skkn cấp tỉnh practice of english reading comprehension skill for grade 8 students at ai thuong secondary school

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INDEX

No Table of contentPage

Current situation of English reading comprehension teachingin Ai Thuong secondary school of Ba Thuoc dictrict

General situationCurrent situation

Evaluation of the current situation

2.3.12.3.2

Some solutions and organization of an effective teaching session

Making lesson plan for a reading session

Providing a good reading comprehension teaching progress

Appraisal

For total quality

For total excellent:

For infrastructureFor upper leaderFor School

Danh mục SKKN đã được hội đồng SKKN ngành Giáo Dục vàđào tạo Huyện , Tỉnh xếp loại C trở lên

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1- INTRODUCTION

1.1. The reason for choosing the topic

English, which is used in various fields, is a language of great importanceand popularity all over the world. With the orientation of global integration,Vietnam has developed its potentials of all areas. Therefore, communicationhas become an effective tool with a prerequisite strength. In addition to themother tongue, English has been considered by Vietnamese as the secondcommunication language and an official subject in schools, even Primaryschools. The introduction of English in schools is necessary and proper,creating conditions for student to learn and research at a higher level later. Itcontributes to the education of younger generation to become comprehensivehuman of both qualified quality knowledge. English learners have theopportunity to learn and access to various attractive and long-standing culturesof countries over the world. Nowadays, once English has confirmed its role andimportance, improving the quality of teaching and learning is the mostsignificant issue. Book replacement program with litany of English teachingand learning methods has come up with an emerging question “How to helpstudents gain all the knowledge and utilize skillfully?”As we may know,English is simply one of school subjects. However, to use the languageskillfully, learner should practice the four basic skills including listening,speaking, reading and writing. Among the four skills, listening and speakingare considered the main purpose of teaching and learning a foreign language, inwhich speaking is practiced via listening and writing is practiced via reading.Reading is one of the basic skills, to which attention is paid during foreignlanguage teaching and learning because of is determining role in evaluatingwhether learner understands the lesson or not. At Grade 8 is the more difficultrequirements on reading skill are. In addition, lessons in curriculum for Grade 9is usually longer with a large number of vocabularies, which is difficult forstudents to learn and for teacher to prepare lesson plans. Therefore, teacherwithout a good teaching method shall not be able to complete all contents of thelesson. To meet these practical requirements, each teacher should find himself aoptimum teaching method which is suitable to specific student so as to arrive tohigh learning results. It is this issue as well as purpose that each teacher keepsconcerning. Moreover, the improvements of teaching method and curriculumare always of great concern of education sectors. Teachers are alwaysencouraged to give innovative teaching and learning methods, good andpractical experience innitatives, and improved teaching tools and materials.

Above are the reasons why this topic is selected : “Practice of English ReadingComprehension Skill for grade 8 students at Ai Thuong secondary school”.

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1.2. The purpose of research

Helping students at Ai Thuong secondary school practice of English

Reading Comprehension Skill better.

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2. CONTENTS OF THE INITIATIVE EXPERIENCE 2.1. Rationale of the initiative experience

According to opinions of experts, English teacher should pay attention tofactors determining the success of teaching reading and comprehensionreading. These factors includes students’ attention concentration ability,instruction reading comprehension ability, ability to read themselves and withothers, ability to make relationship with classmates, and ability to recognizeideas of pictures. These abilities can be achieved through reading practiceactivities. Rapid or slow results depend upon the basic knowledge that thestudents have gained in learning their mother tongue and their agility inaudiovisual ability. In addition, the other factor that affects the study of readingof students is their uneven perception. Therefore, students need to be carefullyinstructed in reading texts so as to enhance their attention to the topic of thetext. Many students are afraid of long text with full of new vocabularies. Ingeneral, students have the habit of reading and try to understand word by wordinstead of the overview of the text. In other words, students tend to decodewords of a new language while restricting their attention to the meaning of thewhole text.

Ability to infer, speak and understand various definitions, such as word,phrase, sentence and other concepts, strongly impact the success of initialreading learning. Level of comprehension depends on ability and quality ofEnglish learners.

Teaching a foreign language in general and English in particular is not toprovide students with knowledge but the ability to communicate with thelanguage. Comminication skills of students are expressed through skillsincluding listening, speaking, reading and writing. English reading skill is builtup in a course of learning and practicing in English environment. In addition toEnglish studying at school, students have to practice reading in different forms.Reading skill is the ability to utilize language knowledge into readingcomprehension in English.

* Basic factors directly affecting success of a teaching session

+ Teach in an inspiring and charismatic manner to attract attention ofstudents.

b- Reading technicques

Reading technicques are determined by content of the lesson; in other

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words, it is the lesson content that dominates the selection and utilization ofreading comprehension teaching teachniques. Each teaching technique issuitable for specific lesson, such as grammar, speaking or writing class. Inteaching a foreign language so as to help student effectively develop theirreading skills, basic types of reading which have been used popularly should bedistinguished.

