skkn Theme-based Vocabulary Building

Theme-based Vocabulary Building

Giáo viên: Trương Mỹ Linh

PREFACE
Vocabulary plays an important part in language learning. It is an essential
ingredient to the richness of any language. Many times in the long course of
studying a language, learners seem to surrender themselves to the memorization
of vocabulary. So exhausting and tedious a job it is that many fail and soon
abandon what is the materials and foundations for building a good erudition of
any language.
English has a rich and varied vocabulary and learners should be urged to make
use of this by introducing some variety into their own speech and writing. Good
English means having a big vocabulary! However, building vocabulary is a long
job!
English, particularly, requires learners to master quite an extensive vocabulary
pool for understanding daily phrases as well as academic knowledge. Hence,
learners often find themselves buried under tons of new words. Learning these
without a good plan is futile. Words are better remembered if they go in groups
or relate to the same event. Therefore, many try to link certain words with
certain situations or context. With time, surprisingly they find a connection
among those words. This magical link is called theme and then born the
incredible way of learning vocabulary: studying words in themes.

RATIONALE
The variety of English words enables the Englishman to fully express himself in
the most appropriate way for every situation he may encounter. The delicacy of
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Theme-based Vocabulary Building

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English language troubles most learners. There dozens of words to describe one
situation; to remember each one subjectively is painstaking. Yet, putting them
all in a category with a general definition makes the identification of them much
more comfortable and convenient. The purpose of theme-based vocabulary
building is to increase learners’ knowledge of English words and expressions
and so encourage them to extend the range of their own vocabulary.
The use of thematic contextual passages enables students to learn more in depth
into a certain topic. This aids students not just in expanding their vocabulary but
also that of general knowledge. Information and knowledge are presented in
concise sections to allow easy understanding and absorption of information.
Luong The Vinh high school is a school for gifted students. Students majoring
in English are always have a strong desire for enlarge their vocabulary. A test
and a set of questionnaire were given to students in Grade 12 to investigate their
knowledge and use of vocabulary related to the topic “Education”, which is
included in the text book, as well as their motivation and attitude toward the
innovation of vocabulary teaching and learning. The result indicated that they
failed to use the correct words or phrases in the right context and they were all
eager for the new approach of teaching and learning.
Theme-based Vocabulary Building is intended for students majoring in English
in Grade 12 at Luong The Vinh High school. It is suitable for use in class and
for self-study in view to developing as well as reviewing the vocabulary that
students have studied in the textbook . The students are asked to do the
exercises individually, in pairs or in groups. It is really interesting and helpful
for students to put what they have learned into practice in such a way. In fact,
the students are eager to take part in such activities. The benefits gained from
this approach are great.
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Theme-based Vocabulary Building

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INNOVATION IMPLEMENTATION
Education and Student Life, the theme chosen for the material, is included in the
textbook for Grade 12. Since the theme is of such important and necessary in
day-to-day life, it is vital that students should acquire a working knowledge of
the vocabulary involved in it.
Education and Student Life was taught to students after they had finished Unit 5
– Higher Education – in their textbook. The lesson was due to finish within 3
periods.
The key vocabulary for the topic has been carefully selected and clear
definitions given. To make sure that the students are able to use the relevant
vocabulary items for the topic as well as understand them, the students are
asked to make sentences with them. Some notes will be added to some of the
definitions by the teacher, to extend the linguistic knowledge and word power
of the students.
The topic contains a passage showing how some of the key vocabulary is
actually used. The passage not only provides useful linguistic information, but it
also provides interesting reading material and could perhaps be used as the basis
for model essays.
A variety of exercises included in the lesson aims to provide the students with
words, phrases of the theme, collocation, and some confusing words.
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Theme-based Vocabulary Building

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After completing the exercises, a discussion is to be held so that the students
can have opportunities to use the words correctly. An essay also takes effect.
The teacher takes advantage of the essay to evaluate the progress of the students
as well as the innovation.

