SKKN raising the students’ awareness of energy saving and environment protection through the integrated topic sources of energy for the 11th students at thach thanh 4 high school

I INTRODUCTION Reasons for research With the aim of improving the quality of full education for the young, to meet the human resources for the industrialization and modernization of the country, to meet the needs of learner, general education has been strongly reformed according to century’s goals They are learning to know, learning to do, learning to assert themselves and learning to live together So the goal of general education has shifted from equipping the knowledge to the necessary capability for the students In addition, the popular education method has also been innovated in order to raise the sense of initiative and creativeness of the students, which is suitable with the characteristics of each class, students’ psychology and the age; strengthen the students’ groupwork and train the skill of applying the knowledge to the life to integrate the life skills for themselves The content of life skills education has been integrated in many subjects and other educational activities With the advantages of the subject, we find that the education of life skills through English is practical in the stage of the globalization During the teaching process at Thach Thanh High School, when applying some positive techniques in teaching English and integrating the life skills education for students, I realised that it is suitable for my students and the characteristics of the school So, I bravely choose the topic “ Raising the students’ awareness of energy saving and environment protection through the integrated topic “Sources Of Energy” for the 11th students at Thach Thanh High School by using some positive teaching techniques.” Purposes We have known that intergrating knowledge in solving a problem of lesson is essential, which make learners not only study and improve the knowledge from other subjects but also help them understand and solve the matter fast and perfectly Intergrated knowledge of subjects such as: Geography, History, Chemistry, Mathematics, Physics, knowledge from culture, Civic education and life in unit 11: Sources of energy, English 11 provides them a brief information about the advantages and disadvantages of sources of energy Morever, with the images, videos about the state of environment pollution describing people’s exploitation or burning some sources of energy , students are aware of their duties in protecting the environment – the habitat of all species as well Consequently, students learn life experiences and adjust their behavior In order to this, teachers must have appropriate teaching methods and techniques to stimulate students' creative thinking and making their lectures more attractive Subjects On the subject, I study and apply some positive teaching techniques to teach the integrated reading topic Sources of energy for the class 11A1, 11A2 Applied these techniques, I helped my students participate in the lecture actively and limit their laziness in groupworks As we known, people’s exploitation and using sources of energy, environment pollution and climate change are urgent problem of the globe The information of this theme is great, so I help students study the topic Sources of energy in small groups Each group must deeply study about a source of energy Besides, I give my students chances to discover the interest of the lesson by giving each group a handout contained duty and doing the task following the gameshow format “The big wheel” In further practice part, I help students study some information about Biomass-another clean source of energy which can be used widely in the countrysides or moutainous areas and the task following gameshow format “Who wants to be a millionaire?” As I mentioned above, the lesson is so attracting that my students are all excited at doing research to get more information which is not mentioned in the passage Methods To make my solutions effectively, I have used some following methods Firstly, I always get advices from colleagues through co-working Secondly, I usually study, create and use new methods in teaching English such as using images, pictures, posters, real objects, etc Thirdly, I apply science and technology in teaching, use projecters, presents, video clips to make the lesson actively For example, I show the pictures describing the formation of fossil fuels and negative effects of burning them on environment, pictures and videos about the advantages and disadvantages of water energy, nuclear power… Next, I apply four positive teaching techniques to teach this topic: the mindmap in lead-in, the table-cloth technique and the graft technique in practice, and the questioning technique when giving the duties for the students Lastly, I use the format of gameshow “ The big wheel” and “ Who wants to be a millionaire?” to teach the task and task 5, which inspires the students II CONTENT Theoretical Background Normally, the teacher is considered to succeed in teaching reading skill when he/ she helps students practise some new words, all the tasks that follow and understand the lesson in one or two periods Each lesson relates to a theme, so it requires the teacher has both technique knowledge and understanding about the places, people and events from the lessons However, the teacher must not explain so much that makes the lesson excursive Part A Reading in unit 11: Sources of energy is an exciting lesson that have attracted me for a long time As I love the nature but the nature are in danger