SKKN USING WORKSHEETS TO DEVELOP COOPERATION CAPACITY IN TEACHING THE READING LESSONS IN ENGLISH 11

NGHE AN DEPARTMENT OF EDUCATION AND TRAINING DIEN CHAU 4 HIGH SCHOOL EXPERIENCE IDEA TOPIC: USING WORKSHEETS TO DEVELOP COOPERATION CAPACITY IN TEACHING THE READING LESSONS IN ENGLIS

NGHE AN DEPARTMENT OF EDUCATION AND TRAINING

DIEN CHAU 4 HIGH SCHOOL

EXPERIENCE IDEA

TOPIC:

USING WORKSHEETS TO DEVELOP COOPERATION CAPACITY IN

TEACHING THE READING LESSONS IN ENGLISH 11

(NEW TEXTBOOK) Scope: Theory and Methods of Teaching English

NGHE AN DEPARTMENT OF EDUCATION AND TRAINING

DIEN CHAU 4 HIGH SCHOOL

EXPERIENCE IDEA

TOPIC:

USING WORKSHEETS TO DEVELOP COOPERATION CAPACITY IN

TEACHING THE READING LESSONS IN ENGLISH 11

(NEW TEXTBOOK) Scope: Theory and Methods of Teaching English

Co-authors: Tran Thi Kim Anh – Dien Chau 4 High School Pham Thi Chung – Dien Chau 5 High School Specialized Team: Literature - English

Phone: 0961.110.857 – 0974.305.953

Nghe An, April 2022

CHAPTER 1.THEORETICAL AND PRACTICAL BASIS OF THE

CHAPTER 2 USING WORKSHEETS TO DEVELOP COOPERATION

CAPACITY IN TEACHING THE READING LESSONS IN ENGLISH

2.1 Analyzing the content structure of reading lessons in English 11 17 2.2 Design worksheets to teach reading lessons in English 11 18 2.3 Use worksheets to teach reading comprehension passages to

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REFERENCES

APPENDIX 1.Survey sheets

APPENDIX 2 Quantity Tests

APPENDIX 3 Some photos of group activities of students in experimental

class

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PART I: INTRODUCTION

1 Reason for choosing the topic

Socio-economic development is always accompanied by changes in its constituent elements Realizing that rule, our Party and State have considered Education and Training as the top national policy and have always paid attention to its development The Resolution of the 8th Plenum of the Party Central Committee

on fundamental and comprehensive renovation of education and training stated:

“Continue to strongly renew teaching and learning methods towards modernity; promote positivity, initiative, creativity and application of knowledge and skills of learners; overcome the one-way imposed transmission, remembering machines Focus on teaching how to learn, how to think, encouraging students to self-study, creating a basis for learners to update and renew knowledge, skills, and capacity development

The capacity development-oriented educational program does not specify detailed teaching contents, but specifies the desired outcomes of the educational process, on that basis, general guidelines have been given on the select content, organizational methods and evaluate teaching results to ensure the achievement of teaching objectives According to the provisions of the new educational program, learning objectives are often described through a system of competencies The desired learning outcomes are described in detail and can be observed and assessed Students should achieve the required results specified in the program The introduction of training standards also aims to ensure the quality management

of education outcomes-oriented

Currently, our country is integrating strongly internationally That trend is posing a very heavy task to the education sector of our country, which is to train a class of qualified and capable people to provide human resources to participate in economic, cultural and social development society in a sustainable way

In the process of teaching under the new general education program in general and the general education program in English in particular, there are many competencies and qualities that need to be formed for students One of the competencies identified as the core that needs to be formed for students is the ability to cooperate

Cooperation capacity is one of the 9 core competencies that have been developed for the post-2015 program of the Ministry of Education and Training Because, cooperation is one of the indispensable competencies to help learners succeed in study and in life now and in the future

The ability to cooperate is to work together with others to achieve a common goal by determining the goals and activities that one can undertake, knowing the needs and characteristics of others to organize, support and share experiences, mobilize everyone to participate in completing the work

