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sa ng ki en NGHE AN DEPARTMENT OF EDUCATION AND TRAINING ki nh ng hi em w n lo ad th yj EXPERIENCE IDEA uy ip APPLYING MULTIMEDIA TECHNOLOGY IN TEACHING READING SKILL TO EFL 10TH GRADERS AT DIEN CHAU HIGH SCHOOL la an lu n va ll fu oi m at nh z z vb m co l Email: saumodel@gmail.com gm Phone: 0987635512 k Specialized Team: English jm ht Author: Dau Thi Sau – Dien Chau High School Dien Chau, April 17th , 2023 sa ng ki en CONTENTS ki nh CHAPTER 1: INTRODUCTION Rationale ng 1.1 Aims and Objectives of research em Research questions 1.3 hi 1.2 w 1.4 Scope of the study n 1.5 Structure of the study lo ad CHAPTER 2:CONTENT th yj 2.1 Theoretical background uy 2.2 Practical situation of using multimedia technology in teaching reading at school ip la 2.3 Solutions to the problems 11 lu an 2.4 The effectiveness of the solutions 17 2.5 Investigation about the necessary and feasibility………………………… 20 CHAPTER 3: CONCLUSION AND SUGGESTIONS…………………… 220 n va ll fu m oi 3.1 Conclusion 25 at nh 3.2 Suggestions 25 z REFERENCES 26 z vb APPENDIX 27 k jm ht APPENDIX 29 m co l gm sa ng ki en CHAPTER 1: INTRODUCTION ki nh 1.1 Rationale ng There is currently little doubt that governments, schools and parents around the world advocate the need for learning English as part of essential education – English can bring access to education and jobs, encourage social mobility, and connect people At its best, English can bring us back many benefits Thanks to English, people have more opportunities to understand scientific theories and advanced technology It also helps people integrate quickly into international society so that they can improve their abilities Therefore, English is considered the most crucial second or foreign language in the educational system in many nations in the world hi em w n lo ad th yj uy Among four skills of English language, reading is one of the four skills which need to be learned It is also considered an important language skill that is applied regularly in exams However, based on the preliminary observation in Dien Chau high schools, most of the students found out reading is a challenging skill to master They could not understand the content of the English texts well For example, after reading a text, they did not manage to tell what the text was about Furthermore, they could not answer the questions related to the text correctly This condition influences other students’ English skills Hence, as a teacher, I am supposed to explore some ways to tackle these problems, and application of multimedia teachnology is among the potential solutions ip la an lu n va ll fu oi m nh at In the world, there have been many studies on the application of multimedia technology in developing reading skills for 10th-grade students Rina Yliyanti & Kastam Syamsi (2018) conducted the research on this topic in grade 10 of vocational high school in Indonesia In this sutudy, the researchers applied the pictures, charts, graphs, diagrams or matrices in the form of software stored on CD (Compact Disc) to improve students’ reading skill They showed that the students could understand the materials easily and they were also motivated in participating reading activities They also agreed that one of the techniques which are appropriate to be applied in the teaching and learning process is multimedia technology Multimedia technology enhances the process of teaching and learning reading, which belonged to macro skills that are considered difficult to accomplish The software was used by considering the factors contributing to difficulties in reading This software helped the teachers by providing some materials, especially for reading z z vb k jm ht m co Based on the explanation above and due to the problems in the teaching and l gm Moreover, it also can attract the students to enjoy the class, the teenage students were very interested with the use of technology in the process of teaching and learning That is why it was important to research which could improve the teaching and learning process of reading through the use of multimedia which can integrate what the students’ wants, needs, and also lacks with their enjoyment sa ng ki en ki learning process of reading in English at grade 10, Dien Chau high school, I was interested to find a solution in order to facilitate students in learning reading In this research, I focused on making reading activities more interesting and enjoyable I conduct research on “ APPLYING MULTIMEDIA TECHNOLOGY IN TEACHING READING SKILL TO EFL 10TH GRADERS AT DIEN CHAU HIGH SCHOOL” nh ng hi em 1.2 Aims and Objectives of research w n The aim of this study is to investigate the effectiveness of multimedia technology in enhancing the teaching of reading skills to English as a foreign language (EFL) 10th graders lo ad th yj The objectives include the following: To examine the current reading skills of EFL 10th graders To explore the impact of multimedia technology on the reading skills of EFL 10th graders To compare the effectiveness of traditional teaching methods with multimedia technology in teaching reading skills to EFL 10th graders To identify the challenges and benefits of integrating multimedia technology in the teaching of reading skills to EFL 10th graders To provide recommendations and implications for the effective use of multimedia technology in enhancing the teaching of reading skills to EFL 10th graders 1.3 Research questions The current study seeks to address the following research questions: Does multimedia technology help improve EFL 10 th graders’ reading skills? If yes, to what extent? What are students’ attitudes towards the use of multimedia technology in reading classes? 