Everyday, I can see the negative environmental effects of the human in the real life as well as on the television, radio or newspapers The humane race are affecting their habitat through almost their actions such as cooking, using vehicles, sources of energy and water, etc It is all due to the lack of serious awareness of many people They think that sources of energy is unlimited, so they exploit and use them indiscriminately They also think that what they is small, not enough to harm the environment Others argue that environmental protection is the responsibility of the government Therefore, as a young teacher, I always want my students the future owners of the country- aware of their responsibility in saving energy, protecting the environment and regulate their behavior by themselves in order to have a healthy living environment Realities before applying the research Thach Thanh High School is a newly established school, located in the mountainous areas of Thanh Hoa province We have many dificulties when we carry out the renovation of teaching method Most students are the Muong ethnicity minority Their awareness and thought are not as quick as the students of the same age in other areas Morever, English is a specific subject which is uneasy for students in mountainous areas, so our teaching and learning English have many difficulties When I taught the reading topics "Nature In Danger", "Life in the future", “ Sources of energy”…, I noticed that most of my students engaged in the lectures passively Through learning, I found that they were interested in these topics but their background knowledge on these topics was very limited Besides, the given information about these topics are not much, and the exercises are familiar, such as "true or false", "answer the questions" Therefore, they not attract the student's thought very much Realised that, I myself always make many questions, such as “ How to stimulate students' thought”, “How to attract the students in learning”, “ How to make students gain the most knowledge about the topic and take out life experiences for themselves”, I have studied and applied some positive techniques to teaching these intergrated reading topics and got some success Solutions There are many positive teaching techniques, such as questioning technique, mindmap, grafting technique, table-cloth and KWL technique, etc To apply these techniques effectively, the teacher must not only follow the specific processes of each technique but also it requires creative flexibility and pedagogic method In the research, I will present the steps to implement four positive teaching techniques which I applied to teach the integrated topic Sources of energy and give the lesson plan to illustrate 3.1 Questioning technique In teaching, the teacher’s question system plays an important role, which is one of the determinants to the quality of the students’ knowledge Instead of presenting a lecture by reading and copying, the teacher have to prepare a question system It motivates students think, discover knowledge, develops lesson contents, and encourages them to brainstorm and discuss the content of the lesson logically Furthermore, the question system is used to orient and guide students discover the essence of things, the rules of phenomena, stimulate the exploration, the curiosity, etc During the conversation, the teacher is an organizer, students are person exploring, and creating new discoveries actively Besides, students gain the joy, excitement of explorers and confidence when they find that they have contributed their opinions in the teacher’s conclusions As a result, students both gain new knowledge and learn the way to get it Sources of energy is an interesting topic However, to make the lecture more interesting, I had to prepare a list of questions which can motivate them think and participate in the lesson actively For example, If I ask a closed-question “ Does burning of fossil fuels have any negative effects on the environment?”, students will only give yes or no answer without brainstorming Besides, it neither develops the students’ thought nor orients the knowledge they need to acquire in the unit In stead, I use an opened-question “What are the negative effects of exploitation and burning fossil fuels on the environment?” or “ Can you list some negative effects of exploitation and burning fossil fuels on the environment?” I see that my students’ discussion was very exciting They gave many differrent answers, such as: “ It causes greenhouse effects”, “ It makes the earth warmer”, “ It causes climate change”… Using opened-questions, the teacher will not only stimulate students’ thought, provide students many opportunities to share personal ideas but also help them memorize and test their knowledge 3.2 Mindmap technique Mindmap is a thinking organization tool, the easiest way to transmit information into the brain and then send them out At the same time, it is a very creative and effective means of recording the information Mindmap technique is a form of note that can use colors and images to expand, deepen the ideas Teachers who use the mindmap in teaching will bring high efficiency, develop logical thought, and analytical capability Students will understand the lesson more, remember longer rather than memorize or learn by heart When applying the mind map technique to teaching, the teacher must follow four steps: Firstly, the teacher gives a picture or a keyword presented an idea, a definition or a main content in the centre of the map Secondly, the picture or a keyword in the centre will be developed