Some methods to consolidate vocabulary and structures for grade 7 students at canh nang secondary school

TABLE OF CONTENTS
Page
I. Introduction
1.1. Rationale……………………………………………………..............................1
1.2. Aims of the study…………………………………………................................1
1.3. Scope of the study………………………………………………………….......1
1.4. Method of study..................................................................................................1
II. Content
2.1. Theoretical bacground ………………................................................................2
2.2. The reality of teaching and learning English in grade 7…………...………..…2
2.2.1. The reality of the number of English classes in grade 7……………..............2
2.2.2. The reality of learning and expanding vocabulary………………...…...…....2
2.2.3. The reality of teaching and helping students expand vocabulary………...….3
2.3. Solution made to sold the problem………………………………………......4
2.3.1. Implementing solutions……………………………………………………....4
2.3.1.1. Forms done…………………………………………………………………4
2.3.1.2. Time applied……………………………………………………….…….…7
2.3.2. How to organize……………………………………………………………...7
2.3.2.1. Learn about 7th grade textbook…………………………………………….7
2.3.2.2. Group and give assignment…………………………………………….......8
2.3.2.3. Gather collection and draw illustrations for each word………………...….8
2.3.2.4. Perform speaking product and play games relate to words………………...9
2.3.2.5. Practice Speaking……………………………………………………........10
2.3.2.6. The organization of the games………………………………………..….11
2.4. The results after application of themmes………………………………..........14
III. Conclusion and recommendation
3.1. Conclusion…………………………………………………………………….17
3.1.1. For the teacher……………………………………………………………...17
3.1.2. For the students………………………………………………………….....17
3.2. Recommendation…………………………………………………..………….17
REFERENCES

1


I. Introduction
1.1. Rationale
Nowadays, English is very popular all over the world. It is considered as the
second language of many countries. As a result, English becomes a compulsory
subject in most of secondary and upper secondary schools in Vietnam.
English is an important key for young generation to open the future, the
needed site to step out into the world and serve their future career. It is also a mean
for today young generation to exchange, learn with young people all over the
world, study about the customs, traditions, cultures as well as the progress of
science and technology of many countries.
According to the innovative method, English is no longer taught grammar
but concerned more about the communication which is the main purpose in
learning English. Learn English in order to communicate with foreigners.
Therefore, the teachers must equip their students with a rich source of vocabulary
so they can exactly express their thoughts, feelings, desires ... by their words.
Building a house, we must have the bricks, and so to say, to write or speak a
sentence, we must have vocabulary. Expanding vocabulary for students like
guiding them how to learn themselves, to widen more words, it is also a success in
teaching English.
As a English teacher, exposed to many students in many different locations, I
really worry about the quality of learning English in general, how students learn
English vocabulary in particular. So with the passion for my job, desire to learn, I'm
researching solutions to improve the quality of learning English, especially the
method of enriching vocabulary for students.
From the results above, I strongly launched an innovative experience "Some
methods to consolidate vocabulary and structure for grade 7 students at Canh

Nang town secondary school " in order to get remarks and suggestions from
colleagues, with the aim of finding solutions to improve the quality of English for
the students.
1.2. Aims of the study
For above mentioned reasons, the main aims of the study are as the
following: to give measures of reviewing vocabulary creatively, innovatively and
effectively, it integrates with Art – keep up with the innovation, overcome the way
to convey the passive and boring old method. Moreover, guiding students to expand
vocabulary and structures is a part of the initiation to promote innovation and foster
students’ self-study, self-discipline.
1.3. Scope of the study
Students in grade 7 at Canh Nang town secondary school
1.4. Methods of the study
Reading reference books, discussing with other teachers, applying in
2


teaching, analyzing the data, observing and drawing out experiences.
II. Content
2.1. theoretical bacground
According to the National Resolution II period 8 "Renewing a educational
method of education, overcoming the way to convey passively, practicing a creative
mindset for learners. Gradually apply advanced methods and modern methods in
the teaching process, to ensure conditions and duration of study, self-study for
students"
The orientation above was legalized in the Education Law, Article 24, 2 nd
paragraph as follows: "Method of general education has to promote activity,
creativity for students, consistent with the characteristics of each class, foster
methods for self-learning support, train skills to apply knowledge to practical life,
impact emotion, bring joy, excitement for student in learning"

