A number of measures improve english reading skill for 8th graders

The universalization of English in secondary schools in Vietnam today posesincreasing demands not only on the level but also the teaching methods ofteaching foreign language teacher, how

I OPENING PART

1 The reason for choosing the topic.

English is the language used by most countries It has become the nativelanguage of many countries around the world Our country is in the period ofinnovation, integration and development of the economy, implementing

in dustrialization and modernization so learning English is the most importantissue The issue of teaching and learning English effestively are being

concerned by both the leaders of Education career and all the students’parents The universalization of English in secondary schools in Vietnam today posesincreasing demands not only on the level but also the teaching methods ofteaching foreign language teacher, how to choose for themselves a teachingmethod which is the most effective, imparts to the students in a good way theycan understand is a hard problem that all teachers mention Therefore, toincreasingly improve the teaching methods, the teacher must know how to usethe method knowledge reasonably and practicaly which can be applied in thereal circumstances and with respect pupils

Continuously response to the implementation of the theme "Innovation ineducation, improve the quality of comprehensive "and “ teach and study

with the real quality at schools" was and is a very urgent work of both teachersand students

We all know that learning English as well as any other language, whenlearners want to become proficient in that language, they must practice the fourbasic skills: Listen-Speak-Read-Write In that "Read" is a basic skill focused inthe process of teaching and learning foreign languages “Read” that is both apurpose and a means is effective, essential for students to be able to master, alsoconsolidate knowledge language, expand vocabulary and understand more aboutliterature style, use the language in their real life

By observing the class , being observed by the other teachers, exchangingexperiences with the colleagues, summarizing my own experience, I realizethat the teaching and learning "Read" classes remain problematic - especially

for 8th grade English program, results of receiving the knowledge and trainingreading skill in a large part of students also is low Students participate inlearning activities not pro-actively and positively Therefore, I have boldly

chosen the theme: "A number of measures improve English reading skill for 8th graders" to research and use in actual teaching at my school - Te Thang

Secondary School - Nong Cong

2 Research objectives.

With researching this topics successfully will help the teacher get thefollowing experiences:

a How to organize an effective reading lesson

b How to conduct the steps in a teaching reading period effectively

c Instruct students to self-training for English Reading

3 Object and scope of the study.

a Object

The theme revolves around the study of teaching and learning Englishreading periods of teachers and students in grades 8 at Te Thang SecondarySchool

b Scope of the study

This topic is researched and practiced with two classes 8A and 8B at TeThang secondary school

4.Research Methodology

a Method of observation: I myself visit and observe the other teachers’classes

b The method of exchange, discussion: After observing my colleagues, andbeing observed by the colleagues we exchange, discuss about the period so that Ican receive the experiences

c Experimental Methods: Teacher conducts teaching experiences required for each particular purpose of the class

d Methods of investigation: Teacher asks the students questions to check theirunderstanding the lesson content and gives them the reading tests

II THE CONTENT OF THE TOPIC 1.Theorial bases of the problem.

Although English has become an official subject in school, the promotion ofits role has not received much attention yet Partly it is due to limitation ofinfrastructure and teaching facilities in schools but more important is the quality

of teaching not high, not attracting the passionate students In reading Englishclasses, students always feel afraid of reading long texts with many new words

On the other hand students are only interested in the meanings of words withoutinsight into the content of the reading, and the results is that they do notunderstand the lesson and they can not fully answer questions about the readings

so teaching quality which is reduced, does not meet the requirements the teacherhas set out In this case, teachers should teach students reading, analysis retrieveinformation From that students understand and can apply their homeworkquickly

Recognizing the quality and effectiveness of teaching reading skills insecondary school in general and especially the 8th grade students is a problem, asituation needed to supplement and improve teaching methods The purpose ofthe study of this subject is to understand the importance of reading skills inEnglish From the current status of teaching reading skills in secondary schools,improve teaching methods to suit each positive post, each subject students Fromthat we will find the suitable teaching methods to continuously improve thequality of students' reading comprehension

