Sáng kiến kinh nghiệm Applying graphic organizers in teaching reading new textbook Tieng anh 10

TABLE OF CONTENTS
&
CONTENT
Page
Part I
Introduction
3
1.
Reasons for the study
3
2.
Aims of the study
3
3.
Methods of the study
4
4.
Scope of the study
4
5.
New features in the study’s result
4
Part II
Content
4
I.
Theoretical and practical background
4
1.
The importance of reading skill
4
2.
Stages of reading 
5
2.1
Pre-reading 
5
2.2
While-reading
6
2.3
Post -reading
6
3.
What are graphic organizers?
7
4.
Types of graphic organizers employed in the study
7
4.1
Cause & effect map
7
4.2
Problem & solution map
8
4.3
Compare & contrast matrix
9
4.4
KWL chart
9
4.5
Network tree
10
4.6
Venn diagram
11
5.
Research context
11
5.1
Setting and Participants
11
5.1.1
Students
11
5.1.2
Teachers
11
5.2
Textbook and Reading materials
12
6
Data analysis and discussion
12
6.1
Data analysis and discussion of the students’ survey questionnaire
12
6.1.1
Students’ attitude towards reading skill
12
6.1.2
Students’... is being read, allowing them to isolate text that is not important to their learning. This will also enable teachers to determine main ideas so that they can help students entire stories from their reading.
It is hoped that this study will provide classroom English teachers as well as their students with an in – depth understanding about how and what they should with do with graphic organizers in reasearch entitled “APPLYING GRAPHIC ORGANIZERS IN TEACHING READING NEW TEXTBOOK – TIENG ANH 10” to keep the students much more involved in the reading process.
II. Aims of the study
This study is aimed at giving out a brief overview on graphic organizers, gaining an insightful look into the application of graphic organizers with a view to motivate students’ reading at Ha Huy Tap high school. 
III. Methods of the study
The study was carried out on the basis of material collection, survey questionnaire and class observation, aimed to determine whether graphic organizers are able to enhance students’ motivation or have a positive affect on the ability of students to make sense of what they read. The author used data collection instrument to gather information about the students involved, monitor the progress of the students when they used graphic organizers throughout the research, and determine the effectiveness of the graphs based on survey questionnaire and class observation
IV. Scope of the study
 In general, reading lessons are not so exciting as students expect or many of them do not want to answer comprehension questions according to their favorite learning styles. Therefore, within this study, my purpose is to carry the research on using grapic organizers to motivate and enhance student thinking skills through the reading text by using images or visual illustrations instead of responding the questions given in the textbook.
V. New features in the study’s result
 In my innovation, there are a lots of interesting graphic organizers which have high effectivenes...hension of texts as it links the learner's prior knowledge with understanding the text in hand. It is claimed that such pre- reading activities are challenging and motivating in the sense that they challenge students to recall their previous knowledge. Ringler, L. H., & Weber, C. K. (1984) called pre-reading activities enabling activities as they elicit prior knowledge, provide background and focus attention. They pointed out that such experiences involve understanding the purposes for reading and building the necessary knowledge needed for dealing with the content and the structure of the material.
In this early stage, teachers are expected to motivate students to read, especially by activating or building students‟ background knowledge of the subject and familiarizing them with some of the language needed in coping with the text. According to Williams (1984:37), the purposes of the pre-reading stage are: 
- To introduce and arouse interest in the topic. 
- To motivate learners by giving a reason for reading
- To provide some language preparation for the text. 
Normally, pre-reading phase often lasts from two to ten minutes depending on each lesson. Before delivering activities for this stage, the teacher needs to take the objectives of the lesson, the situation of teaching and learning, the students‟ needs into account.
2.2. While-Reading 
While- reading stage is the main part of a reading lesson. Without this stage, the students will lose the chance to deal with the text to understand the writer‟s purpose and clarify the text’s content in detail. Williams (1984:38) points out the aims of the while- reading stage: 
- To help to understand of the writer‟s purpose. 
- To help to understand of the text structure. 
- To clarify the text. 
He also gives the teacher some questions to ask himself in order to deal with the above mentioned aims: 
1. What is the function of this text? 
2. How is the text organized or developed? (e.g.: a narrative, an explanatio