(SKKN mới NHẤT) some experiences heplp 7th graders practice and memorize english vocabulary

SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HĨA
PHỊNG GIÁO DỤC VÀ ĐÀO TẠO QUẢNG XƯƠNG

SÁNG KIẾN KINH NGHIỆM

TÊN ĐỀ TÀI

SOME EXPERIENCES HELP 7TH GRADERS
PRACTICE AND MEMORIZE ENGLISH
VOCABULARIES

             
                       

      
      

Người thực hiện : Pham Thi Vy
Chức vụ : Giáo viên
Đơn vị công tác: Trường THCS Nguyen Du
Đề tài thuộc môn học : Tiếng Anh

THANH HÓA 2016

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INDEX
1. BACKGROUND
1.1. Why this theme: "Some experiences help 7th graders
practice and memmorize English vocabulary".

1.1.1. Objective reasons
1.1.2. Reason subjective
1.2. Research purposes:
1.3. Subjects and scope of reseach
1.4. Method and time study
1.4.1. Research Methodology
1.4.2. Study period
1.4.3. Research plan
1.5. The ability development, practical application
1.6. Effective
2. PROBLEM SOLVING
2.1. Rational of the problem
2.2. The state of the teaching and learning English
vocabulary secondary school in Quang Xuong
2.3. Solution and implementation
2.3.1. Phrase I
2.3.2. Phrase II : Practice of the structure form
2.3.3. Stage 3 : Preparation of thematic
2.3.4. Stage 4 : Training from the coordination
2.3.5. Experience helps students memorize English vocabulary
2.4. Testing
2.4.1. Results before conducting research
2.4.2. Results before conducting research
3. CONCLUSION AND RECOMANMENATION

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1. BACKGROUND
1.1. Why this theme: "Some experiences help 7th graders practice and
memorize English vocabularies"
1.1.1. Objective reasons
Nowadays , English plays an important role in our lives. It has become a

necessity in daily communication, at work and in the process of scientific
research. English is used as a common language in the world. Through this
common language that people all over the planet can make mutual
understanding , mutual exchange of scientific achievements, culture, sports, art
and civilization of human progress. Our country is on track to integration and
development, so English is the key to open the door between our country's
integration with the other countries of the world.
Since English has such importance in recent years to the Party, State,
government and the Ministry of Education and Training are always interested
in and focused on innovative teaching methods, innovative books faculty for
English teaching and learning most effectively .
In order to teach and learn English effectively, The teachers should
supply the students basic knowledge of grammar and vocabulary . In fact Viet
namese students’ knowledge of grammar is quite good but their vocabulary is
so poor. So training to help them memorize English vocabulary is extremely
important and requires English teachers asked each need to pay attention,
focus.
1.1.2. Reason subjective
In the process of teaching and research I have realized that the
vocabulary system is one of the three main aspects of the language, have a
special meaning in the teaching of a foreign language. System vocabulary help
students distinguish types of speaking and writing style in each particular case,
so it makes students more confident in the process of communication with
foreigners. But most students are not aware of it and even we who live
normally do instead of teaching so many students, teachers provide knowledge
Grammar helps students choose to write new words, include highly effective
for students that create dependency and inertia .
So teaching vocabulary is the key because there is no certainly no word
language. We can not train and develop the four skills: Listening, Speaking,
Reading and Writing for students that are not based on the foundation of

vocabulary. Volume vocabulary as much as it helps students to understand and
communicate effectively quickly. The vocabulary learning and using on a
regular basis, which is the result of the learning process. For this to be true
teacher is to guide students to actively and positively in the learning activities.
Teachers must find appropriate teaching methods to help students practice and
remember better the vocabulary they have learned. At the same time teachers
must instruct students how to learn and practice self- review vocabulary at
home to memorize vocabulary and develop their own. From the fret, I have
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concerns over reference books, friends, colleagues, students learn
psychology ... research and application of knowledge you have on teaching
vocabulary to students. Since then I 've learned a few experiences teach
vocabulary practice for 7th graders to help them memorize English vocabulary
effectively. That's why I wrote initiative experience " Experience helps 7th
graders practice and memorize English vocabulary " .
1.2. Research purposes
To ensure that the policies of the state is to train students to become full
human development. Foreign languages in secondary important contribution in
shaping the personality of students that is patriotism, love of humanity, then
consciously cultivate knowledge, access to science and technology to meet the
high technology requirements real life .
Own language differs from other subjects. It not only teaches language
knowledge but also including a deep knowledge society, customs, traditions,
culture and lifestyle of the human being through language, through the lexical
system. Research to find out what practices and effective help students
memorize English vocabulary. From then keep them interested in learning

