(SKKN 2022) Using controled activities to teach pre-reading in some reading lessons of English 12 at Nong Cong 4 high school

after spending a long time studying and analysing the process of teaching and learning reading lessons, I would like to choose the topic “ Using some controlled activities to teach pre-r

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING

NONG CONG 4 HIGH SCHOOL

EXPERIENCED INNOVATION

TOPIC:

Using controled activities to teach pre-reading in

high school.

By: Nguyễn Van Luan Position: Head of English group Field: English

Nong Cong, 2022

TABLE OF CONTENTS

1.3. Aims and requirement of the study 3

2.2.2.1 Some types of efective pre-reading activities and samples of

practising teaching English 12

English has become a core subject in the syllabus of every schools through out thecountry However, the fact is that the teaching and learning of English has not beeneffective yet Especially at Nong Cong 4 high school, through teaching reading lessons

at classes, seeing that many of my students have great difficulties in appoachingreading lessons as they are not really motivated and well- prepared for the topic thatthey are going to learn, this led to the low result in the reading tests This fact makes

me and English teachers concerned about, I wonder how to give out an approriateanswer to the problem above to improve the effect of teaching reading lessonsproperly, especially, for the result of the next GCSE examinations

Understading the issues mentioned, with the aim to help students to improve the effectiveness of in the exams and to be more supplied and have motivation for the topic, vocabulary and possibly important grammar structures that they are about to read after spending a long time studying and analysing the process of teaching and learning reading lessons, I would like to choose the topic “ Using some controlled activities to teach pre-reading in English 12 at Nong Cong 4 “ It is hoped that the study will make some contributions to improve the learning of English in general, and the learning of reading in particular among the 12th grade students at Nong Cong 4

High School.

1.2 Objectives of the study

Being aware of the significance of the students’ participation in reading lessons,the study will mainly focus on investigating the real situation of teaching pre- readingfor 12th graders and giving some recommendations to improve the students’ readingskill through communicative activities in the coursebook of English 12

1.3 Aims of the study

In this topic, I have no other ambitions than the aim of answering the following

- Method of experts: Exchanging experience of teaching reading lessons from a

number of dedicated and experienced English in Nong Cong 4 High School and inother school

1.5 New points of the study

As seen from the reasons for choosing the topic, with my knowledge, this topic Ifocus on the following points

Through controlled activities to be used to teach pre-reading in reading lessons ofEnglish 12, this helps students to be motivated to learn reading lessons

To help impove the effectiveness of doing the reading tests for the students atNong Cong 4 High school

2 CONTENTS 2.1 THEORETICAL BASES

2.1.1 The nature of language skills

As a means of communication, language is divided into four skills, in whichlistening and reading are perceptive skills while speaking and writing are productiveskills They are also consided according to the manners by which they are formed.The skills that are related to articulate organs are called oral skills that includelistening and speaking The ones in connection with manual script is named literacyskills that consist of reading and writing

According to Carrel (1981:1), “for many students, reading is by far the mostimportant of the four skills in a second language, particularly in English as a second orforeign language.” Reading plays a significant role of the four skills that cannot bedenied

To conclude, all the above skills for learners are integrated and supportive toeach other Whenever students acquire those skills they can have confidence in using aforeign skill

2.1.2 Reading skill

2.1.2.1 The definitions of reading skill

According to Ravinder Sandhu , “Reading is defined as a cognitive process thatinvolves decoding symbols to arrive at meaning Reading is an active process ofconstructing meanings of words with a purpose to help the reader to directinformation towards a goal and focuses their attention” Despite the fact that thereasons for reading may vary, the primary aims of reading is to understand the text Additionally, there are also definitions made by many other scholars According toWilliam (1984), he defines reading as a process whereby one looks at and understandswhat has been written Rohani Ariffin (1992:1) in her book entitled Anthropology of

done silently, alone There is a clear understanding that reading is something related tothe activity of acquiring information and it is done either silently or aloud.

Reading is an interactive process between the reader and the writer Brunan W.K(1989) for instance defines reading as a two way interaction in which information isexchange between the reader and the author” Smith (1973) also shares the sameattitude

The learners try to interpret the text through their own experiences, but they maydiffer from the writer’s experiences This explanation reveals that reading is not just anactive process, but also an interactive one Reading is closely linked with meaning Forthis reason, lack of shared assumptions presents the most difficult problem in reading

To sum up, reading is a mental process so it needs other skills to be integrated withsuch as listening, speaking and writing

2.1.2.2 The importance of Pre-reading activities in learning reading

It can not be denied that Pre-reading activities play a crucial important role inmotivating the students through the reading lesson The aim of using Pre-readingactivities is to activate the reader’s background knowledge, to prevent failure, and tosupport the reader’s interpretation of the text Employing Pre-reading activities in thefirst stage of the reading lesson can promote interaction between the reader and thetext, which exerts to the development of a better self-awareness of the relationshipbetween the reader’s meaning and the author’s meaning

