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Sáng kiến kinh nghiệminitiatives experience
SỞ GIÁO DỤC ĐÀO TẠO LÀO CAI
TRƯỜNG THPT SỐ 2 VĂN BÀN

TÊN ĐỀ TÀI: DẠY TỪ VỰNG TRONG PHỔ THÔNG TRUNG HỌC
ỨNG DỤNG: DẠY TRONG SÁCH GIÁO KHOA LỚP 12 CƠ BẢN ( 7 NĂM)

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THE THEME

HOW TO TEACH VOCABULARIES IN HIGH SCHOOL
FOCUS ON ENGLISH 12

THE CONTENTS

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Page
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1. Gap filling

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2. multiple choice
The end

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PREFACE
Studies have shown that vocabulary knowledge is strongly correlated, and researchers have found
that word knowledge in high school can predict how well students will be able to comprehend
texts they read in high school. Limited vocabularies prevent students from comprehending a text.
Direct instruction in vocabulary can help arrest this cycle. Good readers often acquire much of
their vocabulary through wide independent reading, also known as incidental learning. However,
explicit instruction can help students learn enough words to become better readers (and thus
acquire even more words). Direct vocabulary instruction is useful for students at all ability levels,
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but it is particularly useful for beginning students who have a limited reading vocabulary and little
exposure to incidental vocabulary learning outside of school.
Studies have shown that the key to increasing vocabulary is exposure to new words—not an
innate ability to learn from context. Experts emphasize that vocabulary development is an


Sáng kiến kinh nghiệminitiatives experience

several ways to approach it. The approach shown here works with whole words. First, you can
plan your lesson and pick the words you'll teach your student. An effective way to do this is by
categories. For example, teach your student how to read words associated with fruit, such as
apple, orange or peach. Since the human mind likes to categorize things, this method helps these
words gel into your young student’s mind. Second, Get the corresponding picture cue cards. You
can obtain picture cue cards with one letter on them or with entire words on them. When teaching
a student to read by showing whole words, its best to look for picture cue cards that deal with life
activities. These packages normally have food groups and other categories in them. Third, Sit the
child down in a quiet place before starting the lesson. The trick to getting picture cues to work is
to keep a young student’s attention and have her connect a picture with a word. This won’t
happen if she can’t see the picture cue card or is distracted by sounds. Forth, Pick up a picture cue
card and say the corresponding word. Make sure you explain what you are doing before the
lesson. Then, as you say the word and show the picture cue card, allow a time delay. This time
delay (1 to 3 seconds) will allow your student to soak in the word and associate it with the image.
After you show the picture card, spell the word so your student will associate certain alphabetic
letters with the image. Next, Repeat this exercise at least two times. This means you should show
a picture cue card of an apple and say the word twice. Repetition is a proven method of learning,
so use it to your advantage. Then, Coordinate picture cues with spelling lessons. You can do this
by covering up the word on the picture cue card and revealing only one letter at a time as the
student says it to you. This will further associate the word with the picture and help the young
student learn to read. Last but not least, Allow your student a chance to show off his stuff. After
you’ve been working with your student for a while, mix up the order of your picture cue cards and
allow him to read the words back to you. This will let you see if he is really learning or if he has
just memorized the order of the picture cue cards.
These are one activity which helps Ss guess the meaning vocabularies which is related to the
lesson
illustrated lecture


G

Frog

H

Camel

Crocodile
I

J

Fox

Lizard

PICTURES:
P1.

P2.

P3.

P4.

6

P5.


P9

B.

desert/de'zə:t/

P10

C.

Dessert /di'zə:t/

P3

D.

Grass /grɑ:s/

P7

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E.

Date palm /'deitpɑ:m/


P2

2. Using media ( using video)
Almost any video can be used to teach English: commercial films, TV programmers, home-made
dramas and holiday films. Live television programmers are NOT recommended. Your method
should vary according to the language point you wish to teach and the level of your student(s)
Although a handset is ideal, it is not essential. Position yourself near the front of the class, to one
side - close enough to the video player to work the controls if you do not have a handset. If the
video player is independent of the TV, turn it so you can work the controls easily without
interfering with your students' view of the TV screen. This medium can be used to pratise
consolidate range of language points to introduce subject(s) for debate to encourage conversation
amongst students to improve writing skills to introduce new vocabulary to develop listening skills
(with visual aid) Few lessons would involve continuous viewing - even with speech-free films.
Strategic stopping is essential. The teacher controls what students see and hear: Films, with
excessive bad language, can be shown without sound If the majority of film is good, unsuitable
sex or violent scenes can easily be avoided as follows plan in advance how to exploit the
remainder of the film knowing the exact counter positions of scenes to be omitted
illustrated lecture
Unit 2: Cultural diversity _ Listening ( page 24)
Warm up:
T gives a short video about a marriage in VietNam and America
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When Ss watch video clip, T point some important words which are shown on screen
Some important words:

This is the way of using actions and facial expressions to show the meaning of words. Most
action verb ( sits, stand, open…) and some adjectives showing feelings and stantus ( happy,
worried…) can be taught using mine
illustrated lecture

Unit 3: Ways of socialising-Reading page 30

Warm up:
Vocabularies
Some words teacher can express by actions:
Clap: T claps in fron of peple and asks Ss what it means “ Vỗ tay”
Shake hand: T shake hand with one student in the class and aks Ss What is she doing “ Bắt
tay”
Wave: T also “wave” and makes Ss understand her actions

II. Word Meanings From Context
Using examples, situations, or explanations is another ways of showing what word mean. Most
abstract words ( love, happiness…) can be taught effectively in context. There are some points to
consider when using this method
Besides, it is not necessary to give a complicated explanation, the meaning can be shown by
simple sentences. The teacher can ask Ss to find the meaning by guessing the meaning of
sentences which are around

illustrated lecture
Unit 1: Home life _Reading (page 12)

T asks ss to see in the book and pay attention to the sentences
“ The main responsibility is to wash the dishes and take out the gabage
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Fantastic

Easy

Fascinating

Unsastified

Grotesque

Safe

T adds words in the board or give small hand out to ask Ss to match
Ss guess and match
T checks corrected answers
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T helps SS to read voca and explains
Suggested answers
Boring
Rewarding
Dangerous
Difficult
Fantastic

Fascinating
Unsastified
Safe


lost, wasted, damaged or destroyed
c. a situation in which a plant, an animal, a way

Conservation

of life..stops existing
d. The natural eviroment in which a plant or
animal lives
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T asks Ss to work in group
Ss guess and match the word which is suitable with definition
T suggested Ss find words in the text and guess the meaning
T checks the answer
Suggested answer
1.c

2.d

3.a

4.b

2. Translation:
illustrated lecture
unit 9: deserts reading task 1 page 98
Task 1: Give the Vietnamese equivalents to the following words or phrases

Suggested answer
English
12. Stretch
13. Sandy
14. Aerial survey

Vietnamese
Kéo dài
Có cát
Phỏng vấn trên không
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15. Royal Geography society of Australia
16. Australia Aborigine
17. Dune
18. Sloping
19. Steep
20. Hummock
21. Crest
22. Spinifex

Hội hoàng gia địa lý Úc
Thổ dân
Cồn cát
Dốc thoai thoải
Dốc đứng
Gò đống
Đỉnh


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Gap-fill exercises can be presented as listening exercises. In this exercise, students hear the
sentence rather than reading it, and have to choose the appropriate answer. A short example
exercise with 6 sentences is shown below. The next day in class, students can be shown the
sentences that they heard in the language lab. At this time, they can see if what was said is the
same as what they thought they heard. It also offers an additional opportunity to review and learn
the target vocabulary.

illustrated lecture

Unit 10: Endangered species_ Listening Task 2 page 112

Conmplete each of the sentences with the correct form of the words below:
Peaceful

Plant eating

Forest being cut down

A few female

Their young
In trees

Plants
Insects

or…………………………………

Cause of being endangered

7……………….., hunters killing them for
food,…………………

Suggested answer
1. peaceful
2. planting eating
3. a few females and their young
4. plants and a few insects
5. in trees
6. in glasses
7. civil war
8. forest being cut down
2. Multiple choice
Multiple choice is a form of assessment in which respondents are asked to select the best possible
answer (or answers) out of the choices from a list
Multiple choice items consist of a stem and a set of options. The stem is the beginning part of the
item that presents the item as a problem to be solved, a question asked of the respondent, or an
incomplete statement to be completed, as well as any other relevant information. The options are
the possible answers that the examinee can choose from, with the correct answer called the key
and the incorrect answers called distractors.Only one answer can be keyed as correct. This
contrasts with multiple response items in which more than one answer may be keyed as correct.
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There are several advantages to multiple choice tests. If item writers are well trained and items are

Task 1: Choose the sentences A,B,C thwt is nearest in meaning to the sentences given
1. He doesn’t come home until very late at night
A. He never comes homes late at night
B. He comes home late at night
C. He sometimes comes home late at nigt
2. “ Men build the house and women make it home”
A. Both men and women make it home
B. Men and women have to live separately
C. Men’s responsibility is to work and support the family and women’s job is to look after the
family
3/ Our parents “join hands” to give us a nice house and happy home
A. our parent work together to give us a nice house and happy home
B. Our parents take each other’s hands when they give us a nice house and happy home
C. Our parents shake hands when they give us a nice house and happy home
4. The boys are mischievous sometimes
A. The boys are well- behaved sometimes
B. The boys enjoy playing tricks and annoying people sometimes
C. The boys miss their parents sometimes
5. We are a very close knit family
A. members of our family have very close relationships
B. members of our family need each other
C. Members of our family are never close to each other
Activities
T Aks Ss work in group
T gives each group the handout
Ss guess and choose the answer
T checks and explains more
Suggested answers
1.b


Ideally, the words should be related so that the depth of concept development can be increased.
I hope these methods which can be applied in many school

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