INTRODUCTION 1.1 Rationale
Aims of the study
This study highlights the crucial role of activating students' existing knowledge in promoting high school students' participation and improving reading comprehension Foreign language teachers should prioritize activating learners' background knowledge through the three stages of reading activities to enhance their understanding of both the context and the texts Incorporating these strategies can lead to more effective reading experiences and deeper comprehension among students.
This study focuses on enhancing students’ reading comprehension in an EFL setting by activating their prior knowledge during the pre-reading stage By encouraging students to connect new information with what they already know, the approach aims to improve understanding and engagement Promoting active participation through these strategies helps students better grasp the reading material and fosters a more effective learning experience.
Scope of the study
Activating prior knowledge enhances learners’ achievement, motivation, and facilitates the development of new learning across all stages of a reading lesson (Marzano, 2000; Wilson et al., 2006; Dochy et al., 1999; Le et al., 2009; Myhill & Brackley, 2004; Mitchell, 2006) Specifically, this strategy promotes increased learner participation and improves reading comprehension during the pre-reading stage.
The targeted students are grade 10 students at Hermann Gmeiner High School.
Method of the study
This study employs an experimental research approach to examine whether activating students' prior knowledge can increase high school students’ participation and improve their reading comprehension To gather comprehensive data, four instruments were utilized: reading comprehension tests, class observations, interviews, and document analysis The findings aim to demonstrate the positive impact of activating prior knowledge on student engagement and reading proficiency.
The pre-test and post-test were carefully designed to have a similar number of words, cover identical topics, and maintain comparable difficulty levels to effectively evaluate students’ reading comprehension These assessments were administered to ensure that participants achieved the targeted reading proficiency level, allowing for accurate measurement of their progress over the course.
The purpose of class observations is to know the participation of high school students in the lesson
This study incorporated both classroom observations and in-depth teacher interviews to gather comprehensive insights into teachers' experiences and perspectives on effective classroom techniques Additionally, teachers implemented various classroom activities and strategies aimed at activating prior knowledge during the pre-reading stage, supporting the overall goal of enhancing student engagement and reading comprehension skills.
Organization of the thesis
The study is demonstrated through five chapters
This article begins with an overview of the current challenges related to reading difficulties and their negative impacts It then clearly states the study's objectives, scope, and methodology to address these issues Finally, the structure and organization of the research are outlined, providing a comprehensive understanding of the study’s framework.
In the second chapter, this chapter presents the previous studies related to the thesis and some concepts as theoretical basis for the study
The third chapter outlines the research methodology, beginning with a clear presentation of the research questions guiding the study It then details the chosen research approach to ensure the methodology aligns with the study's objectives The chapter also describes the research design, explaining how data are systematically collected and analyzed to achieve accurate and reliable results.
In the fourth chapter, the Findings- will present the data and discussed the results of the study
Chapter 5 – will summarize the findings, the limitations of the study and some suggestions for further research are also presented
LITERATURE REVIEW 2.1 Prior knowledge
Definition of prior knowledge
“Prior knowledge” generally refers to facts or information which you have learned or acquired through experience previously
When engaging in a new learning task, learners typically bring prior knowledge that helps them quickly connect new information with their existing understanding This existing knowledge serves as a foundation, facilitating more effective learning and deeper comprehension of the subject matter.
Prior knowledge, which includes students' content understanding and personal experiences, plays a crucial role in effective learning Teachers recognize that students enter the classroom with diverse backgrounds—ranging from highly educated families that promote reading, to those with limited real-world experiences and English as a second language To address this diversity, effective teachers incorporate pre-reading strategies that activate and assess students’ prior knowledge, thereby preparing them for successful reading comprehension.
A group of young learners are going to read about dolphins First they talk about what they already know in a brainstorm activity
Pre-task activities in the classroom, such as making predictions about content, answering true or false questions, and brainstorming, are effective strategies to explore and share students' prior knowledge These activities help activate existing understanding and foster engagement, setting a solid foundation for learning Incorporating interactive methods like agreeing on "5 things you know about " encourages student participation and promotes collaborative thinking, enhancing the overall learning experience.
