Redesigning activities in the part post reading enghlish grade 10 standard program at le hoan high school

THANH HOA EDUCATION AND TRAINING SERVICE LE HOAN HIGH SCHOOL EXPERIENCE IDEA TOPIC: REDESIGNING ACTIVITIES IN THE PART “POST READING" -ENGLISH GRADE 10 STANDARD PROGRAM AT LE HOAN HIGH SCHOOL Author: Dinh Thi Ngoc Anh Ocupation: Teacher Field: Methodology of English THANH HOA 2020 Experience idea CONTENTS PART 1: INTRODUCTION 1.1.Reasons for choosing the topic………………………………… page: 1.2.Aims of the study……………………………………………… page: 1.3.Objectives and scope of the study…………………………… page: 1.4.Methods of the study……………………………………………page: 3,4 PART 2: MAIN CONTENTS 2.1.Justification………………………………………………………page: 2.2.The realities of the problems…………………………………… page: 5,6 2.3.Solutions to these problems…… …………page: 6,7,8,9,10,11,12,13 ,14,15 2.4.Results after applying the research in teaching……………… page: 16 PART 3: CONCLUSION AND REQUEST 3.1.Conclusion…………………………………………………………page: 17 3.2.Request…………………………………………………………page: 17,18 References……………………………………………………………page: 19 Appendix…………………………………………………………… page: 20 Page Experience idea PART 1: INTRODUCTION 1.1.Reasons for choosing the topic: These days, English is the most widely used language in the world It is the language of science, technology, commerce and communication English becomes the score subject in all schools in Viet Nam In fact, students have many difficulties studying this subject because general foreign language and English in particular is one of the difficult subjects for students Most students are afraid to study this subject because most of them not have the communication environment, knowledge and vocabulary are limited Their skills are slow Previously, the children studied passively They mainly focused on grammar points and did not promote good skills - particularly reading skills The majority of them depended on the available answers in the playbook They have not really focused on comprehension content Reading lessons became boring, less effective From this fact, I think how to stimulate and generate excitement for the children to promoted skills well-especially reading skills I have studied and applied redesign initiative: "Redesigning activities in the part “PostReading” - English Grade 10 - standard program” for being new and more attractive; to attract their interest in comprehension reading lessons That is why I chose this topic 1.2 Aims of the study: Through process of researching, learning and analyzing the problem, the author hopes to give out a way to learn listening in order to exploit the sense of initiative and creativity of students during the skills training in teaching English Besides, the author hopes to help train and develop the skills of listening to students: Reading-> Understanding -> Summarizing Students know how to analyze and exploit reading texts, and then summarize, recall the content they have just read to some extra work to help them better understand what they were reading In addition, students can explore and learn the grammatical structure or vocabulary in reading text to express their way creatively 1.3 Objects and scope of the study: Post-Reading is an important part in the reading However, due to limited experience of the author as well as the time to carry out the topic, in the content of the experience ideas, the author only wish to introduce some activities for comprehension reading lessons in English textbooks 10 - Program for high school students in grades 10 at Le Hoan high school in the academic year 20192020 1.4 Methods of the study: Page Experience idea Method of theoretical research: Reading materials and curriculum related to research problems by analysis, synthesis, comparison to draw the theoretical issues that have orientation to make basis to solve problems and tasks in study Method of investigation: Understanding the current status of teaching and learning of teachers and students, in particular in acquiring new knowledge to discover problems that need to be solved, determine the popularity of the cause, prepare for the next step of the research Method of conversation: Discussion with colleagues about the advantages and difficulties in planning lessons and using new methods today Method of observation: Through attending as an observer writing lessons to directly observe the situation of students Thereby we can know student’s ability to acquire and grasp the knowledge through lectures Besides acquiring and learning colleagues to discover the limitations of teaching Method of examination and assessment: Through the own lessons, colleagues’ to check and survey students Page Experience idea PART 2: MAIN CONTENTS 2.1 Justification: Through lessons, I found myself the purpose of the comprehension reading lesson is to develop comprehension reading skills of students such as scanning, skimming, reading for specific information and listening for gist, For that reason, I think we need to redesign some of the activities in the "Post reading" in the reading lessons After each lesson, it is necessary to change the form and have different activities to promote comprehension skills of students Some activities after reading are: asking and answering (question & Answer), using the suggested words to say the meaningful sentences (using these cues words to make a meaningful sentence), filling in the blank (Gap-fill), playing (Roleplay), discussing (discussion), games (games) Reading activities in the "Post-reading" are no more than 10 minutes in each lesson reading.These activities must be linked to the content of each lesson and must be consistent with the ability of students; not too hard but not too easy to cause boredom for students It is necessary to create real excitement for the students; make them more active when reading; no longer dependent on the available answers of the guide book; and avoid boredom during school hours reading After reading, students can talk about some of the content has just heard in many different forms 2.2.The realities of the problem: Through reading lessons, I found most of the students are passive, not really like studying The reason is because most of them having available answers in the guide book When the teacher asks students to give their answers, they are not really focused on the content of all reading, just when the teacher asked about the exercises in the textbook, they just give the absolutely correct answers although they not understand some of them Furthermore, in previous years teachers in team also agreed to reading test (15 minutes) in some times, but the quality of them is not high Based on a survey result of student grade10 at Le Hoan high school, and on the basis of subjective evaluation of researcher through practical lectures and classroom discussions with students, I can find that the current situation as well as practicing reading skills of students now as follows: -Most students agree that learning reading skills are the most difficult in all skills Time for this skill especially post-reading part is too short In addition, every student wants to read and remember 100% the information and understand word by word in Vietnamese without specifying the content focus, not grasp the core information in the reading This makes students feel tired and express fears during reading lesson Page Experience idea -Overcrowded classrooms and unequal levels also cause difficulties for the teachers in solving situations in class Besides, some students have learning attitude of passivity and rely on other in reading lesson Regarding teaching equipment, high schools today are equipped with relatively modern laboratories and other devices such as projectors, computers… but putting into operation and use are less effective From this situation, I think to redesign the reading exercises in the "Postreading" with many different activities to promote comprehension reading skills of students; these activities are in moderation, not too difficult and not too easy as well Morever, we can also organize activities for students to work in groups, pairs, or individuals in the “Post-reading” These activities can encourage them to be more confident and more active in learning To this teachers and students need a great effort 2.2.1 For students: - Students must well prepare the vocabulary at home before the lesson Teachers may give words that will appear in the reading text and ask students to look up the meaning of those words before the lesson (Students not absolutely preview the tapescripts of the listening text) 2.2 For teacher: -Teachers should redesign the activities in the "Post-reading" more attractive to avoid students having available answers in guide book Teacher can also use Pictures, Posters, Handouts to save time for students - The teacher divides the class into pairs, groups, teams appropriate to each activity - Using Pictures, Posters, Handouts for activities and instructions for how to perform in each activity for student - Plus good mark if individuals, pairs or groups well to encourage them and to create excitement in studying 2.3.Solutions to these problems: Through