and linked to pictures or keyword called the sub-topic level by major branches After, the main branches will be continued to branch out to images, sub-topics level related to the main branch Finally, branching will be continued The related definitions, content and problem are interconnected to create a "master picture" describing the theme in the centre clearly and completely There are many ways to organize the topic in the form of mindmaps, such as hierarchical diagrams, network diagrams, sequence diagrams, relational diagrams, etc The students can choose a suitable way to make the mindmap with personal point of view and experience In the “ Sources of energy” topic, I apply the mindmap technique in teaching task in warm-up This task is to help students know and categorise two kinds of sources of energy: renewable and non-renewable energy 3.3 Grafting technique: Grafting technique is one that organizes jointly learning activities between individuals and groups It is used to solve a complex tasks It not only stimulates the students’ active participation in groupwork but also enhances the role of the individuals in the collaboration To use this technique effectively, teachers and students must follow two stages illustrated in the following diagram: Stage 1: Intensive group Students are divided into small groups of to students Each group is assigned a task to in-depth study a different content of learning The groups have to research and discussion Each member must master the content of the assignment and be able to present the content to other groups Each student becomes an in- depth field investigator in the stage Stage 2: Pieces group After completing the task at the stage 1, students from different intensive groups join together into new groups called group of pieces At this time, each of the students in “intensive group” became "pieces" in the "pieces group" Students must assemble the array of knowledge into a "master picture" Then the teacher asks the students from the "intensive groups" in the "pieces group" represent their content When teaching the topic Nature in Danger, I apply the grafting technique in task in practice part I divide the class into groups and give the tasks for each groups: Group 1: Study about the fossil fuels and find out the information, pictures or videos describing their negative effects on the environment Group 2: Study about the nuclear power and find out the information, pictures or videos describing its (dis)advantages Group 3: Study about the geothermal heat and find out the information, pictures or videos describing its (dis)advantages Group 4: Study about the wind energy and find out the information, pictures or videos describing its (dis)advantages Group 5: Study about the water energy and find out the information, pictures or videos describing its (dis)advantages Group 6: Study about the solar power and find out the information, pictures or videos describing its (dis)advantages I call a representative of each group to show their ideas in front of the class Other groups can give comment or feedback if they not agree Then I give feedback and provide more information about each source of energy, which is not mentioned After, I rearrange the groups to stage A new group consists one student in each group in stage to help them understand the lesson perfectly When using this technique, I find that my students are good at searching the information related to the topic They give interesting information, pictures and videos about the environment pollution which are not mentioned in the passage 3.4 Table-cloth technique Table-cloth technique is a collaborative learning organization that co mbines personal and group works The goal of this technique is to stimulate, promote students’ engagement actively, enhance individual independence and responsibility , and develop interaction between students For students, they will learn how to approach with different strategies and solutions through this technique Students will be trained in thinking, deciding, and solving problems Furthermore, it helps to raise the relationship between students, enhance collaboration, communication, share experiences and respect each other To apply this technique effectively, the teacher must follow its sequence of steps First, the teacher gives students a question or task, and divides the students into small groups Each group will be delivered an A0 paper divided into smaller parts: the middle and the surrounding parts corresponding to the number of members of the group as shown: Each member of the group sits in a position corresponding parts Next, the teacher asks students work in individual to work for a few minutes, concentrate their thoughts on answering questions or tasks and write their own opinions on suitable part of the A0 paper Then, the students have to discuss in groups to give group’s mutual agreement and write them in the center of the A0-cloth-table With disagreements, individuals have the right to reserve and keep in the surronding of the tablecloth Finally, the teacher calls the representatives of the groups to show their ideas in front of the class Other groups can give comments and feedbacks, the teacher concludes In the “Sources of energy” topic, I use the cloth-table technique in the stage of grafting technique in task I ask my students work in groups of to 10 (students in tables) and give each group an A0 paper with an individual task I find that most of my students participate in the lesson actively and discuss the question enthusiastically As a result, they gave many interesting answers In