effectively using some tips and teaching media in english reading skills for 12th grade students at nguyen trai high school

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING

NGUYEN TRAI HIGH SCHOOL
----------------------------

EXPERIENCE INITIATIVE

EFFECTIVELY USING SOME TIPS AND TEACHING
MEDIA IN ENGLISH READING SKILLS FOR 12TH GRADE
STUDENTS AT NGUYEN TRAI HIGH SCHOOL

Writer:

Nguyen Thi Tuan

Position:

Teacher

Experience Initiative of subject: English

THANH HOA 2021


TABLE OF CONTENTS
PART I - INTRODUCTION..............................................................................1

I. Reason for choosing the theme: ……………………………………….…….1
II. Aims of the experience initiative:....................................................................1
III. Object and scope of the study:........................................................................2
IV. Research approach and methods: ...................................................................2

PART II - CONTENTS......................................................................................2
I. Rationale:...........................................................................................................2
II. Practical basis:..................................................................................................3
III. Solutions offered to solve the problems:........................................................4
PART III- CONCLUSION AND PROPOSAL ..............................................19
I. Conclusion:......................................................................................................19
II. Proposal:.........................................................................................................20


PART I: INTRODUCTION
I. Reason for choosing the theme:
Finding an effective method of teaching English to help learners quickly master
the foreign language they pursue is still a concern of many teachers who directly
teach. With the progressive development of society, science and information
technology, learners have access to many forms and modern learning means,
bringing positive effects. Therefore, it requires teachers to always improve their
professional qualifications, explore and innovate teaching methods to meet the
needs of learners.
In the skills of teaching foreign languages, teaching reading comprehension
plays a very important role, especially in the condition that most foreign
language schools do not have a suitable language environment. Reading is a
synthesis process that requires not only grasping words but also punctuation,
syntax, grammar, proverbs, and feeling the writer's emotions.... When reading,
what is important is not speed but the ability to grasp the content. Through
reading students are exposed to different types of texts, exposed to diverse
linguistic and cultural phenomena. Reading comprehension helps students
develop other language practice skills such as listening, speaking, and writing.
Therefore, reading comprehension is considered to be the focus of teaching and
learning foreign languages, although the current trend is that we are focusing on

teaching listening and speaking. I choose reading skill because for high school
students it is essential to have a firm grasp of reading comprehension skills,
especially when they have to take important tests in class, school and exams.
The above mentioned reason leads to the choice of studying about experience
initiative in analysing “EFFECTIVELY USING SOME TIPS AND
TEACHING MEDIA IN ENGLISH READING SKILLS FOR 12TH
GRADE STUDENTS AT NGUYEN TRAI HIGH SCHOOL”
II. Aims of the experience initiative:
- From the above reality, I am constantly studying and experimenting with
teaching methods and tricks to find the most effective reading methods to help
students understand how to read some types of paragraph .
- Improving the students’ reading skill through practical reading.
- Reducing the difficulties for the students in practicing writings by creating a
combination in the essays and using simple words and structures, know how to
use the structure in each part of the essay when participating in excellent student
exams at all levels.

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- Help teachers understand more about reading some types of paragraph
III. Object and scope of the study:
- Object of the study: The study was conducted in class 12C4 at Nguyen Trai
High School
- Scope of the study: The writer attempts not only to introduce some tips and
teaching media to apply English reading skill to reduce students’ difficulties but
also makes them more self – confident and interested in reading lessons, hence,
developing their reading ability.
IV. Research approach and methods:
Reading reference books.

Discussing with other teachers.
Applying in teaching.
PART II: CONTENTS
I. Rationale:
The beginning of learning English, students have been exposed to four basic
skills of the language: listening, speaking, reading, and writing. These are
important skills of teachers in transferring knowledge to students. Reading skill
is a difficult one for learners, it requires teachers to understand the teaching
method effectively and well implement the principle of "Studying together with
practising". Teaching and learning methods have changed fundamentally.
Teachers are not only ones who hold the knowledge and impart knowledge but
also the direction instructors, supporters, mentors, testers.The learners are no
longer passive people who acquire knowledge but are at the center of the
teaching process, actively innovating in the learning process to achieve the
conclusion. It is very important to study and know how to apply it to real life. In
general, to teach foreign languages and to teach English in particular the
innovation of teaching methods is very important in addition to mastering
language knowledge, good performance listening, speaking and writing skills,
reading skills also play an important role. Bacon said: "Reading makes a full
man, conference a ready man and writing an exact man.”, “It is an important
tool, which enables man to communicate with others people in many ways”
(Rita Rani Mandal, 2009). To students, good at reading will bring many benefits
for them. Firstly, reading is a good way to increase the ability of using language.
Secondly, reading is an essential tool to support other skills. If a student has a
good reading ability, they can speak and writing the text more effectively.

