(SKKN 2022) Using controled activities to teach pre-reading in some reading lessons of English 12 at Nong Cong 4 high school

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING NONG CONG HIGH SCHOOL EXPERIENCED INNOVATION TOPIC: Using controled activities to teach pre-reading in some reading lessons of English 12 at Nong Cong high school By: Nguyễn Van Luan Position: Head of English group Field: English Nong Cong, 2022 TABLE OF CONTENTS  1.1 1.2 1.3 1.4 1.5 2.1 2.1.1 2.1.2 2.1.3 2.1.4 2.2 2.2.1 2.2.2 2.2.2.1 CONTENT INTRODUCTION Reasons for the study Objectives of the study Aims and requirement of the study Methodology New points of the study CONTENTS Theoretical bases The nature of language skills Reading skills The definitions of reading skill The importance of Pre-reading activities in learning reading Practical bases Reality Solutions 2.2.2.1.1 Some types of efective pre-reading activities and samples of practising teaching English 12 Video clips 2.2.2.1.2 2.2.2.1.3 2.2.2.1.4 2.2.2.1.5 2.2.2.1.6 2.3 Brainstorming Ask and answer the questions Using pictures Pictionary Interview Results received from using the study in reading lessons 3.1 3.2 CONCLUSION Conclusion Proposals to the leaders Reference Page 3 3 4 4 4 5 6 12 16 16 17 21 21 21 22 INTRODUCTION 1.1 Reasons for choosing the topic English has become a core subject in the syllabus of every schools through out the country However, the fact is that the teaching and learning of English has not been effective yet Especially at Nong Cong high school, through teaching reading lessons at classes, seeing that many of my students have great difficulties in appoaching reading lessons as they are not really motivated and well- prepared for the topic that they are going to learn, this led to the low result in the reading tests This fact makes me and English teachers concerned about, I wonder how to give out an approriate answer to the problem above to improve the effect of teaching reading lessons properly, especially, for the result of the next GCSE examinations Understading the issues mentioned, with the aim to help students to improve the effectiveness of in the exams and to be more supplied and have motivation for the topic, vocabulary and possibly important grammar structures that they are about to read after spending a long time studying and analysing the process of teaching and learning reading lessons, I would like to choose the topic “ Using some controlled activities to teach pre-reading in English 12 at Nong Cong “ It is hoped that the study will make some contributions to improve the learning of English in general, and the learning of reading in particular among the 12th grade students at Nong Cong High School 1.2 Objectives of the study Being aware of the significance of the students’ participation in reading lessons, the study will mainly focus on investigating the real situation of teaching pre- reading for 12th graders and giving some recommendations to improve the students’ reading skill through communicative activities in the coursebook of English 12 1.3 Aims of the study In this topic, I have no other ambitions than the aim of answering the following questions What is the reality of teaching and learning reading skill of the 12 th graders at Nong Cong high School ? Which of communicative Pre-reading activities does your teacher use in reading lesson? How the students at Nong Cong high school improve the effectiveness of the reading tests? Whether these activities: interesting, not very interesting, or boring? 1.4 Methodology - Practical research methods: observation, investigation, exchanges, questionnaires, summarizing experience - Method of experts: Exchanging experience of teaching reading lessons from a number of dedicated and experienced English in Nong Cong High School and in other school 1.5 New points of the study As seen from the reasons for choosing the topic, with my knowledge, this topic I focus on the following points Through controlled activities to be used to teach pre-reading in reading lessons of English 12, this helps students to be motivated to learn reading lessons To help impove the effectiveness of doing the reading tests for the students at Nong Cong High school CONTENTS 2.1 THEORETICAL BASES 2.1.1 The nature of language skills As a means of communication, language is divided into four skills, in which listening and reading are perceptive skills while speaking and writing are productive skills They are also consided according to the manners by which they are formed The skills that are related to articulate organs are called oral skills that include listening and speaking The ones in connection with manual script is named literacy skills that consist of reading and writing According to Carrel (1981:1), “for many students, reading is by far the most important of the four skills in a second language, particularly in English as a second or foreign language.” Reading plays a significant role of the four skills that cannot be denied To conclude, all the above skills for learners are integrated and supportive to each other Whenever students acquire those skills they can have confidence in using a foreign skill 2.1.2 Reading skill 2.1.2.1 The definitions of reading skill According to Ravinder Sandhu , “Reading is defined as a cognitive process that involves decoding