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SƠ LƯỢC LÝ LỊCH KHOA HỌC I. THÔNG TIN CHUNG VỀ CÁ NHÂN 1. Họ và tên: Trần Văn Nghĩa 2. Ngày tháng năm sinh : 20111963 3. NamNữ: Nam 4. Địa chỉ: B 28Khu Phố 6 phường Tam Hiệp Biên hòa 5. Điện thoại: 0913130131 Cơ quan: 0613829029 Nhà riêng: 6. Fax Email: johnnghia5yahoo.com.vn 7. Chức vụ: Tổ trưởng 8. Đơn vị công tác: THPT Ngô Quyền II. TRÌNH ĐỘ ĐÀO TẠO Học vị (hoặc trình độ chuyên môn, nghiệp vụ) cao nhất: Thạc sĩ Năm nhận bằng: 2001 Chuyên ngành đào tạo: Giảng dạy tiếng Anh III. KINH NGHIỆM KHOA HỌC: Lĩnh vực chuyên môn có kinh nghiệm: Số năm có kinh nghiệm: 24 năm Các sáng kiến kinh nghiệm đã có trong 5 năm gần đây: Improving High School Students’ Written Competence Through Teaching Grammar in Context Using Barrett’s Taxonomy to Enhance High School Students’ Reading Comprehension. Improving High School Students’ Speaking Skill Through Roleplay. Improving Grade 10 Students’ Grammatical Competence Through Context.
SỞ GIÁO DỤC VÀ ĐÀO TẠO ĐỒNG NAI Đơn vị : THPT Ngô Quyền Mã số: ……………… SÁNG KIẾN KINH NGHIỆM Đề tài :Improving High School Students' Reading Skills Through Using Different Question Types Người thực hiện: Trần Văn Nghĩa Lĩnh vực nghiên cứu: Quản lý giáo dục Phương pháp dạy học môn Phương pháp giáo dục Lĩnh vực khác: Có đính kèm: Mơ hình Phần mềm Phim ảnh Hiện vật khác Năm học: 2014-2015 SƠ LƯỢC LÝ LỊCH KHOA HỌC I THÔNG TIN CHUNG VỀ CÁ NHÂN Họ tên: Trần Văn Nghĩa Ngày tháng năm sinh : 20-11-1963 Nam/Nữ: Nam Địa chỉ: B 28-Khu Phố 6- phường Tam Hiệp- Biên hòa Điện thoại: 0913130131 Cơ quan: 0613829029 Nhà riêng: Fax E-mail: johnnghia5@yahoo.com.vn Chức vụ: Tổ trưởng Đơn vị cơng tác: THPT Ngơ Quyền II TRÌNH ĐỘ ĐÀO TẠO Học vị (hoặc trình độ chun mơn, nghiệp vụ) cao nhất: Thạc sĩ - Năm nhận bằng: 2001 - Chuyên ngành đào tạo: Giảng dạy tiếng Anh III KINH NGHIỆM KHOA HỌC: - Lĩnh vực chun mơn có kinh nghiệm: - Số năm có kinh nghiệm: 24 năm - Các sáng kiến kinh nghiệm có năm gần đây: - Improving High School Students’ Written Competence Through Teaching Grammar in Context - Using Barrett’s Taxonomy to Enhance High School Students’ Reading Comprehension - Improving High School Students’ Speaking Skill Through Role-play - Improving Grade 10 Students’ Grammatical Competence Through Context Improving High School Students' Reading Skills Through Using Different Question Types Introduction Since the first term of the school year 2015, all high school students in Vietnam must be assessed with the four language skills : listening, speaking, reading and writing based on students’ communicative competence Most of the teachers in Dong Nai Province are aware of the importance of communicative English teaching and learning to the students’ success in the final examination There are a number of things the teachers should in order to promote the students’ comminicative competence In this paper, I would like to focus on reading skill because the students in my school are not good at reading in terms of authors or writers’ rhetorical relationships, pragmatic considerations and implied meaning My interest in the area of ‘Improving High School Students' Reading Skills Through Using Different Question Type’ started when I attended a conference in Ho Chi Minh City on assessing and evaluating students’ communicative competence in 2014.As an attempt to improve high school students’competence I will carry out this mini-research with empirical methods I am in the belief that I can make an innovation in English language teaching and learning at Ngo Quyen High School, where there are over 1000 students need to become competent English users This research project aims to find out about the effects of using different question types on the development of high school students’ reading comprehension at Ngo Quyen High School The research also aims to identify students’ problems with the hope that different question types can help increase their levels of thinking The research project consists of an introduction, a review of worthwhile literature related to the independent variable, the types of questions and their benefits, a description of students’ learning styles, learning