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CHAPTER - INTRODUCTION 1.1 Rationale When people first begin to learn a language, they often get frustrated with the introduction of several terms that can be substituted for the same word As you become more fluent, however, you realize that the slight difference in meaning between these words can make all the difference in the world in your sentences If you want to use more nuance or be more precise in your language choices, you need synonyms and antonyms Synonyms are words with the same or similar meanings According to James Champlin Fernald (2009): “Synonym is a suggestion which they would not gain from any precision of separate definitions in a dictionary.” For example: ‘joyful’ is a synonym for ‘happy’ Words with opposite meanings are called antonyms For example: 'miserable' is an antonym of happy Context clues are hints that an author gives to help define a difficult or unusual word within a book The clue may appear within the same sentence as the word to which it refers or it may follow in the next sentence Because most of our vocabulary 1s gained through reading, it is important that we are able to recognize and take advantage of context clues Most learners therefore expect to speak the language fast when they join a course or hire a teacher As teachers, however, we know that, being a productive skill, speaking will have to come development after listening in the process of the students’ linguistic The same goes for writing: it needs to follow reading Receptive skills (listening and reading) precede productive skills (speaking and writing) This is an absolute law that emulates the acquisition of the native language ontext clues are hints of mformation that help us figure out the meaning of unfamiliar words Context clues are the words and sentences that surround a word and help explain the word’s meaning Context clues are hugely important because their comprehension and effective usage leads to academic success They can increase the child’s vocabulary, reading comprehension, and make children better readers I am always looking for more materials to teach children how to interpret context clues which is why I was very excited when got the opportunity to review Carrie’s of Carrie’s Speech Corner: “Out of This World! Context Clues This alien themed 21 page packet was created by Carrie to help students learn to use context clues by figuring out the meaning of nonsense words Sometimes you won’t understand every word in a reading passage One thing you can to figure out new words is to use context clues Good readers use context clues to help them understand the meaning of an unfamiliar and/or challenging word So often, students are told to figure out what a word means based on its word parts or on surrounding context clues, but if they don’t have the understanding of what a context clue is, that is a difficult task context clues We have been exploring strategies to help us use When students can effectively use context clues strategies to navigate a text, they will increase their vocabulary, activate prior knowledge, and improve reading comprehension and fluency There are four common types of context clues strategies we are investigating The first is definition/explanation clues In this strategy, the unknown word is defined The word’s meaning is explained in the sentence A second strategy is using restatement or a synonym to give a clue as to the meaning of the unknown word used in the sentence that has similar meaning A word or phrase is Often, authors use antonyms as clues to a word’s meaning The meaning of the work 1s clarified by a work or phrase with opposite Finally, meaning students understand the meaning of the word can use their schema and inference skills to By labeling the context clues according to their specific type, rather than simply saying they are “clues,” students who are confused by generalities have a more concrete method and can look more easily for restatements, contrasts, inferences, and so on 1.2 Aims and Objectives The paper aims at investigating features of the topic based games in English 12 textbook and their usefulnesses in teaching English as the second language in order to have a good insight into the given basic topics and from which to develop students’ language skills and acedemic knowledge To reach the aim, the objectives of the writing are as follows: - To describe the importance and features of Context Clue in English learning and language knowledge acquisition - To find out the kinds of Context Clues that are used to find out the meaning of the words before deciding to choose their closest or opposite meaning - To identify common difficulties the students encounter in experiencing Context Clue application for English language improvement and acedemic Vocabulary enrichment 1.3 The research question The paper aims at finding the answers to the following research questions: - How Context Clues related to the exercise given in GCSE English Tests affect students’ tutoring engagement and desire to gain the result? - What can learners get from those interesting application? - What difficulties learners have in experiencing Context Clue application? 