English and learning more.
1.3. Subjects and scope of research
- The study was implemented with two layers 7C1 and 7C3 at Nguyen
Du lower secondary school. This is the equivalent of two grade levels , most of
them good , have a good sense of learning.
Class 7C1: 52,5 % fairly good
47,5 % average
Class 7C3 : 32,5 % fairly good
60 % average
7,5 % weaker
1.4. Method and time study
1.4.1. Research Methodology
- With this topic I have applied the following methodology:
+ Observe students
Interview + students
+ Check and compare learning outcomes of students.
+ Talk to the teacher and textbook references
After each lesson there is assessment of the experience drawn forms
implemented in each class, then analyze the advantages complementary
strengths to maintain and improve the existing testing to continue in the The
next lesson
Over the lesson that I have chosen and find out what the best form draws
on the experience.
1.4.2. Study period:
- This research was carried out in 4 months from November 2015 to
January 6th 2016
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1.4.3. Research Plan:
* Phase I: From November to December 2015
1. Train from those texts
2. Preparation of the sample sentences
* Phase II: From December 2015 to January 2016
Practice of the structure .
* Phase III: From January 2015 to February 2016
Train from themed.
* Phase IV: March of 2016
Preparation of coordination
1.5. The ability development, practical application
With this topic we can actually apply to teaching English to students in
grade 7 (applicable both 8th and 9th graders) in secondary schools.
1.6. Effectiveness
They remember words more easily and use them to learn skills:
Listening, Speaking, Reading and Writing. Since then, their favorite school
subjects English and learning outcomes than their tangible progress.

2. PROBLEM SOLVING
2.1. RATIONALE OF THE PROBLEM:
After years of classroom, teachers are always concerned about academic
performance of students, so that teachers strive literature review, discussions
with colleagues to find a way to help students improve the quality of. Besides,
teachers also regularly communicate with students to guide their learning,
identify the cause of the child's academic performance is low, help them find
their own methodological and improve learning outcomes. Specifically,
teachers were :
- Conduct a search for forms of exercise to suit each post, each type of
exercise.

For example:
- Train across all key
- Train from through listening and reading.
- Preparation of the theme.
- Preparation of coordinating the basic methods of exercise used
primarily practices.
+ Practice hear every now wield in extracurricular teaching (teach
elective)
+ Practice speaking, the correct pronunciation of implementation in
conversation and reading.
+ Practice sentences using words in sentences in speech training.
+ Practice exercises in the use of word done in the teaching hours
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"A closer look 1 ". and “ Looking back “
Whether implemented in any method principles also ensure teachers act
only as a guide. Teachers must always create an environment for students to
practice and guide them how to practice, reinforce and supplement funds from
a regular basis.
2.2. THE STATE OF THE TEACHING AND LEARNING ENGLISH
VOCABULARY SECONDARY SCHOOL IN QUANG XUONG:
Nguyen Du lower secondary school is a gifted school and it is located
in the centre of Quang Xuong district . It means that students of this school
come from all over the district . Most students in our school are intelligent ;
however, many of them grow up in poor families and they did not have many
opportunities to communicate in English. Therefore, the movement learned
English at school is limited. The facilities are poor, needy ... so the teaching

and learning of foreign language departments still face many difficulties.
Although the students were familiar with English since elementary
school children but their knowledge is limited, they have not learned effective
methods identified. In fact that when he learned at elementary school, they are
not focused on teaching and learning English. When teachers ask them to write
new words on the board or do the exercises on vocabulary they are very
embarrassing. Very little I can say to express simple sentences in English. By
testing and assessment methods 80 students of class 7C1 and 7C3 I have
obtained the following results:
(fairly good %)
Average (%)
Weaknees (%)
CLASS
Total
%
Total
%
Total
%
7C1(40 students ) 19
47,5% 21
52,5% 0
0%
7C3(31 students ) 12
30%
25
62,5% 3
7,5%
Table 1: Results before conducting research.
ANALYSIS RESULTS

