Examples presented here focus on the textbook of English 12 – new version

TABLE OF CONTENTS
CONTENTS
PAGES
1. INTRODUCTION
2
1.1 Rationale
2
1.2 Aims of the study
2
1.3 Scope of study
3
 2. CONTENTS
3
2.1 Theoretical background
3
2.2 Practical background
5
2.2.1 Suggested transformations for reading texts in “Tieng Anh 12”
6
2.2.2 Questionaire
19
2.2.3 Results
21
2.3. Effectiveness of the teaching experience
25
 3. CONCLUSION
25
4. REFRENCES
27
 1. INTRODUCTION
1.1.	Rationale
	Teaching reading skills of English has been so far considered very important in Vietnamese secondary school classes. However, the procedure of teaching a reading text in English, especially the steps of exploiting content has not been very satisfactory since they are limited to only some techniques and these techniques are repeatedly used. Therefore, practicing the reading skill of English as a foreign language is a matter of much concern by language teachers. In order to make the lessons more exciting, creative and effective, to help students acquirres language skills of English, new techniques should be applied and one of them is information transfer.
	This assignment deals with the information - transfer technique that aim to help language teachers control the procudure of explaining content of a reading text and checking students’ understanding efectively, and at the same time involve students in challenging, meaningful and interesting activities of content exploitation. 
Examples presented here focus on the textbook of English 12 – new version
1.2. Aims of the study
Reading is one of the important skills. Reading book can help the readers to understand about something happens in this era, the past time or even prediction of the future. Reading for defined compression, whether look for detailed information or language, must be seen as something easy or difficult to do, it will be easy to do if it has high reading interest. Reading is an important activity in many languages class, not only as a source of information and a pleasurable activity, but also as a means of consolidating and extending one’s knowledge of the language. If a student cannot read and comprehend a written language, they cannot be expected to be good in other content areas which will indispensably require some reading ability. 
 According to Heilman et. al., reading comprehension is a process of making sense of written ideas through meaningful interpretation and interaction with language (1981). Teaching technique mean of achieving the learning goals that they achieve depend on how effective and skillful the technique being used (Nation, 1981). It is certain that every teacher has their own way of teaching reading comprehension. The fact is that the methods for teaching reading have subjected to substantial changes over time. 
Information Transfer technique means translating data from one form to another. We move from the reading or listening text to graphic stimuli, or visual like charts, graphs, diagrams, figures, maps, etc and vice versa (Storla in Thi and Loan, 2010). Furthermore, Widdowson states that the Information Transfer technique is the “transformation of instances of discourses from one type into another but these instances of discourse can also be derived from a non-verbal mode of communicating (Widdowson in Thi and Loan, 2010)
1.3. Scope of research 
The study deals with information transfer activities for the teaching or using “ Tiếng Anh 12” at Ba Thuoc high school in Thanh Hoa province.
II. CONTENTS
2.1 Theoretical background
	In order to help our students acquire the reading skills of English, according to Nuttle, C, “the focus of interest in the reading lesson is neither language nor content, but the two together: we want our students to learn how language is used for conveying content, we want them to develop the skills needed to extract the content from the language that expresses it. These are the skills they need in order to become effective independent readers”
	(Nuttle C. 1982.31)
	Commonly in the context of teaching comprehension in secondary school classroom of English, there are only a few techniques that are being repeatedly used to study content of a reading text such as:
Question – answer
Finding synonyms / antonyms
Gap – filling
True – false
Of the four common techniques, the questions – answer technique is the most preferred one. Language teachers usually employ these techniques after dealing with vocabulary and structure study. The purpose is to assist student’s comprehension of ideas in reading texts. These techniques satisfy the purpose in some ways. However, if these techniques are repeatedly used in all reading texts, the procedures become monotonous. We will find it difficult to enliven the teaching atmosphere and students are hardly interested in their lessons.
I myself sometimes use the summary technique to satisfy this purpose but through class observations, this technique turned out to be unsuccessful since students’ writing skills left much to be desired and they find it difficult to practise the summary skill. 
The information – transfer technique, with most main information in a reading text being transferred into its variety of structures (charts, graphs, maps, outlines, tables, etc.) and with pair / groupwork – based interaction, will help teachers and students deal with the overall image of a paragraph, paragraphs and of the whole text; make the activities competitive and at the same time encourage students’ involvement in the lesson. The teaching procedure is therefore enriched with challenging, demanding yet exciting activities.
