Tài liệu Skkn applying graphic organizers in teaching reading new textbook – tiếng anh 10

TABLE OF CONTENTS  Part I 1. 2. 3. 4. 5. Part II I. 1. 2. 2.1 2.2 2.3 3. 4. 4.1 4.2 4.3 4.4 4.5 4.6 5. 5.1 5.1.1 5.1.2 5.2 6 6.1 6.1.1 6.1.2 CONTENT Introduction Reasons for the study Aims of the study Methods of the study Scope of the study New features in the study’s result Content Theoretical and practical background The importance of reading skill Stages of reading Pre-reading While-reading Post -reading What are graphic organizers? Types of graphic organizers employed in the study Cause & effect map Problem & solution map Compare & contrast matrix KWL chart Network tree Venn diagram Research context Setting and Participants Students Teachers Textbook and Reading materials Data analysis and discussion Data analysis and discussion of the students’ survey questionnaire Students’ attitude towards reading skill Students’ difficulties when learning reading Page 3 3 3 4 4 4 4 4 4 5 5 6 6 7 7 7 8 9 9 10 11 11 11 11 11 12 12 12 12 13 1 Data analysis and discussion of the teachers’ survey questionnaire II. Solution III. Results and discussion Part III Conclusion References 6.2 14 15 27 28 Appendices 2 PART I: INTRODUCTION I. Reasons for the study Reading is an essential skill for English as a second or foreign language (ESL/EFL). For many, reading is the most important skill to master. With strengthened reading skills, ESL/ EFL readers will make greater progress and attain greater development in all academic areas. In Vietnam, English is taught and learned in a non – native environment so reading is not only an important means to gain knowledge but also a means by which further study takes place. According to Carrell (1984:1): ―for many students, reading is by far the most important of the four macro skills, particularly in English as a second or a foreign language. This is also true to the students at Ha Huy Tap High School since the reading skill offers them a wide range of interesting information as well as a variety of language expressions and structures which are of great usefulness for developing other language skills. When dealing with a reading lesson, students find it hard to overcome some challenges in the classroom. In addition to that, teachers are facing to their own problem as well when a new text book are introduced. It means that most of their previous traditional methods should be changed to adjust to their new teaching object and new textbook. One of the effective solutions to help both of them is using graphic organizers. Graphic organizers actually have the power and potential to enhance the learning ability of students in all age groups. Use of graphic organizers as visual tools for visual learners of comprehension will make comprehending a reading text easy and fun for students. Through the use of graphic organizers, students are able to gain a better understanding of the underlying concepts that can be found within what is being read, allowing them to isolate text that is not important to their learning. This will also enable teachers to determine main ideas so that they can help students entire stories from their reading. It is hoped that this study will provide classroom English teachers as well as their students with an in – depth understanding about how and what they should with do with graphic organizers in reasearch entitled “APPLYING GRAPHIC ORGANIZERS IN TEACHING READING NEW TEXTBOOK – TIENG ANH 10” to keep the students much more involved in the reading process. 3 II. Aims of the study This study is aimed at giving out a brief overview on graphic organizers, gaining an insightful look into the application of graphic organizers with a view to motivate students’ reading at Ha Huy Tap high school. III. Methods of the study The study was carried out on the basis of material collection, survey questionnaire and class observation, aimed to determine whether graphic organizers are able to enhance students’ motivation o r have a positive affect on the ability of students to make sense of what they read. The author used data collection instrument to gather information about the students involved, monitor the progress of the students when they used graphic organizers throughout the research, and determine the effectiveness of the graphs based on survey questionnaire and class observation IV. Scope of the study In general, reading lessons are not so exciting as students expect or many of them do not want to answer comprehension questions according to their favorite learning styles. Therefore, within this study, my purpose is to carry the research on using grapic organizers to motivate and enhance student thinking skills through the reading text by using images or visual illustrations instead of responding the questions given in the textbook. V. New features in the study’s result In my innovation, there are a lots of interesting graphic organizers which have high effectiveness and wide application. And these available activities, which were suitably adapted for all levels of students, can help create environment for students to develop student’s reading skill and for teachers to use flexibly in their teaching Part II. CONTENT I. THEORETICAL AND PRACTICAL BACKGROUND 1. The importance of reading skill Reading is a very important language learning skill. It helps students improve all parts of the English language – vocabulary, spelling, grammar, and writing. Improve and use their reading skills and they will improve all English skills. 