Through the years are taught new textbook program itself is to acquire and learn new educational methods, through practical subjects in Nga Thuy junior high school (difficult economic zone) I noticed: If teachers invest deeply, knew how to exploit all comprehension and provides full corpus matters related to the topic of the lesson, the lesson will be effective. So I chose an experience initiative that is called Effectively application of some tricks in the 9th grade Reading lesson at Nga Thuy junior high school
PART I INTRODUCTION I The reason for choosing the topic Today we are living in the period of innovation with a foundation of modern information technology To integrate with the development pace that requires each person must have knowledge of foreign languages, especially English English is increasingly playing an important role not only for those who need for their daily work, but even for those students sitting in school at all educational levels It is a compulsory subject in the primary curriculum They need to master a basic knowledge of vocabulary and grammar, as well as better use of such language skills: speaking, listening, reading and writing skills in the four mentioned above, reading comprehension is a skill helping students expand their knowledge about the world around them After reading a sentence, a paragraph or story, you must understand the content of texts or stories The present situation shows, some students can read fairly well, fairly smooth but does not understand the content of your post just read This not meet the requirements of language learning Active teaching methods provided for teachers to teach a comprehension exercise However, to adopt what works or tips for effective teaching is dependent on the class, each student object Through the years are taught new textbook program itself is to acquire and learn new educational methods, through practical subjects in Nga Thuy junior high school (difficult economic zone) I noticed: If teachers invest deeply, knew how to exploit all comprehension and provides full corpus matters related to the topic of the lesson, the lesson will be effective So I chose an experience initiative that is called " Effectively application of some tricks in the 9th grade Reading lesson at Nga Thuy junior high school." II The purpose of research The experience initiative " Effectively application of some tricks in the 9th grade Reading lesson at Nga Thuy junior high school"effects on the effective development and improvement of logical thinking Students get the information, self-test data, facts, find and understand the answers to these questions or clarify a certain problem Further is through practicing good reading comprehension skills can help students understand the language, studying topics are, read the advertising and marketing information, the manual machines, understanding get the news through the media, television in English The most importantly implement basic purposes of teaching and learning English is: practice communication III The object of study: The 9th grade students at junior high school where I work IV Method of study a Method of reading the document Read and find out the documents relating to the form of warm-up the lessons for Grade students b Methods of investigation Conducting experiments, tests and compare the results of assessing students through each stage to verify the forms were appropriate studies and has brought great results or not c Conversational method Regular exchange of experience or from colleagues in language groups to find out more forms or warm-up the lessons Discuss with colleagues in meetings held to be comments Registration topics teaching, teaching drawing experience, attend regular hours to learn from the lessons startup forms used PART II:CONTENT THEMES i Theoretical bases of initiative experiences I had find out and read documents such as: - "Introduction to linguistics and the English language" by Nguyen Thanh Binh - “ Success in English teaching” Oxford - “ Five-minute Activities – A resource book of short activities” Cambridge University press - ‘Some problems of teaching methods innovation in secondary school," the Ministry of Education and Training 2002 - "Some problems of teaching methods innovation in secondary schools" in 2004 - "Regular training documentation for junior high school teachers - English" education publisher and a number of documents through the program to replace the book Innovating teaching methods in general, in particular class method is an important job to meet the needs of innovation programs and current textbooks and take steps to improve the quality of teaching and learning To that every teacher needs to explore, creative in all teaching activities, including lesson activities start despite only accounting for 5-7 minutes but it is a very important activity in success of a lesson Activities start lessons to suit each object, qualifications, student awareness helps them have interest in learning, have a passion for the subject to make a good start for a lesson Innovating teaching methods in general, in particular class method is an important job to meet the needs of innovation programs and current textbooks and take steps to improve the quality of teaching and learning To that every teacher needs to explore, creative in all teaching activities, including lesson activities start despite only accounting for 5-7 minutes but it is a very important activity in success of a lesson Activities start lessons to suit each object, qualifications, student awareness helps them have