The methods help the studens at Tho xuan 5 high school do reading comprehension exercises effectively

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, a reading lesson often has a lot of new words and structures that students have not been approached or forgotten. Therefore, developing reading comprehension skills for students is an essential task for them to not only read and understand the articles in the program, but also to read at home to develop their knowledge. However, most students are afraid to practice. The reason is because English completely different from the mother tongue, difficult to learn, hard to remember. Moreover, they are very lazy to learn the words, so their vocabulary is too little, the preparation of new sketchy, learning coping especially the children learn weak. They are always afraid of misleading, leading to speech impediment, affecting the results of studying subjects.
Reading comprehension is one of four very important skills in teaching and learning English: listening, speaking, reading and writing. Proficiency in reading comprehension also helps to develop their thinking, creativity, self-reliance, and self-reliance, for the purpose of learning English in general, with the goal of transforming English into the language of the mainstream. The body in communication, using it as a golden key, opens the treasure of endless knowledge of humanity. To provide access to readings in the English language program more easily, scientifically and more positively, I would like to present some ideas for methodological innovation in the teaching process of reading comprehension. That is why I chose the topic "The methods help the studens at Tho xuan 5 high school do reading comprehension exercises effectively". To make reports, colleagues to study and discuss in order to improve the interest of learning for students, improve the quality of training of the subject.
1.2. The purpose of the topic.
- Synthesize positive teaching techniques and methods to develop new student-requested skills in line with social change.
- To prepare and organize learning activities in reading comprehension skills, which are interesting for students when they learn English, so that they actively participate in self-learning activities and acquire good lessons. Remember, the lesson is linked to the real context of communication, enhances self-learning, enriches your knowledge and self-confidence in social communication.
- Improve the learning quality of the subject.
- Synthesizing the types of exercises to practice vocabulary effectively helps students master knowledge, remember words and can be used in communication.
- Provide learners with an overview of how to deal with the multiple-choice reading comprehension exercises.
- Help learners know how to identify each kind of questions and the best way to cope with it.
- Apply the methods in my research to do the multiple-choice reading comprehension well.
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.
- Active teaching methods.
- Actually teaching English at Tho Xuan 5 High School from the school year 2016 - 2017 to the present.
1.4. Research Methods.
- Method of observation.
- Research methods and practices.
- Synthesis method.
- Comparison, collation and summary of the result, effect of the topic.
1.5. The topic offers a new solution.
	The topic of "The methods help the studens at Thọ xuan 5 high school do reading comprehension exercises effectively" has provided effective and active teaching solutions suitable to each lesson and each student. That is to teach reading comprehension with a three-stage framework, at each stage the author mentions the purpose and suggests some solutions to help the teacher design activities that are appropriate for each student Not only excites the interest of the student but also solves language problems through more effective exercises and questions to improve the efficiency of the instructional process. 
	The topic has identified and clarified the theoretical basis of teaching methods Learn "student-centered", combined with creative use, spirit Active methods in teaching English reading comprehension skills each Improving the quality of reading instruction in high school English in particular and the quality of teaching English in general.
	* Effective application:
- Lessons become more effective, lively and lively and bring into play pupils' intellectuals.
- Students develop the qualities, skills and attitudes after the lessons.
- The ability to communicate in English of the children increased markedly.
- The weaker students are also more advanced than the children. They are more confident in the lessons.
II.CONTENT
2.1. Rationale 
	According to Williams (Williams, E. (1984). Reading in a Language Classroom. London: Macmillan.) The role of reading in learning a foreign language, learners can practice the language they met through listening and speaking. Language that students get through reading can be reused for writing skills, or students can interpret the meaning of the reading to obtain the necessary information for them. That is to say, to have good reading comprehension skills is very importan For studens, it is more important because having a good reading skills is one of the core elements to help them achieve high marks in the examinations. [5]
2.2. Reality
During learning process, students at Thọ xuân 5 high school have complained that reading comprehension in general, and multiple-choice reading comprehension in detail is extremely difficult because this skill not only asks students to read the text but also processes it and understands its meaning. I have found that when doing this kind of tasks, most of them get bad result. I wonder what the reasons are. At the beginning of the first semester - school year 2015 - 2016, I conducted a small survey with 125 students in 3 classes – 10C1, 10C2 and 12A1 - to find out the ways they did the test and why a lot of them got bad result, and I got the result:
The reasons
Percentage
1. I don’t understand the passage at all and this kind of exercise is unfamiliar to me.
75%
2. I spend time reading and translating the passage into Vietnamese.
60%
3. There are too many new and unfamiliar words in the passage.
63%
4. The passage is too long in comparison with the time allotted. 
65%
5. I don’t know how to answer each kind of questions.
72%
6. I try my best to identify each question, then scan and skim the passage to find out the answer.
5%
From the above table, we see that the majority of the students do not have good reading skill. Most of them feel anxious, overwhelmed when facing reading comprehension exercises containing many of the new words, and too long. Therefore, they are not only difficult for good students but also far more difficult for average and poor students who only take Periodic tests and GCSE examination.