teaching improvement program English 10- Standard program in many years-I have redesigned the activities in the "Post-reading" for each reading lesson as follows: Page Experience idea UNIT 1: A DAY IN THE LIFE OF… Activity 1: -T asks sts to look at the table in task to ask and answer about Mr Vy and Mrs Tuyet’s daily routines Activity 2: (Homework) -Write a short passage about Mr Vy and Mrs Tuyet’s daily routines UNIT 2: SCHOOL TALKS Activity 1(Game: Lucky fruits) -T introduces the Game: I have fruits In these fruits, there are lucky fruits If you choose the lucky fruit you needn’t give the answer & you will get marks If you choose other fruits, you must give answer for my questions If you give the correct answer, you will get one mark The team having more marks will be the winner Page Experience idea Melon: What subjects you like best and why? Orange: What you like doing at school? Banana: (Lucky fruit) Strawberry: (Lucky fruit) Apple: What you dislike doing at school? Grape: What are you worry about at school? UNIT : PEOPLE’S BACKGROUND Activity 1: work-groups: Work in group of The teacher divides class into group, each group find the evidence from the passage to prove Marie Curie’personality Strong-willed Ambitious Hard-working Intelligent humane Ạectives Evidences Strong-willed Ambitious Hard-working Intelligent humane Page Experience idea Activity 2:( homework) -Write a short passage about the famous person’ background UNIT 4: SPECIAL EDUCATION Activity 1:Look at the activities Which ones you think would be difficult for blind, deaf, and mute children? Activity 2: (homework): Fill each of the blanks of the summary below with a suitable word from the passage Twenty –five ………(1) children have the chance of learning how to… (2) and…(3) thanks to the……(4) of a young teacher , Pham Thu Thuy Although her idea , at first, met with….(5)…from the parents of the disabled children, more children attended her class later The teaching work in the special class is….(6)…For example, in a….(7)…lesson, the teacher has to use her… (8) and … (9) to teach the children how to add and subtract The children are now…(10) and happy UNIT 5: TECHNOLOGY AND YOU Page Experience idea 1.Activity :Look at the given words and tell about the relating information about the computer read Learn buy pay Talk about the uses of the cumputer in our daily lìe ‘ of Mr Vy send visit Entertain Activity 2:(homework) -write about the advantages of the computer UNIT 6: AN EXCUSION 1.Activity 1: Listen to some statements Decide whether these statements are true(T) or false(F) The first term of Lan’school has just ended 2.They decide to visit Huong pagoda first and Thay pagoda later 3.There is a night camfire on their trip They have to buy their food along their way to Huong pagoda 5.They are going by buses with other classes to make their trip cheap 2.Activity 2: (homework) Summarize the passage about 100 words and write it down in your notebook UNIT 7: THE MASS MEDIA Page 10 Experience idea Activity 1: Among these programs, which you like watching best? Why? -music -news -cartoon -Quiz show -Sport -Films -Around the world Activity 2:(Homework) Write a passage about the TV programmes you like watching best UNIT 8: THE STORY OF MY VILLAGE 1.Activity 1: What will you after you finish university? Build more big house? Build a new stadium for childen Take care of people’ health Page 11 Experience idea Widen the road 2.Activity 2: (Homework) Rewrite the summarise of the reading passage into your notebooks UNIT 9: UNDERSEA WORLD Activity 1: Discuss the following questions: 1.What is the length of the Vietnamese sea? 2.Which part of the ocean does our sea belong to? 3.Can you name some islands and islets that belong to Viet Nam? 4.What does the sea bring about to our life? Activity : Complete the summary of the listening passage by using one of these words Plants and animal closed connected Mysterious three-quarter Page 12 Experience idea Discoveries Modern biodiversity huge Through covers….(1)…of the earth’ surface, the ocean has remained….(2) to us until recently.With…(3) technology, we have now made important.(4) about the (5) of the many life We have leant that what their tiny or …(6) , all the (7) of the sea are…(8) Keys: 7.Plants and animal 5.Mysterious 4.Discoveries 3.Modern 2.closed connected 1.three-quarter biodiversity huge Unit 10: CONSERVATION Activity : Discuss the following questions 1.What is the consequences of losing forest? 