interest in learning, have a passion for the subject to make a good start for a lesson To create excitement for students who need to maximize the positive thinking activities of students Best is organizing matters requiring prediction, stated hypothesis, argue between contradictory opinions, the activity that can emulate the characteristics of the game II Current status of the problem before applying initiative experience a Current status of students 9A and 9B have a total of 62 students, including students from all the average, good and excellent to weak, poorly Number of students with good and excellent grades of very dynamic, creative, active learning, absorbing all possible, to participate actively in the form of start lessons Conversely weak students, the poor were lazy absorb lessons learned passively, does not have the ability to participate in activities to launch good lesson There are lessons startup forms create more excitement for students with good and excellent but weak students, the poor can not afford to participate actively, in contrast with the many forms of the enthusiastic response weaker students, but less boring for students with good and excellent b Current status of facilities-teaching aids `Nga Thuy junior high school has spacious, clean and beautiful classrooms.The school has screened rooms, so teachers should be able to use the projector and electric teaching plans.Having relatively favorable conditions for the reform implementation many lessons form start-up Being provided the equipment in the class is very convenient for the use of teaching aids and other supporting devices Based on the favorable conditions that the school was implementing teaching English in accordance with the provisions of the program However the reality of the teaching and learning of the school's English still faces many difficulties and shortcomings so the efficiency is low, not high academic quality, the number of students scoring below grade level much longer The quality of English Here are the results of the survey on reading comprehension level of 9th grade students in reading information initiative has not been applied to the teaching experience: Test scores reading skills (Reading skill) 2015-2016 school year Grade Total 62 Point - Point - Point - Point – Point - 10 SL SL 15 % SL 19,7 28 % 36,8 SL 23 % 30,3 % 11,8 SL % 1,3 Through the tests of reading comprehension skills we see students still weak expression of language knowledge and skills Especially the weak reading skills and the exercises after reading 2.3 The solutions: On the basis of a baseline study, I found that if teachers effective teaching methods, in accordance with the student audience, in conjunction with the preparation of lesson content with a focus properly, so thoughtful, the in the teaching process will arouse passion and interest in learning, to contribute actively to the establishment of proper motivation for students Therefore, in recent times I've done some pretty effective solutions in the process of teaching reading skills to understand subjects such as English classes 9: change the method of teaching reading comprehension so learners can guess is that some new words, skim to find information they need or have understood the meaning of the passage while not know all the words new meaning When teaching reading comprehension skills implemented through three major steps: PreReading ,While -Reading ,Post-Reading Each part has a clear purpose, specific methods are closely linked with each other for the purpose of guiding students reading skills with focus This helps the reader towards the attention on the right content needed, thus helping students understand the problem more accurately However, before making three major steps in reading comprehension lesson as described above, first the teacher should create a psychology student comfortable, gentle, interested in upcoming lessons through some simple and consistent games such as: brainstorming, word squares, hangman, kim's games, etc., to guide students in reading These are steps which we call "warm-up" General purpose: Stabilize classes, which allows students to adapt to a new lesson; inspire and create the environment for a new unit; attracted students in each class How to implement: Depending on the purpose and characteristics of teaching hours, depending on the subjects puzzle your specific students, teachers can choose the activities on all tips accordingly Teachers can learn from experience or change operation after teaching a classes to create a more positive note for the operation The following are some suggestions for reference: SOLUTION I: GUESSING TOPIC This form of operation in order to guess the topic, teachers can use many different tricks to help students correctly guess the theme of the lesson *Hangman: Example: If we want students to guess the word "clothing", the gaps on the board gaps (_ _ _ _ _ _ _ _) Teachers draw a man on the board, each time students are wrong, this man will be up a division (in the order shown in the figure) If the student guesses wrong loses more than times *Jumpbled words: Teachers created for students some words disturbed and suggested that the theme of the words Students reorder the correct order and the right words *Guesing picture: Teachers choose a painting lesson content is relatively clear and outlined suggestions for students to talk about what the painting, from painting teachers lead to students in lessons *Gesing words: Teachers divide students into groups and then give each group a piece of paper stating the question