(SKKN 2022) a number of measures to improve the effectiveness of english reading comprehension skills for 5th grede students at dong tien primary school

1 I INTRODUCTION The reasons of choosing topic English has been considered as the lingua franca of the world Today it is the official language of nearly 60 countries and territories Vietnam is in the period of national integration and renewal The State has policies to attract foreign investment Many joint venture companies, cooperating between Vietnam and foreign companies are also very developed That makes English become more and more important, especially in communication Knowing clearly that importance, our State has introduced English into teaching as an official subject at all levels, including primary school to help children initially contact, comprehend and develop some basic skills, creating a good premise for the future Through the process of teaching English for grade 5, I find that reading comprehension is an important part of learning because reading comprehension passages often help students review new words and sentence patterns they have learned, but not individually , which is combined in a particular situation In addition, the reading comprehension passages help students with the skills of collecting, distilling information, content, and processing that content into practical application Therefore, I find the reading comprehension section quite difficult and quite boring if the teacher can't find a suitable teaching method Most of the reading comprehension passages are usually quite long, the illustrations are almost nonexistent, the questions are asked in a monotonous manner, some are relatively difficult, and it is difficult to promote students' creativity Some students only need to look at the question and skim through the lesson once to be able to answer it right away without having to read it a second time or understand the content Therefore, they often not feel interested when studying this part So how to solve the above problems? The question requires teachers to spend a lot of time researching and finding out the teaching methods that are appropriate and interesting, attracting students' interest in learning and creating maximum conditions for students to practice acquiring knowledge Because of that, I boldly chose the topic "Some measures to improve the effectiveness of English reading comprehension skills for the 5th form students at Dong Tien Primary School" to research In this article, I would like to share some of the experiences that I have gained in the teaching process as well as through training sessions, attending classes with colleagues The purpose of study The topic helps to innovate teaching methods, teachers can be confident, bold and proficient in guiding students to well in reading comprehension Students better understand the types of reading comprehension passages, thereby helping them find appropriate test-taking methods for each type of lesson, promoting positivity, initiative and creativity, more interest in learning, and long-term memory of the reading passages new words and grammatical structures, forming judgment and reflexes in the learning process and at the same time knowing how to apply them in communication The object of study The fifth form students of Dong Tien Primary School The methods of study To research this topic I use the following methods: - Theoretical research method: I read the conducting material issues related to my research needs - Learning experience from my colleagues: Attend the colleagues’ lessons to follow their good method - Experimental matching method - Observational method - Investigative method II THE CONTENT Theoretical basic In the period of national renewal, the relationship between Vietnam and other countries in the world is increasingly expanding, so English plays an extremely important role in all fields, especially in communication Therefore, in recent years, the Ministry of Education and Training has put the English program into teaching right from the 3rd, 4th, 5th grade of primary school, even in some schools with good conditions, the program is introduced right from the 1st grade Therefore, the role of the English teacher is really important, both helping them to master vocabulary, grammar structure, types of lessons, types of lessons, have to find good, age-appropriate methods of primary school students to help them absorb lessons effectively In the new view of teaching today, the teacher is not the one who imparts knowledge, but the one who organizes, controls and guides students to discover knowledge on their own A comfortable and relaxing atmosphere will be created by allowing students to learn while playing, let them guess the meaning of words, the lesson through pictures, stories without forcing them to follow a pattern any particular pattern Therefore, applying your own topic to teaching is a very necessary and correct job The current situation In English, reading comprehension is an important and absolutely difficult part, so teachers and students always pay attention