Experience of teaching English reading skill effectively for students of grade 8 at Thiet Ke secondary school in one specific lesson

Table of Contents
Contents
Pages
I. INTRODUCTION
1. The reasons for topic :
2. Research purpopes:
3. Research objects:
4. Research methods:
II. THE CONTENT OF THE INNOVATIVE EXPERIENCE
1. Rationale
2. The reality of problem:
3. Solutions and implements:
4.The results achievements after application of themes:
III. CONCLUSIONS AND RECOMMENDATIONS
- Conclusions.
- Recommendations.
Other References.
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I. INTRODUCTION: 
 1. The reasons for topic:
 The industrialization and modernization of the country has set new requirements for social-economic development in the present time, requiring the demand of qualified, dynamic, Positive, creative knowledge. Consequently, the education sector plays an important role in the human development strategy. Prior to that important role, the education sector has made changes in textbooks, teaching methods. Renovation of educational methods is an urgent and fundamental requirement, a revolutionary life in the whole industry in the current period to improve the quality of teaching and learning. To meet the purpose of the content renewal - teaching methods bring the most effective effect for secondary school students. The Ministry of Education and Training has adapted textbooks more appropriately. In the Intensive English Program, the topics are clearly designed to address four specific skills: listening, speaking, reading and writing in each unit of studying.
 As an English teacher, I realize that students must be trained to develop holistically all four of these basic skills. On the other hand, in the process of teaching English, reading is a very basic skill that is very important and essential in teaching and learning foreign languages ​​in general and English in particular. Reading is both a goal and an effective and necessary means for students to master, strengthen their linguistic knowledge, broaden their vocabulary, and deepen their understanding. Therefore, in the teaching process, teachers require methods of communication appropriate to each object, so students absorb better. For students in 8th grade at the junior high school level, students can learn more about the need to improve the English language by reading the paragraphs by topic. Students do not develop reading comprehension skills, they are difficult to absorb and remember the information in a sustainable and long-term. In the process of teaching English in secondary school, I found that the reading comprehension ability of students in general was limited. In order to overcome these difficulties, teachers should pay attention to the skills and methods of teaching English reading comprehension to students, especially eighth graders.
 By teaching in Secondary School, I find that students learn reading skill not effective, or through written tests (one or more quizzes), most students skip reading or do weakly because the do not understand the main content of the texts.
 In order to overcome the above situation and at the same time apply the objectives of English language education. I have many doubts as how to teach the reading skill effectively, I offer some experience to help students in grade 8 improve their reading skill, so that students have better results in learning. And these are the reasons why I boldly launched an initiative experience " Experience of teaching English reading skill effectively for students of grade 8 at Thiet Ke secondary school in one specific lesson."
 2. Research purpopes:
- This subject is studied in the scope of teaching reading comprehension of English lessons in grade 8 at my school.
- Focus on the study and use of teaching steps and techniques in English reading comprehension lessons 8.
 3. Research objects:
 Initiative experience focused on teaching methods to improve the efficiency of reading comprehension and improve the quality of English 8 at Thiet Ke secondary school .
 4. Research Methods:
 1. Material Research Methodology:
+ Studying materials: reference books teacher, regular refresher, workshop materials and related materials.
+ Observe the dispatches and directives of the Ministry, the Department, the Education and Training Department, the plan of the school and the team.
 2. Method of investigation and comparison:
 By many different methods: attend colleagues, experiment, check the results of student learning to find out the suitable teaching methods for students.
