SKKN mông tiếng anh trung học cơ sở

I. INTRODUCTION
1. The reasons for choosing topic.
As we all know, English is one of the most widely spoken languages, is the
golden key to the world. The importance of English is increasingly being
confirmed. But learning English is not easy if we learn with the wrong method.
In recent years there have been major changes in the content and teaching
methods to fit the objectives and requirements set out for this subject in the
reform program. The teaching and learning always impact relationships, mutual
reciprocity. How students understand the material, absorbing all the fastest, with
the most popular class, attracting students, there are methods to teach or students
to easily grasp all right in class are always the concern for each English
language as we do.
Meanwhile with any languages vocabulary,s role is also very important. We
can find a language is a set of vocabularies. It means we can not understand the
language without knowing the words. But that does not mean we only
understand the single lexical unit, independence of each other that can only be
mastered through language dialectical relationship between the lexical units. So
learning the vocabulary and practicing using vocabulary skills are the leading
factors in the transmission of language and acquire general English in particular.
From the above reasons, finding themselves a new teaching and learning
from how to provide optimal performance for students is essential. With
experience in teaching English, I would boldly research experience with the
initiative: "The techniques of teaching new words in order to improve the
quality of learning English at Le Quy Don secondary school "
By carrying out this study, the researcher wishes to give a hand in
promoting the progress for grade 6 and 8 students.
Perhaps my research is not certainly perfect so I am looking forward to
receiving input from all of you.
Thank you.
2. Aims of the study.
With the successful researching topics and initiatives of experience will

provide teachers with the following experience:
- Clearly understanding the new teaching methods for secondary school
students.
- How to form a new sequence from teaching for secondary school students.
- Researching documentation of teaching English, teaching new techniques.
- Dubbing instruction test.
- Attending the companion,s lessons and get their experience..
- Checking and evaluating the results of the all students , grasp so that there
is a reasonable additional adjustment.
- Directly guiding students to practice and trained skills to use English
words in communication.

1


3. Researching objects.
Audience research is geared to forging subject for secondary school
students in grades 6 and 8 in Le Quy Don secondary school in Bim Son town,
the teaching vocabulary techniques.
The research focuses on two contents:
- Providing students the most effective ways in learning vocabulary.
- Guide students to use new words in practicing and doing the test better.
4. Researching methodology
a. Reading topic.
To carry out this topic I studied and collected documents related to the topic,
learned the experience from other teachers. Whereby I oriented the content of the
subject matter and clear research to solve problems with the relatively accurate
documentation.
b. Investigate method.
- Attending the companions,lesson: Through projected colleagues in my

own school and outside schools have summed up some experience from the new
classification teaching in English.
- Experimental research: The own gotten experience through classroom
lessons, applied some of the new methods of teaching in every lesson and selfevaluate the effectiveness of those methods.
c. Communicative method.
- Through the discussion of the problems of English teaching methods and
new methods of teaching.
d. Testing method
- Through quality test results of students the teacher self-evaluation to
assess the effectiveness of using a number of new teaching methods and propose
suitable solutions.

2


II. CONTENTS
1. Theoreticle basis of the problem.
a. The legal basis:
- Pursuant to Resolution No. 40/2000QH Congress on renewing the general
education program.
- The topics of the Department and the Department of Education and
Training to improve teaching methods in schools.
- Documents 'some problems renewing teaching methods in secondary
schools's Ministry of Education and Training, published in 2002.
b. Scientific basis:
Due to the characteristics of foreign language teaching methods do not
require to follow a certain order, so that teachers always have to pay attention to
the informal methods to convey to learners the most reasonable. Moreover, due
to the overall situation of local students most facilities cater for student learning
is poor. Students most up newly acquainted secondary subjects English and

understanding of social knowledge is still limited, but not shy even remember
what the posts are learning, from the limited capital in the process of learning
teachers face many difficulties, poor listening skills.
This topic is formed in the process of learning and theoretical research on
practical teaching methods in Le Quy Don secondary school in Bim Son,
listening comprehension test results for students in grades 6 and grade 8.
The implementation of this research is based on theoretical approaches to
teaching the English language arts, exact sciences, the students understand the
lesson right in the classroom.
Teachers design requirements more simply listening exercise but on the
basis of the basic content of the textbooks required.
In the process of implementation of the subject, myself constantly learning
content abreast of requirements and find out the limitations of the new teaching
methods to consult colleagues learn from experience, and create the appropriate
adjustments the ability to acquire new knowledge and appropriate student age
psychology.
2. State of the matter research.
a. Advantages:
- Along with the social-economic development and international integration
of the country English is increasingly valued and affirmed. Understanding the
need that the state, the education and training establishments - department of
education and training also has certain investments in order to improve the quality
of teaching - learning foreign languages in general and English in particular.
- Teachers are enthusiastic, passionate, with the student, always learning
innovative teaching methods in line with the student audience.
- The attention of the leaders to create conditions, school leadership team.
- Parents are interested in facilitating an optimal way for your child's education.
3