and find ways to learn well Reading comprehension passages are usually full of content, covering learned issues including new words and grammatical structures After finishing the lesson, students can consolidate and master the entire content of the lesson 3 However, the reading comprehension part is often very boring, with few illustrations, and few teaching aids And with the goal, the traditional teaching method "teacher is the center", take lots of notes, check old lessons by rewriting new words, structure with all skills, teachers often find a way to somehow so that students just need to the exercises without caring about whether students are interested in learning or not, after learning and completing the exercises, they will be able to apply it in practice Therefore, the reality of students is to learn and the exercises in a mandatory manner, complete the task to avoid being reminded or punished, so when applying it to communication and practice, students could not In addition, students often not like reading long passages with many new words But when doing a reading comprehension passage they almost always have that problem For primary students, they not know how to deduce the content of sentences with known new words, but they want to know almost all the new words and must be able to translate the text correctly before doing other tasks When doing reading passages, teachers often let students read silently and complete their own assignments Therefore, when the teacher asked a question, only some children were confident enough to participate in the answer, while others felt embarrassed, unable to answer because they did not know how to pronounce the words, not sure of their answers, some students did not the exercises When checking the old lessons, instead of using the teacher-student communication method, the teacher asked the students to write new words on the board and sentence patterns learned This has unintentionally made teachers and students feel boring and stereotyped, so they are not interested in learning, leading to low quality of students' reading comprehension I myself did a small test to monitor the learning attitude as well as the quality of the reading comprehension course of students in grades 5A and 5B without applying the topic in the first weeks of the school year 2021-2022 and obtained the following results: Attitude Class 5A 5B Quality 32 Don't understand the lesson Like Dislike 14 19 19 (42,4%) (57,6%) (18,2%) (57,6%) (24,2%) 12 20 21 (37,5%) (62,5%) (12,5%) (65,6%) (21,9%) Numbers 33 Understand the lesson and some exercises Understand the lesson quickly and the exercises well With teaching focusing on learning new words, grammar and writing skills, but not in the direction of teaching communication, the teaching process as well as traditional teaching methods are no longer suitable with current trends, especially for primary school students Faced with the above situation, I personally feel the need to innovate teaching methods to be more suitable with the psychology of my students' ages and with the current educational goals It is not to let students learn in a stereotyped, boring way Organizing activities for children to study, play, and talk with teachers and other friends; Organizing games, telling stories by pictures and finding out new things… Because of understanding psychology and educational trends, I boldly apply the topic to my teaching process Content and how to implement the solution 3.1.The importance of teaching well the reading comprehension section in English subject As we all know, reading is a very important skill in daily life It helps us to recognize and gather information In teaching, reading comprehension helps teachers and students grasp and receive important information related to lesson knowledge When students read and understand the lesson, they can master and remember the knowledge they have learned for a long time Reading comprehension in English is an important part of learning, so teachers and students are always interested in finding ways to learn well Reading comprehension passages are usually full of content, covering learned issues including new words and grammatical structures After learning, students can consolidate and master the entire content of the lesson The reading comprehension section helps students to form many important skills such as: knowing how to summarize information content, filtering important content, knowing how to react to different situations related to the reading passage Normally, the reading comprehension section in English books includes: Read and tick (read and tick), Read and write T or F (read and write true or false), Read and tick the right picture (read and type) tick the correct picture), Read and answer, Read and complete, Read and match, Read and number the picture Read and write… Through reading and doing the exercises, students will improve their reading comprehension skills and consolidate their knowledge of the lesson Teachers, through the work and cooperation of students, can understand the student's learning