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The practice of teaching English in high schools in general and high schools

in particular is still heavy on knowledge preparation, not paying enough attention

to the development of competencies for learners, including legal competence Therefore, in the coming time, this capacity needs to be paid attention and developed regularly in classroom hours to contribute to the formation of a comprehensive quality and capacity for learners

Starting from the theoretical and practical bases of teaching in high schools,

we decided to choose and implement the topic: “Using worksheets to develop cooperation capacity in teaching the reading lessons in English 11 (New

- Analyze content knowledge of English 11 reading comprehension passages

to serve as a basis for determining the contents of organization and activities to develop cooperation capacity

- Research and propose the process of organizing teaching activities to develop cooperation capacity for students

- Develop a set of criteria to evaluate students' cooperation capacity

- Pedagogical experiment to test the scientific hypothesis of the topic

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7 Research Methods

7.1 Theoretical research methods

- Research relevant documents to serve as a theoretical basis for the topic such as: teaching manuals for capacity development, documents on active teaching methods, etc

- Research the content of reading comprehension passages in English 11 to design and organize teaching activities

- Research other relevant documents: articles, research results related to the research direction of the topic, etc

7.2 Methods of pedagogical investigation

- Survey and attend English classes at high schools

- Communicate directly with teachers and students about the application of active teaching methods to develop cooperation capacity in teaching English in high school

- Using questionnaires for teachers and students

7.3 Expert method

Get opinions from scientists, high school teachers with experience on the survey questionnaire system for teachers and students; Consult experts about the process of building and using worksheets for teaching to develop cooperation capacity

7.4 Experimental method of pedagogy

- Purpose

In order to test the effectiveness of using worksheets in teaching English in reading comprehension lessons (English 11) to develop cooperation capacity for students

- Content

Conduct experiments at Dien Chau 4 High School and Dien Chau 5 High School to evaluate the effectiveness of worksheets for cooperation capacity training in English teaching

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- Contributing to systematization of theory and practical basis of organizing teaching activities to develop cooperation capacity for students in teaching English

at high school

- Develop a process to use worksheets to organize teaching reading lessons

in English 11 in order to develop cooperation capacity for students

9 Structure

Our topic has a structure including an introduction, conclusion, appendices and the main content of the topic divided into 3 chapters

Chapter 1: Theoretical and practical basis of the topic;

Chapter 2: Using worksheets to develop cooperation capacity for students in teaching reading lessons in English 11

Chapter 3: Pedagogical experiment

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PART II: CONTENT CHAPTER 1 THEORETICAL AND PRACTICAL BASIS OF THE TOPIC

1.1 Theoretical basis of the topic

1.1.1 Some issues with study cards

1.1.1.1 The concept of study cards

Teaching through organizing students' learning activities is a modern teaching trend and one of the characteristics of active teaching methods By directly participating in learning activities organized and directed by teachers, learners can self-discover new knowledge, this is in stark contrast to students passively absorbing new knowledge which is imposed by the teacher When placed

in practical situations, learners directly observe, discuss and solve problems posed

in their own way of thinking, thereby gradually acquiring new knowledge and skills To organize learning activities for students, people often use learning activity sheets, called worksheets or activity sheets or work sheets

Educator Nguyen Duc Thanh (1996) said that: "Worksheets are loose sheets

of paper, pre-printed with independent or small-group work, which are distributed

to students to complete within a certain time period of the lesson In each worksheet, there are clearly a few cognitive tasks aimed at forming knowledge, skills or training thinking manipulation to assign to students”

Dr Dang Thanh Hung said: “Worksheets is one of the specific, simple and highly compatible teaching means for the vast majority of learners of all ages in the field of learning It is a paper or paper document made by the teacher, consisting of one or several sheets, which serves as a learning material to supplement books and textbooks as prescribed, and has the function of supporting learning and teaching It is both an operational tool and a working condition for learners and teachers, but first of all, as a source of learning information”

The worksheets are of great value in that: With a complex learning task, if teachers use the question, it will be very lengthy, but if teachers use the chart with specific criteria, the knowledge gained will be oriented clearly, concisely