II. THE CONTENT OF THE INNOVATIVE EXPERIENCE
 1. Rationale:
 Since the second decree of the Central Committee and especially after the IX Party Congress and the sixth decree of the Party Central Committee, the Congress, the instruction No. 40 of the Secretariat of the Party Central Committee together with the guiding documents of the House The Ministry of Education and Training and the Vietnamese education system have achieved remarkable achievements in the fields of education universalization and intellectual enhancement in human resource training and talent fostering. In the general education program issued in conjunction of the Minister of Education and Training also stated: "To promote positive, self-conscious Students 'self-learning, cooperative ability, creative thinking and creativity, suitable with setting subjects, characteristics of pupils, conditions of each class, practice the skill of applying knowledge into practice, bringing joy, excitement and responsibility to students. "
 In the opinion of some experts, such as Colvin & Root (1981), Havernson & Haynes (1982), Mc Gee (1977), Thornis (1980), etc. The English teacher should pay attention to the influencing factors. The ability to focus on students, their ability to read and understand, their ability to read alone and read to others, and so on. Can be achieved during the training in reading activities. The result is fast or slow depending on the student's prior knowledge of mother tongue, health, and visual acuity. There are also other factors that affect students' reading skills such as unequal student perceptions. Therefore, they need to be thoroughly instructed in reading the lessons, so as to increase their interest in the topic of the lesson. Many students find it difficult to read long texts and new words. Students generally have the habit of reading each word in the lesson, not paying attention to the general reading of the lesson. While limiting the attention to understanding the meaning of the lesson. The level of comprehension of the lessons depends on the ability of the student.
 So in order to teach an English lesson effectively, teachers need to pay attention to a wide range of students so that they can provide a means to help students who are weak, creative and active in their studies. Born quite good at how to read the lesson becomes lively. Teachers need to combine spoken and written skills in reading instruction so that students can express their ideas, opinions, and comments about the text.
 On the other hand, the 2016-2017 school year continues to improve management and improve the quality of education, the school year continues to carry out three campaigns to "study and follow Ho Chi Minh's moral example" According to the Political Bureau's, the campaign "every teacher and teacher is a moral example, self-learning and creative" and the emulation movement "Building a friendly school, students Positive "to improve quality. As a result, teachers across all disciplines are empowering their students with the skills and knowledge they need to help them develop intellectually and intellectually, to shape their child's personality, Socialists.
 2. The reality of problem:
 In order to meet the quality demands of the education sector and the actual situation at school, most students do not have effective learning methods. Some students are often distracted, less interested in their studies, some less likely to have time to study at home because they have to support their parents, a large number of disadvantaged students. Less reference books to raise capital beyond the textbook supply. On the other hand, they have less communication requirements in English and they are also afraid to communicate in English outside of school.   Over the years teaching the grades 8 and 9, I found that these are the two most widely distributed listening, speaking, reading and writing skills. Each skill is much harder than grades 6 and 7. For reading skills are very clear in each lesson. They do not simply read a text or a short, simple text with the request is as simple as filling in the words, they have to read a long lecture or dialogue, then have to grasp. It is very likely that the content of the entire reading to answer questions or choose the right and wrong sentences, depending on the requirements of each article. That is, they must have a comparative level of reading comprehension can meet this knowledge requirements.
 However, through the teaching practice, I see clearly that most of them are very weak. As a result, in the course of teaching English 8, I have learned some lessons to help 8th graders improve their reading skills to help them master the basics and A form of reading, from which children reinforce their learning and do better reading exercises. From this point of view, I have decided to implement this topic to help them improve some of the difficulties and obstacles that they have learned in this skill and their desire to contribute a small part to their efforts. To gradually improve the quality of English teaching in schools. Assigned to teaching English 8 for a total of 23 pupils, the educational level of the children is quite high between good students and weak students. Therefore, weak students can not keep up with good students.
Reason:
+ Loss of basic knowledge in the lower layer, unspecified, sentence form.
+ Their vocabulary is limited.
+ They are afraid of difficulty, not preparation, not belong.
 In order to innovate effective teaching methods, the following principles are needed:
+ Excitement for students and clear explanation.
+ Respect for students and the learning of students, enabling students.
+ Regularly evaluates and responds to students.
+ Identify goals and intellectual challenges for students.
+ Identify students autonomy, seek independent paths to understand the lesson and self-examination.
