SKKN Nâng cao khả năng đọc hiểu của học sinh thông qua việc giảng dạy chiến lược dự đoán

Nội dung tóm tắt: SKKN Nâng cao khả năng đọc hiểu của học sinh thông qua việc giảng dạy chiến lược dự đoán

1. 0 SỞ GIÁO DỤC VÀ ĐÀO TẠO HÀ NỘI TRƯỜNG THPT CAO BÁ QUÁT GIA LÂM SÁNG KIẾN KINH NGHIỆM IMPROVING STUDENTS’ READING COMPREHENSION THROUGH PREDICTING STRATEGY INSTRUCTION (NÂNG CAO KHẢ NĂNG ĐỌC HIỂU CỦA HỌC SINH THÔNG QUA VIỆC GIẢNG DẠY CHIẾN LƯỢC DỰ ĐOÁN) Môn học : Anh văn Giáo viên : Hoàng Thị Kim Quế Tài liệu kèm theo: Phụ lục Năm học 2011-2012
2. 1 PART I. INTRODUCTION 1. Rationale Reading is an essential skill for English as a foreign language (EFL) students; and for many, reading is the most important skill to master. With strengthened reading skills, EFL readers will make greater progress and attain greater development not only in English but also in all academic areas. Therefore, “reading is the most heavily researched single area of the whole curriculum, and yet, paradoxically, it remains a field in which a good deal of fundamental work has yet to be approached, and one in which a great many teachers would claim to be almost wholly ignorant” and secondary teachers “who have generally had no training at all related to reading but nevertheless feel conscious that the ability to read fluently is the basis for most school learning, and one of the surest predictors of academic attainment” (Harrison and Gardner, 1977). Traditionally, attempts to improve the comprehension of texts for EFL students have focused on familiarizing the students with vocabulary needed to comprehend the passage. However, within the last 15 years, much of the research conducted in the field of reading comprehension has concentrated on the knowledge and control of reading strategies, and more and more emphasis has been put on the importance of training EFL learners to be strategic readers. Studies have revealed that the use of appropriate reading strategies may improve reading comprehension (Olsen and Gee, 1991), and using reading strategies can be of great help to non-native readers because they may serve as effective ways of overcoming language deficiency and obtaining better reading achievement on language proficiency tests (Wong, 2005; Zhang, 1992). However, empirical research indicates that in most reading classrooms, students have received inadequate instruction on reading skills and strategies (Miller and Perkins, 1989). EFL teachers seldom teach a strategy explicitly in class. In other words, teachers normally stress on the production of reading comprehension rather than the reading process. Reading lessons are more of reading tests, in which teachers ask the students to read the text and complete several reading tasks. This problem can be found in many EFL reading classes in the world, and Vietnam is not an exception. Vietnamese learners of English, in general, and students at Cao Ba Quat Upper Secondary School in particular, after several years of learning English, turn out to be word-by-word readers; they tend to read very slowly to understand the meaning of every single word. When they encounter unfamiliar words or unfamiliar concepts, they feel discouraged and resort to wild guessing to construct the text meaning. Some students do not understand the main idea of a text even when they have translated every word into their mother tongue. Very few students deliberately look at the title of a text to think about its topic before reading. Fewer students use their background knowledge to facilitate their comprehension. They are completely dependent on
3. 2 the decoded messages from the text, so once their decoding mechanisms fail due to their deficient language proficiency, comprehension breaks down. With a view to gaining some insight into reading strategies and reading strategy instruction, I chose to study how to improve students’ reading comprehension through predicting strategy instruction. The rationale for my focus on predicting strategies is that they are of key importance in the comprehension process. It has been found out that efficient reading often includes the use of predicting strategies (Goodman, 1976; Palincsar & Brown, 1984). Interacting with text, readers use their prior knowledge in concert with cues in the text to generate predictions. 2. Aims. My study aims at, firstly, examining the impact of the predicting strategy instruction on the reading comprehension of 10th grade students at Cao Ba Quat Upper Secondary School, and secondly, determining effective techniques to teach predicting strategies in reading comprehension in their reading classes, from the teacher’ and students’ perspectives. 3. Scope of the Study This study only focuses on the teaching of predicting strategies to 10th grade students at Cao Ba Quat Upper Secondary School, so the teaching of other reading strategies or to other subjects would be beyond the scope.
