SKKN USING WORDWALL TO IMPROVE READING SKILL FOR 10 TH GRADERS IN TEACHING ONLINE

TOPIC: USING WORDWALL TO IMPROVE READING SKILL FOR 10TH GRADERS IN TEACHING ONLINE Subject: English NGHE AN DEPARTMENT OF EDUCATION AND TRAINING 1-5 HIGH SCHOOL TOPIC: USING WORDWALL TO IMPROVE READING SKILL FOR 10TH GRADERS IN TEACHING ONLINE Subject: English Teacher: Le Thi Hong Thu Group: Literature - English School year: 2021- 2022 Telephone number: 0385.034.838 Nghia Dan, April 2022  Part I II III IV V Part II I 1.1 1.2 2.1 2.2 3.1 3.2 3.3 3.4 3.5 4.1 4.2 4.3 4.4 4.4.1 4.4.2 II III Part III TABLE OF CONTENTS CONTENT Introduction Reasons for the study Aims of the study Scope of the study Methods of the study New features in the study‟s result Content Theoretical and practical background Reading skill Definition of reading skill The importance of reading skill Online teaching and learning Definition of online teaching and learning When is online teaching and learning carried out Wordwall Definition of Wordwall Types of Wordwall Benefits of Wordwall in teaching reading lessons How to use Worwall in teaching online Some useful ways for using Wordwall in teaching reading Research context Setting and Participants The reality of teaching and learning reading skill online at – high school Solution Stages of the study Instructional Procedure The Pre-test and Post-test Model Application in teaching Result and discussion Discussion of the main findings Result of pre- test Result of post- test Suggestion Conclusion References Appendices Page 3 4 5 5 6 7 7 10 11 11 12 12 13 13 13 13 34 34 35 35 36 38 39 40 PART I: INTRODUCTION Reasons for the study The teaching and learning environment brought by the COVID-19 pandemic led to the evolution of online teaching as an ineluctable tool for education and training To ensure that the teaching curriculum does not become discontinued, online teaching was started in most schools This study highlights the students‟ perception of and motivation towards online classes in respect to internet connectivity and accessibility during COVID-19 pandemic Since online teaching is essentially a student-centered learning approach, the motivational level of students plays an important role in making teaching protocols effective Many students feel bored and tired with online learning Therefore, in a world of online teaching and distance learning, teachers are trying to keep students engaged and connected in new ways Online teaching tools are the most effective They help students to be more excited and better Wordwall lets teachers create interactive games, activities, and printables using a variety of provided templates One of the great things about Wordwall is how easy it is to switch the template of an activity, without changing the content itself The concept is simple: use the templates to create well-known activity types such as multiple choice, grouping or matching, or more complex games and quizzes Wordwall is particularly useful for mixed-level classes, where teachers can assign fast finishers an activity which they can easily access online, even from their phone It can also create a dynamic way to have class competitions For any level of learner, Wordwall has potential to be used for self-study, as teachers decide which content to use in the activities Teachers can set tasks for groups or individual learners by giving them an access code Reading is one of the important skills in learning English It requires students to know many words and knowledge Wordwall is a tool to help students remember more vocabularies and have reading comprehension better Through teaching process in Covid – 19, I find that using this tool is very effective and help the students motivate in learning reading lessons From the mentioned reasons above I want to choose the research “Using Wordwall to improve reading skill for 10th graders in teaching online” to help the students much more involved in the reading process in period of pandemic Aim of the research This study aims to provide many skills to use Wordwall in teaching reading skill online Using Wordwall fluently helps teachers to use many other tools effectively and diversely in many different classes Wordwall creates many useful and creative games to help students more interested in long reading passages with lots of new words Limiting time in each activity helps students answer the questions more and more skillfully It not only helps students learn better in reading skills, but also creates excitement and motivates students to learn English more during the pandemic Scope of the study This research is conducted with 10th form students at high school The research focuses on whether Worwall can improve and how it affects these students‟ reading skill I have been using Wordwall to motivate and enhance student thinking skills through the reading text by using interesting games instead of responding the questions given in the textbook Methods of the study This study using quantitative research method and online class observation aimed to determine whether Wordwall is able to enhance students‟ comprehension skills or have a positive effect on the ability of students to make sense of what they read The author used