Applying the techniques effectively to teach vocabulary in English 11 at Dinh Chuong Duong upper secondary school

 TABLE CONTENT
 Page
A. INTRODUCTION.....1
I. Reasons for choosing the research..2
II. Aims of the research..2
III. Subject of the research..2
IV. Method of the research.....2
B. CONTENT....3
I. Rationale.....3
II. Factual basis......3
2.1. Actual situation...3
2.2. Cause...4
III. The techniques has been applied effectively in teaching vocabulary for students of grade 11 at Dinh Chuong Duong upper secondary school.5
3.1. Choosing vocabulary...5
3.2. The applied techniques in teaching English vocabulary6
3.2.1. Using simple drawing..6
3.2.2. Using body language (miming)7
3.2.3. Using real object...7
3.2.4. Using picture.8
3.2.5. Translation..10
3.2.6. Using example....10
3.2.7. Using graph, table...11
3.2.8. Using synonym and antonym.11
IV. Results after applying....13
C. CONCLUSION AND RECOMMENDATION......14
I. Conclusion14
II. Recommendation.....14
2.1. For teachers...14
2.2. For students...14
2.3. For school management committee...15
A. INTRODUCTION
I. Reasons for choosing the research
Nowadays, the more developed the society is, the more opportunities people need to communicate with those in other countries to learn and receive human beings achievements in all the fields. English, as an international language has a very important place in our social activities. It gives assess to information, for example in the areas of business, finances, science, medicine and technology. Thus everyone willy-nilly learns the English language.With its importance, Vietnamese Ministry of education and training chosen English as the required subject. So everystudent in high school must have certain level of English to prepare for the exam and after graduation, they must be able to communicate, read and write the English document. In order to do this, we are trying to innovate teaching methods and academic programs to forge some basic skills for students. 
Vocabulary is considered as one of the most important parts if learners want to succeed in learning English. When they understand words, they have ability to read and translate the document easily, to choose suitable words in writing essay, and to communicate to foreigners. However, it is not easy for students to learn new words. They have difficulty in writing word forms, remembering the meaning of words as well as applying them to the specific context.The result is that they neither get good mark in high school graduation exam nor have ability to communicate to foreigner. The reason is that students don’t know how to learn vocabulary. As an English teacher, I would like somehow to help them overcome these difficulties, and have ability to use English fluently when speaking, writing and translating.
That is the reason why I chose the topic: “Applying the techniques effectively to teach vocabulary in English 11 at Dinh Chuong Duong upper secondary school”
In this topic , I myself have given some methods to teach English vocabulary through research and exploration of materials and my own experience. However, on this scale of the subject, I am not ambitious to give out all the method of teaching English vocabulary.With these methods, I hope to help students improve themself some essential vocabulary. This makes it easier for them to learn and practice their new words.
II. Aims of the research
Based on the current status of teaching English words at my school. I myself offer some suggestions on techniques for teaching vocabulary in order to:
+ Increased interest in learning English for students
+ Help students easily remember word form, meaning of words and use them in each specific context
+ Improve the quality of learning of the subject
III. Subject of the research
+ English 11 curriculum
+ Students of grade 11 in school year 2016 – 2017 at Dinh Chuong Duong upper secondary school
IV. Method of the research
1. Study the material.
Read reference.
2. Field survey.
Find the student's learning situation.
Survey the actual situation.
3. Method of practice.
Practice on using English vocabulary in practice.
Reality check.
