The objectives of the stud
The study aimed at seeing whether the graphic organizers are beneficial for my students Specifically, the aims include:
This study aims to assess the effectiveness of Graphic Organizers in enhancing reading comprehension skills among grade 12 students Specifically, it will focus on their ability to identify the main idea, understand vocabulary, differentiate between facts and opinions, and make inferences By exploring these aspects, the research seeks to determine the extent to which Graphic Organizers can support students in improving their reading comprehension abilities.
To describe the situation when Graphic Organizers are used in reading classes.
The method of the study
When conducting this paper, I have uterlized these following methods.
- Collecting information about the theme.
The scope of the study
Due to constraints in knowledge, energy, and time, the researcher conducted a limited-scale investigation over a period of 8 weeks, focusing on four reading lessons within a specific context.
46 twelveth-grade students at Le Loi High School in the academic year 2020 -
2021 only Hence, the results of the study is only limited to the above teaching context and participants.
The design of the study
The research study is organized into three parts as followed:
Part 1 provides basic information including the rationale, objectives, method, scope and design of the study.
Part 2 examines the relevant literature on reading comprehension and highlights the effectiveness of graphic organizers in enhancing teaching and learning outcomes It also addresses the challenges encountered by both teachers and students when implementing this technique in the classroom.
Part 3 involves the result analysis as well as the discussion of the data and draws the conclusion, implication on the subject matter and suggestions for further research.
The nature of reading comprehension
Reading comprehension is the ability to understand a written text and efficiently extract necessary information (Grellet, 1998) It encompasses recognizing the significance of the message, grasping the writer's intentions, and interpreting implied meanings beyond the explicit content (White, 1997).
Moreover, Howel (1993: 182) writes that comprehension is the act combining information in passages with prior knowledge in order to construct meaning.
Reading comprehension is a multifaceted process where the reader actively constructs meaning by engaging with the text This interaction is influenced by the reader's prior knowledge and experiences, as well as the information presented within the text itself (Merisuo & Storm, 2006).
Reading comprehension is a complex process where readers engage with the text, utilizing their prior knowledge and experiences to extract significant information and understand the writer's intentions It involves interpreting implicit meanings beyond the written words Therefore, it is crucial for language teachers to assist students in becoming effective readers.
The factors influencing reading comprehension
External factors
- Difficulty of material: difficult material that is beyond the students’ level is one of the major causes of lack of comprehension.
A student's reading comprehension is often constrained by their cognitive abilities, which directly impacts their understanding of the material The level of intelligence plays a crucial role in determining how well a reader can grasp the content of a passage.
- Teacher’ s method: methods of teaching that concentrate on the recognition of individual words without neglecting attention to meaning assists the students’ quality in comprehending the text.
Internal factors
- Motivation is one of the important factors of learners in reading comprehension.
- Self-esteem has important role in developing reading comprehension It is a human being personality that is active, highly confident.
Reading comprehension skill
Main idea
According to Spears (2000: 17), the main idea is the central point the author aims to convey, typically expressed in one or two sentences that summarize the content This main idea can be positioned at the beginning, the end, or even in a combination of both ends of a paragraph, and in some cases, it may not be explicitly stated at all.
Explicit information
Spears (2000: 12) defines explicit information is a single piece of information or fact about something.
Vocabulary
Vocabulary, as defined by Schwartz and Raphael (1985: 39), refers to the understanding of words and their meanings This knowledge is essential for reading comprehension, as it enhances understanding of the text Students are anticipated to grasp the meanings of new words, which they can acquire through reading various materials such as books, magazines, and newspapers, or by listening to others read aloud.
Inference
Inference, as defined by McNeil (1992: 77), is the process of deriving ideas that are not explicitly stated According to Caroll, as referenced by McNeil, there are three key methods for making inferences: analyzing the nuances of verbal expression, employing reasoning, and engaging the reader's own experiences to interpret the emotions of characters within the text.
Graphic Organizers
Definition of Graphic
There are many definitions about graphic organizers Among them are from Bromley et al, Sousa, and Zwiers.
