Methods for developing reading comprehension skills to studenrs grate 10 english teaching in comprehensive school

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING
NGUYEN MONG TUAN COMPREHENSIVE SCHOOL

EXPERIENCED INITIATIVE

METHODS FOR DEVELOPING READING
COMPREHENSION SKILLS TO STUDENTS GRADE 10
IN ENGLISH TEACHING IN COMPREHENSIVE
SCHOOL

Writer: Hoang Thu Huong
School’s post: Teacher
Experienced initiative of subject: English

THANH HOA 2016


ORDER

TABLE OF CONTENTS

PAGES

TABLE OF CONTENTS
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1. INTRODUCTION

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- The reason for choosing the subject
- Research scope
- Research purposes
- Research measures
2. CONTENT
2.1. What are the reading comprehension skills
2.2. Status of the research problem
2.3. Implementation measures
2.3.1. Follow three step process of reading skills
2.3.2. Adjust and changing some tasks in textbook for
conformity
2.3.3. Encourage students to practice
2.4. Applying the research in teaching
3. CONCLUSION AND RECOMMEMDATION

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1. INTRODUCTION
- THE REASON FOR CHOOSING THE SUBJECT
English 10 - intensive Reading to start a unit of lessons and through the
development of reading comprehension skills such as skimming, scanning,
reading… the information provided language documents and help students get
acquainted with the topic and the content of the language which the children can
speak, listen and write are about the problems related to the topic of lessons in
the following properties:
Reading is one of the four important skills for those who are learning a
foreign language and other skills than you have probably read out the skills that
the students be exposed early and often as possible. However after a period of
teaching, the new grade 10 textbook - standard program I found myself
experiencing some difficulties as follows:
The amount of time devoted to each post to read is often short and not
enough to the teacher may conduct a full range of assignments such as textbook

layout. Status students aware yet holds true about reading comprehension skills
and many children do not know how to do a reading for the process.
Starting from a theoretical basis and practical basis, is a direct teacher is
teaching English in high schools, with a lot of enthusiasms and efforts of myself,
I share some ideas experience in teaching to “help the students in grade 10
develop reading comprehension skills in English”.
- RESEARCH SCOPE
Researching in the process of teaching English in grade 10 at Nguyen
Mong Tuan comprehensive school.
- RESEARCH PURPOSES
In my school, how to help students improve their reading skills is one of
the concerns of many foreign language teachers. Stemming from the fact that, I
launched an initiative this experience no more ambition than the purpose of
helping graders 10 improve their reading skills and contribute with colleagues
solve difficulty in the teaches reading process.
- RESEARCH MEASURES
Can say most students have experienced middle school English program
and the knowledge the children provided at this level is relatively more both in

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terms of grammar, vocabulary and communication skills including reading
comprehension skills were exposed from grade 6.
Besides that some students are training for middle – level posts from
certain knowledge and understanding society is also very wide.
There is the object of this program is the 10 grade students in the natural
sciences and the basic board. Due to the grade 10 so they did not take much
pressure colleges and university examinations, that why they are still so excited
even some still feel passion for this subject.

