DẠY HIỆU QUẢ TỪ VỰNG TIẾNG ANH LỚP 12

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SỞ GIÁO DỤC ĐÀO TẠO LÀO CAI
TRƯỜNG THPT SỐ 2 VĂN BÀN

TÊN ĐỀ TÀI: DẠY TỪ VỰNG TRONG PHỔ THÔNG TRUNG HỌC
ỨNG DỤNG: DẠY TRONG SÁCH GIÁO KHOA LỚP 12 CƠ BẢN ( 7 NĂM)

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THE THEME

HOW TO TEACH VOCABULARIES IN HIGH SCHOOL
FOCUS ON ENGLISH 12

THE CONTENTS

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Page
4

Preface
I. Showing the meaning of words visually
1. Use pictures and cards
2. Using media ( using video)
3. Using realia
4. Using mine

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8
9
8

II. Word Meanings From Context

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III. Using synonyms or antonyms

11

IV. Definition and Translations
1. Definition
2. Translation
V. Do exercises

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12
13
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1. Gap filling

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2. multiple choice
The end

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PREFACE
Studies have shown that vocabulary knowledge is strongly correlated, and researchers have found
that word knowledge in high school can predict how well students will be able to comprehend
texts they read in high school. Limited vocabularies prevent students from comprehending a text.
Direct instruction in vocabulary can help arrest this cycle. Good readers often acquire much of
their vocabulary through wide independent reading, also known as incidental learning. However,
explicit instruction can help students learn enough words to become better readers (and thus
acquire even more words). Direct vocabulary instruction is useful for students at all ability levels,
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but it is particularly useful for beginning students who have a limited reading vocabulary and little
exposure to incidental vocabulary learning outside of school.
Studies have shown that the key to increasing vocabulary is exposure to new words—not an
innate ability to learn from context. Experts emphasize that vocabulary development is an

attainable goal. If given the opportunity to learn new words as well as effective instruction, most
students can acquire vocabulary at rates that will improve their comprehension. This enables them
to read increasingly challenging texts with fluency and betters their chances for success in school
and afterward.
These are some methods I apply to teach in school which depends on each lesson and time
In my initiatives experience I focus on 4 main methods
I. Showing the meaning of words visually
1. Using pictures
2. Using media
3. Using realia
4. Using mine
II. Showing the meaning of words in context
Using examples, situations, explanations
III. Using synonyms or antonyms
IV. Translation and Definition
V. Use exercises
1. Gap filling
2. Multiple choice

reasons for selecting topics
research

I. Showing the meaning of words visually
1. Use pictures and cards
Picture cues are a great mechanism for teaching young Students to study Vocabularies. They can
combination of words and visual cues can help a young mind piece together a word. There are
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several ways to approach it. The approach shown here works with whole words. First, you can
plan your lesson and pick the words you'll teach your student. An effective way to do this is by
categories. For example, teach your student how to read words associated with fruit, such as
apple, orange or peach. Since the human mind likes to categorize things, this method helps these
words gel into your young student’s mind. Second, Get the corresponding picture cue cards. You
can obtain picture cue cards with one letter on them or with entire words on them. When teaching
a student to read by showing whole words, its best to look for picture cue cards that deal with life
activities. These packages normally have food groups and other categories in them. Third, Sit the
child down in a quiet place before starting the lesson. The trick to getting picture cues to work is
to keep a young student’s attention and have her connect a picture with a word. This won’t
happen if she can’t see the picture cue card or is distracted by sounds. Forth, Pick up a picture cue
card and say the corresponding word. Make sure you explain what you are doing before the
lesson. Then, as you say the word and show the picture cue card, allow a time delay. This time
delay (1 to 3 seconds) will allow your student to soak in the word and associate it with the image.
After you show the picture card, spell the word so your student will associate certain alphabetic
letters with the image. Next, Repeat this exercise at least two times. This means you should show
a picture cue card of an apple and say the word twice. Repetition is a proven method of learning,
so use it to your advantage. Then, Coordinate picture cues with spelling lessons. You can do this
by covering up the word on the picture cue card and revealing only one letter at a time as the
student says it to you. This will further associate the word with the picture and help the young
student learn to read. Last but not least, Allow your student a chance to show off his stuff. After
you’ve been working with your student for a while, mix up the order of your picture cue cards and
allow him to read the words back to you. This will let you see if he is really learning or if he has
just memorized the order of the picture cue cards.
These are one activity which helps Ss guess the meaning vocabularies which is related to the
lesson
illustrated lecture