2 The real situation of the research problem.

According to the survey of the students in grade 8 at the beginning of the schoolyear

The result before practising the project

Class Number of

students

From these results , I know that the quality of learning English is not high

especially in reading English There are many students who are good at

grammar but they have poor pronunciation or not confident in reading English

Therefore, I myself would like to help my students to use English better

With the thought above, over the years I have explored myself to learn, read

documents and practise the actual teaching hours in class to try to find out a

method of good classroom management, to attract students to participate in

lessons in an active, more lively and more positive impact on the students, as

well as inspire more students in English, as well as it can help children learn

English in anywhere, which helps students eliminate feeling afraid of studying

this subject and they will feel bored without joining the lesson and working with

their friends so I have bravely applied this new method for students in grade 8

at Te Thang secondary school to help improve English reading skills

To achieve that initially I must study materials combining with the batch go

to acquire specialized training regularly, learn from colleagues to apply to each

period of teaching which has led to good results Students work more actively,

more boldlyin communicating and students have the skills to use language

better Especially it appeals to all the children in lessons, Providing students

interests in learning English in class and at home, at school as well as going out

and gradually interested in English

I boldly present my actual work with my collegues for the exchange of

learning one another and constantly improve skills

a Advantages:

+ The teaching and learning English is now a major concern of all levels and

sectors, and students’parents

+ English is the language most widely used in the world so students can meetanywhere.

+ English is the language written in Latin letters the same as the written word ofVietnamese enabling students to easily access

+ Rich of references and documents from the radio, television, Internet,newspapers, magazine in English

+ English is the important at school which is chosen to be a compulsory subject

in the entrance examination into high schools and universities

b Difficulties

+ Facilities are in short supply locally, failing to meet the requirements of

teaching and learning of this subject which is taught by new methods such as English classroom, versatile projector, pictures

+ English is the language of many syllables without in Vietnamese so studentshave difficulty in pronouncing Especially local sounds ingrain in the dailyparlance of the students so it is difficult to adjust

+ Many of them are not aware of the importance of English subjects

+ English is a difficult subject which needs more practice time many students

do not have the condition to access to native English speakers to expandvocabulary and improve communication skills

+ Students have not had much practice time in class for too long lessons

3 Solutions to the problem.

The process of teaching reading skills can be divided into the followingstages: Pre-reading (preparation stage), While-reading (reading period) andPost-reading (consolidation and further practice)

a Pre-reading (preparation stage).

In this stage teachers should introduce extensive reading on the comingsubject, using the data related to students' life experiences and predict content ofthe reading If reading is a dialogue, the teacher might say to the context for thedialogue, the number of participants in the dialogue and if possible teachershould talk about the relationship between the people in the conversation, If

reading lesson is an excerpt of a story or an essay, the teacher can give a studentone or a few points to the main events before.

In textbooks, there are usually pictures or posters related to the content of thereading Teachers should use the pictures to guide the attention of students on

an internal reading article by helping them to anticipate the ideas and language which will be shown in all

According to me, teacher needs to put some provocative questions In thisstage, the question should follow the sequence in the reading theory Thesequestions represent the basic structure of the reading and the means to helpstudents interested in the topic that is read, thereby moving to the main reading

in a more natural way

Sometimes, teachers can ask students to skim throughthe text to have somegeneral comments about the information in the readings By a number ofactivities like, teachers can inspire students to read and to make studentsinterested in learning about upcoming topics

The activities in this period can vary according to the actual situation of theclass and students’ level Teachers can do one or two activities in this period.With English 8 there are two forms of reading: Conversation in the "Listen andread" and reading paragraphs or essays in the "Read" Therefore, in eah kind ofthe lesson teachers need to use the steps and different teaching techniquesaccordingly Here are some specific examples

For conversations

Example 1: UNIT 1: My friends

Listen and read

* Pre-teach vocabulary:

+ Introduce the AIMS and some new words

- To Seem (translation)

- A next door neighbor: a person who lives next to your house

- To look like (translation)

*) Pre QUESTIONS

- Give some questions presented and ask Ss to work in pairs to add add youranswer

1 Is Nien Lan's friend or United, s friend?

2 How old is Nien?

3 Where does Nien live?

4 a beautiful girl is she?