	We can design a diagrammatic form that summarises main ideas of one or more than one paragraph, or a whole text for the step of content reproduction, consolidation, or summary. With a diagrammatic form presented on a poster, which includes most main ideas of the passage studied, the teacher may model by reproducing the ideas on the form verbally and then invite students to do the reproduction. The reproduction should be divided into parts if the diagrammatic form includes many details.
	Experience shows that if the diagrammatic form is clear and beautiful and the reproduction is not so complicated, students may be very willing to participate. While doing the reproduction, they can use their own grammar, instead of merely sticking to the language in the passage, to connect all the details on the form and practise their speaking skill in an effective way. This step should be introdured in the content study stage, after finishing one or two activities in the stage such as a question – answer activity or a true – false exercise as it aims to strengthen and consolidate students’ understanding of a reading text in a global and thorough way.
	We may also use information – transfer activity to check or test students’ ability to understand the content of a passage. That is why this activity should be introduced at the end of the content stage. The teacher may design a diagrammatic form including most main ideas in a reading text. But instead of providing all information on the form, we will leave some blanks for students to complete. We may use the poster sticking on the board or handouts for groups. An overhead transparency can be used instead of a poster, which can make the activity more challenging and interesting due to the timing control. Checking and giving feedback can be done right after that.
2.2 Practical background
The reasons affecting the effectiveness of a reading period in EFL classrooms lie in the teachers and the students themselves. Besides, the reading section in the book “Tieng Anh 12” also causes difficulties for both teachers and students in teaching and learning process. 
As for the teachers, although they are aware of the fact that teaching reading skill is not easy and the reading section in the textbook is sometimes not appropriate for students’ levels, they do not often adapt given tasks. Many of the teachers just follow the requirements of the textbook without making any changes to any of the tasks. In addition, there are many problems the teachers often encounter when designing and carrying out activities for a reading lesson such as limitation of time for preparation and for curriculum, students’ levels, students’ background knowledge or lack of teaching facilities and teaching aids, etc. All of these factors, to some extent, discourage the teachers from spend time creating effective activities for a reading lesson.
For students, the main problem in learning reading is that they cannot understand a reading task themselves without the help of the teachers. Their lack of background knowledge and vocabulary prevents them from completing the given tasks. These causes make many of the students feel bored with learning reading skill and consider it a very difficult skill to master.
The reading section in the book “Tieng Anh 12” itself has some inappropriateness for the success of a reading lesson in particular context of teaching and learning. First, some of the topics are not familiar with the students. There are still many new words in the tasks. And the requirements of some reading tasks are out of students’ levels. Moreover, many of the reading lessons cannot be completed in a period of 45 minutes.
In one word, it is undeniable that there still exist the problems originated from the teaching and learning process in reality mentioned above. However, these problems can be solved to make the reading section easier for both teachers and students by applying the techniques of information transfer made by the teachers’ flexibility. 
2.2.1 Suggested transformations for reading texts in “Tiếng Anh 12”
The followoing activities base on the reading texts of “ Tiếng Anh” (NXBGD 2008).
Unit 1: 	HOME LIFE
 Teacher hangs on the poster with this diagram or shows it on the overhead transparency and then asks students to reproduce the text. T may use his/ her grammar to reproduce a small part such as: “My family has 5 people. My father is a biologist and he is very busy. However, he still tries to spend as much time with children as possible. He also gives hand with housework such as cleaning house or cooking.”
 Teacher may devide the reproduction into 4 parts for easy practice; each part talks about one member in family. And now is the time for students to reproduce small parts and then the whole text. Teacher may provide help and then let students state their work in front of the class.
MY FAMILY
Close – knit supportive
Father: - A biologist -> busy
Spend time with children
Give hand with housework (cleaning house, cooking)
Mother: - A nurse -> busy
	 - Caring woman
	 - Run the household (get up early, rush to the market, and hurry home to dinner )
2 younger brothers: 
	- Active and mischivious
	- Obedient and hard – working
I: - Eldest child and only daughter
 - Final year at the secondary school
 - Win a place at university
 - Help with household chores
Unit 2: CULTURAL DIVERSITY
Americans: Asians: (1)____ Americans: Asians: (3)_____
More concerned concerned shares all thoughts _________________
(5) _________
Trust built on love
(2) _____
Physical attractive
Americans: Asians: 
(4) ________ obliged to tell wives Americans: Asians: (6) ___
 If he comes home late equals ____________
à Young Asians not as romantic as Americans
	With this kind of diagram, students have to scan the text for the information in the blanks.
