(SKKN HAY NHẤT) các BIỆN PHÁP hữu HIỆU NÂNG CAO HIỆU QUẢ dạy kỹ NĂNG đọc HIỂU TIẾNG ANH CHO học SINH

In addition to the aim of passing their exams and getting some further studies for their future life, students have a desire to be integrated into the cultures to acquire human’s civiliz

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EFFECTIVE STRATERGIES ON IMPROVING

READING COMPREHENSION ( B Ệ Ữ Ệ Â Ệ Q Ả KỸ Ă Ọ

Ô VỀ K Ế

n s n k ến: EFFECTIVE STRATERGIES ON IMPROVING

READING COMPREHENSION ( B Ệ Ữ Ệ Â Ệ Q Ả KỸ Ă Ọ

Ể Ế Ọ )

1 ĩn vự p d n s n k ến: h c sinh TH T cơ bản & nâng cao

2 ờ an p d n s n k ến: Từ ngày 10 tháng 9năm 2014 đến ngày 20

tháng 4 năm 2015

4

H và t n: Tr n Th Hà Năm sinh: 02-07-1978 Nơi th ng trú: số 10 ngõ 10 phố Nguyễn Thái H c- T Nam nh Trình độ chuy n môn: Th c s Tiếng Anh

Chức vụ công tác: Giáo vi n

Nơi làm việc: T ngo i ng -Tr ng TH T chuy n H ng hong Nam nh

a chỉ li n hệ: số 10 ngõ 10 phố Nguyễn Thái H c- T Nam nh

iện tho i: 0917493290

6 ơn v p d n s n k ến

T n đơn v : Tr ng TH T chuy n H ng hong Nam nh

a chỉ: 76 xuyên iện tho i:

I ều k ện o n n t o ra s n k ến

H c Tiếng Anh đòi hỏi ng i h c nắm bắt cả 4 k năng: nghe, nói, đ c viết Trong

đó, đ c hiểu chiếm 30 % - 40 % t ng số điểm các các bài thi Thực tế, đ c hiểu là cách nhanh nhất để tiếp cận tri thức của nhân lo i đ ng th i nó giúp hình các k năng khác H c sinh có thể sử dụng vốn kiến thức mà mình đ c đ ợc vào h c các k năng nghe, nói đặc biệt là viết Nếu h c sinh không đ c nhiểu, đ c rộng để có vốn

khác nhau đòi hỏi h c sinh có k năng đ c hiểu khác nhau đáp ứng mục ti u đó Câu hỏi là làm thế nào để giáo vi n khai thác tối đa các chủ để , các bài đ c hiểu trong

ch ơng trình h c và t o hứng thú cho h c sinh với k năng này là điều thôi thúc tác giả muốn chia sẻ kinh nghiệm của mình với các đ ng nghiệp

II ự tr n (tr ớc khi t o ra sáng kiến)

Tr ớc mỗi bài đ c hiểu, giáo vi n th ng suy nghĩ làm thế nào để có các ho t động

b ích tr ớc , trong và sau khi đ c

H c sinh ch a biết khai thác sâu hơn nội dung chủ đề trong ch ơng trình phục vụ các

k năng h c Tiếng Anh khác

p p (trọn tâm)

Giáo vi n chủ động đ c tài liệu, nghi n cứu cách d y và áp dụng các khối lớp đăc biệt là các lớp chuy n; giáo vi n rút kinh nghiệm qua mỗi bài d y , b sung cho bài giảng sau tốt hơn Giáo vi n vừa d y vừa có các cách kiểm tra đánh giá nh m thu

đ ợc sự phản h i từ phía ng i h c và điều chỉnh cách d y cho ph hợp Giáo vi n t o không khí thoải mái trong gi h c, có các ho t động tr ớc bài giảng

nh m t o sự hứng thú cho ng i h c và có các nhiệm vụ sau đ c nh m giúp h c sinh

bi t áp dụng nh ng kiến thức có đ ợc hỗ trợ các k năng khác nh k năng nói và viết luận

