How to teach and learn english vocabulary for grade 6, 7 to help students effectively communicate

Therefore, teachers and students need to determine that understanding and using language in learning foreign language are very important, but vocabulary is more important than that.. To

THEMES HOW TO TEACH AND LEARN ENGLISH VOCABULARY FOR

GRADE 6, 7 TO HELP STUDENTS EFFECTIVELY COMMUNICATE 1.1INTRODUCTION :

School year 2005-2006 was the last year of the renewal of general school program under the Directive No 14/2001/CT-TTG dated June 16th, 2001 of Prime Minister and Resolution No 40/2000/QH10 of the Congress on the renewal of general education on the following aspects: content - textbooks, teaching methods, teaching means to evaluate the quality of students

Innovative teaching method plays an important role to the success of education innovation Reforming teaching method can be understood as: "Promoting a positiveness, self-discipline, activeness and creativity of students in accordance with the characteristics of each class, subject, fostering self-learning method; training skills to apply knowledge in practical, emotional impact, bring joy, excitement for student learning” (Article 24 - Education Law)

To do this, teachers must teach in an innovative way towards promoting a positiveness of students as well as organize, guide students to explore, discover and occupy knowledge

It is necessary for students to innovate their learning method so that they can self-study, self-discovery, self-resolve problems, dominate knowledge, exercise creatively independent thinking

Besides flexible coordination between traditional teaching methods and modern ones, teachers need to choose appropriate forms of teaching method for each individual, group, class or organize educational games

Moreover, foreign language requires students to grasp basic, minimal and relative knowledge of the system of modern English practice to be suitable with each students This subject also equips skills for student in order to use English

as a communication tool For students of grade 6, 7 – who initially get acquainted with junior school and with foreign language (English) with images and learning method which are different from the ones at primary school

Learning and practice foreign language are effective only when learners can make communication well The communication depends on many factors in the process of learning foreign language such as smoothly practicing listening, speaking, reading and writing skill In order to complete these skills, learners must grasp grammar of that language Moreover, the potential vocabulary ought

to be enough to communicate with people who know that language, especially with native people Therefore, teachers and students need to determine that understanding and using language in learning foreign language are very important, but vocabulary is more important than that Communication is considered effective when language, tone, syllable are correct, understand the content and topic in order to attract listeners

Closely related to the correct pronunciation of the word, it is stress, the last syllable of the word and many consecutive consonants in one syllable In addition, words in the sentence must be used in appropriate context, so it requires students to have knowledge about the culture, customs and traditions of that country The communicators will face disadvantages when use the words with wrong semantic in wrong context, leading to unexpected isunderstandings,

or disruption in business, politics, etc Conversely, the communicators will be successful if they use the correct words, even florid and smooth words which satisfying listeners will have a strong impact to the emotion of the people who are communicating The big question is how learners can better their vocabulary, pronunciation and use accurate words in each semantic situation and each context It seems that the question is easy to answer; in fact, it poses difficulty to all those who are teaching and learning foreign languages in general and English subject in particular subjects

To solve the above problems, in the range of this topic I am pleased to present the teaching – learning method of English vocabulary in grade 6, 7 to help students communicate effectively

1.2 REASONS TO CHOOSE SUBJECTS:

-Currently, English has become popular all over the world and more than forty countries use it as a primary language and nearly 400 million people use it as a second language to communicate In Vietnam, English is considered as a major foreign language in high schools today

As teachers of English, we always want our students to be able to understand lessons quickly and actively, especially they can apply their learned knowledge into practical communication To do this, we need to renovate teaching methods

so that every class, students are excited to learn, actively practice and remember the lesson in class

We all know any language in the world, want to communicate with it, requires

us to have a vocabulary because vocabulary is an indispensable component of language In English, we cannot practice and develop students' four skills of listening, speaking, reading and writing without relying on vocabulary

foundations

2-RATIONALE AND STATE OF THE PROBLEM

2.1 Rationale :

The 4th Central Resolution session 7 (1993) gave the mission "Renewing teaching methods at all levels of education" and identified "Encouraging self-learning", to "apply modern education methods to foster student’s capacity for creative thinking and problem solution."