By using the worksheets, the teacher's activities change from presenting, explaining, and interpreting to guiding and directing students If all students are actively involved, there will be no more talking or passive listening to lectures

By completing worksheets, students self-assess themselves, creating interest

in class Thereby, teachers also control the level of students, promptly adjust methods to increase teaching efficiency

Thus, it can be understood that worksheets are separate sheets of paper that are distributed to students, in which there are pre-printed independent tasks or small groups to ask students to complete self-reliance in a short period of time Each worksheet can assign students one or several specific cognitive tasks to lead

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students to explore a unit of knowledge, practice a skill, a thinking operation, or probe attitudes before a problem subject Through performing the tasks in the curriculum, students both learn new knowledge and develop thinking skills

1.1.1.2 Basic functions of worksheets in teaching

In the process of teaching, worksheet has two basic functions:

- Function to provide information and events for students

To organize teaching activities, teachers sometimes need to provide students with additional information and events that are not in the textbooks but are related

to the lesson The information in the worksheets can be texts, figures, images, diagrams, etc., summaries of data or facts necessary for learners This information can be presented directly in the lesson or through looking up information from students, from there, teachers ask students to analyze to derive knowledge for the lesson or to illustrate and clarify more knowledge for the lesson The source of this

information can be obtained from books, newspapers, magazines, the internet, etc

- Function is a tool to operate and communicate in the classroom

In addition to information and facts, the worksheet also contains questions, exercises, activity requirements, instructions for performing learning tasks, and problems that learners need to do or solve Therefore, worksheet also functions as

an active and communication tool in the learning process of learners

Thus, in addition to the function of being a source of information and events, the worksheet also performs an even more important function, that is, an operational and communication tool Worksheet is a tool for students to work individually or in groups Worksheet supports student activities, interactions and sharing between learners and between learners and teachers

1.1.1.3 Classification of worksheets

When classifying worksheets, people can classify according to many different bases, depending on different research purposes and uses, including:

a Categorize according to the source of information in the worksheet

- Worksheet for exploiting the word channel

This type of worksheet only contains text channels and is often used in the teaching stages of new lessons, or for the purpose of providing more information

for students Usually the content of this form of worksheet is accompanied by

phrases such as: "Read information" or "research items, units, etc."

- Worksheet for exploiting video channels

This type of worksheet mainly contains pictures, charts, etc., which can be used in all stages of the teaching process to help students develop observation and analysis - synthesis skills

- Worksheets to exploit both text and image channels

Compared with the above two forms of worksheets, this form is much more popular because this form helps to exploit information more flexibly This format requires students to both read the text channel, observe and analyze the image

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channel to complete the worksheet

b Based on the content, we can classify worksheets into the following

forms:

- Exercise sheets

Exercise sheets are forms of cards whose contents are exercises that require students to solve These exercises can be given as essay or multiple choice

questions To solve these exercises requires students to flexibly apply the

knowledge they have learned, thereby training problem solving skills for students

Worksheets are often used in homework or to reinforce lessons, assign

homework

- Request sheets to resolve the situation

This is a form of teaching with content that states a situation or problem to

be discussed and requires students to solve in order to absorb new knowledge This type of card can be used to teach new lessons, give homework or to check old lessons

- Practice sheets

The practice sheet is a type of card with the content of the tasks that students must do when practicing to practice practical skills

Cards are often used when teaching practical exercises

c Classification according to skill development criteria

Based on skill development criteria, worksheets can be classified into the following types:

- Observation skill development sheet

The contents of the form are questions or learning tasks that require students

to use vision and coordinate with other senses to consider things and phenomena consciously and purposefully to collect data information about objects and events

The object of observation can be a drawing, a video, etc The drawings can

be printed on the sheet or can be used in the textbook

- Analysis and synthesis skill development sheet

This type of worksheet requires students to use analytical skills to consider the objects, phenomena or knowledge content presented in the textbook, in order to draw comments and conclusions to complete the test

