APPLYING INFORMATION TECHNOLOGY EFECTIVELY FOR TEACHING READING UNIT5 ENGLISH 12

Besidesmany techniques used by teachers to teach reading comprehension, applyingInformation technology in teaching reading has been contributing considerably toaim of helping students un

TABLE OF CONTENTS

1 Theoretical background of the reading skill 4

2 Applying IT in teaching reading lesson Unit 5 grade 12 6

PART A: INTRODUCTION

1 Reason for choosing the study

For many years, teaching reading has been based on a concept of reading asthe application of a set of isolated skills such as identifying words, finding mainideas, deciding true or false information, answering questions, matching…Teaching reading comprehention was viewed as a mastery of these skills Besidesmany techniques used by teachers to teach reading comprehension, applyingInformation technology in teaching reading has been contributing considerably toaim of helping students understand the lessons better and better.

In teaching English, as Steve mentioned in the Teaching Reading Page,comprehension is the only reason for reading Without comprehension, reading is afrustrating, pointless exercise in word calling It is no exaggeration to say that howwell students develop the ability to comprehend what they read has a profoundeffect on their entire lives A major goal of teaching reading comprehension,therefore, is to help students develop the knowledge, skills, and experiences theymust have if they are to become competent and enthusiastic readers

It is a matter of fact that finding the most suitable and closest materials is noteasy and many teachers finds it rather difficult to apply Information Technologyeffectively in this problem Therefore, instead of using , they choose traditionallydesigned exercises in the text book to save their time and effort

Basing on these facts, I forcefully designed a teaching lesson with the help ofInformation Technology for reading texts unit 5 English textbook 12, EducationPublishing House, with the aim of helping many teachers and students in teachingand learning reading comprehension those mentioned reading texts That why I

choose the theme “Applying Information Technology effectively for teaching reading Unit 5 English 12 ”

2 Objectives of the study

The objectives of this research is to simplify the tasks and use strategies inreading lessons in English textbook 12 to have effective lectures and developstudent’s reading skills

3 Scope of the study

This study is conducted among the 12th form students at Thieu Hoa highschool during the school year 2016 - 2017

4 Methodology of the study

Both comparative and contrastive methods are used For the theoretical basis,

a lot of reference materials on reading skills have been collected, analyzed andsynthesized carefully with the due consideration for the students’ learningsituations

5 Significance of the study

This study may provide insights into the process of learning the reading skillfor the students It motivates the students’ desire for learning English, and makethem more confident and active in listening activities It also gives somesuggestions for other teachers for teaching reading lessons

PART B: CONTENTS

1 Theoretical background of the reading skill

1.1 What is the reading skill?

According to Wikipedia, reading is a process of retrieving and comprehending

some form of stored information or ideas

- “Reading is an exercise dominated by the eyes and the brain The eyesreceive the message and the brain then has to work out the significance of these

to some certain extends The first advantage is that reading aloud enable thestudents to combine the sounds with the words, which help the teacher to identifythe mistakes the students make The second advantage is that reading aloud canhelp them to pronounce correctly and fluently when communicating with others.Thirdly, it is reading aloud that is used as a strategy for teacher to manage the classactivities because of the fact that when a student reads, the others have to listen andread attentively for fear that the teacher might ask them to continue the activities

However, there are some disadvantages of reading aloud Firstly, whenpractising this activity, students tend to pay attention to the sounds more than themeanings of the text Secondly, when student takes turn to read, others may makenoise, and it may be time consuming because students often read slowly

*Silent reading:

Silent reading is activity that we carry out in daily life, such as reading books,magazines, tables, and so on This activity is associated with the comprehensionand focusing on the meanings of the text other than its format It is an effective skillbecause of the following reasons:

Firstly, Students do not need to read all the words on the page as the textgiven is meaningful and their responsibility is to guess the meaning in the context

Secondly, students can read at their own speed Silent reading enablesstudents not only to understand the main ideas but also to understand the specificdetails so that they are able to answer the teacher’s questions

* Extensive reading:

This type of reading relates to reading long text to get entertainment It helpsstudents to use their knowledge for their own purpose

