(SKKN 2022) Some methods in writing the paragraph in english in grade 6

NONG CONG DEPARTMENT OF EDUCATION AND TRAINING MINH NGHIA SECONDARY SCHOOL THE INITIATIVE EXPERIENCE SOME METHODS IN WRITING THE PARAGRAPH IN ENGLISH IN GRADE Writer: TRAN THI HOA Position: Teacher School: Minh Nghia secondary school The initiative experience of subjects: English NONG CONG , THE YEAR OF 2022 CATEGORY INDEX INRODUCTION 1.1 The reason for choosing the topic 1.2 The purpose of research 1.3 Study subjects 1.4 Research methodology 2 CONTENTS OF THE INITIATIVE EXPERIENCE 2.1 Rationale of the initiative experience .2 2.2 Status of the problem before applying the initiative experience 2.3 The solutions were used to solve the problem .4 2.3.1 Requests of the teacher 2.3.2 Requests of the students 2.3.3 Social understanding and skills: 2.3.4 Methods of writing a paragraph in english at secondary school .5 2.3.5 Structures and implementation of a paragraph written in English 2.4 The effect of initiative experience for education activities, with myself the colleagues and the school 17 IN CONCLUSION AND REQUESTS .18 3.1 In Conclusion .18 3.2 Requests 18 REFERENCES 20 CATEGORY EXPERIMENTAL EXPECTED TOPICS LEARNED BY THE ASSESSMENT LEVEL OF SENIOR .21 CATEGORY EXPERIMENTAL EXPECTED TOPICS LEARNED BY THE ASSESSMENT LEVEL OF SENIOR 16 INRODUCTION 1.1 The reason for choosing the topic Nowadays, foreign languages play a very important role in many areas In "foreign languages", English is the most common foreign language in transactions, relations and diplomatic relations among countries in the world It becomes the native language of many countries, the language of communication between people and people around the world Vietnam is a developing country, and by 2025 it will become an industrial country Therefore, it requires the necessaries for a comprehensive human development, both in the fields of development and development English has become a powerful tool in communicating with many countries, which is a tool that facilitates integration into the international community and regional access to international information and science and technology approaches to other cultures Each other as well as important international events As we all know in middle school now, the method of communicating English teaching has achieved some effectiveness Communication methods are being encouraged to use to develop all four skills: listening, speaking, reading,writing English teachers, more than anyone, must understand that writing a paragraph is a difficult skill for learners, it requires the teacher to master the effective teaching method and implement the principle of "Learning with practice" In addition, writing a paragraph is a comprehensive test of students' knowledge because they have to apply the words and grammatical structures they have learned in their writing It is clear that writing skills are extremely important Writing a paragraph in “I –LEARN SMART WORLD”is often said to be difficult and complex work for both teachers and students Although different from speaking, while writing, students have time to think and can change what they have written, but it is harder to write in that it has to be carefully refined and followed a process and very strict conventions Another important point that requires the writer to pay special attention is why they have to write and write to whom or what object, based on which students have to brainstorm to choose words, find the right ideas and organize your ideas together for a logical, well-written article content After having these materials, students have to write drafts, re-read drafts seriously, revise areas they have not satisfied or not satisfied Students may have to rewrite and read to correct errors In English 6“I –LEARN SMART WORLD” the student's writing process is under strict teacher control with ten different titles such as : HOME ,SCHOOL,FRIENDS,FESTIVALS ….and CITIES AROUND THE WORLD.That is one of the reasons why in some writing topics, students are not provided with a sample article but only a few suggestions about the content, and the choice of language form and style of writing how students can freely or independently perform For the above reasons, especially through the fact teaching at Minh Nghia Secondary School, self-study, self-improvement I decided to implement the initiative in the academic year 2021 - 2022 with the theme: "Some methods in writing the paragraph in English in grade 6” In the hope of contributing his small part in teaching English more effectively Looking forward to your suggestions, constructive reading 1.2 The purpose of research As a teacher teaching English at Minh Nghia Secondary School, I want to improve the quality of English lessons in particular and improve the quality of education in general, the above issues make me especially special toothpick And that is the reason that I research, explore to find the optimal solution to apply to the teaching practice, bringing the highest effectiveness in teaching English “I –LEARN SMART WORLD” in class 1.3 Study subjects Carry out a study and review of the natural mistakes made by students during the writing a paragraph process at Minh Nghia secondary school from 2021 In-depth research in writing a paragraph for control results are made for students in classes 6A and 6B in the 2021-2022 school year 1.4 Research methodology - Reader reading method - Experimental method - Product research methods - The methods of summing