Báo cáo thực tập tốt nghiệp tiếng anh (40)

Table of content ACKNOWLEDGEMENT i ABSTRACT ii TABLE OF CONTENT iii Part I: Introduction 1.Justification of the Study 2.Aims and Objectives of the Study 3.Methods of the Study 4.Scope of the Study 5.Format of the Study Part II: ThE STUDY CHAPTER 1: THEORETICAL BACKGROUND 1.1 Definition of Reading 1.2.Reading Comprehension 1.3.Factors That Affect the Learner Reading Success or Failure 1.3.1.Subjective Factors 1.3.1.1.Motivation 1.3.1.2.Reading Purpose i 1.3.1.3.Reading Skills 1.3.1.4.Reading Strategies 1.3.2.Objective Factors 1.3.2.1.Reading Material 1.3.2.2.Teacher Teaching Method 1.3.3 Summary CHAPTER 2: THE STUDY 2.1.The Subject and the Characteristics of the English Textbook of the Second Year Students 2.2.Some Problems in Reading Material 2.2.1.Problem in Reading Material 2.2.2.Problem in Students’ Reading Strategies 2.2.2.1.The Ways Students Read the Text 2.2.2.2.The Ways Students Deal with the Unfamiliar words 2.2.2.3 TheWays Students Get the Main Idea 2.2.2.4 The Ways Students Get the Specific Information 2.3 The Method of Teacher (teaching vocabulary Chapter 3: SUGGESTED SOLUSIONS 10 ii 3.1 Suggestion for Students 10 3.2 Suggestion for Teacher 10 3.2.1 Pre- reading 10 3.2.2 While-reading 11 3.2.3 Post-reading 11 3.3 Some Suggested Activities Used in Three Main Parts 11 3.3.1 Pre-reading 11 3.3.2 While-reading 11 3.3.3 Post-reading 11 3.4 Suggested Activities Applying to Specific Lesson “Nature And The Enviroment” 11 3.4.1 Introducing the Text 12 3.4.2 Presenting New Vocabulary 12 3.4.3.Giving Guiding Questions 13 Part III: CONCLUSION 14 Recapitulation 14 Suggestions for Further Study 14 REFERENCES APPENDIX iii Acknowledgement For the completing of this work, I have been fortunate to receive a lot of contributions from many people First of all,I would like to express my deepest gratitude to my supervisor, MA.Nguyen Thi Van Lam for her helful advice and critical comments from the beginning of choosing suitable topic to the end of finishing the study Unless the help from her, my study would not have been complete I also give my deepest thank to the teacher Nguyen Thanh Xuan, who help me to overcome the difficulties in choosing topic and fiding out the way to write a successful research In addition,I am greatly indebted to my friend Phan Thi Dung who gives a lot of encouragement and help me much in finding documents effectively Sometimes I despair and want to give up, at that time, she stands by me and give me useful advice Finally, I am all too aware that despite all the advice and assistance, I feel that the project is far from perfect; it is, therefore, my sole responsibility for any inadequacies and shortcomings that the thesis may be considered to have Vinh, May 20,2010 iv Phan Thi Thuan Abstract The importance of reading skill in our life is not deniable.In this study, the author discusses the different definitions of reading and reading comprehension,factors that affect the learner’reading success or failure.The author also gives some problems that students have in learning reading lesson.From these problems, the author provides some suggested activities to improve reading skill for students v vi PART I : Introduction Justification of the Study Nowadays,with the tendency of globalization and integration, English plays the role of an effective international communicative language.Thus,learning English becomes popular.One of the important skill in learning English is reading skill.Reading not only helps students widen their knowledge but also enable them to develop other language skills: speaking,writing and listening as well The role of reading is very important And it is more important to the students of the second year who are learning foreign language.However,to read quickly and effectively need to have method and practice And as the matter of fact that many students fail to complete reading tasks, most of them read with little understanding and they often complain that they can not understand the reading text because it is too difficult Besides that,from my experience and observation,the students of the second year also have bad result in final examination in reading test And the question is raised here that what the reasons cause students fail to learn reading in English? Whether it belongs to teacher’s role or student’s role? And what suggestion for teacher to help students to improve reading skill for students of the second year For the above reasons,the author decides to a research on topic “suggested activities to improve reading skill for the student at the second year” The author hope that with this research she can provide some useful suggestion to make student have better result in the next time Aims and Objectives of the Study To find out some problems that the second year students face in reading lesson .To give some suggestion activies to help student get over the obstact and improve reading comprehension ability To obtain these aims, our research will answer these following questions : What are the problems