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Thirdly, reading is a way to approach modern information technology as well as

the human knowledge. Otherwise, it is necessary to master reading skill because
it can help people have good preparations when finding a job or attend English
courses.
II. Practical basis:
In high school English textbooks, reading is the first skill taught at the beginning
of a unit. In that reading, it includes both the grammar focus of the lesson
(Language Focus section) and vocabulary as well as linguistic and cultural
phenomena. Therefore, I often spend a lot of time on teaching reading
comprehension by thoroughly understanding the content of the reading passages,
designing classroom activities to suit the tasks in the lesson, researching,
collecting and introduce factual information to help students remember the text
better. Currently, students are using the 7-year English textbook series. Thus, it
is required that students must ensure basic English knowledge at secondary
school level. However, due to many reasons, their knowledge of middle school
English is still very weak, many of them barely have basic knowledge. The
results of the survey at the beginning of the year in English at Nguyen Trai High
School (School year 2019 - 2020) showed that only 35.72% of students achieved
the average score. Therefore, English teachers face many difficulties in teaching
because with the new content of the textbook, teachers cannot re-teach
secondary knowledge in 45 minutes of class time. Therefore, in English lessons
with grades A1, D, about two-thirds of the class understands the lesson, while
for classes A and B, only about half of the class understands the lesson. More
specifically, in Reading class, some students find it very difficult to learn and
frustrated when faced with a long reading, with many new words and
grammatical structures. Some children rely on good textbooks to do homework
in advance. Some children work harder and look up their dictionary at home
with lots of new words written all over the textbook. Therefore, learning
Reading hours is not effective. You will not be able to do a good reading
comprehension test because of a lack of reading skills. That leads to the
phenomenon that many students in the test, the reading comprehension section

often circled the correct answer to their liking, not sticking to the content of the
reading. Besides, some teachers have not really focused on finding effective
teaching methods to make reading time attractive to students. There are even
classes where the teacher is heavy on letting students copy new words without
paying much attention to how to teach reading skills. For these reasons, the

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teaching of reading comprehension at Nguyen Trai High School has been
difficult. There has been a change in the way of learning organization and
teaching method, but it is still not really effective and the improvement in the
quality of teaching reading skills is not uniform among all English teachers in
the school. Faced with that situation, I have researched and applied a number of
tricks, teaching methods and teaching aids in reading comprehension lessons to
help students access the reading more easily, use different reading ability when
doing the exercises and not being dependent on the dictionary when doing the
reading.
III. Solutions offered to solve the problems:
In this topic, I apply some tips, methods and means of teaching in Reading class.
3.1. Things to prepare before teaching reading:
Due to the nature of the Reading period, the teacher's preparation work will be
more than that of the students. A lesson can only be successful when the teacher
is well prepared and the students actively learn.
+ On the teacher side:
- Determine the goal of the lesson, the focus of the lesson, and what students
will achieve after the lesson.
- Select the most appropriate method and technique to apply in the lesson
- Necessary lesson plans and teaching aids
- Allocate valid time for each lesson. This is very important because if the time

distribution is not reasonable, it will "burn out the lesson plan" and not
emphasize the focus of the lesson. In fact, some periods are Reading if
according to the distribution of the curriculum in one period. is a bit "heavy" so
it requires teachers to allocate time for each lesson appropriately to highlight the
focus and skim the off-center.
In addition, teachers should pay attention to the following:
- Students’strengths, weaknesses, knowledge and skills
- Proficient use of mathematical tricks, visual teaching aids and teaching aids
that will be used in the lesson.
- Types of exercises in sequence from easy to difficult, which exercises are for
weak students, which exercises are for average students, good and excellent
students.
Before I teach reading comprehension, I often remind students of the topic of the
text they are going to study and ask them to find out information about that
topic. This will help students prepare for the topic of the lesson. For example,

