skkn mới nhất pre reading strategies enhance high school students reading competence in reading lessons

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING NGOC LAC ETHNIC BOARDING HIGH SCHOOL EXPERIENCE INNOVATION PRE-READING STRATEGIES ENHANCE HIGH SCHOOL STUDENTS’ READING COMPETENCE IN READING LESSONS Writer: Đinh Văn Thiện Position: Teacher Topic in the fields of: English THANH HOA 2019 download by : skknchat@gmail.com INDEX INDEX ……………………………………………………………… Page A INTRODUCTION ……………………………………………… I Reasons to choose the theme ……………………………………… II Purposes of the research ………………………………………… III Objects of the research ………………………………………… IV Range of the research ………………………………… ……… V Methodology of the research …………………………………… B CONTENTS ……………………………………………………… I Theoretical basis of the study ……………………………………… II Reality of the issue ……………………………………………… III The practical basics of the theme ………………………………… Solutions …………………………………………………………… Some suggested solutions to run “Before you read” part in high 11 school basic English curriculum IV The assessment of experimental results ………………………… 17 C CONCLUSION ………………………………………………… 18 Experience lessons ………………………………………………… 18 Proposal …………………………………………………………… 18 REFERENCE AND LINKS ………………………………………… 20 CONVENTIONS OF ABBREVIATIONS ………………………… 20 EXPERIENCE CATEGORY ASSESSED AND CLASSIFIED BY COUNCILS 21 download by : skknchat@gmail.com skkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessons skkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessons A INTRODUCTION I Reasons to choose the theme Being the most popular language in the world, English is widely used in many countries all over the world in many fields such as economy, science and technology It is a useful means that helps human beings promote mutual understanding and connect each other around the world In Viet Nam, with the global economic integration as well as the innovation of economy and society, English has become more and more concerned by people of all ages, especially the younger generations Being aware of the importance of English, our government has issued numerous policies and decisions to improve learning and teaching English in order to gain the capacity to use it fluently As a result, English become a compulsory subject in school curriculum and an indispensable requirement in the current employment Although English is important in term of studying and employment, learning English is never a simple work It requires learners to master four basic skills: listening skill, speaking skill, writing skill and reading skill Among them, reading skill gives learners a massive amount of information, ways of expression and grammar structures Thus, developing reading skill for students is one of important tasks to help them not only comprehend their reading lessons in textbooks but also expand their knowledge through additional documentation However, it is a difficult skill that often challenges and declines most of the learners by its characteristic complexity To solve this situation, being a teacher of English, I considered carefully that how I can teach all my students to learn this skill effectively According to my experience of teaching, it is surprising to find that the pre-reading part is an important stage to a reading comprehension In order to conduct reading lessons in motivate and effective ways, I decided to study the topic: “Prereading strategies enhance high school students’ reading competence in reading lessons” II Purposes of the research Completing a reading lesson is not a problem to students and of course to a teacher of English The issue I want to emphasize here is that whether students have or not their interest and efficiency in the class Be aware of my responsibility for requirements of the Department of Education and Training combining my students’ reality to learn English at my school, I wrote this experience innovation wishing to share some of my own opinions to my colleagues about “Pre-reading strategies” I hope my research will help my high school students partially remove the difficulties they have in the process learning English download by : skknchat@gmail.com skkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessons skkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessons III Objects of the research In a practical valuable research, choosing appropriate objects is one decisive part Basing on the fact of my teaching English in my school for many years, I have understood problems and difficulties in learning English of my students who are mainly ethnic minorities Therefore in this topic, I studied the fundamental solutions applied to the students in my school within my colleagues’ assistance The number of participants included four classes with a total of 120 students IV Range of the research In this topic I am just focusing on the following issues: Teacher’s tasks in “Pre-reading strategies” Students’ activities in “Pre-reading strategies” Some suggested solutions to run “Before you read” part in high school basic English curriculum V Methodolody of the research For complete data in high reliability, I carried out my study through a combination of the analysis and the comparison of four classes in reading lessons in which the output and interest of students are key values In order to have an effective subject, I researched it based on my own teaching experience process, a number of references related to reading skills and some comments of my colleagues download by : skknchat@gmail.com skkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessons skkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessons B CONTENTS I Theoretical basis of the study In an English idiom: “It is the first step that counts.” people imply the importance of the beginning in most of the work We can apply this idiom when we evaluate the essential of “Pre-reading strategies” in entire process of reading teaching There is an indisputable fact that Pre-reading strategies allow students to think about what they already know about a given topic and predict what they will read or hear Before students read any text, teachers can direct their attention to how a text is organized, teach unfamiliar vocabulary or other concepts, search for the main idea, and provide students with a purpose for reading According to Danny Brassell and Timothy Rasinski: “Most importantly, teachers can use prereading strategies to increase students' interest in a text." (Danny Brassell and Timothy Rasinski, Comprehension That Works Shell Education, 2008) In other words, in “pre-reading strategies”, the instructor conducts tasks and asks students to take part in activities in order to achieve the following purposes:  Motivation in study  Need for study  Guideline for the topic and predication of the content  Pre-teach vocabulary However, what all successful pre-reading activities have in common is that they are student-centered The teacher has to identify the potential problems of readability inherent in a chosen reading text, and then has to help students find ways to overcome those difficulties Rather than just provide answers or summarize the content, the teacher can guide students identify the sources of their reading difficulties In order to obtain the intention above, the strategies must be applied flexibly and effectively in “Pre-reading” stage are Brainstorming, Discussion, and Questioning Brainstorming Sue Watson in his study indicated that Brainstorming is an excellent teaching strategy to generate ideas on a given topic It helps promote thinking skills When students are asked to think of all things related to a concept, they are really being asked to stretch their thinking skills Similarly, a substantial body of research affirmed that Brainstorming is a large or small group activity that encourages students to focus on a topic and contribute to the free flow of ideas download by : skknchat@gmail.com skkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessons skkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessons By expressing ideas and listening to what others say, students adjust their previous knowledge or understanding, accommodate new information and increase their levels of awareness. Brainstorming's main purposes are to:  focus students' attention on a particular topic  generate a quantity of ideas  teach acceptance and respect for individual differences  encourage learners to take risks in sharing their ideas and opinions  demonstrate to students that their knowledge and their language abilities are valued and accepted  introduce the practice of idea collection prior to beginning tasks such as writing or solving problems  provide an opportunity for students to share ideas and expand their existing knowledge by building on each other's contributions Discussion According to previous studies, discussion regarded as one of the most challenging teaching methods can also be one of the most rewarding Using discussion as a primary teaching method allows the teacher to stimulate critical thinking As the teacher establishes a rapport with the students, the teacher can demonstrate that the teacher appreciates their contributions at the same time that the teacher challenges them to think more deeply and to articulate their ideas more clearly Frequent questions, whether asked by the teacher or by the students, provide a means of measuring learning and exploring in-depth the key concepts of the course Questioning Questioning techniques are a heavily used, and thus widely researched, teaching strategy Research shows that asking questions is second only to lecturing Teachers typically spend anywhere from 35 to 50 percent of their instructional time asking questions A teacher may vary his or her purpose in asking questions during a single lesson, or a single question may have more than one purpose In a more general view, in their research named “Classroom Instruction That Works” Marzano, Pickering, and Pollock (2001) illustrated that instruction involving questioning is more effective than instruction without questioning Questioning is one of the research-based strategies presented in One important finding is that questions that focus student attention on important elements of a lesson result in better comprehension than those that focus on unusual or interesting elements Questions should also be structured so that most elicit correct responses Additionally, they indicated that teachers ask questions for a number of reasons, the most common of which are:  To actively involve students in the lesson  To increase motivation or interest download by : skknchat@gmail.com skkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessons Cut down trees Forest fire Chemistcal pollutants Smoke discharged from factories Endangered animals: Deer Cheetah 15 download by : skknchat@gmail.com skkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessons skkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessons Rhinocero Elephant Next, the teacher raises a question: What you think about them? There may be a number of errors in students’ answers Instead of paying attention to these errors, the teacher should encourage them think, speak naturally and praise the ideas in dialogue or discussion Then the below words in the text should be pre-taught orally: identify (v): to recognize a problem, need, fact, etc and show that it exists habitat (n): the natural environment in which an animal or plant usually lives exploitation (n): the action of making use of and benefiting from resources urbanization (n): the process of making an area more urban verge (n): an edge or border biodiversity (n): the variety of life in the world or in a particular habitat or ecosystem conservation (n): prevention of wasteful use of a resource In the same vein, teachers can use “concept map” as a form of brainstorming to set the title as the main idea In a specific way, teachers present a number of key words associated with details or sub-topics, lead students to the main idea, which situated in the center and then stimulate them to speak out their general understandings concerned about the main topic 16 download by : skknchat@gmail.com skkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessons skkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessons The Red List extinction rare ENDANGERED SPECIES Habitat destructio n wildlife reservatio n The above are some samples of the research In order to obtain effectiveness in lectures, teachers should apply them actively, flexibly and control students’ activities, space to move about the room and time to operate this part IV The assessment of experimental results 17 download by : skknchat@gmail.com skkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessons skkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessons I carried out my study through a combination of the analysis and the comparison of four reading lessons in which the output and interest of students are key values I choose classes: 10A1, 11A6, 10A4, 11A2 and divided into groups Experimental group: class 10A4 and class 11A2; controlled group: class 10A1 and class 11A6 The results were followings: Items in the assessment Students have high inspiration in learning Students can grasp new words, expressions and grammar structures in a reading text