symbols to arrive at meaning Reading is an active process of constructing meanings of words with a purpose to help the reader to direct information towards a goal and focuses their attention” Despite the fact that the reasons for reading may vary, the primary aims of reading is to understand the text Additionally, there are also definitions made by many other scholars According to William (1984), he defines reading as a process whereby one looks at and understands what has been written Rohani Ariffin (1992:1) in her book entitled Anthropology of Poetry for Young People defines reading as a highly personal activity that is mainly done silently, alone There is a clear understanding that reading is something related to the activity of acquiring information and it is done either silently or aloud Reading is an interactive process between the reader and the writer Brunan W.K (1989) for instance defines reading as a two way interaction in which information is exchange between the reader and the author” Smith (1973) also shares the same attitude The learners try to interpret the text through their own experiences, but they may differ from the writer’s experiences This explanation reveals that reading is not just an active process, but also an interactive one Reading is closely linked with meaning For this reason, lack of shared assumptions presents the most difficult problem in reading To sum up, reading is a mental process so it needs other skills to be integrated with such as listening, speaking and writing 2.1.2.2 The importance of Pre-reading activities in learning reading It can not be denied that Pre-reading activities play a crucial important role in motivating the students through the reading lesson The aim of using Pre-reading activities is to activate the reader’s background knowledge, to prevent failure, and to support the reader’s interpretation of the text Employing Pre-reading activities in the first stage of the reading lesson can promote interaction between the reader and the text, which exerts to the development of a better self-awareness of the relationship between the reader’s meaning and the author’s meaning 2.2 PRACICAL BASES 2.2.1 Real situation of doing reading test from the students: To know the quality of doing the reading exercises of the twelfth form students, I have surveyed the comprehenion reading competence of 89 students from two classes at medium level with two reading passages including 15 questions with the different levels of difficulty to choose the gifted students for universities and colleges the time for two tests lasts 20 minutes the result of doing the tests of the students has shown below Chart 1: Result surveying the competence of doing reading exercise of the students 2.2.2 Solutions 2.2.2.1 Some types of efective pre-reading activities and samples of practising teaching English 12 Pre-reading activities help students anticipate a new topic that they are going to study and motivate them to read There are various ways for teachers to assist learners to get acquainted with the topics in reading process Here are 10 pre-reading activities are commonly utilised in class 2.2.2.1.1.Videos Videos are one of the most appealing ways to get students’attention at the beginning of the lesson First, find a short video relating to the topic of the reading on the Internet After watching the video themselves, students will answer some simple question about the content of the video, which easily lead to new lesson * Unit 4: School education system + Aims: After watching the video, students will discuss about unique facts about Finland ‘s education system and have some comparisons with vietnam’s system + Material: Video of Finland’ education system, projector + Time: minutes + Procedure: - Shows a piece of video on the screen for student to watch “Why Finland has the best education system in the world?” (Link: https://www.youtube.com/watch?v=nHHFGo161Os&t=382s) - Ater that , give students two questions and ask them to answer: Question 1: What you know about Australia ‘s education system? Question 2: Should Viet Nam adopt education quality? Australia ‘s methods to improve * Unit 6: Future jobs + Aims: After watching the video, students will be suggested some jobs that will be in high demands in the next 5-10 years and they can consider this orientation for the coming GCSE at the end of this year + Material: Video of some jobs of the future, projector + Time: minutes + Procedure: - Shows a piece of video on the screen for student to watch “ more than 20 jobs of the future: Linguamarina- a Russian blogger and businesswoman living in San Fransico will give us a total overlook on which jobs will be in high demands in the next 5-10 years” (Link: https://www.youtube.com/watch?v=we7zHcsgo0o&t=218s) - Ater that , give students two questions and ask them to answer: Question 1: - What is your favorite job? Question 2: - Do you think that it is suitable for you? Why? * Unit 8: Life in the future + Aims: After watching the video, students will have a brief view of the imaginary life in the future + Material: Video of the imaginary life in the future, projector + Time: minutes + Procedure: - Shows a piece of video on the screen for student to watch (Link: https://www.youtube.com/watch?v=5SIhlWFAJWk) - Ater that , give students the question and ask them to answer: Q : Do you agree with the video that the future life will be more positive? Why not? Why/ * Unit 10: Endangered species + Aims: After watching the video, students will be aware of the fact that many species are in danger of extinction + Material: Video of 10 species on the verge of extinction, projector + Time: minutes + Procedure: - Shows a piece of video on the screen for students to watch (Link: https://www.youtube.com/watch?v=FsX71DHVO8k) Ater that , divide class into teams and ask them to write sentences which have the structures: CAUSE-> CONSEQUENCE-> ANIMALS ENDANGERED Ex: Japan resumes commercial whaling-> Whale hunting happens in full bloom -> An animal which has been already on the brink of extinction is now more endangered 2.2.2.1.2 Brainstorming Divide class into groups, then ask them to discuss in groups to brainstorm all the ideas relating to the topic of the reading in minutes Then give them a further five minutes to organize their ideas Once they have completed this, encourage them to get up and move around the room and share their ideas with other groups * Unit 6: Future jobs + Aims: After brainstorming , students will be able to have more choices for their coming GCSE at the end of this year + Material: white boards, markers + Time: minutes + Procedure: - divide class into groups and ask each group to brainstorm as many jobs as possible - Ask students some questions about their choices of jobs in the future: Question 1: Which job would you like to choose in the future ? Question 2: Why you choose it? Suggested Jobs: doctor beekeeper blacksmith journalist teacher politician musician builder butcher soldier scientist cop driver electrician magician hairdresser postman artist astronaut boss archaeologist plumber sailor nurse banker vet photographer * Unit 11: Books + Aims: After brainstorming , students will be able to list as many types of books as possible + Material: white boards, markers + Time: minutes + Procedure: - divide class into groups and ask each group to brainstorm as many types of books as possible - Ask students some questions about books : Question 1: What kind of books you enjoy reading ? Question 2: How you often read books ? Suggested types of books: -Novel, science fiction, craft book, Fiction book, comic book, Biography,thriller, love story book,short story… 2.2.2.1.3 Discussion or ask and answer the questions Divide class into or groups based on the number of questions prepared with various opinions relating to the topic of reading text Then give each group one question at random or give all questions for each group Encourage the learners to have a discussion about the questions they get and find out the suitble answer Once they have done this, the learners can then interact with people from other groups to share their opinions and reasons or the teacher will call the represetatives of each group to give answer in front of the class * Unit 11: Books + Aims: After discussing in groups , students will be able to have more knowledge of the importance of books, many types of books and some idioms relating to book + Material: + Time: minutes + Procedure: - Divide class into groups and give each group the questions to discuss Suggested questions: Question 1.What does books bring about in our life? Books play a significant role in our life They say that “When you open a book, you open a new world” I believe that everyone would agree with this statement as books have become inevitable to mankind For the majority of people, books are part of their everyday life A book is like a best friend who will never walk away from you A book communicates knowledge, and not only knowledge but wisdom of all kinds They say that “The more you read, the more well-read you are” In simple terms what this means is that the more you read the more exposed you are, your attitudes, your ideas and your imagination changes I believe that my personality, behaviour, ideas and knowledge are all built on the books I have read Nothing can add to our intellect more than reading a book Question 2.What kind of books you love reading the most? Science Fiction, satire, drama, Action and Adventure, Romance, mystery, horror, self help, guide, travel, children's, religious, science, history, math, anthologies, poetry, encyclopedia, dictionaries, comics, art, cookbooks, diaries, prayer books, series, trilogies, biographies, autobiographies, and fantasy Question List some idioms using the word “book”: - by the book: làm hướng dẫn, theo luật - read sb like a book: dễ dàng đọc suy nghĩ - cook the books: thay đổi số liệu cách bất hợp pháp - every trick in the book: sử dụng cách thức để đạt - hit the books: học hành chăm - Don’t jude the book by its cover: Đừng phán xét vẻ bề * Unit 13: The 22nd Sea Games + Aims: After discussing in groups , students will be able to have more information about SEA GAMES + Material: + Time: minutes + Procedure: - Divide class into groups and give each group the questions to discuss Suggested questions: Question 1: Where was the 22nd SEA GAMES held?