SOME APPLIED EFFECTIVE ACTIVITIES IN TEACHING VOCABULARY FOR STUDENTS IN GRADE 12 AT BIM SON HIGH SCHOOL

SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HÓA
TRƯỜNG THPT BỈM SƠN
----***----

SÁNG KIẾN KINH NGHIỆM

“SOME APPLIED EFFECTIVE ACTIVITIES IN
TEACHING VOCABULARY FOR STUDENTS IN GRADE 12
AT BIM SON HIGH SCHOOL”

Người thực hiện: Trương Thị Thu Hiền
Chức vụ: Giáo viên
Đơn vị công tác: Trường THPT Bỉm Sơn
SKKN thuộc môn: Tiếng Anh

NĂM HỌC 2017 - 2018
0


A. INTRODUCTION
1. Reason.
Implementing innovation in teaching is the key task that each teacher is trying to cary
out in the teaching process. “With the goal of student-centered (students- centered), promoting
positive students, teachers need to find out many practical activities and effective method to
help students promote their activities while students feel the excitement, charm in every
lesson”1[1]
However, one of the subjects that students find most difficult subjects is English. It can
be said in the four skills of listening, speaking, reading and writing skills, reading skill is said
to be the most difficult but interesting, most exciting. Many new children feel embarrassed in
class because of inabudunt newwords.
The cause of this phenomenon is due to their vocabulary is very limited, the application

of grammatical structures is still weak, participatory learning activities in pairs, groups are
limited because of a lack of confidence in learning. Students enlist talk or dull to you along
with their groups. Most students do not have conditions to learn a foreign language teaching
and the organization of learning activities how to match knowledge and keep a breast of
lessons suitable for each subject in each grade student is a very difficult problem. Especially
this year students will take part in two exams in one.
From that experience ourselves through real information taught in class, through hours
of extensive project experience academic colleagues I found it necessary to organize
innovative activities for student groups to study each lesson more details more abundant,
charismatic, attractive students for each lesson help maximize efficiency, help students
acquire knowledge. Thereby they can accumulate, build their communication skills,
confidence to serve for learning another language skills and help them learn with their
enthusiast. Especially in the G.C.S.E students have to do reading comprehensions with the
amount of newwords. They have to indicate the word(s) CLOSEST / OPPOSITE in meaning
to the underlined word(s). How to make them become more self-confident when they face to
this problem?
Comparing the results of their study in the first semester to semester II was found that
they were very much real progress. They have chosen the method of actively learning,
participating in groups effectively, more confident. Even more important is the joy they have
found inspiration, passion, more love in English.
To help the groups operate more effectively in the teaching of English more boldly I
study the topic: “SOME APPLIED EFFECTIVE ACTIVITIES IN TEACHING
VOCABULARY FOR STUDENTS IN GRADE 12 AT BIM SON HIGH SCHOOL”
2. Theory.
In each reading skill, teachers don’t have to introduce not many vocabulary to students.
They must demontrate the words which are necessary for students. Teachers should choose
within 7 - 9 newwords to teach flexibly but they are active vocabulary. Students have to use
these words in class more frequently to practise some skills basically. They should be used in
the text, in their learning process at present or in the future. However, teacher shouldn’t repeat
them frequently because it’s time-consuming and boring so teachers have to determine the

important new words they are going to teach students. Especially when teachers teach sudents
a vocabulary which means they have to introduce the pronunciation, meanings, word stress,
word position, word form and students use it as much as possible in order not to become a
dead word.
From the results obtained, the following I would like to present some challenges that teachers
and Bim Son high school students block encounter in the use of active groups. Since then give
1

