Sáng kiến kinh nghiệm Combining teaching English idioms and writing skill by using contexts

Nội dung tóm tắt: Sáng kiến kinh nghiệm Combining teaching English idioms and writing skill by using contexts

1. Combining teaching English idioms and writing skill by using contexts CHAPTER 4: CONCLUSION 4.1. Conclusions Since it is vital for learners to learn English idioms in order to master English, it is important for teachers to design various activities for students to use with English idioms and subsequently acquire them efficiently. Moreover, students learn better when they are provided with collaborative activities because they can interact with peers and share the fun in learning. Within this study, when teachers integrate reading and writing activities together in teaching English idioms, students can be involved in the application of English idioms in the skills. Thus, it is effective to teach learners English idioms when they are provided with various activities to practice and utilize English idioms in contexts. 4.2. Suggestions. In order to improve the quality and efficiency of applying context-based teaching method in combining teaching idioms and writing skill, at this initiative, I would like to propose some of the following recommendations: On the teachers’ side: There must always be a sense of cultivating knowledge and creativity in teaching. Teachers should be responsible for encouraging students to discover the meaning of English idioms in contexts and create chances for learners to apply the figurative language in different skills. To do this effectively, teachers have to regularly refer to documents, read books and seek from the Internet resources to enlarge their knowledge of idioms and collect or create suitable contexts so that they can develop their competence in teaching and assessing students. On the students’ side: students need to be bold and proactive in the lesson that context-based teaching techniques are applied. Regularly practice English writing skill in which suitable English idioms are included in to gain both goals – keeping idioms in mind and developing writing skill. On the side of the school: it is important to emphasize that the fact of having supporting materials in place would help teachers to introduce idioms in the class frequently in different skills such as speaking and writing. Therefore, providing teachers with upgraded books on teaching idioms and English skills is really necessary. On the side of Nghe An Department of Education and Training: it is necessary to open more training and retraining classes on positive teaching methodology in order to help teachers revise teaching methods and have good opportunities to learn teaching experience from many other colleagues. Above are some of my ideas to get the objectives, to help the students unfold in the classroom through written communication, to make students be interested in the figurative language, to promote the use of idioms in writing, which contribute to making creative writing and deepen idiom learning, and mainly to get better the Nguyễn Lê Minh – Diễn Châu 2 High School 30
2. Combining teaching English idioms and writing skill by using contexts students’ English level. I do know that there are many deficiencies in my study. I look forward to receiving the evaluation from all the readers to help complete my research. Nguyễn Lê Minh – Diễn Châu 2 High School 31
3. Combining teaching English idioms and writing skill by using contexts APPENDIX 1: ANSWER KEY Sample lesson 1: Exercise 1: A= First picture B= Second picture C= Second picture D= Third picture E= First picture Exercise 2: a) to desert a sinking ship b) to hit the road c) in the same boat d) living out of a suitcase e) have itchy feet Exercise 3: a) living out of suitcase b) to desert a sinking ship c) has itchy feet d) in the same boat e) to hit the road Sample lesson 2: Exercise 1: A= Second picture B= First picture C= Second picture D= Third picture Exercise 2: a) passed with flying colors b) drop out c) cut out for d) falling behind e) hit the books f) a piece of cake Exercise 3: a) drop out b) falls behind c) passed with flying colors d) cut out for e) drawing a blank Sample lesson 3: Exercise 1: A=Second picture B=First picture C=Second picture D=Second picture E=Third picture F=First picture G=First picture H=Second picture Exercise 2: a) live from hand to mouth b) socking away c) get her ducks in a row d) lives off the fat of the land e) make hay while the sun is shining Nguyễn Lê Minh – Diễn Châu 2 High School 32
4. Combining teaching English idioms and writing skill by using contexts f) in the twinkling of an eye g) salt of the earth h) on the spur of the moment i) by the seat of my pants j) the powers that be k) throw in the towel Exercise 3: a) socked away b) as free as a bird c) a new lease on life d) in the twinkling of an eye e) jack-of-all-trades f) live from hand to mouth g) tilting at windmills Nguyễn Lê Minh – Diễn Châu 2 High School 33
