Table of Contents
Contents

Pages

I. INTRODUCTION

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1. The reasons for topic :

2

2. Research purpopes:

3

3. Research objects:

3

4. Research methods:

3

II. THE CONTENT OF THE INNOVATIVE

3-15

EXPERIENCE
1. Rationale

1. The reasons for topic:
The industrialization and modernization of the country has set new requirements
for social-economic development in the present time, requiring the demand of
qualified, dynamic, Positive, creative knowledge. Consequently, the education sector
plays an important role in the human development strategy. Prior to that important
role, the education sector has made changes in textbooks, teaching methods.
Renovation of educational methods is an urgent and fundamental requirement, a
revolutionary life in the whole industry in the current period to improve the quality of
teaching and learning. To meet the purpose of the content renewal - teaching methods
bring the most effective effect for secondary school students. The Ministry of
Education and Training has adapted textbooks more appropriately. In the Intensive
English Program, the topics are clearly designed to address four specific skills:
listening, speaking, reading and writing in each unit of studying.
As an English teacher, I realize that students must be trained to develop
holistically all four of these basic skills. On the other hand, in the process of teaching
English, reading is a very basic skill that is very important and essential in teaching
and learning foreign languages in general and English in particular. Reading is both a
goal and an effective and necessary means for students to master, strengthen their
linguistic knowledge, broaden their vocabulary, and deepen their understanding.
Therefore, in the teaching process, teachers require methods of communication
appropriate to each object, so students absorb better. For students in 8th grade at the
junior high school level, students can learn more about the need to improve the
English language by reading the paragraphs by topic. Students do not develop reading
comprehension skills, they are difficult to absorb and remember the information in a
sustainable and long-term. In the process of teaching English in secondary school, I
found that the reading comprehension ability of students in general was limited. In
order to overcome these difficulties, teachers should pay attention to the skills and
methods of teaching English reading comprehension to students, especially eighth
graders.
By teaching in Secondary School, I find that students learn reading skill not

student learning to find out the suitable teaching methods for students.
II. THE CONTENT OF THE INNOVATIVE EXPERIENCE
1. Rationale:
Since the second decree of the Central Committee and especially after the IX
Party Congress and the sixth decree of the Party Central Committee, the Congress,
the instruction No. 40 of the Secretariat of the Party Central Committee together with
the guiding documents of the House The Ministry of Education and Training and the
Vietnamese education system have achieved remarkable achievements in the fields of
education universalization and intellectual enhancement in human resource training
and talent fostering. In the general education program issued in conjunction of the
Minister of Education and Training also stated: "To promote positive, self-conscious
Students 'self-learning, cooperative ability, creative thinking and creativity, suitable
with setting subjects, characteristics of pupils, conditions of each class, practice the
skill of applying knowledge into practice, bringing joy, excitement and responsibility
to students. "
In the opinion of some experts, such as Colvin & Root (1981), Havernson &
Haynes (1982), Mc Gee (1977), Thornis (1980), etc. The English teacher should pay
attention to the influencing factors. The ability to focus on students, their ability to
read and understand, their ability to read alone and read to others, and so on. Can be
achieved during the training in reading activities. The result is fast or slow depending
on the student's prior knowledge of mother tongue, health, and visual acuity. There
are also other factors that affect students' reading skills such as unequal student
perceptions. Therefore, they need to be thoroughly instructed in reading the lessons,
so as to increase their interest in the topic of the lesson. Many students find it difficult
to read long texts and new words. Students generally have the habit of reading each
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word in the lesson, not paying attention to the general reading of the lesson. While
limiting the attention to understanding the meaning of the lesson. The level of

+ Teachers can use the following ways to introduce new words:
- Pictures, real things, mine.
- Synonym / antonymn.
- Translation.
- Explanation.
- Games: matching, Rub out and remember, What and Where, Slap the board, etc...
* Introduction of new grammatical structure:
- Teachers should review or introduce the grammatical structures included in the
reading.
* Student Oriented Activities in Reading:
- Teachers should provide an overview of the topic of reading and use of data related
to the student's life experiences through a number of activities such as: Asking openended questions and helping students predict total content. The verse of the reading.
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Teachers should ask open-ended questions in the sequence of events in the reading or
in the sequence of reasoning. These questions represent the basic structure of the
reading and are a means to help students predict the content of the reading, so they
move on to reading the text more spontaneously.
* Illustrative Examples:
Example 1. Pre-reading (English 8 - Unit 4. Read)
Pre-teach vocabulary: - well-paying job: high income jobs. (Translation) Typhoon (n):
(storm) big storm. (Example) - flood (n): flood (Situation) - drought (n): drought.
(Antonym) - migrant (n): migrant. (Explanation) Checking vocabulary: ROR The
scene.
• Do you live in the city or in the country?
• What do you like about the city?
• Besides "advantages", there are some disadvantages in cities.
• According to you. What is the most urgent problem?
• Today we are going to read a text about "Migration to cities".

worswors

-> Suggestion:
+ make sentences
+ highlight
+ read
+ copy many times
+ underline
+ stick everywhere at home
3. While- reading activities:
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- Teachers should organize activities for students to practice reading comprehension
skills. At this stage, it is also necessary to combine skills such as speaking and writing
to practice reading comprehension skills for students. For the course syllabus in the
textbook program is very diverse, rich in subject matter. Therefore, teachers should
allow students to practice in extensive reading. Students will feel that although their
language skills are limited, they can still be understood in a general way through the
language. Used in life.
The mode of practice at this stage is to learn, exploit the content of the lesson and
depending on the content of each post will have different types of questions and
requests for exploitation. Therefore, the teacher should encourage the students to read
the syllabus thoroughly to understand the content of the lesson. Reading aloud helps
students practice pronunciation only. However, the teacher may give the students a
one-time session so that they can more easily practice speaking (answering questions)
about the content of the paragraph.
While reading comprehension, the teacher should ask some questions to guide the
student to read the content of the text, and also to check the level of comprehension
of the students so that the teacher can explain. More about details that students are