Key:
less
confiding
unwise to confide in their wives
trust husband
partnership of equals
woman sacrifice more
We also can use this diagram for reproduction activity after complete the blanks. Begin with “Due to cultural diversity, Americans and Asians have different attitudes toward love and marriage, expressing on four key values. The first one is ”
Unit 3: WAYS OF SOCIALISING
To attract one’s attention
Verbal communication
Non – verbal communication
Raise hand slightly
Nod slightly
Waving: most common way
Point at
Whistle/ clap
 Rude/ impolite
With this diagram, students can see the opposite ideas and summarize the text easily.
Unit 4: SCHOOL EDUCATION SYSTEM
Education system
Compusory 
Age: (1) ______
End: G.C.S.E
(2) ______
From: (3) _______
3 terms: spring, autumn, and summer
Separated: (4) ______ : half term
Systems
State: - free
 - 93% pupils
 - 2 levels: (5) _______
 - (6) ______: set by government
Independent: - fee – paying
Keys: 
5 to 16 4. one – week break
academic year 5. pimary and secondary
September to July 6. curriculum
Unit 5: HIGHER EDUCATION
Exciting:
- meeting people
- walking around campus
- go out with friends
- not have to explain to parents
Feel lonely
Sarah
Daunting
First IMPRESSION of university life
Ellen
Amazing
Scary
Get trouble with roommates
Most challenging
Brenden
Enjoyed
Take part in projects
Make new friends
You
 ???
Unit 6: FUTURE JOBS
INTERVIEW
Before
find out about the job/ vacancy
send letter of application and resumes
bring certificates and letters of recommendation
jot down qualifications and experience
be on time, dress neatly and formally
During 
concentrate
try to answer
be clear, polite, and honest 
admit weakness
show enthusiasm, keenness, best side, and sense of responsibility
After 
 - think about comments
UNIT 8: LIFE IN THE FUTURE
	 modern labour - medical system saving devices
Economic 
depression Terrorism 
Far better
 Pessimists Optimists 
LIFE IN THE FUTURE
development
Technology computer	 Telecommunication 
 Influence on 
 Work Office travel
Robots do most Go electronic 
 car space-shuttle
 electricity methane fitted with
 gas computer
à Never move in straight line
Help us, please zzzzzzzz!!!
à Be confident that future in our hand
Unit 10: ENDANGERED SPECIES
 8.300 7.200
ENDANGERED SPECIES
Causes
habitat destruction
(1) ______
(2) ______
(3) ______
- food
- clean air and water
- (4) ______
- many medicines and (5) ______
Conservation 
Efforts 
Made Red list
(6) ______
Established wildlife habitat reserves
Keys: 
commercial exploitation
pollution
benefits
fertile soil
other products 
enacted laws 
Unit 11: BOOKS
ADVAN-TAGES
(1) ______
(3) ______ Read bits here & there
SWALLOW Good stories
CHEW & DIGEST: (4) ______
VARIES
(2) ______
KEEP FOREVER
Unit 13: THE 22ND SEA GAMES
Participants
11 countries 32 sports
Results: 444 gold medals
VN: 158
Thailand: 90
Indo: 55
VN’s preparation
Intensive programme
Strong support
Spirit
solidarity& co-operation for peace & development
Place
My Dinh Station, Ha Noi, Viet Nam
Time
5th to 13th December, 2003
The 22nd Sea Games
Equal work oppotunity
Unit 15: WOMEN IN SOCIETY
Childbearing homemaking
Now:gained significant rights
Past: limited
/ denied
Legal / political rights
Employmentt
Educationn
Intellectual ability -> doubted
Equal pay to men
Right to formal education
Right to vote
Unit 16: THE ASOCIATION OF SOUTHEAST ASIAN NATIONS
ASEAN
1967
Founded
1984
Brunei
1995
Viet Nam
1997
Laos & Myanmar
1999
Cambodia
Goals
+ accelerate: - economic growth
 - social progress
 - cultural development
+ promote peace & development
Population
575.5 million -> 8.7 % world’s population
Area
4.464.322 sp km
Features
diverse cultures
diverse economies
2006
Total trade: US $ 1405 billion
2007
GDP: US $ 1282 billion
2020
free trade areae established
ASEAN Vision -> closer economic intergration in region
à improve socio-economic situation
à solve problems among its member countries
2.2.2 Questionnaires
Questionnaires
What do you think the aims of the reading lessons are?
