(Sáng kiến kinh nghiệm) SOME EXPERIENCES TO HELP LOWER SECONDARY SCHOOL STUDENTS STUDY VOCABULARY EFFECTIVEL

TABLE OF CONTENTS
CONTENTS

order
1
1.1
1.2
1.3
1.4
2
2.1
2.2
2.3

Introduction
The reasons to choose the subject
The aims of research
Object of study
Methods of research
Contents
Theoretical basis
Actual situation
Sollutions

2
2
3
3
3
3
3

4
5

2.3.1

Slap the board

6

2.3.2

Who's better

6

2.3.3

Networks/ brainstorming

6

2.3.4

Car-racing

7

2.3.5

Pelmanism

7

2.3.6

Matching

8

2.3.7

Review words
Create words
The effects of research

8

Conclusion and Offer
REFERENCE MATERIALS

10

2.3.8
2.4
3

Page

9
9

1


SUBJECT: SOME EXPERENCES TO HELP LOWER SECONDARY
SCHOOl STUDENTS STUDY VOCABULARY EFFECTIVELY
1. INTRODUCTION
1.1 The reasons to choose the subject.
Nowsaday, the Ministry of Education and Training implemented the project
"Teaching and learning foreign languages in the national education system", in
the period 2008 - 2020, the teaching and learning foreign languages in general.
especially, English are very urgent. As a teacher of English , training future
people can understand the foreign information that can apply to make our
country richer and stronger.
English is considered as a means of communication, Therefore, It's necessary
for us to study vocabulary as much as possible.
In any foreign language, the role of the vocabulary is very important.
We can't understand the language without understanding vocabulary, or
through vocabulary units. But that does not mean that you only understand
individual lexical units that are independent of each other but we can only
master the language through dialectical relationships between vocabulary units.
Thus, learning vocabulary and practicing vocabulary skills is a leading factor in
the transmission and acquisition of a language in general and English in
particular.
Since vocabulary is a unit of language, it is expressed in two forms: speech
and writing. To use that language, that is to grasp the expression form of words
by words and words. But because of the relevance of the vocabulary to other
elements in the language (grammar, phonetics, intonation, etc.) or in the
context of specific communication, we find the vocabulary be "bricks" .
Grammar and other linguistic elements are considered as "mortar vessels" to

build into a language house.
In lower secondary schools teachers teach students along with other
subjects on the basis of equipping the students with the necessary skills and
techniques to train the knowledgeable, skilled, dynamic and creative ... to form
and train the skills for students requires that teachers do not only pay attention
to the transfer of knowledge in textbooks, Instructional means that pay
attention to the organization of the teaching process in the direction of
activating the learner's activities, promoting the active role of students in
learning and organization, but most students do not understand the importance
of vocabulary so they are lazy to learn vocabulary or use it. On the other hand,
the new knowledge of the language is so far away from the mother tongue that
students feel afraid to learn. So what does the teacher have to do is to make the
vocabulary no longer a "problem" for the students, this makes me think alot,
with many years of experience in lower secondary school, facing to a lot of
students who have no Vocabulary, spelling mistakes, and misunderstandings
that motivates me to implement the topic "how to help secondary school
students use and remember vocabulary effectively.".[1]
2


1.2 The aim of research
Nowadays, in lower secondary schools, like other subjects, English is
being taught and studied popularly. However, to use it, it requires us to have
vocabulary. Because vocabulary is an indispensable ingredient in language, it is
used for communication. Therefore, it is very important to know the
vocabulary.
In English we can not train and develop students' four listening, speaking,
reading, and writing skills without relying on vocabulary. Indeed, without
vocabulary, the children can neither hear nor speak, read or write, even if they
know the structures of the sentence.