IMPROVEMENTS
Firstly, Theme-based Vocabulary Building assists students in distinguishing
similar words. As some words can only be used in certain circumstances, good
understanding of words makes essays or choices more precise. Such
understanding also helps students with English multiple-choice test, in which
words of similar meanings cause confusion and mistakes.
Secondly, a theme-based list of words is much easier to learn than one of no
similarity. That is to say, when words are divided in the same category, students
can easily set a good mind frame, expect what to come and comfortably absorb
the words, having created links among them.
Thirdly, far from a short cut to learn new words, theme-based vocabulary
studying provides an incredible tool for comparing and contrasting words.
Many times during a Cambridge C.A.E test or the SAT, students are asked to
pick the most suitable word from a theme. Normal test-takers will face this task
as a burden while students with theme-based vocabulary studying have an upper
hand in those questions. Already familiarizing themselves with the theme, they

can differentiate one word’s usage from another, which enables them to fulfill
the task in no time.
Another advantage of grouping words together is organization. By sorting
words into lists, students are able to control their study more efficiently.
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Theme-based Vocabulary Building

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Revising vocabulary through themes unloads the burden of exam on students
somehow and learning new themes, one or two a week, sounds less
discouraging than a schedule to swallow 50-60 words. That’s we called
psychology.
Theme-based Vocabulary Building represents a vast resource of vocabulary
items including collocations and idiomatic expressions not easily retrievable
from a standard dictionary. Research has shown that learners need to meet a
word at least 7 times before they know it properly. Doing exercises, practicing
words and expressions that learners have already encountered, is a useful way
of helping themselves to fix the vocabulary they are working on in their longterm memory.
The thematic approach in the expansion of vocabulary and knowledge also
benefits students in their preparation for the English examination. It helps them
better understand comprehension passages and enables them to tackle
composition writing more effectively. Oral presentation skills will also be
enhanced by the expanded range of topics of interest.

CONCLUSION and RECOMMENDATIONS
In conclusion, Theme-based Vocabulary Building is a good method for
increasing and should be adopted for the above-mentioned advantages.
However, as this methodology only shows its greatest usefulness when it comes
to gaining specialized knowledge, its adoption should be made only by learners
of a particular level of proficiency.
Theme-based vocabulary teaching as an approach will not automatically make
learners become more interested in learning English, unless teachers are able to
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Theme-based Vocabulary Building

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select a suitable theme, use interesting activities and proper materials. The
theme must be interesting, relevant to learners’ daily lives and close to the
topics included in textbooks as well as in the syllabus. The content and tasks in
the theme should suit the proficiency level, wants and needs of the learners and
must be challenging enough.

APPENDIX
Key vocabulary
 Academic (a)
- connected with education and studying; involving a great deal of
reading and studying, rather than practical skills
- of a student, interested in and good at studying

 Academic (n) :a person who teaches or carries out research at a
university or college
 Aptitude (n) : a natural ability or skill at something
 Aspiration (n) (used in formal contexts) : a strong desire or ambition to
achieve something
 Bent (n): a natural ability, skill or interest in something
 Boarding school: a school where students live as well as study
 Career (n): a job or series of jobs in a particular area of work, especially
when regarded as a long-term or lifelong occupation, during which you
usually gradually get promoted, take on more responsibility and receive
more pay
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Theme-based Vocabulary Building

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 Coeducation (n): a system of education in which students of both sexes
are educated together
 Coeducational (a) = co-ed (a school which is not a co-ed school is often
referred to a single-sex school)
 Correspondence course (n): an educational course in which students
receive work and tests by post or email from their teachers, and send
completed work and tests back to the teachers in the same way.
 Curriculum (n) : the different courses that are taught in a school or
college

 Curriculum vitae (= CV) : a statement of a person’s educational
qualifications, training and previous employment history
 Day-release scheme (n) : a system that allows employees to take certain
days off work without loss of pay in order to continue their education or
training.
 Distance learning (n) : a method that involves students working at home,
and sending completed work back to teachers by post or email
 E-learning (n) : the use of electronic technology, such as computers and
the Internet, in education
 Entrepreneur (n) : a person who sets up a new business , especially
when this involves financial risk, in the hope of making a profit and
getting a lot of money
 Evening class : a class usually held once a week during a school or
college term, in a wide range of subjects which adults can study in the
evenings

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 Extramural course : a course of lectures given at a university or college,
intended for people who are not full-time students, and so not included in
the usual courses of study available to students
 Further education: education for people who are over the school leaving

age, usually not at a university and leading to wide range of
qualifications
 Higher education (n): education provided by universities or colleges,
involving studying for a degree or a diploma
 Home schooling (n) : the teaching of children at home rather than in
school
 Learning difficulties (plu. N): some kind of mental condition that affects
their ability to learn information and skills at the rate that other people of
their own age do
 Nursery education (n) = pre-school education : education for children
of pre-school age, in the UK often between the ages of 3 and 5
 Open University: a university which offers degree courses to adult
students studying part-time, using correspondence courses and television
and radio material; local tutoring sessions and summer schools are also
available
 Postgraduate (a): connected with academic study after graduation from a
university or college
 Private school (= public school) : a school where education must be paid
for by the student’s parents, not being run or paid for the government
 State school: a school provides free education for all local students

