Some techniques of teaching English vocabulary for grade 6 students of Tan Lap secondary school remarkably

TABLE OF CONTENT
Contents
Page
1. INTRODUCTION 
2
1.1.The reason for choosing the subject
2
1.2. Purpose of research
2
1.3. The object of research
2
1.4. Research method
2
 2. CONTENT OF EXPERIENCE INITIATIVE
2
2.1. Theoretical basis
2
2.2. Current status of teaching and learning English vocabulary of students in grade 6 at Tan Lap junior high school.
3
2.3. Some methods of teaching English vocabulary to students in grade 6 at Tan Lap secondary school
from 7 to 18
2.4. The effectiveness of the initiative experience for educational activities, with ourselves, colleagues and school 
19- 21
3. CONCLUSIONS AND RECOMMENDATIONS
21
3.1. Conclusions:
21
3.2. Recommandations :
22
 Reference materials
24
 The list of subjects experienced initiatives
24
1. INTRODUCTION. 
 1.1. The reason for choosing the subject.
	A recent survey showed that: English is the official language of more than 53 countries and territories,is the official language of the language of the EU and is the third language is widely used only after China with a population ,such as China and Spanish (and you note that with a population of over 1 billion people). Intrernational events, global organizations,are considered English as the common language of communication.
	Currently education plays a very important role for the survival and development of society and the standards for evaluating the development of a country Especially in today's era of science and technology is developing rapidly, while our country is in a phase of international integration. To master the quintessence of culture, science and technology advances, the modern development of the country requires that we must have a certain level of foreign language. While English is an international language, a mean of international exchange most effectively. So that English is a subject no less important for the younger generation, especially students generation.
Moreover, in the present context the whole education and training are the innovation effort towards teaching method promoting positive ,initiative, creativity of students in learning activities. Because no one can replace the learners in grasping the foreign language media and use them in communication activities with their communication capacity. Communication is the ultimate goal of foreign language teaching and learning in schools. Often in English there are four skills: listening, speaking, reading, writing, so the teacher must incorporate 4 skills. But to practice any skills would require the children to have the necessary vocabulary.
However, learning English met a lot of difficulties in secondary schools in general Tan Lap particular especially in learning and using of English words. So to teach students how to learn, practice and use of English words in order to give students a living dictionary of treasure is an essential requirement in learning English especially for new students get familiar with subjects in English. In addition, most of the students here are athnic people(The Muong) and they are familiar with speaking their own language (Muong language) even at class to cause a lot of difficulties for me to teach them how to get a necessary vocabulary and can use their vocabulary in a most effective way. They are very interested in learning English at the beginning of the first semester but over time they feel afraid, decreased interest because the vocabulary is too difficult for them to remember. This leads the quality department increasingly decline in the second semester. Through practical research and teaching to remedy this situation, I boldly launched an innovative experience "Some techniques of teaching English vocabulary for grade 6 students of Tan Lap secondary school remarkably."
1.2. Purpose of research.
Based on understanding the reality of the teaching and learning English vocabulary of students. I myself would like to make some suggestions on guiding students to learn and use their vocabulary in the most effective way to advance for students to have the ability to speak, write and translate the article better.
1.3. The object of research.
Techniques to teach english Vocabulary.
1.4. Research method.
- Method of theoretical research:
+ Study materials and textbooks on vocabulary teaching methods, documents related to topics such as Teaching document : English teaching technique 1, English teaching methodology, reference textbooks, Teacher’s book in English 6.
- Method of conversation, interview.
- Method of pedagogical observation: Observation of attitude, degree of absorption and application of students
- Methods of Practice:
+ Practice on using English vocabulary in practice
+ Check the fact.
- Method of summing up and drawing lessons on teaching and learning: Accumulation of teaching hours in class, time of colleagues, peers for comments.
- Methods of analysis: Compare the quality of teaching hours, dynamics, level of knowledge, use of students without having to apply experience initiative.