- Viet Nam Question 2: What benefits can a country have on hosting an international sports event? -It gets a lot more tourists than normal, bringing their tourist dollars and intending to have a good time Allied to this, it gets a lot of media coverage dealing with fans and players having a good time, rather than the standard media coverage dealing with other affairs Question 3: What international sports events has Viet Nam hosted recently? AFF Suzuki football Cup, VTV Cup volleyball cup, Fomula race for ten years… * Unit 14: Internaional Organisations + Aims: After discussing , students will be able to know more international organisations in the world and their main activities and objectives + Material: + Time: minutes 10 + Procedure: - Divide class into groups and give each groups questions and ask them to discuss Suggested questions: Question 1: What is the roles of international organizations? The role of international organizations is helping to set the international agenda, mediating political bargaining, providing a place for political initiatives and acting as catalysts for coalition- formation Question 2: What is the definition of an international organisation? An international organization (intergovernmental organization) is an organization established by a treaty or other instrument governed by international law and possessing its own international legal personality, such as the United Nations, the World Health Organization and NATO Question 3: Name as many international organizations as possible • Food and Agriculture Organization of the United Nations (FAO) • International Labour Organization (ILO) • International Monetary Fund (IMF) • International Telecommunication Union (ITU) Bank for International Settlements (BIS) • • • Organiz ation for Economic Cooperation and Development (OECD) • Paris 21 (P21) • Statistical Office of the European Union (EUROSTAT) • United Nations Conference on Trade and Development (UNCTAD) United Nations Economic and Social Commission for Asia and the Pacific (UNESCAP) • United Nations Economic Commission for Africa (UNECA) • United Nations Economic Commission for Europe (UNECE) • United Nations Economic Commission for Latin America and the Caribbean (UNECLAC) • United Nations Economic and Social Commission for Western Asia (UNESCWA) United Nations Educational, Scientific and Cultural Organization (UNESCO) • • United Nations Human Settlements Programme (UN-Habitat) • United Nations Industrial Development Organization (UNIDO) • United Nations Office on Drugs and Crime (UNODC) 11 • United Nations Statistics Division (UNSD) • World Bank (WB) • World Health Organization (WHO) • World Tourism Organization (UNWTO) 2.2.2.1.4 Pictures Select some pictures that relate to the topic of the reading and ask learners some questions about the pictures The learners should work together or in individuals to connect the pictures and try to guess what the reading will be about * Unit : Future Jobs + Aims: After watching the pictures , students will be able to name the jobs and give some description of each job + Material: pictures or projector + Time: minutes + Procedure: - Show some pictures of many kinds of jobs and ask students questions: Question 1: Who am I? Question 2: Can you describe my job? Question 3: Which job would you like to choose in the future? Suggested pictures: Dentist Police 12 Farmer Pilot Mechanic Footballer Unit 12: Water sports + Aims: After watching the pictures , students will be able to name some kinds of water sports and give some description of water sport + Material: pictures or projector + Time: minutes + Procedure: - Show some pictures of different water sports and ask students questions: Question1: Can you name the sport in the picture? Question 2: What is your favourite water sport? Describe it Suggested pictures: 13 swimming Scuba diving Windsurfing Synchronize swimming 14 rowing Water polo Suggested description of windsurfing: Windsurfing is a surface water sport that combines elements of surfing and sailing It consists of a board usually to 2.5 metres (6 ft in to ft in) long, with displacements typically between 45 and 150 litres (9.9 and 33.0 imp gal; 12 and 40 US gal), powered by wind on a sail The rig is connected to the board by a freerotating universal joint and consists of a mast, boom and sail On “short” boards The sail area generally ranges from 1.5 to 12 square metres (16 to 129 sq ft) depending on the conditions, the skill of the sailor, the type of windsurfing being undertaken and the weight of the person windsurfing On long boards, upon which the sport was first popularized -sail areas and board lengths are typically larger and the athleticism required is much less * Unit 11: Books + Aims: After watching the pictures , students will be able to guess the names of some kinds of books and give some description of these books + Material: pictures or projector + Time: minutes 15 + Procedure: - Show some pictures of different kinds of books and ask students questions: Question1: Can you guess what kinds of books are these ? Question 2: What kind of books you like to read? And how you read them? novel Science book 16 Craft book Biography 2.2.2.1.5.Pictionary Select some of the key words from the text Put the class into two or three groups In turn, a learner from each group (at the same time) comes to the whiteboard They are told the word and they have to draw that word They are not allowed to use letters or numbers in their drawing The other students try to guess the word and earn points for their team * Unit 3: Ways of socializing + Aims: After