The 2nd Central Resolution Session 8 (12-1996) further confirmed "It is necessary to innovate education and training methods, overcoming a one-way path to indoctrinate, training creative thinking for students Gradually apply advanced methods and modern facilities in the teaching process, ensuring conditions and self-study time for student"

Article 28 of the Education Law (2005) writes: General education methods ought to promote positiveness, self-discipline, ativeness and creativity

of students in line with the characteristics of each class, subject, fostering self-learning method, etc and training skills into practical"

The objective of English subject in junior school is to establish and develop essential knowledge, basic skills of English and intellectual qualities for students to continue higher learning and come to life

2.2 Current status of the problem :

* The situation of students learning foreign language (English) at Ly Tu Trong Junior High school.

Through the teaching process, through interschool professional activities and through discussions with colleagues, I myself realized that learning English situation revealed some disadvantages as following:

- For the students:

+ Overall, students are "scared" and "hesitant" to learn new words, the use of words shows many limitations such as misspellings, incorrect pronunciation, inaccurate use of words, inconsistent with the context Most of students just have a habit of memorizing simple word or its meaning

+ Some students just learn-by-heart to deal with writing new words on the board, after that, they immediately forget how to use those words Some students try to memorize all the new words so when they face too much new words, they will be in the fear of learning them That is the reason why students often do not learn anymore or study yet ineffective The main culprit of the above problem is that students do not know how to learn vocabulary, not to find out an appropriate method to learn vocabulary

- For the teacher:

+ The fact of vocabulary teaching and learning in Ly Tu Trong Junior High school attracts lots of concern of English teachers A few years ago, teachers were really embarrassing when teaching vocabulary lessons They can be taught

if there are dozens of words in a unit with the ignorance of the relevance between words and theme of the lesson, mood of students, even application of the words in communication

+ Recent 4 years, the movements on reforming foreign language teaching has been implemented, teachers have been trained techniques in teaching vocabulary In fact, teachers have remained embarrassing for using such techniques when they want to give a hint through furniture, to give example or

to explain the word briefly and easily to understand, particularly abstract nouns + Selecting vocabulary to teach in a review lesson weighs a burden on teachers, so they forget to make use of lessons which can review vocabulary Incorrect pronunciation is a sad reality for students, leading to difficulties in communication, even changing the teacher of each subject in each academic year I also want to mention to previously incorrect pronunciation of a few teachers and most of students From the above problems, I need to spend much

time on preparing documents and finding methods to teach vocabulary, making students interested in learning vocabulary in particular and in learning English in general

* Status of learning foreign language (English) at Ly Tu Trong Junior High school in particular:

- The issues on the way to teach vocabulary to make students interested in learning vocabulary in particular and learning English in general is also clearly expressed in the process of teaching and learning English of teachers and students of Ly Tu Trong Junior high school

- The initial survey to test vocabulary learning using in communication of students of Ly Tu Trong Junior school:

From the 5th week of the first semester, I had a talk with the students to conduct a small survey for my grade to determine whether students learn, pronounce and use words to communicate at which level, and errors they often make to find solutions

+ Here is the conversation used to examine and the issues are drawn from this survey:

* Survey Conversation 1

- T: What’s this (Teacher shows students a waste basket)

- S1: /weis beiskit/

- S2: /weis beikits/

- S3: /weis beiskits/

-> 3 students answer correctly when they identify objects and object's name in English, but they pronounce wrongly and most of them do not pay attention to the sound / s /, the correct pronunciation is / Weist bæskit /

* Survey Conversation 2

Pointing at a bench, teacher asks students:

- T: What’s that, class?

- S1: /ben/

- S2: /bens/

- S3: /bent/

-> These students are thought to be fault at pronouncing the end of words: /t∫/ I continue to do the survey to confirm pronunciation errors they acquired in the following conversation:

T: What am I doing? (mine)

S1: You are /brΛtiŋ/ tiŋ/

S2:/brusiŋ/

S3: /bruziŋ/

-> pronunciation error is repeated, so I can affirm that students do not focus on practicing syllable or they not have chance to communicate, leading to forget words or pronunciation, the result is that they pronounce but do not know right

or wrong This error is really serious in communication because listeners will misunderstand the message of the sentence

Example 1: Instead of telling “I'm 30 years old”, in this communication, the person says:

I am thirsty (I’m thirty)

Thus, the listener will understand that the speaker is thirsty, listeners will continue the conversation by saying:

Would you like some drink?

Example 2: Instead of telling “My sister is six years old”, this person says:

My sister is sick (my sister is six)

The listener understands the speaker notified that the girl are critically ill, listener will continue the conversation:

- Oh, poor her I’ll come to see her if I have time

Even some students forget words, can not tell the word in spite of suggestion, even available words to say, it means that they do not review or remember words of previous lessons or previous school years

With other examples, teachers can realize that correct pronunciation is very important

* Survey Conversation 3

-T: Hello How are you?

