Experience of teaching english reading skill effectively for students of grade 8 at thiet ke secondary school in one specific lesson

Table of Contents Contents Pages I INTRODUCTION The reasons for topic : 2 Research purpopes: 3 Research objects: Research methods: II THE CONTENT OF THE INNOVATIVE 3-15 EXPERIENCE Rationale The reality of problem: Solutions and implements: 4.The results achievements after application of themes: 14 III CONCLUSIONS AND RECOMMENDATIONS - Conclusions - Recommendations 15-16 15 16 Other References 17 I INTRODUCTION: The reasons for topic: The industrialization and modernization of the country has set new requirements for social-economic development in the present time, requiring the demand of qualified, dynamic, Positive, creative knowledge Consequently, the education sector plays an important role in the human development strategy Prior to that important role, the education sector has made changes in textbooks, teaching methods Renovation of educational methods is an urgent and fundamental requirement, a revolutionary life in the whole industry in the current period to improve the quality of teaching and learning To meet the purpose of the content renewal - teaching methods bring the most effective effect for secondary school students The Ministry of Education and Training has adapted textbooks more appropriately In the Intensive English Program, the topics are clearly designed to address four specific skills: listening, speaking, reading and writing in each unit of studying As an English teacher, I realize that students must be trained to develop holistically all four of these basic skills On the other hand, in the process of teaching English, reading is a very basic skill that is very important and essential in teaching and learning foreign languages in general and English in particular Reading is both a goal and an effective and necessary means for students to master, strengthen their linguistic knowledge, broaden their vocabulary, and deepen their understanding Therefore, in the teaching process, teachers require methods of communication appropriate to each object, so students absorb better For students in 8th grade at the junior high school level, students can learn more about the need to improve the English language by reading the paragraphs by topic Students not develop reading comprehension skills, they are difficult to absorb and remember the information in a sustainable and long-term In the process of teaching English in secondary school, I found that the reading comprehension ability of students in general was limited In order to overcome these difficulties, teachers should pay attention to the skills and methods of teaching English reading comprehension to students, especially eighth graders By teaching in Secondary School, I find that students learn reading skill not effective, or through written tests (one or more quizzes), most students skip reading or weakly because the not understand the main content of the texts In order to overcome the above situation and at the same time apply the objectives of English language education I have many doubts as how to teach the reading skill effectively, I offer some experience to help students in grade improve their reading skill, so that students have better results in learning And these are the reasons why I boldly launched an initiative experience " Experience of teaching English reading skill effectively for students of grade at Thiet Ke secondary school in one specific lesson." 2 Research purpopes: - This subject is studied in the scope of teaching reading comprehension of English lessons in grade at my school - Focus on the study and use of teaching steps and techniques in English reading comprehension lessons Research objects: Initiative experience focused on teaching methods to improve the efficiency of reading comprehension and improve the quality of English at Thiet Ke secondary school Research Methods: Material Research Methodology: + Studying materials: reference books teacher, regular refresher, workshop materials and related materials + Observe the dispatches and directives of the Ministry, the Department, the Education and Training Department, the plan of the school and the team Method of investigation and comparison: By many different methods: attend colleagues, experiment, check the results of student learning to find out the suitable teaching methods for students II THE CONTENT OF THE INNOVATIVE EXPERIENCE Rationale: Since the second decree of the Central Committee and especially after the IX Party Congress and the sixth decree of the Party Central Committee, the Congress, the instruction No 40 of the Secretariat of the Party Central Committee together with the guiding documents of the House The Ministry of Education and Training and the Vietnamese education system have achieved remarkable achievements in the fields of education universalization and intellectual enhancement in human resource training and talent fostering In the general education program issued in conjunction of the Minister of Education and Training also stated: "To promote positive, self-conscious Students 'self-learning, cooperative ability, creative thinking and creativity, suitable with setting subjects, characteristics of pupils, conditions