effectively using some tips and teaching media in english reading skills for 12th grade students at nguyen trai high school

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING NGUYEN TRAI HIGH SCHOOL EXPERIENCE INITIATIVE EFFECTIVELY USING SOME TIPS AND TEACHING MEDIA IN ENGLISH READING SKILLS FOR 12TH GRADE STUDENTS AT NGUYEN TRAI HIGH SCHOOL Writer: Nguyen Thi Tuan Position: Teacher Experience Initiative of subject: English THANH HOA 2021 TABLE OF CONTENTS PART I - INTRODUCTION I Reason for choosing the theme: ……………………………………….…….1 II Aims of the experience initiative: III Object and scope of the study: IV Research approach and methods: PART II - CONTENTS I Rationale: II Practical basis: III Solutions offered to solve the problems: PART III- CONCLUSION AND PROPOSAL 19 I Conclusion: 19 II Proposal: .20 PART I: INTRODUCTION I Reason for choosing the theme: Finding an effective method of teaching English to help learners quickly master the foreign language they pursue is still a concern of many teachers who directly teach With the progressive development of society, science and information technology, learners have access to many forms and modern learning means, bringing positive effects Therefore, it requires teachers to always improve their professional qualifications, explore and innovate teaching methods to meet the needs of learners In the skills of teaching foreign languages, teaching reading comprehension plays a very important role, especially in the condition that most foreign language schools not have a suitable language environment Reading is a synthesis process that requires not only grasping words but also punctuation, syntax, grammar, proverbs, and feeling the writer's emotions When reading, what is important is not speed but the ability to grasp the content Through reading students are exposed to different types of texts, exposed to diverse linguistic and cultural phenomena Reading comprehension helps students develop other language practice skills such as listening, speaking, and writing Therefore, reading comprehension is considered to be the focus of teaching and learning foreign languages, although the current trend is that we are focusing on teaching listening and speaking I choose reading skill because for high school students it is essential to have a firm grasp of reading comprehension skills, especially when they have to take important tests in class, school and exams The above mentioned reason leads to the choice of studying about experience initiative in analysing “EFFECTIVELY USING SOME TIPS AND TEACHING MEDIA IN ENGLISH READING SKILLS FOR 12TH GRADE STUDENTS AT NGUYEN TRAI HIGH SCHOOL” II Aims of the experience initiative: - From the above reality, I am constantly studying and experimenting with teaching methods and tricks to find the most effective reading methods to help students understand how to read some types of paragraph - Improving the students’ reading skill through practical reading - Reducing the difficulties for the students in practicing writings by creating a combination in the essays and using simple words and structures, know how to use the structure in each part of the essay when participating in excellent student exams at all levels - Help teachers understand more about reading some types of paragraph III Object and scope of the study: - Object of the study: The study was conducted in class 12C4 at Nguyen Trai High School - Scope of the study: The writer attempts not only to introduce some tips and teaching media to apply English reading skill to reduce students’ difficulties but also makes them more self – confident and interested in reading lessons, hence, developing their reading ability IV Research approach and methods: Reading reference books Discussing with other teachers Applying in teaching PART II: CONTENTS I Rationale: The beginning of learning English, students have been exposed to four basic skills of the language: listening, speaking, reading, and writing These are important skills of teachers in transferring knowledge to students Reading skill is a difficult one for learners, it requires teachers to understand the teaching method effectively and well implement the principle of "Studying together with practising" Teaching and learning methods have changed fundamentally Teachers are not only ones who hold the knowledge and impart knowledge but also the direction instructors, supporters, mentors, testers.The learners are no longer passive people who acquire knowledge but are at the center of the teaching process, actively innovating in the learning process to achieve the conclusion It is very important to study and know how to apply it to real life In general, to teach foreign languages and to teach English in particular the innovation of teaching methods is very important in addition to mastering language knowledge, good performance listening, speaking and writing skills, reading skills also play an important role Bacon said: "Reading makes a full man, conference a ready man and writing an exact man.”, “It is an important tool, which enables man to communicate with others people in many ways” (Rita Rani Mandal, 2009) To students, good at reading will bring many benefits for them Firstly, reading is a good way to increase the ability of using language Secondly, reading is an essential tool to support other skills If a student has a good reading ability, they can speak and writing the text more effectively Thirdly, reading is a way to approach modern information technology as well as the human knowledge Otherwise, it is necessary to master reading skill because it can help people have good preparations when finding a job or attend English courses II Practical basis: In high school English textbooks, reading is the first skill taught at the beginning of a unit In that reading, it includes both the grammar focus of the lesson (Language Focus section) and vocabulary as well as linguistic and cultural phenomena Therefore, I often spend a lot of time on teaching reading