- Comparative skill development sheet

This type of worksheet requires students to comment and compare things and phenomena to draw similarities and differences of the content to be compared

- Induction and generalization skill development sheet

This is a type of worksheet that requires students to understand specific facts, from which to draw conclusions, generalize knowledge, etc in other words, the logic of forming research content is to go from the particular to the general and

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the whole

- Worksheet to develop reasoning skills, propose hypotheses

This type of worksheet requires students to think to reason, propose new ideas or new solutions

- Worksheet used in the process of forming new knowledge

This type of worksheet clearly states that the tasks are arranged in a logical and systematic way for students to perform in order to find out new knowledge of the lesson by themselves In the worksheet, there are often suggestions and instructions for students to complete the worksheet on their own This type of worksheet can be used for one or several units of knowledge or for the whole lesson Through leading students to complete the requirements in worksheet, students can acquire a certain amount of knowledge

- Worksheet is used to consolidate and perfect knowledge

This type of worksheet is used after students have completed a part, a lesson

or a chapter to help students master the knowledge they have learned, ensuring the system, continuity and logic of the knowledge in the program

- Worksheet used to test and evaluate

Used in early exams, 15-minute tests, 1 period, term tests, year exams This type of form has the role of helping students inculcate and systematize their knowledge, in addition, it also helps teachers grasp the learning situation of students to adjust their teaching methods accordingly

end-of-1.1.1.4 Steps to design a worksheet:

The worksheet structure usually consists of two parts: general information and specific information

- General information includes: name of school, class, group of students, ordinal number of ticket, etc

- Specific information includes: pictures, system of questions, exercises, etc depending on the purpose of orienting students' activities, teachers give specific requirements for students to perform (analysing examples, observing picture, etc.)

To design a worksheet usually follow 3 steps:

- Step 1: Determine the goal of using worksheet

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Each worksheet is usually associated with one or more certain objectives in terms of knowledge, skills, and attitudes The precise identification of goals is the basis for teachers to select content and design corresponding teaching activities

- Step 2: Build the content of the worksheet

The content of the worksheet is determined based on a number of bases such as: lesson objectives, basic knowledge, teaching methods and means, time distribution, classroom environment to determine the content and volume work in the study sheet accordingly

- Step 3: Write the worksheet:

The information, requirements, etc on the worksheet should be clear, concise, accurate and easy to understand The section for students to fill in the information should have an appropriate space The presentation of votes must ensure scientific and aesthetic

1.1.2 Cooperation capacity

1.1.2.1 The concept of collaborative capacity

The concept of capacity:

According to the "Vietnamese Dictionary of Words and Phrases": Capacity

is an individual's characteristic, showing the level of proficiency, that is, being able

to maturely and maturely perform certain types of activities [20] Thus, capacity is the convergence of three factors: knowledge, skills, and attitudes These elements

do not exist individually, but they blend and intertwine with each other Thanks to that, capacity is formed through the process of persevering in each person's learning, activities, training and experiences

Cooperation: According to the “Vietnamese Dictionary”, Cooperation is working together, helping each other [21] Cooperation is a combination of two or more people into a group, in which each person assumes a different role and cooperates, helps and shares with each other to solve some common task In that process, students will practice skills to work independently in a team spirit, thereby accomplishing the set goals, and at the same time perfecting their own knowledge and skills

Cooperation capacity:

According to Dinh Quang Bao: The ability to cooperate is to work together with others to achieve a common goal by identifying the goals and activities that

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one can undertake, knowing the needs and characteristics of the group others to organize, support and share experiences, mobilize everyone to participate in completing the work [5]

Cooperation is considered as one of the important human abilities in modern society Therefore, developing collaborative skills from within schools has become

an educational trend in the world According to psychologists David and Roger

Johnson: Cooperative learning is a specific type of active learning, which is a formal teaching method in which students work together in small groups to achieve

a common learning goal By working together, students learn to work together,

give and receive help, listen to others, mediate disagreements, and democratically solve problems This is a form of learning that helps students at all levels of school develop in both social relations and academic achievement In our opinion, collaborative competence can be understood as the ability to interact with individuals and groups in study and life An individual with good cooperation capacity is reflected in that individual's ability to work effectively in a relationship with the team and a mutual relationship to work towards a common goal