left implicit, questions gioa members require students complete them with a word and then guess the key word is derived from the the first letters of the words to guess Predictive groups, the right will be the winning team *Shark attack: Teachers draw up the waves on the tables which symbolize the sea, painted stairs leading down to the sea, drawing sharks to the surface close to the last stairs, drawing her to the top ranks Teachers write short lines on the board, each gap is equivalent to a letter in the word Every time you guess wrong girl students have to step down a ladder If the girl was in the final steps that students still have not guessed the correct word, the girls will be eaten by sharks and students will lose SOLUTION 2: FINDING INFORMATION The form of this activity to help students both stabilize classes, focus attention and cause excitement, but still have the information needed to enter a new lesson *Brainstorm: This is an activity im which the students are center Teachers use this procedure to introduce situations and settings of the unit owners Example: Lesson content with environmental themes, grouped teachers to students brainstorm ways to protect the environment After the time period specified groups find many good ideas to win *Networks: The teacher writes on the board from the network, students work in groups, pairs or individuals to find information thematic lessons Example: The lesson topic is "Celebrations" Tet Christmas Mother’s Day Woman’s Day Celebratio ns …… …… *Chatting: This form of activity provides an opportunity for students to talk about themselves, exchange ideas, talk with teachers and friends Teachers ask questions related to the lesson and students themselves so that they proactively respond and give their opinion, from which teachers lead students into a new lesson *Lucky number: Teachers write the numbers on the board, each corresponding to a number of questions, including some to is a lucky number, if you select the winning numbers lucky students will get points without reply The remaining number, each number corresponds to a question, the correct answer questions students will get points If answered incorrectly, the other team has the right to continue to respond After added the points ,the group has more score to win *Kim’s game: This form of memory training game and help students find information for new lessons Teachers divided into groups , for the students from to 10 or to 10 paintings from all points in a 20 seconds Ask students to not only remember writing that, then teachers take picture or word go, students write the names on the board or viewed in two groups, groups remembered more wins SOLUTION 3: REMIND KNOWLEDGE The active form in this section in order to create a favorable environment for both students recall former knowledge just get psychological comfort to new lessons *Bingo: Students recalled about 10 to 15 words they have learned, and are related to new lessons The teacher wrote the words on the table, each student choose from anywhere on board to write on a table with cells Teachers take turns reading from, but not in order Students mark the words in your table while listening to the teacher read Students who have continuous from horizontal, vertical or diagonal would shout "bingo" and is the winner of the game *Noughts and crosses: The teacher explained to students in this game is like playing "plaid chess" in Vietnam, but just square "O" or "X" on a horizontal, vertical or diagonal is the winner Teachers who are squares on the tables each containing one word or one paintings, each team students to say the sentence containing the word or in cell competition, the team of students that make the "O" in that box, the other team to speak further question from the other cells contain and marked "X" in the box Which team get marks on a horizontal, vertical or diagonal before the winning team *Matching: This form of connection between the two columns A and B This method can be used to recall the meaning of some of the necessary, structure or repeating some sentences by connecting half the sentence with the remaining half Besides teachers can use different forms to warm-up such as: What and Where; Slap the board, rubout and remember, true/false statement, picture drill, mappled dialogue, gap fill, listen and draw, find someone who, ordering, chain game… to start appropriate lessons with the ability and psychological characteristics of each class When conducting start each lesson, teachers pay attention to the following points: - Can be used both English and Vietnamese - It should provide an opportunity for students to ask teachers or interchange to causing excitement, promote positive - Allow them to work in pairs and groups to create emulation environment - It should be noted changing the form of start lessons to inspire students - The difficult activities are suggested to them specifically interested in helping weak students, less involved in activities - Being always interested in psychology and preferences of students to devise appropriate procedures The start forms illustrated lessons, applies, the specific implementation in each lesson such as: Getting started+Listen and Read, Read, … Here are some apply to some specific lessons THE APPLICATION 1: Warm up ->UNIT 2- LESSON 1: GETTING STARTED + LISTEN AND READ This is the beginning of a class lesson units In the Getting Started section details this drawer can replace the warm-up activities, but teachers need to pay attention to simplify some of the content is difficult to understand, helps