HOW TO TEACH a READING LESSON EFFECTIVELY GRADE 11 AT YEN DINH 2 HIGH SCHOOL

In the English 11 program, reading skills are trained separately, the moreinnovative methods in teaching, the more new topics are mentioned, the number ofvocabulary is also increased, th

SỞ GIÁO DỤC VÀ ĐÀO ĐẠO THANH HÓA

TRƯỜNG THPT YÊN ĐỊNH 2

SÁNG KIẾN KINH NGHIỆM

HOW TO TEACH A READING LESSON

EFFECTIVELY GRADE 11 AT YEN DINH 2 HIGH

SCHOOL

Người thực hiện: Dương Thị Linh Chức vụ: Giáo viên

SKKN thuộc lĩnh vực : Tiếng Anh

THANH HOÁ NĂM 2021

TABLE OF CONTENTS

PART I INTRODUCTION 1

1 Reasons for choosing the topic 2

2 Subject of the study 2

3 Method of the study 2

4 Scope of the study 2

PART II CONTENT 2

1 Theoretical background 2

2 The actual situation 3

3 Solutions 3

3.1 Pre – reading activities 4

3.2 While – reading activities 6

3.3 Post- reading activities 12

4 Results 15

PART III CONCLUSIONS AND RECOMMENDATIONS 16

1 Conclusions 16

2 Suggestions and recommendations 16

2.1 For the professional team 16

2.2 For school leaders 17

2.3 For leaders of the Department 17

PART IV REFERENCES

PART V APPENDIX

5.1 Appendix 1

5.2 Appendix 2

1

PART I INTRODUCTION

1 Reasons for choosing the topic

In teaching and learning any language in the world, reading comprehensionskills are always considered the most fundamental step We all know that learningEnglish is just about learning a language To use that language fluently, learnersmust practice four basic skills: listening - speaking - reading - writing In which,reading skill plays a decisive role because it is the skill to create an importantsource of knowledge in learning foreign languages Right from the elementary andmiddle school levels, students are familiar with easy-to-understand short lessons.With high school vocabulary and reading difficulty level improved, reading skillsare required more rigorously

Furthermore, the 11th-grade readings are often longer and the words are new,making it difficult for students to learn and for teachers to prepare lessons beforeteaching If the teacher does not have good teaching methods, it will not convey theentire content of the lesson

To meet the practical requirements, each teacher needs to find an optimalteaching method, suitable for each actual object of each student to achieve highresults Therefore, improving teaching methods and content has always been givendue attention by the education sector The education sector always encouragesteachers to make new innovations in teaching methods and to have interestinginnovative topics, practically apply immediately to teaching or to improve teachingaids, etc…

2 Subject of the study

- Subject of the study for students in grades 11B3 and 11B5 at Yen Dinh 2 HighSchool, research program is the reading comprehension topics in the 11th gradeEnglish program for 7 years

3 Method of the study

- Observing the process of students practicing reading comprehension in-class time

- Studying theory and experiment in the practical environment to build the topic

4 Scope of the study

- With the above urgent reasons in terms of theory and practice, I have focused onresearch and applied "The method of teaching an effective reading period for grade

11 students in Yen Dinh 2 High School "

Research period: School year 2019-2020

2

PART II CONTENT

1 Theoretical background

There are many definitions of reading Linguists give definitions of reading

in many different ways They say that reading is the process of understanding, tograsp the content of the reading They also added that reading is a process tounderstand what a written text means to extract the necessary information from it,

as efficiently as possible Smith (2013) defines that reading is considered a creativeactivity and constructive has four fundamental and distinct characteristics - it ispurposeful, selective, predictive, and based on understanding and all issues forwhich the reader must clearly control the operation Reading covers a lot ofthings It is not as simple as knowing the meaning of individual words in aparticular text In other words, reading can be defined as the logical process ofinterpretation in understanding a text that has four features; purpose, selection,prediction, and comprehension Mikulecky and Jeffries (1998) say that meaningfulunderstanding of what someone reads and connects ideas in text with what theyalready know According to Smith, understanding can be considered relevantaspects of the world around us - including what we read - to the knowledge,intentions, and expectations we already have in mind

