Some of experience on how to teach vocabulary effectively English 6

THANH HOA EDUCATION AND TRAINING DEPARTMENT
THO XUAN EDUCATION AND TRAINING DEPARTMENT
INTIATIVES EXRERIENCE
SOME OF EXPERIENCE ON HOW TO TEACH VOCABULARY EFFECTIVELY
 ENGLISH 6
Writer:Le Thi Ha
Job: Teacher
School: Xuan Thang Junior high school- Tho Xuan District.
Subject: English.
THANH HOA 2016
A. INTRODUCTION:
* Reason for choosing the topic:
	In the time of rapid developement of technology and industry, foreign languages have really become “a golden key” for the exchange and cooperation between countries all over the world. In Vietnam nowadays, the demand of foreign languages, expecially English increases higher and higher. English has become a compulsory subject at school as well as universities. But it seems that teaching and learning English at many secondary school in Vietnam is not very effective. One of the most important reasons is unsuitable methods in teaching and learning. The teachers of English often meet difficulties in approaching new methods of teaching foreign languages communicatively. 
 However, Foreign language is a new subject for students who live in the countryside, so they have wrong understanding. Some students think that this subject is an addition, so they don’t need to study, others are afraid of it .Most of them think that foreign language is difficult to learn .
 For students’ parents they also have diffirent ideas. Most of them don’t realize that foreign language plays an important role in a morden society .
 From the truth mentioned above, it caused for the teachers many difficulties .The important thing is that they have to overcome from those wrong thoughts to take over this noble task . The teachers step by step explain so that the students can understand that this is a basic subject .It’s the key of the outside knowledge .
 Besides that the teachers have to find out the best teaching methods which help students to expose not only active but also thoughtful ability . Realizing have both basic and flexible steps in teaching methods .
 Vocabulary words are simple enough to begin learning on the first day of a class and they are powerful enough to encourage communication from the very beginning .Words are small pieces of language which carry bits of meaning. Knowing many words does not guarantee a person will be able to speak a language, but not knowing words can prevent a person from effectively speaking or understanding a language. That’s why vocabulary must be taught from the very start.
	In the new text book series (English 6 – English 9 ), vocabulary is enlarged so much to provide four main skills : Listening , Speaking , Reading and Writing . Therefore, teachers must have the most effective metthod of teaching vocabulary to present vocabulary effectively. A good method of teaching vocabulary will get more students’ attentions . I’ve chosen this topic in the hope of finding out some useful measures and I also get good rusults .
B. PROBLEM SOLVING:
I. Theoretical background:
More importantly, the new English curriculum has combined all the skills of words from the beginning and been developed systematically during the program from grade 6 to grade 9. Whether in the form of individual and group activities or at all levels from grade 6 to grade 9, all the exercises in the units have combined all the skills if necessary, depending on the content characteristics of each lesson. 
II. Real states of problem : 
1. To students: 
Teaching according to renewed methods at present emphasizes on activeness, creativity of students. Students spend most of the time of communication in thinking and actively practicing their English. To have a good lesson, the students have to prepare thoroughly at home. It can be said that mostly the quality of teaching and learning is not high, has not attracted the passion of student’s learning. It is evident, because they are lazy to learn new words, grammatical structures, have no preparation before going to class. 
2. To teachers:
Besides the fact of the students, the teacher’s role can not stop mentioning. The quality of teaching has improved, but slowly. In the program, reading skills is integrated with the listening, speaking and writing ones. Some teachers reading classes still apply the old teaching method. 
3.Result of prior reseach situation :
Words in the topic : “ food and drink ”.
apple (n) ; orange(n) ; banana(n) ; vegetables(n) ; rice (n) ; water 
Class
Total student
Good
Fair
Moderate
Weak
Poor
SL
%
SL
%
SL
%
SL
%
SL
%
6A
37
2
5.4
7
18.9
12
32.5
9
24.3
7
18.9
6B
33
1
3.0
5
15.2
9
27.3
10
30.3
8
24.2
Student results showed that students’ reading skill is limited.