b. Difficulties:
To the subject.
English is a foreign language. Applying to write essays is so often
difficult for students to understand and apply well. Writing abilities in particular,
writing essay needs time and asks the students to master the grammatical
structure, know flexibly use of language knowledge.
Not many students deeply know how to learn a foreign language. Most of
them learn new words by heart – a traditional way which takes a lot of time .
The equipment of teaching assistants is poor, not matching characteristics.
To the students:
Until now students have learnt English only in the passive form (Teachers
say they understand such games), they do not have the concept of investment for
subject because they consider that English is a foreign language. 6 th and 8th
graders of new program are even more difficult because they have to approach
an enormous number of new words in each lesson. Technical English is a
difficult subject that is both natural sciences and social sciences. So the
preparation of new and old studying at home is also deal, sketchy, especially in
the regular classes.
Students are not really interested in learning English now, particularly in
learning vocabulary because it is considered to be boring to learn.
To the teachers:
In recent years, English teachers who have been invested more in
knowledge and teaching assistant equipment. However, to meet the standard in
accordance with the requirements of the subjects in English is still limited,
writing is a difficult skill which asks teachers to invest more in lessons. Besides,
guiding students uses the structural grammar, teachers have to guide them to
apply flexible language structure. Meanwhile 6 and 8th grade - textbook new
program provides an enormous number of new words that requires the teachers
to spend much more time on researching the subject.
Some teachers do not really care much about how to guide students how

to learn new words effectively because they think it is students ,duty after each
unit, but in fact very a few of them complete their task at home .
The use of proverbs in English during the teacher's lectures is very
limited, because teachers have not really seen the role of expression in lessons.
Add to that the proverbs are fixed meaning- phrase should require users to be
very careful language appropriate to the context, situation.
From the current situation show that many students do not pay attention to
school, do not understand all right in class. Most of the children have not been
applied to write the vocabulary proficiency. Specifically in quality surveys of the
academic year 2017 - 2018 in two grades I was assigned to teach. Here is the
result:
4


Number
Excellent
of
Cl;ass
students number %

Fair

Average

Weak

Bad

number

%

number

%

number

%

number

%

6D

47

3

6.4

12

25.5

26

55.
3

4

8.5

2

4.3

8B

46

3

6.5

10

21.7

28

61.
0

3

6.5

2

4.3

From these results I see it is necessary to have the effective teaching new
words skills to improve the quality of students. In practice, based on teaching
experience combined with my colleagues who have accumulated some
experiences in teaching vocabulary. Thereby we can help students to improve
their skills, understand the content of questions from which the correct answer.
3. Solution and implementation:
For a long time, our teachers are familiar with the traditional way of
teaching is followed the books, teacher-centered lessons so that the renewal of
teaching methods make many teachers feel confused. Therefore, to prepare a
lesson vocabulary to attract students requires teachers to spend time researching
genealogy, collecting pictures, using handmade visual aids, bringing the easy and
simple objects to class to help students remember the lesson at once in class.
So according to the method taught vocabulary, achieving the highest
efficiency to ensure the following:
a. Preparations:
* For teacher:
- Teachers need to invest a lot of time to search for documents and images
related to the topic, as well as constantly updated information to support
lectures.
-Teachers egularly use the simple visual aids to inspire in the lesson.
- Teachers have thorough and detail preparation before class.
* For students:
- Collect more documents and pictures related to the teacher,s lecture
- Prepare carefully before class.
- Find new words at home before.
- Practice the pronunciation frequently.

