SKKN tiếng anh: Effectively application of some tricks in the 9th grade Reading lesson at Nga Thuy junior high school

PART I. INTRODUCTION
I.
The reason for choosing the topic.
Today we are living in the period of innovation with a foundation of modern
information technology. To integrate with the development pace that requires
each person must have knowledge of foreign languages, especially English.
English is increasingly playing an important role not only for those who need for
their daily work, but even for those students sitting in school at all educational
levels. It is a compulsory subject in the primary curriculum. They need to master
a basic knowledge of vocabulary and grammar, as well as better use of such
language skills: speaking, listening, reading and writing skills in the four
mentioned above, reading comprehension is a skill helping students expand their
knowledge about the world around them. After reading a sentence, a paragraph
or story, you must understand the content of texts or stories. The present
situation shows, some students can read fairly well, fairly smooth but does not
understand the content of your post just read. This not meet the requirements of
language learning. Active teaching methods provided for teachers to teach a
comprehension exercise. However, to adopt what works or tips for effective
teaching is dependent on the class, each student object. Through the years are
taught new textbook program itself is to acquire and learn new educational
methods, through practical subjects in Nga Thuy junior high school (difficult
economic zone) I noticed: If teachers invest deeply, knew how to exploit all
comprehension and provides full corpus matters related to the topic of the
lesson, the lesson will be effective. So I chose an experience initiative that is
called " Effectively application of some tricks in the 9th grade Reading lesson
at Nga Thuy junior high school."
II. The purpose of research
The experience initiative " Effectively application of some tricks in the 9th
grade Reading lesson at Nga Thuy junior high school"effects on the effective
development and improvement of logical thinking. Students get the information,
self-test data, facts, find and understand the answers to these questions or clarify

a certain problem. Further is through practicing good reading comprehension
skills can help students understand the language, studying topics are, read the
advertising and marketing information, the manual machines, understanding get
the news through the media, television ... in English. The most importantly
implement basic purposes of teaching and learning English is: practice communication .
III. The object of study:
The 9th grade students at junior high school where I work.
IV. Method of study
a. Method of reading the document
Read and find out the documents relating to the form of warm-up the
lessons for Grade 9 students.
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b. Methods of investigation.
Conducting experiments, tests and compare the results of assessing
students through each stage to verify the forms were appropriate studies and has
brought great results or not.
c. Conversational method.
Regular exchange of experience or from colleagues in language groups
to find out more forms or warm-up the lessons.
Discuss with colleagues in meetings held to be comments.
Registration topics teaching, teaching drawing experience, attend regular
hours to learn from the lessons startup forms used.
PART II:CONTENT THEMES
i. Theoretical bases of initiative experiences
I had find out and read documents such as:
- "Introduction to linguistics and the English language" by Nguyen Thanh Binh
- “ Success in English teaching” Oxford
- “ Five-minute Activities – A resource book of short activities” Cambridge

University press.
- ‘Some problems of teaching methods innovation in secondary school," the
Ministry of Education and Training 2002
- "Some problems of teaching methods innovation in secondary schools" in
2004.
- "Regular training documentation for junior high school teachers - English"
education publisher and a number of documents through the program to replace
the book.
Innovating teaching methods in general, in particular class method is an
important job to meet the needs of innovation programs and current textbooks
and take steps to improve the quality of teaching and learning. To do that every
teacher needs to explore, creative in all teaching activities, including lesson
activities start despite only accounting for 5-7 minutes but it is a very important
activity in success of a lesson. Activities start lessons to suit each object,
qualifications, student awareness helps them have interest in learning, have a
passion for the subject to make a good start for a lesson. Innovating teaching
methods in general, in particular class method is an important job to meet the
needs of innovation programs and current textbooks and take steps to improve
the quality of teaching and learning. To do that every teacher needs to explore,
creative in all teaching activities, including lesson activities start despite only
accounting for 5-7 minutes but it is a very important activity in success of a
lesson. Activities start lessons to suit each object, qualifications, student
awareness helps them have interest in learning, have a passion for the subject to
make a good start for a lesson.
To create excitement for students who need to maximize the positive
thinking activities of students. Best is organizing matters requiring prediction,
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stated hypothesis, argue between contradictory opinions, the activity that can

