Improving students ability to describe charts in english 11 through question system combined with games

CONTENTS Page 4 13 13 15 15 16 17 18 Content I Introduction II Content Chapter 1: Theoretical and practical background 1.1 Charts and describing a chart 1.2 The situation Chapter 2: The solution Chapter 3: Discussion 3.1 Effect 3.2 Comments from teachers and students III Results of the research IV Conclusion Reference Appendices CONTRACTED WORDS etc ICT IEPs inc LSAs mins Ss T et cetera Information and Communication Technologies Individualized Education Programs Incorporated Low Specific Activities Minutes Students Teacher I INTRODUCTION The reason for choosing the subject: Nowadays, in the integration period and with the globalization trend, foreign languages, especially English, play a very important role in society English becomes an international language It is used in many fields such as business, trade, communications, tourism and diplomatic activities, etc More than fifty countries in the world use English as their official language and it is used as the second language in nearly eighty nations Therefore, English is an ology which is never saturated due to its newness and popularity in all fields Our Party and government showed their particular interest in teaching and learning foreign languages English is considered as a main subject at upper secondary school Teaching English with the communicative approach is our aim How to improve all skills (listening, speaking, reading and writing) completely for our students is our duty All skills are important and it is necessary for us to develop them Curriculum and textbooks are issued with a view to carrying out this aim successfully However, writing skill seems to be one of the most difficult skills for students Most writing tasks, for example describing charts, are not interesting enough to attract them They not even know how to deal with these tasks Their writings are only simple descriptions without comparisons “What can I to help my students?” “In what way my students describe them well?” “What should I to make these writing tasks easier and more attractive?” The best way I did to assist them is that I used the eliciting questions combined with games to guide them I would like to share my teaching experience “Improving students’ ability to describe charts in Tieng Anh 11 through question systems combined with games” in the hope that my colleagues can apply in teaching and we can discuss more to get the best result in teaching how to describe charts The objective of the study: As an English teacher at high school for many years, I am always concerned about the current situation of foreign language teaching and learning of students in the province.Our students seem inferior to students in other provinces about foreign language capability So what is the cause of this situation? Is it because teachers are not qualified? Or those students not have the ability to learn foreign language by local accent and direct communication skills are not flexible? May be due to improper care level of the school for this subject? All these questions have yet to be answered These obstacles not only are in our province Why other provincial students study foreign language bettwe than our students ? The main responsibility belongs to teachers who teach in school In addiction, the headmastr, the leaders of the education sector in the province Everyon must identify targets clearly and strive to achieve that goal My objective in work is going on learning, finding out experience to improve the quality of teaching, make students trust in teachers and have more and more successful students More specifically, I want my work to achieve success in my own ability During the process of teaching a foreign language in high school,I alwways accumulate, find out experience, inovate teaching methods to suit each student object and generate excitement in learning so that they have more passion, more inthusiasm in studying And the goal of this project is to draw on experience in teaching describing charts in English for students 11 th grade through question system combined with games and shere ideas with collegues The object of the study: In the framework of the subject and with limited ability, I will present a few teachniques taught to describe charts (through question system combined with games) as requred under the high school programs and textbook With the criteria of a good description, it includes: tigh layout, accurate grammar structure, pure prose, expressive and flexible wording, I think that this is not easy for many high school students In this theme I will refer to how to describe charts as required, how to use flexible words and how to compare the infotmation better to make a good description for students 11th grade Study method: The method of describing charts is the one of the topic that I am very interested in the teaching process Through many years of working with students, I find that when students have to describe a chart, they often feel confused and not know where to start The idea or no idea, or unclear ideas Hence, students are often afraid to describe a chart Understanding the difficulties and psychological concerns of the students, I alwways try to help my students to give the problem, solve the problem and end the problem to make describing a chart more effective, Descring techniques must be practiced every day to help students describe them skillfully Teacher must stimulate students to explore their own potential and help them learn how to present their ideas, their concerns things by foreign language that they are learning II CONTENT: The theoretical background 1.1 Charts and describing a chart a Charts A chart is a graphical representation of data, in which "the data is represented by symbols, such as bars in a bar chart, lines in a line chart, or slices in a pie chart" A chart can represent tabular numeric data, functions or some kinds of qualitative structure and provides different info The term "chart" as a graphical representation of data has multiple meanings: A data chart is a type of diagram or graph, that organizes and represents a set of numerical or qualitative data • Maps that are adorned with extra information for some specific purpose are often known as charts, such as a nautical chart or aeronautical chart • Other domain specific constructs are sometimes called charts, such as the chord chart in music notation or a record chart for album popularity Charts are often used to ease understanding of large quantities of data and the relationships between parts of the data Charts can usually be read more quickly than the raw data that they are produced from They are used in a wide variety of fields, and can be created by hand (often on graph paper) or by computer using a charting application Certain types of charts are more useful for presenting a given data set than others For example, data that presents percentages in different groups (such as "satisfied, not satisfied, unsure") are often displayed in a pie chart, but may be more easily understood when presented in a horizontal bar chart On the other hand, data that represents numbers that change over a period of time (such as "annual revenue from 1990 to 2000") might be best shown as a line chart b Describing a chart In textbooks at upper secondary school, there are bar charts and pie charts so I only mention two these types These types of charts are usually used for comparison purposes (unlike line charts, which describe changes) When you write about a bar chart it is important to look first at the Chart Title This tells you what information the chart displays and you can use this information in your description Then look at the X and Y axes The titles of these axes sometimes give you information you can use in your description It is important also to look at the UNITS Bar charts show similarities and differences When describing these charts you need to make comparisons You also need to group together any columns which have broad similarities To write a short description of the chart ask yourself (and answer!) the following questions: What exactly does the chart show? (Use the chart title to help you answer this question) What are the axes and what are the units? What similarities are there? Is it possible to put some of the columns into one or more groups? What differences are there? Answering these questions will help you to write a short description of this simple bar chart Pie charts normally show proportion, which can be measured in percentages or fractions This type of charts shows the relative size of something So we can only make comparisons; we cannot say anything about change • The fact of the matter before applying the experience: In the writing tasks in Tieng Anh 10 and Tieng Anh 12 textbooks there are eliciting questions so students can have some ideas for their writings to make comparisons but in the tasks in Tieng Anh 11 there is not any eliciting questions for them to write except for the chart, useful language and the requirements Students find it difficult to write In writing section of Unit – World population (Tieng Anh 11-Page 86), a pie chart is given with the requirement “Study the chart carefully then write a paragraph of 100-120 words, describing the information in the chart” Oceania Northern 2% America Latin America 6% South Asia 32% 8% Africa 11% Europe East Asia 15% 26% Students have to the task with the following suggestions of useful language: It can be seen that distributed unevenly account for… per cent more than double the population of half as much as/ nearly half of rank first/ last And the beginning “The chart shows the distribution of world population by region …” With all these cues, Hoang Minh Quang - class 11A5 - wrote: Hoang Minh Quang’s writing Errors The chart shows the distribution of world population by region It can be seen that → lack “the world” and verb population distributed unevenly South Asia → form of the verb account for 32 percent and more than double → lack the verb and wrong the population of Europe Latin America more information than double the population of Europe → form of the verb Northern America nearly double the → spoken language population of Africa Oceania account for percent Rank first South Asia, second East Asia and seventh Oceania In Unit 11 – Sources of energy (Tieng Anh 11-Page 130), a bar chart is given for students to write the description of it In Task 2, they are required to write the same writing as Task However, they gave some mistakes in their writings Dao Thi Lien - class 11A4 - wrote: Dao Thi Lien’s writing Errors The chart shows the energy consumption in Highland in 2005 As can be seen, the total → spelling mistake energy consumption was 170 million ton → wrong information Petroleum made up the largest amount of this → wrong answer figure (50 million tons) This was followed by the consumption of smallest (45 million tons) → wrong word Nuclear and hydroelectricity made up the biggest amount of energy consumption (75 million tons) Chu Van Kien – class 11A5 – also wrote: Chu Van Kien’s writing Errors The chart shows the energy