With this result we can see the results of students is inadequate. Results
good one, is low, while weak results. So requires teachers to find remedies, to
help them improve their learning outcomes.
2.3. SOLUTIONS AND IMPLEMENTATION:
We know that word exists in two states letters and sound. There are
people that are learning from the first stage of listening, some other said that it
is important that the written word. To me that both forms exist and
complement, support for each other. Through the process of teaching and
learning vocabulary through 3 phases: Presentation, Practice and, Production
In the Presentation has 4 basic stages:
Phase 1: Introduction to Vocabulary
Phase 2: Practice practice
Phase 3: Testing
Phase 4: Consolidation
Here I would like to mention two of the Presentation phase is: Practice
and practice vocabulary.
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The research process was divided into 4 stages, I have adopted the
following approach to practice vocabulary for students .
2.3.1. Phase I:
I applied the following methods to train students from
a. Preparation for the key post
+ Purpose: Train form letters and sounds to help students actively
remembering, understanding and applying meaning from.
+ Method: Teacher prepares from about 8 to 10, probably written in the
cardboard.

- The teacher turned on the tape (disk) to students discovered the words in the
sentence to guess its meaning from the context (if the teacher explains difficult
words)
- Teacher lets students to listen to the tape twice so students can understand the
content of the text - based on the topic vocabulary.
+ This mode can be used in all courses (The section Listen and Read and
Read)
For example:
After introducing all new words that include the following but not in
order of appearance .
Spots, sickness , flu, sunburn , allergy, spots, put on weight.
Step 1 : Students listen to the tape (or teacher read) discovers the words used in
the article and underline (marker pens)
Step 2: Students numbered words they hear
1. spots
4. flu
2. sunburn
5. allery
3. put on weight 6. sickness
* After applying the method of preparation of the texts I have observed
students actively in learning. They boldly than in learning English .
b. Preparation of the sample sentences
- Make more practice in speaking, language focus .
- Through practical exercises such as Exercise replacement (substitution)
metabolism (transformation), expansion (expansion) (finish the sentence).
- By train from form to form sentences teachers not only help students learn
how to use the right means, the right kind of questions, but also help students
understand and use words in context .
- Teacher Notes selected from the sample sentences matching training needs .
- The exercise of the following steps :

+ Practice controlled (controlled practice) .
+ Practice guidance (guided practice) .
+ Practice free (Free Practice)
For example (Unit 1 – A closer look 2 - SGK thí điểm 7) . Train them in mind
and use good verbs of liking + V-ing with sample sentences.
* S + like / enjoy / hate / love + V-ing
Step 1 : Practice controlled (controlled - practice).
- Have students substitute the word underlined.
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- The teacher writes on the blackboard for students sample questions and
analysis of alternatives.
Student 1: I enjoy riding a bike
Student 2: I love walking
Student 3: I hate eating noodles
Student 4: I like watching cartoons
Step 2: Practice guidelines
Give students practice in pairs, ask and answer the truth about the job
was done (past habit) of each student or others .
For example: Student : What do you do in your leisure time?
Student 2: I enjoy riding a bike
Student 3 : What does your sister like doing in her freetime ?
Student 4: She likes cooking
- Each pair of questions - answer then change positions .
Step 3: Train freedom (Free Practice)
Students practice in groups, asking and answering questions on the topic of
what I 've done in the past (past habits) (Chain game) .

