The effective methods to encourage the students in basic classes 10 to reading lesson through unit 16 in tiếng Anh 10 at Tho Xuan 5 hingt school

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING
THO XUAN 5 HIGH SCHOOL
EXPERIENCE INITIATIVE
THE EFFECTIVE METHODS TO ENCOURAGE THE STUDENTS IN BASIC CLASSES 10 TO READING LESSON THROUGH UNIT 16 IN TIẾNG ANH 10 AT THO XUAN5 HINGT SCHOOL
The author: Lê Viết Mạnh
Job position: Teacher
Experience initiative about: English
THANH HOÁ NĂM 2018
TABLE OF CONTENTS
Pages
1. HEADING
2
1.1. Choice argument.
2
1.2. The purpose of the topic. 
2
1.2.1. For the students
2
1.2.2. For the Teachers
3
1.3. Research subjects.
3
1.4. Research Methods.
3
1.5. The topic offers a new solution.
4
2. CONTENT	
4
2.1. Rationale 
4
2.2. Reality
4
2.2.1. From this consequence, we can see that
7
2.3. Measure implementation
7
2.3.1. Stimulating students by adding or subtracting marks through the learning process
7
2.3.2. The distribution of the reading lesson
7
2.3.2.1. Warm-up
8
2.3.2.2. Pe-reading strategies:
9
2.3.2.3. While-reading strategies
10
2.3.2.4. Post -reading strategies
12
2.3.4. The result of reserchinh
14
2.3.4.4. About the fact.
15
III. SECTION CONCLUSION AND RECOMMENDATION
16
3.1. Conclusion.
17
3.2. Request.
17
IV. REFERENCE
19
1. HEADING
1.1. Choice argument. 
	In recent years, learning foreign languages ​​in general and English in particular in high schools have been paid much more attention especially when foreign language is compulsory in the National High School exam. When English has confirmed its role and importance in schools and at all levels, it is important to improve the quality of teaching and learning. So how to improve the effectiveness of teaching and learning is an essential need not only for learners but especially for those who are directly teaching English. We all know that learning English is just learning a language. To master the language, learners must practice four basic skills: Listening, Speaking, Reading and Writing. If they learn these four skills well, they will have easy access to computing, science and technology, and will be very convenient to communicate. Special reading comprehension skills are one of the basic skills that are emphasized in the teaching and learning of foreign languages. It determines whether the learner understands the content of the article or not. So if students have the ability to read English well, they can read books, newspapers and materials written in English with content appropriate for their age and level, helping them learn. Students have the opportunity to improve their English. In a reading comprehension, the teacher not only helps students understand the language in each paragraph, but also has to apply flexible techniques to match the specific content of each lesson to inspire. Have fun for students and create activities that help students practice better.
In the English program, reading is an essential skill for language learners. When your reading skills improve your listening, speaking and writing skills improve too. Here are some of the specific reasons why English learners are encouraged to read in English- that’s why in Program Framework, Grade 10 textbooks; Reading is firstly taught to help students get knowledge in learning other skills such as: speaking, listening and writing. Moreover, reading skill is mandatory in test and in the exam. However, most students ignore it and they show that reading is a difficult skill whose complex and strange words and phrases. The content isn’t realistic and too long. Some students think that reading is an undifficult skill because they only copy similar sentences in the text to answer questions. In their opinion, reading is a major subject in a school. In this situation, I try my best to find out effective methods to improve student’s reading skill and I choose Unit 16 – Reading in Tiếng Anh 10 to make my experience initiative “ The effective methods to encourage the students in basic classes 10 to reading lesson through unit 16 in Tiếng Anh 10 at Tho Xuan 5 Hight school ” in order to gain the best methods help students learn reading better.
1.2. The purpose of the topic.
1.2.1. For the students [1], [2].
 In this topic, I mainly focus on the actual subjects of basic class 10 and introduce students know how to learn and gain reading skill, through some steps in learning procedure, students not only understand effective and suitable methods, but also apply those to do various types of reading exercises exactly and confidently. 
1.2.2. For the Teachers [3], [4]
Find out the most effective methods to improve students’ reading skill and know how to stimulate students to reading lessons naturally. Besides, teachers also draw from valuable experiments in making suitable lesson plans for different learners in each period.