 2. CONTENT OF INITIATIVE EXPERIENCE.
 2.1. Theoretical basis.
	The Education Law 2005 (Article 5) stipulates that "Educational methods must promote learners 'self-efficacy, self-awareness, initiative and creativity, fostering learners' ability to learn by themselves, Onions, passion for learning and the will to rise. "[1]
With the goal of general education is to "Help students develop holistic, ethical, intellectual, physical, aesthetic and basic skills, develop personal ability, dynamism and creativity, shape. To build up the character of the socialist Vietnamese people, to build up the civic character and responsibilities, prepare students to continue their studies or to enter into labor and participate in the construction and defense of their homeland. " The general education program promulgated in conjunction with the Decision No. 16/2006 /QD-BGDDT dated May 05, 2006 of the Minister of Education and Training also stated: "It must promote positive, Students 'initiative and creativity, suitable with subject characteristics, student characteristics, conditions for each class, fostering students' self-learning method, cooperation ability, training skills Use knowledge in practice, affect emotions, bring joy, excitement and responsibility for learning for students.
Based on the purpose of learning a foreign language: not a system of phonetics, vocabulary, grammar but the use of such systems to achieve the purpose of communication. Therefore, it is indispensable and not simple for teachers to help students apply vocabulary to the context of communication.
2.2. Current status of teaching and learning English vocabulary of students in grade 6 at Tan Lap secondary school.
 *Advantages:
 - Students in grade 6 throughout the school have about 60% of the Kinh students and only 40% are ethnic minority students. Therefore, the students' learning is more prominent and easier.
- Student's textbooks are fully equipped from the start of the school year.
- I has taught English for seven years so more or less I summed up some teaching experience, especially paying attention to methods teaching vocabulary. Furthermore I always research documents, fostering self-knowledge and enhance professional expertise, always try to invest to compose the teaching according to the new method, always thinking in trying to design learning activities for students in the direction of positive, proactive and creative, especially taxonomy and always use the vocabulary teaching method for most every detail. Then manually I draw the experience for myself to have the appropriate solutions for the next class better.
- The attention of the school about the teaching equipment such as: school was equipped with a projector and good sound system for teachers lesson plans electronically.
- Teachers self-collect, do more teaching materials for almost every lesson to to make good teaching vocabulary, inspired, , curiosity, and promote students' initiation.
 - Some parents are very interested in the education of their children and provide them with a private study area.
-The pupils get acquainted with English at primary school so it supports learning part of their present.
	* Difficulty:
- Most of them are deep-seated students who do not have effective vocabulary learning methods. It is also difficult for parents to check or guide their children to learn at home by their foreign language not all parents know.
- Some students are mostly male students are distracted and less interested in learning as well as learn vocabulary. In addition, some children learn vocabulary but only in the form of rote learning, do not know how to manipulate the actual context, so they can not remember the vocabulary used in communication and in practice.
- Some students do not have time to study at home because they have to help their parents doing housework, farming ...
- They have less condition to communicate in English and they are afraid to communicate and exchange in English outside of class time.
- Most of the students in the class are difficult situation so they have less reference books to raise capital beyond the vocabulary textbooks provide.
-To promote good positive creative initiative of students in learning, then we need to organize the teaching process in a positive direction of activity of the school, in the process of teaching and learning, teachers just the person who transmits knowledge to students who want to acquire such knowledge, they must learn by themselves.
- The main method of teaching language is mainstreaming, meaning that new words need to be taught in context, context can be a reading, a conversation or a text. However, at the end, teaching and learning foreign languages is still the way how to teach new words like? How to teach new sentence structure for students know how to use new words and new structures in foreign language communication.
- From the beginning, the teacher should consider the different techniques for each vocabulary processing steps in the new context: inspire, teach, test and consolidate vocabulary.
- Should I teach all the new words? How many words should the teaher need in a period?
- Use learned sentence the form or going to learn to introduce new words.
- Use pictures, visual aids to introduce new words.
- Ensure students understand the structure, apply vocabulary to the structure to improve communication function, establish the relationship between the new structure and the existing vocabulary.
- Engraving of capital from the minds of students through the sample sentences and through practical exercises.