For example: Student 1: What don’t you like doing in your free time ? ?
Student 2: I like cycling
Student 3: I like cycling and I enjoy watching T.V
Student 4: I like cycling , waching T,V and listenig to nusic
Student5: I like cycling, watching T.V , listening to music but I hate cooking
.......
By checking method I have students take tests and obtained the following
results:
fairly good (%)
Average (%)
Weaknees (%)
CLASS
Total
%
Total
%
Total
%
7C1(40 students ) 21
52,5% 19
47,5% 0
0%
7C3( 40students ) 15
37,5% 22
55%
3
7,5%
Table 2: Results obtained after phase 1 study.
After months of conducting a training exercise for students in
vocabulary training methods from the training texts and phrases from the

students I 've seen her have more positive changes in learning English. They
are not afraid to call each time the teacher writes on the board or set of simple
sentences in English. Through discussions with them I found that they were
interested in learning more and always showed cooperation and the teacher in
the class. By testing and assessment methods have obtained results on the
statistical tables.
Their results were significantly talents. The number of students good
one, has increased while the number of students fell weak .
2.3.2. Phase II : Practice of the structure from
I have exchanged, discussions with colleagues, students and interviews
continue to apply method: 'Practice of the structure from' on the train from
students.
- Perform the exercises, listen and Read all or Language focus .
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- Purpose: To help students distinguish between types of speech or writing at
the same time help them learn how to create the appropriate kind words .
Through the use of good sentences and effective.
- Implementation.
* Step 1: Show students how to create new words, from the root, through
which students master the kind words.
- The teacher writes on the board a number of explanations
Organnize (v) - > organnization (n)
Explain (v) - > explanation (n)
Encourage (v) - > Encouragement
Establish (v) - > Establishment
Step 2: Find cognates to help students discover from the kind of fast.

Teachers ask students to find the different types of the same from the original;
Noun Verb Adjective Adverb
Organize organizable Organizably Organization
Active Actively Act Activity / action ...
* Step 3: Make use of grade assignment in question.
For example: Unit 9 – A closer look 1 ( English 7 – new edition )
Prepare a paper exercise, students work in groups on handout (one group
per table) so students together to discuss conditions and not time consuming.
Specifically, with the word “ celebrate “/ perform
1. Vietnamese people ................... Tet holiday on January 1st according to the
lunar year.
2. Tet holiday is the most important ......................... to Vietnamese people
3. Who is ....................... on the stage ?
4. I love the ...................... of folk song .
* Key : 1- celebrate
,2- celebration
3 – performing 4- performance
After conducting a training exercise in composition from, I have students take
tests and obtained the following results.
fairly good (%)
Average (%)
Weaknees (%)
Total
%
Total
%
Total
%
7C1(40 students ) 23
57,5% 17

42,5% 0
0%
7C3(40 students ) 17
42,5% 21
52,5% 2
5%
Table 3: Results obtained after phase 2 study
* As a result, we found students were more knowledgeable about the structure
of English. They already know how to use words in the right context, no
confusion between nouns and verbs, adjectives and adverbs. they even bolder
in speaking English. They also have more progress in writing. The results of
the tests you pretty good. Number of gifted students clearly increase textile and
weak students down.
2.3.3. Stage 3: Preparation of thematic
After the first two stages I see the results of students learn vocabulary
much progress . I asked the students to learn more about psychology, mental
CLASS

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attitude after they have learned through phase 2 trial basis. I also had
discussions with colleagues and continue to apply the training methods from
themed to practice vocabulary for students.
Implementation in the consolidation, revision or warm up section.
* Purpose: To consolidate vocabulary, word recognition memory according to
system type logic.
* How to proceed: Giving shape to practice exercises for the purpose desired,

to help students remember long.
- Depending on the type of items that teachers choose to proceed accordingly.
+ Rating from the group.
+ Network.
For example: Option 1: Teachers for a certain number of requests from
students picked and arranged by topic for availability (teacher can write the
paper or write on the board side to avoid losing time ago) .
Example: In Unit 1 - Speak.
Topics should practice: Furniture
Prepositions.
Option 1: Teachers read / write requests from students grouped .
Shelf, couch, picture, clock, opposite, armchair, rug, coffee, table, on, lamp,
next to, through.
Method 2: Network.
Teachers from the second network launched on topic, ask students to find the
words listed according to theme and fill from the network.
After the training teaches students themed, I have obtained the following
results:
fairly good (%)
Average (%)
Weaknees (%)
Total
%
Total
%
Total
%
7C1 (40students )
25
74%

