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SỞ GIÁO DỤC VÀ ĐÀO TẠO NGHỆ AN 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”[.]
SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HÓA TRƯỜNG THPT NÔNG CỐNG Tên đề tài sáng kiến kinh nghiệm: HELPING STUDENTS UNDERSTAND THE MEANING OF WORDS IN CONTEXT FOR “TIENG ANH 11” IN NONG CONG SCHOOL Môn: Tiếng Anh Tên tác giả: Vũ Ngọc Văn Tổ: Ngoại ngữ Số điện thoại: 0354548888 Năm học: 2018-2019 skkn TABLE OF CONTENTS PART I: INTRODUCTION PART II: ACTIVITIES PART III: CONCLUSION skkn PART I: INTRODUCTION 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 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 skkn 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 School skkn 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 friends acquaintance FRIENDSHIP mutual understanding qualities for true friendship give-and-take not suspicious loyal unselfish skkn 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? 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 you think were the causes of the fire? Question 2: How did she feel when she saw the fire? Question 3: Who you think she was the first person that she called when she saw the fire? Question 4: What did her mother to save her? Question 5: Was the fire a forgettable experience? skkn * The mind map terrified scream memorable experience her feeling A HOUSE CAUGHT FIRE protect her gas stove her mother causes of the fire help her to escape electricity problems skkn 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: On what occasions are parties held? What is the relationship between the people in the pictures? What are they doing? * The mind map a birthday party A PARTY celebrate a wedding anniversary silver anniversary golden anniversary skkn 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 you usually to prepare your birthday party? Question 2: What foods and drinks are often severed at your birthday party? Question 2: What activities you often have at your birthday party? * The mind map preparing the birthday cake with icing decorating the house putting flowers prepare for a birthday party prizes for winners inviting guests games A BIRTHDAY PARTY sing songs activities birthday cake fruits foods and drinks candies saying “ happy birthday to the host” cutting the birthday cakes into slices coke open presents wine skkn 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 American students as volunteers? Question 2: What are the words in the passage related to the word “ volunteer”? * Volunteer work: for the Working in hospitals, orphanages or homes aged * Volunteer (n): Helping disadvantaged children or handicapped children, give care and comfort to them 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? 10 skkn 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 you think the post office offers? Question 2: What you know about fax machine? Question 3: Who you work with when you go to the post office? * The mind map phone call & faxes mail and parcel service press distribution the post office staff services THE POST OFFICE courteou s ( helpful ) express ( very fast/ speedy)money transfer fax machine not lose its original shape send a document 20 skkn ... 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... 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. .. 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 In what ways were my activities carried out? In the school