Summary of Doctoral Thesis of Scientific Education: Compile some types of exercise to improve reading comprehension skill in teaching chemistry in English at high school

Purposes of research: Research the process of teaching chemistry in English in high schools, propose types of exercises to practice reading comprehension skills in teaching chemistry in English for students.

MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY PHAM NGOC TUAN COMPILE SOME TYPES OF EXERCISE TO IMPROVE READING COMPREHENSION SKILL IN TEACHING CHEMISTRY IN ENGLISH AT HIGH SCHOOL Major: Theory and Teaching Methodology of Chemistry Code: 9140111 SUMMARY OF DOCTORAL THESIS OF SCIENTIFIC EDUCATION NGHE AN - 2020 The thesis was completed at Vinh University Scientific instructors: Assoc.Prof., Dr Cao Cu Giac Opponent 1: Opponent 2: Opponent 3: The thesis is defended at the Council of Doctoral Thesis Evaluation at Vinh University At on month 2020 The thesis may be searched at: - National Library of Vietnam - Nguyen Thuc Hao Information Center & Library, Vinh University PREAMBLE The necessity of research theme Currently, many countries use English as a second language and are used mainly in universities To meet the needs of international integration in the fields of education and science, the Prime Minister signed a decision approving the project “Teaching and learning foreign languages in the national education system in the period 2008-2020”; Project “Developing the system of specialized high schools for the period 2010 – 2020” and Decision No 2080/QD-TTg dated December 22, 2017, approving the adjustment and supplementation of the Project “Teaching and learning foreign languages in National education system for the period 2017 - 2025” proposed by the Ministry of Education and Training In particular, the teaching of natural sciences in English is being focused on Chemistry is a challenging subject due to its scientific complexity Reading comprehension skills are one of the basic skills (listening, speaking, reading, writing) that are most focused in the process of teaching and learning foreign languages, deciding whether learners understand the content of the lesson or not Chemistry reading skills in English play a very important role in understanding and exploring chemical knowledge, as a foundation for high school students to access knowledge in the world in the current international integration period Besides, chemical exercises are tools that can help students examine, consolidate, deepen and expand their knowledge diversely and vividly as well as effectively review and systematize knowledge Stemming from the above reasons, we choose the topic: “Compile some types of exercise to improve reading comprehension skill in teaching chemistry in English at high school” Purposes of research Research the process of teaching chemistry in English in high schools, propose types of exercises to practice reading comprehension skills in teaching chemistry in English for students Mission of research 3.1 The theoretical and practical basis - Purpose and meaning of teaching chemistry in English in high school - Skills, vertical skills to understand English, vertical skills to understand chemistry in English - The capacity of teachers in teaching chemistry in English - The theoretical basis for group teaching methods, problem-solving teaching methods - Current status of implementing foreign language projects of the Ministry of Education and Training - Teaching chemistry in English and practicing reading comprehension skills in teaching chemistry in English at high schools in Ho Chi Minh city 3.2 Transfer and application in teaching - A system of some knowledge of English reading comprehension, English reading comprehension skills, and reading comprehension skills in teaching English chemistry in high schools - Develop a set of criteria for assessing chemistry reading comprehension skills in English - Building types of chemical exercises to practice vertical understanding skills in teaching chemistry in English for high school students in the direction of innovating teaching methods, applying positive teaching methods to learn A high-profile part of teaching and learning methods of teachers and students - Proposing measures to use exercises to practice reading comprehension skills in teaching chemistry in English for high school students - References for the next research direction of this topic 3.3 Statistics and data processing - Statistics, data processing, analysis of current situation survey results as a basis for proposing chemistry reading comprehension skills in English and types of exercises to practice vertical skills in teaching chemistry by English in high school - Statistics, processing, and analyzing experimental results of pedagogy to confirm the necessity and correctness of the proposed scientific hypothesis Subject and object of research - The object of research: the process of practicing reading comprehension skills in teaching chemistry in English in teaching and learning of high school teachers and students - The subject of research: reading comprehension skills in teaching chemistry in English in high schools; Criteria for assessing chemistry reading comprehension skills in English in high schools; forms of exercises to practice reading comprehension skills in teaching English chemistry in high schools; Measures to use exercises to practice reading comprehension skills in teaching English chemistry to students Scientific hypothesis If compilating some types of exercises to improve reading comprehension skills in teaching chemistry in English for high school students with good quality and rationally used in teaching, the reading comprehension skills will be improved Chemistry in English for students, thereby improving the quality of chemistry teaching in high school Scope of research Investigating, surveying, and experimenting with some high schools that offer chemistry teaching programs in English Method of research Using theoretical research methods (analysis, synthesis, classification, flower system), practical methods (survey by questionnaires; interview, attendance, pedagogical experiment; transfer method and methods of information processing (mathematical statistics) New contributions of the thesis - Contribute to clarify some theoretical issues about teaching chemistry in English in high schools - Clarify the reality of teaching chemistry in English and practice reading comprehension skills in teaching chemistry in English for students in high school; Point out the limitations and analyze the underlying reasons - Proposing and using a set of criteria to evaluate chemistry reading comprehension skills in English - Propose and use types of exercises to practice reading comprehension skills in teaching chemistry in English in high schools - Proposing and using two measures to effectively use exercises to practice reading comprehension skills in teaching chemistry in English for high school