Experiences in using some techniques to teach reading skill lessons in English 9 at Quang Phong secondary school 1 PART 1 INTRODUCTION 1 Rationale Resolution No 29 NQ/TW of November 04, 2013, on “fund[.]
PART 1: INTRODUCTION Rationale Resolution No 29-NQ/TW of November 04, 2013, on “fundamental and comprehensive innovation in education, serving industrialization and modernization in a socialist-oriented market economy during international integration” ratified in the 8th session Party and State identify the targets of innovation is to create chages fundamentally, strongly in quality and efficency of education and training Vietnamese people are educated comprehensive development and promote each individual's potential and creativity To improve comprehension education, to focus on ideal, traditional, ethnic education To educate lifestyle, foreign languages, informatic technology, abitity and skills To develop creativity, selflearning, encourage lifelong learning Thus, the content of this innovation, the Party and the State has focused on teaching - learning a foreign language in general education programs, especially the English-language professional English has become the common language of the world It plays a very important role in the formation and construction of new people to meet the requirements of industrialization modernization in conditions of market economy socialist orientation and international integration Learning English can help students communicate with friends in the world, master of knowledge of mankind [1] In Vietnam, English has been taught as an important foreign language for a long time but due to grammar-translation method of teaching, Vietnamese students seem to be better at grammar than communicative competence Therefore, according to a large project to investigate the English teaching reform in northern parts of Vietnam, only 5% of students are able to communicate in English after graduation [2] This fact gives rises to the need for nationwide innovation in the teaching methodology in the light of communicative approach Among various learning strategies, Reading is the most important skill in English language from other language skills in acquiring language If students are good in reading, they will be good in other language skills (writing, speaking, and listening) For this reason teachers of English language should focus on this skill All the aforementioned conditions drive the author to carry out the research “Experiences in using some techniques to teach reading skill lessons in English at Quang Phong secondary school” Hopefully, this study will make a small contribution to improving reading skills for grade 9th students at Quang Phong secondary school Aim and objectives SangKienKinhNghiem.net The aim of this study is to explore the exploitation of using techniques to enhance students’ reading skill In order to achieve the aim, the writer focuses on finding out the benefits of applying techniques in reading lessons for grade 9th students Scope of the study Acquiring reading skill is a vast issue in language learning However, due to the limit of time, experiences and knowledge, this study touches upon only some techniques which are used in teaching reading skill and cannot cover all the eading techniques in teaching and learning Methodology The major method which was used in study is qualitative All comments, remarks, assumptions and conclusions of the study were based on the data and analysis Data collections for analysis in the study were gained through the following resources: survey questionnaire, observations, tests for students, as well as reference books After the data were collected, they were categorized and analyzed quantitatively and qualitatively to obtain the realistic results To end with, based on analysis of survey results and references, some pedagogical implications and suggestions in order to improve teaching and learning English reading using some techniques will be proposed PART 2: CONTENTS Theory background It is widely accepted argument that reading and listening go hand-in-hand in any language learning, because reading provides a wide span of vocabulary and listening helps to form exact utterance of words This can be helpful for foreign language learners who encounter hurdles in finding suitable words to describe the situation This problem is more a cute with the infrequent readers According to Bright and Mc Gregor (1970, p52), ‘where there is a little reading, there will be little language learning The students, who want to learn English, will have to read unless they move onto speaking track’ [3] Thus, it is clear that reading not only develops writing skill but also helps in improving speaking with speech fluency and sentence accuracy It creates a sound understanding of semantic and grammatical structure of the language It is also believed that the students who read a lot are likely to speak well This is because ‘A text is usually regarded as authentic if it is not written for teaching purposes but for a real-life communicative purpose, where the writer has a certain message to pass on to thereader ‘An authentic text is one that possesses an