consumption in Highland in 2005 As can be seen, the total energy consumption was 170 million tons → wrong information Petroleum made up the largest amount of this figure (75 million tons) This was followed by → wrong information the consumption of nuclear and hydroelectricity (50 million tons) Coal made up the smallest amount of energy consumption (45 million tons) And many students did like these After doing Task and Task with the requirements in textbook, students did Task by combining two these tasks in turn The solution: In order to improve writing skill in describing charts for students, I carried out a few techniques at classes 11A4,11A5 and 11A6 in this school-year (2016-2017) I gave out posters and handouts with the eliciting questions for these writing tasks In order to make them more interesting and help students concentrate to the lessons, I used these eliciting questions in games such as “lucky number” or “typhoon” Lucky number - Divide the class into two teams - Representatives of each team choose the numbers in turn - If they get a “lucky number”, they will have points without any questions - If they have a correct answer, they will get points - If they don’t answer the question, the chance will be for the other team Typhoon - Divide the class into two teams - Representatives of each team choose the numbers in turn - They will get points with a correct answer - If they get a “star”, they will get points without a question - If they get a “plus…”, the point given will be added for them when they have a correct answer - If they get a “minus…”, they will lose the point which the number gave - Unluckily, they will lose all the point they got when they get the word “typhoon” 3.1 Unit 7: World population (Page 86) - Aim: help students have comparisons among the regions about the distribution of world population - Time: 15 minutes - Preparation: + a poster and handouts with eliciting questions + a poster presenting game “Typhoon” - Procedure: Stage Procedure PreActivity 1: Discussion (5’) writing Deliver handouts (Appendix 1) Eliciting questions (Tieng Anh 11 – Unit – Page 86) How great is the percentage in total? Which region contributes the largest in world population? What is the proportion of it? Which region makes up the smallest in world population? What is the percentage? Which region ranks second? What percentage is it? How is Northern America in comparison with Oceania? Which region has nearly double the population of Northern America? Which region has the contribution to the world population more than that of Africa? Which region makes up nearly half of Europe? Discuss to find out the information which the questions ask (Appendix 2) Suggested answers: 100% South Asia contributes the largest in world population It accounts for 32% Oceania makes up the smallest in world population with 2% East Asia ranks second, accounting for 26 % Northern America has three times of the population of Oceania Africa has nearly double the population of Northern America Europe has the contribution to the world population more than that of Africa Latin America makes up nearly half of Europe Activity 2: Game “Typhoon” (10’) Interaction T Pairs T Teams T-Ss Stage Procedure Interaction Hang the poster with eliciting questions out (Appendix 1) Stick the poster presenting game “Typhoon” on the board Divide the class into teams Ask Ss to play the game Feedback 3.2.Unit 11: Energy sources (page 130) - Aim: help students have comparisons about the energy consumption between two certain points of time -Time: 15 minutes - Preparation: + a poster and handouts with eliciting questions + a poster presenting game “Lucky number” -Procedure: Stage Procedure Interaction PreActivity 1: Asking and answering (3’) writing Ask Ss some questions to recognize the chart (Appendix 3) T-Ss What exactly does this chart show? T How many colors are there? What color stands for coal, nuclear and hydroelectricity and petroleum in turn? How many points of time are given? What are they? Observe the chart and give the ideas Expected answers: Ss It shows the energy consumption in Highland in 2000 and 2005 Three Green stands for coal, red for nuclear and hydroelectricity and purple for petroleum T Two They are 2000 and 2005 Activity 1: Discussion (4’) Deliver handouts (Appendix 4) How was the trend in energy consumption between 2000 and 2005? Which energy made up the largest amount of energy consumption in 2000? How was it in 2005? Which energy had the smallest amount of this figure in 2000? Did it increase or Pairs 10 Stage Procedure decrease in 2005? How did it increase/decrease? What about coal? Did it rise/fall dramatically or slightly? What does this trend in energy consumption mean? Discuss to find out the information which the questions ask (Appendix 5) Suggested answer: The total energy consumption of 2005 (170 million tons) was higher than that of 2000 (117 million tons) In 2000, petroleum made up the largest amount of energy consumption (57 million tons) while in 2005 it decreased slightly of million tons Nuclear and hydroelectricity had the smallest amount of this figure in 2000 It increased quickly from 20 million tons (in 2000) to 75 million tons (in 2005), which was the highest amount Coal had a slow rise from 40 million ton to 45 million tons People in Highland had the trend of using unpolluted sources of energy Activity 2:Game “Lucky number” (8’) Hang the poster with eliciting questions out (Appendix 4) Stick the poster presenting game “Lucky number” on the board Divide the class into teams Ask Ss to play the game Feedback Interaction