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The effective methods to encourage the students in basic classes 10 to reading lesson through unit 16 in tiếng Anh 10 at Tho Xuan 5 hingt school 0 THANH HOA DEPARTMENT OF EDUCATION AND TRAINING THO XU[.]
THANH HOA DEPARTMENT OF EDUCATION AND TRAINING THO XUAN HIGH SCHOOL EXPERIENCE INITIATIVE THE EFFECTIVE METHODS TO ENCOURAGE THE STUDENTS IN BASIC CLASSES 10 TO READING LESSON THROUGH UNIT 16 IN TIẾNG ANH 10 AT THO XUAN5 HINGT SCHOOL The author: Lê Viết Mạnh Job position: Teacher Experience initiative about: English THANH HOÁ NĂM 2018 SangKienKinhNghiem.net TABLE OF CONTENTS HEADING 1.1 Choice argument 1.2 The purpose of the topic 1.2.1 For the students 1.2.2 For the Teachers 1.3 Research subjects 1.4 Research Methods 1.5 The topic offers a new solution CONTENT 2.1 Rationale 2.2 Reality 2.2.1 From this consequence, we can see that 2.3 Measure implementation 2.3.1 Stimulating students by adding or subtracting marks through the learning process 2.3.2 The distribution of the reading lesson 2.3.2.1 Warm-up 2.3.2.2 Pe-reading strategies: 2.3.2.3 While-reading strategies 2.3.2.4 Post -reading strategies 2.3.4 The result of reserchinh 2.3.4.4 About the fact III SECTION CONCLUSION AND RECOMMENDATION 3.1 Conclusion 3.2 Request IV REFERENCE Pages 2 2 3 4 4 7 7 10 12 14 15 16 17 17 19 SangKienKinhNghiem.net HEADING 1.1 Choice argument In recent years, learning foreign languages in general and English in particular in high schools have been paid much more attention especially when foreign language is compulsory in the National High School exam When English has confirmed its role and importance in schools and at all levels, it is important to improve the quality of teaching and learning So how to improve the effectiveness of teaching and learning is an essential need not only for learners but especially for those who are directly teaching English We all know that learning English is just learning a language To master the language, learners must practice four basic skills: Listening, Speaking, Reading and Writing If they learn these four skills well, they will have easy access to computing, science and technology, and will be very convenient to communicate Special reading comprehension skills are one of the basic skills that are emphasized in the teaching and learning of foreign languages It determines whether the learner understands the content of the article or not So if students have the ability to read English well, they can read books, newspapers and materials written in English with content appropriate for their age and level, helping them learn Students have the opportunity to improve their English In a reading comprehension, the teacher not only helps students understand the language in each paragraph, but also has to apply flexible techniques to match the specific content of each lesson to inspire Have fun for students and create activities that help students practice better In the English program, reading is an essential skill for language learners When your reading skills improve your listening, speaking and writing skills improve too Here are some of the specific reasons why English learners are encouraged to read in English- that’s why in Program Framework, Grade 10 textbooks; Reading is firstly taught to help students get knowledge in learning other skills such as: speaking, listening and writing Moreover, reading skill is mandatory in test and in the exam However, most students ignore it and they show that reading is a difficult skill whose complex and strange words and phrases The content isn’t realistic and too long Some students think that reading is an undifficult skill because they only copy similar sentences in the text to answer questions In their opinion, reading is a major subject in a school In this situation, I try my best to find out effective methods to improve student’s reading skill and I choose Unit 16 – Reading in Tiếng Anh 10 to make my experience initiative “ The effective methods to encourage the students in basic classes 10 to reading lesson through unit 16 in Tiếng Anh 10 at Tho Xuan Hight school ” in order to gain the best methods help students learn reading better 1.2 The purpose of the topic SangKienKinhNghiem.net 1.2.1 For the students [1], [2] In this topic, I mainly focus on the actual subjects of basic class 10 and introduce students know how to learn and gain reading skill, through some steps in learning procedure, students not only understand effective and suitable methods, but also apply those to various types of reading exercises exactly and confidently 1.2.2 For the Teachers [3], [4] Find out the most effective methods to improve students’ reading skill and know how to stimulate students to reading lessons naturally Besides, teachers also draw from valuable experiments in making suitable lesson plans for different learners in each period 1.3 Research subjects - The lessons in the high school English program and the innovation of teaching methods at Tho Xuan High School are the basic language of the initiative - Active teaching techniques.