APPLYING INFORMATION TECHNOLOGY EFECTIVELY FOR TEACHING READING UNIT5 ENGLISH 12

Applying Information Technology effectively for teaching READING-UNIT 5-ENGLISH 12

TABLE OF CONTENTS

PART A: INTRODUCTION

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1. Reason for choosing the study

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2. Objects of the study

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3. Scope of the study

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4. Methodology of the study

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5. Significance of the study

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PART B: CONTENTS

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1. Theoretical background of the reading skill

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1.1. What is the reading skill?

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1.2 The importance of reading

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1.3. Phases in the reading learning process

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2. Applying IT in teaching reading lesson Unit 5 grade 12

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3. Result after applying the research.

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PART C: CONCLUSIONS

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PART A: INTRODUCTION

1. Reason for choosing the study

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Applying Information Technology effectively for teaching READING-UNIT 5-ENGLISH 12

For many years, teaching reading has been based on a concept of reading as
the application of a set of isolated skills such as identifying words, finding main
ideas, deciding true or false information, answering questions, matching…
Teaching reading comprehention was viewed as a mastery of these skills. Besides
many techniques used by teachers to teach reading comprehension, applying
Information technology in teaching reading has been contributing considerably to
aim of helping students understand the lessons better and better.
In teaching English, as Steve mentioned in the Teaching Reading Page,
comprehension is the only reason for reading. Without comprehension, reading is a
frustrating, pointless exercise in word calling. It is no exaggeration to say that how
well students develop the ability to comprehend what they read has a profound
effect on their entire lives. A major goal of teaching reading comprehension,
therefore, is to help students develop the knowledge, skills, and experiences they
must have if they are to become competent and enthusiastic readers.
It is a matter of fact that finding the most suitable and closest materials is not
easy and many teachers finds it rather difficult to apply Information Technology
effectively in this problem. Therefore, instead of using , they choose traditionally
designed exercises in the text book to save their time and effort.
Basing on these facts, I forcefully designed a teaching lesson with the help of
Information Technology for reading texts unit 5 English textbook 12, Education
Publishing House, with the aim of helping many teachers and students in teaching

and learning reading comprehension those mentioned reading texts. That why I
choose the theme “Applying Information Technology effectively for teaching
reading Unit 5 English 12 ”
2. Objectives of the study
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Applying Information Technology effectively for teaching READING-UNIT 5-ENGLISH 12

The objectives of this research is to simplify the tasks and use strategies in
reading lessons in English textbook 12 to have effective lectures and develop
student’s reading skills
3. Scope of the study
This study is conducted among the 12th form students at Thieu Hoa high
school during the school year 2016 - 2017.
4. Methodology of the study
Both comparative and contrastive methods are used. For the theoretical basis,
a lot of reference materials on reading skills have been collected, analyzed and
synthesized carefully with the due consideration for the students’ learning
situations.
5. Significance of the study
This study may provide insights into the process of learning the reading skill
for the students. It motivates the students’ desire for learning English, and make
them more confident and active in listening activities. It also gives some
suggestions for other teachers for teaching reading lessons

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Applying Information Technology effectively for teaching READING-UNIT 5-ENGLISH 12

PART B: CONTENTS
1. Theoretical background of the reading skill
1.1. What is the reading skill?
According to Wikipedia, reading is a process of retrieving and comprehending
some form of stored information or ideas
- “Reading is an exercise dominated by the eyes and the brain. The eyes
receive the message and the brain then has to work out the significance of these
message” (Harmer, 1994)
- "Reading is what happens when people look at a text and assign meaning to
the written symbol in that text” (Aebersold và Field, 1997)
1.2. The classifications of reading :
* Reading aloud:
Basing on the definition, reading aloud demands the skills such as
comprehension of the words on the pages and produce the ideas and statements
properly and timely. In everyday life, reading aloud seems to be unnecessary .
According to linguists, reading aloud is closer to the practising pronunciation than
reading comprehension. However, in learning language it is benificial to students
to some certain extends. The first advantage is that reading aloud enable the
students to combine the sounds with the words, which help the teacher to identify
the mistakes the students make. The second advantage is that reading aloud can
help them to pronounce correctly and fluently when communicating with others.
Thirdly, it is reading aloud that is used as a strategy for teacher to manage the class
activities because of the fact that when a student reads, the others have to listen and
read attentively for fear that the teacher might ask them to continue the activities.
However, there are some disadvantages of reading aloud. Firstly, when

practising this activity, students tend to pay attention to the sounds more than the
meanings of the text. Secondly, when student takes turn to read, others may make
noise, and it may be time consuming because students often read slowly.
*Silent reading:
Silent reading is activity that we carry out in daily life, such as reading books,
magazines, tables, and so on. This activity is associated with the comprehension
and focusing on the meanings of the text other than its format. It is an effective skill
because of the following reasons:
Firstly, Students do not need to read all the words on the page as the text
given is meaningful and their responsibility is to guess the meaning in the context