emulate the characteristics of the game ...
II. Current status of the problem before applying initiative experience
a. Current status of students.
9A and 9B have a total of 62 students, including students from all the
average, good and excellent to weak, poorly. Number of students with good and
excellent grades of very dynamic, creative, active learning, absorbing all
possible, to participate actively in the form of start lessons. Conversely weak
students, the poor were lazy absorb lessons learned passively, does not have the
ability to participate in activities to launch good lesson.
There are lessons startup forms create more excitement for students with
good and excellent but weak students, the poor can not afford to participate
actively, in contrast with the many forms of the enthusiastic response weaker
students, but less boring for students with good and excellent.
b. Current status of facilities-teaching aids.
`Nga Thuy junior high school has spacious, clean and beautiful
classrooms.The school has screened rooms, so teachers should be able to use the
projector and electric teaching plans.Having relatively favorable conditions for
the reform implementation many lessons form start-up.
Being provided the equipment in the class is very convenient for the use
of teaching aids and other supporting devices.
Based on the favorable conditions that the school was implementing
teaching English in accordance with the provisions of the program. However the
reality of the teaching and learning of the school's English still faces many
difficulties and shortcomings so the efficiency is low, not high academic quality,
the number of students scoring below grade level much longer.
The quality of English
Here are the results of the survey on reading comprehension level of 9th grade
students in reading information initiative has not been applied to the teaching
experience: Test scores reading skills (Reading skill) 2015-2016 school year
Grade Total

9

62

Point 0 - Point 3 - 4 Point 5 - 6
2

Point 7 – Point 9 - 10
8

SL

SL

15

%

SL

19,7 28

%
36,8

SL
23

%
30,3

9

%
11,8

SL
1

%
1,3

Through the tests of reading comprehension skills we see students still weak
expression of language knowledge and skills. Especially the weak reading skills
and do the exercises after reading.
2.3. The solutions:
On the basis of a baseline study, I found that if teachers effective teaching
methods, in accordance with the student audience, in conjunction with the
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preparation of lesson content with a focus properly, so thoughtful, the in the
teaching process will arouse passion and interest in learning, to contribute
actively to the establishment of proper motivation for students. Therefore, in
recent times I've done some pretty effective solutions in the process of teaching
reading skills to understand subjects such as English classes 9: change the
method of teaching reading comprehension so learners can guess is that some
new words, skim to find information they need or have understood the meaning
of the passage while not know all the words new meaning. When teaching
reading comprehension skills implemented through three major steps: PreReading ,While -Reading ,Post-Reading . Each part has a clear purpose, specific

methods are closely linked with each other for the purpose of guiding students
reading skills with focus. This helps the reader towards the attention on the right
content needed, thus helping students understand the problem more accurately.
However, before making three major steps in reading comprehension lesson as
described above, first the teacher should create a psychology student
comfortable, gentle, interested in upcoming lessons through some simple and
consistent games such as: brainstorming, word squares, hangman, kim's games,
etc., to guide students in reading. These are steps which we call "warm-up".
General purpose: Stabilize classes, which allows students to adapt to a new
lesson; inspire and create the environment for a new unit; attracted students in
each class.
How to implement: Depending on the purpose and characteristics of teaching
hours, depending on the subjects puzzle your specific students, teachers can
choose the activities on all tips accordingly. Teachers can learn from experience
or change operation after teaching a classes to create a more positive note for the
operation. The following are some suggestions for reference:
SOLUTION I: GUESSING TOPIC
This form of operation in order to guess the topic, teachers can use many
different tricks to help students correctly guess the theme of the lesson.
*Hangman:
Example: If we want students to guess the word "clothing", the gaps on the
board 8 gaps (_ _ _ _ _ _ _ _). Teachers draw a man on the board, each time
students are wrong, this man will be hung up a division (in the order shown in
the figure). If the student guesses wrong loses more than 6 times.
1
2
3
5

4

6

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*Jumpbled words:
Teachers created for students some words disturbed and suggested that the
theme of the words. Students reorder the correct order and the right words .
*Guesing picture:
Teachers choose a painting lesson content is relatively clear and outlined
suggestions for students to talk about what the painting, from painting teachers
lead to students in lessons.
*Gesing words:
Teachers divide students into groups and then give each group a piece of
paper stating the question left implicit, questions ... .gioa members require
students complete them with a word and then guess the key word is derived
from the the first letters of the words to guess. Predictive groups, the right will
be the winning team.
*Shark attack:
Teachers draw up the waves on the tables which symbolize the sea,
painted stairs leading down to the sea, drawing sharks to the surface close to the
last stairs, drawing her to the top ranks. Teachers write short lines on the board,
each gap is equivalent to a letter in the word. Every time you guess wrong girl
students have to step down a ladder. If the girl was in the final steps that
students still have not guessed the correct word, the girls will be eaten by sharks
and students will lose.
SOLUTION 2: FINDING INFORMATION
The form of this activity to help students both stabilize classes, focus
attention and cause excitement, but still have the information needed to enter a
new lesson.

*Brainstorm:
This is an activity im which the students are center. Teachers use this
procedure to introduce situations and settings of the unit owners.
Example: Lesson content with environmental themes, grouped teachers to
students brainstorm ways to protect the environment. After the time period
specified groups find many good ideas to win.
*Networks:
The teacher writes on the board from the network, students work in
groups, pairs or individuals to find information thematic lessons.
Example: The lesson topic is "Celebrations"
Tet
Christmas
Mother’s Day
Woman’s Day
Celebratio
ns
……..
…….

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*Chatting:
This form of activity provides an opportunity for students to talk about
themselves, exchange ideas, talk with teachers and friends.
Teachers ask questions related to the lesson and students themselves so
that they proactively respond and give their opinion, from which teachers lead
students into a new lesson.
*Lucky number:
Teachers write the numbers on the board, each corresponding to a

number of questions, including some 2 to 3 is a lucky number, if you select the
winning numbers lucky students will get points without reply. The remaining
number, each number corresponds to a question, the correct answer questions
students will get points. If answered incorrectly, the other team has the right to
continue to respond. After added the points ,the group has more score to win.
*Kim’s game:
This form of memory training game and help students find information
for new lessons.
Teachers divided into 2 groups , for the students from 8 to 10 or 8 to 10
paintings from all points in a 20 seconds. Ask students to not only remember
writing that, then teachers take picture or word go, students write the names on
the board or viewed in two groups, groups remembered more wins.
SOLUTION 3: REMIND KNOWLEDGE
The active form in this section in order to create a favorable environment
for both students recall former knowledge just get psychological comfort to new
lessons.
*Bingo:
Students recalled about 10 to 15 words they have learned, and are related
to new lessons. The teacher wrote the words on the table, each student choose 9
from anywhere on board to write on a table with 9 cells. Teachers take turns
reading from, but not in order. Students mark the words in your table while
listening to the teacher read. Students who have 3 continuous from horizontal,
vertical or diagonal would shout "bingo" and is the winner of the game.
*Noughts and crosses:
The teacher explained to students in this game is like playing "plaid
chess" in Vietnam, but just 3 square "O" or "X" on a horizontal, vertical or
diagonal is the winner.
Teachers who are 9 squares on the tables each containing one word or
one paintings, each team students to say the sentence containing the word or in
cell competition, the team of students that make the "O" in that box, the other

team to speak further question from the other cells contain and marked "X" in
the box. Which team get 3 marks on a horizontal, vertical or diagonal before the
winning team.

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*Matching:
This form of connection between the two columns A and B. This method
can be used to recall the meaning of some of the necessary, structure or
repeating some sentences by connecting half the sentence with the remaining
half.
Besides teachers can use different forms to warm-up such as: What and
Where; Slap the board, rubout and remember, true/false statement, picture
drill, mappled dialogue, gap fill, listen and draw, find someone who, ordering,
chain game…. to start appropriate lessons with the ability and psychological
characteristics of each class.
When conducting start each lesson, teachers pay attention to the following
points:
- Can be used both English and Vietnamese.
- It should provide an opportunity for students to ask teachers or
interchange to causing excitement, promote positive.
- Allow them to work in pairs and groups to create emulation environment.
- It should be noted changing the form of start lessons to inspire students.
- The difficult activities are suggested to them ... specifically interested in
helping weak students, less involved in activities.
- Being always interested in psychology and preferences of students to devise
appropriate procedures.
The start forms illustrated lessons, applies, the specific implementation in
each lesson such as: Getting started+Listen and Read, Read, … Here are

some apply to some specific lessons.
THE APPLICATION 1: Warm up
->UNIT 2- LESSON 1:
GETTING STARTED + LISTEN AND READ
This is the beginning of a class lesson units. In the Getting Started section
details this drawer can replace the warm-up activities, but teachers need to pay
attention to simplify some of the content is difficult to understand, helps
students quickly grasp the requirements and operational initiative, positive .
For this class the teacher can use the paintings available in textbooks or
leave the paintings shown in class to describe the dress in the picture. However,
since only this dress so much from new teachers required matching activities to
students master each type of clothing.

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Pictures:

+Matching:
Teacher: Ask sts look at the pictures and match them with the suitable
traditional customes.
Students: Work in groups and then give out their keys.
Pictures
Traditional customes
A
1. Ao dai
B
2. Kimono
C
3. Kilt (váy của người miền núi, dân tộc)

D
4. Veil(mạng che mặt)
E
5. Sari
F
6. Cowboy
A.2, B.1, E.3, D.5, E.6, F.4
Teacher: Corrects sts’ anwser and then asks students about the pictures.
- Where does she/he come from?
- Why do you know where she/he comes from?
Students:Practice asking and answering about the pictures with their
friends about the pictures.
Teacher: Corrects sts’ideas.

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The answer:
1. She comes from Japan. She is wearing a Kimono.
2. She comes from Viet Nam. She is wearing Ao dai.
3. He comes from Scotland. He is wearing a kilt.
4. She comes from India. She is wearing a sari.
5. He comes from the USA. He is wearing the Cowboy.
6. She comes from ( Saudi) Arabia. She is wearing a Veil.
+Chatting:
Teacher: Ask:
Students: Answer
? How many people are there in the pictures?
+ There are six people.
? Do you know where they are come from? why?

+ Yes, I do. Because of their customes.
? Look at picture a). What is she wearing? Where does she come?
? Look at picture b). What is she wearing? Where does she come?
? Look at picture c). What is he wearing? Where does he come?
……….
+ Picture a. She comes from Japan. She is wearing a Kimono.
+ Picture b. She comes from Viet Nam. She is wearing Ao dai.
+ Picture c. He comes from Scotland. He is wearing a kilt.
+ Picture d. She comes from India. She is wearing a sari.
+ Picture e. He comes from the USA. He is wearing the Cowboy.
+ Picture f. She comes from ( Saudi) Arabia. She is wearing a Veil.
+ Guessing game:
Students: Guess the picture by asking some Yes-No questions.
Teacher: Answers yes or no, then sts describe the pictures teacher hides
Ex: Is there only one person in the picture?
Is she standing?
Is she wearing Ao dai?
 She comes from Vietnam.
Similarly, students turn to guess the rest of the art. For the guessing
game form teachers can combine to form limited hangman students ask too
many questions that have not given an answer.
->UNIT 3- LESSON 1:: A TRIP TO THE COUNTRYSIDE (English 9 Page 22) Teachers use the game Kim's game play help students memory
training, where students can find information for a new unit. The general steps:
teacher split classes into two groups, ask them to look at some paintings on
activities to introduce farmers within 20 seconds. (Ask the students not only
memorize writing) Then the teacher took away paintings, students
representatives to write about just watching activities. The group with the most
words will be the winning team:watering the vegetables,feeding the
chicken,collecting the eggs, harvesting,feeding the pigs,plowing the field,….
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>UNIT 9- LESSON 1: NATURAL DIASTERS (English 9 - Page 78) Teachers
use the game Networks students to work in pairs, lists the disasters in 2
minutes.Pairs listed is the most will win:
typhoon, volcano,
earthquake,tornado, snowstorm,thunderstorm,flood,drought,tidal wave,…..
Then the teacher can ask students some questions: How do you know it is a
volcano/a snowstorm/an earthquake/a typhoon? Have you ever experienced any
of these disasters? What happened? How did you feel?
->UNIT 8:- LESSON 1:CELEBRATION (English 9 - Page 65) Teachers
use the game: Guessing Game Teachers ask students to work in pairs based on
photos from the 12 letters guess related to the anniversaries.

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Teacher introduces the new content: Today, we are having a lesson about
the celebrations. Do you want to know what they are?
* Or teachers use technique :Networks:
Teacher: Divides the class into 2 teams. Each team go to the board to
write the names of celebrations in one minute and thirty seconds.
The winner is the team which writes more celebrations.
Tet
Teacher’s day
Christmas
Father’s day

Celebratio
ns

………

Woman’s Day
After networks , teacher continues asking questions to lead students to
the new lesson:
 Which celebration do you love best?
 Do you love your father?
 Have you ever expressed your feelings to your father?
 Today we’ll read some feelings to father.
* Or teachers use technique :Jumbled words:
Teacher: Gives some jumbled words and gives a clue : they are the
names of some celebrations (or gives pictures about celebrations)
Teacher: Divides the class into two teams. After reparing in 1 minutes,
teacher calls each team to go to the board to give the correct words .
1. yam yad -> May Day
2. dim lalf stivefal -> Mid fall festival
3. stichrams -> Christmas
4. dewdignd -> Wedding
5. chertea’s dya -> Teacher’s Day
6. therfa’s yad -> Father’s Day.
The team which completes the work more quickly and write more correct words
will win the game.
After Jumbled words ,the teacher continues leading students on new lesson by
asking some questions:
 Which celebration do you love best?
 Do you love your father?
 Have you ever expressed your feelings to your father?
 Today we’ll read some feelings to father.
->UNIT 10:- LESSON 1:LIFE ON OTHER PLANETS ( English 9 - Page
83) Teacher uses the technique: Ask and answer, combined with describing the

pictures. Teacher asks students to work in pairs to look at this picture and then

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answer the questions from

teachers:

UFO= Unidentified Flying Object (Vật thể bay không xác định) = Flying
Saucer (Đĩa bay)
GV:- What can you see in the pictures?
-What do we call them in Vietnamese?
- Do you think they really exist?
-Have you ever seen any films on UFOs?
- Do you want to see a UFO? What do you want to know about UFOs?
- If you saw a UFO,what would you do?
Teachers introduce new lesson: Today, we are going to read a passage about the
UFOs.
THE APPLICATION 2: Pre-Reading
General purpose: Pre-Reading stage is done before students begin to read the
text, this period for the following purposes: First, to help students become
familiar with the subject and the content of the text that is mentioned in the
reading; inspire, engage students in reading; Second, prepared or equipped with
some knowledge and experience of the students related to the content of the
readings as introducing some vocabulary and structures difficult to appear in the
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reading; addressing the difficulties of language or cultural knowledge, school

country; Third, to help students develop the guess skills (through a number of
pre-reading activities ask students to guess the contents of the reading) Finally,
stimulate students' interest in reading
How to do it :
Step 1: Teachers overview on the subject about to read, use the information
related to the student's life experiences through a number of activities such as:
Ask questions that inspire and help students predict content overview of key
posts. Teachers ask questions suggestive action sequence or sequences of events
in all key arguments. These questions represent the basic structure of the reading
and the means to help students predict the content of the readings, from which
they switch to reading texts in a natural way than through several exercises
before reading: Ordering statements / pictures; True / False statements
prediction; Pre QUESTIONS; Open prediction; Picture dictation / Listen and
draw; Jigsaw dictation ... (Teacher mentioned requirements, the task of reading
to the children to predict (prediction), creating the necessary reason to read as
intended. In this section ,teacher must necessarily ask students to close the
book).
Example: Teaching reading lesson in Unit 2: CLOTHING (English 9 - Page
17) Teachers use True / False statements prediction helps students to guess the
content of the lesson:
1.Jeans was made in the USA.
2. In the 19th century , jean cloth was made completely from cotton.
3. In the 1970s, jeans became popular because more and more people
started wearing jeans.
4. In the 1980s , jeans finally became high fashion clothing.
5. The sale of jeans stopped growing because the worldwide economic
situation got worse in the 1990s.
Step 2: The teacher can ask more questions, suggest intend concerning the topic of
reading to help students further information or additional insight into the theme of the
readings. Teachers can also ask students to participate in activities such as

brainstorming, discussions, quiz content associated with the reading. The student's
answers may not be true for the content you read, it does not matter because the main
purpose of this activity is to inspire, provide information, knowledge and experience to
help students understand is the theme of reading, helps students interested in reading,
thinking about that topic and makes them want to read all the text.
Step 3: Find words, the structure is difficult, involving new readings. This
activity is indispensable in a more readable. This section will help students
understand the lesson read more easily, helping them focus on the problem is
what I'd read. However, we do not need to introduce all the new words in the
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reading before students read. I can guess the meaning of words depends on the
context. Teachers just teach important words in all directly relevant to the
content of the reading.
Example: Teaching reading lesson in Unit 1: A VISIT FROM PEN PAL
... (English 9 - Page 6,7) * Purpose: Create excitement for students preparing to
readings on the theme: "A visit from penpal ..."; Teach these new structures
needed to help students understand better * Time: 5 minutes * Method: Activity
1: Check the sentence: The teacher found the student the following form or
ballot papers have documented the board:
1.Where did Lan take Maryam to?
Lan took Maryam to:
- Dong Xuan market
- Hoan Kiem Lake
- Ho Chi Minh’s Mausoleum
- the History Museum
- MyDinh stadium
- the Temple of Literature
- many beautiful lakes and parks in Ha Noi.

- the mosque on Hang Luoc Street
Teachers introduce new post: Today, we are going to read a passage about
Maryam's visit to Hanoi. Activity 2: Vocabulary pre-teach: GV introduce some
difficult words and structure of all to prepare for the teaching of reading
comprehension for students:
- (to) correspond:
-(to)keep in touch
- (to) pray
- a mosque :
-(to) impress:
- (to) depend on:
Readingvocabulary: Teachers guide students to practice reading. To check
the ability to remember vocabulary of students teachers can use some tips
like: Rub out and remember; Slap board; what and where
THE APPLICATION 3: While- reading
General Purpose: This is the most important stage in the process of teaching
reading comprehension skills. Nunan (1993) has confirmed the purpose of this
phase aims: First, to help students understand the words / phrases and meanings
in all lessons are authors sending in the text. Second, to help students understand
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the content you read through the flexible use all the knowledge that I have to
develop the most comprehensive reading comprehension skills. Third, to help
students understand the broad content reading through the completion of the
task, students can expand your vocabulary, grammatical structures.
How to do it:
Teachers should organize activities for training students reading
comprehension skills. During this period also need to combine the skills such as
speaking, writing to reading comprehension skills training for students. For all