unit 9: Deserts Speaking ( page 99)

Choose the right words or phrases which best describe the pictures.
CARDS:
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A

B

desert

Eucalyptus
C
D

Grass

Dessert

E

F

Date palm

G

Frog

H

Camel

Crocodile
I

J

Fox

Lizard

PICTURES:
P1.

P2.

P3.

P4.

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P5.

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P6.

P7.

P8.

P9.

P10

Students’activies
Ss is devided two groups, and they have to observe pictures carefully and use cards to paste in the
pictures
The class will be vibrant
Teacher’s activities
T devides the class into 2 groups
T asks Ss to paste pictures which are suitables with cards
T helps Ss to discuss
T give small presents or add mark for the winning group
T helps to read
Suggested answers
A.

Eucalyptus /,ju:kə'liptəs/

P9

B.

desert/de'zə:t/

P10

C.

Dessert /di'zə:t/

P3

D.

Grass /grɑ:s/

P7

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E.

Date palm /'deitpɑ:m/

P8

F.

Frog /frɔg/

P4

G.

Crocodile 'krɔkədail

P1

H.

Camel /'kæməl/

P5

I.

Fox/fɔks/

P4

J.

Lizard /'lizəd/

P2

2. Using media ( using video)
Almost any video can be used to teach English: commercial films, TV programmers, home-made
dramas and holiday films. Live television programmers are NOT recommended. Your method
should vary according to the language point you wish to teach and the level of your student(s)
Although a handset is ideal, it is not essential. Position yourself near the front of the class, to one
side - close enough to the video player to work the controls if you do not have a handset. If the
video player is independent of the TV, turn it so you can work the controls easily without
interfering with your students' view of the TV screen. This medium can be used to pratise
consolidate range of language points to introduce subject(s) for debate to encourage conversation
amongst students to improve writing skills to introduce new vocabulary to develop listening skills
(with visual aid) Few lessons would involve continuous viewing - even with speech-free films.
Strategic stopping is essential. The teacher controls what students see and hear: Films, with
excessive bad language, can be shown without sound If the majority of film is good, unsuitable
sex or violent scenes can easily be avoided as follows plan in advance how to exploit the
remainder of the film knowing the exact counter positions of scenes to be omitted
illustrated lecture
Unit 2: Cultural diversity _ Listening ( page 24)
Warm up:
T gives a short video about a marriage in VietNam and America
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When Ss watch video clip, T point some important words which are shown on screen
Some important words:

Altar/ Master of celemony/ Banquet/ Groom/ Bridge/ Ancestor/Tray/ Schedule/ Blessing
3. Using realia

The main advantage of using real objects into the classroom is to make the learning
experience more memorable for the learner. To give a couple of simple examples, if you are
going to teach vocabulary of fruit and vegetables it can be much more affective for students if
they can touch, smell and see the objects at the same time as hearing the new word. This
would appeal to a wider range of learner styles than a simple flashcard picture of the piece of
fruit or vegetable. (With very young learners, classroom management can become trickier if
you bring in real objects as excitement levels tend to rise. Last year one of my students bit into
an onion we were passing round. I’m sure he hasn’t forgotten that class!)
A second example would be if you are going to teach some functional language for asking for
the timetable for a train. You could use a fictitious timetable or you could use a real one from
the local train station, one from the internet, or if you’re really organised, some you brought
back from your last trip to the UK. This way you expose students to more language than
simply the times and destinations. They will see information about prices, discounts, bank
holidays etc.
illustrated lecture