situation for the lesson, thereby offering specific measures to help students learn better English 3.2 Classification of reading comprehension skills In order for the method of teaching reading to be the most effective, teachers need to help students distinguish between the basic types of reading and the purpose of each type There are many different opinions about the basic types of reading, but based on the criteria of reading style, people divide them into the following categories: *Reading aloud and silent reading When we want to read to understand, to recognize information, we often use the skill of reading silently, that is, looking at words and recognizing information, it is not necessary to read aloud Reading aloud is intended to convey the information of another person that has been written down such as reading newspapers, reading news, reading letters This reading skill in teaching foreign languages only helps students practice pronunciation, stress, materials and reading skills to inform *Skimming for gist This is a general way of skimming to get the main idea and main content of the passage and find a title that matches the content of the passage in a certain time *Scanning for specific information This is a way of skimming to get the information needed in a given time; is a way of asking a question about a particular information contained in a passage; are games to find information in the shortest time *Extensive reading This is used for reading passages in review or further reading or through rewritten short stories appropriate to the students’ level *Intensive reading These are the types of information transfer exercises; record the progress of the incident in writing; Answer the question true - false (True-False question); Jigsaw reading to complement each other 3.3 The process of teaching reading comprehension in English subject When teaching reading comprehension, no matter what type of reading passage, it is necessary to follow the sequence with the following steps: - Pre – reading - While – reading - Post - reading With the goal of teaching and learning in a communicative way, after completing the course, students can apply their knowledge to simple everyday situations In the learning process, the teacher is only a suggestion, the student is the one who actively works and implements the learning activities, each teacher will find for himself appropriate teaching methods for each teaching part, aiming to Finally, students feel excited to learn, cooperate happily, grasp the lesson and apply the knowledge Personally, through the time of teaching, attending lessons, learning from colleagues as well as participating in professional training sessions on teaching methods, and studying related documents, I have drawn a number of tips for the steps to teach reading comprehension skills as below: 3.3.1 Pre-reading activities In the first step of teaching, Pre-reading (before reading) usually takes about 25% of the time of Reading activity, the teacher's tasks are to introduce the reading situation, help students learn new words and sentence patterns in the passage, give the requests of reading and assign tasks to the students This is the most important step, determining the success of the reading If the children cooperate and are interested in learning, the teacher will easily pass on the knowledge and the students will understand the lesson, read and the lesson So how to help them be excited when entering the lesson and receive information in an active and positive way? This requires teachers to find ways to enter the lesson, introduce the problem in a way that is not dry, boring and not too rigid * Here are some techniques that can be used in this step a Using the form of storytelling combined with illustrations Teachers can use this method to stimulate students' interest when entering lessons, and at the same time combine teaching new words and sentence patterns for students With the students' interest in hearing and seeing, when teachers use the form of storytelling with specific illustrations, gestures expressing the content of the story will attract attention students' ideas, leading them to participate in the lesson naturally, not reluctantly From there, the children easily grasp the content of the reading and remember them in a long-term way The thinking of primary school students is not deep, the teacher's explanations become very vague for them Therefore, visual materials used scientifically will stimulate children's thinking and imagination, help them access the source of knowledge, stimulate their thinking to help them discover on their own and acquire knowledge With this method, the teacher can give the pictures in turn, each time the teacher gives the picture, the teacher directly tells the children the content of the story related to that picture The pictures are often new content and words that the teacher wants to convey to the children When mentioning to the words that they want to teach or review, the teacher reads slowly and emphasizes the voice to make the students pay more attention 7 For