1.4 Significance of the study - Theoretically, this writing can help the language researchers and learners understand more the use of Context clues in solving the exercise of finding the closest or Opposite meaning in GCSE English Tests The result of the study could partly lay the foundation for the next creations relating to other topic based activities relating to teaching orientations made by language teaching performers - Practically, the result of the study could be used in the teaching and learning of English language at high schools As for teachers, this study will be a good reference of the use and importance of Context clues in solving the exercise of finding the closest or opposite meaning in GCSE English Tests, especially in teaching language process As for students, they will have greater insights into the exercise with a greater deal of vocabulary and related knowledge in the situations suggested Moreover, the paper’s goal is also designed to help students improve academic competence; develop language skill and imagination through concrete situations designed 1.5 To The methodology provide theoretical foundation for the innovative approach on Context clue acquisition and applying it to solving the exercise of finding the closest or opposite meaning in GCSE English Tests This section focuses on research in areas: Theoritical basis on topic based language learning and description of Context clues in solving the exercise of finding the closest or opposite meaning in GCSE English Tests CHAPTER IT —- LITERATURE REVIEW 2.1 The theoretical basis 2.1.1 Context Clue Definition Context clues are hints to help readers understand unfamiliar words The hints may be within the sentence, paragraph, or passage By utilizing context clues, students gain a better understanding of the writing Context clues are basically the hints for specific content — to understand the meaning of the content that is hidden in the plain yet twisted text Context clues can be used to explain a passage, paragraph, or individual statements With the help of context clues, we can essential information about the phrases or words that are used in the content This directly or indirectly helps the reader to understand the meaning of the paragraph Moreover, the context clues provide insights into the specific portion of the text that is generally difficult to understand Sometimes even the title of a piece or the illustrations that come with it offers context clues, as well These clues are really beneficial in learning the meaning of unfamiliar words in a unique way 2.1.2 Vocabulary in Context Understanding why and how to teach vocabulary in context has been a skill I’m still learning to master One of the main challenges of teaching reading is knowing whether your students are comprehending the text Often times, we sit as students read effortlessly and fluently a reading passage We smile as they decode multisyllabic words with little hesitation Then we look up from our clipboards and ask, “Ok, now tell me what that was about.” Comprehension and fluency need to be looked at with completely different lenses In fact, a student’s reading level may significantly drop when linked directly with comprehension So what is the problem when students are decoding with ease but not comprehending? Vocabulary instruction needs to be explicitly taught at all grade levels We want to teach the decoding and we want students to read effortlessly But if they are not understanding the words they are reading, what is the true point of our instruction? Being an ESL teacher, I have made it a point to be sure I am incorporating vocabulary instruction into my daily lessons What I have found over the years is these five things work to help build vocabulary no matter what grade level, or level of instruction CHAPTER CLUES TO CLOSEST HI — DESCRIPTION HELP AND STUDENTS OPPOSITE OF DIFFERENT ADDRESS MEANING THE OF TYPES OF EXERCISE WORDS IN CONTEXT OF GCSE FINDING ENGLISH TESTS “Words in Context” subscore measures the understanding of the meaning and use of words and phrases in the context of a sentence in GCSE English Tests 3.1 Participants There were a total of 36 students taking part in the survey in order to find out the result Of those 36 students, it 1s often observed that the attrition is more or less impacted by low achieved students who generally have low motivation in completing the exercise This bias often affects the results of the study as well—higher post (or delayed) test scores in one condition might be simply due to the exclusion of lower motivated students who analysis, because dropped from the study the number of students who This could be troublesome took the delayed test was in our different between the two conditions In our study, however, there were no notable condition differences on scores among those 19 students who did not take the delayed-test, suggesting that we can safely eliminate the potential threat of the motivation bias as a cause of the condition difference in delayed-test scores (if any) The expected rating after getting the test result is also delivered to students When receiving the exercise, students will classify the types of the exercise related to the theory and properly apply in different contexts Math has different formulas to solve equations Additionally, there are often multiple ways to complete a science experiment Similarly, there are numerous types of context clues to understand an unfamiliar term Thankfully, this means that students can apply different techniques to improve their understanding 3.2 Context Definition To better understand the meaning of the word context, let’s look at the meaning of its parts: “con-” and “text.” Con- This prefix means “with” or “together” Text means reading material When combined with each other, and text make a pretty important and powerful word that could be defined like this: Context means the surrounding circumstances, ideas and words woven together to form the setting or background for an event, statement, or idea Context is the connection of the words or ideas expressed before and after It provides readers with the information they need to fully understand, evaluate or interpret the ideas in the passage 3.3 Context Clues Context clues are hints that an author gives to help define a difficult or unusual word within a book The clue may appear within the same sentence as the word to which it refers or it may follow in the next sentence Because most of our vocabulary 1s gained through reading, it is important that we are able to recognize and take advantage of context clues In reading and listening, a context clue is a form of information (such as a definition, synonym, antonym, or example) that appears near a word or phrase and offers direct or indirect suggestions about its meaning Context although they clues are more are sometimes commonly found found in nonfiction texts than in fiction, in children's literature, often with the goal of building readers' vocabulary Words can have multiple meanings, so being able to infer the correct definition from context is a valuable reading comprehension skill 3.3.1 Different Types of Context Clues Questions in the Words in Context category ask you to consider both the meanings and roles of words and phrases as they are used in particular passages You'll also be asked to think about how to make language use more effective These questions focus on the following skills: 3.3.2.1 Definition The author provides a direct (explicit) definition of an unknown word in the sentence The signal words are “Is, are Is /are called Is / are known as Is defined as Means, Refers to” - Martha is a curator, a person who is responsible for looking after a museum’s collection - Archeology is the scientific study of prehistoric cultures by excavation of their remains 3.3.2.2 Synonym or Restatement Entomology is the study of insects The author uses a word having the same or nearly the same meaning as another word or other words in a sentence The signal words are “Commas , Semicolon ; Dashes - Parenthesis ( ) Sometimes signal words or, that is, or in other words are used For example: - Carnivores, that is, meat eaters, are the top of the food chain - My best friend squandered all his money; his drinking and gambling wasted all his earnings - After seeing the picture of the starving children, we all felt compassion or pity for their suffering - After atime, glaciers, or slowly moving rivers of ice, formed over many parts of the Earth 3.3.2.3 Antonym or Contrast The author uses another word or phrase that means the opposite of an unfamiliar word Words used are: But, however, although, otherwise, unless, instead of, on the contrary, on the other hand, while, unlike For example: - Mike’s parrot was loquacious, but Maria’s said very little - The gentleman was portly, but his wife was thin - While Luis is hardworking, his indolent brother spends most of the time watching TV or sitting around with friends 3.3.2.4 Comparison In comparison clues, the author uses words and phrases that have the same or similar meaning as an unfamiliar word Words used are: like, as, similar to, in the same way, likewise, resembling, too, also For example: - My brother is enthralled by birds similar to the way that I am fascinated by insects - The stench of the old shoes was like the smell of garbage 3.3.2.5 Example/ Explanation The author provides examples or additional explanations or summaries to help you understand an unfamiliar word The word 1s cleared up by giving an example For example / For instance/ Including/ Such as/ Specifically/ To illustrate For example: - The archeologist found different amulets, such as a rabbit’s foot and bags of herb - Paula was suspended from school because of several infractions of the rules, including smoking in the bathroom and dressing improperly - Celestial bodies, such as the sun, moon, and stars, are governed by predictable laws 3.3.2.6 Cause and Effect The meaning of an unknown word depends on the cause/effect relationship with other words in the text As aresult/ Accordingly/ Because, Since/ Consequently / For this reason/ Hence, if then For example: - Simce no one came to the first meeting, attendance for the second one is mandatory for all staff - Because the conflagration was aided by wind, it was so destructive that every building in the area 3.3.2.7 List or Series The unfamiliar word is included in a series of related words that give an idea of the word’s meaning Look for a list of words For example: - North American predators include grizzly bears, pumas, wolves, and foxes - The debris in the stadium stands included numerous paper cups, ticket stubs, sandwich wrappings, and cigarette butts 3.3.2.8 Inference or General Context The meaning of an unfamiliar word can be inferred (guessed) from the description of a situation The author provides non-specific clues, often spread over the sentence or number of sentences Look for clues over several words or sentences For example: - The monkey’s vociferous chatter made me wish I had earplugs - Katie’s belligerence surprised everyone She threw her book across the room, 3.4 The exercise used Context clue analysis Question The children were full of beans today, looking forward to their field trip A eating a lot B hyperactive C melancholy D lively and in high spirits Question When the protestor entered the meeting clad only in a beach tower, the audience was dumbfounded A speechless B excited C content D applauding Question She is always diplomatic when she deals with angry students A strict B outspoken C tactful D firm Question We had to list the chronology of events in World War II on our test A time sequence _ B discrepancy C catastrophe D disaster Question The team wasn’t playing well, so the coach took the bull by the horns and sacked severalsenior players A made the right decision B made the wrong decision C made a bold decision D made a final decision Question It is such a prestigious university that only excellent students are entitled to a full scholarship each year A have the right to refuse B are given the right to C are refused the right to D have the obligation to Question The way the care-taker treated those little children was deplorable She must be punished for what she did A respectable B unacceptable C mischievous D satisfactory Question Talking about your feeling can help you get clear about what you feel A control B banish C get rid of D figure out Question The government has launched a new road safety campaign in an attempt to reduce the number of road accidents A to try to B to aim to C to intend to D to plan to Question 10 A number of programs have been initiated to provide food and shelter for the underprivileged in the remote areas of the country A rich citizens B active members C.poorinhabitants D enthusiastic people Question 11 I can't believe what a narrow escape it was when the car went off the road and passed within a few feet of us A lost cause B first-rate C close call D takeaway Question 12 Because she was