Đây là bài assignment hết môn TESOL của giai đoạn 1 chương trình đào tạo Thạc sỹ của ĐH Hà nội liên kết với ĐH Victoria Úc.Một trong số môn học chủ đạo và rất khó để đạt điểm cao. Bài này đã đạt điểm 8 của cô Thái Hà.
Trang 1HANOI UNIVERSITY DEPARTMENT OF POST-GRADUATE STUDIES
FINAL ASSIGNMENT
Trang 2
Table of contents
Lesson Plan……… …………1
Description of the Lesson.……….……… …………5
Action research Proposal Research aim……… ……… …8
Research question……… ….…8
Rationale for the research……… ……8
Possible outcomes……… … 10
Methodology……….………12
Reading list.……… …12
Subject……… …13
Materials……….… 13
Procedures……….……15
Reference……….…….16
Trang 3LESSON PLAN
AIM: To develop reading skills using authentic text (the article)
CLASS PROFILE: 15, 25-40 year-old female and male of intermediate level
ANTICIPATED PROBLEMS: Real language
VISUAL AIDS: photocopies of article, worksheets, CD
TIME: 60 minutes
T1: Shows the image of FAT CAT
Ss: Predict topic
T2 Ask some question about the Silicon
Valley – Capital of high technology to get
brain storming from the Ss
Ss: Talk about their knowledge of the city
T3: Ask Ss to listen 2 real stories of 2 person
who are millionaires
Ss: Listen and fill out the information on the
worksheet in the coursebook
T4: Ask Ss to read question 1 in the pre –
To attract Ss
To predict the topic
To relate topic with
T-ss Ss-T T-Ss
Ss
Ss-T Ss-T
15 minutes
Trang 4reading part in the coursebook
Ss: work in group 4 to discuss about the
question that related to the topic of the article
T1: Ask Ss to read the article and answer the
question Offer help, monitoring progress
Ss: Skimming to do the task 1 Read the text
on the opposite page about bosses who
perform badly but earn huge salaries Do
you think all pay should be bases on
performance
T2: Let Ss read and work in pair
Ss: Say their ideas about the task 1
T3: Ask Ss to use scanning reading to do the
task 2: Answer 5 questions
Ss: Scanning and answer the questions
To Train Ss to scan to get specific information to answer questions from 1 to 5
Integrate Reading with Speaking
Individual work
T-S
S-Ss
Individual Work
T-S
S-Ss
25 minutes
Trang 5Ss: Discuss about: How much say should
shareholders have in executive pay deals?
Ss Fill the exercise 1 : Replace the Initial
Word by given words
T1: Circulates, listens to Ss, monitors
Ss: Report to results
Ss: Continue to do task 2: Multi-verbs
T2: Monitors and get answers from the Ss
To train Ss to practice
to use new word to fulfill the tasks
To help students to practice in using new words
T1: Guide Ss to do some tasks at home
Extensive Reading: Read more short articles
related to the topic
To help students practice more and review all they get after the lesson
Individual work at
Description of the Lesson
The Lesson is divided into three phase: Pre-reading, While-Reading and Post – Reading
Pre –reading phase (15 minutes)
According to Chastain (1998), the purpose of pre-reading activities is to motivate the students to want to read the assignment and to prepare them to be able to read it Righler and
Trang 6Weber (1984) call pre-reading activities enabling activities, because they provide a reader with necessary background to organize activity and to comprehend the material They say that pre –reading activities elicit prior knowledge, build background, and focus attention
With this in mind, as a teacher, I follow the steps in the coursebook Firstly, I give students the picture of FAT CAT to attract their attention After that, I give some questions about Silicon, Sanfranciso‘s capital of the hi – tech industry, produces dozens of new millionaires every day What do they know about this city Above task uses one of the pre-reading strategies suggested by Auerbach and Paxton (1997; 259) which is questioning strategy Questioning can be regarded as another type of top-down processing activity My students are at intermediate level, top-down processing in order to facilitate reading comprehension Moreover, with the question ―What do you know about the Silicon Valley?‖
is ―brain storming‖ Students are then invited to call our words or concepts they personally associate with the keyword or words provided by the teacher Brainstorming has many advantages as a classroom procedure First, it requires little teacher‘ preparation, second, it allows learners considerable freedom to bring their own prior knowledge and opinions to bear
on a particular issue, last, it can involve the whole class
After that, the students are required to listen to a short audio introducing two persons from Silicon Valley tell about themselves Brad and Anne talking about their life by completing information about age, position, salary and how many hours they worked I use the audio from the coursebook: Intelligent Business on the page of 34
These Pre- reading activities ―elicit prior knowledge, build background, and focus attention‖ (Ringler and Weber, 1984) Moreover, pre-reading tasks have tended to focus exclusively on preparing the learners for likely linguistic difficulties in a text or socio-cultural inadequacies Also, they may remind learners of what they do, in fact, already know and think, that is to activate existing schematic knowledge