that the second year English students have in reading lesson ? What are suggestion activities that motivate and help students to learn reading skill better ? Scope of the Study Reading skill is necessary to all people and all students.But due to the limitation of time and other subjective factors, this study only focus on reading skill for the second year students There are a lot of topics which are interesting and informative However; the author only focus on one unit “Nature and the enviroment” In each unit, there are three main part: Pre-reading, while-reading and post reading The author chooses the part pre-reading to give some suggesed activities Methods of the Study Analytic method : This method used for analysing data After collecting the data, the author carries on interpreting it and then draw out the conclusion or the main ideas from it .Quantitative method : This method generates statistics through the use of large- scale survey research, using methods such as questionnaires or structure interviews In this study, the author uses questionnaires to find out the problems that students have in reading lesson, and then reach to the conclusion .Qualitative method : It used for exploring attitudes, behaviour and experiences through such methods as interviews or focus on group In this study, the author describes the characteristics of the reading textbook of the second year students Format of the Study Our study consists of three main parts as following: The first part deals with the rationale for choosing the topic,the aims,scope,methods and objectives and format of the study Part II consist of three chapters: Chapter with the title “theoretical background” gives the readers general information about reading and reading comprehension Chapter entitled “the Study” describes the subject and characteristics of the English texbook of the second year students and some problems in learning reading skill.Chapter has the title “suggestion activities” providing some suggested solutions to improve reading skill for students Part II : CHAPTER 1: The study THEORETICAL BACKGROUND 1.1 Definition of Reading Reading is one of four skills in learning English as well as any foreign language.There are many different definitions of reading According to Silberstein (1993,p12) suggested that : “Reading is a complex information processing skill in which the readers interact with the text to (re)create meaningful discourse”.In this definition,the reader is an active facter,who interact with textbook and find out the main idea of the lesson Another definition : “Reading is the process of constructing meaning through the dynamic interaction among reader’existing knowledge,the information suggested by the written language and the the content of the reading situation (cited from http://www.michiganreading.org).This point emphasized on the reading skill that a good reader should apply various reading skill independently and flexibly in a various reading situations,not simply demonstrate mastery of those skills That means,in order to understand the reading text thoroughly, readers play an active role in applring their knowledge From these above definition, we can draw out the conclusion that: Reading is the process that the people use their knowledge to interact with the textbook or document to get information from them.In which the people play an active role and very important 1.2 Reading Comprehension Goodman (1971:135) has described reading as a “psycholinguistic guesing game in which the reader reconstructs,as best as he can, a message which has been encoded by a writer as the graphic display” According to Googman,the reader does not need to use all of the textual cues The better reader is able to make correct predictions, the less visual perceptual information,the more successful the researcher have For Grellet (1981:7), “Reading is a constant process of guessing and what one brings to the text is more important than the result readers get This opinion seems reasonable in a reading lesson more than in other situation such as reading newspaper for information or reading the train schedule for the time of the train, etc These opinions have much in common That reading is an interactive process that goes on between the reader on the text,resulting in comprehension 1.3 Factors That Affect the Leaner’s Reading Success 1.3.1 Subjective Factors 1.3.1.1 Motivation Motivation is factor that can make the learner more interested in the rext and feel comfortable in the classroom In a teacher’mind motivated students are usually those who participate actively in the class, xpress interest in the subject-matter, and study a great deal.Therefore,if the teacher can make the classroom where students enjoy coming because the content is interesting and relevant to their age and level of ability; where the leaning goals are challenging yet manageable and clear, and where the atmosphere is supportive and non threatening so,we can give students a positive atmosphere and motivate to learn.The teacher should find out what help