The role of prior knowledge in language learning
The following researchers have proved the essence of prior knowledge to learning:
Prior knowledge accounts for the largest variable in student achievement (Marzano, 2000; Wilson et al., 2006)
Prior knowledge is the basis for all future knowledge (Marzano et al., 2000b)
Prior knowledge “constitutes a starting point for the construction of new knowledge” (Garrison,
Prior knowledge can be a significant and accurate predictor of performance and facilitates new learning (R A Thompson & Zamboanga, 2004)
Prior knowledge is a fundamental factor for learning new material (Myhill&Brackley, 2004)
Prior knowledge is critical to learning new information (Gagné, 1980)
Prior knowledge enhances learning about new material (Marzano, Norford, et al.,
Prior knowledge of the student largely determines a teacher’s effectiveness (A Jones, Todorova, &Vargo, 2000)
Recent research reveals that prior knowledge has a significantly greater impact on reading comprehension than previously believed It outperforms traditional measures such as intelligence test scores and reading achievement assessments in predicting how well students understand what they read These findings underscore the vital role of prior knowledge in enhancing comprehension skills, highlighting its importance for effective reading instruction.
Prior knowledge allows a student to understand a topic (R A Thompson
Prior knowledge plays a crucial role in enhancing learning by enabling students to efficiently encode and store information in long-term memory According to Kruse (2010), it helps establish meaningful links to personal experiences and existing knowledge, which facilitate the recall and application of new information Incorporating students' prior knowledge into the learning process supports deeper understanding and retention.
Prior knowledge and a student’s experiences play a significant role in learning new material (Le et al., 2009)
Students with higher prior knowledge tend to achieve more (R A Thompson & Zamboanga, 2004)
Prior knowledge and student characteristics had a larger impact on student achievement than instructional practices (Le et al., 2009)
Prior knowledge enhanced comprehension and students’ performance improved (Spires & Donley, 1998)
Prior knowledge and a student’s personal history influences, and has an effect on, how and what students learn (McGee, Almquist, Keller, & Jacobsen, 2008; R A Thompson & Zamboanga, 2004)
Prior knowledge and background characteristics play a larger role than educational interventions (Le et al., 2009)
Prior knowledge promotes growth of new learning through interaction (Dochy et al., 1999; Le et al., 2009; Myhill&Brackley, 2004)
Prior knowledge was an important asset when reading new material; students merged prior knowledge with new text to comprehend the new reading material (Johnston & Pearson, 1982; Spires & Donley, 1998)
Prior knowledge allows students to be more successful in minimally guided instructional tasks (Kirschner, Sweller, & Clark, 2006)
When prior knowledge and interests were linked, student motivation increased (Mitchell, 2006)
Prior knowledge not only effects unconscious behavior but also plays a role in deliberate choices (Betsch, Brinkmann, Fiedler, &Breining, 1999).
Activating prior knowledge
Activating prior knowledge, or schema, plays a crucial role in enhancing reading comprehension by connecting students’ previous experiences with the text they are reading Schema refers to textual cues that help readers subconsciously access relevant background knowledge, thereby improving understanding By engaging these cues, students can better link new information to what they already know, leading to more effective comprehension (Fisher & Frey, 2009).
There are two types of schemata: formal schemata and content schemata
A formal schema pertains to the background knowledge of the structural organization of various text types, guiding readers' expectations during comprehension (Carrell and Eisterhold, 1988) It consists of internalized, abstract patterns of discourse and textual organization that help us understand different genres such as fiction, poetry, essays, and academic articles (Carrell, 1983) Recognizing the genre of a text enhances reading comprehension by providing context and detailed clues about its content However, compared to linguistic and content schemata, formal schemata have a relatively lesser impact on the reading process (Carrell, 1984) Understanding formal schemas is crucial for decoding the organization and purpose of diverse texts, thereby improving interpretative skills.
A content schema reflects a reader’s existing knowledge about the topic, including cultural background, previous experiences, and familiarity with the subject matter (Anderson et al., 1979; James, 1987) It plays a crucial role in understanding texts by helping readers predict, select relevant information, and resolve ambiguities, especially when language skills are limited Research indicates that content schemata have a greater impact on reading comprehension than formal schemata, with topic familiarity directly enhancing how easily and quickly readers grasp information The more a reader knows about a subject, the better their comprehension and the more efficient their reading process.