V ệu qu do s n k ến em l

Hiệu quả về mặt xã hội

- H c sinh tích cực , chủ động trong cac gi h c

- H c sinh tiến bộ rõ rệt sau mỗi bài giảng

- Giúp các em biết cách tự h c, tự đ c, biết cách khai thác, tìm ngu n tài liệu phục vụ cho việc h c tập

- T o sự g n g i gi a th y cô và h c sinh

V ề xuất, k ến n

Ả K Ế

TABLE OF CONTENT

PART A INTRODUCTION 5

1 Rationale 5

2 Aims: 5

PART B: DEVELOPMENT 6

1 Roles of reading in language learning and teaching 6

2 The nature of reading comprehension 7

3 Kinds of reading comprehension 8

3.1 According to manners of reading 9

3.2 According to purposes of reading 10

4 Conclusion 13

5 PRACTICAL APPLICATIONS 14

5.1 Pre-reading 14

5.2 During reading 18

5.3 Post-reading: 19

PART C: CONCLUSION 22

REFERENCES 23

PART A INTRODUCTION

1 Rationale

In terms of opportunities, nationally, it can be seen that, foreign language education policy and accompanying student attitudes and motivation have become crucial issues in the national development of Vietnam over the past twenty years

Social changes have resulted in the changes in foreign language learning and teaching This choice of English, in particular, has greatly influenced education, especially secondary school English has become a compulsory subject in the state examination In addition to the aim of passing their exams and getting some further studies for their future life, students have a desire to be integrated into the cultures to acquire human’s civilization

Learning English means learning four related skills: listening, speaking, reading and writing Among these, reading seems to be the leading activity in the process of teaching and learning and it accounts for roughly 30% of total marks in the national exams

Reading comprehension is a skill that is learned over time It requires the reader to be able to read fluently, stay focused, and think critically about the book

or text in question Unfortunately, many students struggle comprehending texts

Some cannot discern the main ideas from the details while others have a hard time understanding what the book is even talking about Therefore, helping students increase their reading comprehension is a key to their educational success or failure

As a matter of fact, the question of how to teach reading effectively has been of great concern Therefore, I would like to share with you all some of my strategies

to help improve reading comprehension

2 Aims:

-Show out the importance of mastering reading comprehension -Provide some suggestions for improvement of reading comprehension for high school students

PART B: DEVELOPMENT

1 Roles of reading in language learning and teaching

Reading plays an indispensable role in people’s lives It is a way to acquire knowledge and experience Through reading, knowledge has greatly contributed

to the growth of mankind Reading is the fastest and simplest way to raise people’s educational level (Hung & Tzeng, 2001) Reading is like opening the door of understanding to human’s past, where it can serve as a looking glass for our present Reading also stimulates the development of brain cells, reinforces language skills, and enhances organizational abilities Where there is little reading, there will be little language learning (Bright and Gregor (1970, p.52-53) In fact, the students who want to learn English as a foreign language has to explore the knowledge of it by reading a lot or throwing himself into a created English speaking environment Only by reading can students acquire the speed and the skills needed for their practical purposes It is difficult in the modern world to do anything other than a basic job without being able to read Reading as a skill is the key to an educated workforce, which in turn is the bedrock of economic advancement, particularly in the present technological age

Additionally, reading helps form other language skills such as listening, speaking and writing Reading is the best way for students to get used to new vocabulary, concepts, grammar and structures in reading materials The students know how to use them in listening, speaking and writing in a right context and have further practice of the language during the process of learning Through reading, students can understand the use of words and structures in their written forms as well as the connecting devices that link them together Reading comprehension is closely interrelated with other language skills “ There are few cases in real life when we do not talk or write about what we have read or when

we do not relate what we have read to something we might have heard”

(Frangoise Grellet-1982, p8)