4 In a second language classroom, reading plays a significant role in building both linguistic and background knowledge for other language skills. Hoang et al. (2006:191) even consider reading as the most effective means of improving students’ language competence. Particularly, when there is a lack of language environment, reading is even more significant since it helps enlarge students’ background knowledge and vocabulary as well as supports other skills (Pham, 2005 cited in Hoang et al., 2005:515). 2. Stages of reading A reading lesson can be divided into three stages which are prereading stage, while- reading stage and post-reading stage. Each of these stages carries its own features and purposes and requires different techniques and strategies (William, 1984:37) A reading lesson can be divided into three stages which are pre-reading stage, while-reading stage and post-reading stage. Each of these stages carries its own features and purposes and requires different techniques and strategies (William, 1984:37) 2.1. Pre-Reading Pre-reading stage has been considered as an effective learning tool to better comprehend reading texts and to avoid possible failure in understanding and extracting information during the reading processes. They are commonly used to prepare students to understand what they are about to read. Many studies have found pre-reading activities as facilitative for comprehension of texts as it links the learner's prior knowledge with understanding the text in hand. It is claimed that such prereading activities are challenging and motivating in the sense that they challenge students to recall their previous knowledge. Ringler, L. H., & Weber, C. K. (1984) called pre-reading activities enabling activities as they elicit prior knowledge, provide background and focus attention. They pointed out that such experiences involve understanding the purposes for reading and building the necessary knowledge needed for dealing with the content and the structure of the material. In this early stage, teachers are expected to motivate students to read, especially by activating or building students‟ background knowledge of the subject and familiarizing them with some of the language needed in coping with the text. According to Williams (1984:37), the purposes of the pre-reading stage are: - To introduce and arouse interest in the topic. - To motivate learners by giving a reason for reading 5 - To provide some language preparation for the text. Normally, pre-reading phase often lasts from two to ten minutes depending on each lesson. Before delivering activities for this stage, the teacher needs to take the objectives of the lesson, the situation of teaching and learning, the students‟ needs into account. 2.2. While-Reading While- reading stage is the main part of a reading lesson. Without this stage, the students will lose the chance to deal with the text to understand the writer‟s purpose and clarify the text’s content in detail. Williams (1984:38) points out the aims of the while- reading stage: - To help to understand of the writer‟s purpose. - To help to understand of the text structure. - To clarify the text. He also gives the teacher some questions to ask himself in order to deal with the above mentioned aims: 1. What is the function of this text? 2. How is the text organized or developed? (e.g.: a narrative, an explanation with various examples, an argument and counter argument) 3. What content or information is extracted from the text? 4. What may the reader anger or deduce from the text? 5. What language may be learned from the text? 6. What reading styles may be practiced? It is clear that, question (1) deals with the aims of understanding, the writer’s purpose, and question (2) helps to recognize the text structure and the rest help to clarify the text content. The answers to these questions will be a guide for the teacher in this stage. Depending on their answers, the teacher will choose suitable activities for students which focus them on exploiting the meaning of the text, and develop their reading skills. Concerning the while- reading stage‟s activities, in his research, William (1984:39) has a more generating idea: “While- reading work should begin with a general or global understanding of the text, then move eto te smaller units such as paragraphs, sentences and words 2.3. Post-reading 6 The post reading stage is the final but not the least important stageof a reading lesson because it is the time for students to apply what theyhave got from the text into real life communication. In William’s opinion( 1984: 39) , the post reading stage aims at: - to consolidate or reflect uopn what has been read - to relate the text to the learner’s own knowledge interest or views In summary, each of the reading stage carries its own aims and activities. It is very effective if these three stages are combined flexibly and appropriately for an efficient reading lesson. In the while- reading stage, it is neccesary to help students improve and develope sub- reading skills such as skimming, scanning or reading for details. If the students can acquire these skills, it is easier for them to understand efficiently the significance of the text. To acquire these skills, students may be instructed to take part in various tasks or activities acording to each skill. There are numerous tasks or activities in this stage. The teacher should be flexible in choosing them for their reading lessons 3. What are graphic organizers? A graphic organizer is a visual frame used to represent knowledge and understanding of a subject matter by arranging important aspects of a concept or topic into logical pattern using labels. There are many types of graphic organizers namely maps, graphs, charts, diagrams, or clusters. Each of these patterns can be expressed in different layouts but they have similar purposes that portray the relationship between facts, terms or ideas within a learning task. In reading lessons, graphic organizers can be efficiently used in all lessons for students of all ages to check not only students, understanding but also motivate and improve their critical thinking. In the words of Krasnic [6; p.24] students are able to clear their thoughts and sharpen their thinking by organizing and connecting key concepts related to what they are reading from the text. This process can help students to enhance their critical thinking, a kind of cognitive activity appearing in many of cognitive process of language learning. 