By recalling those connections through 3 stages of reading, particularly in pre-reading phasea critical comprehension strategy should be trained to be the best practice for readers to use unconsciously
(Oliver Keene and Zimmerman) in Mosaic of Thought (1997), indicated main types of connections can support students to improve their reading level:
The "Text to Self" connection model emphasizes the importance of linking reading material to students' personal experiences, enhancing comprehension by integrating prior knowledge This approach encourages learners to better understand and relate to the text, fostering deeper engagement and meaningful learning By connecting texts to their own lives, students can develop a more active reading process that strengthens comprehension and retention.
"Text-to-world connections enhance students' understanding by linking stories to real-world contexts For example, reading 'Chiec luoc nga' benefits from knowledge about the Vietnam War, helping students better grasp the story's background and meaning."
"Text-to-text connections involve understanding how information in one book relates to another, helping readers make meaningful comparisons These connections allow readers to analyze a book’s style, characters, themes, and plot development, enhancing comprehension and prediction of story outcomes Recognizing these links improves reading comprehension and fosters a deeper understanding of literature, making it a vital skill for developing critical reading strategies."
Professional readers often employ explicit teaching strategies to clarify reading content and enhance understanding as independent learners Keene and Zimmerman (1997) identify this approach as a key schema among seven strategies essential for comprehension success, emphasizing its importance in developing strong reading skills.
Connections serve as the foundation for students to effectively absorb new information, including facts, ideas, and concepts from texts When reading, students relate new material to what they already know, enhancing their understanding and retention This process helps build and strengthen their knowledge schemas, leading to more meaningful learning experiences Developing strong connections supports improved comprehension and long-term academic success.
Teachers typically spend 6-8 weeks systematically and explicitly teaching a specific reading strategy, ensuring students gain a thorough understanding before progressing To develop versatile reading skills, students should practice with a variety of texts to become familiar with different text structures and formats Effective instruction involves teachers carefully selecting and modeling diverse texts to help learners master essential reading strategies.
Schema theory posits that comprehension relies on the interaction between existing background knowledge and new textual information, making schema activation essential for effective reading The present study aims to investigate how activating schemas can enhance reading comprehension among EFL learners, who face challenges due to linguistic complexities such as vocabulary and sentence structure (Anderson & Pearson, 1984) According to Cook (1997), schema activation occurs when learners’ previous experiences are combined with the text, highlighting the importance of pre-reading activities to build background knowledge (Yule, 2000) Despite its significance, schema activation is often overlooked, emphasizing the crucial role of teachers in facilitating learners’ prior knowledge to improve understanding.
Normally, what we’re reading recalls what we know As a matter of fact what we read really connects what we are thinking at that time
Activating Prior Knowledge involves strategies that help teachers connect new content to students' existing understanding Using familiar contexts within the curriculum enables students to better relate to and absorb new information This approach enhances comprehension by creating mental links between prior knowledge and upcoming concepts Additionally, activating prior knowledge prepares students for what they will encounter next, making the learning process more engaging and effective.
Effective language instruction requires teachers to focus on instructional techniques, classroom management, grade-level content, and the development of background knowledge To understand the impact of background knowledge activation on reading achievement, it is essential to examine the concept of spreading activation Spreading activation plays a crucial role in enhancing students' comprehension by facilitating the connection of prior knowledge with new information, ultimately improving reading outcomes.
2.2.1 Activating prior knowledge in teaching English
Effective foreign language teaching recognizes that not all methods suit every student, as individual differences in experience, mental and emotional states, interests, and cognitive development impact comprehension Teachers must consider these factors when selecting teaching strategies, understanding that it is unnecessary to rigidly adhere to content schemata Instead, employing diverse reader strategies—such as those outlined by Carter and Long (1991: 16)—can enhance learning outcomes across different student groups.
- using titles and illustrations to understand a passage,
- becoming aware of the reading process, and
Implementing diverse learning strategies can effectively foster foreign language acquisition in students A key approach is encouraging students to analyze text variables when applying reading strategies, such as distinguishing between different text types like fairy tales and newspaper articles Understanding these differences helps students recognize varying language features, including controversial topics, complex sentence structures, and high-frequency vocabulary While fairy tales often feature happy endings, newspaper articles typically employ formal tone and specialized language to discuss issues like disarmament treaties, aiding learners in navigating both narrative and informational texts for comprehensive language mastery.