students quickly grasp the requirements and operational initiative, positive For this class the teacher can use the paintings available in textbooks or leave the paintings shown in class to describe the dress in the picture However, since only this dress so much from new teachers required matching activities to students master each type of clothing Pictures: +Matching: Teacher: Ask sts look at the pictures and match them with the suitable traditional customes Students: Work in groups and then give out their keys Pictures Traditional customes A Ao dai B Kimono C Kilt (váy người miền núi, dân tộc) D Veil(mạng che mặt) E Sari F Cowboy A.2, B.1, E.3, D.5, E.6, F.4 Teacher: Corrects sts’ anwser and then asks students about the pictures - Where does she/he come from? - Why you know where she/he comes from? Students:Practice asking and answering about the pictures with their friends about the pictures Teacher: Corrects sts’ideas The answer: She comes from Japan She is wearing a Kimono She comes from Viet Nam She is wearing Ao dai He comes from Scotland He is wearing a kilt She comes from India She is wearing a sari He comes from the USA He is wearing the Cowboy She comes from ( Saudi) Arabia She is wearing a Veil +Chatting: Teacher: Ask: Students: Answer ? How many people are there in the pictures? + There are six people ? Do you know where they are come from? why? + Yes, I Because of their customes ? Look at picture a) What is she wearing? Where does she come? ? Look at picture b) What is she wearing? Where does she come? ? Look at picture c) What is he wearing? Where does he come? ……… + Picture a She comes from Japan She is wearing a Kimono + Picture b She comes from Viet Nam She is wearing Ao dai + Picture c He comes from Scotland He is wearing a kilt + Picture d She comes from India She is wearing a sari + Picture e He comes from the USA He is wearing the Cowboy + Picture f She comes from ( Saudi) Arabia She is wearing a Veil + Guessing game: Students: Guess the picture by asking some Yes-No questions Teacher: Answers yes or no, then sts describe the pictures teacher hides Ex: Is there only one person in the picture? Is she standing? Is she wearing Ao dai? She comes from Vietnam Similarly, students turn to guess the rest of the art For the guessing game form teachers can combine to form limited hangman students ask too many questions that have not given an answer ->UNIT 3- LESSON 1:: A TRIP TO THE COUNTRYSIDE (English Page 22) Teachers use the game Kim's game play help students memory training, where students can find information for a new unit The general steps: teacher split classes into two groups, ask them to look at some paintings on activities to introduce farmers within 20 seconds (Ask the students not only memorize writing) Then the teacher took away paintings, students representatives to write about just watching activities The group with the most words will be the winning team:watering the vegetables,feeding the chicken,collecting the eggs, harvesting,feeding the pigs,plowing the field,… >UNIT 9- LESSON 1: NATURAL DIASTERS (English - Page 78) Teachers use the game Networks students to work in pairs, lists the disasters in minutes.Pairs listed is the most will win: typhoon, volcano, earthquake,tornado, snowstorm,thunderstorm,flood,drought,tidal wave,… Then the teacher can ask students some questions: How you know it is a volcano/a snowstorm/an earthquake/a typhoon? Have you ever experienced any of these disasters? What happened? How did you feel? ->UNIT 8:- LESSON 1:CELEBRATION (English - Page 65) Teachers use the game: Guessing Game Teachers ask students to work in pairs based on photos from the 12 letters guess related to the anniversaries 10 Teacher introduces the new content: Today, we are having a lesson about the celebrations Do you want to know what they are? * Or teachers use technique :Networks: Teacher: Divides the class into teams Each team go to the board to write the names of celebrations in one minute and thirty seconds The winner is the team which writes more celebrations Tet Teacher’s day Christmas Father’s day Celebratio ns ……… Woman’s Day After networks , teacher continues asking questions to lead students to the new lesson: Which celebration you love best? Do you love your father? Have you ever expressed your feelings to your father? Today we’ll read some feelings to father * Or teachers use technique :Jumbled words: Teacher: Gives some jumbled words and gives a clue : they are the names of some celebrations (or gives pictures about celebrations) Teacher: Divides the class into two teams After reparing in minutes, teacher calls each team to go to the board to give the correct words yam yad -> May Day dim lalf stivefal -> Mid fall festival stichrams -> Christmas dewdignd -> Wedding chertea’s dya -> Teacher’s Day therfa’s yad -> Father’s Day The team which completes the work more quickly and write more correct words will win the game After Jumbled words ,the teacher continues leading students on new lesson by asking some questions: Which celebration you love best? Do you love your father? Have you ever expressed your feelings to your father? Today we’ll read some feelings to father ->UNIT 10:- LESSON 1:LIFE ON OTHER PLANETS ( English - Page 83) Teacher uses the technique: Ask and answer, combined with describing the pictures Teacher asks students to work in pairs to look at this picture and then 11 answer the questions from teachers: UFO= Unidentified Flying Object (Vật thể bay không xác định) = Flying Saucer (Đĩa bay) GV:- What can you see in the pictures? -What we call them in