Unit 2: Cultural diversity _ Writing ( page 25)
T bring the “ Nón lá” ( conical leaf hat)
T show it onfron of the class
T asks Ss to guess which is “lesf, rim, ribs, shaps”
Ss learn vocabularies by waching realia

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4. Using mine

This is the way of using actions and facial expressions to show the meaning of words. Most
action verb ( sits, stand, open…) and some adjectives showing feelings and stantus ( happy,
worried…) can be taught using mine
illustrated lecture

Unit 3: Ways of socialising-Reading page 30

Warm up:
Vocabularies
Some words teacher can express by actions:
Clap: T claps in fron of peple and asks Ss what it means “ Vỗ tay”
Shake hand: T shake hand with one student in the class and aks Ss What is she doing “ Bắt
tay”
Wave: T also “wave” and makes Ss understand her actions

II. Word Meanings From Context
Using examples, situations, or explanations is another ways of showing what word mean. Most
abstract words ( love, happiness…) can be taught effectively in context. There are some points to
consider when using this method
Besides, it is not necessary to give a complicated explanation, the meaning can be shown by
simple sentences. The teacher can ask Ss to find the meaning by guessing the meaning of
sentences which are around

illustrated lecture
Unit 1: Home life _Reading (page 12)

T asks ss to see in the book and pay attention to the sentences
“ The main responsibility is to wash the dishes and take out the gabage
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I also look after the boys”
Depennds on the sentences T aks Ss to guess the meaning of words “responsibility, look
after”

III. Using synonyms or antonyms
Synonyms are different words with similar or identical meanings. They are interchangeable.
For example: Car and automobile.
Antonyms are words with opposite or nearly opposite meanings.For example: Large and
small.
This is a nice warm up game using synonyms and antonyms. You can make it as difficult or
easy as you wish, depending on the level of your students. Hand out a list of words to each
student. There should be two columns next to each word, label the heading of each column,
synonym and antonym. You can make up your own lists using words you've already taught.
Thesaurus.com is a useful tool for this exercise. Then read out the synonyms and antonyms of
those words. The students have to write these words next to the word they are the same or the
opposite of.
illustrated lecture
Unit 6: Future Job Speaking: Task 2 page 66
Find each pair of antonym from the following:

Boring

Rewarding

Dangerous

Difficult

Fantastic

Easy

Fascinating

Unsastified

Grotesque

Safe

T adds words in the board or give small hand out to ask Ss to match
Ss guess and match
T checks corrected answers
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T helps SS to read voca and explains
Suggested answers
Boring
Rewarding
Dangerous
Difficult
Fantastic

Fascinating
Unsastified
Safe

Easy
grotesque

IV. Definition and Translations
Applied linguists have for some time suggested that communicative competence includes a major
component, usually termed strategic competence, the development of which largely determines
the learner's fluency and conversational skills. Practising teachers, however, are usually unaware
of the significance of this competence, and hardly any activities have been developed to include
strategy training in actual language teaching. The aim of this article is to bridge the gap between
theory and practice by first describing strategic competence and then presenting language
exercises to facilitate its development.
1. Definition
illustrated lecture
Unit 10: Endangered species Reading page 107
Task 1
The nound in column A all appear in the passage. Match each of them with a suitable
definition in column B
A
Extinction

B
a. The existence of a larger number of differnet
kinds of animal and plants which make a

Habitat

balanced envitonment
b. The act of preventing something from being

Biodiversity

lost, wasted, damaged or destroyed
c. a situation in which a plant, an animal, a way

Conservation

of life..stops existing
d. The natural eviroment in which a plant or
animal lives
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T asks Ss to work in group
Ss guess and match the word which is suitable with definition
T suggested Ss find words in the text and guess the meaning
T checks the answer
Suggested answer
1.c