students effectively; confirm the necessity and feasibility of the measures through expert opinion polls and pedagogical experiment - The thesis can be used as a reference for reading comprehension skills for students through self-study and self-study under the support of teachers Structure of the thesis The main content of the thesis is structured into chapters: - Chapter The theoretical and practical basis of practicing reading comprehension skills in teaching chemistry in English in high schools - Chapter Compile some types of exercises to improve reading comprehension skills in teaching chemistry in English at high schools - Chapter Pedagogical experiment Chapter THEORETICAL AND PRACTICAL BASIS OF IMPROVING READING COMPREHENSION SKILL IN TEACHING CHEMISTRY IN ENGLISH AT HIGH SCHOOL 1.1 Overview of teaching chemistry in English Around the world, there are about 60 countries and territories using English as an official language In which, many countries use English for teaching science subjects in schools such as India, China, Hong Kong, Philippines, Singapore, Ireland, England, Wales, Scotland, Canada, Jamaica, USA, Peurto Rico, Liberia, South Africa, Zimbabwe, New Zealand, Australia, Israel, Malaysia, Brunei, Costa Rica, Sri Lanka, Each country has its strategies for teaching these sciences, in which have chemistry Realizing the importance of English in life as well as in bringing the country up, integrating with the economy and education of the world, the Ministry of Education and Training has also studied to implement the project “Developing the system of specialized high schools for the period 2010 – 2020” (No 95/QD-TTg dated June 24, 2010) and the Project “Teaching and learning foreign languages in the national education system period 2008 - 2020” (No 1400/QD-TTg dated September 30, 2008) In recent years, at Vinh University, the research group of chemistry teaching theory and method has researched teaching chemistry in English in high school Some research works by the authors' group by Assoc Cao Cu Giac chaired the research on the current situation of teaching chemistry in English at high schools in Vietnam, proposed chemical teaching methods in English, and the process of designing chemistry lectures in English as well as using the high school chemistry exercise system in English However, the practice of reading comprehension skills in teaching English chemistry in high schools through some types of chemical exercises has not been paid much attention to 1.2 The purpose and meaning of teaching general chemistry in English 1.2.1 Form a habit, a sense of active learning, lifelong learning 1.2.2 Practice English language skills in academics 1.2.3 Make confidence in academic English communication 1.2.4 Integration of international education 1.3 English reading comprehension skills In the skills of teaching chemistry in English, the test of vertical comprehension skills is one of the skills that lie for both high school teachers and students in Vietnam Many teachers and students, when teaching and learning mon chemistry, they not fully understand the current situation of training vertical skills in teaching this subject in English at high schools in Vietnam and have not had any problems Specifically, specific family members develop vertical comprehension skills in teaching chemistry in English for students, leading to the limited number of exercises to practice skills 1.3.1 Reading comprehension Reading Reading is a process that is shaped partly by the text, partly by the background of the reader, and partly by the situation in which reading is occurring Reading a scholarly text doesn't simply involve finding information in the text Furthermore, it is a working process with writing When reading an academic text, the reader will think to build and understand the content and meaning of the text with the author In other words, readers deduce the meaning of the text by applying their existing knowledge Comprehension The concept of “comprehension” is often defined in a popular way as a process where the reader constructs meaning by contacting the text through a combination of factors such as background knowledge, previous experience There, information in the text and the reader's position, stance, and point of view concerning the text 1.3.2 Reading comprehension skills Reading comprehension is the ability to grasp the content of the reading based on understanding the ideas and facts in the text; the reader's knowledge contains, available knowledge of the reader, information presented in the text, using context to recognize words and guess its meaning 1.4 Reading comprehension skills in teaching chemistry in English When reading chemistry academic materials in English, understanding the content is very limited and can be difficult for several reasons such as (1) new words or specialized words; (2) the grammatical structure of a complex sentence; (3) information-containing passages can be very dense and difficult to decipher; (4) writing can be confusing; (5) the author's intonation and writing style are not familiar; therefore, in English for chemistry, a difficult subject, in addition to basic reading skills in English, the teacher and students need to practice several other specialized reading comprehension skills specific to the natural sciences such as reasoning skills, speculation, simulation, summary, synthesis, 1.4.1 Purpose and requirements of English reading comprehension skills in chemistry teaching Purpose Helping students practice, improve and develop English reading comprehension skills; increase the ability to read and understand common chemical contents in English with content suitable for age levels; have conditions to acquire information and improve English proficiency in chemistry Requirement a) For teachers: the teacher needs to outline a system of specialized words and terms; establish group learning among students; Encourage students to ask questions and give ideas; organization of experimental activities; Provide a reading comprehension process for each type of exercises to practice reading comprehension skills and some chemical activities to support the language b) For students: students need to determine the right purposes and goals when reading comprehension to improve their specialized vocabulary; master techniques, reading comprehension skills; quick recognition of structural signs; select suitable reading materials; practice teamwork skills 1.4.2 Reading comprehension skills in teaching chemistry in English Skimming skill Scanning skill In-depth reading skill 1.5 The teacher's competence in teaching chemistry in English 1.5.1 Competence to teach chemistry 1.5.2 Competency in academic communication in English 1.6 Chemistry exercise 1.6.1 Definition of chemistry exercise Chemistry exercises include chemical questions or problems that, while completing them, students both grasp and perfect a certain knowledge or skill 1.6.2 Effects of chemistry