- Give feedback

Example 2: UNIT 4: Our Past

Listen and read

- Ask Ss to read the statements and predict chúng true or false

- Call on Ss to read and write them on predictions có the board

Example 3: UNIT 8: Country life and city life

Listen and read

I Pre-teach vocabulary

+ Accessible (a): can be used

+ Facility (n): facilities

+ Permanently (adv): permanent, forever

+ Peaceful (adj): peaceful

* Checking vocabulary: Rub out and remember

Example 4: UNIT 11: Traveling around Vietnam

Listen and read

Presentation: Listen and read: Introduce the situation of the dialogue

- Ask Ss to listen to the tape twice

- Have added the rolls in the dialogue play

- Introduce some new words:

Sugar cane + (n) Pictures

+ Water buffalo (n)

+ No problem = Not at all => explanation

+ Wow = Surprise

- Have Ss read new words

For reading out the paragraph and essay

Example 1: UNIT 3: At home

Read

Pre - reading: Introduce the topic of the passage reading and some new words toSs

1 Pre - teach vocabulary:

- A precaution = precaution, precautions

* Checking: Slap the board

2 True / false statements predictions

- Ask Ss to read the statements and guess mà true, false mà

Guess Key Statements

Example 2: UNIT 5: Study Habits

Read

I Pre-teach vocabulary

- Mother tongue (n): explaination

revision (n): the review

- Underline (v) Underline

Sửa (v) review

- Highlight (v) highlight

-in order to (pre)

* Checking: Slap the board

Brainstorming

II Students to work in pairs ask to make a list of the Ways how a languagelearner can learn new words

1 True / False statements

- Students ask to read the statements on page 50 then read the text and decide mà

mà true and false

Example 3: UNIT 7: My neighborhood

Read

I Pre-teach vocabulary

Pre-teaching:

+ Vocab:

- Humid (adj): wet

- Shooping mall (n): regional trade

- Resident (n): Residential

- Roof (n): bamboo roof

- Selection (n): * Checking choice vocabulary: What and where

II Brainstorming

- Set the scene: In Men's neighborhood there is a new shopping mall

- Ask to think about the convenience Students of the mall

- Students ask to read the text silently and compare ask for their ideas of getmore information

b While reading-(stage reading).

In this process, the activities are organized to help students practice readingcomprehension skills Besides, some other academic skills are combined inreading comprehension skills.

Skills used in this stage is focusing reading and open reading Focusingreading means that the readers must understand all lesson which they are readingand They can answer detailed questions about the words and ideas expressed through essays

Expansionreading means that students must understand in a general wayabout all text without the need to understand each word or each idea The focusreading will help students expand better At the same time the expansion readingwill also help students familiarize more confidence when they contact withharder materials

For a long reading, teachers can apply extended reading a few paragraphsand for students to read in a different reading If students read a text too longthey will lose interest and not enough time to practice reading skills faster

Readings in the old textbooks are usually prepared carefully, limits oflanguage to students apply for focusing reading way But in the new textbooks,the reading lessons are rich, diverse and precise With extended reading studentswill feel no matter about their limitation of the level of their language, they canstill understand an overview of what is communicated by the language used inlife

In the class teacher should restrict students to read the text loudly because it

is difficult to focus while essays can have many words that students do notknow how to pronounce or the conversation may require an understanding of thestructure, in particular intonation that students do not know Reading an essayunprepared before will make students less natural reading, hesitates ormispronounce which affect other students When reading aloud, students willfocus more heavily on the tones than the meaning of the text, so that studentscan read English well but understand little or not understand of what is beingread