comprehension by thoroughly understanding the content of the reading passages, designing classroom activities to suit the tasks in the lesson, researching, collecting and introduce factual information to help students remember the text better Currently, students are using the 7-year English textbook series Thus, it is required that students must ensure basic English knowledge at secondary school level However, due to many reasons, their knowledge of middle school English is still very weak, many of them barely have basic knowledge The results of the survey at the beginning of the year in English at Nguyen Trai High School (School year 2019 - 2020) showed that only 35.72% of students achieved the average score Therefore, English teachers face many difficulties in teaching because with the new content of the textbook, teachers cannot re-teach secondary knowledge in 45 minutes of class time Therefore, in English lessons with grades A1, D, about two-thirds of the class understands the lesson, while for classes A and B, only about half of the class understands the lesson More specifically, in Reading class, some students find it very difficult to learn and frustrated when faced with a long reading, with many new words and grammatical structures Some children rely on good textbooks to homework in advance Some children work harder and look up their dictionary at home with lots of new words written all over the textbook Therefore, learning Reading hours is not effective You will not be able to a good reading comprehension test because of a lack of reading skills That leads to the phenomenon that many students in the test, the reading comprehension section often circled the correct answer to their liking, not sticking to the content of the reading Besides, some teachers have not really focused on finding effective teaching methods to make reading time attractive to students There are even classes where the teacher is heavy on letting students copy new words without paying much attention to how to teach reading skills For these reasons, the teaching of reading comprehension at Nguyen Trai High School has been difficult There has been a change in the way of learning organization and teaching method, but it is still not really effective and the improvement in the quality of teaching reading skills is not uniform among all English teachers in the school Faced with that situation, I have researched and applied a number of tricks, teaching methods and teaching aids in reading comprehension lessons to help students access the reading more easily, use different reading ability when doing the exercises and not being dependent on the dictionary when doing the reading III Solutions offered to solve the problems: In this topic, I apply some tips, methods and means of teaching in Reading class 3.1 Things to prepare before teaching reading: Due to the nature of the Reading period, the teacher's preparation work will be more than that of the students A lesson can only be successful when the teacher is well prepared and the students actively learn + On the teacher side: - Determine the goal of the lesson, the focus of the lesson, and what students will achieve after the lesson - Select the most appropriate method and technique to apply in the lesson - Necessary lesson plans and teaching aids - Allocate valid time for each lesson This is very important because if the time distribution is not reasonable, it will "burn out the lesson plan" and not emphasize the focus of the lesson In fact, some periods are Reading if according to the distribution of the curriculum in one period is a bit "heavy" so it requires teachers to allocate time for each lesson appropriately to highlight the focus and skim the off-center In addition, teachers should pay attention to the following: - Students’strengths, weaknesses, knowledge and skills - Proficient use of mathematical tricks, visual teaching aids and teaching aids that will be used in the lesson - Types of exercises in sequence from easy to difficult, which exercises are for weak students, which exercises are for average students, good and excellent students Before I teach reading comprehension, I often remind students of the topic of the text they are going to study and ask them to find out information about that topic This will help students prepare for the topic of the lesson For example, Unit (Cultural Diversity) asks students to learn about the customs of marriage in the East and West, Unit (School Education System) learns about British education, Unit (Life in) the future ) find information about information technology and people in the future Through the practice of teaching in class 12C4 at Nguyen Trai High School, I found that most of the students are conscious of preparing to find information at home, with the topic of Unit male students are very excited to learn about new topics new inventions in the future As for new words, I not force them to look up the dictionary at home, but only ask to read the lesson first to understand what the main topic of the lesson is The purpose of this section is for students to have more or less prereading at home, although maybe some lazy students won't it, but through the fact that in two classes, I teach about 70% of students that they have read before the lesson home That will help them absorb the reading better and the teacher's lesson will be less difficult because of the initiative and active cooperation of the students + On the Students side: Read the text in advance at home to get the topic of the lesson Search for information related to the lesson topic at the request of the teacher 3.2 The process of teaching reading comprehension, appropriate teaching methods, methods and media: Teaching reading comprehension, the teacher not only helps students understand the material in a certain passage, but also creates practice activities to help students practice reading skills These are skills that can help students understand different passages for different purposes