SKKN Helping students understand the meaning of words in context for “tieng Anh 11” in Nong Cong 3 s...

SKKN Helping students understand the meaning of words in context for “tieng Anh 11” in Nong Cong 3 school 1 SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HÓA TRƯỜNG THPT NÔNG CỐNG 3 Tên đề tài sáng kiến kinh nghiệm HE[.]

SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HÓA

TRƯỜNG THPT NÔNG CỐNG 3

Tên đề tài sáng kiến kinh nghiệm:

HELPING STUDENTS UNDERSTAND THE MEANING OF WORDS

IN CONTEXT FOR “TIENG ANH 11” IN NONG CONG 3 SCHOOL

Môn: Tiếng Anh

Tên tác giả: Vũ Ngọc Văn

Tổ: Ngoại ngữ

Số điện thoại: 0354548888

Năm học: 2018-2019

TABLE OF CONTENTS

PART I: INTRODUCTION

PART II: ACTIVITIES

PART III: CONCLUSION

PART I: INTRODUCTION

1 The need of teaching words in context

Teaching new words always plays an important part in teaching the whole lesson Because words are the bricks that help students build their house of English However, many teachers have the habit of teaching isolated words Actually, they have used many techniques of teaching words, but the words presented by the teachers are not in the same contexts with the words in the lessons Moreover, we all know that words and phrases have different meanings in different contexts As a result, it is difficult for students to understand the true meaning of the words in the lessons In addition, students feel that it is really difficult for them to remember the words This leads to the fact that students are lack of motivation for learning new words And they feel that learning words are really boring because there is no linking between the words in the lessons and the words presented by the teachers Therefore, in each lesson I have tried my best to help my students understand the meaning of words in the lesson context

2 In what ways were my activities carried out?

In the school year 2018-2019, I was responsible for teaching grade 11 So,

in this paper I would like to deal with the lessons only in Textbook “ Tieng

Anh 11” Here are the description and the purpose of each activity.

Activity1:

At this state teacher led students to the context by giving the topic of the lesson or the main content of the lesson to activate students’ background knowledge The reason for doing this was that students were motivated to get interest in the topic and had ideas of words related to the topic

Activity 2:

At this state students were given some suggested questions by the teacher, they were step by step led to this context to another one by the teacher’s instructions The keys words in each lesson were underlined And the

lessons which I used “ the power point” to present, the keys words were

both underlined and changed the colour in red to make students easier to notice In some cases, students understood the contexts and the meaning of words, but they did not know how to express in English, I myself helped them know what those words in English were As a result, their words were developed in a natural way Therefore, they were eager to learn new words

because they found no difficulties in understanding and remembering Besides, this not only helped students understand the new words but also helped students have the prediction of the content of the lesson that they would learn

The main technique I used for my activities were to brainstorm the ideas to fill in the “mind map”

The following is the full description of how I helped my students understand the meaning of words in context in each lesson in “ Tieng Anh 11” in Nông Công 3 School

PART II: ACTIVITIES

UNIT 1: FRIENDSHIP

A READING

In this lesson, students were led to the context of “ THE FRIENDSHIP” From the context, I asked students some questions to activate their

background knowledge of friendship to complete a mind map.

Question 1: Do you have any friends?

From the word “ friend”, I taught my students the word “ acquaintance” Question 2: What qualities are necessary for true friendship?

Students gave some qualities of true friendship However, Some words were only given in Vietnamese, I helped my students understand what those words in English were

* The mind map

FRIENDSHIP

acquaintance

give-and-take

mutual

understanding

unselfish

friends

qualities for true friendship

loyal

not suspicious

UNIT 2: PERSONAL EXPERIENCES

A READING:

From the fact that teenagers tend to have their own idols, I led students to the context by asking questions:

1.Do you have your own idol?