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 Qualification (n): a skill, type of training, etc which you need for a
particular job or activity; an exam or course of study which you have
taken successfully
 Remedial education (n): education especially intended to help people
who have difficulty in learning something or in reaching an acceptable
standard of literacy
 Student exchange scheme (n): an arrangement by which students from
two different countries visit each other’s country in order to study at a
school or university
 Tertiary education : education at university or college level
 Undergraduate (n) a student who is taking courses at university in order
to get a first degree
 Unstructured play (n): play that is not organized in any complete or
detailed way and so allows for children to do what they want and use
their imagination in their play


Vocational training (n) : training aimed at giving you the skills you
require for a particular job

EXERCISES
I. Answer these questions. State your own reasons for your choice.
1. Do you prefer to study
a. at school
b. in a library
c. at home?
2. Do you study best
a. early in the morning
b. during the day

c. at night?
3. Do you prefer to work
a. with friends
b. with background music
c. in silence?
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II. Complete the text with the correct form of the verbs in the list. There
may be more than one possible answer so try to use each verb
once only.
concentrate – do – learn – overcome – organize – study – take –
teach – review – revise
Even the most studious among you will probably have difficulty
studying at some stage in your academic career. If or when this
happens, the only way to (1) --------- this problem is to go back to
basics. First, make sure you have a comfortable environment to (2) -------- in. some students need to have a quiet space to themselves and
can’t (3) ---------- if there are too many distractions. Others need some
sort of background noise, such as music or the company of friends.
Whatever your personal preference is, you need to (4) ----------- this
first of all. Next, make sure you have all of the equipment or tools that
you need. For example, if you are (5) ---------- a geography course and
you have to (6) ------------ about countries and their capital cities then

you will need to have your atlas to hand. If you’re (7) ------------ your
math homework then be sure to find your calculator, ruler, protractor
and compass before you start. Perhaps you’re not preparing a
homework assignment or project, but are trying to (8) ------------ for an
exam. If so, you need to know exactly what is on your curriculum.
You should also (9) ----------- your notes and make sure that you have
a clear understanding of what your lecturers have (10) -------- you. Of
course, people with a learning disorder such as dyslexia may need to
work harder than others at their studies as they often struggle to read
even relatively simple texts.
III. Read the text again and find a word or phrase to match these
definitions.
1. describes someone who studies a lot ----------------2. things that stop you from working -------------------3. a sound you can hear, but do not actively listen to --------------4. two different types of homework or school task ------------ and -------------5. to study for an exam -------------6. another word for syllabus --------------------10


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Theme-based Vocabulary Building

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7. to check your work -----------------------8. to do something with great difficulty ------------------IV. Underline the correct words in each sentence.
1. I would really like to learn about / study about the ancient Egyptians.
2. We need to find out / know where to buy the tickets for the concert.
3. I got into trouble at school because I didn’t know / find out my
multiplication tables.
4. I did well in the test because I had known / learned how to spell all of
the words on the list.
5. Excuse me, do you find out / know where the nearest post office is?

6. It was difficult for me to learn / study at home, because we didn’t
have a lot of space.
7. I want to learn how / study how to drive a car.
8. I think you can only really learn from / learn with experience.
V. What do you call a person who is a specialist in these subjects?
Complete the list. Then mark the stress.
1. Physics
2. Philosophy
3. Psychology
4. Sociology
5. Architecture
6. History
7. Mathematics
8. Chemistry
9. Astronomy
10. Engineering
VI. Cross out the verbs which do not collocate with ‘exam’.
do – make – take – sit – get – pass – set – fail – revise – re-sit
Complete the dialogue with the correct form of the verbs from the
list above.
A: Hi, Jane, I’m so happy. I (1) --------- all my exams. I even got grade
A in English!
B: I didn’t do too badly, but I (2) ---------- biology. That means I’ll
have to (3) ------- it next term.