intrinsically communicative quality’ (Lee, 1995:324) With such advantages of reading in improving and developing language skills, particularly speaking skills, this paper investigates the relationship between reading habit and improving SangKienKinhNghiem.net speaking proficiency as reading enriches much needed vocabulary in EFL context and also offers practical language in use with interesting examples from various genres By raising students' awareness of reading as a skill that requires active engagement, and by explicitly teaching reading strategies, Teachers help their students develop both the ability and the confidence to handle communication situations they may encounter beyond the classroom In this way they give their students the foundation for communicative competence in the new language Therefore, teachers have very important role to improve reading skills to their students to improve other language skills They can follow some stages and strategies when teaching reading text Reading strategies are defined as the mental operations involved when readers approach a text effectively and make sense of what they read The current situation of teaching and learning reading comprehension at Quang Phong secondary school 2.1 The problems of teaching and learning reading skills at the school Some teachers complain that most students are not able to understand what they read Students hate to read, they only read the required textbook in order to be able to set for the achievement routine exams They 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 In the first place, materials have been considered an important tool for teaching and learning English In secondary schools in Vietnam, the textbooks are designed for all students of different grades Among them, this study stresses that using the same textbooks for all students in different regions is problematic In the other hand, the failure of students in reading may also originated from the fact that the teaching and learning process of reading is not conducted effectively and the inappropriate teaching method is applied by the teacher In other words, the students may find the strategies which the teachers use not interesting and effective enough to develop their reading comprehension 2.2 The school This study was conducted at Quang Phong secondary school in Quang Xuong district, Thanh Hoa province In the school year 2017-2018, the school had classes with more than 300 students, among which there were 81 ninth grade students divided into two classes, so there were about 40 students in each class One thing worth to note here is that the level of students at Quang Phong SangKienKinhNghiem.net secondary school is not very high They mostly come from rural areas where English teaching and learning has not been paid much attention to Besides, the school shares common features with classrooms elsewhere in Vietnam: large size, students sitting in rows of four each and irremovable furniture 2.3 The students Students under this investigation are 39 students of class 9B of Quang Phong secondary school within the second semester from the 1st February to the April 29, 2018 There were 17 girls and 22 boys They were the same age and had the same total years of learning English with the same curriculum from primary school to secondary school Most of them could grammar very well but they have difficulties in comprehending the spoken language, especially in one - way reading situations Difficulties are created by the students’ limited knowledge of the language system and their lack of vocabularies This is due to the inappropriate learning strategies in reading, and the time limitation for teachers of English in class Each week, they had three forty - five minute English lessons and one more selective lesson Since education reform, Students have loved leaning English but mainly advanced students And weak students who understand the lesson slowly learn passively They wait for the teacher's or other students' answers Many of them have no oppotunities or they don't dare to practise speaking English in class They are afraid that they will speak wrongly Many can not read, speak, listen and write, even they ignore paying attention to the lessons In fact, we can see these students have no love for English Therefore, the teaching qualities of English not live up to our expectations Following is the convey on the quality of English of two classes: 9B of Quang Phong secondary school at he beginning of the first term in school year 2017-2018 Number of Class Excellent students Q 9B 39 % Good Q % 7,7 Fair Q 17 Poor % Q 43,6 11 % 28,2 Fail 20,5 From the matter of fact, as a teacher, I have endlessly been considering and researching for the methods to improve the quality of teaching English CONTENTS AND SOLUTIONS The stages and strategies of reading that teachers should promote for their students are : Pre-reading, While reading and Post-reading stages They are very important when teaching any reading text Each of these stages has its own SangKienKinhNghiem.net characteristics, although they are related to one another That is, the pre-reading stage leads to the while-reading stage and