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

I choose reading skill because for high schoolstudents it is essential to have a firm grasp of reading comprehension skills,especially when they have to take important tests in class, sc

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 1

I Reason for choosing the theme: ……….…….1

II Aims of the experience initiative: 1

III Object and scope of the study: 2

IV Research approach and methods: 2

PART II - CONTENTS 2

I Rationale: 2

II Practical basis: 3

III Solutions offered to solve the problems: 4

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 masterthe foreign language they pursue is still a concern of many teachers who directlyteach With the progressive development of society, science and informationtechnology, learners have access to many forms and modern learning means,bringing positive effects Therefore, it requires teachers to always improve theirprofessional qualifications, explore and innovate teaching methods to meet theneeds of learners

In the skills of teaching foreign languages, teaching reading comprehensionplays a very important role, especially in the condition that most foreignlanguage schools do not have a suitable language environment Reading is asynthesis 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 Throughreading students are exposed to different types of texts, exposed to diverselinguistic and cultural phenomena Reading comprehension helps studentsdevelop other language practice skills such as listening, speaking, and writing.Therefore, reading comprehension is considered to be the focus of teaching andlearning foreign languages, although the current trend is that we are focusing onteaching listening and speaking I choose reading skill because for high schoolstudents 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 12 TH

GRADE STUDENTS AT NGUYEN TRAI HIGH SCHOOL”

II Aims of the experience initiative:

- From the above reality, I am constantly studying and experimenting withteaching methods and tricks to find the most effective reading methods to helpstudents 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 acombination in the essays and using simple words and structures, know how touse the structure in each part of the essay when participating in excellent studentexams 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 TraiHigh School

- Scope of the study: The writer attempts not only to introduce some tips andteaching media to apply English reading skill to reduce students’ difficulties butalso 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

is a difficult one for learners, it requires teachers to understand the teachingmethod effectively and well implement the principle of "Studying together withpractising" Teaching and learning methods have changed fundamentally.Teachers are not only ones who hold the knowledge and impart knowledge butalso the direction instructors, supporters, mentors, testers.The learners are nolonger passive people who acquire knowledge but are at the center of theteaching process, actively innovating in the learning process to achieve theconclusion It is very important to study and know how to apply it to real life Ingeneral, to teach foreign languages and to teach English in particular theinnovation of teaching methods is very important in addition to masteringlanguage knowledge, good performance listening, speaking and writing skills,reading skills also play an important role Bacon said: "Reading makes a fullman, conference a ready man and writing an exact man.”, “It is an importanttool, which enables man to communicate with others people in many ways”(Rita Rani Mandal, 2009) To students, good at reading will bring many benefitsfor 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 agood reading ability, they can speak and writing the text more effectively

Thirdly, reading is a way to approach modern information technology as well asthe human knowledge Otherwise, it is necessary to master reading skill because

it can help people have good preparations when finding a job or attend Englishcourses

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 culturalphenomena Therefore, I often spend a lot of time on teaching readingcomprehension 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 textbetter Currently, students are using the 7-year English textbook series Thus, it

is required that students must ensure basic English knowledge at secondaryschool level However, due to many reasons, their knowledge of middle schoolEnglish is still very weak, many of them barely have basic knowledge Theresults of the survey at the beginning of the year in English at Nguyen Trai HighSchool (School year 2019 - 2020) showed that only 35.72% of students achievedthe average score Therefore, English teachers face many difficulties in teachingbecause with the new content of the textbook, teachers cannot re-teachsecondary knowledge in 45 minutes of class time Therefore, in English lessonswith grades A1, D, about two-thirds of the class understands the lesson, whilefor classes A and B, only about half of the class understands the lesson Morespecifically, in Reading class, some students find it very difficult to learn andfrustrated when faced with a long reading, with many new words andgrammatical structures Some children rely on good textbooks to do homework

in advance Some children work harder and look up their dictionary at homewith lots of new words written all over the textbook Therefore, learningReading hours is not effective You will not be able to do a good readingcomprehension test because of a lack of reading skills That leads to thephenomenon that many students in the test, the reading comprehension sectionoften circled the correct answer to their liking, not sticking to the content of thereading Besides, some teachers have not really focused on finding effectiveteaching methods to make reading time attractive to students There are evenclasses where the teacher is heavy on letting students copy new words withoutpaying much attention to how to teach reading skills For these reasons, the

teaching of reading comprehension at Nguyen Trai High School has beendifficult There has been a change in the way of learning organization andteaching method, but it is still not really effective and the improvement in thequality of teaching reading skills is not uniform among all English teachers inthe school Faced with that situation, I have researched and applied a number oftricks, teaching methods and teaching aids in reading comprehension lessons tohelp students access the reading more easily, use different reading ability whendoing the exercises and not being dependent on the dictionary when doing thereading.