6. The prince fell in love with her when he met her.
-> Correction:
1/ T ; 2/ T ; 4/ T ; 6/ T
3/ F -> her new mother was cruel to her.
5/ F -> a fairy gave her beautiful clothes.
Asking and answering the questions: The questions (2/P42)
1. Who was Little Pea?
2. What did Stout Nut’s mother make Little Pea do all day?.
3. How did Little Pea get new clothes?
4. Who did the prince decide to marry?
5. Is this a true story? How do you know?
o The Answers (2/P42)
1. She was a poor farmer’s daughter.
2. She made her do the chores all day.
3. Before the festival started, a fairy appeared and magically changed her rags
into beautiful clothes.
4. He decided to marry little pea because the shoe fiited her.
5. No, it isn’t. Because there is a fairy in the story.
Gap filling:
a/ farmer
d/ marry / choose
b/ died
e/ new clothes
c/ used – again
f/ lost
4. Post – reading activities :
This activity strengthens the student learning system. In order to be highly
effective, the teacher should instruct the student to practice the reading before and
during the reading so that the students have enough time for reading afterwards.
Teachers should organize other activities for the "post-reading" section in order to

- Obey traffic laws.
- Wear helmet when riding on a motorbike .
5. Home work:
The school hours are very low, so the student must organize his or her academic
activities in the home. Therefore, teachers need to guide students to build effective
learning in the classroom. Making sure this is the best course of action and learning
will result in higher and better performance.
* Request: The teacher must cover the class, focusing the attention of all the
students. Teachers should arrange reasonable time for each lesson. Teachers should
use easy-to-reach and attention-grabbing tactics. Teachers should always innovate
teaching methods that are appropriate to the content of the unit so that students are
not bored. The ultimate goal is for students to understand the lesson.
A lesson plan:
PERIOD:27

UNIT 5: STUDY HABITS
Lesson 4 : READ

I. Objectives:
By the end of the lesson , students will be able to read comprehension about how
to learn a foreign language, especially English.
II. Language contents:
1. Grammar : The present simple tense.
Modal verb : should
2. Vocabulary : mother tongue, to underline, to highlight, to come across, to stick.
III. Techniques
o Chatting
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Contents
1.Warm up:
(5’)
 Chatting :
2. Do you like learning English?
3. How many new words do you try to learn a
day?
4. What do you do when you read a new
word?
5. How do you learn or remember a new
word?
2.Pre - reading: (10’)
 Pre – teach vocabulary:
-

Mother tongue
(to) underline
(to) highlight
(to) come across
(to) stick

(explanation)
(explanation)
(explanation)
(mime)

 Checking
Matching

T. reminds the “should”

Ss. work in groups.
at home
 True / False statements:
a) All language learner write the meaning of
the new words in their mother tongue.
b) Some learners write examples of the words
they want to learn.
T. has Ss. listen to the tape once,
c) Every learner tries to learn all the new words
then read the text and check their
they come across.
prediction above
d) Many learners only learn the new words that
are important.
3. While -reading:
 Reading
T. corrects.
T. gives some questions.
Ss. work in groups, then give their
answers on the board.

T. gives correction

( 20’)

 True / False statements:
a. All language learner write the meaning of
the new words in their mother tongue.
(F)
b. Some learners write examples of the words

interview one another and stick the
d) They may think they can’t do so. Instead
ways they have used to learn new
they learn only important words.
words.
e) Revision is necessary in learning words.
f) Learners should try different ways of
learning words to find out what is the best.
Ss. report about their group
4. Post-reading: (8’) (MARKS)
 Survey
Ways of learning words

La
n

Ho
a

1.Make a list of words, their meanings
and learn them by heart.
2.Write example sentences with new
words.
3.Stick new words somewhere in the
house.
4.Underline or highlight the words.
5.Read the stories in English.
6.Learn words through songs.
7.Copy words on papers many times.
…………

Excellent

Good

SL

%

SL

2

7.1

8

Everage
%

28.6

SL
14

Weak

Poor

%


Increased 3.9 %
Reduced 26.5 %
Reduced 15.4 %

We can easily find out the positive change compared with the results of the school
year 2015-2016. This change made me feel more confident to apply these methods
and techniques for next school years.
III. CONCLUSIONS AND RECOMMENDATIONS :
- Conclusions:
Through the study of how to read students' reading skills, I found that the
application of this experience has made it easier for students to absorb the lessons
easilier, to make more progress, and also for the better students to succeed. Creative
ability. Therefore, it is necessary to renovate the method and to have flexible teaching
methods in order to fit the content and suit the students. In addition, teachers also
need to apply experience into a practical lesson to promote the positive, creative
initiative of students, improve the quality of teaching.
In order to promote the initiative and creativity of students in learning, we need
to organize the teaching process towards active teaching methods for pupils and
teachers who are the only ones who transfer knowledge to study. Students, students
must learn by their own activities Therefore, the reading skills for students requires
teachers to teach enthusiasm, love the profession and love both their students to have
more enthusiasm, experience to be constantly innovated, bright Create, diversify and
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achieve the highest efficiency. As a teacher, I would like to also contribute my
experiences with teachers and colleagues to build a better, better, and more effective
way to improve myself.
- Recommendations:
After nearly a year of research and successful application of the

3. The Book of General Education Studies - Hanoi Publishing House, 1995.
4. Books Student Assessment in Education of the Ministry of Education.
5. Books "Some problems of innovation of teaching methods of English secondary school level by
the Ministry of Education and Training" .

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