guessing the words , students will be able to know some ways of nonverbal communication + Material: white boards, marker + Time: minutes + Procedure: - Students will be divided into groups They are given a list of words and they have to draw that word on the activity board The others try to guess that word and earn points for their team Words: nod, shake hands, wave, clap, … 2.2.2.1.6.Interview: Prepare a short personalized narrative about something related to the topic of the reading Be creative with the story It doesn’t have to be 100% accurate to something 17 that actually happened to you, but it should be personal, and be told enthusiastically It will help if there is a little suspense and humour in the story too * Unit 1: HOMELIFE + Aims: After the interview , students will be able have chance to share their family’s responsibilities and their study + Material: + Time: minutes + Procedure: - Call students to make the interview between a journalist and a student Suggested interview: A student will pretend to be a journalist She will interview a high-school student about his home life Journalist: Hi, An! Thanks for giving me some time An: Hi! It ‘s my pleasure Journalist: So you are in your final year, you must be under such heavy burden How your family ‘s members support you in the race against time? An: The exams always move in tandem with tons of exercises But everything runs quite smoothly to me with my family by my side My dad always reminds me to sports and he also gives me some useful tips for effective learning My Mom is really busy with her teaching but she tries to cook such nutrious food to keep me dynamic And my little sister helps me unwind and fill up back my energy with her smiles and jokes Journalist: Oh, lovely! Then what can you draw from their deeds? And besides empowering you, what feelings your family give you, just like happiness… An: Uhm, all that supports can show my position in their hearts And I really appreciate every single moment with my amazing family We have mutual understandings, share unforgettable memories with one another They give me love, happiness and security Journalist: Yeah, thank you so much! You give me some amazing ideas for my upcoming article Hope to see you pass the exam with flying colors An: I hope so Now I have to be back with my class Goodbye Journalist: Bye! 2.3 Results received from using the study in reading lessons The teaching experience was carried out among more than 89 students at grade 12 at Nong Cong High school This study reveals that the application of effective activities in teaching reading can bring about desirable benefits to both teachers and students in teaching and learning reading skill Since imlememting these methods to th 18 lead in reading lessons, I have gained some certain results and get more possive feedbacks from students My students are more are eagerly engaged in any of my pre-reading activities even shy students and of course their understanding of the text is much better than that before Here are the result tables and chart showing some information after applying different pre-reading activities in comparison with that when using some common ways designed in the textbook This survey was conducted with the participation of 89 students of classes The quality of doing reading lesson on experienced objects After having been presented in front of my group of English on April nd, 2022 With acquring my collegues’ ideas, I have applied the study to my designing the reading lesson plans to the English classes I am teaching Through my evaluation, observation, I realise that there is a positive progress in practising my students’ reading skill The student are aware of the importance of improving vocabulary, concentrating on the strategies of doing reading lessons To prove the effectiveness of my study, I a survey again on 89 students from two classes which I have taught the strategies to the reading lessons, especially for the types of reading questions in the general secondary tests in the next July This survey, I also choose 89 students accidentally to a test of reading comprehension consisting of 15 questions, both common and advanced questions in 20 minutes The result shown in te chart below 19 Chart 2: The result of doing reading lessons after applying the study The chart demonstrates: Most students gaining from to true sentences make up to about 82%, the number of the students getting from to 12 corrects sentences acounts for 18% per the total 15 sentences This corresponds with over 18 percent getting over arverage marks of reading parts This result shows that the students’ reading competence is low, however, this rate compared with that in the table is much better, because the number of the students getting from to true answers reduced, whereas the students gaining from to true answer increase dramatically, even some of those students reaching to 12 correct answers, there is, however, noone getting the maximum score This result shows that the considerable impact of the study is proved to be effective Table below gives the facts to the question “What you think of these activities: interesting, not very interesting, or boring?” Pre - reading activities interesting normal boring using videos to introduce the text 75% 18% 7% using pre-reading questions 54% 28% 18% 20 explaining