2.How important is water in our life? 3.What should we for the future of our planet? UNIT 11: NAIONAL PARKS Activity 1: (work in group ) complete the table below: Cuc Phuong national park Nairobi Everglades location Special features 1.Activity 2: What should we to protect animals? UNIT 12: MUSIC Page 13 Experience idea 1.Activity 1: Work in pair : Tell your partner about his/her favourite music band or singer following suggestions: -Why you like their music? -Do you often listen to them? -What kind of music they perform? -Name some pieces of music played by them ? -The roles /effects of music in our life? 2.Activity 2:Write about the roles of music in our daily life? UNIT 13: FILM AND CINEMA Activity 1: Fill in the table Year Events In the 19th century Films were about five or ten minutes long In the early 1910s Audiences were able to enjoy the first long films 1915 The cinema changed copletely Activity 2: Write a description of the cinema UNIT 14: THE WORLD CUP Activity 1: Filling the missing number or information in the table: Page 14 Experience idea Number of team playing in the first World Cup FIFA was set up 1930 World Cup tonaments up to 2002 32 The first time WC was held played in Asia and hosted by two nations UNIT 16: HISTORICAL PLACES Activity : Discuss the following questions: 1Why is the Van Mieu- Quoc Tu Giam a place of interest? When and Where was they built? 3.What were their functions? 4.What is special about the stelae there? Page 15 Experience idea 2.4 Results after applying the research in teaching: Through many years of implementation, I found myself that the activities in the "Post-reading" have the following results: -These activities are suiable to the new program textbook -The students are more interested in studying, more active in creating to widen their kwowledge - The ability to read and respond of student progress clearly They have used some of the information in the reading they have just heard is to switch to speaking and writing skills Therefore, other skills such as speaking and writing are also promoted - Students have opportunities to practice in pairs “pairswork” and groups “groupwork” and to assert themselves -Lessons become more exciting and students are taken part in many different activities -The weaker students are also more progressive than previous They are more confident; also raise their hand to construct the lesson voluntarily - Creating the initiative, excitement for students when participating listened with new activities for each unit of lesson Classes became really exciting They thrilled to hear and listen exactly to all the contents of the listening text by their own effort - Creating agility when reading and responding after reading After one year of teaching in classes 10 (A3 and A4) (school year 20192020), comparing the average results of tests in two semesters, I have the following specific results: Semester I: (The average point of tests) Class 11A3 Number Excellent of student students 45 (4.4%) Good student Average student Below Average student Weak student 10 (22.2%) 20 (44.4%) 10(22.2%) 3(6.7%) Page 16 Experience idea 11A4 40 1(2.3%) 7(15.9%) 17(43.2%) 10(27.3%) 5(11.4%) Semester II: (the average point of tests) Class 11A3 11A4 Nuber Excellent Good Average of student student student students 45 4(8.9%) 15(33.3%) 23(51.1%) 40 3(6.8%) 12(27.3%) 26(64%) Below Average student 3(6.7%) 1(2.3%) Weak student 1(2.3%) PART 3: CONCLUSION AND REQUEST 3.1.Conclusion: Like other skills, reading comprehension is an integral part in the teaching and using foreign language process.In the reading lessons, students practise reading, writing and speaking through activities.There are a lot of ways to teach reading comprehension for students, the duty of the teacher is to depend on each activity, the ability of students to apply the different skills actively so as to achieve the best results After each lesson, students can integrate all the knowledge that they have studied to some activities the most effectively.They can also develop voluntary and active to receive the knowledge.The majority of the students understood, knew well the basic knowledge of the lesson and formed the studying method Through years of teaching, I see that the application of the activities in the "Post-reading" has brought many positive results – reading ability of students apparently progress, besides, the other skills such as speaking and writing is also enhanced The students also really enjoy the reading lesson In order to have an effective lesson, the teacher needs to prepare materials, and teaching aids such as: cassetle, CD, picture, poster and visual things…Those help for teaching and