SKKN Helping students to deal with the problems of learning new words

PART ONE: INTRODUCTION
I. SOME BRIEF INTRODUCTION OF ENGLISH.
In present time, English is an important and globle language. It is the key to inergrate into the world. English has become an essential tool not only bring success in business, industry, economy, transport, politics, science, culture, and education, but also in life. Moreover, it is the only language to help people to travel all over the world. Hence, without English, we are like the blind who can not see the world.
In recent years, English has become a compulsory subject in secondary education programme and it is one of three main subjects in GCSE examinations.It is a basic subject deciding that you are qualified enough or not to graduate from universities. A big question raised to every English is “How to improve students’English skills and to help them learn it effectively?”.Understanding the importance of English and having been an English teacher for 10 years, especially teaching in moutainous areas in Trieu Son, I am always finding the best way to give my students a hand in studying this subsect. Today, I am so excited about presenting my own long time experiences in teaching English to you so that it may assist you something in your present career and lovely students.
II. THE REASONS FOR CHOOSING TOPIC.
As you know, there are four skills when learning English: reading, speaking, listening and writing . In order to study one of them more effectively, students must have a good knowledge of vocabularies. Because the vocabularies decide what you speak, how you write,what you listen to and what you understand in the passage.But until now, no theory has shown exactly that what you should do to learn words best.Someone says that they learn by heart all the words the teacher gives, some other people say that they learn word by doing exercises everyday, or the others say that they learn words by reading books, newspapers, stories in English, watching TV, listening to music in English and so onAll of them are correct but what they said is not enough. And I think that everyone has their own way of studying English, especially vocabularies. After along time of looking for and doing research, I have made decision to change the methods helping my students to focus on studying new words and chosen the topic "Helping students to deal with the problems of learning new words" in my experience initiative to help them reinforce and practice English exercises effectively and achieve good results in the exams.
PART TWO: CONTENT
Traditionally, teachers still have the habit of teaching vocabularies that they always follow books, teachers are the centre of the lesson. Therefore, changing the teaching methods makes almost teachers amused. Teaching vocabularies in new method effectively needs the following steps:
I. PREPARATION
I.1. Teachers
- They need to spend much time looking for documents, pictures related to the topic and they also continue to update information to support the lecture.
- They should make simply visual things very often to stimulate students during their lessons.
- They should prepare their lessons carefully and in detail before going to school.
I.2. Students
- They should collect documents, pictures related to the teacher’s lesson.
- They should prepare their lessons carefully and in detail before going to school.	
- Theyshould find and look up new words before gong to school..
- They should practise pronouncing English everyday.	
- They should pay attention to what the teacher gives during the lessons, anwser her questions actively, take part in working in pairs or in groups voluntarily.
II. WARMING UP
Depending on each lesson, the teaher must considerate how to start the lesson so suitablly and attractivellythat the students feel like the lesson from the beginning. 
Teachers need to lead their students to concentrate on the lesson in different ways. For example, giving suggestions with some simple questions related to the topic requiring students to brain storm and answering them personally. From that base, the teacher introduce the lesson to students . 
Giving active and creative rights to students: In the past, teachers were the centre of the lesson but now students are the peoples doing much more than teacher so as to form many confident skills of communication for studentds and use their source of new words more often.Therefore, teacher must discove activities and games in groups or in pairs so that students can make the lesson better. Basing on the demand of each skill, teacher can use suitable techniques for every lesson. Teacher should operate activities well and let students do with them flexibly but not rigidlyin any forms.
III. SOME PRINCIPLES OF TEACHING NEW WORDS
In each lesson, teachers should find out from five to eight newwords to teach but not all, and these words have to belong to be active vocabularies which mean that they are used veryoften during the lesson in order to practise simple skills, especially to practise speaking and writing skills..
Teachers should not let students repeat these words many times because technical word repeatation will not bring good effects in understading the words but this may make the lesson become boring and waste students’time and effort. As well as teacchers. 
Teachers should not write the pronunciation of the words in English on the black board as students’ Vietnamese understanding is still limited but should concentrate on learning the words inVietnames and English systems. If teachers give students the signals of pronunciation, they will misunderstand between the writing and pronunciation of a word. 
IV. STEPS FOR PRESENTING NEW VOCABULARY
1-Use a suitable technique to elecit 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 notebooks.
6-Check that students clearly understanding the meaning and pronunciation.
7-Draw students’ attentionto aspect of vocabulary such as part of speech, callocation, frequency etc..
