Using information transfer technique to adapt some reading tasks for the while and post reading stage in TIENG ANH 12

- Aims: To help the students summarize the reading passage easier and tomake the task more interesting and visual to students when they are readinginformation about Home life.. + Step 3:

I REASON FOR CHOOSING THE TOPIC

The Ministry of Education has carried out many programs of innovation inteaching English with a view to developing students’ abilities The question is thathow we can get students more involved and interested and help them use languageskills 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 readEnglish 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 stressfuland are always under pressure whenever teachers ask them to read the passage oranswer questions

To deal with this problem, I am sure that most of the English teachers willhave to think and find out an effective method that is suitable for real condition andeach 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 12 ” 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 ofteaching reading and make students more interested in doing comprehensionexercises 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 passagewith so many new words “Information Transfer Technique” will help themunderstand the reading in a visual way The reading will become simple andattractive 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 solvedifficulties in teaching reading effectively They don’t need to supply the studentswith so many new words and the students can master the reading lessons

I chose some reading lessons in “Tieng Anh 12” text book to illustrate mytopic for several reasons Firstly, students who are in Grade 12 will be very busywith many subjects and have to prepare for the coming examination Therefore,most of the students do not pay attention to English lessons especially readinglessons Secondly, the reading lessons in this textbook will be longer and morecomplicated than those they studied in English 10 and 11 Moreover, choosing

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develop their reading skills

III DUTIES OF THE STUDY

- Study theoretical background of teaching reading using “Information TransferTechnique”

- Study practical background of teaching the reading lessons using “InformationTransfer 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 12 at Yen Thanh 3 Upper-secondary school, Yen ThanhDistrict, Nghe An Province

V METHODS OF THE STUDY

I have finished this topic with the help of my colleagues and my students at myschool 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 onemethod 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 oftransmitting 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

diagrammatic or semi-diagrammatic form into a fully linguistic form or viceverse”

It can be inferred that the learners are helped in understanding the text bymeans of a nonverbal device such as a diagram, graph, or table When simpleknowledge is the objective, it can provide assistance in familiarizing students withvocabulary

3 Advantages of using Information Transfer Technique in teaching Reading.

The Information Transfer Technique has many advantages over traditionalteaching methods

First of all, Information Transfer Technique is regarded as a visual kind ofinformation 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 thewhole 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 andpersonalities That is to say weak students will have a good opportunity to join inthe group work with the help of good students Therefore, students will become anactive language user and an active participant in the given activities while theteacher is a guide and consultant In addition, The Information Transfer Techniquecan lead to a learner-centred class where students can learn a foreign language byusing it to accomplish different communicative tasks, so successful students’communicative ability

Another advantage is that The Information Transfer Technique can helpstudents master the reading passage easier With most main information of areading 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 afascinated challenge

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

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

- 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, diagramsand tables to design reading activities

II PRACTICAL BACKGROUND

1 The real state of teaching and learning the reading lessons at The Grade 12 at Yen Thanh 3 Upper- Secondary school

The first problem is that students have had trouble doing reading tasks at thewhile reading stage That is because most of the students at my school have so fewnew words and structures, so at this stage, although I provided the students withnecessary vocabulary and explained the questions carefully, they still found thereading tasks very difficult and whenever teachers asked them to do the tasks inclasses or at home, they usually copied their friends’ answers or used referencebooks like “Hoc Tot Tieng Anh 12” to finish their tasks Moreover, most of thereading lessons are long and full of new words This makes the reading tasks moredifficult and they should be adapted

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

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

demonstrate them.

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

The Post – reading stage: I have used Information Transfer Technique toadapt some reading tasks for this stage The aim of adapting is to help studentssummarize or generalize the text content The students will use the informationfrom the charts, diagrams or the tables to reconstruct the content of the passageorally This will help the students not only to master the lessons but also toimprove speaking skills

Activity 1: Read the passage again and complete the chart.

- Lesson: UNIT 1: HOME LIFE (see chart 1)

- Stage: While you read – adapted task (Task 2 – page 14)

- Aims: To help the students summarize the reading passage easier and tomake the task more interesting and visual to students when they are readinginformation about Home life

- Time: 8 minutes

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

- Procedure:

+ Step 1: Teacher gives instructions carefully

+ Step 2: Divide the class into groups or pairs according to student’s abilitiesand 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 theboard to complete the information on the chart

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

+ Step 6: Give feedback

6 dishes

7 take out the garbage

8 win a place at university

9 close-knit family

Help mother (5)

the house

Cook special dishes

Daughte r

Wash (6)

….

