Some measures to improve reading comprehension skills for students in teaching english 11 in the direction of the national high school exam

THE TABLE OF CONTENTS

Numerical
order
A
1
2
3
4
B
1
2
3

4
5
C
1
2

Contents
INTRODUCTION
Reasons to the teaching experience
The purpose of the teaching experience
The research subjects
The research methods
CONTENTS
The reality
Objections of knowledge and skills
Basic knowledge
- Definition of reading comprehension

- Basic reading skills
- Basic types of questions in reading
comprehension exercises
- Specific steps in reading comprehension
Experimental communication
Experiments and lessons learned
CONLUSIONS AND RECOMMENDATIONS
Conclusions
Recommendations and proposals

Pages
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A. INTRODUCTION
I. Reasons to teaching experience
In the trend of international integration of the country today, language is an
important issue, hotly being every profession and every industry all areas of
interest. Being an international language is widespread in most countries in the
world, English plays indispensable roles in communication or research in all fields.
Therefore, the teaching and learning of foreign languages, especially English, today
becomes imperative and is a compulsory subject in the curriculum at all
educational levels as well as in the national high school exams of our country .
The Ministry of Education and Training has developed a plan to improve the
quality of foreign language teaching and learning across the country. Innovating
and improving the quality of foreign language learning need many synchronous
solutions. First of all, We need to innovate teaching and learning methods. This
spirit of innovation has been reflected in the Central Resolution 2 of Session VIII,
which is institutionalized in the Education Law (December 1998). Article 24.2 of
the Education Law states says that “The method of general education must promote
students' activeness, self-awareness, initiative and creativity. Consistent with the
characteristics of each class and subject. Fostering self-study methods, training the
skills to apply knowledge into practice, affecting emotions, bringing joy and
excitement to students' learning ”.
English is very necessary for the daily life and work, but many people don’t
know how to learn and approach it effectively . Each person is also learning
English for different purposes . For example, English learners with the purpose of
communicating for work, we need to focus on developing practical skills such as
listening and speaking, and English learners for the purpose of testing, Teaching
again must focus more on teaching skills with combining more academic skills
such as reading, writing and grammar supplementation. As a teacher in an

educational environment with high school students and more specifically, college
preparatory students in order to prepare for the tough and fierce competition in
Vietnam, it can be said that responsibility and the teacher's role is even more
important. Teachers must find an effective method to guide their students to do the
best results.
In the process of teaching and learning foreign languages, reading is one of the
basic skills that are very focused. Reading is an effective and necessary tool for
students to master, consolidate language knowledge, expand vocabulary as well as
deepen the style and language they are learning. Reading plays a very important
role in developing students' reading comprehension skills.
In fact, in reading skills and doing exercises after reading, students often
make some common mistakes such as: incorrect pronunciation, often wind
indiscriminately, their vocabulary is too little or no knowledge, not knowing how to
read a reading comprehension, not remembering the information in the text, not
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understanding the basic grammatical structure, most students do not know how to
ask a paragraph and answer a question . To overcome this situation, teachers must
first make sure that students have a proper awareness of the importance of learning
a foreign language in general and specifically learning English in particular,
especially making learning Favorite students, interested in learning a reading more
effectively. The lectures of teachers in the classroom must be suitable for all
students, must have appropriate methods, which stimulate learning for students.
From that fact, I chose the topic " Some measures to improve reading
comprehension skills for students in teaching English 11 in the direction of the
national high school exam " as a research issue in my experience initiative.
II. The purpose of the teaching experience
Help the students of two grades 11A2, 11A7 at Hau Loc 4th High School
overcome the psychological barriers when reading a document, paragraph or text in