2.2 PRACICAL BASES.

2.2.1 Real situation of doing reading test from the students:

To know the quality of doing the reading exercises of the twelfth form students,

I have surveyed the comprehenion reading competence of 89 students from twoclasses at medium level with two reading passages including 15 questions with thedifferent levels of difficulty to choose the gifted students for universities and colleges.the time for two tests lasts 20 minutes the result of doing the tests of the students hasshown below

Chart 1: Result surveying the competence of doing reading exercise of the

Here are 10 pre-reading activities are commonly utilised in class

2.2.2.1.1.Videos

Videos are one of the most appealing ways to get students’attention at the beginning

of the lesson First, find a short video relating to the topic of the reading on theInternet After watching the video themselves, students will answer some simplequestion about the content of the video, which easily lead to new lesson

* Unit 4: School education system

+ Aims: After watching the video, students will discuss about unique facts about

Finland ‘s education system and have some comparisons with vietnam’s system + Material: Video of Finland’ education system, projector

Question 1: What do you know about Australia ‘s education system?

Question 2: Should Viet Nam adopt Australia ‘s methods to improve education quality?

* Unit 6: Future jobs

+ Aims: After watching the video, students will be suggested some jobs that will be

in high demands in the next 5-10 years and they can consider this orientation for thecoming GCSE at the end of this year

+ Material: Video of some jobs of the future, projector

+ Time: 7 minutes

+ Procedure: - Shows a piece of video on the screen for student to watch

“ more than 20 jobs of the future: Linguamarina- a Russian blogger andbusinesswoman living in San Fransico will give us a total overlook on which jobs will

be in high demands in the next 5-10 years”

(Link: https://www.youtube.com/watch?v=we7zHcsgo0o&t=218s)

- Ater that , give students two questions and ask them to answer:

Question 1: - What is your favorite job?

Question 2: - Do you think that it is suitable for you? Why?

* Unit 8: Life in the future

+ Aims: After watching the video, students will have a brief view of the imaginary

life in the future

+ Material: Video of the imaginary life in the future, projector

+ Time: 7 minutes

+ Procedure: - Shows a piece of video on the screen for student to watch

(Link: https://www.youtube.com/watch?v=5SIhlWFAJWk)

- Ater that , give students the question and ask them to answer:

Q : Do you agree with the video that the future life will be more positive? Why/ Why not?

* Unit 10: Endangered species

+ Aims: After watching the video, students will be aware of the fact that many species

are in danger of extinction

+ Material: Video of 10 species on the verge of extinction, projector

+ Time: 7 minutes

+ Procedure: - Shows a piece of video on the screen for students to watch

(Link: https://www.youtube.com/watch?v=FsX71DHVO8k)

Ater that , divide class into 2 teams and ask them to write sentences which have thestructures: CAUSE-> CONSEQUENCE-> ANIMALS ENDANGERED

Ex: Japan resumes commercial whaling-> Whale hunting happens in full bloom

-> An animal which has been already on the brink of extinction is now moreendangered

2.2.2.1.2 Brainstorming.

Divide class into groups, then ask them to discuss in groups to brainstorm all theideas relating to the topic of the reading in 3 minutes Then give them a further fiveminutes to organize their ideas Once they have completed this, encourage them to get

up and move around the room and share their ideas with other groups

* Unit 6: Future jobs

+ Aims: After brainstorming , students will be able to have more choices for their

coming GCSE at the end of this year

+ Material: white boards, markers

+ Time: 5 minutes

+ Procedure: - divide class into 4 groups and ask each group to brainstorm as manyjobs as possible

- Ask students some questions about their choices of jobs in the future:

Question 1: Which job would you like to choose in the future ?

Question 2: Why you choose it?

Suggested Jobs:

doctor beekeeper blacksmith

journalist teacher politician

musician builder butcher

soldier scientist cop

driver electrician magician

hairdresser postman artist

astronaut boss archaeologist

plumber sailor nurse

banker vet photographer

* Unit 11: Books

+ Aims: After brainstorming , students will be able to list as many types of books as

possible

+ Material: white boards, markers

+ Time: 5 minutes

+ Procedure: - divide class into 4 groups and ask each group to brainstorm as manytypes of books as possible

- Ask students some questions about books :

Question 1: What kind of books do you enjoy reading ?

Question 2: How do you often read books ?

Suggested types of books:

-Novel, science fiction, craft book, Fiction book, comic book, Biography,thriller, lovestory book,short story…

2.2.2.1.3 Discussion or ask and answer the questions.

Divide class into 3 or 4 groups based on the number of questions prepared withvarious opinions relating to the topic of reading text Then give each group onequestion at random or give all questions for each group Encourage the learners tohave a discussion about the questions they get and find out the suitble answer Oncethey have done this, the learners can then interact with people from other groups toshare their opinions and reasons or the teacher will call the represetatives of eachgroup to give answer in front of the class

* Unit 11: Books

+ Aims: After discussing in groups , students will be able to have more knowledge of

the importance of books, many types of books and some idioms relating to book + Material:

+ Time: 5 minutes

+ Procedure: - Divide class into 4 groups and give each group the questions todiscuss

Suggested questions:

Question 1.What does books bring about in our life?