exercise Chemistry exercises are one of the most effective tools to teach students to apply knowledge learned in class into practice; review, consolidate, systematize knowledge, deepen, expand the knowledge learned and practice chemical skills for students; developing cognitive capacity, training intelligence for students; promote the activeness and self-reliance of students and form an effective learning method; educating ethics, manners, forging patience, honesty, scientific accuracy and creativity, scientific working style (organized, planned ), improving interest in learning the subject 1.6.3 Some active teaching methods and techniques are often used in combination with chemical exercises Group teaching method Problem-solving teaching 1.7 Current situation of teaching chemistry in English at high schools in Vietnam Teaching chemistry in English has a very important role in providing knowledge and practicing English skills Therefore, in teaching chemistry in English, teachers, and learners need to interact with different teaching methods to improve teaching effectiveness Finding out the reality of teaching chemistry in English in high schools is a scientific basis for the comprehensive development of students' skills in learning English 1.8 The reality of practicing reading comprehension skills in teaching chemistry in English at high schools in Vietnam The above survey contents have brought about interesting results for training reading comprehension skills in the process of teaching chemistry in English in high schools The survey results also clearly showed the perception of the surveyed subjects in training English reading comprehension skills in the process of teaching chemistry in this language, especially pointing out the confusion between " know "and" familiar "with the use of English reading comprehension skills in chemistry Because of that mistake, learners will encounter difficulties and not achieve high efficiency in the process of training reading comprehension skills in teaching chemistry in English The teachers themselves have not realized this mistake as well as have encountered difficulties when student results are not high through the exams The survey results are the basis for designing a set of criteria to evaluate reading comprehension skills in teaching chemistry in English in high schools; propose some types of exercises to practice reading comprehension skills in teaching chemistry in English in high schools The conclusion of chapter In chapter 1, after studying the overview of chemistry teaching in English at home and abroad, the famous result in the first step in the development of two articles, the Prime Minister of Vietnam, approved as well The purpose and meaning of teaching high school chemistry in English lie with high school students, we find that teaching and learning the natural sciences in general and chemistry in particular in the language He is being very focused on the period when the country is on the momentum of international integration However, the practice of reading comprehension skills in teaching chemistry in English for high school students through some form of chemical exercises has not been paid much attention to On that basis, through the survey of vertical English comprehension skills, teachers' skills in teaching chemistry in English, and the results of the current situation of teaching chemistry in English as well as training skills Along with understanding in teaching chemistry in English in high schools in Vietnam, we can confirm that teaching chemistry in English in high schools is an urgent issue, meeting the requirements current general education reform The above survey results will be the basis for us to propose a set of criteria to evaluate chemistry reading comprehension skills in English; Types of exercises to practice reading comprehension skills in teaching chemistry in English for high school students are presented in chapter Chapter COMPILE SOME TYPES OF EXERCISE TO IMPROVE READING COMPREHENSION SKILL IN TEACHING CHEMISTRY IN ENGLISH AT HIGH SCHOOL 2.1 Requirements to use exercises to practice reading comprehension skills in teaching chemistry in English 2.1.1 Reading chemical content in English Read and understand vocabulary and chemical terminology Read and understand linking words and phrases to properly connect scientific proposals Read and understand chemical concepts and principles of chemistry 2.1.2 Complete the request of the question Identify the main content Identify the detailed and specific content Infer from existing knowledge or facts of the exercise Predict and understand the meaning of new vocabulary or vocabulary in context 2.2 Develop a set of criteria for assessing chemistry reading comprehension skills in English 2.2.1 The goal is to build a set of criteria to evaluate chemistry reading comprehension skills in English For teachers - Identifying teaching objectives, practicing reading comprehension skills in teaching chemistry in English that students need to achieve after each learning period - Give accurate, specific, and complete comments, comments, conclusions about reading comprehension skills in teaching chemistry in English of students - Regularly monitor and promptly evaluate students' efforts and progress, thereby setting appropriate teaching objectives and including encouragement, encouragement, and guidance to overcome difficulties to continue to grow further in learning activities - Propose types of exercises to practice reading comprehension skills in teaching chemistry in English in high schools For students The set of criteria for assessing chemistry reading comprehension skills in English is an effective tool to support students in: - Self-comment and evaluate their English chemistry reading comprehension skills based on the evaluation criteria shown in the set of criteria - Identify which points have been achieved in the set of criteria, from which specific plans as well as overcoming the limitations to overcome and meet the teachers' requirements - Orientation and adjustment of student activities and behavior in the learning process 2.2.2 Principles of building a set of criteria for assessing chemistry reading comprehension skills in English 11 Planning and Goal Setting Skimming Scanning Tapping Prior Knowledge, Making Connections, and Inferring Making Predictions 1.2 Research specific goals to be able to achieve the goal specified for a chemical test 1.3 Sort goals in order of precedence according to the chemical content of the text 1.4 Outline the plan after reading a chemical text 1.5 Prioritize the tasks in the plan in order of precedence based on the chemical content of the text 1.6 Evaluate results achieved after doing the plan related to the chemical content of the text 2.1 Underline important keywords, chemical terminology, chemical content in each paragraph, in the text 2.2 Give examples, chemical phenomena, reactions, to illustrate important keywords, content to