Graphic organizers are visual representations of knowledge that structure and arrange key aspects of a concept or topic into a coherent pattern, as defined by Bromley et al (1995) Additionally, Sousa (2005) highlights their value as tools for organizing and representing knowledge, effectively illustrating the relationships between concepts.
In addition, Herley in Zwiers (2004:17) states that graphic organizers are drawings that use geometric shapes or tables to show connections between pieces of information.
Types of Graphic Organizers
Graphic organizers come in many different forms, each one is best suited to organizing a particular type of information Mcgill, Murphy, and Freeman
(2009) state that graphic organizers are generally labeled as conceptual, hierarchical, cyclical, and sequential.
Conceptual organizers are essential tools that assist students in demonstrating their understanding of central ideas Examples include concept maps, KWL charts, and Venn diagrams KWL charts enable students to organize their prior knowledge and outline what they wish to learn before engaging with new material, and they also provide a way to reflect on what has been learned afterward Meanwhile, Venn diagrams serve as effective means for comparing and contrasting two subjects, whether they are objects, topics, or characters.
A hierarchical organizer is essential for students to decompose broad concepts into more specific sub-concepts Examples of such organizers include branching diagrams, classifying charts, and topic/subtopic webs These graphic organizers can effectively illustrate complex topics, such as the food chain, aiding in comprehension and retention.
Students can effectively explain the sequence of events using sequential graphic organizers, such as storyboards, T-charts, and cause-and-effect organizers These tools are particularly useful for outlining the beginning, middle, and end of a story, helping to clarify the narrative structure.
The last, there are times when it would be best to use a cyclical organizer.
These organizers may be better known as the circle organizer or the circle diagram These could be used to show life cycles or the water cycle.
Figures 1 to 4 illustrate various graphic organizers designed to aid in text interpretation for specific objectives Figure 1.1 focuses on classifying the author's purpose within a reading comprehension passage, adaptable to different text requirements Figure 2 is intended for identifying the main idea and supporting details, while Figures 3 and 4 assist in categorizing information as fact or opinion and in comparing or contrasting elements, respectively These tools enhance comprehension and analysis skills in reading.
The Benefits of Graphic Organizers to reading comprehension …
Graphic organizers are valuable tools for improving reading comprehension across all grade levels They not only assess students' understanding but also serve to motivate learners and enhance their critical thinking skills.
According to a 2011 study, students enhance their critical thinking skills by organizing and connecting key concepts from their reading material This cognitive activity not only clarifies their thoughts but also strengthens their ability to analyze and synthesize information, contributing to improved comprehension and learning outcomes.
Graphic organizers are effective tools that actively engage students in their learning process By incorporating words, images, and symbolic patterns—such as conceptual, hierarchical, cyclical, and sequential formats—these visual aids cater to various learning styles, including verbal, visual, and logical learners.
Students who are good at their merits feel easier to demonstrate their reading understanding by using graphic organizers instead of answering comprehension questions in verbal languages
Research indicates that incorporating appropriate graphic organizers in English reading lessons significantly enhances student comprehension and maximizes their potential For sequential texts, using lists or timelines is most effective, while compare/contrast passages benefit from 2-column charts or Venn diagrams When dealing with reading material centered around a main theme, employing mind maps or network trees can effectively brainstorm related concepts, providing a valuable strategy for students' learning.
Teachers should utilize graphic organizers to enhance students' reading preparation, foster a deeper understanding of the text, externalize their thoughts, and encourage effective learning.
Using graphical organizers effectively can greatly decrease the time needed to meet the goals of a reading lesson for both teachers and students The selection of suitable organizers relies on the teacher's understanding of the topic, pedagogical content knowledge for planning and delivering an effective lesson, and insights into language learners, all of which foster creativity and critical thinking—key 21st-century skills.
Graphic Organizers in the Classroom Activities
In his 1992 book, "Graphic Organizers: Collaborative Links to Better Thinking," Jay McTighe identified three primary methods for teachers to implement graphic organizers in their instruction, as well as various strategies for students to enhance their learning Graphic organizers can be effectively utilized at three stages of the reading process: before instruction, during instruction, and after instruction.