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Applying Information Technology effectively for teaching READING-UNIT 5-ENGLISH 12

Secondly, students can read at their own speed. Silent reading enables
students not only to understand the main ideas but also to understand the specific
details so that they are able to answer the teacher’s questions.
* Extensive reading:
This type of reading relates to reading long text to get entertainment. It helps
students to use their knowledge for their own purpose
* Intensive reading:
It is the activity that is carefully instructed by the teacher. The aim of
teaching communicative language is focusing on the ablility of understanding and
applying information so that students can develop four language skills.
When applying this method in teaching English comprehension reading, it can be
understood that we change a reading text in the text book into another form in

order to help students exploit and understand that lesson better.
* Skimming:
* Scanning:
1.3 The importance of reading
Language skills are often integrated with each other in language use. This is
true with listening and speaking, so in conversations, two or more people alternate
speaking and listening. Reading is a receptive skill where the purpose is to
comprehend or understand what someone might be writing. It is an important,
active skill of language as it involves various kinds of the listener's knowledge:
knowledge of phonology, vocabulary, semantics of the language in use, culture of
its people, his life, experience in the topic, his ability to predict and respond, etc. It
decides his comprehension, and content .
In learning English as a foreign language, students cannot develop other
skills unless they develop reading skills. It may be very important for them to
further study the language and communicate in it. Finally, reading is an important
way of acquiring the language or "picking up" vocabulary and structures.
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Applying Information Technology effectively for teaching READING-UNIT 5-ENGLISH 12

.
The aim of teaching communicative language is focusing on the ablility of
understanding and applying information so that students can develop four language
skills. Therefore, using Information Technology plays an important role on account
of the following reasons:
1. The information presented with the support of Information Technology is
easy to understand, suitable for students at both good and medium levels.

2. Students can practise four skills: listening, speaking, reading and writing.
3. Language used in the Information Technology is communicative.
4. The information is arranged basically so that the timid students can find the
help of those who are better at learning.
5. Students work together to complete exercises, enhancing the friendly and
opened atmosphere among the students with different characters and
different levels.
2. Practical background
According to a research on techniques of teaching English reading in
Secondary school in 1999, many teachers usually use the following methods:
1. Answering questions.
2. Deciding true or false statements.
3. Gap- filling.
4. Matching.
5. Synonyms/ antonyms.
Among those methods, answering questions seems to be the most popular. They
are used after teachers teach new words and structures. To a certain extent, these
methods can fulfil the aim of helping students understand and know thoroughly the
contents of the lessons. Nonetheless, how will the class be if these methods are
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Applying Information Technology effectively for teaching READING-UNIT 5-ENGLISH 12

applied in all the lessons? Will the students find it interesting to learn whereas they
can find the exact answers for the tasks in many reference books?
Information Technology bearing many good points can bring to a new change
in teaching process. It can make the atmosphere in the classroom more exciting,

encourage students to participate in many activities, especially games designed
basing on the available tasks in the text book, which creates a successful and
effective lesson.
3. Applying Information Technology in teaching comprehension reading
Instead of using many traditionally designed exercises in reading lesson in
the text book such as answering questions, true or false statements, gap -filling or
matching… teachers can use Information Technology in reading lessons in three
stages: pre-reading, while- reading and post- reading.
Using Information Technology depends on the contents of the lesson and
students; teachers should design a suitable Information Technology. I have
forcefully designed successfully applied this method in the following ways.
Information Technology is ideal for teaching and presenting concepts in the
classroom as they provide a useful focus for students, delivering an overview of the
topic without superfluous information. Perfect for introducing a new subject in a
way which is accessible and easy to follow, Information Technology is an excellent
way to present concepts and ideas.
Information Technology is the ideal teaching tool for classroom handouts,
as the inherent colour, images and visually appealing layout of Information
Technology engages students instantly. It provides subject overviews succinctly,
making even the most complex topic easy to understand and interesting. It is

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Applying Information Technology effectively for teaching READING-UNIT 5-ENGLISH 12

especially useful for visual learners, such as dyslexic students, who can feel
frustrated and demotivated when being given information in linear, monochromatic

format.
It is recently assessed that classroom interaction and listening to students was
key for generating independent thought, a quality looked for by examiners and
future employers. Information Technology is the perfect collaborative tool for class
discussions, as the nature of the Information Technology encourages students to
forge links between topics as well as forming their own ideas and opinions. With
Information Technology , this teaching process is made smoother.
It is important to assess knowledge at the beginning of a topic and after to
monitor your students understanding. Information Technology is a key tool for this
concept, of preview and review/pre and post learning. Information Technology
encourage students to express ideas, from special needs and highly gifted students,
and provides an accurate barometer of topic adoption.

