How to teach ten – year system english 6 vocabulary effectively

I

INDEX

Page

INTRODUCTION

2

1. Reasons for choosing the subject.

3

2. Researching aims.

3

3. Researching objects.

3

4. Researching methods.

3

CONTENTS

II

3

1. Theoretical background.

3

2. Practical background.

3

2.1 - Advantages.

3

2.2 - Difficulties.

4

3. Teaching experiences and teaching methods.

4

3.1 - Preparation:

4

3.2 - Some principles to teach vocabulary:

4

3.3 - Techniques for eliciting vocabulary:

5

3.4 - Steps for presenting vocabulary:

8

3.5 - Techniques for checking vocabulary:

8

3.6 - Some exercises to check vocabulary:

12

4. The effectiveness of the initiative.

17

III

18

CONCLUSIONS AND SUGGESTIONS

1. Conclusions:

18

2. Suggestions:

18

2.1. For Department of Education and Training:

18

2.2 For school management:

18

REFERENCE BOOKS

19

I. INTRODUCTION
1


1. Reasons for choosing the subject.
We all know that English is very important to everybody nowadays,
especially to young generation. English is spoken all over the world. It is an
international language, so it is a key to open the knowledge treasure of the
mankind.
We need English in many fields: in learning, in communicating and in
working. Therefore, English is a must have for all the students. Thanks to English,
people around the world know, grasp and become friendly with each other.
English is one of the languages with extensive vocabulary. Therefore, its
learners and users encounter a lot of troubles with it. Learning and speaking
English fluently is absolutely not easy, since we do not fully understand the

manner of pronunciation and usage of stresses of used words which are highly
important. Most of students have not studied English in depth; as a result, they do
not have enough essential vocabulary to serve their daily learning and
communicating.
Vocabulary is one of the most important parts of learning a language. To
develop any skills such as listening, speaking, reading or writing skills, we need a
certain amount of essential vocabulary. Such vocabulary cannot be built in one or
two days, it takes us a long time to acquire, develop and enrich our vocabulary.
Therefore, in general students are hesitant and afraid of learning vocabulary.
In the new teaching method, teacher should promote creative thinking and
self- perceived competence in knowledge of the learners, mastering knowledge,
avoid cramming knowledge. Innovative teaching methods is an extremely
important task for each teacher as well as the teaching and learning of foreign
languages to achieve the highest efficiency in targeted communication, capture
and integrate knowledge with the development of society. To comply with the
training objectives and gradually improve teaching effectiveness, innovation
approach is a matter of urgency and necessity. New teaching method means each
student plays an active role in the process of actively learning.
As a teacher of English in a secondary school, I am always aware of the
motivation of the country development, which is improving the quality of
education in accordance with the general trend of the country. Therefore, I have
thought about the way to teach English with good quality and desired effect.
From the practical teaching, I have found that: "Teaching English is not a
simple matter." It requires teachers not only to have specialized methods but also
to constantly learn to improve their qualifications and always actively seek out
new approaches to achieve better results in their English learning and teaching.
That is the reason why I always think of the questions "How do students learn and
remember vocabulary effectively?"; “How can students comprehend and acquire
knowledge promptly?”; “How can students love learning English?”; “How can
students have necessary vocabularies and use their own words in the most

effective way?”. Accordingly, I not only try my best to practice in the teaching
process but also have a decision to investigate and learn more to find out optimal
2


solutions. In this school year, I have still applied the methods in teaching English
6 and have obtained certain results. I hope that my experience will help passionate
teachers in practical application and more successful in teaching, so I’m trying to
give the initiative "How to teach ten - year system English 6 vocabulary
effectively” to receive heartfelt comments of colleagues and education managers
at all levels. Moreover, to broaden my experience in teaching and serve practical
work in teaching, improving the quality of teaching in the period of renovation.
2. Researching aims.
- Finding out the optimal ways in using techniques and games in lessons. This
helps students learn vocabulary effectively.
- Sharing experiences with colleagues.
3. Researching objects.
- Grade 6 students.
- Ten - year system English 6.
4. Researching methods.
- Reading documents
- Experiences in teaching
- Exchanging experiences and methods with colleagues.