- Actively make visual aids and utensils when teachers request.
- In class lectures attention, speak enthusiastically to build tracks,
aggressive, self-awareness as a group, pair.
b. Presentations:
Depending on each lecture teachers have cleverly found a way to post or to
engage and attract students from the beginning lessons.
Teachers should lead students to focus on the lessons in many ways. Such
as "suggested" by the simple questions related to the subject, forcing students to
5


think, respond as private. On that basis, the guidance is included in the lesson.
Teachers should empower innovative initiative for students: Previously, he
was the center of the lesson, the students now have to be more active in order to
form more confident skills in communication.They regulalyr use their new
vocabulary. Therefore, teachers have to think of a group that works in the game,
students in pairs to take part in building a better post. Depending on the
demands of each skill that has the appropriate procedure for each post. Fully
exploit the performance and manipulate them in a flexible manner and not
confined to the framework.
c. Principles in teaching vocabulary:
- In a class teacher should choose 5 - 8 new words to teach, those words
should be of the type of activity (active vocabulary) This means that the students
will be from regular use in the classroom to practice basic skills, especially in
fostering speaking and writing skills.
- The words should have high frequency that means they appear frequently
in the text.
- These terms need to be learned in the learning process of the students in
the present and the future.
- Teachers do not repeat students from a way too many times because of

repeating many times mechanically will not be effective in understanding the
meaning of words that can make lessons become boring and waste efforts of
students and teachers.
- Teachers should not transcribe new words while teaching beacauseVietnamese
proficiency of students is limited, so students should focus on learning the writing
system of both Vietnamese and English. If they have to learn phonemic symbols
students will be confused between writing and phonetic notation of a word.
d- Steps for presenting new vocabulary:
1- Use a suitable technique to elecit or show the meaning of the new
vocabulary.
2- Model the pronunciation clearly (3 times)
3- Ask students to repeat the word chorrally and individually.
4- Correct students’ s pronunciation
5- Write the words on the board and students’ s copy down on their
notebooks.
6- Check that students clearly understanding the meaning and pronunciation.
7- Draw students’ attentionto aspect of vocabulary such as part of speech ,
callocation , frequency etc…..
8- Give students a written record.
(May be teacher check that students write well in their vocabulary
notebooks).

6


e. Eleciting techniques for teaching vocabulary:
Visuals
- Use a picture
- Draw on black
Ex: The one pillar pagoda

Mine
- Facial expression
- Guesture
- Body action
Ex : to brush ( one’s 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, an apple, flowers….Into the class)

7


Situation / Antonym:
Use the questions
Ex: What’ s another word for “holiday”?
Holiday= Vacation
What’ sthe opposite of “ happy”?
Happy # Sad

Translation:
Ex: A destination
True or False statements:
Teacher gives some statements and asks students to choose the best answer.
Ex :A carpenter
T. says:

a- Carpenter takes care of a forest
b- Carpenter often works with wood.
c- Carpenter uses many tools

Example:
ex1: rice, meat, and fish are food
food (unc)
ex2: bananas, apples oranges …are fruits
ex3: shirts, trousers, jeans, shorts, dressesare
clothes.
Ex4: beds, tables chairs are furniture
furniture (unc)

8


* In addition, teachers must know how to
combine teaching from. Many teachers
have to know how to combine a variety of
techniques to explain the meaning of the
word, but do not need to explain quickly
to take time.
Ex: to teach the word "smile" teachers
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 smile smile”
Ss: smile
T: Good. What does it mean in Vietnamese ?

Recording vocabulary:

Using symbols
a - You can see the following symbols with synonyms, antonyms, traslations and
pictures
= is the same as
ex: good = nice
# is the same opposite
ex: good # bad
b - You can use the following symbols to show the stress or the link of sounds.
For the stressed syllable
For linking final consonants with vowels
Ex : an orange.
c - You can see the following words or abbreviationsfor the part of sentence .
- To - for verbs
ex: to visit
- a/an - for countable noun
ex: a destination
- (unc) - for uncountable noun
ex: rice (unc)
- (adj) - for adjectives
ex: excited (adj)
- ( adv) - for adverbs
ex: quickly (adv)
d- You can simple underline prepositions or gerunds.
Ex: (to) stay (with/for/in )
9


f. Checking techniques for vocabulary
Rub out and remember:
Teacher presents or elicits the vocabulary and build up the list on the