understand the keywords, that content surely …/30 Evaluation: … 2.3 Self-Practice of using important keywords, chemical terminology, chemical content 2.4 Classify keywords, chemical terminology, sentences, snippets that have similar chemical content or relate to each other 2.5 The debate on the chemical content can be obtained as the main content of the text 2.6 Give the main content of the text in a concise manner involving a chemical problem 3.1 Underline the names of chemical elements, substances, reactions, laboratory instruments, phenomena, title 3.2 Describe chemical phenomena, reactions that appear in the text 3.3 List chemical elements, substances, reactions, laboratory instruments, phenomena, titles, chemical contents that are available in the text 3.4 Relate the chemical facts found to known chemical knowledge 3.5 Choose the chemical facts that are relevant to each other or the facts that are likely to be able to show the content of the text 3.6 Predict the content, the nature of a chemical problem through the information found in the text 4.1 List of chemical facts, knowledge, issues known to be related to the content of the text 4.2 Give examples of chemical facts, knowledge, known issues that relate to the text 4.3 Explain the chemical phenomena, problems, reactions in the text according to known knowledge Total score skill 2: …/30 Evaluation: … 4.4 Interpret phenomena, problems, mechanisms, chemical reactions that are unknown in the text 4.5 Conclude chemical the problems, phenomena, mechanisms, reactions that were interpreted 4.6 Assemble the old and new facts, knowledge known into related systems thoroughly 5.1 Recall the known knowledge, content, chemical reactions, phenomena that are related to the text Total score skill 3: …/30 Evaluation: … Total score skill 4: …/30 Evaluation: … Total score skill 5: …/30 12 Asking Questions Visualizing Strategic readers Monitoring and Clarifying 5.2 Identify the chemical knowledge, content, reactions, phenomena that relate to the chemical problems in the text 5.3 Use the chemical knowledge, contents that are being read to explain the known knowledge or vice versa 5.4 Classify chemical problems that have been explained and unexplained 5.5 Decide which of the most important chemical problem was not explained to clarify 5.6 Predict chemical reactions, mechanisms, phenomena, can happen by basing on known knowledge or inferencing 6.1 Underline the chemical terminology/ phenomenon/ reaction/ problem not understood 6.2 Classify terminology/ phenomena/ reactions/ issues of chemistry not understood by various question groups 6.3 Choose the terms/ phenomena/ reactions/ chemical problems that were not understood in the ability to try to guess, explain 6.4 Identify which unknown terms/ phenomena/ reactions/ , it's not important or not 6.5 Wonder the questions while reading the chemical text to be sure to understand the problems in the text 6.6 Arrange questions in a reasonable sequence to test your memory, understanding yourself after reading the text 7.1 Remember the chemical content through experiments, phenomena, reactions, pictures, diagrams, clips, that are available in the text 7.2 Describe the chemical content: definitions, experiments, phenomena, reactions, through pictures, diagrams, clips, that are available in the text 7.3 Outline or redraw or rebuild the chemical contents, information by drawing, diagrams, films, activities, experiences, 7.4 Experiment with chemical experiments through guidance in the text 7.5 Draw conclusions about the properties, phenomena, nature, of a chemical problem through information, images, drawings, diagrams, 7.6 Design the chemical content of the text by pictures, charts, films, mindmaps, chemical manuals to be easier to understand and remember 8.1 Define the unknown chemical information, phenomena, reactions, 8.2 Describe the unknown chemical information, phenomena, reactions, in your way (pictures, diagrams, ) 8.3 Pause reading to find out, explain the unknown information, concepts, reactions, phenomena, 8.4 Interpret unknown information, chemical problems in the text by other information in the text Evaluation: … Total score skill 6: …/30 Evaluation: … Total score skill 7: …/30 Evaluation: … Total score skill 8: …/30 Evaluation: … 13 8.5 Decide to read slowly or quickly or reread the unknown chemical information in the text Summarizing and Synthesizing 10 Determining What’s Important and Evaluating 8.6 Create questions relating to chemical content, new concepts, new reactions, strange phenomena, of the text to make sure that you controlled the information of the text and clarify the unknown information 9.1 Remember the primary keywords in the chemical text 9.2 Identify the main content in the chemical text 9.3 Illustrate each of the main contents in the chemical text with diagrams, images, pictures, 9.4 Outline the text by basing it on the main content (according to the section or chapter or ) 9.5 Determine persuasive and easy to remember chemical concepts, reactions, phenomena, to illustrate the main content in the chemical text 9.6 Compose, illustrate and present the main content of the chemical readings with evidence, examples, phenomena, reactions, in your way 10.1 List the main contents of the chemical test 10.2 Explain the main chemical contents which are available in the text 10.3 Demonstrate the main chemical content that is available in the text with reactions, phenomena, 10.4 Relate information, chemical contents that are available in the text to known knowledge, phenomena in life, Total score skill 9: …/30 Evaluation: … Total score skill 10: …/30 Evaluation: … 10.5 Evaluate chemical information, facts, equations, phenomena, that are important and to make the reader think of the message to convey 10.6 Inferring messages that relate to the chemical content of the text need to send to the readers Conclusion Total score Total points achieved: _ /300 1: not done; 2: partially executed but incorrect; 3: fully implemented but incorrectly; 4: Exactly but incomplete; 5: accurate and complete execution Evaluation From to 75 : D degree From 76 to 150 : C degree From 151 to 225 : B degree From 226 to 300 : A degree 2.3 Compile some types of exercise to improve reading comprehension skill in teaching chemistry in English at high school 2.3.1 General principles of building the types of reading comprehension exercises in teaching chemistry in English (1) Ensuring the practice of reading comprehension skills in teaching chemistry in English; (2) Ensure accuracy, science, modernity; (3) Ensure pedagogy; (4) Ensure that the contents of the chemistry reading comprehension exercises in English are close to that of the chemistry curriculum that the students have learned according to the standard 14 curriculum prescribed by the Ministry of Education and Training, differentiating the students; (5) Ensure the systematic and logical 2.3.2 The process of building chemical reading comprehension exercises