2.2.2 Activating prior knowledge in teaching reading
Teachers should explicitly and systematically guide students in comprehension strategies through ongoing instruction to foster independent learning From the outset, teachers must model their thinking processes to demonstrate effective comprehension techniques As students become more confident, they can naturally apply these strategies to enhance their understanding, ultimately developing independent and effective reading comprehension skills.
Previous related studies
The influence of prior knowledge on reading comprehension has been extensively studied and remains a topic of debate among researchers (Aebersold & Field, 2005; Carrel; Devine & Eskey, 1988; Hudson, 2007; Vacca & Vacca, 2008) While many studies support the idea that activating prior knowledge positively impacts comprehension in both L1 and L2 contexts, some findings challenge this trend Despite the evidence, activating prior knowledge is often overlooked as a crucial factor affecting reading understanding This article emphasizes the importance of activating prior knowledge during the pre-reading phase to increase student engagement and improve overall reading comprehension.
Summary
This literature view is to provide an overview of the relationship between language learners’ background knowledge and their reading comprehension
The categories are derived from an initial review of existing research by other authors, focusing on social, scientific, sports, animal, and various factors influencing expository comprehension A comprehensive analysis of 62 research studies supports the findings of this study, providing valuable evidence to address the research questions explored in the next chapter.
This chapter outlines the research methodology, beginning with the research questions that guide the study It includes a detailed description of the research approach, design, and data collection methods used The chapter also covers information about the participants, the materials employed, and the procedures followed to ensure a comprehensive and systematic investigation.
This study aimed to activate students' prior knowledge during the pre-reading stage to boost their participation and improve reading comprehension Eighty high school students were selected to participate in the research, providing insights into the effectiveness of teacher-led pre-reading strategies in enhancing student engagement and understanding.
This work of rеsеarch is dеsignеd to answеr a sеt of quеstions Hеrе arе thе quеstions which stimulatеd thе conduction of this study:
What classroom activities and techniques could be used to activate high school students’ prior knowlege in the pre-reading phase to promote their participation and enhance reading comprehension?
Does activating prior knowlеdgе in pre-reading stage promote high school students’ participation and enhance reading comprehension?
Are there any differences between the two groups in the level of their participation and reading comprehension?
This study investigates the hypothesis that activating L2 learners' prior knowledge of informational texts can enhance their participation and improve reading comprehension By examining this relationship, we aim to confirm whether prior knowledge truly supports better understanding of texts Confirming this hypothesis will provide valuable insights into effective strategies for L2 reading instruction Ultimately, our findings will help answer key questions about how prior knowledge influences L2 learners' engagement and comprehension skills.
3.2 Rеsеarch approach The method employed in this research is experimental The experimental method involves manipulating one variable to determine if changes in one variable cause changes in another variable This method relies on controlled methods, random assignment and the manipulation of variables to test a hypothesis The combination of different instruments used in this research help to gain realible data, thus the researchers had a close investigation into activating prior knowledge in pre- reading stage to promote high school students’ participation and enhance their reading comprehension
This study investigates how activating high school students’ prior knowledge before reading affects their comprehension skills The research emphasizes the importance of prior knowledge activation, specifically through the strategy of pre-questioning, which serves as a model for other activation techniques The primary goal is to enhance students' reading comprehension by engaging their existing knowledge, with pre-questioning identified as an effective method to achieve this.
This study employs a cross-sectional experimental design to investigate the impact of prior knowledge activation on reading comprehension Participants in the experimental group engage in pre-questions that activate their existing knowledge about the text, while their reading comprehension scores are compared to those of a control group that receives no prior knowledge activation The experimental group, which participates in prior knowledge activation through pre-questions, provides insights into how such strategies can enhance reading comprehension, making this research valuable for developing effective reading instruction methods.
Students are divided into two classes based on the number of texts they study together The first class experiences the full lesson plan, including pre-reading activities to activate prior knowledge, while the second class works on the same lesson plan without pre-reading tasks The key difference between these groups lies in the role played by group activities; specifically, the pre-questioning or pre-knowledge activation method shifts from one group to the other between Part One and Part Two, influencing how students engage with the material.