2 Dou you immediate his/ her in different ways?

Students answered my questions about her/ his own idol and in what ways they liked to immediate her own idol After that I said that in this lesson they would read a story about a girl who wanted to have a hat like her idol’s one Her father knew this and gave her some money so that she could buy the one for herself Next, students were divided into groups and were asked to build

a story based on the pictures in the textbook Each student in the group who were chosen to tell the story completed the story they had built During the time students told the story I helped them to understand the meaning of some new words based on the pictures

Picture d: > idol

Picture b: > floppy cotton hat

Picture f: > glance > sneaky; not making a fuss > take the money back

C LISTENING:

In this lesson students were led to the context of a fire They were told to listen to Christina who would tell the audience about her unforgettable

experience that she had witnessed The experience was that her house caught fire during the night time when she was very small Then students were asked to look at the picture in the textbook and to answer some questions to

complete the “mind map”.

Question 1: What do you think were the causes of the fire?

Question 2: How did she feel when she saw the fire?

Question 3: Who do you think she was the first person that she called when she saw the fire?

Question 4: What did her mother do to save her?

Question 5: Was the fire a forgettable experience?

* The mind map

A HOUSE CAUGHT FIRE

causes of the fire

gas stove

electricity problems

her feeling

terrified

scream

her mother

protect

her

help her to

escape

memorable experience

UNIT 3: A PARTY

A READING:

In this lesson, students were led to the context by looking the pictures in the

textbook and answering the teacher’s questions to complete the “mind

map”.

Question 1:

1 On what occasions are parties held?

2 What is the relationship between the people in the pictures?

3 What are they doing?

* The mind map

A PARTY

a birthday party

celebrate

a wedding

anniversary silver anniversary

golden anniversary

C LISTENING:

In this lesson, students were led to the context by answering the questions in

the textbook to complete the “mind map”.

Question 1: What do you usually do to prepare your birthday party?

Question 2: What foods and drinks are often severed at your birthday party?

Question 2: What activities do you often have at your birthday party?

* The mind map

A BIRTHDAY PARTY

foods and drinks

birthday cake

fruits

prepare for a birthday party

candies

coke

wine

activities

games

sing songs

cutting the birthday cakes into slices

open presents

saying “ happy birthday

to the host”

preparing the birthday cake with

icing

decorating the house

putting flowers

inviting guests

prizes

for winners

UNIT 4: VOLUNTEER WORK

A READING:

In this lesson, students were told that they would read a passage about the volunteer work of American students Then students were led to the context

by answering the teacher’s questions and from the students’ answers teacher wrote the words on the board

Question 1: What do American students do as volunteers?

Question 2: What are the words in the passage related to the word “

volunteer”?

* Volunteer work: Working in hospitals, orphanages or homes

for the

aged Helping disadvantaged children or handicapped children, give care and comfort to them

* Volunteer (n): Voluntary ( adj)

Voluntarily( adv)

Volunteer( v)

C LISTENING:

In this lesson, students were told to listen to a talk about a school for

disadvantaged children in Ho Chi Minh city Then students were asked to

answer the teacher’s questions to complete the “mind map”.

Question 1: Who are students in Spring School?

Question 2: How is money raised to support charities in Spring School? Question 3: Who set up classes in Spring School?

* The mind map

SPRING SCHOOL

disadvantaged children fund-raising activities

Organisation for Educational Development co-operates with Spring School set up the classes

UNIT 6: COMPETITIONS

A READING:

In this lesson, students were told that they would read a passage about an

English competition in a high school Then students were led to the context

by answering the questions to complete the “mind map”.

Question 1: How often is the English competition held in your school?

Question 2: What is the purpose of the competition?

Question 3: What do we call in English the students who are chosen to take part in the competition?

* The mind map

ENGLISH COMPETITIO N

how often

every two years

every year

( yearly )

the purpose

to stimulate the spirit of learning English among students

students chosen to take part in the competition

representatives

UNIT 7: WORLD POPULATION

A READING.

In this lesson, students were told that they would read a passage about

WOLRD POPULATION Then students were led to the context by

answering the questions to complete the “mind map”

Question 1: Do you know what the population of the world in 1850, 1950,

1985, and 2000?

