SKKN một số phương pháp dạy kĩ năng tóm tắt cho bài tập dự án

SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HÓA TRƯỜNG THPT CHUYÊN LAM SƠN SÁNG KIẾN KINH NGHIỆM TÊN ĐỀ TÀI MỘT SỐ PHƯƠNG PHÁP DẠY KĨ NĂNG TÓM TẮT CHO BÀI TẬP DỰ ÁN (PEDAGOGICAL TECHNIQUES OF TEACHING SUMMARIZATION SKILL FOR PROJECT TASKS) Môn/lĩnh vực: Tiếng Anh Bậc học: THPT Người thực hiện: Lê Vũ Thùy Trang Năm sinh: 1993 Chức vụ: Giáo viên Đơn vị công tác: THPT Chuyên Lam Sơn THANH HÓA NĂM 2021 SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HÓA TRƯỜNG THPT CHUYÊN LAM SƠN SÁNG KIẾN KINH NGHIỆM TÊN ĐỀ TÀI MỘT SỐ PHƯƠNG PHÁP DẠY KĨ NĂNG TÓM TẮT CHO BÀI TẬP LÀM DỰ ÁN (PEDAGOGICAL TECHNIQUES OF TEACHING SUMMARIZATION SKILL FOR PROJECT TASKS) Môn/lĩnh vực: Tiếng Anh Bậc học: THPT Người thực hiện: Lê Vũ Thùy Trang Năm sinh: 1993 Chức vụ: Giáo viên Đơn vị công tác: THPT Chuyên Lam Sơn THANH HÓA, NĂM 2021 TABLE OF CONTENTS PART A: INTRODUCTION Rationale Aims of the study Scope of the study PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW Theoretical underpinning The significance of summarization skill The types of summarization The criteria of summarization The method to teach summarization skill Project-based learning CHAPTER 2: THE STUDY The setting of the study The research question The research methodology The research subjects .9 The research design 10 The practical instructions to compose a summary 11 The data collection procedures and results 18 The data analysis .18 CHAPTER 3: CONCLUSIONS Implications of the research .19 Limitations and suggestions for further study 20 REFERENCE 21 APPENDIX .23 PART A: INTRODUCTION Rationale The project session is added at the end of each unit in the newly reformed curriculum (by the Education Publishing House and Pearson Group) with a view to encouraging students to consolidate and practice the language and skill they have gained in the lesson This is a radical change in this curriculum as it enables students to apply English language in authentic contexts as well as broaden their horizon on a wide range of topics, thus acquire valuable communicative skill and teamwork skill Although authentic communicative skill is a challenging one for students who are at lower level and familiar with thoroughly instructed and supervised lessons, the project session is assigned a comparatively less time than other skill (it is taught together with “Looking back” part, which means it takes up no more than a 45minute teaching session per unit) Most of the task is expected to be carried out as homework and students only deliver the results at class However, without adequate instructions and guidelines, students may struggle to the task at home and, as a consequence, spend an excessive amount of time on it or feel discouraged from doing the project at all The necessity to equip students with adequate skill to the Project tasks in general and to teach summarization skill in project tasks in particular has inspired me to write the research report: “Pedagogical techniques of teaching summarization skill for project task” Aims of the study (1) Suggest effective techniques to teach students summarization skill in preparation for project tasks (2) Evaluate the effects of those methods in enhancing students’ performance in conducting the project tasks Scope of the study The study focus on the application of Project tasks given in the latest set of textbooks by the Education Publishing House and Pearson Group used in Lam Son Specialized High School to teach students aged 16 to 18 in this organization One particular aspect that this research report focus on is the type of “Project” tasks which require students to carry out research then deliver a presentation or a poster on a social or scientific topic in the English textbooks (by the Education Publishing House and Pearson Group) This type of Project is supposedly more difficult than the other types of project tasks, namely carrying out survey or questionnaires because it requires more cognitive effort and more knowledge The instruction of summarization will equip students with an essential skill to navigate through a wealth of knowledge on the Internet and be able to select and present information effectively PART B: DEVELOPMENT CHAPTER 1: LITERATURE 1.1 Theoretical underpinning REVIEW “Summary” is an umbrella term for not only a set of cognitive and linguistic skills but also a format of writing Researchers generally share similar views on the structural and functional aspect of a summary A summary can be referred to as what “condenses a body of information, presenting the key ideas and acknowledging their source” by Greene and Lidinsky (2011) Furthermore, summary writing is a cognitive process which requires recursive effort to select and deliver the gist of a reading passage in a concise written or spoken form 1.2 The significance of summarization skill Summarization is an essential skill in