4. 3 PART II. DEVELOPMENT 1. Literature Review Reading is “a fluent process of readers combining information from a text and their own background knowledge to build meaning. The goal of reading is comprehension The text, the reader, fluency, and strategies combined together define the act of reading” Anderson (2003, p. 68) There are three Reading models: bottom-up, top-down and interactive. Up Top Interactive Bottom Down Bottom-up Reading Model All the proponents of bottom-up models agree that comprehension begins by processing the smallest linguistic unit and working toward larger units, and proceeds from part to whole. In this way, bottom-up theorists view reading as a passive process dependent on the written or printed text. Top-down Reading Model This model, beginning in mind of the readers with meaning-driven processes, or an assumption about the meaning of a text, emphasizes what the reader brings to the text; reading is driven by meaning, and proceeds from whole to part. From this perspective, readers identify letters and words only to confirm their assumptions about the meaning of the text. Interactive Reading Model An interactive reading model attempts to combine the valid insights of bottom-up and top-down models. It attempts to take into account the strong points of the bottom-up and top-down models, and tries to avoid the criticisms leveled against each, making it one of the most promising approaches to the theory of reading today. As in top-down models, the reader uses his or her expectations and previous understanding to guess about text content and, as in bottom-up models, the reader decodes what is in the text. Text sampling and higher- level decoding and recoding operate simultaneously. Reading Strategies Strategies are “actions or series of actions employed in order to construct meaning. Reading strategies can also be understood as “the special thoughts or behaviors that individual use” to help them to comprehend, learn and retain new information from the reading text. More specifically, reading strategies are special
5. 4 actions students take on paper, in their heads, or aloud that help them understand what they are reading. Therefore, they are both observable and unobservable. Researches reveal that effective readers spontaneously use reading strategies in the reading process, and the use of appropriate reading strategies may improve reading comprehension. Using reading strategies can be of great help to non-native readers because it may serve as an effective way of overcoming language deficiency and obtaining better reading achievement both for regular school assignments and on language proficiency tests. Predicting Strategies is a family of strategies. Here is the list of the activities to develop predicting strategies. • Pre-reading activities: activating prior knowledge, previewing and overviewing, • While-reading activities: reading to confirm the prior predictions and predicting what to come next. BEFORE READING Open prediction True/ False prediction Activating background Pre-question knowledge Network If You Don’t Know, Ask, OK? Look at the title and the headings for each section to predict what the reading text is Previewing about. Look at the pictures to predict what the reading text is about. Read the first and the last paragraphs each Overviewing paragraph to predict what it is about. WHILE READING Reading and Confirming Read and confirm or reject the prior Prior Predictions predictions Use the prior knowledge about the topic to predict what to come next in the passage Predicting What to Come Use the prior knowledge about the textual Next structure of the text to predict what to come next.