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Applying Information Technology effectively for teaching READING-UNIT 5-ENGLISH 12

4. Applying Information Technology for reading comprehension Unit 5 ,
English text book 12 , Education Publishing House.
4.1 Pre-reading
This stage is aimed at preparing students with everything necessary for
reading and understanding the text.
Warming up the class: This step is to motivate the class, gradually setting up a
context for the reading text to be presented by asking questions to elicit students'
experience, or ideas concerning the coming text or by using some sort of visual aids
or their imagination.

"Look at the table and complete the missing words"

The result is that the students recalled their old lesson and quickly complet the
table, they felt relaxed and excited to do the tasks.
After that teacher gave the following question: "Where can you continue your
education after leaving high school?"
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Applying Information Technology effectively for teaching READING-UNIT 5-ENGLISH 12

Teacher asked the students to work in pairs , then gave words : universities,
institutes, colleges…

Teacher led to the lesson:
UNIT 5 : HIGHER EDUCATION
LESON 1: READING (Period 29)
Introducing the topic of the reading text. The teacher briefly introduces the
topic of the reading text so that the students may get their mind ready for it.
Presenting key words. The teacher only presents any word that is necessary
for students to understand the text.
Giving guiding questions: These guiding questions will help focus the students'
attention on the main points of the text. They will guide the students to the
better understanding of the text. Students should be allowed to make guesses at
the answer to the questions before reading.

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Applying Information Technology effectively for teaching READING-UNIT 5-ENGLISH 12

Students worked in pair, matched and answered the question :
“How will you feel when you first start your university life?”
Students: “I will feel …”
homesick, lucky, proud, happy, lonely…

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Applying Information Technology effectively for teaching READING-UNIT 5-ENGLISH 12

2. New words and phrases (7 minutes)

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Applying Information Technology effectively for teaching READING-UNIT 5-ENGLISH 12

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Applying Information Technology effectively for teaching READING-UNIT 5-ENGLISH 12

4.2 While-reading .
The aim of this stage is to facilitate students' reading and check their
comprehension. While the students are reading the text for the first time, they can
check their guess at and give the correct answer to the guiding questions. The
teacher then gives the students some tasks to do while they are listening for the
second time. They can do some of the activities such as: gap-filling, true or false
statements, answering comprehension questions, matching, multiple choice,
reordering, etc. The students may need to read the text more than once so that they
can finish their while-listening activities. After checking the students' answers, the
teacher should emphasize the key points of the text and explain the difficulties in
vocabulary or structures that the students encounter while listening. Be sure while
listening, students are not allowed to look at the tape script of the listening text.

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Applying Information Technology effectively for teaching READING-UNIT 5-ENGLISH 12

2. Task 2 (10 minutes)
- Teacher guided the students to do the task
- Asked them to work in pair.
- Showed the table on the screen to have them pay more attention to the task.

By using effectiveness with the help of Information Technology, my students
could find the important words (key words) easily so that they could do the task 1

more effectively.
Teacher called out students to answer , asked them to explain their choices,
identifying the position of the sentences in the text…
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Applying Information Technology effectively for teaching READING-UNIT 5-ENGLISH 12

Teacher gave the result of the task 2, students compared and corrected their
answers.

Task 3 (10 minutes):
Teacher showed the questions on the screen asked the students to read the text
again and answer.
Asked them to explain their choices, identifying the position of the sentences
in the text…
Teacher gave the result of the task 2, students compared and corrected their
answers Gv yêu cầu HS làm theo cặp, gọi HS viết câu trả lời lên bảng và HS so
sánh.

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Applying Information Technology effectively for teaching READING-UNIT 5-ENGLISH 12

4.3 After reading

At this stage, students can have opportunities to practise using what they have
got from the reading text. Students can do such activities as:

'

• Summarizing the text orally or in written form.
• Re-telling the content of the reading text.
• Role play: Students play the roles of the characters in the text.
•

Discussion: Students can discuss the points in the reading text or giving

their comments about the information in the text.
The teacher should make up and vary the activities for students to do at this
stage depending on their level of English.