academic context, especially in undergraduate and postgraduate level It enables speakers and writers to synthesize theoretical knowledge and research findings from a wide range of sources with a view to using them as the basis for their scrutiny, interpretation and evaluation A competent command of summarization skill may aid students in synthesizing available knowledge effectively This means they are capable of using the existing knowledge selectively to support their points without technically copying sources word by word, thus steering clear of committing plagiarism This is especially applicable to texts which are too long or complicated to be quoted directly or indirectly Therefore, summarization not only helps students prepare presentations for project tasks in the textbooks but also for academic writing and speaking at undergraduate and graduate level This skill is also an indispensible method for knowledge retention and clarification (Frey, Fisher and Hernandez, 2003), which means that it helps students boost understanding and memory of complex topics Teachers can assign summarization tasks to develop students developing vocabulary and critical thinking skills in language learning Furthermore, summarization is an effective task which enables teacher to evaluate students’ comprehension of a reading passage and improve their reading skills (Marzec-Stawiarska, 2016) It is worth mentioning that reading for gist and identifying the main points are prerequisite steps in summarizing According to Thornbury (2011), reading for gist or skimming is briefly reading a text with a view to ‘getting the main ideas or sense of a text’ Reading or listening for gist (‘skimming’) and identifying the main point(s) in a text are considered traditional components of reading skills (Swan & Walter, 2017) as well as a springboard for communicative tasks, namely speaking and writing (Thornbury, 2011) Besides, there is evidence which suggests that teaching reading skills pay dividends in training for test-taking and other specific purposes (Swan & Walter, 2017) This skill is required in the writing task of TOEFL, CPE and similar language proficiency tests, in which outstanding achievement grants high students priority for admission to prestigious domestic and foreign universities 1.3 Types of summaries Summaries are divided into two sub-categories based on their purposes by Hidi and Anderson (1986): 1) 2) 1) 2) writer-based: to facilitate comprehension, for example: notes of materials to write an essay reader-based: to show the audience, for instance, research abstracts or books reviews Frey, Fisher and Hernandez (2003) categorized summaries writing into: the précis, which is “a brief summary of another text that contains the main points but little embellishment” the evaluation summary, which is also short and focuses on the main ideas of the reading but ends with writer’s opinions and insights This category is traditionally seen in book reviews and typically in CPE and TOEFL, which are two of the most popular standardized English proficiency tests 1.4 Criteria 1) 2) 3) 4) 5) for a summary Based on the abovementioned pinnacle, criteria of good summaries should include but not limited to: Selecting main ideas and supporting ideas Not distorting the original text Using the writer’s own words and sentence structure Being concise and within word limit Acknowledge sources to avoid plagiarism 1.5 Methods to teach summarization skill Explicit instructions are usually recommended and proved to be effective in teaching this skill (Okome, Danner and Ofuani, 2021) According to Casazza (1993), to write a good summary, one needs to be able to: 1) 2) 3) 4) 5) understand the text select the most important information delete the minor and redundant details combine similar ideas into categories write in his/her own words It is suggested by Chen and Su (2012) that teachers should use reader-based approach to give students instructions based on the features of distinctive types of texts and help them select main points more efficiently This approach allows teacher to give students tremendous scaffolding and group work, which is especially suitable for lower-level students still grappling with reading comprehension and writing skill Teachers should also choose texts which have a clear structure and level-appropriate vocabulary This approach is typically comprised of the following steps: 1) 2) 3) 4) setting the context: to find the typical purposes and used of the genre modeling: to analyse the key discourse features the sampled passage joint construction: to provide scaffolding activities to familiarize students with the structures and grammar of the genre independent construction: to reduce teachers’ support gradually and to monitor autonomous activities For higher level students, teachers can use rule-governed approaches Students can be given instruction on cognitive steps to approach a