6. 5 2. Research Methodology This study was implemented in the second semester of the school year 2010 - 2011 with the participation of 50 students from Group 10A10 at Cao Ba Quat Upper Secondary School. In order to achieve the aims of the study, I carried out a predicting strategy instruction course on my students. During this course, the students received two forty-five-minute lessons and one ninety-minute lesson in which predicting strategies were taught explicitly in combination with such reading strategies as skimming and scanning. These lessons were developed by the researcher for the sake of the study. Each lesson of strategy instruction included an explicit description of the strategy and when and how it should be used, teacher and/or student modeling, guided practice with gradual release of responsibility and independent use. During the process of designing the lesson plan, I took into consideration of not only the strategy instruction but also such components as background knowledge, reading group organization, reading materials and activities, and feedbacks. Lessons Objectives To develop the strategies of predicting the topic from the title and 1 predicting the content from the picture. To develop the strategies of predicting the main idea of a paragraph 2 from the first sentence. To develop strategies of using prior backgrounds knowledge of the 3 content and the knowledge of the textual structure to predict what to come next in the text. Syllabus of Predicting Strategy Instruction Course To investigate the students’ improvement in their English reading comprehension, I developed two reading tests, one of which was conducted at the beginning of the research as the pre-test and after the intervention as a delayed post-test and the other after the intervention as an immediate post-test. These tests were adapted from the reading tests in the course book Interaction Access. Obviously, necessary changes were made to fit the purpose of the study, and to guarantee their equal value in terms of vocabulary, content and difficulty level. These tests were designed as achievement tests, which normally “aim to find out how much each student, and the class as a whole, has learnt of what has been taught, to provide feedback on students’ progress to both teacher and students, to show how effectively the teacher has taught”. Each test consists of two reading passages, which are followed by five multiple-choice reading questions. The participants were required to read the passages to choose the best answer for each question. The time allowance for each test was fifteen minutes. To ensure that the tests can give a reliable answer to the
7. 6 first research question, the researcher bore in mind such qualities of a good test as validity, reliability, discrimination, practicality, and washback. Data were also collected by means of the researcher’s diary and the students’ journals during the implementation of the project. As can be inferred from Kemmis’ cycle, reflection is one of the major steps. Teacher’s diary and students’ journals provide some reflection on the part of the teacher as the researcher and the students as the participants respectively. 3. Results and Discussion After the implementation of the predicting strategies on the participants, it was found out that: Firstly, the predicting strategy instruction has made some improvement in the students’ reading comprehension. This can be demonstrated through the following table and graph: Pre-test Immediate Post-test Delayed Post-test 50% 72% 64% Percentage of the Students’ Correct Answers in the Pre-test and Post-tests Pre-test 100% Immediate Post-test 90% Delayed Post-test 80% 70% 60% 50% 40% 30% 20% 10% 0% 1 2 3 4 5 Percentage of the Students’ Correct Answers to Each Question in the Pre-test and Post- tests 1) Predicting from the title 2) Predicting from the picture 3) Predicting from the first sentence of a paragraph 4) Predicting from the prior knowledge of the topic 5) Predicting from the prior knowledge of the textual structure As can be seen, the students were significantly better at finding the topic of the text, answering the detailed questions with the help from the picture, and anticipating the upcoming information from the textual structure. Although the predicting strategy instruction has raised the students’ awareness of these reading strategies considerably, and enabled them to make use of these strategies in their reading, the difference is not significant because reading comprehension is influenced by not only strategies but also other factors such as the text and the reader’s vocabulary as well as background knowledge. Furthermore, predicting
8. 7 strategies are only a fraction of language learning strategies. The relationship among different factors of reading can be demonstrated through the following figure: Fluency Strategies Reading The Text The Reader Secondly, throughout my research, I have found out some effective techniques to teach the students predicting strategies. The most effective one, as perceived by the teacher and the students, is that the predicting strategy course should include Explicit strategy instruction, consisting of an explicit description of the strategy including when and how to use it, teacher’s modeling, student’s modeling accompanied by the teacher’s explanation of each step, guided practice with gradual release of responsibility, and independent use. The second most effective technique, as perceived by the teacher and the students, is that in order to teach the students predicting strategies effectively, the teacher should conduct exciting, real-life, practical and useful tasks that equip the students with sufficient vocabulary and knowledge related to the text, and help them practice the strategies effectively. The learning principle underlying the task-based approach proposes students will learn best if they engage in tasks that require them to use language in ways that closely resemble how language is used naturally outside the classroom (Bachman, 1990). Besides that, exciting, practical and useful task ensure that students want to learn, have the desire to accomplish the task, have a positive attitude toward the task, and exhibit effort to accomplish the task, which build motivated readers.