of each class, practice the skill of applying knowledge into practice, bringing joy, excitement and responsibility to students " In the opinion of some experts, such as Colvin & Root (1981), Havernson & Haynes (1982), Mc Gee (1977), Thornis (1980), etc The English teacher should pay attention to the influencing factors The ability to focus on students, their ability to read and understand, their ability to read alone and read to others, and so on Can be achieved during the training in reading activities The result is fast or slow depending on the student's prior knowledge of mother tongue, health, and visual acuity There are also other factors that affect students' reading skills such as unequal student perceptions Therefore, they need to be thoroughly instructed in reading the lessons, so as to increase their interest in the topic of the lesson Many students find it difficult to read long texts and new words Students generally have the habit of reading each word in the lesson, not paying attention to the general reading of the lesson While limiting the attention to understanding the meaning of the lesson The level of comprehension of the lessons depends on the ability of the student So in order to teach an English lesson effectively, teachers need to pay attention to a wide range of students so that they can provide a means to help students who are weak, creative and active in their studies Born quite good at how to read the lesson becomes lively Teachers need to combine spoken and written skills in reading instruction so that students can express their ideas, opinions, and comments about the text On the other hand, the 2016-2017 school year continues to improve management and improve the quality of education, the school year continues to carry out three campaigns to "study and follow Ho Chi Minh's moral example" According to the Political Bureau's, the campaign "every teacher and teacher is a moral example, selflearning and creative" and the emulation movement "Building a friendly school, students Positive "to improve quality As a result, teachers across all disciplines are empowering their students with the skills and knowledge they need to help them develop intellectually and intellectually, to shape their child's personality, Socialists The reality of problem: In order to meet the quality demands of the education sector and the actual situation at school, most students not have effective learning methods Some students are often distracted, less interested in their studies, some less likely to have time to study at home because they have to support their parents, a large number of disadvantaged students Less reference books to raise capital beyond the textbook supply On the other hand, they have less communication requirements in English and they are also afraid to communicate in English outside of school Over the years teaching the grades and 9, I found that these are the two most widely distributed listening, speaking, reading and writing skills Each skill is much harder than grades and For reading skills are very clear in each lesson They not simply read a text or a short, simple text with the request is as simple as filling in the words, they have to read a long lecture or dialogue, then have to grasp It is very likely that the content of the entire reading to answer questions or choose the right and wrong sentences, depending on the requirements of each article That is, they must have a comparative level of reading comprehension can meet this knowledge requirements However, through the teaching practice, I see clearly that most of them are very weak As a result, in the course of teaching English 8, I have learned some lessons to help 8th graders improve their reading skills to help them master the basics and A form of reading, from which children reinforce their learning and better reading exercises From this point of view, I have decided to implement this topic to help them improve some of the difficulties and obstacles that they have learned in this skill and their desire to contribute a small part to their efforts To gradually improve the quality of English teaching in schools Assigned to teaching English for a total of 23 pupils, the educational level of the children is quite high between good students and weak students Therefore, weak students can not keep up with good students Reason: + Loss of basic knowledge in the lower layer, unspecified, sentence form + Their vocabulary is limited + They are afraid of difficulty, not preparation, not belong In order to innovate effective teaching methods, the following principles are needed: + Excitement for students and clear explanation + Respect for students and the learning of students, enabling students + Regularly evaluates and responds to students + Identify goals and intellectual challenges for students + Identify students autonomy, seek independent paths to understand the lesson and self-examination + Teachers should always find out about the students giving appropriate instruction To teach the reader what is best and to use the most effective methods, the teacher needs to rely on reading situations in the beginning, the teacher can give suggestions, or some tips Small to help students are interested in the subject and easily understand