In fact, there are many forms of learning: study in classroom, at home, self study, study under the guide of teachers, study in groups. The important thing is
that teachers must understand students, have to think about exploring,, to find out
the most appropriate and effective teaching method.
Base on the core innovation of teaching methods that attract students’
attitude toward active learning, against passive study habits. Especially, foster self learning method for children. The topic "Some methods to consolidate vocabulary
and structure for grade 7 students at Canh Nang town secondary school ", with
measures of reviewing vocabulary creatively, innovatively and effectively, it
integrates with Art – keep up with the innovation, overcome the way to convey the
passive and boring old method. Moreover, guiding students to expand vocabulary
and structures is a part of the initiation to promote innovation and foster students’
self-study, self-discipline.
2.2. the reality of teaching and learning English in grade 7
2.2.1. The reality of the number of English class in grade 7
According to the current distribution programs, English 7 has 03 periods per
week, almost periods have new words in lessons and even in exercise book. But in
order to teach vocabulary well, make lessons more vivid, teachers must draw
pictures, make teaching aids to illustrate, enable them to remember words easily
and attract the attention of the children on the theme or focus lessons.
Regarding the distribution of periods within a week, sometimes two adjacent
days, children have to learn English, to download a large number of vocabularies.
This will inevitably cause psychological overload for some students, affect a lot to
the next class.
2.2.2. The reality of learning and expanding vocabulary

3


For many learners, not just students, they said that it is difficult to learn
English, learned before but forgot later. Some words they have learned by heart a
few days ago but after a long time they will forget if they don’t see them again.

Especially, they are not creative in learning, do not know how to apply the
words they have learned to particular sentence (it means we use these words for
communication purpose ), moreover when learning words they only learn as under
a "rote", memorize the pronunciation and meaning. Therefore they do not
remember, engrave and forget words easily.
Remember all the words that the children are taught by the teachers very
hard, so with the learning method like a machine, students do not collect and study
themselves any other new words, so they do not self-expand their vocabulary.
2.2.3. The reality of teaching and helping students expand vocabulary
Most of the teachers were trained to apply innovative methods (according to
the thematic training courses about replacing textbooks) teachers should have more
or less understanding about the new purpose in educating English in secondary
schools. But in a 45-minute lesson with the highest duration for teaching
vocabulary is only 15 minutes, the teachers also select about 8 new words to teach
(being the key word "key words"), do not have time to review, each period only
teach words within this lesson, there is no bound together. That is also the reason
that the vocabulary of students increasingly eroded and falling off.
Following is the result of the test on English vocabulary of class
7A,7B( with 21 students each class) at the beginning of the second term in school
year 2015-2016 before I applied this research projects. My questionnaires have the
following contents:
Question 1: You answer the questions by marking (x) in the box.
Are you interested in learning English vocabulary and structure ?
Very interested Interested Normal Less interested
Not interested
After the survey, I have the following results
Interested

Normal

Less
interested

7A

21

0

0

4

9.5

9

21.4

6

7B

21

0

0

3

7.1

10 23.8

6

%
14.
3
14.
3

Not
interested

Number

%

%

Number
s

%

Number

Number

s

Number

Amounts

School year

2015
2016

Class

Very
interested

%

2

4.8

2

4.8
4


Total

42

0

0

7

16,6

19 45,2

28,
6

12

4

9,6

Question 2
a) Give the meaning of the following words:
+ Friend (word appears more frequently)
+ When (word appears more frequently)
+ Her (word appears more frequently)
+ Worker (word appears quite frequently)
+ Literature (word appears quite frequently)
+ Library (word appears quite frequently)
+ Experiment (word appears once in the book)

+ Essay (word appears once in the book)
b) Name two subjects you know (but never learned in textbooks)
c) Make sentence with each word
(Time: 15 minutes)
After giving the survey forms and asking them to do in 15 minutes, I collected
and synthesized the following results:
Medium