9. 8 Next, the teacher and the students perceived Interesting and comprehensible reading texts of familiar topics would guarantee the effectiveness of the predicting strategy instruction. Interesting texts motivated the students by making them want to read, whereas familiar topics and comprehensible inputs motivated them by making them believe in their ability including the ability to make predictions about the text and comprehend it. Reading motivation facilitates the strategy use. Pair work and group work are also very useful to the strategy learning. In fact, cooperation in such small groups provide students with more opportunities to share their own thoughts among the members, which really facilitates the strategy use because in such groups students of various abilities and skills are supposed to provide scaffolding support for each other’s reading processes. Moreover, with predicting strategies, cooperative learning enables students to broaden their knowledge and vocabulary related to the topic, and students, therefore, also have more opportunities to verify their predictions, clarify their confusion in terms of the text meaning and the strategy use, and advance their reading ability. Furthermore, giving feedbacks was also reported to be of great use to the students in their practice of predicting strategies. Feedbacks on the reading process enabled the students to reflect on their thinking during reading, finding out what they had achieved and what needed improving. Finally, clear instructions and detailed modeling, especially of Planning and Report stages of Task cycle, ensure better performance of the tasks, which contributes to successful strategy learning.
10. 9 PART III. CONCLUSIONS 1. Pedagogical Implications This study has shed some light on the impact of predicting strategies on Cao Ba Quat Upper Secondary School’ 10th grade students’ reading comprehension and effective techniques to teach predicting strategies to these subjects. From the findings of the study, I come up with some pedagogical implications for upper secondary school reading instruction in EFL contexts. Firstly, it is advisable to teach the students predicting strategies as well as other reading strategies such as skimming, scanning, guessing word meaning in context. Secondly, it is important for teachers to recognize that learners’ effective use of a reading strategy like predicting requires teachers’ thoughtful planning to help them identify the nature of reading process and raise their awareness of the necessity for the shift in their reading behaviours. Therefore, teacher should: 1) assess students’ awareness of strategy use; 2) raise their awareness of the importance of strategic reading; 3) raise their awareness of the array of strategies available to aid reading comprehension; and then 4) provide explicit strategy instruction. Teachers should also understand that developing students’ strategic reading is not simply a matter of introducing them to a number of reading strategies, but promoting mastery of these strategies involves teachers’ constant modeling and instant feedback not only at the beginning but also through the whole implementation of the strategy instruction. Finally, it is suggested that strategic reading should be entwined with enhanced content and formal schemata, especially content schemata. As seen in the study, students could not made good use of predicting strategies in their reading comprehension because of their deficiency in their prior knowledge of the text topic and the textual structure as well as their vocabulary. Nevertheless, in many cases, even though the students understood all the linguistic cues, they failed to make predictions due to their insufficient relevant prior knowledge of the topic. Therefore, it is vital that teachers help students broaden their knowledge and vocabulary, and this might be aided by extensive reading. Teachers should frequently assign students reading texts of different topics and structures, then ask them to summarize each text in the form of network, or semantic map and note useful words and phrases. By this means, students’ world, vocabulary and structural knowledge stores are also expanded, which enhances linguistic proficiency. In addition, during each strategy instruction lesson, the teacher should use a number of techniques for the activation of the students’ prior knowledge and review of textual structures and useful vocabulary so that they can make full use of their prior knowledge to facilitate their reading comprehension.