Students can achieve the general content Students can complete tasks in the lesson Time in running the reading lesson 10A1 15/30 11A6 14/30 10A4 26/30 11A2 25/30 12/30 11/30 23/30 20/30 14/30 14/30 24/30 20/30 11/30 12/30 20/30 18/30 Over 45 Over 45 43min 44min After applying this innovation method for students in grades 10A1, 11A6, 10A4, 11A2 and through this experiment, I realized in the lesson if applying the innovation of teaching methods of listening skills to students I myself have achieved satisfactory results as follows: Before reading the text: - Many situations stimulate the creativity of students and help them show interest in learning, confident in communication activities and their awareness of being a central position in the class - Students can understand the keywords and the topic of the text before they start “While you read” part - Students are no longer afraid of reading comprehension but ready and excited to enter the reading After reading lesson: - The number of students who can grasp the general content of the text and complete assignments is significantly higher - Students have learned some reading skills and how to reading exercises - Students' reading skills have improved - Helping children improve their knowledge of culture, society and science through readings - Teachers can operate the lesson in an active way in the appropriate time I found that applying the innovative method to teach Pre-reading strategies for my students is a right direction that can bring remarkable satisfactory results in the process of teaching and learning English in high schools C CONCLUSION 18 download by : skknchat@gmail.com skkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessons skkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessons Experience lessons After successfully applying this topic I myself have achieved remarkably positive results and valuable experiences for myself as follows: - An exciting atmosphere in learning often stimulates the teacher and students to rush into the lesson Therefore, motivation in study is the first essential factor that needs to be created Basically, in order to achieve this goal, the teacher need to have the following qualifications in the class:  Joviality  Good sense of humor  Good language skills  Appropriate teaching method - Teachers must always create a foreign language environment during lessons and use English as the primary language for communication Depending on grades and students, teachers can use short, simple, easy-to-understand, easy-tomemorize and easy-to-understand sentences However, in an unfamiliar topic with a massive amount of new words, teachers sometimes have to accept students’ replies in Vietnamese in order to make the introduction fluent in this short time The words teachers should introduce in this part are useful or some difficult ones that really interrupt the students when they scan or skim the text - Teachers need to flexibly choose reading strategies and teaching techniques in the process of reading lesson combining with creating visual aids to engage students in reading content - Teachers should not be too attentive to the student's error while speaking Let the students think and speak naturally Never force students to stop talking while they are trying to express their meaning in English, doing so will make them feel afraid to make mistakes when listening and speaking Praise the ideas in dialogue or discussion, not because of the accuracy of the words - Teachers should integrate learning activities in the form of "playing learning" - Teachers must have improved lectures to suit each student's level, enabling weak students to confidently participate in exciting classes - Above all, there is not much control over the class If students are practicing and teachers ask questions, students will not have the opportunity to practice Proposal As the role of the main guider, teachers need to be aware of their responsibilities in each task and especially emphasis on their preparation before coming to class Teachers must improve their teaching methods and professional knowledge in many ways such as self-study in curricula, programs on the Internet, on television, learning through colleagues, participating in thematic courses and training courses Focusing on pre-reading strategies, my research cannot bring the success for entire reading comprehension in all three course books in high school basic 19 download by : skknchat@gmail.com skkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessons skkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessons English curriculum Therefore, I look forward to learning the other research for next steps in the process of teaching comprehension The suggested solutions in pre-reading strategies above experienced by my colleagues and me through our teaching reading comprehension brought positive results than we had done before However, these suggested solutions may be hard to fit well with all kinds of students Thus, I would like to receive the comments and the exchange of ideas from you who have the passionate enthusiasm in the development of Vietnam education Identity of the headmaster Thanh Hoa,20th May 2019 I make sure that this experience innovation was done by me Đinh Văn Thiện 20 download by : skknchat@gmail.com skkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessons skkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessons REFERENCE AND LINKS 1. Brown, H D (1990) Principles of Teaching and Learning Prentice Hall Regents, New Jersey 2. Dornyey, Z 2001 Motivational Strategies in the Language Classroom Cambridge: Cambridge University Press 3. Harris, R (1991) Some ideas for motivating students Danny Brassell and Timothy Rasinski, 2008 Comprehension That Works Shell Education William M Welty (1989), Discussion Method Teaching: A Practical Guide Marzano, Pickering, and Pollock, 2001 Classroom Instruction That Works Sue Watson, July 09, 2018 How to Brainstorm in the Classroom Basic English curriculum: 10th grade, 11th grade and 12th grade (Student books and Teacher books) https://www.fluentu.com/blog/educator-english/esl-visual-aids/ 10 https://teaching.unsw.edu.au/brainstorming 11 https://www.fluentu.com/blog/educator-english/esl-visual-aids/ CONVENTIONS OF ABBREVIATIONS n adj ph.v n.ph noun adjective phrasal verb noun phrase minutes Danh từ Tính từ Cụm động từ Cụm danh từ Phút 21 download by : skknchat@gmail.com skkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessons skkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessonsskkn.moi.nhat.pre.reading.strategies.enhance.high.school.students.reading.competence.in.reading.lessons