1.4 Scope of the study Two intact 10th-grade classes were chosen from Dien Chau High School for this investigation During the twelve-week period, one class served as the experimental group, using multimedia technology The other was assigned as the control group, which applied traditional methods This study only concentrated on the effect of multimedia technology on EFL learners’ reading skill 1.5 Structure of the study This study has chapters: Chapter 1- Introduction This chapter shows the background of the study such as the rationale, the objective of the study, research questions, the scope of the study, the significance of the study and the organization of the study uy ip la an lu n va ll fu oi m at nh z z vb k jm ht m co l gm Chapter 2- Content of the study sa ng ki en ki This chapter focuses on the definition of some key concepts: multimedia technology and reading skills In addition, It summarizes some previous studies to find out the gap between this research and previous ones This chapter presents findings and discussions about the effects of the use multimedia technology in teaching reading on EFL high school students after analyzing qualitative and quantitative data nh ng hi em Chapter 3- Conclusion and suggestions w n This chapter summarizes the findings of the study, the implications, limitations of the study and provide some suggestions for the further researches lo ad th yj uy ip la an lu n va ll fu oi m at nh z z vb k jm ht m co l gm sa ng ki en ki CHAPTER 2: CONTENT 2.1 Theoretical background 2.1.1 Definitions of reading skill Reading is a familiar term in teaching and learning Reading is one of the English skills as part of four necessary skills including listening, speaking and writing However, different scholars define reading skill in different ways Richards &Schmidt (2002) assert that listening, speaking, reading, and writing are generally called language skills Sometimes speaking and writing are called the active/productive skills meanwhile reading and listening are called the passive/receptive skills Richards and Schmidt (2002) define reading skill as abilities required for skillful reading, such as discerning main ideas, understanding sequence, noticing specific details, making inferences, making comparisons, and making predictions in second and foreign language instruction, particularly with adults 2.1.2 Types of reading There are several reading types that aid language learners in developing good reading habits nh ng hi em w n lo ad th yj uy ip la an lu n va ll fu Brown (2000) categorized different reading styles Perceptive reading is the first kind of reading including letters, words, punctuation, and other graphemic elements The second one is interactive, which concentrates on locating significant lexical, symbolic, grammatical, and discourse elements within texts of average length with the aim of helping users recall the information that has been processed The third type is selective, focusing on lexical, grammatical, or conversational characteristics of language The final type is extensive, which involves drawing on a student's overall comprehension of a work oi m at nh z z vb jm ht k Additionally, Brown (2000) concentrated on two primary reading styles involving bottom-up and top-down that may be utilized to evaluate English reading While topdown reading refers to understanding, bottom-up reading refers to the capacity to recognize letters, words, and sentences m co l gm 2.1.3 Definition of teaching reading Teaching reading refers to the process of instructing and guiding students in acquiring the necessary skills and strategies to comprehend written texts It involves a combination of methods and techniques designed to improve a student's ability to read, comprehend, and interpret written materials Effective reading instruction includes teaching phonemic awareness, phonics, fluency, vocabulary, and comprehension strategies The ultimate goal of teaching reading is to develop proficient readers who can apply their skills to a range of texts and use reading as a tool for learning and understanding the world around them 2.1.4 Principles of teaching reading sa ng ki en ki Teaching reading is a complex process that requires a deep understanding of the principles that underlie effective reading instruction The following are some of the key principles of teaching reading nh ng hi Phonemic Awareness: Phonemic awareness is the ability to identify, manipulate and blend sounds in words Effective reading instruction begins with the development of phonemic awareness Students need to learn the individual sounds that make up words before they can learn to decode and read them em w n Phonics: Phonics is the relationship between sounds and letters It involves teaching students the sound-letter relationships and how to decode words by sounding them out Phonics instruction should be systematic, explicit, and sequential, starting with simple letter-sound relationships and