11. X APPENDIXES Appendix 1: Pre-test and Delayed post-test READING COMPREHENSION TEST Read the following passages and choose the best answer for each question. Passage 1: Niagara Falls CANADA RIVER NIAGARA Horseshoe Falls American Falls A. Niagara Falls, one of the most famous North American natural wonders, has long been a popular tourist destination. Tourists today flock to see the two falls that actually constitute Niagara Falls: the 173 –foot Horseshoe Falls on the Canadian side of the Niagara River in the Canadian province of Ontario and the 182- foot high American Falls on the U.S side of the river in the state of New York. Approximately 85 percent of the water that goes over the falls actually goes over Horseshoes Falls, with the rest going over American Falls. B. Most visitors come between April and October, and it is quite a popular activity to take a steamer out onto the river and right up to the base of the falls for a close- up view. It is also possible to get a spectacular view of the falls from the strategic locations along the Niagara River, such as Prospect Point or Table Rock, or from one of the four observation towers which have heights up to 500 feet. C. Tourists have been visiting Niagara Falls in large numbers since the 1800s; annual visitation now averages above 10 million visitors per year. Because of concern that all these tourists would inadvertently destroy the natural beauty of this scenic wonder, the state of New York is 1885 created Niagara Falls Park in order to protect the land surrounding American Falls. A year later Canada created Queen Victoria Park on the Canadian side of the Niagara, around
12. XI Horseshoe Falls. With the area surrounding the falls under the control of government agencies, appropriate steps could be taken to preserve the pristine beauty of the area. 1. According to the passage, what which of the following best describes Niagara Falls? A. Niagara Falls consists of two rivers, one Canadian and the other American. B. American Falls is considerably higher than Horseshoe Falls. C. The Niagara Rivers has two falls, one in Canada and one in the United Sates. D. Although the Niagara River flows through the United States and Canada, the falls are only in the U.S 2. According to the passage, why was Niagara Falls Park created? A. To encourage tourists to visit Niagara Falls B. To show off the natural beauty of Niagara Falls C. To protect the area around Niagara Falls D. To force Canada to open Queen Victoria Park 3. The paragraph following the passage most probably discusses A. additional ways to observe the falls B. steps taken by government agencies to protect the falls C. a detailed description of the division of the falls between the United States and Canada. D. further problems that are destroying the area around the falls. Passage 2: Listening Online A. Twenty years ago, most people listened to music on records or tapes. The sound quality was not very good. Then, in the early 1980s, the compact disc (CD) appeared on the market. The sound quality was better, and CDs were easier to take care of. Nobody thought records were going to disappear, but now records are not manufactured (made), and very few people buy them. The next question is: Will the CD ever disappear? How will we be listening to music twenty years from now? Some people think the CD will disappear as well. Already,
13. XII people are listening to MP3 files (digital music files) and downloading music from the Internet. Downloading is when you move files from the Internet to your own computer. B. Napster was the first company to use the Internet to help people share music. A college student named Shawn Fanning started the company in 1998. Shawn discovered a way to allow people to download songs from each other's computers. Over 70 million people used Napster. The record companies were very angry. They thought that people were using Napster to steal music. The record companies took Napster to court. In 2000, a judge ordered Napster to close. Will that be the end of free online music sharing? Probably not. C. Napster is starting a new Web site together with a record company. On this new site, people will pay money to share music. But most of the 70 million people who used Napster want their music for free. They are finding many other file-sharing sites that help them share MP3 files, such as Audiogalaxy, BearShare, and Aimster. These Web sites are not actual companies, so the record companies cannot take them to court. D. Are people going to stop buying CDs and get all their music online? Or are the record companies going to stop music sharing forever? No one knows for sure. CDs are convenient and easy to use. Many people still don't have computers, and downloading music can be very slow. One user sums it up: "I download music all the time—about 100 to 150 songs a day. I have over 4,000 songs on my computer. But I'll never stop buying CDs because it's important for people to support the musicians they like." For now, the CD is alive and well, but for how long? 4. Which phrase below best tells the topic of the passage? A. The future of music. B. The return of record. C. The disappearance of CDs. D. The benefit of Internet. 5. The main idea of Paragraph D is __. A. File sharing will become more popular than CDs. B. CDs and file sharing may or may not be around for a long time. C. The record companies will probably stop file sharing. D. CDs will become popular again.