Therefore, the teacher does not introduce the content, but the students must read it themselves to grasp the content, the teacher's role is only to support, suggest, guide and make requests Usually there are steps to teaching reading comprehension which are: + Before reading (Pre-reading) + While reading (While-reading) + After reading: (Post-reading) a Before reading activities: About 12' to 15' It includes activities and procedures aimed at achieving the following purposes: - cause interest - Set up the context - Create reasons for reading - Teaching new structures and words are necessary for reading comprehension (pre-teach structures, new words) - Briefly introduce the content of the reading (introduce briefly the topic, content) - Suggesting, directing attention to the main points of the passage (eciting, guiding questions) - Have students predict the content of the text (predict the text) - State what you want to know about the passage (give expectation) The part that gets interesting, sets up context, creates a need for a reason to read is the Warm up section These activities need to be focused and focused The time required for these activities is approximately three to five minutes The following activities can be used to this: + Brainstorming: Ask students to state words related to the text, the picture in the text, or the title or topic of the text At the same time the teacher or students can write those words-phrases on the board, this helps the students to remember the words and then they can find these words in the text Students can say words in Vietnamese, teachers change to English + Discussion: - Ask students to discuss the picture in the lesson Give students their thoughts on the lesson: what does the lesson talk about? What happens? - To encourage all students in the class to participate in the discussion, teachers should have students work in pairs + Questions: Have students look at the picture in the reading passage or the first sentence of the text and think of questions about the text on their own This activity creates a useful collection of ideas for gathering students and giving them reasons to read Because students have been able to find the answers to their questions while reading Should call good students, exellent at asking questions Teachers can use pictures to draw students' attention to the main topic of the text and create an exciting atmosphere for the class For example, the teacher might ask questions about the picture in the passage such as: - What are the people in the picture doing ? - Where are they? Who are they? In English lessons 12 - the picture of Unit (Ways of socialising), Unit (Higher Education), Unit (Life in the future) can use asking questions to lead into new lessons Then you can give a short introduction to lead into the lesson For example: " The text we are going to read today is about " Because 45 minutes of reading instruction is sometimes not enough, there are lessons that teachers can use immediately use the questions or requests of the "Before you read" section to the "Warm up" for example with Unit (Home Life), Unit (Culutral Diversity), Unit (School Education System), Unit (Future jobs) I often teach electronic lesson plans, so the "Warm up" part is very rich in pictures Expression methods such as crossword puzzles, watching video clips, viewing pictures related to the topic of the lesson reading, guess the key word through the hints Teachers can also organize a competition game between two teams: Who is faster? The teacher divides the class into two teams and the children take turns to write related words on the board to the topic of the reading In about minutes the team that can write the most words correctly will win This activity can be applied to Unit (Home life), Unit (School Education System), Unit (Future jobs) because of these topics students often remember more words Through the practice of applying the tips and organizing some activities for the Warm up part, I found that the students were extremely excited, they participated very actively, even the students with average academic ability There was even a time when I held a word writing contest related to Unit (Future Jobs), some students with average academic ability in English in grade 12C4 were very enthusiastic to participate in the writing board even though they were still incorrect spelling A small gift if possible will also be very interesting to make the students more excited when participating in the game However, teachers should pay attention to the game instructions, the rules of the game must be clear, concise and easy to understand so that students know what to The teacher can explain the rules of the game in English or Vietnamese Thus, although the Warm up activity is very short in time, it is very important not to be missed because it will create an exciting start, create attention, and attract students to the next main activities After the Warm up part is the explanation of new words It is necessary to explain new words to students before studying That will make it easier for students to access reading comprehension It is not necessary to explain all the new words in the lesson Students can guess new words by reading the text Teachers should choose to teach some difficult words and phrases in the lesson Some ways to explain new words + How to explain visual aids: You can draw pictures on the board or cut out pictures from pictorials + By using the content of the reading passage, guess the context of words in the sentence + By translating into Vietnamese + With electronic lesson plans, words can be introduced through pictures and actions This method is very effective in helping students remember words better However, there are some things that teachers need to pay attention to: Remind students to follow the teacher's instructions while taking notes of new words and new structures in their notebooks If using an electronic lesson plan, the words need to be put at a speed enough for students to take notes