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Applying Information Technology effectively for teaching READING-UNIT 5-ENGLISH 12

III. After you read
These are the feelings that Sarah, Ellen and Brenden have in their
first year at university. Choose the right word to fill in each blank.

amazed, daunted, excited, lonely, scared ,free
She is Ellen.
She feels ...???

He is Brenden.
He feels ...???

She is Sarah.
She
feels ...???

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Applying Information Technology effectively for teaching READING-UNIT 5-ENGLISH 12

Homework:

Homework
Learnt by heart new words
Prepare new lesson

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Applying Information Technology effectively for teaching READING-UNIT 5-ENGLISH 12

5. Results of applying Information Technology in teaching reading
comprehension

In order to assess the effectiveness of applying this method to teaching
reading, I have compared my work with many classes (12C, 12M, 12E ). Before
using this method, most of my students could traditionally complete all the taks in
the text book, with the help of their teacher. However, they easily forgot the
vocabularies, the topic as well as the contents of the reading passage.
Table 1: Before applying the study
Class Students
12C
47
12M 42
12E 45

Excellent
10.6%
2.4%
4.4%

Good
31.8%
28.4%
24.2%

Average
47%
50%
42.8%

Weak
10.6%
19.2%

28.6%

Table 2: After applying the study
Class Students
12C
47
12M 42

Excellent
10.6%
7.1%

Good
34%
40.5%

Average
49%
42.9%

Weak
6.4%
9.5%

12E

11.1%

28.9%

51.1%

8.9%

45

It is a matter of fact that after applying Information Technology in teaching
reading comprehension, my students and I felt it very interesting to learn and to
teach vocabularies basing on the pictures, they seemed to be very eager for reading
lessons. During reading lessons, all the students were involved in the Information
Technology, they worked excitingly to find out the missing information and the
branch information, being ignorant of their reference books. After reading lesson,
students comprehended the reading text more thoroughly. Besides, they had many
chances to practice many other skills like writing and listening, especially speaking
in pairs, in groups or in individually in front of the whole class.
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Applying Information Technology effectively for teaching READING-UNIT 5-ENGLISH 12

PART C: CONCLUSION
1. Conclusion
Obviously, teaching method is a product connecting theory and practice in
order to help students get knowledge, practice their skills and solve the problems.
Changing teaching method is changing the role of the teacher from the provider
into a consultant; students will fulfil the demand of knowledge themselves. It is
clearly that in my class, with Information Technology, the atmosphere of learing is
getting more and more exciting, students are voluntary participants in teaching

process, I myself find it is relaxing to be a guide instead of being a translator, for all
the activities in the classroom.
In order to apply this method effectively, the teacher should spend time
designing a suitable and closed Information Technology for each lesson. Besides,
teachers can encourage students to creat a Information Technology for themselves
to stimulate their mind.
2. Suggestion
Practical teaching English text book 10, 11, 12 Education Publishing House, I
suggest that there should be more multiple choice questions in eaxminations in
order to assess the real ability of students and to avoid students’ laziness.
This is my little experience in finding methods to help students find reading
comprehension more interesting and comprehend the reading text thoroughly and
actively. I hope to receive your reading and comments .
Thank You!
Thanh Hóa, ngày 15 tháng 05 năm 2017
Xác nhận của Thủ trưởng đơn vị

Tôi xin cam đoan đây là SKKN của

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Applying Information Technology effectively for teaching READING-UNIT 5-ENGLISH 12

mình viết, không sao chép nội dung
của người khác.
Người viết

Bùi Thị Kim Phượng

REFERENCES

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Applying Information Technology effectively for teaching READING-UNIT 5-ENGLISH 12

1.Ron and Carol Forseth, (1960), Methodology Handbook for English Teacher
in Vietnam, English Language Institue America.
2.Penny Ur, (1999), A course in English Teaching: Practice and Theory,
Cambridge University Presss.
3.Penny Ur, Andrew Wright, (1990) , Five minutes activities: A resourse book
of short activities, Cambridge University Press.
4.Antonia C., Problems of Learning English as a Second Language, Singapore
University Press for SEAMEO Regional Language Centre, 1981.
5.Brown, H.D., Principles of Language Learning and Teaching, Engleword
Cliffs, New Jersey: Prentice-Hall, 1980.
6.Cole, P. G. & Chan L., Teaching Principles and Practice, Prentice Hall of
Australia Pty Ltd., 1994.
7.Gardner, R., Lambert W. (1972), “Attitudes and Motivation in Second
Language Learning” in Cole P. G. & Chan L., Teaching Priciples and Practice,
Prentice Hall of Australia Pty Ltd., 1994.

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