14. XIII Appendix 2: Immediate Post-test READING COMPREHENSION TEST Read the following passages and choose the best answer for each question. Passage 1 Rain Forests and the Earth’s Climate A The Importance of Rain Forests Rain forests cover only about six percent of the earth's surface, but they are very important to the earth. What is a rain forest? It is an area of land that gets a lot of rainfall and is mostly covered by tall, old trees. Some rain forests get up to 33 feet (10 meters) of rain each year. Some of their trees are thousands of years old. Most of the world's rain forests are in Africa, Asia, Australia, Central America, and South America. More than half of the world's plant and animal species live in rain forests or originally came from rain forests. Scientists continue to discover plants in the rain forests that have medicinal value (useful for treating medical problems). In fact, over 25 percent of the medicines we have come from rain forest plants. And there are still a lot of plants to find. B The Effects of Rain Forests on the Earth's Climate But rain forests are important not only for the plants and animals that live in them and for. the medicines that come from them. They also have major effects on the earth's atmosphere and climate. According to some scientists, global warming is causing dangerous changes to the earth's climate. Rain forests can help us fight global warming. Some scientists believe that rain forests cool the atmosphere by absorbing the sun's heat. Absorb means to soak up. Also, plants and trees use carbon dioxide. The cause of global warming is an increase of gases like carbon dioxide in our atmosphere. So rain forests can clean some of the excess (extra) carbon dioxide out of the air.
15. XIV C How We Are Destroying Rain Forests Rain forests are so important to the earth, but we are cutting them down and burning them very quickly. Why? Some companies want to use the trees to make wood and paper. Others want to use the land to raise animals or grow crops (plants that farmers grow to use as food). This is dangerous for the climate in two ways. First, we are destroying something that helps cool down the earth's atmosphere. And second, by burning rain forests, we add a lot of carbon dioxide to the air. In fact, the burning of rain forests is responsible for about 30 percent of the carbon dioxide in our atmosphere. Some people believe that in 40 years, all the rain forests will be destroyed. What will happen to the earth's climate when all the rain forests are gone? 1. What is the main idea of this passage? A. Rain forests are important because they are very old and most of our medicines come from their plants. B. We need to protect rain forests because they are important to the earth in many ways. C. We are destroying the rain forests very quickly. D. The rain forests are important, but they do not have major effects on the earth’s climate. 2. Rain forests can be helpful to the earth because ___ A. they heat the atmosphere. B. they put carbon dioxide into the atmosphere. C. they burn carbon dioxide in the atmosphere. D. they absorb the carbon dioxide in the atmosphere. 3. Burning rain forests ___ A. helps farmers grow strong crop. B. adds carbon dioxide to the air. C. cools the atmosphere. D. cools the carbon dioxide in the air. Passage 2 Internet Shopping A. Twenty-five years ago, very few people used the Internet.B. Only scientists and people in the government knew. about the Internet and how to use it. This is changing very fast. Now almost everyone knows about the Internet, and many people are online everyday. When people think about the Internet, they often think about the information. But now, more and more, when people think about the Internet, they think about shopping.