habits, preferences and their views of reading learning activities The final parts of the research paper are sections discussing on anticipated outcomes and possible problems occurring during the research project together with a brief conclusion Context Bien Hoa is an industrial city, where there are many foreigners who come to work in industrial zones and to business Most foreigners use English to communicate with their colleagues, office workers, local residents That is why English has become a popular language for people at work and young students at schools.Among the high schools in the city, Ngo Quyen is one of the biggest high Each year, this school has over one thousand students who are good at various subjects, such as mathematics, chemistry, physics and biology, but their four English skills are not good enough In discussion with some students, I have known that they really want to learn English for communication However, they not have many learning strategies for inferring meaning or evaluating characters and author’s attitudes Contrary to my expectations, what they often in the reading lessons is to copy words, phrases the teacher already writes on the board They then translate the text into Vietnamese before completing exercises, answering questions in their textbooks As a teacher of English, I recognize that teaching reading, a receptive skill is particularly important because a reading text can be a model for writing An innovation in teaching reading can facilitate other language skills Rationale In some informal discussions with students and teachers, I have known that problems facing the reality of teaching and learning reading in high schools are that comprehension is not effectively achieved and students not have reading strategies Only form is focused, literal comprehension is exploited and teachers have a tendency to make use of questions available in the textbooks Therefore, our students find it difficult to achieve good results in IELTS, TOEFL and TOEIC tests While teachers are expected to help students of mixed-ability understand the reading texts to synthesis, evaluation and appreciation levels As teachers we need to be good at making questions with different levels of understanding and our responsibility is to teach our students how to ask questions before, during and after they read a text Not only does asking questions help the readers to better understand the text they are reading but it can be applied to all subjects, like social sciences, social studies, and even mathematics when they graduate from high school Research Questions: 1.Is teaching reading through using different question types much more effective than teaching reading with questions available in the text book? 2.Are there any necessary changes to the reading lessons to foster the learning and teaching of reading ? Literature Review In English teaching, there are many approaches to reflect top down and bottom up processes through interactive exercises and tasks The use of questions is an integral aspect of such activities, and well-designed comprehension questions help students interact with the text to create or construct meaning We believe that it is critical that teachers help their students create meaning and it is obvious that different comprehension questions at higher levels of thinking help our students begin to think critically It is true that reading is an interactive process in which the reader constructs meaning with the text We need to help our students learn to this This means going beyond a literal understanding of a text, and allowing our students to use their own knowledge while reading When questions is beyond a literal understanding, students' answers have to be motivated by information in the text (Crisp 1978) Inferential questions can have clearly correct responses In contrast, prediction and evaluative answers may be correct or incorrect as long as they depend primarily on students' reactions to what they read Evaluative answers not only depend primarily on students' reactions to what they have read, but they need to reflect a broad understanding of the text Another reason for