courses in the program new textbooks are varied, rich in themes so teachers
should give students practice reading style expansion (extensive reading) aims to
encourage them confidence when exposed to the exact text. By reading to
expand students will feel whether language proficiency is limited, but they can
still understand an overview of what is communicated by the language used in
real life. Teachers should encourage students to read silently to understand the
content. Reading aloud helps students only learn to pronounce only. However
students can listen texts students once or twice so that they can more easily
practice saying answered questions about the content of the paragraph.
While teaching reading, teachers should include a number of questions to
guide students to read and understand the information in the article, and also to
check the level of understanding of the students so that teachers can explain
more about the details that the student is not clear. So the question should focus
the students’ attention to the main ideas of the paragraphs and help students
understand the meaning of texts. That is why teachers should organize students
into work groups to discuss and find out the answers. This is an opportunity for
students to study together, discuss and help each other in learning.
Example: Unit 5-READ (page 43, 44-English 9)
Students can be divided into 3 groups, each read a passage about the internet
and answer some questions about the text.
Group 1: Response # 1 Re.
Read the passage and answer the questions:
a. What does Sandra use the Internet for?
b. Is the Internet convenient for her to get information?
c. Can she communicate with her relatives by the Internet?
Group 2: Response # 2 Re.
Read the passage and answer the questions:
a. Does Hong Hoa live in the city?
b. Is the Internet available in the countryside?
c. Why is it difficult for Hong Hoa to get access to the Internet?

Group 3: Response # 3 Re.
Read the passage and answer the questions:
a. What do people use the Internet for?
b. Are there bad programs and viruses on the Internet?
c. Is it time-consuming and costly to use the Internet?
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Students will practice finding answers to the questions in the textbook from
sentence 4 to sentence 7 from the answers of the group.The answers are written
or said, depending on whether the student. The students answered questions by
saying there is the advantage that takes less time, but this approach has
limitations, that students have the opportunity to respond to the class only a
fraction of learning students in the class. Teachers can know all students in the
class understand the reading or not.
Teachers can also incorporate skills both oral and written replies to questions
about the passage. However, this job can take up much time. So we should
encourage students to write the simple answer, briefly, the main purpose of this
exercise is to test the students' understanding. Doing this helps teachers save
time in class to organize activities for the post-reading.
Example:Unit 6-READ (page 51)
After students have an alternative answer questions about the poem, teachers
glued side panel of the answers on the blackboard for students to compare .
1. The world will end up like a second - hand junk yard.
2. The mother thinks other folk pollute the environment.
3. His mother will take him home right away.
4. No, It isn’t. He is right. If he throws the bottle, that will pollute the
woods.
5. The poet want us to be responsible for keeping the environment from
pollution.

6. I collect waste paper at school.
Teachers can also use extra tables, information sheets (cards) to let students
practice reading passages and fill out the brief information about the contents of
the text, and use the questionnaires to the students forged speaking skills, use the
summary information.
Example: Unit 1-READ (page 9, 10)
MALAYSIA
1. Area: _________________
2. Population: ____________
3. Climate: ______________
4. Unit of currency: _______
5. Capital city: ___________
6. Official religion: _______
7. National language: _____
8. Compulsory second language: _______

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Cards:

329.758 sq km

Over 22 million

the ringgit

Kuala Lumpur

Bahasa Malaysia

English

tropical climate

Islam

Question table:
1.
2.
3.
4.
5.
6.
7.
8.

What is Malaysia’s area?
What is its population?
What is its climate?
What is its unit of currency?
What is its capital city?
What is its official religion?
What is its National language?
What is its compulsory second language?

Teachers can also use the extra table so that students do an exercise test prior
to students to answer questions about the passage. The purpose of this activity is
to help students more easily to find information to answer for the contents of the
text, save time in class to use in activities in the after reading.

Example: Unit 2-READ (page 19,20) - English 9
Multiple choice:
1. The word “Jeans” comes from ______________
A. Asia
B. Europe
C. Africa
D. America
2. The 1960s fashions were ____________
A. shirts
B. shorts
C. jeans
D. skirts
3. More and more people begane wearing jeans in the 1970s because they
became _________
A. cheaper
B. stronger
C. more fashionable D. better
4. Finally jeans became high fashion clothing in the _____________
A. 1960s
B. 1970s
C. 1980s
D. 1990s
5. The sale of jeans stop growing because of ______________
A. wars
B. the worldwide economic situation
C. designers
D. styles of jeans
After students have completed the practice multiple choice exercises on,
teachers can give students practice speaking and writing in pairs answer to
the question section in the textbook English 9 Unit 5 readings.

