Using useful experiences and reading exercises to improve reading skill for grade 10 students

Using useful experiences and reading exercises to improve reading skill for grade 10 students 1 TABLE OF CONTENTS Contents Pages Part A Introduction 1 1 Rationale 2 1 2 Aims and objectives of the study 3 1 3 Methods of the study 3 1 4 The scope of the study 3 1 5 Design of the study 3 4 Part B Development Chapter 1 Theoretical background 4 9 1 1 The ways to read English texts 4 1 2 Reading sub skills 4 1 3 Principles of teaching reading 5 1 4 Steps for presenting a reading text 5 1 5 The two kin[.]

TABLE OF CONTENTS

Part A Introduction.

Part B Development.

References

PART A INTRODUCTION

1.1.Rationale:

Since 2006 the new set of English textbooks has been used on the national scale The aim of the teaching and learning of English in secondary schools in Vietnam is to enable students to use English as a means of communication at

basic level in listening, speaking, reading, and writing

Teachers always try to find the best methods to teach their students I do, too I have many experiences during my life of teaching, such as experiences in teaching Listening, experiences in teaching speaking, experiences in teaching reading and experiences in writing

Being a teacher of English at a secondary school I am aware that teaching and learning how to read is of great importance and bears a numerous challenges

to both teachers and learners

In this material, I will tell you my experiences in teaching reading, I myself think the following are the best experiences of my own But each person has different points of view Anyway, I hope my experiences will be supported and all of you are certain to help me make my experiences better and better after reading my experiences

Reading skill is one of the most important skills to language learners The purposes of learning English are to learn how to listen, read and write well English is an international language It is a means to communicate with other people in the world Moreover, many books are written in English So how to help the readers understand information written in English in books, newspapers and magazines, etc is more important If students have a good reading skill, they can easily understand the information written in English well

To English teachers, helping students drill their reading skill is more important because it is one of the four skills in teaching English Besides this, teachers have to teach students reading skill so that they can understand the knowledge in English books and in English tests

To students, about 30 percent or even more than 30 percent of the exercises

in their English tests are to test their reading skill Especially they are difficult for the students So if students have a good reading skill, they can easily complete their English tests well

Moreover, people said that “A good reader makes a good writer.” If students are good at reading, of course, they are good at writing, speaking and listening

In conclusion, how to teach students to be good at reading skill in English

is very important And my ideas are the reasons why I have spent most of my

time studying this topic: “Using useful experiences and reading exercises to

improve reading skill for grade 10 students”

1.2 Aims and objectives of the study

* Students get acquainted with many kinds of reading exercises, and they do

reading exercises well

* Students have a lot of skills and methods in doing reading texts and their reading skill is becoming better and better

*Students read English texts more fluently and they can easily understand the contents of the English texts

*students can do many reading exercises in the reference books by themselves at home

*students enjoy reading periods

*When my students take part in examinations, they all get good results at reading

* Students have a lot of abilities in doing reading exercises and they do reading texts carefully

*Students’ English pronunciation is better

1.3 Method of the study.

First of all, I use the knowledge of methods I have learnt at University Secondly, I read many methodological books to get the knowledge of methods to teach reading

Moreover, I have learnt many experiences from my colleagues

With all the knowledge I have collected, I use them in teaching my students reading skills After that, I choose the methods which are the most suitable for

my students, this means that I choose the methods which make my students good

at reading skill

I use these methods many times and then they become my own experiences, now I are writing my own experiences in teaching reading in this material

1.4 The scope of the study.

In the study, because of our limited time and knowledge, I only focus on

the following contents (The ways to read texts, Sub-skills in teaching reading,

principles of teaching reading, steps for presenting a reading text, some purposes

of reading texts and techniques of teaching in reading)

I also mention to some kinds of exercises in reading and games often used

in teaching reading

1.5 Design of the study

The study consists of three parts

Part A Introduction

Information about the rationale, aims and objectives, scope, methods and design of the study are provided

Part B Development

This part includes 3 chapters

Chapter1: Theoretical background

I mention the ways to read texts, sub-skills in teaching reading, principles

of teaching reading, steps for presenting reading texts, some purposes of reading texts and techniques of teaching in reading

Chapter2 I would like to give some kinds of exercises in reading, which help students to read the texts effectively

Chapter3 This chapter is presented with “Games often used in teaching reading and a model lesson plan”