In the past, learning and teaching the lessons were traditional: Teacher reads
and lists words, Then the teacher explains the meaning, the use of the word, the
type of the student. It has the following fundamental limitations: Making
students passive in their vocabulary enrichment, using words in the context of
limited, inflexible and often arbitrary contexts of grammatical structure.The
problem here is to study the application of vocabulary skills, namely the
introduction skills and the vocabulary test for students to be appropriate and
effective.[1]
1.3 Object of study:
Students in grades 6,8 of Tho Dan lower secondary school.
1.4 Methods of research
By active teaching methods, students are the centers of learning. Students
must listen to the teacher, then grasp the new knowledge as well as re-train the
old knowledge, the ultimate goal is the practice of communication.Students
who present in front of the class will find out if they have learned the lesson
and are able to use it,instead of using one-way communication, we can use
teacher - students, students -students, students - teachers.Through this means
of communication the teacher will find out and adjust his method . Only by
practicing, can students use and remember vocabulary correctly and effectively
like the western proverb says:
When you hear, you will forget
When you hear and see, you will remember a little
When you listen, look and practice, you will understand the knowledge
and skills.[1]
During the study, I used the following methods:
- Methodology of theoretical research: Based on the guidelines for
renovating the Secondary Education method of English by the Department of
Higher Education - Ministry of Education and Training issued in July 2007.
-Research methods include the following methods: Observation,
investigation, analysis, exchange, statistics, synthesis, comparison, summation

of experience.
2. CONTENTS
2.1 Theoretical basis.
During the teaching process: the knowledge is most important, but we
should pay attention to the methods of teaching as well.That helps students get
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knowledge easier,more interested in studying.When teaching a language,
especially English language, the teacher needs to do the interviews with the
students who come in contact, which is the most accurate and the most
complex. The first step that is to establish a language is to base on vocabulary
and structures.
              - To help students remember vocabulary and use structures is very
important. To do this well, the teacher needs to be creative, uses the new
methods in the lessons effectively. And it is suitable for students of the class.
           - Through training, workshops and professional training, Every teacher
is taught and absorbed in the appropriate teaching methods for each lesson, the
type of lecture. Besides, each teacher also needs to learn more about the
teaching methods of colleagues by attending to class, discuss ways to learn
from experience and how to teach creatively         
  - The new textbook has many advantages but also requires students to actively
learn and acquire knowledge and lessons that are highly communicative. That
requires them to use better listening and speaking skills. To help pupils,
especially those who are shy,afraid to communicate with the opportunity and
interest in learning English, I have taught and practiced vocabulary and
structures through some games.
  In this topic, I show how to play some games that apply to vocabulary and
structure practice in teaching English in grades 6 and 8 for effective teaching
and learning.

2.2 Actual situation
As a teacher directly have taught English for many years, I've noticed the
majority of students are weak in English. That makes me think a lot and try to
find out the cause, which can disolve the problems, increase the number of
strong students up and limit weaknesses of students in the department. Through
practice I noticed one of the reasons that the number of poor students is much
longer due to family circumstances were difficult, they also help their families
economically after school, their learning conditions are limited, they have no
dictionaries, reference books or video tape machines that help support skills of
listening, speaking, practice more. School has difficulties in facilities such as
cassettes, pictures, .... But cause they told most is that they feel no interested in
the subject, that the subject is difficult, they do not have the environment to
communicate daily so quickly forget, which led to slow acquisition, their
learning ability is unequal. from this fact, to cheer, encourage and stimulate the
curiosity of students I believe that every teacher should study and application
of teaching techniques to match the lesson content, contribute What directs
students to the lesson content and the desire to learn English.To start a lesson
with enthusiasm, excitement, I want them to start learning a foreign language
more lively and equally excitement when they join a game with their teams so
they are not bored to see their teacher who every time walks into the
class. Conversely children waiting periods with such exuberance going to be so
fun outdoors.[2]
To grasp the ability and the degree of progression of the students.Before
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applying the subject (At the beginning of the school year). I have taken a
survey with the classes I'm teaching. This is the result of the survey.
 