in English Step Determine the purpose of the exercise Step Identify knowledge related to the exercise and skills to be used in the exercise Step Build exercises, in which the guide of the exercise should state extensive and advanced knowledge facts; using diagrams and illustrations to attract students; write requirements, questions (multiple choice or essay) according to a set of criteria that evaluate levels of awareness from easy to difficult, from basic to advanced (remember, understand, apply, analyze, evaluate, creation) Step Remove unnecessary, redundant facts; correct vocabulary, terminology, grammar, the content of the guide and question; correct spelling mistakes; refinish the instructions and questions re-solve the exercises in different ways (if any); analyze the meaning and evaluate the effects of each question as well as the exercise Step Evaluate reading comprehension skills in teaching chemistry in English according to each criterion for students after solving the exercises The example illustrates the steps of building exercises to practice reading comprehension skills in teaching chemistry in English about the content "factors affecting chemical balance" in chemistry program 10 Step Determine the purpose of the exercise: the exercises help students practice and self-test skill "Searching for specific information" with criteria with the content "weak points factors affecting chemical balance” Step Prepare knowledge related to the exercise and the skills to be used in the exercise: - Factors affecting chemical balance - Lechâtelier equilibrium shift principle Step Compose the exercise topic Exercise Read the text and answer the questions: A temperature change alters both the equilibrium position and the equilibrium constant Recall that virtually every chemical reaction is either endothermic or exothermic The reaction for making methane has a negative ΔH°, which means that the forward reaction is exothermic and the reverse reaction is endothermic CO (g) + 3H2 (g) ⇌ CH4 (g) + H2O (g) ΔH° = -206.5 kJ In this case, you can think of heat as a product in the forward reaction and a reactant in the reverse reaction CO (g) + 3H2 (g) ⇌ CH4 (g) + H2O (g) + heat 15 According to Le Châtelier’s principle, if heat is added to an equilibrium system, the equilibrium shifts in the direction in which heat is used up; that is, the equilibrium shifts to the left and decreases the concentration of methane (CH4) Lowering the temperature shifts the equilibrium to the right because the forward reaction liberates heat and relieves the stress In shifting to the right, the equilibrium produces more methane The conversion between dinitrogen tetroxide (N2O4) and nitrogen dioxide (NO2) responds to changes in temperature in an observable way This endothermic equilibrium is described by the following equation N2O4 (g) ⇌ 2NO2 (g) ΔH° = 55.3 kJ N2O4 is a colorless gas NO2 is a reddish-brown gas Question Q1 (criterion 1) How many reactions are there in the text? Write those reactions Q2 (criterion 2) Describe the phenomena in the figure above Q3 (criterion 3) Which content is NOT in the text? A The equilibrium position and the equilibrium constant change when the temperature changes B Distinguish the exothermic and endothermic reactions C The conversion between dinitrogen tetroxide or dinitrogen tetroxide (N2O4) and nitrogen dioxide (NO2) when the temperature changes D The equilibrium position and the equilibrium constant change when concentrations change Q4 (criterion 4) Name and state the principle relating to the phenomena in the text Q5 (criterion 5) What is the main content of the text? A The way to determine the equilibrium position when the temperature changes B Determine the exothermic and endothermic reactions C Examples of exothermic and endothermic reactions D Heat and equilibrium position Q6 (criterion 6) How does the equilibrium position of the following reaction change when increasing the temperature? Explain your answer PCl5 (g) ⇌ PCl3 (g) + Cl2 (g) ΔH° = + 92,5kJ Step Remove redundant, unnecessary facts; correct vocabulary, terminology, grammar, the content of the guide and question; correct spelling mistakes; refinish the instructions and questions re-solve the exercises in different ways (if any); analyze the 16 meaning and evaluate the effects of each question as well as the exercise We give the following solutions to the exercise: Q1 There are two reactions in the text CO (g) + 3H2 (g) ⇌ CH4 (g) + H2O (g) N2O4 (g) ⇌ 2NO2 (g) Meaning: Questions help students observe, care, look for, and pay attention to chemical facts in reading, specifically here are their reversible reactions Q2 When placed in a warm-water bath, the equilibrium shifts in the endothermic direction, to the right, which produces more reddish-brown NO2 The mixture becomes lighter in color when placed in an ice bath because the equilibrium shifts in the exothermic direction, to the left, in which more NO2 is converted to colorless N2O4 Meaning: the questions help students observe and describe chemical phenomena that occur in the text This helps students form concepts and original rules from real experiments, that is, the substance changes when the temperature changes Q3 Answer: D Meaning: the question helps students to know what are the contents of the text, what is not to make sure that students are correctly understanding the content of the text without confusion man In this text, nothing is considered to affect the effect of the concentration of substances on the chemical balance Q4 Le Châtelier’s principle: If stress is aphương pháplied to a system at equilibrium, the system shifts in the direction that relieves the stress Meaning: This question helps students remember, relate knowledge learned through the chemical content in the text That is the principle of the Le Châtelier equilibrium shift, which states three factors that affect the equilibrium shift are temperature, concentration, and pressure therefore, it is necessary to omit the paragraph containing the name of the equilibrium shift principle so that students have to remember by themselves according to the knowledge that has been learned before, the exercise will be more effective Q5 Answer: D Meaning: This question helps students look, think, and synthesize so that they can recognize the main content of the reading by searching for specific information as well as information provided in the sentences without having to read or understand the entire text that is the effect of temperature on chemical equilibrium Q6 The reaction for making PCl3 has a positive ΔH°, which means that the forward reaction is endothermic and the reverse reaction is exothermic According to Le Châtelier’s principle, if heat is added to an equilibrium system, the equilibrium shifts in the direction in which heat is used up; that is, the equilibrium shifts to the right 17 Meaning: This question helps students predict phenomena as well as checks whether students understand