1.1.2.2 Manifestations of cooperation capacity

Manifestations of cooperation capacity are shown as follows:

- Determine the purpose and method of cooperation: Take the initiative to achieve the purpose of cooperation when assigned tasks; determine what types of work can be best accomplished by team collaboration of the right size

- Determine your responsibilities and activities: know your responsibilities and roles in the group; analyze the group's tasks to state the activities to be performed, in which self-assessed the activities they can best undertake to propose

to the group to assign

- Identify the needs and capabilities of the collaborator: Identify the characteristics and capabilities of each team member, thereby planning to assign each member of the group appropriate jobs

- Organizing and persuading others: Proactively and exemplary in completing the assigned work, giving suggestions on adjustments to promote joint activities; share and learn from group members

- Evaluation of cooperative activities: knowing based on the set goals to summarize the group's common activities; identify the face, the shortcoming of the individual and of the whole group

1.1.2.3 Cooperation capability structure

- Participate in the development of the group's action plan

- Perform tasks and support and help other members

- Respect the common decision

- Work result

- Responsibility for overall work results

Scale, a set of measuring tools to evaluate cooperation capacity

The scale of student's cooperation capacity was built by us according to a step process as follows:

6-Step 1: Study the documents, determine the bases to build the scale

Step 2: Identify the component capabilities

Step 3: Build the expression for each component capacity

Step 4: Develop a detailed description of the levels corresponding to each expression in the capacity scale

Step 5: Seek expert advice on component competencies, performance and assessment criteria

Step 6: Adjust the scale

The complete scale is shown in Table 1

Table 1.1 Scale of group competitiveness

Do not volunteer but happily accept tasks when assigned

teacher's observations

Participate in the development of the group's activity plan, but not being proactive

3

Less participation in planning group activities

2

Do not participate in the development

of group activity plans

1

Know how to listen, respect and consider the opinions and views of everyone in the group

4

Sometimes do not know how to listen and respect the opinions of other members of the group

3

Not know how to listen and respect the opinions of other members of the group

Try to complete my own tasks, but not actively supporting the other members

Sometimes do not respect the group's decision

3

Sometimes do not respect the group's decision

2

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Not respect the group's collective decision

1

5.Work results There are good products according to the

requirements and guaranteed on time

4 Individual evaluation sheets in groups,

teacher evaluation sheets

There are good products but the time is not guaranteed

3

There are relatively good products on demand but the time is not guaranteed

2 Product does not meet the requirements 1

teacher's observation sheet

Be responsible for the general product when required

3

Not ready to take responsibility for the group's overall product

2 Not responsible for the general product 1

1.2 Practical basis of the topic

1.2.1 Investigating the current situation of teaching and developing capacity in high schools

1.2.1.1 Teaching methods used

Table 1.2 Survey results on the extent to which teachers use teaching methods when teaching reading lessons – English 11

Order Teaching

methods

Usage level

Very often Not often

Sometimes Seldom Never

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The results show that the main methods used to teach reading lessons are still traditional methods such as presentation, question and answer and problem solving The remaining methods, including the cooperation teaching method, are still accounting for a small percentage and are usually only used during training hours

1.2.1.2 The results of the investigation of using teaching methods to teach reading lessons in English 11

Table 1.3 Survey results using teaching methods for teaching reading lessons in English 11

questions-1.2.1.3 Investigate teachers' perceptions of cooperation capacity practice

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Table 1.4 Investigate teachers' views on practicing cooperation capacity

for students

Order Usage levels

Focus on training cooperation capacity in teaching high school

Table 1.5 Investigate the level of cooperation capacity practice

for students in the teaching process

Order Usage levels

Focus on training cooperation capacity in teaching high school

Conclusion of chapter 1

In chapter 1, we have focused our research on the theoretical basis as well as the practical basis of the topic We have clarified the concepts of worksheets, classification, roles, how to design worksheets for teaching, as well as the concept and characteristics of cooperation capacity