finally to the post-reading one These stages make the students understand and comprehend text reading Instruction in reading strategies is not an add-on, but rather an integral part of the use of reading activities in the language classroom Teachers can help their students become effective readers by teaching them how to use strategies before, during, and after reading Teachers can use the following teaching techniques in teaching reading skill, especially in each stage: Pre – reading, While-reading and Post- reading which make students get knowledge actively and creatively 3.1 Pre- Reading stage In order to improve reading comprehension, students should be encouraged to complete pre-reading activities before reading text Familiarity with the text improves understanding and leads to reading success Establish a purpose for reading This should be done with every piece of text read Teachers have students determine what the primary outcome of reading the text should be To provide information? To provide entertainment? To gain understanding as to how something works? It is helpful if the teacher establishes the purpose for reading and then guide your students to that outcome The pre-reading stage also helps to make the next stages of reading more easily adaptable for the reader This is a plan for the reading task, so teacher should show the students : There are three steps in this stage: They are Lead-in, Read through and teach some new words In each step we can use different techniques to lead in the reading task These are some techniques which are used in this stage to help and encourage many learners to sustain their interest and work.'[5] 3.1.1 Discussion In this part, teacher sets the scene to let students pay much attention to the topic of the text Example 1: Unit 1-READ (page 9, 10) SGK English Before reading a passage about the country Malaysia, Teachers let students discuss these questions: How many countries are there in Asean? What are they? - Let Students the task Matching the name of country to their capital city Countries in Asean Capital Answer Vietnam A Bangkok 1-E Indonesia B Yangon 2-C SangKienKinhNghiem.net Malaysia The Philipines Singapore Combodia Laos Thailand C Jakarta D Darussalam E Hanoi F Manila G Kuala Lumpur H Phnom penh 3-G 4-F 5-J 6-H 7-I 8-A Brunei 10 East Timor 11 Myanmar I Vientian J Singapore K.Dili 9-D 10- K 11-B 3.1.2 Pre- questions Example 1: Unit 1-READ (page 9, 10) SGK English Step Read through - Let students read the text in silently in order to help them to approach the topic and create the first impression on the topic, events, ….Then ask them some questions about the text: Where is it? - It’s in Malaysia What is the capital of Malaysia? What is its population? How big is Malaysia? What language is spoken in this country? - These questions will be answered at the end of the lesson Step Teach some new words Using some techniques to teach these new words: divide (v); separate (v); comprise (v); tropical country; religion; compulsory (a); official (a)… Example Unit – READ (page 17) Text book: English - The teacher shows the picture in page 17 and ask students some questions which refer to the topic of the reading: SangKienKinhNghiem.net a What they do? b What are they wearing? c Are they nice? handsome? d Are jeans fashionable? e Do you like jeans? - Call students to answer these questions - Let’s start to read a passage about the origin of jeans 3.1.3 Brainstorming: - Divide class into groups and let the play the game “ Brainstorming” Ask student to call out or write the words refer to the topic of the text Let them or minutes to write the words on the board Example Unit – READ (page 17) Text book: English Step 1: Lead - in Before reading a passage about the origin of jeans, teacher let students play a game called Brainstorming to remind the types of clothings.[4] Plaid skirt Jeans T- shirt Striped shirt Types of clothing dress Blue shorts Short-sleeved blouse Step Teach some new words - Using techniques to introduce some new words: material, wear out, embroidered, generation, sailor, sale… Example Unit – READ ( page 36) Text book: English SangKienKinhNghiem.net Step Teach some new words 3.1.4 True/False statement prediction Teacher prepares some statements refers to the text Some are true and some are not true Ask student to work in pairs/ groups to predict which statement is true or false? Then call some pairs or groups to give their prediction, write on the board and let the students check after reading the text Step Read through Example Unit – READ (page 17) SGK English - Let students read through the text in silently in order to help them to approach the topic and create the first impression on the topic, events, … - Give them some statements and ask them to predict which sentence is True or False Statements Predict Answer key Jeans was made in Europe In the 19th century, Jean cloth was made completely from cotton In 1960s, A lot of university and college teachers wore jeans Jeans became more expensive so many people began wearing jeans in the 1970s Jeans became high fashion clothing in the 1980s The sale of jeans stopped going up in 2000s Example 2: Unit 9: READ (page 78,79) SGK English SangKienKinhNghiem.net - Give them some statements refer to some natural disasters and ask them to predict which sentence is True or False Statements Predict Answer key 1.Most of the earthquakes in the world occur in the Ring of Fire 2- The earthquake in Kobe in 1995 caused severe damage 3- A huge tidal wave traveled from California to Alaska and hit Anchorage in the 1960s 4- Typhoon, hurricane and tropical storm are different words for the same natural disaster 5- The eruption of Mount Linatubo is the worlds largest ever volcanic eruption 6- A tornado looks like a funned shape 3.1.5.Ordering statements - Teacher prepares or sentences which refer to the content of the text Jumple the orders of these sentences and ask the students to rearrange them in the correct order Example : Unit 3: A trip to the countryside - READ (page 25,26) Give some jumble sentences and ask student to rearrange these sentences into the correct order Teacher can give 6-8 sentences 1- He often does chore after school 2- Van is living with the Parker family in America 3- He will stay there till the beginning of October 4- He feeds the chickens and collects their eggs 5- Van is an exchange students from Ho Chi Minh city 6- The Parker are nice so Van feels like a member of their family The correct order is: - 2- – – 3- 3.2 While- reading stage While-reading strategies can help the students to improve his ability to become more fluent in English, especially in the areas of speaking and reading The while-reading activities I use in the classroom vary according to my aim in using a particular text Hopefully, such strategies will help them cope with problematic and grayer areas of the text, such as identifying the main ideas of a text, which are also problematic for them in their native or first language While-reading strategies are challenging and sometimes difficult to teach and learn because different students need different strategies and not every student can acquire the same proficiency level I am not always sure which strategies students need the most in the classroom and those which require more practice at home Hopefully, I will gain more insight as to which activities are also suitable for each task.[5] In this stage, teacher should monitor comprehension: SangKienKinhNghiem.net - Verify predictions and check for inaccurate guesses - Decide what is and is not important to understand - Reread to check comprehension - Ask for help There are two steps used in this stage: Read for main idea ( gist) and Read for detail In each step we can also use different techniques to help students to the task reading 3.2.1.Grids or forms Teacher asks students to read the text in silent and complete the grids or forms Example: Unit : A visit from a penpal – Read Step Read for main idea (Gist) Ask students to read the passage then fill in the table with the right information about Malaysia 1- Area………………………….… 5- Capital city…………………………… 6- Oficial religion……………………… 2- Population …………………… 7- National language ………………… 3- Climate …………………… … 4- Unit of currency ………… …… 8- Compulsory second language………… 3.2.2 Checking True/False statements Example Unit - READ (page 17) SGK English Step Read for main idea (Gist) In this step, Let students to read the text silently and check True/False statement prediction Statements Predict Answer key Jeans was made in Europe In the 19th century, Jean cloth was made completely from cotton In 1960s, A lot of university and college teachers wore jeans Jeans became more expensive so many people began wearing jeans in the 1970s Jeans became high fashion clothing in the 1980s The sale of jeans stopped going up in 2000s T F In the 18th century T F Cheap T F 1990s 3.2.3 Multiple choice Example Unit - READ (page 17) SGK English Teacher can also design a multiple choice exercise in this step 1- More and more people started wearing Jeans in ………… 10 SangKienKinhNghiem.net a- 1960s b- 1970s c- 1980s 2- The word Jean comes from a kind of meterial that was made in …… a- Europe b- America c - Africa 3- More and more people started wearing jeans because they became…… a- beautiful b- cheaper c- fashion 3.2.3 Gap-fill This technique is used to check meaning of vocabularies, main idea or detail Teacher can summary the text in which have some blanks and ask students to fill in the missing words/phrases Example Unit - READ (page 17) SGK English Step 5: Read for detail Group work: Let students read again the text, discuss in groups of to the task: Fill in the missing dates _: Workers liked to wear…… …… because the material made from cotton was very strong and could hardly wear out _ : A lot of university and college………… wore jeans _: Jeans became……… … so many, many people began wearing jeans : Jeans became high………… clothing : The………… of jeans stopped going up Example : Unit 7: Saving energy – Read After reading for gist and details about ways to save energy Teacher can design this exercise and ask student to complete the summary For most (1)…………American households, lighting accounts for (2)…… percent to 15 percent of the electricity bill, (3)………this amount can be reduce by replacing an (4)…………150 watt bulb with an energy saving bulb These bulbs use a (5)………… of the electricity of (6)…………bulbs and last eight times longer… 3.3.4 Comprehension questions Step 5: Read for detail Example Unit - READ (page 17) SGK English Let students to read again the text carefully and work in pairs ask and answer these questions What does the word jeans com from? What were the 1960s’ fashions? Why did more and more people begin wearing jeans in the 1970s? When did jeans at last become high fashion clothing? 5.Why did the sale of jeans stop growing ? Example Unit - READ (page 43,44) Text book - English - Let students read the three responses carefully then work in pairs asking and answering these questions 11 SangKienKinhNghiem.net What does Sandra use internet for? Why is it difficult for Honghoa to get access to the Internet? According to Huansui, why people use the Internet? Question number and 5: Ask students to work in groups to make a list of benefits and disadvantages of the Internet Make a list of benefits of the Internet according to three responses Are there any disadvantages of the Internet? If so, what are they? 3.2.5 Matching Example Unit - READ (page 33,34) Text book - English 12 SangKienKinhNghiem.net After using some techniques to lead-in and to teach some new words Teacher uses these techniques to help students to get information from the text to some tasks Step Read for main idea (Gist) - Ask students to read three responses in a forum about the Internet Scan the text and match the folowing main ideas and the responses a Students in the countryside can’t access to the Internet b Internet is a wonderful invention c The Internet can be limited in some ways - Students to work in groups and give answer: a Response #2 b Response # c Response #3 3.2.6 Choose the best summary Example : Unit 7: Saving energy – Read Step Read for main idea (Gist) Have the students to read the passage more carefully and choose the best summary for it among the following options Energy-saving bulbs should be used to save electricity In Western countries, electricity, gas, and water are necessities North American and European countries are interested in saving money and natural resources Labeling schemes help save energy - Ask students to work n groups and to find out the best summary for the passage - Call students to give their answers, teacher remarks and give answer key North American and European countries are interested in saving money and natural resources Explaination: this is the best answer because three others are too specific They only cover one part of the passage 3.2.7 Lucky number game Step 5: Read for detail Example : Unit 3: A trip to the countryside Let students to read the text again, then play the game called Lucky number to answer these questions Read and answer the questions Who is Van? Whom is he living with? Where the Parkers live? What does Mr Parker do? What does Mrs Parker do? What does Van in the afternoon? 13 SangKienKinhNghiem.net Lucky numbers: 2,5,8,9 Answer : He is an exchange student in the USA He’s living with the Parker family They live on a farm100 kilometers outside Columbus, Ohio He a is a farmer She works part- time at a grocery store 10 He feeds the chickens and collects their eggs 3.3 Post-reading stage After or post-reading stage provide students a way to summarize, reflect, and question what they have just read They are an important component of the pre-, while, and post-reading strategy and is the core of good comprehension Teacher demonstration and modeling of each post-reading strategy is absolutely crucial in order for the strategy to be a success Post-reading strategies such as the ones mentioned above really drive home the fact that once you have completed your reading, you still have to understand what you have just read Students need to summarize key points after reading to help them comprehend the information that was learned, longer.[5] This is further practice stage It is used after while- reading to check and drill There are some activities in this stage such as: Roleplay, Interview, Recall the story,Retelling, Write-it-up, Futher Practic, Summary & Opinion, Survey, 3.3.1 Roleplay Example : Unit 1-A visit from a penpal - READ (page 9, 10) - Ask students to play a role of Maryam who comes from Malaysia and the other is a person who is going to have a summer vacation in Malaysia Make 14 SangKienKinhNghiem.net a dialogue to asks her some questions about her country Using the information in the text which has read A: Hi, Maryam I am going to visit Malysia on my summer holiday I'd like to know something about your country Can you help me? B: Yes, certainly A: What language is spoken in your country? B: Bahasa Malaysia ,English, Chinesae, and Tamil are also widely spoken A: Example 2: Unit 5: THE MEDIA – Read (page: 43,44 ) - After reading three responses in a forum about the Internet Teacher let students tuse their own words and make a dialogue about their using the Internet everyday For example: A: Do you use the Internet everyday? B: Yes, I A: Do you think it is very important to our life? B: Yes, It’s very important and convenient A: Do you think it’s not good for someone to play games