[9] - Active teaching methods [1] - Actually teaching English at Tho Xuan High School from the school year 2017 – 2018 to the present The purpose of research is to discover answer to questions through the application of scientific procedures The main aim of research is to find out the truth which is hiddend and which has not been discovered as yet Through this research I mention two maintasts: - Find out the actual situation of students’ attention to reading lesson and academic research of practicing reading skill effectively - Apply my research to teaching practices, then compare, contrast the implementation of a topic And teachers evaluate and conclude the effectiveness of topic 1.4 Research Methods - It’s a way to systematically solve the research problem It may be understood as a science of studying how research is done scientifically In It I study the behaviour and instruments I use in performing research operations such as making observations, recording data, techniques of pocessing data and the like Research methods refer to the information used in selecting and constructing research technique such as analysis of documents, opinionnaire, focused and group interview, survey, comparison and evaluation All those methods which are used during the course of studying my research problem are termed as research methods Since the object of research, particularly the applied research, it to arrive at a solution for a given problem, the available data and the unknown aspects of the problem have to be related to each other to make a solution possible Keeping this in view, I focus on: + I concern with the collection of data which is available without being sufficient to arrive at the required solution; SangKienKinhNghiem.net + I use statistical techniques which are used for establishing relationship between the data and the unknows + I also apply the methods which are used to compare and evaluate the accuracy of the results obtained 1.5 The topic offers a new solution The scope of study for a research paper is usually one of the first sections to the project It sets out the scope of my work and limitations, so I mainly focus on two aspects: + It’s about effective methods to teach Unit 16 – A Reading in English book 10 Through this lesson, students know how to acquire reading skill + I apply my search to students in grade 10 such 10 A2, 10A3 and 10A4 at Tho Xuan high school + from the method apply for a lesson lesson, we can apply to read method for most most reading words in the general languages CONTENT 2.1 Rationale [4], [5], [6] According to experts such as MC Gee (1977), Thornis (1980), Havernson & Haynes (1982) English teachers need to focus on efective factors of successful reading lessons such as: students’ attention to the lesson, ability of reading instructions, brainstorming in learning, and ability of working individually, in pairs or in group However, fast or slow results depend on students’ understanding in mother tongue, health, and acumen in audiovisual capability Moreover, a number of impacts other elements come to learner’s unevened apprehension leveling Therefore, teachers need a concrete orientation in reading such as teaching students ways how to skim and read carefully in finding necessary information Most students are afraid of reading long texts whose complex structures and new words Therefore, they not like reading skill On the other hand, they only focus on deciphering words and not paying attention to their meanings Inferential capability, understanding and exposition to concepts such as words, phrases, and sentences which can impact effectively on reading How to understand lessons thoughtfully depends on students’ ability in learning a language In short, to gain a high result in reading, teachers need flexibly not only classify students properly and find out effective methods, but also make up different exercises which help weak students and stimulate strong ones in a reading period Teacher should combine other skills such as speaking, writing in order to make lesson become attractive and interesting 2.2 Reality Although English became one of the official subjects at school, but promoting its benefits has not been much interested, partly because the facilities are not high and don’t attract students’ passion for learning increasingly Some SangKienKinhNghiem.net