. Paragraph: “With the goal …every lesson” is quoted from Reference book item 1

1


some conclusions and solutions to overcome this. The use of active groups like the matching of
students and the requirements of each skill of the English subject depends on the amount of
time of 45 minutes for each item that is the reason why I choose and apply those practices
different for each different item and each target different students of each teacher in the school.
Students have to know what a word sounds like its pronunciation and what it looks like
its spelling. Besides these we have to teach students grammar, collocation and aspects of
meaning like denotation, connotation, appropriateness or formality, meaning relationships and
word formation.
3. Practical.
Through the years we have conducted many lessons carefully. We select the suitable
mehod to teach vocabulary to teach students efectively.
B. CONTENT
I. Techniques for teaching vocabulary.
There are many ways of teaching new vocabulary.
I.1. Visuals.
Teacher gives a picture about the word she is going to teach and tell students about the
meaning.

I.2. Mime.
Teacher can use the gestures to mime.
Example: cold
Teacher: mimes feeling cold.
Teacher asks: How do I feel?
Example: (to) fly a kite
Teacher: mimes flying a kite
Teacher asks: What am I doing?
I.3. Realia.
Example: bananas (countable noun), rice (uncountable noun)
Teacher brings real bananas and rice into class.
Teacher asks: what’s this?
I.4. Situation / Explaination.
Example: honest
Teacher explains: I don’t tell lies. I don’t cheat in the exam. I tell the truth.
Teacher asks: “What am I? Tell me the words in Vietnamese”. Good. Now listen to it in
English “honest”.
I.5. Example.
Example: furniture (v)
Teacher lists examples of furniture: tables, chairs, beds - these are all furniture. Please give
me another example of furniture.
Example: complain (v)
Teacher says: “ The bed is too hard. I don’t like it. The room is too small. It’s no good. How
few clothes I’ve got…”
Teacher asks: What am I doing?
I.6. Synonym / Antonym.
Example: intelligent
Teacher asks: “What’s another word for clever?” or “ What’s the opposite of stupid?”
I.7. Translation.
Example: (to) forget

Teacher asks students : How do you say “quên” in English?
: Adapted from ELTTP Methodology Course, Book one, pp. 1-2 is quoted in from item 7.

II. Applying.
2


I have used many techniques to teach students at Bim Son high school but I found that
the followings are the most effective ways to help students practice the vocabulary.
II.1. Gap filling.
This kind of activity is aimed to check the understanding and usage of vocabulary. In
this one, students have to use the correct form of the words to fill in the blanks. Students have
to choose the most suitable answer for each one.
* ILLUSTRATED UNIT IN ENGLISH 12 TEXTBOOK:
UNIT 1: HOME LIFE
A. READING
Complete each of the sentences with the correct form of the words.

close

support

responsib
le

care

work on a
night shift

take out

obedience

willingnes
s
mischievous
ness

Hand - outs:
3


1. Mai is very ………………..girl.
2. He takes the …………………for running the shop.
3. I’m got 2 younger brothers. They’re quite intelligent but……………….
4. We’re very ………………….and very………………….
5. My father is always……………….. to join hands with cooking.
6. Everyday I have to …………………….the garbage.
7. My mother is a nurse. She has to………………………….
* Teacher’s work:
- Deliver the handouts to students.
- Asks students to give the correct form of the words to fill in the gaps.
- Guide students how to define the correct form of the words.
- Students can do this kind of activity individually or in groups.
- Checks and encourage them by giving good marks if they do well.
Suggested answers.
1. caring
2. responsibility
3. mischievous

4. close-knit family / supportive.
5. willing
6. take out
7. work on a night shift
II.2. Pictures and cards.
- This kind of activity is aimed to guess the meanings of words or phrases based on the
given pictures and cards.
- Students are divided into 2 teams / groups. They have to observe the pictures and the
cards carefully and then go to the board and stick the cards on the corresponding ones.
- If students do well, teacher will give them good marks to encourage them.
- Students will feel motivated and stimulated because they are always eager to get god
marks competively and progressively.
* ILLUSTRATED UNIT IN ENGLISH 12 TEXTBOOK:
UNIT 3: WAYS OF SOCIALIZING.
A. READING
CARDS:
Look at the non-verbal communication in pictures in English and then match them with
corresponding cards.