English effectively
III. The research subjects
The students of two grades 11A2, 11A7 at Hau Loc 4th High School
IV. The research methods
1. Read analysis teaching materials.
I have read the analysis and understanding of teaching materials.
2. Intuitive method:
+ Experimental Teaching: Teaching method, tips inspire, combining observations,
test, learn excitement, mood ENGLISH .
+ The hours of lessons learned:
B. CONTENTS
I. The reality
Although English has become a formal subject in school, its promotion of
interests has not been paid much attention and has not attracted students' passion
for learning, which is shown more clearly during English reading classes. Students
are always looking for ways to avoid having to read long essays with thick new
words. On the other hand, students only care about the meaning of words without
going into depth about the content of the reading, especially the stressing of the
text, which results in them being unable to fully answer questions about readings.
The quality of teaching therefore decreases, does not meet the requirements that we
have set. In this case, the teacher needs to teach students analytical reading skills to
get information, from which they can apply as quick exercises. In addition, the role
of the teacher cannot help but mention the improved teaching quality, innovative
teaching methods suitable to each lesson and each student.
In the old textbook curriculum, reading skills are practiced simultaneously with
Listening- Speaking and Writing skills. New words in each reading are often few or
familiar topics that students know, teachers just need to ask questions and ask
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students to answer coercively, awkwardly and thus the quality of their learning.
will never be tall.
After the English program is re-compiled, the reading skills are trained
individually, the higher the teaching method innovation, the more must follow.
Many new topics are mentioned, the number of vocabulary is also increasing.
Students feel overwhelmed, the old method is no longer suitable. Therefore,
teachers play a leading role in this. Teach how to both meet practical requirements,
while improving the quality of their learning.
The cause of the reality
- Students:
Subjective reasons: Lazy students, afraid to learn, cognitive, shyness, lack of
confidence, inferiority, monks have good learning methods ...
Objective reasons: due to the teacher's teaching methods, teachers were
reprimanded by teachers are not interested in all the subjects the student, family,
psychological ages ...
- Teachers:
Subjective reasons:
+ Aversion innovation, especially with some of the older teachers.
+ Misconceptions about the new approach, including the application of
language games.
+ Talents limited.
+ Apply new methods stereotyping and machinery.
+ Bumper creativity, lack of flexibility.
II. Objections of knowledge and skills
1. Objectives of knowledge
After the lesson, students need:
- Improve vocabulary.
- Basic understanding of techniques for finding answers to the types of questions
given in reading comprehension exercises.
- Basically know how to do reading comprehension exercises.

2. Skill goals
- Practice reading skills such as "scanning" and "skimming".
- Practice the techniques of finding answers to the types of reading
comprehension questions from easy to difficult and suitable for each student
(students graduating and university students).
III. Basic knowledge
1. Definition of reading comprehension
According to wikipedia, reading comprehension is defined as the level of
understanding of a text or an information. Understanding comes from a
combination of the language written in the text and how they activate knowledge
outside the text.
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According to the authors Mc Donough and Shaw (8: 102) extract Williams' concept
that reading comprehension is the process of searching general information from a
text, searching for specific information from a text, or reading to Seek fun.
Nunan (10:68) argues that reading comprehension is the process by which readers
combine information from a text with their background knowledge to understand a
problem.
There are many different definitions of "reading comprehension" but it can be
generalized that reading comprehension is the process of finding information given
in the text and applying its background knowledge to understand a problem.
threads.
2. Basic reading skills.
One of the factors that make the success of the University English Exam is a
reasonable division of time. Within 60 minutes of 50 multiple choice questions,
especially more difficult for 2 reading comprehension papers with each length of
200- 350 words, if the students do not have any effective method of doing it, they
must confirm that the I will be short of time. It is possible that time out of work for

which many students have not finished reading. To solve this problem students first
need to grasp some basic skills when doing comprehension exercises. Here are two
skills that are essential for students to do this exercise.
Skimming: use your eyes to skim through the entire lesson to get the main idea and
the overall content of the lesson. We use this skill when we want to identify
important information, the main keyword. After skimming you will determine if
you need to read this paragraph later.
Skimming steps:
- Read the topic of the lesson - this is the most concise summary
- Read the introduction or overview.
- Read the first paragraph of the lesson.
- Read the subtitles if available and find the relationship between them.
- Read the first sentence of the remaining paragraphs because the main idea of each
paragraph is usually in the first sentence
Scanning: using a quick scan to find an exact word or idea in a lesson. This skill is
used when they know for sure what information they are looking for. For students,
this skill should be used when reading the question requirements.
Scanning steps:
- Read the title of the post
- Look from the top of the page to the bottom of the page to find out the specific
words or phrases you need.
- Pay special attention to definitions, formulas, diagrams, charts, etc.
3. Basic types of questions in reading comprehension exercises
Question 1: Find the main idea of the reading (main idea)
Question 2: Determining the purpose of the lesson (Purpose)
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Question 3: Identify how to organize an idea or overall layout or attitude (general
organization or attitude)