2.d

3.a

4.b

2. Translation:
illustrated lecture
unit 9: deserts reading task 1 page 98
Task 1: Give the Vietnamese equivalents to the following words or phrases

English
1. Stretch
2. Sandy
3. Aerial survey
4. Royal Geography society of Australia
5. Australia Aborigine
6. Dune
7. Sloping
8. Steep
9. Hummock
10. Crest
11. Spinifex

Vietnamese
Kéo dài
Thổ dân
Hội hoàng gia địa lý Úc
Cồn cát
Đỉnh
Có cát
Dốc thoai thoải
Lá nhọn
Gò đống
Dốc đứng
Phỏng vấn trên không

T asks Ss to work in group
Ss guess and match the word which is suitable with definition
T suggested Ss find words in the text and guess the meaning
T checks the answer

Suggested answer
English
12. Stretch
13. Sandy
14. Aerial survey

Vietnamese
Kéo dài
Có cát
Phỏng vấn trên không
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15. Royal Geography society of Australia
16. Australia Aborigine
17. Dune
18. Sloping
19. Steep
20. Hummock
21. Crest
22. Spinifex

Hội hoàng gia địa lý Úc
Thổ dân
Cồn cát
Dốc thoai thoải
Dốc đứng
Gò đống
Đỉnh

Lá nhọn

V. Do exercises
1. Gap filling
Gap-fills are an excellent way to reinforce vocabulary, and allow the student to encounter
the vocabulary in a variety of contexts. The exercises can be worked on individually or in
pairs in class, or can be assigned as homework to be quickly reviewed in class
Some types of gap fillings
The Standard Multi-Word Gap-Fill
Gap-fill exercises can take various forms; the most common is the standard multi-word exercise
with a number of sentences and words to choose from. A short example exercise with 5 sentences
is shown below.

The Gap-Fill with Clues in Root Form

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A challenging variation of the above exercise is a gap-fill exercise in which the words which are
gapped are presented in their root form. In this way, students have to choose the correct word
from the contexts given, and supply the appropriate form of the word, such as a different
derivation or different tense. A short example exercise with 5 sentences is shown below.

Multiple Contexts for One Word
Another variation which can help students to understand the various derivations for a word is a
gap-fill exercise with several different contexts for 1 word, each showing a different form or
derivation. A short example exercise with 5 sentences is shown below.

Listening Practice with Gap-Fills

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Gap-fill exercises can be presented as listening exercises. In this exercise, students hear the
sentence rather than reading it, and have to choose the appropriate answer. A short example
exercise with 6 sentences is shown below. The next day in class, students can be shown the
sentences that they heard in the language lab. At this time, they can see if what was said is the
same as what they thought they heard. It also offers an additional opportunity to review and learn
the target vocabulary.

illustrated lecture

Unit 10: Endangered species_ Listening Task 2 page 112

Conmplete each of the sentences with the correct form of the words below:
Peaceful

Plant eating

Forest being cut down

A few female

Their young
In trees

Plants
Insects

Civil war

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* HAND-OUT
General

(1)…………….,

gentle,

social,

and

……………(2)
The silverback, one or two sub- adult
Group members

males, ………..(3)

Food

…………………..(4) and worms

Place for sleeping

Nest……………(5)

or…………………………………

Cause of being endangered

7……………….., hunters killing them for
food,…………………

Suggested answer
1. peaceful
2. planting eating
3. a few females and their young
4. plants and a few insects
5. in trees
6. in glasses
7. civil war
8. forest being cut down
2. Multiple choice
Multiple choice is a form of assessment in which respondents are asked to select the best possible
answer (or answers) out of the choices from a list
Multiple choice items consist of a stem and a set of options. The stem is the beginning part of the
item that presents the item as a problem to be solved, a question asked of the respondent, or an
incomplete statement to be completed, as well as any other relevant information. The options are
the possible answers that the examinee can choose from, with the correct answer called the key
and the incorrect answers called distractors.Only one answer can be keyed as correct. This
contrasts with multiple response items in which more than one answer may be keyed as correct.
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There are several advantages to multiple choice tests. If item writers are well trained and items are