Whistle
Jump and down

Clap hands

Wave to
somebody

Nod ( slightly)

Raise hands

Shake hands

Point to

PICTURES:

Catch one’s eyes
4


P1

P3

P2

P4

5


P5

P7

P6

P8

6


P92 [7]
Suggested answers.
- Picture 1: Whistle
- Picture 2: Clap hands
- Picture 3: Point to somebody
- Picture 4: Raise hands
- Picture 5: Jump up and down
- Picture 6: Nod (slightly)
- Picture 7: Shake hands
- Picture 8: Wave to somebody
- Picture 9: Catch one’s eyes
* ILLUSTRATED UNIT IN ENGLISH 12 TEXTBOOK:
UNIT 1: HOME LIFE
A. READING
Look at the cards in English and then match them with corresponding pictures.
CARDS:

caring

close - knit
family

mischievous

take out THE
GARBAGE

work on a
night shift
2

WASH DISHES

: Pictures about the non-verbal communication is quoted in from item 8.

7


GIVE A HAND
WITH

RUSH TO THE
MARKET

THE DINNER IS
READY

PICTURES:

P1

8


P2

P3

P4

9


P5

P6

P7

P8
10


P9 3 [7]
SUGGESTED ANSWERS:
- Picture 1: rush to the market
- Picture 2: the dinner is ready
- Picture 3: give a hand with
- Picture 4: take out the gabage
- Picture 5: wash dishes
- Picture 6: work on a night shift
- Picture 7: mischievous
- Picture 8: caring
- Picture 9: close - knit family
II.3. Synonyms / Antonyms.
- This kind of activity is aimed to review some vocabulary which students have just
learned. The teacher also check the meanings and the synonyms/ antonyms of the words.

- Teacher reads Vietnamese words and then students find out the synonyms/ antonyms
of them as quickly as possible. They can divide students into 2 teams/ groups and let them
play this kind of game.
* ILLUSTRATED UNIT IN ENGLISH 12 TEXTBOOK:
UNIT 10: ENDANGERED SPECIES.
A. READING
Listen and then find each pair of synonyms from the following.

Extinction
Extinction

Plant
Plantand
andanimal
animal
sPECIEs
sPECIEs

3

Pass
Passlaws
laws

Pollution
Pollution

Set
Setup
up

Pictures about home life is quoted from referce book item 7

Maintain
Maintain

11


Conservation
Conservation

MARSHLAND
MARSHLAND

VARIETY
VARIETY

REDUCE
REDUCE

THE
THE
EARTH
EARTH
Abolition
Abolition

Preservation
Preservation

The
Theglobe
globe

Enact
Enactlaws
laws

DIMINISH
DIMINISH

Establish
Establish

WETLAND
WETLAND

Contamination
Contamination

Flora
Flora&&fauna
fauna

diversity
diversity

12

WETLAND
WETLAND

* Teacher (says the words in Vietnamese and the students say it in English)
Teacher: 1. Kết thúc
Students:
Stop
Finish
* Teacher’s work:
- Stick the words on the board.
- Read the words in Vietnamese, asks students to find out the synonyms.
- Check and give students good marks if they do well.
- Asks students to read in chorus and then asks some individuals up to read. Teacher
listens and then corrects mistake if they have made.
SUGGESTED ANSWERS4[3]:
Number
1
2
3
4
5
6
7
8
9
10

VIETNAMESE
Sự ô nhiễm

Sự tuyệt chủng
Thành lập
Sự bảo tồn
Duy trì, tiếp tục
Sự đa dạng
Ban hành luật
Giảm bớt
Vùng đầm lầy
Thực vật và động vật

