SKKN USING WORKSHEETS TO DEVELOP COOPERATION CAPACITY IN TEACHING THE READING LESSONS IN ENGLISH 11

NGHE AN DEPARTMENT OF EDUCATION AND TRAINING DIEN CHAU HIGH SCHOOL EXPERIENCE IDEA TOPIC: USING WORKSHEETS TO DEVELOP COOPERATION CAPACITY IN TEACHING THE READING LESSONS IN ENGLISH 11 (NEW TEXTBOOK) Scope: Theory and Methods of Teaching English Co- Phone: 0961.110.857 – 0974305953 Nghe An, April 2022 NGHE AN DEPARTMENT OF EDUCATION AND TRAINING DIEN CHAU HIGH SCHOOL EXPERIENCE IDEA TOPIC: USING WORKSHEETS TO DEVELOP COOPERATION CAPACITY IN TEACHING THE READING LESSONS IN ENGLISH 11 (NEW TEXTBOOK) Scope: Theory and Methods of Teaching English Co-authors: Tran Thi Kim Anh – Dien Chau High School Pham Thi Chung – Dien Chau High School Specialized Team: Literature - English Phone: 0961.110.857 – 0974.305.953 Nghe An, April 2022 TABLE OF CONTENTS TABLE OF CONTENTS i LIST OF SYMBOLS, ABBREVIATIONS iii PART I: INTRODUCTION 1 Reason for choosing topic Research purpose Subjects and objects of research Scientific hypothesis Scope of research Research missions Research methods Contributions of the topic Structure PART II: CONTENT CHAPTER 1.THEORETICAL AND PRACTICAL BASIS OF THE TOPIC 1.1 Theoretical basis of the topic 1.2 Practical basis of the topic 13 CHAPTER USING WORKSHEETS TO DEVELOP COOPERATION CAPACITY IN TEACHING THE READING LESSONS IN ENGLISH 11 2.1 Analyzing the content structure of reading lessons in English 11 17 17 2.2 Design worksheets to teach reading lessons in English 11 18 2.3 Use worksheets to teach reading comprehension passages to develop collaborative skills 27 CHAPTER PEDAGOGICAL EXPERIMENT 34 3.1 Experimental purpose 34 3.2 Experimental content 34 3.3 Experimental method 34 3.4 Experimental results 35 PART III CONCLUSIONS AND RECOMMENDATIONS 44 CONCLUSIONS 44 i RECOMMENDATIONS 44 REFERENCES APPENDIX Survey sheets APPENDIX Quantity Tests APPENDIX Some photos of group activities of students in experimental class ii LIST OF SYMBOLS, ABBREVIATIONS EC Experimental Class CC Control Class Q Quantity R Ratio iii PART I: INTRODUCTION Reason for choosing the topic Socio-economic development is always accompanied by changes in its constituent elements Realizing that rule, our Party and State have considered Education and Training as the top national policy and have always paid attention to its development The Resolution of the 8th Plenum of the Party Central Committee on fundamental and comprehensive renovation of education and training stated: “Continue to strongly renew teaching and learning methods towards modernity; promote positivity, initiative, creativity and application of knowledge and skills of learners; overcome the one-way imposed transmission, remembering machines Focus on teaching how to learn, how to think, encouraging students to self-study, creating a basis for learners to update and renew knowledge, skills, and capacity development The capacity development-oriented educational program does not specify detailed teaching contents, but specifies the desired outcomes of the educational process, on that basis, general guidelines have been given on the select content, organizational methods and evaluate teaching results to ensure the achievement of teaching objectives According to the provisions of the new educational program, learning objectives are often described through a system of competencies The desired learning outcomes are described in detail and can be observed and assessed Students should achieve the required results specified in the program The introduction of training standards also aims to ensure the quality management of education outcomes-oriented Currently, our country is integrating strongly internationally That trend is posing a very heavy task to the education sector of our country, which is to train a class of qualified and capable people to provide human resources to participate in economic, cultural and social development society in a sustainable way In the process of teaching under the new general education program in general and the general education program in English in particular, there are many competencies and qualities that need to be formed for students One of the competencies identified as the core that needs to be formed for students is the ability to cooperate Cooperation capacity is one of the core competencies that have been developed for the post-2015 program of the Ministry of Education and Training Because, cooperation is one of the indispensable competencies to help learners succeed in study and in life now and in the future The ability to cooperate is to work together with others to achieve a common goal by determining the goals and activities that one can undertake, knowing the needs and characteristics of others to organize, support and share experiences, mobilize everyone to participate in completing the work The