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 bemore 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 studentswill 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 timedistribution is not reasonable, it will "burn out the lesson plan" and notemphasize the focus of the lesson In fact, some periods are Reading ifaccording 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 thefocus 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 aidsthat will be used in the lesson

- Types of exercises in sequence from easy to difficult, which exercises are forweak students, which exercises are for average students, good and excellentstudents

Before I teach reading comprehension, I often remind students of the topic of thetext they are going to study and ask them to find out information about thattopic This will help students prepare for the topic of the lesson For example,

Unit 2 (Cultural Diversity) asks students to learn about the customs of marriage

in the East and West, Unit 4 (School Education System) learns about Britisheducation, Unit 8 (Life in) the future ) find information about informationtechnology and people in the future Through the practice of teaching in class12C4 at Nguyen Trai High School, I found that most of the students areconscious of preparing to find information at home, with the topic of Unit 8male students are very excited to learn about new topics new inventions in thefuture As for new words, I do 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 thelesson is The purpose of this section is for students to have more or less pre-reading at home, although maybe some lazy students won't do it, but through thefact that in two classes, I teach about 70% of students that they have read beforethe lesson home That will help them absorb the reading better and the teacher'slesson will be less difficult because of the initiative and active cooperation of thestudents

+ On the Students side:

Read the text in advance at home to get the topic of the lesson Search forinformation 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 understandthe material in a certain passage, but also creates practice activities to helpstudents practice reading skills These are skills that can help studentsunderstand different passages for different purposes Therefore, the teacher doesnot introduce the content, but the students must read it themselves to grasp thecontent, the teacher's role is only to support, suggest, guide and make requests.Usually there are 3 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 Thetime required for these activities is approximately three to five minutes

The following activities can be used to do 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 thosewords-phrases on the board, this helps the students to remember the words andthen they can find these words in the text Students can say words inVietnamese, 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, teachersshould have students work in pairs

+ Questions:

Have students look at the picture in the reading passage or the first sentence ofthe text and think of questions about the text on their own This activity creates auseful collection of ideas for gathering students and giving them reasons to read.Because students have been able to find the answers to their questions whilereading

Should call good students, exellent at asking questions Teachers can usepictures to draw students' attention to the main topic of the text and create anexciting atmosphere for the class

For example, the teacher might ask questions about the picture in the passagesuch as:

- What are the people in the picture doing ?

- Where are they? Who are they?

In English lessons 12 - the picture of Unit 3 (Ways of socialising),

Unit 5 (Higher Education), Unit 8 (Life in the future) can use asking questions

to lead into new lessons Then you can give a short introduction to lead into thelesson For example:

" The text we are going to read today is about "

Because 45 minutes of reading instruction is sometimes not enough, there arelessons that teachers can use immediately use the questions or requests of the

"Before you read" section to do the "Warm up" for example with Unit 1 (HomeLife), Unit 2 (Culutral Diversity), Unit 4 (School Education System), Unit 6(Future jobs)

I often teach electronic lesson plans, so the "Warm up" part is very rich inpictures Expression methods such as crossword puzzles, watching video clips,viewing pictures related to the topic of the lesson reading, guess the key wordthrough the hints

Teachers can also organize a competition game between two teams: Who isfaster?

The teacher divides the class into two teams and the children take turns to writerelated words on the board to the topic of the reading In about 3 minutes theteam that can write the most words correctly will win This activity can beapplied to Unit 1 (Home life), Unit 4 (School Education System), Unit 6 (Futurejobs) because of these topics students often remember more words

Through the practice of applying the tips and organizing some activities for theWarm up part, I found that the students were extremely excited, theyparticipated very actively, even the students with average academic ability.There was even a time when I held a word writing contest related to Unit 6(Future Jobs), some students with average academic ability in English in grade12C4 were very enthusiastic to participate in the writing board even though theywere 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 gamemust be clear, concise and easy to understand so that students know what to do.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 importantnot to be missed because it will create an exciting start, create attention, andattract 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 guessnew words by reading the text

Teachers should choose to teach some difficult words and phrases in the lessonSome 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 thesentence

+ By translating into Vietnamese

+ With electronic lesson plans, words can be introduced through pictures andactions This method is very effective in helping students remember wordsbetter

However, there are some things that teachers need to pay attention to: Remindstudents to follow the teacher's instructions while taking notes of new words andnew structures in their notebooks If using an electronic lesson plan, the wordsneed to be put at a speed enough for students to take notes to avoid the situationthat the slides run too fast for students to take notes After introducing thewords, just let students read in unison from one to two times, sometimes callstudents to read individually Because the time in this section does not allow andwith the requirements of Reading lesson, students do not necessarily readfluently vocabulary

After introducing new words, teachers can suggest leading one or two questionsrelated 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 only12' to 15'

In the stage of teaching Pre-reading, It is necessary and important element tohighlight the topic to be taught, effective reading comprehension time, andattracting students is the Warm-up part This is an indispensable part of thelesson because from the Warm-up section, the topic of the new lesson can beused 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 graspwhat they will do after reading the lesson Then ask students to read the textsilently While students are reading silently, the teacher just walks around tomanage the class, not to explain, not to distract students Time for students toread silently is about 2 minutes to 4 minutes It is important to remember thatreading silently is extremely important If the teacher keeps reading the textaloud to the students, it becomes a listening comprehension lesson Here aresome points to remember when teaching a reading passage in class:

- Reading aloud the text is actually practicing phonics and rhythm, so do this atthe 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 makingstudents 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 tocomplete the exercise These forms of practice are to learn and exploit contentdepending on the purpose, there are different types of questions andrequirements 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 thinkcritically 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 veryuseful in many cases Reading, teachers need to direct students to two mainskills: scanning and skimming