Rationale
Vocabulary is essential for language acquisition, serving as the foundation for effective communication As noted by Nation (2001), the purpose of learning vocabulary extends beyond mere memorization; it aims to enhance learners' abilities to listen, speak, read, and write with greater proficiency.
A crucial skill for enhancing reading and listening comprehension, as well as effective communication, is the ability to understand new vocabulary This skill significantly contributes to academic success and fosters real-world applications Rivers (cited in Nunan 1991) emphasized that a robust vocabulary is essential for successfully using a second language; without it, learners cannot effectively utilize the structures and functions they have acquired for clear communication The significance of vocabulary is further underscored by Wilkins' assertion that “Without grammar very little can be conveyed, without vocabulary nothing can be conveyed” (cited in Guo 2010, p 50) Indeed, vocabulary is foundational to language, as it forms the basis of sentences, texts, and overall communication Consequently, vocabulary learning is central to language acquisition, leading to a growing interest in its role in second language learning in recent years.
After two years of teaching at Gia Vien B High School, the writer observed that vocabulary is crucial for students studying English as part of their general education However, students face significant challenges, including a limited vocabulary, difficulty memorizing word meanings, and quick forgetfulness of taught words To investigate these issues further, the writer conducted additional observations and student interviews, uncovering several contributing factors: the teacher's conventional teaching methods, which primarily involve repetitive reading, writing, and recitation; a lack of opportunities for students to review vocabulary after lessons; and a monotonous classroom atmosphere that hampers engagement.
To enhance student success in vocabulary acquisition, implementing effective teaching methods is crucial Among various approaches, direct instruction stands out as a structured, teacher-led strategy that involves clear task instructions, modeling, guided practice, and regular feedback (Bender, cited in Rockwell 1995) This method is characterized by an academic focus, a teacher-centered approach, and the use of factual questions, facilitating controlled practice (Rosenshine, 1979) As noted by Setiawan (2010), direct instruction emphasizes repetitive delivery and provides teachers with clear guidelines for lesson presentation, enabling students to engage independently and collaboratively through vocabulary games Consequently, direct instruction not only simplifies the teaching process but also encourages active student participation, transforming the learning environment into a more dynamic and engaging experience.
The direct instruction method effectively addresses the vocabulary learning challenges faced by GVB High School students Consequently, the author is inspired to conduct action research on the impact of this teaching approach on 11th-grade students' vocabulary acquisition.
Aims and Objectives of the Study
This study investigates the effects of direct vocabulary instruction on the vocabulary acquisition of 11th-grade students at GVB High School in Ninh Binh The primary objectives include examining how direct vocabulary instruction influences students' vocabulary retention and understanding their perceptions and attitudes towards this instructional method Insights gained will help refine approaches to vocabulary teaching, ultimately enhancing students' retention skills.
Research questions
With the above-stated aims and objectives in mind, the researcher designed and conducted this action research project in order to seek answers to the following research questions:
1 To what extent does direct vocabulary instruction impact the students‟ vocabulary retention as measured by the post-treatment test and the delayed post- treatment test?
2 How do the students self-evaluate the impact of teacher‟s direct vocabulary instruction on their vocabulary retention?
Method of the Study
To enhance vocabulary instruction for the writer's students, an action research approach was utilized in this study, with data collected through various methods.
- Tests (post-treatment test and delayed post-treatment test)
This study employs three research instruments to gather data for a preliminary analysis, focusing on the processes and effects generated by the actions taken, as well as reflections on the action cycle.
Scope of the Study
To enhance vocabulary acquisition among students, EFL teachers can implement various techniques This study specifically examines the effectiveness of direct instruction in promoting students' retention of vocabulary The focus is on receptive vocabulary, which was introduced to students using the direct instruction method.
This action research involved six sessions with a class of 37 11th form students at GVB High School, focusing on the effectiveness of direct vocabulary instruction Data collected from these sessions were analyzed to evaluate how this approach enhances vocabulary learning among students Based on the findings, several solutions were proposed to improve the quality of vocabulary teaching and learning.
Significance of the Study
This study aims to provide English teachers at GVB High School with a comprehensive understanding of vocabulary teaching and learning among 11th-grade students, highlighting the effectiveness of Direct Instruction in enhancing vocabulary acquisition By implementing this method, teachers can improve their vocabulary instruction, while students, who are required to learn English, can benefit from practical strategies for memorizing vocabulary Furthermore, this research offers students opportunities to practice vocabulary, ultimately enhancing their retention skills.
Organization of the thesis
The study consists of three major parts:
Part A of the study introduces the rationale behind the research, outlining its aims and objectives, along with the key research questions It details the methodology employed, the scope of the study, and its significance, while also presenting the overall design Additionally, this section includes a review of previous studies relevant to the research topic.
Part B, Development, includes three chapters:
Chapter 1, Literature Review, reviews the theories on vocabulary, types of vocabulary, aspects of vocabulary; approaches to vocabulary instruction; retention; and the overview of direct instruction including definition, characteristics, process
Chapter 2, Methodology, outlines the study's setting, participants, and materials utilized throughout six research sessions It details the application of data collection instruments and the procedural steps taken by the researcher to conduct the study effectively.
Chapter 3 , Data analysis and findings, the writer used quantitative and qualitative method to study and analyze the figure and information collected
Part C, Conclusion, gives a summary of the study, reflection, limitations of the study, and plan for the next cycle.
LITERATURE REVIEW
An overview of vocabulary
Vocabulary encompasses a range of definitions that vary among researchers and dictionaries, influenced by linguistic and semantic criteria According to Ur (1996), vocabulary can be broadly defined as the words taught in a foreign language However, vocabulary extends beyond single words to include phrases like "post office" and "mother-in-law," which consist of multiple words but convey a single concept Additionally, multi-word idioms such as "call it a day" illustrate that the meaning cannot be inferred from individual words Thus, vocabulary represents the totality of words in a language, including single words, multi-word expressions, and idiomatic phrases used in specific contexts.
Vocabulary encompasses a collection of words specific to a language or utilized by individual speakers, as noted by Hatch and Brown (1995) This collection is typically organized in alphabetical order, highlighting the significance of vocabulary selection and teaching methods Similarly, Hornby (1995) defines vocabulary as the complete set of words, including their meanings and the rules for their combination, that constitute a language.
From the definitions above, it can be concluded that vocabulary is the total number of words which are needed to communicate ideas and express the speaker‟s
Vocabulary can be categorized into two main types: receptive and productive Receptive vocabulary consists of words that learners recognize and understand in context but cannot produce accurately in speaking or writing This type of vocabulary, often referred to as passive, is essential for comprehension and is typically larger than productive vocabulary, as learners encounter many words in reading and listening that they do not actively use In contrast, productive vocabulary includes words that learners can understand, pronounce, and use effectively in both speaking and writing, making it an active form of vocabulary According to Richards and Rodgers (1987), the listening vocabulary is generally more extensive than the speaking vocabulary, while the reading vocabulary surpasses the writing vocabulary Understanding these distinctions is crucial for language learning and application.