online? B: Yes, I think playing games online can be addictive A: What you often when you are online? B:……………………………………………………………… 3.3.2 Retelling Example Unit – READ (page 60) Text book - English After teaching students to read for gist and details bout ways to save energy Teacher ask students to discuss on a questions: “Why should we save energy?” or “ How to save energy? “ then retell in front of class - Ask the students to work in groups to list the reasons for saving energy - Call on representative of some groups to present in front of class Suggested answer: 15 SangKienKinhNghiem.net Student: Goodmorning everybody.I’m……., I am a representative of group1 Today I would like to tell you why we should save energy There are many reasons for why we should save energy Fistly, If we save energy, we will protect the environment Secondly, The earth’s resourses will be conserved and we will prevent natural disasters Conclusion, “Save energy” means “save money” 3.3.3 Summary Example Unit - READ (page 43) SGK English - After reading three responses in a forum about the Internet Teacher also asks students to write a short passages about advantages of the Internet Using the above network Suggested answer: Internet is a wonderful invention for our modern life It has increasingly developed and become part of our everyday life The internet is a very fast and convenient way to get information We can communicate with our friends and relatives by means of e-mail or chatting People use the internet for many purposes: education, communication, entertainment and commerce Nowadays, Nobody can deny the benefits of the internet in our life Example Unit - READ (page 25) SGK English Complete the summary A Vietnamse boy named Van is living with the Parker family in the American state of (1) Ohio Mr Parker is a (2) farmer and Mrs Parker works at a (3) grocery store in a nearby town Van often does chores (4) after school Sometimes, he also helps on the (5) farm The family relaxes on Saturday afternoon and (6) watches Peter play (7) baseball Van likes the Parkers, and he enjoys being a (8) member of their family 3.3.4 Exit Slips The exit slip after reading strategy is used to help students reflect what they have just learned It helps them process concepts and express how or what they feel about the content learned This strategy requires students to think critically (a skill that is essential in today’s world) Exit slips are great because they only take students a few minutes to do, and educators get a quick informal assessment of how well the students understood what they have just learned Use these Teaching Strategies to: - Think about the key concept you want students to get out of the reading or lesson - Right after the lesson, distribute the exit slips to students - You can choose to differentiate the exit slips according to your students’ needs, abilities - Once students write down their responses, be sure to collect the slips - Review the slips to determine how to meet the needs of all students We can let students these: 16 SangKienKinhNghiem.net - Write one thing that you have learned today - Discuss one that you learned today that could be used in the real world - Discuss one thing that you learned today that you would like to learn more about - One thing that surprised me the most today is … - Rate your understanding of today’s topic from 1-10 Example Unit - READ (page 43) SGK English After teaching students to read the three responses and some tasks Divide class into groups, teacher distributes the exit slips to each group Ask them work in groups and discuss on the questions: Group 1,2: “ What is your response to this forum?” Group 3,4: “ What you often when you surf the Internet?” Group 5,6: “Do you find the Internet useful?What you use the Internet for?” - Let them work in minutes and call on representative of some groups to present in front of class - Collect their slips and give them remarks Example Unit – READ (page 60) English After teaching students to read for gist and details about ways to save energy Teacher distributes the exit slips to students and ask them to discuss on a question: “Why should we save energy?” - Ask the students to work in groups to list the reasons for saving energy - Call on representative of some groups to present in front of class - Give the students remarks then collect their exit slips 3.3.5 Frame Routine Frame routine is a classroom strategy that employs using a graphic organizer to assist students in organizing topics, main ideas, and key details of what they have just read This technique helps students summarize what they have learned from the text they have just read Use the Strategy to: - Select the topic The topic is usually the title of what you just read - Determine the main idea Students then record the key ideas of the topic - Discuss the details Students write essential details in the appropriate boxes - Develop the main or big idea of the text Students write a brief summary of the conclusion that they have drawn - Review the information on the frame Once the information is clearly stated and organized on the frame, the teacher evaluates it and plans follow-up activities to