learning get a really good result These are small experiences that I have been gleaned through practice teaching in reading lessons English 10 at my school During the time I got access the theme perhaps there are still some shortcomings.I hope that the leaders and the colleagues will give more constructive feedback and experiences to my theme is better 3.2 Request: To apply effectively the topic in teaching reading, I have some suggestions below: - For students: need to prepare the vocabulary at home before the lesson Page 17 Experience idea - For teachers: To make the "Post-reading" more lively and create excitement for the students in the reading lessons in reading program English 10- standard program - teachers need to invest more to redesign activities appropriate content for each lesson to improve the ability to listen and respond after listening of students When redesigning the activities, teachers must pay attention to the timing of each activity The activities must be consistent with the lesson content (not too long or too easy) In each activity it is necessary to create real excitement for each class, each student so that all children can attend In each activity the teacher should ask students to work in pairs, groups Besides, there should have some incentive reward for the teams, pairs doing these activities well Moreover, teachers should always provide opportunities for students to promote all the skills - Provide some documents related to the skills (such as listening, speaking, reading, writing) for teacher reference I think, the redesign of the activities in the "Post-reading" does not stop at Grade 10 but can apply to grades 11 and 12 Confirmed by the headmaster Thanh Hoa, date: 30/06/2020 I assure that this experience idea is mine, not copied the other person’s content DO THANH NAM DINH THI NGOC ANH Page 18 Experience idea REFERENCE BOOKS Phương pháp dạy Tiếng Anh trường phổ thông (Nguyễn Hạnh Dung) Dạy học theo chuẩn kiến thức kĩ môn Tiếng Anh lớp 10(Trần Xuân Điệp, Nguyễn Thùy Dương, Nguyễn Thị Mai Hương, Nguyễn Thị Hương Lan, Lưu Thị Kim Nhung, Thái Thị Cẩm Trang)-Nhà xuất đại học sư phạm) Tiếng Anh 10 (Hoàng Văn Vân, Hoàng Thi Xuân Hoa, Đỗ Tuấn Minh, Nguyễn Thu Phương, Nguyễn Quốc Tuấn)-Nhà xuất giáo dục Tiếng Anh 10-Sách Giáo Viên (Hoàng Văn Vân, Hoàng Thi Xuân Hoa, Đỗ Tuấn Minh, Nguyễn Thu Phương, Nguyễn Quốc Tuấn)-Nhà xuất giáo dục Thiết kế giảng Tiếng Anh 10 (Chu Quang Bình) –Nhà xuất Hà Nội Giới thiệu Giáo Án Tiếng Anh 10 (Vũ Thị Lợi, Đồng Thị Yến Trang, Nguyễn Thị Ý, Võ Thị Minh Hồng, Tôn Nữ Hạnh Trâm, Nguyễn Thị Kim Dung)-Nhà xuất Hà Nội Hướng dẫn thực chuẩn kiến thức, kĩ môn Tiếng Anh THPT – Nhà xuất Giáo Dục Việt Nam Teach English (Adrian Doff) Page 19 Experience idea APPENDIX These bellow questions are used for the topic of experience idea’s datas I would like you spend a little time answering the questions honestly and correctly Thanks for your co-operation Put the tick ( ) in the answer that is suitable for you Question 1: How you evaluate the result of your reading today? a Very weak b Weak c Everage d Good e Excellent Question 2: Do you think that redesigning some activities in part “postreading” is suitable? a Yes b No Question 3: What are your reasons that make you like practicing some activities in part “post- reading”? a I can understand the reading better b I feel the reading lessons more interesting c I can sumarise the reading d All the answers are correct Question 4: Which activities you like most in part “post –reading”? a Playing games b Discussion c Role-play Page 20 Experience idea DANH MỤC CÁC ĐỀ TÀI SKKN ĐÃ ĐƯỢC HỘI ĐỒNG KHOA HỌC SỞ GD &ĐT ĐÁNH GIÁ ĐẠT TỪ LOẠI C TRỞ LÊN Tên tác giả: Đinh Thị Ngọc Anh Chức vụ đơn vị công tác: Giáo viên Trường THPT Lê Hoàn TT Tên đề tài SKKN Cấp đánh giá xếp loại Some activities in the part Sở GD& ĐT post-listening –English 10 Thanh Hóa at Le Hoan high school Kết đánh giá xếp loại C Năm học đánh giá xếp loại 2016 Page 21 ... skimming, reading for specific information and listening for gist, For that reason, I think we need to redesign some of the activities in the "Post reading" in the reading lessons After each lesson,... myself that the activities in the "Post- reading" have the following results: -These activities are suiable to the new program textbook -The students are more interested in studying, more active in. .. some activities in part “postreading” is suitable? a Yes b No Question 3: What are your reasons that make you like practicing some activities in part ? ?post- reading? ??? a I can understand the reading