Lеsson plan With prе-rеading activitiеs Without prе-rеading activitiеs
Rolе Еxpеrimеntal Control
The experiment involved the entire group of English language Grade 10 learners, divided into two randomly assigned groups: Class 1 and Class 2, each consisting of 40 students To prevent bias, participants were unaware that they were part of a research study During the sessions, students engaged in a typical reading environment where they read a passage and completed related reading comprehension exercises.
Since 2006-2007, Vietnamese high school English curriculum has undergone significant reforms to better develop students' language skills, integrating reading, speaking, listening, and writing The new textbooks, such as “Tieng Anh 10,” “Tieng Anh 11,” and “Tieng Anh 12,” prioritize comprehensive language learning by placing reading at the beginning of each unit, followed by speaking, listening, and writing exercises Language focus sections, which cover pronunciation and grammar, are included at the end of each lesson, ensuring a balanced approach Each 45-minute lesson centers around a specific topic, with 16 lessons in “Tieng Anh 10” dedicated to engaging and practical speaking topics, reflecting the importance of English as a global language in the context of integration and globalization.
Table 1: The reading topics of sixteen units in Tieng Anh 10
1 A day in the life of …
8 The story of my village
The material in Appendix I features a 300-word reading passage about Marie Curie’s background, serving as an expository text that highlights her professional achievements and scientific contributions It provides insight into gender equality during her era, helping readers understand the historical context of her life The passage assumes prior knowledge about Marie Curie, reflecting her significance as one of the most outstanding women in science history The text avoids technical jargon and culture-specific ideas, making it accessible for foreign language learners and enhancing their comprehension Overall, this passage offers valuable information about Marie Curie’s legacy, inspiring readers and supporting their understanding of her impactful scientific career.
This material includes two types of questions: True-False exercises and comprehension questions The True-False exercises consist of five questions, each with two answer options, where students select the most accurate answer based on the passage Comprehension questions focus on Marie Curie’s life events, aiming to assess students' understanding of the text's ideas These questions primarily test hypothesis recognition, requiring learners to identify specific information from the passage Instructions for True-False exercises emphasize choosing the most accurate answer according to the passage, while comprehension questions involve evaluating clues and details to reflect understanding Overall, students are expected to carefully read each question and select answers that accurately represent their comprehension of the given material.
3.3.3.1 Reading comprehension tests Firstly, eighty participants had to do an English general test (see Appendix ) Each of them was given a test to help the teacher to determine the student’s level of English This assessment was used to identify English level for each student The test was done during 45 minutes It was marked with the number of correct answers in comparison with the total questions of the tests Then, the teacher relied on the result of the English general test to divide 80 students into two groups which was named control group and treatment group
Both groups completed a pre-test (see Appendix B) that featured a reading passage titled "To be or not to be vegetarian." Participants were asked to time their reading and answer comprehension questions, with teachers collecting their responses The primary goal of this pre-test was to assess their reading comprehension skills before implementing strategies to activate prior knowledge during the pre-reading stage, providing a baseline for measuring the effectiveness of the instructional approach.
This research focused on enhancing reading comprehension through a structured 8-week program involving control and treatment groups The study utilized a total of sixteen lesson plans, with eight lessons conducted as part of regular English instruction for the control group, while the treatment group received additional activities aimed at improving reading skills During the intervention, both groups spent 30 minutes on reading tasks, but the treatment group was given an extra 15 minutes to reread the texts through supplementary activities, enabling a more comprehensive assessment of their reading comprehension.
Research design
In this study, Class 2 served as the control group that did not receive any treatment, while Class 1 was the experimental group that was subjected to the intervention The reading comprehension scores of both groups are presented in the table below, allowing for a comparative analysis of the impact of the treatment on students' reading skills This comparison highlights the effectiveness of the experimental treatment in improving students' reading comprehension performance.
DATA ANALYSIS AND DISCUSSION 4.1 Data analysis
Discussion
The scores of the experimental group (Class 1) are higher than those of the control group (Class 2), indicating better performance among experimental participants The mean score for the experimental group is 1.97 points higher than that of the control group, with the experimental group's mean, median, and mode all being 17, compared to the control group's median and mode of 15 and 13 This consistent difference across measures demonstrates that experimental subjects outperform control subjects, based on the comparison of their means, medians, and modes.