using a variety of questions is that they involve different types of comprehension Guszak (1967, cited in Pearson and Johnson, 1972:.154) state that students can perform best when answering questions of factual recall, which is the type of question that their teachers ask most often This means that students can best at what they have been taught and practiced Thus, if we want our students to be able to reach deeper understanding of a text, then it is necessary to teach them how to this and to give them opportunities to work with different types of comprehension Barrett’s Taxonomy of comprehension types is an overview of types of understanding that foreign language learners need to have if they want to read a text with more than a literal understanding The taxonomy of the types of comprehension questions may also be used as a checklist for language teachers to make their own comprehension questions for texts that their students read to help them understand better what they read in reading comprehension lessons in school In addition, they can be used to develop materials to ensure that the various levels of questions are used to help students improve their reading skills as well as respond to a variety of types of comprehension As Rogers( 2007) suggests that types of question includes factual questions (negative and positive), reference questions can help weaker learners to locate information Question types, such as method questions, opinion and inference questions and others assist readers with deeper understanding of the text or the author’s attitudes.Understanding the purposes of each question type will help teachers to design quuestions useful and relevant to the students’ learning needs Application The following question types have been applied to teach reading for grade 10, 11 and 12 with English textbooks used as data collection for the study I have analysed and designed some more questions to help students to concentrate on the reading QUESTION PURPOSES EXAMPLES TYPES Factual questions To test and help learners’ ability to locate and identify specific information in the passage - How many core subjects are there in the National Curriculum in England?? (English 12, page 68) -Who took part in the annual final English Competition last Saturday?(English 11, page 68) -What can we when we want to attract someone ‘s attention?(English 12, page 32) To test and help learners’ understanding why the author uses a certain piece of information and to ask learners about the development of the passage To test and help learners’ ability to scan the passage to find answers that are correct or that are mentioned in the passage To ask learners about the development of the passage, how the author of a passage explains something or accomplishes something in the passage - Why is/was Vietnam mentioned in the second paragraph? (English 12, page 139) Reference questions To ask what word a pronoun or other reference word refers to Opinion questions To ask learners how the author feels about a certain issue, idea, or a character The author’s opinion is usually not stated directly We have to infer or guess what the author thinks by the language, the ideas he/she presents in the text What does the word ” them “ in the last sentence refer to? - The word “it” in line 5, paragraph refers to… (English 12-Unit 2) - Which of the following statements best expresses the author’s opinion of the 22nd SEA GAMES?(English 12-Unit 13) -The author of this passage probably believe that doing volunteer work improve young people’s personality and behaviour (True/False)(English 11-page 49) Purpose questions Negative factual questions Method questions -Why does the writer mention the Mekong River in paragraph 3?` Which of the following is NOT mentioned in the passage? - According to the passage, all of the following statements are true EXCEPT……… How does the author explain the concept of non-verbal communication in English in paragraph 1?