blackboard.
After each word teacher put the Vietnamese translation .
Teacher the students to copy in to their books and then close their books.
Teacher rub out the new word one at a time.
Eacher time teacher rub out a word in English, point to the Vietnamese
translation and aks “What’s this in Vietnamese?”
When all the Engkish words are rubbed out teacher go through the
Vietnamese list and get the studends to call out the English words
If there is time, teacher get the students to come to the black board and
write the English words again
* Note: it helps leaners to memories new vocabulary.
Slap the board:
Teacherputs the new words in English on the balck board in bubbles - not
in a list.
If you want to check the understanding, put the Vieetnamese translationof
the new words or picture on the blakboard .
Teacher divides the class in to two teamsof five or six to front of the
class.
Teacher choose a student from each team and they stand at equal distance
from the blackboard.
Teacher calls out one of the new word in a low voice in Vietnamese.
Two students must runs forward and slap a word the word in English on
the board.
The one who slaps the correct word first is the winner. If students are
playing in teams ,the win team gets a mark.
Then teacher ask two more studentsto come forward …..etc.
* Note: There are two points to remember inS the B. If you use only
English, leaners are only recognizing the word in through listening. However if
you use Vietnamese translation or picture you can checkthe meaning of the new
vocabulary.

What and where:
Teacher writes the new words in the cicles on the black board not in a list.
When all the words are on the board, teacher ask the students to repeat the
words in cicles.
Teacher rubbed out one of the words but doesn’t rub out th cicles.
Teacher gets the students to repeatthe words including the rubbed out
words by poiting at the empty cicles.
Teacher rubs out another word but leaves the cicles.
Teacher pointthe woed or empty cicles, students read and have to
remember all the words.
10


Continues till the cycles are empty.
Techer aks the students (6 or 8 at the time 0 to come to bb and fill in the
cicles with the correct words
* Note: This check technique is good for leaners to memorise the newwords
and also good for revisionof vocabulary.
Matching:
T writes the newwords in the list on the left hand side of the bb.
T. writes the definitions, translation or draws pictures on the right hand
side of the black board.
T. asks the Ss to come to the board to match the items on the left with
those on the right by drawing a line between them.
Jumbled words:
T. sticks 6 flashcardswith jumbled words on the bb
T- asks Ss to rewrite the words in the right order
T tells Ssthe first two groups with the right word will get two points
T. corrects them.
T. asks Ss to read again

Bingo:
T.draws box on bb and asks Ss to copy
T. Asks Ss to rewrite 6 newwords they’ve learnt in the box.
Ex: A packet
A destination
A bay
Medicine flu
A doctor
T. tells Ss that she/ he will say some words (8-10-12-15)
If Ss hear the word, they cross it out .Like this:
When Ss croos out all six words, shout “bingo”. Who say “bingo”first
will be the winner.
* Note: This activities can be used to check and revise the newwords you
have introduced during the week
Practice exercices:
After reading out the meanings of words, teachers can ask students to do
some exercises to help them understand how to use the word through classroom
activities.
Exercise is often used in combination with the training skills such as
listening, speaking ...... Here are some suggested exercises:
. Systemic reactions (TPR: Total Physical Response).
Teachers give some orders and requests made by students, action.
Ex: T says "stand up"
Ss: Take action to stand up
T: "sit down"
Ss: Take action to sit down.
11


- Sort them by topic heading? Group the words

according to their topics)
Apple tea cofee rice fish chicken pork meat lettuce tomato wine beer nuts
butter milk beef cabage lemonade wheat beans vegetables
FOOD
DRINKS
FRUIT
VEGETABLES
. Cicle the words not belong to the group:
Ex: scientist chemist physican English literature mathematics school
history walk watch TV read
Through the actual teaching years with new teaching methods, in the
lesson, I noticed thatwith new teaching skills above many students can grasp the
lesson immediately in class, the children are excited and passionate to learn.
They can guess the new words through context, situations and themes. Many
former pupils are very shy, did not dare to speak in front of the class, they now
have enough confidence when communicating. I gave them the specific
situations so that they can inculcate a lot, especially those from difficult hints to
guess that.
4. Reached results.
Through testing, it helps teachers see the need to train and enhance the
skills of new applications introduced in the lesson. So that teachers construct a
new efective method in teaching vocabulary for students.
From these solutions, it helps students remember and master the use of the word
at class. They can apply to do their homework at home without having any
difficulties in understanding the meaning of words.They also have excitement,
passion and love subjects more.
After a period of time researching experience initiatives, I myself find out
the reasons and solution of new teaching methods, school year 2017 - 2018 I
was assigned to teach English in Grade 6 and Grade 8 at Le Quy Don secondary
school I have obtained the following results:

Quality results for the first semester
Class
6D
8B

Excellent
Fair
Average
Weak
Number
of
numbe
numbe
numbe
%
%
% number %
students
r
r
r
7
14.9
18
38.3
20
42.5
2
4.3
47