The result of survey (Before applying the subject)

Class
excellent
good
OK
Weak/ Poor
SL

TL

SL

TL

SL

TL

SL

TL

6A(32)

2

 0.6

2 

06

18 

56 

10 

31 

8A(32)

1 

 3.1

3

 4.4

17 

 53.1

11 

34.4 

8B(31)

2 

 6.5

2 

 6.5

19 

 61.3

 8

 25.8

For the reasons above, to catch the needs of teaching, I would like to boldly
make teaching techniques that I have applied in the teaching process. I think
this is a technique taught very easily to apply because of the simple but very
efficient and is practically the same.
2.3 Solutions
Teaching vocabulary helps students understand, memorise and use words
appropreately in their specific contexts. Students at lower secondary school
lever still learn chunks of Eglish which combine vocabulary and gramartical
patterns in an unanalysed way. Therefore, it is crucial to give students plenty of
time to practise, memorise, recycle and extend their vocabularyand grammar in
meaningful contexts. Regular recycling of vocabulary helps students meet the
same words embedded in different contexts and activities again and again.
When teaching vocabulary, it is important to help students recognise, practise
and memorise vocabulary. These can be done by using visual aids, by allowing
students to listen and repeat the words, by explain their meaning, using

definitions, pictures, plashcards and translation if necessary,and finally, getting
students to practise, using the word with a range of spoken or written activities
which can be done individually or in pairs.[3]
To make students memorise vocabulary effectively, I often celebrate the
games for students to attend. It helps students not only practise attentively but
also relax.Here are the games and activities I usually use:
+ Slap the board
+ Jumbled words
+ Who's better?
+ Simon says
+ Networks/Brainstorming
+ Word square
+ Car- racing
+ Bingo
+ Pelmanism
+ Hangman
+ Matching
+ Survey
+ Review words
+ Lucky number
+ Rub out and remember
+ Noughts and crosses
+ Guessing games
+ Chaingame
……………..[4]
5


2.3.1 Slap the board : After teaching vocabulary, teacher writes the words on
the board, ask two students go to the board, stand in the same distance in front

of the board. Ask another student to say the word aloud for two people slap the
words. who point more words or faster is the winner.
Example: In "Unit 1- A closer look 1" (Grade 6).To help students memorise
the words better, I can write these words on the board for student to practise.
football
physics

history

judo

vocabular
y

lessons

school
lunch

home
work

exercise

2.3.2 Who's better:
Example 1: After finishing unit 4 and 5 (grade 6). I can give a game that
helps students to check how they remember "adjectives"
Divide the class into two groups. if one person in group 1 says a "long
adjective", one person in the other group has to say a 'short adjective"The group
that can't give out any words or wrong words will lose.

Ex: I
expensive
exciting
.......
II
short
tall
2.3.3 Games "Networks / brainstorming" to help students brainstorm,
think of activities or factors that teachers provide
Example 1. In Unit 7 - Getting started (grade 8). To help students
remember vocabulary about types of pullution. I divide the class into four
groups.Ask them to brainstorm about the types of pollution. Tell them that they
will have five minutes to prepare on an extra board, when the time is over they
will have to show their preperation.which group has more correct words will
win.
air pollution

water polution
light pollution

noise pollution

Types of pollution
thermal pollution
visual pollution
6


Example 2:
In Unit 2 - Looking back (grade 6). To help students remember

vocabulary about rooms in houses and things in the house. I divide the class
into four groups.Ask them to brainstorm about the types of house, rooms in the
house, things in the rooms. Tell them that they will have five minutes to
prepare on an extra board, when the time is over they will have to show their
preperation.which group has more correct words will win.
bed
TV
sofa
livingroom
pillow
bedroom
Rooms in the house

kitchen

diningroom
bathroom
chairs
sink
2.3.4 Car- racing :
With this game, the teacher can do on the table for those who have three
straight lines to create two parallel track and the track divided into equal
rectangular box, depending on the time allowed, many more guys can race
different.
For example:
Racer1 on over
river
ten
take
Racer 2 to never