The t-test results demonstrate that the observed t-value of 5.47 exceeds the critical t-value of 1.662, yielding a significant difference of 3.808, which confirms the reliability of our findings This high level of significance supports our hypothesis that activating prior knowledge positively influences reading comprehension and participation Consequently, the data indicates that readers with activated prior knowledge perform better in reading comprehension and participation than those without such activation, establishing a clear cause-effect relationship.
Activating prior knowledge enhances reading comprehension by helping learners focus on new information and build confidence before reading Experimental group members, such as Class 1, benefited from this approach by recalling ideas about the scientific celebrity Marie Curie, which saved time and emphasized new content This process also introduced key vocabulary, like "celebrity," facilitating better understanding Prior knowledge activation allowed participants to connect new information to existing schemata, leading to improved comprehension, as evidenced by their higher scores compared to the control group These findings confirm that manipulating prior knowledge has a positive impact on reading success.
This study investigates the impact of activating prior knowledge on high school students during the pre-reading stage to enhance their reading comprehension and encourage active participation The findings confirm that activating learners’ prior knowledge about informational texts significantly improves their reading scores, as demonstrated by a t-test analysis Students found pre-reading activities engaging and valuable for understanding and remembering the texts, which fostered a communicative learning environment and boosted motivation The results suggest that prior knowledge activation is an effective strategy for helping English as a foreign language learners overcome language barriers and grasp the meanings of informational texts Overall, activating prior knowledge benefits learners both cognitively and emotionally, increasing their willingness to read and comprehend Implementing this strategy can enhance learners’ English reading proficiency and promote greater student participation in the learning process.
CONCLUSION AND SUGGESTIONS 5.1 Summary of findings
Limitations
This study has certain limitations that should be acknowledged Some challenges stem from the research methodology employed, while others are related to the evaluation measures used It is important to highlight these key limitations to provide a comprehensive understanding of the findings and ensure transparency in the research process.
The first limitation of this study pertains to the small sample size, with only 80 participants across two groups, which is limited compared to the total number of EFL learners Managing these participants requires significant effort from the researcher, particularly as individual attention is needed during pre- and post-tests, as well as during timed and paced reading administrations The process of calculating reading and comprehension test results for each participant is time-consuming A larger sample size would enhance the generalizability of the findings to the broader population of EFL learners.
A key limitation of this study is the brevity of the treatment duration, which significantly impacts the outcomes Reading, as a complex skill, requires extensive practice over a longer period to achieve notable improvement The eight-week timeframe, with only 15 minutes allocated per reading session, limited our ability to extend the training to paced reading techniques With more time, students would likely have demonstrated greater progress, highlighting the importance of sufficient treatment duration in reading interventions.
A key challenge in this study was adapting and matching the difficulty level of the passages to suit students' proficiency Since all texts were drawn from the students' English course book, it was difficult to ensure consistency in terms of difficulty, word count, and types of comprehension questions across all passages.
Activating prior knowledge during pre-reading is a proven effective strategy to enhance reading comprehension and increase student engagement My research confirmed that leveraging students' existing knowledge helps them better understand new material and encourages active participation in the learning process Based on these findings and acknowledging the study’s limitations, it is recommended that future research explore additional methods to optimize pre-reading activities for diverse learner groups.
The study highlights that EFL/ESL teachers should implement diverse pre-reading activities to help students connect their prior knowledge with new texts, ultimately enhancing reading comprehension Although preparing and executing these activities may require additional time, their positive impact on learners justifies the effort Brainstorming should be used to activate students' background knowledge rather than to influence their opinions, fostering a supportive environment for free expression It is essential that teachers refrain from judging or criticizing students’ ideas, encouraging spontaneous sharing which allows learners to reflect on and evaluate the relevance and accuracy of their thoughts—aligning with Weick, Sutcliffe, and Obstfeld’s (2005) assertion that students can better understand important concepts by hearing their own ideas for the first time.
To enhance reading comprehension, teachers must develop reflective thinking and higher-order thinking skills Addressing teachers’ limited awareness of students' prior knowledge requires immediate support from supervisors and administrators Professional development through in-service training is crucial to equip teachers with effective background knowledge activation strategies Formal and informal training should guide teachers in systematically implementing reading strategies to improve comprehension Additionally, teacher’s reference books are valuable resources, offering numerous examples of effective instructional techniques for teaching reading comprehension.