teachers complain that most students are not able to understand what they read Reason why students don’t understand text reading – students hate to read, they only read the required textbook in order to be able to set for the achievement routine exams Students lacked motivation to read, even if they read, they show negative attitudes For most of the learners, reading is an extremely difficult task that requires integrated body of skills, which also does not get easier with the passage of time and the accumulation of experience Teachers have very important role to improve reading skill to their students to improve other language skills They can follow some stages and strategies when teaching reading text because reading strategies are considered as the mental operations involved when teachers approach a text effectively and make sense of what they read However, some teachers have not applied flexibly theory into practice; have not integrated properly skills together in lesson, and innovative methods which are not suitable for the students That’s why the quality of the lesson is not effective and reduces [8] During my teaching process at Tho xuan high school, I must look at actual issues in learning reading skill of students in basic class 10 is very badly Students aren’t interested in this skill As you can see in this convey in basic classes 10 such as 10 A2, 10A3 and 10 A4 [10] Disadvantaged factors Percentage (? / 100%) Topic: - Most topics are strange to 75 % basic students; their content is complex and boring Tasks and activities: - They are 58% often suitable with students’ knowledge Some are too difficult and strange, and others are shortage of realistic Words and structures: - Students 80 % are in trouble with a lot of new and complex words or structures in one text Students’ habit in doing reading exercises: - Find key words and copy 90% words or sentences entirely without reading questions carefully, especially yes / no questions - Students also try to translate words and sentences without skimming Students’ belief: - Most students 77 % are afraid of making mistake (pronounce, ryhme, wrong answer) or getting communication problems SangKienKinhNghiem.net Teaching aids: - Most classes lack of teaching aids 40 % - Teachers aren’t interested in teaching aids of each period Moreover, there are some disadvantages in applying unsuitable methods, skills to each lesson If it happens in along time, it will affect to students’ ability in a language class and make them passive, lack flexibility, afraid to read long English text For example, in Unit 16 – A Reading in Tiếng Anh 10; [12] Teacher and students’ contents limitations activities Before you read - Most students Teacher: - Ask sts to Questions: - List some used answers in answer three questions in historical places you know in reference book -These questions page 166 Vietnam Students: - Give answer - Is Van Mieu – Quoc Tu aren’t attractive to start a lesson Giam a historical place? - What you know about this place? - Time- consuming - Students feel Teacher: - Read or play While you read Task 1: Choose A, B, or C bored and lazy tape Students: - Listen that best suits the meaning of - Task only suits some students in Teacher: - Ask sts to the italicised word translate into Vietnamese Task 2: Decide whether the the class - Answer two tasks in following statements are true (T) or false (F) page 167 and 168 - Only stimulate some strong - Teacher: Ask sts to talk After you read about Van Mieu – Quoc - Talk about Van Mieu – students Only weak Tu Giam using the Quoc Tu Giam students are afraid suggestions below of making mistake - Students: Raising their or reread the text hand to talk without practicing speaking skill Through my votes in the investigation and table of early year( 2017 2018) in class 10A2, 10A3, 10A4 the percentage of basic students’ result in ending the reading lesson of unit 16 as follow: Class 10 A2, 10A3, 10A4 SangKienKinhNghiem.net Class Good (9-10) Class sizes number % Above average (7-8) number % Average (5-6) number % Weakness (3-4) number 10A2 45 0 05 11 20 44.4 20 10A3 40 10A4 40 0 0 06 02 15 14 20 35 50 Total 0 13 10.4 54 43.2 52 125 18 14 % 44 45 35 41 Poverty (0-2) number % 0 02 10 6.4 2.2.1 From this consequence, we can see that: From results of the current situation, I give some effective methods to help students have a good reading lesson through part A in Unit 16 (Historical places) of basic English 10.I also show students that Reading is an interesting and important lesson Students will not be under pressure of studying And I realised good results in basic classes I apply my new methods in school year 2017- 2018 Students gradually know how to prepare a reading