faster and more accurately Teachers need to keep abreast of their knowledge, skills, and goals, and decide what kind of exercises to use for each stage of the unit On the other hand, the preparation of a variety of reading assignments Will prevent students from being boring, monotonous during class In addition, teachers must create excitement for the good student and at the same time create a sense of confidence for the students to learn weakly, giving students the opportunity to practice reading comprehension in many different genres Finally, teachers need to inculcate the memory of students through hands-on exercises and real-life interactions In the II semester of school year 2015-2016, I have conducted a survey of the process of acquiring all secondary school students in grade 8, testing their knowledge through lession14: Wonders of the World 15-minute test: Read the passage carefully, then True or False statements and answer the questions: Centuries ago in Ancient Greece, a man by the name of Sidon compiled a list of what he thought were the seven wonders of the world The seven included the Hanging Gardens of Cheops in Egypt, The Pyramid is the only wonder you can still see today Many people claim that there were other wonders, which the Ancient Greeks knew nothing about These include the Great Wall of China, the Taj Mahal in India and Angkor Wat in Cambodia A True or False(4.0pts) The seven wonders were built by Antipater of Sidon ………… He made the list many years ago ………… Of the seven wonders, you can only see the Pyramid today ………… Hanging Gardens of Babylon was in Iran ………… B.Answer the questions : (6.0 pts) 1.What is the only wonder you can still see today? What many people claim? 3.Is Angkor Wat in China? Results of the survey are as follows : Grade Amount Excellent SL % Good SL Everage % SL % Weak SL % Poor SL % 26 0 7.7 12 46.1 30.8 15.4 This result made me worried so much, so I confidently changed the methods and techniques to improve the students’results Solutions and implements: The solutions: In the face of the above difficulties, as a teacher of the subject, I would like to give some experience to guide students in the 8th grade to read a good reading + Introduce short, concise readings + Use pictures, visual tools to introduce new words, reading situations + Make sure students understand the new grammatical structure + Give some open-ended questions or predictions before reading Provides the type of exercises while-reading / post-reading + Deepen students' memory through hands-on exercises and real-life contact Implements: In the normal reading lesson, follow the Communication Approach and follow The PPP Framework: - Pre-reading - While-reading - Post-reading Warm up: Before implementing the three main steps in the reading assignment, first ask the teacher to avoid harassing the student by chatting about some reading related things or instructing them Simple and appropriate game play to direct students into reading Remember, try to give them a warm-up mentality Some games can perform such as: brainstorming, jumbled words, and so on Example Warm up: (English - Unit Lesson :Read )  Brainstorming: ( May be in Vietnamese) Tấm Cám Cây tre trăm đốt The folk tales of Vietnam Sọ Dừa Example 2: Warm up: (English - Unit Lesson :Read )  Jumbled words: racchtaer iojn mai pexailn nessmsimbuan thauolgh character join aim explain businessman although Pre-reading activities: This is a very necessary activity for students Lacking this activity, students are no less difficult to a comprehension task + Introduction to the reading: - This activity is important in providing students with reading information - The introduction should be concise, inspiring, and engaging On the other hand, the teacher needs to help students connect the reading with the knowledge they have learned + Methods to introduce a reading: - Use visual tools: Teachers can use pictures to draw students' attention to the main point of the reading to create a fun atmosphere for the students + Teachers can use the following ways to introduce new words: - Pictures, real things, mine - Synonym / antonymn - Translation - Explanation - Games: matching, Rub out and remember, What and Where, Slap the board, etc * Introduction of new grammatical structure: - Teachers should review or introduce the grammatical structures included in the reading * Student Oriented Activities in Reading: - Teachers should provide an overview of the topic of reading and use of data related to the student's life experiences through a number of activities such as: Asking openended questions and helping students predict total content The verse of the reading Teachers should ask open-ended questions in the sequence of events in the reading or in the sequence of reasoning These questions represent the basic structure of the reading and are a means to help students predict the content of the reading, so they move on to reading the text more spontaneously * Illustrative Examples: Example Pre-reading (English - Unit Read) Pre-teach vocabulary: - well-paying job: high income jobs (Translation) Typhoon (n): (storm) big storm (Example) - flood (n): flood (Situation) - drought (n): drought (Antonym) - migrant (n): migrant (Explanation) Checking vocabulary: ROR The scene • Do you