Question 4: Inference, find implications (Inference)
Question 5: Determining the information mentioned in the lesson (Stated detail)
Question 6: Determining information not mentioned in the lesson (Unstated
details)
Question 7: Finding synonyms (Vocabulary)
Question 8: Search for words or phrases that are mentioned or referenced
(Reference)
4. Specific steps in reading comprehension
Of these 8 questions, questions 1, 2 and 3 are general questions that should be
done later, the remaining questions are specific information questions, so they can
be considered in advance depending on the difficulty level of every sentence. These
questions are broken down into the following types
FORM 1: MAIN IDEA QUESTIONS (questions 1, 2 and 3)
Questions 1 and 2: Find the main idea of the reading (main idea) and determine the
purpose of the lesson (purpose)
Most readings contain at least one question of this type, which can be asked in
various forms but will generally require students to identify "topic" "tiltle"
"subject" "primary idea". "Or" main idea ". With basic exercises, the main content
of a paragraph is usually in the topic sentence or the first sentence in each
paragraph (sometimes the last sentence), so students just need to skim the first
sentence or the last sentence to find out the main content. For advanced exercises,
the main content of the lesson will not be in any specific sentence but the general
idea of the whole lesson, so students need to leave these types of questions to do
last, after spend time reading to find out the details of other questions students will
understand the main content of the whole lesson.

QUESTIONS

KEYS

Main ideas questions
What is the topic of the passage?
What is the subject of the passage?
What is the main idea of the passage?
What is the author’s main point in the passage?
With what is the author primary concerned?
Which of the following would be the best title?
What is the author’s main purpose in the passage?
Usually at the beginning or the end of each paragraph. If
the main idea is not specific at the beginning or the end
of the paragraph, we will leave it as the final time after
the time to answer detailed questions.
- Read the first line of each paragraph
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- Find the most general ideas in the first line and find the
relationship between them
- During the reading process pay attention to the
HOW TO ANSWER keywords that are repeated
- Often do this last question after answering detailed
questions in advance to save time.
- Browse through the entire article quickly to check that
you have found the correct content
- Types of options that are definitely wrong, usually
main idea (too general), (too specific) or (not mentioned)
- Choose the best option from the remaining options

Question 3: Identify how to organize an idea or overall layout or attitude (general
organization or attitude)

This type of question often forces students to determine the layout of the passage or
the author's attitude in the passage. As for the question layout, students should pay
attention to the words that connect between paragraphs. For questions about the
author's attitude, students should pay attention to the adjectives or judgments based
on the main content after skimming through the whole article. Students need to use
the exclusion method for completely false alternatives.
Organization question
Time order
Cause and effect
Definition – example
Comparison and contrast
Problem – solution

signals
Firstly, secondly, finally, next, then…
Because, since, as, lead to, due to, as a result,
consequently
Define, mean, indicate, show
On the one hand, on the other hand
More, less, least, most
Cause, result in, deal with, solution,

Example:

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Since
the
world

became
industrialized, the number of animal
species that have either become extinct or
have neared extinction has increased.
Bengal tigers, for instance, which once
roamed the jungles in vast numbers, now
number only about 2,300. By the year
2025, it is estimated that they will become
extinct.
What is alarming about the case of
the Bengal tiger is that this extinction will
have been caused almost entirely by
poachers who, according to some sources,
are not always interested in material gain
but in personal gratification. This is an
example of the callousness that is
contributing to the problem of extinction.
Animals such as the Bengal tiger, as well
as other endangered species, are valuable
parts of the world’s ecosystem.
International laws protecting these animals
must be enacted to ensure their survival –
and the survival of our planet.
Countries around the world have
begun to deal with the problem in various
ways. Some countries, in an effort to
circumvent the problem, have allocated
large amounts of land to animals
reserves.They then charge admission
prices to help defray the costs of