15
26%
0
0
7C3 (40students )
20
50%
19
49,75%
1
0,25%
Table 4: Results obtained after phase 3 study
* After this period students were really enthusiastic. I observed that his
students have started talking with each simple sentences in English class. They
also made progress in listening and writing skills. Specifically, after student
vocabulary test results of the children has increased markedly. Number of
students fairly, salad increases, the number of students because of decreasing
fast.
2.3.4. Stage 4: Training from the coordination
After 3 months of testing methods to teach vocabulary to students, I found the
learning outcomes of students marked progress. So I made the final stages of
experimental methods of coordination training.
* Purpose: Help students remember word pairs and have the ability to use them
in a flexible manner in a specific context.
* How to proceed
Teachers give homework form as:
CLASS

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+ Find synonyms or antonyms for given words.
+ Fill in missing letters to form meaningful words.
+ Connect column A with column B according to the system from which
teachers make.
- This method is practiced in all types such as reading, practice. Language
foucus - helping students from fair use in situations, circumstances.
Teachers can ask students to find synonyms or antonyms, or to match the
words / phrases to make a meaningful phrases.
For example: Unit 10 – Getting started ( SGK7 – Sách thí điểm )
In order to encourage students to learn the phrases , I ask them to match the
words in column A with the words in column B to make meaningful phrases
A
B
1. carbon
a. power
2. fossil
b. sources
3. solar
c. fuel
4. natural
d. dioxide
5. nuclear
f. panel
KEY : 1- d ;
2–c;
3–f;
4–b;

5–a
After training for students from I to coordinate student vocabulary tests and
obtained the following results:
fairly good (%)
Average (%)
Weaknees (%)
CLASS
Total
%
Total
%
Total
%
7C1(40students ) 27
81%
13
19%
0
0
7C3( 40 students ) 22
55%
18
45%
0
0
Table 5: Results obtained after phase 4 study
With this result we can see the results of students learning vocabulary
has achieved good results. Students pretty, pretty good rose high and weak
students were significantly reduced .
2.3.5. Experience helps students memorize English vocabulary

Along with the application of methods from such practice has done in 4
stages over, to help her students remember vocabulary better, I have to help
them figure out for themselves and methodological guide the children at home
combined with the knowledge that she teaches on lop. Toi helped them find
their own way of remembering fast and easy .
To better promote positive creative initiative of students in learning, and
help students remember vocabulary faster, we need to organize the teaching
process in a positive way the activities of the school, in the teaching and
learning, the teacher is only transmit knowledge to students, good students
want to acquire the knowledge, then you have to learn by their own activities.
Further time is at school , so most of the time remaining in their families to be
held for their own learning activities . How is it, then surely the teaching and
learning activities will be increasingly more complete.
So right from the beginning of the school year, teachers should guide
students build learning activities at school and at home.
a. Prepare vocabulary at home.
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They must be prepared prior to the vocabulary in the classroom the
children active in acquiring new knowledge, help them memorize vocabulary
quickly and easily.
b. In the classroom
To help students memorize vocabulary easier since the introduction of
the new steps I myself have applied all the tricks introduced: using visual,
picture, real objects, avoid teaching situations ... written in the form of a series
from the board and the students read, copy. If conditions permit teachers to use
information technology to teach. Teachers can design activities using