a few minutes late, she walked quietly into class and sat in the back of the room A rambled Question accused 13 TV B tiptoed commercials that C stumbled sell household D crawled products have often been of reinforcing stereotypes of societal roles A strengthening _B modifying C contrasting D exposing Question 14 Her style of dress accentuated her extreme slenderness A betrayed B emphasized C revealed D disfigured Question 15 He was attentive as Betsy and I talked about our charity concert to help the victims of the recent floods A perceptive B indifferent C interested D negligent Question 16 My father hit the roof when he found out that I’d damaged the car A was over the moon B burst with anger C went with the flow D kept his shirt on Question 17 Many organizations have been involved in drawing up the report on environmental campaigns A concerned about B confined in Question C enquired about 18 His girlfriend’s behavior at the party was —_—D engaged in unacceptable, which made everyone there shocked A out of practice _B out of line C out of the habit D out ofsight Question 19 Please stop making that noise! It really gets on my nerves A.cheersmeup PB wakes me up C amuses me D annoys me Question 20 Denise has been burning the midnight oil trying to finish this report, so I reckon she is exhausted now A making every attempt possible B exercising regularly to keep fit € staying up working late at night D having lots of food late at night Explanation: Question D Giải thích: full of beans: hăng hái, sơi nỗi, đầy lượng eating a lot: ăn nhiêu hyperactive: mức hiểu động (trẻ em) melancholy: u sâu, đau buôn lively and in high spirits: nang nỗ lượng => full of beans = lively and in high spirits Tạm dịch: Hôm lũ trẻ hăng hái, vô mong đợi chuyên thực địa Đáp án: D Question A 10 Giải thích: dumbfounded (a): im lặng, câm lặng speechless (a): câm lặng excited (a): thích thú contented (a): băng lịng applauding (a): tân dương => dumbfounded = speechless Tạm dịch: Khi kẻ chống đối bước vào họp với khăn tắm, khán giả câm lặng điếng người Dap an: A Giai thich: diplomatic (a): quang giao, hoa nha strict (a): nghiém khac outspoken (a): thang than tactful (a): lich thiép firm (a): chic chan => diplomatic = tactful Tạm dịch: Cô ln hịa nhã xử lý học sinh nồi nóng SWragcHew: QR PREOSCSSSES 42 SSL A OAR Giai thich: chronology (n): nién dai time sequence (n): chuỗi thời gian điscrepancy (n): tương phản catastrophe (n): thảm họa đisaster (n): tai họa => chronology = time sequence Tạm dịch: Chúng phải liệt kê chuỗi thời gian kiện chiến tranh Thế giới thứ kiểm tra Giải thích: take the bull by the horns: dũng cảm giải điều make the right decision: dua quyét dinh dung make the wrong decision: dua quyét định sai make a bold decision : đũng cảm đưa định make a final decision: dua quyét dinh cuéi cing => took the bull by the horns = made a bold decision Tạm dịch: Đội chơi khơng tốt, huấn luyện viên dũng cảm đưa định loại bỏ số cầu thủ cao cấp án: C Ssenes CLSMES TOTS O ‘shed S Saxe wats Đáp Giai thich: are entitled to: có quyên với have the right to refuse: có quyền từ chối are given the right to: duoc cho quyén VỚI are refused the right to: bị từ chối quyền với 11 have the obligation to: có nghĩa vụ => are entitled to = are given the right to Tạm dịch: Đây trường đại học có uy tín mà có sinh viên xt săc hưởng học bơng tồn phân mơi năm ŸWggeefievss SUES Be Đ kì TẾ §8 ¿, šề Đ iải thích: deplorable (adj): tồi tệ, khơng thể chấp nhận respectable (adj): đáng kính trọng unacceptable (adj): khơng thể chấp nhận mischievous (adj): tinh nghich satisfactory cau (adj): thoa man, dat yéu => unacceptable = deplorable Tạm dịch: Cách mà người bảo mẫu đối xử với đứa trẻ khơng thê chấp nhận Cơ phải bị trừng phạt làm Giải thích: get clear: hiểu rõ ràng control (v): điều khiển banish (v): trục xuất get rid of: thoát khỏi figure out: hiểu => figure out = get clear Tạm dịch: Nói cảm giác bạn giúp bạn hiểu rõ ban cảm thây Giải thích: attempt (n): nỗ lực try (v): c6 gang aim (v): v61 muc dich intend (v): du dinh plan (v): lên kế hoạch => try = In an attempt Tam dich: Chính phủ khởi động chiến dịch an toàn đường nhăm giảm số vụ tai nạn đường the underprivileged: người thiệt thòi quyên lợi rich citizens: nhttng céng dan giau có active members: thành viên động poor inhabitants: nhtmg cu dan ngheo enthusiastic people: người nhiệt tình => the underprivileged = poor inhabitants 12 => dap an C Tạm dịch: Một số chương trình khởi xướng để cung cấp thức ăn chỗ cho x wyagtecays SG seg § sầu Y Giải thích: narrow escape: mém chét, suyt chét lost cause: bo tay, hết