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Unit 2 (Cultural Diversity) asks students to learn about the customs of marriage
in the East and West, Unit 4 (School Education System) learns about British
education, Unit 8 (Life in) the future ) find information about information
technology and people in the future. Through the practice of teaching in class
12C4 at Nguyen Trai High School, I found that most of the students are
conscious of preparing to find information at home, with the topic of Unit 8
male students are very excited to learn about new topics. new inventions in the
future. As for new words, I do not force them to look up the dictionary at home,
but only ask to read the lesson first to understand what the main topic of the
lesson is. The purpose of this section is for students to have more or less prereading at home, although maybe some lazy students won't do it, but through the
fact that in two classes, I teach about 70% of students that they have read before

the lesson home. That will help them absorb the reading better and the teacher's
lesson will be less difficult because of the initiative and active cooperation of the
students.
+ On the Students side:
Read the text in advance at home to get the topic of the lesson. Search for
information related to the lesson topic at the request of the teacher.
3.2. The process of teaching reading comprehension, appropriate teaching
methods, methods and media:
Teaching reading comprehension, the teacher not only helps students understand
the material in a certain passage, but also creates practice activities to help
students practice reading skills. These are skills that can help students
understand different passages for different purposes. Therefore, the teacher does
not introduce the content, but the students must read it themselves to grasp the
content, the teacher's role is only to support, suggest, guide and make requests.
Usually there are 3 steps to teaching reading comprehension which are:
+ Before reading (Pre-reading)
+ While reading (While-reading)
+ After reading: (Post-reading)
a. Before reading activities: About 12' to 15'
It includes activities and procedures aimed at achieving the following purposes:
- cause interest
- Set up the context
- Create reasons for reading

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- Teaching new structures and words are necessary for reading comprehension
(pre-teach structures, new words)
- Briefly introduce the content of the reading (introduce briefly the topic,

content)
- Suggesting, directing attention to the main points of the passage (eciting,
guiding questions)
- Have students predict the content of the text (predict the text).
- State what you want to know about the passage (give expectation)
The part that gets interesting, sets up context, creates a need for a reason to read
is the Warm up section. These activities need to be focused and focused. The
time required for these activities is approximately three to five minutes.
The following activities can be used to do this:
+ Brainstorming:
Ask students to state words related to the text, the picture in the text, or the title
or topic of the text. At the same time the teacher or students can write those
words-phrases on the board, this helps the students to remember the words and
then they can find these words in the text. Students can say words in
Vietnamese, teachers change to English
+ Discussion:
- Ask students to discuss the picture in the lesson. Give students their thoughts
on the lesson: what does the lesson talk about? What happens?...
- To encourage all students in the class to participate in the discussion, teachers
should have students work in pairs
+ Questions:
Have students look at the picture in the reading passage or the first sentence of
the text and think of questions about the text on their own. This activity creates a
useful collection of ideas for gathering students and giving them reasons to read.
Because students have been able to find the answers to their questions while
reading.
Should call good students, exellent at asking questions. Teachers can use
pictures to draw students' attention to the main topic of the text and create an
exciting atmosphere for the class.
For example, the teacher might ask questions about the picture in the passage

such as:
- What are the people in the picture doing ?.
- Where are they? Who are they? ...

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In English lessons 12 - the picture of Unit 3 (Ways of socialising),
Unit 5 (Higher Education), Unit 8 (Life in the future) can use asking questions
to lead into new lessons. Then you can give a short introduction to lead into the
lesson. For example:
" The text we are going to read today is about ........... "
Because 45 minutes of reading instruction is sometimes not enough, there are
lessons that teachers can use immediately use the questions or requests of the
"Before you read" section to do the "Warm up" for example with Unit 1 (Home
Life), Unit 2 (Culutral Diversity), Unit 4 (School Education System), Unit 6
(Future jobs)
I often teach electronic lesson plans, so the "Warm up" part is very rich in
pictures . Expression methods such as crossword puzzles, watching video clips,
viewing pictures related to the topic of the lesson reading, guess the key word
through the hints...
Teachers can also organize a competition game between two teams: Who is
faster?
The teacher divides the class into two teams and the children take turns to write
related words on the board to the topic of the reading. In about 3 minutes the
team that can write the most words correctly will win. This activity can be
applied to Unit 1 (Home life), Unit 4 (School Education System), Unit 6 (Future
jobs) because of these topics students often remember more words.
Through the practice of applying the tips and organizing some activities for the
Warm up part, I found that the students were extremely excited, they

participated very actively, even the students with average academic ability.
There was even a time when I held a word writing contest related to Unit 6
(Future Jobs), some students with average academic ability in English in grade
12C4 were very enthusiastic to participate in the writing board even though they
were still incorrect spelling. A small gift if possible will also be very interesting
to make the students more excited when participating in the game. However,
teachers should pay attention to the game instructions, the rules of the game
must be clear, concise and easy to understand so that students know what to do.
The teacher can explain the rules of the game in English or Vietnamese.
Thus, although the Warm up activity is very short in time, it is very important
not to be missed because it will create an exciting start, create attention, and
attract students to the next main activities.
After the Warm up part is the explanation of new words