T Teams T-Ss Effect 4.1 Practical effect After practicing these changes in my lectures, my students has made some progress in their writings Their writings not only contained fewer mistakes but also showed a clear comparison They know how to describe a chart and are confident to write as well Unit – World population (Tieng Anh 11-Page 86) In this writing lesson, Le Xuan Hieu – class 11A5 – wrote: 11 Le Xuan Hieu’s writing Comment The chart shows the distribution of world population by region It can be seen that world - A good comparison population distributed unevenly South Asia ranks first and accounts for thirty two percent in population And South Asia is more than double the population of Europe which accounts for fifteen percent Latin America accounts for eight percent in world population and it is nearly half of Europe’s population East Asia is over twice as much as Africa with twenty six percent in world population Oceania ranks last with two percent in population and it account for one-third of Northern America’s population Unit 11 – Sources of energy (Tieng Anh 11-Page 130) Nguyen Thi Nhung – class 11A5- described the chart in this writing section like this: Nguyen Thi Nhung’s writing Comment The chart shows the energy consumption in Highland in 2000 and 2005 As you can see -Use vocabulary perfectly from the chart, the total energy consumption of -Compare well 2005 (170 million tons) was higher than that of 2000 (117 million tons) In 2000, petroleum made up the largest amount of this figure (57 million tons) while in 2005 it decreased slightly of million tons Besides, nuclear and hydroelectricity increased quickly from 20 million tons (in 2000) to 75 million tons (in 2005), which was the highest amount In addition, coal had a slow rise from 40 million ton to 45 million tons To sum up, people in Highland had the trend of using unpolluted sources of energy 4.2 Comments from teachers and studens I made a survey to know what students find about writing lessons by the questionnaire (Appendix 6) and had some replied information as below Most students know that writing lessons help them not only practise writing skill but also develop all skills fully They also stated that writing is very important but it is sometimes difficult As a result, although they prepared the lesson before the class, they still had difficulties when doing the task Therefore, they did not participate in writing lessons actively 12 When I carried out the survey with class 11A5 – a rather good at English class with 37 students, 26 students believe that the writing lessons are very important - containing 70.3%, students think they are not very important - containing 24,3,% and no one finds they are not important at all While only students in this class never prepare the lesson before class – containing 5.4%, most of them always or sometimes this work – containing 94,7% However, a similar number of the students (93,1% with 37 students) find it difficult to describe a chart Through the questionnaire, students also said that there are main reasons that make them difficult to describe a chart They are “lack of vocabulary and you don’t know how to write” 100% (37 students) in this class lack of vocabulary when describing a chart With the reason “You don’t know how to write”, students always (10.8%), 24 students sometimes (65%) and 10 students never (24.2%) These students stated that the way of using eliciting questions combined with games was carried out in the writing lessons such as Unit – World population (Tieng Anh 11-Page 86) and Unit 11 – Sources of energy (Tieng Anh 11-Page 130), they find it easier and more exciting when writing 32 students (86,5%) agreed that using eliciting questions combined with games not only makes writing lessons more interesting but also help them understand the information given from the chart and know how to describe it For the teachers who observed the class (Appendix 7), they also appreciated the way that I guided my students to describe a chart Most of them agreed strongly or apparently with the criteria given in the observation sheet, especially objectives, materials, activities and techniques These figures have already shown that using eliciting questions combined with games in describing a chart can help students practise this skill more effectively 4.3 Results of the research After using this technique, I have had the following results of the convey from classes : 11A4, 11A5 , 11A6 at the end of the school year 2016 - 2017 : Class Before applying experience After applying experience ( the beginning of the ( the end of the school year ) school year ) Excellent Average Weak Excellent Average Weak – good (bad) – good (bad) 11A4 32% 43% 25% 36% 59% 7% 11A5 40% 37% 23% 45% 50% 5% 11A6 38% 42% 20% 43% 53% 4% It is indicated from the table of statistics above that the quality of the subject has considerably changed They are much higher and better than those at the beginning of the school year Up to now, there’s been enough evidence to affirm that organizing games in speaking lessons has resulted in much effect in teaching English particularly speaking skill 13 III CONCLUSION: Realizing the difficulties students faced in describing a chart, I tried to find out a good way for them to solve their problem This technique has helped my students find their tasks easier to do, so they feel more confident to take part in the lessons I present this teaching experience with a view to sharing my own experiment in teaching students how to describe a chart with colleagues though everything has its strong points and