4. Types of graphic organizers employed in the study During my teaching process, four basic graphic organizers namely cause & effect map, problem & solution map, compare & contrast matrix, and KWL chart will be described. The value of these organizers will be discussed and followed by their application in English reading lessons at upper secondary schools in Vietnam. 4.1 Cause & effect map 7 A cause and effect map is one of the effective organizers used to show relationships of all factors (causes) that lead to the given situation (effect). It is usually preceded by cause and effect analysis. The teacher uses this organizer to help students realize that there are many causes that contribute an effect. It also graphically displays the connections of the causes to the effect to each other. Students can do this task individually, in pairs or in groups and then share what the information in the diagram with the others. 4.2. Problem & solution map The critical thinking necessary to problem-solve by posting and evaluating solutions is an important skill the students need throughout their lives. Being able to write clearly and persuasively about proposed solutions is as important as being able to think clearly and logically in formulating solutions. This reading guide helps students organize and write about problems and proposed solutions. This activity is also applied into a writing class where students are aware of the relevant problem and discuss reliable methods. Students can do this task individually and then share what the information in the diagram with their partner or their group members. 8 4.3. Compare & contrast matrix The compare and contrast matrix has a wide variety of classroom applications. English teachers can use it as a means of comparing different historical events, geographical regions, cultural and traditional differences or political systems. Students are able to clearly see similarities and differences between more than one by using this type of graphic organizer. This reading activity can be done in the whole class, in groups or individually. 4.4. KWL chart 9 A K-W-L [7; p.1] chart helps students understand what they know (K), what they want to know (W), and what they learned (L) when reading or researching a topic. This is an effective visual tool to improve students by tapping their prior knowledge and letting them set their own purposes for learning. By analyzing the L column, both the teacher and students can evaluate students’ grasp of knowledge or content. Then the teacher can make plans to enrich concepts or to remedy misconceptions. KWL What I What I want What I Know to know learnt 4.5. Network tree Graphic organizer can help students organize facts and information related to the reading text. A network tree is a type of graphic organizer that show connections. A network tree is made up of a series of oval of two or three different sizes connected by many branches to show how facts and information develop from a main idea or a topic. Also, this organizer is often used to indicate a work cooperation, a hierarchy or branding procedure. The main type of question for this organizer are: what is the superordinate category? What are the subordinate categories? How are they related? How many levels are there? Students can do it themselves , in pairs or on groups and then share what they have done with others. 10 4.6. Venn diagram A Venn diagram consists of two (or sometimes as many as five) overlapping cirlce. It is used to help students compare and contrast two characters, settings, events or other elements. The Venn diagram is one of the conceptual organizers that highlights similarities and differences. It is an effective tool for students to easily think how the information is organized. In groups, students can share and compare the information on their Venn diagrams 5. Research context 5.1. Setting and Participants 5.1.1. Students The participants were 41 students of 10A2 class in Ha Huy Tap high school. Most these students are generally at pre-intermediate level. They have learned English for at least five years at high school and have got acquaintance to their new text book. However, they usually express no interest in reading lessons due to the long texts and the difficulties . 5.1.2. Teachers 11 Three teachers who have been teaching English at Ha Huy Tap High School were invited to join the research. All of the teachers under the investigation have ever taught grade 10, and all of them were teaching in the academic school year 20192020 when the study was carried out. The problem was that this was the first time they had ever taught with the new textbook and they had had little chance to be formally trained how to deal with it before or to access to the new cirriculum beforehand. As a result, they were confused about detailing their teaching activities. In addition to that, there was difficulty in finding the teaching materials or references to support for the designing their lessons apart from the textbooks and the teacher’s books. The results from these teachers will give an objective view on how to improve students’ reading ability and how their teaching will be better. All participants took part in the survey by responding to the two kinds of questionnaires, one for students and one for teachers. 