Before instruction, teachers utilize graphic organizers to assess students' understanding of the content These pre-reading tools are designed to structure lessons and materials, facilitating vocabulary pre-teaching and activating prior knowledge This approach prepares learners to engage with the material they are about to read.
During instruction, graphic organizers allow students to approach the content cognitively because they assist thinking It also allows students to construct maps that are appropriate to their learning styles
Graphic organizers serve as effective summarization tools that enhance students' comprehension of passages By connecting prior knowledge with new information and recognizing relationships between concepts, students can track their progress and understanding, demonstrating the successful impact of graphic organizers on their learning journey.
Graphic organizers are visual tools that assist readers in understanding text by organizing and connecting ideas They facilitate the identification of main ideas as well as both explicit and implicit information, enhancing overall comprehension.
PRACTICAL BACKGROUND 1 The background of the study
The problems faced by students and teacher in learning and teaching
2.1 The difficulties faced by the grade 12 students in learning reading comprehension
It is clear that the students in my school have encountered many difficulties in learning reading comprehension
Many students struggle with reading lessons due to limited English proficiency, characterized by a weak vocabulary and poor sentence structure Their lack of background knowledge adds to their stress while reading As a result, students often find it challenging to identify explicit information, comprehend the text, discern the main idea of a paragraph, and infer meanings effectively.
Many EFL students tend to mentally translate reading content into their first language, which complicates their ability to answer comprehension questions effectively This time-consuming translation process often leads to inaccuracies, as students struggle to verify the correctness of their understanding Additionally, reading in fragmented segments hinders their ability to connect ideas, resulting in a superficial grasp of the material Furthermore, students frequently struggle to follow the schemata of the text, making it difficult for them to identify the main idea and how it is elaborated upon in the subsequent paragraphs.
Additionally, students exhibit low motivation, perceiving their teachers' assistance as insufficient They believe that the feedback provided by their teachers lacks depth and that the instructions given are inadequate for their learning needs.
2.2 The difficulties faced by teachers in teaching reading comprehension for the grade 12 students
Not only the students but also the teachers cope with numerous problems when teaching reading comprehension at my school.
One of the primary challenges faced by educators is the low English proficiency of students, which manifests in limited vocabulary and difficulties in text comprehension Additionally, teachers encounter issues related to students' low motivation and insufficient background knowledge, further complicating the learning process.
One significant challenge in education is managing large and multilevel classes, particularly at Le Loi High School, where classes can exceed 45 students This diversity in skill levels creates a substantial gap between students; while some demonstrate proficiency and engagement in English, many others remain unmotivated The sheer size of the classes makes it difficult for teachers to provide individual attention, monitor student progress, and ensure that all students remain focused on their tasks.
Effective teaching relies heavily on quality equipment and reference materials, yet my school faces significant challenges in this area The lack of essential teaching aids, such as pictures and sub-boards, hinders the overall educational experience.
Teachers often use only textbook, chalk and board in their lessons To make our lessons more interesting, we had to create teaching aids by ourselves
3 The method employed in teaching and learning reading comprehension skill to grade 12 students at Le Loi High School.
In traditional reading lessons, students often re-read passages to grasp the content and tackle comprehension questions Many EFL students rely on mentally translating the text into their first language, which can lead to a lengthy process of answering questions as they convert their thoughts back into English This reliance on translation makes it challenging for students to ensure the accuracy of their understanding, as they cannot fully verify the correctness of their interpretations from their mother tongue.
Many students face significant reading challenges due to their fixation on understanding every single word, which hinders their ability to grasp the overall message of a text While they may excel in word recognition and pronunciation, they often struggle to identify the central theme and connect ideas, leading to a fragmented understanding Additionally, they frequently overlook the schemata necessary for effective reading, failing to discern the main idea and its development throughout the passage.
With the desire of helping my students with reading comprehension skill,
Over a two-month study, I gathered data from my teaching practice, revealing that graphic organizers offer students effective alternatives to traditional reading and comprehension methods Unlike their typical approach, which often leads to inefficiency, students using graphic organizers classify and decode the content of passages more effectively.