III. Solutions and implementation:
1. What vocabulary to teach ?
As you know,there are two types of vocabulary . They are : Passive vocabulary and active vocabulary .
 Passive vocabulary are words which a student can recognize but not necessarily use in speaking or writing .If a student sees a word in their passive vocabulary ,he/she will understand what it means .Passive vocabulary words are especially useful for receptive skills of reading and listening.
Active vocabulary are words which students can both understand and use in communication . Active vocabulary words are especially useful for the productive skills of speaking and writing .
 *The process of vocabulary expansion looks something like this:
	Unknown - > Passive vocabulary -> Active vocabulary 
A teacher should expect his/her students to understand words in reading and listening before they can use those same words in speaking and writing .When teaching , it is best to first train students to recognize words . Later the teacher will find the students can actively use those same words in communication.
2 . Principles for teaching vocabulary :
There are many different ways of teaching vocabulary , but some ways are more effective than others.
2.1. Provide a context for new words : We will help the students guess the meanings of the new words and remember easilier.
 2.2. Do not present too much new words at once .Teach a few words and allow students to practise and use them a lot . This will help them remember new words easily.
Practising new words in context is more important than memorizing isolated words .Students may be required to learn the meanings of words but they must also be given the opportunity to use them productively in speaking and writing.
 Teach your students skills for guessing new words , especially when reading .The meaning of words can be inferred from the different types of contexts and from looking at affixes (parts) of the word.
Avoid translation as much as possible. If the students are always having words translated, they are really only communicating in their own language, not in English. Also, students do not usually remember vocabulary that has been translated. Only use translation as a last resort , when it would otherwise take too long to communicate in English .
Avoid using the dictionary a much as possible .When reading or listening, students should first try guessing or ignoring new words so that they can continue without stopping . Also using a dictionary when speaking or listening often slows down communication .In writing ,using a dictionary can be beneficial. It helps students express themselves more clearly.
Practise the new words in context first, practise in chorus, and then individually .
Active words are needed to teach first , ignore the passive words.
Those are the priciples .Have you taught vocabulary follow those principles ? In my opinion , If all of us follow those principles strictly, we will get the best feedback from our students . 
3. Steps for teaching vocabulary :
3.1.Presentation: 
a.Present pronunciation : By reading words in context , emphasise it by some receptions.
b. Present dictation : Write new words on the board and then helps students copy them in their notebooks.
c. Present the meanings of new words : There are 12 techniques for communicating the meanings of words .
 c1. Paraphrase and define : We can explain a word by using a different word,words or a definition 
c2. Drawing : We can draw a picture of some words on the board that will quickly convey the meanings. 
c3.Realia and objects : When we teach about nouns in semantic fields , We 	can bring a series of real object to class.
c4. Flash cards or charts: We can use flash cards or charts on which we have a picture on one side and words on the other side 
c5. Mime: We can act out to demonstrate its meaning ( of course,without saying )
c6. Pictures : We can use pictures to communicate about many types of words 
c7. Opposites : When students know a word we can give them the “ antonym”
c8. Semantic field : To show words in relation to other words , we can present 	words in semantic fields.
c9. Guessing from context : Have students guess the meanings by reading the whole sentence.
c10. Guessing from stems and affixes : Meaning of some words can be understood through affixes .
c11. Translation : This will save much time , teacher will give a similar word in the students’ first language .
c12. Using dictionary : If we need to save time or communicate about a difficult word, the dictionary might be the best option. 	
Eg : Unit 2 : AT SCHOOL 
Period 7th : A - Come in (1,2,3 ) ( P.20- 22)
* Pre- teach vocab: 
- We can act out to demonstrate its meaning 
- Come(in) (v) : ( mine) ; - Sit (down) (v) ;
- Stand(up) (v) ( mine) 
* When we teach about nouns in semantic fields , We can bring a series of real object to class. T. opens and closes the door .