8-Give students a written record.
(May be teacher ckecks that students write well in their vocabulary notebooks )
V. ELECITING TECHNIQUES FOR TEACHING VOCABULARY
True- False statements
Visuals
Realia
Synonym/ Antonym
8 techniques
Mine
Situation/Explaination
Example
Translation
V.1. Visuals
- Use a picture
- Draw on black
ex: The one pillar pagoda
worker /
mechanic
 teacher	
 doctor	peasant 
 taxi driver	architecture 
 singer 
 	actor	
Picture of Ha Long Bay
V.2. Mine
- Facial expression
- Guesture
- Body action
ex: to brush ( one’ teeth )
Teacher takes a toothbrush then brushes her teeth
Tasks: “ what am I doing ?”
Ss: You are brushing your teeth
T: now repeat “ brush” ( 3 times )
V.3. Realia
- Use real things
(teacher brings clock, chair, telephone, an apple, flowers. Into the class).
V.4. Situation/Antonym
- Use the questions
Ex: What’ s another word for “ holiday”?
Holiday= Vacation
What’ sthe opposite of “ happy”? 
Happy # Sad
V.5. Translation
Teacher: How do you say “§iÓm ®Õn” in English?
Ex: A destination
V.6. True or False statements
Teacher gives some statements and asks students to choose the best answer.
Ex:A carpenter
T. says:
a- Carpenter takes care of a forest
b- Carpenter often works with wood.
c- Carpenter uses many tools
V.7. Example
ex1: rice, meat ,and fish are food (unc)
ex2: bananas, apples oranges are fruits
ex3:shirts, trousers, jeans, shorts, dresses are clothes.
Ex4: beds, tables chairs are furniture furniture (unc)
Besides, teacheers can teach many words together to save time if they are in the same group or they are synomym.
Ex: To teach “ smile” teachers should draw smiling symble and say:
T: Look at the picture . he is smiling . Now look at me .I’m smiling, too . “ Smile” is a verb . You smile when you happy . Repeat “ smile smile smile”
Ss: smile
T: Good. What does it mean in Vietnamese ?
Ss: mØm c­êi
T: Well done 
V.7. Recording vocabulary
- Using symbols
 1- You can see the following symbols with synonyms, antonyms, traslations and pictures
 = is the same as ex: good = nice
 # is the same opposite ex: good # bad
2- You can use the following symbols to show the stress or the link of sounds.
 For the stressed syllable
 For linking final consonants with vowels
 Ex: an orange.
3- You can see the following words or abbreviationsfor the part of sentence .
 - To – for verbs ex: to visit
 - a/an _for countable noun ex: a destination
 - (unc) _ for uncountable noun ex: rice ( unc )
 - (adj ) _ for adjectives ex: excited (adj )
 - ( adv) _ for adverbs ex: quickly(adv)
 4- you can use the following symbols for translative verbs; someone
 for “someone” or him/her ect
 ex: (to) ask
5-You can simple underline prepositions or gerunds.
 Ex: (to ) stay (with / for / in ) 
PART THREE: CHECKING TECHNIQUES FOR VOCABULARY
Rub out and Remember
Ordering
Matching
Jumbled words
7 techniques
Bingo
Slapon the board 
Slapon the board 
I. RUB OUT AND REMEMBER
1-Teacher presents or elicits the vocabulary and builds up the list on the blackboard.
2- After each word teacher puts the Vietnamese translation .
3- Teacher asks the students to copy into their books and then close their books .
4- Teacher rubs out the new word one at a time.
5-Eacher time teacher rub out a word in English, point to the Vietnamese translation and aks 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 get the students to come to the black board and write the English words again
*Note: it helps leaners to memories new vocabulary.
Ex: English 10-Unit 6 - Lesson 1
1.....:Kú nghØ	5- ...: ®iÓm ®Õn
2- . ...: thµnh néi, thµnh cæ	6-...: th¨m
3-...: vÞnh	7-... : b·i biÓn
4.....: ë ( cïng víi)
II. SLAP THE BOARD
1-Teacher puts the new words in English on the balck 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 blakboard .
3-teacher divides the class in to two teamsof five or six to front of the class.
4-Teacher choose a student from each team and they stand at equal distance from the blackboard.
5-Teacher calls out one of the new word in a low voice in Vietnamese.
6- Two students must runs forward and slap a word 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 ask two more studentsto come forward ..etc.
* Note: There are two points to remember inS the B.If you use only English, leaners are only recognizing the word in through listening.However if you use Vietnamese translation or picture you can checkthe meaning of the new vocabulary.
Ex: English 11 - Unit 4 - Reading
Checking vocabulary: slap the board
donation
minority
gratitude
mow
benifit
remote
III. WHAT AND WHERE
1- Teacher writes the new words in the cicles on the black board not in a list.
2- When all the words are on the board, teacher ask the students to repeat the words in cicles.
3- Teacher rubbed out one of the words but doesn’t rub out th cicles.
4-Teacher gets the students to repeat the words including the rubbed out words by poiting at the empty cicles.
5- Teacher rubs out another word but leaves the cicles.
6- Teacher pointthe woed or empty cicles, students read and have to remember all the words.
7-Continues till the cycles are empty.
8-Techer aks the students ( 6 or 8 at the time 0 to come to bb and fill in the cicles with the correct words
Ex: English 11 –Unit 11- Lesson 1
exhausted
infinite
renewable
release
consumption
alternative
potential
* Note: This check technique is good for leaners to memorise the newwords and also good for revision of vocabulary
IV. 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.
3- T. asks the Ss to come to the bbto match the items on the left with those on the right by drawing a line between them.
Ex1:English 7 –Unit 11-Lesson 5-Period 72
1-common cold	a-triệu trứng
2-disease	b-chảy nước mũi
3-symptom	c-bệnh cảm thường
4-runny nose	d-ho
5-slight fever	e-bệnh tật
6-cough	f- hắt xì hơi
7sneeze	g-sốt nhẹ
*Keys:
	1-c;2-e;3-a;4-b;5-g;6-d;7-f
Ex2:
	A bicyle
	A star
	An aeroplane
	A pair of scissors
	A cat
	A bird
V. JUMBLED WORDS
1-T. sticks 6 flash cards with jumbled words on the board 
cereseru
tnotancc
prenstreteivea
ropttce
cyrecle
ralnatu
2-T.asks Ss to rewrite the words in the right order
3-T tells Ssthe first two groups with the right word will get two points 
4-T. corrects them.
5-T. asks Ss to read again
Ex: Unit 10 –English 10 - Period 61
*- Answer keys:
	1- contact	3-resource	5- protect
	2-representation	4- natural	6-recycle
*-Note:This cheking technique helps Ss remembering deeply the words they’ve leant.
* Bingo:
1-T.draws box on bb and asks Ss to copy
2-T. Asks Ss to rewrite 6 new words they’ve learntin the box.
Ex:
A packet
A destination
A bay
Medicine
flu
A doctor
3- T. tells Ss that she/ he will say some words (8-10-12-15)
4- If Ss hear the word, they cross it out .Like this:
A bay
5-When Ss croos out all six words, shout “ bingo”. Who say “bingo”first will be the winner.
* Note: This activities can be used to check and revise the newwords you have introduced during the week
* Ordering:
1-T. writes the vocabulary on the board randomly. 
2-T. have Ss to copy the words in to their exercise books.
3- T. read the phragraph aloud.
Ex: English 8 –Unit 12 –period 77
“Mrs Quyen & her husband visited many places in hthe USA while they were .First, they went swimming at Waikiki Beach situated on the Hawaiian Island of Oahu. There they could see the lava pouring out of the Kilawea Volcano when they flew over head .They also saw the the head of 4 American President carved in to the rock of the Mount Rushmore.
4-T. asks Ss to compare their answer withtheir partner.
6-T. asks Ss to give the anwers and read the text again to correct .
*Answer keys:
	Volcano	 (6)	went swimming(1)
	Overhead	(7)	pouring out	(5)
	Isaland	(3)	carved	(8)
	Lava	(4)	situated	(2) 
PART FOUR: EXERCISES OF USING WORDS
After ter understanding the meaning of the words, teacher may ask students to do some exercises to help them understand more about the usage of the words through some activities in the class.
These exercises are often combined with the practice of using skills such as listening, speaking. There are some following suggestion exercises:
1-TPR:Total Physiccal Response. Teacher gives some orders and asks students to act. 	Ex:T says “stand up”
	 Ss: Thùc hiÖn hµnh ®éng ®øng lªn
	 T: “sit down”
	 Ss: Thùc hiÖn hµnh ®éng ngåi xuèng
	 T: “clap your hands”
	 Ss: Thùc hiÖn hµnh ®éng vç tay
2- Group the words according to their topics)
	tea	cofee	rice	apple	chicken
	pork	fish	beer	wine	tomato
	meat	lettuce	nuts	butter	cabage
	beef	milk	lemonade	wheat	beans
FOOD	DRINKS	FRUIT 	 VEGETABLES
...........................................................................
