Tài liệu The role of language integration in english teaching and learning

INTEGRATED READING TEACHING TABLE OF CONTENTS Chapter 1. Introduction Page 3 Chapter 2. Development 4 Section 1. Literature review 4 I. Reading skill in English II. Integrated language skill activities Section 2. Suggested activities Chapter 3. Conclusion References 6 13 35 36 CHAPTER 1. INTRODUCTION 1. Rationale Teaching English involves four skills speaking, listening, writing and reading. The four skills are closely related. However, in secondary school teaching focuses mainly on reading skill and it is often taught separately. From my point of view, the reading text should be exploited more effectively. Therefore, I would like to use the post reading stage to exploit the texts in order to teach skills in integration, to bring life into the lessons, to bring the lessons nearer to students’ interest. 2. Aims of study The three main objectives of this study include - to review some literature related to the reading skills and skill integration. - to suggest some techniques in order to enrich post-reading activities. - to provide some lesson plans where the techniques are applied 3. Scope of study The object of my study is just gifted students in an underprivileged province. As a result, the suggested activities can be applied to teaching reading in the similar context. CHAPTER 2. DEVELOPMENT SECTION 1. Literature review I. Reading skill in English 1. The nature of reading Reading is always a necessary activity in both real life and in language learning and teaching. Much effort has been spent on finding out the nature of reading. However, there is not yet a unique definition of reading. The most simple and perhaps provisional definition of reading is that of Karlin. He claimed that reading is a process of converting the print-graphic symbols into meaning. Manthody, E and Gricharts, J (1974:92) provided a more specific definition: “reading is an active, interactive, productive and cognitive. It involves an active search for information and interaction with the text, it requires the constant constructive involvement of the reader in what he is doing and it demands the use of higher order mental ability.” Sharing the same opinion, Frank Smith (1985:102) added that “reading is understanding the author’s thought”. In conclusion, all of the definitions involve the recognition of words and the production of meaning. They are the basic elements of reading process. 2. Types of reading 2.1. Skimming and scanning Skimming is the technique of reading for general sense or the gist of the text. The reader wants to know what is in the text but on a rather superficial level. Skimming is most useful at the pre-reading stage. It programs the reader’s brain. Thus, at the while reading stage, he will be able to read faster, to understand the material better and so to remember it longer. It is recommended that skimming complex passages first in 30 to 60 seconds. Skimming involves 6 steps: 1. Read the title  2. Read any subheadings  3. Look at pictures, charts, etc. that are included  4. Read the first paragraph.  5. Look for the main points of each paragraph (usually in the first or last sentence)  6. Read the last paragraph. Scanning is looking for specific information in a reading passage. Scanning saves the time and directs the reader to useful information. Low, M.G (1965:7) figured out secrets to good scanning: 1. Look for the key words or phrases (date, number, ect) 2. If you can not find them, try other words which mean the same. 2.2. Intensive and extensive reading Intensive reading activities aim at helping students not only in the detail comprehension of short texts but also in the interpretation of the writer’s intention. In general, intensive reading is often less encouraging because it is expected that the whole material is to be dealt with in detail and all structures are to be explained. Consequently, it takes too long and interest is surely lost. In contrast, extensive reading activities are more enjoyable. They are often employed while reading for pleasure or reference. 2.3. Silent and aloud reading There is no doubt about the efficiency of silent reading over aloud reading in accomplishing most of the reading tasks. Silent reading focused on the meaning of the text, thus, students would be more concentrated on the comprehension and understand the text better. Aloud reading slows down the reading speed considerably. Some students have the habit of vocalizing with or without realizing its danger. In fact, most of us speak at about 100-125 words per minute. This is much slower than we want to be while reading. In order to break this habit, try to push yourself read faster than you can vocalize. II. Integrated language skill activities 1. Speaking and listening 1.1. Reading the text aloud We must distinguish reading texts in phonetic intonation and reading texts in ordinary spelling. Only the formal one needs practicing because it gives extra practice in pronunciation, word stress and rhythm. Students and teachers have a chance to check students’ pronunciation. Aloud reading should be practiced after students have fully understood the texts. Thus it should be left until teachers have presented and