This article examines the effectiveness of using graphic organizers for classifying reading passages, demonstrating improved outcomes compared to traditional reading methods By employing graphic organizers, students develop the ability to categorize information within a text according to specific schemas Mastery of this skill allows them to break down passages into essential components such as main ideas, supporting details, topic sentences, and various types of information like facts and opinions This progression from fragmented understanding to logical classification enhances their overall comprehension, enabling students to better interpret the logical and linguistic cues within the text.
PART 3: THE SOLUTIONS 3.1 The Purposes of the Solutions.
To achieve success in reading comprehension, students must develop effective strategies Common challenges they face include identifying the main idea, locating supporting details, understanding vocabulary, and making inferences.
Graphic organizers serve as an effective teaching method that bridges the gap between abstract concepts in texts and more concrete ideas, enhancing readers' understanding The specific goals of utilizing graphic organizers in reading comprehension include improving clarity, facilitating connections between ideas, and aiding in the retention of information.
- Clarify and organize information into categories (main idea, supporting details, topic sentence, facts, opinion, etc)
- Organize information in a paragraph for better understanding.
- Construct meaning of difficult words and sentence dividing into lexes.
- Understand the context by associating with prior knowledge.
- Identify conceptual and perceptual errors that may occur in the course of reading a passage.
The implementation of graphic organizers has shown significant benefits in enhancing learning performance, boosting critical thinking skills, and fostering positive learning attitudes Given their effective characteristics, graphic organizers are believed to significantly improve students' reading comprehension by aiding in the identification of explicit information, vocabulary development, understanding main ideas, and making inferences.
3.2 The Time & The Participants of The Study.
This study was carried out at my workplace- Le Loi High School- a school in Tho Xuan district, Thanh Hoa province in academic year 2020-2021 The study lasted for eight weeks.
The study involved 46 students from class 12A2 in Tho Xuan district, representing both urban and rural backgrounds Among the participants, 22 were female, all aged 17, and they had been studying English for over seven years Their academic performance in grade 11 revealed that 5 students were ranked as very good, 7 as good, and 22 as average.
12 as poor at using English In my study, students from class 12A2 were trained with using graphic organizers in reading lessons to decode information from reading passages
The reading materials used in the present study consisted of selected texts based on the themes in English textbook 12, Education Publishing House.
The reader designed for high school students includes a mix of expository and narrative texts, carefully selected based on complexity level, topic diversity, and lexical count to enhance comprehension and engagement.
3.4 The Procedures of the study
The Procedures of the study are as follows:
Problem identification is conducted by identifying problems of the students’ reading comprehension In this case, the researcher makes use of Pre test (Appendix 1).
THE SOLUTIONS
The Purposes of the Solutions
To achieve success in reading comprehension, students must develop effective strategies Common challenges they face include identifying the main idea, locating supporting details, understanding vocabulary, and making inferences.
Graphic organizers serve as an effective teaching method that connects abstract text concepts to more tangible ideas, facilitating better comprehension for readers The specific goals of employing graphic organizers in reading instruction include enhancing understanding and retention of material, clarifying relationships between ideas, and improving overall reading comprehension skills.
- Clarify and organize information into categories (main idea, supporting details, topic sentence, facts, opinion, etc)
- Organize information in a paragraph for better understanding.
- Construct meaning of difficult words and sentence dividing into lexes.
- Understand the context by associating with prior knowledge.
- Identify conceptual and perceptual errors that may occur in the course of reading a passage.
The implementation of graphic organizers has shown positive outcomes in enhancing learning performance, boosting thinking skills, and fostering favorable learning attitudes Given these benefits, it is anticipated that graphic organizers can significantly improve students' reading comprehension by aiding in the identification of explicit information, vocabulary development, understanding main ideas, and making inferences.
The Time & the Participants of the Study
This study was carried out at my workplace- Le Loi High School- a school in Tho Xuan district, Thanh Hoa province in academic year 2020-2021 The study lasted for eight weeks.
