Give students assignments before reading class to develop cultural background knowledge and facilitate teaching by KWL technique to grade 10th students in reading skill

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING CHU VAN AN HIGH SCHOOL THE INITIATIVE EXPERIENCE THE THESIS GIVE STUDENTS ASSIGNMENTS BEFORE READING CLASS TO DEVELOP CULTURAL BACKGROUND KNOWLEDGE AND FACILITATE TEACHING BY KWL TECHNIQUE FOR GRADE 10TH STUDENTS AT CHU VAN AN HIGH SCHOOL IN READING SKILL Author: Nguyen Thi Tuyet Occupation: Teacher Subject: English INDEX INTRODUCTION 1.1 Rationale of the Study Nowadays, students desire to master English in order to prepare for a good base which they can go into the mingling modern world with confidence To satisfy students’ expectation, educators have been trying our best to find out the modern methods and new techniques to apply for teaching them properly However, it is not easy for Vietnamese students, especially, students in schools in the suburb area like Chu Van An In reality, many modern methods and new techniques have been applied in order to solve the current state of teaching and learning English but almost students’ English quality of our school, in general, is not satisfactory The core reason of the problem is due to learners’ poor vocabulary and limited cultural background knowledge It is also one of the main reasons that causes obstacle on reading skill Experiencing many years of teaching English at high schools, I realize that the grade 10th students have a little vocabulary and limited cultural background knowledge In fact, in English classes, especially in reading period, the reading passages are really challenging The majority of students having low level of English are discouraged from seeing a long text because of major obstacles of vocabulary, limited cultural background knowledge The rest with better level is familiar with reading by scanning the text to complete the tasks with little understanding the educational meaning of the reading In addition, it is very difficult for teachers to get control of the activities among the students mixed various levels They often try to explain the tasks so much, even they use Vietnamese equivalence to explain so as to make sure their students to understand what they are teaching The application of Learner-centered approach in class is malfunctional If those difficulties are not found out and no solutions to overcome, it is certain that reading lessons can not be successful and it even becomes worse In this situation, the teachers need to take a serious look at the teaching and learning of English in general and the teaching and learning of the reading skills in particular so as to suggest proper ways to enable the teaching and learning of the reading comprehension at high school to be more effective From my experience, I realize that before reading class we should give students appropriate assignments in order to encourage them to find out the answers and naturally explore vocabulary and the background knowledge related to the lesson Thanks to modern technology connected to internet at cost, this work should be given by means of zalo, message, group pages outside class Along with giving students assignments before reading class, teaching technique of KWL in reading should be applied to carry out the learner-centered approach in class It is admitted that effect of teaching and learning English is dramatically improved Students’ attitudes to English subject as well as reading are more positive, students’ activities in class are obviously active That is the reason I offered “Give students assignments before reading class to develop cultural background knowledge and facilitate teaching by KWL technique for grade 10th students at Chu Van An high school in reading skill” It is hoped that this study may offer the English teachers at schools in general and the English teachers at Chu Van An High School in particular the ways to teach reading skills more effectively 1.2 Aims of study The specific objectives of Innovative experience was written - To identify the teachers’ major difficulties in teaching reading skills and examine the causes - To offer possible solutions to the difficulties - To contribute more materials to reading part in “Tieng Anh 10” - To share a little interesting personal experience to other co-workers who teaches English 1.3 Participants and Scope of the Study 1.3.1 The Participants The research was undertaken with the participation of teachers (excluding the researcher) The classes chosen were 10A1,10A3, 10A9, 10A12, 10A13 (10A1, 10A12 are taught by the researcher, 10A3, 10A9, 10A13 are taught by other teachers) Of classes, 100 students should be included in the survey by random 1.3.2 Scope and Significance of the Study This study is limited to: - The grade 10th students and the teachers at Chu Van An High School - Contents of reading comprehension in the textbook “Tieng Anh 10”, especially before you reading - Teaching KWL technique The findings and suggested solutions most appropriately applied to the teachers of English as well as 10th grade students at Chu Van An High School That is, the teachers and the students will be able to find ways to improve their process of teaching and learning reading skills 1.4 Methods of