to avoid the situation that the slides run too fast for students to take notes After introducing the words, just let students read in unison from one to two times, sometimes call students to read individually Because the time in this section does not allow and with the requirements of Reading lesson, students not necessarily read fluently vocabulary After introducing new words, teachers can suggest leading one or two questions related to some contents: - Briefly introduce the content of the reading - Suggesting, directing attention to the main points of the passage - Have students predict the content of the text - State what you want to know about the passage Finally, the teacher notes that the maximum time for the Pre-reading part is only 12' to 15' In the stage of teaching Pre-reading, It is necessary and important element to highlight the topic to be taught, effective reading comprehension time, and attracting students is the Warm-up part This is an indispensable part of the lesson because from the Warm-up section, the topic of the new lesson can be used to exploit the material for the reading b While reading: Approximately 20 to 25 minutes In this part, the teacher asks students to read through the Tasks to quickly grasp what they will after reading the lesson Then ask students to read the text silently While students are reading silently, the teacher just walks around to manage the class, not to explain, not to distract students Time for students to read silently is about minutes to minutes It is important to remember that reading silently is extremely important If the teacher keeps reading the text aloud to the students, it becomes a listening comprehension lesson Here are some points to remember when teaching a reading passage in class: - Reading aloud the text is actually practicing phonics and rhythm, so this at the end of the class if you have time - Reading aloud is only necessary when reading poems or scripts - Reading aloud is only beneficial for practicing reading fluently and making students feel confident when the text is not too difficult for them Here are some activities that should be done while reading: As exercises (Task ) are done while students are reading the text, students can read many times to complete the exercise These forms of practice are to learn and exploit content depending on the purpose, there are different types of questions and requirements for exploitation, which can be both content and language Common exercises and tricks at this stage usually take the form of the following - Find the word/ phrase/ sentence that say - Check/tick the correct answer - True / false - Complete the - Fill in the chat - Make up charts / diagrams - Make a list of - Matching - What does stand for ? / refer to? - What does _ mean ? Effective reading helps students gather much needed information and think critically about an issue In all tests there is a section on reading skills Skimming (skills to skim, read quickly) and scanning skills to read in detail, deep into a paragraph or a sentence" are two of the important skills and are very useful in many cases Reading, teachers need to direct students to two main skills: scanning and skimming Skimming: Locate the parts in the passage, thereby finding the appropriate answer When doing reading exercises, finding the right passage is very important It saves us a lot of time than re-reading from scratch Skim's goal is to find the keywords in the question, then compare them with the keyword of the topic sentence In some cases, we can "reversely apply" the Scan skill to find Keyword First, by quickly skimming the passage, the reader will get an overview of the content, style and structure of the text: Skimming allows students to grasp the main idea of the text quickly because skimming means to glance quickly through a text to see what it is about Teachers should tell students how to read quickly, skim and some tips to read quickly and still catch the main idea such as: - You should not read every sentence, word by word, but should only read the first one or two sentences or the last one or two sentences in a paragraph because most paragraphs in English are written in a deductive style (the main idea is usually in the first or second sentence of the paragraph), or inductive (the main idea is usually in the last one or two sentences of the paragraph) Or, if you come across a reading passage where you are asked to answer questions or arrange sentences in the correct order, you can instruct students to read the questions or sentences first, and then read the passage to help them understand This saves time, because students only need to read the passage once and focus on finding the key words (keywords) of the questions given in the reading passage Skimming to get the author's point of view on issues and topics covered in the text: Skimming is useful when teachers want students to think more deeply in reading passages by finding ideas author's score quickly This is important because reading is not only for information, but also to know the author's position on the issue they raise: agree, disagree or neutral When reading quickly to find the author's point of view, the reader does not need to read every word, word by word, but only a few important words Those words can be nouns, verbs or adjectives, even conjunctions For example: " Dogs are often a problem at home Many dogs are noisy, and dirty They may even be dangerous for small children" Students not need to go into detailed reading of all the words in the sentence, but just read through the underlined words to understand that this author does not like dogs 10 Skimming to understand the logic of the presentation: Sometimes we need to know the structure of an essay or a book right away without having to read a whole paragraph or a lengthy article Skimming skills will be very useful in this case Students should be shown what words and signs they should pay attention to in order to find the logic of the presentation These are marking words such as: because , firstly , secondly , finally, but, then, include and other time words, etc These words will help readers quickly figure out how the passage is presented: listing, comparison-contrast, time-ordering, and cause-effect Skimming is also very helpful for students It helps the reader distinguish between more important and less important parts of a message The more important parts are often nouns (especially names in a news story about real events) and verbs Other points to keep in mind when skimming are numbers (like statistics, dates) and verb tenses (whether the action is in the past, present or future tense) The more important parts could be words like “a”, “the”, “or”, “and”, “if”, “as”…repeated words, or some adjectives and adverbs from - With the above methods, we see that skimming skills are very important because they have partly saved time and solved difficult and long problems Scanning: Skimming, scanning, but not finished reading but cliché This skill is really difficult but very useful when doing the test Those who have mastered this skill, just skimming through, can grasp the main idea of the whole paragraph, even a few paragraphs The goal of scanning is to find the topic sentence (the key sentence) that has the general meaning of the entire passage When scanning a passage, it means reading to find a word or phrase, not to understand the whole text Thus requiring students not to read every word or think of the meaning of the word the student is looking for We can find that word or phrase and then underline the word or phrase with a pen Questions related to the main idea of the article The most common type of question is asking about the main idea, title, or topic of the passage * Correctly answer the questions about the main idea of the passage Question about the main idea of the passage Identify the question types: What is the topic of the passage?/ What is the subject of the passage? What is the main idea of the passage? What is the author's main point in the passage? 11 What is the author preeminent? Which of the following would be the best title? Where to find the answer Usually the main idea is in the first paragraph How to answer the question - Read the first line of each paragraph in the passage - Find out the theme or general idea of the first lines - Take a quick look at the rest of the passage where you find the topic sentence - Eliminate completely wrong answers and choose the best answer among the remaining answers đáp * Must understand the content layout of the article With this type of question, students must determine how the ideas in each paragraph are connected Meaning structure Determine the question type How is the information in the passage organized? How is the information in the second paragraph related to the information in the first paragraph? Where to find the answer You can answer this question by reading the first sentence of the relevant paragraphs How to answer the question - Read the first line of each reading passage _ Find words that show relationships in each reading passage - Choose the answer that best describes the relationship Directly Answered Questions * Correctly answer the detailed questions given This type of question often asks for information from the text, not the entire text The answers to this type of question usually appear in the order of the passage Therefore, the correct answer often expresses the same idea as in the reading passage, but the words used to express it are different Meaning structure Determining the question type According to the passage It is stated in the passage The passage indicates that The author mentions that Which of the following is true? Where to find the answers The answers are found in the order of the passages How to answer the question - Choose a key word in the question - Find the key word or main idea in the appropriate passage of the passage 12 - Read sentences containing key words or main ideas - Find the answer and repeat the idea in the reading passage - Eliminate the wrong answer options and find the best answer * Find details not mentioned in the article Occasionally students will be asked to find answers that are not mentioned, or are incorrect, in the reading passage This type of question means that three of the four answer options are indicated, mentioned, or true in the passage, and only one is not Therefore the student has to find three options that contain the information in the text and therefore the other option must be the option the student needs to choose It should be noted that there are two types of answers to this type of question: - There are three correct answers and one is not discussed in the passage - There are three correct answers and one wrong answer according to the passage Meaning structure Determining the question type - Which of the following is not stating ? - Which of the following is not mentioned ? - Which of the following is not discussed ? - All of the following are true except Where to find the answers The answers are found in the order of the passages How to answer the question - Choose a key word in the question - Find the key word or main idea in the appropriate passage of the passage - Read sentences containing key words or main ideas - Find the correct answer according to the content of the reading passage Eliminate those options - Find the wrong answer * Find alternative pronouns There are questions that ask the reader to find out which noun the pronoun refers to For this type of question it is very important for the reader to understand that usually the noun is used first in the text and then the pronoun it refers to comes later To answer this type of question correctly, you should reread the previous sentence to find the noun Substitute pronouns Determining question type The pronoun " " in line X refers to which of the following? 13 Where to find the answer The line in which the pronoun appears normally is given in the question The noun to which the pronoun refers is usually found before the pronoun How to answer the question - Find the pronoun in the reading passage (The line where the pronoun appears normally is given in the question) - Find the nouns that appear before the pronoun - Read carefully the part before the pronoun of the passage - Eliminate any wrong options and choose the most correct one * Correctly answer detailed questions that must be inferred This type of question often contains words like: implied, inferred, likely, probably and lets the reader know that the correct answer is not directly indicated Detailed questions are implied Determining the type of question It is implied in the passage that It can be inferred from the passage that * Vocabulary questions Use context to guess the meaning of difficult words In reading comprehension questions, students usually have to guess the meaning of words In this case, the reading will help students guess the meaning of the word Vocabulary questions containing key words Identify the question type What is the meaning ? Which of the following is closest meaning to ? Where to find the answers Frequently asked questions tell you which line in the passage you found the word từ How to answer the question - Find the word in the passage - Read carefully the sentence containing the new word - Use context to guess new words - Choose the correct answer Use context to guess the meaning of simple words Occasionally students encounter vocabulary questions that ask them to guess the meaning of a word they encounter every day With questions like this, students should not give the usual everyday meaning of the word, but you must base on the situation to give the correct meaning of the word Vocabulary questions containing simple words Identify the question type What is the meaning ? 14 Which of the following is closest meaning to ? Where to find the answers Frequently asked questions tell you which line in the passage you found the word từ How to answer the question - Find the word in the passage - Read carefully the sentence containing the new word - Use context to guess new words - Choose the correct answer * Type of question that determines the origin of the text Sometimes the last of the passage questions asks you to find out where a piece of information is found in the passage The answer options will give you the locations where that information can be found The best way to this type of question is to research the question, decide what information the reader is looking for, look at the lines given in the four answer options and find the best answer Question about the type of information in which line in the article Determine the question type Where is the passage taken from "? Where in the passage ? Where to find the answer The answer can be found regardless of the line listed in the four options How to answer the question - Choose the key word or main idea in the question - Find quickly the lines in the reading passage that have the answers You should skim to find key words or main ideas - Choose the correct answer All skills and tips on the teacher will guide students while students exercises (Tasks) in the textbook However, with each type of exercise, students are required to apply appropriate reading skills and techniques In English 12th Textbook, the content of the Tasks in the passage is mainly in the form of True / false- Matching- Answer the questions -Give the Vietnamese equivalents ti the words or phrases Therefore, it is very useful to apply the reading skills mentioned above In order to further check the student's understanding and also to avoid the situation that students rely on good textbooks to answer, the teacher should ask students to find evidence for the answer (Find that information from which paragraph, any sentence in the passage) In fact, when I apply this requirement to students who rely on good textbooks or ask you for an answer, it will be very embarrassing because there is no evidence to support the answer 15 Normally, each Reading lesson has about to exercises, so teachers need to actively allocate a reasonable time for each exercise Because the time for the While reading part is about 20-25 minutes, with the exercise: Answer the questions, I often focus on guiding students in reading skills, finding evidence for the answers and only asking students to answer the questions oral (in pairs) rather than writing the answers on the board, and the writing in the answer notebook turns into Homework This approach not only ensures the progress of time, but also emphasizes the reading skills and checks the depth of the students' lesson However, in the next class, I often quickly check some students' notebooks (mainly on lazy students) to see if they have written the answers in their notebooks Because I often use electronic lesson plans, I often design the Task to answer questions into a game: Lucky number, lucky animal, lucky job associated with the topic of the reading passage to make the class more exciting As for word exercises, I often ask students to write on the board in the form of a competition between two teams When instructing students to Tasks, I often divide them into groups and pairs for them to emulate and compare their results With the form of group division, using sub-tables is very effective Many classrooms at my school always have a set of extra boards (big and small) hanging in the classroom, so this activity is very smooth and effective Thus, after a period of silent reading, independent work, activities Group activities, pairs, use of visual aids and teaching aids will make Reading less heavy, students will be more interested and active in class c After reading: About to minutes After students read and the reading comprehension exercises, the teacher can continue to let students conduct exercises that require a general understanding of the whole lesson, practical connections, and transformation of newly received knowledge through reading, practice reinforcement Exercises can be: - Arrange the events in order - Find the sentence that summerize the paragragh/ text - Give the title of the reading text - Give comments, opinions - Discuss questions - Gap filling - Role play - Tell a similar event on - Develop another stoty based on the text 16 - Personalized tasks (write/talk about - Make dialogues based on the text - Rewrite a story from jumble sentences/ words/ visual cues With this part, I often rely on the easy or difficult level of the reading passages to design the exercises accordingly because in fact with the English level of my students, some of the requirements of the Post reading section in the textbook are difficult for them students like Unit (Ways of socialising), Unit School Education System I usually design exercises - Arrange the events in order - Find the sentence that summerize the paragragh/ text - Give the title of the reading text - Gap filling I ended up spending the last minute giving homework Usually, students are required to learn new words, reread the lesson at home and translate the lesson into Vietnamese into their workbooks and the Reading part of the workbooks The distribution of high school English programs has changed Some Reading periods have been increased to periods, so the time for teaching new words, practicing Tasks is more time, more thorough, and with reading lessons taught in periods of Post reading, I often spend more time on practices Ask students to translate the main passages in the reading passage, especially I usually spend to minutes making practical connections to help students improve their responsibilities to their families (Unit 1: Home life), improve their Environmental protection awareness (Unit 10: Nature in danger), reinforcing life skills for students, especially when they are 12th graders about to graduate, such as communication skills (Unit 3: Ways of socialising) , job interview skills (Unit 6: Future jobs), Independent living skills, living with a team while studying at university (Unit Higher Education) Over the past three years, applying the practical connection in the Post reading section, I found that the students were very interested and really helpful to them, and at the end of the lesson, they very much remembered the content of the reading comprehension and they felt Finding the Reading lesson interesting and useful to them, some of them were also eager to see what the topic of the next lesson they would study would be With the Reading lesson, applying information technology will be most effective in the Warm up section, teaching new words, and the Post reading section Since applying information technology regularly to teaching, especially reading lessons, I have noticed that students are very interested and focused in class, the 17 effectiveness of some activities has been significantly improved because they both seen and heard, so the lesson is more exciting There are extended practice activities that would not be possible without an electronic lesson plan However, in order to prepare an electronic lesson plan lesson, teachers need to invest time in preparing, designing appropriate activities and mastering manipulations when using teaching devices Using sub-boards for group activities is also very convenient, students can easily manipulate, practice skills in group activities and create competition between groups The use of sub-tables will be most effective in the "while-reading" section Thus, the combination of the electronic lesson plan for the Warm up section, teaching new words and the "Post-reading" section - a sub-table for the "While - reading" section will create an hour of teaching using effective teaching equipment When they study well in reading class, they will have vocabulary by topic to learn Speaking and Writing lessons On the issue of teaching English reading skills to students, a number of articles have been mentioned in seminars such as: - The article "Some issues to consider when teaching reading comprehension" by Pham Dang Binh - Lecturer of the Faculty of English - American Language and Culture - University of Foreign Languages - Hanoi National University - The article "The role of foreign language teachers in the classroom in a learnercentered way" by Dr Hoang Van Van - Faculty of English and American Language and Culture - University of Foreign Languages - Vietnam National University Hanoi These topics all refer to the reality of foreign language teaching, mainly about reading skills, and the experiences and tips applied in teaching English reading lessons However, in this topic, I want to mention the specific effect when applying the topic to teaching practice, especially with average students like at Nguyen Trai High School The application of some new tricks, methods and teaching aids in the reading lesson will stimulate students and help them approach the reading easily This way I get the best results in the teaching It arises students’ motivation They study sharing, helping each other and working as a team, group and pair So this kind of learning is lasting During these activities some feelings such as the pleasure of winning and the ambition of losing may arise This gives to the teacher an idea about student’s character Moreover, The result of teaching reading skills has increasingly improved 18 - After practising above theory lessons The students have gained significant effectiveness such as: - Developing skill of reading - Improving the vocabulary and grammatical structure - Being confident in communication - Widening knowledge and understanding through reading the sample writings and gather ideas for the writing lessons - Using the vocabulary in each of different situation reasonablely - Achieving excellent results in the examinations I have applied the tips, methods and teaching aids for students in grade 12C4 at Nguyen Trai High School for semesters of the school year: 2019-2020, I have obtained the following: The first term - Academic year 2019-2020 Grade Total Excellent Good Average Under students (9-10) (7-8) (5-6) average(