7
14.9
11
23.4
27
57.5
2
4.2
46

Bad
numb
%
er
0
0

0
0

The results for the last semester
Class
6D
8B

Number
of
students
47
46

Excellent
number

%

15
14

31.9
30.4

Fair
numbe
%
r
22
19

46.8
41.3

Average
numbe
%
r
9
12

19.1

26.1

Weak
number
1
1

Bad
% number %
2.2
2.2

0
0

0
0

12


Thanks to the initiative application, the quality is not only increased, but
also contributes to improve the great achievement in training excellent students.
These results suggest that during the period of time I have applied the
initiative, I have helped my students build and develop their vocabulary thereby
they can improve their knowledge development skills.
- Most of the children have the ability to understand and remember the
lesson at once at class.
- Students have to understand the importance of the subject in general,
and learning to understand the meaning of vocabulary in particular.

- Teachers can promote the students, ability with creative thinking.
- Specially through learning the vocabulary students have more knowledge
from that they broaden their own social skills. They also apply their practical
knowledge contributing to raise social awareness as well as other subjects.

13


III. CONCLUSION AND RECOMMENDATION
1. Conclusions
To be a good teacher under the socialist policy, first of all each of us
constantly improves the knowledge, continues learning, while reflecting the
spirit of enthusiasm for yourself future generations of the country. The country
wants to develop and integration requires people to know foreign languages. To
communicate and diplomatic success, the use of the correct language is needed
more than ever. So first of all, teachers must help students understand the
importance of the subject.
Besides learning foreign languages for future teachers to create excitement
for the subject to avoid repeating in a lecture or the same in many lessons. Want to
be such a teacher should not stop learning, innovative teaching methods to suit
each student object. Teachers must capture the aspirations of each student, helping
students solve every difficulty in the learning process in the classroom and at
home. Always concern with your teaching, how to achieve the most effective
lesson? Need to introduce and guide students learning how to efficiently? This
lecture should let students approach method?
To achieve that successfulness, I think the teacher should actively learn to
cultivate knowledge, skills, experience exchange with colleagues teaching hour to
teach more effectively. At the same time must have dedication and responsibility
with students.
2. Recommendation:

- The school will have the further facilities to be eligible to serve as
teaching projector, foreign language classrooms.
- School library adds more reference books for students with opportunities to
practice more.
Above are some of the work I have been and will continue to implement
in my teaching process, with what I've shown I hope my small successful part
will reform the implemeted education program in general and national schemes
for particular foreign language.
To experience initiatives can be effectively applied, I respect:
+ Education Department pays more attention to teachers by organizing
English classes more thematic advanced to discuss teaching skills in teaching
vocabulary in particular, to the teachers as I was ironing further arguments about
writing ...
+ The heads of the school invest more on equipment such as tutors
(reference books, computers, function rooms ....).
14


The theme is the experience of myself over the years teaching in
secondary schools. I am looking forward to the comments of colleagues to be
more complete in the subject.
CONFIRMATION OF HEADS
OF UNITS

Bim Son, April 9th , 2018
I swear this is my own experience
initiative, is not copied the internal
contents of others .
The implementer

Nguyen Thi Phuong Mai

15


REFERENCE
1. Adrian Doff, Teach English, Cambridge University Press: 1995.
2. Andrew Wright, David Betteridge and Michael Buckby, Games for
Language Learning, Delta Publishing: 1995.
3. English Language Teacher Training Project, The Methodology Course
(Book1): 1999.
4. Jeremy Harmer, The Practice of English Language Teaching, Longman
Press: 1991.
5. Barry Sesnan, How to Teach English, Oxford University Press: 1997.
6. Penny Ur, A Course in Language Teaching - Practice and Theory,
Cambridge University Press: 1996.
7. Penny Ur, Discussions That Work - Task - centered Fluency Practice,
Cambridge University Press: 1981.
8. Nguyen Hanh Dung, Methods of Teaching English in Secondary
Schools, Education Publishing House: 2003.
9. Royal Show, Collection Games English, Publisher Hanoi National
University: 2002

16


TABLE OF CONTENTS

17

18


TABLE OF CONTENTS
BIM SON EDUCATION AND TRAINING

LE QUY DON SECONDARY SCHOOL

EXPERIENCE INITIATIVE

THE TECHNIQUES OF TEACHING NEW
WORDS IN ORDER TO IMPROVE THE
QUALITY OF LEARNING ENGLISH AT LE QUY
DON SECONDARY SCHOOL

Writer: Nguyen Thi
Position: Teacher
School: Le Quy Don secondary school
Subject: English

BIM SON 2018
19