up experience CONTENTS OF THE INITIATIVE EXPERIENCE 2.1 Rationale of the initiative experience Language is a form of communication, learning a foreign language is learning to use words in communication, forming communication skills in English Therefore, the teacher must determine the relationship between knowledge and skills, the two main components of the content of teaching Skill is the center, the ultimate goal of teaching, knowledge is the condition, the means At secondary school Students are very innocent, eager to play exciting, fun They will feel suffocated if they are too rigid Besides, they are also eager to learn, explore, discover Understanding this with the responsibility of being a teacher, I always try to find out how to teach simple, easy to understand, impress children so they can absorb without feeling tired, hard to always create air "learn to play, play to learn" In addition, I think encouragement and caring will make them believe and try harder in their studies, always showing them the importance of the subject and giving them confidence Consciousness from which to create a strong driving force urge hard work diligence and effort However, my school is mostly rural children, the economic conditions are so much difficult, the investment in material as well as the time spent on children's education is not met In addition to class time, the children also have to help their parents with the housework and on the farm, not have time to learn by themselves Parents' interest in parenting is limited The sense of learning of a small group of children has not met, the method of learning is not suitable, not well combined the skills required by the lesson, resulting in the quality of learning is limited Facing this difficulty is a teacher who directly teaches the English subject I am always awared and anxious to find out the learning methods for my students to learn better than the students in learning I am still weak, less English, so in the course of teaching I always learn self-refreshing special learning co-workers to find appropriate methods in teaching, take appropriate measures for children Students love, study hard and learn effectively in English6“I –LEARN SMART WORLD” With the desire to improve the quality of teaching English at Minh NghiaSecondary School and through teaching practice I have researched and applied the number of practical solutions best suited to the reality of the school as well as the learning conditions of students and achieved good results The very clear progress in student learning shown through the tests is motivating and enabling myself to complete this initiative 2.2 Status of the problem before applying the initiative experience Minh Nghia Secondary School is the inter-commune school of Nong Cong district, which is concerned with education by all levels of education, especially the school's board of directors, who are very interested in teaching English subjects, creating everything The best possible for teachers and students about facilities as well as teaching aids and time funds including extra curricular The English teaching team in the school is composed of three comrades who are well above the standard, have a high sense of responsibility and always perform well in their professional activities, especially discussing, building and exchanging teaching ideas.To get the best instruction, students learn the most effectively Besides the advantages that the school also many difficulties are: My school is a residential area of communes in the remote area of the district, the local people in the three communes are still poor, and the economy is still very difficult, so the impact on the quality of learning of students more Some parents not realize the importance of learning English, so they have not invested properly, have little interest in studying their children and are sometimes entrusted to the school Facilitate your child's learning Thus, the good teaching of listening-speaking-reading-writing skills and especially the writing a paragraph skills are essential for the grade students can use and communicate better So how to teach effectively "writing a paragraph" skills is not easy for English teachers in general and for myself in particular Through the results statistics I tested the students in classes 6A, 6B after finishing unit English “I –LEARN SMART WORLD” Write a paragraph (50-60 words) about your hometownUnit –Leson –period (PAGE 13) Number Excellent Quite good Average Weak Poor Class of Survey number % number % number % number % number % students 6A 41 25 12 10 40 20 28 6B 41 30 10 16,6 12 40 20 13,4 Total 82 55 5,5 14,5 22 40 11 20 11 20 From the above results, I realized that students have not learned the lesson with certainty, grammatical mistakes much From the mind of the teacher, from the beginning of the academic year 2021-2022, I brought in the idea of how to write a paragraph skillfully Step by step, I have found the correct solution to my students when they started tostudy ENGLISH “I – LEARN SMART WORLD” 2.3 The solutions were used to solve the problem 2.3.1 Requests of the teacher Teachers naturally play a key role in determining the success of this process because they are the instructors, guide the way, and manage, supervise the process of progress and test the results In particular, in my opinion, the teacher should ensure the following aspects: - Having solid knowledge of writing skills in general and paragraphs in particular This is reflected