rest
rat
no
First, Teacher gives two words eg. Racer 1write "on", Racer 2 write "to" then
if team 1 goes first they have to find the word that starts with the last letter of
the compatitor's word .Opposite, team 2 have to find the word that starts with
the last letter of team 1's words.From example above, "never" into the next cell
over from her as the "on" have the last word is "N", similar to turn one away
from the record "over" for example (to-over), turn 2 go 'rest' (over- rest), turn 1
go "river" (never - river) role, in turn ...... Players will form two Thickener
chain, including the mix of jointed-tail (on-never - river - rat - take .....), the
race will end when the racers could not find a record of more or false from.At
the beginning, teachers can give students from any use, then enhanced by the
use of prescribed only verbs, nouns, adjectives ... or unlimited time to think.
many other skilled racers said "forced car" that is used as the hard tails: x, y,
u .... or just use a tail to force opponents to competitive.Teacher may be the
referee, who count the point and divide the class into two teamto play together
2.3.5 Pelmanism
This game helps students to review vocabulary.
Example: In Unit 8 - looking back (grade 6). Review the form of regular and
irregular verbs of past simple tense.I prepare some cards about regular and
irregular verbs of past simple tense, divide the class into two groups then ask
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them in turn to take the cards which have infinitive and past form of the verbs
that teacher says. when time is over, which group take more correct pairs of
words, they win.
Ex: go -> went
play -. played

see -> saw
sing -> sang
take -> took
swim -> swam
.................
After playing this game, Teacher can check the understanding about the use
of verbs by giving an exercise, ask students from two teams to use the correct
form of the verbs above to complete the the sentences.
Ex: 1. I ................to the movie theater last weekend.
2. We usually ........badminton after school.
3. He ..............his friends on the streeet yesterday.
4. My father ........... me to the zoo when I was small.
5. Duong can ..............karate.
....................
2.3.6 Matching.
Example 1: In Unit 3 (grade 6). To help students remember some phrases
they've learnt,the teacher holds this game.Teacher gives two columns, column
A are verbs and column B are nouns or phrases, then ask students to match the
verbs in column A with suitable nouns in column B. Remember one verb can
go with more than one noun.
A
B
play
the piano
exercise
do
homework
lesson
have
judo

study
lunch
2.3.7 Review words:
Example 1: In Unit 8 A closer look 1 (grade 8). Teacher divides the class
into 4 groups.The teacher gives the rules of the game.group 1 give a word, the
other groups have to give out the other forms of that word ( eg, noun, a verb, an
adjective ......) group that give more forms of the words will win.
Eg: Group 1: history
Group 2: historic/ historical/ historian
..................
To help students use the word form correctly, I give an exercise and ask groups
to complete with the correct form of the words. The group which completes
faster and correct more will win.
Eg: 1 The Golden Gate Bridge in San Francisco is an ........... of this
famous city. ( ICONIC)
2. Big Ben is a major monument in London which ...........the United
8


Kingdom. ( SYMBOL)
3. New Zealand is famous for the ...............beauty of its mountains
and forests. ( SCENERY)
.......................
Example 2: Unit 9 - A closer look 1 (English Pilot 6), we can warm up by
playing puzzles from the computer by finding things that begin with the letters
that teachers make.
T: write: c
S: write: cheap
T: write: d
S: write: Dangerous

T: write: e
S: write: exciting
........................
2.3.8 Create words
This game is usually used for revision
Teacher divides the class into two groups. Then T gives a word. Ask students
to work in groups to create new words from the letters in the word that the
teacher gives.
Example: T: pronunciation
Group 1: no, not, an, to……
Group 2: on, to, at………
When the time is over,one person in each group has to go to the board and
write down all the words they have created. Which group create more correct
words, they win.
2.4: The effects of research.
The creating games for each of a lesson that I mentioned above, are
actually being used a lot and a lot of people know, but I love trying to combine
pleasure and their favorite entertainment content, the purpose of the lesson are
coordination of teaching methods learned in educational university to give
children a school playground.
After using those techniques and games in the lessons, I see the results of
student learning have improved a lot. They feel excited and often impatient at
the beginning of each class of curiosity today they will not know what game to
play, especially the first time when they saw me take pictures in military,
teaching aids . After each lesson there is often part of the game they are happy
and would say "  Oh, teacher! Let's play again the next day, okay? "I promise
if you prepare the lessons well and learn all over again to me from the time
they took the new" play "again.
For the poor but energentic students I can give them control the game and
give them a preview of the answer, in order for all students in all ability can

participate easily and weak students can participate directly in the following
games.
      Through practical teaching process at the block layer, the application put
the game into the class I see games charismatic, compelling students to learn
9


more, giving excitement of learning in each student, students focused on the
lesson more.This helps for imparting knowledge of teachers more effectively
than before. The acquisition of all students improves a lot. At the beginning of
the school year, Many students are afraid of this subject, they do not like school
because it is difficult to understand, difficult to acquire, so far the quality of
education has increased quite evenly. The majority of the children are most
interested in learning English, They are excited about the lessons, they can
remember the words right in class,their vocabulary improve a lot, the poor
student can also use the words they've learnt to make simple sentences. The
good students can make more complex sentences.[5]
    Detail results:
(After the exams in the year- an ordinal class).
 