The study involved 46 students from class 12A2 in Tho Xuan district, encompassing both urban and rural backgrounds Among them, 22 were female, all aged 17, with over 7 years of English learning experience Their grade 11 school reports indicated that 5 students were ranked as very good, 7 as good, and 22 as average.
12 as poor at using English In my study, students from class 12A2 were trained with using graphic organizers in reading lessons to decode information from reading passages.
Reading Materials
The reading materials used in the present study consisted of selected texts based on the themes in English textbook 12, Education Publishing House.
The reader designed for high school students includes a mix of expository and narrative texts, carefully chosen based on three key criteria: the complexity level of the content, the diversity of topics covered, and the overall lexical count.
The Procedures of the study
The Procedures of the study are as follows:
Problem identification is conducted by identifying problems of the students’ reading comprehension In this case, the researcher makes use of Pre test (Appendix 1).
A pre-test was conducted to evaluate students' reading comprehension levels, with scores meticulously recorded The test material, tailored to the study's objectives, consisted of a single passage accompanied by ten questions, categorized into five distinct types of reading questions.
(4) distinguishing fact from opinion and
The test consisted of 10 questions, including 2 focused on main ideas, 2 on supporting details, 2 assessing vocabulary, 2 differentiating between fact and opinion, and 2 requiring inference skills Each question carried a value of 1 mark, culminating in a total score of 10 marks for the entire assessment.
Before administering the pre-test, it was important for the researcher to examine the proficiency level of the students
The result of the test showed the Students’ reading comprehension problems at my school as following.
- Students had difficulty to identify explicit information of the text
- Students had difficulty to comprehend the text as they lack of vocabulary.
- Students were unable to find main idea in paragraph
- Students had difficulty to infer the meaning of the text.
Recognizing that students struggled with reading comprehension, I sought to identify the underlying causes of their difficulties These challenges stemmed from two key factors: the teaching methods employed and the students' individual learning needs.
From the teacher's perspective, the teaching and learning process lacked inspiration, as the teacher rarely motivated students during class This resulted in students feeling bored with the teaching techniques employed.
Meanwhile, from the students’ aspect, I saw that the students’ vocabulary mastery was poor Besides, the students have lack of motivation.
Furthermore students got difficulties in reading comprehension as the material given by the teacher was difficult.
To overcome the problems above, I would like to
- Use selected text suited with their daily life experience and their interest during the research as it easier to understand by the students.
- Use graphic organizers to improve students’ reading comprehension skill.
After diagnosing the issues and their underlying causes, I develop a strategic action plan This involves organizing all necessary research materials, creating a detailed lesson plan, preparing observation sheets to track student activities, and assembling teaching aids and instruments to enhance the learning experience.
Here is an example of a lesson plan I created for my study, which serves as a proposal for teaching activities With this in mind, I have outlined the general instructional objectives as follows.
The students will be able to comprehend the text b) Specific Instructional Process ã
- The students are able to find explicit information in the text.
- The students are able to comprehend the text
- The students are able to find main idea in a paragraph of the text.
- The students are able to infer the meaning of the text c) Indicator: Using conflict dissection graphic organizer, students are able to;
- Find explicit information in a text
- Find word meaning in a text
- Find main idea in a paragraph
- Inferring the meaning of the text d) Time: week 15 th , school year 2020-2021 e) Materials
The text about “tobacco smoking”
The well established dangerous effects of tobacco smoking such as lung cancer, heart disease, and emphysema-bronchitis are familiar to many of us.
Cigarette smoking has inflicted more harm on human health than all recorded wars combined, with over 80,000 annual lung cancer deaths in the United States alone As the leading cause of lung cancer, smoking has contributed to the deaths of at least 2 million Americans in the past decade, along with countless others globally where smoking is prevalent.
According to 1992 statistics, smoking accounted for 20% of global deaths, with its prevalence increasing in developing countries while declining in developed nations As of 2002, the World Health Organization reported daily sales of approximately 15 billion cigarettes, equating to 10 million per minute Notably, smoking rates among women and individuals in Asian countries have risen significantly, contributing to a health crisis of unprecedented scale.