II. CONTENTS
1. Theoretical background.
For a long time, our teachers have been familiar with the traditional way of
teaching, teacher - centered lessons. However, from the view of "Learner-centered
approach", teaching and learning methods have undergone fundamental changes.
Teachers are not the only people who possess knowledge and impart it; they are

just guides, supporters, mentors, controllers, etc. Learners are not people acquiring
knowledge passively, but the center of teaching process and actively creative in
the learning process in order to achieve their learning objectives. For teaching
foreign language in general, and English in particular, innovation in teaching
method is completely obvious and particularly significant to communicate by
language.
Based on theoretical points above, direct participation in learning process, I
think playing specific roles and using conversations, especially using techniques
and games in teaching in a flexible and natural way, will create joy and inspiration
in learning English.
2. Practical background.
2.1- Advantages.
Almost parents are concerned and create good condition for their children's
study. Besides, They always remind their children to review the old lessons and
do their homework before going to school.
Some students are very studious, they always get good marks in exams.
They not only have a curiosity but also interest in the subject, so they usually fully
prepare books as well as other instruments for learning. They are the active factors
to contribute an English study movement.
3


In some classes, instruments serving teaching and learning such as teacher's
books, reference books, mini projector, textbooks, workbooks and other teaching
aids are provided fully by school managing board.
Subject teachers also receive the support from other teachers of the same
professional groups and colleagues.
2.2- Difficulties.
Although the facilities, equipments and teaching aids for the subject have
been improved, they have not satisfied the current demand yet, especially to some

extent the current innovation in teaching methods, forms of teaching organization
such as listening room and audio-visual equipment, etc….
The majority of students are not confident in the communication field limited practice, so their vocabulary is limited, too; Some students often get bad
marks because of their laziness. Meanwhile, there are a significant number of
students who have not been good at Vietnamese. They are usually confused in
acquiring and using vocabulary, especially in communication. They feel rather
afraid of learning because of problems in words' pronunciation and spelling. That
is the reason why students are not always willing to speak English in class.
3. Teaching experiences and teaching methods.
Here are some solutions that I have applied in ten - year system English 6
teaching process in the 2014-2015 school year and the first semester of the 2015
- 2016 school year in my school.
3.1- Preparation:
* For the teachers:
- Teachers need to spend a lot of time searching for documents and looking for
images related to the topic, and constantly update information to support
instruction.
- Using simple visual aids to inspire in class.
- Preparing teaching plan carefully.
* For students:
- Collecting documents, pictures related to the teacher’s lecture.
- Preparing lessons carefully.
- Practicing pronunciation regularly.
- Making utensils, visual aids when teachers request.
- In lessons students must pay much attention, practice listening, speaking, reading
and writing the words confidently.
3.2 - Some principles to teach vocabulary:
- In a class teacher should choose from 5 to 8 new words to teach. They are active
words, this means that students will use them frequently in class to practice basic
skills, especially in fostering oral and written skills.

- The words should have a higher frequency means that they appear frequently in
the text.
- The words need absorbing in the learning process of students.
4


- Students should not repeat the words too many times that can make lessons
become boring and waste effort of students as well as teachers.
- Teachers should not transcribe when teaching new words because vietnamese
language skills of students are limited. The focus should be on writing both
Vietnamese and English.
3.3 - Techniques for eliciting vocabulary:
Teachers can follow some eliciting techniques for teaching vocabulary to
help students learn new words actively.
Translation
Visuals

Example

Mine

Seven
techniques
Synonym/ Antonym

Realia

1. Visual aids:
Situation/
Explaination

3.3.1. Visuals:
Use pictures or draw sketches for children to see. This helps teacher
explains meanings of words quickly.
Example 1:
Period 9- Unit 2: MY HOME
Lesson 2: A closer look 1 (English 6)
Teacher uses pictures to teach some new words such as: chest of drawers,
microwave, attic. And students can guess the meanings of these words quickly
and easily.
Example 1: chest of drawers
- Use a picture
- Teacher shows the picture of chest
of drawers and asks students to guess the
meaning.
Example 2:

Period 11- Unit 2: MY HOME
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Lesson 4: Communication (English 6)
Example 2: stilt house
- Use a picture
- Teacher shows the picture of a stilt
house and asks students to guess the
meaning.