-
-
-
2. How important do you think reading lessons are?
a. very important
b. not very important
c. not important at all
3. Did you prepare the lessons before the class?
1. Yes, always.
2. Yes, sometimes.
3. No, never.
4. You have difficulties when learning reading skill because of the reasons..
always
sometimes
never
1
Difficutl topics
2
Lack of vocabulary 
3
Long / complicated text
4
Your grammar is not good enough.
5
Your partner is not co-operative.
6
You have no ideas about the topics.
5. How do you find the following reading activites?
very difficult
not very difficult
easy
very easy
1
T / F statements
2
Answer questions
3
Gap – filling
4
Finding synonyms / antonyms
5
Discussion
6
Complete the chart
7
Oral reproduction
6. Did you participate in the oral reproduction actively?
1. Yes, always.
2. Yes, sometimes.
3. Seldom
4. No, never.
7. How much can you gain after reading lesson if using the information - transfer technique to exploit the text? Tick one or more of the following or you can add your own ideas.
1, the theme
2, a. all the main ideas
 b. some of the main ideas
3, a. all the supporting details
 b. some of the supporting ideas
 c. not any of the supporting ideas.
Thanks for your help!
2.2.3 Results
Before applying these techniques of information transfer in reading texts in “Tiếng Anh 12”, (school year 2016- 2017) most students think that, reading lesons seem to be extremely difficult and boring. 
Grade 12A6 (40 students) in the academic year of 2016 – 2017
good
Rather good
Average 
Under average 
Number
0
20
18
2
percentage
0
50%
45%
5%
Grade 12A7 ( 37 students) in the academic year of 2016 – 2017
good
Rather good
Average 
Under average 
Number
0
5
20
12
percentage
0
13,5%
54%
32,5%
 In the school year 2017 - 2018, I used these information transfer techniques in my teaching reading lessons, I realized that a numbers of students found interested in learning reading increasing day by day. I collected students’ ideas to know what they find about reading texts by some questions in the questionnaires and had some replied information as below.
 Most students stated that at first, they often read the text at home before going to class but they still find it hard to summarize the main ideas of the reading text because they lack of vocabulary and because the text is so long or too complicated although they can find out the evidences to decide the statements are true or false and answer questions in the text.
 With class 12A6– a rather good at English class with 37 students, 27 students believe that the reading lessons are very important - containing 73 %, 10 students think they are not very important - containing 23 % and no one finds they not important at all. 
20 students in this class always prepare the lesson before class – containing 54 %, 13 students sometimes – containing 35 % and 4 students never prepare the lesson before class – containing 11 %. 
Through the questionaires, students also said that there are 3 main reasons that make the reading texts become difficult. They are “lack of vocabulary, long / complicated text and grammar is not good enough”. 7 students in this class always lack vocabulary when learning reading skill – containing 18,9 %, 23 students sometimes – containing 62,1 % and 7 students never lack vocabulary – containing 19 %. 
With the reason “long / complicated text”, 8 students always (21,6 %), 20 students sometimes (54,1 %) and 9 students never (24,3 %)
 While in class 12A5 – an average at English class with 37 students, 23 students believe that the reading lessons are very important – containing 60,5 %, 13 students think they are not very important - containing 34,2 % and 2 students find they not inportant at all – containing 5,3 %. 15 students in this class always prepare the lesson before class – containing 39,5 %, 15 students sometimes – containing 39,5 % and 8 students never prepare the lesson before class – containing 21 %. Most students in class 12A5 have the same idea with students in 12A7 about the reasons that make the reading texts difficult, but a few students in this class also find the reading texts difficult because they have no idea about the topics. 17 students in this cl