+ Teachers should always find out about the students giving appropriate instruction.
 To teach the reader what is best and to use the most effective methods, the teacher needs to rely on reading situations in the beginning, the teacher can give suggestions, or some tips Small to help students are interested in the subject and easily understand faster and more accurately.
 Teachers need to keep abreast of their knowledge, skills, and goals, and decide what kind of exercises to use for each stage of the unit. On the other hand, the preparation of a variety of reading assignments Will prevent students from being boring, monotonous during class. In addition, teachers must create excitement for the good student and at the same time create a sense of confidence for the students to learn weakly, giving students the opportunity to practice reading comprehension in many different genres.
 Finally, teachers need to inculcate the memory of students through hands-on exercises and real-life interactions.
      In the II semester of school year 2015-2016, I have conducted a survey of the process of acquiring all secondary school students in grade 8, testing their knowledge through lession14: Wonders of the World.
15-minute test: Read the passage carefully, then do True or False statements and answer the questions:
 Centuries ago in Ancient Greece, a man by the name of Sidon compiled a list of what he thought were the seven wonders of the world. The seven included the Hanging Gardens of Cheops in Egypt, The Pyramid is the only wonder you can still see today. Many people claim that there were other wonders, which the Ancient Greeks knew nothing about .These include the Great Wall of China, the Taj Mahal in India and Angkor Wat in Cambodia.
A. True or False(4.0pts)
1. The seven wonders were built by Antipater of Sidon... 	.
2. He made the list many years ago. 	.
3. Of the seven wonders, you can only see the Pyramid today. 	.
4. Hanging Gardens of Babylon was in Iran. .
B.Answer the questions : (6.0 pts)
1.What is the only wonder you can still see today?
..................................................................................................................
2. What do many people claim?
...................................................................................................................
3.Is Angkor Wat in China?
...................................................................................................................
Results of the survey are as follows :
Grade
Amount
 Excellent 
 Good
 Everage 
 Weak
 Poor
SL
 %
SL
 %
SL
 %
SL
 %
SL
 %
 8
 26
 0
 0
2
7.7
12
46.1
 8
30.8
 4
15.4
This result made me worried so much, so I confidently changed the methods and techniques to improve the students’results.
 3. Solutions and implements:
 1. The solutions: 
  In the face of the above difficulties, as a teacher of the subject, I would like to give some experience to guide students in the 8th grade to read a good reading.
 + Introduce short, concise readings. 
+ Use pictures, visual tools to introduce new words, reading situations. 
+ Make sure students understand the new grammatical structure. 
+ Give some open-ended questions or predictions before reading. Provides the type of exercises while-reading / post-reading. 
+ Deepen students' memory through hands-on exercises and real-life contact. 
 2. Implements:
 In the normal reading lesson, follow the Communication Approach and follow The PPP Framework: 
- Pre-reading.
- While-reading. 
- Post-reading.
 1. Warm up: Before implementing the three main steps in the reading assignment, first ask the teacher to avoid harassing the student by chatting about some reading related things or instructing them Simple and appropriate game play to direct students into reading. Remember, try to give them a warm-up mentality. Some games can perform such as: brainstorming, jumbled words, and so on.
Example 1. Warm up: (English 8 - Unit 4. Lesson 4 :Read ) 
Brainstorming: ( May be in Vietnamese)
 Tấm Cám Cây tre trăm đốt 
 The folk tales of Vietnam --
 Sọ Dừa 
Example 2: Warm up: (English 8 - Unit 6. Lesson 4 :Read ) 
Jumbled words: 
racchtaer
iojn
mai
pexailn
nessmsimbuan
thauolgh
character
join
aim
explain
businessman
although
 2. Pre-reading activities: This is a very necessary activity for students. Lacking this activity, students are no less difficult to do a comprehension task. 
+ Introduction to the reading: 
- This activity is important in providing students with reading information. 