(Source:http://books.google.co.in/books? id=h5QnGCpmhgUC&printsec=frontcover#v=onepage&q&fse) f) Teaching Learning Process
In this stage, the teacher introduced graphic organizers (GOs) as a technique designed to enhance students' reading comprehension The teacher explained the strengths of GOs, the various types available, and how to select them for explicit information, vocabulary, main ideas, and inferences.
The teacher demonstrated how to use a specific graphic organizer by guiding students through the process During this modeling session, students were instructed to take notes on the teacher's explanations The teacher began by displaying the graphic organizer and clarifying key terms such as main idea, supporting idea, fact, and writer's opinion After identifying the essential elements of the passage, the teacher filled in the blank graphic organizer with these components, ensuring students understood how to effectively organize information.
The teacher identified the practical value implied in the passage and subsequently addressed all questions related to the content and the graphic organizer used.
The teacher provided students with a text titled "Water" along with a blank graphic organizer Following this distribution, the teacher introduced key vocabulary words to enhance students' understanding of the material.
The teacher guided the students to read the text silently, encouraging them to connect their prior knowledge with the new information Following this, the students filled out a Graphic Organizer based on their understanding While they worked, the teacher observed their engagement and progress Once the Graphic Organizer was completed, the teacher facilitated a group sharing session where students discussed their findings together.
In this stage, the teacher asked the students about the content of the passage It is done to know whether the students understand the text or not.
Besides that, it trained the students’ bravery in answering the questions After that, teacher showed the best graphic organizer to student and asked them to take notes as a model.
*Closing: Teacher summarized the main points in the lesson, assigned home work g) Tool/Media: internet- based computer, markers, large sheet of paper, etc.
During this phase, the researcher documented instructional activities through field notes to gain insights into the classroom dynamics, student responses, and the effectiveness of graphic organizers in the learning process.
Here, the implementation of the action was planned: the instructional activity in
Techniques of Analyzing Data
In this stage, I observed and monitored the activities in the classroom during and after teaching learning process by making notes of students’ progress on reading comprehension
After carrying out teaching and learning activity using graphic organizers, I recited the occurrences in the classroom as the effect of the action.
My colleagues and I assessed the implementation of graphic organizers in enhancing reading comprehension and analyzed student performance through a post-test (Appendix 2) to evaluate the effectiveness of the intervention This evaluation provided valuable insights that will inform my planning for future lessons.
The revision process addresses the weaknesses identified in previous lessons, aiming to improve overall understanding By refining the plan, it is anticipated that remaining issues will be effectively managed in upcoming lessons.
In this study, I collected quantitative data through pre- and post-tests to assess the effectiveness of graphic organizers on enhancing students' reading comprehension The objective was to determine if there was a significant improvement in students' reading skills after implementing this technique.
In my analysis of quantitative data, I employed descriptive statistics to determine the percentage of student achievement The process involved several key steps: first, I assessed students' responses to the written test conducted during the implementation cycles, identifying correct and incorrect answers Next, I calculated the number of correct answers, followed by computing the overall scores for each student on the written test.
I calculated the percentage of the correct answers of each student by using percentage correction The percentage is used to measure the students’ reading comprehension.
RESULT AND DISCUSSION 1 Results of the study
Discussion
Based on the result of the study, I could identify some strengths and weaknesses of the implementation of graphic organizer in teaching reading comprehension
- The students became more interested and motivated to join the class as they were introduced a new technique that is GO
- The students were familiar with the text, so it encouraged the students to activate their background knowledge By activating their background knowledge, the students understood the text well
- Graphic organizers were effective to solve the students’ difficulties on reading comprehension, such as explicit information, vocabulary, main idea, and inference
The researcher and the teacher engaged in active discussions before and after their meetings, reflecting on and evaluating the teaching-learning process This collaborative approach aims to enhance teaching proficiency.
Conclusion
Implication
Research indicates that graphic organizers significantly enhance students' reading comprehension and positively transform classroom dynamics Additionally, students exhibit a notably improved attitude toward reading as a result of these strategies.