in the teacher's understanding of this skill, the ability to apply effectively, in addition to the understanding of socio-cultural knowledge, especially British-American culture, ability to think in the style of writing in English - Having strong pedagogical skills, the ability to impart easy to understand, simple, know how to apply many approaches when imparting knowledge to students, especially the ability to manage and control learning activities of students born - Be active in writing patterns, modeling articles, leading students to thinking methods Especially, we have to mention the ability to check and evaluate the results of students after assigning jobs Normally, this process requires teachers to invest a lot of time when they have to read each sentence, each article of each student, then edit, explain, comment In general, when teaching writing, one of the requirements On this side of the teacher is perseverance, perseverance to read all of the student's lesson, perseverance to continue the process, not surrender when the student is too slow to progress 2.3.2 Requests of the students Writing a paragraph in the form of essay is considered to be a form of essay that helps to comprehensively assess the level and ability of the learner, and therefore can be seen to well this form requires a lot of things for students: - Grammar: students need to have a relatively complete knowledge of grammar, familiar with basic grammar topics like tenses, Present simple ,Future simple,Present continuous , conditional sentences, Modal verbs , prepositions, articles, conjunctions, some grammatical structures, common clauses In the case of students losing their roots, not grasping the basic grammar knowledge, it will take a lot of time in teaching ants new knowledge of writing skills while strengthening grammar knowledge - Vocabulary: students need to have a certain vocabulary about general topics, knowledge of word types, word structure, basic sentence structure This amount of vocabulary will be a source of capital for students to use in their writing process, of course, the amount of how much it depends will be on each student, for students who know too little vocabulary, it will be difficult multiplied many times 2.3.3 Social understanding and skills: A good writing student needs good social understanding, even called living capital These social knowledge help students know the right direction when writing, know how to create the information needed to document the article Besides, students will know how to express independent thinking, standard attitude, respect for cultural and legal values, respect the community when putting information into the article For example in Unit writing page 53 -Unit Community Services Lesson - writing : “Use the notes to write a paragraph about the World Wide Fund for Nature (WWF)”, of course, students will have to use their personal knowledge to make ideas Ideally feasible and feasible: There are too many problems about pollution of environment around us , we must protect wildlife and the environment , we make sure everyone has enough food and we we should reduce food waste , take part in events and donate money … In addition, students need to have a little skill capital for writing sentence style sentences, avoiding sentences in the style of "Vietnamized" because it is inferred by translating "word by word" into Vietnamese 2.3.4 Methods of writing a paragraph in english at secondary school To write a paragraph, first, you need to understand the lay out and arrangement of details in a paragraph and not "think how to write" like some students often 2.3.5 Structures and implementation of a paragraph written in English A paragraph is a series of sentences that develop, support, and prove an idea; and this is usually the topic sentence of the paragraph The remaining sentences develop, explain and illustrate this topic sentence (supporting sentences).The concluding sentence, the sentence that usually ends at the end of the paragraph, is the sentence that summarizes the main idea of that paragraph by other A Topic sentences Topic sentences are usually the first sentence in each paragraph, and are sentences: Tell the subject of a paragraph The most general in the paragraph Limit the topic to one or more controlling ideas, which can be discussed within the context of a paragraph In other words, the rest of the paragraph explains, defines, clarifies, and illustrates these specific ideas In short, topic sentences usually have two main parts: the topic (topic) and the sub topic (controlling ideas) Topic sentence Introduce the topic in the paragraph Be the most general sentence in the paragraph Contains * Controlling ideas that the following sentences in the paragraph will explain/ define/ clarify/ illustrate * A controlling idea is a word or phrase that the reader can ask questions about: How? Why? In what ways? What does that mean? Read the examples of the following topic sentences, and explanations and questions in italics for further understanding It is very exciting to be in a foreign country Topic: Your vacation abroad Controlling ideas: which place you visit , your idea on your trip Why? In what ways? There are several funny superstitions in my country about how homes might be like Topic: homes in the future Controlling ideas: there are smart homes What are they? How minght they change ? So sentences with the following characteristics are often not the subject sentences of a paragraph B