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It is necessary to explain new words to students before studying. That will make
it easier for students to access reading comprehension
It is not necessary to explain all the new words in the lesson. Students can guess
new words by reading the text
Teachers should choose to teach some difficult words and phrases in the lesson
Some ways to explain new words
+ How to explain visual aids:
You can draw pictures on the board or cut out pictures from pictorials
+ By using the content of the reading passage, guess the context of words in the
sentence
+ By translating into Vietnamese.
+ With electronic lesson plans, words can be introduced through pictures and
actions. This method is very effective in helping students remember words

better.
However, there are some things that teachers need to pay attention to: Remind
students to follow the teacher's instructions while taking notes of new words and
new structures in their notebooks. If using an electronic lesson plan, the words
need to be put at a speed enough for students to take notes to avoid the situation
that the slides run too fast for students to take notes. After introducing the words,
just let students read in unison from one to two times, sometimes call students to
read individually. Because the time in this section does not allow and with the
requirements of Reading lesson, students do not necessarily read fluently
vocabulary.
After introducing new words, teachers can suggest leading one or two questions
related to some contents:
- Briefly introduce the content of the reading
- Suggesting, directing attention to the main points of the passage
- Have students predict the content of the text
- State what you want to know about the passage
Finally, the teacher notes that the maximum time for the Pre-reading part is only
12' to 15'.
In the stage of teaching Pre-reading, It is necessary and important element to
highlight the topic to be taught, effective reading comprehension time, and
attracting students is the Warm-up part. This is an indispensable part of the
lesson because from the Warm-up section, the topic of the new lesson can be
used to exploit the material for the reading.

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b. While reading: Approximately 20 to 25 minutes
In this part, the teacher asks students to read through the Tasks to quickly grasp
what they will do after reading the lesson. Then ask students to read the text

silently. While students are reading silently, the teacher just walks around to
manage the class, not to explain, not to distract students. Time for students to
read silently is about 2 minutes to 4 minutes. It is important to remember that
reading silently is extremely important. If the teacher keeps reading the text
aloud to the students, it becomes a listening comprehension lesson. Here are
some points to remember when teaching a reading passage in class:
- Reading aloud the text is actually practicing phonics and rhythm, so do this at
the end of the class if you have time.
- Reading aloud is only necessary when reading poems or scripts.
- Reading aloud is only beneficial for practicing reading fluently and making
students feel confident when the text is not too difficult for them.
Here are some activities that should be done while reading: As exercises (Task )
are done while students are reading the text, students can read many times to
complete the exercise. These forms of practice are to learn and exploit content
depending on the purpose, there are different types of questions and
requirements for exploitation, which can be both content and language.
Common exercises and tricks at this stage usually take the form of the following
- Find the word/ phrase/ sentence that say...
- Check/tick the correct answer
- True / false
- Complete the...
- Fill in the chat
- Make up charts / diagrams
- Make a list of...
- Matching
- What does ______stand for ? / refer to?
- What does_______ mean ?
Effective reading helps students gather much needed information and think
critically about an issue. In all tests there is a section on reading skills.
Skimming (skills to skim, read quickly) and scanning skills to read in detail,

deep into a paragraph or a sentence" are two of the important skills and are very
useful in many cases. Reading, teachers need to direct students to two main
skills: scanning and skimming.

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Skimming: Locate the parts in the passage, thereby finding the appropriate
answer. When doing reading exercises, finding the right passage is very
important. It saves us a lot of time than re-reading from scratch. Skim's goal is to
find the keywords in the question, then compare them with the keyword of the
topic sentence. In some cases, we can "reversely apply" the Scan skill to find
Keyword . First, by quickly skimming the passage, the reader will get an
overview of the content, style and structure of the text: Skimming allows
students to grasp the main idea of the text quickly. because skimming means to
glance quickly through a text to see what it is about. Teachers should tell
students how to read quickly, skim and some tips to read quickly and still catch
the main idea such as:
- You should not read every sentence, word by word, but should only read the
first one or two sentences or the last one or two sentences in a paragraph
because most paragraphs in English are written in a deductive style (the main
idea is usually in the first or second sentence of the paragraph), or inductive (the
main idea is usually in the last one or two sentences of the paragraph). Or, if you
come across a reading passage where you are asked to answer questions or
arrange sentences in the correct order, you can instruct students to read the
questions or sentences first, and then read the passage to help them understand.
This saves time, because students only need to read the passage once and focus
on finding the key words (keywords) of the questions given in the reading
passage. Skimming to get the author's point of view on issues and topics covered
in the text: Skimming is useful when teachers want students to think more

