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

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

Normal



7.1

10 23.8

6

%
14.
3
14.
3

Not
interested

Number

%

%

Number
s

%

Number

Number

42

0

0

7

16,6

19 45,2

28,
6

12

4

9,6

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

Number

The school

School year

2015
2016

good

Excellent

%

7A

21

0

0

1

2.3

5

12


2.4

Total

42

0

0

4

9.5

13

31

20

47.6

5

11.8

Class

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

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

I would like some apples

apple

English
sentence
structure

6


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

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


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

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

9


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

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

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

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


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

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


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

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

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

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

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

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

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

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

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

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

%

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

Interested

Number

Number

Amounts

School year

Class

Very
interested

%

0

0

0

0

0

0

16

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

Weak

Number

%

Number

%

7A

20

2


Total

40

6

15

10

25

19

47.5

4

2016
2017

%
7.
5
2.
5
10

poor
Number


2.5

The quality of the students changed positively:
Type
Excellent
good

Grade 7
Class 7A
Increased 5%
Increased 7.7%

Class 7B
Increased 10%
Increased 7.8%
17


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

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


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

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

Nguyen Thi Yen

19


REFERENCES