Weak

poor

Amounts

Number

%

Number

%

Number

%

Number

%

Number

The school

School year

2015
2016

good

Excellent

%

7A

21

0

0

1

2.3

5

12

8

19

4

9.4

7B

21

0

0

3

7.2

8

19

12

28.6

1

2.4

Total

42

0

0

4

9.5

13

31

20

47.6

5

11.8

Class

Through the survey we can see many students are not interested in learning

English vocabulary and structure, the memory of students in remembering words is
poor, especially they do not understand these words deeply in order to make
sentences. Moreover, no one can find out and collect more words outside the words
which they had learned in the text books. It is clear that the students were
lack of interest and motivation in learning. As a result, teachers of
English should pay attention to motivate students to learn
vocabulary.
5


2.4. Solution made to sold the problem
2.3.1. Implementing solutions
2.3.1.1. Forms done
Today the integration between different subjects are being implemented in most
of schools. From this application, I thought of creating excitement for students in
learning vocabulary through the combination with Art. There are many students
love this subject, even for most students painting is their passion. So why do not we
encourage their passion, which makes them love learning English, especially in
studying vocabulary and self-expanding vocabulary.
I can also call my solution is "The magic card". I call it the magic card because
although it is a simple and small card, containing simple drawings of students and
one simple sentence structure, but it contains a passionate love of students’ art. And
moreover these cards also have a great effect on the children's learning English,
they help them reflect on the words they have learned, understand and use words
expertly through making questions and specific social situations. They also help
them expand vocabulary, stimulate self-learning, give the passion to learn new
things. From these cards they will serve the education of the children, help them
practice speaking, help them with the foundation, a certain knowledge to learn
English at the higher layers.
The form of the card is a rectangular cardboard has dimensions: length -30cm,

width - 20cm. On the cards is the following information:
- Drawings students draw themselves
- The caption in English
- Related Structure
Captions in English
name
Photos children draw to
illustrate

I would like some apples

apple

English
sentence
structure

6


(This is illustrated examples and explanations for the organization of a card)
I ask them to work in groups, draw illustrations for the words they have learned
and collected (each group has a topic). Especially after each drawing (each word)
they have to find related structures to its words and its topic. After gathering the
collections, illustrating themed words that their group is assigned, they will have a
show for their products. They will use the structure in each painting, practice
speaking, review the structure and the words they have found. In addition so as to
deepen students’ ability in memorizing words and the use more efficiently and
make the show not monotonous but vibrant as learning English, I have held some
games related to the vocabulary they have learned and collected.

(I have attached with the product of the first group on educational topic)
Examples:
Geography

Chemistry

I like chemistry. Do you like it?
Music

:

My favorite subject is Geography
Physical education

7


When do you have Music?
- I have Music on Tuesday
Biology

What is your favorite subject?

What subjects do you like?
- I like Physical education
Math

I hate Math. What about you?

Each student only collects a few words, a group only collects a few dozen

words, with a class (about 6 groups) will be multiplied a lot by the number of
words. And especially when they are self-study, self-explore, self-review, they will
remember longer. Moreover, apart from learning from his own group, the children
also learn the words from his friends’ groups. This is a way that causes excitement,
comfort for the students and I am convinced that many children will love this way
in learning vocabulary.
2.3.1.2. Time applied
With this study, the children mainly self-study, time drawing, time collecting
the new words is the time the children self-study at home. Teachers only guide and
give tasks to them at the beginning of the first semester. Students do their duties
during a semester, after each lesson, the following themes and topics. Therefore, to
avoid the distractions of school children, teachers must constantly remind them and
check the performance of each group through each lesson in the classroom.
The performance for their products was held on the last 2 periods of the first
semester (period 51, 52). This was an exciting lesson, because it was the time they
got to show off their work, to be said, to be reviewed the English structures they
have learned in a great space between Art and English. And they were also the most
efficient review lessons with the complete of vocabulary and structures, prepared
them to enter the first semester exam to get the highest results.
2.3.2. How to organize
2.3.2.1. Learn about 7th grade textbook
8


Understanding 7th grade textbook help teachers and students to have better
understanding about the structure and themes in textbooks from that easily gather
and collect related vocabulary. 7th grade textbook is one of the English system of 7
years of junior high school program and it includes the themes throughout the
school program.
- Topic 1: Personal information