Class

After applying the subject 2016-2017
excelent
SL

good

OK

Weak poor

TL

SL

TL

SL

TL

SL

TL

6A(32)

4 

12 

 5

16

20 

63 

3 

9 

8A(32)

3 

 9.4

5 

 15.6

22 

 68.8

2

 6.3

8B(31)

3 

 9.7

4 

 12.9

22 

 71

 2

 6.5

 3. Conclusion and Offer.
- Conclusion:
With the change of the content of textbooks along with the direction of the
education sector in the innovation of teaching methods in the educational
institutions in a positive direction of the operation of student learning , the
application of teaching methods associated with the development of science
and technology to provide maximum efficiency in imparting the knowledge to
students is very important.No method is the most effective measure , it is
to motivate students to actively participate in learning , research ,
brainstorming lesson . They created the situation , context , helping the
students practice more meaningful , interesting and helps students focus all fast
absorbing , contributing to improving the quality of student learning and
performance teacher's teaching performance . Thus, the use of games not only
create a fun atmosphere , excitement in student learning but also a scientific
procedure , and creativity of teachers.Knowing how to integrate topics suitable
for your unit. Stimulates passionate learning , each student studies . We need to
look at the game as a rewarding job for those students . However, the
application of this language game will not avoid the noise and affect other
classes for psychology students who are very sensitive and hyperactive ,
10

sometimes can not control them ... So teachers must be dynamic , flexible in
solving the real game effectively [5]
.
      Above is a little experience myself accumulated through the process of
teaching and learning from the coworkers. The presentation certainly inevitable
shortcomings , we respectfully request that the school headmaster and
colleagues all sincere comments so that I become more complete with this
teaching
experience
.
          I sincerely thank you !

The confirmation of principal

Thanh hoa, April 21st, 2017
I assure this is an experience initiative
I wrote, not copy the content of other people
Initiative's writer

Phạm Thị Yến

REFERENCE MATERIALS
11


[1]. "Help students in grade 6 study vocabulary well" Writer: Tran Thi Thu
Hien - teacher of Nguyen Thi Minh Khai lower seconday school, Ninh Phuoc
district.

[2.] " How to warm up an English lesson effectively" Writer: Vo Thi Thu Tam
- teacher of Tran Hung Dao lower secondary school, Phuoc Vinh district-2006.
[3]. Teachers' English book grade 6, 8 (new)
[ 4] English language teaching methodology for teachers in lower secondary
school , Thanh Hoa education and training department .
[ 5]. How to teach vocabulary for lower secondary students

12


DANH MỤC
CÁC ĐỀ TÀI SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG
ĐÁNH GIÁ XẾP LOẠI CẤP PHÒNG GD&ĐT, CẤP SỞ GD&ĐT VÀ
CÁC CẤP CAO HƠN XẾP LOẠI TỪ C TRỞ LÊN
Họ và tên tác giả:.........Phạm Thị Yến..............................................................
Chức vụ và đơn vị công tác:.Trường THCS Thọ Dân............................,
Kết quả
Cấp đánh
đánh giá Năm
học
giá xếp loại
TT Tên đề tài SKKN
xếp loại đánh giá xếp
(Phòng, Sở,
(A,
B, loại
Tỉnh...)
hoặc C)
1. How to start an exchange Cấp phòng C
2014-2015

student information foreign
language effectively
2.
3.
4.
5.
...
* Liệt kê tên đề tài theo thứ tự năm học, kể từ khi tác giả được tuyển dụng vào
Ngành cho đến thời điểm hiện tại.

13