1.3. Research subjects.
	- The lessons in the high school English program and the innovation of teaching methods at Tho Xuan 5 High School are the basic language of the initiative.
	- Active teaching techniques.[9]
	- Active teaching methods. [1]
	- Actually teaching English at Tho Xuan 5 High School from the school year 2017 – 2018 to the present.
	 The purpose of research is to discover answer to questions through the application of scientific procedures. The main aim of research is to find out the truth which is hiddend and which has not been discovered as yet. Through this research I mention two maintasts:
- Find out the actual situation of students’ attention to reading lesson and academic research of practicing reading skill effectively.
	- Apply my research to teaching practices, then compare, contrast the implementation of a topic. And teachers evaluate and conclude the effectiveness of topic.
1.4. Research Methods. 
- It’s a way to systematically solve the research problem. It may be understood as a science of studying how research is done scientifically. In It I study the behaviour and instruments I use in performing research operations such as making observations, recording data, techniques of pocessing data and the like. Research methods refer to the information used in selecting and constructing research technique such as analysis of documents, opinionnaire, focused and group interview, survey, comparison and evaluation. All those methods which are used during the course of studying my research problem are termed as research methods. Since the object of research, particularly the applied research, it to arrive at a solution for a given problem, the available data and the unknown aspects of the problem have to be related to each other to make a solution possible. Keeping this in view, I focus on: 
 	+ I concern with the collection of data which is available without being sufficient to arrive at the required solution;
	+ I use statistical techniques which are used for establishing relationship between the data and the unknows
	+ I also apply the methods which are used to compare and evaluate the accuracy of the results obtained. 
1.5. The topic offers a new solution.
	The scope of study for a research paper is usually one of the first sections to the project. It sets out the scope of my work and limitations, so I mainly focus on two aspects:
	+ It’s about effective methods to teach Unit 16 – A. Reading in English book 10 .Through this lesson, students know how to acquire reading skill.
	+ I apply my search to students in grade 10 such 10 A2, 10A3 and 10A4 at Tho Xuan 5 high school.
	+ from the method apply for a lesson lesson, we can apply to read method for most most reading words in the general languages.
2. CONTENT
2.1. Rationale [4], [5], [6]	
According to experts such as MC Gee (1977), Thornis (1980), Havernson & Haynes (1982)........English teachers need to focus on efective factors of successful reading lessons such as: students’ attention to the lesson, ability of reading instructions, brainstorming in learning, and ability of working individually, in pairs or in group. However, fast or slow results depend on students’ understanding in mother tongue, health, and acumen in audiovisual capability. Moreover, a number of impacts other elements come to learner’s unevened apprehension leveling. Therefore, teachers need a concrete orientation in reading such as teaching students ways how to skim and read carefully in finding necessary information. Most students are afraid of reading long texts whose complex structures and new words. Therefore, they do not like reading skill. On the other hand, they only focus on deciphering words and not paying attention to their meanings.
	Inferential capability, understanding and exposition to concepts such as words, phrases, and sentences which can impact effectively on reading. How to understand lessons thoughtfully depends on students’ ability in learning a language.
	In short, to gain a high result in reading, teachers need flexibly not only classify students properly and find out effective methods, but also make up different exercises which help weak students and stimulate strong ones in a reading period. Teacher should combine other skills such as speaking, writing in order to make lesson become attractive and interesting.
2.2. Reality
	Although English became one of the official subjects at school, but promoting its benefits has not been much interested, partly because the facilities are not high and don’t attract students’ passion for learning increasingly. Some teachers complain that most students are not able to understand what they read. Reason why students don’t understand text reading – students hate to read, they only read the required textbook in order to be able to set for the achievement routine exams. Students lacked motivation to read, even if they read, they show negative attitudes. For most of the learners, reading is an extremely difficult task that requires integrated body of skills, which also does not get easier with the passage of time and the accumulation of experience.