to motivate students 1.3.1.2.Reading Purpose According to Grabe and Stoler (2002),reading purpose can be classified into seven types as following: Reading to search for simple information Reading to skim quickly Reading to learn from texts Reading to intergrate information Reading to write Reading to critique texts 7.Reading for general comprehension Grabe and Stole (2002) indicate that reading to search for simple information is a common reading ability.And reading for general comprehension is the most common purpose for reading underlying and supporting most other purpose for reading.Reading for general comprehension,when accomplished by a skilled fluent reader requires very rapid and automatic processing of words,strong skill in forming a general meaning representation of main ideas and efficient coodination of many processes under very limited time 1.3.1.3.Reading Skill Skill means the ability to perceive and perform some thing.In language learning,reading skill means the ability to process the reading text.In fact,it is not easy to achieve the true purpose of their reading that is having skills and then using them efficiently.To have reading skill,the learner need practise more and more regularly 1.3.1.4.Reading Strategies Reading strategies means the way readers use their reading skill to read the text,to deal with unfamiliar words,or to get information.There are some reading strategies such as: Previewing:Read the text before doing the tasks Predicting:Make predictions about content Skimming and scanning:Get the main ideas and specific information Guessing the meanigs of unfamiliar words from the text 1.3.2.Objective Factors 1.3.2.1.Reading Material The material for reading is interesting or not.Whether it is relevant or not In fact, the topics and subjects must be attractive to the readers.Therefore,the material plays an important role in motivating the readers to read.In the classroom,the teacher should choose interesting topics and subjects to make the readers engage in reading 1.3.2.2.Teachers'Teaching Method Each teacher has his/her own method.However; in order to have successful teaching reading period,the the teachers have tobe active in applying new techniques:In which the teacher is guider and organiser,the student is central and active element.Many teachers not really realize the active and central role of the learners,therefore they can not promote the learners to read more.In each reading lesson,there are often three main parts:Pre-reading,while-reading and post-reading.And each part has its own activities.The teacher need to know about this to have suitable method in order to have successful reading teaching periods 1.3.3.Summary Above is some subjective and objective factors which affect the learners' reading success or failure.The teachers must acknowledge these factors because they play an extremely important part in motivating the learners to learn or not.In addition,the teacher must apply these knowledge tactfully to take advantage of supportive features from them CHapter 2: REAL SITUATION OF LEARNING READING SKILL OF THE SECOND YEAR ENGLISH STUDENTS 2.1 The Subject and the Characteristics of the Enlish Textbook of the Second Year Students Textbook for the second year students is designed to prepare the student progressively for the Cambridge first certificate in English examination.The exercises and activities will help the learner and not just test learners' knowledge .Textbook is designed to prepare for the FCE exam,the section in each unit concentrates on different parts of the exam Paper 1: Reading comprehension,vocabulary and reading exercise Paper 2: Composition excercises Paper 3: Use of English (Exercise on grammar,word study,verbs and idioms,prepositions and problem solving) Paper 4: Listening comprehension (Listening activities, based on cassettes) Paper 5: Interview (Communication activities,pronunciation exercises,picture conversations and discussion questions) Each unit is based on the different topics and all the exercises and activities in the unit are related to the topic.These topics are the ones that are most likely to come up in the exam.The level is quite high to the second year students.When the students access this textbook,they have opportunity to practise four skills:Reading,listening,speaking and writing.Nevertheless,listening and writing are learned ar home, reading and speaking are a lot in the classroom.These skills support and interact with each other.In the classroom,the teacher guide students to practise reading comprehension skill more effectively 2.2 Some Problems in Learning Reading Skill of Students 2.2.1.Problem in Reading Material With the quesion "If students can not finish the reading tasks of the text in reading lesson,What is the reason for it?".Asking students' opinion, the author gets the result as following : The reasons students can not complete Students' opinion the reading tasks 1.The text is too long 0% 2.The text contains too a lot of new 80% words 10% 3.The text is too difficult 10% 4.The text has some new