Part C Conclusion

I conclude what I have mentioned in my study paper

PART B DEVELOPMENT

Chapter1 Theoretical background

In this chapter, I mention the solution to solve the contents in this topic

1.1 The ways to read English texts:

There are many ways to read English texts

1.1.1 Reading aloud

The purpose of reading aloud is to communicate someone’s information written

to other people such as reading newspapers, news, letters, passages, messages, etc…

In teaching foreign languages, reading aloud has fewer effects to the development

of students’ reading skill, but It mainly helps students practice pronunciation, intonation, stress or reading skill, but It mainly helps students practice pronunciation, intonation, stress or reading for announcing something

1.1.2 Silent reading

When we want to read in order to understand something or to get information, we often read silently It means that we only look at the words and understand them

in our mind

1.1.3 Intensive reading Including two kinds of reading.

* Reading for details or research.

* Reading for analysis ( in order to learn the language)

1.1.4 Extensive reading Including three kinds

* Reading for pleasure

* Scanning

* Skimming

1.2 Reading sub-skill.

There are some main reading sub-skills that I often drill my students

1.2.1 Reading for recognizing words and their meanings in the text

1.2.2 Reading for understand sentences or paragraphs in the text

1.2.3 Scanning

1.2.4 Skimming

1.2.5 Predicting the content of the sentences or texts

1.2.6 Guessing the meanings of the new words from contexts

1.2.7 Using dictionaries for reading

1.2.8 Inferring meaning

1.2.9 Reading for total comprehension

1.2.10 Critical reading

1.2.11 Outlining

1.2.12 Paraphrasing

1.2.13 Summarizing

1.2.14 Timed reading.

1.2.15 Strip stories

1.2.16 Closing

1.3 Principles of teaching reading

1.3.1 When teaching a reading text, It is beneficial to state a purpose for reading

a given text Tell the students why they are reading the text It is to skim for the main ideas? It is to scan for specific information? It is for critical reading? The purpose of reading task should be stated to the students to read by introducing the topic of the passage

1.3.2 Prepare the students to read by introducing the topic of passage

1.3.3 Before the students read the text, have them read questions about it before handing to help the focus on the meaning

1.3.4 Do not pre-teach vocabulary unless necessary

1.3.5 Have the students read silently without whispering the words or moving their lips This will help them read more quickly and focus on the more important words

1.3.6 Discuss difficult vocabulary after reading the text If they do not understand certain words by guessing from context, help them by explaining the meaning, by definition or example

1.3.7 When discussing the answer to comprehension questions, be sure to refer back to the text often

1.3.8 Finally, remember to focus on developing the skill of the readers The purpose of teaching reading is not only to help the students understand the context for that day, but also to help them to read effectively for themselves To

do this, they must develop many sub-skills of reading like skimming, scanning, predicting, guessing from context and reading for total comprehension

1.4: Steps for presenting a reading text

1.4.1 Give a brief introduction to get students thinking about the topic of the text 1.4.2 Ask students to say more words they know about the topic

1.4.3 Teach more key words

1.4.4 State a purpose for reading the text (skim, scan, read for total information, etc…)

1.4.5 Write one or two guiding questions on the board to focus their attention 1.4.6 Tell the students how much time they have to read Do not allow them much time, especially in skimming and scanning exercises

1.4.7 Have the students answer the given questions about the text

1.4.8 Present a follow-up activity In this, the students can share their own opinions or discuss what else they know about the topic of the text

1.5 The two kinds of reading text.

There are many purposes of reading texts, but in this material I will mention two kinds of reading texts with two different purposes

* The reading text in order to present the language

* The reading text in order to teach students reading skills

How to exploit the two kinds of reading texts.

1.5.1.Eploiting the reading text in order to present the new language

If the main aim of the reading text is to present the new language, the teacher’s work is to help students understand the text through presentation, explanation, and noticing students about the contents as well as the new language

in the text Then the follow- up tasks are in order to check the students’ understanding and the use of the new language

Following are the basic steps to exploit the reading text in order to present the new language:

- Introducing the text by using many different techniques such as telling stories, asking questions, revising previous lessons relating to the new lesson

-Introducing the content of the text (using picture if possible) and introducing new words and structures If the text is long, we can divide it into small paragraphs

- Practicing asking and answering about the text, using the new language in the text

- Practicing the new language in the content of the text and the content of the text

- Consolidating, summarizing, building up the text, using the following exercises

* Rearrange the text in order

* Build up the text

* Retell the story with prompts given

* Retell each part orally

*Sum up the main ideas of the text, basing on the prompt given

- Read the text aloud in order to practice pronunciation, intonation

- Follow –up activities (interpret the 4 skills; listening, speaking, reading and writing.)

