Strategic communicative activities in teaching reading skill

I. INTRODUCTION
1. Rationale
Language is the most important means for people to communicate to each
other. Nowadays, with the non-stop development of society and the tendency of
integration among the countries over the world, English becomes an official and
effective international communicative language. English is widely used in many
fields of life such as science, technology, education. As a result, more and more
people are studying English with the hope that they can meet the requirements
of society in general and of their jobs in particular.
In education, especially, for High school grade, English now is a
compulsory subject not only in teaching and learning but also in many important
examinations. It is, therefore, comprehensible why nowadays students learning
English with a great concern. They not only study English because it is
compulsory but also because they are interested in English and they are aware
well of the importance of English for their job in the future. As a matter of fact,
it is not easy to master a foreign language at all. Learning English is not an
exception. It requires many sub-skills such as listening, speaking, reading and
writing. Being a receptive skill, reading also has some certain requirements to
the students, not just a process of understanding grammar structures
mechanically. In fact, many students are very good at grammar and vocabulary
but they cannot finish the reading tasks successfully.
Of course, there are many ways to teach reading skill, however, the given
question is that which way is the most effective for the students. Nowadays, we
are trying to teach English in a communicative way. In real teaching in high
school, not many teachers use communicative activities in English classes,
especially in reading lessons. They only teach students reading skills through
mechanical drills in the textbook. Thus, the author caries out a study on the
useful communicative activities in English reading classes to somewhat help
students to improve their reading skill in particular and their language
competence in general.
For the reasons above, the author decides to choose the topic “Strategic

Communicative Activities to Motivate Grade 10 in Reading Skill. ” as her
experience ideas.
2. Aims and Objectives of the Study
The aims and objectives of the study are as follows:
- To provide some basic knowledge ranging from Communicative
language teaching to communication in real life.
- To make an investigation into the real situation of using communicative
activities in teaching and learning English reading skill at Dong Son II High
school.
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- To provide some suggested communicative activities to partly improve
reading skills for the 10th form students.
To fully achieve these aims, the study has to answer the following questions:
* What are Communicative Activities? What is “reading”?
* What is the real situation of using communicative activities in English
reading lessons for the 10th form students at Dong Son II High School?
* What kinds of Communicative Activities can be applied in English
reading classes to improve reading skill for the 10th students?
3. Scope of the Study
Furthermore, in this experience, the author also attempts to carry out the
research on the following two subjects:
- Situation of teaching and learning English reading skill at Dong Son II High
School. From these, the author’s purpose is to give some suggested
communicative activities as a technique to partly improve reading skills for the
10th form students.
- 50 students of class 10A4 (2018 -2019)
4. Method of the Study
To finish this study, the author has used quantitative and qualitative

methods.
First, the author collects and analyzes the materials which refer to
Communicative Language Teaching, Reading Skill and Communicative
Activities in English reading classes.
Then, she conducts a survey to get information about the real situation
about teaching and learning English reading at Dong Son II High School.
After that, the author analyzes and synthesizes the collected data.
Finally, the author discusses about some suggested communicative
activities in English reading classes for the 10th form students.

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II. DEVELOPMENT
A. THEORETICAL BACKGROUND
I. The Communicative Language Teaching (CLT)
1. The Aims of CLT
Communicative Language Teaching (CLT) began in Britain in the 1960s
as a replacement to the earlier structural method called Situational Language
Teaching.
The goal of CLT is to develop what Hymes (1972, cited in Richards and
Rodgers 2001: 159) referred to as “communicative competence”. This term was
referred in order to contrast to Chomsky’s theory of grammatical competence.
For Chomsky, linguistic theory was mainly concentrated on the mastery of
grammatical structures, on the knowledge of sentence building, the ability to
produce grammatically correct sentences in a language.
In contrast, Hymes’s theory of communicative competence focused on
what a speaker needs to know in order to be communicatively competent in a
speech of community. In other words, communicative competence can be
understood as the ability to use language correctly and appropriately to