+ Reading aloud and silent reading

+ Intensive reading and extensive reading * Reading aloud and silent reading

There are two forms of reading include reading aloud and silent reading. - To convey information written by other people such as newspaper andbulletines or to help student practice pronunciation, stress, tone and readingskills, we read aloud.

- To understand and find information, we usually read silently, whichmeans we look at the text and recognize information into our mind without thenecessity to read aload but the effectiveness remains.

In teaching a foreign language, reading aloud has little impact on thedevelopment of student’s reading comprehension skill.

* Intensive reading and extensive reading+ Type 1: Reading for pleasure

+ Type 2: Scanning for specific information+ Type 3: Skimming for main ideas

+ Type 4: Reading for detail information+ Type 5: Reading for study

In the past years, intensive reading was mainly taught in reading lessonto provide linguishtic material and language practice while the other three typesof reading were still limited.

Reading skill: there are two main types of reading texts used in teachinga foreign languge, which are reading text for language teaching and the otherfor reading comprehension teaching.

In the past years, reading comprehension teaching used to be restrictedwith the following basic skills.

- Recognizing type-face and meaning of studied words through speaking.- Reading and understanding studied sentences and chains of spokensentences of all types of lesson.

The above- mentioned skills are insufficient for students to acquireskillful reading comprehension skills.

While reading, other skills should be paid attention to by reader, such as + Predicting skill before and while reading

+ Guessing meaning from context

c- Teaching measures and tools for reading comprehension teaching

Picture as a visual aid for foreign language in general and Englishteaching in particular has been considered the main measure of text book. Forall lesson units in the new text book, contents of the lesson are recorded incassette tapes and CDs while only reading practice exercises are printed in text

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book. To well practice these reading exercises, learner should listen to lessoncontent with cassette tapes or CDs. In addition, teaching equipment is also anactive measure in renovating teaching method so as to promote learningmotivation and inspiration.

* Equipment required:- Cassette tape recorder.

- Voice recorder to record reading and listening lessons under text book. - Pictures demonstrating content of the lesson in text book.

- Pictures and other teaching tools created by teacher.

d- Student

In the relationship between teaching and learning method, teacher playsthe role of organizer and instructor while students acquire knowledge by theirown acts under the control of teacher.

To give a good lesson session, students should have necessary skillrequired for English reading comprehension.

2.2. Current situation of English reading comprehension teaching inAi Thuong secondary school of Ba Thuoc dictrict

2.2.1- General situation

Ai Thuong Secondary School is a school which belongs to Ba Thuocdistrict ,with 9 classes and the employees staff is 20 which includes 16secondary teachers and a teacher of English. Although our school is facing a lotof difficulties but the school always strives the movement of good teaching -good learning , the movement for improving the quality of education, thefacilities for teaching, learning are more be applied fully.

Especially the English subject. This is an important subject decides quality

comprehensive education of the school. In recent years competitionachievements of gifted students at district level, the school always has studentswinner. Get it is because the school has the physical infrastructure investment.

2.2.2- Current situation

a- Current situation of teacher

The crew of teachers is young, dynamic, creative and enthusiastic inteaching. Over the recent years, English teaching in lower secondary schoolhave changed in a positive orientation for student’s learning.

For some teachers, the investment in teaching is limited due to home issues. b- Current situation of students

For reading exercises, students tend to utilize skimming method to solvethe question below. Such reading text will easily be forgotten by students if theteacher is not creative and does not invest in his lesson plan. In addition,students usually have passive habit and copy knowledge down their notebook.Most of the students do not have the active habit of searching and exploring thelesson unless they are assigned. Even when assigned to complete the exercise,they feel confused solving problem. The students have no need of expressingtheir thoughts, affection, hobby and specialty publicly. Advance lessonpreparation is limited and the habit of waiting to receive knowledge fromteacher remains. For emerging problems, students wait for explanation from

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their teacher.

As a secondary school belongs to a mountainous district, spirit is weak,many traditions are backward, less exchange exposure. Thus the majority ofparents of students less interested in the education of children mainly mercyonly for school education and some also have a Vietnamese perspective is alsonot all learn how to learn English. Some want attention, but the level is stillinadequate, unreasonable method. So there are many lazy students .

- Students at Ai Thuong secondary school are mostly ethnic students. So, usinga new language they still influence national language system especiallypronunciation. Furthermore lazy students, dropouts, leaving still more popular

2.2.3- Evaluation of the current situation

a- Strong point

In spite of objective and subjective conditions directly affecting teaching,we have overcome immediate difficulties and step by step improved quality ofEnglish reading lesson so as to meet the aims of textbook curriculum.

- Create many teaching materials in accordance with content of learning

lessons; therefore, the sessons become vivid and attractive with high effectiveness.

- Utilize and operate modern teaching equipment in reading lesson, suchas cassette tape, DVD, cassette recorder, video reader and multi-purposeprojector.

* Student

- Gradually get familiar with reading subject (technique).

- Students are able to read and recognize content of the whole reading text. - Most of the students are able of reading texts with simple content andcomplete tasks and exercise assigned by teacher after silent reading and aloudreading.