deeply in reading passages by finding ideas author's score quickly. This is
important because reading is not only for information, but also to know the
author's position on the issue they raise: agree, disagree or neutral. When
reading quickly to find the author's point of view, the reader does not need to
read every word, word by word, but only a few important words. Those words
can be nouns, verbs or adjectives, even conjunctions.
For example:
" Dogs are often a problem at home. Many dogs are noisy, and dirty. They may
even be dangerous for small children".
Students do not need to go into detailed reading of all the words in the sentence,
but just read through the underlined words to understand that this author does
not like dogs.

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Skimming to understand the logic of the presentation: Sometimes we need to
know the structure of an essay or a book right away without having to read a
whole paragraph or a lengthy article. Skimming skills will be very useful in this
case. Students should be shown what words and signs they should pay attention
to in order to find the logic of the presentation. These are marking words such
as: because , firstly , secondly , finally, but, then, include and other time words,
etc. These words will help readers quickly figure out how the passage is
presented: listing, comparison-contrast, time-ordering, and cause-effect.
Skimming is also very helpful for students. It helps the reader distinguish
between more important and less important parts of a message. The more
important parts are often nouns (especially names in a news story about real
events) and verbs. Other points to keep in mind when skimming are numbers
(like statistics, dates) and verb tenses (whether the action is in the past, present
or future tense). The more important parts could be words like “a”, “the”, “or”,

“and”, “if”, “as”…repeated words, or some adjectives and adverbs from.
- With the above methods, we see that skimming skills are very important
because they have partly saved time and solved difficult and long problems.
Scanning: Skimming, scanning, but not finished reading but cliché. This skill is
really difficult but very useful when doing the test. Those who have mastered
this skill, just skimming through, can grasp the main idea of the whole
paragraph, even a few paragraphs. The goal of scanning is to find the topic
sentence (the key sentence) that has the general meaning of the entire passage.
When scanning a passage, it means reading to find a word or phrase, not to
understand the whole text. Thus requiring students not to read every word or
think of the meaning of the word the student is looking for. We can find that
word or phrase and then underline the word or phrase with a pen.
Questions related to the main idea of the article.
The most common type of question is asking about the main idea, title, or topic
of the passage.
* Correctly answer the questions about the main idea of the passage.
Question about the main idea of the passage
Identify the question types:
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?

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What is the author preeminent?
Which of the following would be the best title?
Where to find the answer Usually the main idea is in the first paragraph
How to answer the question - Read the first line of each paragraph in the

passage
- Find out the theme or general idea of the first lines
- Take a quick look at the rest of the passage where you find the topic sentence
- Eliminate completely wrong answers and choose the best answer among the
remaining answers đáp
* Must understand the content layout of the article
With this type of question, students must determine how the ideas in each
paragraph are connected.
Meaning structure
Determine the question type How is the information in the passage organized?
How is the information in the second paragraph related to the information in the
first paragraph?
Where to find the answer You can answer this question by reading the first
sentence of the relevant paragraphs
How to answer the question - Read the first line of each reading passage
_ Find words that show relationships in each reading passage
- Choose the answer that best describes the relationship
Directly Answered Questions
* Correctly answer the detailed questions given
This type of question often asks for information from the text, not the entire text.
The answers to this type of question usually appear in the order of the passage.
Therefore, the correct answer often expresses the same idea as in the reading
passage, but the words used to express it are different.
Meaning structure
Determining the question type According to the passage .......................
It is stated in the passage .....
The passage indicates that .....
The author mentions that .....
Which of the following is true?
Where to find the answers The answers are found in the order of the passages

How to answer the question - Choose a key word in the question
- Find the key word or main idea in the appropriate passage of the passage

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- Read sentences containing key words or main ideas
- Find the answer and repeat the idea in the reading passage
- Eliminate the wrong answer options and find the best answer
* Find details not mentioned in the article
Occasionally students will be asked to find answers that are not mentioned, or
are incorrect, in the reading passage. This type of question means that three of
the four answer options are indicated, mentioned, or true in the passage, and
only one is not. Therefore the student has to find three options that contain the
information in the text and therefore the other option must be the option the
student needs to choose.
It should be noted that there are two types of answers to this type of question:
- There are three correct answers and one is not discussed in the passage.
- There are three correct answers and one wrong answer according to the
passage.
Meaning structure
Determining the question type - Which of the following is not stating ..........?
- Which of the following is not mentioned ..........?
- Which of the following is not discussed ..........?
- All of the following are true except .......
Where to find the answers The answers are found in the order of the passages
How to answer the question - Choose a key word in the question
- Find the key word or main idea in the appropriate passage of the passage
- Read sentences containing key words or main ideas
- Find the correct answer according to the content of the reading passage.