conclusion, table-cloth technique is a simple teaching one that is easy to implement It can be organized in all subjects, lessons, or grades like group learning However, it can overcome the limitations of group learning such as: some passive members not participate in group’s activities It requires all members to work individually, think and write their own opinions before group’s discussion Since then, all members can participate in discussing and have opportunity to share personal ideas and experiences, self-assess, and adjust their own perceptions 3.5 Lesson plan to illustrate As the research pays attention to give some new ways of teaching part A Reading in unit 11: Sources of energy, English 11, I would like to present it in the form of a lesson plan which contains both the content and the interdisciplinary knowledge inside Here is the content Warm up: Teacher: shows some pictures about the home applicances: and make question: “What kind of power these home appliances use?” Students: can give the answer easily: “They use electricity” Teacher:gives students a task base on this answer: “With the knowledge you ‘ve learned in other subjects and from real life, answer my question: “What source of energy is the electricity made from ?” Students: give answer: “ The electricity is made from water energy, coal, oil, gas, solar power, nuclear power and wind energy…….” Teacher: gives feedback by showing some pictures about different sources of energy: Teacher: introduces: “ There are two kinds of sources of energy: renewable and non-renewable energy Renewable energy, often referred to as clean energy, comes from natural sources or processes that are constantly replenished Non-renewable energy comes from sources that will run out or will not be replenished in our lifetimes or even in many, many lifetimes Now, look at the pictures: and and the task 1: Students: discuss in groups and give the answer with the help of the teacher Teacher: introduces: “ To know more about these sources of energy and their potential, we study the integrated topic Sources of energy.” Vocabulary: Teacher: gives vocabulary by asking students to look at the pictures on the screen and guess the words or phrases together Teacher: Calls 1, students to read the words and phrases again to checks their pronunciation Vocabulary checking Teacher: gives the students exercise to check the vocabulary: PRACTICE: Teacher: Shows the reading passage, then asks students to look at on the projector and listen carefully to the audio Teacher: gives students task To teach task 3, I apply the graft technique and the table-cloth technique with two following stages: Stage 1: Intensive group Teacher: forms the “intensive group” Teacher divides the students into groups and gives each group a task and an A0-table Group 1: Study about the fossil fuels and find out the information, pictures or videos describing their negative effects on the environment Group 2: Study about the nuclear power and find out the information, pictures or videos describing its (dis)advantages Group 3: Study about the geothermal heat and find out the information, pictures or videos describing its (dis)advantages Group 4: Study about the wind energy and find out the information, pictures or videos describing its (dis)advantages Group 5: Study about the water energy and find out the information, pictures or videos describing its (dis)advantages Group 6: Study about the solar power and find out the information, pictures or videos describing its (dis)advantages Students: have to prepare this task at home and get so much information about the task that each of them can show it influently before other groups Each member writes down his own ideas in the surrounding of the paper Then, they discuss and write the group’s mutual agreement in the centre of the paper Teacher: calls the representative of each group give answer in front of the class Other groups can give comments Then the teacher give feedbacks and extra information Students:Each “piece group” apoints a member to represent their ideas by using pictures, films, etc to illustrate Group 1: The represent of group 1- Nguyen Thi Hang hanged the A0-table cloth about the fossil fuels on the board and explain for the answer Teacher: gives the feedback and provide students more information about the fossil fuels: Teacher introduces: “At present , most of our energy comes from fossil fuels (oil, coal, and natural gas) However, such reserves are limited Because power demand is increasing very rapidly, fossil fuels will be exhausted within a relatively short time Therefore, people must develop and use alternative sources of energy.” and gives the question: “ How are the fossil fuels created?” Students: give answer based on their knowledge Teacher: shows picture descring the formation of fossil fuels: 10 and explains: “ Fossil fuels are fuel formed by natural processes such as anaerobic decomposition of buried dead organisms The age of the organisms and their resulting fossil fuels is typically millions of years, and sometimes exceeds 650 million years Fossil fuels contain high percentages of carbon and include coal, petroleum and natural gas Although fossil fuels are continually being formed via natural processes, they are generally considered be a non-renewable resources because they take millions of years to form and the known viable reserves are being depleted much faster than new ones are being mad.” Teacher: gives other question: “ What are the negative effects of exploitation and burning of the fossil fuels on the environment?” Students:give answers “ They can cause