* Intensive reading:

It is the activity that is carefully instructed by the teacher The aim of

teaching communicative language is focusing on the ablility of understanding and applying information so that students can develop four language skills

When applying this method in teaching English comprehension reading, it can beunderstood that we change a reading text in the text book into another form inorder to help students exploit and understand that lesson better

* Skimming:

* Scanning:

1.3 The importance of reading

Language skills are often integrated with each other in language use This istrue with listening and speaking, so in conversations, two or more people alternatespeaking and listening Reading is a receptive skill where the purpose is tocomprehend or understand what someone might be writing It is an important,active skill of language as it involves various kinds of the listener's knowledge:knowledge of phonology, vocabulary, semantics of the language in use, culture ofits people, his life, experience in the topic, his ability to predict and respond, etc Itdecides his comprehension, and content

In learning English as a foreign language, students cannot develop otherskills unless they develop reading skills It may be very important for them tofurther study the language and communicate in it Finally, reading is an importantway of acquiring the language or "picking up" vocabulary and structures

The aim of teaching communicative language is focusing on the ablility ofunderstanding and applying information so that students can develop four languageskills Therefore, using Information Technology plays an important role on account

of the following reasons:

1 The information presented with the support of Information Technology iseasy to understand, suitable for students at both good and medium levels

2 Students can practise four skills: listening, speaking, reading and writing

3 Language used in the Information Technology is communicative

4 The information is arranged basically so that the timid students can find thehelp of those who are better at learning

5 Students work together to complete exercises, enhancing the friendly andopened atmosphere among the students with different characters anddifferent levels

applied in all the lessons? Will the students find it interesting to learn whereas theycan find the exact answers for the tasks in many reference books?

Information Technology bearing many good points can bring to a new change

in teaching process It can make the atmosphere in the classroom more exciting,encourage students to participate in many activities, especially games designedbasing on the available tasks in the text book, which creates a successful andeffective lesson

3 Applying Information Technology in teaching comprehension reading

Instead of using many traditionally designed exercises in reading lesson inthe text book such as answering questions, true or false statements, gap -filling ormatching… teachers can use Information Technology in reading lessons in threestages: pre-reading, while- reading and post- reading

Using Information Technology depends on the contents of the lesson andstudents; teachers should design a suitable Information Technology I haveforcefully designed successfully applied this method in the following ways

Information Technology is ideal for teaching and presenting concepts in theclassroom as they provide a useful focus for students, delivering an overview of thetopic without superfluous information Perfect for introducing a new subject in away which is accessible and easy to follow, Information Technology is anexcellent way to present concepts and ideas

Information Technology is the ideal teaching tool for classroom handouts,

as the inherent colour, images and visually appealing layout of InformationTechnology engages students instantly It provides subject overviews succinctly,making even the most complex topic easy to understand and interesting It is

especially useful for visual learners, such as dyslexic students, who can feelfrustrated and demotivated when being given information in linear, monochromaticformat

It is recently assessed that classroom interaction and listening to students waskey for generating independent thought, a quality looked for by examiners andfuture employers Information Technology is the perfect collaborative tool forclass discussions, as the nature of the Information Technology encourages students

to forge links between topics as well as forming their own ideas and opinions WithInformation Technology , this teaching process is made smoother

It is important to assess knowledge at the beginning of a topic and after tomonitor your students understanding Information Technology is a key tool for thisconcept, of preview and review/pre and post learning Information Technologyencourage students to express ideas, from special needs and highly gifted students,and provides an accurate barometer of topic adoption

4 Applying Information Technology for reading comprehension Unit 5 , English text book 12 , Education Publishing House.

4.1 Pre-reading

This stage is aimed at preparing students with everything necessary for reading and understanding the text

Warming up the class: This step is to motivate the class, gradually setting up a

context for the reading text to be presented by asking questions to elicit students'experience, or ideas concerning the coming text or by using some sort of visual aids

or their imagination

"Look at the table and complete the missing words"

Look at the table and complete the missing words

SCHOOL EDUCATION SYSTEM IN VIETNAM

National examination for GCSE

15 - 17 (4)

10 - 12

11 - 14 _(3)

6 - 9 Secondary

education

Compulsory education

6 - 10

1 - 5 _(2) _

4 - 5 Kindergarten Optional

3 - 4 (1)

Pre-school

Age (from- to)

Grade/Year (from -to)

Level of education

The result is that the students recalled their old lesson and quickly complet thetable, they felt relaxed and excited to do the tasks

After that teacher gave the following question: "Where can you continue youreducation after leaving high school?"

