SKKN Some techniques to teach new vocabulary for secondary school students

SAM SON EDUCATION AND TRAINING DEPARTMENT
NGUYEN HONG LE SECONDARY SCHOOL
EXPERIENCE INNOVATION
SOME TECHNIQUES TO TEACH NEW VOCABULARY FOR SECONDARY SCHOOL STUDENTS
Performer	: Trinh Thi Viet Nga
Position	: Teacher
Working place	: Nguyen Hong Le Secondary School
Experience innovation of subject: English
SAM SON, 2015
 TABLE OF CONTENTS
Pages
INTRODUCTION
*.Reason for choosing topic.
Nowaday, English has become the common language throughout the world and more than forty countries use it as a primary language and almost 400 million people use it as a second language in communication. In Vietnam, English is considered a primary language in schools today. As teachers teach subjects in English, I always want my students to understand all the fastest, most proactive, especially the children can apply the knowledge learned in real communication. For this, we need to renew teaching methods so that each student in class more interested in active learning and memory training is all right in class. We all know any languages ​​in the world, want to communicate with it, requires us to have a vocabulary because the words are an indispensable component of language. In English we can not train and develop the four skills of listening, speaking, reading and writing of students that are not based on the foundation of vocabulary. Indeed, without the necessary capital, they will not be able to develop good skills in listening, speaking, reading and writing whether they have mastered the phrases and grammar is trhuc. But mostly, the students do not understand the importance of learning the vocabulary so lazy or just learn flower speaker and not use it. With the amount of new knowledge that it differs far from their native language so they are afraid of school students. Therefore the teacher must do to vocabulary no longer be "difficulties" of students, think that every concern me forever, with some years having no classroom many times students do not fall vocabulary , misspell, misunderstand the question and do not translate inspired me to implement the project "Some techniques to teach new vocabulay for secondary school students”.
*. Research purposes.
- The role of teaching vocabulary skills in teaching and learning English.
- The ability to introduce and test their vocabulary.
- The result of the use of the technique.
* Research subjects
- Students in grades 6,7,8,9
- Textbooks 6,7,8,9
- Workbooks 6,7,8,9
* The research methods.
- Methods of observation.
- Methodology and Practice.
- The method of synthesis.
2. CONTENTS
2.1. Rational
In any language, the role of vocabulary is very important. We can see one language is a subset of the vocabulary. Unable to understand language without understanding the vocabulary, or through the lexical units. But that does not mean that only understand the individual lexical units, independent of each other that can only be mastered through language dialectical relationship between the lexical units. So learning the vocabulary and practice using vocabulary skills as the leading factor in transmitting and acquiring a language in general and English in particular. Since vocabulary is a unit of language, it is expressed in two forms: verbal and written. Want to use the language, that is to master the forms of expression of the oral and written language. But because there is an association of words with other elements of language (grammar, phonetics, intonation ...) or in specific social situations, we see the words as the "bricks" are grammar and other language elements were referred to as "grout" to build up into a home language.
2.2. Current state of the problem
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:
+ In general, 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 secondary school attracts lots of concern of English teachers. A few years ago, teachers were really embarrassed when teaching vocabulary lessons. Dozens of words in a unit, the the relevance between words and theme of the lesson, mood of students, even application of the words in communication made them confused.
+ Some recent years, the movements on reforming foreign language teaching has been implemented, teachers have been trained techniques in teaching vocabulary. In fact, teachers have remained embarrassment in 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.
2.3. Problem solving:
 For a long time, teachers are familiar with the traditional teaching method is followed books, teacher-centered lessons should the renewal of teaching methods many teachers feel confused. Therefore, to prepare a lesson, vocabulary or, attract students, which requires teachers to take time to explore, collect pictures, make furniture, visual aids, bringing real objects simple ... to help students remember in class. So teaching vocabulary with the new approach, the most effective to ensure the following:
2.3.1. Some principles to teach new vocabulary
- In a class teacher should choose 5 -8 to teach new words, those words should be of the type of activity (active vocabulary) This means that the students will be practiced regular use in class, especially in speaking and writing skills.
- The words should have a higher frequency means that they appear frequently in the text.
- These terms need to be learned in the learning process of students in the present and the future.
- Teachers should should focus on teaching the writing system of both Vietnamese and English. If students must learn phonetic symbol they will be confused between writing and phonetic notation of a word.
2.3.2. 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 in choral 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 understand the meaning and pronunciation.
7- Draw students’ attention to aspect of vocabulary such as part of speech, frequency etc..
8-Gives students a written record.
(May be teacher check that students write well in their vocabulary notebooks)
2.3.3. Eleciting techniques for teaching vocabulary
True- False statements
Visuals
Realia
Synonym/ Antonym
8 techniques
Mime
Situation/Explanation
Example
Translation
n
*Visuals
Use a picture
Draw on black broad
ex: A backpack
*Mime
Face expression
Gesture
Body action
ex : to brush ( one’ teeth )
Teacher takes a toothbrush then brushes her teeth
T asks : “ What am I doing ?”