progressing to more complex ones lo ad th yj uy ip Fluency: Fluency is the ability to read with accuracy, speed, and expression Fluent readers are able to read effortlessly, which allows them to focus on comprehension Teachers should provide opportunities for students to read aloud, listen to fluent readers, and engage in repeated reading activities to develop fluency la an lu va n Vocabulary: Vocabulary is the knowledge of words and their meanings Effective reading instruction includes teaching students strategies for learning new words, such as using context clues, identifying word roots and affixes, and using dictionaries and other resources ll fu oi m nh at Comprehension: Comprehension is the ability to understand and make meaning from what is read Effective reading instruction involves teaching students comprehension strategies, such as predicting, questioning, visualizing, summarizing, and monitoring comprehension Teachers should also provide opportunities for students to engage in discussions and other activities that promote comprehension z z vb k jm ht m In conclusion, effective reading instruction requires a deep understanding of the principles that underlie reading acquisition Teachers must provide systematic, explicit, and differentiated instruction in phonemic awareness, phonics, fluency, vocabulary, and comprehension Regular assessment and data analysis are essential co Assessment: Assessment is the ongoing process of gathering and analyzing data to monitor student progress and inform instruction Effective reading instruction includes regular assessment of student reading skills and the use of data to inform instruction and intervention l gm Differentiation: Differentiation is the practice of tailoring instruction to meet the individual needs of students Effective reading instruction should be differentiated to accommodate the diverse needs and abilities of students Teachers should use a variety of instructional approaches, materials, and resources to meet the needs of all learners sa ng ki en for monitoring student progress and informing instruction ki nh 2.1.5 Definition of multi-media technology ng Multimedia technology refers to the use of various media, such as audio, video, images, and text, to create and deliver interactive content It involves the integration of different media formats to enhance the learning experience and engage learners in a more dynamic and interactive way Multimedia technology can be used in a variety of educational settings, including classrooms, online courses, and elearning platforms hi em w n lo ad Multimedia technology offers a range of benefits for teaching and learning It allows for the creation of rich and engaging learning experiences that incorporate a variety of media formats to cater to different learning styles It also provides opportunities for learners to interact with the content, which can enhance motivation and improve retention Additionally, multimedia technology can provide access to a wealth of resources, including online videos, audio recordings, and interactive simulations, which can be used to supplement traditional classroom materials th yj uy ip la an lu n va Multimedia technology can be used in a variety of ways in education, such as creating instructional videos, designing interactive presentations, developing elearning modules, and facilitating online discussions It can also be used to create virtual environments, such as 3D simulations, that allow learners to explore and interact with content in a more immersive way ll fu oi m nh at In short, multimedia technology offers a range of benefits for teaching and learning It allows for the creation of rich and engaging learning experiences that incorporate a variety of media formats to cater to different learning styles It also provides access to a wealth of resources and can be used to create immersive virtual environments z z vb k jm ht 2.1.6 The application of multi-media technology in teaching reading Interactive Activities: Multimedia technology can provide interactive activities, such as quizzes, games, and simulations, that encourage students to m Audio Support: Multimedia technology can also offer audio support, such as narration or background music, to create a more engaging and interactive learning experience Audio support can be particularly helpful for students who struggle with reading, as it allows them to listen to the text while following along visually co Visual Aids: Multimedia technology can provide visual aids, such as images, videos, and animations, to help students better understand the content and improve their comprehension of written texts For example, a video could be used to explain a difficult concept or a picture could be used to illustrate a vocabulary word l gm The application of multimedia technology in teaching reading can offer several benefits to both teachers and learners Here are some of the ways multimedia technology can enhance the teaching of reading: sa ng ki en ki engage with the content and apply their reading skills These activities can be designed to reinforce key concepts and provide immediate feedback to students nh ng Personalization: Multimedia technology can also allow for personalized learning experiences by offering content that is tailored to the individual needs and interests of learners