maintaining the parks, and they often must
also depend on world organizations for
support. This money enables them to
invest in equipment and patrols to protect
the animals. Another response to the increase in animal extinction is an
international boycott of products made from endangered species. This has had
some effect, but by itself it will not prevent animals from being hunted and killed.
The teacher explain students how to answer
Question 1:
What is the main topic of the passage?
A. The Bengal tiger
B. International boycotts
C. Endangered species
D. Problems with industrialization
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For this question, the answer is usually in the first or last paragraph. In this reading
the answer is at the beginning and Key words “ the number of animal species” and
“extinct or have neared extinction” So the answer would be C
Question 2:
The previous passage is divided into two paragraphs in order to contrast:
A. a comparison and a contrast
B. a problem and a solution
C. Specific and general information
D. A statement and an illustration
As we can see, two paragraphs develop in two different directions
Para 1: “alarming about the case of the Bengal tiger is that this extinction will have
been caused almost entirely by poachers” warns of Belgan tiger being extinct due
to hunting.

Para 2: “Countries around the world have begun to deal with the problem in
various ways” Countries are fixing the problem in different ways. The hallmark
here is "deal with the problem".
So the answer would be B because these two paragraphs talk about the extinction
problem of rare species that are caused by hunting and countries that are giving
solutions to it.
Question 3:
Which of the following best describes the author’s attitude?
A. indifferent
B. surprised
C. concerned
D. forgive
- With this type of question we should do after skimming the whole article to
understand the main content of the article how we will find out the attitude of the
author shown in the lesson.
- In this exercise, the author raised the problem and solution of the countries for the
rare animals so we will certainly eliminate the plan A (indifferent: indifferent). It
seems that options B and D are not mentioned. So the correct answer will be C:
concerned because the author has raised a warning about the extinction of rare
animals and what is the way to fix this problem.
- Usually for this type of exercise they often have difficulty because they encounter
many new words in this question. And words that show attitudes are often
adjectives, so after each reading comprehension, the teacher should pick up some
common words in this form to help them notice and add new words.
FORM 2: IMPLIED DETAIL QUESTIONS (question 4)
Question 4: Inference, find implications (Inference)
This type of question often requires students to draw conclusions or make
inferences about the details outlined in the paragraph. This type of question usually
includes the words “implied, implied, inferred, or probably (maybe) are the signs
for you to recognize these types of questions. With this question, the answer is not

directly given in the lesson but students need to rely on the information available in
the lesson to infer and draw conclusions.
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Implied detail questions
QUESTIONS
It is implied in the passage that …..
It can be inferred from the passage that..
It is most likely that….
What probably happened….?
KEYS
The answer to this question is usually based on your
understanding of the text, but students can search in the
order of the text.
HOW TO ANSWER

- Find key words, key words of each question.
- Skimming (skimming) skimming to see key words,
where the key points are in the paragraph (usually in the
order in the lesson).
- Read carefully the sentences containing key words and
ideas.
- Find the appropriate answer according to the
paragraph.
- Use the method of eliminating the wrong type of plan,
then select the best option from the other options.

Example
The passage

The number of rings in a tree can be used to determine how old a tree really is.
Each year a tree produces a ring that is composed of one lightcolored wide band
and one dark-colored narrow band. The wider band is produced during the spring
and early summer when tree stem cells grow rapidly and become larger. The
narrower band is produced in fall and early winter when cell growth is much slower
and cells do not get very large. No cells are
produced during the harsh winter and summer
months.
Students work in groups and answer the
questions
The question
It is implied in the passage that if a tree has 100
wide bands and 100 narrow bands, then it is
A. a century old
B. two centuries old
C. fifty years old
D. two hundred years old
The correct answer to the above question is A.
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To do this, students need to underline the key words in the question. The answer is
all about age so this question will ask about the age of "tree has 100 wide bands
and 100 narrow bands". Although the article does not mention the age of the tree,
there are indications that the song "each year" produces "one ... wide band" "one ...
narrow band". From this, students can infer what a tree is. So "a century old" is the
correct answer.
FORM 3: STATED DETAIL QUESTIONS
Question 5: Determining the information mentioned in the lesson (stated detail)
The question identifying information presented in the lesson usually asks for a