(English 12-Unit 2) - The author shows the significance of preparing for a job interview by…… Inference questions To ask learners draw conclusions based on information in the passage What can be inferred from the passage that…….? - What lesson can we learn from the girl’s embarrassing experience? ( English 11-page 24) - What conclusion can we draw from the last paragraph? - What was the best part of the story to you? Sentence addition questions Sentence simplificatio n questions Vocabulary questions To test readers’ understanding of correct sequencing, of paragraph organization/ discourse competence(cohesion& coherence) To test learners’ ability to identify the sentence that summarizes the information in the sentence from the passage To test learners’ ability to make use of context (words/phrases in the same sentence) and word analysis to understand the meaning of words/phrases in the passage -Look at the four square ■ that indicate where the following sentence could be added to paragraph Which of the following sentences best expresses the essential information in the sentence below? - Which of the sentences is closest in meaning to the sentence in bold in the last paragraph? -The phrase ‘ at once’ in line is closest in meaning to which of the following?( English 11page 24) B - The word “ appropriate” in paragraph could be best replaced by which of the following? -What does the word “overcome” in line 19 mean? ( English 11-page 47) Significance of the study I suppose the study the effect of using different types of question on the development of students’ levels of understanding is particularly important for several reasons First, understanding relationship between the students’ problems of reading and the use of different question types helps to improve the students’ reading competence The second thing is that the research findings will also help the administrators in high schools to have new policy in teaching and learning English and assessing the students’ communicative competence required by the Misnistry of Education and Training The study on using different qustion types in teaching reading is manageable and will support my professional development Finally, the results of the research will provide high school teachers in Vietnam with valuable suggestions and new ideas As mentioned above, teaching reading effectively can facilitate other language skills, such as writing, listening and even speaking This project will bring about considerable improvements in my own teaching and implement several changes in the school Conclusion In carrying out this study proposal, I am in the belief that using different question types in high schools is really a worthwhile learning area for both students and teachers High school students from weak ones to better ones will have more opportunities to be involved in reading activities.Weak students can answer literal comprehension questions, such as questions to identify facts, details and cause and effect While, better students can discuss and answer questions for evaluating the writer’s attitudes or inference questions By using various level question types, the teacher can encourage students to carry out taks, exersises in a purposeful and meaning way In final analysis, I am confident that teaching reading through using different question types is an important and effective teaching method that needs to be be taken into account and applied by all English teachers and students learning English as a second or foreign language References - Crisp, F.M (1978) Questioning children’s reading – an application of Barrett’s Taxonomy Journal for the study and improvement of reading and related skills, Volume 12, Issue 1,(pp 36 – 43) - Pearson and Johnson (1978) Teaching reading comprehension, Holt, Rinehart and Winston - PPAfflerbach,&PH Johnston(1986) Teaching main idea comprehension, University of Maryland -Rogers (2007) The Complete Guide to The TOEFL Test, Cengage Learning Asia Pre Ltd SỞ GD&ĐT ĐỒNG NAI TRƯỜNG THPT NGÔ QUYỀN CỘNG HOÀ XÃ HỘI CHỦ NGHĨA VIỆT NAM Độc lập - Tự - Hạnh phúc Biên Hoà, ngày 20tháng 05 năm 2015 PHIẾU NHẬN XÉT, ĐÁNH GIÁ SÁNG KIẾN KINH NGHIỆM Năm học : 2014 - 2015 Tên sáng kiến kinh nghiệm: Improving High School Students' Reading Skills Through Using Different Question Types Họ tên tác giả: TRẦN VĂN NGHĨA Chức vụ: Tổ trưởng Đơn vị: Trường THPT