For example, an online reading program could adjust the difficulty of the text based on the student's reading level hi em w Accessibility: Multimedia technology can make reading more accessible to students with disabilities or language barriers by offering features such as closed captioning, audio descriptions, and translations n lo ad th Overall, the application of multimedia technology in teaching reading can provide a more engaging, interactive, and personalized learning experience for students It can also help teachers to more effectively deliver content and assess student understanding However, it is important to use multimedia technology in a thoughtful and intentional way that supports the learning objectives of the lesson and meets the needs of all students yj uy ip la an lu 2.1.7 Characteristics of Multimedia Teaching va n Multimedia teaching refers to the use of various media such as audio, video, images, and text to deliver content in a more engaging and interactive manner The following are some of the characteristics of multimedia teaching: ll fu oi m at nh Interactivity: One of the main characteristics of multimedia teaching is interactivity Learners are actively engaged in the learning process through the use of interactive features such as quizzes, games, simulations, and animations This can help to enhance learning and improve retention z z vb k jm ht Personalization: Multimedia teaching can be personalized to meet the individual needs and interests of learners For example, online reading programs can adjust the difficulty of the text based on the student's reading level, or offer content that aligns with the student's interests Flexibility: Multimedia teaching can be delivered in a variety of settings, including in-person classrooms, online courses, and e-learning platforms This allows for greater m Richness: Multimedia teaching can provide a more immersive and engaging learning experience by incorporating rich media such as high-quality video, images, and animations This can help to hold the attention of learners and improve motivation co Accessibility: Multimedia teaching can make content more accessible to learners with disabilities or language barriers through the use of features such as closed captioning, audio descriptions, and translations l gm Multimodality: Multimedia teaching involves the use of multiple modes of communication, including audio, video, images, and text This allows learners to engage with content in a variety of ways, catering to different learning styles sa ng ki en flexibility in terms of when and where learners can access the content ki nh To conclude, multimedia teaching can offer a range of benefits for learners and teachers, including greater interactivity, personalization, and accessibility, as well as more engaging and immersive learning experiences However, it is important to use multimedia technology in a thoughtful and intentional way that supports the learning objectives of the lesson and meets the needs of all learners ng hi em w 2.1.8 Benefits of applying multimedia technology in teaching reading n The use of multimedia technology in teaching reading can offer a range of benefits for both teachers and students Some of the key benefits include: lo ad th Improved engagement: The use of multimedia such as videos, images, and animations can make the learning experience more engaging and interactive, capturing the attention of learners and helping them to stay focused and motivated yj uy ip la Enhanced comprehension: Multimedia can help to present complex ideas and concepts in a more accessible way, making it easier for students to understand and retain information an lu va n Increased retention: The use of multimedia in teaching reading can help to improve retention by providing a more memorable and immersive learning experience Students are more likely to remember information presented in a visual or interactive format ll fu oi m nh at Personalization: Multimedia technology can be used to create personalized learning experiences that cater to the individual needs and interests of students For example, online reading programs can adapt the difficulty of the text based on the student's reading level z z vb jm ht k Accessible learning: Multimedia technology can make learning more accessible to students with disabilities or language barriers by providing features such as closed captioning, audio descriptions, and translations m Overall, the use of multimedia technology in teaching reading can offer a range of benefits that can enhance the learning experience and improve student outcomes However, it is important to use multimedia technology in a thoughtful and intentional way that supports the learning objectives of the lesson and meets the co Flexibility: Multimedia technology can be used in a variety of learning settings, including in-person classrooms, online courses, and e-learning platforms, offering greater flexibility in terms of when and where students can access the content l gm Increased collaboration: Multimedia technology can facilitate collaboration among students by providing interactive features such as group discussions, online forums, and collaborative projects sa ng ki en Table 2.4.3 Result of test after experience ki nh Experimental class ng hi Level Mark Number Number of Rate(%) of