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Through the investigation, we found that the majority of teachers and students had a relatively correct perception of the role of cooperation capacity in teaching and learning as well as in practice However, at present, for many reasons, the use of study cards for teaching has not been used regularly

On the basis of theoretical and practical analysis, we will research and propose the process of using worksheets to teach reading lessons to practice students' cooperation capacity

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CHAPTER 2 USING WORKSHEETS TO DEVELOP COOPERATION CAPACITY

IN TEACHING THE READING LESSONS IN ENGLISH 11

2.1 Analyzing the content structure of reading lessons in English 11

2.1.1 Objectives of teaching English reading comprehension passages

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2.1.1.1 Objectives of knowledge:

Unit 1:

By the end of this lesson Ss will be able to:

- Improve reading skills as scan for specific information and guessing meaning of words based on context

- To ask and answer the questions

- To know about some word and expressions about conflicts between parents and children

Unit 2:

By the end of this lesson Ss will be able to

- Improve reading skills as scan for general ideas and specific information about teenage relationship problems

Unit 3:

By the end of this lesson Ss will be able to:

- Improve reading skills as scan for general ideas and specific information about time-management skills

Unit 4:

By the end of the lesson, students will be able to:

- Know about how to help people in need

- Read and find specific information in a short interview

- Know words and phrases related to attitudes to disabled people and community activities

Unit 5:

By the end of the lesson, students will be able to:

- Skim and scan a text for main ideas and specific information

- Read for general ideas and specific details about ASEAN

- Know more specific information about ASEAN

2.1.1.2 Skill target

Forming 3 groups of skills in students:

2.1.1.3 Attitude goalsTo help students:

- make sts aware of generation gap

- recognize their responsibility in dealing with problems related to the lesson as well as those in their lives

- Ss know some ways to solve their personal problems

- know how to get over challenges and problems even though they are in the worst situations

- be aware of the importance of time-management skills

- raise students' awareness about helping other people especially the disabled

- know more about ASEAN and appreciate the cooperation and solidarity in life

- respect ASEAN countries and their diverse cultures

- to provide Ss some motivation

- motivate Ss to work collaboratively, enthusiastically to acquire knowledge

- recognize their responsibility in dealing with problems related to the lesson

as well as those in their lives

- be conscious in learning and scientific thinking

2.1.1.4 Capacities towards

Self-study capacity, problem-solving capacity and creativity; Cooperation capacity, Communication capacity; Cpacity to apply knowledge in practice

2.2 Design worksheets to teach reading lessons in English 11

2.2.1 The process of designing worksheets

- Step 1: Determine the time to use the worksheets in the lesson

- Step 2: Determine the content and presentation of the content of the worksheets, the form of expression in the worksheet

The content of the worksheet is determined based on: lesson objectives, basic knowledge, methods and means of teaching, time distribution, classroom environment

to determine the content and workload in the classroom worksheets accordingly

- Step 3: Write the worksheets:

The information, requirements, etc on the worksheets should be written clearly, concisely, accurately and easily The section for students to fill in the information must have an appropriate space The presentation of votes must ensure scientific and

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aesthetic

2.2.2 System of worksheets

UNIT 1: THE GENERATION GAP

LESSON 3: READING: WHERE DO CONFLICTS COME FROM? Worksheet number 1: Warm-up (7 minutes - group discussion)

Watch the video and answer the questions: Parent teen conflicts

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

1 With whom does the girl live?

2 What do the mother and the daughter think of dressing?

3 What does the mother think of her daugher behavior?

4 Do the mother and the daughter have the same point of view about the boy?

5 How does the mother feel when seeing her daughter use the internet?

Worksheet number 2: Post - Reading (9 minutes - group discussion)

Post-reading : Discuss with a partner

Do you get into conflict with your parents?