structures Table From table 1, we can conclude that the main reason preventing students from completing the reading task is too a lot of new words in the text (80% students have this problem).Because the textbook for the second year students (Progress to first certificate I ) is designed to prepare student progressively for the Cambridge first certificate in English examination,it contains quite a lot of unfamiliar words with higher level.To solve this problem,students need to broaden their vocabulary more and more 2.2.2.Problem in Students' Reading Strategies Students' reading strategies play an important role in their learning productivity in the reading lesson 2.2.2.1.The Way Students Read the Text The multiple-choice question "When reading a text which way students use ?".With suggested answers are used to ask The ways students use to read the students' opinion text 1.skimming 10% 2.scanning 40% 3.reading aloud 0% 4.reading silent 50% Table The table above indicates that the students have different ways to read the text.Of which "reading silent" is used most and no one read aloud in learning reading lesson Here each way has its own purpose.For example, skimming:reading for the main idea.Scanning for specific information.In each lesson students need to get both the main idea and specific information,so it is neccessary to combine these ways to have efficient reading text 2.2.2.2.The Way Students Deal with the Unfamiliar Words Many students have a lot of difficulties in dealing with them.The following table point out this prolem The way students deal with new words students' opinion 1.Stop reading and look up new words in 20% the dictionary 2.Guess the meaning of new words 3.Ignore the new words 60% 0% 4.Ask friends or teacher 20% Table Looking at the result from the table,we can see that most of the students guess the meaning of new words from the text.Others stop reading and look up them in the dictionary.In fact,this way is not effective in process of reading.It wastes a lot of time and interrupts students from focusing the main idea of the text.If students deal with the unknown word by this way,it is very difficult for them to follow the unity of the text.Some students ask friends or teacher.This way can be adaptable,however;they should be careful when asking thier friends because it can annoy them 2.2.2.3.The Ways Students Get the Main Idea The question " How can students get the main idea?", after asking some students' opinion,the author draws out the conclusion as following: The way students get the main idea Students' opinion 1.Do not know how to get the main 10% idea 40% 2.Skimming to get the main idea 10% 3.Paying attention to the title 40% 4.Paying attention to the topic sentence Table From this table, we can reach to the conclusion that the rate of students skimming and paying attention to the topic sentence is quite high and equal (40%) Skimming is a reading srategy which the reader use to get the main idea Therefore, if students apply this way, they will find out the main idea of the text quickly and effectively The topic sentence often contain the general information of the text, so students can base on it to get the main idea.There are some students who not know how to read for the main idea (10%) For these students, this problem is very bad and dangerous Nearly they have not had reading skill.This situation must be improved in the next time in students' mind.If so they can access the level of some examination and have ability to communicate 2.2.2.4 The Ways Students Get the Specific Information After carrying on a survey on this problem in the second year students,the auhor draws out the conclusion as following: The ways students get the specific Students' opinion information 1.Don't know how to get the specific 20% information 40% 2.Scanning through the text 20% 3.Reading slowly and try to understand every words 20% 4.Reading and keeping writing dow the information that they have Table The above table shows that there are a lot of students who not know how to get specific information (20%) Besides that, many students use uneffective ways to read (20% students read slowly and try to understand every word) It is not necessary for them to know every word in the text,sometimes understanding every word does not mean that you can understand the meaning of the text You need to know the meaning of words which are key ones.In addition,students should remember that scanning is a reading strategy for specific information,so they can use this strategy 2.3 Summary Although there are many other problems which students of the second year face in process of learning reading skill,the author only finds out some main ones They are some problems in reading material and in students' strategies.However;from the questionnaire carried on the second year students,the most biggest problem to them is lack of vocabulary.Because of this, most students can not understand the meaning of the text, even mistake for other ideas.In order to deal with these problems, the author try to give some