accomplish the communication goals in authentic and meaningful situations.
Communicative competence is measured by determining if, and to what degree,
the goals of interaction are achieved.
In addition, CLT also developed procedures for the teaching of the four
skills that knowledge the interdependence of language and communication.
Because communicative principles can be applied to the teaching of any skill, at
any level, and because of the wide variety of classroom activities, description of
typical classroom procedures used in a lesson based on CLT principles is not
feasible. In CLT, traditional procedures are not rejected but they are
reinterpreted and expanded. Teaching points are introduced in dialogue form,
grammatical items are isolated for controlled practice, and then freer activities
are provided. Pair and group work is suggested to encourage students to use and
practice functions and forms. It can be said that CLT procedures are
evolutionary rather than revolutionary.
2. Teacher’s Roles and Learner’s Roles in CLT
The aims of CLT, “communicative competence” also imply new roles in
the classroom for teacher and learners. So how do the roles of teacher and
learners change in CLT? In traditional second language classroom, teacher was
the center; teacher controlled activities in the class. Teacher talks all the time and
students only listen and write down everything. However, in CLT, the role of
teacher and students has changed a lot.

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3. Teacher’s Roles
According to Breen and Candlind (1980:99, cited in Richards and
Rodgers, 2001:167), teacher in CLT has some main roles following:
The first role is to facilitate the communicate process between all
participants in the classroom and the various activities and texts.

The second role is to act as an independent participant within the learningteaching group.
The third role for the teacher is that of researcher and learner, with much
to contribute in terms of appropriate knowledge and abilities, actual and
observed experience of the nature of learning and organizational capacities.
Other roles assumed for teacher are needed analyst, counselor, and group
process manager.
CLT procedures often require teachers to acquire less teacher-centered
classroom management skills. It is the teacher’s responsibility to organize the
classroom as a setting for communication and communicative activities.
4. Learner’s Roles
Since the teacher’s role in CLT is less dominant than in a teacher-centered
method, students are seen as more responsible managers of their own learning.
According to Breen and Candlind (1980:110, cited in Richards and
Rodgers, 2001:166), the learners can be negotiators - between the self, the
learning process, and the object of learning – emerges from and interacts with
the role of joint negotiator within the group and within the classroom procedures
and activities which the group undertakes. The implication for the learner is that
he should contribute as much as he gains, and thereby learn in an interdependent
way.
Additionally, in CLT, students are expected to interact primarily with each
other than with the teacher and to engage in negotiating meaning actively. The
correction of errors maybe absent or infrequent. Thus, CLT procedures should be
focused on learner-centered instructions to enhance the students’ communicative
competence.
II. Reading Skill
1. Definition of Reading
Reading is an important skill in order to master a language. However, it is
not easy to establish a clear definition of reading. The ways of understanding
about reading are different, depending on the reading purposes of the readers.
Most educators would agree that the major purpose of reading should be the

construction of meaning - comprehending and actively responding to what is
read. From this purpose, there have been two main ways to understand about the
term “reading” as follows:

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First, “reading is a complex information processing skill in which the
readers interact with the text to (re)create meaningful discourse” (Silberstein,
1993, p.12).
It can be inferred from this definition that reading is not just a process of
picking up the literal meaning by understanding the meaning of all words in the
given text. The readers, when reading a text, have to coordinate a lot of
information related to the text to interpret it in a meaningful way. By this way,
the readers can facilitate reading comprehension tasks and also understand the
text better.
Second, “reading is the process of constructing meaning through the
dynamic interaction among the reader’s existing knowledge, the information
suggested by the text being read and the context of the reading situation” (cited
from .)
In this point of view, in order to understand the text thoroughly, the
readers have to use their own knowledge to interpret the information in the
given text. In addition, it is possible that the meaning of a text varies depending
on each reading context; therefore, a good reader should be an active and
flexible one who can apply various reading strategies to infer the meaning of a
text in different situations.
As mentioned above, there have been many ways of defining reading,
however, these are two of the most widely cited and agreed-upon definitions.
From these definitions, we can see that the readers play an important role in
deducing the text in order to realize communicative functions. Thus, it is