small detail in the reading. The answer to this question is the information provided
in the article. Usually the correct answer is just a "restatement" that reiterates the
information in the article in a different way.
Stated detail questions
QUESTIONS
According to the passage,…..
It is stated in the passage….
The passage indicates that….
Which of the following is true….
KEYS
In the passage
HOW TO ANSWER - Underline key words, important ideas in the question
- Use scanning to find the right paragraph to read carefully
for information.
- Read carefully the sentences containing keywords and
ideas in the question carefully.
- Type the answers that are definitely wrong and choose the
best answer from the rest of the options
Example:
The passage
ASIAN GAMES
The Asian Games, also called the Asiad, is a multi-sport event held every four
years among athletes from all over Asia. The games are regulated by the Olympic
Council of Asia (OCA) under the supervision of the International Olympic
Committee (IOC). Medals are awarded in each event, with gold for first place,
silver for second and bronze for third, a tradition which started in 1951. The Asian
Games are dominated by the People's Republic of China.

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Competitors are entered by a National Olympic Committee (NOC) to represent
their country of citizenship. National anthems and flags accompany the medal
ceremonies, and tables showing the number of medals won by each country are
widely used. In general only recognized nations are represented, but a few
nonsovereign countries are allowed to take part. The special case of Taiwan was
handled by having it compete as Chinese
Taipei, due to the political status of
Taiwan.
The 15th Asian Games were held in Doha,
Qatar from December 1 to December 15,
2006. The 16th Asian Games will be held
in Guangzhou, China in 2010.
Students work in groups, discuss and
answer the questions
The question
Which of the following is true?
A. The Asian Games are held every year.
B. The International Olympic Committee
is the founder of the Asiad.
C. The first gold medals were given to, the
winning athletes in 1951.
D. The Olympic Council of Asia organizes
the Games.
FORM 4: UNSTATED DETAIL QUESTION (question 6)
Question 6: Determining information not mentioned in the lesson (unstated details)
One of the most frequently asked questions in the text is to find answers that are
not mentioned in the paragraph. This type of question often appears with the words
"not mentioned" "not stated" "all following options are true Except" or "not true".
This type of question will have 3 options containing the information mentioned in

the article and 1 option not mentioned in the article.
Unstated detail questions
QUESTIONS
Which of the following is not stated...?
Which of the following is not mentioned...?
Which of the following is not discussed…?
All of the following are true except.....
Which of the following are false…?
KEYS
The answer will be information that does not appear in
the article or the wrong answer compared to the article.

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HOW TO ANSWER

- Read questions and options carefully, underline key
words.
- Quick scan to highlight information suitable for key
words.
- Read carefully the sentences containing the ideas in
the selection
- Eliminate the mentioned or correct choices compared
to the text
- Choose the option that is not mentioned or incorrect
with the text.

Example
The passage

In the first games just two teams of injured soldiers took part. The next year, 1949,
five teams took part. From those beginnings, things have developed fast. Teams
now come from abroad to Stoke Mandeville every year. In 1960 the first Olympics
for the disabled were held in Rome, in the same place as the normal Olympic
Games. Now every four I years the Olympic Games for the disabled are held, if
possible, in the same place as the normal Olympic Games, although they are
organized separately. In other years Games for the Disabled are still held at Stoke
Mandeville. In 1984 wheelchair Olympic Games, 1064 wheelchair athletes from
about 40 countries took part. Unfortunately, they were held at Stoke Mandeville
and not in Los Angeles, along with the other Olympics.
The question
Which of the following is not mentioned as the place where the Olympic Games for
the disabled were held?
A. England
B. Rome C. Stoke Mandeville
D. Los Angeles
The answer is C
Students should underline key words in the given options and then skim through the
passage. The information is” they were held at Stoke Mandeville and not in Los
Angeles”
FORM 5: VOCABULARY IN CONTEXT QUESTION (question 7)
Question 7: Finding synonyms, antonyms (vocabulary)
This is a form of difficult questions that require students to guess the meaning of a
difficult word that appears in a paragraph based on context. However, there are still
some signs in the lesson for students to speculate.
Vocabulary in context question
QUESTION
What is the meaning of “X” in line “Y”?
The word “ X” in line “Y” could be replaced by …
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KEYS