text so that students can use their autonomy to search for and understand a broad range of reading texts in appropriate level and develop critical thinking skill 1.6 Project-based learning Project-based learning is referred to as a pedagogical approach in which learning revolves around carrying out meaningful tasks or projects It is a student-centred form of teaching built on three constructivist principles: learning is contextspecific and is provided through authentic tasks, learners take active roles in the learning process and they reach their goals through social interactions and 10     Click on each word to check their meaning and use until we can choose one word which best fits in the context Choose ‘as a whole’ Check the use and meaning of ‘as a whole’ in Oxford Advanced Learner’s Dictionary (https://www.oxfordlearnersdictionaries.com/) and look at its typical position in a sentence “Idioms: as a whole as one thing or piece and not as separate parts Unemployment is higher in the north than in the country as a whole The festival will be great for our city and for the country as a whole for the community/economy/industry as a whole” Rewrite: “….life expectancy in Britain has increased as a whole….” c) Connecting the paraphrased ideas After paraphrasing the main ideas, students connect and organize those ideas into a cohesive composition This skill is expected to be taught in writing session Step The teacher may check student’s products themselves in combination with peer review, in which students work in pairs to find the grammatical mistakes, coherence problems and factual accuracy 2.7 Data collection procedures and results The participants’ performance in delivering the Project results are analyzed based on the incidents of making common mistakes, which are expected to partly reflect the efficiency of students’ group work The mistakes are selected based on evaluation of students’ work (a sample is provided in the Appendix B) The most noteworthy proxies are chosen for evaluation and data collection: 1) 2) 3) 4) Verbatim copy: copy at least a whole sentence from the source Irrelevant information: write at least a sentence unrelated to the topic Inaccurate information: write at least one piece of information wrongly interpreted Time limit exceeded: the number of times that the presenters exceed the time allowance The statistics of the number of groups which made the abovementioned mistakes are illustrated in the bar graph: The number of groups whose project products had mistakes 22 2.8 Data analysis An insight into students’ performance revealed that there was significant improvement in the quality of students’ products There was a noticeable reduction in the number of groups making types of mistakes in presenting their project result The verbatim copy category witnessed the most radical change, from 28 to merely 12 groups CHAPTE R 3: CONCLUSIONS 3.1 Implications of the research Adoption of new sets of English textbooks is a relatively challenging and ambitious to both teachers and students The reason is that the teachers cannot be sure if their newly crafted lesson plans and pedagogical approaches are satisfactory enough while students might have to put more effort into adapting to the new textbook format as well as the new method that teachers use However, this change is inevitable because it urges teachers to transform their lessons with up-to-date topics and student-centered approaches Students are also motivated to learn because they are empowered to get involved in the lessons when given more talking time and autonomous learning time Among all the parts of each Unit, Teaching the Project session may be the most confusing because it is completely new compared to the previous textbooks by the Education Publishing House As regards students who are not well-equipped with sufficient skills and autonomy to research at home as well as present at class, they may are resistant Thus the provision of full scaffolding and gradual reduction in teachers’ support are necessary The teaching of summarization skill proved to be an effective technique in assisting students to the Project task satisfactorily They can be applied in all levels of students and help students integrate a broad range of knowledge, encompassing reading comprehension, using synonyms, word formation, grammatical structure transformation 3.2 Limitations and suggestions for further study 23 The study is conducted with a restricted number of subjects at one high school The subjects might have prior experience and comfort with doing Project and making presentation because the school location is in an urban area where students have easier access to technological devices as well as opportunities to work in projects as extracurricular activities in comparison to other areas This may partly explained students’ quick acquisition of summarization skill and application to their products There