Supporting sentences Notice that the sentence develops supporting sentences that demonstrate the topic sentence Therefore, they provide more detailed information, and explain, or illustrate by examples or facts, statistics or quotations or personal experience Supporting sentences • develops the topic sentence by giving - reasons - examples - facts - statistics - quotations However, each sentence that proves the topic sentence must focus on developing that topic only In other words, the paragraph must be unity In addition, the paragraph must be easy to read and understand Sentences that develop a topic sentence must be logically written, and must be linked together by appropriate linking words For example: and, but, so John dances, and sings an English song (John dances, and sings a song.) He can speak French, but he can't write it well (He may speak French, but he cannot write well.) He wasn’t feeling well, so the teacher sent him home early (He's not feeling well, so the teacher let him go home early; * And, but, so cannot be used to start a sentence, but must use other linking words And  in addition, furthermore, also But  however, on the other hand, So  therefore, as a result C Concluding sentence Concluding statements often summarize the main points of a paragraph, or otherwise rephrase the topic sentence of the paragraph, or indicate your opinion / comment on the topic and usually begin with the transition words continue as in summary, in conclusion, in short,,,, The concluding sentence Signals the end of the paragraph Summarizes the main points of the paragraph/ restates the topic sentence without copying exactly Gives a final comment on the topic 2.3.6 The structure of a paragraph can be summarized as follows: A PARAGRAPH • Topic sentence (Main idea) - Supporting sentence reasons, examples, facts, statistics, - Supporting sentence reasons, examples, facts, statistics, - Supporting sentence reasons, examples, facts, statistics, • Concluding sentence (Restatement of the topic sentence / summary of the main points) 2.3.7 Some genres of writing a paragraph in English Describing people 1.1 Physical characteristics - General appearance: pretty, beautiful, charming, good- looking, handsome, tall , short , big , fat , thin … - Face: thin, long, angular, round, plump,… - Nose: big , small - Eyes: small, round, large, narrow, blue,… - Complexion: dark, smooth, fair, pale, rough,… - Hair: long, straight, curly, wavy, blonde, light/ dark brown, - Height: tall, short, small, be of medium/average height,… Hair 10 11 Example : Picture : long , brown , straight The girl has long straight brown hair Eyes 12 PicIture : She has big black eyes Describing appearance …………… - …………… …………… - …………… …………… - …………… Example : Picture : Tall and short This boy is tall but this girl is short 1.2 Character - Friendly, selfish , helpful ,caring, punctual, cheerful, tolerant, independent, shy, confident, sociable, honest, smart, sensitive, humorous, lazy, strict, … Note: When describing people, we should not describe discrete characteristics but must know how to combine Write the sentence long enough, and use the matching words to connect - She is a tall, slim woman with a pale complexion, fair hair, and brown eyes - Jimmy has a long face, which makes him look slightly miserable all the time Describing personality Questions: What is she / he like ? Example : This is Peter He is funny and generous This is Mary She is hard-working 10 11 12 * Linking words: - The same idea: also, besides, and,so, in addition, and, as well, as well as,… - Contrast: but, although, despite, in spite of, however,… Write the suitable word for each picture -Students use the adjectives describing the appearance and character which they have learn -Base on the questions and outlines about your friend such as : height , appearance , what she / he is wearing or what she / he doing You write a paragraph about your close friend -Teacher guides students to in pairs to identify their close friend and give some information about their friend - Answer some questions : What does she / he look like ? What is she / he wearing ? Does she / he have …………….? Is her/ his hair / face / ……….? Example : Her name/ his name is ……… , she / he has long / short / black / brown hair She has an oval face or around face … She / he is wearing a T-shirt / striped shirt / blue shirt … -Character : What is she/ he like ? Is she / he selfish / helpful / generous ……….? -Activities in her / his free time : What does she / he in her / his freetime ? Is she / he good at ………… ? -Students write outline on paper then complete their writing 10 OUTLINE Introduction - Who this person is, his/her relationship to you, and why you choose him or her - Your overall impression about this person Body Paragraph Describing his/her appearance (physical characteristics) (His/her face, age, height, build, hair, clothes…) Paragraph Describing his/her character Paragraph Describing his/her hobbies/interests Conclusion What you feel about this person Ex: Write a paragraph (80 100 words) about your best friend ((Unit 3lesson 3: writing3 , ) At school I have a lot of friends but my close friend is Nam Nam is tall and handsome He is the same age as me He is my classmate His house is near my house Nam is very friendly and helpful He often helps me with difficult problem whenever I need Nam studies very well He always gets good marks.Nam is not only a good boy at school but also a good son in his family He usually does chores