- Topic 2: Education
- Topic 3: Community
- Topic 4: Health
- Topic 5: Recreation
- Topic 6: People and places
In this step, teacher plays a key role, instruct and explain clearly to the
students to understand the mission of his group. Teachers must give assignment to
the children to draw pictures to illustrate the topic in 7 th English textbooks. Each
topic is limited to the lessons in the book and students can find more words on the
topic by many different ways.
Example: With the theme "Education" students can find the words about the
subjects, all kinds of different books, during and after school activities, related
verbs and adjectives. Furthermore, they can find more related words to their topic
by asking siblings, uncles, relatives of the family... Or they can know through
books with photographs and illustrations in English...
2.3.2.2. Group and give assignment
For class 7A,7B( with 21 students each class), I divided into 6 groups, 3
groups of 4 people and 3 groups of 3 people. Each group is mixed up with pretty,
weak and average students. This is an opportunity for them to exchange learning,
help each other to progress.
After grouping, the teacher will assign tasks to each group, each group will
gather, collect and draw illustrative pictures and find related structures for each
word on the subject of his group.
- Topic 1: Personal information
- Group 1
- Topic 2: Education
- Group 2
- Topic 3: Community
- Group 3
- Topic 4: Health

- Group 4
- Topic 5: Recreation
- Group 5
- Topic 6: People and places
- Group 6
Each group will appoint one leader who is responsible for the administration
to take care of his group and make plan, assign specific tasks for each member.
2.3.2.3. Gather collection and draw illustrations for each word

9


In this activity, students will play a major role. The teacher only guides and
helps them when needed. Therefore, they will be the most active and it is also the
time for them to learn most.
Firstly, the time they perform this activity is not in the class but is the time
they self-study at home. From each theme is the words that the children have in 7 th
English textbooks. However it may appear in one unit or appear scattered in the
posts in the textbooks.
So the first thing students should do is finding and gathering them together
(words that can be nouns, verbs, adjectives ... as long as related to the theme that
the children are looking for). This collecting step is the time students can be
reviewed the words again (they may be appear regularly, or are the words only
appear one time in the book). So this is the first review.
Not only has the task of gathering vocabulary, they also have the task of
finding new words in addition to textbooks related to their topic. This is an
opportunity for students to expand their vocabulary, promote curiosity, selfunderstand and self-study. Students can find the new word from different sources
such as: ask their siblings, relatives, find in other books, in dictionaries, or it could
be anywhere.
After gathering words and looking for more new words from his own group,

the owner of the team leaders assign task to each member of his team to draw
illustrative pictures for each word and find out related structures (or making
illustrative sentences for each word). This is the stage that students love the most
and is also the stage they inculcate, memorize words and word usages which are
located in every sentence structure.
And this is also the 2nd opportunity to reflect on the vocabulary. Moreover,
this is not a passive remember but the more difficult and interesting point is that
words are applied to a specific question, it helps students understand the meaning
as well as the usage of the words deeper and it is the time the purpose of teaching
English communication become successfully.
2.3.2.4. Perform speaking product and play games relate to words
Execution time was in two lessons (I held on 2 review sessions at the end of
the first semester: Period 51, 52). Period 51 reviewed 3 topics. Period 52 reviewed
3 left topics.
This was probably the time that all students look forward to most, love the
most because it was an opportunity for children to show off their achievements
within 1 month. This is also an opportunity for them to show off to his friends
about their painting skills as well as the abundant amount of words they have
collected (Sometimes those accomplishments make teachers be surprised because
there are many words teachers have never met).
10


The space organizing the show is a class has been stowed furniture away.
They will stick all the paintings on the walls of their group around the classroom.
Members of different groups will go around the class to admire the paintings of the
members of their group, the members of other groups. Looking at the paintings
students will remember the words, learn a lot from your friends (this is like an art
exhibition).
Methods display: leader of each group will introduce the duties of his group,

and the results of each group as well as what each in his group has done (to avoid
one member do task for a whole group), and then display the card - the result of his
team on the classroom wall.
2.3.2.5. Practice Speaking
As the structure of a card, below the picture are sentence structures involving
vocabulary, themes. The teacher can divide the class into pairs. They will go around
and look at these cards together and then practice speaking with each structure
below each picture.
Example: The topic of personal information
On the subject of personal information, I will give an example of a card of a
student draws a doctor. With this card he annotates his image as "doctor" and find 3
related structures. Thus the pairs after observing the painting can practice with
sample questions below as follows:
Teacher

- What does she do?
- How old is she?
- Where does she work?