The results of 3 classes in Tho Xuan 5 high school are not high. The proportion of under-average students is quite large:
In the school year 2015 - 2016, at Tho Xuan 5 high school, the average result of 3 English class 10 and 12 is:
Class
Class sizes
Good
(9-10)
Above average
(7-8)
Average
(5-6)
Weakness
(3-4)
Poverty
(0-2)
number
%
number
%
number
%
number
%
number
%
10C1
45
0
0
05
11
20
44.4
20
44.4
0
0
10C2
40
0
0
06
15
14
35
18
45
02
5
12A1
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
Because of the situation, I found out:
2.2.1. Reason:
* With student:
- Do not know how to learn effectively: self-learning and knowledge acquisition under the guidance of the teacher.
- There is no interest in studying subjects.
- Not to improve knowledge and skills
* For teachers:
- There are no effective teaching methods, not difficult to learn experience.
Less use of teaching materials, less lectures on information technology applications.
- There is no investment, explore the tips to teach positive, interesting for students while learning.
- There has been no investment in lesson planning, teaching aids and designing complementary activities, helping students learn positively, gaining more active knowledge and practicing memorization.
- Not able to create effective communication environment in English.
2.2.2. How to solve the problem:
* For teachers:
For students to be interested in learning English, each teacher should:
- Prepare thoroughly and thoroughly before class.
- Make a lot of investment in teaching, finding materials, images related to the topic, learning by yourself and learning from your peers to improve your level of expertise.
- Explore, learn, design a variety of activities throughout the class, including vocabulary introductions to help students find learning excitement without feeling bored, tired.
- Actively applying information technology in teaching will stimulate students.
*With student:
Always practice, practicing skills, preparing for class before class. Collect materials, pictures related to lectures and teachers.
- Actively participate in the learning process, take control of the initiative.
- Actively search for additional materials in English.
2.3. Steps in teaching effective reading skills.
2.3.1 Reading skills and types of questions commonly asked in high school English reading comprehension. [6]
2.3.1.1 Reading skills
	To ensure that students have proficient reading skills, readers need to have other skills:
	- Reading skills to find the necessary information (scanning)
	- General skimming skills for main content (skimming)
	- Predictive reading skills.
	- Unknown word guessing skills in context.
	- Skills to use the dictionary.
	We can determine that the ultimate goal of reading is to understand the text, obtain and manage the information needed for its own purposes. In order to maximize the effectiveness of reading instruction, teachers should help learners to distinguish between basic reading and the purpose of each type. There are many different views on the basic types of reading, but if based on the criteria of how to read people classified into categories as follows: [1]
2.3.1.2. Read quick to understand general ideas. (Skimming for gist).
	Is a general reading to get the main idea and grasp the main content of the paragraph and find a title that suits the content of the paragraph in a certain time.
2.3.1.3. Browse for specific information. (Scanning for specific information)
	It is a glide to get the information you need in a certain time; Is to ask questions about a specific information contained in the passage; Is the game to find information in the shortest time.
2.3.1.4. Understand the relationship between sentences and clauses. (Understading the relationship between sentences and clauses)
	Is a way of rearranging sentences or paragraphs to find elements that function in conjunction with other elements in the text. (For example, conjunctions, pronouns, does, did.); Provided from the connector for a text; Guess what is the next line from the join in a text.
2.3.1.5 Read more (Extensive reading)
	Is used for readings in the review or extra reading or through rewritten short stories suitable for the student's level.
2.3.1.6. Intensive reading
	Is types of information transfer exercises; Record the occurrence of the occurrence of the text; Answer the right question - wrong. (True-False question); Read to complement each other (Jigsaw reading). In addition to the above skills when teaching reading comprehension teachers need to take care of some other types of reading such as the ability to read aloud to pronounce words, the ability to judge to determine the main content, Context of reading, skills in using the dictionary ...
2.3.2 Common types of questions in high school English reading comprehension. [7]
	- Main idea questions
	- Detailed questions in the paragraph (detail questions)
	- Details specified in the article (stated detail questions)
	- Details not mentioned in the article (unstated detail questions)
	- Vocabulary questions
	- Inference questions.
For example: main idea questions 
This is usually the first question in reading comprehension exercises in order to test skimming and find the main point in the paragraph. So, do not go too deep into details or new words, just pay attention to the structure and the key words in the article. A paragraph can be presented in the following format:
	According to the time order, according to the Cause Effectstructure, the Definition-Example, the Comparison-Contrast structure.