the instructions of the text 40% 48% 12% using discussion to introduce the text 55% 33% 12% giving pictures to introduce the lesson 65% 32% 3% using brainstorming to introduce the text 76% 15% 9% Look at the table 1, the most noticeable thing is that (80%) of the students finds using videos, and (75%) of them state that using brainstorming to introduce the text are interesting It can be understood that the preparation for communicative activities are time-consuming and hard for many teachers Besides, a large number of students enjoy other activities like using pictures and discussion, unfortunately, many of them think that explaining the instructions of the text and giving a brief introduction to the text are normal or even boring (based on few students’ choices) Table below gives the facts to the question “How often does your teacher use Pre-reading activities in reading lesson?” Pre-reading activities Always sometimes rarely never using videos to introduce the text 12% 37% 41% using pre-reading questions 55% 30% 13% 2% explaining the instructions of the text 56% 32% 11% 1% using discussion to introduce the text 39% 36% 17% 8% giving pictures to introduce the lesson 64% 16% 118% 3% using brainstorming to introduce the text 26% 44% 18% 12% 9% Table indicates that three activities such as: using pre-reading questions, explaining the instructions of the text and giving pictures are most frequently used by lots of the teachers Others activities like giving a brief introduction and discussion are 21 also chosen at the pre-reading stage by quite many teachers However, 40% of the students reports that their teachers rarely use videos to introduce the texts CONCLUSION 3.1 Conclusion It is thought that teaching is an art in which teachers are both creative and flexible.That communicative activities are widely used in teaching and learning English at many high schools has changed students’ attitude toward acquiring immense knowledge So far, thanks to the advantages of these kinds of activities, teachers of English have utilised them to improve the understanding and analyzing ability of their students However, the application of these activities at Nong Cong high school is limited and get some dificulties due to many factors In a single lesson, it is not likely for the teacher to use all these suggested activities presented in this study, therefore, the teacher should choose appropriate activities for different reading lessons with various purposes It is hoped that with the application of this advice, the teachers can help the students at Nong Cong High School learn the textbook more effectively 3.2 Proposals to the leaders After studying the problem, I see that the successful lessons depend on a lot of reference documents as well as visual aids, so the schools need to buy and add more equipment for teaching such as Conecting Internet, projectors, videos and reference books That will make the process of teaching and learning reading skill better 22 References Ministry of education and training (2009), English 12, Educational press, HaNoi Tiếng Anh 12 Nhà Xuất Bản Giáo Dục A S Hornby, English advanced learner’s dictionary – Oxford university press (1995) Thiết kế giảng Tiếng Anh 12 Nhà Xuất Bản Hà Nội Long Man, Preparation course for the Toefl test – Poly techniques press Phương pháp dạy Tiếng Anh trường phổ thông Nguyễn Hạnh Dung TEACH ENGLISH TRAINER'S HANDBOOK BY ADRIAN DOFF Brown, H D (2007) Principles of Language Learning and Teaching White Plains, NY: Pearson Education Harmer, J (1991), The Practice of Language Teaching, Longman Nguyen Quoc Hung (2003), Technique of teaching English, Educational press XÁC NHẬN CỦA THỦ TRƯỞNG ĐƠN VỊ Nông Cống, ngày 10 tháng năm 2022 CAM KẾT KHÔNG SAO CHÉP (Tác giả ký ghi rõ họ tên) NGUYỄN VĂN LUÂN DANH MỤC CÁC SÁNG KIẾN ĐÃ ĐƯỢC XẾP LOẠI CẤP NGÀNH, CẤP TỈNH Tên đề tài sáng kiến Năm Xếp Số ngày, tháng, năm cấp loại định Sử dụng số tiền tố phủ định để giúp học sinh làm 2013 C 2015 B 2016 C 2018 B tập biến đổi từ Some experience in helpng my students the exercises on the conditional sentences in the tests better Some experiences in teaching pronunciation Strategies in helpng my students the exercises on QĐ số: 743/QĐ-SGD&ĐT ngày 04/11/2013 QĐ số: 988/QĐ-SGD&ĐT ngày 31/11/2015 QĐ số: 972/QĐ-SGD&ĐT ngày 28/11/2016 QĐ số: 3145/QĐ-HĐKHSK ngày 21/8/2018 23 the conditional sentences in the tests better Solutions to improve reading skill helping students at Nong Cong high school the 2019 C national general secondary QĐ số: 2007/QĐ-SGD&ĐT ngày15/11/2019 tests of English better :“Thực trạng giải pháp nâng cao chất lượng đội ngũ QĐ số: 1362/ QĐ-SGD&ĐT cán cơng đồn Trường THPT Nông Cống 4, huyện 2021 C ngày 05/11/2021 Nông Cống giai đoạn nay” 24 ... - reading activities interesting normal boring using videos to introduce the text 75% 18% 7% using pre -reading questions 54% 28% 18% 20 explaining the instructions of the text 40 % 48 % 12% using. .. in reading lessons of English 12, this helps students to be motivated to learn reading lessons To help impove the effectiveness of doing the reading tests for the students at Nong Cong High school. .. your teacher use Pre -reading activities in reading lesson?” Pre -reading activities Always sometimes rarely never using videos to introduce the text 12% 37% 41 % using pre -reading questions 55%