live in the city or in the country? • What you like about the city? • Besides "advantages", there are some disadvantages in cities • According to you What is the most urgent problem? • Today we are going to read a text about "Migration to cities" Find the word (in the passage) that means : of the countryside a urban as many as needed b tragedy become greater or larger c rural a great pressure d plentiful a terrible event e increase of the city or city life f strain Answer key :1c 2d 3e 4f 5b 6a  Example Pre – reading ( English - Unit Read ) Pre-teach vocabulary: - mother tongue (n) (explanation) - (to) underline (model) - (to) highlight (model) - (to) come across (explanation) - (to) stick (mime) Checking vocabulary : Slap the board Brainstorming: How to learn new words worswors -> Suggestion: + make sentences + highlight + read + copy many times + underline + stick everywhere at home While- reading activities: - Teachers should organize activities for students to practice reading comprehension skills At this stage, it is also necessary to combine skills such as speaking and writing to practice reading comprehension skills for students For the course syllabus in the textbook program is very diverse, rich in subject matter Therefore, teachers should allow students to practice in extensive reading Students will feel that although their language skills are limited, they can still be understood in a general way through the language Used in life The mode of practice at this stage is to learn, exploit the content of the lesson and depending on the content of each post will have different types of questions and requests for exploitation Therefore, the teacher should encourage the students to read the syllabus thoroughly to understand the content of the lesson Reading aloud helps students practice pronunciation only However, the teacher may give the students a one-time session so that they can more easily practice speaking (answering questions) about the content of the paragraph While reading comprehension, the teacher should ask some questions to guide the student to read the content of the text, and also to check the level of comprehension of the students so that the teacher can explain More about details that students are unclear So questions should direct students' attention to the main ideas of the passages and help students understand the meaning of the text Teachers should not put questions that are too difficult to challenge students but should ask "Yes / No question" questions to test their comprehension The main purpose is through a question system to help students understand the lesson Another issue that teachers should be aware of is how to organize reading activities so that all members of the class participate in answering questions Teachers need to organize classes into group activities to discuss and find answers and help each other in learning Common exercises and procedures at this stage are usually in the following forms: Read the questions answered in the textbook: Students can work in pairs, in groups (Answer) Reading answers to questions prepared by the teacher depends on the actual situation of the class they teach: Questions used as classroom skills in teaching English There are three types of questions: O Yes / No questions O alternative questions About Wh - questions Some Reading Comprehension Exercises: After examining the level of reading comprehension of students by asking questions, the teacher needs to provide some other exercises for students to practice what they have learned in the lesson poison: O Find the word in the passage that means O True or False, then correct the sentences O Multiple choice O Gap -filling exercises O Matching exercises O Complete the table Examples: While – reading ( English - Unit Read ) Reading Correcting T/F statements Little pea’s father was a poor farmer Her father got married again after his wife died Her new mother was very nice to her Little pea worked hard all day She didn’t have new clothes to take part in the festival The prince fell in love with her when he met her -> Correction: 1/ T ; 2/ T ; 4/ T ; 6/ T 3/ F -> her new mother was cruel to her 5/ F -> a fairy gave her beautiful clothes Asking and answering the questions: The questions (2/P42) Who was Little Pea? What did Stout Nut’s mother make Little Pea all day? How did Little Pea get new clothes? Who did the prince decide to marry? Is this a true story? How you know? o The Answers (2/P42) She was a poor farmer’s daughter She made her the chores all day Before the festival started, a fairy appeared and magically changed her rags into beautiful clothes He decided to marry little pea because the shoe fiited her No, it isn’t Because there is a fairy in the story Gap filling: a/ farmer d/ marry / choose b/ died e/ new clothes c/ used – again f/ lost Post – reading activities : This activity strengthens the student learning system In order to be highly effective, the teacher should instruct the student to practice the reading before and during the reading so that the students have enough time for reading afterwards Teachers should organize other activities for the "post-reading" section in order to extend the content of the reading and make the classroom more dynamic and also forge enough students