Eliminate those options
- Find the wrong answer
* Find alternative pronouns
There are questions that ask the reader to find out which noun the pronoun refers
to. For this type of question it is very important for the reader to understand that
usually the noun is used first in the text and then the pronoun it refers to comes
later. To answer this type of question correctly, you should reread the previous
sentence to find the noun.
Substitute pronouns
Determining question type The pronoun " ...." in line X refers to which of the
following?

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Where to find the answer The line in which the pronoun appears normally is
given in the question. The noun to which the pronoun refers is usually found
before the pronoun
How to answer the question - Find the pronoun in the reading passage (The line
where the pronoun appears normally is given in the question)
- Find the nouns that appear before the pronoun
- Read carefully the part before the pronoun of the passage
- Eliminate any wrong options and choose the most correct one
* Correctly answer detailed questions that must be inferred
This type of question often contains words like: implied, inferred, likely,
probably and lets the reader know that the correct answer is not directly
indicated.
Detailed questions are implied
Determining the type of question It is implied in the passage that .............
It can be inferred from the passage that .............

* Vocabulary questions
Use context to guess the meaning of difficult words.
In reading comprehension questions, students usually have to guess the meaning
of words. In this case, the reading will help students guess the meaning of the
word.
Vocabulary questions containing key words
Identify the question type What is the meaning ..........?
Which of the following is closest meaning to ...........?
Where to find the answers Frequently asked questions tell you which line in the
passage you found the word từ
How to answer the question - Find the word in the passage.
- Read carefully the sentence containing the new word
- Use context to guess new words.
- Choose the correct answer
Use context to guess the meaning of simple words.
Occasionally students encounter vocabulary questions that ask them to guess the
meaning of a word they encounter every day. With questions like this, students
should not give the usual everyday meaning of the word, but you must base on
the situation to give the correct meaning of the word.
Vocabulary questions containing simple words
Identify the question type What is the meaning ..........?

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Which of the following is closest meaning to ...........?
Where to find the answers Frequently asked questions tell you which line in the
passage you found the word từ
How to answer the question - Find the word in the passage.
- Read carefully the sentence containing the new word

- Use context to guess new words.
- Choose the correct answer
* Type of question that determines the origin of the text
Sometimes the last of the passage questions asks you to find out where a piece
of information is found in the passage. The answer options will give you the
locations where that information can be found. The best way to do this type of
question is to research the question, decide what information the reader is
looking for, look at the lines given in the four answer options and find the best
answer.
Question about the type of information in which line in the article
Determine the question type Where is the passage taken from "?
Where in the passage ............?
Where to find the answer The answer can be found regardless of the line listed
in the four options
How to answer the question - Choose the key word or main idea in the question
- Find quickly the lines in the reading passage that have the answers. You should
skim to find key words or main ideas
- Choose the correct answer
All skills and tips on the teacher will guide students while students do exercises
(Tasks) in the textbook. However, with each type of exercise, students are
required to apply appropriate reading skills and techniques. In English 12th
Textbook, the content of the Tasks in the passage is mainly in the form of True /
false- Matching- Answer the questions -Give the Vietnamese equivalents ti the
words or phrases .......
Therefore, it is very useful to apply the reading skills mentioned above. In order
to further check the student's understanding and also to avoid the situation that
students rely on good textbooks to answer, the teacher should ask students to
find evidence for the answer (Find that information from which paragraph, any
sentence in the passage). In fact, when I apply this requirement to students who
rely on good textbooks or ask you for an answer, it will be very embarrassing

because there is no evidence to support the answer.