B. CONTENT
I. Rationale
Vocabulary is the first and foremost important step in language acquisition.Robert Lado (1955) talked about patterns of difficulty in vocabulary teaching. He highlighted key issues related to words, the native language factor and about patterns. He even analyzed Spanish, French and Mexican patterns of difficulty in their respective vocabulary items. He stated that while dealing with vocabulary one should take into account three important aspects of words - their form, their meaning and their distribution - and one should consider various kinds of classes of words in the function of the language. He said that the forms, meaning distribution and classification of words are different in different languages. He revealed that these differences might lead to vocabulary problems. It is noteworthy to mention here that vocabulary items are imparted mostly by translation: either a list of words with their translation at the beginning of the lesson or the translation of the content having new words or glossaries at the very end. This is an erroneous practice as it leads to a state of confusion for the learners. On the teaching skills of vocabulary items, Frisby (1957) commented that "While the teacher is not, himself, concerned with the actual selection of vocabulary for text book purposes since practically all the books we use are based on limited vocabularies, it is important that he/she (the teacher) should know the principles, which underlie vocabulary selection". Thus it signifies that a language teacher should be innovative and proficient in the application of methodologies pertaining to teaching vocabulary items in a classroom situation. 
II. Factual basis 
2.1. Actual situation
As other subjects, teaching and learning English is taking place along with the innovation of educational methods, textbook reform, reducing the content of the curriculum. In order to accommodate students' perceptions, to make students have access to modern content and knowledge, English vocabulary in the program is also used in accordance with the development of the society. it comes from the object of teaching students in the age 15-16 – limited experience, limited social knowledge so the new word for students at this level must be combined with the teaching skills appropriately to raise interest and excitement for students. In addition, the teaching and learning English in the school also takes place in the environment that has many limitations. Teaching in a large class (more than 40 students), cognitive level has different , and teaching aid are not synchronized. This distracts the focus of the student, has a great impact on the student's skills development, slows the student's acquisition and the distribution of time for each lesson. Through my teaching experience, I noticed that the old method of teaching vocabulary is as follows:The teacher reads and then lists the words that the teacher has never seen in the teaching process (new words), then the teacher explains the meaning, parts of speech and usage. This makes the students passive in enriching vocabulary, be inflexible. Furthermore, most students are unaware of the importance of vocabulary learning so they are very neglected, lazy or just coping with the teacher's check, and they will never use these word. The result is the high percentage of students scoring below average in English exams .
At the beginning of the academic year 2016-2017 at Dinh Chuong Duong upper secondary school, the results in English in grade 11 of two classes that I am responsible for were
Class
Sizes
Exellent- Good
Average
Weak (bad)
11A3
44
5
11,4%
15
34,1%
24
54,5%
11A4
42
2
4,8%
11
26,2%
29
69%
2.2 Cause
For student
Most students are interested in learning English, however they have problems with learning English vocabulary. They think that learning English vocabulary is hard to remember and takes a long time, most students are afraid to learn and lazy to learn English vocabulary thoughtfully.
For teacher
Most teachers are subjective, not paying much attention to learning how to learn and use the vocabulary of students, most teachers only briefly check a few children by reading aloud from it or write up ice. Therefore, students only learn to deal but not yet deeply
III. The techniques has been appied effectively in teaching vocabulary for students of grade 11 at Dinh Chuong Duong upper secondary school
In an English lesson, we often spend about 10 minutes to present new words. In order for the lesson to be successful, students must understand the pronunciation and the usage of the words. In order for teachers to choose the appropriate skills for each type of words so that students are easy to understand and use. Through the process of teaching, I offer a number of methods of teaching common English vocabulary that I find students interesting in learning
3.1. Choosing vocabulary
In a lesson there will always be new words. But not all new words need to be taught the same. To select words to teach, teachers should consider the following questions:
a. Active or passive vocabulary?
+ Active / productive vocabulary is the word students understand, use and recognize in spoken and written communication.
+ Passive / receptive vocabulary is the word that students only understand and recognize when they hear and read.
The way to teach these two words is different. Active vocabulary related to all four skills of listening, speaking, reading and writing, it is necessary to invest time to introduce and practice more, especially how to use. With passive words, the teacher can only stop at the perception level, without investing time in the application activities. The teacher needs to determine which word will be taught as a passive word and a word as an active word. With passive words, the teacher can encourage students to look at their own meaning (eg, dictionary), or guess words through context.
b. Did the student know the word?