16. XV B. Amazon.com was one of the first companies to try to sell products on the Internet. Jeff B. BezosB. . started the company. One day he made a prediction about the future. He saw that the B. World Wide Web was growing 2,000 percent a year. He predicted that it was going to continue to grow, and he thought that shopping was going to move to the Internet. People were going to . shop online. He quit his good job and drove across the country to Seattle, Washington. There he started an online bookstore called Amazon.com. Bezos had very little money. The company began in a garage, and at first there were very few customers. C. At the Amazon.com site, people can search for a book about a subject, find many different booksB. . about that subject, read what other people think about the book, order them by credit card, and get them in the mail in two days. This kind of bookstore was a new idea, but the business grew. In a few years, Amazon.com had 10 million customers and sold 18 million different items in categories including books, CDs, toys, electronics, videos, DVDs, home improvement products, software, and video games. Today, at a “virtual shopping mall” – a group of online stores - you can buy anything from gourmet food – special, usually expensive food – to vacations. D. Fifteen years ago, many people said, “Online shoppingB. . is crazy. Nobody can make money in an online company.” They were wrong. Today, Jeff Bezos is a billionaire. More and more people are shopping on line, and online companies are making a profit. It is a huge business. Jeff Bezos giving a speech 4. The main idea of paragraph B is ___ A. the Web was growing 2,000 percent a year. B. Amazon.com is a famous online bookstore. C. Jeff Beros quit his good job and moved to Seattle, Washington. D. Amazon.com is an example of a company that sells on the Internet. 5. The following part of paragraph D most probably discusses ___ A. Jeff Beros. B. online shopping in the future. C. how scientists use the Internet. D. other uses of the Internet.
17. XVI Appendix 3: Lesson Plan for the Lesson on Predicting the Topic from the Title and Predicting some Content from the Picture(s) I. Level: 50 students - Pre-intermediate level of English II. Time Allowance: 45’ III. Aims: At the end of the lesson, The students can predict the content of a text by using the title (subtitle or headings, if present) and other visually prominent text information (pictures, photographs, graphs, charts, table, ). IV. Assumed Knowledge: Students have some idea of what to think of when making a decision on a tour, and some words and phrases related to the topic: “Vacation” V. Anticipated Problems: - Students may not be familiar with how to conduct a task, and how to report a task. - Students may not be familiar with how to make predictions and how to read to confirm the predictions and draw conclusion. - Students may not know some words and phrases in the text, how to guess these words in contexts, and which words should be skipped during the reading. VI. Teaching Aids: Advertisements for some tours, handouts. VII. Procedures: Stage Time Aims Teacher’s Activities Students’ Activities 1.Warm-up 7’ . To motivate the Task 1: Making decisions on the tour to go on students to learn the during the summer vacation. lesson and to introduce - Elicit what to think of when making a decision on - Talk about what to think of the predicting strategy. a tour. when making a decision on a - Divide the class into groups of four. tour. - Give each group a set of four different tour - Make up the groups. advertisements with only the titles and the illustration photographs. - Tell the students to imagine that they are looking - Listen to the teacher’ for a tour to go on during the summer vacation, instruction. and that they are going to study these incomplete advertisements, and make a decision on which tour they would like to have based on the content of the
18. XVII ad predicted through the titles and the pictures. - Giving the model. For example, I think we should - Observe the modeling. go to Ha Long because . - Ask the students to prepare for the task - Work individually, study the individually first. titles and the photographs and make decision on the tour and - Ask the students work in groups, share with the give the reason for the choice. other group members which tour to choose, and - Work in groups, talk to each how to choose the tour among those advertised. other about which tour to - Ask the students to prepare to report to the class choose, and how to choose the how they did the task and which tour they have tour among those advertised. decided to choose. - Each group prepares the report. - Ask some groups to present their reports, and the - Present the report. whole class discusses to make the final decision on the tour. - Give feedbacks on the students’ report. 2. Lead -in 1’ . To introduce the - Tell the students that they are going to learn how - Listen lesson to predict the topic of a text from the title (subtitle or heading, if present) and other visually prominent text information (pictures, photographs, graphs, charts, table, ) 3. Before 7’ . To activate the Task 1: Conducting a survey of the things people You Read students’ background like to do on vacation. knowledge about the - Ask the students to look at the pictures, and work - Look at the pictures, read the topic and review useful in pairs to answer the following questions: questions given and work in words and phrases. Where are these people on vacation? pairs to answer these questions. What are they doing? - Read the list of the activities Which of these activities do you enjoy? that people like to do on