students students em w lo 0 20 47,6 5.0-6.0 29 69,0 22 52,4 13 31,0 0 th Pretty- Good Rate(%) 0.0-4.0 ad Medium n Weak- Poor Control class yj 7.010.0 uy ip la Table 2.4 The results of the grading of the scores of the tests in the lu an experimental class Medium Pretty - Good n Number (0 - points) (5 - points) (7 - 10 points) of students Quantity Rate % Quantity Rate % Quantity Rate % ll fu oi m Stages va Weak -Poor z 42 23 54,8 16 38,1 42 0 29 69,0 13 7,1 z vb k jm ht 31,0 m co l gm (Test 2) at nh At the beginning of experiment (Test 1) After the experiment * Analysis: Through the results of two tests: the beginning 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 31.0 % compared to the control class of 7,1% (at the last test of the experiment) Particularly in experimental classes, there was also an improvement between the periods before and after the experiment with the average score increasing from 19 sa ng ki en 38,1% to 69,0% (after experiment) ki nh The results in table 2,4 also shows that the number of tests with weak - poor results between experiments is lower than the number of tests with good - good results ng hi em Through the data, it can be seen that the students' significant progress through the experiments Thereby, it can be concluded that the use of multimedia technology for students in teaching English 10 reading lessons is effective and feasible w n The use of multimedia technology in teaching reading English to EFL 10th graders can be highly effective Research has shown that multimedia can improve students' reading comprehension, vocabulary, and overall language proficiency lo ad th yj One way to use multimedia technology in teaching reading is to incorporate videos, images, and interactive activities into the reading material For example, a video clip related to the reading passage can be shown to provide context and engage the students' interest Interactive activities such as quizzes or games can also be used to reinforce vocabulary and comprehension uy ip la an lu n va Multimedia technology can also help accommodate different learning styles, making it more accessible to students who may struggle with traditional reading methods For instance, students who are visual learners may benefit from watching a video or looking at an infographic that illustrates the main ideas of the reading passage ll fu oi m nh at Another benefit of using multimedia technology is that it can provide immediate feedback to students For instance, interactive quizzes can provide instant feedback on whether an answer is correct or incorrect, allowing students to adjust their understanding and learn from their mistakes z z vb ht k jm Overall, incorporating multimedia technology into reading instruction can enhance the effectiveness of the lesson, engage students' interest, and accommodate different learning styles It can also provide immediate feedback, making it a valuable tool in improving EFL 10th graders' reading proficiency co l gm m 2.5 Investigation about the necessary and feasibility 2.5.1 Content of the survey I focused on two main problems: -Are these solutions mentioned really necessary for researching problem? -Are these solutions mentioned feasible for researching problem? 2.5.2 Investigating methods and assessment level The method utilized to investigate is questionaires with levels: + About necessary: - Unnecessary: point 20 sa ng ki en - Less necessary: points ki nh - Necessary: points ng - Very necessary: points hi em + About the feasibility - Unfeasible: point w - Less feasible: points n - Feasible: points lo ad - Very feasible: points th yj Then I calculated the average mark for each content of the survey by using excel solfware uy ip The convention for processing information in the questionaire la Convention point Level Unnecessary Less necessary Average point 1.0 -1.75 1.75 -2.5 2.5 -3.25 Level Unfeasible Less feasible Feasible Average point 1.0 -1.75 1.75 -2.5 2.5 – 3.25 Necessary Very necessary an lu n va ll fu oi m 3.25 -4.0 at nh Very feasible z vb k jm ht 2.5.3.1 Necessary z 2.5.3 Investigating object 3.25 -4.0 m co 21 l gm This survey was conducted in Dien Chau high school with teachers of English about the necessary of applying multimedia technology in teaching reading skill to EFL 10th graders sa ng ki en ki nh The results of survey ng TT hi Measures Less Very Necessary necessary necessary Unnecessary em Aplying multimedia technology in teaching reading skill w n lo Creating videos ad 1.1 0 th yj ip la 1.3 Online games uy 1.2 Using Images lu an 42 students of class 10A3 were investigated about the necessary of applying multimedia technology in teaching reading skill to EFL 10th graders Here are results: n va fu oi m Measures Unnecessary Less Very Necessary necessary necessary at nh TT ll The results of survey z Aplying multimedia technology in teaching reading skill z vb 20 1.2 Using Images 0 10 32 1.3 Online games 0 22 20 m 22 co l gm Creating videos k jm ht 1.1 2.5.3.2 The feasibility This survey was conducted in Dien Chau high school with teachers of English about the feasibility of applying multimedia technology in teaching reading skill to EFL 10th graders 22 sa ng ki en ki nh ng The results of survey hi Aplying multimedia technology in teaching reading skill em TT Measures Less feasible Feasible Very feasible 0 0 Unfeasible w