example When teaching Part Read and the task (Unit – What would you like to be in the future – English 5) talking about David's dream job I told as below: Hello My name is David I’d like to be an astronaut in the future I’d like to fly in space and work with other people in a spaceship It’s an important and very exciting work And I’d like to walk in space I’d like to get out of the spaceship I’d like to visit other planets It will be very exciting Now I am hard at school and studying I hope my dream will come true one day 9 b True/False Prediction: This trick is applied to Read and tick Yes or No or Read and tick True or False Procedure steps: Teacher writes 5-7 sentences about the main content of the passage (1 half is true, the other half is false), students work in pairs/groups to guess whether the above sentences are true or false The teacher writes the student's predictions Then, students read the text to check their predictions For example: Unit 8: What are you doing? Lesson (4,5,6) – Part 4: Read and tick Yes (Y) or No (N) c Pre-question This trick is often applied to reading comprehension sections of the text, requiring students to read and understand the text before doing other tasks such as: Read and the tasks, Read and number the pictures, Read and answer… The teacher has the students look at the pictures and write some questions on the board (the main content of the reading) Students think and guess the answer based on the picture For example: Unit 4: Did you go to the party? Lesson (4,5,6) – Part 4: Read and answer When was Nam’s birthday party? Who went to Nam’s birthday party? What did Phong at the party? What did Linda at the party? 10 d Ordering picture Teacher prepares some pictures based on the content of the reading passage Students guess the correct order of the pictures and the main content of the text For example: Unit 5: Where will you be this weekend? Lesson 3(4,5,6) – Part 4: Read and complete Hello, I’m Mai I’ll go to Ha Long Bay with my family next Sunday It’ll be a lot of fun In the morning, I think my parents will swim in the sea They love swimming! My brother and I will build sandcastles on the beach In the afternoon, my mum and dad will a sunbathe My brother and I will play badminton Then we’ll have dinner on Tuan Chau Island Seafood, I hope! c a b c d e Net work This trick helps students navigate the summary content for the passage Students work in groups and guess the content of the net work The teacher records the student's information, then compares it with the content of the text For example : Unit 10: When will Sports Day be? Lesson 3(4,5,6) – Part 4: Read and tick Our school Sports Day will be next Saturday Everyone in my class is going to take part in it Mai and Linda are going to play table tennis Tony’s going to play basketball and Peter’s going to play badminton Phong and Nam are going to play in a football match Tom’s going to swim My classmates are practising hard for the events We hope that we will win the competitions 11 Tony ? Mai ? Tom ? Nam ? Sports Day Phong ? Peter ? Linda ? f f Ordering statements The teacher writes on the board or on the extra blackboard some sentences according to the content of the lesson but not in order, asks students to read and rearrange them according to their understanding, then open the book to read and check their predictions The number of sentences can be 4-6 For example: Unit 9: What did you see at the zoo? Lesson (4,5,6) – Part 4: Read and match Dear Tuan, I went to the zoo with my classmates last Friday First, we saw the monkeys They were fun to watch because they jumped up and down quickly Then we went to see the elephants They moved slowly and quietly We also saw the tigers I liked them very much because they were fast Next, we saw the peacocks My classmates liked them because they moved beautifully In the end, we saw the pandas They were very cute and did everything slowly I had a really good time at the zoo See you soon Best wishes, Phong a Then we went to see the elephants and tigers b In the end, we saw the pandas c First, we saw the monkeys d Next, we saw the peacocks e I went to the zoo with my classmates last Friday 12 3.3.2 While - reading activities The activities in this section take up about 50% of the total time for the whole Reading skill, to answer prompting questions or check predictions in the Pre-reading section This activity is very necessary because it contributes to deepening the main content of the reading comprehension passage Teachers should specify a specific time for each activity The most important activity is to ask students to re-read the passage to understand the content better, and to perform the requirements and tasks in the textbook Teachers must pay attention to specific instructions for assignment requirements, as well as giving some example sentences (if necessary) so that students will not be confused when doing The types of exercises in the While - reading step can be diverse, depending on each reading comprehension passage, different reading skills will be used such as: The requests of reading