Teachers need to determine whether they intend to teach is really the word to teach or not. The student's vocabulary is always extended in many ways, and can also be forgotten for a variety of reasons. To avoid introducing unnecessary and time-consuming words, teachers may use tricks to find out if they already know the words. Teachers can use tricks like eliciting; brainstorming; or ask students directly what words are new and difficult in the lesson.
3.2. The applied techniques in teaching English vocabulary
3.2.1. Using simple drawing
Teachers can teach students to draw simple pictures so that they can remember longer. They can draw while learning, so students can carve them longer. With this learning method students are easy to learn and very easy to remember the words that they have just finished learning.
Example :
Teachers can draw face shape while teaching the words: Square face, large face, oval face ( Unit 1: Friendship – Speaking – English 11)
T. Look at the drawing! She has got an oval face 
S: Look
T. I have got an oval face
S: Look
T. Who has got an oval face? Raise your hand
S: Raise hands
T: what does “Oval square” mean?
S: Give translation
 3.2.2.  Using body language (miming)
Body language is a type of non-verbal communication in which physical behavior, as opposed to words, are used to express or convey information. Such behavior includes facial expressions, body posture, gestures, eye movement. In this way, teachers introduce new words through teacher’s action, gesture, and facial expression. Students observe and guess the meaning of new words
Example:
Teachers introduce the word “blow out” ( Unit 3: A party- Reading- English 11)
T: look. ( mime “blow out”) . Can you say it?
S: Blow out
T: What does it mean?
S: Give translation
3.2.3. Using real object
Another way of explaining words is using the real things which the teacher may bring in to the classroom, or ask students to bring, or even find in the classroom already. When students learn a word that is related to the real things around our lives, the teacher can instruct the students to go home to recall or look at those things and show what they are. With these methods students can understand and remember words longer, and when they forget, they can recall those words by looking at things that they used to use before
Example:
When teaching vocabulary of section : Reading, unit 8: Celebration – English 11, the theme of this lesson is Tet in Viet Nam. teacher just need to bring to class: red banner, red envelopes, candied fruit when we want to these words.
When I point at objects, students can find it easy to identify the meanings of new words, we need not explain the words , even not say the meaning of the words
T: Look . This is candied fruit ( point to candied fruit)
S: Mứt
T: what is it?
S: Candied fruit
After some words have been taught in class, teachers can instruct students to come home to practice simple sentences with those words. From there, students can remember words and phrases in a simpler way. With this method, students can use the correct words and practice for students to use better grammar.
3.2.4. Using picture
When learning a new word, the teacher should instruct the student to think of a picture of the word he or she is learning so that the student can quickly remember the meaning of the word when they see it again. Use visualizations around themselves and in the process of reviewing and learning their vocabulary so students can remember and understand the meaning of the word faster. Teacher can collect pictures from newspaper or download them from the internet to teach related objects. 
Example:
Techer can use the following pictures with the help of the Power point software presentations to introduce the sport events (bodybuiding, hockey, squash, rugby) in the Asian Game ( Unit 12: The Asian Games- Reading- English 11).
 Bodybuiding Hockey
 Squash Rugby
T: Look at the picture! This is “Rugby”. Rugby. Rugby
S: Rugby
T: What is it?
S: Rugby
To conclude, teaching vocabulary through pictures will give some advantages for the students. The pictures can motivate the students to learn vocabulary because of the interesting and colorful pictures. Then, the pictures can improve 
students’vocabulary because each picture contains of different objects which add the students’ vocabularies. Finally, Picture is an easy way to the students to remember and understand what they have been studied.
3.2.5. Translation
Teachers should not be afraid of translating words. Although this technique is traditional and boring, for some words it is the only way of explaining. Sometimes the best way of explaining lexical items is using them in several different sentences of verbal explanation in a variety of contexts.