Vietnamese? - Do you think they really exist? -Have you ever seen any films on UFOs? - Do you want to see a UFO? What you want to know about UFOs? - If you saw a UFO,what would you do? Teachers introduce new lesson: Today, we are going to read a passage about the UFOs THE APPLICATION 2: Pre-Reading General purpose: Pre-Reading stage is done before students begin to read the text, this period for the following purposes: First, to help students become familiar with the subject and the content of the text that is mentioned in the reading; inspire, engage students in reading; Second, prepared or equipped with some knowledge and experience of the students related to the content of the readings as introducing some vocabulary and structures difficult to appear in the 12 reading; addressing the difficulties of language or cultural knowledge, school country; Third, to help students develop the guess skills (through a number of pre-reading activities ask students to guess the contents of the reading) Finally, stimulate students' interest in reading How to it : Step 1: Teachers overview on the subject about to read, use the information related to the student's life experiences through a number of activities such as: Ask questions that inspire and help students predict content overview of key posts Teachers ask questions suggestive action sequence or sequences of events in all key arguments These questions represent the basic structure of the reading and the means to help students predict the content of the readings, from which they switch to reading texts in a natural way than through several exercises before reading: Ordering statements / pictures; True / False statements prediction; Pre QUESTIONS; Open prediction; Picture dictation / Listen and draw; Jigsaw dictation (Teacher mentioned requirements, the task of reading to the children to predict (prediction), creating the necessary reason to read as intended In this section ,teacher must necessarily ask students to close the book) Example: Teaching reading lesson in Unit 2: CLOTHING (English - Page 17) Teachers use True / False statements prediction helps students to guess the content of the lesson: 1.Jeans was made in the USA In the 19th century , jean cloth was made completely from cotton In the 1970s, jeans became popular because more and more people started wearing jeans In the 1980s , jeans finally became high fashion clothing The sale of jeans stopped growing because the worldwide economic situation got worse in the 1990s Step 2: The teacher can ask more questions, suggest intend concerning the topic of reading to help students further information or additional insight into the theme of the readings Teachers can also ask students to participate in activities such as brainstorming, discussions, quiz content associated with the reading The student's answers may not be true for the content you read, it does not matter because the main purpose of this activity is to inspire, provide information, knowledge and experience to help students understand is the theme of reading, helps students interested in reading, thinking about that topic and makes them want to read all the text Step 3: Find words, the structure is difficult, involving new readings This activity is indispensable in a more readable This section will help students understand the lesson read more easily, helping them focus on the problem is what I'd read However, we not need to introduce all the new words in the 13 reading before students read I can guess the meaning of words depends on the context Teachers just teach important words in all directly relevant to the content of the reading Example: Teaching reading lesson in Unit 1: A VISIT FROM PEN PAL (English - Page 6,7) * Purpose: Create excitement for students preparing to readings on the theme: "A visit from penpal "; Teach these new structures needed to help students understand better * Time: minutes * Method: Activity 1: Check the sentence: The teacher found the student the following form or ballot papers have documented the board: 1.Where did Lan take Maryam to? Lan took Maryam to: - Dong Xuan market - Hoan Kiem Lake - Ho Chi Minh’s Mausoleum - the History Museum - MyDinh stadium - the Temple of Literature - many beautiful lakes and parks in Ha Noi - the mosque on Hang Luoc Street Teachers introduce new post: Today, we are going to read a passage about Maryam's visit to Hanoi Activity 2: Vocabulary pre-teach: GV introduce some difficult words and structure of all to prepare for the teaching of reading comprehension for students: - (to) correspond: -(to)keep in touch - (to) pray - a mosque : -(to) impress: - (to) depend on: Readingvocabulary: Teachers guide students to practice reading To check the ability to remember vocabulary of students teachers can use some tips like: Rub out and remember; Slap board; what and where THE APPLICATION 3: While- reading General Purpose: This is the most important stage in the process of teaching reading comprehension skills Nunan (1993) has confirmed the purpose of this phase aims: First, to help students understand the words / phrases and meanings in all lessons are authors sending in the text Second, to help students understand 14 the content you read through the flexible use all the knowledge that I have to develop the most comprehensive reading comprehension skills Third, to help students understand the broad content reading through the completion of the task, students can expand your vocabulary, grammatical structures How to it: Teachers should organize activities for training students reading