	To realize the structure of the article is not difficult. We just need to pay attention to some signs. Example:
The temporal sequence often shows signs of time (at first, then, after that, etc.).
The Causal-result structure often has the sign that words: because, since, as, lead to, as a result, etc.
	Keywords in the article are often repeated or replaced by a synonym. Based on these keywords, we can infer the whole point of the text.
	Before coming to this particular example, let's find ways to recognize this type of question. There are many ways to ask questions about the main point of the paragraph.
 Example: What is the topic of the passage? (Đâu là nội dung chính của đoạn văn?) 
 What is the subject of the passage? (Đâu là nội dung chính của đoạn văn?)
 What is the main idea of the passage? (Đâu là nội dung chính của đoạn văn?)
 What is the author's main point in the passage? (Đâu là ý chính của tác giả trong đoạn văn?)
 With what is the author primarily concerned? (Tác giả đề cập chính đến vấn đề nào?)
 Which of the following would be the best title? (Đâu là tiêu đề hợp lý nhất cho đoạn văn?)
To answer this type of question, we do the following: [2]
1. Read the first line of the paragraph.
2. Find the relationship between the first lines of the paragraph.
3. Read through the remaining lines, checking whether the main idea of ​​the first line is true for the remaining lines. During the reading process pay attention to the keywords are repeated or synonyms.
4. Eliminate the wrong plan. The wrong option is the options: Can not find the information in the article, Contrary to the information mentioned in the article, Too detailed (information about time, location, specific description).
Example: [7]
Basketball was invented in 1891 by a physical education instructor in Springfield, Massachusetts, by the name of James Naismith. Because of terrible weather in winter, his physical education students were indoors rather than outdoors. They really did not like the idea of boring, repetitive exercises and preferred the excitement and challenge of a game. Naismith figured out a team sport that could be played indoors on a gymnasium floor, that involved a lot of running, that kept all team members involved, and that did not allow the tackling and physical contact of American style football.
Question: What is the topic of this passage?
A. The life of James Naismith	B. The history of sports
C. Physical education and exercise	D. The origin of basketball
To be sure about your answer, we can not help but point out the answer.
A. The life of James Naismith: cuộc đời của James Naismith
B. The history of sports: lịch sử các môn thể thao 
C. Physical education and exercise: giáo dục thể chất và thể dục 
D. The origin of basketball: Nguồn gốc môn bóng rổ
	We easily remove A because James Naismith is only referred to as the inventor of basketball, not information about his life, career. Answer B was rejected because only basketball is mentioned in the passage, there is no information about other sports so it can not be 'history of sports'. We remove the C answer because physical education information is only mentioned once in the paragraph and there is no additional support information. So the exact answer must be D: the origin of basketball. We can easily find the information that supports the answer on the founder of basketball, the time of birth, cause, and characteristics. So D is the correct answer.
	However, with the other types of questions, we follow these steps:
- Read each question and find out what parts of the text are contained in the paragraph (locate the information that answers that question in the reading).
- Read the question again to understand what the question is about.
- Read the section that contains the answer to that question.
- Read carefully the four options to find the answer closest to the content of information to answer the question (note the synonyms, the opposite).
	The above are steps for reading comprehension questions. In order to be sure of our answer, we have to go through the steps. However, with practice, we will do it faster. At first it took you two or three minutes to answer a reading question, gradually when you have mastered the skill and have enough vocabulary, you will only take 30 seconds or 1 minute to Every sentence
2.3.3 Steps in a reading comprehension lesson. [3]
In reading comprehension, the role of the teacher is only the person who gives the instruction while the student is the one who actively grasps the content. The lesson is conducted in three stages:
- A. Pre - reading (Trước khi đọc)
- B. While – reading (Trong khi đọc)
- C. Post – reading (Sau khi đọc)
	2.3.3.1. Pre - reading: (Trước khi đọc)
	In order to have a successful lesson, even in the first step of the lesson, the teacher should create a favorable atmosphere both for the psychological and the content of the next teaching activity.
	Activities that create learning atmosphere are usually very short (5-7 minutes) but extremely important. So what should we do and how can we accomplish those goals?
* Post activities.
	Open activities are designed to help students visualize the content of the topic or the context of the lesson they will read.
	To perform the activity before reading the teacher should introduce the topic of the post, using one of the following tips:
-Discuss, collect ideas, knowledge and knowledge or views on the subject of the lesson before they read about it through teaching or learning activities such as Brainstorming, Discussions....
- Predict what you are going to learn by answering questions about the content of the lesson or by ask