data collection instrument to gather information about the students involved, monitor the progress of the students when they used Wordwall throughout the research, and determine the effectiveness of the activities based on the pre-tests and post-tests The pre-tests were necessary to assess the reading comprehension level and skills the students possessed before the intervention of the strategy and used as a baseline score The post-tests were used to determine the effectiveness of the strategy used by the students during the research process by comparing the pre-test scores to the ones taken at the end of the ten practice reading lessons New features in the study’s result In my research, there are a lot of interesting games and activities which have high effectiveness and wide application Many activities in textbook have been adapted suitably to all levels of students These activities not only help students retain, organize, and evaluate the information by explicit instructions but also develop teachers‟ creativity and flexibility in teaching reading skill Moreover, the students are interested in online learning more than before The students can join in the activity on Wordwall without creating their account The research is very useful and suitable for the current epidemic period PART II: CONTENT I THEORETICAL AND PRACTICAL BACKGROUND Reading skill 1.1 Definition of reading skill Reading is the process of looking at a series of written symbols and getting meaning from them When we read, we use our eyes to receive written symbols (letters, punctuation marks and spaces) and we use our brain to convert them into words, sentences and paragraphs that communicate something to us Reading is a receptive skill and through it we receive information Reading is receptive skill to understand printed words likes discerning main ideas, understanding sequence, noticing specific details, making inferences, making comparisons, and making predictions in second and foreign language instruction In many situations, the complex process of reading also requires the skill of speaking, so that we can pronounce the words that we read In this sense, reading is also a productive skill in that we are both receiving information and transmitting it 1.2 The importance of reading skill “The more you read, the more things you know The more that you learn, the more places you’ll go” This is a famous quote by Dr Suess The importance of reading skills cannot be stressed enough As a teacher, I often find that when I express my concern about a child‟s reading ability and comprehension to parents, particularly at around the age of 10, parents are quite taken aback and I‟m greeted with “but they’re so young, give them a chance.” Reading helps you discover the world Reading is a gateway to learn anything about everything It helps you discover new things and educate yourself in any area of life you are interested in You can find a book on just about any subject you can imagine, dive in and start learning Your hild can learn about their interests (and even themselves) through reading things they enjoy Reading develops your imagination and creativity When we watch television or a movie, all the information is given to us on the screen – there‟s nothing we need to imagine A book in its pure form is just words on a page, and our minds have to the work, imagining the words coming to life This does wonder to develop our creativity and imagination Reading improves vocabulary and communication Giving your child access to a world of words is one of the best ways to improve their vocabulary and enhance their spelling skills New knowledge that‟s gained through enjoyment has a tendency to stick and doesn‟t even feel like work! Both their written and spoken communication abilities can be improved through regular reading Reading helps people build a good self-image and play well with others Learning new concepts, discovering exciting places and understanding others‟ perspectives is key to build a well-rounded self-image – not to mention the selfesteem boost from being able to read well! It‟s at early ages that children can be most easily influenced, and a positive reading experience can wonders to help them form a positive perception of themselves Reading also has social benefits Children can discuss stories with others and form friendships over shared interests Reading improves concentration and reduces stress Not only does reading focus your attention entirely on the task at hand but it also immerses you in the information, improving concentration and memory of what you read Getting completely involved in a book can help us relax and feel calm Online teaching and learning 2.1 Definition of Online teaching and learning Online learning and teaching is the newest and most popular form of distance education today Within the past decade it has had a major impact on postsecondary education and the trend is only increasing We can explore what the experience of online learning is like for students and how it has changed the role of the instructor Online learning and teaching is education that takes place over the Internet It is often referred to as “Elearning” among other terms However, online learning