5.2. Textbook and Reading materials The reading materials used in the study consisted of selected texts from new English Textbook 10 (learner-centered and communicative approach with themebased teaching) published by Education Publishing House and Pearson. In the textbook, there are 10 units with diverse topics related to 4 themes: Our lives, Our society, Our environment, Our future. Five sections were included in one unit namely: Getting started, Language, Skills, Communication and Culture, Looking back and Project. There are some samples based on the new English textbook for grade 10 in which such common organizers are appropriately applied. It is hoped that English teachers will have a better insight into graphic organizes and become confident to integrate these effective tools into their reading classroom practice. The study was conducted when the participants were in the second semester when they had already had knowledge about basic structures as well as vocabulary in textbook of grade 10. Therefore, the author found that it matched with the objectives of the learning program and students’ levels of proficiency. 6. Data analysis and discussion 6.1. Data analysis and discussion of the students’ survey questionnaire The questionnaire was designed with three parts with 12 questions. Part one was to explore the students’ attitudes towards reading tasks Part two aimed at collecting information about students’ difficulties when learning reading and students’ expectation towards teachers’ reading techniques 12 6.1.1. Students’ attitude towards reading skill As shown in chart 1, most of the students in the survey have positive attitude towards reading. 25 % of them find reading skill very important and 62,5% rather important. Only a small number of them undervalue reading lessons (about 6 %). In fact, many students think that their major purpose of learning English is to pass all compulsory exams and reading account for 40% in the national exam so reading is very necessary for them. In addition to that, they can learn vocabulary, grammar easily from reading passages. However, a certain number of students (6 %) do not highly appreciate the it as a result of its difficulty and bore. More than 48% of them think the reading tasks in the text book are difficult and 31,7% find them difficult. It is clear that those two factors are also the main reasons that make the students reluctant to do the reading tasks 30 25 25 20 20 15 15 10 10 5 5 0 0 Very Rather Little Not at all Boring Easy Normal Difficult Chart 1. Students’ attitude towards the importance of reading skill and their evaluation of the reading tasks 6.1.2. Students’ difficulties when learning reading Chart 2 represents problems which students are facing when dealing with reading tasks. Actually, there are several elements that can be counted on. The most difficult problem is the limited capacity of vocabulary and grammatical structures. 48,8% students in the survey assumed that if they experienced lots of new or difficult vocabulary and grammatical structures from the text, their capacity of reading would surely be decreased. The next one (14,7%) is the lack of appropriate reading strategies. It is obvious that students cannot do reading tasks easily if they do not 13 have appropriate reading strategies. Therefore, it is very important for teachers to suggest their students essential reading strategies needed for each kind of reading tasks. 23.4% students blamed on the lack of background knowledge to the topic of the reading text. 12,2% students thought that they did not have enough time for their reading. From the above respondents, it could be safe to conclude that the biggest problem is the limitation of vocabulary and grammatical structures. Reading strategies are found to be a less challenge than vocabulary and grammatical structures. In the area of background knowledge, students find that they do not know anything in some aspects. Therefore, they have many difficulties when reading a strange topic. Some possible explanation considered by the researcher is that grade-10 students have very limited vocabulary, focus much on new words, lack of suitable techniques and are too dependent on teachers or dictionaries. 14.7% 12.2% 48.8% 24.3% Students’ limitation of vocabulary & grammatical structures Students’ lack of background knowledge Time limitation Students’ lack of appropriate reading techniques Chart 2. Problems students face when learning reading 6.2. Data analysis and discussion of the teachers’ survey questionnaire The questionaire (with 7 questions) completed by the teachers covered three main things. The first questions are what difficulties they are facing and then their suggestions to improve it. 14 Obviously, all of the teachers have positive attitude toward reading skill. They know how important and beneficial reading skill is to their students. However, at least one among three of them think that the reading task in the new textbook is repeated boringly and sometimes difficult to students. Three of them admitted having adapting some reading tasks in oder to motivate their students or simplify the tasks but they met a lot of challenges for not being trained beforehand with the new textbook. Beside some problems