weak ones Because of the shortage of time, this methods must have some mistakes that I cannot discover I’m willing to receive readers’ comment and if possible, you can add some more techniques so that I can improve it I hope this methods will help you and your students find it more exciting and interesting in describing a chart If the writing tasks have available eliciting questions, teacher can use games to make the lesson more exciting and attractive I think it is also a good way to motivate students’ studying spirit which bring much benefit in teaching and learning Thank you very much! LEADER’S CONFIRMATION Thanh Hoa, April 15th, 2017 I am sure this is my own work, not copying from anyone Writer Do Thi Thanh 14 REFERENCE Reference material from: - http://www.teachingenglish.org.uk/try/activities - http://www.teachingenglishgames.com/eslplays.htm - http://www.slideshare.net/jacquelineblan/observation-sheet-forteachers-2391027) - http://en.wikipedia.org - http://www.essaybuilder.net Tieng Anh 11 – Giao Duc publisher – 2007 15 APPENDICES Appendix Eliciting questions (Tieng Anh 11 – Unit – Page 86) How great is the percentage in total? Which region contributes the largest in world population? What is the proportion of it? Which region makes up the smallest in world population? What is the percentage? Which region ranks second? What percentage is it? How is Northern America in comparison with Oceania? Which region has nearly double the population of Northern America? Which region has the contribution to the world population more than that of Africa? Which region makes up nearly half of Europe? Appendix Suggested answers for eliciting questions (Tieng Anh 11 – Unit – Page 86) 100% South Asia contributes the largest in world population It accounts for 32% Oceania makes up the smallest in world population with 2% East Asia ranks second, accounting for 26 % Northern America has three times of the population of Oceania Africa has nearly double the population of Northern America Europe has the contribution to the world population more than that of Africa Latin America makes up nearly half of Europe Appendix Eliciting questions for recognition (Tieng Anh 11 – Unit 11 – Page 130) 1.What exactly does this chart show? 2.How many colors are there? 3.What color stands for coal, nuclear and hydroelectricity and petroleum in turn? 4.How many points of time are given? What are they? Appendix Eliciting questions for studying (Tieng Anh 11 – Unit 11 – Page 130) 1.How was the trend in energy consumption between 2000 and 2005? 2.Which energy made up the largest amount of energy consumption in 2000? How was it in 2005? 3.Which energy had the smallest amount of this figure in 2000? Did it increase or decrease in 2005? How did it increase/decrease? 16 4.What about coal? Did it rise/fall dramatically or slightly? 5.What does this trend in energy consumption mean? Appendix Suggested answer for eliciting questions for studying (Tieng Anh 11 – Unit 11 – Page 130) The total energy consumption of 2005 (170 million tons) was higher than that of 2000 (117 million tons) In 2000, petroleum made up the largest amount of energy consumption (57 million tons) while in 2005 it decreased slightly of million tons Nuclear and hydroelectricity had the smallest amount of this figure in 2000 It increased quickly from 20 million tons (in 2000) to 75 million tons (in 2005), which was the highest amount Coal had a slow rise from 40 million ton to 45 million tons People in Highland had the trend of using unpolluted sources of energy Appendix 6: Questionnaire What you think the aims of the writing lessons are? a practise writing skill b develop all skills fully c both of them How important you think writing lessons are? a very important b not very important c not important at all Did you prepare the lessons before the class? a Yes, always b Yes, sometimes c No, never Do you think describing a chart is difficult? a Yes, always b Yes, sometimes c No, never You have difficulties when describing a chart because of the reasons… Reasons always sometimes Never You don’t understand the chart Lack of vocabulary You don’t know how to write Your grammar is not good enough You are not confident Did you participate in writing lessons actively? a Yes, always b Yes, sometimes c Seldom d No, never How much can you gain after writing lesson if using eliciting questions combined with games? You can add your own ideas a understand the information given from the chart b writing lessons are more interesting c know how to describe a chart d be still unable to this type of writing tasks e a, b and c 17 f other reasons: ………………………………………………………… Appendix 7: Observation sheet [Name] School Lesson Observation Notes and Checklist Name of teacher: Date of observe: Subject: English / / 201 Name of observer: Length of lesson: mins Year Group/ Set/ Class: Comments by Observer, including specific examples of practice which meets or does not meet the criteria in the checklist overleaf: Comments by Teacher: 18 ... my teaching experience Improving students’ ability to describe charts in Tieng Anh 11 through question systems combined with games in the hope that my colleagues can apply in teaching and we... combining two these tasks in turn The solution: In order to improve writing skill in describing charts for students, I carried out a few techniques at classes 11A4,11A5 and 11A6 in this school-year... excitement in learning so that they have more passion, more inthusiasm in studying And the goal of this project is to draw on experience in teaching describing charts in English for students 11 th