hy vọng first-rate: hạng nhất, loại close call: thoát chết takeaway: cửa hàng bán thức ăn mang => narrow escape = close call Tạm dịch: Tôi tin thật chết xe chạy đường vượt chúng tơi cách có vài feet Lao v SEARS SRS RIES EM Beek Sewn Giai “aN fc thich: walk quietly (v): di nhe nhang ramble (v): dao choi, ngao du tiptoe (v): di nhon chan stumble (v): vấp ngã crawl (v): bò, trườn => walk quietly = tiptoe Tạm dịch: Bởi trễ vài phút, cô lặng lẽ bước vào lớp ngơi phía sau phịng „ WIL ‘oad Le ras ‘en? rn eae 1, C3 ⁄ Png! wed zz Đáp án: B Giải thích: reinforce (v): tăng cường; củng cố strengthen (v): củng cố; tăng cường modify (v): thay đổi, sửa đôi contrast (v): phan expose (v): phoi bay ra, dé 16 => reinforce = strengthen Tam dich: Các quảng cáo truyền hình bán sản phẩm gia dụng thường bị buộc tội làm tăng thêm khn mẫu vai trị xã hội kể KÃ Nhã Giai thich: accentuate (v): nhân mạnh, làm bật, nêu bật betray (v): tiết lộ, đề lộ emphasize (v): nhấn mạnh, làm bật reveal (v): đề lộ, bộc lộ, tiết lộ disfipgure (v): làm biến dạng, làm xâu xi di => accentuate = emphasize Tạm dịch: Phong cách ăn mặc cô làm nôi bật dáng mảnh mai 13 Giải thích: attentive (a): chăm chú, ân cần perceptive (a): sâu sắc; sáng suốt indifferent (a): tho ơ; lãnh đạm interested (a): 16 vé quan tam (chu y, thich tha) negligent (a): cau tha, chénh mang => attentive = interested Tạm dịch: Anh ây ý đến việc Betsy tơi nói chuyện buổi hịa nhạc từ thiện I2, vu” PIED / ae jd Gea wad wn og M4 watt oyal HIE, wR: để giúp đỡ nạn nhân lũ lụt gân Giải thích: hit the roof: tức giận over the moon: sung sướng, hạnh phúc burst with anger: tức giận go with the flow: thuận theo ý kién, hanh động người keep one's shirt on: không bình tĩnh, đừng hấp tấp => hit the roof = burst with anger Tạm dịch: Cha tức giận phát làm hỏng xe Giải thích: 1nvolve 1n (v): tham gia vào, liên quan tới concern about (v): quan tâm, lo lăng confine 1n (v): giới hạn enquire about (v): hỏi engage 1n (v): tham g1a vào => involve in = engage in Tạm dịch: Nhiêu tô chức tham gia vào việc soạn thảo báo cáo vê chiên dịch mơi Sesesetseayse f duestian 28, VN § 4N x y Giai thich: unacceptable (a): khong thé chap nhan out of practice: v6 lý, cách xa thực tế out of line: hành xử cách chấp nhận out of the habit: thói quen làm out of sight: xa mat cách lòng => unacceptable = out of line Tạm dịch: Hành vi bạn gái anh bữa tiệc chấp nhận được, khiến người bị sốc Giải thích: gets on someone nerves : chọc tức, làm phát cau A cheers me up : cô vũ B wakes me up : đánh thức dậy C amuses me : gây cười D annoys me : gây bực bội 14 => gets On my nerves = annoys me : gây bực bội Tạm dịch : Đừng gây tiếng ơn nữa! Nó thực làm tơi bực mình! Đáp án D Question 20 C Giai thich: burning the midnight oil: hoc hoac lam viéc muộn vào ban đêm making every attempt possible: thuc hién nỗ lực exercising regularly to keep fit: tap thé dục thường xuyên để giữ dáng staying up working late at night: thc khuya lam viéc having lots of food late at night: an nhiéu dé vao t6i muộn => burning the midnight oil = staying up working late at night Tam dich: Denise thức đêm để hoàn thành báo cáo, thê tơi đốn kiệt sức Dap an: C 15 CONCLUSION We found that introducing different types of Context clues to help students tackle with the exercise of finding Closest and Opposite meaning of words in GCSE English Tests is urgent activities in which students are supplied with proper orientation so that they can have better and faster way to make the best choice for the answers of the GCSE questions, resulting in an overall better English score in the tests As a major technological contribution of the current study, we have demonstrated that students can be used as a teachable agent with which students can learn procedural skills by being taught We also demonstrated that using a teachable agent allows the researcher to collect detailed process data that, when combined with outcome data, can help us understand better cognitive theories of learning by teaching We also identified issues of the exercise related to the topic and urgently find out the best ways of solving it The exercise relating to knowledge of finding closest and opposite meaning of words has been solved basing on using six main types of context clues Such studies can be run in real schools and these approaches have the potential to provide effective interventions The transformative theory of learning by teaching has yet to be thoroughly investigated, but we find great potential and opportunity in future work in this area 16
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