In summary, learners have receptive control over words they comprehend during listening or reading, while they exercise productive control over the words they utilize in speech or writing (Benjamin & Crow, 2012) This research focuses on enhancing receptive vocabulary through direct instruction, which has been shown to be effective when implemented before reading and subsequently reviewed or assessed (Coyne et al., 2009).
When teaching vocabulary, educators should prioritize three essential aspects: form, meaning, and use (Lessard-Clouston, 2013) Form encompasses a word's pronunciation, spelling, and its components, including prefixes, roots, and suffixes (Nation, 2001) Meaning refers to how form and meaning interact, including the concepts a word represents and the associations it evokes (Nation, 2001) Additionally, use involves the grammatical functions, typical collocations, and any restrictions associated with a word or phrase (Nation, 2001) Both receptive and productive dimensions exist for these aspects, and understanding them relates to 18 types of lexical knowledge (Lessard-Clouston, 2013).
Aspect Component Receptive knowledge Productive knowledge
Spoken What does the word sound like?
How is the word pronounced?
Written What does the word look like?
How is the word written and spelled?
Word parts What parts are recognizable in this word?
What word parts are needed to express the meaning?
What meaning does this word form signal? concepts and referents
What is included in this concept?
What word form can be used to express this meaning? associations What other words does this make people think of?
What items can the concept refer to?
In what patterns does the word occur?
In what patterns must people use this word? collocations What words or types of words occur with this one?
What words or types of words must people use with this one? constraints on use
Where, when, and how often would people expect to meet this word?
Where, when, and how often can people use this word?
Table 1: What is involved in knowing a word
This research emphasizes the importance of teaching receptive vocabulary through direct instruction The provided table serves as a valuable resource for educators, highlighting the key components to focus on when presenting and reviewing vocabulary effectively.
Approaches to vocabulary instruction
Teaching, as defined by Hornby (1995), involves imparting knowledge and skills to learners In this context, teaching vocabulary encompasses the process where educators provide students with essential vocabulary knowledge and guidance on its effective usage.
To achieve optimal results in language learning, selecting effective and suitable techniques for teaching vocabulary is essential Various methods can be employed to introduce new vocabulary effectively According to Allen (1983), one such technique is demonstration, which can be prepared and tailored to enhance vocabulary acquisition.
The demonstration technique involves performing gestures and actions to enhance learning Teachers can effectively utilize real objects found in the classroom, such as books, pencils, tables, and boards, to illustrate concepts Additionally, incorporating visual aids can further support the teaching process and engage students.
Visual aids, such as flashcards, photographs, blackboards, drawings, wall figures, and realia, play a crucial role in vocabulary teaching by helping students observe and identify objects clearly Additionally, incorporating visualization techniques can enhance students' interest in learning new vocabulary.
Verbal explanations can be effectively delivered through definitions and translations According to Allen (1983), teachers should utilize students' native language, provide definitions in simple English, and incorporate familiar vocabulary to convey meaning For instance, to introduce the term "raincoat," a teacher can describe its appearance and typical usage context.
English teachers should carefully consider vocabulary selection when employing the word list technique It's essential that the chosen words align with students' needs and proficiency levels to enhance their learning experience effectively.
Combining various vocabulary techniques can enhance their effectiveness, as different methods cater to specific situations, student levels, and types of vocabulary Utilizing a blend of these approaches often yields the best results when teaching vocabulary.
In this thesis, the author explores various techniques for effectively demonstrating vocabulary, highlighting that verbal explanations are often inadequate According to Marzano (2014), definitions alone do not serve as effective instructional tools for introducing new vocabulary.
Direct Instruction
Direct Instruction is a teacher-directed, skills-oriented teaching approach that focuses on small-group, face-to-face instruction It involves teachers and aides delivering carefully structured lessons where cognitive skills are broken down into manageable units, sequenced thoughtfully, and taught explicitly This method emphasizes clear communication and precise teaching practices to enhance student learning.
54) defines direct instruction as a “teacher-led instructional procedure in that students are provided with specific instructions on the task, modeling, teacher-led practice, independent practice, and frequent feedback on their performance” Direct instruction is mentioned as a pre-planned approach with “brisk paced instruction” that enables students to learn systematically through steps and a sequence of well- organized assignments (Engelmann, Hanner, & Johnson, cited in Parker 2014) Bursuck and Damer (2007) contributed a clear and adequate notion of the components of direct instruction in the following ways: explicit instruction is the clear, direct teaching of skills and strategies; systematic instruction is teaching that clearly identifies a carefully selected and useful set of skills and then organizes those skills into a logical sequence for instruction
Direct instruction involves explicitly teaching specific vocabulary words, such as pre-teaching essential terms before reading a text Research indicates that students can learn approximately 400 new words each year through this method (Beck, 2013).
Direct instruction encompasses structured and sequenced teaching methods led by educators, where academic content is presented to students through lectures or demonstrations Essentially, this approach involves teachers actively directing the instructional process to facilitate learning.
1.3.2 The Characteristics of Direct Instruction
Effective direct instruction, as outlined by Marzano (2004), emphasizes several key characteristics for vocabulary teaching It should not solely depend on definitions; instead, students need to express their understanding of words through both linguistic and nonlinguistic methods Vocabulary instruction should involve gradually shaping word meanings through repeated exposure, and teaching word parts can significantly enhance comprehension Different types of words necessitate tailored instructional strategies, and students should engage in discussions about the terms they are learning Additionally, allowing students to play with words is essential, and instruction should prioritize terms that are likely to boost academic success.
Teacher researcher followed these characteristics of direct instruction strictly and applied them in her vocabulary teaching as well as vocabulary revision
Direct instruction emphasizes the importance of observational learning, as noted by Arends (1997, p 82), suggesting that learners often model their behavior based on the actions of others This approach allows students to avoid unnecessary mistakes by learning through imitation The structured teaching method of direct instruction facilitates this process effectively.
1 Clarify goals and main points a State the goals or objectives of the presentation ; b Focus on one thought (point, direction) at a time; c Avoid digressions; d Avoid ambiguous phrases or pronouns
2 Give step- by- step presentations a Present the material in small steps; b Organize and present the material so that one point is mastered before the next point is given; c Give explicit, step- by- step directions (when possible); d Present an outline when the material is complex
3 Carry out specific and concrete procedures a Model the skill or process; b Give detailed and redundant explanations for difficult points; c Provide students with concrete and varied examples
4 Check for students‟ understanding a Be sure that students understand one point before proceeding to the next points; b Ask students questions to monitor their comprehension of what has been presented; c Have students summarize the main points in their own words; d Re-teach the parts of the presentation that the students have difficulty in comprehending, either by further teacher explanation or by students tutoring other students
Marzano (2004) proposed a six-step process for effective vocabulary direct instruction, which includes providing a clear description or example of new terms, having students restate the information in their own words, and encouraging them to create visual representations of the terms Additionally, it emphasizes the importance of engaging students in activities that expand their vocabulary knowledge, facilitating discussions among peers about the terms, and incorporating games that allow students to interact with the vocabulary in a playful manner.