1.5.2 Exploiting the reading text in order to develop students’ reading skills

In some reading texts in order to develop students’ reading skills, teachers not only help students to understand the contents of the text, but also give out some follow- up tasks in order to help students practice their reading skills Those skills can help students read different passages with different purposes In this kind of reading text, teachers do not present, introduce the content of the reading text, but the students themselves have to read the text and find out the content of the reading text The role of the students is to help, prompt, guide, give out suggestions, and check the students’ answers

The activities in order to develop students’ reading skills are usually carried

on with 3 stages:

-Pre-reading activities

-While-reading activities

-Post-reading activities

1.5.2.a Pre-reading activities:

The activities and the techniques at this stage are in order to reach the following purposes:

-Arouse interest (gây hứng thú)

- Set up the context (thiết lập ngữ cảnh)

- Create reason for reading

- Pre-teach structures, new words.

- Introduce briefly the topic: content

-Eliciting, guiding questions

-Predict the text

-Give expectation about the text (nêu những điều muốn biết về bài đọc)

1.5.2 b While- reading activities

While-reading activities are exercises which are done while students are reading the text Students can read the text many time and do these exercises At this stage, students exploit the content of the text Depending on the purpose and the content of each certain text, there will be different questions and different requirements

The following are activities and techniques usually used at this stage:

-Find the word/sentence that says…………

-Check/tick the correct answer

-True- false

-Complete the table

-Fill in the chart

-Make up charts/diagrams

-Make a list of………

-Matching

-What does……… stand for? / refer to?

-What does…………mean?

- Answer the questions on the text

1.5.2 c Post-reading activities

After students read and do the exercises about the text, teacher go on giving some exercises that require the understanding of students about the total content

of the text, relate to real life, consolidate the structures, and the new language in the text

Following are some kinds of exercises usually used at this stage:

-Arrange the events in order

-Find the sentence that summarizes the paragraph / text

-Give the title of the reading text

-Give comments, opinions on the characters in the text

-Discussion questions

-Reproduce the text (written or oral)

-Gap-filling

-Rewrite the story from jumble sentences/ words/visual cues

-Role-play basing on the text

-Make dialogues basing on the text

-Guess the consequences/ result of the story

-Develop another story basing on the text

-Personalized tasks (eg: write /talk about your own school/ family/ town /story on )

*Tell a similar event on…

* What would you do/ behave/ say in that situation?

* Make your own plan/ decision…

-Grammar practice and exercises, etc………

1.6 Techniques of teaching reading.

1.6.1 Pre- reading techniques

1.6.1 a Ordering statements

-From a story, the teacher jumbles the sentences in the story and then asks the

students to put the sentences on the correct order

1.6.1.b.Jigsaw dictation

Ex: Draw a stadium and give some words about the players

-Ask the students to put the words (the names of the players) in the right places in the stadium to have a team in the field

1.6.1.c Ordering pictures

Ex: When students read a text about a Christmas tree, the teacher gives some pictures about ornaments, color light, gifts, etc…and a Christmas tree Students have to put the pictures in the right positions on the Christmas tree

1.6.1 d Listen and draw

Ex: When the students read a text about a farm The teacher reads a description about the things on the farm, students listen and draw the scenery on the farm 1.6.1 e True- false statement prediction

Ex: when student read a text about a famous person, the teacher give some information about that famous person such as : date of birth, place of birth, date

of death, famous inventions… Students have to guess whether that information

is true or false

1.6.1 f Open –prediction

Ex: When students read a text about the Tet holiday, the teacher gives some questions such as:

- What do Vietnamese children do at Tet?

- Do children in England visit their relative during the Tet holiday?

-What do people in Viet Nam prepare for Tet?

Students have to find out information to answer these questions

1.6.2.While- reading an post-reading techniques

1.6.2 a True-false statements

1.6.2 b Yes- no questions

1.6.2.c Right or wrong (v) or(x)

1.6.2.d Answers given: the teacher gives some answer and students have to make questions for those answers

1.6.2.e Wh-questions:

1.6.2.f Multiple choice: Choose the best answer A,B, C or D

1.6.2.g Gap- filling:

1.6.2.h Grids and forms

1 Name:

2 Place of birth

3.Date of birth

4 Job:

5.Place of burial:

6 Date of death

7.Name of his/ her novels:

1.6.2.i Role-play

Interviewer

Where were you born?