 The results of grade 6 students of Tan Lap secondary school in the year 2013- 2014 and 2014-2015:
 Table 1:
Grade
School year
No
Excellent
Good
Medium
Weak, poor
No
%
No
%
No
%
No
%
6
2013-2014
50
1
2.0
5
10.0
40
80.0
4
8.0
6
2014- 2015
52
1
1.9
6
11.5
40
76.9
5
9.6
 From that fact, I tried to find out the reasons of the weak quality and I finally found out two main reasons: Memorizing, using vocabulary and the students’ interest to learn vocabulary are very limited.
  In order to solve the problems above and to improve the quality of generally English not only in grade 6 but also particularly in other grades, in the first semester of school year 2015-2016 and 2016-2017 I only apply this innovative experience to teach in class 6A ( in class 6B I still tought as I had done before applying this innovative experience ). At the beginning of the school year, I had a survey about memory, vocabulary usage, and level of interest in learning vocabulary, testing their vocabulary: unit 3 Big or small? 
15-minute test:
I. Fill in the blanks with the words given in the box. Based on English texbook 6
big street classroom country school floor
city river floors grade room class 
1.She lives on Le loi 
2. Is your school .?
3. How many classrooms are there in your
4. The students are in the
5. Is your school in the..or in the city ? 
6. My classroom is on the first.
7. I am in6A.
8. Sai gon is a big
9. How many does your school have ? 
10. Mary is in .7.
Key:
1.street 2.big 3. school 4. classroom 5. country 
6. floor 7. class 8. city 9. floors 10. grade
Here are the survey results quality of students of grade 6 at Tan Lap secondary school at the begin of the school year 2015-2016, 2016-2017:
 Table 2:
School year
Class
Amounts
Excellent
Good
Medium
Weak, poor
No 
%
No 
%
No
%
No
%
2015-2016
6A
28
1
3.6
4
14.3
18
64.3
5
17.9
6B
29
1
3.4
4
13.8
18
62.1
6
20.7
Total
57
2
3.5
8
14.0
36
63.2
11
19.3
2016-2017
6A
30
1
3.3
4
13.3
19
63.3
6
20.0
6B
28
1
3.6
5
17.9
17
60.7
5
17.9
Total
58
2
3.4
9
15.5
36
62.1
11
19.0
 Besides, I also tested the students’ interest before applying some of my methods and techniques in teaching vocabulary for them.
 Interest Test of learning vocabulary of grade 6 at Tan Lap secondary school at the begin of the school year 2015-2016, 2016-2017:
 How are you interested in learning English vocabulary? Click X in your chosen one.
Very interested
Interested
Normal
Less interested
Not interested
 Table 3: Check the students’ interest. 
School year
Class
Amounts
Very interested
Interested
Normal
Less interested
Not interested
No
%
No
%
No
%
No
%
No
%
2015-2016
6A
28
1
3.6
5
17.9
14
50.0
5
17.9
3
10.7
6B
29
1
3.4
4
13.8
15
51.7
4
13.8
5
17.2
Cả khối
57
2
3.5
9
15.8
29
50.9
9
15.8
8
14.0
2016-2017
6A
30
1
3.3
5
16.7
16
53.3
5
16.7
3
10.0
6B
28
1
3.6
4
14.3
14
50.0
4
14.3
5
17.9
Cả khối
58
2
3.4
9
15.5
30
51.7
9
15.5
8
13.8
 From the results above, I realise that both the quality and interest of the students are equal and low.
 Starting from the above reality I strongly improved, gradually additional the new teaching method applied to the English periods in genera, in the year after to see the results markedly.
 2.3. Some methods of teaching English vocabulary to students in grade 6 at Tan Lap secondary school. 
 2.3.1. The goal.
 - To help students feel more comfortable, interested in learning vocabulary, memorize words faster, longer, can use the new vocabulary learned in class to practice smoothly and proactively to raise capital from accrued to imitate, to explore how to behave and respond creatively in communication situations.
 - Enhance your self-awareness, creativity and exploration of students that use English vocabulary in learning and communication.
 - Teachers can show off their own capacity, join more enthusiastic in teaching.