From the characteristics of the students mentioned above I found that the
teacher may have some advantages and disadvantages as follows in the process
of teaching.
Advantages:
A student can read and do the exercises are very good because they are
already familiar with how to do a reading for a long time.
Atmosphere very vibrant when students encounter the familiar topics,
close as “national parks”, “music”, “films and cinema” and “the world cup”…
Disadvantages:
Due to the level of students should be uneven within a limited period of
time that the student has completed all the assignments but also the student only
completed 50% of the work and even 30%.
Due to the “tasks” in every article is relatively long and more so in the
majority of teachers do not carry the “post” and to go home for the students to
do.
In the process of teaching reading, to create effective lessons and help
students develop skills in reading comprehension, I bravely applied several
methods:
1. Follow three step process of reading skills.
2. Adjust and changing some task in textbook for conformity.
3. Encourage students to practice.
2. CONTENT
2.1. WHAT ARE THE READING COMPREHENTION SKILLS?
Reading is an activity with a purpose. A person may read in order to
gain information or verify existing knowledge, or in order to critique a writer's
ideas or writing style. A person may also read for enjoyment, or to enhance
knowledge of the language being read. The purpose(s) for reading guide the
reader's selection of texts.
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The purpose for reading also determines the appropriate approach to
reading comprehension. A person who needs to know whether she can afford to
eat at a particular restaurant needs to comprehend the pricing information
provided on the menu, but does not need to recognize the name of every
appetizer listed. A person reading poetry for enjoyment needs to recognize the
words the poet uses and the ways they are put together, but does not need to
identify main idea and supporting details. However, a person using a scientific
article to support an opinion needs to know the vocabulary that is used,
understand the facts and cause-effect sequences that are presented, and
recognize ideas that are presented as hypotheses and givens.
Reading research shows the good readers:
- Read extensively
- Integrate information in the text with existing knowledge
- Have a flexible reading style, depending on what they are reading
- Are motivated
- Rely on different skills interacting: perceptual processing, phonemic
processing, recall
2.2. STATUS OF THE RESEARCH PROBLEM
Situation
Reading is one of those skills that are of interest in the standard program 10 class – textbook, importance of reading is shown in that it is designed as the
point of origin of each lesson and was placed in the first section of each lesson
content, readings usually portrayed the main theme of each lesson one. In
theory, the reading means reading and understanding means training, so enjoy
reading means training students to read tags, understand the key post and have
the skills and techniques to do certain exercises effectively and accurately within
a limited period of time.
Sad reality inspired me to find different solutions to help them to have
faith in themselves and discipline, develop some reading comprehension skills
needed in the program English 10. To do like that, first I started to understand

the difficulties and obstacles they encounter in the course of reading. Could
summarize with the following main reasons:
The first is student proficiency is uneven, there are many students who
have in – depth knowledge of English but besides trivia and not a few students
not fluently even present simple, they still add “is / are / am” first in regular
verbs.
The second is some students do not even know to do one post read out for
the right processes. They still translate to Vietnamese readings right from first
reading or read lock to, or stop at the words hard and being stumbled back to
should children’s working speed is often very slow because the translation into
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Vietnamese are very time - consuming. Moreover, once translated a post read
lengths from 200 to 220, the students have been able to forget the basic
information section above.
The third is reading comprehension skills are receiving skills should
students often proved relatively passive in receiving the information of the table.
Students often lack of the brains to deduce or infer but not sufficient to the
extent necessary and hence the ability to guess the words through the context of
very poor students.
Finally some students are afraid to speak out, a sense of inferiority, not
confident of knowing but not speaking or know these are correct.
Results of reality
This reality is a major obstacle to effectively impact a student's reading
and cause difficulties for teachers in the teaching process. The result is the
teacher hard impart knowledge and communication skills as well as
impenetrable student knowledge and develop their skills.
2.3. IMPLEMENTATION MEASURES
2.3.1. Follow three step process of reading skills

We need to conduct lessons in accordance with three step process of
reading skills such as: Pre - reading; While - reading; Post - reading but to
combine and use many different activities to suit each part, each article in order
to create interest in learning and improving positive, initiative and creativity of
students. In this section I would present some of the activities that I used to be
effective in the teaching process of reading.
Phase 1: Pre – reading
Have to say this is the initial stage the student first exposed to the topic of
lessons so teachers need to make good the two following purposes.
The first is the teacher must create excitement for students on the topic of
lessons prepared or equipped with some knowledge and experience of the
student in relation to the content of the readings.
The second is the teacher should introduce current topics, vocabulary and
sentence structure, but should have helped students to guess the information
relevant to article content are about to read.
* Creating excitement for students.
To create excitement for students before the readings I have also always
applied knowledge related subjects as information technology subjects, history
subjects or geographical subjects. At the same time make use of existing Visual
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Tools teacher of the school such as: projectors, televisions, cassette and
pictures…. In fact I have applied for the specific lessons such as : unit 4, unit 6,
unit 13 and specially the last time of the school year, the spirit of the student
section wild hordes and reply is the study, applicable to “ unit 16: historical
places”.
How to create a simple and fundamental excitement as teachers can rely
on existing questions in the textbook to help students learn or express her
insights on the topic about to read. However, if you do so, then it will be hard to

