recalling the English vocabulary

- The aims of the study is to find of the technique that facilitates learning vocabulary and help students to acquire and recall them better in order to be used to by English teacher inside the class

III Design of the study

The minor study consists of three parts:

- Part one: introduction

- Part two: development

I Showing the meaning of words visually

1 Using pictures

2 Using media

3 Using realia

4 Using mine

II Showing the meaning of words in context

Using examples, situations, explanations

III Using synonyms or antonyms

IV Translation and Definition

V Use exercises

1 Gap filling

2 Multiple choice

- Part Three: conclusion

PART TWO: DEVELOPMENT

In an English teaching, sometimes students of High School find difficulties to understand a text or to respond questions either given by their teacher or the ones that follow a passage as comprehension questions It may happen since it is a foreign language that is not used in a daily conversation at school among students or students and their teacher

The description above illustrated the importance of teaching and developing vocabulary to the High School students It means that the teaching of vocabulary makes the students difficult to communicate and to understand the text, besides the structures It will became difficult for the students of remote areas to learn English As high school students, the teaching of English should be contextual In such teaching, teachers should provide context to facilitate them in understanding meaning or text It is preferable if teachers show realia, i.e the real objects that can be found near the class or students’ life They can be around the school or prepared them from their homes before teaching

Vocabulary is the most important skill when learning /teaching a foreign language It is on vocabulary that all the other skills like reading, writing, speaking, and listening are based and developed This has shown why it is important to learn new words Vocabulary helps students express themselves more precisely and sharpens communication skills it also requires students to cognitive academic language proficiency When students learn more

of 90-95% of the vocabulary words helps students to understand what other people are saying and what she/he is reading Without a sufficient understanding of words, it’s difficult for students to understand others or express their ideas Teaching vocabulary is important across the curriculum from language arts and social studies to mathematics and science By learning several words at the students’ disposal of describing events or emotions, they can be that explicit when sharing ideas their ideas and opinions

I SHOWING THE MEANING OF WORDS VISUALLY

1 USE PICTURES AND CARDS

Picture cues are a great mechanism for teaching young Students to study vocabularies They can combination of words and visual cues can help a young mind piece together a word There are several ways to approach it The approach shown here works with whole words First, you can plan your lesson and pick the words you'll teach your

student An effective way to do this is by categories For example, teach your student how

to read words associated with fruit, such as apple, orange or peach Since the human mind likes to categorize things, this method helps these words gel into your young student’s mind Second, Get the corresponding picture cue cards You can obtain picture cue cards with one letter on them or with entire words on them When teaching a student to read by showing whole words, its best to look for picture cue cards that deal with life activities These packages normally have food groups and other categories in them Third, Sit the child down in a quiet place before starting the lesson The trick to getting picture cues to work is to keep a young student’s attention and have her connect a picture with a word This won’t happen if she can’t see the picture cue card or is distracted by sounds Forth, Pick up a picture cue card and say the corresponding word Make sure you explain what you are doing before the lesson Then, as you say the word and show the picture cue card, allow a time delay This time delay (1 to 3 seconds) will allow your student to soak in the word and associate it with the image After you show the picture card, spell the word so your student will associate certain alphabetic letters with the image Next, Repeat this exercise at least two times This means you should show a picture cue card of an apple and say the word twice Repetition is a proven method of learning, so use it to your advantage Then, coordinate picture cues with spelling lessons You can do this by covering up the word on the picture cue card and revealing only one letter at a time as the student says it to you This will further associate the word with the picture and help the young student learn

to read Last but not least, Allow your student a chance to show off his stuff After you’ve been working with your student for a while, mix up the order of your picture cue cards and allow him to read the words back to you This will let you see if he is really learning or if

he has just memorized the order of the picture cue cards

These are one activity which helps Ss guess the meaning vocabularies which is related to the lesson

ILLUSTRATED LECTURE

Unit 9: Deserts- Speaking (page 99)

Choose the right words or phrases, which best describe the pictures

CARDS:

A B

C

D

E F

G H

I J

PICTURES:

Date palm

Fox

Lizard

Frog

Students’activies

Students is divided into two groups, and they have to observe pictures carefully and use cards to paste in the pictures

The class will be vibrant

Teacher’s activities

Teacher divides the class into 2 groups

Teacher asks students to paste pictures, which are suitable with cards

Teacher helps students to discuss

Teacher gives small presents or adds mark for the winning group

Teacher helps to read

Suggested answers

2 USING MEDIA ( USING VIDEO)

Almost any video can be used to teach English: commercial films, TV programmers, home-made dramas and holiday films Live television programmers are NOT recommended Your method should vary according to the language point you wish to teach and the level of your student(s) although a handset is ideal, it is not essential Position yourself near the front of the class, to one side - close enough to the video player

to work the controls if you do not have a handset If the video player is independent of the