While- reading phase (25 minutes)
Trang 7The main goals of the while-reading phase are strategy and skill practice, and linguistic development, as well as helping learners to understand the writer‘s purpose, and the text structure and content
Firstly, the students have some minutes to read the text on page 35 of the coursebook
The students are required to use skim reading to do the task 1 on the page of 34 That is: Read the text on the opposite page about bosses who perform badly but earn huge salaries Do you think all pay should be bases on performance? ―Skim reading is used to get a global
impression of the content of a text An example would be previewing a long magazine article
by reading rapidly; skipping large chunks of information, and focuses on headings and first lines of paragraphs‖ (Tricia Hedge, 2000) With this reading skill, the students can get general information to discuss in-group of 4 about the question of the task 1
Secondly, the students are required to read again This time, they use scanning reading
to fulfill the task 2: Choose the best answer for each question on the page of 35 ―Scanning
involve searching rapidly through a text to find a specific point of information, for example, the relevant times on a timetable, items in a directory, or key points in a academic text.‖ (Tricia Hedge, 2000) There are five questions and demand the students get the right information from the article This task help students concentrate on the information that are right with the questions
Post reading (15 minutes)
The post-reading phase helps learners to consolidate what they have read and, at the same time, aims to relate the text to the learners‘ experience, knowledge, and opinion First, Students are required to discuss about ―how much say should shareholders have in executive pay deals‖? This activity is planned in the light of skill integration between reading and speaking
Next, the students are required to do two exercises They help students to practice and remember the new words in the article and know how to use in the context It is received wisdom that people learn most of their vocabulary from reading In either case, reading is seen
to be beneficial for foreign language learning and especially for vocabulary building
Trang 8According to Tricia Hedge, vocabulary is another major component of reading ability with wish language learners will experience difficulty, but the degree of difficulty will vey with the demands of the text It is also argued that most vocabulary is learned through context
Exercise 1 is vocabulary will equip students some words and phrases appeared in the articles related to the topic of the unit They have opportunity to learn the lexical cohesion through a chain of synonyms (for example, ―recommend‖ and ―advice‖) They will know how
to use these words in particular contexts Moreover with exercise 2: vocabulary 2 is Gap filling continuing to support the students more multi – part verb with an object and without an object
Last, I use 5 minutes to overview about the vocabulary, knowledge, and give some homework The homework is that the students are required extensive reading more articles related to the topic
Although I teach reading but others skills are integrated The lesson offers the greatest number of activities that contribute to the development of reading integrated with the other language skills It offers few opportunities for the integration of reading with listening and speaking
Conclusion
The reading lesson should aim to build students‘ ability to engage in purposeful reading, adopt
a range of reading styles necessary for interacting successfully with authentic texts, and to develop critical awareness This implies developing competence in the foreign language and confifence in using awareness of the structure of written texts, and knowledge about the world
to create meaning from a text Both competence and confidence need preparation and practice
in supportive environment of the classroom and persuasion to carry on reading in English outside the classroom That is called extensive reading Thus, the teacher should encourage extensive reading outside the class
There are two major ways available for extensive reading One is the use of class readers where the teacher chooses a book and each student has a copy, and private reading at home
Trang 9with exersices set by the teacher and follow-up work The teacher should check reading, keep
up incentives for reading
As a teacher, I give an Action Research Proposal about Extensive Reading to help lesson better
Action Research Proposal
1 The title:
Extensive Reading (ER) is an effective approach to improve students’ reading speed and general language proficiency
2 The aim of the research:
The aim of this research is:
- To explore whether students feel interested in Extensive Reading
- To find out the answer to the question that ‗‗Do extensive help these students improve their reading speed and proficiency?‖