is just one type of “distance learning” - the umbrella term for any learning that takes place across distance and not in a traditional classroom Distance learning and teaching has a long history and there are several types available today, including: • Correspondence Courses: conducted through regular mail with little interaction • Telecourses: where content is delivered via radio or television broadcast • CD-ROM Courses: where the student interacts with static computer content • Online Learning: Internet-based courses offered synchronously and/or asynchronously • Mobile Learning: by means of devices such as cellular phones, PDAs and digital audio players By far the most popular approach today is online learning and teaching According to the Sloan Consortium, online enrollments continue to grow at rates faster than for the broader student population and institutes of higher education expect the rate of growth to continue increasing Online teaching and learning is faculty-delivered instruction via the Internet Online instruction includes real-time (synchronous) and anytime, anywhere (asynchronous) interactions 2.2 When is online teaching and learning carried out Due to the threat of COVID-19, schools, colleges and universities are facing decisions about how to continue teaching and learning while keeping their faculty, staff, and students safe from a public health emergency that is moving fast and not well understood Many institutions have opted to cancel all face-to-face classes, including labs and other learning experiences, and have mandated that faculty move their courses online to help prevent the spread of the virus that causes COVID-19 The list of institutions of education making this decision has been growing each day Online distance learning meets the needs of an ever-growing population of students who cannot or prefer not to participate in traditional classroom settings These learners include those unable to attend traditional classes, who cannot find a particular class at their chosen institution, who live in remote locations, who work full-time and can only study at or after work, and those who simply prefer to learn independently The minimum requirement for students to participate in an online course is access to a computer, the Internet, and the motivation to succeed in a nontraditional classroom Online courses provide an excellent method of course delivery unbound by time or location allowing for accessibility to instruction at anytime from anywhere Wordwall 3.1 Definition of Wordwall A wordwall is a collection of words which are displayed in large visible letters on a wall, bulletin board, or other display surface in a classroom The word wall is designed to be an interactive tool for students and contains an array of words that can be used during writing and reading 3.2 Types of Wordwall Wordwall can be used to create both interactive and printable activities Most of our templates are available in both an interactive and a printable version Interactives are played on any web-enabled device, like a computer, tablet, phone or interactive whiteboard They can be played individually by students, or be teacher-led with students taking turns at the front of the class There are 18 kinds of games in Interactive activities They are: Quiz, Match up, Find the match, Airplane, Maze chase, …… Match up: Drag and drop each keyword next to its definition Quiz: A series of multiple choice questions Tap the correct answer to proceed Random wheel: Spin the wheel to see which item comes up next Missing word: A cloze activity where you drag and drop words into blank spaces within a text Group sort: Drag and drop each item into its correct group Find the match: Tap the matching answer to eliminate it Repeat until all answers are gone Unjumble: Drag and drop words to rearrange each sentence into its correct order Matching pairs: Tap a pair of tiles at a time to reveal if they are a match Random cards: Deal out cards at random from a shuffled deck Open the box: Tap each box in turn to open them up and reveal the item inside Anagram: Drag the letters into their correct positions to unscramble the word or phrase Labelled diagram: Drag and drop the pins to their correct place on the image Gameshow quiz: A multiple choice quiz with time pressure, lifelines and a bonus round Crossword: Use the clues to solve the crossword Tap on a word and type in the answer Whack-a-mole: Moles appear one at a time, hit only the correct ones to win Flip tiles: Explore a series of two sided tiles by tapping to zoom and swiping to flip Maze chase: Run to the correct answer zone, whilst avoiding the enemies Airplane: Use touch or keyboard to fly into the correct answers and avoid the wrong ones Printables can printed out directly or downloaded as a PDF file They can be used as a companion to the interactive or as stand-alone activities In covid-19 period, most of the teachers use the interactives on Wordwall.net 3.3 Benefits of Wordwal in teaching reading lessons Wordwall is a great technique to introduce and reinforce subject specific vocabulary Students in high school may struggle with subject specific vocabulary in Geography, Sciences…They face difficulty in learning, understanding