Look after the boys (7)………

Attempt to (8)………

Do the house hold chores

The children feel secure

A very (9)……… very supportive

Chart 1

Mothe r

Preparing meals

- Lesson: UNIT 2: CULTURAL DIVERSITY (see chart 2)

- Stage: While you read – adapted task (Task 2 – page 22)

- Aims: To help the students summarize the reading passage easier and tomake the task more interesting and visual to students when they are readinginformation about cultural diversity

- Time: 7 minutes

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

- Procedure:

+ Step 1: Teacher gives instructions carefully

+ Step 2: Divide the class into groups or pairs according to student’s abilitiesand 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 theboard to complete the information on the chart

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

+ Step 6: Give feedback

6 sacrifice more in a marrige than a man

7 he loves her not because he has to

8 romantic

The Young Asians

The Young Americans

attitudes

A women has

to (6)………

Believe the husband to do the right thing

Because (7)

………

- Lesson: UNIT 3: WAYS OF SOCIALISING (see chart 3)

- Stage: While you read – adapted task (Task 3 – page 32)

- Aims: To help the students summarize the reading passage easier and tomake the task more interesting and visual to students when they are readinginformation about ways of socialising

- Time: 9 minutes

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

- Procedure:

+ Step 1: Teacher gives instructions carefully

+ Step 2: Divide the class into groups or pairs according to student’s abilitiesand 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 theboard to complete the information on the chart

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

+ Step 6: Give feedback

Answer:

1 verbal communication

2 non-verbal communication

3 big, obvious non-verbal

4 catch his eyes

5 nod slightly

6 a small friendly way

7 considered rude

11

Attract waiter’s attention

hands

Attract some one’s attention

Attract teacher’s attention

(6)

(3)……

signals

Jump up and down, wave

- Lesson: UNIT 4: SCHOOL EDUCATION SYSTEM (see chart 4)

- Stage: While you read – adapted task (Task 2 – page 46)

- Aims: To help the students summarize the reading passage easier and tomake the task more interesting and visual to students when they are readinginformation about school education system in England

- Time: 8 minutes

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

- Procedure:

+ Step 1: Teacher gives instructions carefully

+ Step 2: Divide the class into groups or pairs according to student’s abilitiesand give students about 3 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 theboard to complete the information on the chart

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

+ Step 6: Give feedback

(7)…….

2 school systems

Take GCSE when (10)

…

Public school

- Lesson: UNIT 5: HIGHER EDUCATION (see chart 5)

- Stage: While you read – adapted task (Task 3 – page 54)

- Aims: To help the students summarize the reading passage easier and tomake the task more interesting and visual to students when they are readinginformation about higher education – life of the students in college

- Time: 8 minutes

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

- Procedure:

+ Step 1: Teacher gives instructions carefully

+ Step 2: Divide the class into groups or pairs according to student’s abilitiesand give students about 3 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 theboard to complete the information on the chart

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

+ Step 6: Give feedback

The first year at the college was (6)………

didn’t have a good relationship with the roomate

- Lesson: UNIT 6: FUTURE JOB (see chart 6)

- Stage: After you read (P.65) – adapted task for the After you read (P.65)

- Aims: To help the students to talk about some piece of advice of interviewmore easily by looking at the chart and reconstruct using their ownlanguage

- 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 workindividually 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 theclass, 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 whocan work individually to come to the board using the chart to talk steps of aninterview

+ Step 5: Give comments and feedback

BEFORE THE INTERVIEW

Send a letter of application and resumes

Bring school certificates and letters of recommendation

Take note qualifications and expericence

Prepare the questions in advance

Where to interview and how to get there

Dress neatly and formally

DURING THE INTERVIEW

Pay attention to the interviewer

Try your best to anwser

Be clear, polite and honest

Show enthusiasm, best sides, keeness, and sense of

responsibility

Say good bye to the interviewer

DURING THE INTERVIEW

Pay attention to the interviewer

Try your best to anwser

Be clear, polite and honest

Show enthusiasm, best sides, keeness, and sense of

responsibility

Say good bye to the interviewer

AFTER THE INTERVIEW

Not to be too disappointed if do not get the job

Listen to the interview’s comments

Chart 6

- Lesson: UNIT 8: LIFE IN THE FUTURE (see chart 7)

- Stage: While you read – adapted task (Task 2 – page 86)

- Aims: To help the students summarize the reading passage easier and tomake the task more interesting and visual to students when they are readinginformation about life in the future

- Time: 10 minutes

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

- Procedure:

+ Step 1: Teacher gives instructions carefully

+ Step 2: Divide the class into groups or pairs according to student’s abilitiesand give students about 4 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 theboard to complete the information on the chart

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

+ Step 6: Give feedback

Answer:

1 millions of jobs will be lost

2 terrorism

3 breathing fresh air

4 eating healthier food

5 looked after by a more modern medical system

6 developments in micro technology – computer

7 telecommunication

(3)……

Cleaner environment

(6)……….

saving devices invention

Security of the earth

Economic

depression

(7)……….

Factors of dramatic changes