necessary for the students learning how to read in an effective way.
2. The Importance of Reading
Like listening, reading is a receptive skill with many sub skills just as
involved in listening. Reading is very important in real life in general and in
language learning in particular. “Reading may contribute significantly to
competence in a second language. This is a good reason, in fact, to hypothesize
that reading makes a contribution to overall competence, to all four skills”
(Krashen & Terrel, 1983:131).
From this point of view, reading can enhance the learners’ general
language competence. The students’ ultimate objective is to use language in real
communication. Thus, by reading a lot, students can improve their English
background knowledge and their English vocabulary as well. These things can
help students use language creatively in real life.
In addition, reading also makes a great contribution to other language
skills. We know that the four language skills are closely related to each other not
only in teaching but in learning as well. When reading, students have a chance to
enrich their vocabulary, grammatical structures, and their knowledge about the
real world, etc. For this reason, the improvement of reading can promote further
improvement in other skills such as speaking, listening and writing as well. In
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order to be good language learners, it is necessary for students to master all four
language skills together.
B. SITUATION OF TEACHING READING SKILL AT DONG SON II
HIGH SCHOOL
Dong Son II High School was founded in 2002 in countryside. Most of
the students in Dong Son II High School come from poor farming family where
they have quite poor learning conditions. The students here do not have much
time for learning, especially for learning English. There is only a small number

of students paying attention to learning English. It is easy to understand why
teaching English seems more difficult and complicating for these students than
those from the other high schools.
As a matter of fact, a successful class is the one in which students play the
center role and communicative competence is the goal of teaching. Therefore, it
is actually necessary for the teacher to monitor the class in such a way that
students have as many chances as possible to communicate with each other
when fulfilling a task. Using communicative activities is one of the most
effective ways. They help students to become more active and more confident
when they express their understanding about the reading text. Through
communicative activities the students also understand the lesson better. In fact,
communicative activities are available, however, how and in what way to apply
those activities in real teaching and learning English is still a question for many
teachers.
C.SOME APPLIED ACTIVITIES
The teaching practice at Dong Son II High School has made the author
herself realize that teaching and learning English quite boring; students
sometimes not motivated in learning the lessons. She has also had a chance to
observe English reading classes taught by all of six teachers in Dong Son II
High School. It is obvious that each teacher has their own ways to teach English
reading and guide students to solve reading tasks in the textbook. Nowadays, we
are trying to teach English following Communicative Approach. However, the
fact is that many teachers still use the traditional method of teaching. They
mainly focus on grammatical structures and vocabulary. They guide students
how to use English grammar to do exercises in the textbook. Some teachers also
teach their students how to translate a piece of English language into Vietnamese
one.
For reading skill in particular, some teachers often use only the textbook
again and again. They teach students by asking them to follow the mechanical
drills in the textbook. Therefore, most of the students have no intrinsic

motivation in learning English reading. As a result, English reading skills of
students at Dong Son II High School is not good. There are also some teachers
providing extra communicative activities in reading classes. In such classes, the
students are able to complete successfully the reading tasks and understand the
reading passage better. In addition, the students feel more interested in reading
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lessons and have more motivation in their English learning as well. Therefore,
the result of English learning will be higher.
The author has herself also had the opportunity to check the effectiveness
of applying reading communicative activities in teaching reading when she gives
the lessons to the students. She has seen that by using communicative activities,
the students have had more motivation in joining the lessons and they have also
understood the text more thoroughly.
To sum up, using communicative activities in English reading classes
brings many benefits for students in learning English. Therefore, it should be
widespread applied in teaching and learning English. Consequently, the students
will not only improve their reading skills but also other language skills will be
better day by day.
As mentioned above, communicative activities are various and can be applied in
teaching all four language skills. Thus, within this study, the author only
suggests some communicative activities in English reading classes for the 10 th
form students.
The author hopes that these activities will help students understand the text most
effectively and partly improve their reading skills.
1. Out of ten
1.1.Types of activity: pair or group work
1.2. Aims: This activity aims at checking students’ understanding about the
content of the text and improving students’ interaction in the class as well.