n lo ad Creating videos th 1.1 yj uy 1.2 Using Images ip la 1.3 Online games an lu n va 43 students of class 10A3 at Dien Chau High School were investigated about the feasibility of applying multimedia technology in teaching reading skill to EFL 10th graders Here are results: ll fu oi Unfeasible Less feasible 30 10 1.2 Using Images 0 13 30 1.3 Online games 0 25 18 Very feasible Feasible at z Aplying multimedia technology in teaching reading skill z Measures nh TT m The results of survey vb k jm ht Creating videos m co l gm 1.1 Tổng hợp đối tượng khảo sát TT Object Quantity Teachers at Dien Chau High School Students in Class 10A3- Dien Chau High School 43 52 23 sa ng ki en 2.5.4.The results about the necessary and feasibility of measures ki nh 2.5.4.1 The necessary of the measures ng Evaluting the necessary of the measures hi em Measures w TT Information n Level 3,1 Necessary lo _ X ad Using Images Online games yj Creating videos th uy ip la 3,5 an lu n va 2.5.4.2 The feasibility of the measures Very necessary Very necessary 3,8 ll fu Evaluting the feasibility of the measures oi m Information z Level z _ X at Measures nh TT vb Online games 3,44 m Very feasible Very feasible co 3,69 l Using Images gm Feasible k 3,21 jm Creating videos ht 24 sa ng ki en CHAPTER 3: CONCLUSION AND SUGGESTIONS ki nh 3.1 Conclusion ng In conclusion, the use of multimedia technology in teaching reading to EFL 10th graders can be an effective approach to enhance their reading skills and promote their engagement and motivation in the learning process Through multimedia activities, students can access a wide range of authentic materials and interactive resources, which can help them develop their vocabulary, comprehension, and critical thinking skills Moreover, multimedia technology can offer a personalized and differentiated learning experience, catering to the diverse needs and learning styles of students Overall, incorporating multimedia technology in teaching reading can be a valuable tool for English language teachers to create a dynamic and stimulating learning environment for their students hi em w n lo ad th yj uy ip 3.2 Suggestions la va + For school boards: an lu Here are some suggestions for the topic of using multimedia technology in teaching reading English to EFL 10th graders: n - Allocate budget for the purchase of multimedia devices and materials to support English teaching ll fu m oi - Encourage English teachers to attend training or workshops on how to effectively use multimedia technology in the classroom at nh z - Create a task force or committee to evaluate the effectiveness of using multimedia technology in teaching and provide recommendations for improvement z vb + For English teachers: ht k jm - Incorporate multimedia materials into lesson plans and make use of interactive activities and games to engage students - Take advantage of multimedia resources to improve their English reading skills outside of the classroom - Collaborate with classmates to create multimedia projects that enhance their understanding of English texts - Provide feedback to English teachers on the effectiveness of using multimedia technology in the classroom and suggest improvements 25 m + For students: co - Stay up-to-date with the latest multimedia tools and techniques and continuously improve their skills in using them l gm - Provide guidance to students on how to use multimedia resources for self-study and improve their reading comprehension skills sa ng ki en REFERENCES ki nh Richards &Schmidt (2002) Role of multimedia in teaching English language Journal of Education and Practice, 6(3), 34-37 ng hi Brown (2000) The Effect of Multimedia on English Language Vocabulary Learning: A Meta-Analysis International Journal of Emerging Technologies in learning, 13(12), 102-117 em w Liang, J C., & Li, T Y (2015) Effects of multimedia annotation modes and learning styles on vocabulary learning Computer Assisted Language Learning, 28(1), 1-18 n lo ad th Nambiar, R M K (2018) Enhancing the Teaching of English Language in Secondary Schools with Multimedia Technologies Journal of Education and Practice, 9(1), 83-90 yj uy ip la Wu, W H., Wu, Y C J., Chen, C Y., Kao, H Y., Lin, C H., & Huang, S H (2012) Review of trends from mobile learning studies: A meta-analysis Computers & Education, 59(2), 817-827 an lu n va ll fu oi m at nh z z vb k jm ht m co l gm 26 sa ng ki en APPENDIX ki nh Pre-test ng Read the following passage and mark the letter A, B, C ,or D on your answer sheet to indicate the correct answer for each of the questions hi em Many ants forage across the countryside in large numbers and undertake mass migrations; these activities proceed because one ant lays a trail on the ground for the others to follow As a worker ant returns home after finding a source of food, it marks the route by intermittently touching its stinger to the ground and depositing a tiny amount of trail pheromone – a mixture of chemicals that delivers diverse messages as the context changes These trails incorporate no directional information and may be followed by other ants in either direction w n lo ad th yj uy ip Unlike some other messages, such as the one arising from a dead ant, a food trail has to be kept secret from members of other species It is not surprising then that ant species use a wide variety of compounds