In this research, the writer follows six-step process suggested by Marzano
In 2004, Marzano proposed a six-step process that has demonstrated significant positive effects on students' vocabulary achievement across multiple studies (Marzano, 2006a, 2006b; Gifford & Gore, 2008; Dunn, Bonner, & Huske, 2007, cited in Marzano 2010) Additionally, direct instruction is recognized as an effective teaching method applicable in classrooms of all grade levels (Marzano).
The teaching procedure of direct instruction is grounded in logical and scientific steps, striking a balance between introducing new vocabulary terms and reviewing them The first three steps focus on introducing terms, while the final three steps are dedicated to reviewing the newly learned vocabulary These review steps can be implemented in any order, as long as students enhance their vocabulary knowledge The six steps outlined in Marzano's process provide clear guidance for vocabulary instruction, making it easy for the researcher to apply them during the study at GVB High School This structured approach allows for effective vocabulary presentation and revision across six teaching sessions.
Vocabulary retention
Retention is defined as “an ability to recall or recognize what has been learnt or experienced; memory” (Oxford Advanced Learner‟s Dictionary, 1992, p 773)
Vocabulary retention refers to the ability to recall information after a certain period, influenced by the quality of teaching, learner interest, and the meaningfulness of the materials (Richards & Schmidt, 2002) According to Bahrick (1984), the effectiveness of memory is linked to the depth of processing A deeper understanding of vocabulary is achieved through repetition, recycling, and re-presentation of words, alongside the learner's active re-noticing of them.
According to Frost (2008), the human mind categorizes memory into short-term and long-term based on retention duration Short-term memory temporarily holds information for processing, while long-term memory stores information for future use The goal of vocabulary learning is to transfer lexical information from short-term to long-term memory (Schmitt, 2000) In this study, short-term memory is defined as the initial recall of word meanings at the end of lessons, with the focus on the number of words recalled in subsequent lessons or at the study's conclusion.
Related previous studies on the impact of direct instruction on the students‟ vocabulary learning
A number of studies have investigated the effects of direct instruction on the students‟ vocabulary learning Some recent studies have been selected and discussed here
According to Setiawan (2010), the direct instruction method significantly enhances students' vocabulary mastery by facilitating easier retention of word meanings and motivating children to expand their vocabulary.
The National Reading Panel‟s findings suggest that direct instruction in vocabulary is effective in improving both vocabulary and comprehension (McCardle & Chhabra, 2004)
Beck and McKeown (2007) conducted two studies with kindergarten and first-grade children from low-achieving schools to assess vocabulary learning The first study compared a direct instruction approach to a no instruction group, where direct instruction involved contextualizing words in stories, explaining meanings, having children repeat words, providing additional contextual examples, and reinforcing understanding through questioning The no instruction group participated in daily read-aloud sessions but did not receive direct vocabulary instruction Results from the Peabody Picture Vocabulary Test (PPVT-3, 1997) and pre/posttests indicated that students receiving direct instruction significantly outperformed their peers In the second study, two groups received the same direct instruction but varied in instructional time, with those receiving more instruction showing twice the vocabulary gains.
Biemiller and Boote (2006) conducted two studies comparing the effects of repeated reading with and without direct word meaning instruction Their findings indicate that providing explicit explanations of word meanings during story reading offers children valuable opportunities to connect words with their meanings.
Direct instruction is advantageous for older students, particularly in middle and high school, where textbooks often contain complex multisyllabic words that hinder comprehension Research by Bromley (2007) indicates that understanding word parts can help students infer the meanings of up to 60% of these challenging words By teaching students about common root words and affixes, they can independently analyze and determine meanings Bromley emphasizes that explicit instruction focusing on word structure and meaning enables students to connect unfamiliar words with those they already know Therefore, older students should be trained to deconstruct multisyllabic words to enhance their analytical skills.
Kucan et al (2006) implemented a professional development initiative aimed at improving vocabulary instruction in secondary classrooms through collaboration between high school teachers and university faculty The program equipped teachers with strategies to create rich word meaning representations via various classroom activities, such as identifying synonyms and antonyms, constructing visual aids, and exploring words in different contexts Additionally, teachers learned methods to instruct students on the mechanics of words, including direct instruction on root words, affixes, parts of speech, and generating different word forms The study's findings underscore the effectiveness of direct instruction in vocabulary enhancement.
The effectiveness of direct instruction on students' vocabulary learning is still uncertain, with limited research specifically focusing on its impact on high school students' vocabulary retention This study aims to investigate the influence of direct vocabulary instruction on 11th-grade students' retention of vocabulary and to understand their opinions and attitudes towards this instructional method.
METHODOLOGY
Setting of the study
At GVB High School, English is prioritized as a crucial subject for student development, with school leaders striving to create optimal conditions for teaching and learning To enhance students' listening and speaking skills, an English speaking club has been recently established However, the absence of dedicated classrooms for English instruction leads teachers to shy away from engaging activities like games and group discussions, resulting in a lack of motivation among students to learn the language.
Students entering the school typically have average English test scores and are categorized into two streams: stream A, which consists of students with higher natural science scores, and stream B for the remaining students Stream A receives three English lessons per week, while stream B benefits from four lessons Both streams utilize textbooks and workbooks approved by the Ministry of Education and Training (MOET), along with supplementary exercises tailored by the classroom teachers for the basic stream.
Learning English presents significant challenges for both teachers and students Despite teachers' efforts, many students find English boring and dedicate little time to practice, particularly neglecting vocabulary acquisition This study aims to address this urgent issue and engage students more effectively in their English learning journey.
Participants
This research focused on the 11th-grade students of GVB High School in Ninh Binh province, comprising 37 students—18 boys and 19 girls—who demonstrate a stronger aptitude in natural sciences compared to social sciences Despite having studied English for seven to eight years during elementary and secondary education, most students lack motivation to learn the language and do not plan to include it in their college entrance exams Their English proficiency is generally at a pre-intermediate level, with some unable to introduce themselves in English Additionally, living in Gia Vien, a rural district distant from the city center, limits their opportunities to practice English for communication outside the classroom.
During the second term of the academic year, students completed 57 main periods and 19 consolidation periods of English over 19 weeks, focusing on the last 7 units of the "11 English textbook." Each unit spanned 5 to 6 periods, with one dedicated to reading.
In this study, the materials were chosen from reading texts which are selected in 11 English textbook published by the MOET.