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Normally, each Reading lesson has about 2 to 3 exercises, so teachers need to
actively allocate a reasonable time for each exercise. Because the time for the
While reading part is about 20-25 minutes, with the exercise: Answer the
questions, I often focus on guiding students in reading skills, finding evidence
for the answers and only asking students to answer the questions. oral (in pairs)
rather than writing the answers on the board, and the writing in the answer
notebook turns into Homework. This approach not only ensures the progress of
time, but also emphasizes the reading skills and checks the depth of the students'
lesson. However, in the next class, I often quickly check some students'
notebooks (mainly on lazy students) to see if they have written the answers in
their notebooks. Because I often use electronic lesson plans, I often design the
Task to answer questions into a game: Lucky number, lucky animal, lucky
job....associated with the topic of the reading passage to make the class more
exciting. As for word exercises, I often ask students to write on the board in the
form of a competition between two teams. When instructing students to do
Tasks, I often divide them into groups and pairs for them to emulate and
compare their results. With the form of group division, using sub-tables is very
effective. Many classrooms at my school always have a set of extra boards (big
and small) hanging in the classroom, so this activity is very smooth and
effective. Thus, after a period of silent reading, independent work, activities
Group activities, pairs, use of visual aids and teaching aids will make Reading
less heavy, students will be more interested and active in class.
c. After reading: About 5 to 7 minutes
After students read and do the reading comprehension exercises, the teacher can
continue to let students conduct exercises that require a general understanding of

the whole lesson, practical connections, and transformation of newly received
knowledge. through reading, practice reinforcement. Exercises can be:
- Arrange the events in order
- Find the sentence that summerize the paragragh/ text
- Give the title of the reading text
- Give comments, opinions...
- Discuss questions
- Gap filling
- Role play...
- Tell a similar event on...
- Develop another stoty based on the text

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- Personalized tasks (write/talk about .....
- Make dialogues based on the text
- Rewrite a story from jumble sentences/ words/ visual cues
With this part, I often rely on the easy or difficult level of the reading passages
to design the exercises accordingly because in fact with the English level of my
students, some of the requirements of the Post reading section in the textbook
are difficult for them. students like Unit 3 (Ways of socialising), Unit 4 School
Education System .... I usually design exercises
- Arrange the events in order
- Find the sentence that summerize the paragragh/ text
- Give the title of the reading text
- Gap filling
I ended up spending the last 1 minute giving homework. Usually, students are
required to learn new words, reread the lesson at home and translate the lesson
into Vietnamese into their workbooks and do the Reading part of the workbooks.

The distribution of high school English programs has changed. Some Reading
periods have been increased to 2 periods, so the time for teaching new words,
practicing Tasks is more time, more thorough, and with reading lessons taught in
2 periods of Post reading, I often spend more time on practices. Ask students to
translate the main passages in the reading passage, especially I usually spend 1
to 2 minutes making practical connections to help students improve their
responsibilities to their families (Unit 1: Home life), improve their
Environmental protection awareness (Unit 10: Nature in danger), reinforcing life
skills for students, especially when they are 12th graders about to graduate, such
as communication skills (Unit 3: Ways of socialising) , job interview skills (Unit
6: Future jobs), Independent living skills, living with a team while studying at
university (Unit 5 Higher Education) ... . Over the past three years, applying the
practical connection in the Post reading section, I found that the students were
very interested and really helpful to them, and at the end of the lesson, they very
much remembered the content of the reading comprehension and they felt
Finding the Reading lesson interesting and useful to them, some of them were
also eager to see what the topic of the next lesson they would study would be.
With the Reading lesson, applying information technology will be most effective
in the Warm up section, teaching new words, and the Post reading section. Since
applying information technology regularly to teaching, especially reading
lessons, I have noticed that students are very interested and focused in class, the

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effectiveness of some activities has been significantly improved because they
both seen and heard, so the lesson is more exciting. There are extended practice
activities that would not be possible without an electronic lesson plan. However,
in order to prepare an electronic lesson plan lesson, teachers need to invest time
in preparing, designing appropriate activities and mastering manipulations when

using teaching devices. Using sub-boards for group activities is also very
convenient, students can easily manipulate, practice skills in group activities and
create competition between groups. The use of sub-tables will be most effective
in the "while-reading" section. Thus, the combination of the electronic lesson
plan for the Warm up section, teaching new words and the "Post-reading"
section - a sub-table for the "While - reading" section will create an hour of
teaching using effective teaching equipment. When they study well in reading
class, they will have vocabulary by topic to learn Speaking and Writing lessons.
On the issue of teaching English reading skills to students, a number of articles
have been mentioned in seminars such as:
- The article "Some issues to consider when teaching reading comprehension"
by Pham Dang Binh - Lecturer of the Faculty of English - American Language
and Culture - University of Foreign Languages - Hanoi National University.
- The article "The role of foreign language teachers in the classroom in a learnercentered way" by Dr. Hoang Van Van - Faculty of English and American
Language and Culture - University of Foreign Languages - Vietnam National
University Hanoi
These topics all refer to the reality of foreign language teaching, mainly about
reading skills, and the experiences and tips applied in teaching English reading
lessons. However, in this topic, I want to mention the specific effect when
applying the topic to teaching practice, especially with average students like at
Nguyen Trai High School.
The application of some new tricks, methods and teaching aids in the reading
lesson will stimulate students and help them approach the reading easily
This way I get the best results in the teaching. It arises students’ motivation.
They study sharing, helping each other and working as a team, group and pair.
So this kind of learning is lasting. During these activities some feelings such as
the pleasure of winning and the ambition of losing may arise. This gives to the
teacher an idea about student’s character. Moreover, The result of teaching
reading skills has increasingly improved.