students have practiced all new language items: structure, vocabulary, etc. Before asking students to read aloud a text, the teacher can read the text once or can play the tape if available. After that he gives students time for preparation (about 3 minutes). The preparation is really important because if students are asked to read aloud without readiness, they are often so discouraged and nervous that they can not make a meaning speech, mispronouncing some words, reading too fast, phrasing improperly which leads to wrong use of pause. Aloud reading can be employed in almost every text in the book. However, it would be more interesting and purposeful if it is used as the post reading activity. Besides, oral reading can provide students with a chance to share information. One student can bring to class a text whose topic is somehow related to that of the text they have learned. For this kind of oral reading, it is not necessary for teacher to read first and to give the whole class time for preparation. However, the student who is in charge of oral reading surely needs to prepare carefully at home. Teachers may ask some students to select texts in advance as home assignment, choose the most suitable one, and give time for them to present in front of class. At that time, the whole class practice their listening skill, indeed active listening. This work can also be done in-group. These students will prepare his passage at home and then in class they work in-group, each student reads his/her part in order to make a meaningful message. After students read texts orally, it is necessary for teachers to give their comment on students’ intonation, stress, pronunciation, rhythm, and to write the words which students mispronounce and the sentences they use wrong intonation in the blackboard for further practice. However, it is worth mentioning that the oral reading is employed at the post reading stage. The text for oral reading should not be too long and time-consuming. If the text is from the course book, teachers should choose a short paragraph. If the material for oral reading is from other resources, the text must be short enough (about 200 words). In the schools where tape recorders are available, students’ performance can be recorded and played back for children to listen. They then compare between their voice and the voice in the tape record provided before by their teacher. It is good way for students to self-correct. 1.2. Discussion Classroom discussions are one of the most important ways students come to understand a subject. Discussion serves diverse social as well as academic purposes. Through discussion, teachers and students establish a supportive environment for learning. Students also reveal themselves and teachers can build bridges from what students know to what they need to know. The form of discussion is diverse. When a student are new to a topic, discussions are used to help learners actively understand new concepts, comprehend the content of text and its important terms. Discussion can also be called for when the content is suitable for students to link the topic mentioned to the real world. Thus, the second form of discussion will be suitable for the post reading stage. However in order to have an effective discussion teachers must encourage full participation from their students. Firstly, analyzing the classroom climate and building cooperation need to be done. The classroom climate which has great impact on students’ reason for working (or not working) together can be explored through observation, personal interview or even surveys. The focus is in the degree to which students see themselves as members of class learning community, the amount of cooperation in a classroom, the positive or negative mood of students. Basing on the result, teachers designs which techniques and types of discussion are used. Cooperation is also essential for effective classroom discussions to build cooperation among students and students, students and teachers. Teachers can take the following steps: - Establishing norms concerning group responsibility, responsiveness to others and cooperation (rather than competition) - Coping with conflict: in classroom discussing, conflicts are almost certain. However, it is essential that teachers talk about conflicts in a positive and productive manner rather than communicating prediction for failure. For example, teachers should not give statements like: “ I knew I shouldn't have put you in with that group." “/ knew you shouldn't handle if\ “You never gets the right answer” Instead, teachers reminds their students of norms they have set up. ‘I am quite surprised that you really forgot some of the rules we made for how we treat one another. Let's start again and let us see if we can do it better." Discussion can be held in small groups or whole class. The whole class takes the forms of lectures: with teachers talking, asking questions, offering feed back and students responding and listening. Another form of whole-class discussion involves students asking each other questions and offering responses in a whole-class setting. It can be used as a vehicle for reasoning, generating ideas or forming conclusions. Whole class discussion takes