to help his mother He is loved very much by his teachers, parents, and friends They are always proud of him Nam is in deed my close friend I like him very much, I hope my friendship lasts forever Descibing places/ Buildings/rooms 2.1 Introduction: name/ location/ population of the place, reason for choosing the place + Factual information such as age, size, colour, material, etc Eg: The temple, with 10-meter tall marble columns, was built in 800BC + Details relating to the senses (sight, hearing, smell, touch, taste) to suggest mood and atmosphere Eg: Visitors' footsteps on the wom stone floors echo through the cool, dark corridors, disturbing the tranquil silence 2.2 Main body: general features and particular details + Place: surroundings, sights, facilities, free-time activities + Building: surroundings, detailed description of exterior/ interior 2.3 Conclusion: Comments/ feelings or a recommendation * Notice: - Each aspect of the description should be presented in a separate paragraph beginning with a clear topic sentence - Present tenses are normal used when describing a place for a tourist brochure or a magazine article 11 - Past tenses are normal used when describing a visit to a place/building - First conditionals(will) can be used when you describe your ideal city/house,etc Eg: If the weather is bad , I will watch a ballet at La Scala Opera House - When we give factual information about a place or building this is normally given using Present tenses Eg: My uncle usually flies to Thailand * Expressing Impression & Reactions - You can express positive impressions of a place/ a movie / a statement by: + using a variety of adjectives such as:beautiful , delightedful, amazing, picturesque, etc + using a variety of present : interesting , amazing ,surprising, exciting , ect Eg : What a great movie ! + Using a variety of nouns in expressions such as: to my amazement/ astonishment/ delight/ surprise/etc Eg: To my delight, the place had kept its character - You can express negative impressions of a place by: + Using a variety of adjectives such as: boring , awful , bad , terrible Eg: This drama was terrible Don’t watch this movie ! +using a variety of nouns in expressions such as: to lke / love vey much , be interested in / be fond of / be keen on … I am interested in watching an action movie * Useful language: Explaining Impression: + Using a veriety of adjectives : funny , great , fantastic , wonderful Eg: I thinkthe detective movie is fantastic * Making comparisons: To compare places or building you can use - S1 + be(not) + as +adj + as + S2 Eg : My house is as big as hers - S1 + be different from S2 Eg: Astronauts’ lives are diffent from people ‘s life on Earth Singapore is very different from Kaula Lumper - The same as/ like / The similar to Eg : Life in space is not the same as life on Earth + Comparative : S1 + be + short adj + er than S2 S1 + be + more + long adj + than + S2 Eg : Eating in Kuala Lumper is cheaper than in Singapore Tranportation in Singapore is more comfortable and modern than in Malaysia Eg: The further south you travel, the warmer it becomes +Super comparatives : S + be the + Short adj +est + Noun S + be the most + long adj + Noun Eg : Singapore is the cleanest country in Asia Life in the country is the most peaceful 12 “Write a paragraph (50-60 words) about your hometownUnit –Leson – period (PAGE 13) - Teacher uses the table in the book, has students fill in the table with their own information My hometown What / name / My hometown town? is………………………… Where / hometown? Is / town / city? What / famous for? What / weather like? What / like about it? Option 1: Writing & Speaking Teacher shows a table on the screen, explains how to with it Teacher asks a student as modeling Have students work in groups, discuss about the food in their country Students fill in the table with the information Seoul Where it is In South Korea, ………… Weather Famous for Interesting facts Students show their result to class (individually) Teacher checks and gives feedback 13 Option 2: Writing Students look at the information in the table and make full sentences about Seoul Teacher may show pictures (or clip) to illustrate the speaking Write a paragraph (100- 120 words) about homes of the future Peter White has an idea of a new type of house for the future The house will have new technology which will help it save a lot of energy Firstly, a control panel will be the brain of the house You can set the temperature, and the windows will close automatically when it's hot outside Secondly, hot shower is usually a great start to the day, but this will be no normal shower It will use rain water collected from the roof and heated by solar energy, or heat from the sun Thirdly, the house will be a self-cleaning house When you go are not at home, a system will recognize which place needs to be cleaned and the cleaning This house will be built and sold for those who are caring about the environment Describing festivals/ events/ ceremonies: 3.1 Introduction: Set the scene (name,time/date, place of event, reason(s) for celebrating) 3.2 Main body: Preparations(decorations, rehearse,etc.) Description of actual event (costumes, food, atmosphere, activities,etc.) 3.3 Conclusion: feelings, comments, thoughts * Notice: When you describe annual events(a celebration/festival which takes place every year), present tenses are used and the style is formal However, when giving a personal account of an event which you witnessed or took part