17


THE APPLICATION 4: Post – Reading
General purpose: This is the final stage of the process of reading, this phase
aims to summarize the readings, consolidating the language knowledge learned
and develop reading comprehension skills, contacts by asking students contact
the real life or their experience.
How to do it:
To organize activities for students to learn effectively to the consolidation of
this, teachers should guide students to practice the parts before and during
reading fluency for students to have enough time for the next reading. Teachers
need to organize some activities in order to expand the exploitation of content
readings and develop some other skills such as speaking, writing.
The types of exercises after reading this section can be filled in a given table
for students to focus on the main points of the reading, especially the reading
has many statistics and facts. There may also be questions related to life
experiences, opinions, emotions, attitudes of students. This exercise can also be
part of an article summary is based on information of the students’ reading
practice….etc..
Example: Unit 1-READ (page 9, 10)- English 9.
After students have completed the practice while reading, teachers guide
students to write a paragraph similar to talk about Vietnam, based on the same
data as table summarizes information about Malaysia they were practice saying.
(Area, population, climate, unit of currency, capital city ...)
In conclusion , the 9th grade students practice reading a text effectively teachers
need to distribute the reasonable time for all three sections before reading,whilereading, and after- reading. And teacher actively makes use of self-teaching materials
to combine with teaching tips mentioned above rational and make more comfortable
learning atmosphere lively and the students have many opportunities to practice
English skills, especially reading comprehension skills.

2.4. The result.
After a period of interest, apply themes and much more exciting lessons,
students actively participate in building all speech. Some students weak, poorly
expressed excitement with you participate in group games and activities capgroup. Despite acquiring all levels of the two Grade 9 students is uneven, but at
the start the lesson most of them are actively involved. Through the
implementation phase of practical application startup forms lesson for 9A and
9B class student learning outcomes of their marked progress. Number of
students with good and excellent increases, the number of weak and poorly
students reduc.
The result is as follows:
Grade Total Point 0 - 2 Point 3 - 4 Point 5 - 6 Point 7 - 8 Point 9 - 10
9

62

SL
2

%

SL
3

%

SL
38

%

SL
14

%

SL

%

5
18


PART III: CONCLUSION
1. Conclusion
After research and apply the topic, in fact I have drawn some experience as
follows:
- Warm-up is an important step to create student interest in learning and
psychologically ready for new lessons.
-Teachers should spend more time preparing investment research faculty to
compose a startup forms the real lesson to suit each lesson content, appropriate
skills required of each class period.
-Warm-up part needs to create atmosphere for active students. The expressions
of the form of the game played collective emulation to students strive to emulate
you and feel excited and active to take the victory.
-Teachers Should have expressed praise their achievements or prepare some small
gifts as symbolic reward for the victory they like: a couple of candy, a pen, ruler,
notebook ... Deciding. At the same time teachers should educate children healthy
emulation properties, with the spirit of encouragement, cheer you when you
achieve, avoid emulation leads to rivalry, jealousy, envy each other.

2. The suggestions and proposals.
Over time and applied research themes I noticed for positive student
learning and teacher quality must always overcome all difficulties, to be
passionate, ... besides that there is also need more attention of the Party
committees, government, education room, the school administrators,
organizations, sectors and unions.
Create conditions for teachers improve their academic expertise and
professional, to participate in training, regular refresher courses annually.
- The leadership team has specific plans to train the good and excellent
students, tutor the weak, poorly students.
- Actively participate in building friendly schools and active students to
create excitement for students going to school, so that students see every day in
school is a happy day.
- Equipped additional equipment and utensils such as pictures, radio,
tapes ... to serve the teaching and learning more effective.
On the whole this is a topic that I've put a lot of passion, spend time
learning the implementation and application in practice. Therefore in the next
school year I would always implement and apply the lessons learned form that
his boots were studied in each particular lesson in the classroom to make
students interested in learning English.
THE HEADMASTER’S
Nga Sơn, April 18th 2016
CONFIRMATION
I hereby declare this is my
experience initiatives to write, do not
copy other people's content.
(Signature and full name )
Vũ Thị Hảo
19

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