a short amount of time, which is shorter than small-group discussion does and easier to manage. In comparison with the whole class discussion, the proportion of members who actually participate in the small group discussion is larger. However, when choosing this type of activities, teachers have to face with another difficulty. It is very difficult to organize and manage small group discussion as well. When organizing small group discussion, teachers bear in mind the number of students in that class, the size and shape of the classroom. In almost Vietnamese schools, a small classroom (25m2) holds 45 - 50 students. Therefore, there lacks space for each group. In these classes 5 or 6 students can make an optional group. Teachers also have to choose who should be in one group. Mixed groups are always better than homogenous group because mixed groups provide various opinions. But Vietnamese teachers generally do not make a new arrangement, they select students who sit next to each other into a group. Arranging students in that way can not form a fixed group. That which form of discussion is chosen is totally based on the content goals which teachers want to achieve. According to content goals, discussion can be categorized into 3 types: topic discussion, debate (issue-oriented) and problem solving. 1.2.1. Topic discussion Topic discussion helps students comprehend the content of the lesson, apply what they have learned, relate his own knowledge and experience to material. This type of discussion mainly focuses on the content of the text with consideration for implications of the content in the outside world. This activity can be done is pair or group of 5 or 6 students. If students’ level of English is low, their background knowledge is limited and the topic is quite complicated, the teachers need to give some suggestions or elicit some responses from the good students. 1.2.2. Debating Debating helps students appreciate not only the author’s perspective but also other students’ point of view. During debating, students listen to others’ beliefs and feeling about a topic; they analyze, evaluate and even change their own ideas as a result. In this discussion, the content is only the reason for issues to emerge. In this activity, teachers can use both small group discussion and whole class discussion. In the case that much time is left, teachers need also to expand some words concerned in word study part. There are different ways to hold this type of discussion: - Teachers let their students discuss in pair in 7 minutes and then ask two or three pairs to present. - The teacher may ask students to discuss in-group of 4 or 5 in 5 minutes and then select students who are “For” forming a group and the rest forming another group. Then let each group in turn express their opinions. When one student from “For group” shows one advantage, the students of “Against group” surely want to argue. This makes discussion exciting and meaningful. However, in this case teachers must work hard to control the discussion. To prevent students from overexciting teacher needs to ensure that students argue in a polite manner. However, there is one advantage of this type of discussion. The whole class discussion itself can not encourage the timid students. Thus, teachers should pay more attention to them. Teachers may elicit their response like “What do you think? What about you? 'We may wish to listen to another voice?” For ……………………….. Against ……………………….. ……………………….. ……………………….. ……………………….. 1.2.3. Problem-solving ……………………….. Problem-solving is a specific form of discussion in which students read and study in-depth about a problem emerging from the text and device a number of possible solutions. This activity does not focus on the text, therefore, students hardly directly make use of the knowledge they have read and learned from the text. This type of discussion requires students’ wide background knowledge and language knowledge. As a result, solving problem is suitable for schools or class specializing in English teaching. 1.3. Text retelling It is a type of text reproducing exercises which converts reading vocabulary into speaking one. Before this type of exercises is attempted, the basic structures of the language must have been mastered. According to William Mackey (1965), this activity may follow these steps - Ask students to read silently the passage - Make them close their books and listen to you reading the same passage - Call on one or two of them to say in their own words what they have just heard ' Thus the activity can be used in teaching the post reading. After finishing the while reading stage, teachers read aloud the text again or play the tape. And then teachers let students to prepare for 5 minutes. Before retelling text in front of the class it is not necessary for students to represent all the information given in the text, just the decisively influencing content of the text. 1.4. Listening 1, 4.1.Listening and response during discussion Discussion provides students with real t-life listening situations. During this activity students are always motivated to listen to their friends hin order to show their cooperation, to get information their partner gives and their partner’s opinion