A special relationship exists between listening and reading, which are both

receptive phases of language, as opposed to productive phases of speaking and writing In reading lesson, students have to listen to the teacher’s explanations and guidance and answer the questions They also have to listen to their friends’

opinions and exchange theirs with other’s Sometimes, they have to listen to necessary information extracted from the debates or discussions to support and defend their own ideas; therefore, reading is not only aimed at improving the student’s reading skill but their listening skill as well

During a reading lesson, students may share what they have read with the partners

by discussing, exchanging and arguing In this way speaking is helpful for students to understand the text and at the same time to improve their speaking skill

“The connection between reading and writing is particularly strong Both reading and writing are basically constructive process” (Roe and Ross 1998, p22) For a reading- related activity, written work is an effective way in checking student’s reading comprehension After reading the reading text, teachers have students write a summary, reflection or take notes of what they have read As a result, they can use interesting main points in their writing paper later on

In conclusion, during the reading lessons, an emphasis is placed on the reading activities, but reading comprehension should not be separated from the other skills The four skills must be interrelated to master a foreign language

2 The nature of reading comprehension

There exist different views and definitions of reading comprehension Jermery Harmer

(1983, p15) states that “Reading is an exercise dominated by the eyes and the brain The eyes receive messages and the brain then has to work out the significance of these messages”

According to Eddie Williams (1984, p 3) “Reading is a process whereby one looks

at and understands what has been written” Some have taken the position that reading involves merely the decoding of graphic symbols and the production of

meaning Though there are several and varied definitions of reading, most of us would come to conclusion that reading without understanding is meaningless

Reading comprehension has the nature of communication, in which reading acts

as means of communication between the writer and the reader

Reading comprehension is, in fact, a language processes, not the sum of various decoding and comprehension sub skills In short, reading is the process of reconstructing the author’s ideas and information In a reading lesson at school, the text is decoded by the students and the product of reading act is communication, their understanding of ideas that have been put in print by the writer

As a means of communication, reading is a means of communicating with friends and teacher at school For example, summarizing a text, taking notes of main points in the text or making comments on it in a sheet of paper then comparing with the partners are some useful follow-up activities after reading

3 Kinds of reading comprehension

One of the most important points to keep in mind when teaching and learning reading comprehension is that there is not one type of reading but several according to one’s purposes for reading Students will never be good readers unless they can adapt their reading skills to their aims when reading

In considering the reading process, it is important to distinguish the reading activities according to manners and purposes of reading

According to manners, it can be classified into

-Silent reading -Reading aloud According to purposes, it can be divided into

-Intensive reading -Extensive reading -Scanning

-Skimming

3.1 According to manners of reading

3.1.1 Silent reading

Silent reading is “the ability we normally engage in when we read books, newspapers, road signs, etc It involves looking at black marks on paper and understanding the messages they convey” (Doff 1988)

Silent reading is widely used in real life in which we do not read every word aloud The eyes run from left to right, top to bottom to receive the graphic forms

of printed materials and decode them in mind

Silent reading is good for reading comprehension because:

-Firstly, students can all read at their own speed If they do not understand, they can go back and read it again

-Secondly, students are, in fact, concentrating on the text and thinking about the meaning

Therefore, silent reading is a skill students need to develop

3.1.2 Reading aloud

Reading aloud is seen as a way of reading whose purposes is “not just understand a text but convey information to someone else” (Doff 1981) In other words, it is obvious that reading aloud involves looking at the text, understanding its and also saying it

In the classroom, reading aloud can be used to train students in pronunciation,

so it can be done by the teacher at the earliest stage of teaching procedure

“Beginners have to discover how writing is associated with the spoken words they have already learnt” (Natali 1989, p 2) or reading aloud is also used as a means to make other students keep quiet

However, reading aloud is not a very useful technique as Bright and Gregef (1970,

objective is if increase it

3.2 According to purposes of reading

3.2.1 Extensive reading

It is an activity which frees students from the restriction of class work Students read at their own pace They can choose what to read

Extensive reading is an effective way to help students improve their English

Nuttal (1982, p 168) says that “The best way to improve one’s knowledge of a foreign language is to go and live among its speakers The next best way is to read extensively in it”