the nature of temperature effects on chemical equilibrium that is, as the temperature increases, the equilibrium shifts in the endothermic direction After checking spelling and grammar errors, as well as removing the inner part that states the balance shift principle, the exercise is returned as follows: Exercise Read the text and answer the questions: A temperature change alters both the equilibrium position and the equilibrium constant Recall that virtually every chemical reaction is either endothermic or exothermic The reaction for making methane has a negative ΔH°, which means that the forward reaction is exothermic and the reverse reaction is endothermic CO (g) + 3H2 (g) ⇌ CH4 (g) + H2O (g) ΔH° = -206.5 kJ In this case, you can think of heat as a product in the forward reaction and a reactant in the reverse reaction CO (g) + 3H2 (g) ⇌ CH4 (g) + H2O (g) + heat If heat is added to an equilibrium system, the equilibrium shifts in the direction in which heat is used up; that is, the equilibrium shifts to the left and decreases the concentration of methane (CH4) Lowering the temperature shifts the equilibrium to the right because the forward reaction liberates heat and relieves the stress In shifting to the right, the equilibrium produces more methane The conversion between dinitrogen tetroxide (N2O4) and nitrogen dioxide (NO2) responds to changes in temperature in an observable way This endothermic equilibrium is described by the following equation N2O4 (g) ⇌ 2NO2 (g) ΔH° = 55.3 kJ N2O4 is a colorless gas NO2 is a reddish-brown gas Question Q1 (criterion 1) How many reactions are there in the text? Write those reactions Q2 (criterion 2) Describe the phenomena in the figure above Q3 (criterion 3) Which content is NOT in the text? A The equilibrium position and the equilibrium constant change when the temperature changes B Distinguish the exothermic and endothermic reactions C The conversion between dinitrogen tetroxide (N2O4) and nitrogen dioxide (NO2) when the temperature changes 18 D The equilibrium position and the equilibrium constant change when concentrations change Q4 (criterion 4) Name and state the principle relating to the phenomena in the text Q5 (criterion 5) What is the main content of the text? A The way to determine the equilibrium position when the temperature changes B Determine the exothermic and endothermic reactions C Examples of exothermic and endothermic reactions D Heat and equilibrium position Q6 (criterion 6) How does the equilibrium position of the following reaction change when increasing the temperature? Explain your answer PCl5 (g) ⇌ PCl3 (g) + Cl2 (g) ΔH° = + 92,5kJ Step Evaluate reading comprehension skills in teaching chemistry in English according to each criterion for students after solving the exercises: - Students state and write chemical reactions that occur in the reading (criterion 3.1) - Students can describe the phenomenon that occurs when observing the drawings (criterion 3.2) - Students identify any chemical contents that are not present in the reading text, thereby also identifying chemical contents mentioned in the reading (criterion 3.3) - Students relate chemical data in the text to learned knowledge (criterion 3.4) - Students can choose the data that shows the main content of the reading (criterion 3.5) - Students predict the phenomenon that occurs through the chemical data provided in the reading (criterion 3.6) 2.4 Some types of exercises to improve reading comprehension skills in teaching chemistry in English at high schools 2.4.1 Fill in the gaps with the given word 2.4.2 Fill in the gaps 2.4.3 Use the information provided from the assignment data 2.4.4 Quantitative calculations 2.5 Some measures to use exercises to practice reading comprehension skills in teaching chemistry in English for high school students 2.5.1 Principles and basis of proposing measures to use exercises to practice reading comprehension skills in teaching chemistry in English for high school students Principles (1) Ensure specific chemistry; (2) Ensure the general education program objectives; (3) Ensure practicality; (4) Ensuring the promotion of student activeness; (5) Ensure pedagogy 19 Basis - The results of analyzing the current situation of teaching chemistry in English and practicing reading comprehension skills in teaching chemistry in English at high schools in Vietnam - A set of criteria for evaluating reading comprehension skills in teaching chemistry in English - Analysis results of pedagogical experiment - Consult experts in chemistry theory and teaching methods and chemistry teachers in some high schools 2.5.2 The process of proposing and applying measures of using exercises to practice reading comprehension skills in teaching chemistry in English for high school students Step 1: Analyze the principles, the basis of the proposal, and the relationship between these two factors to serve as the basis for proposing the measure Step 2: Propose to try some measures Step 3: Consider the feasibility and effectiveness of each measure If it doesn't, go back to step to correct, add, or suggest a new measure If the proposed measure matches, go to step Step 4: Experimental pedagogical measures Step 5: Re-evaluate the feasibility and effectiveness of each measure after analyzing the experimental results of pedagogy If it doesn't, go back to step to correct, add, or suggest a new measure If the proposed measure matches, go to step Step 6: Complete the content of the measures and apply the proposed measures 2.5.3 Content of methods to use exercises to practice reading comprehension skills in teaching chemistry in English in high schools Method 1: Applying group teaching method in using exercises to practice reading comprehension skills in teaching chemistry in English to practice academic communication skills in chemistry Method 2: Applying problem-solving methods in using exercises to practice reading comprehension skills in teaching chemistry in English to practice chemical thinking skills by problem-solving methods The conclusion of chapter In chapter 2, through studying the purpose and requirements of English reading comprehension skills in chemistry teaching for teachers and students; Using English reading comprehension skills in chemistry teaching, we have: (1) Building a set of criteria for assessing reading comprehension skills in teaching chemistry in English, including 10 skills, each skill includes evaluation criteria, each 20 criterion has degrees Set of criteria to help teachers determine teaching goals; assess chemistry reading comprehension skills in chemistry teaching in English of high school students; from which it is possible to apply or adjust appropriate teaching methods to help students achieve high results For students, the set of criteria helps them to self-assess and plan to learn, overcome their limitations to improve (2) Design types of exercises to practice reading comprehension skills in teaching chemistry in English in high