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AA SSAAMMPPLLEE LLEESSSSOONN PPLLAANN ЕNGLISH 10
Datе of dеsigning: 25/9/2016 UNIT 3: PЕOPLЕ’S BACKGROUND Lеsson 1: Rеading
Class: 10 E Place: Hermann Gmeiner School Teacher: Tran Thi Cam Nhung
*Aims: By thе еnd of thе lеsson, studеnt will bе ablе to
- rеad bеttеr through Matching and Truе or Falsе еxеrcisеs
- improvе background knowlеdgе about famous sciеntists еspеcially about Mariе Curiе
Tеaching aids: Somе photos of famous pеoplе and somе information about thеm Datе of tеaching:3/10/2016
Timе CONTЕNTS ACTIVITIЕS OBJECTIVES
Hong Nhung Mariе Curiе Miss Hanh
Ngo Tat To sciеntist writеr singеrs tеachеr
- Givе somе famous pеrsons’ namеs in thе column A and thеir job in thе column B
- Lеt studеnts match thе pеoplе with thеir jobs
- Rеchеck and to raisе sts' intеrеst and to introducе thе topic
Hong Nhung Mariе Curiе Miss Diеu Ngo Tat To singеrs sciеntist tеachеr writеr introducе thе nеw lеsson: Mariе Curiе
1 Can you namе and tеll somе sciеntists and thеir spеcializations?
2 What arе thеir jobs?
3 Havе you еvеr hеard of Mariе Curiе?
4 What do you know about hеr?
2 spеcialisation [,spе∫lai'zеi∫n] (n): chuyên ngành
3 brilliant ['briljnt] (adj): tài giỏi
5 privatе ['praivit] (adj): riêng tư, cá nhân
- Ask somе quеstions about somе famous pеoplе and Mariе Curiе
- Lеt studеnts writе somе information about Mariе Curiе with modеl givеn
*What you alrеady know about hеr
*What you want to know about hеr
- Lеt еach studеnt stand and spеak thеir opinions
- Go around and hеlp thеm if nеcеssary to guidе sts how to do and to providе thеm with nееdеd vocabulary and grammar
6 intеrrupt [,int'rpt] (v): chеn vào, làm gián đoạn
8 award (v,n): khеn thưởng, giải thưởng
Bеforе thе lеsson today, I providеs somе nеw words for you
- Rеad еach word 3 timеs and ask thе sts to rеpеat it
- Lеavе sts 1 minutе to sеlf- practicе
- Ask 4-5 sts to rеad all thе words aloud in front of thе class
- Listеn and hеlp thе sts to rеad thе words corrеctly
Task 1: Match thе words or phrasеs in
1.with flying colors a having a fully dеvеlopеd mind
2 dеtеrminе b kееp in thе mind
3 maturе c vеry wеll, with a vеry high mark/gradе
5 harbor е find out еxactly by making calculations
- Ask thе studеnts to rеad thе passagе indеpеndеntly and match thе words or phrasеs in A with thеir mеaning in B
- Tеll sts to rеfеr to Vocabulary for hеlp and еncouragе thеm try to guеss thе mеanings of thе words in thе contеxt
To practisе rеading and do thе tasks
Task 3 : Dеcidе whеthеr thе statеmеnts arе truе (T) or falsе (F)
2 F( Hеr drеam was to bеcomе a sciеntist)
4 F (Shе marriеd Piеrrе Curiе in 1895)
Task 3: Answеring quеstions
1.Mariе Curiе was born in Warsaw on Novеmbеr 7,1867
2.Shе was a brilliant and maturе studеnts
3 Shе work as a tutor to savе monеy for a study tour abroad of thе rеading
- Ask thеm to comparе thе answеrs with thеir friеnds
- Call on somе sts to rеad and еxplain thеir answеrs aloud in front of thе class
- Givе fееdback and corrеct answеrs:
- Ask thе sts to rеad thе passagе morе carеfully and dеcidе whеthеr thе statеmеnts arе truе(T) or falsе(F)
Corrеct thе falsе information
- Ask thе sts to highlight or undеrlinе thе information in thе passagе that hеlps thе studеnts to find thе corrеct answеrs
4.Shе was awardеd a Nobеl Prizе in Chеmistry for dеtеrmining thе atomic wеight of radium
5 No it wasn’t hеr rеal joy was “ еasing human suffеring
- Movе round to hеlp sts if nеcеssary, thеn ask thеm to sharе thеir answеrs with thеir partnеrs
- Ask somе sts to givе answеrs
- Listеn and hеlp thе studеnts to do thе еxеrcisе corrеctly
- Lеt studеnts work in pairs
- Ask studеnts to work in pairs to answеr thе quеstions
- Tеll thе studеnts to comparе thеir answеrs with othеr pairs Lеt thеm discuss and corrеct for onе anothеr
- Call somе pairs of studеnts to rеad aloud thе quеstions and answеrs in front of thе class
- Fееdback and givе corrеct answеrs
After reading, it is evident that she was a strong-willed individual who harbored the dream of a scientific career, which was considered impossible for a woman during her time She was highly ambitious, continuously advancing in her career despite challenging living conditions that demanded hard work Her intelligence was recognized through the Nobel Prize, highlighting her exceptional contributions Additionally, her humane nature was reflected in her efforts to ease human suffering, making her an inspiring figure in history.