-S: Hello er… er…

-T: Fine?

-S: er… er… fi… fine

-T: yeah, yeah I see, you’re fine

=> It's so sad because the conversation was interrupted when students can not continue to communicate, students may also have forgotten the question content, students can be too weak in communication skills but I can learned that without vocabulary, students will be unconfident in communication

* Survey Conversation 4

-T: What’s there in your bedroom?

-S1: No, er… er… yes (he smiles and looks very nervous)

-T: Is there a bed?

-S1: Yes, there is

-T: Are there any flowers?

-S1: Hmm … (another student wanted to answer the question)

-S2: Yes, teacher There are some flowers in my bedroom

-T: Good Any thing else?

-S2: Yes, there’s a table and a…a… (The student’s hands draw something in the air)

=> The conversation is interrupted, too With this conversation, I am glad to see clear signs of communication (student 2) but his vocabulary is too little to limit communication From above surveys, I focus teaching vocabulary thanks to trained techniques, reviewing vocabulary words to help students remember, speak, read and use the word correctly

3.PROBLEM SOLVING :

3.1 Steps and measures implemented in each class

- Teaching vocabulary by learned skills :

Vocabulary is one of the most important parts of learning foreign language If you want to better your English, in any skills: listening, speaking, reading or writing, we also need a certain vocabulary This vocabulary does not come suddenly, it is a long lasting process of accumulation

Teaching vocabulary according to trained procedures is not easy Teachers must adhere to the principles of word suggestion: brief, understandable and attractive Curiosity of students is increasing as teachers create interesting situations along with embedding the word To ensure those word suggestion principles, teachers have to spend a lot of time on preparing lesson documents, teaching tools as well as situation question suggestion carefully Students must also prepare for the lesson at home, such as: learn vocabulary by using dictionaries and learn the reading content by their own ways to understand

Teachers have to teach words which are used several times in class, closed to the subject that students are learning and applied to communicate Words for teaching must be chosen carefully and belong to: active vocabulary, not taught from spreading and imposing The number of words is moderate (5-8 words); if the amount of words is too much, teachers need a little activity done in about 2-3 minutes to guess words from context with the appropriate form of exercise Students can learn more about the lesson content without feeling boring or stressful

Measures for organization of implementation:

3.2 Steps to introduce new words:

To introduce new words, teachers teach students four skills:

+ Listening: Teacher reads the sample, students listen

+ Speaking: Teacher reads the word, students read it again

+ Reading: Teacher writes words on the board, students read words with their eyes and mouth

+ Writing: Students write words in practice

- Introduction to lesson, topic introduction: This is quite an important step in teaching vocabulary This step will determine the success of the lesson It will remind students to relate the words they are about to learn through the topic that has just been introduced The most important thing in introducing new words is to follow the sequence: listening, speaking, reading and writing Never start from any other activity "listen" Remember the process of learning our native language, always beginning with listening, imitating pronunciation and

then going to other activities Help your students have the best habit of learning new words:

- Step 1: "listen", you let the students listen to the new word by reading the

sample

- Step 2: “talk”, ask students to repeat after they have heard it three times When you have students repeat, you need to pay attention to the class repeat first, then call individually

- Step 3: "read", you write the word on the board and have students look at it to read Have the students read as a whole class, then read individually, and correct them to the extent that you think they are satisfactory

- Step 4: “write” After students have read that word correctly, then ask students

to write that word in their notebooks

- Step 5: Ask if any student knows the meaning of the word and ask a student to come up to the board to write the meaning of the word in Vietnamese

- Step 6: stress word stress: re-pronounce words and ask students to identify

accented syllables and mark them

- Step 7: Give the model sentence and ask students to identify the words that they just learned

CHECKING TECHNIQUES FOR VOCABULARY

Rub out and Remember

Ordering

Matching

Jumbled

words

7.