Teachers have very important role to improve reading skill to their students to improve other language skills. They can follow some stages and strategies when teaching reading text because reading strategies are considered as the mental operations involved when teachers approach a text effectively and make sense of what they read. However, some teachers have not applied flexibly theory into practice; have not integrated properly skills together in lesson, and innovative methods which are not suitable for the students. That’s why the quality of the lesson is not effective and reduces. [8]
During my teaching process at Tho xuan 5 high school, I must look at actual issues in learning reading skill of students in basic class 10 is very badly. Students aren’t interested in this skill. As you can see in this convey in basic classes 10 such as 10 A2, 10A3 and 10 A4 [10]
Disadvantaged factors
Percentage (? / 100%)
1. Topic: - Most topics are strange to basic students; their content is complex and boring.
75 %
2. Tasks and activities: - They are often suitable with students’ knowledge. Some are too difficult and strange, and others are shortage of realistic.
58%
3. Words and structures: - Students are in trouble with a lot of new and complex words or structures in one text.
80 %
4. Students’ habit in doing reading exercises: - Find key words and copy words or sentences entirely without reading questions carefully, especially yes / no questions
- Students also try to translate words and sentences without skimming.
90%
5. Students’ belief: - Most students are afraid of making mistake (pronounce, ryhme, wrong answer) or getting communication problems.
77 %
6. Teaching aids: - Most classes lack of teaching aids.
- Teachers aren’t interested in teaching aids of each period.
	40 %
Moreover, there are some disadvantages in applying unsuitable methods, skills to each lesson. If it happens in along time, it will affect to students’ ability in a language class and make them passive, lack flexibility, afraid to read long English text.
 For example, in Unit 16 – A. Reading in Tiếng Anh 10; [12]
Teacher and students’ activities
contents
limitations
Teacher: - Ask sts to answer three questions in page 166
Students: - Give answer
Teacher: - Read or play tape
Students: - Listen
Teacher: - Ask sts to translate into Vietnamese.
- Answer two tasks in page 167 and 168.
- Teacher: Ask sts to talk about Van Mieu – Quoc Tu Giam using the suggestions below
- Students: Raising their hand to talk.
1. Before you read
Questions: - List some historical places you know in Vietnam.
- Is Van Mieu – Quoc Tu Giam a historical place?
- What do you know about this place?
2. While you read
1. Task 1: Choose A, B, or C that best suits the meaning of the italicised word.
2. Task 2: Decide whether the following statements are true (T) or false (F).
3. After you read
- Talk about Van Mieu – Quoc Tu Giam
- Most students used answers in reference book.
-These questions aren’t attractive to start a lesson.
- Time- consuming.
- Students feel bored and lazy.
- Task only suits some students in the class.
- Only stimulate some strong students.
- Only weak students are afraid of making mistake or reread the text without practicing speaking skill.
	Through my votes in the investigation and table of early year( 2017 -2018) in class 10A2, 10A3, 10A4 the percentage of basic students’ result in ending the reading lesson of unit 16 as follow: Class 10 A2, 10A3, 10A4.
Class
Class sizes
Good
(9-10)
Above average
(7-8)
Average
(5-6)
Weakness
(3-4)
Poverty
(0-2)
number
%
number
%
number
%
number
%
number
%
10A2
45
0
0
05
11
20
44.4
20
44.4
0
0
10A3
40
0
0
06
15
14
35
18
45
02
5
10A4
40
0
0
02
5
20
50
14
35
4
10
Total
125
0
0
13
10.4
54
43.2
52
41.2
8
6.4
 2.2.1. From this consequence, we can see that:
From results of the current situation, I give some effective methods to help students have a good reading lesson through part A in Unit 16 (Historical places) of basic English 10.I also show students that Reading is an interesting and important lesson. Students will not be under pressure of studying. And I realised good results in basic classes I apply my new methods in school year 2017- 2018. Students gradually know how to prepare a reading lesson, performing and applying to other skills. Each period, students discover new things for them. In the exams, students feel confident in answering questions in reading passage.