environment polution, water and soil contamination They also cause green effect, climate change….” Teacher: gives feedback “ Burning of fossil fuels release sulfuric, carbonic, and nitric acids, which can causes acid rain which is harmful for living organisms, effects soil and water, causes damage to buildings, corrosion of metal, etc Burning of fossil fuels also release a large amount of carbon dioxide gas which increases the temperature of the atmosphere and causes global warming, greenhouse effect.” “Harvesting, processing, and distributing fossil fuels can also create environmental concerns Coal mining methods, particularly mountaintop removal and strip mining, have negative environmental impacts and it can cause many accidents.” “The drilling oil offshore can also cause a hazard to aquatic organisms and danger of war, litigation between countries Oil refineries also have negative environmental impacts, including air and water pollution.”On May 2nd , 2014, China National Offshore Oil Corporation moved its $1 billion Haiyang Shiyou 11 981 oil rig to a location 17 nautical miles from Triton Island, the southwesternmost island of the Paracel Islands They had the provocative actions contrary to international regulations in the sea, such as using army ships attacks to fishermen, legal fishing vessels of Vietnamese fishermen “ On May 31, Vietnamese Prime Minister Nguyen Tan Dung appeals for a “stronger voice” from the U.S against China after clashes between coast guard vessels near the rig placed in contested water.Vietnamese people organised many strikes to object China’s moving the oil rig Haiyang 981 to water near the disputed Paracel Island; and collected the evidences to demontrate that Paracel Island belongs to Vietnam Finally, China moved its oil rig, Haiyang Shiyou 981, out of Vietnamese waters on the early Wednesday, July 16th, 2014, after illegally placing it there for 75 days since May 1st , 2014, despite strong protests from Vietnam.” Teacher: calls the representative of group give their answer Group 2: The represent of group 2- Truong Thi Hop hanged the A0-table cloth about the nuclear power on the board and explain for the answer Teacher: gives the feedback: “ Nuclear energy can provide enough electricity for the world’s needs for hundreds of years It produces a very large amount of energy per unit mass than any other source of energy If safety measure are taken, it is more environment friendly than fossil fuels.” and gives question: “ Can you name some nuclear power plants in Vietnam?” Students: “Vietnam has planned to build the first nuclear power plant in Ninh Thuan Province This plan had finished in 2020.” Teacher: gives pictures and another question: “Do you know how to make electricity from nuclear energy?” and explains by showing the chart decribing the mechanism of a nuclear plant: 12 “However, the cost of a nuclear reactor is very high and it can be very dangerous if there is a problem Nuclear reactors produced harmful nuclear wastes which is difficult to dispose and the availability of nuclear fuel is limited.” “In the world, some serious nuclear and radiation accidents have occurred, such as Chernobyl disaster in 1986, and the Fukushima Daiichi nuclear disaster in 2011 The Chernobyl disaster (also referred to as Chernobyl or the Chernobyl accident) was a catastrophic nuclear accident that occurred on 26 April 1986 at the Chernobyl Nuclear Power Plant in the town of Pripyat, in Ukraine An explosion and fire released large quantities of radioactive particles into the atmosphere, which spread over much of the western USSR and Europe After the disaster, four square kilometers of pine forest directly downwind of the reactor turned reddish-brown and died, earning the name of the "Red Forest" Some animals in the worst-hit areas also died or stopped reproducing Most domestic animals were removed from the exclusion zone, but horses left on an island in the Pripyat River km from the power plant died when their thyroid glands were destroyed by radiation doses of 150 –200 Sv The Fukushima Daiichi nuclear disaster was an energy accident at the Fukushima I Nuclear Power Plant, initiated primarily by the tsunami of the Tōhoku earthquake and tsunami on 11 March 2011 The damage caused by the tsunami produced equipment failures, and without this equipment a loss-of-coolant accident followed with three nuclear meltdowns and releases of radioactive materials beginning on 12 March It is the largest nuclear disaster since the Chernobyl disaster of 1986 and the second disaster (after Chernobyl) to be given the Level event classification of the International Nuclear Event Scale 13 Teacher: calls on the representative of group give their group’s answer Group 3: The represent of group 3- Trinh Xuan Phong hanged the A0-table cloth about the geothermal heat on the board and explained for the answer Teacher: gives the feedback: “Another alternative source of energy is geothermal heat, which comes from deep inside the earth Scientists use this heat to make energy However, this energy is available only in a few places in the world.” and provides students more information about the geothermal heat: Teacher: gives the question: “ What you know about geothermal heat?” and explain by showing three below pictures: Group 4: The represent of group - Phan Ha Chi hanged the A0-table cloth about the wind power on the board and explain for the answer Teacher: calls on the representative of group give their group’s answer and gives feedback and more information about wind energy “ It is a clean source of energy, and there is lots of it