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A: Oh, no, I’m so sorry. You spent ages on biology, didn’t you? What
happened?
B: Well, I guess I just didn’t (4) ------------ hard enough. Perhaps I’ll
get it next time.
VII.
A. Use these verbs to complete the text below.
stay on – apply – get in – do – leave
When I got to 16, some of my friends (1) ---------- school to get
jobs, but most (2) ---------- I wanted to (3) ------------ sociology, but
it wasn’t possible at my school, so I (4) ----------- to the local
technical college. There were over fifty applicants for only twenty
places, so I was really pleased when I (5) ---------- I really enjoyed
the course.
B. Results – college – entry – course – degree – prospectus –
diploma – high
I had wanted to be a doctor but the (1) -------- requirements to
study medicine at university are very (2) ---------- and my exam (3)
--------- weren’t good enough, so I got the (4) ----------- from my
local (5) ---------- to see what alternatives there were. In the end, I
got onto a (6) ---------- in business administration. I got a (7) -- ,
but I still sometimes wish I’d been able to go to university and get
a (8) ---------C. Reading – presentation – seminar – tutor – lists – lectures – term
– notes – handout – options
1. I’ve got two ------------- this morning and then I need to go to
the library to do some background ----------- before tomorrow.

2. On Wednesday I’ve got to give a short ----------- at my English ----------3. I can’t go to my history lecture on Thursday morning. I’ll ask
Jeff to pick up an extra copy of the ------------ and I can borrow
his lecture ----------4. Professor Barnes is the only lecturer who gives handouts and
his reading ----- really save me a lot of time.
5. Later in the week, I’ve got to see my ---------- to decide what ---------- I’m going to do next --------------------12


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D. Finals – paper – deadline – dissertation – results – revising –
graduation – graduate – coursework – term
1. It’s your last --------- at university, isn’t it?
Yes, I’ve already done my oral, so now I’ve got to submit four
pieces of ------. The ---------- is next Friday. Then I’ve got to do
a 10,000- word ------------ and hand it in by the end of May.
Then I can relax.
2. Hi Susie, I haven’t seen you around much recently.
No, I’ve been at home ------------- most nights. I’ve got my --------- next month. I can’t wait until it’s all over. Can you believe
it, we don’t get our ----- until the end of July?
3. Overall, the exams weren’t too bad but the American history ---------- was really difficult.
4. It’s my ---------- ceremony next week. I think my parents are
looking forward to it more than I am. I don’t think they realize
being a ------------- doesn’t guarantee you a job like it used to.
VIII. Complete this text about paying for higher education.
Going to university is expensive. First, there’s the tuition (1) --------.

Then there are all the books you need. Then, if you live away from
home, you have to pay for your (2) ---------. The university halls of
residence are not cheap. Then you have all your other living (3) ---------. A few students get a (4) -----------, but most have to take out a
student (5) ---------- from the bank, which can take years to pay off!
Most students have to do a (6) ---------- job in order to survive
IX. Complete each sentence with a word or phrase from the list.
brush up – cheat – enroll for – fees – diploma – relevant to – revise
for – specialize in – boarding school – co-educational – sandwich
course – school uniform – course work – maintain discipline –
secondary school – under great pressure
1. I went to the local college to ------- a course in economics.
2. Some parents who can afford the ---------- send their children to
private schools.
3. In my last years at school we had to ------------ three subjects and I
chose physics, chemistry and mathematics.
4. At the moment I’m studying for my secretarial --------------.
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5. In my country ----------- is only worn at private schools.
6. He watched us closely during exams so that we didn’t --------7. You have to be really strict to ---------- with some of the pupils you
get nowadays.
8. I went to ----------- so I only saw my parents during the holidays.

9. I wish I had gone to a -------- rather than a single-sex school as I’m
sure I wouldn’t be so shy when I meet people.
10. We grade pupils on the basis of ----------- and end-of-term tests.
11. In some countries children are put ------ by their parents to get
good exam results.
12. The first year I worked at the factory I attended a ---------- at the
local college.
13. The change from primary to -------- was quite traumatic for him.
14. Can I borrow your lecture notes? I’ve got to --------- tomorrow’s
test.
15. I went on a four-week course to ----------- my English.
16. Is what we’re learning really ------------ the life we’re going to lead
when we leave school?
X. Reading
Non-academic Students
Many parents want their children to get a good education and get the
appropriate qualifications for such a job. Their aspirations for their
children often start before the children go to school. They want their
children to go to a nursery school where the children begin a formal
learning process, leading on to reading, writing and simple arithmetic.
They do not approve of nursery schools which go in for unstructured
play.
Many of the most ambitious parents in some countries consider very
carefully the possibility of sending their children to private schools.
They do so because they feel, rightly or wrongly, that the children will
get a better education there than they will in state schools. Many
parents decide to pay for their children’s education, although they
cannot really afford it.
Some parents are against state schools because, in many countries,
these are mainly co-ed schools. They feel that their children are likely

