Ngo Quyen High School

Bui Phu Xuan

SỞ GIÁO DỤC VÀ ĐÀO TẠO ĐỒNG NAI
Đơn vị : Trường THPT NGÔ QUYỀN
___________________
Mã số: …………………..

SÁNG KIẾN KINH NGHIỆM

Five-minute Activities to Activate Students'
Schemata in Reading

Người thực hiện: BÙI PHÚ XUÂN
Lĩnh vực nghiên cứu:
Quản lý giáo dục
Phương pháp dạy học bộ môn: Tiếng Anh
Lĩnh vực khác:
Có đính kèm:
Mô hình

Đĩa CD (DVD)

Phim ảnh

Năm học: 2015-2016
***

Hiện vật khác


9. Đơn vị công tác: Trường THPT NGÔ QUYỀN
II. TRÌNH ĐỘ ĐÀO TẠO
- Học vị (hoặc trình độ chuyên môn, nghiệp vụ) cao nhất: Thạc Sỹ
- Năm nhận bằng: 2007
- Chuyên ngành đào tạo: Giảng Dạy Tiếng Anh
III.

KINH NGHIỆM KHOA HỌC:

- Lĩnh vực chuyên môn có kinh nghiệm: Giảng dạy bộ môn Tiếng Anh
- Số năm có kinh nghiệm: 17 năm
- Các sáng kiến kinh nghiệm đã có trong 5 năm gần đây:
+ Pre-Listening activities.
+ Strategies for Developing Reading Skills Skimming and Scanning
+ Arousing Students’ Interest in Reading.
+ Using Interactive Tasks to Arouse High School Students’ Interest in
Learning Speaking.
+ Using Communicative Tasks or Activities to Promote High
School Students' Grammatical Competence.


Ngo Quyen High School

Bui Phu Xuan

TOPIC: Five-minute activities to activate students'
schemata in reading

I. INTRODUCTION:


interest as well as attention in the lessons. As a result the students will get more
involved in the class and a better learning process will take place.
II. RATIONALE OF THE STUDY
A. The importance of reading:
Reading is one important way to improve your general language skills in English for
the following reasons:
 Reading helps you learn to think in English.
 Reading can enlarge your English vocabulary.
 Reading can help you improve your writing.
 Reading is a good way to find out about new ideas, facts, and experiences.
 Reading helps you raise your knowledge and general culture.
 Reading will also make you travel and use your imagination in ways you
never imagined.
 Reading is a good way to transport yourself to the other side of the world or to
a fantastic universe full of strange people.
As Doff (1988) comments that reading involves looking at sentences and words,
recognizing them and understanding them – it is a process of making sense of
written language.
Warming up activities can foster motivation and this is, in turn, an essential
component when planning warming up activities. According to Dornyei (2001),
teachers need to try and actively generate positive students' attitudes toward
learning. He also claims that the key issue in generating interest is to widen the


Ngo Quyen High School

Bui Phu Xuan

student's appetite; that is, to arouse the students' curiosity and attention and to create
an attractive image for the class so that they will get more involved with it and a

(English 10) as an example:
 Teacher writes down the word FAMOUS SCIENTIST on the board and has
students brainstorm all the words they can think of:

FAMOUS SCIENTISTS

The word SCHOOL may produce something like the sketch below
education
discoveries
degree
Nobel Prize

inventions

FAMOUS
SCIENTISTS

research

brilliant
achievements
ambitious


Ngo Quyen High School

Bui Phu Xuan

2. Activity 2: Collocation
Let’s take Unit 6: FUTURE JOBS (English 12) as an example:

CLEAR AND HONEST

Expected answers:
- a nice gesture
- dressing neatly and formally
- a smiling face
- clear and honest answer
- sense of responsibility

FEELING

SENSE OF


Ngo Quyen High School

Bui Phu Xuan

- feeling self-confident
3. Activity 3: Opposites
 We can use this kind of activity to review the vocabularies of the previous
lesson. For example, before teaching Unit 4 “Special Education” English 10,
the teacher can use this activity to review the vocabularies of Unit 3 “People’s
Background”.
 The teacher writes some words on the board, has students work in pairs or
groups of four to discuss and note down the opposites. Then the teacher checks
and supplies any words the students didn’t know.
 Examples :
Ambitious


Real

 Unreal

Careful

 Careless

 If by the end of the activity all the pairs of opposites have been written on the
board, erase the original words you gave and see if the students can recall them
from the ones remaining. Or we can ask the students to make their own sentences
using those words.


Ngo Quyen High School

Bui Phu Xuan

4. Activity 4: Matching
 We can use this kind of activity to introduce the new lesson as well as draw
students’ attention on the theme of the unit.
Let’s take Unit 2: CULTURAL DIVERSITY (English 12) as an example:
 The teacher has students work in groups of four, and asks them to match the
picture of the weddings with the country it belongs to. Each picture is typical of
the wedding of a country or culture.
1. Indian wedding
2. Thai wedding
3. American wedding
4. Vietnamese wedding
5. Korean wedding




Picture 4

- American wedding



Picture 6

- Vietnamese wedding



Picture 1

- Korean wedding



Picture 3

- Japanese wedding



Picture 5

Let’s take Unit 11: BOOKS (English 12) as another example:


E. The last leaf

6. Leo Tolstoy

F. Oliver Twist

7. To Hoai

G. Gone with the Wind

8. Agatha Christie

H. Diary of a Cricket

KEY:
1. E

5. G

2. D

6. A

3. F

7. H

4. B




Ngo Quyen High School

Bui Phu Xuan

KEY
1. WWF
2. UNESCO
3. UN
4. UNICEF
5. WHO
6. FIFA
5. Activity 5: Surveying
 This activity aims to give the students a chance to interact with each other
talking about their tastes before studying the new lesson.
 The teacher writes about five or six names of items or topics in the same field
on the board for example colours, songs, films, singers, television
programmes or school subjects etc. Identify each by a letter : A , B, C, D etc.
 Example:
Before teaching Unit 2 “School Talks” English 10, we might give:
A. Sports and games
B. Entertainment
C. Health problems
D. Hobbies
E. Holidays
F. Weather
G. Films
H. Work and study


1. strongly disagree
2. disagree
3. neutral
4. agree
5. strongly agree
Statements
1
2
3
4
1. My reading skills improve a lot thanks 77,5% 15%
7,5%
to this reading class.
2. My reading class is very enjoyable 62,5% 17,5% 12,5% 7,5%
and interesting.
3. 3. I feel interested in completing the 70%
5%
15% 10%
tasks with my partners.
4. I feel very interested in the lesson
57,5% 27,5% 10%
5. I like reading more if I have free time
after class.

62,5% 22,5% 10%

5

5%
5%

Bui Phu Xuan

REFERENCES
_________
Allwright, R. (1984). The importance of interaction in classroom language learning. Applied
Linguistics, 5(2), 156-171.
Doff, A. 1988. Teach English: A Training Course for Teachers. Cambridge University
Press.
Dornyei, Z. (2001). Motivational strategies in the English classroom. Cambridge: Cambridge
University Press.
English Book 10. Education Publishing House
English Book 12. Education Publishing House

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