make the surprise because of the questions that students may have read before
even being done before at home and therefore the excitement of students also
must be reduced.
In my opinion, to make this step more attractive, teachers can rely on
those questions in the textbook, which creates the following types of different
exercises for variety and richer. Even so, in this section though given the
questions or exercises the common criteria are to be simple, easy are to create
conditions for majority of the students could answer and to generate excitement
that aims to stimulate students’ curiosity. The following are a few example
illustrate.
Example 1: In “unit 4: Special education”
Before reading about special class teacher’s Thuy, I let the student do little
exercises that answer questions about everyday activities such as: “ What do you
do in the morning?; “ What do you often watch TV/ Read newspaper…..etc?”; “
Do you go to class?”; “ Do you listen to music?”; “ Do you watch TV?”….. The
result is due to the simple question and want to show your understanding of
yourself before your classmates so students were so excited states. Finally the
teacher will ask students “Which of these activities would be difficult for blind
and deaf people?”. The students are very excited as though words and grammar
of the children have not been very accurate. Then teachers led to the subject of
the article and ask students to just verify the information that classmates just
raised.
Example 2: In “unit 6 :An excursion”

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Before reading, I do exercises for students with young that answer
question like: “What do you know about famous places?” or “can you give name
of famous places you know or you saw?”; “Do you go to there/ Do you like to

see them?...”. The result is due to the simple question and your understanding of
yourself before your classmates so students have enjoyed ever since although
the words and grammar of the children have not been very accurate. Then
teachers led to the subject of the article and ask students to just verify the
information that classmates just raised.
Example 3: In “unit 13: Films and cinema”

The teacher gives the topics and asks students to name the film category
and 5 different clips collection, enabling each students to clips, guess that’s any
film genre. This activity aims to stimulate the Visual as well as auditory and
create exciting for the whole class. Then the new teachers guide students on
homework in the textbook so students to learn more about the types of film
music and pimp on the theme “films and cinema”.
* Introduction language materials:
In this part should be noted teachers apply these methods introduce new
words to the effect, however in limited thematic I do not discuss that issue.
Issues raised here is how many referrals from teachers and the like? In theory,
teachers just introduced these important words have influenced the
understanding of the article and should work out to the students the ability to
guess the Word as well as ignoring the unnecessary words. But in fact the
students had not accustomed to guess the word through context and ask the
teacher or a dictionary to know that often slow down the progress of
assignments. To solve this problem there is a solution arises after you have
studied the “post” teachers can go back to answer the hard word or phrase,
However, this is a solution is not feasible because there is not enough time to
implement.
Phase 2: While – reading
In this section the teacher should guide the students to do some tricks such
as; skimming to the post’s tags, prohibiting the phenomenon translated into
Vietnamese, then read the questions and read the article again the key again in

order to find the necessary in formation for the answer. Teachers can suggest
students underlined the important information in the posting or use a tablet pen
to mark up coating.
Most of the exercises in the text book, students were acquainted only
multiple - choice guessing through the context as in “unit 3, unit 4, unit 5, unit 8,
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unit 10, unit 14, unit 15…”The majority of students do not do it through has
spent a lot of time. Even when students are able to understand all the words in
the phrase that they still could not guess the meaning of the phrase.
For example, the word “demonstration” in the article about her special
class Thuy “unit 4” in the sentence “She raised both arms and opened up her
fingers one by one. She continued the demonstration until the children realized”;
or the phrase “ interact” in “unit 5” in the sentence “It is a personal
communicator which helps you to interact with other computers and with people
around the world” or the phrase “ make ends meet” in “unit 8” in the sentence “
Many years ago my villager was very poor , the villagers had to work hard in the
fields all day and could hardly make ends meet” can make students confused
because there is no new word but not easy to understand the meaning of this
phrase. In this case, the teacher should guide the students zoned to that term,
carefully read the sentences in the previous section as well as the later part it to
infer the meaning of the phrase and get practical example in class always. After
the teacher guide and example by specific action, so be sure the student will
answer correctly.
In addition there are some post textbook arranged the “while you read”
relatively long, having up to three tasks that long and hard such as: “unit 7, unit
8; unit 10 and unit 13”. Furthermore, due to the uneven level of students should
have the children can quickly complete this task while the majority of other
students may only complete two- thirds of the workload. So, customize