extend students learning Example Unit - READ (page … ) SGK English - Ask students to summarize the advantages and disadvantages of Internet which are mentioned in the three responses 17 SangKienKinhNghiem.net 3.3.6 Question the Author Questioning the author is a strategy that requires students to pose questions and engages them actively within a text This comprehension strategy challenges students understanding of the text and encourages students to ask questions of the author Question the author has many benefits, one being that it engages all students in the text It also helps to solidify their understanding, as well as learn to critique the authors writing How to Use the Strategy - Select an interesting passage that would make for a good conversation - Mark specific spots that you want to stop at during the text so students will gain a greater understanding - Create specific questions for each spotting point to ask students What is the author trying to say here? Why you think the author used this particular phrase? - Present a brief passage to students along with a few questions, and model how you think through your answers to the questions - Challenge students to read and answer the questions that you have prepared Example: Unit – READ – (page 68,69 ) English After reading for main ideas and specific information Students are able to know the important celebrations in Australia and USA: Father’s Day , through the readings about opinions, feelings and memories of the children about their father - Using the second letter of Jane (USA)? Teacher creates specific questions for each spotting point to ask students What is the author trying to say here? Why you think the author used this particular phrase? PART III: ACHIEVEMENTS AND REQUESTS Achievements After examining this theme in two class 9B of Quang Phong secondary school These teaching techniques have been used to teach reading skill lesson in English 9, I realized that: 18 SangKienKinhNghiem.net * For the students: The students had more interest in leaning English In English lesson classes, students worked more actively and effectively They also got higher grades in the tests They had opportunities to practice English in class It helped weak students more self-confident in learning English Therefore, the teaching qualities of English has been improved * For the teacher: - These teaching techniques helped the teachers to save time Teachers had more time to lead the students to practice - Following is the convey on the quality of English of class 9B of Quang Phong secondary school at the end of the school year 2017-2018 Class Number of Excellent students Q Good % Q 10,3 12 Fair % Q 30,8 21 Poor % Q 53,8 Fail % 5,1 9B 39 0 Requests - Excellent teaching themes should be widely disseminated to teachers so that we can have opportunities to study and to improve professional teaching skills - More teaching aids, reference books and facilities should be supplied for secondary schools to improve teaching qualities They also make our lessons more exciting and interesting These are some of the solutions which I have medicinal used in the teaching of English in Quang Phong secondary in the school year 2017 -2018 These solutions are certainly subjective I would like to get more suggestions of the collages which help me to improve my subject XÁC NHẬN CỦA HĐKH NGÀNH Thanh Hóa, ngày 19 tháng năm 2018 Tôi cam đoan SKKN viết, khơng chép nội dung người khác Người thực Phạm Thị Huyền 19 SangKienKinhNghiem.net PART 1: APPENDIX INTRODUCTION Rationale Aim and objectives Scope of the study Methodology PART 2: CONTENTS Page 01 Page 01 Page 02 Page 02 Page 02 Page 02 Page 02 2.The current situation of teaching and learning reading Page 03,04 comprehension at Quang Phong secondary school Contents and Sollutions ………………………… Page 04 Page 05 3.1 Pre- Reading stage Page 05 3.1.1 Discussion 3.1.2 Pre- questions Page 06 3.1.3 Brainstorming: Page 07 3.1.4 True/False statement prediction Page 08 Page 09 3.1.5.Ordering statements Page 09 3.2 While- reading stage Page 10 3.2.1.Grids or forms Page 10 3.2.2 Checking True/False statements Page 11 3.2.3 Gap-fill Page 11 3.3.4 Comprehension questions Page 12 3.2.5 Matching Page 13 3.2.6 Choose the best summary Page 13 3.2.7 Lucky number game Page 14 3.3 Post-reading stage Page 14 3.3.1 Roleplay Page 15 3.3.2 Retelling Page 16 3.3.3 Summary Page 16 3.3.4 Exit Slips Page 17 3.3.5 Frame Routine Page 18 3.3.6 Question the Author Theory background PART III: ACHIEVEMENTS AND REQUESTS Achievements Page 18 Page 19 Requests 20 SangKienKinhNghiem.net ... teaching them how to use strategies before, during, and after reading Teachers can use the following teaching techniques in teaching reading skill, especially in each stage: Pre – reading, While -reading. .. After examining this theme in two class 9B of Quang Phong secondary school These teaching techniques have been used to teach reading skill lesson in English 9, I realized that: 18 SangKienKinhNghiem.net... is to explore the exploitation of using techniques to enhance students’ reading skill In order to achieve the aim, the writer focuses on finding out the benefits of applying techniques in reading