Which of the following word has the closest meaning with
the word “ X” in line “Y”?
Which of the following has the opposite meaning with the
word “X” in line “Y”?
Based on the information surrounding the given word to
guess the meaning of the word

HOW TO ANSWER - Find the word in the text
- Read the sentence containing that word carefully
- Find clues in the context to help understand the meaning
of words.
- Choose the answer that the context represents.
Example1:
The passage
………………………………………………………………………………………
…………They make many sacrifices so that their children will have more
opportunities. They think their children will remain close to them because of this.
Some children understand and appreciate these sacrifices and remain close to their
parents. However, other children feel
ashamed that their parents are so
different from other Americans.
The question:
The word close in line 7 is closest in
meaning to ............................
A. dear
B. friendly

C. helpful
D. kind
In this question, students will have to
look for what phrase is equal to "close".
Students can read the sentence carefully
and the surrounding sentence to guess
the meaning of the word in the context.
The answer is A
FORM 6: REFERENCE QUESTIONS (verse 8)
Question 8: Find the word or phrase mentioned or referred to in the paragraph
This is an easy question to help students get points. Frequently asked questions use
the pronouns "he, she, they ...." or "them, it, him ..." , the possessive adjective
"their, its ...." pronoun pronouns "this, that, these, those, ...." to use as a referenced
word. For this type of question, students should do it first. In this question, the
word "refer" often appears and students just need to carefully read the question that
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contains the referenced word and the sentences before it. Usually the answer is
usually in the previous sentence or the sentence containing the referenced word.

QUESTIONS
KEYS

HOW TO ANSWER

Reference questions
The word “ X” in the passage refers to…
Often phrases in sentences before or in the sentence
itself referenced.

- Read the questions and options given
- Browse through the text quickly to find the word
referenced in the question.
- Read the sentence containing the referenced word
and the previous sentence carefully and look for the
phrases listed in the answer selection section.
- Eliminate the certainly wrong options, choose the
best option from the rest.

Example:
The passage
Portobello Market is divided into different sections selling second-hand
items, clothing, jewellery, souvenirs and vegetables. The most sought-after area is
devoted to antiques. Visitors may feel overwhelmed as there are over 1,000 booths
manned by antique dealers from throughout England. It's a great fun to browse
through antique cameras, watches, pottery and paintings that date back 300 years.
They are sold at different prices, so it's possible to find a few good bargains. It
seems that both buyers and sellers look forward to the weekends when they can
meet and escape the city's fast pace at Portobello Market.
Question 1. The word ''they'' in paragraph 3 refers to .
A.prices
B.bargains
C. buyers and sellers
D. weekends
Key is C.
Reference to the paragraph : They are sold at different prices, so it's possible to
find a few good bargains. It seems that both buyers and sellers look forward to the
weekends when they can meet and escape the city's fast pace at Portobello Market.
IV. EXPERIMENTAL COMMUNICATION
1. Experimental purposes and tasks

1.1. Purpose
Test of the use of measures to improve reading skills for students in teaching
English 11 in class hours. Assessing students' ability to understand and remember
knowledge after lessons, thereby proving the hypothesis that applying measures to
train reading skills is one of the optimal ways to renovate teaching and learning
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styles. , promote the ability of each student to communicate so that they feel
confident, love English more.
1.2. Mission:
To achieve this goal, the empirical process must address the following tasks:
- Conduct experimental teaching using methods of training reading skills for
students in the classroom with some basic forms to determine the results of the
classroom method.
- Assessing practical results, making scientific conclusions confirming the use of
measures to train reading skills for students in class is one of the effective methods
to train students' reading ability .
2. Experimental use method
The experiment was conducted with two classes: control class and experimental
class. In empirical teaching classes, the teaching is conducted according to the
lesson plans in accordance with the hypothesis, while in the control classes the
teaching is conducted as usual, nothing is changed. Students in experimental
classes must be selected so that they have the same level and cognitive ability as
students in control classes. In addition, the uniformity of discipline, learning in
experimental and control classes is a noticeable condition, but this is not a basic
condition.
4. Experimental organization.
Based on the above requirements and principles, I have conducted experiments
with the following steps:

4.1. Experimental time
The lessons are conducted experimentally during my time at Hau Loc 4th High
School from September 2019 to June 2020.
4.2. Experimental object:
The classes selected for experiment are 11A7, 11A2. About the number of students,
class 11A7: 41 students; grade 11A2: 42 students. These are all classes of block D,
students' grades are similar. Their learning conditions as well as their family
situation are not much different.
4.3. Conducting experiments
- The purpose of this stage is to collect the necessary information related to
practical teaching hours to conduct analysis, processing and evaluation of the
results of experimental teaching. Steps to take:
Teaching experiment.
Exchanging and talking with students about their attitudes (reactions) when
teachers use measures to practice speaking skills during teaching time.
Check the quality of the teaching hours by having students practice speaking after
every two experiments.
Evaluate and contrast the results between the experimental and control classes. Use
a 10-point scale to evaluate the knowledge test results by level: (as a percentage)
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Specifically:
o Score 9 - 10: good.
o Score 7 - 8: fair.
o Score 5 - 6: medium grade
o Score <5: weak type.
- Mode of implementation: students are given handouts and students do it in 20
minutes. Each student sits 1 table on Lap's room
V. ACHIEVEMENTS AND LESSONS LEARNED

1. Achievements
- After finishing the experimental lesson in the experimental class, talking with
students, I found that: most of the children liked the new way of teaching speaking
and confirmed that when they learned this method of speaking practice, Their
ability to memorize lessons is higher than that of traditional writing method, they
feel more confident when reading reading lessons and reading comprehension
exercises.
- Results of the reading comprehension test conducted in class 11A2, 11A7
* Summarize the test results of the 2 classes as follows:
students
surveyed

11A2
11A7
NUMBER
(%)
NUMBER
(%)
8
19,1
3
7,3
GOOD
14
33,3
18
43,9
FAIR
15
35,7

14
34,2
MEDIUM
5
11,9
6
14,6
WEAK
C. CONCLUSIONS AND RECOMMENDATIONS
I. Conclusions
With learners, language learning ever made many learners in all subjects
have a headache, caused many people to "fear" this subject because it feels too
difficult, too stressful, because right stuffing a number of vocabulary and grammar,
different from their mother tongue. Therefore, those who teach foreign languages
department should do something so that learners feel relaxed, so they can close
more "friendly" than with this useful subjects.
With teachers, perhaps in all cultural disciplines are taught in schools, language
is a subject with its very own characteristics. It would be difficult, complex, dry,
boring and ineffective, if people teach themselves "up muscles" take knowledge,
the importance of the issue. Why do not we simplify, soften the breadth of subjects
very dry this hard? I think to get a lesson - learning foreign languages vivid,
interesting and high efficiency is not so much a problem. If the teacher knows a
little investment of time, effort and wisdom in the language games to help students
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"learn for fun - fun to learn," then surely it will be the subject attracted the support
of many more students.
Innovation in general and innovation in particular foreign language is how
organizations innovate teaching, the learner must hub. New teaching methods