SYNONYMS
POLLUTION
CONTAMINATION
EXTINCTION
ABOLITION
SET UP
ESTABLISH
CONSERVATION
PRESERVATION
MAINTAIN
CONTINUE
VARIETY
DIVERSITY
ENACTS LAWS
PASS LAWS
REDUCE
DIMINISH
MARSHLAND
WETLAND
PLANT AND ANIMAL FLORA AND FAUNA

SPECIES

II.4. Definition.
- This kind of activity is aimed to help students know the meanings of the word by using
the definition about that one. Teacher can use different dictionaries to give the difinition to
students exactly and easily understand.
* ILLUSTRATED UNIT IN ENGLISH 12 TEXTBOOK:
UNIT 10: ENDANGERED SPECIES.
A. READING
(Task 1: Page 108). The words in column A all appear in the passage. Match each of them
with a suitable definition in column.5[4]
A
B
1. extinction
a. the natural environment in which a plant or animal lives
b. species of animal or plant that is in danger of / seriously at
2. habitat
risk at extinction
c. the act of preventing something from being lost, wasted,
3. biodiversity
damaged or destroyed
4. conservation
d. the World
4
5

Sugested answers is quoted from reference book item 3.
Illustrated unit 10: Engdangered species from 1 to 4 is quoted from item 4

13

5. endangered species
6. vulnerable
7. enact laws
8. the Globe
9. diversity

e. a situation in which a plant, an animal, a way of life, ect, stops
existing
f. a range of different things
g. the existence of a large number of different kinds of animals
and plants which make a balanced environment
h. is the body of a law adopted by the people or legislative
bodies.
i. able to be easily physically emotionlly, or mentally hurt,
influenced, or attacked.

* Teacher’s work:
- Stick the small board which contains words and their definitions on the board. Teacher can
also deliver the hand-outs to students.
- Asks students to work in pairs, match the words in column A with a suitable definition in
column B.
- Calls some pairs up to speak and practise pronunciation.
- Check and give students good marks if they do well.
- Asks students to read in chorus and then asks some individuals up to read. Teacher listens
and then corrects mistake if they have made.
Sample:
A: What does the word stop mean?
B: It means come to an end.

SUGGESTED ANSWERS:
1.e
2.a
3.g
4.c
5 .b
6.i
7.h
8.d
9.f

II.5. Multiple choice.
* Teacher’s work:
- Teacher asks students to work in group of four.
- Teacher delivers the hand-outs to students and asks them to choose the coccrect answer by
circling A, B, C or D.
- Students work in groups in 4 minutes. Teacher calls some students up to speak.
- Check and give students good marks if they do well.
Teacher listens and then corrects mistake if they have made.
* ILLUSTRATED UNIT IN ENGLISH 12 TEXTBOOK:
UNIT 1: HOME LIFE
A: READING
Choose the best answer by circling the best meaning A, B, C or D.
1. Everyday I have to look after my younger children.
A. take care of
B. keep up with
C. get over
D. protect from
2. The boy is mischievous sometimes but hardworking.
A. intelligent

B. industrious
C. happy
D. naughty
3. Our parents join hands to give us a nice house and a happy house.
A. shake hands
B. give a hand
C. raise hands
D. wash hands
4. My mother is a very caring women. She takes the responsibility for running the household.
A. accountability
B. reliability
C. ability
D. flexibility
5. Most of the time the boys are obedient and hardworking.
A. solidar
B. docile
C. serious
D. traditional
6. My mother rushes to the market, hurries home so that the dinner is ready on the table by
the time my dad gets home.
A. prepared
B. possible
C. compulsory
D. positive
7. My father is willing to help my mother with the household chores.
A.satisfied
B. enthusiastic
C. peaceful
D. stressful
SUGGESTED ANSWERS:

1. A
2.D
3.B
4.A
5.B
6.A
7. B
14


* ILLUSTRATED UNIT IN ENGLISH 12 TEXTBOOK:
UNIT 6: FUTURE JOB.
Choose the best answer by circling the best meaning A, B, C or D.
1. Before the inteview, you have to send a letter of application your resumes to the company.
A. Curriculum Vitae B. certificate
C. letter
D. diploma
2. You should find out as much as possible about the job and the vacancy.
A. joyness
B. congratulatuions C. position
D. emptiness
3. If you know something about the more technique aspects of the job, admit it & stress that
are willing to learn.
A. boring
B. enthusiastic
C. despressing D. exhausted
4. Don’t forget to dress neatly and formally.
A. particularly
B.elegantly
C. carefully

D. potentially
5. You should show your best side, your keeness to work and your sense of responsibility.
A. interests
B. boredness
C. tiredness
D. understandings
6. You should jot down your qualifications and experience which relate to the job.
A. sum up
B. quick at
C. note down
D.recover from
7. Don’t forget to say goodbye to the interviewer before leaving the office
A. Don’t remind
B. Ask
C. Remember
D. Want
SUGGESTED ANSWERS:
1. A
2.D
3.B
4.B
5.A
6.C
7. C
II.6. Matching.
- This kind of activity is aimed to help students know the meanings of the word by using
the definition about that one iu corresponding columns. Teacher can use different dictionaries
to give the difinition to students exactly and easily understand.
- Students can do this activity and then check their answers with partners.
- Teacher calls some students up to speak and correct mistake if they have.

- Encourage them by giving good marks.
* ILLUSTRATED UNIT IN ENGLISH 12 TEXTBOOK:
Unit 13: THE 22nd SEA GAMES
Task 1 (P140): Give the Vietnamese equivalents to the following words and phrases.6 [5]
Words / Phrases

Vietnamese equivalents

1. Sports enthusiast
a. Đoàn kết
2. Solidarity
b. Tinh thần cao
3. Title
c. Đồng bào
4. Bodybuilding
d. Người say mê thể thao
5. High spirits
e. Đồng hợp tác
6. Countrymen
f. Thể dục thể hình
7. Co - operation
g. Tiện nghi
8. Facility
h. Danh hiệu
SUGGESTED ANSWERS:
1. d
2. a
3. h
4. f
5. b

6. c
7. e
8. g
* ILLUSTRATED UNIT IN ENGLISH 12 TEXTBOOK:
Unit 15: WOMEN IN SOCIETY
Task 1 (P163): Give the Vietnamese equivalents to the following words and phrases.
Words / Phrases
Vietnamese equivalents
1. Human civilization
a. Năng lực trí tuệ
2. Childbearing
b. Việc chăm sóc gia đình
3. Involvement
c. Cơ hội việc làm
6

Illustrated unit 13: The 22nd SEA GAMES from 1 to 6 is quoted from item 5

15


4. Age of Enlightenment
d. Phân biệt, đối xử
5. Deep-seated cultural beliefs
e. Việc sinh con
6. Homemaking
f. Nền văn minh nhân loại
7. Intellectual ability
g. Thời đại khai sáng
8. Equal work opportunity

h. Những niềm tin ăn sâu vào tiềm thức
9. Discriminate
i. Sự tham gia
SUGGESTED ANSWERS:
1. f
2. e
3. i
4. g
5. h
6. b
7. a
8. c
9. d
III. Results.
I had a test for students to do in class.Both the result and the motivation were good.
Total
Excellent
Very good
Good
Average
Poor
students
45
15
20
10
0
0
Mark the letter A, B, C, or D on your answer sheet to indicate the word(s) CLOSEST in
meaning to the underlined word(s) in each of the following questions.

1. She was brought up in a well - off family. She can’t understand the problems we are facing.
A. poor
B. miserable
C. wealthy
D. kind
2. There is a set of expensive spoons, forks and knives in the cupboard.
A. cutlery
B. instrument
C. equipment
D. utensil
3. Sports and festivals form an integral part of every human society.
A. informative
B. delighted
C. exciting
D. essential
Keys: 1. C
2. D
3. D
Mark the letter A, B, C, or D to indicate the word (s) OPPOSITE in meaning to the
underlined word(s) in each of the following questions.
1. If he gets to university, his parents will be walking on air.
A. disgusted
B. promising
C. upset
D. hopeful
2. We’re contented with what we do because we love working and we love our children.
A. impossible
B. satisfied
C. irresponsible
D. dissatisfied

Keys: 1. C
2. D
Give the correct part of speech for each sentence.
1. Most of the _________ have lived here all their lives.