practice of teaching English in high schools in general and high schools in particular is still heavy on knowledge preparation, not paying enough attention to the development of competencies for learners, including legal competence Therefore, in the coming time, this capacity needs to be paid attention and developed regularly in classroom hours to contribute to the formation of a comprehensive quality and capacity for learners Starting from the theoretical and practical bases of teaching in high schools, we decided to choose and implement the topic: “Using worksheets to develop cooperation capacity in teaching the reading lessons in English 11 (New Textbook)” Research purpose Design and use worksheets to teach reading comprehension passages to develop students' cooperative ability Subjects and objects of research 3.1 Research subjects The process of designing and using learning cards to teach and develop cooperation capacity 3.2 Research object The process of teaching English reading lessons in English 11 Scientific hypothesis If designing a good worksheet system and use study them to organize and teach the reading lessons by a reasonable process, students can develop cooperation capacity Scope of research Using worksheets to organize teaching activities of the reading lessons to develop cooperation capacity for students Research mission - Research the theoretical and practical basis of teaching to develop cooperation capacity for students - Analyze content knowledge of English 11 reading comprehension passages to serve as a basis for determining the contents of organization and activities to develop cooperation capacity - Research and propose the process of organizing teaching activities to develop cooperation capacity for students - Develop a set of criteria to evaluate students' cooperation capacity - Pedagogical experiment to test the scientific hypothesis of the topic Research Methods 7.1 Theoretical research methods - Research relevant documents to serve as a theoretical basis for the topic such as: teaching manuals for capacity development, documents on active teaching methods, etc - Research the content of reading comprehension passages in English 11 to design and organize teaching activities - Research other relevant documents: articles, research results related to the research direction of the topic, etc 7.2 Methods of pedagogical investigation - Survey and attend English classes at high schools - Communicate directly with teachers and students about the application of active teaching methods to develop cooperation capacity in teaching English in high school - Using questionnaires for teachers and students 7.3 Expert method Get opinions from scientists, high school teachers with experience on the survey questionnaire system for teachers and students; Consult experts about the process of building and using worksheets for teaching to develop cooperation capacity 7.4 Experimental method of pedagogy - Purpose In order to test the effectiveness of using worksheets in teaching English in reading comprehension lessons (English 11) to develop cooperation capacity for students - Content Conduct experiments at Dien Chau High School and Dien Chau High School to evaluate the effectiveness of worksheets for cooperation capacity training in English teaching - How to proceed Experimental class: lesson plan designed in the direction of using worksheets After the experimental lesson, conduct a 15-minute test and assess students' cooperation ability Contributions of the topic - Contributing to systematization of theory and practical basis of organizing teaching activities to develop cooperation capacity for students in teaching English at high school - Develop a process to use worksheets to organize teaching reading lessons in English 11 in order to develop cooperation capacity for students Structure Our topic has a structure including an introduction, conclusion, appendices and the main content of the topic divided into chapters Chapter 1: Theoretical and practical basis of the topic; Chapter 2: Using worksheets to develop cooperation capacity for students in teaching reading lessons in English 11 Chapter 3: Pedagogical experiment PART II: CONTENT CHAPTER THEORETICAL AND PRACTICAL BASIS OF THE TOPIC 1.1 Theoretical basis of the topic 1.1.1 Some issues with study cards 1.1.1.1 The concept of study cards Teaching through organizing students' learning activities is a modern teaching trend and one of the characteristics of active teaching methods By directly participating in learning activities organized and directed by teachers, learners can self-discover new knowledge, this is in stark contrast to students passively absorbing new knowledge which is imposed by the teacher When placed in practical situations, learners directly observe, discuss and solve problems posed in their own way