3.3.2. Mine /Gesture:
Show facial expressions, gestures, postures.

Example:
Unit 3: My friends - Lesson 1 (English 6)
To teach the word "shy"
Teacher asks students to look at the teacher’s facial expressions, gestures
and listen to the teacher carefully to give the meaning of the words.
Teacher says: "I’m shy" and puts her finger on her mouth and lowers her
head. Then the teacher asks “What does shy mean?”
Students’ possible answer: Shy means “thẹn, e thẹn”
3.3.3. Realia:
Use real things.
Example 1:
Unit 1: My new school - Lesson 1 (English 6)
To teach words of school things (calculator, rubber, compass, pencil
case, pencil sharpener, ruler, school bag ....) Teachers should use school things of
students to illustrate her lectures.
- Teacher holds a student’s pen and asks: “What is this?”
- Students’ possible answer: It is a pen.
Example 2:
Unit 2: My home - Lesson 2 (English 6)
To teach the words of furniture in a room (ceiling fan, light....) Teachers
should use real things in the class to illustrate her lectures.
Teacher asks students to look at the ceiling of the classroom, then teacher
points at the ceiling fan and says “That’s a ceiling fan”
3.3.4. Situation/Explanation:
Use situations and explain the new words to students so that they can
understand the new words effectively.
Example:
Unit 3: My friends - Lesson 1 (English 6)
When teaching new words "creative, sporty, talkative,….", teacher should
give situations and explain.

1. Mina is very creative. She likes drawing pictures. She always has lots of new
ideas.
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Require students to guess the word "creative " and tell the teacher the meaning
of the word.
2. Nam likes playing sports. He plays sports every afternoon. He is sporty.
Require students to guess the word " sporty " and tell the teacher the
meaning of the word.
3. Lan loves talking. She is always on the phone, chatting to friends. She is very
talkative.
Require students to guess the word " talkative " and tell the teacher the
meaning of the word.
3.3.5. Example:
Unit 6: Our Tet Holiday - Lesson 2 (English 6)
To teach the word "furniture", teacher lists examples of furniture for
students to guess its meaning. “Tables, chairs, wardrobes, beds, televisions – these
are called furniture”. Who can give me another example of furniture? And “
what does furniture mean in Vietnamese?”
- Students’ possible answer: Furniture means “đồ đạc”
3.3.6. Synonym/antonym:
Teacher uses the words that are learned by students and the equivalent
meanings to help students identify the meanings of words which they are going to
learn.
Example 1:
Unit 7: Television - Lesson 4 (English 6)
Example: cute
To teach the word "cute", teacher can ask students to guess the meaning
through a word that was previously learned.

- Teacher asks "What is another word for pretty?"
- Students’ possible answer: Another word for pretty is cute.
Example 2:
Unit 7: Television - Lesson 4 (English 6)
Example: clumsy
Teacher gives the words she wants to teach, then gives the word which has
the opposite meaning.
Students: Guess the meaning of the word.
- Teacher asks "What is the opposite of clever?"
- Students’ possible answer: The opposite of clever is clumsy.
3.3.7. Translation:
Teacher uses equivalent words in Vietnamese to provide meanings of
English words.
Teacher uses this tip only when there is no other way, this tip is often used
to teach abstract words, or to explain meanings of a large number of new words in
limited time. Teacher gives suggestions to help students translate words by
themselves.
Example:
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Unit 6: Our Tet Holiday - Lesson 2 (English 6)
Example: fireworks
Teacher asks "How do you say " pháo hoa" in English?”
3.4 - Steps for presenting vocabulary:
1 - Use a suitable technique to elicit or show the meaning of vocabulary.
2 - Model the pronunciation clearly (three times)
3 - Ask students to repeat the word chorally and individually.
4 - Correct students' pronunciation
5 - Write vocabulary on the board and students write down vocabulary in their

notebooks.
6 - Check that students clearly understand the meaning and pronunciation.
7 - Draw students’ attention to aspects of vocabulary such as part of speech,
collocation, frequency etc…..
8 - Give students a written record.
(Maybe teacher checks that students write vocabulary in their notebooks correctly)
3.5 - Techniques for checking vocabulary:
Rub out and
Remember

Jumbled words
Bingo

Ordering

Seven
techniques
What and where

Matching
Slap the board

A. Rub out and remember:
1- Teacher presents or elicits vocabulary and builds up the list on the board.
2- After each word teacher puts the Vietnamese translation.
3- Teacher asks students to write down vocabulary in their notebooks and then
close their notebooks.
4- Teacher rubs out the new words one at a time.
5- Each time teacher rubs out a word in English, points at the Vietnamese
translation and asks “What is this word in English ?”