 T. says, “ Tell me about the door: it’s..........what ? ”
- Open(v ): ; - Close (v): ; - door (n): ; - book(n) : ; 
- Close your book: ; - Open your book: .
* We can use pictures to communicate about many types of words : 
 - Come(in) (v) - Sit (down) (v) - Open(v) 
 - Close (v) Stand (up) goodbye 
* When students know a word we can give them the “ antonym”
- Sit down > < close 
Unit 2 : AT SCHOOL 
Period 10th : C- My school ( C1 ) ( P. 26 – 27)
* Pre- teach vocab: 
E.g: My mother teaches at Xuan Thang school
What is a teacher ?
( Students can guess from the suffix “- er ” that “ a teacher is a person who teaches student ” ) - ( a)student (n) : 	; - (a) teacher (n) : 
* We can use pictures to communicate about many types of words
- (a) teacher (n) - ( a)student (n) - ( a) school (n) : 
 - ( a) class (n) : - ( a) desk (n) : 
Unit 2 : AT SCHOOL 
Period 11th : C- My school ( 2 ,3 ) (P.28-29)
* Pre- teach vocab: 
* When we teach about nouns in semantic fields , We can bring a series of real object to class.
- ( a) door (n) : ; (realia) ; - (a) window (n): ; -( a) board (n): 
-( a ) clock (n): ; -( a) wastebasket ( n) : ; -( a) school bag (n): .
- (a) pen (n): ; -(a) ruler (n): ; - (an) eraser (n): 
 * We can use pictures to communicate about many types of words
 ( a) door (n) - (a) window (n) -( a) board (n) 
 -( a ) clock (n) -( a) wastebasket (n) -( a) school bag (n) - (a) pencil (n) 
 - (a) pen (n) -(a) ruler (n) - (an) eraser (n) 
Unit 3 : AT HOME 
Period 12th : A- My house. A1-2 (P 30-31) 
* Pre- teach vocab: 
* We can use pictures to communicate about many types of words
- ( a ) house (n) ( picture) : ; - home (n): ; 
 - (a) living room (n): 
 * We can use pictures to communicate about many types of words
* We can draw a picture of some words on the board that will quickly convey the meanings. 
 Computer a television telephone stereo
Unit 4 : BIG OR SMALL .
 Period 23rd : C- Getting ready for school. C 4, 5, 6, 7 . (P.50-51)
* Pre- teach vocab: Elicit from Ss 
* When students know a word we can give them the “ antonym”
- past : >< end
* Have students guess the meanings by reading the whole sentence.
 late ( for)  
The class starts at 7 o’clock. You go to school at 7:15. You are late for school.
Classes start at 7:00 and end at 11:15.
Period 49th : grammar practice (page 93 )
* Revise and practise using prepositions of position : on, in, beside, between .
 on
 between beside in
Unit 9: THE BODY 
Period 55th : A - Parts of the body ( A1,2)
* Pre- teach vocab: 
* We can act out to demontrate its meaning ( of course, without saying )
 This is my head.
 This is my shoulder.
Head ( n ) : ; Shoulder( n ) : ; Arm ( n ) : ;Chest ( n ) : 
Hand ( n ) : ; Finger (n): ;Leg ( n ) : ;Foot ( n ) : ;Toe ( n ): 
* We can use pictures to communicate about many types of words
Unit 9 THE BODY 
Period 56th : A - Parts of the body ( A3,4) 
* Pre- teach vocab: Elicit from Ss 
Big ( a ): ; small	( a ): ; tall ( a ) : ; fat (a) : ; thin ( a ) : ; heavy (a):;
light ( a ) : ; weak (a) : ; strong ( a ) : ; short ( a ) : 
* We can draw a picture of some words on the board that will quickly convey the meanings. 
 tall > < short
 * When students know a word we can give them the “ antonym”:
 happy > < small
 Short > < thin
 Ugly > < nice 
 * We can use pictures to communicate about many types of words:
Unit 9 THE BODY 
Period 58th : B. Faces . (1,2,3)
* Pre- teach vocab: Elicit from Ss :
* We can act out to demonstrate its meaning :
Hair(n); Lips(n);Eye(n); Ear (n); Teeth(n); Face (n); Nose (n); Mouth(n) 
 This is my lips 
Eye
* We can draw a picture of some words on the board that will quickly convey the meanings .