Ngô Quyền – Đồng Nai Lĩnh vực: - Quản lý giáo dục -Phương pháp dạy học môn: Tiếng Anh - Phương pháp giáo dục - Lĩnh vực khác: Tính -Đề giải pháp hồn tồn mới, bảo đảm tính khoa học, đắn -Đề giải pháp thay phần giải pháp có, bảo đảm tính khoa học, đắn -Giải pháp gần áp dụng đơn vị khác chưa áp dụng đơn vị mình, tác giả tổ chức thực có hiệu cho đơn vị Hiệu - Giải pháp thay hoàn toàn mới, thực toàn ngành có hiệu cao - Giải pháp thay phần giải pháp có, thực tồn ngành có hiệu cao - Giải pháp thay hoàn toàn mới, thực đơn vị có hiệu cao - Giải pháp thay phần giải pháp có, thực đơn vị có hiệu - Giải pháp gần áp dụng đơn vị khác chưa áp dụng đơn vị mình,nay tác giả tổ chức thực có hiệu cho đơn vị Khả áp dụng Cung cấp luận khoa học cho việc hoạch định đường lối, sách: Trong Tổ/Phịng/Ban Trong quan, đơn vị, sở GD&ĐT Trong ngành Đưa giải pháp khuyến nghị có khả ứng dụng thực tiễn, dễ thực dễ vào sống: Trong Tổ/Phòng/Ban Trong quan, đơn vị, sở GD&ĐT Trong ngành Đã áp dụng thực tế đạt hiệu có khả áp dụng đạt hiệu phạm vi rộng: Trong Tổ/Phòng/Ban Trong quan, đơn vị, sở GD&ĐT Trong ngành Cá nhân viết sáng kiến kinh nghiệm cam kết chịu trách nhiệm không chép tài liệu người khác chép lại nội dung sáng kiến kinh nghiệm cũ Tổ trưởng Thủ trưởng đơn vị xác nhận kiểm tra ghi nhận sáng kiến kinh nghiệm tổ chức thực đơn vị, Hội đồng chuyên môn trường xem xét, đánh giá; tác giả không chép tài liệu người khác chép lại nội dung sáng kiến kinh nghiệm cũ tác giả NGƯỜI THỰC HIỆN XÁC NHẬN CỦA TỔ THỦ TRƯỞNG ĐƠN VỊ SKKN CHUYÊN MÔN HIỆU TRƯỞNG TM TỔ CM Trần Văn Nghĩa Bùi Phú Xuân Nguyễn Duy Phúc SỞ GD&ĐT ĐỒNG NAI TRƯỜNG THPT NGƠ QUYỀN CỘNG HỒ XÃ HỘI CHỦ NGHĨA VIỆT NAM Độc lập - Tự - Hạnh phúc Biên Hoà, ngày 20 tháng 05 năm 2015 PHIẾU NHẬN XÉT, ĐÁNH GIÁ SÁNG KIẾN KINH NGHIỆM Năm học : 2014 - 2015 –––––––––––––––– Tên sáng kiến kinh nghiệm: Improving High School Students' Reading Skills Through Using Different Question Types Họ tên tác giả: Trần Văn Nghĩa Chức vụ: Tổ trưởng Đơn vị: Trường THPT Ngô Quyền – Đồng Nai Lĩnh vực: - Quản lý giáo dục - Phương pháp dạy học môn: Tiếng Anh - Phương pháp giáo dục - Lĩnh vực khác: Tính -Đề giải pháp hồn tồn mới, bảo đảm tính khoa học, đắn -Đề giải pháp thay phần giải pháp có, bảo đảm tính khoa học, đắn -Giải pháp gần áp dụng đơn vị khác chưa áp dụng đơn vị mình, tác giả tổ chức thực có hiệu cho đơn vị Hiệu - Giải pháp thay hoàn toàn mới, thực toàn ngành có hiệu cao - Giải pháp thay phần giải pháp có, thực tồn ngành có hiệu cao Giải pháp thay hoàn toàn mới, thực đơn vị có hiệu cao Giải pháp thay phần giải pháp có, thực đơn vị có hiệu - - - Giải pháp gần áp dụng đơn vị khác chưa áp dụng đơn vị mình,nay tác giả tổ chức thực có hiệu cho đơn vị Khả áp dụng Cung cấp luận khoa học cho việc hoạch định đường lối, sách: Trong Tổ/Phịng/Ban Trong quan, đơn vị, sở GD&ĐT Trong ngành Đưa giải pháp khuyến nghị có khả ứng dụng thực tiễn, dễ thực dễ vào sống: Trong Tổ/Phòng/Ban Trong quan, đơn vị, sở GD&ĐT Trong ngành Đã áp dụng thực tế đạt hiệu có khả áp dụng đạt hiệu phạm vi rộng: Trong Tổ/Phòng/Ban Trong quan, đơn vị, sở GD&ĐT Trong ngành Cá nhân viết sáng kiến kinh nghiệm cam kết chịu trách nhiệm không chép tài liệu người khác chép lại nội dung sáng kiến kinh nghiệm cũ Tổ trưởng Thủ trưởng đơn vị xác nhận kiểm tra ghi nhận sáng kiến kinh nghiệm tổ chức thực đơn vị, Hội đồng chuyên môn trường xem xét, đánh giá; tác giả không chép tài liệu người khác chép lại nội dung sáng kiến kinh nghiệm cũ tác giả NGƯỜI THỰC HIỆN SKKN XÁC NHẬN CỦA TỔ CHUYÊN MÔN THỦ TRƯỞNG ĐƠN VỊ HIỆU TRƯỞNG TM TỔ CM Trần Văn Nghĩa Nguyễn Duy Phúc ... PHIẾU NHẬN XÉT, ĐÁNH GIÁ SÁNG KIẾN KINH NGHIỆM Năm học : 2014 - 2015 Tên sáng kiến kinh nghiệm: Improving High School Students'' Reading Skills Through Using Different Question Types Họ tên tác giả:... XÉT, ĐÁNH GIÁ SÁNG KIẾN KINH NGHIỆM Năm học : 2014 - 2015 –––––––––––––––– Tên sáng kiến kinh nghiệm: Improving High School Students'' Reading Skills Through Using Different Question Types Họ tên... Competence Through Context Improving High School Students'' Reading Skills Through Using Different Question Types Introduction Since the first term of the school year 2015, all high school students