Unfortunately, if the wind does not blow, there is no wind energy “ Since the ancient times, people knew how to use the wind energy They used wind energy to move the sailboat The bigger the boat is, the more sails they used They hang the sails against the wind Nowadays, the human use wind energy to create the electricity.” Teacher: asks “ Do you know how to make electricity from wind energy?” and gives the picture: 14 and introduces: “ In Vietnam, the wind energy is used much in some islands, some provinces near the sea Besides, we built the Tuy Phong I wind power plant in 2010 in Binh Thuan Province and the Bac Lieu wind power plant in 2013 in Bac Lieu Province England, France, Germany, China, America, India, Portugal, The Netherland, Denmark, Spain, Italy are the countries which use the most wind energy in the world.” Group 5: The represent of group – Ngo Thanh Cong hanged the A0-table cloth about water energy on the board and explain for the answer Teacher: gives feedback and more information about water energy “ Hydropower or water power is power derived from the energy of falling water or fast running water, which may be harnessed for useful purposes Since ancient times, hydropower from many kinds of watermills has been used as a renewable energy source for irrigation and the operation of various mechanical devices, such as gristmills, sawmills, textile mills, trip hammers, dock cranes, domestic lifts, and ore mills A trompe, which produces compressed air from falling water, is sometimes used to power other machinery at a distance.” Teacher: asks: “ How to make electricity from water power?” and shows the picture and give more information: 15 In hydro power plants, water from rivers is stored by constructing dams The water from the dam flows down through pipes and rotates the turbines of generators to produce electricity, which is called hydroelectric energy However, the construction of hydroelectric dam is very expensive and causes some effect The plan for building the Song Tranh Hydropower Plant is about 5,100 billion VND It was built from 2006 and finished in 2012 However, there are some disadvantages, such as: the leaking water from the dam; many earthquakes in Bac Tra My District, Quang Nam Province According to the Earthquake and Tsunami Warning Centre at the Institute of Geophysics, the earthquakes possibly resulted from instabilities in shear zones Tra Bong, Hung Nhuong – Ta Vi within Song Tranh hydropower plant reservoir.” On October 12th , 2019, at the Rao Trang Hydroelectric Plant, rocks and soils fell on the operator's house where workers were sleeping, burying 17 people In the aternoon, 13 rescuers were also buried In the afternoon of October 12, Deputy Commander of Military Region 4, Major General- Nguyen Van Man and Mr Nguyen Thanh Binh- Vice President of Thua Thien Hue Province, led a delegation of more than 20 people to the scene of the accident to rescue However, in the early of 13th , another landslide occurred and burried other 13 people in the delegation It took many days to find out the deaths It was the most tragic accident in 2019.” Group 6: The represent of group – Ngo Thanh Cong hanged the A0-table cloth about solar energy on the board and explain for the answer Teacher: gives the feedback and provide students more information about the solar energy: “The sun releases large amounts of energy every day This energy can be changed into electricity Many countries use solar energy for their daily life Solar panels on the roofs of houses can create enough energy to heat or cool an entire house Solar energy is not only plentiful and infinite but also clean and 16 safe However, it’s only possible during the day time.” Teacher: “ Nowadays, solar power is used widely all over the world EVN Group encourages the households invest and use solar energy They also promise that they will use and pay money for the redundant electricity and provide enough electricity for the customers in case the weather is bad.” Teacher: introduces: “ Although there are some disadvantages, the potential of alternative sources of energy is great However, how to make full use of these sources of energy is a question for researchers all over the world.” “The 2015 United Nations Climate Change Conference, COP 21 or CMP 11 is being held in Le Bourget, Paris, from November 30 to December 11 It is the 21st yearly session of the Conference of the Parties to the 1992 United Nations Framework Convention on Climate Change (UNFCCC) and the 11th session of the Meeting of the Parties to the 1997 Kyoto Protocol The conference objective is to achieve a legally binding and universal agreement on climate, from all the nations of the world, to be signed in 2015, and implemented by 2020 The key expected result according to the organizing committee is to limit the global warming to below degrees Celsius by 2100, as compared to before the industrial era Researchers in the UN Intergovernmental Panel on Climate Change 2009 have agreed on that this is necessary to avoid serious climate catastrophes, and that such a result in turn requires greenhouse gas emissions to be reduced by between 40 and 70 percent by 2050 compared with 2010, and reaching a zero level in 2100.” and gives question: “ As a student, what can you to save energy?” and calls on some students give answer 17 Stage 2: Pieces group Teacher: form "pieces group" Each of the students in “intensive group” became "pieces" in the "pieces group" Students: Each new “pieces group” has to finish the task based on the information given by “intensive groups” and the teacher Teacher: asks students task