coming from their students like their limitation of vocabulary and grammatical structures, or lack of reading strategies, they themselves had to make great effort to help their students overcome difficulties in reading tasks In short, the data analysis of the questionnaires at Ha Huy Tap High school has provided primary important information concerning the students‟ difficulties, what they do in as well as what they would like their teachers to do to help them read more effectively. Having studied the above points, we realized that there were some major problems faced the students. These problems will be discussed in the next section – the findings of the study. II. SOLUTION In reading lessons, graphic organizers can be efficiently used in all lessons for students of all ages to check not only students, understanding but also motivate and make their lessons more interesting. Sample 1: Unit 3- Tiếng Anh 10- Student book 1, p.29- Education Publishing House and Pearson Objectives: By the end of this activity, students will be able to: - State the history and development of Idol program Stage: Pre-reading / While-reading Time allowed: 10 minutes Procedure: - ask students to work in groups and help students brainstorm the ideas with the questions “ What do you know about the Idol ?” - write the information the students brainstorm about the topic in the K (know) column. 15 - record the questions the students have about the topic in the W (want to know) column. This establishes a purpose for reading or researching. - ask students to read, research, and discuss the topic - place the new information in the L (learned) column. - discus with students whether they can now confirm or deny any statements listed in the K column. K W L What (I) we know What (I) we want to What (I) we learned know Expected answer: K W L What (I) we know What (I) we want to What (I) we learned know - The Idol format came from the - Who created the Idol format? UK. - Is Vietnam Idol a franchised programme? - Pop Idol was first - When did American Idol begin? launched in 2001. - Contestants are - Pop Idol, created by the British entertainment executive Simon Fuller, is a music competition which began on British ITV on October 6, 2001 to select the best new young pop singer in the UK based on viewer voting and participation. - When will American Idol -Vietnam Idol is part of the Idol franchised of the original end? 16 reality program Pop Idol by Simon Fuller. voted by the audience and TV viewers. - What are the rules of the Idol? - The first season of Vietnam Idol aired in 2012. - The first season of Vietnam Idol aired on May 23, 2007 on HTV9, and the fourth season aired on August 17, 2012. -American Idol began in 2002 and will end its 15-year run after the upcoming season, finishing in 2016. Sample 2: Unit 9- Tiếng Anh 10- Student book 2, p.41- Education Publishing House and Pearson Objectives: By the end of this activity, students will be able to: - List out the causes and effects of four types of polution - Recognize their duty of protecting the environment Stage: While-reading Time allowed: 10 minutes Procedure: - Divide students into 4 groups - Deliver the cause & effect map template for students. Group 1: air pollution Group 2: noise pollution Group 3: water pollution Group 4: soil pollution - Ask students to list the topic or problem explored in the center of the organizer. - Each group discuss the causes and effects of one type of polution 17 - Ask students to present their ideas. Causes Effects the burning of fossil fuels global warming Exhaust from motor vehicles,factories polar ice melting Smoke from aircraft and rocket rise of sea level volcanic eruptions loss of land 18 I. Air pollution: 1. causes: - the burning of fossil fuels, motor vehicles,factories,aircraft and rocket, volcanic eruptions, dust storms and other natural processes 2. Effects: - global warming - polar ice melting - rise of sea level - loss of land II. Soil pollution 1. causes: - dumping plastic or other inorganic waste in the ground - the overuse of chemical fertilizers in argriculture - accidental oil spills - acid rain 2. Effects: - contaminated vegetation - the decrease of soil fertility III. Water pollution 1. causes: - dumping pollution such as detergents,pesticides, oil and other chemicals in rivers - sewage and wastewater - industrial waste - mining activities - chemical fertilizers and pesticides - radioactive waste - urban development 2. Effects: - the destruction of ecosystem of rivers.... - the pullution of ground water IV. Noise pollution 1. causes: - loud and annoying sounds of motor vehicles, railway, aircraft and jet engines, factory machinery and musical instruments - industrialization - poor urban planning - social events - construction activities 19 2. Effects: - human psychological - health problems for humans such as increased heart rate and hearing damage Sample 3: Unit 9- Tiếng Anh 10- Student book 2, p.41- Education Publishing House and Pearson Objectives: By the end of this activity, students will be able to: - List out the problem and find out solutions for four types of polution - identify the anticipated results - Recognize their duty of protecting the environment Stage: Post-reading Time allowed: 10 minutes Procedure: - Divide students into 4 groups - Deliver the problem & solution map template for students. Group 1: air pollution Group 2: noise pollution Group 3: water pollution Group 4: soil pollution - Ask students to list the topic or problem explored in the center of the organizer. - Each group discuss the possible solutions of one type of polution - Ask students to present their ideas. 20