suggested activities to help students overcome them as in chapter following 10 CHAPTER : SUGGESTED ACTIVITIES 3.1 Suggestions for Students As shown above, the biggest problem preventing the second year students from completing the reading task is lack of vocabulary Therefore to improve ability to learn new words, the students must spend more time learning them.you can learn new words through context, reality objects,etc After that you make sentence using these words that you have leart.To learn vocabulary effectively,you can learn through topic.If so,you will widen a lot of new words.But all of you should remember that each day you not learn too many words,you can not remember them at all You should study from to 10 words every day,and if you continue like that,you will find out self-improved To other problems, the students should use reading strategies in each lesson:Previewing, predicting,guessing from context,skimming,scanning and paraphrasing .Previewing: Title /headline of the reading text,previewing the pictures Predicting : Use the provided information to make predictions about the content of the text Guessing from the context: Guessing the unknown words Skimming:Skimming is the reading strategy applied for getting the main idea Scanning :Reading for the specific information Paraphasing: Reading skill applied at the end of the lesson when the students understand the text.In this strategy, the students use their own words to retell the text 3.2 Suggestions for Teacher Teacher works on the general topic in order to get students to think about they already know and in oder to establish a reason for reading 3.2.1 Pre-reading Teacher might: 11 .Help students by giving them a context and by pre-teaching some of the most difficult new words, grammar points or structures Stimulate interest by setting scene Encourage them to make predictions about the content of the lesson Give students a clear purpose for reading the text Ask them one or two guiding questions 3.2.2 While-reading Teachers use questions and tasks to practice appropriate skills and to make students aware of those skills .Teacher might Allow students to read silently,using different skills and strategies Encourage speed in reading,give a time limit Allow students to co-operate and help each other Check students' reading comprehension by using different questions/tasks/activities 3.2.3 Post-reading Teachers consolidate/enhance the knowledge by a variety of writing,speaking,listening activities about the topic 3.3 Some Suggested Activities Used in Three Main Parts 3.3.1 Pre- reading Discussion Guessing Predicting Questions and answer exchange 3.3.2 While-reading True-false statement Readind cloze Matching Multiple- choice 12 .open-ended questions 3.3.3 Post- reading Speaking base on the text (interviews,discussing) about the topic Writing base on the text, summarizing the main ideas of the text Listening to something related to the topic →The teacher can choose some activities for students to work and in each lesson,teacher can use different ones to avoid boredom and motivate them to study better 3.4 Suggested Activities Applying to Specific Lesson " Nature and the enviroment" in the Part Pre-reading 3.4.1 Introducing the Text It is important to introduce the topic of the text to the students before asking them to read.This activities aims: To give students some background information about the topic To increase their interest In this activity, teacher can use picture related to " Nature and the enviroment" to atract the students from the begining Teacher can say some thing like that : The picture is about nature and the enviroment You can see a lot of plants and animal in it And all the different plants and animals in a natural community are in a state of balance 3.4.2 Presenting Vocabulary Teachers only provide some new words which are neccessary to understand the meaning of the text The teacher choose some new words in the text : Balance, woodland, dominate, tissues,herbivore,carnivore,and so on .Teachers allow students to work in pair and match the words in column A with column B Column A column B Balance Te bao Woodland Lan at,thong tri 13 Dominate Rung cay go Tissue Dong vat an thit Herbivore Dong vat an co Carnivore Trang thai can bang Teachers corrects the answer for students After that,teachers ask them to explain these words in Enlish.Teacher can give some examples : + Balance : A state of nature Which is achieved by the plants and animals interacting with each other +Dominate : In a forest, stronger animals often dominate weaker ones +Tissue :This word is the same meaning as cell.Our body consists a lot of tissues →By this way, teachers can help to improve speaking skill for students.It also makes students more active and more motivated in learning English * In this part, there is an activity which helps students to widen their vocabulary (3.1 plants and animal, pg 33) With this kind of activity, teachers can divide the class into three groups After that, teachers explain how to this exercise for students.There