* S1 : What does she do?
* S2 : She is a teacher.
* S1 : How old is she ?
* S2 : She is 35 years old.
11


* S1 : Where does she teach?
* S2 : She teaches at Canh Nang town secondary school.
Just 2 pupils observe the painting and talk to each other with each individual
structure under each card. Classroom space can now be noisy, but the noise sounds

positively, because it sounds English speaking that all 22 members of the class are
discussing and that is also the success of the teacher.
Not only the students can review all of words in the textbooks but also
students can review all of the structures in the textbook and apply these words to
each structure.
2.3.2.6. The organization of the games
In order to make the show becomes more successful, and becomes more
useful for students. Especially to help them deepen the knowledge about
vocabulary once more time and apply those words to communicate, I have held
some language games for students.
As we all know, "learning through playing, playing through learning." At the
age of grade 7, students are required to have games while they are studying hard so
as to help them stimulate and inspire in learning. For the vocabulary review
teachers can organize students to play some games as follows:
* Chain game: (I applied this game with themes Recreation. Structure "I can ......"
(Teacher held for about 10 students to play)
10 students stand in a circle, starting from weak students to the average, quite
good and good students.
S1. : I can play soccer
S2. : I can play soccer and badminton.
S3. : I can play soccer, badminton and tennis.
S4. : I can play soccer, badminton, tennis and basketball…..
* Guessing games:
I applied this game with the theme Health. Using structure "Did you have a
toothache last month?"
This game can be applied to all 32 members of the class (1 student will write
the illness she suffered in one paper and hidden, the other students in the class will
guess).
For example: S1: I had a stomachache last month.
S2: Did you have a headache last month?

S1: No, I didn’t.
S3: Did you have a cold last month?
S1: No, I didn’t.
S4: Did you have a stomachache last month?
S1: Yes, I did.
12


* Interview:
This game can be applied to the topics “Personal Information, Education”.
Structures in this game are various: ask for family information, jobs, subjects...
S1: Good morning.What’s your family name?
S2: My family name is ……..
S1: What does your father do?
S2: ………………..
S1: How far is it from your house to shool?
* Noughts and crosse:
This game can be applied to the topic Education. Teachers can rely on the
words from students’ collections to make more games. This game is divided into
two teams (similar to Caro game they used to play, but if students want to get point
"X" or "O" are required to answer the questions in each box. And the structures to
practice in this game are the questions of subjects: "When do you have ....? -> I
have ... ..on ... .."
English/ Monday,
Music/ Tuesday
Biology/ Wednesday, Friday
Friday, Saturday
Monday/ Physical
Geography/
Math/ Tuesday, Thursday

education
Thursday
Literature/ Wednesday/
Art/ Wednesday
Chemistry/Tuesday
Saturday
There are many different games in teaching English communication teacher
can apply even more better games. Here I only take one example in 4 games with 4
different themes. But just only four games I've actually created an exciting learning
space for students, learning through playing, playing through learning.
APPLYING THE METHODS IN TEACHING
PERIOD 51: REVISION
A. Objectives
By the end of the lesson, Students will be able to review the vocabulary and
the structures about topics:
- Personal information
- Education
- Community
B. Teaching aids
- Cards, pictures, extra board
C. Teaching Procedure
13


Teacher and Ss’ Activities
The Target Language
1. Pre- Speaking (15 min)
- Teacher lets students talk Teacher and Ss can know about what
about their topics one by one. topics they are going to see, to talk about
today.