2 The actual situation

Although English has become an official subject in schools, it has not yetpaid much attention to its benefits: partly due to the limitations of facilities andteaching equipment in high schools on the other hand due to the low quality ofteaching, has not attracted the students' passion for learning This is shown moreclearly in English reading lessons, students are always looking for ways to avoidhaving to read long texts with dense new words On the other hand, students areonly interested in the meaning of the word without going deeply into the content ofthe text, especially the up and down stresses of the text As a result, they are unable

to complete the reading questions The quality of teaching is therefore reduced, notmeeting the requirements that I have set In this case, the teacher needs to teach thestudents skills in reading and analyzing information From there, students can applythe homework quickly

In addition, the role of the teacher is very important in improving the quality

of teaching Teaching methods must be renewed in accordance with each lesson,each student object

In the English 11 program, reading skills are trained separately, the moreinnovative methods in teaching, the more new topics are mentioned, the number ofvocabulary is also increased, the old method is no longer suitable Therefore, inthis, teachers play a key role in teaching how to both meet practical requirementsand improve the quality of their learning Realizing that the results andeffectiveness of teaching English reading skills in elementary schools still have

many obstacles, I boldly learn and apply "The method of teaching an effectivereading period for grade 11 students in Yen Dinh 2 High School "

3 Solutions

Activities to practice developing reading comprehension skills are usuallyconducted in 3 steps as follows:

Pre – reading activities

While – reading activities

Post – reading activities

3.1 Pre – reading activities

Introducing the reading: It is a very important activity to provide studentswith information about the text

A good introduction is usually short; excites and makes students want to readthe text more; Help students relate the reading text to what they have learned

Skills to help introduce a reading: The teacher begins the reading with anintroduction to help the students realize what they are going to read, then theteacher lets the students guess the content and becomes more interested in thereading

Activities I have applied during class time in Pre-reading:

- Use visual aids:

Teachers can use pictures to draw students' attention to the main topic of thereading and create a sense of excitement in the classroom Example with thereading Unit 6: Competitions Teachers can provide visual images of some majorcompetitions so students can guess the name of the contest and ask some questionsrelated to the topic of the reading

Do you like taking part in competition like these? Why/ why not?

Do you hope to win a competition?

Is winning the most important thing in a competition?

Through 5 minutes of warm-up with visual aids and open-ended questions, studentswill surely have certain background knowledge about the reading topics:

"Competition"

Unit 7 WORLD POPULATION take advantage of visual images in textbooks to

provide understanding for students about the topic of reading The teacher askedthe following questions to lead the students:

Where can you find these scenes?

What does each of the pictures tell you?

Do you think that the larger in population a country is, the stronger it is? Why/Whynot?

2 Provide some new words/ structures (needed):

For students with weak proficiency, especially those from Yen Dinh 2 HighSchool, it is necessary to explain new words to students before readingcomprehension text That will make it easier for the students to approach thelesson It is not necessary to explain all the new words in the text Students canguess new words by continuing to read the text Some ways to explain new words:

 By using visual images: students have memorized words through pictures,which helps to remember words more deeply

 By using context, word description definitions in English, or synonyms.Example explaining new words through images and definitions in unit 4:Volunteer work

3.2 While – reading activities

The practice activities while reading are exercises that are performed while thestudents are reading the text, students can read over and over (read silently) to dothe exercises The form of practice in this step is to learn and exploit the content ofthe course and depending on the content of each lesson, there will be different types

of questions and exploitation requirements Exercises and methods common at thisstage usually take the following form:

- Skimming: after getting familiar with the vocabulary, the teacher gives the wholeclass 3-5 questions, suggesting the main content of the story, allowing the class toread and answer the above questions to grasp the overall lesson read

- Scanning (deep reading): after skimming, teachers let students read the text of thereading in detail Usually, the teacher will read and answer the questions given bythe book For students to grasp the reading more deeply, teachers should spend timequietly (Silent Time) and let the class sit and read in concentration Instead ofsimply reading and completing the exam, allow your students to read andunderstand thoroughly at their own pace After reading, each of them will recap in3-5 sentences what they find interesting from the text