Example: 
When teachers introduce the word “loyalty”, “constancy” (Unit 1: Friendship – Reading – English 11), there is no other way, teacher must translate them
T: How do you say “ Lòng trung thành” in English?
T: How do you say “ Loyalty” in Vietnamese?
In addition, teachers should also combine a variety of methods to explain the word, but teachers have to explain fast to not time- consuming
3.2.6. Using example
Introducing new words through examples is a way to put words into context use. These examples should be simple, easy to understand because the main purpose is for the learner to understand vocabulary from the context. Give specific examples related to the new words that creates curiosity and appeal to students
Example:
When teachers introduce the words “accomplished” and “throw away” (Unit 13: Hobbies – Reading – English 11), they can give the examples:
T: Look at the sentences:
1. She can sing, dance, and draw well. She is very accomplished
2. Their car is old and out of fashion. They intend to throw it away
T: Who can guess the meaning of the underlined words?
S: Give the meaning
3.2.7. Using graph, table
The meanings of a number of words can be clarified through a table, scale, graph with poles, axes in contrast.
For example, when introducing the meaning of the words "gradually" and "considerably" ( Unit 7:World population – Writing – English 11), we start with two opposite words: "slightly" and “dramatically”. As a result, we have the following scale:
Slightly Gradually Considerably Dramatically 
 0% 100%
3.2.8. Using synonym and antonym
Using synonyms and antonyms in teaching vocabulary can improve students’ ability to memorize words, create real life context, encouraged students’ interaction in a cooperative way and enhanced students’ motivation on learning English vocabulary. The teacher may give either a student in the learning group a word or a group of words and ask other students to give the word anonymously to the word or give synonyms to words they have just learned .
With this method, students will be able to recall words they have learned before, and students will be able to engrave and recall them again.
Example : When teaching Unit 13: Hobbies – Reading – English 11, teacher can introduce new words through synonyms and antonyms
+ keep somebody occupied = keep somebody busy
+ discard = throw away
+ accomplished = skillful >< unskilful
+ keep >< release 
Besides, teacher can also introduce new words by word form. Students can guess the meaning of new words from the original words. With this method, students will be able to enrich their vocabulary easily.
For example: Volunteer (v) – Volunteer (n)- Voluntary (adj) – Voluntarily (adv)
( Unit 4:Volunteer work – Reading – English 11)
Comment and personal experience
A key to the success of any learning is to create a relaxed atmosphere where students are invited to take part in learning activities and contribute to the learning success. First of all, teachers must be aware of the fact that a vocabulary item can be more than one word because we can not translate word by word if we want to explain the whole lesson. While teaching vocabulary, teacher should never discuss the grammar structures and teach them at the same time. The next important thing is the distinction between passive (receptive) and active (productive) vocabulary. While going through a new text the teacher should make it all clear to the learners but he should use, for exercises, only these items which will be of some use for production. Teachers should rather explain the difference of meaning, which requires some effort but is quite easy when done with the help of a picture or situational demonstration. Words are often best taught in groups, which makes them easier for the teacher to explain and for the student to learn. These groups may be synonyms, antonyms, complements ,hyponyms ..
Teachers should also try to use different ways of explaining vocabulary. With some words it is difficult but the teachers should at least try to accompany verbal explanation by a physical demonstration. Another way of explaining words is using the real things. It is worth making use of drawing on the blackboard or on the specially brought big sheets of paper. One can draw objects, scales or symbols to explain things. Checking words up in a dictionary is a very useful technique which also provides practice in important learning skills – dictionary using. There should be at least one dictionary for a pair of students. Teachers should not be afraid of translating words beacause for some words, it is the only way of explaining.
 To conclude, almost each one of the above techniques may be made active if the teacher has some experience in managing the class and is able to encourage students to play with the language. It needs some effort of preparing materials and adjusting the types of activities to the needs of a particular group of students but it is always a worth-while effort as it motivates students to learn the language.
IV. Results after applying
T