1.3. Instruction:
The teacher asks the students to write the numbers from 1 to 10 after each
sentence in the text. Number “1” means “I understood almost nothing in this
sentence”, number “10” means “I understood everything in this sentence”. The
numbers from 2-9 are arranged following the degree of the students’
understanding from the lower degree to the higher one.
Let the students work in pairs or groups. Students show their scores to
each other and then the students with the higher score will help the lower one
understand more.
* Application:
Almost of units in the textbook can apply this type of activity for the postreading part. After finishing reading tasks in while-reading, the teacher can ask
the students to move around class to ask each other about whatever they do not
understand in the text.

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2. Finding Synonyms
2.1. Types of activity: pair work or group work
2.2. Aims: This kind of activity can help students enrich their vocabulary and
from that they can understand the text better.
2.3. Instruction:
Asking the students to find 5-6 favorite words from the text (they should
be important words in the text) and then discuss in groups to find the synonyms
of these words. Each student has their own words. Thus, after exchanging the
ideas in groups, students can enrich their vocabulary. Moreover, because the
students know more words in the text, their understanding about the text is also
improved.
2.4.Application:
The teacher can apply this type of activity independently or combine it

with matching tasks in while-reading. After first reading, the teacher asks the
students to work in groups to discuss about the synonyms of their favorite
words. Through this activity, the students can do matching tasks more easily.
Many units in the new textbook can use this kind of activity such as:
Unit 3: People’ Background (Task 1)
Unit 4: Special Education (Task 1)
Unit 7: The Mass Media (Task 1)
Unit 10: Conservation (Task 1)
3. Get it wrong
3.1. Types of activity: pair work or group work
3.2. Aims: This activity is for detailed checking of the text for specific
information or summarizing the reading text
3.3. Instruction:
The teacher prepares a summary passage (including some deliberate
mistakes) of the text, copies it into many pieces as the hand-outs and delivers
them to each pair or group of students. After that, the teacher asks the students to
discuss to cross out the mistakes and substitute the correct information.
3.4. Application:
“Get it wrong” activity can be used for both while-reading and postreading parts. In some lessons, the teacher can combine this activity with True/
False tasks to conduct a summary passage including both right and wrong
information. The following units can apply this kind of activity:
* Unit 3: People’s Background (Task 2)
* Unit 7: The Mass Media (Task 2)
* Unit 10: Conservation (Task 2)
* Unit 14: The World Cup (Task 3)
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4. Role Play
4.1.Types of activity: pair work, group work or teacher-whole class

4.2.Aims: checking students’ understanding about the text and improving their
communicative competence
4.3.Instruction:
The teacher calls a group of students coming up before class and playing the
roles of someone rather than themselves and using the language appropriately to
the new context. Other students play the role of audience and give comments if
necessary.
4.4.Application:
Role play is usually used for post-reading activity after students finishing
reading tasks in while-reading. Some lessons can apply this type of activity as
follows:
* Unit 1: A Day in the Life of… (After you read)
* Unit 8: The Story of my Village (After you read)
* Unit 11: National Parks (After you read)
5. Students Interview
5.1. Types of activity: pair work or group work
5.2. Aims: This activity can help students improve their scanning skill by
asking and answering questions to get information about the text.
5.3. Instruction:
Students should come up with a variety of questions relating to the
passage and go around class to interview other students about the information
they need.
5.4. Application:
This type of activity can be applied in while-reading and post-reading as
well. For while-reading, the teacher can combine it with the task “Answering the
questions”. Students can use both the given questions in the task and their own
questions to interview each other. For post-reading, this activity can be used for
free talking. Students can move around the class and ask any question relating to
the passage to help them understand the text thoroughly. Almost every unit in
the textbook can apply this kind of activity.

6. Completing Network
6.1. Types of activity: group work or whole class
6.2. Aims: Improving students’ vocabulary and checking their understanding
about the text by finding out related information basing on a key word.
6.3. Instruction:

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The teacher gives a key word on the board and then asks students to find
out as much as possible the words relating that key word (the key word is about
the main point of the passage).
6.4. Application:
The teacher can use this activity for pre-reading or post-reading part in
almost every unit in the textbook. For example, in unit 16 “Historical Places”,
the teacher can check students’ understanding about the passage by asking them
to complete the network below:
location
• Ly dynasty
• Suggested answers:location
• Confusion ways
• Royal examination
• Briliant scholars
• Between 1076 - 1779
• Talented men
7. Crossword Puzzle
• Types of activity: group work
• Aims: This activity is aimed at improving students’ guessing skill by
finding out the key word that relates to the topic of the lesson and arising
their vocabulary as well.

• Instruction:
The teacher divides class into small groups of 4 – 5 students and then
teacher distributes the crossword puzzle handouts for students to do in their own
groups. After finding out the key word, the students can somewhat guess at the
content of the lesson.
• Application:
This type of activity can be applied in most of the units for “Before you
read” part.
8. Lucky Number
• Type of activity: group work
• Aims of activity: This kind of activity is aimed at helping students to
improve their scanning skill by answering the questions about the content
of the reading passage.
• Instruction:
For this game, the students can work in group of six members. The
teacher prepares 6-8 cards with numbers in one side and the questions about the
content of the text in the other side of the card.
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Each group will choose a number they like and after choosing the number,
they have to answer the question in the other side of the card. The other groups
also have to listen to answer those questions because if that group can not
answer the questions, the others will have chances to answer them. Each correct
answer will bring the group one mark. There are also one lucky card and one
unlucky card. For the lucky card, the group has one mark without answering any
question. In contrast, with the unlucky card, the group will lose one mark. The
group with the highest mark will be the winner.
• Application:
This type of activity can be applied in while-reading phase. The teacher can also

use this game
for the task Comprehension Questions in the textbook. Most of the lessons in
the textbook can apply ‘Lucky Number” activity. By this activity, the author
could make sure that the students will have more enthusiasm to enjoy the
reading lessons.
9. Sample Reading Communicative Activities
All the above suggested communicative activities are designed for
teaching reading in general, depending on different reading passage and on the
level of students. The teachers should be flexible to applying these activities in
reality of teaching English reading.
During her practice teaching at Dong Son II High School, the author has
applied some of them when teaching reading lessons to the students. She herself
finds them very effective and her students were able to understand the text
better. As a result, the students’ reading skill has also improved as well. Below
are the models of activities that have applied in her real teaching. Because the
scope of the study, the author just presents here types and instruction of these
activities briefly, not all the steps that she has performed in details.
The unit that the author taught during her teaching practice is:
Unit 13: Film and Cinema
Unit 13: Film and Cinema
(Taught at class 10A4 – Dong Son II School)
I. Warm-up Activity
Crossword Puzzle
*Instruction:
The teacher shows the crossword and the questions on the board and then
divides class into 2 groups: Group A and Group B
Each group chooses the horizontal number in turn and then answers the
question for that number. If right, the group gets one mark, if wrong, the group
loses their chance. The group which finds out the key word gets 3 marks. At the
end, the group with higher marks will be the winner.

*Model:
C A R T O O N
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Questions:
1. A kind of film for children
2. The person who makes a film
3. It is a tragic love story film about the sinking of a luxury liner (ship)
4. A kind of film that makes you laugh
5. It is a famous cartoon film and the main characters are a mouse and a cat.

6. A famous person/ actor/ actress in a film
Suggested answers:
1. Cartoon
2. Director
3. Titanic
4. Comedy
5. Tom & Jerry
6. Star
Key word: CINEMA
II. New lesson
Part I: BEFORE YOU READ
*Requirement: Answer the questions
• Do you want to see a film at the cinema or on TV? Why?
• Can you name some of the films you have seen?
• What kind of films do you like to see?
The author has chosen Students Interview for this part in this lesson.
*Instruction:
Students work in group of four. They ask each other these questions.
Students can also ask their own questions that relate to the topic of this lesson.
By answering these questions, students can guess the main content of the
coming lesson.
Part II: WHILE YOU READ
There are three tasks in this part:
Task 1: Finding words from context
Task 2: Passage Comprehension
Task 3: Identifying the main idea
For the length of time for the lesson is limited in 45 minutes, the author has
guided students to do task1 and task 3 in normal way. In task 2, she has applied
activity Lucky Number for this task.
Task 1:

*Requirement: Find the word in the passage that can match with the definition
on the right column.
1…………
a. film-making industry
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2…………
b. series of related events or actions
3…………
c. a period of 10 years
4…………
d. quickly and in a short time
5…………
e. part of a film
6…………
f. a person in a film
*Instruction:
First, the author has instructed students to read through the definition
provided in the task to get the general meaning of the word.
For this kind of exercise, the students have to identify the part of speech of the
word to match each definition.
Suggestion: in sentences 1, 2, 3, 5, 6 the words needed to fill in should be a
noun whereas in sentence 4 it should be an adverb.
The teacher asked the students to work in pairs to find out the answers
and asked them to say in which line the word is located in the text.
*Suggested answers:
-cinema: line 1
-sequence: line 2
-decade: line 4

-rapidly: line 4
-scene: line 7
-character: line 2
Task 2
*Requirement: Answer these questions
1. When did the history of the cinema begin?
2. What did scientists discover at that time?
3. Did films in the early days have sounds?
4. When were audiences able to see long films?
5. When was sound introduced?
6. What forms of films appeared as the old silent films were being replaced by
spoken ones?
The teacher has used “Lucky number” activity for this type of exercise.
*Instruction:
- The teacher prepared 8 cards and numbered from 1 to 8. Each number
for one question, one of them is unlucky card and one is lucky.
- Dividing the class into 2 groups and asking the students to choose the
number in turns. For the card with question, the groups have to answer the
question. If right, they get one mark, if wrong, they lose one mark and also lose
their chance for the other group. For the lucky card, they get one mark without
answering any question. For the unlucky card, they lose one mark.
- The group with the higher mark will be the winner.
With this activity, the author could make sure that students have
understood the content of the text better and they are also motivated in reading
lesson more.
*Suggested answers:
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1. The history of cinema began in the early 19th century. (Line 1)

2. The scientists discovered that when a sequence of still pictures was set in
motion, they could give the feeling of movement. (Line 2-3)
3. No, they did not. (Line 5, line 13-15)
4. Audiences were able to see long film in the early 1910s. (Line 9)
5. Sound was introduced at the end of the 1920s. (Line 14)
6. It was the musical cinema. (Line 17)
Task 3
*Requirement: Decide which of the options below to be the best title for the
passage:
A. The Story of a Film
B. A Brief History of Cinema
C. The History of the Film Industry
*Instruction:
For this type of exercise, the teacher can ask the students to discuss in
pairs and find out the main idea of the text. From that, they could find out the
differences between three options A, B, C and choose the best title for the
passage.
*Suggested answers:
C. The History of the Film Industry
Part III: AFTER YOU READ
*Requirement: Talk about the passage, using the cues below.
19th century
1910s
1920s
1905
1915
*Instruction:
The teachers asked the students to work in group of four to ask each
other about what happened in these points of time.
*Suggested answers:

19th century: History of the cinema began
1905: Films were about 5-10 minutes long
1910s: The first long film was made
1915: Cinemas were first built
1920s: Sound was introduced and old silent films were replaced by spoken
films
• EXPERIMENTAL RESULTS
After I conducted the teaching experiments about this topic in class 10A4,
I find out their positive feedback which improves their reading skill more.
Result before and after applying the suggested communicative activities in
reading in textbook ‘Tieng Anh 10’
Class/
Grade
Number
of

Reading skill
Before applying (20172018)
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student
s

10A4/
45

After applying
(2018-2019)
Excellent

8%

24%

Good

40 %

60%

Average

50%

16%

Weak

2%

0%

Bad

0%

0%

III. CONCLUSION

RECAPITULATION
It cannot deny that reading is an important skill for students to master a
language. The goal of reading following CLT is not only to practice
pronunciation or to learn grammatical structures only but also develop students’
communicative competence. Therefore, in the first chapter of this study, the
author has briefly presented some general knowledge about CLT,
Communication Continuum such as characteristics of communicative activities
and types of communicative activities in Language Teaching. In addition, the
author also has attempted to make an overview on reading skill as well as the
importance of reading, the principles for teaching reading in a CLT classroom,
and types of reading activities in language classes.
This experience has been intended for the analysis of the common
characteristics of the 10th form students and of the new textbook “Tieng Anh 10”
and the design of a reading lesson for the 10 th for the students as well. The main
part of this experience is the survey of the English teaching and learning
situation at Dong Son II High School. It is obvious that applying communicative
activities in teaching reading is very effective; however, in fact it is not widely
applied by many English teachers. The result gained from the survey helps to
see more clearly about the situation of applying communicative activities in
reading lessons at high school.
This experience has been concerned with some suggested communicative
activities in reading lessons for the 10th form students. Based on the design of a
reading lesson in the new textbook, the author has synthesized the main types of
reading exercises in the textbook and then provided some suggested
communicative activities in English reading classes. This experience has also
presented some sample communicative activities that the author has applied in
her real teaching at Dong Son II High School.
In conclusion, we have conducted the experience on applying
communicative activities in English reading classes for the 10 th form students.
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Hopefully, after applying these activities in real teaching and learning English,
students can master English more successfully and can use it in real
communication with each other.
SUGESSTION FOR FURTHER STUDIES
As the limitation of an assignment and the author’s knowledge as well,
the study only mentions about some typical communicative activities to improve
English reading skills for the 10th form students. For the further studies on this
matter, the author attempts to give some suggestions as follows:
* A Study on Communicative Activities in English Reading Classes for
th
the 11 Form Students
* A Study on Task-based Activities in English Reading Classes for the 10 th
Form Students.
* A Study on Communicative Activities in Teaching Speaking for the 10 th
Form Students.
The confirmation of the headmaster

Thanh Hoa, May 15th 2019
I assure this is my own experience
initiative, not copying the contents
of other people.

Written by

Bui Thi Le Thu

16

DANH MỤC
CÁC ĐỀ TÀI SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG
ĐÁNH GIÁ XẾP LOẠI CẤP PHÒNG GD&ĐT, CẤP SỞ GD&ĐT VÀ CÁC
CẤP CAO HƠN XẾP LOẠI TỪ C TRỞ LÊN

Họ và tên tác giả: Bùi Thị Lệ Thu
Chức vụ và đơn vị công tác: Giáo viên trường THPT Đông Sơn 2

TT

Tên đề tài SKKN

Phương pháp dạy giới từ cho
1.

học sinh THPT

Kết quả
Cấp đánh
đánh giá
giá xếp loại
xếp loại
(Phòng, Sở,
(A, B,
Tỉnh...)
hoặc C)
Sở GD&ĐT

C

Năm học
đánh giá xếp
loại

2008-2009

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18