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- After practising above theory lessons. The students have gained significant
effectiveness such as:
- Developing skill of reading.
- Improving the vocabulary and grammatical structure.
- Being confident in communication.
- Widening knowledge and understanding through reading the sample writings
and gather ideas for the writing lessons.
- Using the vocabulary in each of different situation reasonablely.
- Achieving excellent results in the examinations.
I have applied the tips, methods and teaching aids for students in grade 12C4 at
Nguyen Trai High School for 2 semesters of the school year: 2019-2020, I have
obtained the following:
The first term - Academic year 2019-2020

Grade

Total
Excellent
Good
Average
Under
students (9-10)
(7-8)
(5-6)
average(<5)
Number % Number %
Number %

Number %
12C4
45
0
0 15
33,3 14
31,1 16
35,6
The second term - Academic year 2019-2020
Grade Total
Excellent
Good(7-8)
Average(5-6)
Under
students (9-10)
average(<5)
Number %
Number % Number %
Number %
12C4 45
8
17,8 18
40 15
33,3 4
8,9
In this method, I realized that most students worked harder. They were eager to
read the topics in English books from grade 12th. They expressed more ideas,
became more active and interested in the lessons.
With the results, I find out students’ positive feedback, which improve their
reading skill more.

PART III: CONCLUSION AND PROPOSAL
I. Conclusion:
The use of reading tips and teaching aids in reading lessons has had a positive
impact, improving students' reading ability, helping even weak students not
"scare" in Reading time. Besides, it has improved the effectiveness of the
reading lesson, helping students to enjoy the lesson. Studying well in Reading
time will help them learn more effectively the remaining skills such as Speaking
and Writing. For grade 12 students, regular practice of reading comprehension
skills and methods will help them be confident when taking the graduation and

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university exams because without knowledge of reading skills, they will take the
reading comprehension test by choosing "indiscriminately" the answers without
sticking to the content of the reading.
Therefore, teachers need to understand the importance of teaching reading
comprehension in a unit of lessons so that they can make an appropriate
investment in teaching methods, content, knowledge, visual aids and practical
application. information technology in teaching.
II. Proposal:
The school needs to invest better in facilities, equipment and machinery for
teaching and learning. Teachers should be learning and updated about
information technology especially during summer break. Workshops on specific
teaching methods for each skill should be organized so that teachers have the
opportunity to share and learn from their experiences.
Textbooks should design Tasks in Reading time appropriately so that students
can effectively apply skills and methods of reading comprehension. For
example, there should be a section of multiple-choice exercises for each reading
lesson to be closer to the exam format at school and university today. Answer

the questions is still a bit long and appears a lot in the reading passages.
I would like to thank!
The confirmation of the principle

Thanh Hoa, May 12 th 2021
I’m sure that this initiative is mine, not
copy other people's content.
Signature

Nguyen Thi Tuan

REFERENCES

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1. Tài Liệu Bồi Dưỡng Giáo Viên Dạy Sách Khoa Lớp 10,11,12 – Môn Tiếng
Anh. The Ministry of Education and Training.
2. Kỷ yếu Hội nghị nghiên cứu khoa học " Phương pháp dạy học bộ môn theo
tinh thần đổi mới " -Đại học Ngoại ngữ - Đại học QG Hà Nội -10/ 1998
3. Tài liệu hội thảo " Giảng dạy tiếng Anh ở Việt Nam " của trường Đại học
Ngoại ngữ - Đại học QG Hà Nội -10/ 1998
4. Mạng Internet
5. Nghiên cứu khoa học sư phạm ứng dụng - NXB Giáo dục
6. Tuyển tập trò chơi Tiếng Anh - Howard – Williams-Cynthia Herd
7. Headway- Intermediate - John & Liz Soas
8. Thiết kế bài giảng Tiếng Anh- Chu Quang Bình
9. Phương pháp dạy tiếng Anh Trung học phổ thông (written by Nguyễn Hạnh
Dung)

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