Types of reading comprehension skill - Read and tick Yes or No Intensive reading - Read and tick True or False Intensive reading - Read and complete Scanning for specific information - Read and answer Scanning for specific information - Read and write Scanning for specific information - Read and match Scanning for specific information - Read and circle a or b Scanning for specific information - Read and circle the best title Skimming for gist The exercises in the reading comprehension section are usually done individually, in pairs or in groups depending on the content and form of the exercise But usually in this part, the teacher asks students to work in pairs or groups But the most important thing is that teachers have to create interesting practice activities, create competition in students so that they can read and work effectively, and at the same time, aim for communication Instead of asking students to re-read the passage and answer questions, the teacher will stimulate them by targeting their competitive, hyperactive, active 13 mentality to create games After giving games, rules and incentives (rewards), students will enjoy reading to complete assignments and win prizes The following are some examples of how to organize games, pair/group activities that teachers can apply to effective lessons a Matching With the type of reading comprehension passage "Read and match", the teacher should organize a matching game, (true to the name of the lesson) This game is usually played in groups For example: Read and match (Review – Tiếng Anh 5) After guiding the students to review how to answer with Where, What, When or Yes/ No questions, instead of letting them read the article and individual work, the teacher will prepare equipments and guide them to play games First, the teacher will divide the class into groups, name the groups and show how to play Then put the prepared questions on the board and give each group the cards with the answers After groups are ready, the teacher asks Ss to compete The group which finishes first and matches correctly will win * The correct answer: Did you have a good weekend? a No, they didn’t Where did you go? b Yes, we did What did you see? c Yesterday Did your friends go with you? d We saw some children with their parents When did you come back? e We went to the beach b Circle the best answer This type of lesson I also organize for children to play in pairs or in groups, depending on the difficulty of the lesson 14 For example: Part Read and circle a or b (Review – Tiếng Anh 5) First, I divides the class into groups, gives each group a name, and gives each group an A3 sheet of paper with questions and answers on it, and a marker to mark the answers T limits the time (5-7 minutes), after that attachs the groups’ result on the board and checks What does Linda usually in the morning? Did she go to school yesterday? a She does morning exercise b She goes to school a Yes, she did b No, she didn’t Where did she go in the morning? a She went shopping Where Linda’s grandparents live? a In the city When will the family visit Linda’s grandparents? c Complete the sentences b She went to the countryside b In the countryside a Next week b Next month 15 For example : Read and complete (Unit – Lesson – How many lesson you have today? – Tiếng Anh 5) SS work in group to complete the sentences Mai’s school started in ……August……… She goes to school every day except…Saturday and Sunday …… She has …four… lesson a day She has …Maths, Vietnamese, Music and English on Wednesday She has Music …once a week… She has English …four times a week…… d Answer the questions For example: Read and write (Review – Tiếng Anh 5) 16 For reading comprehension passages of this type, students often feel bored because they have to read a long passage and answer a lot of questions So, in order to avoid boredom for this type of exercise and save time for the lecture, I will let students work in groups and reduce the number of questions for each group as follows: First, I divide the class into groups, and give each group an extra board or A3 paper and markers Next, instead of asking groups to answer all the questions, I will have groups and answer questions 1, 2, and groups and to answer questions 4,5 Then I limit the time for groups to complete assignments After the groups complete their questions, I will attach the answers of groups 1, close together and similarly with groups and for easy comparison In short, when organizing the While - reading section, working in pairs or groups in combination with playing games or having competition will create motivation and excitement for students when doing the test, thereby achieving the effectiveness of the lesson The advantage of pair and group activities is to help them have good teamwork skills, have a spirit of solidarity, and help each other in learning Students who are slow to learn will not feel self-deprecating when doing their homework because they are helped and guided by others, so they can avoid boredom leading to timidity and shame when participating in expressing their opinions