following the gameshow format “ The big wheel”: Teacher: choose a student to play the game and gives feedback and mark Further practice: Teacher: helps students study another alternative source of energy “ Biomass” by showing the pictures and a passage about it on the screen Students: read the passage Passage: “ Biomass fuels come from biological origin: wood products, animal waste, crop residues, and even garbage It is known as Natural Material Plants used up a lot of the sun's energy to make their own food They stored the foods in the plants in the form of chemical energy As the plants died, the energy is trapped in the residue This trapped energy is usually released by burning and can be converted into biomass energy 18 Biomass, is one of the renewable source is limitless Most of them not cause pollution, or at least less pollution than coal or oil Biogas is kind of biomass produced from animal matter It is safe and clean enough The main use of biogas is for cooking and heating Many different kinds of biomass, such as wood chips, corn, and some types of garbage, are used to produce electricity Some types of biomass can be converted into liquid fuels called biofuels that can power cars, trucks, and tractors Leftover food products like vegetable oils and animal fats can create biodiesel, while corn, sugarcane, and other plants can be fermented to produce ethanol Ethanol is flammable compound, colorless, fragrant, often used to make alcoholic, beverages, flavorings in food processing ,as a component of fuel for cars Corn is the biomass from plants It is ground and then made into sugars These sugars are then made into ethanol Cars using ethanol may give out carbon dioxide, which polluted the air However, plants also take carbon dioxide out of the atmosphere and use it to grow their leaves, flowers, branches, and stems That same carbon dioxide is returned to the air when the plants are burned This source of energy never runs out and it causes less pollution.” Teacher: shows the pictures about the Biomass to illustrate and asks students task follow the gameshow format “ Who wants to be a millionaire?”: Task 5: Read the passage and answer the following questions by circling the letter A, B, C or D Question 1: Biomass fuels come from _ A chemical B waves C biological origin D crops Question 2: Types of biomass mentioned in the text are _ A corn, biogas B garbage, fossil fuel C wood, crops D wood, crops, animal waste, garbage Question 3: The main use of biogas is for _ A cooking B cooking and heating C lighting D running the machines 19 Question 4: This source of energy never runs out and it causes _ A more pollution B less pollution C green house effect D pollution Teacher: choose the player and give feedback and mark Effectiveness of the research From the results of applying my new solution in teaching, I realize that most students understand and well Besides, most of them are interested in learning from manipulating interdisciplinary subjects which provides the students a wide range of information related to the lesson Below is the statistics I have collected from the school year 2020-2021 that my experiences have been done in three classes 11A1, 11A2 at Thach Thanh high school Class Number of students 11A1 43 11A2 44 Contents Excited unexcited Excited unexcited Before appying/ Rate (%) 18 41.86% 25 58.14% 15 34.09% 29 65.91% After applying/ Rate (%) 40 93.02% 6.98% 39 88.64% 11.36% III conclusion General conclusion In a lesson of teaching reading skill, the teacher not only help students understand the meaning of the passage but also manipulate flexibly techniques which are agreeable with the instant unit to motivate students’s interest in learning and create activities to make them practise better However, English is by far different from Vietnamese because it is too difficult to learn and remember Reading in Vietnamese is much easier as students not get difficulty in understanding the passage Moreover, many students have a limitation of words, some are lazy in practising at home or preparing the lesson before going to school that prevent them from having good results 20 Recommendation * For my office and colleagues I would like to offer my office to invest more refererence books, hold English clubs so that students have chances to practise and exchange knowledge more often I also take this hope that my colleagues will always cooperate and help me in the process of teaching English at school * For Department of Education and Training I am looking for being paid attention to our teaching in a mountainous school as mine that we feel interested in our career Being a young teacher, I know my research could be limited I would like to receive good comments from colleagues and sponsors so that my given solution become more perfect and effective Approved by I speak with full conviction that this is the experience I it myself, not copying from the others Written by Ngo Van Giang Nguyen Thi Anh Tuyet Sincerely thank! Thach Thanh, 14th May, 2021 21 ... look at the pictures: and and the task 1: Students: discuss in groups and give the answer with the help of the teacher Teacher: introduces: “ To know more about these sources of energy and their... sources of energy is unlimited, so they exploit and use them indiscriminately They also think that what they is small, not enough to harm the environment Others argue that environmental protection. .. that my students are good at searching the information related to the topic They give interesting information, pictures and videos about the environment pollution which are not mentioned in the