TV, turn it so you can work the controls easily without interfering with your students' view of the TV screen This medium can be used to pratise consolidate range of language points to introduce subject(s) for debate to encourage conversation amongst students to improve writing skills to introduce new vocabulary to develop listening skills (with visual aid) Few lessons would involve continuous viewing - even with speech-free films Strategic stopping is essential The teacher controls what students see and hear: Films, with excessive bad language, can be shown without sound If the majority of film is good, unsuitable sex or violent scenes can easily be avoided as follows plan in advance how to exploit the remainder of the film knowing the exact counter positions of scenes to be omitted

ILLUSTRATED LECTURE

2: Cultural diversity - Reading

Warm-up: (5 minutes)

Aims: to introduce the topic of the lesson and to raise students' interest

T gives some pictures about a marriage in Vietnam, America, Japan, Korea, China, India From the pictures, guess which countries do these traditional wedding dress(es) come from and match them

India

Korea Vietnam America China

Japan 6

China

Japan

China

LAO

Viet Nam

3 USING REALIA

The main advantage of using real objects into the classroom is to make the learning experience more memorable for the learner To give a couple of simple examples, if you are going to teach vocabulary of fruit and vegetables it can be much more affective for students if they can touch, smell and see the objects at the same time as hearing the new word This would appeal to a wider range of learner styles than a simple flashcard picture

of the piece of fruit or vegetable (With very young learners, classroom management can become trickier if you bring in real objects as excitement levels tend to rise Last year one

of my students bit into an onion we were passing round I’m sure he hasn’t forgotten that class!)

A second example would be if you are going to teach some functional language for asking for the timetable for a train You could use a fictitious timetable or you could use a real one from the local train station, one from the internet, or if you are really organized, some you brought back from your last trip to the UK This way, you expose students more language than simply the times and destinations They will see information about prices, discounts, bank holidays etc

ILLUSTRATED LECTURE

Unit 2: Cultural diversity _ Writing (page 25)

Teacher brings the “ Nón lá” ( conical leaf hat)

Teacher shows it in front of the class

Teacher asks Ss to guess which is “leaf, rim, ribs, and shape”

Students learn vocabularies by watching realia

4 USING MINE

This is the way of using actions and facial expressions to show the meaning of words Most action verb ( sits, stand, open…) and some adjectives showing feelings and stantus ( happy, worried…) can be taught using mine

ILLUSTRATED LECTURE

Unit 3: Ways of socialising-Reading (page 30) Warm up:

Vocabularies

Some words teacher can express by actions:

Clap: Teacher claps in front of the class and asks Ss what it means “ Vỗ tay”

Shake hand: Teacher shakes hands with one student in the class and ask students what is she doing “ Bắt tay”

Wave: Teacher also “waves” and makes students understand his/her actions

II WORD MEANINGS FROM CONTEXT Using examples, situations, or explanations is another ways of showing what word mean Most abstract words (love, happiness…) can be taught effectively in context There are some points to consider when using this method

Besides, it is not necessary to give a complicated explanation; the meaning can be shown

by simple sentences The teacher can ask Ss to find the meaning by guessing the meaning

of sentences which are around

ILLUSTRATED LECTURE

Unit 1: Home life - Reading (page 12)

Match the word in A with its Vietnamese equivalents in B

1 conical a lá

2 leaf b quai, dây

3 rim c vành, mép

4 strap d khâu, may

5 rib e hình nón

6 sew f gọng, sườn, gân

Teacher asks students to see in the book and pay attention to the sentences

“The main responsibility is to wash the dishes and take out the garbage”

I also look after the boys”

Depends on the sentences teacher asks students to guess the meaning of words

“responsibility, look after”

III USING SYNONYMS OR ANTONYMS Synonyms are different words with similar or identical meanings They are interchangeable For example: Car and automobile

Antonyms are words with opposite or nearly opposite meanings For example: Large and small

This is a nice warm up game using synonyms and antonyms You can make it as difficult

or easy as you wish, depending on the level of your students Hand out a list of words to each student There should be two columns next to each word, label the heading of each column, synonym and antonym You can make up your own lists using words you've already taught Thesaurus.com is a useful tool for this exercise Then read out the synonyms and antonyms of those words The students have to write these words next to the word they are the same or the opposite of

ILLUSTRATED LECTURE

Unit 6: Future Job Speaking: Task 2 page 66 Find each pair ofantonym from the following:

Teacher adds words in the board or give small handouts to ask Ss to match

Students guess and match

Teacher checks corrected answers

Teacher helps SS to read vocabulary and explains

Suggested answers

Rewarding Unsatisfied

Fantastic grotesque

IV DEFINITIONS AND TRANSLATIONS Applied linguists have for some time suggested that communicativecompetence includes a major component, usually termed strategiccompetence, the development of which largely determines thelearner's fluency and conversational skills Practising teachers,however, are