are 14 lists of words related to plants and animals Each group discusses and find out three more items to each list + Group : From list to list + Group : From list to list 10 + Group : From list 11 to list 14 All members in each group must work hard and be active.Teacher provide students minutes to find out the answer.Next call any students to go to the blackboard to write down the answer Finally,teacher correct the answer for them and add some more Flowers : Sunflower, rose, tuplip Birds : Dove, avocet, catbirds Pets : Dog, turtle, cat Wild animals : Tiger, elephan,deer 3.4.3 Giving Guiding Questions 14 .After introducing some general information about the text, the teacher can hold another activity such as discussion Teacher let students work in group to discuss some quesions: + What you know about the relationship between nature and the enviroment and human beings? + Why can we say that "All the different plants and animals in a natural community are in a state of balance?" Teacher allow students to discuss in minutes and then call some of them to talk some things that they have discussed .After students give their opinions, teacher add some more ideas Because if teacher say nothing after students'talking,and then it will demotivate them to continue to talk again Teacher can say some things like that : Nature and the enviroment and human beings have close relationship.Human beings base on nature for their life :Food, air, material, etc.Therefore people must protect nature and the enviroment for good and healthy life 3.4.4 Summary Above is some limited suggestions of us with the hope that they can help to motivate students to learn better in the early stage of a lesson (pre-reading ).Because of our lack of experiences and limitation of knowledge,we only give small and modest advices However; we still that these suggested activities will useful for the second year students in some extent Part III : CONCLUSION Recapitulation Reading skill is one of four skills of learning English as well as foreign language.It has close relationship with other skills Reading well will help to listen, speak and write well The role of reading skill is extremely important to our life Nevertheless, not many people have obtained reading skill Only when you know how to read,can you reach to 15 the higher level.The people,especially, students have some prolems in completing the reading tasks Most of them use ineffective reading strategies.Students not know how to get the main idea, specific information and how to deal with unfamiliar words All of these help to form skill, but students at the second year have not achieved them yet In this study, we carry on a reseach aiming to find out the difficulties and the solutions to improve reading skill for the second year students We give some background information about reading skill in chapter of the second part We also find out some factors that affect to the learner' success or failure We carry on a survey about the problems which the second year English students have in reading lesson After doing the survey, we find out the main problem that prevents the students from completing reading tasks is lack of vocabulary Because of lacking vocabulary, students have a lot of difficulties in reading comprehension lesson, even they misunderstand the information in the text Being aware of this problem, in chapter of part II, we try to give some suggested activities to improve reading skill for the students Due to the limitation of knowledge, time and experiences, we only provide some limited activities in the early stage of reading lesson (pre-reading ) We hope that these activities will be helpful and useful for the second year students Our research ends with the part " References " which lists all of the sources of the materials used in the research Suggestions for Further Study For the scope of the study, we have carried on the investigation " some suggested activities to improve reading skill for the second year English students ".Therefore we give some suggestion for further study: A study on suggestion activities to improve reading skill for other forms A study on suggestion activities to improve other skills ( Listening, speaking, writing) 16 References Leo Jones Progress to first certificate I Nguyen Thi Van Lam and Ngo Dinh Phuong Language teaching theory Silerstein, S (1993, p12 ).Techniques and resources in teaching reading Oxford: Oxford university press Goodman, K.S (1971 : 135) The psychology of second language learning Cambridge Cambridge university press Grellet, F (1981 :7 ) Developing reading skill Cambridge university press Grabe and Stoler (2002) Teaching and researching reading Applied linguistics in Action, Longman, london Nguyen Thi Van Lam and Ngo Dinh Phuong An introduction to research methodology Website: http:// www Michiganreading.org 17 ... her, my study would not have been complete I also give my deepest thank to the teacher Nguyen Thanh Xuan, who help me to overcome the difficulties in choosing topic and fiding out the way to write