SKKN tiếng anh: Practicing Reading Skills effectively for the 8th students in Nga Thuy Secondary School

A. BACK GROUND.
I. WHY CHOOSE THE TOPICS.
Today, the English affirming the role and importanceof it in school, then
raising the quality of teaching is the most important issue.
The reform program is applied, a series of problems for English teaching
method arise. The question is: How student can comprehend the whole
knowledge and use it completely?
Learning English is simply learning the language. Want to be fluent in the
language, the school must practice four basic skills: Listening - Speaking Reading - Writing. In particular, the role of speaking roles alternating decision
learners understand or just read your article content. As early as 6th grade,
school organisms have been acquainted with readings stopped short, easy to
understand. The program has been a higher, more reading skills are required to
exercise stricter. If teachers do not have good teaching methods, not all the
contents of the unit. On the other hand, the content of lessons and new words are
often long, daunting for students.
To meet the requirements of fact, every teacher needs to find an optimal method,
in accordance with the actual situation and to each subject students.
As a teacher direct teaching of English, with a desire to bring his
knowledge to impart to them, and find ways for their own teaching I strongly
contribute to the Scientific Council educational theme this year: "Practicing
Reading Skills effectively for the 8th students in Nga Thuy Secondary
School"
II. RESEARCH PURPOSES.
The purpose of this research topic is to understand the importance of
reading skills in English. From the state of the teaching of reading in English in
junior high school, finding a positive teaching methods suitable for each article,
each subject students
III. STUDY TASK:
- Study of the theoretical basis to teach reading skills in English.
- Research and practical basis of teaching reading skills in English in
junior high school. Since it can be compared with the results obtained after

applying the new method.
- Draw some useful lessons after study
IV. SUBJECTS AND SCOPE OF THE STUDY:
Since time is limited in this topic applies only method I teach reading skills
in the subject 8th grade students in Nga Thuy junior high school.
V. METHODS.
To accomplish this experience initiatives, with the help of colleagues and
students in the school, I used the following methods:
+ Read the literature related issues
+ Using a meta-analysis of the problem.
+ Using surveys, opinion
+ Pedagogy.
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B. PROBLEM SOLVING.
I. Rationale
1.The importance of teaching reading skills
Reading is a very important skill necessary for language teaching and
learning at the classroom level. In foreign language classes students to grasp
information, to check the data, to find answers to questions or clarify an issue
that ... .. if not, the student will read difficult to acquire and memorize the data
and long-term information.
In everyday life, the student store a lot of information through the
teaching of writing from learning from books in the field to read the information
for advertising and marketing, manual machinery, equipment, communication
news through newspapers, television ... .. Literacy means that learners are
trained to recognize the typeface and the meaning of the information being read.
Vietnamese people learn to read English has many advantages over some
other ethnic groups such as Chinese, Thai, Russian, Arabic ...... because the

writing systems of the Vietnamese and English are similar, Chie some very at
different alphabet Z, W, J .... depending on the purpose of the lesson, the teacher
can teach and learn in a different way:
-The reader turns reading (usually applied in the class started school and
for young people)
- The teacher read, students trace paintings, books.
- Students read silently.
In the beginner class in English, students must be familiar with the
combination of letters in the new writing system and based on information
available to understand the meaning of a word, phrase, clause, and sentence
English.
The reading aloud a sentence or an English essay is a difficult task for
Vietnam because English people can not spell as Vietnamese. In addition there
are many other factors affect the reading aloud as stress, rhythm and intonation
because these factors can affect the expression of the meaning of words and
sentences.
In foreign language classes, reading activities are usually organized to
reinforce the earlier practice activities such as listening and speaking activities
such.
The reading in class under the old method is often "forced" because often
the teacher to student assignments done. To teach reading effectively and more
communicative, teachers need preparation phase and make the students feel the
need to read.
The readings should be accurate linguistic richness and diversity of genres,
with relevant content and enriching life experiences of students, inspire. To be
boring to read khongg instructions perform the exercises note reading instruction

2

emphasizing techniques taught to read and discuss the expansion of the lesson
topic.
- In the 8th grade program, according to the standard knowledge and
skills, the students have the ability to use the knowledge learned within the
program to read and understand the contents of the detailed content of the text
length approximately 110-140 from around the topics included in the program.
2. A number of factors affect the teaching.
According to some experts, such as Colvin & Root (1981); Haveuvson &
Hayne (1982); MeGee (1977); Thornis (1970) ... .. Teachers need to pay
attention to the factors that affect the success of the teaching for the beginner as:
- The ability to focus the students in a minimum time.
- Ability to read and understand the instructions.
- Ability to read and familiarize yourself with others.
- Ability to relate with people from the readers.
- Ability to highlight each item in the picture.
- Ability to read from left to right and from top to bottom.
- Ability to organize classification (same / different)
- Ability to show the skills of motor function as ingenuity, clumsy.
- The ability to track a long line of print.
- Ability to distinguish from left to right and from top to bottom.
- Ability to understand and shape of symbols
- The ability to monitor the expression through gestures, facial expressions,
body.
- The ability to realize the idea by illustrating a real character somehow.
- Ability to recognize the sound symbols and images.
- Ability to recognize that words can be written.
- The ability to identify and question the assertion that students hear.
- Ability to recognize and speak basic intonation patterns
- Ability to recognize meaningful objects from two-dimensional to show
(books, paintings, paper printed with letters ....)

These capabilities can be achieved through the practice of reading and
writing activities that students perform. The results quickly or slowly depending
on the background knowledge that students have prior learning the native
language, health and astute in their ability to see and hear.
There are also eight other factors affecting language learning of students
such as: - Students do not have a secondary level of education given often have
difficulty in moving and generalized knowledge. Therefore they should be
thoroughly instructed in reading the printed page so that can increase the interest
in the printed page.
Cavity students often do not respond positively to print multiple pages
thick.

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- Students tend to focus efforts on the decoding of words in a new
language, while the limited attention to the interpretation of texts.
- Teachers can anticipate that students will be difficult to read and
understand texts if all documents are not familiar with them.
Experience of students say is used to decode texts vary according to age
and life experience contempt of hungry students with learning languages.
- Reasoning ability, speech and understanding of concepts such as words,
phrases, sentences, sounds and other concepts have a positive impact on the
success of the initial study viech.
- The level of understanding of the types of documents depending on the
age and experience of the students to the culture of the ethnic languages are
learned.
Students wishing to learn a foreign language in the explanation related to
the metaphor of writing, idioms and cultural information about the languages of
ethnic groups have been read more than the biological mother his tongue

I. STATE OF THE PROBLEM
1. Situation of English teaching reading skills in junior high school.
a, To the students.
Although English has become the official subjects in school. But
promoting its benefits have not been much interest. Partly because of the limited
facilities and training equipment, but mostly due to low quality of teaching, she
attracted the amorous student learning. That is evident in the teaching hours.
Students seek to evade having to read a long essay with these words from the
new dense. On the other hand, most students are only interested in the meaning
of the word without an insight into the reading. Results you can not fully answer
the question about the lesson. The quality of teaching so that dropped, do not
meet the proposed program.
b, For the teacher.
Besides, the role of the teacher can not help but mention. The quality of
teaching has improved, teaching methods have changed to suit each lesson, each
student audience. In the program the old textbooks, reading skills are trained
simultaneously with listening skills - verbal and written. From the new structure
and new in each reading is often little or familiar topics students have to know
the past, teachers set high just ask and ask students to answer styled force. After
the program is compiled in English, reading skills is a separate exercise, the
innovative teaching methods are focused stretcher and forced to comply. Many
new topics mentioned, the number of words and many more. Students feel
overwhelmed, so that the old method is no longer appropriate. Therefore, in this
teacher took the leading role. Teach how to fit the requirements dapp fact, while
improving the quality of their learning. Effective measures to solve the problems
arising are also the practical methods to be applied effectively in a reading
lesson.
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III. HOW TO MEASURE AND IMPLEMENTATION
1. The process of teaching reading skills.
In teaching practice can share teaching reading to do the following stages:
a. (Pre - reading)
In this phase the teacher should introduce general topics about to read, use
data related to students' lived experience through a number of activities such as:
Ask questions before and help students predict internal content of the lesson. If
the unit is a dialogue, the teacher might say to the venue conversation, the
number of participants and, if possible, about the relationship between people
(family, friends, acquaintances ... ).
If is an excerpt from a short story, the teacher can give a student a few
points to the main event before.
In some textbooks often in pictures with the unit. Teachers should use
those pictures to the attention of students in reading content by helping them
anticipate ideas and language will be shown in the article. Typically, teachers
just mentioned a few sentences suggest at this stage. These questions represent
the basic structure of the lesson and the means to help students anticipate lesson
content structure, which will be transformed into the text reading more naturally.
Sometimes, teachers can ask students to skim through the article to have some
general idea about the information in the text. By some such activities, teachers
can inspire "want to read" and is for students interested in the topic is about
learning.
Activities in this phase may vary according to the actual situation of the
school and student performance. The teacher can make one or two activities in
this period.
For example: English 8 Unit 9: A first- Aird course
Teacher: You are going to read a text about fist - aid. Look at the pictures (Show
the illustrative pictures on the board)
Can you guess what happened to the people in cases in picture? What do
you call these cases in English?

Can you give first – aid instructions for cach case? If not, ask your teacher
to explain it to you then have a class dicussion a bout it.
Example2:
English
8
Unit
10:
recyle
Lesson:
Read
1. Teacher: You are going to read a text a bout recycling. Imagine that
there are milions of throwing tons of rubbish in our environment each day.
How can the damage to our lives if not to be recycled?
What kinds of rubbish can we recycled?
What kinds of rubbish can we reuse or reduce?
The following words may help you: Car tires, bottles, glass, drink cans,
compost, refill, break up, melt. Use dictionary or ask your teacher about the new
words.
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2. Students mark right / wrong information given to each
a. Nha Trang is the seaside resort.
b. Dalat is recognized as a world Heritage Site by Unesco
c.You can visit tribal villages in Sapa.
d. There are flights from Da Lat to Ha noi everyday.
e. Ha Long Bay is known as the city of Enternal spring
(English 8 – Unit 11: Traveling around Viet Nam)
3. Students from the appropriate diagnosis and fill in the blanks in the text
Example English 8 – unit 4: Our Past

Little Peas father is ............... After his wife ............ He married again.
The step mother was very ........... toLittle Pea. She had to do chores all day. Her
father was very upset. He soon ........ of a broken heart. In the fall, the village
little Pea didn’t have new clothes. A fairy appcared and magically changed Little
Pea’s rags into ........ As running to the festival, the dropped her ......... The prince
found her shoe and wanted to ............... her.
4. Students give a discussion and personal opinion essay
Example: You are going to read a text about the way learning language. Look at the
pictrures. How do you people learn language? Which is the best way to learn
language?.
5. Predict the meaning of a word or definition of the word in the dictionary
Example: (When teaching more 57 - Unit 9 - A First - aids course - English 8) Teachers can apply to all Bingo tips:
- Ask Ss to give nouns for emergencies which require first – aid and write
them on the board ( burn , cut , beesting , snake bite , fainting , shock , nose
bleed )
- Have Ss choose 4 any 4 words on the board and write them down on a piece of
paper
- Call out the words until someone has ticked all the four words and shouts “Bingo”
6. Teachers can organize games (using words related to the lesson style
Bingo, Questionares, ....)
Example: (When teaching more narrow-minded 68. Unit 11. Traveling around
Viet Nam - English 8) - Teachers can apply to all Wordsquare tips
Tourist sites
A
D
D
Y
R
E
S

O
R
T
D
C
A
T
G
B
E
A
C
H
K
N
L
R
Y
S
A
P
A
E
B
U
A
I
M
K
S

A
P
C
A
H
T
B
V
B
I
P
J
I
C
A
V
E
S
L
D
K
I
T
H
L
N
L
A
K
E

C
T
A
M
O
U
N
T
A
I
N
R
D
A
N
H
A
T
R
A
N
G
E
A
G
G
E
F
G
X

C
U
L
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*Answer Key :
resort , beach , Sa Pa , caves , lakes
mountains , Nha Trang
Bach Ma , Ha Long , Da lat , Tribe
Seaside , The citadel
Example: (When teaching period 86 - Unit 14. Wonders of the World - English
8) - Teachers can apply to all tips Brainstorming:
Teacher asks students tell in front of the class the wonders of the world they
have known
The wonders of the world
The Hanging Garden of Babylon/ Iraq
The Statue of Zeus/ Greece
Angkor Wat/ Cambodia
The Taij Mahal/ India
The Lighthouse Alexandria
The Statue of Jupiter/ Greece
The Actimitst's temple/ Turkey
The Statue of Apollon/ Greece
Example: (When teaching period 51 - Unit 8 Celebrations - English 9) Teachers can apply to all Matching tips:
Teacher ask students: How do you know about the festivals in Vietnam around
the year? Can you tell me and whole class ?
Teacher gives the names of the festival and ask Ss to work in groups to match
Celebration
Date

1.Lunar New Year
a.. 8.3
2. Valentine,s Day

b. 14.2

3. International Women,s Day

c.1.5

4. April Fool,s Day

d.1.4

5.Victory Day

e.30.4

6. May Day

f.1.1

7. Mid Fall Festival

g.15.8

8. Teacher's Day

h.22.12

9 . People,s Army founding anniversary

i.20.11

10. Christmas

j. 24.12
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- Give feedback
=> Lead in the new lesson .
b. While – reading
In this process, the operation was organized to help students practice
reading comprehension skills; some other reading skills are combined in
fostering reading comprehension skills.
These skills are often used in this phase is focused reading and reading
expansion. Read focus means that the reader must understand all Gida can read
and return to answer detailed questions about words, language and ideas
expressed through literature.
Read expansion means that students understand an overview of all
documents that do not need to understand every word or every attention. The
focus will help familiarize students with better expansion. At the same time,
extended reading also helps students become more confident when exposed to
the text correctly.
For a long reading, teachers can apply extended reading in a few paragraphs
and read to students focusing on other segments. If you let students read essays
focus too long they will lose interest and will not have enough time to practice
reading skills rapidly.
Readings in old textbooks often prepared, selective and restricted to

students of language, reading concentration is applied in the new textbooks,
readings form a rich, diverse and accurate. With extended reading, students will
feel even though the language proficiency of students is limited, you can still get
an overview of what information through language is used in real life.
In large classes should be limited to the students read aloud texts for
reading so difficult for them. Article text available from which many students do
not know how to pronounce; the conversation may require an understanding of
the structure, special intonation that students do not know. Reading a post office
would not be prepared to make students read are fully natural, hesitantly, or
mispronounce affect other students. While reading aloud students will focus on
more pronounced part is the meaning of the text. Thus, students can read wellknown but little understood or even did not understand what was read.
First, the teacher read the whole essay or audio tape for students to hear read by
a native speaker, then the teacher for students to read silently. The teacher will
help the individual having difficulty reading. The students read aloud texts
should be prepared in advance so do not waste time reading and less effective.
Teachers need to be taught how to read detachable. In the teaching of reading to
expand and form a proper read silently but highly effective. Teachers limited
time and then read some questions to check comprehension level of the student.
Much of the literature discourse, discussion is written to read silently, only the
genres of poetry, rhyme and new dialogue was written to read aloud. So teachers
should depend genre that teaches readers how to apply. where students read
aloud, should be prepared in advance and make changes in a number of ways:
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1. For the beginner class, the teacher read the sample, the class repeat each
sentence.
2. In each class there is a low level, in addition to repeated teachers,
students may repeat audio tape. The audio tape repeat repeat often more difficult
for voice teachers in ice typically more difficult to hear the teacher's voice.

3. The teacher read a passage, then we read the whole class lessons.
4. A student read each question according to the teacher.
5. Classes are divided into groups of two or more people. Each group will
prepare a piece, then take a representative of the group will read a passage. In
the case of reading a conversation, the group will prepare and cast. Teachers can
discuss with the group difficulty in pronunciation (stress, rhythm and
intonation). Then a certain group will be selected to play a role for the class
monitor.
While reading instruction, teachers will raise a number of questions to
guide students to read and understand the information content of the post, and
also to measure the level of students, from which teachers can explain more
about the details unclear. So the content of the questions should draw the
attention of students to the main idea of the article, and help students understand
the meaning of texts. Do not ask questions too long and too hard to puzzle
students, which raised the question briefly because the main goal is to help
students with reading comprehension.
Teachers should encourage and organizations that participate in class
activities answer the question. Then guide the students to distinguish the correct
answer - wrong.
In this stage, the teacher can organize a class action group - two or more
than two to discuss the answers. In this way, all students must participate in
class activities and answer this activity students will have the opportunity to
work together, discuss and help each other.
Forms answer can be said or written. The answer says it will take less time
and be more teachers apply. But in a crowded classroom, teachers face many
difficulties in controlling all the students have understood all true or not.
Forms written answers will help students have more time to think, easily
organize and check, use of terms are effective in large class. But this method
takes more time. Teachers should encourage students to write short answers for
the purpose of this exercise chie form to check the level of reading

comprehension.
Some of the activities in this phase may include:
1. Question - Answer
2. Read and fill in the blank information in a table
For example: English 8 - Unit 13: Festivals Lesson: Reading.
Christmas is an imfortant festival in many countries around the world.
There are four things which are special in christmas eve. Use the information in
the reading to complete the table.
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Christmas Specials

Place of orgin

Date

Riga
Mid – 19 th century
Christmas carols
USA
3. Read and arrange competitive in the order described in the text or
arranged in order of the words guide the steps in a process of experimentation,
manipulation prepare an electronic device ... ..
For example: English 8 - Unit 10: Lesson: Focus language.
Here are instruction, to recycle glass. Read the instructions.put the pictrues in
the correct order.
a. Break the class in to small pieces.
b. Then wash the glass with a detergent liquid.
c. Dry the class picces completely.

d. Mix them with centain specfic chemicals.
e. Melt the mixture until it become a liquid.
f. use a long pipe, dip it into the liquid, then blow the liquid into intended
shapes.
4. Read and record the information under another form. Read summarize the
main idea sentence reading ....
Example: (When teaching more narrow-minded 68. Unit 11. Traveling around
Viet Nam - English 8) - Teachers can apply to all Matching tips:
- Put the poster on the board and ask Ss to match the words or phrases in
Column A to column B
A
B
1. Nha Trang
a. tribal villages , mountain climbing
2. Da lat
b. The place where President Ho Chi Minh left Viet Nam
3. Sa Pa
in 1911.
4. Ha long Bay
c. Swimming and sunbathing .
5. Nha Rong
d. Oceanic Institute
Harbor
e. Flower gardens .
- Ask Ss to go to the board and draw the lines to connect the words .
Example: (When teaching period 57. Unit 9. A First- aid course - English 8) Teachers can apply Complete the table / grid at all:- Draw the grid on the board .
- Ask Ss to read the instructions again and fill the information .
- Call on some Ss to the board to write their answers
- Give feedback

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Cases
Fainting

Do
- Leave the patient lying
flat .
- Elevate the patients, feet
or lower his / her head .
- Give him / her a cup of
tea when he / she revives

Shock

Don,t
- Do not force him / her to sit or
stand .
- Do not overheat the victim with
blankets or coat
- Do not give the victim any food or
drink or drug .

- Cool the burn
immediately to minimize
the tissue damage .
- Put the affected part
under a running cold tap
- Ease the pain with ice

or cold water packs .
Burns
- Cover the burned area
with a thick sterile
dressing .
- Have Ss copy the grid in their notebooks .
c. The strengthening exercises (Post - reading).
Activities and tips after reading assignments are required to have a
general understanding of all readings, the actual contact, metabolic information
content and knowledge gained from reading, thereby Practice practice using the
language learned. The procedure may be:
- Summarize the text.
- Arrange the events in order
- Give the title of the reading text
- Role play
- Recall
- Comprehention questions
- Listen and draw
- Rewrite the stories from jumbled sentence/words/vidual cues
Example: (When teaching more 10 Unit 2. Making arrangements - English 8) Teachers can apply tips Arrange the events in order and write it up at all:
Ask Ss to look at the exercise and read the events of Bell,s life , then put them in
the correct order .
- Have them compare with their partners
- Call on some Ss to read their answers aloud .
- Corrects and give feedback
= > Alexander Graham Bell
1. – d Was born in Scotland
11

2. – e went to live in Canada
3. – a went to live in the USA
4. – g worked with people who could neither speak nor hear
5. – h worked with Thomas Watson
6. – f successfully demonstrate his invention
7. – b invented the telephone .
- Call on some Ss to read all the correct order sentences aloud .
* Write it up :
- Get Ss to write a paragraph about Bell,s life , using the information from the
text .
- Call on some Ss to demonstrate their writings in front of class .
- Correct mistakes if any and give Suggestions .
Example: (When teaching Unit 13- 80- information Festival - English 8) Teachers can apply Reporting on all tips:
- Base on your knowledge about Christmas, tell something about it
Ex: On Christmas people often decorate a tree and they send cards to relatives
and friends......
- Answer a few questions related to the experience, opinions, emotions,
attitudes of individuals or attached to explain why.
For example: English 8 Unit 5: Study Habits - Lesson: Read
After finishing the article, teachers may raise some questions about vocabulary
learning experience of the students and ask them to answer:
- Do you often do learn words in one way?
- Do you have any other better ways to learn words?
- In your opinion, what is the way to learn word?
- Write a summary, critique based on the information of the reading
III. EXAMPLE ONE MORE SPECIFIC TRAINING
UNIT 13:
FESTIVALS
Period: 84
Lesson 3:

Read
A / The aims :
I . Teaching points : By the end of the lesson , Ss will be able to form the
passive in the Present Simple
II. Teaching aids : Textbooks , poster , cassette , CD, lesson plan,word square
chart . pictures , drawing .
B/ Steps of the lesson:
I. Organization: - Greeting and checking attendance.
II. Checking up :
- Asks Ss to go to the board to retell the main structure grammar of last lesson.
-T corrects and give them marks.
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III. New lesson:
** Chatting :
1. When is Christmas held every year ?
(December 24th )
2. Do you celebrate Christmas ?
*. Vocabulary
- spread (v) (spread -spread) :
- design (v)
- perform (v) performance (n)
- The patron saint (n)
- a Carol (n)
- Jolly (adj) = happy and cheerful (adj)
* Checking up: Matching.
* Read : P.124-125
* True/ Fasle statements :
1. Christmas is an important festival in every country

in the world
2. The custom of decorating a tree first appeared in
Europe
3. The leaders of the church were unhappy with
Christmas carols when they were first ferformed
4. Sending Christmas cards was an American's idea
-> Key :
1. F (not every but many countries in the world)
2. T
3. T
4. F (an Englishman's)
* Complete the grid : (Read 2 P.126)
Christmas
Place of
Date
specials
origin
The Christmas
Riga
early 1500s
tree
The Christmas
England
mid 19th
card
century
Christmas
no
800 years
carol

informatio
ago
n
Santa Claus
USA
1823
* Comprehension questions: (Read 2 P.126)
->Key :
a. More than a century ago
b. He wanted to send Christmas greetings to his friends
c. 800 years ago
d. An American professor named Clement Clarke Moore
e. On the description of Sain Nicholas in frofessor
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Whole class
Team work
Teacher – Ss
Individual
-Copy down new
words.
- Listen and repeat in
chorus.
Individual
Pair work
Ss to work in pairs
and give their answers
- Make a dialogue.
- Work in pairs
- Some pairs practice

each exchange before
going on to another
exchange .
Teacher –Ss
Ss to work in pairs ,
replacing the
information with the
words in the dictation
list

Pair work
Ss to open their books
and complete the
notes.
Individual


Moore's poem
* Reporting :
Some Ss Retell the
Eg: On Christmas people often decorate a tree and main points of this
they send cards to relatives and friends…
lesson.
* Write it up :
* Consolidation:
- Retell the main points of this lesson.
* Homeworks :
- Learn by heart vocabulary
- Let students do the exercises in the workbook
- Prepare well for the next period

Copy down
homeworks

IV.Results
After a period of application of the new methods of teaching, I found that
students who are proactive, positive and confident in school. Results are shown
in the table below:
Sub /
Class

Beginning

First
semester
Second
semester

All year

Sizes

Pretty

8A
8B
8
8A
8B
8

8A
8B
8

34
33
67
34
33
67
34
33
67

num
0
0
0
2
2
4
6
7
13

8A
8B
8

34

33
67

6
7
13

Good

%

Medium

5,9
6,1
6
17,6
21,2
19,4

num
4
1
5
5
4
9
9
10
19

%
11,8
3
7,5
14,7
12,1
13,4
26,5
30,3
28,4

num
17
26
43
13
9
22
18
15
33

%
50
78,8
64,2
38,2
27,2
32,8

53
45,5
49,3

17,6
21,2
19,4

9
10
19

26,5
30,3
28,4

18
15
33

53
45,5
49,3

14

Poor Weak
num
%
13 38,2

6
18,2
19 28,3
12 35,3
15 45,4
27 40,3
1
2,9
2
3
3
2,9
1
2
3

2,9
3
2,9


C. CONCLUSION AND RECOMMENDATION.
1. Conclusion
It can be seen that the application of the method of teaching reading skills
as mentioned above in fact teaching is initially achieved positive results. That
has not stopped encouraging me to explore and strive to achieve better results.
However this method to achieve the best efficiency, I would like to receive the
additional comments from colleagues.
2. Proposal.
We hope the school board has the same organizations in the organization

more playgrounds, speaking - English clubs so that they have the opportunity to
interact and learn. Learning to play - playing to learn – creating excitement and
joy for the course for you.
Nga Thuy, April 10, 2015.
Headmaster’s Confirmation
Written initiative

Vo Chi Cong

Vu Thi Hao

15