Face
Hair
nose
* ? How does he feel?
 He feels . 
 o o
 sad > < happy
* We can use pictures to communicate about many types of words
 Unit 10 : STAYING HEALTHY
Period 60th : A- How do you feel? ( A1, 2, 3,4 ) 
* Pre- teach vocab: Elicit from Ss 
hungry: ; thirsty: ;	full: ; hot: 	; cold: ; tired: ; empty :
orange juice	: ; noodles: 
When students know a word we can give them the “ antonym” : 
Cold (a)>< empty(a)
* We can use pictures to communicate about many types of words : 
Unit 10 : STAYING HEALTHY
Period 62nd : B. Food and drink .( 1, 2, 3 ) 
* Pre- teach vocab: 
 * When we teach about nouns in semantic fields , We can bring a series of real object to class.
apple (n) : ; orange(n) : ; banana(n) : ; vegetables(n): ; rice (n) : ; 
water (n) : ; meat (n) : ; milk(n) : .
 * We can use pictures to communicate about many types of words
Unit 10 : STAYING HEALTHY
Period 64th : C. My favourite food ( C1,2,3,4,5 ) . 
* Pre- teach vocab: Elicit from Ss 
* When we teach about nouns in semantic fields , We can bring a series of real object to class.
carrot	(n): ; tomato(n) : ; lettuce(n): ; potato(n): ; bean(n) : ; 
 onion (n) :	; cabbage(n): ; pea (n): 
3 . 2 . Practice the new words: 
	a, Have students repeat the new words in chorus and then individually.
b, Have students use new words to make sentences .
Eg : “market” Do you live near a market?
 Does your mother go to the market?
Eg: “bike” Do you have a bike?
 Do you go to school by bike?
 Eg: “read” Do you read after school? 
 Does your father read a book?
 4.Checking vocabulary :
4. 1 . What to check?
	After teaching vocabulary , every teachers should check their students on vocabulary of pronunciation , dictation , using and meaning. If their students give good feedbacks , it means they are successful in teaching vocabulary .
	Therefore , vocabulary needed to check . It means pronunciation , dictation , using and meaning are needed to check . Do you think those are all what to check vocabulary ?
4. 2 . When to check ?
	In my opinion , After teaching vocabulary ,we can check our students’ understanding vocabulary , or we can check in the end of the lesson as free stages . But some teachers check vocabulary while students are practising language skills . In short , we can check vocabulary at any stages of the lesson , provided that our students can understand and use vocabulary to make sentences and practise language skills. 
4 . 3. How to check ?
	There are many ways of checking vocabulary,They are considered as games such as : noughts and crosses , slap the board , wordsquare , networks , hang man , shark attack , jumbled words , rubout and remember , what and where, matching , ...teachers should use some of those games to check vocabulary .With new text book series, If teachers use games to check vocabulary as well as other skills , they will not onlyget the best feedbacks from their students but also make classroom climate always merry.
a . Simon says:
 Unit 2 : At school - A. Come in (3 ) (page 22 )
 Come in.; Sit down. ; Open your book ; Close your book.
b. English songs :
Unit 2 : At school - B. Where do you live ? (3 ) (page 24 )
 A-B-Cs	: 
‚ If you’re happy: 
 If you’re happy and you know it, clap your hands
 If you’re happy and you know it, clap your hands
 If you’re happy and you know it, and you really want to show it
 If you’re happy and you know it, clap your hands.
Change “ happy” and “ clap your hands” by “ hungry” and “ eat some food” we have a new song : 
 If you’re hungry and you know it, eat some food
 If you’re hungry and you know it, eat some food
 If you’re hungry and you know it and you really want to show it
 If you’re hungry and you know it, eat some food.
