SKKN using information transfer technique to adapt some reading tasks for the while and post reading stage in TIENG ANH 11

SỞ GIÁO DỤC & ĐÀO TẠO NGHỆ AN Đơn vị: Trường THPT Phan Đăng Lưu SÁNG KIẾN KINH NGHIỆM Đề tài: “Using Information Transfer Technique to adapt some reading tasks for the while and post

SỞ GIÁO DỤC & ĐÀO TẠO NGHỆ AN

Đơn vị: Trường THPT Phan Đăng Lưu

SÁNG KIẾN KINH NGHIỆM

Đề tài:

“Using Information Transfer Technique to adapt

some reading tasks for the while and post reading stage in

TABLE OF CONTENT

B CONTENT 2

2 What is the Information Transfer technique? 2

3 Advantages of using Information Transfer Technique in

teaching Reading

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1 The real state of teaching and learning the reading lessons at

The Grade 11 at Phan Đang Luu Upper- Secondary school 4

2 Adapting some activities for the while and post reading stage by

completing the chart and reconstructing the text orally for each

lesson in “Tieng Anh 11” using The Informationv Transfer

Technique

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A - INTRODUCTION

I REASON FOR CHOOSING THE TOPIC

The Ministry of Education has carried out many programs of innovation in teaching English with a view to developing students’ abilities The question is that how we can get students more involved and interested and help them use language skills well like listening, speaking, reading or writing In fact, during my teaching

at school, I realize that students have so many difficulties in learning these skills, especially reading skills Most of the students feel bored and do not want to read English texts or do comprehension exercises any more The reason is that the text

is always full of new words and structures As a result, students feel very stressful and are always under pressure whenever teachers ask them to read the passage or answer questions

To deal with this problem, I am sure that most of the English teachers will have to think and find out an effective method that is suitable for real condition and each student In this writing, I would like to recommend my teaching experience; that is “Using Information Transfer Technique to adapt some reading tasks for the while and post reading stage in TIENG ANH 11 ” I hope that my ideas

and my efforts will become a useful solution to teach the reading lessons

II AIMS OF THE STUDY

The purpose of the topic is to improve and enhance the effectiveness of teaching reading and make students more interested in doing comprehension exercises using “Information Transfer Technique” such as: charts, diagrams, tables, maps, etc Students now will not be stressful when they look at every passage They can understand and summarize contents of the reading lessons

Students who are bad at English will be very difficult to deal with a passage with so many new words “Information Transfer Technique” will help them understand the reading in a visual way The reading will become simple and attractive to them

With students who are good at English, “Information Transfer Technique” will help them generalize the text quickly and develop their critical thinking

To teachers, using “Information Transfer Technique” will help them solve difficulties in teaching reading effectively They don’t need to supply the students with so many new words and the students can master the reading lessons

I chose some reading lessons in “Tieng Anh 11” text book to illustrate my topic for several reasons Firstly, students who are in Grade 11 will be very busy with many subjects and have to prepare for the coming examination Therefore, most of the students do not pay attention to English lessons especially reading lessons Secondly, the reading lessons in this textbook will be longer and more complicated than those they studied in English 10 Moreover, choosing these

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reading lessons will soon help them improve their critical thinking and develop their reading skills

III DUTIES OF THE STUDY

- Study theoretical background of teaching reading using “Information Transfer Technique”

- Study practical background of teaching the reading lessons using “Information Transfer Technique” Then compare the result before and after adapting

- Drawing some useful experiences after studying

IV OBJECT OF THE STUDY

The students of the Grade 11 at Phan Dang Luu Upper-secondary school, Yen

Thanh District, Nghe An Province

V METHODS OF THE STUDY

I have finished this topic with the help of my colleagues and my students at my school I have used these following methods:

- I have read books, reference books and other problems relating to my topic

- I have analyzed the result and the difficulties that students encountered

- I have investigated and asked my colleagues’ evaluation and students’ comments

- I have applied English pedagogical methods

B CONTENT

I THEORETICAL BACKGROUND

1 What is the transfer?

The Oxford Dictionary has explained the term “transfer”: “To transfer (information / music, ect.) is to “ copy information, music, an idea, ect from one method of recording or presenting it to another” or “ to be recorded or presented in

a different way.”

With the definition above we can understand the term “transfer” like this: with the same information, we have many ways to present it and the procedure of transmitting from one type to another is the transferring

2 What is the Information Transfer technique?

There are several definitions relating to the Information Transfer technique: According to Stolar (1995, p.5) “Information Transfer technique means translating data from one form to another We move the Reading or Listening text

to graphic stimuli or visual like charts, graphs, diagrams, figures, maps, ect and vice verse”

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With the similar view, David Palmer, (1991, p.79) state that “An Information Transfer is an activity involving the reproduction of information either from a diagrammatic or semi-diagrammatic form into a fully linguistic form or vice verse”

It can be inferred that the learners are helped in understanding the text by means of a nonverbal device such as a diagram, graph, or table When simple knowledge is the objective, it can provide assistance in familiarizing students with vocabulary

3 Advantages of using Information Transfer Technique in teaching Reading

The Information Transfer Technique has many advantages over traditional teaching methods

First of all, Information Transfer Technique is regarded as a visual kind of information that falls into variety forms such as charts, graphs, maps, diagrams, etc Therefore, it is much easier for students to understand the details as well as the whole content of the text

Second, Students can often work together to complete a task, so encourage

an open and sharing atmosphere among students of a mixture of talents and personalities That is to say weak students will have a good opportunity to join in the group work with the help of good students Therefore, students will become an active language user and an active participant in the given activities while the teacher is a guide and consultant In addition, The Information Transfer Technique can lead to a learner-centred class where students can learn a foreign language by using it to accomplish different communicative tasks, so successful students’ communicative ability

Another advantage is that The Information Transfer Technique can help students master the reading passage easier With most main information of a reading text being transferred into charts, graphs, tables, etc This technique will be

a useful tool for teachers and students to deal with the partial and general content

of the text Also through the activities using information transfer technique, students can improve their ability of generalization and find the process of study a fascinated challenge

Generally, The Information Transfer Technique with its advantages will bring a new wind into the teaching process Information Transfer will help make the activities refresher more competitive as well as encourage students’ involvement in the lessons Students will be excited to join the various, challenging and creative activities and therefore the atmosphere of the class will be more attractive Then this may lead to a successful reading lesson for teachers

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3 Main types of Information Transfer

According to a specific reading lesson, we can apply one of these following techniques:

- Maps and plans

- Grids and tables

- Diagram and charts

- Diaries and calendars

- Miscellaneous lists, forms, coupons, etc

In my teaching experience, I mainly use charts, diagrams and tables to design reading activities

II PRACTICAL BACKGROUND

1 The real state of teaching and learning the reading lessons at The Grade 11 at Phan Dang Luu Upper- Secondary school

The first problem is that students have had trouble doing reading tasks at the while reading stage That is because most of the students at my school have so few new words and structures, so at this stage, although I provided the students with necessary vocabulary and explained the questions carefully, they still found the reading tasks very difficult and whenever teachers asked them to do the tasks in classes or at home, they usually copied their friends’ answers or used reference books to finish their tasks Moreover, most of the reading lessons in the Tieng Anh 11 new text book are long and full of new words This makes the reading tasks more difficult and they should be adapted

The second problem is that at the post stage, when I asked students to generalize the main idea or the content of the passage, they could not answer and even some other students didn’t understand what they have learnt Therefore, some activities using the Information Transfer Technique should be designed based on the text to help the students generalize and master the text content easily

Another one is that doing the repeated tasks every day like answering questions, gap-fill or synonym/antonym makes students feel very bored and loose their enthusiasm in learning reading lessons Some interesting activities using the Information Transfer Technique should be designed as new tasks to make the reading lessons more attractive to change the atmosphere and to get the students involved in the lessons

2 Adapting some activities for the while and post reading stage by completing the chart and reconstructing the text orally for each lesson in

“Tieng Anh 11 new ” using The Information Transfer Technique (From Unit

1 to Unit 10)

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In this paper, I will use The Information Transfer Technique to adapt some activities for the while and post reading stage and give out the procedure to demonstrate them

The while – reading stage: I have used Information Transfer Technique to adapt some reading tasks The aim of adapting is to make the tasks at this stage simpler and easier for the students to do

The Post – reading stage: I have used Information Transfer Technique to adapt some reading tasks for this stage The aim of adapting is to help students summarize or generalize the text content The students will use the information from the charts, diagrams or the tables to reconstruct the content of the passage orally This will help the students not only to master the lessons but also to improve speaking skills

Activity 1: Read the passage again and complete the chart

- Lesson: UNIT 1: THE GENERATION GAP (see chart 1)

- Stage: While you read – adapted task (Activity 4 – page 11)

- Aims: To help the students summarize the reading passage easier and to make the task more interesting and visual to students when they are reading information about the generation gap

- Time: 8 minutes

- Preparation: Ao paper size to draw the chart; handouts printed the chart; red pens; textbooks

- Procedure:

+ Step 1: Teacher gives instructions carefully

+ Step 2: Divide the class into groups or pairs according to student’s abilities and give students about 3 minutes to do

+ Step 3: Go around and help students whenever they need

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+ Step 4: Choose 2 groups or some pairs who finish first to come to the board to complete the information on the chart

+ Step 5: Check the result and give the correct answers

+ Step 6: Give feedback

Answer:

1 to discover the surrounding world

2 create their own opinions

3 make their own decisions

4 break rules and norms of society

5 a financial burden

6 in a more useful way

7 to impose their choices of university or career

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Activity 1: Read the passage again and complete the chart

Chart 1

Parents treat chidren like small kids

to help their children (1)……

Children grow up want to be

more independent (2)………… (3)………

Parents’concern about the clothes

(4)……… Distract them

from schoolwork

(5)………

Children should spend times (6)…

(4)……… Distract them

from schoolwork

Parents’concern about the clothes

Choosing a university or career, parents may try to

(7)…………

Parents treat chidren like small kids

to help their children (1)……

Children grow up want to be

more independent (2)………… (3)………

(5)………

Children should spend times (6)…

(4)……… Distract them

from schoolwork

Parents’concern about the clothes

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Activity 2: Read the passage again and complete the chart

- Lesson: UNIT 2: RELATIONSHIPS (see chart 2)

- Stage: While you read – adapted task (Task 2 – page 23)

- Aims: To help the students summarize the reading passage easier and to make the task more interesting and visual to students when they are reading information about relationships

- Time: 7 minutes

- Preparation: Ao paper size to draw the chart; handouts printed the chart; red pens; textbooks

- Procedure:

+ Step 1: Teacher gives instructions carefully

+ Step 2: Divide the class into groups or pairs according to student’s abilities and give students about 3 minutes to do

+ Step 3: Go around and help students whenever they need

+ Step 4: Choose 2 groups or some pairs who finish first to come to the board to complete the information on the chart

+ Step 5: Check the result and give the correct answers

+ Step 6: Give feedback

Answer:

1 only friends at school

2 very unhappy and lonely and wanted to drop out of school

3 the Americans 4 short and fat

5 the girls don’t even notice him

6 take the initiate and engage classmates in friendly conversation

7 find out what they like and discuss that topic

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Ha and Hoa are (1)…

2 weeks ago, Ha was (2)……

They had an argument because Hoa(3)…

To become an excellent students

They had an argument because Hoa(3)…

Nam

Nam think Ha is

(4)………

Ha and Hoa are (1)…

Activity 2: Read the passage again and complete the chart

`

Chart 2

Ha

Hoa Nam

They had an argument because Hoa(3)…

Nam

Buiding up

friendships

counsell or

Nam think Ha is

(4)………

Ha and Hoa are (1)…

2 weeks ago, Ha was (2)……

To become an excellent students

They had an argument because Hoa(3)…

Nam

Nam think Ha is

(4)………

Ha and Hoa are (1)…

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Activity 3: Read the passage again and complete the chart

- Lesson: UNIT 3: BECOMING INDEPENDENT (see chart 3)

- Stage: While you read – adapted task (Activity 4 – page 34)

- Aims: To help the students summarize the reading passage easier and to make the task more interesting and visual to students when they are reading information about becoming independent

- Time: 9 minutes

- Preparation: Ao paper size to draw the chart; handouts printed the chart; red pens; textbooks

- Procedure:

+ Step 1: Teacher gives instructions carefully

+ Step 2: Divide the class into groups or pairs according to student’s abilities and give students about 4 minutes to do

+ Step 3: Go around and help students whenever they need

+ Step 4: Choose 3 groups or some pairs who finish first to come to the board to complete the information on the chart

+ Step 5: Check the result and give the correct answers

+ Step 6: Give feedback

Answer:

1 building your confidence and self-esteen

2 not feel very stressed

3 act more confidently and responsibly

4 They can be checked later

5 Decide what is the most important; give the most of time; add to the top of your list

6 Organize them in a schedule

7 When they are developed, they take less time to do

Schedule the the things to

(5)………

Develop routines

because (1)……

(7)…………

Benefits of good time-management skills

(6)……… (2)…… (3)………

(4)………

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Activity 4: Use the words and phrases in the box to reconstruct the text orally

- Lesson: UNIT 4: CARING FOR THOSE IN NEED (see chart 4)

- Stage: Post reading - Activity 5 (P.50) – adapted task for the Activity 5

- Aims: To help the students to talk about some activities helping the community more easily by looking at the chart and reconstruct using their own language

- Time: about 10 minutes

- Preparation: Ao paper size drawing the chart; handouts printed the chart; textbooks

- Procedure:

+ Step 1: Teacher gives instructions

+ Step 2: Divide the class into groups, pairs or students can work individually according to their abilities and give them 5 minutes to prepare

If the students are not good at speaking and too shy to talk in front of the class, the teacher can model first

+ Step 3: Go around and help the students whenever they need

+ Step 4: Choose one representative from each group, pair or a student who can work individually to come to the board using the chart to talk about some activities helping the community

+ Step 5: Give comments and feedback

Record popular books for them

Huynh Mai Lien

Find out that they

enjoy reading

Dress up as Santa Claus to give gifts to the kids

Tran Nam

The disabled can fully take part in community’s life

Campaign slogan “ a gift for everyone”

On Christmas Day, invite all the kids to join the party

Hoa

Make a special Yule Log cake

Receive donating money to buy ingredients