Ss: You are brushing your teeth
T: now repeat “ brush” ( 3 times))
*Realia:
- Use real things
( teacher brings clock , chair , telephone, plaster, scissors. into the class )
*Synonym / Antonym:
- Use the questions
Ex :What’ s another word for “ holiday”?
Holiday= Vacation
What is the opposite of “ happy”? 
Happy # Sad
*Translation:
Teacher: How do you say “Điểm đến” in English?
Ex : A destination
*True or False statements:
Teacher gives some statements and asks students to choose the best answer.
Ex :A air hostess
T. says:
a- Air hostess takes care of a forest
b- Air hostess often works in hospital.
c- Air hostess travels to many countries
* Example:
ex1: rice, meat, and fish are food (uncountable) 
ex2: bananas, apples oranges are fruits
ex3: shirts, trousers, jeans, shorts, dresses are clothes.
Ex4: beds, tables, chairs are furniture ( uncountable)
*Explaination/Situation: 
Teachers must know how to combine multiple techniques to interpret the meanings of words, but must interpret fast not to lose time
Ex: to teach the word "smile" teacher draw a face and said:
T: Look at the picture. He is smiling. 
Now look at me. I’m smiling , too .“ Smile” is a verb. 
You smile when you are happy. Repeat “ smile ”
 Ss: smile
T: Good. What does it mean in Vietnamese ?
Ss : mØm c­êi
T : Well done 
2.3.4. Checking techniques for vocabulary
Rub out and Remember
Ordering
Matching
Jumbled words
7 techniques
Bingo
What and where
Slap the board 
*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 in to their books and then close their books .
4- Teacher rubs out the new word one at a time.
5-Each time teacher rubs out a word in English, points to the Vietnamese translation and asks: What is this in Vietnamese ?
6- When all the Engkish words are rubbed out teacher goes through the Vietnamese list and gets the studends to call out the English words
7- If there is time , teacher gets the students to come to the black board and write the English words again
*Note: it helps leaners to memory new vocabulary.
Ex English 6-Unit 5 – A closer look 1
1.. Painkillers 5..Sun cream
2... Scissors 6..Walking boots
3 Walking boots 7..Plaster
4Sleeping bag- Plaster 8.Compass
*Slap the board:
1-Teacher puts the new words in English on the black 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 blackboard .
3- Teacher divides the class in to two teams of five or six to front of the class.
4-Teacher chooses a student from each team and they stand at equal distance from the blackboard.
5-Teacher calls out one of the new word in Vietnamese.
6- Two students must runs forward and slap 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 asks two more students to come forward ..etc.
* Note: There are two points to remember. If you use only English, leaners only recognize the word through listening. However if you use Vietnamese translation or picture you can check the meaning of the new vocabulary.
Ex: English 9-Unit 5 –Period 28
Checking vocabulary: slap the board
 crier
 channel
 interactive
 control
 benifit
 remote
* What and where:
1- Teacher writes the new words in the circle on the black board not in a list.
2- When all the words are on the board , teacher asks the students to repeat the words in circle.
3- Teacher rubs out one of the words but doesn’t rub out the circle.
4-Teacher gets the students to repeat the words including the rubbed out words by poiting at the empty circle.
5- Teacher rubs out another word but leaves the circle.
6- Teacher points the word or empty circle, students read and have to remember all the words.
7-Continues till the circle are empty.
8-Techer asks the students ( 6 or 8 at the time to come to bb and fill in the circle with the correct words)
fascinating
firework
amazing
Make a camp
religious
Ex: English 7 –Unit 9: Getting started
* Note: This checking technique is good for leaners to memory the newwords and also good for revision of vocabulary.
* 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 bb to match the items on the left with those on the right by drawing a line between them.
Ex1:English 7 –Unit 2-Getting started
1. Junk food (n): a. bệnh cúm
2. Put on weight: b. bị cháy nắng
3. Flu (n): c. đồ ăn nhanh, đồ ăn vặt
4. Sunburn (n): d. dị ứng
5. Spots (n): e. tăng cân
6. Allergy (n): f. mụn nhọt
Ex 2: English 6– Unit 5- Getting started
1.valley 3. lake 5. island 7. mountain
2. forest 4. waterfall 6. desert 8. cave
 A B C D 
 E F G H
Keys:
E 5. H
C 6. F
A 7. B
G 8. D
*Jumbled words:
1-T. sticks 6 flashcards with jumbled words on the bb 
 cereseru
prenstreteivea
 tnotancc
 cyrecle
 ropttce
 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 8-Period 61
*- Answer keys:
1- contact	3-resource	5- protect
2-representation	4- natural	6-recycle
*-Note:This cheking technique helps Ss to remember deeply the words they’ve learned.
* Bingo:
1-T.draws box on bb and asks Ss to copy
2-T. Asks Ss to rewrite 6 newwords they’ve learnt in the box. .
A packet
A destination
A bay
Medicine
Flu
A doctor
 3- T tells Ss that she/he will say some words.
4- If Ss hear the word, they cross it out.Like this:
A bay
5- When Ss cross 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
Vocanol situated went swimming
Island pouring out overhead	
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 the USA while they were there. First, they ....(1)...... at Waikiki Beach ..(2)....... on the Hawaiian ..(3)..... of Oahu. There they could see the lava .(4)........ of the Kilawea .(5).........when they flew(6)............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 with their partner.
5-T asks Ss to give the anwers and read the text again to correct .
*Answer keys:
Volcano (5)	situated (2) 	went swimming(1)
Island(3)	pouring out(4) overhead(6)
2.3.5. A model lesson plan 
Unit 6: OUR TET HOLIDAY
 Period 42: Getting Started
 Happy new year
 I.Objectives : 
 By the end of the lesson, Ss will be able to 
- understand the interview between the interviewer and Phong about the Vietnamese Tet holiday.
- practise vocabulay related to “ Tet”: things, activities and practices
III. Teaching aids: - Cards, posters, cassette & tape.
III. Teaching steps.
Teacher ‘s activities
Students’ activities
Warm up. 
-Have Ss work in 2 groups.
	- Teacher sticks the pictures of holidays on the board and asks Ss to match the pictures to the words phrases
	-Give feed back.
WARM UP.
 Matching
	1. Easter Day
	2. Christmas Day
	3. Thanhsgiving Day
	4. New Year’s Day 
Teacher sets the scene by asking Ss about the picture 
- What is Phong doing ? - What is the interview about? Holiday. 
- Give some new words.
* Vocabulary checking : Rub out and rember
Ss look at the conversation, listen to the tape and then work in pairs to practice the conversation.
- T asks some pairs to read the conversation again.
- T asks Ss to read the conversation again and answer the questions:
Ss work independently and decide if the statements are true or false, then share their answers with their partners. 
- Ss give out their answers.Ss work independently and decide if the statements are true or false, then share their answers with their partners. 
- T asks Ss to work in pairs.
- Ss refers to the conversation to find the information and fill in the blanks
- Ss match the words to the picture.
( individually)
-T reads aloud and Ss repeat in chorus
- Ss look at the pictures again and find out the pictures relating to Tet holiday.
-T asks Ss to play the game
B. NEW LESSON
I. Getting Started.
–He’s having an interview.
It’s about Vietnamese Tet
1. Activity 1: 
a. Pre - teach vocabulary: 
- (to) celebrate: (translation)
- (to) decorate: (translation)
- fireworks(n) ( visual)
- family gathering (n) (translation) 
- peach blossom(n) (visual)
- apricot blossom(n) (visual)
- lucky money(n) ( visual)
b. Listen and Read:
a. Do the Vietnamese celebrate Tet at different times each year?
b. What should people do to celebrate Tet?
c. Does Tim travel during Tet?
2. Activity 2: T/F statements
Statements
True
False
1.Phong is the first person on the show
2.This year, Tet is in February.
3.Tet is a quiet time of the year.
4.Phong loves eating lots of good 
food during Tet.
5.Next, the interview will talk to 
a person from Japan.
Feedback1: 1.F, 2.F, 3.F, 4.T, 5.T 
3. Activity 3: Gap Fillings
.Feedback 2: 1. The end of January
	 2. house
	 3. flowers and plants
	 4. fireworks
	 5. great food ; lucky money
 6. family gatherings
4. Activity 4: Matching
Lucky money	e. 
swimming pool
peach blossom and apricot blosom 
House decorations
Banh chung and banh tet	
Books
family gathering	
 School ground
Feedback 3: 1.b; 2.a; 3.c; 4.e; 5.h; 6.g; 7.f; 8.d
5. Activity 5: 
Feedback 4: 1, 2, 3, 7, 8
II. Consolidation : 
T asks Ss to write down three things or activities they like best about Tet, using I like/love/ enjoy...’
Homework
-Sumarize the main point of the lesson.
-Give home work.
C. HOME WORK
- Learn by heart new vocabularies.
- Practice reading “Listen and read”
-Write about your Tet holiday.
- Do A.phonetics/40 (wb)
-Prepare new lesson: A closer look 1.
2.4 Achivements
Through the process of applying to the actual topic of teaching, I noticed more and more students have academic progress:
- Students are more interested and active in all activities.
- The lessons become more lively 
- Students remember almost the new word in the classroom quicly
- Their vocabulary increased remarkably.
 - The weak students can use the vocabulary in simple sentences. The good student can use the vocabulary in complex sentences.
Through comparison the academic performance of students in grades 7A1 where I taught, the quality before implementing the topic can be seen:
Total
pretty good
good
medium
weak
No.
%
No.
%
No.
%
No.
%
40
10
25
21
52,5
9
22,5
0
0
After applying the method of developing thematic vocabulary in each lesson (Applying theme), the results of several test reach higher. Specifically:
Total
pretty good
good
medium
week
No.
%
No.
%
No.
%
No.
%
40
15
37,5
20
50
5
12,5
0
0
From the above results, we can see that the application of vocabulary teaching methods promotes effectively and positively in improving the quality of teaching and gives students a necessary vocabulary to enhance communication skills of students.
3. CONCLUSION
Above is the teaching methods with practical teaching myself. I realize that in the proce