study The study was designed to use a number of methods to achieve its aims Firstly, classroom observation was carried out to investigate the reality of difficulties the teachers confronted in their teaching reading skills Then, two types of survey questionnaire were conducted with informants of teachers of English and students randomly selected from classes at Chu Van An High School In addition to questionnaire, informal interviews with the informants were also done Three measurement instruments were developed for data collection: (1) classroom observation, (2) questionnaire, (3) interview 1.4.1 Classroom Observations The author myself teach them and observe the work to evaluate what is successful, what is limited The author also comes to other classes to observe other teachers the students’ activities before and after the author offer my teaching innovation At the same time, author records all activities occurred in each class: the teacher’s presentation on the reading lessons, the teacher’s questions and explanations, the students’ performance in English The observation checklists for a reading class were made The checklists included five criteria: Teachers’ preparation Teachers’ presentation Teachers’ methods Teachers’/ students’ personal characteristics Teacher-student interaction 1.4.2 Questionnaire These two types of questionnaire included both closed and open-ended questions Questionnaire for teachers was written in English, while the one for students was written in Vietnamese to make sure that the students properly understood the questions Questionnaire designed for teachers aimed at seeking information of work experience, teachers’ attitudes towards the reading sections in the textbook English 10, and the problems they confronted with in the process of teaching reading skills Questionnaire for students tended to survey on their perception about the importance of reading skills in learning English as a compulsory subject at school, their evaluation of their current speaking competence, and difficulties they encountered in learning reading skills To elicit a reply for the difficulties the teachers at Chu Van An High School encountered in teaching reading skills to grade 10th students and solutions to overcome those difficulties, 13 closed and open-ended questions are formulated: Part I: open-ended questions • Questions 1, 2, request the matter concerning the teachers’education and work experience Part II Closed questions • Questions 1, and aim at finding out the teachers’opinions on the importance of reading skill and the sections for reading skills in the textbook “Tieng Anh 10” • Questions 3, 4, relate to the way the teachers often in a reading lesson (before you read, while you read, after you read) • Questions 6, 7, aim at finding out the problems the teachers face in reading teaching process with the textbook “Tieng Anh 10” • Questions 9, 10 focus on teachers’ suggested solutions to difficult situations they meet 1.4.3 Interview The interview, which were semi-structured, and 20-25 minutes in length each, focused on the critical issues arising from the observed lessons as well as issues related to teachers’ difficulties in teaching reading skills All the interviews were conducted in Vietnamese in order for the participants to fully articulate their views without being constrained by the use of a second language They were then fully transcribed, translated and analyzed by the researcher to uncover the emerging themes 1.4 method of statistics and analysis the figures: I collect all the copies I deliver students and teachers at other times and compare the levels of motivation, students’ and teachers’ attitudes before using the ways of “Give students assignments before reading class to develop cultural background knowledge and facilitate teaching by KWL technique for grade 10th students at Chu Van An high school in reading skill” Statistical Results reflected the reality of problems that the teachers and students encountered in teaching and learning English reading skills 1.4.5 Data Collection Procedure Data collecting methods used for the study comprised survey questionnaire, classroom observations, and interviews Classroom observations were conducted for one lesson for each class in four times for four teachers Because the teachers were not comfortable with their lessons being video- or audio- recorded, the researcher took extensive field notes of all the observed events in the classroom Each teacher was interviewed once on the last day of classroom observation Then, based on the classroom observations, the questionnaire was designed for the students and teachers It is noted that in order to make it easy in analyzing data, the total copies delivered and collected from the students of two classes which I teach were 55 and the copies from the students of the three other classes were 45 Totally copies of other teachers and students were returned and respectively used for analysis - I also investigate by asking students to reading tests in the period of Test yourself B, C, D, (Each time usually asked students to two reading tests; the one was designed by myself, the one was designed in a reference) in order to know how effective students are able to improve reading skill 1.5 The new things of study - Giving students