3 The research questions:
1 Do students‘ reading rates improve through Extensive Reading?
2 Do students‘ general language proficiency improve through Extensive Reading?
4 The rationale for the research:
Day and Bamford (1998) credited Harold Palmer as the first to use the
term extensive in referring to a large amount of reading with a focus on the meaning of the
text For Palmer, reading extensively has the advantage of being both informative and pleasurable In other words, ER has real-world purposes in reading Day and Bamford (2002,
pp 137–140) posited 10 principles of ER: The reading material is easy; a variety of reading material on a wide range of topics must be available; learners choose what they want to read;
Trang 10learners read as much as possible; the purpose of reading is usually related to pleasure, information, and general understanding; reading is its own reward; reading speed is usually faster rather than slower; reading is individual and silent; teacher orient and guide their students; and the teacher is a role model of a reader
Ono, Day, and Harsch (2004) provide some tips for teachers They suggest that teachers have students avoid using dictionaries and train them to skip unknown words This is
in contrast to the traditional practice in English language teaching pedagogy, which encourages students to try to guess words in context as much as they can Furthermore, teachers should encourage students to simply stop reading if texts they are reading are not interesting Following these principles and tips, ER studies have shown that their participants improved in areas such as reading comprehension, expanding vocabulary knowledge, and enhancing writing skills Moreover, the studies reported that students who engaged in ER gained positive attitudes toward reading and increased their motivation to read The studies presented in the fourth and fifth rows are the most directly relevant in designing the methodology for the study, because the focus of the present study will be on the relationship between ER and reading rate
The theoretical frameworks supporting ER include input hypothesis (Krashen, 1985,
pp 2–3) and pleasure hypothesis (Krashen, 2004) According to Krashen (1982, 1985, 1989),
language learners acquire languages by understanding messages in a low anxiety context Specifically, Krashen (1989) explained the hypothesis is in this way: ―comprehensible input is the essential environmental ingredient—richly specified internal language acquisition device also makes a significant contribution to language acquisition‖ Following the predictions of the hypothesis, when the language acquisition device is involved, learners subconsciously acquire target languages By focusing on meaning rather than form, learners are less conscious
of language acquisition and achieve what is called incidental learning (Krashen, 1989, p 440)
If the hypothesis is correct, the more comprehensible aural and written input is provided, the more language acquisition occurs A number of ER studies yielded results that support this hypothesis In ER programs, L2 learners can choose reading texts whose levels are appropriate for them Therefore, they get a so-called flood of comprehensible input Since the English
Trang 11proficiency among participants in these studies is heterogeneous, it is quite clear that comprehensible input is effective on any level of language learners
Krashen‘s (2004) pleasure hypothesis proposed that pedagogical activities which help language acquisition are those that are enjoyable, ―but enjoyment does not guarantee language acquisition‖ He noted that there is evidence that voluntary reading outside the classroom is pleasing For example, the participants in ER studies in Mason and Krashen (1997) indicated growth of positive attitudes toward reading
The present study focused on the reading rate of ER for Vietnamese high school students It also examined the improvement of students‘ general language proficiency because other ER studies reveal the effectiveness of various ER treatments Taking these purposes into account, the following two research questions were addressed in this study
Possible outcomes
It is hoped that the extensive reading would raise the learner‘s reading speed and genereate their proficiency Hence, the students would gain insights into their own linguistic shortcomings and develop strategies for faster reading by cooperating with their partner(s) As
a result of modifying the output, these adult learners may reformulate their hypotheses of the structures, and more significantly, they may be able to communicate with higher accuracy and fluency inside and outside the classroom
Learners in the 'extensive' group will achieve significantly faster reading speeds than those in the 'intensive' group as measured on relatively easy, non-problematic texts
Learners in the 'extensive' group will achieve significantly higher scores on a test of reading comprehension containing texts at an appropriate level, than those in the 'intensive' group
However, one of the potential problems of this activity is that it is not always easy to choose readers from the many series available, so as to ensure an acceptale quality of materials