and using specific words appropriately They also don't know how to answer all the questions in a reading lesson for short time I guided them in using Wordwall successfully in these subjects too Students‟ vocabulary accumulation can be assessed using Word Scrambles (anagrams) and Word Searches which can be easily created using online sites WordWall can be used to make passive vocabulary active Wordwall is an excellent vocabulary building and doing reading comprehension technique When students experience confidence with the use of enhanced vocabulary, they are encouraged to use this technique at home as well They can use the walls in their study area for having Wordwall, thereby doubling the effort and doubling the positive result in lessons Students thus become selfdirected in vocabulary enhancing and answering the questions in reading skill 3.4 How to use Wordwall in teaching online Firstly, we have to create using templates Our activities are created using a template system These templates include familiar classics like Quiz and Crossword We also have arcade style games like Maze Chase and Airplane, and there are classroom management tools such as Seating plan To make a new activity you start by selecting your template and then enter your content It's easy and means you can create a fully interactive activity in a only a couple of minutes Secondly, we switch template Once you've created an activity, you can switch it to a different template with a single click This saves you time and is great for differentiation and reinforcement For example, if you created a Match activity based on names of shapes, you could turn it into a Crossword with the exact the same shape names In the same way we can turn your resource into a Quiz or a Wordsearch and many more possibilities too The third step is editing any activity There's no need to settle for pre-made activities If you find an activity but it's not quite right, you can easily customize the material to suit your class and your teaching style The next one is Themes and options Interactives can be presented in different themes Each theme changes the look and feel with different graphics, fonts, and sounds You'll also find further options to set a timer or change the gameplay The printables have options too For example, you can change the font, or print multiple copies per page The fifth one is students‟ assignments Wordwall activities can be used as student-completed assignments When a teacher sets an assignment, students are directed to that one activity without the distraction of visiting the main activity page This feature can be used in-class where students have access to their own devices, or as a way of setting homework Each student's results are recorded and made available to the teacher The last step is sharing with teachers Any activity you create can be made public This allows you to share its activity page link via email, on social media or via other means It also allows other teachers to find the activity in our Community search results, play it, and build upon it.If you prefer you can keep activities private, which means only you can access it 10 - ask students to work in groups before lesson and create one game for this activity - ask students to join in the activity - ask students to give their answer - Teacher gives comments Expected answer: 34 Result of students III Result and discussion: Discussion of the main findings The study was carried out with the aim of finding the effects of using Wordwall on students‟ reading comprehension at – high school It has been revealed from the data analysis that Wordwall are effective strategies, which can help not only students understand and memorize ideas but also make them excited with online learning Repeated activities can be beneficial in assisting the students 35 to increase their reading comprehension skills The students are interested in the online reading lessons more from activities on Wordwall.net They also can create games for themselves At the beginning of Unit 1, there were many students who didn‟t enjoy the class Gradually more and more students are excited about online classes Now most of them prefer to study online They can create games on this tool not only in English but also in other subjects Result of Pre- test The forty- four students participating in this study were given a reading pretest in order to gather baseline data scores for the start of the research to quantify their reading comprehension levels The students were all tested on the same day, one day before the interventions began The results of the initial assessment are shown in Table Table 1: Initial Student scores Level Level (insufficient) (sufficient) No % No % 25 56.8 10 22.7 Level (proficient) No % 11.4 Level (excellent) No % 9.1 The data showed that most students‟ reading comprehension levels were at literal It proved that many of them encountered the problem with decoding the text The students have just left for lower – secondary school, so they aren‟t used to answering questions in long passages Result of post- test After the thirteen practice reading lessons, the students were again given another assessment to determine if there was any growth