 Or : angry – stamp your feet
 If you’re angry and you know it stamp your feet
 If you’re angry and you know it, stamp your feet
 If you’re angry and you know it, and you really want to show it
 If you’re angry and you know it, stamp your feet.
c. Wordsquares :
Object : Unit 2 : At school - C. My school (2 ) (page 28,29 )
R
D
E
S
K
B
E
K
T
E
O
 Anwer
Ò desk , chair
Ó eraser , clock , pen
× book
Ö couch
H
S
C
M
O
C
N
A
O
K
U
K
E
R
L
O
L
N
P
E
C
H
A
I
R
d . Jumbled words : 
 – Objects : Unit 2 : AT SCHOOL - C. My school (2 ) (page 28,29 )
koccl
 seerra
kobo
 chenb
 kesd
 dobar
= (eraser)
= ( desk)
= (bench)
= ( board)
= (clock)
 )
= (book)
 Unit 3 : At school - A. My day (1,3 ) (page 52,53 )
S
P
Y
U
S
V
N
C
G
B
T
S
T
E
R
E
O
L
F
E
E
N
P
R
E
S
U
O
H
N
R
M
M
R
I
A
H
C
T
C
E
T
A
B
L
E
S
K
C
H
O
T
E
L
E
P
H
O
N
E
Answer
Ò telephone, table
Ô clock, bench
Ó lamp
Ñhouse, chair
- Objects : Unit 3 : At home - A. My house (1 ) (page 30,31 ) 
 oseetr
 etlba
 anf
 hnbec 
 plam
= (table)
= (bench )
= (fan)
= ( lamp)
=(stereo)
)
 )
 lkocc
= (clock)
lamp)
e . Crosswork Puzzle – Objects :
Unit 3 : At home - A. My house (1 ) (page 30,31 )
Answer
Stereo
Telephone
Pencil
Chair
Bench
Television
Couch
Eraser 
T
O
L
C
T
E
V
P
L
S
H
C
R
O
R
B
H
 f. the board : Unit 3 : At home - A. My house (1 ) (page 30, 31 )
lamp
telephone
television
stereo 
 bookcase
table
g . Netword :Unit 3 : At home - A. My house (1 ) (page 30, 31 )
television
lamp
fan
armchair
couch
telephone
 LIVING ROOM
stereo
 chair
 stool
bookcase
 table
* Word folks : 
Unit 5 : THINGS I DO - A. My day (1 ) (page 52 )
	football 	
	soccer	have
	watch	television	end	 his breakfast
	volleyball	finish
	lesson	 stop
	.	Start	
h.Slap the board : Unit 5 : Things I do - C. Classes (page 52 )
Hotel
River
Lake
Yard
Rice paddy
Park
 * 
 to the right of	beautiful	 to the left of	noisy	 	in front of	 quiet	 next to	 house	 tall	 hotel
 between	 old	 behind new	
* Prepositions :
Answer
Ò right , behind , front , 
 left , between
Ô near , next
Ö opposite
- Grammar practice (2 ) : (page 93 )
A
T
C
Q
W
X
N
E
 N
Z
R
I
G
H
T
L
E
Y
B
E
H
I
D
A
K
N
M
S
B
E
J
R
F
R
O
N
T
X
F
Q
A
P
L
E
F
T
T
K
P
U
V
T
H
O
O
O
B
E
T
W
E
E
N
* Networds : Unit 9 : The body - A. parts of the body (1 ) (page 96 )
 arm
mouth
teeth
chest
 BODY
nose
 ears
eyes
 head
 foot
 toes
	hair
 leg
face
 hand
fingers
 lips
k . Sticer: Unit 10 : staying healthy (B 1,2,3 ) (page 108 )
Food – [n] – đồ ăn 
vegetable – [n] – rau củ
rice – [n] – gạo
meat – [n] – thịt 
water –(n)– nước
m