5. Combining teaching English idioms and writing skill by using contexts APPENDIX 2: GLOSSARY Sample lesson 1: - In the same boat: be in the same difficult circumstances as others. - Desert a sinking ship: Abandon a failing enterprise before it is too late. - Have itchy feet: Have or develop a strong urge to travel or move from place to place/ a strong desire to leave a place and to travel. - Hit the road: To depart; to begin one's journey, especially on a road trip; to leave for home. - Living out of a suitcase: Means to stay very briefly in several places, with only the belongings in your suitcase / a person who travels a lot. Sample lesson 2: - Drop out of: Abandon a course of study. - Fall behind: Fail to keep up with one's competitors. - Be cut out for: Have exactly the right qualities for a particular role, task, or job. - Pass with flying colors: pass with distinction. - A piece of cake: something is very easy - Draw a blank: not be able to remember something. Sample lesson 3: - sock away = to save money - live from hand to mouth = to live with just enough money to survive - live off the fat of the land = to live from the products of nature - make hay while the sun is shining = To take advantage of favorable conditions; to make the most of an opportunity when it is available. - in the twinkling of an eye = instantly, immediately - as free as a bird = completely free and without responsibilities - get one's ducks in a row = to do all the necessary preparations in order to do something - salt of the earth = simple, honest person without pretensions - on the spur of the moment = deciding something without thinking about it - by the seat of one's pants = Without a clear plan or direction. - money to burn = money to waste - the powers that be = phrase used to speak about those in power - tag along = to follow or go with others - throw in the towel = to quit - jack-of-all-trades = person who does many different types of jobs - not able to see the forest for the trees = become so focused on details that you lose knowledge of the more important things in life - tilt at windmills = to work on things or dedicate oneself to impossible tasks - get a new lease on life = to develop a new attitude towards life - the prime of life = the best period of one's life Nguyễn Lê Minh – Diễn Châu 2 High School 34
6. Combining teaching English idioms and writing skill by using contexts - throw something down the drain = to waste something - lose one's marbles = to go crazy Nguyễn Lê Minh – Diễn Châu 2 High School 35
7. Combining teaching English idioms and writing skill by using contexts APPENDIX 3: RUBRIC FOR ASSESSMENT OF WRITING SKILL Aspect Information Score Content - Content is in accordance with the title. 2 accordance - Content is fairly in accordance with the title. 1 with the title - Content is not in accordance with the title. 0.5 Text - Harmony of the text is precise. 2 harmony - Harmony of the text is quite precise. 1 - Harmony of the text is not precise. 0.5 Vocabulary - Vocabulary and idiom selection is appropriate. 2 and idiom - Vocabulary and idiom selection is quite appropriate. 1 selection - Vocabulary and idiom selection is inappropriate. 0.5 Grammar - Selection of grammar is proper. 2 options - Selection of grammar is quite proper. 1 - Selection of grammar is not precise. 0.5 Writing - Writing is neat, long enough and easily readable. 2 tidiness - Writing is neat, long enough but not easily readable. 1.5 - Writing is neat, easily readable but not long enough. - Writing is long enough but untidy and not easily 1 readable. 0.5 Nguyễn Lê Minh – Diễn Châu 2 High School 36
8. Combining teaching English idioms and writing skill by using contexts APPENDIX 4: SOME STUDENTS’ WRITING PRODUCTS Nguyễn Lê Minh – Diễn Châu 2 High School 37
9. Combining teaching English idioms and writing skill by using contexts Nguyễn Lê Minh – Diễn Châu 2 High School 38
10. Combining teaching English idioms and writing skill by using contexts Nguyễn Lê Minh – Diễn Châu 2 High School 39
11. Combining teaching English idioms and writing skill by using contexts Nguyễn Lê Minh – Diễn Châu 2 High School 40
12. Combining teaching English idioms and writing skill by using contexts Nguyễn Lê Minh – Diễn Châu 2 High School 41
13. Combining teaching English idioms and writing skill by using contexts APPENDIX 5: QUESTIONNAIRES QUICK SURVEY Please answer the following questions: Question 1: Do you find English idioms interesting? Question 2: Do you think the context-based teaching method is useful for you? Why or why not? Question 3: What is your main difficulty when you apply idiomatic expressions in your writing task? Question 4: Your ignorance in learning idioms is due to A. Lack of motivation B. Lack of a good approach to teach idioms C. Lack of proper practice D. Lack of application Question 5: Why should we learn idioms in learning English? Question 6: Can you find some Vietnamese idioms which have the same meanings as English idioms? Nguyễn Lê Minh – Diễn Châu 2 High School 42
14. Combining teaching English idioms and writing skill by using contexts REFERENCES 1. Decision number 16/2006/QĐ – BGDĐT on June 5th,, 2006 2. Resolution 29 – NQ/TW 04/11/2013 about essential and comprehensive innovating the education of Viet Nam 3. Teachers’ book, Tiếng Anh 11 4. McMarthy, M.,& O’Dell Felicity. (2008). English Idioms in Use. Cambridge: Cambridge University Press 5. McCarthy, M. (2010). Cambridge Idioms Dictionary .(2nd ed.), Cambridge: Cambridge University Press 6. Adkins, P. G. (1968). Teaching idioms and figures of speech to non-native speakers of English. Modern Language Journal, 52(3), 148-152. 7. Clarke, D.F., and Nation, I. S.P. (1980). Guessing the meaning of words from context: Strategy and techniques. System, 8(2), 211-220. 8. Li, X. (1988). Effects of contextual cues on inferring and remembering meanings of new words. Applied Linguistics, 9(4), 402-413. 9. Mola, A. J. (1993). Teaching idioms in the second language classroom: A case study for college-level German (MA Thesis). Graduate School of Georgetown University. 10. Moon, R. (1998). Fixed expressions and idioms in English. Oxford: Clarendon Press. 11. Heacock, P.(Ed) (2003). Cambridge dictionary of American idioms. New York: Cambridge University Press. 12. Sinclair, J.(Ed) (1987). Collins cobuild dictionary of the English language. New York: Williams Collins Sons & Company. 13. www. google.com.vn Nguyễn Lê Minh – Diễn Châu 2 High School 43