- The introduction should be concise, inspiring, and engaging. On the other hand, the teacher needs to help students connect the reading with the knowledge they have learned. 
+ Methods to introduce a reading: 
- Use visual tools: Teachers can use pictures to draw students' attention to the main point of the reading to create a fun atmosphere for the students.
+ Teachers can use the following ways to introduce new words:
- Pictures, real things, mine.
- Synonym / antonymn.
- Translation.
- Explanation.
- Games: matching, Rub out and remember, What and Where, Slap the board, etc...
  * Introduction of new grammatical structure:
- Teachers should review or introduce the grammatical structures included in the reading.
 * Student Oriented Activities in Reading:
- Teachers should provide an overview of the topic of reading and use of data related to the student's life experiences through a number of activities such as: Asking open-ended questions and helping students predict total content. The verse of the reading. Teachers should ask open-ended questions in the sequence of events in the reading or in the sequence of reasoning. These questions represent the basic structure of the reading and are a means to help students predict the content of the reading, so they move on to reading the text more spontaneously.
* Illustrative Examples: 
Example 1. Pre-reading (English 8 - Unit 4. Read)
Pre-teach vocabulary: - well-paying job: high income jobs. (Translation) Typhoon (n): (storm) big storm. (Example) - flood (n): flood (Situation) - drought (n): drought. (Antonym) - migrant (n): migrant. (Explanation) Checking vocabulary: ROR  The scene. 
• Do you live in the city or in the country? 
• What do you like about the city? 
• Besides "advantages", there are some disadvantages in cities. 
• According to you. What is the most urgent problem?         
• Today we are going to read a text about "Migration to cities".
Find the word (in the passage) that means :
of the countryside a. urban.
as many as needed b. tragedy.
become greater or larger c. rural.
a great pressure d. plentiful.
a terrible event e. increase.
of the city or city life f. strain.
Answer key :1c 2d 3e 4f 5b 6a
Example. Pre – reading ( English 8 - Unit 5. Read )
Pre-teach vocabulary:
mother tongue 	(n) 	(explanation)
(to) underline	 (model)
(to) highlight 	(model)
(to) come across	(explanation)
(to) stick 	(mime)
Checking vocabulary : Slap the board.
Brainstorming:
How to learn new words worswors
-> Suggestion:
+ make sentences + highlight
+ read + copy many times
+ underline + stick everywhere at home
 3. While- reading activities:
- Teachers should organize activities for students to practice reading comprehension skills. At this stage, it is also necessary to combine skills such as speaking and writing to practice reading comprehension skills for students. For the course syllabus in the textbook program is very diverse, rich in subject matter. Therefore, teachers should allow students to practice in extensive reading. Students will feel that although their language skills are limited, they can still be understood in a general way through the language. Used in life.
 The mode of practice at this stage is to learn, exploit the content of the lesson and depending on the content of each post will have different types of questions and requests for exploitation. Therefore, the teacher should encourage the students to read the syllabus thoroughly to understand the content of the lesson. Reading aloud helps students practice pronunciation only. However, the teacher may give the students a one-time session so that they can more easily practice speaking (answering questions) about the content of the paragraph.
 While reading comprehension, the teacher should ask some questions to guide the student to read the content of the text, and also to check the level of comprehension of the students so that the teacher can explain. More about details that students are unclear. So questions should direct students' attention to the main ideas of the passages and help students understand the meaning of the text. Teachers should not put questions that are too difficult to challenge students but should ask "Yes / No question" questions to test their comprehension. The main purpose is through a question system to help students understand the lesson. Another issue that teachers should be aware of is how to organize reading activities so that all members of the class participate in answering questions. Teachers need to organize classes into group activities to discuss and find answers and help each other in learning. Common exercises and procedures at this stage are usually in the following forms:   1 Read the questions answered in the textbook: Students can work in pairs, in groups. (Answer)
 Reading answers to questions prepared by the teacher depends on the actual situation of the class they teach: Questions used as classroom sk