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to perform better educationally in a single-sex school without the
distraction of students of the opposite sex. In order to find an
appropriate single-sex school some parents decide to send their
children to boarding school because, often, a greater proportion of
these are single-sex schools.
Many parents, understandably, wish their children to attend a school
with high academic standards so that they might pass the relevant
exams and go on to tertiary education, graduate and move on to
become a member of one of the main professions such as medicine or
law.
The problem with this is that not all students are capable of realizing
such parental ambitions, because they are not at all academic. This
does not, of course, mean that these students are completely without
talent. It simply means that they have aptitudes for jobs not usually
associated with university. For examples, they may have a natural
bent for repairing car engines.
It is difficult for some parents to appreciate that just because a student
is not academic it does not necessarily mean the end of a successful
career. Many children will go on to benefit hugely from vocational
training and day-release schemes. Many of them will do very well.

Do not forget that many entrepreneurs did badly at school.
Some people are late developers. They may not enjoy academic
studies when they are at school. However, later in life they might feel
a need to continue with their academic studies.
For such people help is at hand. Lifelong learning is part of the
educational strategies of many countries. The schemes related to this
include adult learning, evening classes, extramural courses, elearning and the Open University. It’s never too late to learn!

TEST
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I. In the sentences below choose the most appropriate answer to fill
each blank:
1. Jim’s parents think that girls and boys should be educated together
and are sending him to a ------------ school.
a. unisex
b. bilateral
c. comprehensive d. co-ed
2. Anne has an ----------------- to be a professional dancer, but she is not
good enough.
a. aptitude
b. aptness

c. ambition
d. ability
3. My daughter is going to stay and study with a French family and we
are having a French student in return, but not all schools operate a
student ------------------ scheme.
a. return
b. exchange
c. swapping
d. interchange
4. Bill applied for the job and has received a request for a copy of his ----------a. CD
b. CV
c. DVD
d. CA
5. Jill does not think that children should be formally educated at
nursery school and is sending her to a place that specializes in ----------------- play.
a. uncreative b. unstructured
c. uneducational d. didactic
6. Students who are not academic often prefer to take a ----------training and become tradesmen.
a. vacational b. vocational
c. professional
d. business
7. Some children with learning difficulties get a --------- education in
school.
a. rectifying b. corrective
c. remedial
d. curative
8. We’ve spent a long time trying to decide whether to book the holiday
or not, but the situation is now ----------- because the holiday is no
longer available.
a. incidental b. accidental

c. impractical
d. academic
9. Jane’s doctor father wants her to study medicine, but she does not
want to follow in her father’s -------------a. footprints b. footsteps
c. tracks
d. trail
10. When I retire I am going to do an ------------ course in local history at
the city university.
a. intramural b. extramural
c. extraneous
d. extraordinary
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II. In the passage below choose the most appropriate answer to fill each
blank.
Academics - talent – qualification – tuition – graduate – boarding –
stress – profession – drama – tertiary education
Sally wants to be an actor, but her parents, who are both (1) ------------,
say that acting is an uncertain (2) ---------. They want her to go into (3)
--------- when she leaves school and would prefer her to (4) --------from university before going into acting. As a compromise, they have
agreed to pay for her (5) --------- at (6) --------- school. Sally, however,
wants to join a theatre group. Her parents insist on her getting some

sort of (7) ---------- so that she will be able to make enough money to
live on if she doesn’t get enough acting jobs. Sally says that her drama
teacher at her co-ed (8) ---------- school says that she has a great deal
of acting (9) ---------- that should not be allowed to go to waste. Her
parents remind her of the (10) ---------- that is involved in not getting
any work and the financial problems associated with this. Sally says
that she would be prepared to take any kind of part-time work if it
means that she can be an actor.

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REFERENCES


Agnes Ng, Jemmies Siew (2012) Power Vocabulary. Casco Publications



Betty Kirkpatrick (2004) Vocabulary Building. Learners publishing



Chris Gough (2002) English Vocabulary Organizer



Pauline Cullen (2008) Cambridge Vocabulary for IELTS. Cambridge university Press

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