individual students whose teachers have different solutions. The pretty teacher
just stated requirements of the post and then the students do, teachers monitored
around but with the weaker class the teacher must guide the precise way each
type of article. Such as with the determination of the sentence right and wrong
based on the information in the article. Teachers should ask students to
monopolize a given question carefully and determine what information is
important, the key words in each sentence and conduct the test. With that kind of
homework answer questions, teachers also lead similar and if you experience
strange or difficult questions, teachers have been translated to Vietnamese,
student may respond more easily. In addition to some articles like “task 3- unit
1”; “task 2 - unit 8” or “task 2 - unit 14”, students are required to “scan” the
information to fill in the blanks. With this exercise, the teacher asks students to
read carefully the details in question the look back at the key article but does not
need to read that just look to see that information and where to find the answers
you need.
On the other hand, in a class always had of weak students and poor sense
of self, not doing so teachers have to sort students: the first are the good students
and the conscious; the second is the weak and poor awareness, when conducted
for students as teachers have to travel around to control the actions of the
students. However, not always under control the teacher should pay attention to
the poor students to meticulous instructions and to students who have poor sense
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to make sure that they are trying to do. With the students and teachers self just
the end result.
In summary, after each individual student’s assignments, the teacher
should ask students to exchange in order to help each other. Students are able to
instruct students with weak sentences students have done before the teacher
common cures. However, this can also have trouble some weak students

creativity the students taking advantage of the exchangeable at requested
teachers to copy is your answer. To remedy this, teachers need time limit,
exchange student and when calling the student answer to question why you do
so to give these children the habit read carefully before answering.
Phase 3: Post – reading
Have to say the purpose of this step is to strengthen the knowledge of
language learned and develop reading comprehension skills through contact
with the things learned to real life as well as the information the students has
mastered in the post, and this is also the time for teachers to check whether
students grasp the lessons to what extent. This section usually can proceed
through the other skills such as speaking or writing and mostly talk. With respect
to this section relatively affordable layout textbook so teachers just need to
guide and control the students do. Students can work in pairs or in groups to
discuss a question a question or give a summation or statistics. However, in the
discussion groups are easy to arise problem that are no less conscious non- poor
students actively participate in the discussion and just leave the team mates. To
remedy these teachers need positive traveling around and over the classroom,
then when students have finished discussion teachers may call any one student
would represent the group to stand up and report available to motivate as well as
pressure for students to do a better job.
2.3.2. Adjust and changing some task in textbook for conformity
Developing reading activities involves more than identifying a text that is
"at reading, handing out the assignment and sending students away to do it. A
fully - developed reading activity supports students as readers through prereading, while-reading, and post-reading activities.
As you design reading tasks, keep in mind that complete recall of all the
information in a text is an unrealistic expectation even for native speakers.
Reading activities that are meant to increase communicative competence should
be success oriented and build up students' confidence in their reading ability.
Make sure students understand what the purpose for reading is: to get
the main idea, obtain specific information, understand most or all of the

messages, enjoy a story, or decide whether or not to read more. Recognizing the
purpose for reading will help the student select appropriate reading strategies.
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In addition to the main purpose for reading, an activity can also have
one or more instructional purposes, such as practicing or reviewing specific
grammatical constructions, introducing new vocabulary, or familiarizing
students with the typical structure of a certain type of text.
Remember that the level of difficulty of a text is not the same as the
level of difficulty of a reading task. Students who lack the vocabulary to identify
all of the items on a menu can still determine whether the restaurant serves steak
and whether they can afford to order one. The right level, "writing a set of
comprehension questions for students to answer after”.
For example, I feel active part before you reading Unit 4 ask students
to tick the best answer the questions that suit you. It is long and redundant
because it is not much content to reading. Moreover it also caused conflicts
because in this activity while using missing information about special school in
Task 1, Task 2. So I do not to use this activity when I teach and replaced by the
following activities: I put some questions to introduce suggestive themes all
about special school as:
Have you known Special Education?
What is the aim of Special Education?
What are teachers’ works?
Or in part Reading Unit 6, Task 2, ask students to read and answer 5
questions are too hard for their ability. Therefore, to reduce the load and make it
easier for bad students can make from the reading, I clipped sentences 3 and 5.
To class more lively and interesting, I often make into exercises minister games.
For example, Unit 12: Music - Reading Task 1 I designed the game "Lucky
number". I performed on power point form both beautiful and interesting