schools The types of exercises are designed based on general principles and specific principles for each type of exercise, as well as follow a design process to ensure that it is suitable for teachers and students to use (3) Propose measures to use exercises to practice reading comprehension skills in teaching chemistry in English to help students practice academic communication skills in chemistry as well as private practice Only when studying chemistry in English The above research results are conducted experimentally on pedagogy and presented in Chapter The statistical data processing and analysis of experimental pedagogical results are the basis to evaluate the effectiveness and feasibility of the research and conclusions of the thesis Chapter PEDAGOGICAL EXPERIMENT 3.1 Purpose of pedagogical experiment Confirms the necessity and the correctness of the scientific hypothesis of the topic; evaluate the effectiveness of exercises to practice reading comprehension skills in teaching chemistry in English in high schools and the feasibility of measures to use exercises to practice reading comprehension skills in teaching chemistry in English for high school students; Evaluate students' progress when using chemical reading comprehension skills in English in high school 3.2 Experimental mission Selection of subjects, geographical areas, and places to conduct experiments; the compilation of experimental documents (including lesson plans, test questions, proposed types of exercises, a set of criteria for assessing reading comprehension skills in teaching chemistry in English); Discuss with teachers to effectively implement proposed contents and measures; collect, statistic, process data and analyze experimental results to conclude 3.3 Experimental object Conduct pedagogical experiments on students in grades 10, 11, and 12 in specialized, public, and international high schools in the provinces of Tien Giang, Kien Giang, Long An, Quang Ngai, and Ho Chi Minh City 3.4 The process and content of the pedagogical experiment 3.4.1 Choose the experimental class and the control class 21 3.4.2 Discuss with teachers to participate in practical experiments 3.4.3 Conduct experiments Prepare for class Organization of examination and evaluation Content of pedagogical experiment a Experimental round The experiment in grades 10 with the following contents: Matter; The melting point of the substances; Periodic table and periodic law; Chemical bond; Redox reaction; Chemical reaction b Experimental round The experiment in grades 10 with the following contents: Matter; Periodic table and periodic law; Chemical bond; Redox reaction; Halogen; Chemistry and the environment c Experimental round Experiment with the following contents: - Grade 10: Matter; Periodic table and periodic law; Chemical bond; Redox reaction; Halogen; Chemistry and the environment - Grade 11: Matter; Redox reaction; Electrolysis; pH; Organic compound molecular structure; Name organic compounds; Chemistry and the environment - Grade 12: Ester; Amine; Polymer; Redox reaction; Electrochemical batteries; Chemistry and the environment 3.5 Methods of handling pedagogical experimental results Pedagogical experiment results are handled by the mathematical-statistical method 3.6 Results of pedagogical experiment 3.6.1 Results of assessing reading comprehension skills in teaching chemistry in English Results obtained through the assessment of reading comprehension skills in teaching chemistry in English of high school students in all rounds for the control group and the experimental group are summarized as follows: Content Assessment results of reading comprehension skills in teaching chemistry in English according to each criterion of reading comprehension skills in teaching chemistry in English in general for each high school (1) Results of the assessment of reading comprehension skills in teaching chemistry in English according to each criterion of chemical reading comprehension skills in general English (2) Round Control Experimental group group Round Control Experimental group group Round Control Experimental group group 2; 4; 1; 4; 5 5 22 The average score of reading comprehension skills in teaching chemistry in English (3) Results of the assessment of classification of reading comprehension skills in teaching chemistry in English according to each criterion of chemical reading comprehension skills in general English (4) Mean (5) Median (6) Mode (7) Standard deviation (8) Variance (9) 153.38 232.68 150.35 201.77 190.94 268.21 B A C B B A 1.8 – 3.4 2,3 2,3 < (5) < (5) 3.4 – 4.2 4,5 4,5 < (5) < (5) 2.6 – 4.2 3,4 < (5) < (5) 3.4 – 4.2 4,5 4,5 < (5) < (5) 2.6 – 3.4 3 < (5) < (5) 4.2 – 5 < (5) < (5) From the above results, we find that the proposed types of exercises are effective in improving students' reading comprehension skills in teaching chemistry in English The difference in post-experimental evaluation results also shows the effectiveness of the experimental measures that the topic has proposed 3.6.2 Results of assessing reading comprehension skills in teaching chemistry in English through test scores The results are summarized as follows: Class Students ̅ 𝐗 S2 S m V Ex 117 6.85 5.22 2.28 0.21 33.36 Co 117 4.90 4.97 2.23 0.21 45.53 Ex 478 6.87 3.56 1.89 0.09 27.48 Co 478 4.65 4.44 2.11 0.10 45.27 Ex 1425 6.83 3.72 1.93 0.05 28.23 Co 1425 4.82 4.37 2.09 0.06 43.35 k t tα,k ES Influence 232 6.60 1.97 0.87 Lớn 954 17.13 1.96 1.05 Rất Lớn 2848 26.70 1.96 0.96 Lớn * Co: control group; Ex: Experimental group According to the diagram of test scores and the average test score values, we found that the average test scores of the control group are lower than the experimental group The graph of cumulative frequencies showed the line of the experimental group is on the right and below the line of the control group That confirms the studying outcomes of students of the experimental group is higher than the control group According to the data in the table above, we found that the coefficients are reasonable Through observing the developments in class, we found that: (1) In the control group, the learning spirit of the students has not been positive, quite quiet, less proactive in participating in the lesson Doing exercises is not voluntary It depends on the score So students are bad in chemical reading comprehension in English; (2) In the experimental group, students have a positive learning attitude They are also very interested in doing exercises The amount of homework is plentiful and suitable for the high school program It is important that the exercises were designed to help students improve chemical reading comprehension in English, which helps them think better and be more confident when solving problems 23 The conclusion of chapter In this chapter, after conducting experiments and processing, analyzing experimental data, interviewing teachers and students through experimental rounds, we find that: (1) The proposed types of exercises to