is potential for this study to be extended to students of more diverse background 24 PREFERENCE Bailey, S (2003) Academic writing: A practical guide for students Psychology Press Cambridge, E S O L (2003) Cambridge certificate in advanced English student’s book: Examination papers from the university of Cambridge ESOL examinations (CAE practice tests) Cambridge: Cambridge University Press Casazza, M E (1993) Using a model of direct instruction to teach summary writing in a college reading class Journal of Reading, 37(3), 202-208 Chen, Y S., & Su, S W (2012) A genre-based approach to teaching EFL summary writing ELT journal, 66(2), 184-192 Cho, Y (2012) Teaching summary writing through direct instruction to improve test comprehension for students in ESL/EFL classroom (Doctoral dissertation) Frey, N., Fisher, D., & Hernandez, T (2003) What’s the gist? Summary writing for struggling adolescent writers Voices from the Middle, 11(2), 43-49 Hidi, S., & Anderson, V (1986) Producing written summaries: Task demands, cognitive operations, and implications for instruction Review of educational research, 56(4), 473-493 Kokotsaki, D., Menzies, V., & Wiggins, A (2016) Project-based learning: A review of the literature Improving schools, 19(3), 267-277 Malcom, M (2008) Destination B2: Grammar and Vocabulary with keys Marzec-Stawiarska, M (2016) The influence of summary writing on the development of reading skills in a foreign language System, 59, 90-99 Okome, E O., Danner, R B., & Ofuani, F N (2021) Effects of Three Instructional Strategies on Senior Secondary School Students’ Achievement in Summary Writing Journal of Teaching and Teacher Education, 9(1) Oshima, A., & Hogue, A (2006) Writing academic English (No 808.042 O82 2006) Pearson Education Swan, M., & Walter, C (2017) Misunderstanding comprehension Elt Journal, 71(2), 228-236 25 Rogers, B (2007) The complete guide to the TOEFL test Thomson Thornbury, S (2011, November 26) G is for Gist Retrieved September 08, 2020, from https://scottthornbury.wordpress.com/2011/11/27/g-is-for-gist/ Vince, M (2008) Macmillan English grammar in context Advanced Macmillan Education 26 APPENDIX A PRACTICE TASKS TO USE IN THE CLASSROOM Exercises 1: This task aims to aid students’ retention of the basic steps in writing a summary Complete the list of stages in a successful summary by using the given phrases: i) use your own words ii) key points iii) important ideas iv) order of ideas where necessary a) Read the text carefully and check key vocabulary b) Underline or highlight the _ c) Make notes of these _if necessary d) Write the summary using the notes, re-organising the _taking care to _ e) Check the summary to make sure no _have been omitted or distorted Answer: b key points/important ideas; d order of ideas where necessary, use your own words; e key points/important ideas Exercises 2: This task scaffold students to select key points and write notes Read the following text and underline the key points then complete the following notes of the key points Indian researchers are trying to find out if there is any truth in old sayings which claim to predict the weather In Gujarat farmers have the choice of planting either peanuts, which are more profitable in wet years, or castor, which does better in drier conditions The difference depends on the timing of the monsoon rains, which can arrive at any time between the beginning and the middle of June Farmers, however, have to decide what seeds to sow in April or May There is a local saying, at least a thousand years old, which claims that the monsoon starts 45 days after the flowering of a common tree, Cassia fistula Dr Kanani, an agronomist from Gujarat Agricultural University, has been studying the relationship since 1996, and 27 has found that the tree does successfully predict the approximate date of the monsoon’s arrival Notes: a) Indian scientists checking ancient _ b) Old saying links monsoon to _ c) Used by farmers to select peanuts (for wet) or _ d) Dr Kanani of Gujarat Agricultural University has found that _ Exercises 3: This task aims to enable students to practice selecting major ideas before writing notes of those key points Underline the key points then make notes from them WHY WOMEN LIVE LONGER Despite the overall increase in life expectancy in Britain over the past century, women still live significantly longer than men In fact, in 1900 men could expect to live to 49 and women to 52, a difference of three years, while now the figures are 74 and 79, which shows that the gap has increased to five years Various reasons have been suggested for this situation, such as the possibility that men may die earlier because they take more risks But a team of British scientists have recently found a likely answer in the immune system, which protects the body from diseases The thymus is the organ which produces the T cells which actually combat illnesses Although both sexes