of thinking, thereby gradually acquiring new knowledge and skills To organize learning activities for students, people often use learning activity sheets, called worksheets or activity sheets or work sheets Educator Nguyen Duc Thanh (1996) said that: "Worksheets are loose sheets of paper, pre-printed with independent or small-group work, which are distributed to students to complete within a certain time period of the lesson In each worksheet, there are clearly a few cognitive tasks aimed at forming knowledge, skills or training thinking manipulation to assign to students” Dr Dang Thanh Hung said: “Worksheets is one of the specific, simple and highly compatible teaching means for the vast majority of learners of all ages in the field of learning It is a paper or paper document made by the teacher, consisting of one or several sheets, which serves as a learning material to supplement books and textbooks as prescribed, and has the function of supporting learning and teaching It is both an operational tool and a working condition for learners and teachers, but first of all, as a source of learning information” The worksheets are of great value in that: With a complex learning task, if teachers use the question, it will be very lengthy, but if teachers use the chart with specific criteria, the knowledge gained will be oriented clearly, concisely By using the worksheets, the teacher's activities change from presenting, explaining, and interpreting to guiding and directing students If all students are actively involved, there will be no more talking or passive listening to lectures By completing worksheets, students self-assess themselves, creating interest in class Thereby, teachers also control the level of students, promptly adjust methods to increase teaching efficiency Thus, it can be understood that worksheets are separate sheets of paper that are distributed to students, in which there are pre-printed independent tasks or small groups to ask students to complete self-reliance in a short period of time Each worksheet can assign students one or several specific cognitive tasks to lead Figure 3.4 Graph of ranking results of scores of the experimental class Table 3.6 Score frequency and statistical parameters of the tests in the experimental class At the beginning In the middle of After experiment of experiment the experiment (Unit 5) (Unit 1) (Unit 3) Marks Frequen Frequenc Frequen Overall Overall Overall cy y cy score score score 10 Total Medium score Standard deviation Mode 0 14 43 0 16 40 84 63 24 18 10 261 6.07 1.50 0 0 10 15 2 43 0 0 20 60 105 72 18 20 299 6.95 1.28 0 0 0 12 16 43 0 0 0 18 84 128 63 50 343 7.98 1.09 39 FREQUENCY \Figure 3.5 Representation of test scores MARK Through the results of three tests: the beginning, the middle and the end of the experiment, it was shown that: in the first test, the average score between the two classes of control and experimentation was similar, but after the middle and last two tests, the average score of Experimental class was higher than the control class with the rate of good - excellent grade of 93.02 % compared to the control class of 69.77% (at the last test of the experiment) Particularly in experimental classes, there was also an improvement between the periods before, between and after the experiment with the average score increasing from 6.07 to 6.95 (mid experiment) and 7.98 (after experiment) The most frequent (mode) occurrence of results on test is 6, test is and test is The standard deviation also gradually decreases from 1.50 on test down 1.28 in problem and 1.09 in problem 3, showing that the smaller the dispersion around the mean, the more reliable it is The results in table 3.6 and chart 3.5 also show that the number of tests with weak - poor results between experiments is lower than the number of tests with good - good results Through the data, it can be seen that the students' significant progress through the experiments Thereby, it can be concluded that the use of worksheets to practice self-study skills for students in teaching English 11 reading lessons is effective and feasible 3.4.2 Qualitative analysis results 3.4.2.1 Criteria to evaluate cooperation capacity 40 Table 3.7 Quantitative evaluation results of the criteria of students' cooperation capacity in teaching reading lessons in English 11 Level Criteria Accept the quest Work results Before experiment After experiment SL % SL % 19 44.19 9.30 15 34.89 18.60 11.63 11 25.59 9.30 20 46.51 10 23.26 4.65 24 55.81 20 46.51 16.28 12 27.91 4.65 20.93 19 44.19 13.95 Perform duties and support 4 and help other members 13 30.23 10 23.26 16.28 15 34.88 4 9.30 12 27.91 19 44.19 6.98 13 30.23 10 23.26 18.60 23 53.49 6.98 16.28 10 23.26 4.65 19 44.19 11 25.58 20.93 11 25.58 11.63 20.93 19 44.19 9.30 12 27.91 20 46.51 18.60 12 27.91 4 9.30 16.28 Participate in the development of the group's activity plan Respect common decisions Work results Responsibility for joint work results 3.4.2.2 Criteria analysis results On the basis of analyzing the criteria of cooperation capacity, combined with the results of empirical investigation (Evaluation form of teachers and students), we come up with a summary table as follows: Analyze the results of aggregate quantification: Through Table 3.7, we can see that the cooperation capacity of students in experimental classes has increased markedly in a positive direction Through the analysis of the evaluation sheets, it shows that the percentage of students achieving the levels of the criteria in the early experiment is mainly at level and level 2, by the end of the experiment, the percentage of students reaching level and level 41 has a significant difference increased significantly For example, in criterion (Receiving tasks): in the pre-experiment period, only 9.3% of students achieved level 4; 11.63% reached level 3; 34.89% of students achieved level 2; while 44.19% only reached level After the experiment, this figure is 46.51%, respectively, reaching level 4; 25.59% reached level 3; 18.6% reached level and only 9.3% reached level In criterion (Participating in the development of the group's activity plan): 23.26% achieved level 1; 55.81% reached level 2; 16.28% achieved level and only 4.65% achieved level at the beginning of the experiment, after the experiment the number of students reaching level only accounted for 4.65% and the number of students reaching level increased to 20.93% Or as in criterion (Responsibility for common work results) the percentage of students reaching level 1, level 2, level 3, level respectively at the beginning of the experiment is 44.19%; 27.91%; 18.60%; 9.3%, then at the end of the experiment 9.3%, 46.51%; 27.91% and 16.28% Thus, it is possible to realize the skills of being ready to take on tasks, participating in the development of group activity plans, performing tasks and supporting and helping other members, and respecting shared decisions progress, reflected in the fact that students present their ideas confidently and boldly, become more fluent, take the initiative to accept tasks, enthusiastically express their opinions, participate in the development of group activity plans , know how to listen, respect, consider the opinions and views of everyone in the group, agree on ideas more accurately and faster, know how to synthesize and choose which ideas are correct and reasonable Most of the team members know how to give their personal opinions and participate in building the group's activity plan in an active, creative way Most of the group members were able to listen and analyze the opinions of other members, hardly any students had a too harsh attitude when exchanging or discussing, even when there were conflicting opinions That proves that students have acquired skills of cooperation and conflict resolution The effectiveness of group activities and the responsibility of individuals for group performance results are also increasingly improved If at the beginning of the experiment, the number of unsatisfactory or unsatisfactory products still accounts for a relatively high proportion, and the number of members willing to take responsibility for the group's common product is not much, then after a while group activities, the results obtained at the end of the experiment were more positive, the number of good products according to the requirements set forth and on time was increased, many members knew how to protect the group's performance through by actively adding knowledge to the worksheets of their own group as well as being ready to answer questions from teachers and other groups The above results demonstrate to some extent the effectiveness of 42 cooperative training for students through the use of study cards Conclusion of chapter We conducted experimental teaching in class 11A7 (Dien Chau High School, with a total of 43 students) through the use of worksheets in teaching English 11 reading lessons and assessing progress about scores through the three stages of experimentation, along with the training of students' creative ability through the first two stages of experimentation and the end of experiment After conducting the experiment, we have some comments as follows: Evaluation of progress in the training of Co-operative Skills through questionnaires showed that: in the early stages of experimentation, most of the criteria of the Co-operative competence in children are shown at a low level (level or level 2) but by the end of experiment, the percentage of students reaching higher levels (3 and 4) has increased significantly In addition, the results of students' knowledge acquisition shown through tests corresponding to the stages of the first, middle and