A recent study indicates that using graphic organizers as a novel teaching technique effectively enhances students' reading comprehension To successfully implement graphic organizers in the classroom, educators should follow a series of essential steps.
This study serves as a valuable reference for teachers aiming to enhance teaching quality through effective techniques that improve students' reading abilities Additionally, incorporating graphic organizers in writing classes can significantly boost students' English skills Therefore, it is essential for teachers to familiarize themselves with the use of graphic organizers to maximize their potential in the classroom.
Suggestion
Based on the previous experiences that the researcher gained during the action research, the researcher could give suggestions for betterment of students’ reading comprehension as follows
For the sake of improvement of students’ reading comprehension, English teachers are suggested to:
Select and present material according to the students’ level and need
Check readability of the text that is going to be applied for teaching
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 graphic organizers for classroom usage
Explain graphic organizers explicitly when teachers gave modeling phase.
For the sake of successful learning of reading comprehension, students are suggested to:
Develop reading comprehension ability through forming reading habit to enrich students’ vocabulary mastery.
Use actively all vocabularies that have been learned into different skills
Train a lot in reading using different genre of the texts
Monitor the comprehension by generating questions and explain back anything that has been learned
Don’t be shy to ask or consult a teacher or other related expert when having difficulty
For the effectiveness of the teaching and learning process, the school is suggested to:
Introduce graphic organizers among teachers in school
Implement various graphic organizers to teach English especially reading comprehension
Provide adequate facilities to support the success of the teaching learning process.
XÁC NHẬN CỦA THỦ TRƯỞNG ĐƠN VỊ
Thanh Hóa, ngày 18 tháng 5 năm 2021
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Appendices Appendix 1: The pre- test Passage1: Read the following passages and answer the following questions:
Water is essential for life and covers nearly three-quarters of the Earth's surface It plays a crucial role in our environment, supporting all living organisms Without water, plants and trees cannot thrive, aquatic life such as fish and dolphins lose their habitats, and animals like otters are deprived of their food sources In fact, humans can survive much longer without food than without water, highlighting its vital importance.
Water contains dissolved nutrients and minerals, including fluoride, which is added to drinking water in the United States to help prevent cavities Plants absorb water through their roots, taking in essential minerals and nutrients that contribute to our energy when we consume them Water exists in three forms: solid, liquid, and gas, with solid water being recognized as ice when frozen.
When water is heated, either by boiling or by the sun's rays, its molecules gain sufficient energy to transition into the air as water vapor, a gaseous form of water.
Up in Earth’s atmosphere, water vapor cools and collects into clouds.
The water cycle describes the process where clusters of cloud particles combine and fall to Earth as precipitation, including rain, snow, hail, or sleet Water exists in various forms on Earth, flowing above ground in streams and rivers, running underground, or freezing into large glaciers Regardless of its state, water is a powerful force that shapes the landscape by eroding mountains and carving valleys.
Water is essential for life on Earth, and it is crucial for drinking, cooking, washing, and agriculture Unfortunately, a significant portion of the global population lacks direct access to clean water Those of us in countries with easy access to safe drinking water must recognize our privilege and act as responsible stewards of this vital resource.
Which of the following is main idea of the passage? a Contamination of water b process of raining c All about water d Responsibility of man
2 Based on the main idea, suggest an apt title for the passage.
“water has lot of useful minerals”
Identify two supporting details from the passage for the above idea.
4 Identify a supporting detail from the passage which talks about the conservation of water.
Find synonymous word from the passage for the below words: a disappear b tap
6 Fill in the blanks with the appropriate words from the passage. a _ substance that provides nourishment essential for growth and the maintenance of life.
7 Identify the following sentences as fact or opinion:
The process of water evaporating, condensing and falling to
Earth is called water cycle.
8 Most of the world’s population does not have direct access to clean water
What happens if the water bodies are contaminated?
10 What do you infer from the following extract?
Minerals and other nutrients enter the plant with the water.