in, past tenses are used and the style may be less formal The passive is frequently used to describe preparations/ activities which take place Eg: Pumpkins are carved and placed in windows and costumes are designed Talk about activities in the festival you like best You should talk about: + name of the festival + where and when you join the festival + what activities you did in the festival + why you like these festival activities + what these activities can help you (study, relationship, life, ) 14 Ex: Write similar messagesabout The Mid –Autumn Festival (50-60 words) to report festival you join recently (Unit 4- lesson page 37: writingb, English I –learn Smart World) In Vietnam, Mid-Autumn Festival is a great celebration for children It falls on the 15th of the eighth lunar month, but preparation starts a few weeks before that: teenagers learn to make beautiful lanterns On the day, adults prepare fruits and cakes for children The best part of the celebration is in the evening Children walk around their neighborhood with their lanterns before enjoying the food together Narratives: 4.1 Introduction: Set the scene (Who/what/when/where) Sets the scene (place, time, character(s), etc.), creates an intersting mood/ atmosphere to make the reader want to continue reading, and/or begins dramatically to capture the reader's attention 4.2 Main body: Develope the story (Describe incidents leading up to the main events and the event itself in detail Describe people/ place/ emotions/ actions/etc) 4.3 Conclusion: End the story (complete the plot; describe feelings/ reactions; explain the conspuences) * Notice: - Before writing, you must first think of a suitable story outline, the you should decide on a detail plot, including how the story will begin, who the characters will be, where the story will happen, the events in the order you will present them, and how the story will end - The sequence of events is important: before, after, then, in the evening, later, in the end, until, while, during, finally, etc * Techniques for beginning or ending stories: - You can start your story by: 15 + describing the weather, place, people, etc, using senses + asking a rhetorical question + creating mystery or suspense + referring to feelings or moods + addressing the reader directly - You can end your story by + referring to feelings or moods + describing people's reactions to the events developed in the main body + creating mystery or suspense + asking a rhetorical question * Present tenses and time words: - Present habits are not described using Present Continuous In stead, use Present Simple with an appropriate adverb of frequency Eg: My house is near the school , so I always walk to school everyday I am never late for school (Adverbs of frequency: always, usually, frequently,often, sometimes, occasionally, seldom,rarely, never) - Present continuous: Eg: I am watching TV while he is trying to phone/when there is a knock on the door/ at o'clock today Time words/phrases: at the same time , at this / that time , at the moment , at present , now , right now - Future Simple Eg: In the future people will live in megacities Time words/phrases:tomorrow , next week / month / year , soon , later , in the future , I think / believe / guess / hope / - Inversion: Modal Verbs + Some words, especially adverbs of frequency and time words/phrasals, are followed by inversion when they are used at the beginning of a sentence _ Can / can’t / should / shouldn’t / must / mustn’t _ Need / want / would like + TO +V _ Like / enjoy / prefer + V-Ing _ Be interested in / be fond of / be keen on ……… 16 Viet Nam is famous for many delicious kinds of food such as spring rolls, seafood, Pho and Che as well Of all, I like Pho the most Pho is a Vietnamese noodle soup, usually served with beef or chicken The soup includes noodles made from rice and is often served with Vietnamese basil, mint leaves, lime, and bean sprouts that are added to the soup by the person who is dining Vietnamese people love Pho and so foreigners I think Pho in a restaurant is more delicious than that at home because it has a special smell 2.4 The effect of initiative experience for education activities, with myself the colleagues and the school The experience initiative is designed to identify and analyze some common errors for elementary school students while learning the writing a paragraph skills, as well as providing some effective remedies for teachers in teaching writing a paragraph skills… This result is verified by passing the test in the most recent instructional text in the section Write a text message about Christmas using the given information - one of the biggest traditional holidays in the UK - families get together - give gifts and cards to family members and friends - have a special meal - play games after the meal Hi, Ben Are you having a good holiday? Let me tell you about Christmas ……………………………………………………………… ……………………………… ……………………………………………………………… …………………………… ……………………………………………………………… ……………………………… ……………………………………………………………… ……………………………… 17 ……………………………… ……………………………………………………………… ……………………………… See you Hi, Ben Are you having a good holiday? Let me tell you about Christmas It's one of the biggest traditional holidays in the UK Families get together and they give gifts and card We give them to our friends, too We have a special meal After the meal we have games I'm having a great time! See you The results are shown in the following table: Poor Weak Average Quite good Exccelent Number 0-