end of the experiment showed that they had markedly improved results The average score of the tests and the total score both increased The results showed that, through the use of study cards, students understood, remembered and deepened their knowledge through discussion, feedback, and mutual evaluation through group activities as well as through lessons report In summary, through the process of experimenting and analyzing the experimental results, it has proven that the use of worksheets to train students' cooperation capacity in teaching English 11 reading lessons proposed by the topic is effective and feasible, and at the same time contribute to improving the knowledge acquisition of students The results have been tested, statistically and confirmed that the scientific hypothesis of the topic is correct 43 PART III: CONCLUSIONS AND RECOMMENDATIONS CONCLUSIONS Contributing to perfecting the theoretical basis of using worksheets to train students' cooperation capacity in teaching English Clarified the content of the concepts of worksheets, capacity, cooperation capacity, classification, functions and design steps of worksheets Investigated the current situation of teaching capacity development in high schools, methods and measures used to teach reading lessons in English 11 Investigated teachers' perceptions of the training of cooperative learning, the level of use of teaching methods to train students' cooperation capacity as well as students' awareness and need to practice about cooperation capacity in the learning process Propose a process of designing a curriculum consisting of steps and apply the process that has designed a teaching system to organize teaching English 11 reading lessons in order to develop cooperation capacity Proposing the process of using worksheets to organize teaching in order to develop cooperation capacity and conducted pedagogical experiments to obtain results that are qualified to confirm the correctness of the proposed scientific hypothesis RECOMMENDATIONS After researching the topic, we have some recommendations as follows: Due to the limited research time, the pedagogical experiment has not been conducted on a large scale, so it takes time to continue conducting experiments on a large scale to reach more objective conclusions Within the scope of the research, we have only organized a few lessons using worksheets in teaching English reading comprehension passages 11 Therefore, we wish to continue to have additional studies on the content Use other knowledge in teaching English 11 program in particular and English for high school in general to get more data for this research direction 44 REFERENCES Ministry of Education and Training (2017) General Education Program Master Program, Hanoi Ministry of Education and Training, Training materials: Teaching and testing and assessing learning outcomes in the direction of student capacity development, Hanoi 2014 Dinh Quang Bao et al (2013), Proposing the goals and standards of the General Education program after 2015, Proceedings of the conference on some issues of building the General Education program after 2015, pp 16-37 Nguyen Ngoc Bich (2000), Personality psychology - some theoretical issues, National University Publishing House, Hanoi Ministry of Education and Training (2017), English 11, Vietnam Education Publishing House- Pearson Education Publishing Group, Hanoi Pham Minh Hac (1986), "Active approach - personality and general theory of teaching methods" Journal of Educational Research, p 13 Tran Ba Hoanh (2007), "Innovation of teaching methods, programs and textbooks, Pedagogical University Publishing House, Hanoi Le Thi Thu Hien (2015), Evaluation of students' cooperative ability in teaching at high schools, Education Journal, No 360, term 2, 6/2015 Dang Thanh Hung (2002), "Modern teaching - theory, methods, techniques" National University Publishing House, Hanoi 10 Nguyen Lan (2000), Dictionary of Vietnamese words and phrases, Ho Chi Minh City Publishing House 11 Hoang Phe (Editor) (2002), Vietnamese Dictionary, Institute of Linguistics, Da Nang Publishing House - Dictionary Center 12 Nguyen Thi Thanh (2013), Teaching towards developing cooperative learning skills for students at the University of Pedagogy, Doctoral Thesis in Educational Sciences, Thai Nguyen University 13.Website: https://www.youtube.com a APPENDIX APPENDIX 1:Survey sheets Survey on the extent to which teachers use teaching methods when teaching reading lessons – English 11 Usage level Order Teaching Very often methods Q % Not often Sometimes Seldom Q Q Q % % % Never Q % Teaching by corner Problem solving Questions and Answers Project Present Cooperative teaching Survey on using teaching methods for teaching reading lessons in English 11 Order Teaching methods Result Quantity Rate % Intuition Question-exercise Schemaization