into one lesson The types of exercises after reading this may be Put these events in the correct order (group work) Summary: 3.Discusstion (group work) Interview (pair work) Matching (group work) Speaking (Whole class) Role play (pair work) Make sentences (group work / pair work) 9.Examples Example : Post – reading ( English - Unit Read ) 10 Put these events in the correct order: Alexander Graham Bell a went to live in the United States b successful demonstrated States c worked with Thomas Watson d was born in Scotland e went to live in Canada f invented the telephone g worked with people who could neither speak nor hear -> Answer : 1.d; 2.e; 3.a; 4.g; 5.c; 6.f; 7.b Example 2: Post – reading ( English - Unit Read ) Discuss about “ Safety precaution on the streets” - Go one line to the right - Don’t go fast - Don’t turn right or turn left without observing the streets - Obey traffic laws - Wear helmet when riding on a motorbike Home work: The school hours are very low, so the student must organize his or her academic activities in the home Therefore, teachers need to guide students to build effective learning in the classroom Making sure this is the best course of action and learning will result in higher and better performance * Request: The teacher must cover the class, focusing the attention of all the students Teachers should arrange reasonable time for each lesson Teachers should use easy-to-reach and attention-grabbing tactics Teachers should always innovate teaching methods that are appropriate to the content of the unit so that students are not bored The ultimate goal is for students to understand the lesson A lesson plan: PERIOD:27 UNIT 5: STUDY HABITS Lesson : READ I Objectives: By the end of the lesson , students will be able to read comprehension about how to learn a foreign language, especially English II Language contents: Grammar : The present simple tense Modal verb : should Vocabulary : mother tongue, to underline, to highlight, to come across, to stick III Techniques o Chatting 11 o o o o o Matching Brainstorming T/F statements Asking and answering the questions Survey IV Teaching aids: o Cassette and tape , sub board V Procedures: A.Greetings and checking attendance: B.Today’s lesson: Teacher’s and students’ activities T gives questions Ss answer the questions T presents new words, and the Eg: situation of the text Ss listen and read the new words (chorally, individually) T checks Ss’ vocabulary Contents 1.Warm up: (5’)  Chatting : Do you like learning English? How many new words you try to learn a day? What you when you read a new word? How you learn or remember a new word? 2.Pre - reading: (10’)  Pre – teach vocabulary: - Mother tongue (to) underline (to) highlight (to) come across (to) stick (explanation) (explanation) (explanation) (mime)  Checking Matching T reminds the “should” vocabulary: ( the words with their Ss play the game (2 groups) meaning)  Grammar : modal verb : inf.) should + V(-  Brainstorming : 12 How to learn new words wororrworswor s T gives some statements -> Suggestion: + make sentences + highlight Ss try to predict which is true or + read + copy many times false + underline + stick everywhere Ss work in groups at home  True / False statements: a) All language learner write the meaning of the new words in their mother tongue b) Some learners write examples of the words they want to learn T has Ss listen to the tape once, c) Every learner tries to learn all the new words then read the text and check their they come across prediction above d) Many learners only learn the new words that are important While -reading:  Reading T corrects T gives some questions Ss work in groups, then give their answers on the board T gives correction ( 20’)  True / False statements: a All language learner write the meaning of the new words in their mother tongue (F) b Some learners write examples of the words they want to learn (T) c Every learner tries to learn all the new words they come across (F) d Many learners only learn the new words that are important (T)  Comprehension (marks) questions: -> Key: a) No, learnerslearn words in different ways 13 b) Because they help them to remember the use of new words c) They write examples, put the words and their meanings on stickers, underline or T ask Ss to work in groups to highlight them interview one another and stick the d) They may think they can’t so Instead ways they have used to learn new they learn only important words words e) Revision is necessary in learning words f) Learners should try different ways of learning words to find out what is the best Ss report about their group Post-reading: (8’) (MARKS)  Survey Ways of learning words La n Ho a 1.Make a list of words, their meanings and learn them by heart 2.Write example sentences with new words 3.Stick new words somewhere in the house 4.Underline or highlight the words 5.Read the stories in English 6.Learn words through songs 7.Copy words on papers many times ………… -> Question: How you learn new words? Homework: (2’) - Learn the newwords by heart - Write the ways of learning words that you think are the best for you - Do exercise: 11,12 page 48,49 - Prepare : Unit (cont.) Lesson 5: Write The results achievements after application of themes: The experience applying the innovative