in their comprehension For the assessment, the students were first tested at their initial level and were moved up or down in level based on their scores of the test given at their prior level Due to the growth in their comprehension skills, all students‟ levels had to be adjusted accordingly Their post- test scores and the changes in level for each student are presented in Table Table 2: Final Student scores Level Level Level Level (insufficient) No % (sufficient) No % (proficient) No % (excellent) No % 10 13 15 13.6 22.7 29.5 34.1 36 From the above results, I can see that students have made significant progress in reading skills The number of students with high scores has increased dramatically They are excited more with reading lessons and have less vocabulary problems Moreover the skill of using Wordwall becomes more flexible and proficient They become interested in online lessons It can be concluded from the above results that Wordwall was much more than just a classroom display It was an effective strategy that could help promote literacy for learners Teacher not only used them to help enhance the classroom curriculum but provided students with reference and support, to teach essential language skills, and to help students learn site words and patterns Besides being a direct visual that students could reference throughout the day, teacher used Wordwall by incorporating various activities Suggestion Based on the result of the study, teaching reading online that uses Wordwall as a newly-develop technique is suitable technique to improve students‟ reading comprehension and make them more excited about the lessons I could give suggestions for betterment of students‟ reading comprehension as follows Here are the steps for implementing Wordwall: - Modeling - Guided practice - Independent application 4.1 For English teachers For the sake of improvement of students‟ reading comprehension, English teachers are suggested to: - Select and present activities according to the students‟ level and need - Encourage students to learn reading comprehension not only in the classroom but also outside the classroom to make them more familiar with different written English texts - Select the appropriate types of Wordwall for each lesson - Use Wordwall more and more in teaching both reading skill and other skills - Encourage student to create games on Wordwall net for themselves - Use other tools to teach in lessons, not only online learning but also faceto-face learning For the students For the sake of successful learning of reading comprehension and using Wordwall, students are suggested to: 37 - Develop reading comprehension ability through forming reading habit to enrich students‟ vocabulary mastery - Use actively all vocabularies that have been learned into different skills - Read more to get more knowledge and vocabularies - Create games themselves on Wordwall 38 PART 3: CONCLUSION Students learn best through playing and concentrating when they can be active through hands-on activities We may not be able to go back to teaching and learning in the same ways as we did before COVID-19 or to provide the same types of environments and activities as we can implement in a classroom Therefore, it is critical to think ahead so that we can plan and consider limitations that we may face in the future It is necessary to provide student teachers with opportunities and skills for such online teaching, including interacting with students through this medium, and also have students reflect about how best to promote development and learning using online communication tools Online teaching requires various tasks to be accomplished in the different phases of planning, implementation, and reflection Critical thinking, creativity, collaboration, and communication are always required no matter whether the class is taught online or offline Student teachers‟ experiences for efficient online teaching and learning can be supported by appropriate instructional strategies in college courses for teacher education, as well as through online collaborations with schools and families In conclusion, word walls include many different physical forms and functions The purpose of Wordwall is to provide accessible visual exposure to words and passages students read Each teacher should review the literature, then decide for herself the best way to apply to students Wordwall, if used appropriately, help students develop vocabulary and reading comprehension skills Using Wordwall activities in the online classroom to increase student reading skill would still be recommended to teachers The students applied Wordwall made greater improvement in reading skill than the students who did not Besides, students also feel more excited about learning with many skills in online classes Wordwall not only improves reading skills but also helps students learn better in pronunciation, writing and grammar 39 REFERENCES Tiếng Anh 10- Student‟s book - Education Publishing House and Pearson Tiếng Anh 10- Teacher‟s book - Education Publishing House and Pearson Morris, D (1981) Concept of word: A developmental phenomenon in the beginning reading and writing process Language Arts, 58, 659-668 Ringler, L