Question 2: Can women in the world limit the size of their families?

Question 3: How does the government help them in family planning?

* The mind map

B SPEAKING.

In this lesson, students were told that they would talk about WOLRD

POPULATION Then students were led to the context by answering the

questions to complete the “mind map”

Question 1: What are the causes of population explosion?

Question 2: Can you list the problems facing poor and overpopulated

countries?

Question 3: Can you suggest the solutions to the problems of

overpopulation?

* The mind map

WORLD POPULATION

the population

reached the figure

of

1,300,000,000

in 1850

2,510,000

,000 in 1950

6,600,000,000

the government help the women limit the size of their families

safe birth- control

methods

WOLRD POPULATION

causes of population

explosion

not aware of the problem of overpopulation

religion

a large family is

a form of

insurance

problems facing

poor conditions

lack/ shortage of school/ hospital/ teacher/ doctor

solutions

raise awareness

implement reward and

punishment policies

use birth-control method

C LISTENING

In this lesson, students were told to listen to a world population expert

talking about the world population Then students were asked to answer the

teacher’s questions to complete the “mind map”.

Question 1: Which country has the population ranked the first?

Question 2: What problem does population explosion cause to the world?

* The mind map

WOLRD POPULATION

China ranks the first

problems population explosion cause to the world

illiteracy

lack of hospitals and schools/ shortage of food / poor living conditions particularly in

developing countries

UNIT 8: CELEBRATIONS

A READING

In this lesson, students were watched to a video clip about Tet Then

students were asked to answer the teacher’s questions to complete the “mind

map”.

Question 1: When is Tet?

Question 2: What activities do people usually do at Tet?

Question 3:What are special things at Tet?

Question 4: What do people prepare for Tet?

* The mind map

activities

when

special things

visit

relatives

eating special foods

receiving lucky money

go to pagoda to

pray

between 19 th January and 20 th

February

grandest

and most important occasion

for agrarian people, the start of a new year

flowers ( apricot blossom, peach blossom )

candied fruits (

sugared apples, plums

Banh chung

preparations

streets decorated with

colored lights and red

banners

decorating the house

B SPEAKING

In this lesson, students were told that they would talk about popular holidays

and celebrations in Vietnam and in the world Then students were asked to

look at the pictures in the textbook and answer the teacher’s questions to

complete the “mind map”.

Question 1: What are the holidays and celebrations?

Question 2: What is the purpose of each celebration?

Question 3: What are main activities in each celebration?

* The mind map

POPULAR CELEBRATIONS

IN VIETNAM AND IN THE WORLD

Thanks giving

valentine’s Day

Mid- Autumn Festival

celebrate the

harvest

a large meal

with roast

turkey

express their love give chocolates, flowers or gifts to the people they

love

celebrate the largest full moon

children wear

masks, parade in the streets

C LISTENING

In this lesson, students were told to listen to how people celebrate the New

Year in Japan Then students were asked to answer the teacher’s questions

to complete the “mind map”.

Question 1: What activities do people usually do on New Year Days in

Japan?

Question 2:What are special things on New Year Days in Japan?

Question 3: What do people prepare on New Year in Japan?

* The mind map

UNIT 9: THE POST OFFICE

A READING

NEW YEAR IN JAPAN activities

special things

put on special clothes

go to shrines to

pray

wine

wath TV

preparations

decorate the house

with pine trees

which presents

longevity and

constancy

clean the house

In this lesson, students were told that they would read a passage about Thanh

Ba post office Then students were asked to answer the teacher’s questions

to complete the “mind map”.

Question 1: What services do you think the post office offers?

Question 2: What do you know about fax machine?

Question 3: Who do you work with when you go to the post office?

* The mind map

the post office staff

THE POST OFFICE

services

mail and parcel

service

express ( very fast/

speedy)money transfer

phone call

& faxes

press

distribution

fax machine

send a document

not lose its original

shape

courteou

s

( helpful)