homework or encouraging them to prepare lesson before class are always done by teachers after each period In fact, giving students assignments to prepare at home for the next period with specific guides is rarely Nowhere have I seen any teachers give students assignments before reading class to develop cultural background knowledge and facilitate teaching by KWL technique to grade 10th students at Chu Van An high school in reading skill to improve reading better As a result, I offer some examples of giving grade 10 th students assignments before reading class to solve the current challenges in teaching and learning reading skill With my renovative experience, I hope to support more useful materials which the students have collected for myself and my co-workers CONTENTS 2.1 Literature review 2.1.1 The Nature of Reading - Reading is when someone looks into a written text and starts to absorb the information from the written linguistic message In Longman Dictionary of Applied Linguistic, reading is said as: “Perceiving a written text in order to understand its contents” 2.1.2 The advantages of reading comprehension Reading brings us undeniable benefits such as improving our brain connectivity, enriching our vocabulary and comprehension, fighting depression symptoms Reading helps us require knowledge to spread our outlook Reading also promotes our communicative ability more flexibly In the process of teaching and learning English, reading skill is closely related to writing, listening and speaking skills Understanding relations will help learners succeed That is why English reading skill is specially taken care of in English subject, at every level Thanks to intensive study of the importance of reading Text book “Tieng Anh 10”, reading is designed in the first part of each unit; This requires teachers know how to choose the proper techniques to help students comprehend and master the content of it 2.1.3 Teaching KWL technique Ogle (1986) in Macceca (2007) stated that the KWL is a three-part strategy to encourage active reading that was first described Pre-reading (Know), during reading (Want), and post-reading (Learned) During the pre-reading stage, students are asked to explain what they know about the topic, whereas students can be active directly related on their knowledge being discussed In the duringreading stage, students again are asked what they wonder or want to find out in further reading, so it will gain the students positive attitude toward reading activity, and they will be more focus on the text During the post-reading, students explain and write what they have learned from reading and other activities This activity is the core of reading activity, where the students can evaluate the text based own their knowledge 2.1.4 Relationship between the structure of Reading passage in Text book 10 and KWL It can be understood from the state of Ogle (1986) in Macceca (2007) in reading passage in “Tieng Anh 10” like this - Pre-reading (Know) is the same before you read - During reading (Want) is the same while you read - Post-reading (Learned) is the same after you read 2.1.5 The Roles of the Teacher and the Students in a Reading Lesson which is taught by KWL technique 2.1.5.1 The Roles of the Teacher in a Reading Lesson which is taught by KWL technique Harmer (2001: 213) gives an opinion that the teacher needs to create interest in the topic and task He also needs to work as an organizer, observer, feedback organizer and prompter To well play the roles, firstly, teachers are supposed to facilitate Secondly, To assume the roles in teaching reading lesson by applying KWL technique, teachers should focus on facilitating communicative process between all participants in the classroom by giving specific assignments before class In addition, teachers must act interdependent within the learning teaching group With KWL technique, teachers should work as organizers and feedback organizers at before you read to see what students at the same time it is good chance for teacher to check students’ responsibility for assignments 2.1.5.2 The Roles of the Students in a Reading Lesson which is taught by KWL technique - In communicative language teaching, the learners are regarded as the centre of the lesson During the reading process the students play the roles of active readers and competent speakers and smart listeners - To cope well with the problem, students should explore the topics related to the lesson before class in their own ways or the assignments that their teacher their teachers give to enhance their cultural background knowledge and vocabulary before reading 2 Current state of the study The fact that Chu Van An High School, where I works, is located in Sam Son, the destination of tourists in summer, an active young city Living condition is in general considered rather good Almost children want to be improved their English to face to the modern life pace, especially, some ambitious students, harboured a dream to find a study abroad tour, or want to be accepted to famous university entrance in Vietnam They hopefully find their dream and best wishes at Chu Van An high school However, most of the grade 10 th students have the same problems such as poor vocabulary, limited cultural background knowledge They scarce of long reading lesson The rest with better level of English, have certain vocabulary and background knowledge are familiar with scanning to complete the tasks educational meaning and cultural background knowledge in reading text Almost students are just familiar with saying “yes” or “no” without providing any further information in English when they were asked Teachers really confuse with improving reading skill for students when they take on a class mixed gifted and poor students They often forget the learner-centered approach in class They dominate students’ activities by talking and explaining very much even they use Vietnamese equivalence to explain the lesson I suppose that it is waste of time if reading without requiring cultural knowledge and vocabulary This part gives some suggestions based on the opinions about the solutions of the teachers at Chu Van Anh High School (answers of question in the interview) and on the author’s study on theory of teaching and learning reading comprehension The suggestions include: Improving students’ reading interest and motivation to require vocabulary and cultural background knowledge and adapting materials 2.2.1 The current state of teaching and learning Reading skills For teachers: teachers in total (one researcher, three other teachers participate in the innovative teaching experience, the rest is eliminated) The findings include: Table 1: Teachers’ focus when teaching a reading text Categories New words New grammatical structures Ideas in the reading texts Cultural knowledge All of the above Number of teachers 1 Percentage 100% 60% 40% 20% 20% Table 2: The way teachers often before and after class Categories Number Percentage of teachers Lead students to the lesson and teach them 80% vocabulary in their own ways Ask Ss to prepare for reading lesson before class 80% without focusing on any specific questions Give assignment before class and apply teaching 0% KWL technique Base on the requirements from the after you read in 80% the textbook to organize class to Broaden students’ knowledge in their own ways such 40% as asking Ss to discuss, or retell or summarize the text in their own understand.eg Give assignments and ask Ss to practice more at 20% home The ways teachers always in the while you read - Teachers ask students to work in different activities which are suitable for the Tasks requested such as group-work, pair-work or individuals - Teachers explain the tasks carefully (often use equivalent Vietnamese to explain) Guide Ss to complete the tasks by smart strategies like scanning or skimming - Teachers also play various roles as observers, controllers and prompters in students’ activities - Teachers check and give feedback, make comment or give students’ marks - Sometimes, teachers give students chance to play games to the tasks and give gifts to the winners Table 3: Teachers’ expectation of the students in the post-reading Categories Number of Percentage teachers Read similar texts 20% Master the key words in the text 40% Understand and summarize the text in their own 80% words Use the words in the text in their daily life 20% For students Questionnaire for students (100 students in total randomly) Result Table 4: Description of students’ opinions on the sections for reading in English 10 Opinions Number of students Percentage Easy 0% Interesting 12 14% Difficult 65 76.4% Boring 18 21% Too long 50 76.4% Too short 59% Table 5: Students’ pre-reading activities Students’ Activities Guessing the content of the text through the topic of the reading Listing learnt words and structures relating to the reading Finding out the meaning of new words and new structures Reading the requirements of the reading tasks Doing nothing but read the text N0 of Percentages participants 53 53% 8% 23 23% 16 60 16% 60% Table 6: Students’ expectation from teacher’s offers Expectation N0 of participants Give students detail assignments to make 100 preparation before reading class Work in pairs or groups to report or sharing 100 Percentages 100% 100% 10 the duty Want to receive teacher’s guides before lesson several days through their message or zalo or teachers’ pages 100 100% 2.2.2 An Overview of reading in Textbook “Tieng Anh 10” The textbook “Tieng anh 10” is designed under a theme-based approach with 16 units Each unit is about a theme There are five parts in each unit arranged as follows: Reading, Speaking, Listening, Writing, and Language Focus Reading is the beginning part of each unit The aim of this is that through reading and through developing reading skills such as skimming, scanning, etc the students are provided with language input It is designed stages; Before you read, while you read and after you read The aim of this is that through reading and through developing reading skills such as skimming, scanning, etc To complete the Tasks, apply the vocabulary to understand the content of the reading, share the ideas in the reading with the real life 2.2.3 An Overview of before you reading in Textbook “Tieng Anh 10” - Easy questions: They are designed in Yes/ No questions such as Students usually response by saying Yes or No Advantage: All students can answer Disadvantage: when students say “no” they think that they have a correct answer they don’t have to anything anymore Such questions Have you heard of Marie Curie? (P32 Unit 3) Have you ever visited a zoo or a forest? (P104 Unit 10) Do we need to protect animals and forests? (P104 Unit 10) Have you ever been to a national park? (P112 Unit 11) The questions above can be easy to elicit the answers but it is too hard to continue elicit more with Wh-questions - Higher level of questions What you know about her (Marie Curie)? (P32 Unit 3) What you think of the crop? (P 82 Unit 8) What helps produces good crops? (P.82 Unit 8) What animals are you interested in? Why? (P104 Unit 10) What kind of film you like to see? why? (P132 Unit 13) Such questions above usually make students fall in the stress state As far as I follow, they can understand what to say in Vietnamese but they can express nothing in English All questions or suggestions are used to lead students to the passage If teachers don’t have properly strategies in teaching before you read they can’t recognize K(know) from students or they can’t make students improve K(Know) As a result, they may fail in reading 11 2.3 Solutions From overview of the state of teaching and learning English for grade 10 th students at Chu Van An school as well as the textbook English 10 Basing on my innovative teaching experience I would like to offer “Give students assignments before reading class to develop cultural background knowledge and facilitate teaching by KWL technique to grade 10 th students at Chu Van An high school in reading skill” Because of undeniable things * For students - It forms students’ good habits for preparing lesson before class Thanks to the habits, students spend more time on the subject - It helps students to require cultural background knowledge during exploring to complete the assignments ordered - It helps students to feel more confident when they participate in a discussion The knowledge facilitate them in learning reading more effectively * For teachers: - it reduces teacher’s certain burden of the obstacles of students’ limited knowledge or poor vocabulary - It brings advantages for teacher to apply the learner-centered approach in class and it facilitate to apply the teaching KWL technique in reading lesson - It is a convenient chance for teachers to know certainly what teacher gave students During doing assignment, students develop vocabulary and knowledge naturally but cram - With students’ useful findings also contribute to teacher’s available material store Basing on my teaching experience, the grade 10 students really like to present or share with other classmates and teachers If teachers know how to give students bonus, they will certainly make every effort to prepare at home and they are eager to participate in competition in class activities As a result, the atmosphere is fun and happy When students represent or share their ideas in English, their speaking and listening will have a good chance to practice To make the lessons more academic, teachers should focus on the fields like careers, life skills, meanings of various education 2.3.1 Improving Students’ Reading Interest and Motivation by Seeding career and job dreams to students Teachers should focus careers and jobs like: teachers, scientists, singers, musicians, environmentalists, famers footballers, actor/ actress/ comedian … in Unit 3, Unit 4, Unit 8, Unit 12, Unit 13, Unit 14 Example: An assignment Unit 3: people’s background A: Reading Aims: To lead students to care some new words relate to the lesson before class, and know more scientists beside Marie Curie At the same to seed their students’ dreams and wishes in the bright future Teachers sent students assignments with the following requirement in the message, zalo or group webs page Requirement Match the scientists with their specialisations 12 Scientists Specialisations Albert Einstein a Biology Pierre Curie b chemistry Marie Curie c physics Pythagoras d Mathematics Gregor Johann Mendel e Physics and Chemistry Tell me your favourite scientist(s) and their specialisations Can you tell me fields which receive novel prize? Who is the first woman to be professor at University in Paris in 1903? - For what service was she awarded a Nobel Prize in Chemistry? Do you want to be a scientist? Why? Do you dream to study oversea? Why? Expected answers Match the scientists with their specialisations: 1.c 2b 3e 4d 5a answer freely physics, chemistry, physiology or medicine, literature, peace, and economics Marie Curie/ determine the atomic weight of radium Yes/ No Give the reason Yes/ No Give the reason Before reading teachers give students paper sheet Organise class in groups Observe them to the KWL- CHART After that, teachers keep class working A sample KWL – CHART K(What you know) W(what you want to know) L(What you have learnt) Exepected answers KWL – CHART K(What you know) W(what you want to know) * Vocabulary * Some other vocabulary Scientist * Some other information Specialisation about Marie Curie Award + Place of birth Professor + date of birth Nobel prize + secondary school Determine + What kind of student she Atomic weight of was radium + What made her become a … scientist * Information + Why she works as a private about Marie Curie tutor - Who Marie Curie is + Was the prize her real joy? - For what service Why? Why not she was awarded in Chemistry L(What you have learnt) Marie Curie is - strong-willed - ambitious - hard-work - intelligent - humane 13 2.3.2 Arousing their passion for reading by educate them the life skills - communicate with the disabled: Unit - Using technology effectively: Unit - Making plan for a picnic: Unit 2.3.3 Broaden background knowledge for students by combination with the background knowledge other subjects Unit is combined with the World map in Geography Unit 10 is combined with lesson 50: Ecosystem in Biology In short, Teachers can facilitate cultural background knowledge for students and objectively support vocabulary in various ways and strategies However, what teachers should is give students specific assignment before class and apply teaching KWL technique to carry out stage before you read intensively Here are contribution of teachers and students in school year 2020-2021 It is hoped that the following materials will be helpful reference for teachers and students in grade 10 Example: An assignment: Unit 4: Special education Part A Reading - Aims: To support students some pictures of the disabled and to lead students to follow the good examples from Pham Thien Tan and Chu Hoang Minh Duc, Nick Vujicic Put the word in each suitable picture: handicapped, dumb, blind, mentallyretarded, deaf He can’t see He He doesn’t Nick Vujicic speak know can’t He can’t hear 2.1Talking to the deaf you should use your related to number sounds A Talk to his ear B fingers C loud Who is designed “găng tay chuyển ngữ” – gloves to help the deaf and the dumb to communicate? Where are Nick Vujicic from? What you know Nick Vujicic? Expected answers blind mentally- retarded, Handicapped Dumb deaf B fingers Pham Thien Tan – born in 2000 – a student of Le Hong Phong high school in Ho Chi Minh city and his best mate Chu Hoang Minh Đuc 14 Nick Vujicic is from Australia Nick Vujicic is characterised by the absence of legs and arms He is known as a painter, swimmer, skydiver, and motivational speaker… Example: An assignment Unit 5: Technology and you A Reading The items in the picture on P 54 are popular with the students It is waste of time to ask them to However, picture number (Floppy dish) is too difficult for students to imagine It is not used to store information today, so students are allowed to ignore if they aren’t curious Aims: To encourage Ss to be smart netizens Teacher should raise the questions In Covid 19, imagine that you were given a smartphone connected with internet what would you do? SS will be eager to lists - Learning - ordering / selling goods - posting or updating what they like: pictures, advertisements and news - Getting information: Reading for news, watching films or doing games - Sending and receiving email Open on your smartphone: make calculation: 123647899*2345890 =? Tell me the speed of calculation? Can you show me where you store your pictures, your documents? Example: An assignment Unit 6: An Excursion A Reading Aims: Students expose the life skills when they make a plan for a trip or a picnic avoiding unexpected problems Make a plan for a two -day trip after the first -term with class Suggestions Funds/ Money: how much you plan to spend money for the trip Transportation: bus, coach 15 Where and when to start What destination? Food and drink Clothes and umbrella Games: campfire/ dance/ sing/ guitar/ taking photo Leader/ secretary Guests Asking parents’ permission * Asking ss to present as a project to experience Example: An assignment Unit 7: The mass media A Reading Mass media means technology that is intended to reach a _ audience via mass communication A Large B Medium C Small D important What are the most types of mass media? - Newspapers, Radio, Television, Internet websites, Magazines Put the tick into the following printed mass media Dictionaries TV Newspaper Posters Banners Logos Billboards Textbooks Internet What mass media can you see a comedy or a documentary? A Newspapers B magazines C TV What programs can you see every night on TV? - weather forecast, news, Expected answers 1.A Large Newspapers, Radio, Television, Internet websites, Magazines Put the tick into the following printed mass media Dictionaries TV Newspaper Posters Logos Billboards Textbooks Banners Internet C TV weather forecast, news, Example: An assignment Unit 8: The story of my village - Give students two pictures and ask students to describe the pictures Ask students to ask their grandfathers: Is the life the same as your life at my age? Suggestions 16 Your grandfather’s age Your age + house: small, the roof was made of + house: size: large, tall, materials: straw, the walls were made of mud walls were made of brick, tile roof, and straw, the floor is the same the iron roof + People: busy at work, mainly work ground + People: work hard, mainly work by in the factories, schools and offices + dress: uniform, long dress, beautiful hands, thin and weak + living condition: far higher + dress: casual + living condition: poor, living with standards, + Travel: motorbikes, cars, electric domestic animals bikes + Travel: mainly walk or go on foot Example an assignment Unit 9: Undersea world A Reading Can you tell me parts of the globe ocean? What part of the globe ocean is the largest and the deepest in the world? What part of the globe ocean is the smallest and the shallowest