comprehension skills During this period also need to combine the skills such as speaking, writing to reading comprehension skills training for students For all courses in the program new textbooks are varied, rich in themes so teachers should give students practice reading style expansion (extensive reading) aims to encourage them confidence when exposed to the exact text By reading to expand students will feel whether language proficiency is limited, but they can still understand an overview of what is communicated by the language used in real life Teachers should encourage students to read silently to understand the content Reading aloud helps students only learn to pronounce only However students can listen texts students once or twice so that they can more easily practice saying answered questions about the content of the paragraph While teaching reading, teachers should include a number of questions to guide students to read and understand the information in the article, and also to check the level of understanding of the students so that teachers can explain more about the details that the student is not clear So the question should focus the students’ attention to the main ideas of the paragraphs and help students understand the meaning of texts That is why teachers should organize students into work groups to discuss and find out the answers This is an opportunity for students to study together, discuss and help each other in learning Example: Unit 5-READ (page 43, 44-English 9) Students can be divided into groups, each read a passage about the internet and answer some questions about the text Group 1: Response # Re Read the passage and answer the questions: a What does Sandra use the Internet for? b Is the Internet convenient for her to get information? c Can she communicate with her relatives by the Internet? Group 2: Response # Re Read the passage and answer the questions: a Does Hong Hoa live in the city? b Is the Internet available in the countryside? c Why is it difficult for Hong Hoa to get access to the Internet? Group 3: Response # Re Read the passage and answer the questions: a What people use the Internet for? b Are there bad programs and viruses on the Internet? c Is it time-consuming and costly to use the Internet? 15 Students will practice finding answers to the questions in the textbook from sentence to sentence from the answers of the group.The answers are written or said, depending on whether the student The students answered questions by saying there is the advantage that takes less time, but this approach has limitations, that students have the opportunity to respond to the class only a fraction of learning students in the class Teachers can know all students in the class understand the reading or not Teachers can also incorporate skills both oral and written replies to questions about the passage However, this job can take up much time So we should encourage students to write the simple answer, briefly, the main purpose of this exercise is to test the students' understanding Doing this helps teachers save time in class to organize activities for the post-reading Example:Unit 6-READ (page 51) After students have an alternative answer questions about the poem, teachers glued side panel of the answers on the blackboard for students to compare The world will end up like a second - hand junk yard The mother thinks other folk pollute the environment His mother will take him home right away No, It isn’t He is right If he throws the bottle, that will pollute the woods The poet want us to be responsible for keeping the environment from pollution I collect waste paper at school Teachers can also use extra tables, information sheets (cards) to let students practice reading passages and fill out the brief information about the contents of the text, and use the questionnaires to the students forged speaking skills, use the summary information Example: Unit 1-READ (page 9, 10) MALAYSIA Area: _ Population: Climate: Unit of currency: _ Capital city: _ Official religion: _ National language: _ Compulsory second language: _ 16 Cards: 329.758 sq km Over 22 million the ringgit Kuala Lumpur Bahasa Malaysia English tropical climate Islam Question table: What is Malaysia’s area? What is its population? What is its climate? What is its unit of currency? What is its capital city? What is its official religion? What is its National language? What is its compulsory second language? Teachers can also use the extra table so that students an exercise test prior to students to answer questions about the passage The purpose of this activity is to help students more easily to find information to answer for the contents of the text, save time in class to use in activities in the after reading Example: Unit 2-READ (page 19,20) - English Multiple choice: The word “Jeans” comes from A Asia B Europe C Africa D America The 1960s fashions were A shirts B shorts C jeans D skirts More and more people begane wearing jeans in the 1970s because they became _ A cheaper B stronger C more fashionable D better Finally jeans became high fashion clothing in the _ A 1960s B 1970s C 1980s D 1990s The sale of jeans stop growing because of A wars B the worldwide economic situation C designers D styles of jeans After students have completed the practice multiple choice exercises on, teachers can give students practice speaking and writing in pairs answer to the question section in the textbook English Unit readings 17 THE APPLICATION 4: Post – Reading General purpose: This is the final stage of the process of reading, this phase aims