INDEX
Page
PART I: INTRODUCTION

2

1.1. Rationale

2

1.2. Aims of study

2

1.3. Scope of study

2

1.4. Methods

2

1.5. New points

2

PART II: CONTENTS

3

2.1. Theoretical background


b. Using synonyms or antonyms

5

c. Using examples and situations

6

2.4. The discussion

7

*The effects of the study:

7

* My colleagues' comments:

7

PART III: CONCLUSION

7

3.1. Summary of the study

7

3.2. Limitations of the study and suggestions for further study

1.4. Methods
I use the knowledge of the methods from methodological books I learned at
university as well as the experience in watching my colleagues' lectures in class.
Meanwhile, I compare the results of my students' interest in learning vocabulary.
1.5. New points
These are some methods I apply to teach in school which depends on each
lesson and time. In my initiative experience I focus on 3 main methods
1.5.1. Showing the meaning of words visually
a. Using mine
b. Using pictures and cards
1.5.2. Using synonyms or antonyms
1.5.3. Using examples and situations

PART II: CONTENTS
Page 2


2.1. Theoretical background
It means my lesson plans designed for presenting vocabulary which appear
lessons of the basic textbooks " Tieng Anh 12".
The situation of presenting vocabulary is shown in the survey result.
2.2. Practical background
For some year of teaching, I realize that most of my students studied English
vocabulary enthusiastically, which brings about their lack of certain words to
understand a text, to listen to a tape or to use English in speaking and writing.
They only focus on grammar learning, which is the easiest part in English learning.
Thus, more than 80 percent of students felt bored with learning studying as well as
having limited vocabulary to complete assigned tasks in the lessons of Reading,
Speaking, Listening and Writing. These interfered with my lessons.
2.3. The solutions

- Wave: the teacher waves and makes Ss understand the action.
- Clap: the teacher claps in front of people and asks Ss what it means.
- Point at: the teacher uses the hand and points at one student and asks Ss what it
means.
- Raise one's hand: the teacher raises the hand and asks Ss what it means.
- Nod: the teacher also nods and asks Ss what it means.
a.2. Using pictures and cards:
In this way, cards with words are used to stick to pictures so that each card
goes with one picture. At first, the teacher has to plan the words he or she is going
to teach and designs the cards for them. Then the teacher collects pictures which
are suitable for words. Below are details.
*Illustrated lesson:
Unit 12: Water sports (Speaking - Task 1- page 131)
Task 1: Look at the pictures and match the names with the suitable water
sports.
Cards:
A
B

C

Synchronized
swimming

Swimmin
g

D

Rowing

- The teacher helps Ss to discuss.
- The teacher gives marks to the winning group.
- The teacher helps to read.
Students’ activities:
- Ss work in two groups, observe pictures carefully and use cards to paste in the
pictures.
- The class will be exciting.
Suggested answers
A. Synchronized swimming

P5

B. Swimming

P6

C. Rowing

P4

D. Windsurfing

P2

E. Scuba-diving

P1

F. Water polo


- Ss guess and match
- The teacher checks corrected answers
- The teacher helps SS to read vocabulary and explains
Suggested answers:
boring

interesting

rewarding

disappointing

dangerous

safe

difficult

easy

fantastic

awful

c. Using examples and situations:
This is also a way of showing what words mean. Most abstract words can be
taught effectively in context. Usually, the meaning can be shown through simple
sentences. The teacher can ask Ss to find the meaning by guessing the meaning of
sentences which refer to common things.
*Illustrated lesson 1:

vocabulary well
or speak English well

12A6

40%

40%

35%

30%

12A8

90%

85%

85%

80%

* My colleagues' comments:
After reading my study, my colleagues thought that my ways of presenting
vocabulary were useful in teaching vocabulary effectively. They also added that the
ways could be applied for some lessons in the basic textbooks of Tieng Anh 10 and
Tieng Anh 11.
PART III: CONCLUSION
3.1. Summary of the study

The writer

Nguyen Van Canh

Page 8