lesson, performing and applying to other skills Each period, students discover new things for them In the exams, students feel confident in answering questions in reading passage 2.3 Measure implementation 2.3.1 Stimulating students by adding or subtracting marks through the learning process a Way to perform: Teachers will observer students in learning process If students pay attention to the lesson, prepare the lesson well, involve in activities positively and have correct answers, they will be added good marks in their tests’ mark In contrast, if students don’t pay attention to the lesson, make noise in the class and don’t take part in activities, they will be added bad marks in their test’s mark In sum, except for final first or second term test‘s mark, I will divide final mark total into two part: 70 Percent in the test and 30 % in learning process b The effect of this performation - For the Teachers: It will reflect exactly students’ability in the class Avoid mistaking in evaluating students through tests because we are difficult to prevent students copying In addition, we realize weak or strong points of each student to make lesson plan suitably and effectively - For the Students: They will have to prepare lesson carefully, raise their hand to answer questions from the teacher, take in the activities sympathetically and pay attention to the lesson if they want to be added good marks Of course, they will feel more confident in communication and giving their own ideas or SangKienKinhNghiem.net answers It also makes students aware of how the importance of language learning is 2.3.2 The distribution of the reading lesson I divide the lesson into three main stages and distribute time properly to gain a high result The stages and strategies of reading that I should promote for my students are: - pre-reading, while reading and post reading stages These stages are very important when teaching any reading text, each of these ones has its own characteristics, although they are related to one another That is, the prereading stage leads to the while-reading stage and finally to the post –reading one These stages make the students understand and comprehend text reading However, before starting the lesson, I spend three minutes on warm-up part in order to stimulate students’ spirit to the lesson naturally 2.3.2.1 Warm-up (four minutes) [13] The warm-up of a lesson receives less attention than it should Teachers spend a lot of time preparing explanations and worksheets to introduce and practice the target language For example, they then enter the classroom unprepared for the three or four minutes “let’s something fun” usually constitutes all the planning that goes into this stage of the lesson A fun warm-up raises energy levels Fun activities also produce relaxed, less inhibited students With the right warm-up, you will have created a positive atmosphere to practice and experiment with the language And in Unit 16 Historical places, I give an activity which refers to the topic a Way to perform : Game: who is a millionaire? - I use this game to introduce some historical places in Vietnam It is fast and convenient way to make the atmosphere of the classroom fun and students guess the content of the lesson - I introduce the rule of game and then ask students to work individually * The rule of game: Look at the question and raise the hand to answer Students can give different answers However, if the students give correct answer, they will get an added mark If they give answer wrong, the right will take turn to the next - I use some questions which refer to the topic: What is the name of the place? (Show picture of One Pillar Pagoda on the slide) A Presidential Palace B Temple of literature C Ho Chi Minh Mausoleum D Co Loa Citadel Where is this place situated? (Show picture of Revolution Museum on the slide) A Hanoi B Ho Chi Minh City C Hue D Ninh Binh Which historical place belongs to Hue City? SangKienKinhNghiem.net A Presidential Palace B Temple Of literature C ThienMu Pagoda D Notre Dam Cathedral Which below place isn’t one historical place of Vietnam? A Co Loa Citadel B Ham Rong Bridge C Temple of Literature D Vung Ang Habour Van Mieu – Quoc Tu Giam is A a historical place in the south of Vietnam B a historical place in the middle of Vietnam C a historical place in the north of Vietnam D not a historical place * Lead in new lesson; after game, I use the fifth question to lead in Pre-reading stage by asking students quickly some questions; * Have you ever been to Van Mieu – Quoc Tu Giam? * What you know this historical place? b The effect of the activity In a short time, I can introduce some historical places in Vietnam and also attract students to the lesson better In