2.3.3. Encourage students to practice
We remember that learning foreign language has to practice, practice
more and more. I often encourage my students to practice in the Reading in class
then you should read books which written of English regularly. However, this is
difficult, but I still try to encourage them, help them to have more faith in love
on the subject. Or in the information technology today, they can exercise reading
skills through the Internet, reading books, magazines ....So they are more chance
opportunity for exposure to English, reading comprehension skills will be also
improved. Certainly they like studying Reading in the classroom and learning
more effective. Specially, reading aloud can help a teacher assess whether a
student is "seeing" word endings and other grammatical features when reading.
To use reading aloud for this purpose, adopt the "read and look up" approach:
Ask the student to read a sentence silently one or more times, until comfortable
with the content, then look up and tell you what it says. This procedure allows
the student to process the text, and lets you see the results of that processing and
know what elements, if any, the student is missing.
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We need to encourage students to practice because "Practice Makes
Perfect".
2.4. APPLYING THE RESEARCH IN TEACHING
UNIT 7: THE MASS MEDIA
Lesson 1: Reading
Teacher: Hoang Thu Huong - Class: 10A1
I. Objectives:
1. Education aims:
- Students read about TV programme schedules.
2. Knowledge:
a. General knowledge: - Knowledge about TV programme schedules..

b. Language: - The present simple tense.
- Vocabulary concerning TV programmes..
3. Skills: - Speaking : talk in pairs and in groups.
- Reading comprehension: Read for general ideas and specific
information.
II. Anticipated problems:
- Students may have difficulties in understanding some names of TV
programmes.
III. Teaching aids: board, textbook, chalk.
IV. Procedures:
Teacher’s activities
1.Warm-up:(5’)
Aims: sts get used to the topic.
+ Jumbled words.
- Give 5 words about the forms of mass
media whose letters are in the wrong
order and ask sts to work in groups of
3-4 sts to rearrange them in good order
to make the right words.
1. enslieisov
2. rwepeapns
3. idora
4. agenmzia
5.evido
- 4 representatives are required to write
the words on the blackboard.
- Check and give remarks.
2. Before you read: (10’)
Aims: to prepare information and
vocabularies for the topic.

+ Pairwork:

Students’ activities

- Work in groups of 3-4 sts
- Sts write the words individually on
the blackboard
1. television
2. newspaper
3. radio
4. magazine
5. video
- Listen to the teacher.

- Work in pairs.

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- Ask the sts to work in pairs to answer
the question given in the part and some
other questions.
- For each question, 3-4 sts are required
to answer orally in front of the class ( 1
st/ 1 time).
- Gather the ideas and give some
background information about TV
channels in Vitetnam.
+ VTV1: Combination of Politics,
Economics and Entertainment.

+ VTV2: Science and Education.
+ VTV3: Sports and Entertainment.
+ VTV4: For the overseas Vietnamese.
+ VTV5: For the Ethnic minority
groups
+ Vocabulary:
- Provide the students with new
words/phrases
+ channel (n)
: Kênh truyền hình
+ Mass media (n): public institutions
that report news and other stories .
+ Population and Development (phr):
dân số và phát triển
+ TV Series (n): phim truyền hình dài
tập
+ Folk Songs (n): nhạc dân ca
+ News Headlines (n): điểm tin chính
+ Weather Forecast (n): dự báo thời tiết
+ Quiz Show (n) trò chơi truyền hình
+ Portrait of Life (phr): chân dung cuộc
sống
+ Documentary (n): phim tài liệu
+ Wildlife World (n): thế giới thiên
nhiên hoang dã
+ Around The World (phr): xung quanh
thế giới
- Read each word/phrase twice and ask
sts to repeat it and leave sts 1 minute to
self-practice.