electronic lesson plans to help students practice vocabulary and memory
efficient.
Aside from the introduction of new activities, I also focused on
memorizing test vocabulary immediately after applying all the tricks of law
school education, using the game as: what and where, rubout and remember,
matching,.......
In addition to the above activities, in order to help students memorize
English vocabulary effectively, I regularly organize students play the
vocabulary game, hold for the children of the English extracurricular for them
to communicate with each other in English. I also encourage them to bring real
objects or self and act (purchase, sales ...), teachers provide situations for
students to communicate with each other in English .
In the process of teaching I 've come up with short songs, then teach
them to sing. This form I see students and guests enjoyed very fast. I can give a
song adapted from Vietnamese :
- Teachers guide students sing, they will recognize the melody of the
song in Vietnamese. That's all: " I love you " to students in grades 6, 7, the
teacher can make this experience easier than textbook knowledge was not
much .
- Besides, I also encourage students tested on English. This is also a
form of helping them memorize English vocabulary effectively.
c. Memorize vocabulary
If they learn vocabulary and reading just remember that the capital.
Teachers should guide students to memorize how to approach writing from
vocabulary. I myself have been guiding students in the following ways:
- Memorize new words by writing several times until the paper of
writing and meaning. I often encourage students to write words down on small
pieces of paper and give one or two examples with each new word in order to
remember the word in the right way ,so they can leave them in their pockets
this can help children learn vocabulary in wherever, whenever they want.

- Teachers can guide students in learning vocabulary by writing the
words on paper and then glue them to the objects in the house and place it in a
conspicuous location in the house so they can learn all the time, anywhere.
- Self sentences with vocabulary
- I also guide them to write daily diary in English to improve English
vocabulary, help them organize English clubs. Weekly club activities after 5
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pm Details 3. Members of the club will be activities, knowledge exchange and
help each other in learning.
- In order to help Ss remember the topic vovabulary better , I often
advise Ss to do crosswords
For example , when I teach the topic vocabulary of holiday I make the key
word : “ CELEBRATION ”
D
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 ACROSS :
1- Vienamese people often hang this before Tet . What is this?
2- A few days before Tet , they usually ................. their house to make it more
attractive.
3- Children often receive ............from adults during Tet holiday
4- They often cook ........ food like banh chung
5- Peach ........................ is the tradditonal flowers on Tet holiday.
6- Tet occers in this season.
7- On the first day of Tet holiday , Vietnamese people often go to
the ....................to pray for good health.
8- During Tet, they often visit their grandparents , their friends and ..............
9- Chung cakes are made from ............ rice
10- Before Tet, they usually go .....................to buy fruit , food and many
important things
11- My Mom often dusts the ................................in the house before Tet .

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Or when I teach the topic vocabulary of personality , I make the key word :
“ PERSONALITY ”
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* ACROSS
1.It is no good of you not to .............. with children .

2. Nam is very........................ He always gives food and money to poor
people
3. I’m sorry for being ........ to you yesterday.
4. Hoa is very ............ with strangers.
5.I am very ..................... of your new car .
6. Lan is very .............. She usually helps her friends whenever they
have problems
7. He is a ........................ driver . He often has accidents .
8. Nam spends most of free time talking on the phone . He is ..................
9. Mary is so...................... that she has a lot of friends.
10. His father is often angry when he asks him for something . He is
so ...............
11. My brother is very..................... , he doesn’t do any thing but
watching T.V.

This game is very useful for students to learn new words , they can often
guess the meaning of a new word from its context .
- Ask each student to have a book that lists its own thematic
vocabularies, so when they can easily look up without a dictionary
- Encourage students to learn and do regular exercises on vocabulary
.Teachers can instruct students to read the texts and conversations in English.
Read as much as the rich vocabulary. While reading and encouraging them to
pay attention to the words they do not know. Teachers should guide students to
guess the meaning from the dictionary then. Teachers can encourage them to
practice reading in the morning and evening for children to memorize words
better.

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2.4. TESTING:
Through the application of some experience of teaching practice in
teaching vocabulary in English 2 class 7C1 and 7C3, I have achieved certain
results. Here are my results before and after the research process.
2.4.1 . Results before conducting research :
fairly good (%)
Average (%)
Weaknees (%)
CLASS
Total
%
Total
%
Total
%
7C1(40 students ) 19
47,5% 21
52,5% 0
0%
30%
7C3(40 students ) 12
25
62,5% 3
7,5%
2.4.2. Results after conducting research :
* Results 1st test
fairly good (%)
Total