experience "Experience of teaching English reading skill effectively for students of grade at Thiet Ke secondary school in one specific lesson." In the process of teaching English to students in grade that I undertake myself have been very delighted, excited for rapid obtained very positive results Firstly, the experience of teaching English reading skill is very consistent with the textbook program innovation interested student learning rather, 14 they are more active and better at learning, creative capital to expand the knowledge themselves, and also very versatile in performing tasks, acquire knowledge and develop skills in listening comprehension in English courses learning atmosphere in the classroom is more exciting, so they learn English more realous and active This is also an important factor, positive, contributing to improve the quality and enhance and effectiveness of English teaching , and help students become more confident, through the test given in English the second semester of the school year 2016 - 2017 as follows : Grade Amount 28 Excellent Good SL % SL 7.1 Everage % 28.6 SL 14 Weak Poor % SL % SL % 50 14.3 0 The quality of the students changed positively compared with the result of the school year 2015 – 2016 Type Excellent good Medium Weak Poor Class Increased 7.1 % Increased 20.9 % Increased 3.9 % Reduced 26.5 % Reduced 15.4 % We can easily find out the positive change compared with the results of the school year 2015-2016 This change made me feel more confident to apply these methods and techniques for next school years III CONCLUSIONS AND RECOMMENDATIONS : - Conclusions: Through the study of how to read students' reading skills, I found that the application of this experience has made it easier for students to absorb the lessons easilier, to make more progress, and also for the better students to succeed Creative ability Therefore, it is necessary to renovate the method and to have flexible teaching methods in order to fit the content and suit the students In addition, teachers also need to apply experience into a practical lesson to promote the positive, creative initiative of students, improve the quality of teaching In order to promote the initiative and creativity of students in learning, we need to organize the teaching process towards active teaching methods for pupils and teachers who are the only ones who transfer knowledge to study Students, students must learn by their own activities Therefore, the reading skills for students requires teachers to teach enthusiasm, love the profession and love both their students to have more enthusiasm, experience to be constantly innovated, bright Create, diversify and 15 achieve the highest efficiency As a teacher, I would like to also contribute my experiences with teachers and colleagues to build a better, better, and more effective way to improve myself - Recommendations: After nearly a year of research and successful application of the "Experience of teaching English reading skill effectively for students of grade at Thiet Ke secondary school in one specific lesson."in the teaching of English subjects I am very much looking forward to this initiative which can be widely disseminated and applied for eighth graders, and can also be used for 9th grade students in reading sections Through research guiding students to learn this initiative, I realize that they have made a great difference in their ability to acquire songs Therefore, next I will apply the expansion and complement the shortcomings, improve the advantages that the topic has achieved in the past and to disseminate this experience initiative for grades 8, at secondary School My experience of teaching English reading skill for students in at Thiet Ke secondary school improve remarkably I respectfully refer colleagues I am looking forward to helping and contributing ideas in order to bring about better and more effective results, while also giving me a more complete and comprehensive view on the study of the next topic Thank you very much for reading! Thiet ke , March 16th, 2017 Principal Confirm I assure that this is my innovative experience I not copy others’ content Written by Cao Van Long OTHER REFERENCES Book of teachers, textbooks 6,7,8,9 English class of the Ministry of Education Books teaching methods in English "English language Teachimg Methodology" of the Ministry of Education in 2003 16 The Book of General Education Studies - Hanoi Publishing House, 1995 Books Student Assessment in Education of the Ministry of Education Books "Some problems of innovation of teaching methods of English secondary school level by the Ministry of Education and Training" 17 ... innovative experience "Experience of teaching English reading skill effectively for students of grade at Thiet Ke secondary school in one specific lesson. " In the process of teaching English to students. .. Recommendations: After nearly a year of research and successful application of the "Experience of teaching English reading skill effectively for students of grade at Thiet Ke secondary school in one specific. .. results in learning And these are the reasons why I boldly launched an initiative experience " Experience of teaching English reading skill effectively for students of grade at Thiet Ke secondary school