Group1: topic: Personal information
Group2 : topic: Education
Group3 : topic: Community
- The leader of each group
stands in front of the class and talk
about their duty, their results, how
many words they found and drew,
then sticks them on the wall.
2. While speaking (15 min)
- Ss walk around the class, look
at the cards on the wall, remember
the words, use the structures on the
card and talk.
- The teacher helps her students
if they need.

Ss can think about the words in each
topic which they have learnt.

Ss can review the vocabulary about four
topics, and practice speaking by using the
variety of the structures on the card.
They maybe learn some new words from
their friend’s work.

Ss have chance to practice speaking
3. Post- Speaking (15 min)
Teacher guides Ss to play some about four topics, they can remember the
words and related structures.
games.

- Ss play games.
* Noughts and crosses( Education)
* Interview(Personal Information,
Education)
4. Homework
Prepare three other topics for the
next revision period
PERIOD 52: REVISION
A. Objectives
By the end of the lesson, Students will be able to review the vocabulary and
the structures about topics:
- Health
- Recreation
14


- People and places
B. Teaching aids
- Cards, pictures, extra board
C. Teaching Procedure
Teacher and Ss’ Activities
The Target Language
1. Pre- Speaking (15 min)
- Teacher lets students talk The Teacher and Ss can know about what
about their topics one by one. topics they are going to see, to talk about
today.
Group 4: Health
Group 5: Recreation
Group 6: People and places
- The leader of each group

stands in front of the class and talk
about their duty, their results, how
many words they found and drew,
then sticks them on the wall
2. While speaking (15 min)
- Ss walk around the class, look
at the cards on the wall, remember
the words, use the structures on the
card and talk
- The teacher helps her students
if they need

Ss can think about the words in each
topic which they have learnt.

Ss can review the vocabulary about three
topics, and practice speaking by using the
variety of the structures on the cards.
They maybe learn some new word from
their friend’s work.

3. Post- Speaking (15 min)
Teacher guides Ss to play some Ss have chance to practice speaking
about four topics, they can remember the
games
words and related structures.
- Ss play games
• Chain game ( Recreation)
• Guesing game ( Health)
4. Homework

Prepare for the first term test.
2.4. The results after application of themmes
After applying "Some methods to consolidate vocabulary and structure for
grade 7 students at Canh Nang town secondary school " I got a really expected
results.
15


First of all, the words students have learned in their textbooks they memorize
better, in addition the number of words they expanded and collected were
significant. Especially with good students their vocabulary increased a lot, became
more abundant, gave surprise to teachers. Even I myself also learned some words
from them.
In addition to the above results, I also see that this method has a great effect
in guiding and stimulating the spirit of self-learning, self-collecting words from the
children. I think this measure, teachers do not need to remind, without the guidance
of the teachers children still have the ability to expand vocabulary and apply these
words to specific social situations.
Another result is that when using "Some methods to consolidate vocabulary
and structure for grade 7 students at Canh Nang town secondary school " I had
found inspiration for students as they learn English as the first day. I feel the eyes
eagerly awaited for every English period.
Specifically, the results achieved after the investigation as follows:
(I also gave the questionnaire to the students of class 7A,7B( with 20 students each
class) at the beginning of the second term in school year 2016-2017 with similar
content as the first survey and let the children do in 15 minutes and marked).
Question 1: You answer the questions by marking (x) in the box.
Are you interested in learning English vocabulary and structure ?
Very interested Interested Normal
Less interested

Not interested
After the survey, I have the following results:

%

2016
7A
20
2
5
4
10
7 17.5 4
10
7B
20
4
10
7
17.5 10 25
2
5
2017
Total
40
6
15
11
27,5 17 42,5 6
15

The interest of the students changed remarkably:
Grade 7
Type
Class 7A
Class 7B
Very interested
Increased 5%
Increased 10 %

Not
intereste
d

Number

%

Less
interested

Number

%

Normal

Number

%

Interested

Number

Number

Amounts

School year

Class

Very
interested

%

0

0

0

0

0

0

16

Interested
Normal
Less interested
Not interested
Question 2 :

Increased
Reduced
Reduced
Reduced

0.5%
3.9%
4.3%
4.8%

Increased
Increased
Reduced
Reduced

10.4%
1.2%
9.3%
4.8%

a) I give the meaning of the following words:
+ Father (word appears more frequently)