as trail pheromones Ants can be extremely sensitive to these signals Investigators working with the trail pheromone of the leafcutter ant Atta texana calculated that one milligram of this substance would suffice to lead a column of ants three times around Earth la an lu n va ll fu The vapor of the evaporating pheromone over the trail guides an ant along the way, and the ant detects this signal with receptors in its antennae A trail pheromone will evaporate to furnish the highest concentration of vapor right over the trail, in what is called a vapor space In following the trail, the ant moves to the right and left, oscillating from side to side across the line of the trail itself, bringing first one and then the other antenna into the vapor space As the ant moves to the right, its left antenna arrives in the vapor space The signal it receives causes it to swing to the left, and the ant then pursues this new course until its right antenna reaches the vapor space It then swings back to the right, and so weaves back and forth down the trail oi m at nh z z vb k jm ht B How ants mark and follow a m co A The mass migration of ants chemical trail l gm Question What does the passage mainly discuss? C Different species of ants around the world in pheromones D The information contained Question The word “intermittently” in live is closest in meaning to A periodically B incorrectly C rapidly D roughly Question The phrase “the one” in line refers to a single A message B dead ant C food trail D species Question According to the passage, why ants use different compounds as trail pheromones? 27 sa ng ki en ki A To reduce their sensitivity to some chemicals B To attract different types of ants nh ng C To protect their trail from other species D To indicate how far away the food is hi em Question The author mentions the trail pheromone of the leafcutter ant in line 11 to point out w A how little pheromone is needed to mark a trail n lo B the different types of pheromones ants can produce ad C a type of ant that is common in many parts of the world th yj D that certain ants can produce up to one milligram of pheromone uy ip la an lu n va ll fu oi m at nh z z vb k jm ht m co l gm 28 sa ng ki en APPENDIX ki nh Post-test ng 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 hi em Since water is the basis of life, composing the greater part of the tissues of all living things, the crucial problem of desert animals is to survive in a world where sources of flowing water are rare And since man’s inexorable necessity is to absorb large quantities of water at frequent intervals, he can scarcely comprehend that many creatures of the desert pass their entire lives without a single drop w n lo ad th yj Uncompromising as it is, the desert has not eliminated life but only those forms unable to withstand its desiccating effects No moist- skinned, water-loving animals can exist there Few large animals are found The giants of the North American desert are the deer, the coyote, and the bobcat Since desert country is open, it holds more swift-footed running and leaping creatures than the tangled forest Its population is largely nocturnal, silent, filled with reticence, and ruled by stealth Yet they are not emaciated Having adapted to their austere environment, they are as healthy as animals anywhere else in the word The secret of their adjustment lies in the combination of behavior and physiology None could survive if, like mad dogs and Englishmen, they went out in the midday sun; many would die in a matter of minutes So most of them pass the burning hours asleep in cool, humid burrows underneath the ground, emerging to hunt only by night The surface of the sun-baked desert averages around 150 degrees, but 18 inches down the temperature is only 60 degrees uy ip la an lu n va ll fu oi m at nh z z vb k jm ht Question The author mentions all the following as examples of the behavior of desert animals EXCEPT C they dig home underground D they are noisy anad aggressive co A healthy animals live longer lives environment B living things adjust to their C desert life is colorful and diverse D water is the basis of desert life m Question We can infer from the passage that l B they sleep during the day gm A they are watchful and quiet Question According to the passage, creatures in the desert A are smaller and fleeter than forest animals B are more active during the day than those in the tangled forest C live in an accommodating environment D are not as healthy as those anywhere else in the world 29 sa ng ki en ki Question The phrase “those forms” in the passage refers to all of the following EXCEPT nh B many large animals C water-loving animals D the coyote and the bobcat ng A moist-skinned animals hi em Question The word “them” means A animals B minutes C people D water w n lo ad th yj uy ip la an lu n va ll fu oi m at nh z z vb k jm ht m co l gm 30 sa ng ki en APPENDIX ki nh Some photos of group activities of students in experimental class ng hi em w n lo ad th yj uy ip la an lu n va ll fu oi m at nh z z vb k jm ht m co l gm 31 sa ng ki en ki nh ng hi em w n lo ad th yj uy ip la an lu n va ll fu oi m at nh z z vb k jm ht m co l gm 32 sa ng ki en ki nh ng hi em w n lo ad th yj uy ip la an lu n va ll fu oi m at nh z z vb k jm ht m co l gm 33
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