Research design
2.3.1 Rationale for using action research method
The research, conducted as classroom action research, aimed to investigate the impact of direct instruction on students' vocabulary learning Action research, as defined by Elliot (1991), integrates teaching, teacher development, curriculum evaluation, and philosophical reflection into a cohesive approach to reflective educational practice, empowering teachers as "insiders." According to Wallace (1998), action research serves as a method for teachers to reflect on their practices by systematically collecting and analyzing data to inform future decisions Kemmis and McTaggart (cited in Nunan, 1988) describe action research as a collaborative endeavor, emphasizing that it is conducted by teachers within their own classrooms to enhance understanding rather than to alter the phenomena being studied, with the ultimate goal of fostering systemic change.
Cohen and Manion (1985) emphasized that action research is fundamentally situational, focusing on identifying and resolving specific problems within an educational context The primary goal of action research is to enhance the existing conditions in the environment where the study takes place, making it practitioner-initiated and rooted in real classroom challenges By employing action research, educators can simultaneously address issues, improve their current practices, and contribute to the generation of new knowledge Similarly, Mills (2003, p 4) articulates a definition of action research that aligns with these principles.
Teacher researchers conduct systematic inquiries to collect information about their school's operations, teaching methods, and student learning outcomes This information is aimed at gaining insights, fostering reflective practices, implementing positive changes in the school environment, enhancing educational practices, and ultimately improving student performance.
In summary, action research is defined by three key characteristics: it is conducted by practitioners, the findings are directly applicable to real-world issues, and the methods and approaches explored are adaptable and flexible.
This study was conducted as classroom action research to enhance educational change and improve vocabulary learning and students' attitudes towards learning The implementation of direct instruction in the vocabulary teaching process was adaptable and allowed for effective monitoring.
According to Kemmis and McTaggart (cited in Burns, 1999), action research involves a dynamic and complementary process comprising four essential steps: planning, action, observation, and reflection Each of these steps plays a crucial role in the overall action research model, facilitating a comprehensive approach to inquiry and improvement.
1 Identifying problems and planning the action;
2 Implementing the action and observing the effect of the critically informed action in the context in which it occurs;
3 Reflecting the result of the observation, and
4 Revising the plan for the following step
This model can be illustrated in diagram as follow:
Figure 1: The model of action research
This study expands the traditional four-step action research model into six distinct steps: identifying the problem, planning the action, implementing the action, observing the action, reflecting on the action, and revising the plan Each of these steps plays a crucial role in the action research process, beginning with the identification of the problem.
The researcher identified that students struggled with vocabulary retention, hindering their language learning success, as highlighted in the Literature Review To explore this issue further, semi-structured interviews were conducted with four randomly selected students from a group of 37 in class 11 A2 The interviews revealed not only difficulties with retaining vocabulary but also a lack of enjoyment in learning it Consequently, the writer, in the role of classroom teacher, felt a responsibility to assist students in overcoming these challenges.
A general plan was developed before implementing the action Specifically, the following actions were done:
1) Designing sheets for classroom observation in order to know the situation of teaching-learning process when the technique is applied
2) Planning the lessons for the intervention (i.e using techniques of direct vocabulary teaching)
3) Preparing necessary teaching aids such as pictures, slides, real objects to support classroom teaching
4) Designing post-treatment test to evaluate students‟ vocabulary learning after the treatment and designing delayed post-treatment test to evaluate if students‟ vocabulary retention enhanced or not
5) Experimenting the intervention in the classroom as planned
6) Administering the delayed post-treatment test and evaluating the result
7) Then, comparing the result of the post-treatment test and delayed post- treatment test to evaluate the degree of durable learning of students in learning vocabulary after the action iii Implementing the Action
The researcher implemented a direct instruction method to teach English vocabulary over six 45-minute sessions in her class To enhance students' comprehension of reading passages, she pre-taught challenging vocabulary before each lesson, using words from units 12 and 16 of the MOET textbook Acting as both teacher and observer, she assessed students' attitudes towards vocabulary learning After the six-week intervention, a post-treatment test was administered to evaluate vocabulary acquisition, followed by delayed post-treatment tests to measure retention Additionally, post-treatment questionnaires were distributed to gather students' feedback on the effectiveness of direct instruction To ensure the reliability of the questionnaire results, the researcher conducted interviews with four selected students regarding their self-evaluation of the impact of direct instruction on their vocabulary retention and attitudes towards learning.
The researcher observed all students‟ activities during teaching learning process She also marked key points in the observation sheet prepared as soon as finishing each lesson v Reflecting the Action
The researcher assessed the observation results to identify strengths and weaknesses throughout the action The identified weaknesses were addressed in the subsequent cycle, ultimately determining the effectiveness of direct instruction in teaching vocabulary This process included revising the initial plan based on the findings.
Based on the weaknesses which were found in reflecting process, the writer revised the plan for the next cycle.
Techniques of collecting data
The study employed various data collection instruments, utilizing both quantitative and qualitative methods Data were gathered through post-treatment tests, student questionnaires, and interviews to ensure a comprehensive analysis.
During the action research, the writer conducted two tests, each of which had
The assessment comprised 40 items, including five matching questions, ten multiple-choice questions on synonyms and antonyms, five word formation questions, ten sentence completion multiple-choice questions, five reading comprehension questions, and five spelling questions Its objective was to evaluate students' retention of new vocabulary across various dimensions: form, meaning, and usage A post-treatment test was conducted immediately after the final session, followed by a delayed post-treatment test two weeks later to measure the long-term retention of the learned vocabulary.
The questionnaires aim to gather data on students' perceptions of vocabulary learning through direct instruction during the teaching process They also assess how students evaluate the impact of this instructional method on their vocabulary retention These questionnaires utilize a Likert scale format.
10 statements for each in Vietnamese They were delivered to all 37 students in class 11 A2 after six sessions of applying the action
In this study, a semi-structured interview approach was employed, providing the researcher with significant flexibility and freedom to gather detailed information from participants This method facilitated the validation of data collected through questionnaires and observations, ensuring a comprehensive understanding of the research topic.
Initial interviews aimed to explore students' attitudes toward vocabulary learning and the challenges they face Two key questions were asked: whether students enjoy learning vocabulary and the difficulties they encounter Follow-up interviews, conducted at the study's conclusion, provided insights into students' self-evaluation regarding the effectiveness of direct instruction on their vocabulary retention.
In the pre-action interviews, four students were randomly selected from the name list, while in the post-treatment interviews, four students were chosen based on their test scores Among them, two students showed significant improvement, one made minimal progress, and the last student demonstrated no gain at all.
Two days prior to the interviews, four selected students were notified to facilitate their preparation and foster a professional demeanor With the interviewees' consent, the sessions were recorded to aid the research study Conducting the interviews individually allowed for an in-depth exploration of the subject matter.