3- Cicle the word which doesn’t belong to the group:
	ex:scientist	chemist	physican	mathematics
	 history	literature	English	school
	 walk	read	watch	TV	
4-Fill in the empty cicle:
	rice	bread	milk	fish
	water	eggs	chicken	beef
	lettuce	pork	tea	tomato	 	 
a-Work in pair to talk about your favorite food and drinks
	Ilike.. I don’t like
Drinks
food
b- Intervew your partner about his /her favorite food and drinks then write the report .
	What do you like to eat ?
	What do youlike to drink?
	He/She likes.
	He/She doesn’t like..
c- Complete the sentnce to write about your daily meals:
I usually have.. meals a day.I have..at .o ‘clock .I like for breakfast but I don’t likebecause it’s ..For lunch ,I usually have..and...Ilike to drink .because it’s .I often have.for dinner.
5-Macth the verbs in column A with the appropriate words / phrases in column B:
	 A	 B
	March	a drunk
	Stroll	an elderly couple
	Stagger	a sodier
a- Matching pairs
-Mini dailogues:
In this exercise, students have to do 2 sentences fo the conversation by matching the questions with the anwsers or a sentence in card group A with a suitable sentence in card group B .	
+ The way to do:
- Cut the cards of group A and the cards of group B, mix them, then devide them into equal parts and give them to each group with 4,5,6,7,8 .
-Each group is given one card group A and one card group B to join into 2 sentences of the conversation.
- Teacher limits time and stops students if time is over.
- Teacher goes pass every desk to check. Each group reads their own two sentences. If they are right, they can leave the games and given one mark. However, if they are wrong, they will not be given any marks. Teacher shoul not give the answers and continues to check the rests.This exercise keeps on until the coubles of sentences are suitable
Ex Card group A
1-How old are you?
2-Do you mind if I smoke?
3- I hope England wind the World Cup.
4-Help yourself to a drink
5- Would you help me with this, please?
6- I can’t come tonight. I’m afraid.
7-Today’s the 4th, isn’t it?
8- Could you give me lift home, tonight?
9-Is it far to the station?	
10- I’m sorry, I’m late 
Card group B
a- No, of course not
b-No, not very
c- Very well thank you
d- What’s a pity
e- Yes ,that’s right
f-You are wellcome
g-Thanks, the same to you
h-Yes, I’d be glad to
i-Yes, certainly
j-It’s a pleasure.I’m glad you like it
b- Crossword
This is the games almost students like.
ex:Hafl a crossword: Jobs and accupations
In this answer sheet, each box contains a word of career or job. 
The way to do:
- Devide the class in to equal small groups A and B with 2 or 4 students.they are sitting opposite . teacher gives group A some cards in which there are the description of a job or a career. Teacher limits time . At this time teacher can explain some students’ uncertainties. 	
-Group A and B take turn to ask and answer the questions and fil l in the box.Ex: “What’s the third cross down?”, “what’s tenth cross?........Each group should supply easy and simple questions or explainations so that the other one can find the answer correctly and quickly.
-Teacher must limit the totall time of the games and stop both two groups when time is.
-Two groups will compare the results and decide who is the winner.
Ex: These are the words that group A will have to explain to group B.
	badminton	camping	football	golf
	table tennis	boxing	dressmaking	gardening
	swimming	yoga	
PART FIVE: THE RESULTOF USING THE EXPERIENCE
Through manyteaching school years, with my new teaching method in the lessons, I realise that my students can understand, pronounce, use new words easily. They are very excited and active during the lessons.Theycan guess many new words only by the pictures, situations and topics. Some students who were shy and closed- minded in the past or inconfident in front of the class are very good at communicating with their partners.I have created real situations for them so that they are able to remember a lot of words deeply, especially difficult ones for them to guess. 
With many skills of practising new worddsin the class and writing them at home every day, my students can speak and write English words correctly. Therefore, their English level is improved much better now. 
Students’ results in the school year 2017-2018: 
Khèi
SÜ sè
Giái
Kh¸
TB
YÕu
KÐm
Kú I
10
11
80
120
15,5%
0%
35,5%
40%
30%
30%
15%
20%
4%
10%
Kú II
10
11
80
120
18%
0%
38%
50%
35%
40%
7%
5%
2%
5%