Books play a significant role in our life They say that “When you open a book, youopen a new world” I believe that everyone would agree with this statement as bookshave become inevitable to mankind For the majority of people, books are part of theireveryday life A book is like a best friend who will never walk away from you

A book communicates knowledge, and not only knowledge but wisdom of all kinds.They say that “The more you read, the more well-read you are” In simple terms whatthis means is that the more you read the more exposed you are, your attitudes, yourideas and your imagination changes I believe that my personality, behaviour, ideasand knowledge are all built on the books I have read Nothing can add to our intellectmore than reading a book

Question 2.What kind of books do you love reading the most?

Science Fiction, satire, drama, Action and Adventure, Romance, mystery, horror, selfhelp, guide, travel, children's, religious, science, history, math, anthologies, poetry,

encyclopedia, dictionaries, comics, art, cookbooks, diaries, prayer books, series,

trilogies, biographies, autobiographies, and fantasy

Question 3 List some idioms using the word “book”:

- by the book: làm đúng hướng dẫn, theo luật

- read sb like a book: dễ dàng đọc được suy nghĩ của ai

- cook the books: thay đổi số liệu một cách bất hợp pháp

- every trick in the book: sử dụng mọi cách thức có thể để đạt được cái gì

- hit the books: học hành chăm chỉ

- Don’t jude the book by its cover: Đừng phán xét ai bởi vẻ bề ngoài

* Unit 13: The 22 Sea Games nd

+ Aims: After discussing in groups , students will be able to have more information

about SEA GAMES

Question 1: Where was the 22 nd SEA GAMES held?- Viet Nam.

Question 2: What benefits can a country have on hosting an international sports event?

-It gets a lot more tourists than normal, bringing their tourist dollars and intending tohave a good time Allied to this, it gets a lot of media coverage dealing with fans andplayers having a good time, rather than the standard media coverage dealing with otheraffairs

Question 3: What international sports events has Viet Nam hosted recently?

AFF Suzuki football Cup, VTV Cup volleyball cup, Fomula 1 race for ten years…

* Unit 14: Internaional Organisations

+ Aims: After discussing , students will be able to know more international

organisations in the world and their main activities and objectives

+ Material:

+ Time: 5 minutes

+ Procedure: - Divide class into 4 groups and give each groups 3 questions and askthem to discuss

Suggested questions:

Question 1: What is the roles of international organizations?

The role of international organizations is helping to set the international agenda,mediating political bargaining, providing a place for political initiatives and acting ascatalysts for coalition- formation

Question 2: What is the definition of an international organisation?

An international organization (intergovernmental organization) is an organizationestablished by a treaty or other instrument governed by international law andpossessing its own international legal personality, such as the United Nations,the World Health Organization and NATO

Question 3: Name as many international organizations as possible.

•Food and Agriculture Organization of the United Nations (FAO)

•International Labour Organization (ILO)

•International Monetary Fund (IMF)

•International Telecommunication Union (ITU)

• Bank for International Settlements (BIS)

•Organiz ation for Economic Cooperation and Development (OECD)

•Paris 21 (P21)

•Statistical Office of the European Union (EUROSTAT)

•United Nations Conference on Trade and Development (UNCTAD)

• United Nations Economic and Social Commission for Asia and the Pacific(UNESCAP)

•United Nations Economic Commission for Africa (UNECA)

•United Nations Economic Commission for Europe (UNECE)

• United Nations Economic Commission for Latin America and the Caribbean(UNECLAC)

• United Nations Economic and Social Commission for Western Asia(UNESCWA)

• United Nations Educational, Scientific and Cultural Organization (UNESCO)

•United Nations Human Settlements Programme (UN-Habitat)

•United Nations Industrial Development Organization (UNIDO)

•United Nations Office on Drugs and Crime (UNODC)

•United Nations Statistics Division (UNSD)

•World Bank (WB)

•World Health Organization (WHO)

•World Tourism Organization (UNWTO)

2.2.2.1.4 Pictures

Select some pictures that relate to the topic of the reading and ask learners somequestions about the pictures The learners should work together or in individuals toconnect the pictures and try to guess what the reading will be about

* Unit 6 : Future Jobs

+ Aims: After watching the pictures , students will be able to name the jobs and give

some description of each job

+ Material: pictures or projector

+ Time: 5 minutes

+ Procedure:

- Show some pictures of many kinds of jobs and ask students questions:

Question 1: Who am I?

Question 2: Can you describe my job?

Question 3: Which job would you like to choose in the future?

Suggested pictures: