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

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 COMPETITION
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
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
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
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
TET
activities
when
special things 
visit relatives
eating special foods
receiving lucky money
go to pagoda to pray
between 19th January and 20th 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?
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 
* The mind map
UNIT 9: THE POST OFFICE
A. READING
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
courteous 
( helpful)
C. LISTENING	
In this lesson, students were told to listen to some information about the development of Vietnam’s telephone system over the past few years. Then students were asked to answer the teacher’s questions to complete the “mind map”.
Question 1: How has Vietnam developed its telephone system over the past few years ?
Question 3: What do you know about the mobile phone system in Vietnam?
* The mind map
VIETNAM’S TELEPHONE SYSTEM OVER THE PAST FEW YEARS 
more than 2,000,000 suscribers
upgrade its telephone system 
almost communes have post offices
develop the rural network
the growth in the capacity of the mobile system
changing numbers from 6 to 7 digits in many provinces
UNIT 10: NATURE IN DANGER
A. READING
In this lesson, students were told that they would read a passage about THE NATURE IN DANGER. . Then students were asked to answer the teacher’s questions to complete the “mind map”.
Question : What have human beings done with the environment, animals and plants?
* The mind map
endangered species
NATURE IN DANGER
buildings and villages instead of forests
animals 
environment’s interference 
adding pollutants to it
killed 
extinct
plants
cutting down
flood and drought
B. SPEAKING
In this lesson, students were watched some pictures about some reasons why nature is threatened. Then students were asked to answer the teacher’s questions to complete the “mind map”.
* The mind map
THE REASONS WHY NATURE IS THREATENED
killed for fur, skin, and food
hunting or capturing animals for recreation and entertainment
using fertilizers and pesticides for cultivation
discharging chemicals pollutants
C. LISTENING
In this lesson, students were told to listen to the tape about National Parks in America . Then students were asked to answer the teacher’s questions to complete the “mind map”.
Question 1: What are the purposes of the National Parks?
Question 2: Can you list some reasons why National Parks are destroyed?
* The mind map
preserve the natural beauty of land
NATIONAL PARKS
contain a variety of scenic features 
pollution from vehicles
purposes
the reasons why National Parks are destroyed
animals are killed 
trees are cut down
devastating fires
	UNIT 11: SOURCES OF ENERGY
A. READING
In this lesson, students were told that they would read a passage about SOUCES OF ENERGY. Then students were asked to look at the pictures and answer the teacher’s questions to complete the “mind map”.
Question 1: What source of energy does each picture refer to?
Question 2: What is advantage and disadvantage of each picture?
* The mind map
SOURCES OF ENERGY
nuclear power
alternative 
dangerous
solar energy
available
clean and safe 
water power
alternative 
expensive 
wind power 
no wind, no energy
clean and safe
fossil fuels
limited 
exhausted in a relative short time
C. LISTENING
In this lesson, students were told to listen to the tape about natural environment . Then students were asked to answer the teacher’s questions to complete the “mind map”.
Question 1: What is natural environment? 
Question 2: How many groups are resources divided into?
* The mind map
the ecologists study their importance 
important ( vital)
the oceans
the air
non-renewable 
renewable 
divided into two groups 
the land 
the sun 
NATURAL RESOUCES 
UNIT 12: THE ASIAN GAMES 
A. READING
In this lesson, students were told that they would read a passage about THE ASIAN GAMES. Then students were asked to answer the teacher’s questions to complete the “mind map”.
Question 1: What is the purpose of the Asian Games?
Question 2: How have the Asian Games been through the history?
Question 3: How do Vietnamese athletes compete in different sports?
* The mind map
THE ASIAN GAMES 
purposes 
sports skill are tested 
friendship and solidarity
Asian Games through the history 
advancing in all aspects 
facilities developed 
Vietnamese athletes 
with great enthusiasm 
with great efforts 
C. LISTENING
In this lesson, students were told to listen to the tape about THE ASIAN GAME REPORT . Then students were asked to look at the pictures and answer the teacher’s questions to complete the “mind map”.
Question 1: What kind of sport in the third picture? What do we call the player in English ?
Question 2: What is it under the man’s back in the first picture? What is he going to do?
Question 3: What kind of sports in the second picture?
* The mind map
THE ASIAN GAMES REPORT
coming live 
picture 1
bar
is going to land 
picture 2
freestyle 
picture 3
gymnasium
gymnast
UNIT 13: HOBBIES
A. READING
In this lesson, students were told that they would read a passage about HOBBIES. 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 do people like doing in the picture 1?
Question 2: What do people like doing in the picture 2?
Question 3: What do people like doing in the picture 3?
Question 4: What do people like doing in the picture 4?
Question 5: What do people like doing in the picture 5?
Question 6: What do people like doing in the picture 6?
* The mind map
Do your hobbies keep you occupied? 
HOBBIES
collecting stamps
playing guitar
keeping fish
playing chess
swimming
Do you like accompanying people with your guitar?
very good ( accomplished ) guitarist
Is it a small ( modest) fish tank?
where do you collect stamps? ( from discarded envelopes) 
C.LISTENING
In this lesson, students were told to listen to the tape about a student talking about his hobbies ( reading books) and when she was small her parents used to read fairy tales to him . Then students were asked to answer the teacher’s questions.
 Question 1: Do you like fairy tales? 
Question 2: What do you learn from reading books? - How people lived bygone days.
- Wonders of the world.
- Gigantic fish in the sea.
 - Better equipped to cope with living.
 UNIT 15: SPACE CONQUEST
A. READING
In this lesson, students were told that they woul