- Ask 4 - 5 st to read all the
word/phrases aloud in front of the class
- Listen and help sts to read the

- Do the work orally in front of the
class.

- Listen and copy down.

- Listen and then copy down

- Listen and repeat.
- Some sts stand up and read these
word aloud.
- Others listen.
- Self-correct.

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words/phrases correctly.
3. While you read:(20’)
Aims: Read the passage for
information to do the tasks.
+ Task 1: Matching.
- Ask Sts to read the TV programme
schedules and do task 1: Match the
words in A which appear in the reading
passage with their definitions in B.
- Sts are required to compare their

results with their partners.
- 4 sts are required to do the task orally
in front of the class (1 st/ 1 time).
- Listen and help sts to do the task
correctly.
+ Task 2: True or false:
- Sts are required to read the
programmes carefully, individually and
decide whether the statements are true
(T) or false (F).
- 5 sts are required to give their
answers orally, individually in front of
the class with the evidence in the
reading passage.
- Listen and check the answers orally in
front of the class.
+ Task 3: Answering questions.
- Ask sts to work in pairs and answer
the questions in the book basing on the
information in the reading passage.
- 6 pairs are required to answer orally
in front of the class ( 1 pair/ 1 time).
- Listen and help sts to answer the
question correctly.

- Work in pairs to read the programmes
and do the task.
- Share their answers with their friends.
- Some sts present their answes:
1 – c; 2 – a; 3 – d; 4 – b

- Others listen.

- Work individually
1. T
2. T
3. F ( The Nature of Language is on
VTV3.)
4. T
5. F (VTV1 starts at 5:35 and the last
programme starts at 23:30
- Others listen and check.

- Work in pairs.
- Some pairs stand up and ask and
answer:
1. There are five films on.
2. At 9:00 a.m, 12:00 at noon, 7:00p.m,
11:00p.m on VTV1 and 7:00p.m on
VTV3.
3. VTV2
4. The Quiz Show.
5. (You should watch) VTV1
6. Football

4. After you read:(9’)
Aims: to give the summary of the topic.
- Sts are required to work in pairs to - Work in pairs.
tell their partners about one of the TV
programmes they like watching best
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and explain why.
- 2-3 sts are required to give short talks
on the given topic.
- Get feedback and help the students to
give correct talks
5. Homework:(1’)
- Write a paragraph about a programme
you like best.

- Some sts talk in front of the whole
class.
- Others listen.
- Listen and self-correct.

3. CONCLUSION AND RECOMMENDATION
Can say teaches reading comprehension are taught basic skills in the
foreign language teaching process so first of all who the teacher should have the
proper awareness of skills as well as the steps to conduct a teaching post in
accordance with the direction of communication.
Above are a few of ideas of individuals I as a teacher directly teaching the
new basic – 10 class textbook. In the past year I have tried to apply teaching
methods under the direction of communication combined with some necessary
adjustments to each object to achieve the highest teaching. The result achieved
about 70% of students understand and can absorb the knowledge of lessons to
improve his understanding of the language as well as on the different areas of
life, the remaining 30% of students know how to do the various multiple choice reading comprehension and understanding the article. I hope the
experience I met after a year of teaching can help other colleagues refer and
apply to get good lectures to develop reading comprehension skills to students.

I sincerely thank you!
CONFIRMATION OF THE PRINCIPLAL

Thanh hoa, May 10, 2016
I declare that this is my writing
and it does not infringe any copy
Written by

HOANG THU HUONG

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REFERENCE BOOKS
1. Textbooks English 10 (Published in 2007 Educational Publishing)
2. Book of English teachers 10 (Published in 2007 Educational Publishing)
3. Documentation teacher training class 10 (Published in 2007 Educational
Publishing)
4. Lesson plan English 10
5. Design lectures English 10 (Author VU THI LOI, Published in 2006 Ha Noi
Publishing)
6. English language teaching Methodology (Teacher ' s work book)

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