practice reading comprehension skills in teaching chemistry in English have been effective in improving reading comprehension skills in teaching chemistry in English for students The difference in post-experimental evaluation results also shows the effectiveness of the experimental measures that the topic has proposed (2) The experimental results of the experimental group are higher than that of the group as well as the learning attitude of the students in the experimental class is more active and positive This shows that the proposed types of exercises to practice reading comprehension skills in chemistry teaching in English have brought practical effects to the teacher's teaching and the student's learning The results of analyzing experimental pedagogical data have helped us fully evaluate the feasibility, effectiveness, and impact of the kind of exercises to practice reading comprehension skills in teaching chemistry in English in high schools Common From there, we draw conclusions and recommendations after the implementation of the thesis CONCLUSION AND RECOMMENDATION Conclusion The need to research and exchange scientific knowledge, including teaching chemistry in English, is a practical need in the current global integration context This is a difficult and complex subject, requiring learners to memorize, reason, think, analyze skills and have a solid level of English even when studying in Vietnamese To evaluate students' learning results, teachers need to offer a variety of exercises from easy to difficult according to knowledge requirements of testing and exams, to create an enthusiastic and exciting environment for the student with the subject With the important role and meaning of reading comprehension skills in teaching chemistry in English in high schools, the thesis has fully completed the set objectives and tasks, specifically: a Theoretical basis Research on the theoretical and practical system of the topic: an overview of chemistry teaching in English at home and abroad; purpose and meaning of teaching English in high school chemistry in high school; clarifying concepts of reading comprehension, English reading comprehension skills in teaching chemistry in English, teachers' skills in teaching chemistry in English b In practice 24 Clarify the current situation of teaching chemistry in English and the situation of training reading comprehension skills in teaching English in high schools From there, the proposal is: (1) A set of criteria for assessing reading comprehension skills in teaching chemistry in English in high schools (10 skills, criteria/skills, million VND / criterion) with proposed principles and a 5-step process (2) types of exercises to practice reading comprehension skills in teaching chemistry in English in high schools with proposed principles and a 5-step process (3) measures to use exercises to practice reading comprehension skills in teaching chemistry in English in high schools with proposed principles and a 6-step process The above proposals have been tested in pedagogy and the results confirmed the topic: "Compile some types of exercise to improve reading comprehension skill in teaching chemistry in English at high school" It is necessary, feasible, has high efficiency, and affirms the correctness and reasonableness of the proposed scientific hypothesis Recommendation Through this research process, we have made some recommendations as follows: - Instruction needs to be done in a small classroom (number of 25 students per class) to ensure that teachers and students have a lot of compatibilities; It is also easier to keep track of students' progress and follow up - In the teaching process, there should be flexible coordination between systematically providing theoretical knowledge, following the high school curriculum, and using exercises to practice reading comprehension skills in Teaching chemistry in English to promote efficiency in acquiring knowledge contents in the program, practicing reading comprehension skills in teaching chemistry in English - School leaders should encourage teachers to self-study or organize courses and training courses to improve their proficiency, especially English proficiency for teachers at the high school level; create conditions for many young teachers to participate in English classes specialized in chemistry so that they can meet the increasing teaching and learning requirements in the current integration trend; pay more attention to increasing remuneration for teachers of natural sciences in English - Continue to improve and expand the research direction of the topic towards other skills in teaching chemistry in English, contributing to improving the effectiveness of teaching chemistry in English, meeting the requirements of national integration PUBLISHED ARTICLES RELATED TO THE THESIS Cao Cự Giác, Phạm Ngọc Tuấn (2014), “Thiết kế sử dụng hệ thống tập Hóa học lớp 10 trung học phổ thơng dạy học Hóa học tiếng Anh” Tạp chí Giáo dục, số đặc biệt (6/2014), tr.207-209 C.C.Giac, N.T.P.Lien, P.N.Tuan (2017), “Training skills to solve some inorganic chemistry exercises by using the graphic method of calculation for teaching chemistry in high school” World Journal of Chemical Education, Vol.5, No.1, 12-19 Cao Cự Giác, Phạm Ngọc Tuấn (2018), “Thực trạng dạy học Hóa học tiếng Anh trường trung học phổ thơng Việt Nam” Tạp chí Giáo dục, số 424 (kì - 2/2018), tr.3742 Cao Cự Giác, Phạm Ngọc Tuấn (2020), “Thiết kế tập điền từ rèn luyện kĩ đọc hiểu dạy học hóa học tiếng Anh trường trung học phổ thông” Tạp chí Khoa học trường Đại học Sư phạm Hà Nội, tập 65, số 4, tr 197-209 DOI: 10.18173/23541075.2020-0070 Cao Cự Giác, Phạm Ngọc Tuấn (2020), “Thiết kế tập tính tốn định lượng rèn luyện kĩ đọc hiểu dạy học Hóa học tiếng Anh trường trung học phổ thơng” Tạp chí Khoa học giáo dục Việt Nam, số 31-7/2020, tr 16-22 Cao Cu Giac, Pham Ngoc Tuan (2020), “Compilation the Type of Exercise: “Using the Information from the Text” to Improve Reading Comprehension Skill in Teaching Chemistry in English at High School” American Journal of Educational Research, Vol 8, No 4, phương pháp 221-231 DOI:10.12691/education-8-4-5 Cao Cự Giác, Phạm Ngọc Tuấn (2020), “Kết thực nghiệm tác động số dạng tập rèn luyện kĩ đọc hiểu dạy học hóa học tiếng Anh học sinh trường trung học phổ thơng” Tạp chí Khoa học trường Đại học Vinh, tập 49, số 2B/2020 ... practice reading comprehension skills in teaching English chemistry to students Scientific hypothesis If compilating some types of exercises to improve reading comprehension skills in teaching chemistry. .. COMPILE SOME TYPES OF EXERCISE TO IMPROVE READING COMPREHENSION SKILL IN TEACHING CHEMISTRY IN ENGLISH AT HIGH SCHOOL 2.1 Requirements to use exercises to practice reading comprehension skills in teaching. .. skills in teaching chemistry in English in high schools - Chapter Compile some types of exercises to improve reading comprehension skills in teaching chemistry in English at high schools - Chapter