as well. All these make the conversation go on. Listening to friends during discussion has both good side and bad side. Firstly, during these activities students are always clear about the content of what they are going to listen to, who is going to speak with what sort of voice. Secondly, the speaker is always visible and directly interacting with the listeners, which facilitates the decoding process of his listeners. At least, students can make use of nonverbal language used by the speaker. Moreover, the speaker’s presence also catches listeners’ attention. However, listening to friends during discussion has its limitations to some extent. For example, noise during discussion prevents students from catching the speaker’s voice. Besides, the speaker’s errors in pronunciation, vocabulary and grammatical structures may be imitated by others. Furthermore, the discourse will not be repeated hence, no explanation and comprehension check can be made after the discussion finished. Therefore, teachers should bear in mind this feature while managing discussion. They may record the students’ discussion, the whole class one, then play back for students to self recognize their mistakes and correct them. While students report their discussion, teachers should not pay too much attention to the speaker but checking others’ response to encourage the whole class to listen actively to the speaker or teachers may ask students to paraphrase the speaker’s speech and then check the writing of some students. 1.4.2. Listening to texts in the course book After students have read through the text, they understand its content in a general way. Thus, asking students to listen to the text at the post reading stage does not provide them with practice in listening comprehension. This activity just helps students to practise their pronunciation and intonation. The typical procedure is teachers at first collect one paragraph in the text (which contains language items analyzed in that lesson), then play the record of it. The next step is asking students to repeat in chorus. This sounds rather boring and mechanical. 1.4.3. Listening to text - related tape recording This activity offers students a chance to practice listening skill most effectively. Unlike the first activity mentioned above, listening to text - related tape recording provides students with authentic material, as a result, students listen to native speakers, learn their use of language. In comparison to listening to texts which are already read, this activity is much more purposeful. Students have real reason for listening that is to comprehend the text. Moreover, because the listening text is related to the main text in terms of content. It is much easier for students to predict what they are going to listen to and guess unfamiliar words. Short response is the most suitable type of listening activity at the post reading stage. Penny Ur (1996: 113) in “A course in language teaching” offers seven sub-types: obeying instruction, ticking off items, true-false, detecting mistakes, cloze, guessing definition, skimming and scanning. SECTION 2. Suggested activities READING 1 SAFE ONLINE In this lesson students start by talking about how they use the internet, they then watch a video about online safety and read about staying safe online. They do a speaking activity based on the video and the text, and finish by making a poster with their top tips for staying safe online. PRE-READING STAGE Cyberbullying is a problem that everyone who uses the internet needs to be aware of. February 11th is Safer Internet Day in the UK. This video was created for schoolchildren in the UK to watch to warn them about the dangers of cyberbullying. Do the preparation task. 1. Preparation: matching Match the vocabulary with the correct definition and write a – h next to the number 1 – 8. 1…… laugh it off a. An unkind name for someone who is strange or different 2…… a loser b. try to ignore a problem by pretending it's not serious 3…… a text c. believed to be 4…… supposed to be d. an SMS 5…… a freak e. a bad dream 6…… deleted f. an unkind name for someone who is worthless 7…… a nightmare g. someone who uses computers or mobile phones to hurt someone 8…… a cyberbully h. removed Answers 1. Preparation: matching 1. b 2. f 3. d 4. c 5. a 6. h 7. e 8. g Watch the video and do the exercises. 2. Check your understanding: ordering Write a number (1–8) to put the sentences in the correct order. …………. Joe receives a text after class. …………. A girl calls Joe from a phone box. …………. Joe is friends with the mean girl. …………. Joe receives a message on the computer. …………. The police come to school. …………. Joe is smiling again. …………. Joe's mum watches his video. …………. Joe and his mum speak to the head teacher. Answers 2 Joe receives a text after class. 3 A girl calls Joe from a phone box. 1 Joe is friends with the mean girl. 4 Joe receives a message on the computer. 7 The police come to school. 8 Joe is smiling again. 5 Joe's mum watches his video. 