Note: When the whole class focuses on reading, the teacher needs to go to you, ask

a little question to see if you understand, do you need any help If you don't payattention, the teacher sits next to you so that you have the motivation to focus Just

by doing it regularly, our students will gradually form a serious and very beneficialreading habit in the future

- The teacher also needs to ask students to carefully read the questions andunderline key words The types of lessons are often applied in readingcomprehension skills

Basic question types in a comprehension exercise

Question 1: Find the main idea of the reading lesson

Question 2: Inference, finding the meaning

Question 3: Determining the information stated in the article

Question 4: Identifying information not stated in the article

Question 5: Searching for synonyms or antonyms (Vocabulary)

Question 6: Find a word or phrase that is mentioned or referred to

Question 7: Determining where this information is covered in (Where questions) These questions are divided into the following types

Type 1: Find the main idea of the text

Main ideas questions

Frequently asked

questions

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? With what is the author primary concerned?

Which of the following would be the best title?

What is the author’s main purpose in the passage?

Usually at the beginning or end of each paragraph If

Answers the main idea is not specific at the beginning or end

of the paragraph, we will leave it to the last afterhaving time to answer the detailed questions

Methods

- Read the first lines of each paragraph

- Find the most common idea in the first line and findthe relationship between them

- During the reading process, pay attention tokeywords that are repeated over and over

- Usually, do this last question after answering thedetailed questions first to save time

- Quickly scan the whole article to check if you havefound the correct main content

- Eliminate the options that are sure to be wrong,usually main idea (too general), (too specific) or (notmentioned)

- Choose the best option among the remainingoptions

Example: Unit 4: Volunteer work: Reading has this question:

5 The best tide for the passage is …………

A Taking Care of Others

B Voluntary Work in the United States

C Volunteers: The Happiest People in the World

D Helping Old and Sick People in the United States

In the first and last paragraphs, it is clear that volunteering brings a lot ofhappiness So the title of the short paragraph will highlight the meaning and content

of the volunteer work, so answer C is the correct answer

Type 2: Inference, finding the meaning

Implied detail questions

Frequently asked

questions

It is implied in the passage that …

It can be inferred from the passage that

It is most likely that….

What probably happened….?

Answer

The answer to this question is often based on theirunderstanding of the text, but students can searchaccording to the order of the text

- Find keywords for each question - Skimming to seewhere the keyword and key idea lie in the paragraph(usually in the order in the article)

Methods - Read carefully the sentences containing keywords

and ideas

- Find the right answer by the passage

- Use the method of eliminating the worst-casescenario, then choose the best one from the rest of theoptions

Type 3: Determining the information stated in the article (Stated detail questions)

Stated detail questions

Frequently asked

questions

According to the passage,…

It is stated in the passage…

The passage indicates that…

Which of the following is true…

Answer The answer is in the reading

Type 4: Identifying information not stated in the article (Unstated detail

questions)

Unstated detail questions

Frequently asked

questions

Which of the following is not stated ?

Which of the following is not mentioned ?

Which of the following is not discussed…?

All of the following are true except

Which of the following are false…?

Answer The answer will be information that does not appear in

the article or the answer is incorrect compared to the article

- Eliminate options that are mentioned or correct fromthe text

- Choose the option that is not mentioned or does notcorrespond to the text

Example:

What is NOT true about the Women's World Cup?

A The number of girls and women playing football has equaled that of men

B Almost one billion people watched the 1999 Women's World Cup finals on TV

C The first Women's World Cup tournament was held in China

D The 2003 championship finals were hosted by the United States

Answer C is incorrect due to carefully reading the information in the article asfollows:

“The most important championship in international football competition for women

is the Women's World Cup Organised by FIFA - the sport's largest governing body

- its first tournament was held in 1991, sixty-one years after the first one for men.”

Type 5: Searching for synonyms or antonyms (Vocabulary)

Vocabulary in context question

Frequently asked

questions

What is the meaning of “X” in line “Y”?

The word “X” in line “Y” could be replaced by … Which of the following word has the closest meaning with

the word “X” in line “Y”?

Which of the following has the opposite meaning with the

word “X” in line “Y”?