suffer from deterioration of the thymus as they age, women appear to have more T cells in their bodies than men of the same age It is this, the scientists believe, that gives women better protection from potentially fatal diseases such as influenza and pneumonia ANSWER: WHY WOMEN LIVE LONGER Despite the overall increase in life expectancy in Britain over the past century, women still live significantly longer than men In fact, in 1900 men could expect to live to 49 and women to 52, a difference of three years, while now the figures are 74 and 79, which shows that the gap has increased to five years 28 - Various reasons have been suggested for this situation, such as the possibility that men may die earlier because they take more risks But a team of British scientists have recently found a likely answer in the immune system, which protects the body from diseases The thymus is the organ which produces the T cells which actually combat illnesses Although both sexes suffer from deterioration of the thymus as they age, women appear to have more T cells in their bodies than men of the same age It is this, the scientists believe, that gives women better protection from potentially fatal diseases such as influenza and pneumonia Notes: British women live longer than men: 79/ 74 years reasons? new research suggests immune system/thymus >T cells women have more T cells than men = better protection Exercises 4: This task aims to enable students to practice selecting major ideas before writing notes of those key points Underline the key points in the following text then take notes THE SIXTH WAVE? Lord May, the president of the Royal Society, has claimed that the world is facing a wave of extinctions similar to the five mass extinctions of past ages He calculates that the current rate of extinction is between 100 and 1,000 times faster than the historical average The cause of previous extinctions, such as the one which killed the dinosaurs, is uncertain, but was probably an external event such as collision with a comet However, the present situation is caused by human consumption of plants, which has resulted in a steady increase in agriculture and a consequent reduction in habitat for animals Although many people are still hungry, food production has increased by 100% since 1965 Lord May also pointed out that it was very difficult to make accurate estimates as nobody knew how many species of animals lived on the planet So far 1.5 million species had been named, but the true figure might be as high as 100 million Our ignorance of this made it almost impossible to work out the actual rate of extinction However, the use of intelligent guesses suggests that losses over the 29 past century were comparable with the extinctions of earlier periods, evidence of which is found in the fossil record ANSWER: Lord May has claimed that the world is facing a wave of extinctions similar to the five mass extinctions of past ages He calculates that the current rate of extinction is between 100 and 1,000 times faster than the historical average the present situation is caused by human consumption of plants, which has resulted in a steady increase in agriculture and a consequent reduction in habitat for animals Lord May also pointed out that it was very difficult to make accurate estimates as nobody knew how many species of animals lived on the planet Exercises 5: This task aims to help students review the criteria for a good summary Read the following text and compare the summaries Decide which is best, giving reasons Researchers in France and the United States have recently reported that baboons are able to think abstractly It has been known for some time that chimpanzees are capable of abstract thought, but baboons are a more distant relation to mankind In the experiment, scientists trained two baboons to use a personal computer and a joystick The animals had to match computer designs which were basically the same, but had superficial differences In the experiment the baboons performed better than would be expected by chance The researchers describe their study in an article in the Journal of Experimental Psychology a) French and American scientists have shown for the first time that baboons have the ability to think in an abstract way The animals were taught to use a computer, and then had to select patterns that were similar, which they did at a rate better than chance 30 b) Baboons are a kind of monkey more distant from man than chimpanzees Although it is known that chimpanzees are able to think abstractly, until recently it was not clear if baboons could the same But new research by various scientists has shown that this is so c) According to a recent article in the Journal of Experimental Psychology, baboons are able to think in an abstract way The article describes how researchers trained two baboons to use a personal computer and a joystick The animals did better than would be expected (Bailey, 2003) ANSWER: (a) is the best summary (b) fails to describe the experiment (c) describes neither the experiment nor its significance Exercises 6: Which of the two is the better summary? Why? Which summary contains an idea that was not in the original? Which sentence expresses this added idea? Original passage Swahili speakers wishing to use a "compyuta"-as computer is rendered in Swahilihave been out of luck when it comes to communicating in their tongue Computers, no matter how bulky their hard drives or sophisticated their software packages, have not yet mastered Swahili or hundreds of other indigenous African languages But that may soon change Across the continent, linguists are working with experts in information technology to make computers more accessible to Africans who happen not to know English, French, or the other major languages that have been programmed into the world's desktops There are economic reasons for the outreach Microsoft, which is working to incorporate Swahili into Microsoft Windows, Microsoft Office, and other popular programs, sees a market for its software among the roughly 100 million Swahili speakers in East Africa The same goes for Google, which last month launched www.google.co.ke offering a Kenyan version in Swahili of the popular search engine But the campaign to Africanize cyberspace is not all about the bottom line 31 There are hundreds of languages in Africa-some spoken only by a few dozen elders-and they are dying out at an alarming rate The continent's linguists see the computers as one important way of saving them UNESCO estimates that 90 percent of the world's 6,000 languages are not represented on the Internet and that one language disappears somewhere around the world every two weeks Summary A People who speak Swahili who want to communicate using a "compyuta," which is the Swahili word for computer, are unable to so in their own language It makes no difference that computers have huge hard drives and sophisticated software They cannot operate in Swahili or other African languages, of which there are hundreds Soon, however, they may be able to Linguists in Africa are working with information technology specialists to make computers operable to Africans who not know any of the languages currently used on the Internet Economics is bringing about this change Microsoft sees a market for its software among Swahili speakers in East Africa Google now has a search engine for speakers of Swahili in Kenya Other software companies will probably soon develop products for African consumers In addition to economics, there is another reason for making the computer accessible to Africans Hundreds of African languages are dying out, and linguists view the computer as a way to save them According to UNESCO estimates, 90 percent of the world's 6,000 languages are not on the Internet, and one language becomes extinct every day somewhere in the world The hope is that computers can help save them Summary B Many Africans who not speak any of the major languages on the Internet have been unable to use computers in their native languages Computers cannot yet accommodate languages such as Swahili However, that situation may soon change Linguists and computer experts are working to develop computers that work in Swahili and other African languages Economics is one reason for doing so Computer companies such as Microsoft and Google see a potentially huge market for its products in Africa Another important reason is to save languages that are in danger of becoming extinct Oshima & Hogue (2006) 32 B STUDENTS’ SAMPLE PRODUCTS A presentation outline was submitted by Bich Ngoc and Quynh Chi (Grade 10A) before being taught summary skill Some spelling mistakes were corrected for the purpose of this report The students admitted that they copied the content form Wikipedia and their products still contained many extraneous ideas The final product, the presentation, has shown noticeable improvement “PRESENTATION OUTLINE Introduction When your marriage comes to a dead end, divorce might be the final choice All parents may worry about their future life and the custody arrangement But the thing concerns the most might be how the children will face the divorce Today we’ll presents effects of divorce on children and solutions to this issue Body Before going into the effects, we must know what is divorce and its causes *Definition: According to Wikipedia: “Divorce, also known as dissolution of marriage, is the process of terminating a marriage or marital union It usually entails the canceling or reorganizing of the legal duties and responsibilities of marriage, thus dissolving the bonds of matrimony between a married couple under the rule of law of the particular country or state” *Causes: There are several reasons for divorce: - disagreements - lack of intimacy - infidelity - domestic violence - lack of compatibility -getting married at an unsuitable period and for wrong reasons *Effects Let’s move on to the main point: effects of divorce on children - Psychological and physical Divorce is associated with diminished psychological well-being in children and adult offspring of divorced parents, including greater unhappiness, less satisfaction with life, weaker sense of personal control, anxiety, depression, and 33 greater use of mental health services with life, weaker sense of personal control, anxiety, depression, and greater use of mental health services A study in Sweden, led by the Centre for Health Equity Studies at Stockholm University, is published in the Journal of Epidemiology & Community Health found that children living with just one parent after divorce suffer from more problems such as headaches, stomachaches, feelings of tension and sadness than those whose parents share custody Children from divorced families are highly prone to psychological problems regardless of age, gender and culture They may experience more externalizing problems such as to conduct disorders, delinquency and impulsive behavior than kids from two-parent families Besides these, children may also experience more conflict with peers after a divorce Children often react to inter-parental conflict with fear, anger, or the inhibition of normal behavior Preschool children may blame themselves for marital conflict, resulting in feelings of guilt and lowered self-esteem They may find it hard to open themselves, share their feelings or change and improve in a better way Children of divorced parents are also more likely to experience conflict in their own marriages, and are more likely to experience divorce themselves They are also more easily to be involved in short-term cohabiting relationships, which often dissolve before marriage - Academic and socio-economic Frequently, children who have experienced a divorce have lower academic achievement than children from non-divorced families In a review of family and school factors related to adolescents' academic performance, it noted that a child from a divorced family is two times more likely to drop out of high school than a child from a non-divorced family These children from divorced families may also be less likely to attend college, resulting in the discontinuation of their academic career Studies have shown that this issue may be directly related to the economical influence of divorce A divorce may result in the parent and children moving to an area with a higher poverty rate and a poor education system all due to the financial struggles of a single parent Children of divorced parents also achieve lower levels of socioeconomic status, income, and wealth accumulation than children of continuously married parents These outcomes are associated with lower educational achievement 34 According to a study, young men or women between the ages of and 16 who had experienced the divorce of their parents were more likely than youths who had not to leave home because of friction, to cohabit before marriage, and to parent a child before marriage *Solutions: These children may encounter relationship difficulties when they are grown up and their divorce rates are higher too Therefore, parents play a major role in how children adjust to a divorce Here are some solutions: - Before having a conflict, try best to keep the atmosphere in the family always fine Keep calm, sit down together and talk, so that parents can understand what each other has in mind and find a way to fix the problem - If divorce had already happened, let the children choose to follow who and must make sure that can bring up the children in the best way - Maintain a healthy relationship with your child Positive communication, parental warmth and low levels of conflict may help children adjust to divorce better They will feel the love and care that parent give to them, and no longer feel scared, lonely or sad The happier they are, the better performance they will make and more achievements they can get - it’s normal to find a new partner, but it must be who can emphasize, share hardness and truly want to love and take care of the children.” 35 Tơi xin cam đoan hồn tồn tác phẩm tơi Thanh Hố, ngày 19 tháng 05 năm 2021 Tác giả: Lê Vũ Thùy Trang Xác nhận thủ trưởng đơn vị Trường THPT Chuyên Lam Sơn 36 ... DỤC VÀ ĐÀO TẠO THANH HÓA TRƯỜNG THPT CHUYÊN LAM SƠN SÁNG KIẾN KINH NGHIỆM TÊN ĐỀ TÀI MỘT SỐ PHƯƠNG PHÁP DẠY KĨ NĂNG TÓM TẮT CHO BÀI TẬP LÀM DỰ ÁN (PEDAGOGICAL TECHNIQUES OF TEACHING SUMMARIZATION... letters of three of the answer choices that express the most important ideas of the passage next to the bullet points Three answer choices will not be used These answer choices are incorrect because... English textbooks before because they have just been officially introduced to the school curricula The author chose classes of different English proficiency level with a view to reflecting the