6 Joe and his mum speak to the head teachers Transcript for Cyberbullying – let’s fight it together JOE: Um … Hi. My name’s Joe. I don’t really have anyone to talk to, so … I thought I’d tell my story like this. When it all started, I just tried to laugh it off. But it just went on and on. Text on mobile phone screen: No Number YOU LITTLE KISSASS! Message deleted Text on computer screen: Anon5446: HEY FREAK joebpruett: hu’s dat Anon5446: YOUR WORST NIGHTMARE LOSER! joebpruett: Anon5446: is dat u Kim? TEACHERS PET. TOMORROW U BETTER WATCH OUT GONNA GET KILLED. Block Email on screen: Date: Tue, 10 Jul 2007 16:36:31 + 0100 (BST) From: [email protected]; Subject: To: [email protected] http://www.joeisaloser.co.uk Text on screen: YOU LITTLE KISSASS! LOSER! GET KILLED. JOE: Well, that’s it. I just can’t take it any more. JOE: (on video camera) I thought they were supposed to be my friends, but they’re all laughing at me. I’ve got to get them to take notice. Text on screen: Cyberbullying is bullying It ruins lives Cyberbullying Let’s fight it together Ben Folds - Still Fighting It - Lyrics Good morning, son, I am a bird wearing a brown polyester shirt You want a coke? Maybe some fries? The roast beef combo's only 9.95 It's okay, you don't have to pay, and I’ve got all the change Everybody knows it hurts to grow up and everybody does It's so weird to be back here let me tell you what The years go on and we're still fighting it, we're still fighting it And you're so much like me, I'm sorry Good morning, son, in twenty years from now Maybe we'll both sit down and have a few beers And I can tell you 'bout today and how I picked you up And everything changed it was pain, sunny days And rain I knew you'd feel the same things Everybody knows it sucks to grow up and everybody does It's so weird to be back here let me tell you what The years go on and we're still fighting it, we're still fighting it You'll try and try and one day you'll fly away from me Good morning, son, I am a bird It was pain, sunny days and rain I knew you'd feel the same things Everybody knows it hurts to grow up and everybody does It's so weird to be back here, let me tell you what The years go on and we're still fighting it, we're still fighting it Oh, we're still fighting it, we're still fighting it And you're so much like me, I'm sorry WHILE READING STAGE Reading passages How do you make sure you stay safe online? Everyone who uses the internet needs to know how to use it safely. Read about online safety in the UK. 96% of young people in the UK regularly use the internet to communicate according to a survey of 24,000 British people aged 9-11. A report shows that only 40% of young people know that personal information shared online stays online forever. There are about 250 million tweets generated every day and around 800 million Facebook users - that means a lot of information is shared online. So are young people using the internet safely? Private or public Do you know how to change your privacy settings on social media? For example, you can click on the ‘flower’ icon or on ‘settings’ on Facebook to get to your privacy settings. Then you can decide who sees your posts and personal information: friends, friends of friends or everyone. Do you want everyone in the world to be able to see your email address or just friends? The BBC Share Take Care campaign is all about helping everybody, from little kids to the over 55s, to make their online activity safer and protect themselves on the web. The campaign says adults and teenagers need to be more careful with personal information and images online. An online security expert from the BBC was given only the names and the home town of two pairs of mothers and daughters in the UK and then he searched online for information that they had shared in social media. One mother and daughter pair are keen Twitter users. They had frequent personal Twitter chats that they thought were private but were in fact public! Now they both know that Twitter has a private messaging function and their chats really are private. The other mother was very embarrassed when the security expert showed her a picture of her partner in his underpants! She had forgotten about posting the photograph and quickly removed it. The security expert also found lots of their personal details like dates of birth, addresses, maiden names, favourite football teams and popstars. Nothing embarrassing, but potentially useful information for a cyber criminal. Be kind and stay safe Everybody knows that we should be polite and kind to people in real life and online. Unfortunately sometimes this doesn’t always happen. Where can you report online abuse or unkind messages to yourself or your friends? Do you know how to report inappropriate content online? For example, if you see an inappropriate tweet on Twitter you can click on ‘more’ and then choose ‘Report tweet’. You can then block all further tweets from that user. Even well-liked celebrities can be targeted by cyberbullies. Tom Daley, the British Olympic diver, was abused online. His father died during the 2012 Olympic Games and Tom received some very cruel tweets about this. Here are our top five tips for staying safe online: 1. Be nice! Treat people online as you do in real life. 2. Don’t post anything online that you wouldn’t want people in real life to see. 3. Check your privacy and security settings on social media sites and keep them as private as possible. Make sure you know exactly who can see your posts. 