quality assured, it can be a very effective assessment technique.If students are instructed on the
way in which the item format works and myths surrounding the tests are corrected, they will
perform better on the test.On many assessments, reliability has been shown to improve with larger
numbers of items on a test, and with good sampling and care over case specificity, overall test
reliability can be further increased.
Multiple choice tests often require less time to administer for a given amount of material than
would tests requiring written responses. This results in a more comprehensive evaluation of the
candidate's extent of knowledge. Even greater efficiency can be created by the use of online
examination delivery software. This increase in efficiency can offset the advantages offered by
free-response items. That is, if free-response items provide twice as much information but take
four times as long to complete, multiple-choice items present a better measurement tool.
Multiple choice questions lend themselves to the development of objective assessment items;
however, without author training, questions can be subjective in nature. Because this style of test
does not require a teacher to interpret answers, test-takers are graded purely on their selections,
creating a lower likelihood of teacher bias in the results.Factors irrelevant to the assessed material
(such as handwriting and clarity of presentation) do not come into play in a multiple choice
assessment, and so the candidate is graded purely on their knowledge of the topic. Finally, if testtakers are aware of how to use answer sheets and/or online examination tick boxes, their
responses can be relied upon with clarity.
However, The most serious disadvantage is the limited types of knowledge that can be assessed
by multiple choice tests. Multiple choice tests are best adapted for testing well-defined or lowerorder skills. Problem-solving and higher-order reasoning skills are better assessed through shortanswer and essay tests. However, multiple choice tests are often chosen, not because of the type
of knowledge being assessed, but because they are more affordable for testing a large number of
students. This is especially true in the United States where multiple choice tests are the preferred
form of high-stakes testing
illustrated lecture
Unit 1: Home life Reading (page 14)
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Task 1: Choose the sentences A,B,C thwt is nearest in meaning to the sentences given
1. He doesn’t come home until very late at night
A. He never comes homes late at night
B. He comes home late at night
C. He sometimes comes home late at nigt
2. “ Men build the house and women make it home”
A. Both men and women make it home
B. Men and women have to live separately
C. Men’s responsibility is to work and support the family and women’s job is to look after the
family
3/ Our parents “join hands” to give us a nice house and happy home
A. our parent work together to give us a nice house and happy home
B. Our parents take each other’s hands when they give us a nice house and happy home
C. Our parents shake hands when they give us a nice house and happy home
4. The boys are mischievous sometimes
A. The boys are well- behaved sometimes
B. The boys enjoy playing tricks and annoying people sometimes
C. The boys miss their parents sometimes
5. We are a very close knit family
A. members of our family have very close relationships
B. members of our family need each other
C. Members of our family are never close to each other
Activities
T Aks Ss work in group
T gives each group the handout
Ss guess and choose the answer
T checks and explains more
Suggested answers
1.b

2. c

3.a

4.b

5. a

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THE END
I have mentioned before, our students are not good at English. This makes Ss usually feel tired
and bored and don’t concern about this subject, so I combine all activities to create excitement for
students and make Ss love English
More over, When students do not understand vocabulary, they cannot fully understand the text.
Good vocabulary instruction emphasizes useful words (words that students see frequently),
important words (key words that help students understand the text), and difficult words (idiomatic
words, words with more than one meaning, etc.). In providing vocabulary instruction teachers can
help students by Activating their prior knowledge, Defining words in multiple contexts,Helping
them see context clues, Helping them understand the structure of words, e.g., prefixes, roots, and
suffixes, Teaching them how to use a dictionary and showing them the range of information it
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provides, Encouraging deep processing. Students need to integrate new words into their working
vocabularies, Giving them multiple exposures,Focusing on a small number of important words.

Ideally, the words should be related so that the depth of concept development can be increased.
I hope these methods which can be applied in many school

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