addition, students guess the content of the lesson 2.3.2.2 Pe-reading strategies: Teacher can enable their students to understand a reading text, without their looking up every single word and also should employ the pre-reading stage, as it is important in building confidence and creating security within the learners before they approach a reading text This stage also helps to make the next stages of reading more easily adaptable for the reader Therefore I must find out the best way to start an effective reading lesson In this part, I divided into three parts: Let student listen to the tape, Teaching vocabulary and checking vocabulary a1 Listening to the tape (one minute) Teacher turns on the tape and let students listen to reading text once time and then ask students to read silently in one minute => Aim: This activity helps students know how to pronounce and rhyme of sentence b1 Teaching vocabulary (7 minutes) It is very important for students lo learn vocabulary students might even have a receptive knowledge of a wider range of vocabulary, which means they can recognise the item and recognise its meaning Nevertheless, their productive use of a wide range of vocabulary is normally limited, and this is one of the areas that need greater attention At this stage we are concerned not only with students understanding the meaning of words, but also being able to use them appropriately, taking into reading lesson effectively I use different techniques to teach vocabulary such as: Using picture, translating word, explanting words, giving an example, real objectives, synonyms and antonyms etc I read and ask SangKienKinhNghiem.net students to repeat, then I check the pronunciation of the whole class and two students [13]For example: confucian (n): Nhà Nho I use a picture of a confucian to elicit - tortoise (n) = turtle (n) I use synonym - banyan trees (n) : Cây đa Using an example ( There is a at the gate of HopLy literature house) - brilliant scholars (n) : Những học giả kiệt xuất Using translation - dynasty (n) : Triều đại Using explanation ( a series of rulers all belong to the same family) Aim: To pronounce word exactly and provide students words to practice tasks and understand the content of reading text By this way, students can get a deeper and better understanding of the meaning and the use of the vocabulary c1 Checking vocabulary (4 minutes) I use pictures to check new words students have just learned I show pictures and new words, and then ask students to match words with their suitable picture A.dynasty B.banyan C stelae D.feudal time E tortoise F.brilliant scholars Le Ly Tran Nguyen For example: Picture with E tortoise Picture with C banyan tree Picture with C stelae Picture with A dynasty Picture with F brilliant scholars Picture with last word => Aims: students can get a deeper and better understanding of the meaning and the use of the vocabulary 2.3.2.3 While-reading strategies (15 minutes) [14] The reading activities of while-reading stage help to encourage critical thinking of students and increase comprehension an easy retention This stage 10 SangKienKinhNghiem.net includes some activities for example: - Read silently, read aloud, check predictions, clarify / verify comprehension, monitor / adjust comprehension, analyze, guess and find answers, word associations and grouping, use context clues such as semantic, syntactic, pictures, use phonetic cues, sound patterns, affixes, word roots, word chunk, word division etc In this stage, I only focus on two main points: skimming and reading carefully to find out information a2 Practice the ability in skimming for students Sudents need to learn how to skim a reading text to understand what purpose of reading text is in a limited time Moreover, don’t make students feel stressful with a long reading text if they try to translate word by word To have this, teacher needs to make a suitable lesson plan, use tasks not to require any translation and only understand key words to And I adapted task1 in textbook, page 167 because it is difficult for basic students instead of choosing mind map to practice this skill in Unit 16.A-Reading Task1: Skim the passage and answer question by completing below mind map (6 minutes) Question: What you know about Van Mieu – Quoc Tu Giam? * Method: I ask students to work in pairs and then skim the whole passage, find main information to complete mind map After one minute, call students to complete map on the extra table and ask one or two student to translate the meaning of their information Finally teacher gives comments Is a famous historical and cultural site in Hanoi Van Mieu – Quoc Tu Giam ** The result of this method: Students needn’t try best to translate word or understand