	2.3.2. The content and way of implement methods of teaching vocabulary:
	2.3.2.1. Select vocabulary to teach: (based on "English teaching methodology". Authors: Ngo Dinh Phuong, Nguyen Thi Van Lam, Nguyen Quang Hieu "(Internal circulation book of the foreign language department of Vinh University).
	When it comes to new language is mainly spoken to grammar and vocabulary, vocabulary and grammar always have encouraged relationship with each other,was always taught to clarify the meaning of each other. However teaching and introduce vocabulary is the particular problem. Usually in a lesson always appear new words, new words would not also need to put in to teach. To select from needed to teach, teachers need to consider these issues:
 - Active vocabulary
 - Passive vocabulary
 +Active/productive vocabularies are words students understand, recognize and use in verbal and written communication.
 + Passive / receptive vocabulary are words that students only understand and recognize when hearing and reading.
 Ex: Unit 3 - C1,new words need teaching are that: An engineer, We, our, , they, me, their.
 Active/ productive vocabulary: an engineer.
 Passive / receptive vocabulary: we, our, they, me, their.
We all know how to teach two different types of words. productive vocabulary related to the four skills (listening - speaking - reading - writing). For this type of word ,teachers needed to invest the time to introduce and give students more practice.
With Passive / receptive vocabulary ,the teacher just stop at getting to know, don't need to invest time into the active application. Teachers need to know to choose and decide Teachers need to know the options and decide what will be taught from such a word from active and passive as a word.
When teaching new words need to clarify the three basic elements of the language are:
	+ Form.
	+ Meaning .
	+ Use .
For the active/ productive vocabulary was only for students that wrote and defined as the dictionary is not enough, to let students know how to use them in communication ,teachers need for students know the pronunciation, not just words, but also know the correct pronunciation of the words in the string of words , especially knowing the meaning of the word.
Number of words to be taught in a lesson depending on the content and level of the student. Never teach all new words, for they will not have enough time to perform other activities. However, in a class should only teach a maximum of 6 from.
- While choosing words to teach, you should consider the following two conditions:
	+ Was that word necessary for understanding the text?
	+ Was that word difficul compared with the level of students?
	- If these words are necessary for understanding the text and match the level of the students, then it belongs to group positive words, so you have to teach the students.
- If that word is necessary for understanding the text but difficult compared to the level of the students, then it does not belong in positive words so you should explain and let students understand the meaning of that word 
- If the word is not necessary for understanding the text and also not difficult, you should ask students to guess.
	 2.3.2.2. Techniques for introducing new words: (based on English teaching technique 1 compiled by Nguyen Thi Quyet)
The process of documentary research and experimental teaching in class, I myself have drawn some methods of clarifying the meaning as follows:
	*. Visual: Let students look at real objects, pictures, drawings for children to see .... Have a strong impact on students' interest in learning and help students memorize words faster and longer.
 + Real objects: Use visual tools that the fact get
 To teach the words about learning materials (pen, pencil, ruler, eraser ...) teachers should collect real objects to illustrate their lectures.
	Example 1: pen, pencil,ruler,clock,eraser (unit 2- C 2,3) (based on English book 6)
 	Example 2: apple,orange,banana,rice,milk,meat,vegetable (unit 10 – B1,2,3)
	+ Pictures: 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 1:
	b a bike
 	Ž a car 
 	¿ a television
 	 ¹ an o’clock 
 	 a book 
	Ask students to look at the picture, help the teacher to assimilate words quickly.
	Example 2 : a telephone, a lamp, a couch, a bookshelf,an armchair, a stereo,.. (unit 3-C 2) 
	Example 3 : a restaurant, a bookstore,a hospital, a factory, a museum .(Unit 6 – B1,2)
	Example 4 : a head, shoulder, arm, chest, hand, finger, leg, foot, toe(Unit 9- A 1,2)
	*. Mine: Expressed through facial expressions, gestures.
	Example: bored
 Teacher looks at watch, makes bored face, yawns
 T. asks: “How do I feel?”
 - Ví dụ: (to) jump
 T. jumps
 T. asks: “What am I doing?”
 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
 *. Situation/explanation:
 Example:Bookstore is a place where there are many books, pens, pencils, rulers,..You can buy books in the bookstore