H., & Weber, C K (1984) A language -thinking approach to reading San Diego: Harcourt Brace Jovanovich Jackson, J, Tripp, S, Cox, K (2011) Interactive word walls, transforming content vocabulary Instruction, Science Scope (serial online), November 1, 2011 Jonathan Zimmerman, "Coronavirus and the Great Online-Learning Experiment," Chronicle of Higher Education, March 10, 2020 https://wordwall.net https://lms.vnedu.vn 40 APPENDICIES APPENDIX Pre- test Name:…………………………………… Class:………….Marks:………… Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from to Successful students often the followings while studying First, they have an overview before reading Next, they look for important information and pay greater attention to it (which often needs jumping forward or backward to process information) They also relate important points to one another Also, they activate and use their prior knowledge When they realize that their understanding is not good, they not wait to change strategies Last, they can monitor understanding and take action to correct or “fix up” mistakes in comprehension Conversely, students with low academic achievement often demonstrate ineffective study skills They tend to assume a passive role, in learning and rely on others (e.g., teachers, parents) to monitor their studying, for example, lowachieving students often not monitor their understanding of content; they may not be aware of the purpose of studying; and they show little evidence of looking back, or employing “fix-up” strategies to fix understanding problems Students who struggle with learning new information seem to be unaware that they must extent effort beyond simply reading the content to understand and remember it Children with learning disabilities not plan and judge the quality of their studying Their studying may be disorganized Students with learning problems face challenges with personal organization as well They often have difficulty keeping track of materials and assignments, following directions, and completing work on time Unlike good studiers who employ a variety of study skills in a flexible yet purposeful manner, low-achieving students use a restricted range of study skills They cannot explain why good study strategies are important for learning; and they tend to use the same, often ineffective study approach for all learning tasks, ignoring task content, structure or difficulty (Source: Adapted from Study Skills: Managing Your Learning — NUI Galway) Question 1: What is the topic of the passage? A Successful and low-academic achieving students B Successful learners and their learning strategies C Study skills for high school students D Effective and ineffective ways of learning Question 2: The word “prior” in the first paragraph is closest meaning to ? 41 A important B earlier C forward D good Question 3: According to the passage, what can be learnt about passive students? A They depend on other people to organize their learning B They are slow in their studying C They monitor their understanding D They know the purpose of studying Question 4: Which of the followings is NOT an evidence of monitoring studying? A Being aware of the purpose of studying B Monitoring their understanding of content C Fixing up mistakes in understanding D Looking at their backs Question 5: According to the passage, to learn new information, lowachieving students NOT A just understand it B relate it to what they have known C simply remember it D read it Question 6: In compared with low-achieving students, successful students use _ A aimless study techniques B various study skills C restricted strategies D inflexible study ways Question 7: The underlined pronoun “They” in the last sentence refers to _ A study strategies B study skills C low-achieving students D good studiers Read the following passage and mark the letter A, B, c, or D on your answer sheet to indicate the correct answer to each of the questions from to 14 Pollution emitted in industrial areas represents a threat to human health and the surrounding natural resources We have a tendency to believe that the production processes are the only source of environmental damage, and often forget about the possible long-term effects of harmful production practices We may think that the closure of these huge industrial areas would improve the quality of the environment Unfortunately, this ignores the threat of the remaining waste, which is abandoned and poorly stored It represents an even bigger danger 42 because it stands neglected as it degrades and leaks into the earth without any control at all Changes in the water chemistry due to surface water contamination can affect all levels of an ecosystem It can affect the health of lower food chain organisms and, consequently, the availability of food up through the food chain It can damage the health of wetlands and damage their ability to support healthy ecosystems, control flooding, and filter pollutants from storm water runoff The health of animals and humans are affected when they drink or bathe in contaminated water In addition water-based organisms, like fish and shellfish, can pile up and concentrate contaminants in their bodies When other animals or humans eat these organisms, they