Case exercise Use worksheets Other methods a Survey on practicing cooperation capacity for students Focus on training cooperation Order Usage levels capacity in teaching high school students Quantity Very necessary Necessary Unnecessary Wondering % b APPENDIX 2: Quantity Tests *Test number 1: (15 minutes) Answer the questions: Question 1: Where the conflicts come from? Question 2: Do you think that parents should listen to and understand thoroughly the desires of their children? Give examples Question 3: What you think of the opinion that children are always right? Instructions for dots and marks I Factors need ensuring: Fluency and Coherence • Speed: speak slowly and fluently • Length answers: relative length, ensure full content • Coherence: answer the center of the question correctly, expand and develop answers by adding examples or explanations to clarify the idea Specially, the ideas are linked by suitable matching words or phrases, making it easy for the listener to understand Lexical Resource • Vocabulary: diverse and accurate, contextual, semantic Grammatical Range and Accuracy • Sentences with complex clauses, with no errors in tense and basic grammar Pronunciation Correct, clear and understandable pronunciation This includes: • Pronounce the vowel and consonant sounds of words correctly • Press the correct stress • Have intonation, meaning that not speak evenly, but have an appropriate intonation and rhythm • Do not speak too quickly or too slowly and note to cut off the voice in the right place II Marks: - Question 1: points c - Question 2: points - Question 3: points *Test number 2: (15 minutes) Answer the questions: Question 1: How you manage your time effectively? Question 2: What are the benefits of having good time-management skills? Question 3: Do you think that it is good for childrento be independent early? Why? Instructions for dots and marks I Factors need ensuring: Fluency and Coherence • Speed: speak slowly and fluently • Length answers: relative length, ensure full content • Coherence: answer the center of the question correctly, expand and develop answers by adding examples or explanations to clarify the idea Specially, the ideas are linked by suitable matching words or phrases, making it easy for the listener to understand Lexical Resource • Vocabulary: diverse and accurate, contextual, semantic Grammatical Range and Accuracy • Sentences with complex clauses, with no errors in tense and basic grammar Pronunciation Correct, clear and understandable pronunciation This includes: • Pronounce the vowel and consonant sounds of words correctly • Press the correct stress • Have intonation, meaning that not speak evenly, but have an appropriate intonation and rhythm • Do not speak too quickly or too slowly and note to cut off the voice in the right place d II Marks: - Question 1: points - Question 2: points - Question 3: points *Test number 3: (15 minutes) Answer the questions: Question 1: How big is ASEAN? Question 2: What are the advantages of being part of ASEAN? Question 3: Do you think that ASEAN organises many projects and activities? Give examples Instructions for dots and marks I Factors need ensuring: Fluency and Coherence • Speed: speak slowly and fluently • Length answers: relative length, ensure full content • Coherence: answer the center of the question correctly, expand and develop answers by adding examples or explanations to clarify the idea Specially, the ideas are linked by suitable matching words or phrases, making it easy for the listener to understand Lexical Resource • Vocabulary: diverse and accurate, contextual, semantic Grammatical Range and Accuracy • Sentences with complex clauses, with no errors in tense and basic grammar Pronunciation Correct, clear and understandable pronunciation This includes: • Pronounce the vowel and consonant sounds of words correctly • Press the correct stress • Have intonation, meaning that not speak evenly, but have an appropriate intonation and rhythm e • Do not speak too quickly or too slowly and note to cut off the voice in the right place II Marks: - Question 1: points - Question 2: points - Question 3: points f APPENDIX Some photos of group activities of students in experimental class g h ... propose the process of using worksheets to teach reading lessons to practice students' cooperation capacity 16 CHAPTER USING WORKSHEETS TO DEVELOP COOPERATION CAPACITY IN TEACHING THE READING LESSONS. .. implement the topic: ? ?Using worksheets to develop cooperation capacity in teaching the reading lessons in English 11 (New Textbook)” Research purpose Design and use worksheets to teach reading comprehension... organizing teaching activities to develop cooperation capacity for students in teaching English at high school - Develop a process to use worksheets to organize teaching reading lessons in English 11