word’s meaning in the reading passage, by guessing and key words, student have main information to complete mind map through skimming the passage This simple 11 SangKienKinhNghiem.net activity encourages all students in the class to the lesson and not time – consuming After completing this mind map, most students realise the purpose of the lesson b2 Practice the skill of reading carefully to find out detail information and understand the reading content entirely Task 2: Decide whether the following statements are true (T) or false (F) (9 minutes) * Method: In this activity, I didn’t adapt and use task in textbook, page 168 because I realise it is suitable with students’ ability To this task, students need read carefully the passage to find detail information, students must try to guess the circumstance and understand the meaning of word or sentence However, this task will not make student difficult or confused because through the activity in task 1, it is not difficult to understand or guess word or sentence and have correct answer quickly In this task, Before discussing , I ask student to make true/false prediction and then to work in group of table, then call two students to write down their answer( T /F and correct information if it is F) , show where they find information, and the whole class observer answer and give comments and may be a Vietnamese translation Finally teacher checks and compare with their first predictions, gives comment and marks For example: 1.The construction of Van Mieu took place between 1076 and 1779 -> Key: F (line – it was built in 1070) Festivals and examinations used to be held in Van Mieu – Quoc Tu Giam -> Key: T (the last paragraph – the banyan trees in Van Mieu witnesses festivals and examinations during feudal times) ** The result of this method From task (skimming), Students are not in trouble with doing task2 because students can guess the content of reading passage However, Student not only guesses the content, but also understands the aims of the passage the author wants to transfer and task2 provide students a complete knowledge This step helps student believe in doing exercise 2.3.2.4 Post -reading strategies: This stage helps students to check their comprehension and retention of the information of a text that they have already tackled In this stage, teachers should focus some activities: - “Summarize / paraphrase, reflect on what has been learned, find relationship / mapping, associate new information, and seek feedback interpret text, make connections, confirm predictions, reading logs and note – taking etc This strategy is a good end-of-the-period activity to review the day’s lesson and promote higher order thinking To make this stage become better, I divide this stage into two main activities: a Summarizing the lesson (10 minutes) 12 SangKienKinhNghiem.net * Method: There are many ways to summarise the lesson such as: making quizs, some games, translate the content And I use an interesting game to summarise the lesson They all help students summarize key concepts and main ideas in a passage Game: Lucky places To this activity occur smoothly and effectively, teacher should give a brief and clear instruction Divide the class into two groups A and B And report the winner and give comments In this activity, I also adapted four questions of “after you read” part in textbook, page 168 I show six pictures of historical places in Vietnam whose two lucky places and four questions If student choose pictures whose questions, they must answer question and provide information if it is necessary And if they choose pictures which contain lucky places, they will have to give answer and receive marks for their team [13] Questions: Where and where was Van Mieu – Quoc Tu Giam built? How many talented men did Quoc Tu Giam educate? What was engraved on stone stelae? How is Van Mieu – Quoc Tu Giam a site? ** The result of this method: Students are eager to take part in game Most students remember information which have just been learned and play game very well They don’t get any difficulty to give correct answers and bring marks to their team This part saves a lot of time because it happens very frequently that’s why they have more time to practice for speaking skill b Role play ( 5minutes) 13 SangKienKinhNghiem.net Role play in a simulation exercise where persons take on assumed roles in order to act out a scenario in a contrived setting The learners or participants can act out the assigned roles so as to explore the scenario, apply skill (may be communication, negotiation, debate etc.), experience the scenario from another view point, evoke and understand emotions that may be alien to them It helps to make sense of theory