In 1981, Frangoise Grellet pointed out that “Extensive reading means reading longer texts, usually for one’s own pleasure In the context of classroom learning this is a fluency activity, mainly involving global understanding For extensive reading, students work on their own reading texts graded to the levels of individual readers They are given opportunities to progress at their own rate The purpose of the extensive reading is to train the student to read quickly and 'fluently

in the foreign language for his own enjoyment without the aid of the teacher

Therefore, the material for extensive reading should be selected at a lower level of difficulty than that for intensive reading Structures in the text should be already familiar to him, and new words should be introduced slowly in such a way that their meaning can be deduced from the context or quickly ascertained In order to encourage students to read extensively the teacher should be able to recommend to the students extensive reading material which corresponds to their individual tastes and interests”

At high school, students often read intensively in the reading lessons, this reading style is suitable for them to learn and practise the language, but it cannot help to train them in fluent reading On the contrary, extensive reading can provide students with fluency in reading Furthermore, extensive reading can supply them with an adequate language environment as well as the enjoyment in reading and in learning a language Therefore, it is necessary for the educational authorities and teachers to incorporate intensive reading and extensive reading into school

curriculum

3.2.2 Intensive reading

According to Frangois Grellet (1981, p 4) “Intensive reading means reading shorter texts to extract specific information This is more an accuracy activity involving reading for detail”

Intensive reading exercises may include:

 looking at main ideas versus details

 understanding what is implied versus stated

 making inferences

 looking at the order of information and how it effects the message

 identifying words that connect one idea to another

 identifying words that indicate change from one section to another Hedge (1985, p 68) stresses that “Intensive reading lessons provide students with training in the strategies and skills they need to become successful readers”

In intensive reading, students are trained in reading comprehension through the analytical approach to grammar and lexis They are encouraged to infer the meaning of unknown words and structures from the context in the target language

For many learners, their purpose in reading English language is not for information, interest, or pleasure, but to learn English So they assume that the appropriate style for them should be slow, intensive reading in order to be sure of not missing any words Materials for intensive reading used by students in class are short stories and extracts from novels or magazines They are chosen according to the level of difficulty of language and for the interest they hold for young people still at school This reading matter is studied in considerable detail and it is related' to language learning under the teacher’s guidance Therefore, the teacher’s task is to provide the students with strategies and skills of reading to arrive at a profound and detailed comprehension of the text and how the meaning

is expressed

3.2.3 Skimming

Skimming is a way of reading that a reader is required to jump through the text,

ignoring parts of it for the very general purpose of seeing what it is about, and whether there is anything of interest to him in it The reader skims in order to satisfy a very general curiosity about the text rather than finding the answer to particular questions Skimming is a quick reading to get know the general meaning of a passage , the organization of the passage, the structure of the text and the writer’s purpose

Skimming is not an appropriate aim for learners at beginner level It is suitable for the students of the eleventh form or twelfth form especially for gifted students

of English At this level skimming helps them to organize their thoughts and specify what information they can get from the reading material; therefore, their subsequent reading is more efficient

Activities

 Students must locate facts that are expressed in sentences, not single words

 To improve skimming, readers should read more and more rapidly, to form appropriate questions and predictions and then read quickly

 Pugh (1978) suggests that to assess skimming, after the students have read and completed the assigned questions, further questions may be asked,

"beyond the scope of the purpose originally set" (p.70)

3.2.4 Scanning

Scanning is, in contrast, described as follows

By scanning “the reader here is on the look-out for a particular item or items he believes in the text” ( eter Wingard, 1990, p 83) For example, the name of the scorer in a football report

According to Nuttal, 1989 scanning means “glancing rapidly through a text either

to search for specific pieces of information (eg: a name, a date) or to get an initial impression of whether it is suitable for a given purpose”

“Scanning occurs when a reader goes through a text very quickly in order to find

a particular point of information (William, 1986)

Activities

 Activities may include exercises that are devised by the teacher in which