When were you born?

Shakespeare

->I was born in……

10 Matching:

1.6.2.j Rewrite:

1.6.2.k Discussion:

1.6 2.l Songs and rhyms / songs on tapes

Beside the techniques I often use above, the following are also techniques which are used in teaching reading

DIY word order; Tapped dictation: Write the text before you read it: Draw a text: agreeing and disagreeing: Punctuating a text: First and Last Letter Dictation; Chain story; Tape Dictation; Did you read that?; Question Brainstorming; Spider Diagram; Dictated Titles; The Really New and the Merely New; Keywords; Hiding words in the text; Visualizing the text

Chapter 2 Some main kinds of reading exercises.

This chapter students must get acquainted with many kinds of exercises when studying reading skills The following are some of the most popular kinds of reading exercises

2.1 Read a text and decide whether the following statements are true or false.

Ex: Read the passage and decide if the statements below are true(T) or false(F)

Pollution is a major problem of our times Air, water and land are all polluted Poor waste disposal is to blame for many of the problem and the situation is particularly acute in heavily industrialized and over- populated regions Pollution

of the atmosphere has led to the destruction of the ozone layer and to the green house effect Other environmental problems have been caused by too rapid a use

of resources There are far fewer fish in the sea because of over-fishing and the destruction of the rain forests is having unforeseen ecological consequences Battery farming provides a lot of food but involves keeping animals in unnatural and unhealthy condition

*.Decide if it is true (T) or false (F) Correct the false sentences

1…………Pollution is an important problem nowadays

2……… Pollution of the atmosphere has destroyed the ozone layer

3……….There are more fish in the sea due to over-fishing

4……… Battery farming provides a lot of food and involve keeping animals in good condition

5………….Poor waste disposal causes pollution

Answers: 1T, 2T, 5T

3F-> there are far fewer fish in the sea because of over –fishing

4F-> Battery farming provides a lot of food but involves keeping animal in unnatural and unhealthy condition

2.2 Read an open –text and find out the suitable words to fill in the blanks (the words are not given, so students have to think and find out the suitable words to fill in the blanks).

Ex Read the open text and then find the missing words to fill in the blanks.

Everyone wants to reduce pollution But pollution problem is (1)……complicated as it is serious It is complicated (2)……… much pollution

is caused by things that benefit people For example, exhaust(3)……… Automobiles causes a large percentage of all air pollution But automobiles (4)………….transportation for millions of people Factories discharge much of the material (5)…….Pollutes the air and water, but factories give employment to a large (6)…… of people Too much fertilizer or pesticide can ruin soil, but fertilizers and pesticide (7)……… important aids to the growing of crops Thus, to end (8)…….greatly reduces pollution immediately, people would have to (9)………….using many things that benefit them Most people do not want to do that, of course But pollution can (10)………….gradually reduced in several ways

Answers:

As Because/as from Provide which member Are Or stop be

2.3 Read a text and answer the questions.

Ex: Read the text carefully, then answer the questions

The ancient town of Hoi An lies on the Thu Bon River, 30 km south of Da Nang It was formerly a major trading center in Southeast Asian between the 16th

and 17th centuries Hoi An is famous for its old temples, pagodas, small tile- roofed houses and narrow streets All the houses were made of wood and their pillars were carved with ornamental designs

All visitors to Hoi An are recommended a visit to the Assembly Hall of Cantonese Chinese Congregation This house was built in 1855 and still keeps many precious objects that belonged to the Chinese community of Hoi An Another attractive address to tourists is tan Ky House, which was constructed nearly two centuries ago as a house of a Vietnamese merchant, the house now looks almost exactly as it did in the early 19th century

In recent years, Hoi An has become a popular tourist destination in Vietnam In

1999, it was certified by UNESCO as a Cultural Heritage Site

1.Where is the ancient town of Hoi An situated?

2.What was Hoi An Known as between the 16th and 17th centuries?

3.What is it famous for?

4 What are the house in Hoi An like?

5.How old is The Assembly Hall of Contonese Chinese congregation?

6 When was Tan Ky House built?

7.When was Hoi An declared by UNESCO as a Cultural Heritage Site?

*Answers: 1 The ancient town of Hoi An is situated on the Thu Bon River,

30km south of Da Nang

2 Between the 16th and 17th centuries, Hoi An was known as major trading center

in southeast Asian