19. XVIII - Ask the students to read the list of the activities vacation, then check all of the that people like to do on vacation, then check all of things that they like to do on the things that they like to do on vacation and add vacation and add two more two more things. things. - Ask the students to share their lists with other - Share the list with other partners. partners. - Ask the students to report the result of their survey - Report the result of the survey in front of the class. in front of the class. - Lead the students to identify the topic of the - Predict the topic of the lesson. reading lesson. - Review useful words and phrases and present - Review useful words and some others that may be found in the reading text. phrases related to the topic. 5’ . To practice predicting Task 2: Previewing the Reading. what the text is about - Ask the students to look at the title of the reading - Listen to the instruction. through the title, pictures text, and the pictures and headings in the text to and headings. predict the topic of the text that they are going to read. - Model the prediction. - Observe the modeling. Based on the title of the text, the photos and the headings in the text, I predict that the text is about ___. - Do the task individually, predicting what the text is - Work individually, studying the about. title of the reading text, the pictures and heading in the reading text to predict what the text is about. - Ask the students to share their predictions with - Share the predictions with
20. XIX their partner. partner. - Ask the students to report the topics predicted and - Report the anticipated topics write these topics on the board. and copy the ones that the students think might be the most likely topic of the text. 4. While 10’ . To practice reading for Task 1: Finding the Main Idea You Read the main idea of the text, - Ask the students to read the text quickly to choose - Listen to the instruction. using predicting strategy. the main idea of the text. - Model the task. - Observe the modeling I read the text quickly from beginning to end. While reading, I check which prior predictions are correct or formulate other predictions about the main idea of the text. Finally, I choose the main idea among the sentences given. - Ask the students to share their answers with their - Work in pairs, discussing how partners, discussing how they found the main idea the main idea was found and and what their best choice of the main idea is. which given sentence is the main idea. - Ask the students to report their answer. - Report the answers in front of - Give feedbacks on the students’ report. the class. - Give the correct answer. - Check the answer. - Ask the students to identify the process of finding - Try to identify the process of the main idea of a text. finding the main idea of the reading text. 10’ . To practice reading for Task 2: Deciding which tour is best for each specific information, person. using predicting strategy. - Ask the students to read what different people say - Read what different people say about their traveling. about their traveling.
21. XX - Ask the students to read the text to find out which - Listen to the instruction. of the tours mentioned in the text is best for each person. - Model the task: - Listen to the modeling. First, I read the heading of each paragraph and look over the picture next to it. Then, I make predictions on what the tour mentioned in the paragraph is. After that, I read the text to confirm, reject or adjust my prediction to get the right answer. Finally, I consider each person’s statement about his/her traveling to decide whether the tour mentioned in the text is best for him/ her. - Ask the students to do the task individually as - Work individually, read the instructed. headings and look over the pictures to predict what tour is mentioned in each paragraph, then read the text silently to check the predictions and choose the best tour for each person based on the specific information in each passage. - Ask the students to work in groups of four and - Work in groups of four and discuss how they did the task and what they discuss how the task was done decided. and what the decision was. - Ask some groups to report to the class what they - Report in front of the class. have done, and the whole class makes the final decision. - Give feedbacks on the students’ report.
22. XXI - Ask the students to review the process of reading - Review the process of reading for specific information in the text. for specific idea in the text. 5. After 5’ . To practice writing the Task: Writing the title of an advertisement for a You Read title of a tour tour. advertisement. - Ask the students to work in pairs to write the title - Listen to the instruction. of an advertisement for a tour. - Observe the modeling. - Model the task. - Do the task in pairs, discuss to - Conduct the task. make the title of an - Ask some pair to show the title and ask the others advertisement for a tour. to predict which tour is advertised. - Show the title and the whole class predict which tour is advertised. XÁC NHẬN CỦA THỦ TRƯỞNG ĐƠN VỊ Hà Nội, ngày 22 tháng 5 năm 2012 Tôi xin cam đoan đây là SKKN của mình viết, không sao chép nội dung của người khác.