Share your experiences with your partner

Model: Most teenagers get into conflict with their parents and I do, too My parents keep complaining that I am spending too much time on my mobile phone and computer However, they don‟t know that I am doing homework and I need

to use my mobile phone and computer in order to exchange some information with my friends Besides, I also need to use these devices to search for useful information for my assignments My parents don‟t know that I have a lot of things to do with my mobile phonw and computer I argued with them and I felt regret about that In my opinion, I should have talked to them about our homework as well as our opinion Also, I had better show them that I am responsible and mature enough to manage my time

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Worksheet number 3: Consolidation (5 minutes - group discussion)

- Ask students to read statements and identify where conflicts come from

Where do conflicts come from? Number 1 is an example

1 You want to stay up longer, but your parents say you need to go to bed

2 You want to go swimming, but your friend wants to go bike riding

3 You want to go outside to play, but your teachers says that you must stay in to

do your work

4 You are afraid of losing the love or friendship of someone special if that

person pays attention to someone else

5 You don‟t want to work You resist responsibility

6 You buy an expensive new dress but then you think it is not suitable for you

UNIT 2: RELATIONSHIPS

LESSON 3: READING: PLEASE HELP ME !

Worksheet number 1: Warm-up (7 minutes - group discussion)

Watch the video and answer the questions: Common Teenager Problems Comparison : How Many of these Problems

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

1 Can you list some problems of teenagers?

2 What are the most common problems of teenagers?

3 Who can help teenagers solve their problems?

Parents

1 Lan, Quang and Minh are working on the class project „

Equal Opportunities in Employment‟

2 Quang is talking about the enrolment rate in secondary

school in sub-Saharan Africa in 2013

3 Lan thinks girls may be kept home to do housework

4 In general, girls do better than boys at all levels of

education

5 Minh believes gender discrimination in education starts

at home because parents treat boys and girls differently

Worksheet number 3: Consolidation: should and shouldn’t (5 minutes - group discussion)

Consol dat on:

• What should and shouldn‟t you do to eliminate gender

discrimination in your class or your school?

 Sweep classroom, Wash the tissue

 Arrange teacher’s table and students’ desks

 Not put girls and boys in separate class

 ……

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LESSON3: READING: TIME-MANAGEMENT SKILLS

Worksheet number 1: Warm-up: Answer the questions (5 minutes - group discussion)

Watch the video and answer the questions: Thinking Skills: Time Management

( https://www.youtube.com/watch?v=R4JuAJKNGKc)

1 What is time management skill?

2 Can you list out some benefits of good time management skills? Give some examples

Worksheet number 2: Post-reading: Gap-filling (8 minutes - group discussion)

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Worksheet number 3: Consolidation : Discussion (5 minutes – pair discussion)

Discuss the questions:

1 Which of the time-management skills mentioned in the text do you have?

2 Which do you need to develop?

UNIT 4: CARING FOR THOSE IN NEED

LESSON 3: READING: HELPING EACH OTHER

Worksheet number 1: Warm –up: (5 minutes - group discussion)

Listen to the song: Once We Help Each Other

https://www.youtube.com/watch?v=GArRCWGvDM8

Answer the questions:

1 What does the singer need help with?

2 Why should we help each other?

Expressions:-I think/In my opinion, I can

+ V… quite well but I am not good at +V-ing…

-I need to develop /the skill/skills of N/

Ving

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Worksheet number 2: Activity 3 : Multiple choice (9 minutes - group discussion)

Activity 3: Choose the best answer for each sentence

1 The students at Nguyen Van Troi School will give the gifts to students with in Ho Chi Minh City

A class monitor B disabilities C their friends D their answers

2 One class monitor has decided to popular books for students with reading abilities

A enjoy B offer C record D realise

3 Another class monitor believes that disabilities should not prevent people from

fully in our community‟s life

A helping B giving C leading D participating

4 Another class monitor has thought of an interesting activity, where students

will make a Yule Log cake to celebrate Christmas

A delicious B record-breaking C long D perfect

5 The three class monitors will try to make this Christmas for their

friend with disabilities

A unforgetable B interested C longest D energetics

Worksheet number 3: Post - reading: Discussion (8 minutes - group discussion)