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6- When all the English words are rubbed out, teacher goes through the
Vietnamese list and gets students to call out the English words.
7- If there is enough time, teacher gets students to come to the board and write the
English words again.
*Note: This helps leaners to memorize vocabulary quickly.
Example: Unit 1 - Lesson 1 (English 6)
- Teacher checks up vocabulary using technique: Rub out and remember.
- Teacher asks one or two students to go to the board to write the correct word in
each blank.
1. ……………….
(a): phấn chấn, phấn khích
2. ……………….
(v): mặc, đội
3. ……………….
(n): bộ đồng phục
4. ……………….
(a): bảnh bao, nhanh trí
5. ……………….
(n): máy tính
6. ……………….
(n): com pa, la bàn
7. ……………….
(n): cục tẩy
8. ……………….
(a): nặng
- Answer keys:
1. excited

(adj) phấn chấn, phấn khích
2. wear

(v):

mặc, đội

3. uniform

(n):

bộ đồng phục

4. smart

(adj) bảnh bao, nhanh trí

5. calculator

(n):

máy tính

6. compass

(n):

com pa, la bàn

7. rubber

(n):

cục tẩy

8. heavy

(a):

nặng

B. Slap the board:
1- Teacher puts the new words in English on the board in bubbles - not in a list.
2- If you want to check the understanding, put the Vietnamese translation of the
new words or picture on the board.
3- Teacher divides the class into two teams of five or six.
4- Teacher chooses a student from each team and they stand at equal distance from
the blackboard.
5- Teacher calls out one of the new words in a low voice in Vietnamese.
6- Two students must run forward and slap the word in English on the board.
7- The one who slaps the correct word first is the winner and the win team gets
one mark.
* Note: There are two points to remember in “Slap the board”. If you use only
English, leaners are only recognizing the word through listening. However, if you
use Vietnamese translation or picture you can check the meaning of vocabulary.
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Example: Unit 1 - Lesson 5 (English 6)
Checking vocabulary: slap the board

- Teacher gives some new words on the board and asks students to play the game.
overseas

playground

international

creative

surround

kindergarten

C. What and where:
1- Teacher writes the new words in the circles on the board not in a list.
2- When all the words are on the board, teacher asks students to repeat the words
in circles.
3- Teacher rubs out one of the words but does not rub out the circle.
4- Teacher gets students to repeat the words including the rubbed out words by
pointing at the empty cicles.
5- Teacher rubs out another word but leaves the circle.
6- Teacher points the words or empty circles, students read and remember all the
words.
7- Continue until all the circles are empty.
8- Teacher asks six or eight students to come to the board and fill in the circles
with the correct words
Example: Unit 3 - Lesson 1 (English 6)
Checking vocabulary: What and where
- Teacher gives some new words on the board and asks students to play the
game.

Personalit
y

clever

shy

petal

talkative

hard
-working

creative

confiden
t

* Note: This checking technique is not only good for learners to memorize the
new words but also good for revision of vocabulary.
D. Matching:
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1- Teacher writes the new words in the list on the left side of the board.
2- Teacher writes the definitions, translation or draws pictures on the right side of
the board.
3- Teacher asks the Ss to come to the board to match the items on the left with
those on the right by drawing a line between them.

Example: Unit 3 - Lesson 2 (English 6)
Checking vocabulary: Matching
- Teacher asks one student to go to the board to do the matching.
- One student goes to the board to do the matching.
1- fur
a- khuỷu tay
2- tail
b- kiên trì / kiên nhẫn
3- blonde
c- lông
4- chubby
d- kiểu tóc đuôi ngựa
5- knee
e- hoe
6- ponytail
f- đầu gối
7- elbow
g- mập mạp
8- patient
h- đuôi
* Answer Keys:
1- c; 2- h; 3- e; 4- g; 5- f; 6- d; 7- a; 8- b.
E. Jumbled words:
1- Teacher sticks six flash cards with jumbled letters on the board or writes six
words with jumbled letters on the board.
2- Teacher asks students to write the words correctly.
3- Teacher tells students the first group with the right words will get two points
4- Teacher corrects them.
5- Teacher asks students to read the words again.
Example: Unit 3 - Lesson 4 (English 6)

- Teacher sticks six flash cards with jumbled letters on the board and asks students
to play the game.
1.

icohr

2. wfreorik

3. topcoemitin

5.

4. iebrensposl

6. rtfefirgihe

asulu

* Answer keys:
1- choir
3- competition
5- usual
2- firework
4- responsible
6- firefighter
* Note:
This checking technique helps students remember the words they have learnt
deeply.
F. Bingo:
1- Teacher gets the class to brainstorm a list of ten or fifteen new words and writes

them on the board.
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2- Students choose any five and coppy them into their notebooks.
3- Teacher reads out the words in any order.
4- Each time the student has one of the words that teacher reads, she/ he puts a tick
next to that word.
5- The first student to tick all five words shouts “ Bingo”. Who says “Bingo” first
will be the winner.
* Note: This technique can be used to check and revise the new words you have
introduced during the week.
G. Ordering:
1- Teacher writes the new words on the board in the wrong order.
2- Teacher has students copy the words into their notebooks.
3- Teacher reads a paragraph or a story with the new words in it aloud and gets
students to put the words in the correct order by numbering them.
Example: Unit 5 - Lesson 5 ( English 6)
- Teacher writes the new words on the board in the wrong order and asks students
to play the game.
Imperial
galleries
Perfume
attraction
cuisine
Central
Hue is the oldest city in (1) ……..Viet Nam. It’s near Da Nang, but it’s
more interesting than Da Nang! It also has the most famous river in Central Viet
Nam - the (2) …….. River. You should take a trip on the river, and you must visit
the (3) …….. City. There you can find museums, (4) …….., and temple. It’s Hue’s

greatest (5) ……... But many people travel here just for (6) …….. - the food is
really good. It’s rainy in Hue, so remember to bring an umbrella!
*Answer keys:
Imperial (3)
Central (1)
attraction (5)
cuisine
(6)
galleries (4)
Perfume (2)
3.6 - Some exercises to check vocabulary:
1. Group the words according to their topics.
tea
coffee
rice
fish
beer
grape
lettuce
cabbage
chicken
FOOD

apple
onion
melon

DRINK

FRUIT

VEGETABLES

FOOD

DRINK

FRUIT

VEGETABLES

rice
chicken

tea
coffee

apple
melon

onion
lettuce

*Answer keys:

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fish
beer

grape
cabbage
2. Underline the word which does not belong to the group:
ex: scientist
chemist
physician
mathematics
school
history
literature
English
walk
read
book
watch
3. Fill in the empty circles:
- Teacher writes some words that students have learnt on the board.
- Teacher asks students to come to the board and fill in the empty circles with
the correct words.
rice
bread
milk
fish
beer
water
egg
chicken
coffee
lettuce
pork

tea
lemonade

drink
foo
d

*Answer keys:
rice
lettuc
e
egg

por
k

lemonade

mil
k
bread
drink

foo
d
fis
h

bee
r

tea
chicken
coffee

wate
r

a- Work in pairs to talk about your favorite foods and drinks
I like………………..
I don’t like……………………
....................................
.................................................
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b- Interview your partner about his /her favorite foods and drinks then write
the report .
What do you like to eat ?
What do you like to drink?
He/She likes…………….
He/She doesn’t like……..
..........................................
c- Complete the passage to write about your daily meals:
I usually have (1)............. meals a day. I have (2)………..at (3)…………o’clock.
I like (4)………for breakfast but I don’t like (5)…………because it is (6)………
For lunch, I usually have rice, (7)…....…..and (8)….......... I like to drink fruit (9)
………….because it’s good for my heath. I often have rice, (10)…………. and
vegetables for dinner.
*Answer keys:

1. three
6. sweet

2. breakfast
7. meat

3. six
8. vegetables

4. bread
9. juice

5. milk
10. fish

MODEL LESSON PLAN FOR TEACHING VOCABULARY.