However, that is also the reason why they rely on their better classmates, refuse to cooperate or refuse to their homework Therefore, during the course of the students' work, the teacher must cover the class, observe well, regularly check and urge the pairs and groups to work, pay attention to the attitude of weak students, and then take measures, methods to help children in their studies 3.3.3 Post - reading activities Post-reading activities also take up about 25% of the time for both Reading activities, helping teachers to check their understanding of the lesson, the ability to apply the lesson to real life; as well as students' imagination, transform the knowledge they have just received through reading, practice and consolidate the basic grammatical structures, and develop productive skills (such as speaking or writing skills).In this step, teachers can use Read aloud skill to help students practice pronunciation, stress and intonation.Therefore, teachers should apply many different tricks to avoid boring duplication Here are some tricks that can be applied in this step a Write-it-up The goal of this activity is to develop writing skills The teacher asks students to rewrite another text: advertisement, short play, letter, announcement, based on the main content of the reading passage For example: Unit 6: How many lessons you have today? 17 Lesson 1(4, 5, 6) - Part 5: Read and complete My name is Trung I’m a new pupil in Class 5B Today is (1) Tuesday I have five (2) lessons: Maths, Vietnamese, Science, IT and PE Tomorrow is (3) Wednesday I’ll have (4) four lessons: Maths, Vietnamese, Music and (5) Art Students base on the content of the text to complete the information in the table below: Name: Trung Class: 5B Tuesday: five lessons (Maths, Vietnamese, Science, IT and PE) Wednesday: four lessons (Maths, Vietnamese, Music and Art ) b Role-play The goal of this activity is to develop speaking skills.This activity is very diverse Students act as interviewers and interviewees, basing on the content of the text to ask and answer questions For example: Unit 15: What would you like to be in the future? Lesson 3(4,5,6) – Part 4: Read and tick True(T) or False (F) c Summarize the text This activity is used to check the students’ understanding of main ideas, detailed ideas or check Ss’ vocabulary Generative skills can be writing or speaking ones.Teacher asks some prompting questions (When, Where, What, How, Who) and gets students to answer Then asking a student to summarize the ideas from those answers into a summary I applied this activity for : Unit 4: Did you go to the party? 18 Lesson - Part 4: Read and answer When? - Last Sunday Drink? - Fruit juice Phong? - played the guitar Who? - Some his classmates Present? - comic books, robots and teaddy bears Nam’s birthday party eat? cakes, sweets fruit and ice-cream Linda? - played the piano sing? English and Vietnamese songs d Basing on the pictures to retell the story For example : When teaching Part Read and tick (Unit 10 – When will Sports Day be? – Tiếng Anh 5) Teacher can retell the story by the way below: Hello I’m Quan I’m a student at Nguyen Du Primary school Our school will be next Saturday Everyone in my class is going to take part in it Mai and Linda are going to play Tony is going to play 19 and Peter’s going to play going to play in a Phong and Nam are Tom is going to My classmates are practising hard for the events We hope that we will win the competitions III CONCLUSION AND RECOMMENDATION Meaning and scope of application of the initiative: English is a meaningful subject and plays an important role in the content of the primary school curriculum, contributing to creating the foundation for the training of the young generation, helping the young generation to integrate into the world early The core thing to improve the quality of English teaching is to improve the qualifications, professionalism and professional consciousness of teachers; Innovating content and teaching methods must be given top priority It creates a joyful, cheerful, lively, and less stressful atmosphere in class hours, and it also stimulates learners, stimulates curiosity, creativity and eagerness to learn in them Besides visual tools, the application of information technology in teaching is indispensable In order to meet the requirements of innovating teaching methods using information technology, each teacher must constantly improve their professional qualifications, always learn and access modern teaching facilities Especially for students, they are really quick to grasp new technology, each teacher has to learn on their own to be confident in front of students The application of the topic to the lesson is extremely necessary and consistent with the current educational goals To well with the topic, teachers need to have good pedagogical skills, know how to organize and guide students to learn and play in a reasonable and effective way, and maximize the students' activeness In particular, avoid repeating a certain way At the same time, you must ensure time and knowledge for other courses