-Ask studеnts to closе thеir books and practisе tеlling somеthing about Mariе Curiе
- Lеt studеnts rеrеad thе passagе quickly to find еvidеncе from thе passagе to provе еach of thеm
Understanding the different ways to use common phrases can enhance your English communication skills For example, "work as" is used to describe someone's role or occupation, such as "She works as a teacher." The phrase "in spite of" introduces a contrast, like "In spite of the rain, they continued their hike." When describing collaboration, you might say, "They worked together on the project" to indicate joint effort The phrase "took up the position" refers to someone starting a new job, as in "He took up the position of manager last month." To check students' understanding, teachers often "check students' understanding" through questions or exercises, and they also "summarize the text" to highlight key points These expressions are useful for both academic and everyday English.
(2') V Homеwork -Rеrеad thе passagе and writе about anothеr famous pеrson (about 100 words)
TO BE OR NOT TO BE VEGETERIAN
A strict vegetarian is someone who never consumes any food derived from animals One of the main challenges of long-term vegetarianism is obtaining enough protein, which is essential for muscle building and overall health Many people experience physical weakness when they abstain from meat or animal products for extended periods, such as during religious fasting This often leads to a strong craving for meat, with individuals feeling relieved once their fast ends and they can enjoy a satisfying, protein-rich meat meal.
Proteins are composed of around twenty essential amino acids, with animal proteins generally providing higher concentrations than plant-based sources To meet your amino acid needs through vegetables alone, you must consume significantly larger quantities of plant foods, which can lead to waste and inefficiency From a physiological perspective, this makes long-term vegetarianism less advantageous due to the challenge of obtaining sufficient amino acids from plant sources alone.
When evaluating the economic aspects of vegetarianism, vegetable-based foods are generally much cheaper than animal products However, since only a small portion of vegetable protein is effectively utilized for muscle building, vegetarians aiming for the recommended 70 grams of daily protein must consume larger quantities of food, which can strain their digestive systems It is also important to note that vegetarians often contend they require less than 70 grams of protein per day, challenging the conventional protein intake standards.
Vegetarianism is generally not recommended for growing children, as they require higher levels of protein that are difficult to obtain from plant-based sources alone However, a lacto-vegetarian diet that includes milk and dairy products like cheese can meet the nutritional needs of children, provided sufficient quantities of these foods are consumed.
Meat and cheese are the best sources of usable animal protein and next come milk, fish and eggs
Slow and careful cooking of meat enhances digestibility by breaking down proteins, making it easier for the body to process When preparing vegetables, it's important to avoid overcooking to preserve vital nutrients, especially water-soluble vitamins like vitamin C Proper cooking methods help retain the nutritional value of vegetables while ensuring meat is easily digestible.
With fruit, vitamin loss is negligible, because the cooking water is normally eaten along with the fruit, and acids in the fruit help to hold in the vitamin C
Most nutrition experts recommend a balanced diet that includes a variety of foods to ensure adequate vitamin intake Vitamins, first called 'accessory food factors' in 1906, are essential substances found in foods alongside carbohydrates, fats, minerals, and water for maintaining good health The most common nutritional deficiencies in Western diets today are vitamin deficiencies A well-balanced diet that includes sufficient amounts of milk, fruits, vegetables, eggs, and high-quality protein sources like meat, fish, or poultry generally meets the minimum daily vitamin requirements.