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* Vocabulary:
Step 1: Teacher presents the new words through the pictures or real objects.
Step 2: Teacher models the pronunciation clearly (3 times)
Step 3: Teacher asks students to repeat the words chorally and individually.
Step 4: Teacher corrects students' pronunciation.
Step 5: Teacher writes the words on the board and asks students to copy them into
their notebooks.

skis (n)
boat (n)

skateboard (n)

ván trượt tuyết

con thuyền
ván trượt có bánh xe
ở 4 góc
kính bơi

goggles (n)
điệu
sports shoes (n)

racket (n)

giày thể thao

cái vợt (cầu lông)

Step 6: Teacher checks up vocabulary.
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Match the words given with the right pictures

skis (n)

skateboard (n)

boat (n)

goggles (n)

16


sports shoes (n)

racket (n)

4. The effectiveness of the initiative.
Through new teaching methods, I see that many students are so excited and
animated to learn vocabulary well. They have guessed a lot of new words through
context, situations and themes. Many former students did not dare tell in front of
the class, they are now confident to communicate with friends and teacher in
English class. I gave them specific situations, so they could engrave more words,
especially those difficult words.
Above are some solutions to promote students in grade 6 learning English
that I have applied in the 2014-2015 school year and the first semester of the
2015-2016 school year in my school. The results are as follows:
A. The results before applying the new teaching methods in lessons.
Poor
Fair
Good
Excellent
Class total
amount %
amount
%

amount
%
amount
%
6C
33
10
30.3
10
30.3
9
27.3
4
12.1
B. The results after applying the new teaching methods in lessons.
Poor
Fair
Good
Excellent
Class total
amount %
amount
%
amount
%
amount
%
6C
33
3

9.1
12
36.4
12
36.4
6
18.1
The above results have demonstrated that my topic was effective in accordance
with the direction of the school and the area. So far, I have done and continued to
promote the good points, overcome the bad points to improve the quality of
teaching.

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III. CONCLUSIONS AND SUGGESTIONS
1. Conclusions:
To encourage students in learning English effectively and communicating
with confidence in English, I think "How to teach ten - year system English 6
vocabulary effectively” is very important. It helps to impart the knowledge more
favorable, and easier. Moreover, students can acquire the knowledge faster, more
realistically and more naturally. However, we can not use stereotypes to the actual
conditions of teaching. we should organize more learning activities for students to
learn and practice vocabulary to match with lessons, abilities of students, and
attract the attention of students, giving students more confident, less stressful in
order to promote the creativity of students in acquiring knowledge.
To create a positive learning environment, teacher plays a very important
role. In class, students are the main activities and teacher has to invest a lot of
effort and time to prepare teaching aids, navigation methods, organization of
learning activities in order to suit every student. Teacher should help students

overcome difficulties in learning in order to reduce the number of weak students.
The positiveness helps students achieve their desired results.
2. Suggestions:
2.1. For Department of Education and Training:
- Continuing to open seminars for innovative methods in teaching English
language.
- Keeping holding Internet Olympic English to motivate students in learning
English.
2.2 For school management:
+ Making a suggestion that People's Committees should build some functional
rooms for teaching and learning English.
+ Making well education tasks to buy new equipments for modern teaching.
Above are some of my experiences in teaching English vocabulary that I
have summarized in the process of teaching and learning. As a teacher of a foreign
language, I am very eager to share my experiences with other teachers, I hope
these experiences will be read by my colleagues and I will receive the comments
of teachers to make my initiative perfect.
I sincerely thank you !
CONFIRMATION OF PRINCIPAL

Thanh Hoa, April 6th, 2016
I am sure this initiative is mine.
I don’t copy other’s work.
Author

Đỗ Thị Nhàn
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REFERENCE BOOKS

1. English language teaching methodology for teachers in lower secondary schools
- Thanh Hoa Department of Education and Training.
2. Regular refresher material - Ministry of Education and Training.
3. English Textbook 6 and teachers’ book - Ministry of Education and Training.

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