in the world? How many Gulf are there in the world? What is the deepest gulf in the world? Can you name the seven sea in the world? Sharks are called animals A Oversized B Tiny C bottom What animals depend on the beneath? A Starfish B Swordfish C dolphin what animals are carried along by current water? A Seadog B star fish C Jellyfish Expected answers The Pacific, Atlantic, Indian, Antarctic and Arctic Oceans The Pacific Ocean The Arctic Ocean 62 gulfs in total the Gulf of Mexico The Seven Seas include the Arctic, North Atlantic, South Atlantic, North Pacific, South Pacific, Indian, and Southern Oceans A Oversized A Starfish C Jellyfish Example An Assignment Unit 10: Conservation A Reading See picture 1 Animals and plants depend on each other for A Food B Gen C Anti-human Human are if animals and plants disappear 17 A happy B Threatened Beside provide foods for people, many animals and plants are used to produce _ to cure people A medicines B Clothes C Transportation Many plants like green tea, papaya, are used to fight against _ A headache B Cancer C Running nose Vitamin A extracted from the lives of sharks is good for _ A Eyes B Heart diseases C cancer See picture 2 All animals and plants as well as human body need water to _ A Survive B bath C Photo Plants depend on water to _ nutrients from soil A carry B deliver C Circulate Without plants water _ as soon as it falls A Run out of B Run off C Run back Without plants water can cause flood and erode Example An Assignment Unit 11: National parks Question 1: Match each national park with a suitable the place National parks Place Phong Nha – Ke Bang Lam Đong, Đong Nai, Binh Phuoc Province Cat Tien Bach Ma- Thua Thien Hue Bach Ma Ninh Binh, Hoa Binh, Thanh Hoa province Cat Ba Dong Thap province Tram Chim Hai Phong province Cuc Phuong Ke Bang – Quang Binh province Question What was the purpose of national parks? A To preserve available natural resources B To offer tourists and scientists to visit C To save orphaned or abandoned animals D All are correct Question Do you want to be environmentalist? Why? Question What should we to protect national parks from contamination? Expected answers Question 1 Phong Nha – Ke Bang – Quang Binh province Cat Tien - Lam Đong, Đong Nai, Binh Phuoc Province Bach Ma - Bach Ma- Thua Thien Hue Cat Ba – Hai Phong province Tram Chim - Dong Thap province Cuc Phuong – Ninh Binh, Hoa Binh, Thanh Hoa province Question 2: D All are correct Question 3: free answers 18 Question 4: free answers Example: An assignment An Assignment Unit 12: Music Part A: Reading T: Listen to some pieces of music and try to guess the topic of this lesson (T plays the cassette) Tell me some names of the songs + add joyfulness to the atmosphere + Makes the atmosphere more solemn + Makes the atmosphere more mournful + Lulls babies to sleep + Express the boy’s angry + Express the girl’s love What kinds of music you like? What is your favorite songs? By whom was it composed? What is your favorite singer/ musician? When you often to listen to music? What you listen to music for? Do you want to be a singer/ musician? Example An Assignment Unit 13: Films and cinema Part A: Reading Teacher gives picture of Charlie Chaplin (a popular name Sac-lơ in Vietnam) and the silent movie “Modern Times” film to attract attention the students’ attention and leads to the new lesson Is the “Modern Times” a silent or a talkies film? Where and when was it made? Who is (are) main character(s)? Who is the director of the film? Where is he from? What kinds of film were made by drawing on a single sheet of paper, then photographed? Is animation movies a silent or talkies film? What is your favorite comedian? What kinds of film is your favorite? A Comedy B silent comedy C Love story film D thriller E Horrible film F Documentary 10 Do you want to be a actor/ actress/ comedian? Expected answers a silent in American Charlie Charline, Paullette Goddard Charlie Chapline He is from America? Animation/ cartoon film silent film Mr Bean, Sac-lơ, … depend on students’ interest 10 Free answers 19 Example An Assignment Unit 14: The World Cup A Reading How many years are between World Cups? How many countries compete in the final competition of the World Cup nowadays? How many countries (took part) in the first World Cup? Which team became the champion the 1st World Cup? Which team won the trophy five time? Where was the 2018 world Cup held for men’s national team? Which teams are in the semi final of World Cup 2018? Which team was the victory in the final match in world cup 2018 Which team was the runner-up? 10 Which country will host 2022 World Cup football? 