4. Don’t ever post personal information like your home address, your email or your phone number. 5. If you see something online that worries or upsets you, tell an adult about it straight away. Exercise 1 Read the text about online safety and do these exercises to check your understanding. 1. Check your understanding: matching Match the vocabulary with the correct definition and write a–h next to the numbers 1–8. 1…….. social media a. to publish something online 2…….. to chat b. a person who does something illegal, for example steals money, online 3…….. personal details c. to tell a person in authority about a problem 4…….. cyber criminal d. to exchange messages online with another person 5…….. to post e. information about a person such as your birthday, your address, your phone number 6…….. to report f. websites where people can create and share written messages and photographs 7…….. cyberbullying g. communicating with other people online 8…….. social networking h. sending cruel messages online Exercise 2 Check your understanding: true or false Circle True or False for these sentences. 1. A BBC online security expert says that teenagers are more careful online than adults. True False 2. A mother and her daughter wanted to have public chats on social media. True False 3. The security expert found an embarrassing photo posted by an adult. True False 4. It’s a very good idea to keep your privacy settings on maximum. True False 5. You should tell an adult immediately if you see something bad online. True False 6. People sent unkind messages to Tom Daley. True False 7. SID is organised only in Britain. True False 8. Children in the UK can learn about SID at school. True False Exercise 3 Check your understanding: gap fill Complete the gaps with a word from the box. help information everyone report Most young kind privacy 1. _______________ young people in the UK communicate by internet. 2. The BBC ‘Share Take Care’ campaign says _______________ needs to be more careful online. 3. You should be _______________ to people online. 4. You can change your _______________ settings to stay safe online. 5. You mustn’t post personal _______________ online. 6. You can _______________ online messages that you don’t like. 7. Safer Internet Day wants to _______________ people to use the internet correctly. 8. SID organisers want a better internet for everyone, especially for _______________ people. Answers 1. Check your understanding: multiple choice 1. f 2. d 3. e 4. b 5. a 6. c 7. h 8. g 2. Check your understanding: true or false 1. True 2. False 3. True 4. True 5. True 6. True 7. False 8. True 3. Check your understanding: gap fill 1. Most 5. information 2. everyone 6. report 3. kind 4. privacy 7. help 8. young POST READING STAGE 1. Discussion Students discuss the questions in small groups, and ask each group to report back to the class, summarising their discussion on one of the questions. 1 Do you agree with the top five tips for staying safe online in the text? 2 What other tips could you add? 3 How useful are online safety videos like the one you saw? 4 Do young people need more advice from adults about how to behave online? 5 How do adults and young people use the internet differently? 6 Which social networks (if any) do you prefer? Why? 7 How safe is it for young children to use the internet? 8 How will we communicate online in the future? 2. Summarizing How do you stay safe and protect your privacy online? Vocabulary Box Write any new words you have learnt in this lesson. READING 2 EARTH HOUR In this lesson students watch a promotional video for Earth Hour, read a text about earth Hour in the UK, and talk about issues related to the topic. Students listen to a song from the video as an extension activity. PRE-READING Can you guess who the ambassador is for Earth hour 2014? Spider-Man Watch the video and answer the question? Can you remember any of the buildings or landmarks that you saw in the video? These include the Acropolis in Greece, the Eiffel Tower in France, Tower Bridge in the UK, Christ the Redeemer Statue in Brazil, Beijing National Stadium (the Bird's Nest) in China, Angkor Wat in Cambodia and St. Basil's Cathedral, Russia Transcript for Video Zone: Earth Hour Andrew Garfield: Hi, I’m Andrew Garfield and I play Spider-Man in ‘The Amazing Spider-Man 2’. I’m proud that Spider-Man is the first Superhero Ambassador for Earth Hour. Earth Hour is a movement that has created massive impact around the world. Jamie Foxx: Earth Hour isn’t just about ‘lights off’, it’s about people across the world coming together throughout the year, to join forces, to improve the planet. Emma Stone: Earth Hour is special because it’s a movement where you can take charge. Earth Hour gives you the power to inspire anyone, even if you’re just one person. Jamie Foxx: This year Earth Hour will launch the world's first crowdfunding and crowdsourcing platform for the planet. Emma Stone: There are great projects from the crowd or the planet, happening all over the world. Andrew Garfield: So you too can become a superhero just like Spider-Man! Jamie Foxx: If you haven’t, you need to get involved. Andrew Garfield: Imagine what we can do this year, with Spider-Man by our side.