- Some students have gained learning skills and tactics.

b- Weak point (Remainings)

* Teachers

It is still difficult for some teachers to implement teaching manipulationand technique in reading lesson as well as to select suitable techniques forspecific teaching lesson and session. They still hesitate to or unskillfuly utilizeteaching materials for reading lessons, such as cassette reader anddemonstrating pictures. For other teachers, investment in lesson prepration isstill limited due to private issues. In addition, they are afraid of creating anoisy, time-consuming and costly teaching session. The instruction of studyingat home is not suitable for specific student, which makes the teaching session isnot effective.

* Students

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- Students are lack of motivation for English reading comprehension. - Many students do not have many opportunities to study and accessmass media information via which they can listen and read English.

- Some hesitate to read and speak in English or are afraid of makingmistake.

- Students are not familiar with English reading and speaking speed inthe tape or disk.

- They remain passive habit; during team work they rely on othermember.

- Words are produced timidly. Many students have not found their ownEnglish learning method. Many others are not interested in reading books. Therefore, in organizing activities, teacher should pay attention to avoidstudent’s negative responds. If this happens, teacher shall promptly correct andencourage as well as reward students so as to achieve positive respond.

c- Teaching measures and tools

- Teaching measures and tools are insufficient. Some are not equipped,such as pictures and projector.

d- Specific investigation

During my teaching process, I have been in charge of class 8B and grade9. With the aims of studying the current situation of student’s English learningas 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 thecurrent situation of English learning of my students. Findings of theinvestigation indicated that most of the students do not soudly understandvocabulary and their English reading and communication skills are still limited.To achieve the above-mentioned objectives, students should be trained all thefour skills including listening, speaking, reading and writing during theirEnglish learning. However, English curriculum at secondary school levelconcentrates on the two basic skills only, which are speaking and writing. Theother two skills have not gained much attention ; therefore, student’s learningperformance is not high.

This issue is indicated by learning performance of students in previousyears and findings of the survey on student quality conducted in some classesin terms of English subject early last school-year (2022-2023).

Totalnumber of

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2.3. Some solutions and organization of an effective teaching session2.3.1. Making lesson plan for a reading session

- Study purpose and requirement of the session.

Purpose and requirements of the session is the target that both teacher andstudent have to reach after the lesson. For usual teaching session, purpose andrequirements are the practice and development of skills including listening,speaking, reading and writing of students (in which reading is the mostimportant skill). Finishing reading part and understanding main content of thereading text, students complete some language requirements or exercises. - Select and coordinate teading techniques flexibly and in accordancewith content of specific lesson.

The selection of reading teachniques is determined basing content of the lesson,students characteristics, strong points and weak points, acquired knowledge andskills. Questions in exercise are ordered from easy to difficult level. Exercisesfor weak, fairly good, good and excellent students shall be separated.

- Time should be organized logically for the session and specific phasesduring the reading lesson, which include

+ Pre - Reading phase+ While - Reading phase+ Post - Reading phase

Teaching techniques are selected to be suitable with each phase.Utilization of teaching measures and tools for a reading lesson. - Utilization of cassette reader.

+ Before the lesson, good cassette reader, clear cassette tape, sparebattery in case of power off should be prepared.

+ Safety should be ensured during manipulation.

+ Students are absolutely not allowed to use the equipment withoutinstruction.

+ Necessity, effectiveness and timing for each step should be considered.- Utilization of demonstrating picture.

+ Visual chanel in textbook: one of the strength of the innovativetextbook composed under the new curriculum is its various demonstratinpictures. However, it is the maximum utilization of these pictures to helpstudent understand the lesson that needs to be paid attention to.

+ Other type of demonstrating picture: (handmade or collected) picturesto introduce and practice new lesson is a must. Requirement on highaestheticism is not necessary but the pictures should be practical and close to

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lesson content. If these pictures are unaffordable, textbook illustrations can bezoomed and utilized as a visual aid.

- A suitable and logical lesson plan shall be prepared. Activities ofteacher and students, timing, requirements of each exercise and student’sanswer options should be cleary set up.

- Teaching methods should be exchanged and discussed. Teacherssuggest forms of reading comprehension for each reading lesson.

Effectiveness of a reading session shall be promoted if teaching methods arediscussed among colleagues in advance. This does not bring high qualityperformance to reading lessons but other skills.

+ Comprehension questions:

For this type of exercise, students should read the reading text to getinformation and then answer questions. These exercises are often introduced intextbook with various forms.

- Yes/No questions (Answer the questions with Yes or No)- Wh – questions.

+ True – False statements:

For this type of exercise, students read a passage to get information andfind sentences indicating whether the statements are true or false. Teacher mayuse supplement board to provide students with additional information and askthem to guess right/wrong before reading. Finish checking student’s guessing,teacher request students to quote their answer from the text and may ask themto correct the wrong sentence.

+ Reoder sentences:

For this type of exercise, students should read a passage to understandits content and reorder statements in wrong order in the exercise below so as tocreate a logical passage.

+ Make summaries:

After reading to get information, students summarize content of thereading text.

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skkn cấp tỉnh practice of english reading comprehension skill for grade 8 students at ai thuong secondary school

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