should match absorptive capacity and the needs of learners, learners make favorite
subjects to ensure the highest efficiency impart to their students.
Learning the discipline to practice English skills in listening, speaking,
reading and writing are permanent job, hard, hard for the students. Therefore,
teachers must be fully aware of innovative teaching methods, have to constantly
strive to learn, exchange, hone professional skills improve. Apart from imparting
knowledge tasks, teachers have concerns, seek to make English lessons more
attractive, interesting, charismatic. The use of a number of language games in the
organization of learning activities in English is both a success to help develop
positive perceptions of students in language learning, help students focused
mentality to grasp knowledge and help students use English in a foreign language
environment with real situations and lively
The language games create novelty, the excitement of learning for students,
making students feel comfortable, reduce stress, boredom with their lessons. At the
same time, help them to easily receive and inculcate knowledge, self-awareness
initiative to explore, discover, solve tasks and consciously manipulate flexible,
innovative and knowledge has acquired a effectively into practice. In other words,
language games contain a significant spiritual starting point, as it turns learning
(mastering) a foreign language with the rigid requirements, required individuals to
achieve self-awareness work, exuberant, creative and collective. Of course,
learning a foreign language is not just playing the game that the sentiments,
naturally in the communication between teachers and students is maintained,
strengthened by the atmosphere of collective game
Specifically, the game will guide you to the interview seriously, discussed the
situation any certain truth. All these things are very important factors contributing
to improve the quality and efficiency of the teaching process.
II. Recommendations and proposals
Above is my personal opinion on the use of language games in teaching
foreign languages. As a language teacher at the high school, I've introduced a lot of
lessons and I found quite interesting students, gently absorbing all that effective

inhibition and not many students feel enjoyed studying this subject. However, the
application of new issues is sometimes restricted because some classes
overcrowded sizes (40-45 students) should work fine experience various
organizations; Some colleagues are not sympathetic, they found affected to their
classes.
So in the process of implementing our inevitable problems arise, the leaders
at all levels to pay more attention were:
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- Develop separate function rooms (available lights, projectors) for teaching
and learning English in subjects at each high school.
- Reduce the number of students in a class.
- Propaganda, convinced, create empathy, shared with teachers of other
subjects on noise cultural "significance" of a foreign language now.
Things presented above is just the personal experience, the initial results.
The experiences and results have not been tested on a wide scale in the long run, so
unavoidable limitations. Presenting these experiences, I wish to raise a discussion
to exchange opinions with colleagues on how to inspire students to learn foreign
languages with the aim of contributing to increasingly improve the quality of
teaching subjects in English speaking in particular, the quality of education in
general.
We look forward to the comments of the leaders, professionals, colleagues
for this initiative is excellent and widely used makes teaching English teachers high
schools achieve good results, meet the requirements of teaching methods
innovation in today.
I sincerely thank.

Approved by

Hau Loc, June, 30th, 2020
I here by acknowledge that this study is
mine. The date and findings discussed in
the thesis are true, used with permission
from associates and have not been
coppied anywhere
.
Written by

Mai Thi Lan

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REFERENCE BOOKS
1. English text book grade 11, educational publisher
2. Knowledge, skills courses of standard English, educational publisher
3. Method of teaching English in secondary schools
(Author: Nguyen Hanh Dung)
4. Training methods teach them English
(Author: Hoang Xuan Hoa)
5. Adrian Doff, Teach English – Cambridge University Press in asociation with
The British Council
6. Dwaft Version- English Language Teacher Training Project
7. Celce-Murcia. M. 2001. Teaching English as a Second or Foreign Language
(3rd ed). USA: Heinle&Heinle.
8. Chaney, A.L., and T.L. Burk. 1998. Teaching Oral Communication in Grades
K-8. Boston: Allyn&Bacon.

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CATEGORY
EXPERIENCES IN THE EXPERIENCES HAS BEEN ASSESSED BY THE COUNCIL OF
ASSOCIATION OF EDUCATION AND TRAINING ROOMS, LEVEL OF EDUCATION
AND TRAINING DEPARTMENTS AND HIGHER LEVELS LEADED FROM ABROAD

Writer : Mai Thị Lan
Position and work agency : Teacher at Hau Loc 4th High School
Rating(Depart
ment,
Province)

Fake rating
results (A, B
or C)

Evaluation
school year

Thanh Hoa
education and
training

C

2011-2012

Some activities in the conclusion stage to Thanh Hoa
education and

motivate students in grade 10 to learn
training
English

C

2013-2014

Thanh Hoa
education and
training

C

2015-2016

The names of the teaching experiences

Một số trò chơi nhằm tạo hứng thú học
tiếng Anh cho các em học sinh lớp 11

Some activities in the warm up stage to
motivate students in grade 11 to learn
English

Annunciator
Mai Thị Lan

21