báo cáo thực tập tốt nghiệp tiếng anh (1 ) (1)

PART I: INTRODUCTION Justification of the Study English never loses its importance in the international society English is important because it is, maybe, the only language that truly links the whole world together If it were not for English, the whole world would not be as united as it is today Modern thoughts are trending towards globalization English is considered as a useful language tool for this trend Meanwhile, Vietnamese people also get used to the open-door policies of the Government And English keeps its value in Vietnam when the Vietnamese have given priority to it Especially, English has entered the national policy of Vietnam: education Therefore, teachers of English play better role in helping students to learn this subject better English has become one of the most important and compulsory subjects at all schools in educational system in Vietnam From elementary to university or even at higher levels, English always plays an important part As a result, teachers have tried to find more and more effective methods so as to succeed in teaching English More particularly, the new textbook for this subject has been brought out for years, which requires both the teachers and learners to renew and apply suitable methods In this context, communicative language teaching has been developed to satisfy the requirements of education Teaching and learning English mean training students’ four language skills: reading, speaking, listening and writing These skills are equal in the level of importance However, the level of applying communicative activities in teaching and learning them is different The author herself is really interested in reading skill Reading not only helps students widen their knowledge, but also enables them to develop other language skills In addition, the ability of students to read the text owing to their limited vocabulary prevents many of them from getting interested in training this skill Therefore, teachers must try their best to get students’ attention from pre-reading stage And short games and activities seem to be a good choice to encourage students to take part in reading lessons actively However, in real teaching in high schools, not many teachers use communicative activities in English classes, especially in reading lessons The author is trained to be a teacher of English in the near future This study is a good opportunity for the author to understand students’ attitudes towards learning English in general and reading skill in particular After all, the author would like to have the knowledge about short games and activities to make reading lessons more interesting for the students For the reasons above, the author has decided to choose the topic “Using some short games and activities to increase the 11 th form students’ interest in prereading stage at Quynh Luu I high school” as the study of her graduation thesis Aims and Objectives of the Study The Aims and objectives of the study are as follows: - To provide some basic knowledge about reading skill, teaching reading and teaching vocabulary as well as short games and activities used in pre-reading stage - To make an investigation into the real situation of using short games and activities in English reading lessons at Quynh Luu I high school - To find out how short games and activities work in English reading classes at Quynh Luu I high school - To provide some suggested short games and activities in pre-reading stage to encourage the 11th form students to learn reading skill Research Questions The Aims of this study are to find out the answers to the three following research questions: -What are the attitudes of teachers and students at Quynh Luu I high school towards reading skill in genera and the use of short games and activities in prereading in particular? -To what extent the teachers of English at Quynh Luu I high school use short games and activities in the pre-reading stage? -To what extent short games and activities in pre-reading stage work in reading classes at Quynh Luu I high school ? Scope of the Study This study only focuses on pre-reading stage The subjects of this study are teachers and 11th form students at Quynh Luu I high school in Quynh Luu district, Nghe An province The Method of the Study To finish this study, the author has used many methods: investigating methods, analytic and synthetic methods, descriptive methods, comparative and contrastive methods Firstly, the author collected and analyzed the materials related to reading skill as well as communicative activities and games from different documents Then, a survey was conducted to get information about the real situation about teaching and learning English reading at Quynh Luu I high school After that, the selected information and data were analyzed in three categories Finally, some suggested activities and games were presented in pre-reading stage for the 11 th form students Format of the Study Besides acknowledgements, the table of contents, references and appendixes, the thesis consists of three main parts Part I “INTRODUCTION” consists of the author’s reasons for choosing the study, Aims, research questions, methods, scope, and design of the study The second part “DEVELOPMENT” comprises three chapters Chapter is “Theoretical Background” In this chapter, the author provides all concepts related to the study: reading skill, teaching reading, stages of reading, teaching vocabulary and communicative activities and games for pre-reading stage Chapter is titled “The Survey” This chapter mainly focuses on the real situation of using short games and activities in English reading classes for 11 th form students at Quynh Luu I high school Chapter “Recommendations and Suggestions for Using Short Games and Activities in the Pre-reading Stage” provides several suggestions for the teachers in using short games and activities in pre-reading stage of the reading lessons It also introduces some short games and activities in the author’s experimental lessons Part III is “CONCLUSION” in which the author summarizes the main points in the study and suggests some topics for further studies PART II: DEVELOPMENT CHAPTER 1: THEORETICAL BACKGROUND 1.1 Reading Skill 1.1.1 Nature of Reading According to Nuttall and Alderson (1996), reading can be summarized by explaining a number of processes: perceptual processing, word recognition, syntactic processing, metalinguistic processing and comprehension However, this is not specified for learning reading skill In addition, reading is the receptive skill in the written mode Independently, it can develop listening and speaking skills, but often develops along with them, especially in societies with a highly-developed literary tradition Reading can help build vocabulary that helps listening comprehension the later stages particularly This means that reading is a process of deriving meaning from written or printed text Although reading is a receptive skill, it is an active and interactive process because it involves the reader and the reading material in building meaning It involves partial use of available minimal language cues selected from perceptual input on the basis of the reader’s expectation As this partial information is processed, tentative decisions are made to be confirmed, rejected or refined as reading progresses Furthermore, reading is viewed as a kind of interaction that occurs between the reader and the text The meaning, as an outcome of the interaction between the reader and the text, not only resides in the text itself, but also lies in the interaction between the reader and the text Reading is a complex cognitive process of decoding symbols in order to construct or derive meanings It is a means of language acquisition, of communication, and of sharing information and ideas Like all language, it is a complex interaction between the text and the reader which is shaped by the reader’s prior knowledge, experiences, attitude, and language community which is culturally and socially situated Finally, reading is an activity with purpose A person may read in order to gain information or verify existing knowledge, or in order to critique a writer’s ideas or writing style In Alderson(2000), there are seven purposes of reading, those are reading to reach for simple information, to skim quickly, to learn from text, to get an integrate information, to search information needed for writing, to critique texts and to achieve general comprehension Therefore, both teachers and students need to recognize the knowledge of reading definition and purposes It facilitates teachers to determine the appropriate approach for teaching reading And it helps to develop students’ awareness of reading process and reading strategies 1.1.2 Principles for Teaching Reading in a CLT Classroom Reading skill plays an important role in English language learning Therefore, it is necessary to have a set of principles that teachers of English must follow when teaching reading so that they can ensure their students’ understanding of the lessons Forseth et al (1996:84-85, cited in Nguyen Thi Van Lam and Ngo Dinh Phuong, 2007) has pointed out principles for teaching reading as follows: State the purpose of a reading task to the students before they read It is obvious that people have their own purposes when reading a text Thus, it is beneficial to state a purpose for reading the given text The teacher should tell the students why they are reading a text As a result , the students can focus on the text better for they know what information they need to get after reading Prepare students to read by introducing the topic of the text When teaching a reading text, the teacher should introduce the topic of the text beforehand to prepare for students with general knowledge about what they are going to in the text If the subject is difficult, provide students with background information When the students are prepared carefully before reading, they will comprehend the text more thoroughly Before the students read the text, have them read questions about it beforehand to help them focus on meaning Normally, each reading passage in the textbook has some questions relating to its content for students to answer after reading Therefore, have students read the questions first will guide them to what information they need to understand the text If questions not come with the text, the teacher can make up one or two which will help the students concentrate It is even helpful to have them try to answer the questions before they read the text Do not pre-teach vocabulary unless necessary We know that one of the skills readers should learn is to guess the meaning of unknown words If all words are presented beforehand, this will prevent them from being able to guess from context Besides, it is very ineffective for students to remember the meaning of lists of isolating words Instead of doing in this way, the teacher should work on skills that help the students guess intelligently If a word is rarely used, it is better to ignore it then Have students read silently without whispering the words or moving the lips Reading silently will help students to read more quickly and focus on more important words Moreover, the students will be able to pay attention on meaning, not to the form of words only Discuss difficult vocabulary after reading the text After reading, if the students are not able to understand certain words by guessing from the context, the teacher will help them by explaining the meaning of the words When discussing the answer to the comprehension questions, be sure to refer back to the text often Generally, the comprehension questions are aimed at checking whether students have understood the contents of the reading text or not Thus, referring back to the text will help the teacher check the students’ understanding as well as make them realize where in the text that information locates Focus on developing the skills of the readers The goal of teaching reading is not only to help the students to understand the text for that day, but also to help them to effectively read for themselves after class It means that they can apply sub-skills that are taught in the classroom to read any kind of text in their daily life In short, there are a number of principles that the teacher must follow when teaching reading Depending on the features of each class and each reading lesson as well as the level of students that the teacher can choose an appropriate one for their reading classes 1.1.3 Stages of Teaching a Reading Text Nguyen Thi Van Lam & Ngo Dinh Phuong (2007:59) suggested that there are three main stages of teaching a reading text as follow: 1.1.3.1 Pre-reading In real life, people often read something because they want to They read a newspaper to get information; or they read a novel as they want to relax themselves or to know the content of the story they like However, in English classes, the situation is quite different Usually the students read a text not only because they want to, but because the teacher tells them to, or because it is in the lesson Therefore, it is necessary to give the some activities before they start reading to make them want to read Also, these activities make it easier for them to understand the text and focus attention on what they are reading These activities are called prereading activities They include: Introducing the text, presenting new vocabulary and giving guiding question(s) Introducing the topic of the text before the teacher asks the students to read has two purposes: to help students in their reading, by giving them some ideas of what to expect and to increase their interest, make them want to read the text SomeTimes the topic of the text itself is very interesting, in which case the students may be eager to read it So, the teacher does not have to spend too long on motivating them to read In some texts, the language impossibly deals with the language elements beforehand, but it may be worthwhile to draw students’ attention to the way they are used in the text, once they have read it Furthermore, it is important to present new vocabulary beforehand However, the teacher does not need to teach all the new words before the students read it They can guess the meaning of many words from the context Guessing the meaning of unknown words is an important part to help students to develop their reading skill Finally, one or two guiding questions can be given for students to think about as they read The purposes of these questions are to give the students a reason to read and lead the students towards the main point of the text, so that after the first reading, they should have a good general idea of what is about 1.1.3.2 While-reading This stage consists of two steps In the first reading, the students read the text silently once through and discuss the guiding questions Next, it is second reading and comprehension After the students have read the text for the first Time and have tried to understand the general meaning, the teacher provides some while-reading activities and should be sure that the students have looked at the activities before they go through the text again for detailed comprehension Some of the activities are:  Matching  Answering the questions  Main idea  True or fall statements  Multiple choice  Paraphrasing  Finding words with given meaning  Labeling a diagram  Choosing a picture that fits the meaning of the text  Gap-filling, etc 1.1.3.3 Post-reading In a reading lesson, there is a difference between applying the activity at an earlier stage of the reading process and at the post reading stage This difference is due to the quantity and quality of information possessed by the readers This stage contains answering the book's exercises and questions that related to the reading passage If the students answer these questions correctly with a less interference by the teacher, the goals of the lesson are achieved However, the teacher must finish ten minutes earlier, giving him enough Time to evaluate the students understanding of the lesson Therefore, the teacher can repeat the lesson to the students who not understand in a quick and comprehensive way 1.1.4 Principles for Teaching Vocabulary Forseth et al (1996: 23-25) propose eight principles for teaching vocabulary: Present Words in Context Presenting words in isolation forces students to understand mechanically or misunderstand theirs meanings As a result, they cannot make use of the in authentic communication Therefore, using and presenting words in context helps students to guess their meanings and to remember them better Do not Present too Many Words at Once People cannot consume a big amount of food at the same Time It is similar to learning new vocabulary Too many new words will create a mess in students’ mind It is also one of the reasons that prevent students from learning vocabulary effectively Remember that Practicing Words in Context is more Important than Memorizing Isolated one We can learn many new words without being able to use them in communication Students may be required to learn the meanings of words but they must also be given the opportunity to use them productively in speaking and writing 10 Which sport is Khanh Thy good at?  She is good at dance sport Who is the badminton player number of Vietnam? Nguyen Tien Minh Who is Queen of speed of Vietnam?  Vu Thi Huong Name sports competitions you know  The Olympic Games, The World Cup, The Asian Games, SEA Games… Where and when was the last Asian Games held?  at Quangzhou, China in 2010 How many Times has the Asian Games held for?  16 - Notes: This activity should be applied for sport topics Besides, the teacher can use flowers or stars instead of medals so that it is suitable for the different lessons 3.2.1.5 Musical game - Type of game: Groupwork - Time: 5-6 minutes - Aim: + to improve students’ vocabulary, skill of listening + to make them relax and quickly react - Preparation: The teacher has to collect many songs relating to the reading topic Of course, a tape player, cassette, computer and headphones are really important - Instruction: + The teacher devide the class into teams + He chooses or students for each team + Members in the same team stand in a line + The last member of each team will listen to music in minute and guess the required contents by the teacher 48 + After that, they say again to the nearest member who will say to the next and the first one will go to the board and write the answers after listening to his fellow + The teacher plays louldly all the songs for the whole class and check the answers + The team having the most correct answers in Time will win a gift - Application: UNIT 8: CELEBRATIONS (p 90, “Tiếng Anh 11”) + Name of the game: “The Best Listener” + “Listen carefully and guess what events we can use these songs.” +Suggested songs:  Happy New Year  New Year’s Celebration  Happy birthday  Birthday celebration  Jingle Bells  Christmas  Chiếc đèn ông  Mid-Autumn holiday  Mr Turkey  Thanksgiving Day +Notes: This activity can be applied for Unit 3: A Party 3.2.1.6 Finding Word Game - Type of game: Group work - Time: 5-6 minutes - Aims: to improve the ability of brainstorming and guessing - Preparation: The teacher collects materials as clues for guessing the topic A clock or watch to set Time is necessary - Instruction: + The teacher devides class into or teams and gives 10 viruses for each team at the beginning of the game + Then he gives one by one clue for students to guess the key word 49 + If one team can guess with the first clue, they will delete all viruses at once and win the game + If the team cannot guess the right word, they will get one more virus + Find the total viruses and declare the winner which has the fewest viruses - Application: UNIT 7: WORLD POPULATION (p 80, “Tiếng Anh 11”) + Name of the game: “The Fewer, the Better” + The key word has 10 letters: + “Look at the clues and guess what the key word is” + Suggested clues:  Its effects : The policies for it : Dù gái hay trai, đủ ch 50 11-07 Its current fingure: Its real situation : 51 It is POPULATION The key word is POPULATION 3.2.2 Teaching Vocabulary Games and Activities 3.2.2.1 Jumble letters - Type of game: Pairwork or groupwork - Time: 3-4 minutes - Aims: To check vocabulary - Preparation: + Hand-outs consist of words that have misplaced letters + Besides, the teacher can prepare only a wall-chart for a small class - Instruction: + The teacher devides class into groups of 2, or students + He gives requirement: put the letters in the same line into the correct order to have a meaningful word + Then he gives each group a hand-out + He sets Time for students to be quick + The teacher checks the answers and give feedback -Application: UNIT 15: SPACE CONQUEST (p 166, “Tiếng Anh 11”) Reorder these letters to make new words + Name of the game: “ Hunt Letters” tbior eetvurn yigrtav auasnottr lacchopyscigo Slseeigwth mosoucant 52 Suggested answers: Orbit Gravity venture Psychological astronaut Cosmonaut Weightless 3.2.2.2 Word-searching Game - Type of game: Pair work or group work - Time: 4-5 minutes - Preparation: The teacher prepares hand-outs which contain circles There is a letter in each circle - Instruction: + The teacher divides class into pairs or groups of or + He gives requirement: Find out the words in the circles next to each other These circles are like broken eggs + He delivers each group a hand-out + He checks the answers, finds out the group breaking the most egg circles and gives feedback - Application: UNIT 10: NATURE IN DANGER (p 114, “Tiếng Anh 11”) + Name of the game: “Broken Eggs” + “Be careful and break the eggs to find out the words learnt” L U L O E L R U 53 P J W K T B T C danger C C S TT I N R N P IX T Q V CB E O F I T C T in T S X A N C E X Nature A O E A T T I H Z H Suggested answers: extinct, protect, scatter, pollutant, prohibit and co-exist 3.2.2.3 Pantomime - Type of activity: class work or group work - Time: 6-7 minutes - Aims: To teach or check vocabulary - Preparation: +Prepare cards as many as the number of words to teach +Write a word on each card both in English and Vietnamese - Instruction: + The teacher divides class into teams + A member from each team will go to the board and get some cards + These two try to mime so as to express the meaning of the words + The rest of the team try to get the words or their meanings + If the guessing is correct, that team will get 10 marks If incorrect, the other team will have chance to guess + The teacher counts the total marks and declares the winner which has more marks 54 - Application: UNIT 12: THE ASIAN GAMES ( p 136, “Tiếng Anh 11”) + Name of the activity: “My Body Talks” + “Use your body to express what this word means” Tình đồn kết khúc cầu 55 cử tạ Bida boxing-quyên Anh đấu vật 3.2.2.4 Finding Synonyms and Antonyms - Type of activity: Pair works - Aims: To teach or check vocabulary - Time: 3-4 minutes - Preparation: hand-outs containing necessary words - Instruction: + The teacher asks students to work in pairs + He gives requirement: find synonyms or antonyms + The teacher gives hand-outs to students and set the Time + The teacher corrects the answers and give feedback - Application: UNIT 9: THE POST OFFICE (p 100, “Tiếng Anh 11”) + Name of the activity: “Friends and Enemies” + “Fill synonyms in FRIENDS column and (or) antonyms in ENEMIES column” Words Friends Spacious (adj) Notify (v) Courteous (adj) Speedy (adj) Facsimile (n) 56 Enemies + Suggested answers: Words Friends Enemies Spacious Large, broad, wide Notify (adj) (v) Announce, inform Courteous Polite Impolite Speedy (adj) (adj) Rapid, fast Slow Subscribe (v) Sign, register Facsimile (n) Fax 57 Small, little PART III: CONCLUSION Recapitulation Training four skills is the most important process in teaching and learning a language In Vietnamese high school, reading, speaking, listening and writing are all taught for students In fact, both students and teachers are interested in teaching and learning reading skill However, communicative activities cannot work as effectively as their nature due to the real situations of each school and classroom Hence, to increase students’ interest at the beginning of the class is very important to have a successful reading lesson This study is, therefore, aimed at helping the 11th form students earn better thanks to short games and activities in pre-reading stage It investigates the teachers’ attitudes and the students’ attitudes towards reading skill in general and pre-reading stage in particular; to what extent the teachers of English use short activities and games in the pre-reading stage and to what extent short games and activities in pre-reading stage work in reading classes of English at Quynh Luu I high school Three survey questionnaires were distributed to 12 teachers and 100 students at Quynh Luu I high school According to the data from the teachers’ questionnaire and the students’ questionnaire N o 1, different attitudes are indicated Students have a high opinion of reading skill than teachers However, neither of them denies the interest in teaching and learning this skill Moreover, the survey results illustrate that teachers and students appreciate the role of short games and activities in pre-reading stage Nevertheless, most students hope to take part in more exciting and effective games as well as activities