The writer permitted students to communicate in Vietnamese to gather more in-depth information during the semi-structured interviews Following the collection of data, a thorough analysis was conducted to interpret the findings.
Techniques of analyzing data
Two ways were applied to analyze the data, they are:
In descriptive technique, the researcher analyzed the transcript gained through the interview with the teachers, questionnaires to students, and the observation sheet
A statistical analysis was conducted to assess the impact of treatment on students' vocabulary, utilizing both post-treatment and delayed post-treatment test scores The results were evaluated through a paired-samples t-test, employing SPSS version 20 for data analysis.
RESULTS AND DISCUSSION
Analysis of the preliminary study
Before implementing the action research, preliminary research was conducted to identify issues in the vocabulary learning process, assess students' attitudes towards vocabulary acquisition, and evaluate their vocabulary proficiency prior to introducing a new teaching method.
Several ways were done to gather data for preliminary study including having observed the teaching learning process during 4 weeks before 2 nd semester started, then interviewing students
The analysis of observational data focused on three key aspects: the vocabulary teaching techniques employed by the English teacher, students' attitudes toward vocabulary learning, and the challenges they encountered Findings revealed that the vocabulary presentation techniques were limited, primarily relying on verbal explanations and direct translations between Vietnamese and English, with little variation or use of synonyms and antonyms Additionally, student engagement during lessons was minimal, as many were distracted while the teacher explained concepts, leading to noise and lack of focus Consequently, students struggled with vocabulary retention, as insufficient attention was given to revision, resulting in poor memorization of newly introduced words and their meanings.
A follow-up interview with four randomly selected students revealed a unanimous disinterest in learning vocabulary, as all participants expressed that they did not enjoy the process The students shared common reasons for their lack of motivation, indicating a need for more engaging vocabulary learning methods.
The ways the teacher explains new words are boring
I am fed up with monotonous class atmosphere The teacher works a lot while the students listen to and did the tasks she asks
It is difficult to remember words and their meaning quickly as well as retain them for a long time
Students expressed challenges in vocabulary acquisition during interviews They struggled to memorize the words in both their forms and meanings Additionally, they found it difficult to recall these words and their various forms during tests.
From the observation and interview, it can be concluded that (1) the students were fed up with monotonous class atmosphere; and (2) they had difficult in retaining words and their meanings.
Data analysis
3.2.1 The findings from the post-treatment tests
N Minimum Maximum Mean Std Deviation
Table 2: The results of the students‟ tests
Table 2 illustrates the variance in mean scores between two post-treatment assessments, revealing no significant difference (M=5.3 vs 5.97) This lack of change may be attributed to the treatment's limited duration of only six sessions, which likely hindered students' vocabulary retention through direct instruction Additionally, the restricted timeframe resulted in insufficient exposure for students to practice the newly acquired vocabulary.
Based on the findings from the pre-action assessment, the direct vocabulary instruction method was selected for teaching vocabulary Following the implementation of this approach, a questionnaire was administered to students to gather data on their perceptions of motivation in vocabulary learning and to assess the effectiveness of direct instruction in enhancing vocabulary retention The results are presented in the tables below.
Table 3: Students‟ perception of the impact of direct instruction on their retention of vocabulary
Your evaluation Strongly disagree → Strongly agree*
Using words I learnt to explain the meaning of the new words helps me to retain the new words better
2 I can retain words better when their meanings are presented visually
The association between words and their representing images helps me remember newly taught words for a long time
Working in groups to find the synonyms, antonyms, other forms of words; and analyze word parts (prefix, root, suffix) help me remember new words for a long time
5 Vocabulary games help me remember new words for a long time
The findings from Table 3 indicate that a significant majority of students recognized the advantages of direct instruction for recalling newly taught vocabulary, with 94.6% agreeing that vocabulary games enhance retention This underscores the effectiveness of the direct instruction method Additionally, nearly all respondents found that creating pictorial representations of the vocabulary was beneficial, with 59.5% agreeing and 32.4% strongly agreeing Only one student was uncertain, and another opposed the idea that associating words with images aids in vocabulary retention.
A significant majority of participants, 83.8%, acknowledged the effectiveness of restating new vocabulary in their own words, while 89.2% recognized the benefits of discussing descriptions, explanations, examples, and images of newly taught words with peers to enhance vocabulary retention.
In item 5, a significant majority of students, 73% (27 students), agreed that group activities focused on finding synonyms, antonyms, and analyzing word parts (prefix, root, suffix) enhanced their long-term vocabulary retention Additionally, 16.2% (6 students) strongly agreed with this statement However, two students felt that these activities did not contribute to their vocabulary retention, while another two were unsure of their effectiveness.
To sum up, according to students‟ evaluation, direct vocabulary instruction could improve their retention of vocabulary
Figure 2: Students‟ attitudes toward activities in teaching learning process
A significant majority of students, over 94%, showed enthusiasm for participating in vocabulary games to reinforce newly acquired words Following this, 89.2% of respondents favored associating words with corresponding images as a method for revisiting learned vocabulary, though there were a few negative and neutral responses to this approach Additionally, 62.2% of students found learning vocabulary in pairs or groups to be engaging, while 18.9% expressed strong agreement and another 18.9% remained uncertain about this collaborative learning method.
Figure 3: Students‟ evaluation on teacher‟s vocabulary teaching style
The pie chart illustrates students' favorable assessment of the teacher's vocabulary instruction methods, with 78% expressing a positive view—46% agreeing and 32% strongly agreeing that the teaching was engaging The remaining students maintained a neutral stance.
Figure 4: Students‟ attitude to vocabulary teaching learning process
According to Figure 4, 64.9% of students expressed increased interest in vocabulary learning through direct instruction, with an additional 13.5% strongly agreeing Only 2.7% of students disagreed, while the remainder were uncertain about their feelings towards this teaching method.
Item 10: I've enjoyed learning vocabulary more since direct instruction was employed Strongly disagree Disagree Neutral Agree Strongly agree
Strongly disagree Disagree Neutral Agree Strongly agree
Research indicates that direct instruction can foster an engaging vocabulary learning environment for students; however, its effectiveness diminishes when applied over a limited timeframe.
During the research, a teacher-researcher conducted observations to assess students' attitudes towards learning vocabulary The findings were recorded immediately after each session, highlighting both strengths and weaknesses in the implementation of direct instruction.
After the initial cycle of action, several weaknesses were identified among students in their English vocabulary acquisition Many struggled to memorize word meanings and frequently requested translations in Vietnamese, yet they were unable to use the newly learned words in context Certain vocabulary terms, such as "intercultural knowledge," "facility," "solidarity," and "mysterious," proved too challenging for most due to their low proficiency levels Additionally, some students lacked the ability to self-study and collaborate effectively, often relying on their peers for assistance Furthermore, only a few students could recall newly introduced words in subsequent lessons, with retention primarily observed in those who were more active and possessed a strong foundational knowledge.
Despite some negative aspects, the action yielded positive outcomes Most students successfully memorized the vocabulary taught at the end of each lesson The teacher assessed their short-term retention through engaging activities, such as drawing or providing descriptions for students to guess the words, as well as having them write down words read aloud Additionally, students expressed enjoyment during the lectures, demonstrating focused attention to the teacher's explanations and actively participating in vocabulary games Notably, they showed a keen interest in the innovative vocabulary teaching methods employed by the teacher.
3.2.4 The findings from the interviews with the students
Semi-structured interviews were conducted to gather in-depth insights on the impact of direct instruction on students' vocabulary retention and their perceptions of this teaching method Four students were chosen based on their proficiency levels and test scores, with two of them ranking in the top tier of delayed post-treatment assessments.
Student coded 3 performed at an average level within the score range, while student coded 4 showed minimal improvement from the direct instruction intervention The following section provides a summary and analysis of the interview findings.
In response to the question about interest in learning vocabulary through Direct Vocabulary Instruction, three students expressed a positive opinion, citing a friendly class atmosphere as a key factor Student 1 and Student 3 appreciated this environment, while Student 2 noted that direct instruction helped them remember word meanings more effectively than rote memorization Conversely, Student 4 declined to support this method, attributing their disinterest to a lack of enjoyment in learning English and a diminished background in the language.
Discussion
This study aimed to examine the effects of direct instruction on students' vocabulary retention and to gather their opinions on this teaching method The findings revealed no significant changes in students' vocabulary knowledge or usage, which contradicts existing literature on the effectiveness of direct vocabulary instruction Possible reasons for the lack of improvement include the short duration of the treatment (only six weeks with one lesson per week) and insufficient practice with the taught words, both essential for effective vocabulary acquisition Despite these challenges, students expressed positive attitudes towards the direct instruction approach, indicating that while vocabulary retention may not have improved significantly, their perceptions of the method did.
Summary of the study
In order to answer the research questions raised at the beginning of the study:
This action research study explored the impact of direct vocabulary instruction on 11th form students' vocabulary retention, utilizing a post-treatment test and a delayed post-treatment test for measurement Additionally, students' self-evaluation of the instruction's effectiveness was gathered through questionnaires and semi-structured interviews The findings highlight the significance of direct vocabulary instruction in enhancing vocabulary retention among students, providing valuable insights for educators seeking to improve instructional strategies.
Direct vocabulary instruction significantly enhances vocabulary retention by going beyond simple word lists, offering structured guidance that fosters deeper learning This approach requires active student participation in diverse vocabulary activities, ensuring engagement and reinforcing understanding Additionally, it incorporates various methods that help students retain and utilize new words over extended periods.
The findings emphasize the importance of training students in effective vocabulary learning strategies By incorporating direct vocabulary instruction, students transition from passive learners to active participants, engaging more dynamically in the learning and review of new words introduced by their teacher.
The findings suggest important strategies for classroom teaching, emphasizing that teachers should focus on pre-teaching only the essential vocabulary needed for understanding new texts, rather than trying to cover all unfamiliar words Furthermore, effective vocabulary instruction involves more than just defining words and teaching pronunciation; it requires the teacher to facilitate both guided and independent practice By designing engaging activities that encourage student participation, teachers can enhance vocabulary retention and help students better remember newly learned words.
Reflection
The study revealed that while direct instruction over six weeks did not significantly enhance students' vocabulary retention, it positively influenced their attitudes towards vocabulary learning Initially, nearly all students expressed boredom with vocabulary lessons, but by the end of the implementation, most showed increased interest, attributed to a supportive classroom environment and engaging vocabulary revision activities.
The researcher, who also serves as a teacher, gained valuable insights from the initial cycle of this action research project It was found that students' vocabulary retention is influenced more by their existing vocabulary proficiency than by teaching methods; students who master more words are better equipped to learn new ones Consequently, classroom teachers should prioritize vocabulary instruction to enhance retention Additionally, students' interest plays a crucial role in vocabulary retention, prompting teachers to design engaging activities that capture students' attention and encourage participation.
The writer emphasizes that increased student engagement in vocabulary learning significantly enhances vocabulary retention Recognizing the diversity in learning styles among students, the researcher advocates for the integration of various vocabulary teaching strategies in lesson plans to cater to all learning preferences Furthermore, repeated exposure to vocabulary is crucial for effective learning, necessitating that teachers create ample opportunities for students to use new words in different contexts While a theoretically sound approach to vocabulary teaching is important, its effectiveness is diminished without sufficient exposure to the vocabulary being taught.
Limitations of the study
The study has notable limitations that impact its findings Firstly, the research was conducted over a brief period of only six sessions, which may have been insufficient for students to effectively enhance their vocabulary retention through direct instruction Secondly, the researcher designed the post-treatment tests, raising concerns about test construct validity; the inability of students to provide synonyms and antonyms for the tested words does not necessarily indicate poor retention, as alternative testing methods might yield different results Consequently, the metrics used to assess vocabulary retention improvements may lack validity Lastly, the researcher did not assess the students' prior vocabulary knowledge or the level of new words taught before implementing direct instruction, which could influence the effectiveness of the instruction on vocabulary retention.
Plan for the next cycle
Despite its limitations, the study enhances GVB High School teachers' understanding of how direct instruction affects students' vocabulary retention, as evidenced by student evaluations To address these limitations, future cycles should extend the duration of direct instruction, allowing more opportunities for students to apply newly learned vocabulary in diverse contexts Additionally, conducting studies with more reliable and valid post-treatment assessments is essential Future research should also prioritize evaluating students' vocabulary knowledge and the complexity of new words prior to instruction.
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Lesson plan 1 Unit 12: The Asian Games
I Objectives: By the end of the lesson, Ss are able to:
- understand the meaning of target words: enthusiasm, solidarity, host, appreciate, medal, intercultural knowledge
- restate the explanation of target words in their own words
- represent their understanding of each word by drawing a picture or symbol
II Method: Vocabulary direct instruction
III Teaching aids: pictures of fencing, weightlifting, and a real medal
Teacher and Students‟ activities Content
- T divides the whole class into 2 groups and the blackboard into two parts
- T asks each group to choose two representatives and go to the boards
- Two Ss from each group start the game
- After 2 mins, T checks the answers to find the winner
- T leads to the new lesson
In a two-minute challenge, two students from each group compete to write down as many sports names as possible on the board The group that submits the highest number of correct answers will be declared the winner.
- Today, we are going to learn about the Asian Games
(10‟) a Step 1: T provides a description, explanation, or example of new words
+ T gives an example with word
“enthusiasm”: Mrs Hai has a strong feeling of excitement and interest in teaching English So, we can say: She has a real enthusiasm for teaching work
+ T shows a picture which is the
enthusiastic (a) /ɪnˌθjuːziˈổstɪk/
25‟ symbol of solidarity and says: This is symbol of solidarity Solidarity + T continues gives examples to demonstrate word “host”
I invited guests to a meal I‟m a host Minh has people staying at his house He‟s a host We are hosts
+ T lets Ss watch a video about a dialogue between two boys:
Boy 1: What do you think about Marry?