and gathers together the concepts into a practical experience, so I appreciate this activity because it supply for students’ speaking skill and make students believe in next lesson : part B (speaking ) * Way to perform: I use these questions in activity of this part and ask students to work in pairs to the role play, then I give instructions quickly and clearly to help them complete easier and not take much time I ask student to act based on some suggested questions and hope that this activity will a good supply for speaking Questions: Have you been to Van Mieu – Quoc Tu Giam? So, What you know this place? Where and where was Van Mieu – Quoc Tu Giam built? How many talented men did Quoc Tu Giam educate? What was engraved on stone stelae? How is Van Mieu – Quoc Tu Giam a site? During the activity, teacher and other students’ observer, give comments and correct mistakes ** The result of this method: This way is not only useful as a view, but greatly improves speaking skills Through this activity, students will review main and detailed information and practice their communicational skill 2.3.4 The result of reserchinh Through the survey and empirical comparisons conducted, comparing the results of applying new methods to reading lessons in classes in the 2017-2018 school year 10 A1, 10 A3, 10 A4, 10 A7 shows that: 2.3.4.1 About the theory: 2.3.4.2 For the teachers: Building the teaching methods in the spirit of innovation and appropriate for the requirements of students Applying flexible methods and skills or tips to practical teaching practice, thereby enhancing the quality of teaching subjects 2.3.4.3 For the students: Understand and know how to use proficiency skills, fast and efficient methods in doing exercises of reading comprehension which can be applied to 14 SangKienKinhNghiem.net the other tests They are confident, more interested in finding out information of a long reading text and solving tasks in reading lesson 2.3.4.4 About the fact The result of tasks, homework, tests after the application of the subject shows that the spirit of learning and doing all the results of the students improved a lot compared with applying traditional methods: read, carefully translate reading text, all the questions and copy the sentence without paying attention to types of questions because the method you have selected answers quickly and accurately, and spend more time for the more difficult questions To have a comparable basis and come up with the correct conclusions for the research process and subject to the applicable practice I have examined and collated survey results make all students before and after the application of subject to the classes: 10 A2 in 2017-2018 school year and 10 A3, 10A4 in 2017-2018 school year (Time to all 10 minutes) - Class 10 A4 (The weakest class of block 10) has not been applied on topic - Class 10 A2, 10A3 (the weakest class of block 12) was applied on the subject *Task: Reading the below paragraph and answer question [13] Van Mieu – Quoc Tu Giam is a historical and cultural relic of Vietnam, which attracts a great number of visitors every year, Van Mieu – Quoc Tu Giam was built originally by the Ly dynasty in 1070 in Hanoi Quoc Tu Giam was considered the first university of Vietnam, which was established on the grounds of Van Mieu Royal exams used to take place here and the first comers were honored by having their names carved on the stone stelae These stelae were carried on the backs of giant tortoises, which can still be seen today Questions: Why can Van Mieu – Quoc Tu Giam attract a great number of visitors every year? -> When and where were they built? -> Was Quoc Tu Giam the first university of Vietnam? -> What was carved on the stone stelae? -> Where were the stone stelae situated? -> => The test results of the three classes achieved as follows: 15 SangKienKinhNghiem.net Class Class sizes 10A2 10A3 10A4 Total 45 40 40 125 Good (9-10) number 4 % 8,88 10 4,8 Above average (7-8) number 18 15 37 % 33,3 37,5 10 29,6 Average (5-6) number 23 21 30 74 % 51,11 52,5 75 59,2 Weakness (3-4) number 0 3 % 0 7,5 2,4 Poverty (0-2) number 0 2,4 % 0 7,5 * note - Class 10 A4 (The weakest class of block 10) has not been applied on topic And I also give two types of students’ common answers from two class 10A2 , 10A3 and 10 A3 to show the effect of applying new methods in teaching reading lesson and students’ understanding to the lesson as well as ways in which students use to practice * Answer worksheet 1: Class 10 A4 Van Mieu – Quoc Tu Giam is a historical and cultural relic of Vietnam, which attracts a great number of visitors every year Van Mieu – Quoc Tu Giam was built originally by the Ly dynasty in 1070 in Hanoi Quoc Tu Giam was