receive a much higher dose of contaminant than they would have if they had been directly exposed to the original contamination Contaminated groundwater can badly affect animals, plants and humans if it is removed from the ground by manmade or natural processes Depending on the study of rocks of the area, groundwater may rise to the surface through springs or seeps, flow sideways into nearby rivers, streams, or ponds, or sink deeper into the earth In many parts of fhe world, groundwater is pumped out of the ground to be used for drinking, bathing, other household uses, agriculture, and industry Contaminants in the soil can harm plants when they take up the contamination through their roots Eating, breathing in, or touching contaminated soil, as well as eating plants or animals that have piled up soil contaminants can badly affect the health of humans and animals Air pollution can cause breathing-related problems and other bad health effects as contaminants are absorbed from the lungs into other parts of the body Certain air contaminants can also harm animals and humans when they contact the skin Plants rely on breathing for their growth and can also be affected by exposure to contaminants moved in the air Question 8: What is the topic of the passage? A Sources of environmental damage B The pollution from the city C Bad effects of industrial waste D The quality of the environment Question 9: According to the passage, the industry is likely to be thought as _ A a danger to the environment B the only source of pollution C the utmost harmful activity D a threat to human health Question 10: The word “it” in the first paragraph refers to A the remaining waste B a danger C the environment D the threat of the remaining waste Question 11: Which of the followings affect an ecosystem as the whole? 43 A Surface water contamination B Soil contamination C Groundwater contamination D Air contamination Question 12: According to the passage, which of the followings supports healthy ecosystems? A Lower food chain organisms B Animals C Water-based organisms D Wetlands Question 13: Which of the followings is NOT badly affected by contaminated groundwater? A Human B Plants C Rocks D Animals Question 14: Which of the followings is the flow of water from the ground to the surface? A Streams B Ponds C Rivers D Springs Question 15: Which of the followings has the closest meaning to the word “absorbed” in the last paragraph? A Consumed B Taken in C Swallowed D Piled up 44 APPENDIX Post- test Name:………………………………… Class:………….Marks:………… Read the following passage and write the letter A, B, C or D on the top of the first page to indicate the correct answer to each of the questions The incredible growth of the Internet over recent years has caused problems for parents and teachers Parents worry about which sites their children spend time on, who they chat to online and the possible effects that computer games might have on them For teachers, meanwhile, the main worry is the way the Internet makes cheating easier! Schools and universities say there has been a huge increase in plagiarism – taking other people‟s words and ideas and pretending that they are your own In the past, anyone who wanted to copy had to go to a library, find the right books, read through them, find the sections they needed and then physically write down the words they wanted to use Nowadays, though, students can simply copy extracts from websites-while really desperate students sometimes copy whole essays! As if this wasn‟t bad enough, sites offering to actually homework – at a price – have also started appearing Despite all this, we shouldn‟t assume that the Internet only brings problems Indeed, you could say that for every problem the Internet creates, it also brings a solution Parents can now use sophisticated controls to stop kids accessing sites that might them harm, while new software helps teachers to detect copied work immediately Many, of course, are already able to recognize when someone is cheating! „Some students suddenly start using words they can‟t possibly understand like „dialectical antagonism‟,‟ explains one teacher, „or parts of their essays feel different.” One of the hardest things for teachers today is deciding how to mix modern technology with traditional study skills – and how best to use the Web in class As more and more schools install computers in every classroom, the role of the teacher is changing Making sure students don‟t just copy things and learn how to quote copied work properly is part of their job, but so is designing suitable projects to fully exploit the Web in helping students students learn about subjects and develop their life and social skills (adapted from Pre- Intermidiate Outcomes by Hugh Dellar $ Andrew Walkley) Question What is the passage mainly about? A Students wasting time on computer games B The Interner making cheating easier 45 C The effect that the Web is having on school life D The Web used in projects to teach social skills Question The word “them” in paragraph refers to A parents B children C games D teachers Question According to the passage, which of the following statements is NOT true? A Plagiarism is copying someone‟s work and pretending