to summarize the readings, consolidating the language knowledge learned and develop reading comprehension skills, contacts by asking students contact the real life or their experience How to it: To organize activities for students to learn effectively to the consolidation of this, teachers should guide students to practice the parts before and during reading fluency for students to have enough time for the next reading Teachers need to organize some activities in order to expand the exploitation of content readings and develop some other skills such as speaking, writing The types of exercises after reading this section can be filled in a given table for students to focus on the main points of the reading, especially the reading has many statistics and facts There may also be questions related to life experiences, opinions, emotions, attitudes of students This exercise can also be part of an article summary is based on information of the students’ reading practice….etc Example: Unit 1-READ (page 9, 10)- English After students have completed the practice while reading, teachers guide students to write a paragraph similar to talk about Vietnam, based on the same data as table summarizes information about Malaysia they were practice saying (Area, population, climate, unit of currency, capital city ) In conclusion , the 9th grade students practice reading a text effectively teachers need to distribute the reasonable time for all three sections before reading,whilereading, and after- reading And teacher actively makes use of self-teaching materials to combine with teaching tips mentioned above rational and make more comfortable learning atmosphere lively and the students have many opportunities to practice English skills, especially reading comprehension skills 2.4 The result After a period of interest, apply themes and much more exciting lessons, students actively participate in building all speech Some students weak, poorly expressed excitement with you participate in group games and activities capgroup Despite acquiring all levels of the two Grade students is uneven, but at the start the lesson most of them are actively involved Through the implementation phase of practical application startup forms lesson for 9A and 9B class student learning outcomes of their marked progress Number of students with good and excellent increases, the number of weak and poorly students reduc The result is as follows: Grade Total Point - Point - Point - Point - Point - 10 62 SL % SL % SL 38 % SL 14 % SL % 18 PART III: CONCLUSION Conclusion After research and apply the topic, in fact I have drawn some experience as follows: - Warm-up is an important step to create student interest in learning and psychologically ready for new lessons -Teachers should spend more time preparing investment research faculty to compose a startup forms the real lesson to suit each lesson content, appropriate skills required of each class period -Warm-up part needs to create atmosphere for active students The expressions of the form of the game played collective emulation to students strive to emulate you and feel excited and active to take the victory -Teachers Should have expressed praise their achievements or prepare some small gifts as symbolic reward for the victory they like: a couple of candy, a pen, ruler, notebook Deciding At the same time teachers should educate children healthy emulation properties, with the spirit of encouragement, cheer you when you achieve, avoid emulation leads to rivalry, jealousy, envy each other The suggestions and proposals Over time and applied research themes I noticed for positive student learning and teacher quality must always overcome all difficulties, to be passionate, besides that there is also need more attention of the Party committees, government, education room, the school administrators, organizations, sectors and unions Create conditions for teachers improve their academic expertise and professional, to participate in training, regular refresher courses annually - The leadership team has specific plans to train the good and excellent students, tutor the weak, poorly students - Actively participate in building friendly schools and active students to create excitement for students going to school, so that students see every day in school is a happy day - Equipped additional equipment and utensils such as pictures, radio, tapes to serve the teaching and learning more effective On the whole this is a topic that I've put a lot of passion, spend time learning the implementation and application in practice Therefore in the next school year I would always implement and apply the lessons learned form that his boots were studied in each particular lesson in the classroom to make students interested in learning English THE HEADMASTER’S Nga Sơn, April 18th 2016 CONFIRMATION I hereby declare this is my experience initiatives to write, not copy other people's content (Signature and full name ) Vũ Thị Hảo 19 20 ... level of 9th grade students in reading information initiative has not been applied to the teaching experience: Test scores reading skills (Reading skill) 2015-2016 school year Grade Total 62 Point... is the theme of reading, helps students interested in reading, thinking about that topic and makes them want to read all the text Step 3: Find words, the structure is difficult, involving new readings... speaking and writing in pairs answer to the question section in the textbook English Unit readings 17 THE APPLICATION 4: Post – Reading General purpose: This is the final stage of the process of reading,