(village)

2. The news media can be ________into two general categories of print media and electronic
media.

(class)

3. Newspaper and magazine are ________read all over the world.

(wide)

4. We are in regular ______with each other by telephone or letter.

(communicate)

5. What makes a computer such a ___________device?

(miracle)

Keys: 1. villagers

2. classified

4. communication

3. widely

5. miraculous

Match the word in column A with its synonym in column B.
Column A
1. diversity

Column B
a. reply
16


2. flat

b. home for the aged

3. job

c. present

4. respond

d. party

5. confide in

e. variety

6. careful

f. commence

7. start

g. apartment

8. gift

h. share one’s thought

9. nursing home

i. occupation

10. banquet

k. through

Keys: 1.e,
2.g,
3.i,
4.a,
5.h,
6.k,
7.f,
Match the word in column A with its antonym in column B.
Column A

8.c,

a. minority

2. follow

b. foolish

3. majority

c. tell the truth

4. reject

d. be under no obligation

5. modern

e. pessimistic

6. permanent

f. similarity

7. optimistic

g. deteriorate

8. be obliged

h. accept

9. lie

i. traditional

10. wise

k. temporary

2.g,

3.a,

4.h,

10.d

Column B

1. diference

Keys: 1.f,

9.b,

5.i,

6.k,

7.e,

8.d,

9.c,

10.b

C. CONCLUSIONS AND SUGGESTIONS
Above these are activities that I found most effective when done. Comparing the results of
their study in the first semester and second semester I see a clear progress, particularly when I
get them under active discussion groups, the students participated in a positive, vibrant and
more seriously. Kite especially the children spoke more English, Vietnamese-speaking limit or
using their Muong language. Those who are lazy, moral hazard or causing noise during class
have progressed better than previous semesters.
With the crowded classroom, teachers need to prepare for dividing students into groups of
different ways such as drawing, appointed to sit how teams have a certain gap, but enough to
go to observe and control investigate their activities.
Teachers should give full instructions, specific and clear brief for the students prior to
discussion groups. The best is he (she) should guide them in English and then translated into
17


Vietnamese to avoid misunderstandings require them his (her) If necessary he (she) should
give more specific examples to guide to help them understand.
Depending on the content and amount of time for each item that I can choose the operating
groups, design groups activities consistent with the amount of time, the amount of knowledge
and requirements for operation of the unit group effective group through each lesson.
However, in order for the organization, design groups operating under the new method,
depending on the content and amount of time for each item that I can choose the operating
groups, design groups activities accordingly with the amount of time, and requires knowledge

of the unit to operate effectively groups through each lesson.
1. For teachers.
- In addition to having a deep understanding of the operating groups and organizations
working step, how to apply them appropriately and flexibly, both teachers and students should
try to pass all factor and objective. The first is that teachers have to seriously prepare for their
lessons well. Should give classes a lively atmosphere for the student interested groups to
participate in activities such as making certain requests from the first year of regular use of
English in speaking skill.
I am used to painting "Let's speak Englis" pasted on the walls of classrooms corner or
constantly remind them with the phrase "No English" so they always try to speak English in
each lesson.