Results achieved after applying the topic After a year of applying the topic to teaching, I conducted a survey and obtained the following test results: 20 Attitude Excution time Before applying the topic After applying the topic Class Quality 5A 33 5B 32 5A 33 5B 32 Understand and some exercises Don't understand the lesson Like Dislike Understand quickly and the exercises well 14 19 19 18,2% 57,6% 24,2% 21 12,5% 65,6% 21,9% 11 20 33,3% 60,6% 6,1% 21 28,1% 65,6% 6,3% Number 42,4% 57,6% 12 20 37,5% 62,5% 29 87,9% 12,1% 27 84,4% 15,6% The survey shows that: After applying the topic to teaching, the students' attitudes and learning outcomes have markedly changed They are more interested in learning, learning more actively and creatively, grasping the lesson better, so their reflexes are also faster Many students who were previously shy and lazy to read because of their limited knowledge are now more confident and more active in reading Besides, teachers' teaching skills are getting better and better, teachers can make some simple teaching aids themselves and their skills in exploiting and transmitting lessons are also becoming more and more fluent With the application of the topic, the quality of students at Dong Tien Primary School has been increasingly improved, contributing to the progress and development in the renovation and improvement of the teaching quality of the home district Recommendations, suggestions + For the Department of Education: Every year, organize the replication of highly feasible topics and initiatives in English for teachers to learn and apply in the teaching process + For schools: Advise superiors to build separate classrooms for English subjects The above are some of my own experiences in effectively teaching reading comprehension in English lessons, I look forward to the input of the experienced 21 initiative committee as well as from friends and colleagues to make the application of this topic more and more widespread and effective I assure that this is my experience initiative I not copy other people’s content CONFIRMATION OF THE LEADER OF THE GROUP Dong Son, April 15th 2022 Writer: Le Thi Huong 22 REFERENCE BOOKS 1 SGK, SGV Tiếng Anh lớp (2016) - Bộ Giáo dục Đào tạo 2 “Teaching and Classroom Management: An Asian Perspective” (2004) Myint Swe Khine (ed.) 3 “English Mothodology – Phương pháp giảng dạy Tiếng Anh” (2011) - Lê Văn Sự 4 “Teaching Language Components and Language Skills” (2008) - Thai Thi Cam Trang, Nguyen Thi Mai Huong 5.“Kỹ thuật dạy Tiếng Anh cho học sinh tiểu học ” (2012) - Nguyễn Quốc Hùng Sổ tay người dạy tiếng Anh – nhiều tác giả Phương pháp dạy tiếng Anh trường phổ thông – Nguyễn Hạnh Dung Teach English – Cambridge University Press Teach young learners English – Nguyen Quoc Hung, MA 23 INDEX Parts Part I Part II Content I INTRODUCTION Page 1-2 The reasons of choosing topic The purpose of study The object of study: The methods of study II THE CONTENT 2- 19 Theoretical basic: 2 The current situation Content and how to implement the solution: 3.1.The importance of teaching well the reading comprehension section in English subject 3.2 Classification of reading comprehension skills 3.3 The process of teaching reading comprehension in English subject Part III 3.3.1 Pre-reading activities 3.3.2 While- reading activities 12 3.3.3 Post- reading activities 16 III CONCLUSION AND RECOMMENDATION 19-20 Meaning and scope of application of the initiative: 19 Results achieved after applying the topic 19 Recommendations, suggestions: 20 24 LIST OF RECOGNIZED EXPERIENCE INITIATIVES Name of the experience initiatives Một số thủ thuật dạy từ vựng Tiếng Anh cho học sinh tiểu học Gây hứng thú học Tiếng Anh cho học sinh tiểu học thơng qua số trị chơi hát ngắn Một số biện pháp nhằm nâng cao kỹ nói Tiếng Anh cho học sinh lớp 4,5 A number of measures to help the fifth form students of Dong Tien B Primary school confidently practise English through songs and chants A number of measures to help the fifth form students of Dong Tien Primary school confidently practise English through songs and chants The classjodo application in English classes to estimate the fifth form students of Dong Tien Primary School according to the 22nd circular of ministry of education and training Using pair and group teaching to promote learning positivity of the fifth form students at Dong Tien Primary School School year Level Provincial District council council 2009-2010 C 2010-2011 B 2012-2013 B 2014-2015 B 2017-2018 C 2019-2020 C 2020-2021 A 25 ... materials and reading skills to inform *Skimming for gist This is a general way of skimming to get the main idea and main content of the passage and find a title that matches the content of the. .. so that they can read and work effectively, and at the same time, aim for communication Instead of asking students to re-read the passage and answer questions, the teacher will stimulate them... of the story will attract attention students' ideas, leading them to participate in the lesson naturally, not reluctantly From there, the children easily grasp the content of the reading and