%
7C1(40 students ) 21
52,5%
7C3(40 students ) 15
37,5%
CLASS

Average (%)
Total
%
19
47,5%
22
55%

Weaknees (%)
Total
%
0
0%
3
7.5%

Average (%)
Total
%
17
42,5%
21
52,5%

Weaknees (%)
Total
%
0
0%
2
5%

Average (%)
Total
%
15
26%
19
49,75%

Weaknees (%)
Total
%
0
0
1
0,25%

Average (%)
Total
%
13
19%

18
45%

Weaknees (%)
Total
%
0
0
0
0

* Results 2nd test
fairly good (%)
Total
%
7C1(40 students ) 23
57,5%
7C3(40 students ) 17
42,5%
CLASS

* Results 3rd test
CLASS
7C1(40 students )
7C3(40students )

fairly good (%)
Total
%
25

74%
20
50%

* 4th test result
fairly good(%)
Total
%
7C1(40 students ) 27
81%
7C3(40 students ) 22
55%
CLASS

Based on the table above analysis we can see the results before checking
the low number of gifted students while weak students also results in high
levels. After a period of teaching methods applied training and guidance from
the students memorize, memorize vocabulary fairly good number of students
has increased, decreased number of weak students. Students have been
practicing more vocabulary and can use the vocabulary provided in the
communication situation is specific.

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From the above results I have learnt these methods have brought good
results. Students are more interested in the subject. They were even bolder in
speaking English. They practice Listening, Reading, Writing by themselves

better. Teachers do not have to work so hard in teaching students listening,
speaking, reading and writing skills . They took the initiative to acquire
knowledge in the classroom and self- study at home.

3. CONCLUSIONS AND RECOMMENDATIONS
* Conclusion
After a time the application of new methods in teaching vocabulary
practice for students, I have scored remarkable results.
Firstly, most students memorize vocabulary and easier to use vocabulary
learning skills: Listening, Speaking, Reading and Writing. They easily
understand the content of the conversations and texts, from which their favorite
English subject and learning outcomes achieved high results.
Percentage of students fairly good increase and decrease the percentage
of students significantly weaker.
Secondly , from the above conclusion showing to students memorize
English vocabulary for yourself requires both teachers and students to try,
attempt.
Teachers must always explore, learn and improve their knowledge and to help
students practice and find out the best learning method, in accordance with the
Study yourself means that you will desire to learn and interest in learning to
improve their knowledge for themselves.
Advantages and limitations of experience initiatives
* Pros: vocabulary development for students, easy to implement, inexpensive .
* Restrictions: In order to achieve the necessary coordination between teachers
and students. If a student does not cooperate with the teacher,he /she will not
get results as expected. Besides that, I also need to have a combination of
family and school in motivating and encouraging students to study at school
and at home.
With the theme:"Some experiences help 7th graders practise and memorize
English vocabulary". I can not all be present all the way from the

exercisesthere may still be some limitations in the teaching process. I look
forward to receiving the comments from my colleagues.
* Proposal: Suggested levels created favorable conditions for facilities,
modern equipment, specifications classrooms, number of students arranged in
layers just right for teachers to cover classes are comprehensive, conditional
students more practice .

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Xác nhận của Ban Giám hiệu

Quảng Xương , ngày 18/ 4 / 2016
Tôi xin cam đoan đề tài này là do bản
thân tự nghiên cứu, không sao chép nội
dung của người khác. Nếu sai, tơi xin
chịu hồn tồn trách nhiệm

Lê Thi Phương

Người thực hiện
                         
Pham Thi Vy

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REFERENCES
1. Teaching Vocabulary techiques (OXFORD)
2. Phonetics and vocabulary - Nguyen Van Tho - Kim Tuan Huynh
3. Texbook English 7 (Education Publishing House – New edition)
4. Basic English lexicology - Hoang Tat Truong
5. Royal All - School Vocabulary learning basic English.
6. M. Lewis and Jimmy Hill (1990) - Practical Techniques of language
teaching Lon Don.
7. Little Wood.W (1981) - communicative language teaching.
8. A Practical English Grammar - Thomson AJ - Martinet V A.

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