11 Which player has won the World Cup the most times? Expected answers Every four years 32 national teams Only 13 Uruguay Brazil won times (in 1958, 1962, 1970, 1994 and, most recently, in 2002) Russia France, England, Belgium and Croatia France Croatia 10 Qatar 11 Pelé 2.4 Resached result In school year 2020- 2021, I was assigned to teach subjects in English for class 10A1, 10A2, 10A8, 10A12 After the solutions have been applied or me and some co-workers, I noticed the students with the difficult as I have described above (the practical subjects) begin to be interested in learning reading skill I myself have obtained some quite good results from the application of these solutions Firstly, these experiences are very suitable for the schedule and text book Students are more motivated to learn English, more willing to broaden their knowledge and develop reading skills The atmosphere of learning is more relaxing and dynamic Students have chances to express their own ideas, thoughts They don’t feel embarrased when starting new lessons anymore More and more students can converse with each other, especially the weak students now can understand the text and some tasks Praiseworthy than they completely overcome the difficulties in reading English-speaking, boldly participate in communication and more actively in the activities involved in the unit Students are more ardent, excited in a study, items prepared at home more thoroughly Therefore, the tracking quality professional learning by students in school year 2020- 2021 also advanced remarkably.(I have this result from some tests I gave to the students) STATISTICS RESULTS MONITORING QUALITY OF ENGLISH STUDENTS, SCHOOL YEAR 2020-2021 Table Term Class Total Excellent Quite Average Weak 20 10A1 42 Total 11 10A3 41 10A10 41 10A12 42 10A13 42 % 26.1 19.5 Total 20 % 47.26 22 53.66 12.2 21.4 2.38 15 36.59 12 28.57 17 40.48 Total % 10 23.8 10 24.3 20 48.7 19 45.2 23 54.7 Total % 2.38 2.44 2.44 4.76 2.38 Average Total % 01 2.38 Weak Total % 0 Table Term Class Total 10A1 44 10A3 10A10 41 41 10A12 42 10A13 41 Excellent Total % 29 69.0 18 43.9 21.9 22 52.3 4.48 Quite Total % 12 28.57 22 26 53.66 63.41 16 38.1 31 75.61 2.44 14.6 9.52 0 0 0 19.5 0 THE CHART PRESENTS THE STATISTICS RESULTS MONITORING QUALITY OF ENGLISH STUDENTS, SCHOOL YEAR 2020-2021 21 CONCLUSION 3.1 Lesson experience Through research and application topics “Give students assignments before reading class to develop cultural background knowledge and facilitate teaching by KWL technique for grade 10th students in reading skill” I've drawn some experiences following: To improve the quality of teaching, teachers must take the responsibility for making students work actively and require knowledge naturally Teachers also know how to arose the interest and passion of the subject, the new method is selected flexibly to suit their students Preparing lesson plan preparation must focus on specific details Giving students specific assignments before class to ask them to explore the knowledge actively If the duty is given to students, teachers must find the most beneficial time to organize feedback References should be more practical and more modifying Avoid giving assignment in one reference book or without checking Encourage students to share their ideas or thought in class to master lesson more than learn by heart at home Employ gifted children in pair-work or groupwork activities to help the participants who have personalities of shame, fear in informal atmosphere Limitations and suggestions for Further Study Most study is not without limitations The study presented in this thesis is of no exception due to time constraints and scope of the study First, in terms of methodology, the study is limited in the fact that the data may not fully reflect all aspects of difficulties in teaching reading comprehension with the textbook “Tieng Anh 10” Secondly, material contribution of the study has no chance to apply for skills like speaking, listening, writing These limitations, therefore, call for further research for long-term benefits of the learners The article is concerned with how to facilitate vocabulary and cultural background knowledge for K in teaching KWL technique in teaching reading skill It includes two main parts The first part presents a theoretical background that deals with a definition of reading and teaching KWL technique in this activity The second part offers the sample of contributions of assignments designed by the author and suggestions responded by students used before you read However, the methods that the author has presented can be applied for teaching reading skill to grade 10 th students schools that apply the same kind of textbook English 10 as Chu Van An school’s HEADMASTER’S CONFORMATION Thanh Hoa, May 10th, 2021 I insist that this initiative experience be my own writing, not be copied from any other author’s Nguyen Thi Tuyet 22 REFERENCES Concept of reading - In Longman Dictionary of Applied Linguistic Teaching KWL technique - Ogle (1986) in Macceca (2007) Roles of teachers - Harmer (2001: 213) 4.Tthe World map in Geography Lesson 50: Ecosystem in Biology Internet Resources 23 IINNOVATIVE TEACHING EXPERIENCE WAS RECOGNIZED No Theme Phương pháp viết biểu đồ hình trịn unite7 phần writing khối 11 mẫu (parallel) School year ranked 2012-2013 C 24 ... teachers give students assignments before reading class to develop cultural background knowledge and facilitate teaching by KWL technique to grade 10th students at Chu Van An high school in reading skill. .. ? ?Give students assignments before reading class to develop cultural background knowledge and facilitate teaching by KWL technique for grade 10th students at Chu Van An high school in reading skill? ??... innovative teaching experience I would like to offer ? ?Give students assignments before reading class to develop cultural background knowledge and facilitate teaching by KWL technique to grade 10 th students