2.3. Measure implementation
2.3.1. Stimulating students by adding or subtracting marks through the learning process.
a. Way to perform:
	Teachers will observer students in learning process. If students pay attention to the lesson, prepare the lesson well, involve in activities positively and have correct answers, they will be added good marks in their tests’ mark. In contrast, if students don’t pay attention to the lesson, make noise in the class and don’t take part in activities, they will be added bad marks in their test’s mark. In sum, except for final first or second term test‘s mark, I will divide final mark total into two part: 70 Percent in the test and 30 % in learning process.
b. The effect of this performation
 - For the Teachers: It will reflect exactly students’ability in the class. Avoid mistaking in evaluating students through tests because we are difficult to prevent students copying .In addition, we realize weak or strong points of each student to make lesson plan suitably and effectively. 
- For the Students: They will have to prepare lesson carefully, raise their hand to answer questions from the teacher, take in the activities sympathetically and pay attention to the lesson if they want to be added good marks. Of course, they will feel more confident in communication and giving their own ideas or answers. It also makes students aware of how the importance of language learning is.
2.3.2. The distribution of the reading lesson
	I divide the lesson into three main stages and distribute time properly to gain a high result. The stages and strategies of reading that I should promote for my students are: - pre-reading, while reading and post reading stages. These stages are very important when teaching any reading text, each of these ones has its own characteristics, although they are related to one another. That is, the pre-reading stage leads to the while-reading stage and finally to the post –reading one. These stages make the students understand and comprehend text reading. However, before starting the lesson, I spend three minutes on warm-up part in order to stimulate students’ spirit to the lesson naturally. 
2.3.2.1. Warm-up (four minutes) [13]
	The warm-up of a lesson receives less attention than it should. Teachers spend a lot of time preparing explanations and worksheets to introduce and practice the target language. For example, they then enter the classroom unprepared for the three or four minutes “let’s do something fun” usually constitutes all the planning that goes into this stage of the lesson. A fun warm-up raises energy levels. Fun activities also produce relaxed, less inhibited students. With the right warm-up, you will have created a positive atmosphere to practice and experiment with the language. And in Unit 16 Historical places, I give an activity which refers to the topic.
 a. Way to perform :
Game: who is a millionaire?
- I use this game to introduce some historical places in Vietnam. It is
fast and convenient way to make the atmosphere of the classroom fun and students guess the content of the lesson.
- I introduce the rule of game and then ask students to work individually.
* The rule of game: Look at the question and raise the hand to answer. Students can give different answers. However, if the students give correct answer, they will get an added mark. If they give answer wrong, the right will take turn to the next. 
- I use some questions which refer to the topic:
1. What is the name of the place? (Show picture of One Pillar Pagoda on the slide)
A. Presidential Palace 	B. Temple of literature	
C. Ho Chi Minh Mausoleum	D. Co Loa Citadel
2. Where is this place situated? (Show picture of Revolution Museum on the slide)
A. Hanoi	B. Ho Chi Minh City	C. Hue	D. Ninh Binh
3. Which historical place belongs to Hue City?
A. Presidential Palace 	B. Temple Of literature 
C. ThienMu Pagoda	D. Notre Dam Cathedral
4. Which below place isn’t one historical place of Vietnam?
A. Co Loa Citadel	 	B. Ham Rong Bridge	
C. Temple of Literature	D. Vung Ang Habour
5. Van Mieu – Quoc Tu Giam is..................................
A. a historical place in the south of Vietnam	 
B. a historical place in the middle of Vietnam 
C. a historical place in the north of Vietnam	
D. not a historical place
* Lead in new lesson; after game, I use the fifth question to lead in Pre-reading stage by asking students quickly some questions;
 * Have you ever been to Van Mieu – Quoc Tu Giam?
 * What do you know this historical place?
b. The effect of the activity.
	In a short time, I can introduce some historical places in Vietnam and also attract students to the lesson better. In addition, students guess the content of the lesson.
2.3.2.2. Pe-reading strategies:
	Teacher can enable their students to understand a reading text, without their looking up every single word and also should employ the pre-reading stage, as it is important in building confidence and creating security within the learners before they approach a reading text. This stage also helps to make the next stages of reading more easily adaptable for the reader. Therefore I must find out the best way to start an effective reading lesson. 
	In this part, I divided into three parts: Let student listen to the tape, Teaching vocabulary and checking vocabulary.
a1. Listening to the tape (one minute)
	Teacher turns on the tape and let students listen to reading text once time and then ask students to read silently i