Teacher asked the students to work in pairs , then gave words : universities,institutes, colleges…

Where can you continue your education

after leaving high schools?

EDUCATION

COLLEGES

INSTITUTES

Teacher led to the lesson:

UNIT 5 : HIGHER EDUCATION LESON 1: READING (Period 29)

Introducing the topic of the reading text The teacher briefly introduces the

topic of the reading text so that the students may get their mind ready for it

Presenting key words The teacher only presents any word that is necessary

for students to understand the text

Giving guiding questions: These guiding questions will help focus the students'

attention on the main points of the text They will guide the students to thebetter understanding of the text Students should be allowed to make guesses atthe answer to the questions before reading

I Before you read

Match the pictures of some universities in Vietnam

with their English names

A Hanoi University of Education

B University of Natural Science

C Hue University

D University of Architecture

Students worked in pair, matched and answered the question :

“How will you feel when you first start your university life?”

Students: “I will feel …”

homesick, lucky, proud, happy, lonely…

Before you read:

Ask and answer the questions:

1 How will you feel when you first start your university life?

I Before you read

New words and phrases

+ campus (n) ['kæmpəs]:

+ mate(s) [meit] :

+ challenge (v) ['t∫ælindʒ ]: thö th¸ch, th¸ch thøc

+ blame (sb) for ( v ) [bleim] : tr¸ch, khiÓn tr¸ch

+ daunting (a) ['dɔ:ntiη] : n¶n chÝ, lo l¾ng

+ amazing (a) [ə’meiziη] : ng¹c nhiªn + scary (a) ['skeəri] :

campus

khu«n viªn tr êng b¹n bÌ

sî

4.2 While-reading

The aim of this stage is to facilitate students' reading and check theircomprehension While the students are reading the text for the first time, they cancheck their guess at and give the correct answer to the guiding questions Theteacher then gives the students some tasks to do while they are listening for thesecond time They can do some of the activities such as: gap-filling, true or falsestatements, answering comprehension questions, matching, multiple choice,reordering, etc The students may need to read the text more than once so that theycan finish their while-listening activities After checking the students' answers, theteacher should emphasize the key points of the text and explain the difficulties invocabulary or structures that the students encounter while listening Be sure whilelistening, students are not allowed to look at the tape script of the listening text

Task 1: Complete the following sentences, using the

right form of the words in the box.

Campus (n) blame (v) scary (adj) challenge (v) amazing (adj)

1.The new library was built in the centre of the .

2 They the rise in oil prices for the big increase

in inflation

3 That’s the _ story I’ve ever heard

4 Intelligent boys like to study something if it really them

5 The new car goes at an speed.

Notes:

+ inflation (n): sự lạm phát + speed (n): tốc độ

+ price (n): giá cả + increase (n): sự tăng = rise

N V

ADJ V

ADJ

2 Task 2 (10 minutes)

- Teacher guided the students to do the task

- Asked them to work in pair

- Showed the table on the screen to have them pay more attention to the task

II While you read

1.Task 2 : Find out who:

f. enjoyed the first year at college.

e liked having a chance to be creative.

d was very excited about going to college

c was not used to meeting different people

every day at college.

b didn’t get on very well with the roommate

a attended a party on the first weekend at

college.

Brenden Ellen

Sarah Activities

Notes:

+ get on with: hßa thuËn víi

+ to be used to V_ing: quen

+ have a chance: cã c¬ héi

+ creative (a): s¸ng t¹o

By using effectiveness with the help of Information Technology, my studentscould find the important words (key words) easily so that they could do the task 1more effectively

Teacher called out students to answer , asked them to explain their choices,identifying the position of the sentences in the text…