TECHNIQUES

Bingo

What and where

Slap the board

The theme of related words is Road signs and rules of the road Teacher’s selected words are popular and close to students Preparing for teaching:

- Word suggestion (the technique used to introduce words)

- Teaching tools (cards, sub board)

- The card to practice sounds (/ z /, / t /, / s /)

- Techniques to review word (check vocabulary)

- The number of words selected: 7 word

+ dangerous (a): (translation)

+ an accident: (picture)

+ an intersection: (B picture)

+ (to) slow down (mime) (T plays

in a motorcyciler’s role)

+ (to) go fast (antonym) opposite with

“slow down”

+ (to) warn us (realia) + (to) help us (translation)

As for preparation teaching documents, teachers need to prepare necessary utensils such as picturesque about 1 crash, a teacher must draw a street intersection in the fastest way in order to not waste time: teachers can write a card of words to save time from writing on the board and removing words in the process of teaching vocabulary

Review vocabulary: wordsquares

- Sub board will be prepared economically, and one more sub board to write the answer of vocabulary review

- To make sure students read well, the teacher let them read the word without sample and edit wrong sounds when using cards / s / / z / / t /

Answer key

help

dangerous straight

Unit 3: A closer look 1 (English class: 6)

Preparation:

* Number of words to be taught in the subject: Body

* Teachers use the technique named "mime" to teach those nouns Teachers can use the body pictures but I want to use this image in "check vocabulary"

- The items are prepared: 9 word cards, an image of human body

- Training sound card / s / / z / / st /

Teachers use 9 cards to "check vocabulary" as well as using combining procedure between words and body parts on drawings

Unit 11: (English class: 6)

This is the lesson contained lots of vocabulary Vocabulary themed "thing to buy" and (number) "quantifiers" and "containers" has 17 words With 7 selected words to teach themed "thing to buy", I prepare for the activity as following:

- some eggs (picture)

- some chocolates (realia)

- some oil (picture)

- some beef (realia)

- some soap (realia)

- some tooth paste (B picture) Supplies: - 7 word cards / card fix: / s / / st / / z /

- Chocolate, beef, soap bar

- Images: 12 eggs, cooking oil bottle

In addition, teachers should draw a toothpaste with 1 small tube of cream to

be put out to save time I can use real objects to teach but I draw to make the lesson more attractive for suggestions as well as creating excitement for students

The number of remaining words can not be ignored because they are used

to say the measurement unit or container objects, the number of remaining (10 words), I let students work in 2-3 minutes to match words with objects

Matching:

- gram of

- a kilo of

- a bar of

- a can of

- a box of

- a tube of

- a packet of

- a dozen of

- a bottle of

After connecting, teachers let students read the word to practice pronunciation, moreover, teachers should pay attention to linking syllables /græmz ar / /three (r) ar / When students pronounced correctly, they are completely confident to communicate and attract the listener

Unit 12: (English class: 6)

The theme of vocabulary in this lesson is weather and seasonal temperatures, selected words: 8 words written on cards

- 8 word cards (additional 2 cards: cold, hot)

- 4 paintings of 4 seasons

- 1 trained sound card / SPR /

+ the spring (picture)

+ the summer (picture)

+ the fall (picture)

+ the winter (picture)

+ the seasons (example: the spring, summer, winter, fall, are…)

+ warm (opposite with cold)

+ cold (opposite with hot)

To remember vocabulary, students will be practiced with exercises "pelmanism"

3.3.Consolidation by other activities in the class

Word consolidation aims to help students remember words by themselves, pronounce more accurately, use words better in communication Word memorizing in the lesson or revision words according to family words, topics through different activities in many different tricks: Bingo, brainstorm, chain game, crossword puzzles, dictation, hangman, Jumbled worlds, Kim's game, lucky numbers, matching, chill mime, realia drill, drill picture, networks, noughts & crosser, gap fill, vocabulary ordering, pelmanism, what & where, rub out and remember, simon saids, slap the board, shark attack, snakes & ladders, wordsquare, substitution boxes

Teachers can use these procedures in accordance with activities in one class, including: warm up, checking vocabulary, vocabulary for further exercise

- To foster vocabulary learning methods for students

* Which words need to be learnt?

For students, English words can be divided into 3 groups:

- Unnecessary words

- Words using only in reading and listening

- Words must be used

Students do not need to learn unnecessary words For words using only in reading or listening, students just know their meaning For words must be used, students should learn systematically Students should:

* Pay attention not only to word’s meaning but also spelling, pronunciation, word usage and determining the kind of word

* Buy a dictionary with moderate number of words, easy to learn

* Think of an image related to the word when learning new words so that students can quickly remember its meaning Sometimes while learning new words, students will meet others word with the same meaning, they also need to review and give the comparison between words

* Learn vocabulary frequently, at everywhere, every time with many different forms at school as well as at home Students should arrange the number of