it‟s your own B Designing projects to take advantage of the Internet is one of parents‟ duties C Many teachers can recognize when their students are cheating D Parents can use some software to stop children assessing harmful sites Question The word “this” in paragraph refers to _ A copying other people‟s work B finding the right books C sale of homework on the Web D physically writing down words Question According to paragraph 3, teachers can recognize plagiarism because A there is always a solution to the problem B students leave clues from the original C the Internet makes parents and teachers worried D students use perfect English, above their level Question The word “ detect” in paragraph is closest in meaning to A ignore B notice C admire D confide Question Which of the following can be inferred from the passage? A The Internet has only bad impacts on education B Many websites offer to homework without fee C The Internet can be used positively in education D Parents don‟t want to control children‟s access to sites Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions Unlike these fish, which are actually extinct, the coelacanth is a type of fish that was believed to be extinct However, an unexpected twentieth- century rediscovery of living coelacanths has brought about a reassessment of the status of 46 the prehistoric sea creature that was believed to have long since disappeared from the Earth From fossil remains of the coelacanth, paleontologists have determined that the coelacanth was in existence around 350 million years ago, during the Paleozoic Era, more than 100 million years before the first dinosaurs arrived on the Earth The most recent fossilized coelacanths date from around 70 million years ago, near the end of the age of dinosaurs Because no fossilized remnants of coelacanth was believed to have died out around the same time as the dinosaurs The prehistoric coelacanth studied by paleontologists had distinctive characteristics that differentiated it from other fish It was named for its hollow spine and was known to have been a powerful carnivore because of its many sharp teeth and a special joint in the skull that allowed the ferocious teeth to move in coordination with the lower jaw It also had a pair of fins with unusual bony and muscular development that allowed the coelacanth to dart around the ocean floor These fins also enable the coelacanth to search out prey trying to hide on the ocean bottom In 1938, a living specimen of the coelacanth was discovered in the catch of a fishing boat off the coast of South Africa, and since then numerous other examples of the coelacanth have been found in the waters of the Indian Ocean This modern version of the coelacanth is not exactly the same as its prehistoric cousin Today's coelacanth is larger than its prehistoric relative, measuring up to six feet in length and weighing up to 150 pounds However, the modern version of the coelacanth still possesses the characteristic hollow spine and distinctive fins with their unusual bony and muscular structure Question 8: It can be inferred from the passage that the first dinosaurs most likely appeared on Earth around A 450 million years ago B 350 million years ago C 150 million years ago D 250 million years ago Question 9: It can be inferred from the passage that the word “coelacanth” comes from the Greek A sharp teeth B extinct fish C hollow spine D bony fingers Question 10: What is NOT true about the prehistoric coelacanth, according to the passage ? A It was smaller than the modern coelacanth B It had a hollow pine and distinctive fins C It weighed less than 150 pounds D It measured as much as six feet in length 47 Question 11: The pronoun “It” in the third paragraph refers to A coordination B coelacanth C joint D jaw Question 12: What is stated in the passage about the prehistoric coelacanth? A It had few teeth B It was a rather feeble fish C It lived on plants D It moved its teeth in an unusual way Question 13: This passage is about a fish A that is extinct B that is becoming extinct C that once was extinct D that is not extinct Question 14: According to the passage, why are scientists sure that the prehistoric coelacanth was a flesh-eater? A Because of its hollow spine B Because of its unusual bony and muscular development C Because of the shape and movement of the teeth D Because of the size of the skull Question 15: The topic of the preceding paragraph is most likely A the discovery of the coelacanth B a reassessment of the status of a number of kinds of fish C a particular prehistoric sea creature D various extinct fish 48 ... reading skill The importance of reading skill Online teaching and learning Definition of online teaching and learning When is online teaching and learning carried out Wordwall Definition of Wordwall. .. Types of Wordwall Benefits of Wordwall in teaching reading lessons How to use Worwall in teaching online Some useful ways for using Wordwall in teaching reading Research context Setting and Participants... skill for 1 0th graders in teaching online? ?? to help the students much more involved in the reading process in period of pandemic Aim of the research This study aims to provide many skills to use Wordwall