Boy 2: Oh, She is not only intelligent but also beautiful
She is warm-hearted and kind
- T asks Ss: Does the boy recognize good quality or bad quality of Mary?
I can say: The boy appreciates Mary Appreciate
+ T shows a real medal and says: this is a medal Medal + T gives an example: the athletes from different countries share information across different cultures and social groups
Information across different cultures is intercultural knowledge
T may draw a picture to demonstrate noun phrase
- T leads to read them and asks Ss to repeat after her b Step 2:
- T asks Ss to work individually to restate the explanation of the words in their own words
- T calls on some Ss to present their own explanation of the words
- T has students record their descriptions, explanations, and examples in a vocabulary notebook
- T suggests the layout in notebook
Use the word in the sentence
Draw a picture of the word c Step 3:
- T asks Ss to draw pictures or graphic representation of new words
- T calls on some Ss to show their pictures in front of the class
- T asks the others to guess what words their friends demonstrate in the pictures Each correct answer,
(4‟) - T shows a list of words and their representing images, then asks Ss to match words with images
- T asks Ss to revise the words at home
Lesson plan 2 Unit 12: The Asian Games
I Objectives: By the end of the lesson, Ss are able to:
- review the meaning of target words they learnt in the previous lesson: enthusiasm, solidarity, host, appreciate, medal, intercultural knowledge
- use the words in the right context
II Method: Vocabulary direct instruction
Teacher and Students‟ activities Content
- T asks Ss to work individually and revise the words they learnt in the previous lesson
- Then, T asks Ss to work in pairs
- T delivers to each pair two pieces of handouts, each of which has two faces, one face is yellow and another is green Three words „enthusiasm‟,
„solidarity‟, and „host‟ are in yellow face Three words in green face are
The teacher asks one student from each pair to rephrase the description, explanation, or example of the highlighted words in yellow, while the other student focuses on the words highlighted in green.
+ to indentify synonyms and antonyms of target words
+ to analyze target words into roots and suffix or prefix to have deep understanding of the terms
- After 5 mins, T gets Ss in pairs to exchange information to each other
- T calls on some representatives of pairs to present their answers
- T reminds Ss to add more information of words in their notebooks
- T divides the whole class into 2 big groups Game 1: Lucky sports
- Each group takes turn to choose lucky sport They have 15 seconds to arrange the jumble letters into right words
Handout enthusiasm solidarity host appreciate medal intercultural knowledge
In this engaging activity, representatives from two groups alternate in illustrating words on the board through drawings or gestures Meanwhile, the other group must guess and vocalize the word being depicted This interactive game fosters teamwork and enhances communication skills while making learning enjoyable.
- Which group gives more correct answers will be the winner
- T asks Ss to revise newly presented words at home
Lesson plan 3 Unit 12: The Asian Games
I Objectives: By the end of the lesson, Ss are able to:
- review the meaning of target words they learnt in the previous lessons
- use the words in the right context through games
II Method: Vocabulary direct instruction
Stages Teacher and Students‟ activities Content
- T divides the class into 12 pairs of students and gets them to take part in pyramid game
- Each pair will be observed by one student The rest student is the leader who takes note the points groups gained after each round of game
Partners sit with Partner A facing the displayed pyramid and Partner
In this engaging activity, Partner B faces away from the pyramid while Partner A provides descriptions of various words or phrases It's important for Partner A to avoid using the actual word or phrase in their clues, challenging Partner B to guess correctly based solely on the given hints This game fosters creativity and communication skills while ensuring a fun and interactive experience.
In this engaging pyramid game, Partner A begins by giving a word or phrase located at the bottom left of the pyramid Once Partner B successfully guesses it, Partner A then describes the next word or phrase positioned in the bottom middle The game progresses as partners work their way up the pyramid, completing the bottom row first, followed by the middle and then the top row The round is won by the partner group that is the first to correctly guess all six words or phrases, successfully completing the pyramid.
This process is repeated with switched roles Partners now change seats, the second pyramid is displayed, and Partner B gives the clues
- Each round lasts one minute
- T prepares 6 pieces of papers with words/ phrases written on them
- T divides the class into two teams and creates two columns the board
In this engaging activity, each group selects two representatives to communicate a word to their team solely through drawings, without using any words, symbols, or hand gestures The time limit for conveying each word is set at a maximum of two minutes Teams earn one point for each correctly guessed word, and the first team to accumulate five points is declared the winner.
- T puts the pictures on the board in any order
In this engaging classroom activity, the teacher divides the students into two groups and announces an English word Students race to the board to slap the corresponding picture, with the first person from each group to do so earning a point This interactive exercise not only reinforces vocabulary but also encourages teamwork and quick thinking among students.
After engaging in a game featuring three images, the teacher should encourage other students to verbalize the associated words, fostering their speaking skills This activity promotes solidarity and intercultural knowledge among students while highlighting key terms related to sports, such as "host," "medal," "athletes," "weightlifting," "fencing," and "hockey."
Unit 16: THE WONDERS OF THE WORLD
I Objectives: By the end of the lesson, Ss are able to:
- understand the meaning of target words: tomb, burial, chamber, ramp, mysterious, spiral
- restate the explanation of target words in their own words
- represent their understanding of each word by drawing a picture or symbol
II Method: Vocabulary direct instruction
III Teaching aids: pictures of spiral ramp, tomb, chamber, pyramid
Time Teacher and Students‟ activities Content
- T divides the whole class into 4 groups
- T sticks 6 pictures of the wonders of the world on the wall
- T delivers each group the pieces of papers with the names of the wonders The color of the pieces of papers is different among the groups
- Each group has 1 minute to prepare, then T asks the representatives of 4 groups go to the board and stick name of wonders with the appropriate pictures
(15‟) a Step 1: T provides a description, explanation, or example of new words
+ tomb /tuːm/: a structure above the ground that contains a dead body
- T shows the picture of tomb while giving the description
- T asks Ss: Where are dead bodies of phraoh placed?
Example: he died of a broken heart His dead body was sent to home for burial
- T asks Ss: “So, What was his dead body sent to home for?”
- T: Have you ever witnessed any burial?
Show a picture of burial chamber
20‟ and ask Ss: What is this?
Expected answer: this is a room How is this room?
Expected answer: It is large
We call a large room chamber
So, Chamber is a large room
- Burial chamber is a large room used for burial
- T draws a spiral on the board and asks Ss: How does this shape look?
- This shape that looks like a snail’s shell
+ ramp (n): T shows a video and introduces the ramp
- T asks Ss: point out the ramps around you
T gives an example: My pen disappeared in mysterious circumstances It means that I can‟t give any reason why my wallet disappeared No one knows why It is very strange
- Do you know why my wallet disappeared? Is it mysterious?
Yes, it is mysterious b Step 2:
- T asks Ss to work individually to restate in their own words what the teacher has presented about s vocabulary new term
- T calls on some Ss to present their own explanation of the words
- T asks Ss to work in groups of 8-10 Ss in each group sit on two face- to- face sides Each pair 1-
2 and discusses vocabulary new terms in their own words, then add information they gain through the discussion with their partner on their notebooks
- Then, Ss change their seat to discuss with different partners until each student has the discussion with five different partners
- T has students record their descriptions, explanations, and examples in a vocabulary notebook
- T reminds the layout in notebook c Step 3:
- T asks Ss to work in groups of 4-5 and draw pictures or graphic representation of new words
- Calls on some Ss to show their pictures in front of the class and present their pictures
- T should encourage Ss to guess what vocabulary new term is mentioned in their friends‟ pictures before their friends tell about them
Use the word in the sentence _ _
- T summarizes the main content of the lesson
- T asks Ss to revise the terms and complete their notebook
Draw a picture of the word
Unit 16: THE WONDERS OF THE WORLD
I Objectives: By the end of the lesson, Ss are able to:
- review the terms in the previous lesson: tomb, burial, chamber, ramp, mysterious, spiral
- identify synonyms and antonyms for the terms
II Method: Vocabulary direct instruction
III Teaching aids: pictures of spiral ramp, tomb, chamber, pyramid
- T asks Ss to work individually and revise the words they learnt in the previous lesson
- Then, T asks Ss to work in pairs
+ to indentify synonyms and antonyms of the words if possible
+ to list all related words (Word family words)
- After 5 mins, T gets Ss in pairs to exchange information to each other
- T calls on some representatives of pairs to present their answers
- Calls on the other pairs to give comment on their friends and add more information if necessary
- T asks Ss to give relevant words in Vietnamese for the terms
- T reminds Ss to add or revise information of words in their vocabulary notebooks
Words Synonyms Antonyms tomb (n.) mausoleum
- T gets Ss to work in groups of 3-4 and exchange their entries in their notebooks
- T asks Ss to discuss some questions:
+ compare the use of “tomb” and
+ can “slope” be used to replace for “ramp” in phrase “spiral ramp”?
- After 8 minutes to discuss, Ss go to the board and present their answers
- T divides the whole class into 4 big groups
- Each group is asked to write a short story using the terms they have learnt within 10 mins They are encouraged to draw pictures to illustrate their story
- T calls on the representative of each group to retell their story or role-play their story
“tomb”-“mausoleum”: the place to keep dead body
“tomb”: is often used for only one dead body
“Mausoleum”: A mausoleum may be considered a type of tomb, or the tomb may be considered to be within the mausoleum
For example: the mausoleum of Ho Chi Minh The mausoleum of Khai Dinh
+ “Burial”: digging a pit or a trench, and then placing the person or the object and finally covering it
“Funeral”: a ceremony conducted for celebrating, remembering the life of a person that had died
- T get Ss to revise their stories at home
- T asks Ss to read the following passage and answer the following questions
The Taj Mahal, located in Agra, India, is a stunning mausoleum celebrated as one of the world's most beautiful structures Commissioned by Mughal emperor Shah Jahan, it was constructed in honor of his beloved wife, Arjumand Banu Begum, also known as Mumtaz Mahal, who passed away in 1631.
Construction of the Taj Mahal began around 1632 and was completed by 1643, with the surrounding complex finished by 1653 Located on the southern bank of the Yamuna River, this iconic white marble mausoleum features four identical facades, each with a grand central arch standing 33 meters high The structure is crowned by a large bulb-shaped dome soaring over 73 meters, flanked by four smaller domes and raised on a square podium with minarets at each corner It is accompanied by two red sandstone buildings: a mosque and its symmetrical counterpart, the Jawab, which serves to enhance visual balance Visitors enter through a magnificent red sandstone gate adorned with inscriptions from the Qur'an, leading into a meticulously designed garden that spans 305 meters on each side This enclosed garden, symbolizing paradise in Islam, is centered around a large raised pool and divided into four sections by canals, each featuring flower beds, fountains, and cypress trees, which symbolize death.
The Taj Mahal features the tomb of Mumtaz Mahal at the heart of an octagonal hall, alongside the slightly larger tomb of Shah Jahan, who passed away in 1666 Both tombs are intricately carved and adorned with semiprecious stones, illuminated by sunlight that filters through a beautifully crafted marble screen embellished with jewels.
1 What is the Taj Mahal?
2 The word „emperor‟ in line 2 in the first paragraph is closest in meaning to
A is a mosque where people worship
B has a main function of decorating
C was decorated with inscriptions from the Koran
D was built by red stones
4 The word „hall‟ in line 2 in the last paragraph is closest in meaning to
5 According to the passage, which of the following statements is false?
A The garden of the Taj Mahal is a Muslim symbol of paradise
B In beauty of design and rich decorative detail, Taj Mahal is one of the best buildings in the world
C The Mughah emperor Shah Jahan died 35 years after his wife
D The tombs of Shah Jahan's and his wife are located at the center of the
Lesson plan 6 Unit 16: THE WONDERS OF THE WORLD
I Objectives: By the end of the lesson, Ss are able to:
- understand the meaning of target words: tomb, burial, chamber, ramp, mysterious, spiral
- restate the explanation of target words in their own words
- represent their understanding of each word by drawing a picture or symbol
II Method: Vocabulary direct instruction
III Teaching aids: pictures of wonders over the word, slides
Teacher and Students‟ activities Content
- T calls on Ss to show and explain their answers for the assigned reading exercise
- T divides the whole class into
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- After 10 minutes, each group has 2 minutes to present their poster while other groups listen to and give marks
- T forms two big groups and introduce rules of game:
Noughts and Crosses + One group is “noughts” (O) and the others is crosses (X)
One group starts first The representative chooses a word/ phrase and makes a proper sentence with it They also have to make a simple definition of the word/phrases
+ With each correct answer, T will put a noughts or crosses on the grid
+ Which group makes three horizontal, vertical or diagonal boxes of noughts or crosses first is the winner
+ There are two rounds for this game
- T gets Ss to work in small groups (each table is a group) to review the definition of words/phrases and make sentences with words within a few minutes
- Then, T asks two representatives from two groups do rock, paper and scissors to find the first player
Students write down six vocabulary words while the teacher distributes a set of definitions to each individual As the teacher calls out each word, students are required to match it with the corresponding definition by placing it on top of the word.
The first student with six correct definitions is the winner
SP ORT Facility Solidarity Aqu atic s port
Hos t En th u s ias m In te rcu ltu ral kn ow le dge Appre ciate P rom ote P articipate