from their teachers The second survey questionnaire for students is designed to collect the information after the experimental teaching Students approve of using games and activities in pre-reading lessons because they are highly motivated In their opinions, classroom atmosphere is much more relaxing with lots of fun and laughter After that, reading the text becomes their need so as to get more information and knowledge related to the input 58 Indeed, thanks to the study, it is good for the teachers to know that their students are really fond of games and activities, especially, role-playing, musical activities, using funny pictures and pantomime So, the findings in this study must be useful for ones whose passion is teaching English to succeed more in reading lessons Some Suggestions for Further Studies Discussing all related areas in this study is impossible for the author because of many difficulties and limitation The study only focuses on some short games and activities to increase the 11th form students’ interest in pre-reading stage For the further studies on this matter, the author attempts to give some suggestions as follows: A study on short games and activities to increase students’ interest in postreading stage for the 10th form students A study on short games and activities to increase students’ interest in prewriting stage for the 11th form students Using some short games and activities to encourage the 10 th form students to read and understand the text in the reading lessons TABLE OF CONTENTS ACKNOWLEDGEMENTS………………………………………………… i ABSTRACT………………………………………………………………… ii 59 LIST OF ABBREVIATIONS……………………………………………… .iii LIST OF TABLES AND FIGURES……………………………………… iv TABLE OF CONTENTS……………………………………………… v PART I: INTRODUCTION .1 1.Justification of the Study .1 2.Aims and Objectives of the Study 3.Research Questions .2 4.Scope of the Study 5.The Method of the Study Format of the Study .3 PART II: DEVELOPMENT CHAPTER 1: THEORETICAL BACKGROUND 1.1 Reading Skill 1.1.1 Nature of Reading 1.1.2 Principles for Teaching Reading in a CLT Classroom 1.1.3 Stages of Teaching a Reading Text 1.1.3.1 Pre-reading 1.1.3.2 While-reading 1.1.3.3 Post-reading 10 1.1.4 Principles for Teaching Vocabulary 10 1.2 Short Games and Activities 12 1.2.1 Definitions and Advantages of Short Games and Activities in Classroom .12 1.2.2 Short Games and Activities for Pre-reading Stage 14 1.2.2.1 Lead-in Games and Activities 14 1.2.2.2 Teaching Vocabulary Games and Activitiesv 17 CHAPTER 2: THE SURVEY 19 2.1 An Overview of the Survey .19 60 2.1.1 Aims of the Survey 19 2.1.2 Informants and Setting 19 2.1.2.1 The Teachers .19 2.1.2.2 The Students .19 2.2 Description of the Survey Questionnaires 20 2.2.1 The Survey Questionnaire for the Teachers 20 2.2.2 The Survey Questionnaires for the Students 20 2.2.2.1 Students’ Questionnaire No (before the experimental teaching) 20 2.2.2.2 Students’ Questionnaire No.2 (after the experimental teaching) 21 2.3 Survey Results and Data Analysis 21 2.3.1 The Attitudes of Teachers and Students at Quynh Luu I High School towards Reading Skill in general and the Use of Short Games and Activities in Pre-reading in particular 21 2.3.2 The Extent the Teachers of English at Quynh Luu I High School Use Short Games and Activities in the Pre-reading Stage .26 2.3.3 The Extent Short Games and Activities in Pre-reading Stage Work in Reading Classes of English at Quynh Luu I High School 32 CHAPTER 3: SOME RECOMMENDATIONS FOR USING SHORT GAMES AND ACTIVITIES IN PRE-READING STAGE .37 3.1 Some Recommendations for Using Short Games and Activities in Pre-reading Stage 37 3.1.1 Preparation for Games and Activities 37 3.1.1.1 Choice of Games and Activity .37 3.1.1.2 Design for the Game or Activity 38 3.1.2 Organization of Games and Activities in Classroom 38 3.1.2.1 Management .38 vi 3.1.2.2 Giving Instruction 39 3.1.2.3 Giving Feedback and Correction 40 3.2 Some Suggested Short Games and Activities for Pre-reading Stage 61 (experimental teaching) 41 3.2.1 Lead-in Activities and Games 41 3.2.1.1 Funny Ambiguous Pictures 41 3.2.1.2 Role-play 43 3.2.1.3 Using Pictures .45 3.2.1.4 Competition Game .47 3.2.1.5 Musical game 49 3.2.1.6 Finding Word Game .50 3.2.2 Teaching Vocabulary Games and Activities .52 3.2.2.1 Jumble letters 52 3.2.2.2 Word-searching Game 54 3.2.2.3 Pantomime 55 3.2.2.4 Finding Synonyms and Antonyms 56 PART III: CONCLUSION 58 Recapitulation…………………… 58 Some Suggestions for Further Studies .59 REFERENCES APPENDICES vii 62 viii ... total marks of each group and declares the winner - Application: UNIT 14: RECREATION (p 154, ? ?Tiếng Anh 11”) + “Look at the pictures and guess what the activity is” + The team get 30 marks for... and guess the required contents from the teacher - Application: UNIT 6: COMPETITIONS (p 66, ? ?Tiếng Anh 11”) + Name of the activity: “Along with the Master of Ceremonies” + “Watch carefully and... pictures, the teacher introduces the topic of the text - Application: UNIT 5: ILLITERACY (p 56, ? ?Tiếng Anh 11”) + Name of the activity: “Pictures Talk” + The teacher hangs a poster consisting of the