Source: English textbook Grade 11 - Education Publishing House (2009: 72)7[6]
- They should be closely with students, create good relationship between teachers and
students through teaching and learning process. From thet, this makes students interested in
learning English better.
- They should give the situations to let students can easily guess the meanings of the words and
spend more time finding materials, pictures which relate to the topics.
- They should raise their awareness of self-study and exchange precious teaching
experience with their colleagues. Determine the main contents for different students in
different class.
- They should use teaching aids, hand outs and over head projectors.
- They should concentrate on making lesson plans before coming to class. Especially
making power point lessons to stimulate students.
- They should organize and design the activities scientifically and choose pair work or
group work suitably which depend on students and classroom size.
- Teachers need uplifting self-consciousness in the construction and implementation of the
content of the activities organized by subject expertise, teaching register for more empirical
research methods lesson plans at the same time now to learn from experience. Record notes,
activity content, the issues to learn from experience.

- Moreover, English teachers learn about new teaching method, provide their students
interesting lessons to make them eager to have better results.
2. For students:
7

Picture is quoted from item 6.

18


- Collect materials, pictures, reference books related to the lessons together with their
teachers.
- Find the new words to understand the meanings of the words at home by using
computers or dictionaries.
- Rivise the lessons and prepare new lessons before coming to the class.
- Practise pronouncing new words regularly.
- Get ready to draw pictures and make teaching aids in gorup work. Teacher encourages
students by giving marks.
- Pay attention to the lassons, contribute the ideas to the lessons and take part in pair work
or group work enthusistically and positively.
3. For the staff.
- Create more favorable conditions for teachers and self-study learning conditions to
improve, enhance professional skills .
- Diversity further foreign language books, reference books for teachers and students can
register for loan at the library ...
- I hope English Speaking Club will develop more and more in the future, it is a useful and
interesting playground for the children. Help students more opportunities to learn and further
improve communication skills in English, to help them feel more confident and boldly create
friendly relationships, positive teacher-student. Since then they'll love this course and learn
English better and better.

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Thanh Hóa, ngày 22 tháng 5 năm 2018
Tôi xin cam đoan đây là SKKN của mình viết,
không sao chép nội dung của người khác.

Trương Thị Thu Hiền

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TABLE OF CONTENTS

PAGE

A. INTRODUCTION....................................................................................................................1
1. Reason.....................................................................................................................................1
2. Theory.....................................................................................................................................1
3. Practical..................................................................................................................................2
B. CONTENT.................................................................................................................................2
I. Techniques for teaching vocabulary........................................................................................2
I.1. Visuals...................................................................................................................................2
I.2. Mime.....................................................................................................................................2
I.3. Realia....................................................................................................................................2
I.4. Situation / Explanation.........................................................................................................2
I.5. Example................................................................................................................................2
I.6. Synonym / Antonym. ...........................................................................................................2
I.7. Translation............................................................................................................................2
II. Applying....................................................................................................................................3

II.1. Gap-filling ..........................................................................................................................3
II.2. Pictures and cards................................................................................................................4
II.3. Synonyms/Antonyms ........................................................................................................11
II.4. Definitions ........................................................................................................................13
II.5. Multiple choice .................................................................................................................14
II.6. Matching ...........................................................................................................................15
III. Results. ...............................................................15
C. CONCLUSIONS AND SUGGESTIONS ..........................................................................17

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REFERENCE BOOK
*********
[1]: Hướng dẫn thực hiện chương trình, SGK lớp 12 - môn Tiếng Anh - NXB GD.
[2]: Từ điển đồng nghĩa và trái nghĩa và trái nghĩa Anh - Việt - Nguyễn Trung Thuần NXB Từ điển Bách Khoa.
[3]: Tiếng Anh 12 (Task 1 - page 108), NXB GD&ĐT
[4]: Tiếng Anh 12 (Task 1 - page 140), NXB GD&ĐT.
[5]: Tiếng Anh 12 (Task 1 - page 163), NXB GD&ĐT.
[6]: English textbook Grade 11 - Education Publishing House (2009: 72)
[7]: Adapted from ELTTP Methodology Course, Book one, pp. 1-2 is quoted in from item 8.
[8]: Some refence pictures on the Internet - Source : Google image.

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