Sáng kiến kinh nghiệm Reading and teaching method of Reading 10 oriented to develop students' competence

1. Introduction
1.1. Reason for choosing the topic
Today English has been increasingly popular around the world in all areas such as business, tourism..., so the level of English students is very important. It is the basis for developing a higher level of English and making English more common in life. Because of such importance, English is one of the formal and compulsory subjects in high schools and also one of the required subjects in the final exams. In the process of teaching and learning foreign languages, reading is one of the focused skills. Reading is not only a purpose but also an effective and necessary means for students to master, consolidate their linguistic knowledge, expand their vocabulary as well as gain a deeper understanding of their style and language usage they're studying.
In all high schools, the main material for teaching a reading comprehension is a textbook. These readings play a very important role in developing students' reading comprehension skills and language skills. With the direction of teaching innovation, assessing students' learning results according to the current development orientation of students, what is the best way to teach a lesson and use the skills effectively is my biggest concern. After a period of research as well as exchange and consult my colleagues and a period of application, I strongly discuss with English teachers a small aspect of the problem of teaching foreign languages ​​is "Reading and teaching method of Reading 10 oriented to develop students' competence"
1.2. Purposes of the research
- To find out different methods to exploit students' initiative and creative thinking.
- To train and develop reading skills of students with high efficiency.
- To help students understand the content of the reading comprehension and apply it to the exercises as well as how to use the language and style in the reading.
1.3. Subject of the research
- The subject of the research is high school students, especially 10th grade students, who are attending the 10-year English program at Ngo Le Tan High School.
1.4. Methods of the research
- Vocabulary teaching method.
- Practical teaching English subject at Ngo Le Tan High School
- Objective of research assistance: Colleagues with the same expertise inside and outside the school, attending classes and exchanging experiences.
1.5. Research scope
Part: Lesson: Reading from Unit 1 to Unit 10, the textbook of English 10 (Published in 2017) 
- Research method of comparing active products: researching learning results of gaining knowledge of students before and after the implementation of the initiative.
2. Content 
2.1. Rationale: 
Language is a special system of signals which forms and develops with human society. It is characterized by human beings and different from animals. Language exists in people's daily lives as a means of communication. Through the expression of language, people can understand each other better, understand each other's moods and attitudes to build up a social interaction, mutual impact and make human society become a coherent institution. For students, forming their language is a very necessary task, requiring us to always focus on developing positive, creative dynamism to create awareness and problem solving for the children. To achieve this goal, changing the teaching method in the school towards attaching importance to the learner is the active subject, encouraging the learners' active and creative learning activities in the learning process is extremely necessary. In teaching foreign languages, these arguments are even truer and truer because no one can replace learners in capturing foreign language facilities and using foreign languages ​​in their own communication activities. The purpose of teaching a foreign language is not merely to identify the phonetic, vocabulary, or grammar systems but students must know how to use those systems to achieve a specific communication purpose: verbally, by action and in writing. The role of reading skills in the current high school curriculum (specifically English Textbook 10) is mainly about reading the lessons, doing some kinds of related exercises.
Method of teaching from the point of view of capacity development not only pays active attention to students' intellectual activities but also focuses on training their problem-solving competence related to situations of life and career as well as associates intellectual activities with practical activities. Strengthening group learning and renovating teacher-student relationships in the direction of meaningful collaboration play an important role to develop social capacity. Besides learning the specific knowledge and skills of professional subjects, it is necessary to supplement complex learning topics to develop the capacity of solving complex problems.
General orientations on innovating teaching methods in subjects under the capacity development oriented education program are:
● trên cơ sở đó trau dồi các phẩm chất linh hoạt, độc lập, sáng tạo của tư duy. Developing positive, self-motivated, proactive learners; formulating and developing self-study capacity (using textbooks, listening, taking notes, seeking information,...), then cultivating the flexible, independent and creative qualities of thinking.
● Choosing flexibly general and specific methods of the subject to implement. However, using any method must ensure the principle of "Students complete their cognitive tasks with the organization, guidance of the Teacher".
● The use of teaching methods is closely linked to the forms of teaching organization. Depending on the objectives, contents, subjects and specific conditions, there are appropriate forms of organization such as individual study, group study, classroom study, outside class ... Good preparation of methods is needed for practice hours to ensure the requirements of training practical skills, applying knowledge into practice, increasing interest for learners.
● It is necessary to use sufficiently and effectively the prescribed minimum subject teaching equipment. Homemade teaching aids can be used if deemed necessary with the content and suitable for students. Teachers should actively apply information technology in teaching and learning.
2.2. The reality of teaching a common reading comprehension of students at Ngo Le Tan High School. 
 	During reading classes, most students only rely on teachers explaining new words, translating them into Vietnamese and they just do homework in textbooks. At the end of the lesson, they can understand what the content of the lesson is about, but they do not remember some of the main vocabulary and grammar points in the lesson. They do not know how to make questions for paragraphs and how to answer that essentially copied the prototype in the paragraph as the answer.
2.3. The reason for the low quality of teaching English reading comprehension part.
From the reality of teaching English 10 at school, through learning, talking with friends, colleagues and getting to know students, I've found out some of the following reasons:
- Teachers value the teaching of all new words in comprehension before having students read the text as the most important lesson. In my opinion, teaching new words is important, but we need to choose the key words to teach, not write all the new words because the time allocated in the lesson is not enough to implement.
- The teachers try to give high priority to the students the repetition of the text, translation of Vietnamese meaning for the students to understand while the requirement of the lesson is to read so that students guess the words and read to find the main ideas, not merely translate Vietnamese. 
- Teachers only focus students on doing mechanical exercises in textbooks without helping students to understand and remember the topics that have been studied for a long time. So, when they meet the passage in the textbook again, they can't remember the content and some important words. 
- The majority of students do not review the old knowledge in books, do not learn new vocabulary, synonyms, lose their roots gradually leading to depression, surrender and learn to cope with English. 
2.4. Methods were used to teach reading skill of English 10.
 According to the textbook of Ministry of Education and Training, a reading lesson consists of three sections: Before you read, While you read and After you read
2.4.1. Before you read
I usually combine this section with warm- up activity. Here are some activities 
2.4.1.1.Discuss some questions related to the topic. This activity makes students active and creative.
 Example 1 : Unit 1- Family Life
 When teacher shows a picture, these are some questions the student maybe discuss
1. Do you often do housework? 
2. What household chores do you usually do? 
3. How is household chores divided in your family? 
4. Are members in your family feel happy when sharing housework? 
Example 2: Unit 9- Preserving The Environment 
Firstly, Students take part in an interesting activity: Matching
+ Match the words/phrases with the correct pictures : noise pollution, water pollution, air pollution and soil pollution
 After finishing the warm-up activity, students will discuss some questions 
1.What do you think the environment impacts on human beings are? 
2. According to you, Where is noise/ air/water/ soil pollution from? 
3.Is environmental pollution serious ? Why?
4. People should or shouldn’t protect the environment?...
 2.4.1.2. Ask some questions related directly to the topic 
 To make every student feel enthusiastic at the beginning of the lesson , teacher can give some questions relating to the topic and asks students to answer.
 Students maybe answer them correctly or not; however, it makes them feel curious and they have strong motivation to find out the answer. At that time, they study the new lesson energetically.
For example : Unit 2: Your Body and You
The teacher can ask students some questions 
1. What is the picture about?
2. Where did Acupuncture originate? / Where is it from?
3. Acupuncture is for everyone?
4. Who should/ shouldn’t take acupuncture?...
The students will answer these questions based on their background knowledge. After that, I will provide them more vocabulary related to the topic. This helps the learners do the following tasks better.
Example : Unit 5 – Inventions
Matching the pictures in row A with the pictures in row B that have the similarities
 After playing Matching in warm-up, students can be asked some questions
1. Who can name some inventions that imitate animals? (Students can speak Vietnamese if they donot know how to express these invitations in English, teacher can introduce new words at the same time) 
2. Who can name some inventions that imitate plants? 
3. Which inventions is the best imitation of nature ? Why?
2.4.1.3. Using pictures and data 
It is difficult for students to look at the pictures and describe them. So, I usually give my students some suggested words/ phrases to help them practice more easily. It is also a good way to enrich their vocabulary and improve their speaking and reading skills effectively.
 For example: Unit 3- Music 
Before reading, students can participate in matching picture activity. 
Stick the phrases to the logo they belong
Programmes
Phrases
1. Pop idol
2. Who wants to be a Millionare
3. Vietnam Idol
a. A British music competition television series
b. 2007
c. Lai Van Sam
d. New young pop singers
e. 2001-2003
f. Nguyen Ngoc Phuong Vy
g. The UK
h. A series of general knowledge questions.
After finishing the game, teacher can give some data relating to the topic: Idol- A Global smash hit 
Result: 
- The learners feel enthusiastic and eager to study. Games, pictures or suggested phrases help students understand the reading more effectively.
- The students feel relax and take part in the activities confidently. They answer the questions according to their background knowledge and sometimes you will be surprised by their intelligent answers. 
- Thanks to these activities, teachers will introduce the topic of reading lesson interestingly and students are also eager to study the lesson.
2.4.2. While you read
In this section, students will study the content of the text and there is a variety of tasks for students depending on the topic. Teachers should ask the learners read silently and shouldn’t stop with translation. Reading silently helps students concentrate on what they are reading, they can form mental pictures of the topic being discussed and can guess the meaning of words from the context. After reading, students will do exercises
2.4.2.1. Reading for specific needed information
These are some types of requirements that students can be faced: 
A. Choose the best title 
B. Read the passage and decide if the statements are True or False 
C. Read the passage and choose the best option 
D. Scan the passage and fill in the blanks with correct information (sentences)
 Requirement: students read the text to find out the best answer and give evidences for their choices. They can wok in pairs or groups
Result: When working in pairs or groups, students all have to do the task together. The students good at reading skill can help the others in the group and every student in the group will take his turn to answer the question not just only the leader. 
 Type 1: Choose the best title 
Unit 1- Family Life
Read the text and decide which of the following is the best title for it
A. Doing Housework is Good for Children
B. Husbands Who Share Housework Make Their Wives Happy 
C. Sharing Housework Makes the Family Happier
Unit 5 - Inventions
What is the most suitable title of the test?
A. Mother Nature
B. Imitating Nature
C. Greatest Inventions
Unit 9 – Preserving the Environment
Quickly read the text and select the best title.
A. Natural Resource Depletion
B. The Long – term Damage of Soil
C. Environmental Pollution
D. The Destruction of Ecosystem 
Type 2: Read the passage and decide whether the statements are True, False or Not Given 
The kind of exercise asks students to understand the content of the text and brainstorm to find out the correct answers.
 Example : Unit 6 – Gender Equality
Read the statements. Decide if they are true, false or not given. 
1. Brenda Berkman passed the written test
2. After failing the physical test, Brenda Berkman kept silent and went away.
3. Brenda Berkman taught at the FDNY
Possible answers: 
Sentence 1: Not given. (She failed the physical test. But Brenda didn’t give up) 
Sentence 2: False (She failed the physical test. But Brenda didn’t give up) 
Sentence 3: False (She applied for a firefighter’s position at the New York City Fire Department (FDNY); hoặc Brenda’s dream of becoming a firefighter cam true) 
Type 3: Read the passage and choose the best option
Example: Unit 7 – Cultural Diversity
Read the text and answer the following questions by circling the best option A,B,C or D.
1. What is true about Vietnamese society?
 A. Only few people in Viet Nam are superstituos.
 B. People used to be superstitous in the past, but not now.
 C. Superstitions are part of life for the majority of Vietnamese people.
 D. All people in Viet Nam are superstitous.
2. Why do people lay food on the altar?
 A. They believe that their ancestors will enjoy the meal with them
 B. The altar can be used as a table to lay food.
 C. They put the food there for later use.
 D. They don’t know why they put it there.
Possible answers: 
Sentence 1: C
Sentence 2 : A
Type 4: Scan the passage and fill in the blanks with correct information (sentences) 
Students can work in pairs, read the passage carefully to find the information to fill in the blanks correctly. This type of exercise requires the reader read carefully, understand and have analytical ability.
Working in groups is a good way to help students practice reading skill. They can check their vocabulary and learn new words from the other members in group. That is the reason why reading skill can be improved quickly and students donot feel bored with the reading.
 Unit 4 – For A Better Community
People volunteer for a number of different reasons. One of the more obvious reasons why people volunteer is because they find something they are passionate about and want to do something good for others. (1) ____________. Many people who volunteer think that they are very fortunate to live the way they do and want to give something back to society, as a way of balancing the scales.
Many people choose to volunteer because of the personal benefits that volunteering has on their character. (2) _______________ . In mosts cases, volunteers also become more concerned and aware of the problems facing the world and many feel that they were ignorant or narrow – minded before.
Volunteer work is a great way to gain experience in a broad range of fields. (3) _____________.
Volunteering is a great way to put in a little of your time and gain some valuable skills, whether professional or practical.
Volunteer work can often lead to a paying job. Volunteers can try out a field to see if it suits them and also show that they are dedicated enough to work for free in the hope that it may lead to a paid job (4) _________________.
___a. Indeed, a volunteer often says that the experience has made him or her a better person.
__b. You can gain experience in education, social work, health care, marketing, and web designThe opportunities are endless.
__c. English teaching is a great example of a volunteer job that often turns into a career.
__d. People who volunteer in their community have a personal attachment to the area and want to make it a better place for themselves and for others.
__e. One of the greatest benefits of volunteering abroad is being able to spend an extended period of time in a new country.
Possible answers: 
1. d
2. a 
3. b
4. c
2.4.2.2. Exercises on checking students’ writing skill and understanding
Objective: When doing this kind of exercise, students are not only imrprove their reading skill but also develop the writing one.
Skills: Teachers should ask the learners to do the tasks which are suitable to their ability. They can write on tha paper board and check – up the mistakes before the teacher gives feedback. After that, students practice asking and answering in pairs. 
 Result: I realize that my students like to learn English more than before. At the same time, the interaction between the teacher and students, students and students is much better
 Example: Unit 8 – New Ways to Learn
Answer these questions 
1. How convenient are digital lessons?
2. What can you do with speaking electronic dictionaries? 
3. How can software help improve your pronunciation? 
4. How can English learner use moblie devices as recorders or cameras? 
5. Why do you need to choose a device that suits your learning style?
Possible answers: 
1. We can put them in mobile devices and study anywhere
2. We can see words on the screen and hear them spoken
3. We can choose to practice with native English speakers of different accents and genders
4. They use them to record real-life English, lessons, learning materials, songs, or English language films from television or the Internet.
5. Because it will make learning English easier, faster, more effective and more enjoyable.
2.4.2.3. Exercises on checking the meanings of the words. 
We can see some exercises such as:
A. Match the words in column A with their definitions in column B 
B. Find words in the text which are closest in meaning to the given words.
C. Fill in the blanks with the words given 
The aims of these exercises are to: 
- check how students can use their vocabulary in the real context.
- help students learn difficult new words.
- help students remember a lot of dificult structures and part