considered the first university of Vietnam, which was established on the grounds of Van Mieu Royal exams used to take place here and the first comers were honored by having their names carved on the stone stelae Carved on the stone stelae / don’t have answer * Answer worksheet 2: Class 10 A2, 10A3 Because Van Mieu – Quoc Tu Giam is a historical and cultural relic of Vietnam They were built originally by the Ly dynasty in 1070 in Hanoi Yes, It was The first comers were honored by having their names carved on the stone stelae These stelae were carried on the backs of giant tortoises SECTION CONCLUSION AND RECOMMENDATION 3.1 Conclusion Reading is a skill that students need to be trained Reading helps students expand their knowledge about the world around them; through the texts they can capture more information in a number of fields such as culture, science and technology etc Also through reading activities, students understand and memorize knowledge, language training and language skills Reading gives 16 SangKienKinhNghiem.net students the habit of reading and passion Therefore, we must use the attractive, appropriate procedure to assist in teaching for students in basic classes 10 to achieve good results Moreover, I use Unit 16 – A reading in Tiếng Anh 10 to apply some effective methods for reading lessons and I also hope that teachers should apply different methods flexibly to attract students’ passion to each reading lesson more and more 3.2 Request 3.2.1 For teachers: - There must be creativity, enthusiasm for the profession, love the subject that he is teaching In this way, each teacher continually explores, learns experiences from colleagues and books, and invests further in the development of lesson plans, especially in the selection of appropriate skills and techniques Prepare carefully the instructions, from the necessary practices related to the development of student competency, and appropriate practice exercises that inspire students Apply information technology regularly and effectively into the unit - Guide students to prepare homework themselves and take control of their own initiative - Encourage students to read books, materials, newspapers and news in English 3.2.2 For students: - Have a habit of studying at home, writing lessons, doing homework and doing homework before class - Actively participate in activities designed by the teacher during the learning process - Know how to self-learn effectively For example, learn about a certain topic through books, the Internet, etc - Do homework, practice easy-to-read reading and improve reading speed 3.2.3 Proposal The methods applied in teaching reading have obtained positive results However, there are restrictions in my topic I don’t realize Therefore, I look forward to hearing the comments from colleagues, especially the teachers who teaches English to make my topic more complete and more widely applied, I sincerely thank! 17 SangKienKinhNghiem.net XÁC NHẬN CỦA THỦ TRƯỞNG ĐƠN VỊ Thanh Hóa, ngày 28 tháng năm 2018 Tôi xin cam đoan SKKN viết, khơng chép nội dung người khác Tác giả Lê Viết Mạnh REFERENCE 18 SangKienKinhNghiem.net [1].“Dạy học tích cực-Một số phương pháp kĩ thuật dạy học” Bộ GD ĐT – Dự án Việt–Bỉ [2] “ ENGLISH LANGUAGE TEACHING METHODOLOGY” (Dr Than Trong Lien Nhan, Hue University of Foreign Languages [3] “English language Teacher Training Project” - NXB Giáo dục [4] “English Language Teaching Methodology” - Ministry of Education and Training - Hue University , Ha noi 2003 [5].Http/ Reading method.com [6] Mann, M & Taylore-Knowles, S (2003) Reading skills for First Certificate Macmillan Publishers Ltd [7] “Methodology Handbook” - (Ron Forseth; Carol Forseth; Tạ Tiến Hùng Nguyễn Văn Độ) [8] Milada Broukal, (2002) – Introduced and annotated by Le Huy Lam [9] “Phương pháp dạy tiếng Anh trường phổ thông” Nguyễn Hạnh Dung - NXB Giáo Dục năm 1998 [10] TOEFL reading flash Ho Chi Minh publisher [11] “The Oxford English-Vietnamese Dictionary” (Đặng Ngọc Viễn) [12] TIẾNG ANH 10 [13] Website: www.thuvienbaigiang.violettructuyen [14] Website: www.teachingenglish.org.uk DANH MỤC 19 SangKienKinhNghiem.net ... experience initiative “ The effective methods to encourage the students in basic classes 10 to reading lesson through unit 16 in Tiếng Anh 10 at Tho Xuan Hight school ” in order to gain the best methods. .. procedure to assist in teaching for students in basic classes 10 to achieve good results Moreover, I use Unit 16 – A reading in Tiếng Anh 10 to apply some effective methods for reading lessons... to 14 SangKienKinhNghiem.net the other tests They are confident, more interested in finding out information of a long reading text and solving tasks in reading lesson 2.3.4.4 About the fact The