Appendix 2: The post- test Passage2: Read the following passages and answer the following questions:
Every day, millions of bacteria attack your teeth, forming a clear coating known as plaque When you consume sugary foods, these bacteria thrive, producing acids that can damage your teeth You may notice a sour taste from the acid about an hour after eating something sweet To effectively prevent plaque buildup, it is essential to brush your teeth for at least two minutes, twice a day, using a toothbrush and toothpaste.
Your teeth consist of three primary layers: enamel, dentin, and pulp Enamel, the outermost layer, covers the visible part of the tooth known as the "crown," while the part beneath the gum line is referred to as the "root." As the hardest substance in the body, enamel plays a crucial role in protecting teeth during chewing Dentin, which forms the bulk of the tooth structure, is also hard but not as resilient as enamel; it safeguards the nerves and blood vessels within the pulp When bacteria penetrate the enamel, cavities can form, providing a hiding place for bacteria to thrive and produce harmful acids that can damage the tooth further If left untreated, deep cavities can expose the nerves in the pulp, leading to pain and discomfort.
Dentists effectively address cavities by first removing the decayed portion of the tooth through drilling, followed by filling the resulting space to restore its structure and function.
The ceramic material used for dental fillings resembles glass; it has a hardness similar to enamel but is prone to breaking Therefore, it is crucial to take preventive measures to avoid cavities whenever possible.
Most toothpaste has fluoride, a chemical that hardens your tooth enamel.
Your drinking water may also have fluoride in it Using fluoride helps to prevent cavities by making it harder for acids to burn through your teeth.
Brushing your teeth for at least two minutes twice daily with toothpaste is essential for preventing cavities and maintaining your dental health as you age This simple practice not only helps preserve your teeth but also contributes to a confident smile.
Which of the following is main idea of the passage? a strength of the enamel b Dentists and the teeth c Teeth and the damage caused to it d Avoid cavity
2 Based on the main idea, suggest an apt title for the passage.
3 When bacteria eat through the enamel on your teeth, they form cavities.
In the context of dental health, it is crucial to recognize that bacteria thrive in the presence of sufficient cavities However, it is equally important to emphasize the necessity of maintaining clean enamel on your teeth Among the provided options, the statement that does not support this idea is: "The enamel of your teeth should be cleaned."
To prevent cavities, it's essential to identify supporting details and maintain good oral hygiene If a cavity reaches the pulp of the tooth, it can lead to significant pain Regular and proper brushing is crucial in combating cavities and ensuring dental health.
4 Identify a supporting detail from the passage which talks about the prevention of the deposition of bacteria on the teeth.
Find synonymous word from the passage for the below words: a defend b avert
6 Fill in the blanks with the appropriate words from the passage.
is an important part of the teeth It is covered by the enamel and it covers the pulp.
Identify the following sentences as fact or opinion:
1 Bacteria make a clear coating on the teeth called plaque
8 The best way to prevent plaque is to brush for two minutes at least two times a day using toothpaste and a toothbrush.
Enamel is the hardest material in your body, and that’s a good thing considering what you eat.
What is the author implying? a nothing can destroy enamel b enamel is very hard because you a lot c enamel helps you to chew the food you eat
Making inferences easily d enamel is the hardest material, but it is good for eating.
10 It will also give you something to smile about.
What does ‘it’ signify in the above extract from the passage?
Types of activities: (circle one) original/ modified
1 This sheet is for observing the class as a whole, not individual student.
2 Complete this sheet when the tasks are drawing to close.
3 Circle one number for each statement below.
4 Add your comments at the bottom of the sheet if you wish
1 Mark how involved in the task the students are:
Not very involved 1 2 3 4 5 very involved
2 Mark the level of students’ concentration on the learning task:
3 The students are enjoying the task Not really 1 2 3 4 5 very much
4 The students are paying persistent attention to the learning tasks Not really 1 2 3 4 5 very much
5 The students find the modified activities interesting Not really 1 2 3 4 5 very much
6 The modified reading tasks are appropriate for the students Not really 1 2 3 4 5 very much
I Effectiveness of the modified listening tasks and the lesson:
1 Effectiveness of the modified reading tasks
- Students’ interest in the task:
- Students’ satisfaction with the task:
II Difficulties students met in the lesson: