Some tricks teach reading comprehension skill for students at habinh secondary school

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING 
HA TRUNG DEPARTMENT OF EDUCATION AND TRAINING 
EXPERIENCE INITIATIVE
SOME TRICKS TEACH READING COMPREHENSION SKILL FOR STUDENTS AT HABINH SECONDARY SCHOOL
Performed by: Nguyen Van Ban
	Job title: Teacher
	Unit of work: Ha Binh Secondary School
	Experience initiative in the subject: English 
THANH HOA 2017
INDEX
 Table of content
Page
1. INTRODUCTION. 
1.1. The reason for choosing the topic. 
1.2. Research purpose.
1.3. Research subjects.
1.4. Research methodology.
1
2
2
2
2. CONTENTS.
2.1. Theoretical foundation of the experience initiative. 
2.2. Real situation before applying the experience initiative.
2.3. Some solutions to organize a teaching reading comprehension session effectively.
2.4. The effectiveness of experience initiatives for educational activities.
2
3
5
14
3. CONCLUSION AND SUGGESTIONS.
3.1. Conclusion.
3.2. Suggestions.
15
15
 REFERENCES
LIST OF THE EXPERIENCE INITIATIVES WHICH WERE RECOGNIZED
1. INTRODUCTION. 
1.1. The reason for choosing the topic. 
Today, English plays an important role in the scientific and technical revolution. It is an important language, commonly used worldwide and is used in different fields. In the national construction, development and integration with the world, English has become a communicative tool between all of the modern people, it is an important second language after their mother tongue. In our country, English is considered as the language of transaction in economics, politics, culture, and has been teaching at the elementary, secondary, college, university... In process of learning English, we know more in another language, a different culture and also more love Vietnamese and Vietnamese culture. To use English as a language of communication, we not only need to master the rules of grammar, have good listening skills, have knowledge of the language but also to have a number of diversified, rich lexical. English is increasingly attracting the attention of many people and all ages. The catch is that demand, the 2005 education law stipulated "Educational methods have to promote a positive, self-discipline, initiative, thinking and creativity of students, fostering the self-study ability, practical ability, passion for learning” [1].
 In the process of practical teaching in Ha Binh secondary school, I find the students difficult to approach an English reading comprehension. Because the final purpose of teaching English reading comprehension is after each class and course, students can be self-confident to read the readings related to their familiar topics and limit the dictionary if possible. The purpose of teaching this reading comprehension is entirely suitable for the direction: “Learner is the center of teaching of foreign languages and communication method” [2]. 
That method is not new for most foreign language teachers, although in practice, the application of this method is not always easy and achieves the desired result. English, which is used in various fields, is a language of great importance and popularity all over the world. With the orientation of global integration, Vietnam has developed its potentials of all areas. 
Therefore, communication has become an effective tool with a prerequisite strength. In addition to the mother tongue, English has been considered by Vietnamese as the second communication language and an official subject in schools, even Primary schools. Nowadays, once English has confirmed its role and importance, improving the quality of teaching and learning is the most significant issue. Book replacement program with litany of English teaching and learning methods has come up with an emerging question: “How to help students gain all the knowledge and utilize skillfully?” As we may know, English is simply one of school subjects. However, to use this language skillfully, learner should practice four basic skills including listening, speaking, reading and writing. Among the four skills, there is no doubt that listening and speaking skills are considered as the main purpose of teaching and learning a foreign language, in which speaking is practiced through listening activity and writing is practiced via reading activity. Reading is one of the basic skills, to which attention is paid during foreign language teaching and learning because of is determining role in evaluating whether learner understands the lesson or not. At grade 6, short and easy to understand lessons are introduced to students; however, the higher the grade is, the more difficult requirements on reading skill are. In addition, lessons in curriculum for grade 8 and 9 are usually longer with a large number of vocabularies, which is difficult for students to learn and for teacher to prepare lesson plans. Therefore, teacher without a good teaching method shall not be able to complete all contents of the lesson. To meet these practical requirements, each teacher should find himself an optimum teaching method which is suitable to specific student so as to arrive to high learning results. It is this issue as well as purpose that each teacher keeps concerning. Moreover, the improvements of teaching method and curriculum are always of great concern of education sectors: “Teachers are always encouraged to give innovative teaching and learning methods, good and practical experience initiatives, and improved teaching tools and materials”[3]. Above are the reasons why this topic is selected. 
1.2. Research purpose.
 In fact, the teaching of reading is to help students develop the skills and understand documents, books and newspapers in English with the content in accordance with specific qualifications and to help them gather information, raise the level of English and know more about the society. When learners read the native language, they have no difficulty in understanding the content but when learning English, they will encounter the grammatical structures and vocabulary. Therefore, to help students learn how to read a textbook the best and the most effective, which is my first concern. From this fact, I have strongly given teaching experience myself through “Some tricks teach reading comprehension skill for students at Ha Binh Secondary School”. I hope that a number of these measures will contribute the solution and remove the difficulties in the process of deep mining activities during teaching reading.
1.3. Research subjects.
Audience research: Students in grade 7,8,9 at Ha Binh Secondary School.
Scope of the study: Ha Binh Secondary School in the academic year 2016-2017.
1.4. Research methodology.
 - Method created situations, suggestive, student- focused.
2. CONTENTS.
2.1. Theoretical foundation of the experience initiative. 
Structure of a lesson in English teaching typically includes activities to develop four skills: listening- speaking-reading-writing in a comprehensive way and in the right direction. If we look at the layout of each unit of study, we can clearly see the importance of reading comprehension part of the process of teaching and learning English. So teaching and learning English has not achieved the desired results because reading comprehension is taught in the traditional method: most of the time in the class, the teacher mainly teaches vocabulary, introduces grammatical structures, reads sample and corrects pronunciation, grammar for students: “The focus on grammar, translation will prevent students from acquiring the knowledge of the language in a natural way, they do not have the opportunity to use the knowledge of their language. These periods are so extremely heavy and boring because students are only learnt passively and they have to acquire a large amount of knowledge about vocabulary and new grammar structures (due to the characteristics of reading comprehension)” [4]. Apart from the repetition and the imitation, most of them don’t have a chance to think, recreate language in an active and creative way. Teaching a foreign language in general and English in particular is not to provide students with knowledge but the ability to communicate with the language. Communication skills of students are expressed through skills including listening, speaking, reading and writing. English reading skill is built up in a course of learning and practicing in English environment. In addition to English studying at school, students have to practice reading in different forms. Reading skill is the ability to utilize language knowledge into reading comprehension in English. 
	However, the English textbook mainly focuses on two main readings: read the main idea (Skimming gist) and read to get detailed information (Scanning for details). In fact, the readings in English textbook 8, 9 usually have quite a lot of new words and much more in an article, a story written in English. So the reader cannot both read and stop to look up new words, because he/she will have to read again after each stop, they have the ability to remember the content of the reading. This will take much time, not effective. To introduce all the new words of the reading, the teacher will not have time for activities to develop reading comprehension skills. In addition students are difficult to remember a large amount of words in such a short time, they will not read independently without the guidance of the teacher.
2.2. Real situation before applying the experience initiative.
	After each lesson, teachers are often difficult to know how students understand the lesson and remember information more or less, the vocabulary they have been holding well or not. Because of paying attention to the steps of practical reading and providing new words, the teachers have given less practical exercises to consolidate after reading. Teachers don’t spend much time researching tricks and suggested procedures in order to encourage students to be voluntary self-conscious, initiative and active to participate in training and developing English reading comprehension skills. Ha Binh secondary school is a school in the countryside, so the implementation quality of English teaching and learning is not high due to low resident’s qualification and awareness, poor economy, insufficient and asynchronous facilities. Psychobiology of students: afraid of learning, speak, making mistakes, embarrass with friends and teachers, some are lazy to study and do homework. 
 In spite of objective and subjective conditions directly affecting teaching, we have overcome immediate difficulties and step by step improved quality of English reading lesson so as to meet the aims of textbook curriculum. 
For the teacher: Initially access and utilize typical reading comprehension teaching techniques relatively well (reading technique), get familiar with and be active in organizing a reading lesson session, coordinate flexibly teaching skills in reading lessons, create many teaching materials in accordance with content of learning lessons; therefore, the sessions become vivid and attractive with high effectiveness, utilize and operate modern teaching equipment in reading lesson, such as cassette tape, DVD, cassette recorder, video reader and multi-purpose projector. It is still difficult for some teachers to implement teaching manipulation and technique in reading lesson as well as to select suitable techniques for specific teaching lesson and session. They still hesitate to or unskillfully utilize teaching materials for reading lessons, such as cassette reader and demonstrating pictures. For other teachers, the investment in lesson preparation is still limited due to private issues. In addition, they are afraid of creating a noisy, time-consuming and costly teaching session. The instruction of studying at home is not suitable for specific student, which makes the teaching session is not effective. 
For students, they are able to read and recognize content of the whole reading text. Most of the students are able of reading texts with simple content and complete tasks and exercise assigned by teacher after silent reading and aloud reading. Some students have gained learning skills and tactics. Students are lack of motivation for English reading comprehension. Many students do not have many opportunities to study and access mass media information via which they can listen and read English. Some hesitate to read and speak in English or are afraid of making mistake. Students are not familiar with English reading and speaking speed in the tape or disk. They remain passive habit; during team work they rely on other member. Words are produced timidly. Many students have not found their own English learning method. Many others are not interested in reading books. Therefore, by organizing activities, teacher should pay attention to avoid student’s negative responds. If this happens, teacher shall promptly correct and encourage as well as reward students so as to achieve positive respond. During one English period in class, students of Ha Binh secondary school are very active in exploring new knowledge. Most of them are ebullient and enthusiastic in activities; however, this occurs among good students only. Comprehension of passages and dialogues is not easy for lower secondary school students because their vocabulary and grammar are not much. 
	During my teaching process, I have been in charge of class 8 and grade 9. With the aims of studying the current situation of student’s English learning as well as drawing lesson for myself, right from the beginning of the school-year, I have oriented a specific plan and method to actively investigate the current situation of English learning of my students. Findings of the investigation indicated that most of the students do not soundly understand vocabulary and their English reading and communication skills are still limited. To achieve the above-mentioned objectives, students should be trained all the four skills including listening, speaking, reading and writing during their English learning. However, English curriculum at secondary school level concentrates on the two basic skills only, which are speaking and writing. The other two skills have not gained much attention; therefore, student’s learning performance is not high. 
 This issue is indicated by learning performance of students in previous years and findings of the survey on student quality conducted in some classes in terms of English subject early last school-year (2015-2016). 
Class/Grade
Total number of students
Excellent
Good
Fair
Weak
Poor
Quantity
%
Quantity
%
Quantity
%
Quantity
%
Quantity
%
8A
25
02
8
07
28
11
44
04
16
01
4
9
45
04
8.9
13
28.8 
21 
47
5
11
2
4.4
 Therefore, to find out a method to practice reading comprehension skill for student, I have chosen this topic. 
2.3. Some solutions to organize a teaching reading comprehension session effectively.
Firstly: The teacher has to make lesson plan for a reading session.	
To provide a good teaching session, teacher needs to implement the following steps. Studying content of the lesson in student textbook and teacher’s book carefully is very important because it is a necessary base for teacher to set up teaching plan for the lesson. When teacher study textbook and teacher’s book carefully, he/she is able to organize and control the session on set with key points as well as to logically manage learning time and activities. 
 Purpose and requirements of the session is the target that both teacher and student have to reach after the lesson. For usual teaching session, purpose and requirements are the practice and development of skills including listening, speaking, reading and writing of students (in which reading is the most important skill). Finishing reading part and understanding main content of the reading text, students complete some language requirements or exercises. 	
The selection of reading techniques is determined basing content of the lesson, students characteristics, strong points and weak points, acquired knowledge and skills. Questions in exercise are ordered from easy to difficult level. Exercises for weak, fairly good, good and excellent students shall be separated. Time should be organized logically for the session and specific phases during the reading lesson, which include pre – reading phase, while – reading phase and post – reading phase [5]. 
Teaching techniques are selected to be suitable with each phase such as utilization of teaching measures and tools for a reading lesson, utilization of cassette reader.
Before the lesson, good cassette reader, clear cassette tape, spare battery in case of power off should be prepared. Safety should be ensured during manipulation. Students are absolutely not allowed to use the equipment without instruction. Necessity, effectiveness and timing for each step should be considered. Utilization of demonstrating picture is used. Visual channel in textbook is one of the strength of the innovative textbook composed under the new curriculum: various demonstrating pictures. However, it is the maximum utilization of these pictures to help student understand the lesson that needs to be paid attention to. 
	Other type of demonstrating picture: (handmade or collected) “Pictures to introduce and practice new lesson is a must. Requirement on high aestheticism is not necessary but the pictures should be practical and close to lesson content. If these pictures are unaffordable, textbook illustrations can be zoomed and utilized as a visual aid” [6]. A suitable and logical lesson plan shall be prepared. Activities of teacher and students, timing, requirements of each exercise and student’s answer options should be clearly set up. Teaching methods should be exchanged and discussed. Teachers suggest forms of reading comprehension for each reading lesson. Effectiveness of a reading session shall be promoted if teaching methods are discussed among colleagues in advance. This does not bring high quality performance to reading lessons but other skills. 
Comprehension questions: For this type of exercise, students should read the reading text to get information and then answer questions. These exercises are often introduced in textbook with various forms, for example: 
Yes/No questions (Answer the questions with Yes or No) or Wh – questions.
Multiple choice: For this type of exercise, student shall read to get information and after that choose the most suitable answer among given options. 
Gap – fill: For this type of exercise, students shall get the information to fill in the blanks of sentences. Words can be provided in advance (to weak students) by teachers or (excellent, good) students can use their own words to complete the exercise. 
Grids or Forms: For this type of exercise, teacher may ask students to read the form in advance and then read the passage to complete the exercise. 
Matching: For this type of exercise, students read a passage to get information and complete the exercise by matching contents of column A to suitable contents of column B. 
True – False statements: For this type of exercise, students read a passage to get information and find sentences indicating whether the statements are true or false. Teacher may use supplement board to provide students with additional information and ask them to guess right/wrong before reading. Finish checking student’s guessing, teacher request students to quote their answer from the text and may ask them to correct the wrong sentence. 
Reorder sentences: For this type of exercise, students shall read a passage to understand its content and reorder statements in wrong order in the exercise below so as to create a logical passage. 
Make summaries: After reading to get information, students summarize content of the reading text. 
Select a summary/a title.
Find new words for old words: Students read and find synonymic or antonymic words or phras