+ Where (word appears more frequently)
+ His (word appears more frequently)
+ Farmer (word appears quite frequently)
+ Geography (word appears quite frequently)
+ Collect (word appears quite frequently)
+ Uniform (word appears once in the book)
+ Circus (word appears once in the book)
b) Name two career words that you know (never learned in textbooks)
c) Put each word in the sentence
(Time: 15 minutes)
After the survey forms and ask students do in 15 minutes, I collected to mark
and synthesized the following results:
Medium

Weak

Number

%

Number

%

7A

20

2

5

4

10

7

17.5

3

7B

20

4

10

6

15

12

30

1

Total

40

6

15

10

25

19

47.5

4

2016
2017

%
7.
5
2.
5
10

poor
Number

Number

%

Class

Number

Amounts

The school

School year

good

Excellent

%

1

2.5

0

0

1

2.5

The quality of the students changed positively:
Type
Excellent
good

Grade 7
Class 7A
Increased 5%
Increased 7.7%

Class 7B
Increased 10%
Increased 7.8%
17


Medium
Increased 5.5%
Increased 21%
Weak
Reduced 11.5%
Increased 26.1%
Poor
Reduced 6.9%
Reduced 2.4%
When I applied this innovative experience in teaching English for grade 7
students at my school using some methods to consolidate vocabulary and structure,

we can see that more students were interested in learning vocabulary and structures.
They can remember words, understand these words deeply so that they can make
sentences have improved dramatically. Especially, More and more students can find
out and collect more words outside the words which they had learned in the
textbooks. Obviously, students are much higher and better than others of the school
year 2015-2016. Up to now, there’s been enough evidence to affirm that these
methods have resulted in much effect in teaching English. From my point of view,
we can use these methods widely in other classes or grades, I have strong belief
that we will also be successful and I also have more ideas to do my teaching better
and better.
III. Conclusion and recommendation
3.1. Conclusion
After years of teaching as well as applying the subject, I can draw some
following experiences:
3.1.1. For the teacher
For any other subject, the teachers also need to create excitement for the
children at the beginning and especially have to guide them to self-study because
time in each period is only limited within 45 minutes. Intelligent students only try
to remember the main knowledge. Want to study well, they have to spend time selflearning and researching as well as reviewing lessons at home.
Study time at home is primary but many students do not have consciousness,
and especially do not know how to learn themselves. Therefore every teacher
should stimulate, motivate and guide them to learn. Having done this task, teachers
were successful in their teaching.
Especially while performing this topic, teachers also need to be noted:
- Need to specify the tasks for each group, guide the tasks of each group,
each individual student clearly, easily to understand.
- Teachers should play a role as a guide, always helps students, helps them
answer questions whenever they need.
3.1.2. For the students
- Each individual should actively participate in the group that he had been

assigned, actively carry out his duties.
- Must be united with other members in his group and specially must have
passion for the subject.
3.2. Recommendation
18


In addition to training in teaching methods by the Thanh Hoa Department of
Education and Training held annually, Office of Education and Training of Ba
Thuoc dictrict need to organize training sessions, thematic teachings to help
English teachers in our city have an opportunity to learn, exchange experiences
with each other.
Besides, the equipment fitted to the case, such as audio-visual room,
illustrations, cassettes... is really necessary. Schools should facilitate, encourage
and help teachers make good teaching job to bring quality of education in English
is more and more increased.
Thank you very much for reading!
Principal Confirm

Ba Thuoc, March 16th, 2017
I assure that this is my innovative
experience. I do not copy other people's content.
Written by

Nguyen Thi Yen

19


REFERENCES

1. A course in language Teaching, Penny Ur, Cambridge University Press, 2012.
2. Teaching and learning in the language classroom, Hedge, Oxford University
Press, 2000.
3. Teaching and Learning Vocabulary, I.S.P Nation, Newbury House Publisher,
1990.
4. Working with Vocabulary, Carmen, and Garrido, Cambridge University Press,
2005.
5. Working with words, Ruth Gairns and Stuart Redman, Cambridge University
Press, 1986.

20