PART 1:

INTRODUCTION

1. Rationale
Resolution No. 29-NQ/TW of November 04, 2013, on “fundamental and
comprehensive innovation in education, serving industrialization and
modernization in a socialist-oriented market economy during international
integration” ratified in the 8th session.
Party and State identify the targets of innovation is to create chages
fundamentally, strongly in quality and efficency of education and training.
Vietnamese people are educated comprehensive development and promote each
individual's potential and creativity. To improve comprehension education, to
focus on ideal, traditional, ethnic education. To educate lifestyle, foreign
languages, informatic technology, abitity and skills. To develop creativity, selflearning, encourage lifelong learning.
Thus, the content of this innovation, the Party and the State has focused
on teaching - learning a foreign language in general education programs,
especially the English-language professional English has become the common
language of the world. It plays a very important role in the formation and
construction of new people to meet the requirements of industrialization modernization in conditions of market economy socialist orientation and
international integration. Learning English can help students communicate with
friends in the world, master of knowledge of mankind. [1]
In Vietnam, English has been taught as an important foreign language for a
long time but due to grammar-translation method of teaching, Vietnamese
students seem to be better at grammar than communicative competence.
Therefore, according to a large project to investigate the English teaching reform
in northern parts of Vietnam, only 5% of students are able to communicate in
English after graduation [2]. This fact gives rises to the need for nationwide
innovation in the teaching methodology in the light of communicative approach.
Among various learning strategies, Reading is the most important skill in
English language from other language skills in acquiring language. If students

learning English reading using some techniques will be proposed.

PART 2:

CONTENTS

1. Theory background.
It is widely accepted argument that reading and listening go hand-in-hand
in any language learning, because reading provides a wide span of vocabulary
and listening helps to form exact utterance of words. This can be helpful for
foreign language learners who encounter hurdles in finding suitable words to
describe the situation. This problem is more a cute with the infrequent readers.
According to Bright and Mc Gregor (1970, p52), ‘where there is a little reading,
there will be little language learning. The students, who want to learn English,
will have to read unless they move onto speaking track’ [3]. Thus, it is clear that
reading not only develops writing skill but also helps in improving speaking
with speech fluency and sentence accuracy. It creates a sound understanding of
semantic and grammatical structure of the language. It is also believed that the
students who read a lot are likely to speak well. This is because ‘A text is usually
regarded as authentic if it is not written for teaching purposes but for a real-life
communicative purpose, where the writer has a certain message to pass on to
thereader. ‘An authentic text is one that possesses an intrinsically
communicative quality’ (Lee, 1995:324). With such advantages of reading in
improving and developing language skills, particularly speaking skills, this
paper investigates the relationship between reading habit and improving
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speaking proficiency as reading enriches much needed vocabulary in EFL
context and also offers practical language in use with interesting examples from

2.2. The school
This study was conducted at Quang Phong secondary school in Quang
Xuong district, Thanh Hoa province. In the school year 2017-2018, the school
had 8 classes with more than 300 students, among which there were 81 ninth
grade students divided into two classes, so there were about 40 students in each
class. One thing worth to note here is that the level of students at Quang Phong
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secondary school is not very high. They mostly come from rural areas where
English teaching and learning has not been paid much attention to. Besides, the
school shares common features with classrooms elsewhere in Vietnam: large
size, students sitting in rows of four each and irremovable furniture
2.3. The students
Students under this investigation are 39 students of class 9B of Quang
Phong secondary school within the second semester from the 1 st February to the
April 29, 2018. There were 17 girls and 22 boys. They were the same age and
had the same total years of learning English with the same curriculum from
primary school to secondary school. Most of them could do grammar very well
but they have difficulties in comprehending the spoken language, especially in
one - way reading situations.
Difficulties are created by the students’ limited knowledge of the language
system and their lack of vocabularies. This is due to the inappropriate learning
strategies in reading, and the time limitation for teachers of English in class.
Each week, they had three forty - five minute English lessons and one more
selective lesson.
Since education reform, Students have loved leaning English but mainly
advanced students. And weak students who understand the lesson slowly learn
passively. They wait for the teacher's or other students' answers. Many of them
have no oppotunities or they don't dare to practise speaking English in class.

Fair
Q
17

Poor
%
Q
43,6 11

%
28,2 8

Fail
20,5

From the matter of fact, as a teacher, I have endlessly been considering
and researching for the methods to improve the quality of teaching English
3. CONTENTS AND SOLUTIONS.
The stages and strategies of reading that teachers should promote for their
students are : Pre-reading, While reading and Post-reading stages . They are
very important when teaching any reading text. Each of these stages has its own
4


characteristics, although they are related to one another. That is, the pre-reading
stage leads to the while-reading stage and finally to the post-reading one. These
stages make the students understand and comprehend text reading.
Instruction in reading strategies is not an add-on, but rather an integral
part of the use of reading activities in the language classroom. Teachers can help
their students become effective readers by teaching them how to use strategies

Capital
Answer
1. Vietnam
A. Bangkok
1-E
2. Indonesia
B. Yangon
2-C
3. Malaysia
C. Jakarta
3-G
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4. The Philipines
5. Singapore
6. Combodia
7. Laos
8. Thailand

D. Darussalam
E. Hanoi
F. Manila
G. Kuala Lumpur
H. Phnom penh

4-F
5-J
6-H
7-I

Step 3. Teach some new words.
Using some techniques to teach these new words: divide (v); separate (v);
comprise (v); tropical country; religion; compulsory (a); official (a)….
Example 2. Unit 2 – READ (page 17) Text book: English 9
- The teacher shows the picture in page 17 and ask students some
questions which refer to the topic of the reading:

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a. What do they do?
b. What are they wearing?
c. Are they nice? handsome?
d. Are jeans fashionable?
e. Do you like jeans?

- Call students to answer these questions.
- Let’s start to read a passage about the origin of jeans
3.1.3. Brainstorming:
- Divide class into 2 groups and let the play the game “ Brainstorming”.
Ask student to call out or write the words refer to the topic of the text. Let them
2 or 3 minutes to write the words on the board.
Example . Unit 2 – READ (page 17) Text book: English 9
Step 1: Lead - in
Before reading a passage about the origin of jeans, teacher let students
play a game called Brainstorming to remind the types of clothings.[4]

Plaid skirt

Jeans

True or False
Statements
Predict
Answer
key
1. Jeans was made in Europe
2. In the 19th century, Jean cloth was made completely
from cotton
3. In 1960s, A lot of university and college teachers
wore jeans
4. Jeans became more expensive so many people
began wearing jeans in the 1970s
5. Jeans became high fashion clothing in the 1980s
6. The sale of jeans stopped going up in 2000s
Example 2: Unit 9: READ (page 78,79) SGK English 9.
- Give them some statements refer to some natural disasters and ask
them to predict which sentence is True or False
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Statements

Predict

Answer
key

1.Most of the earthquakes in the world occur in the
Ring of Fire
2- The earthquake in Kobe in 1995 caused severe

and learn because different students need different strategies and not every
student can acquire the same proficiency level. I am not always sure which
strategies students need the most in the classroom and those which require more
practice at home. Hopefully, I will gain more insight as to which activities are
also suitable for each task.[5]
In this stage, teacher should monitor comprehension:
- Verify predictions and check for inaccurate guesses
- Decide what is and is not important to understand
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- Reread to check comprehension
- Ask for help
There are two steps used in this stage: Read for main idea ( gist) and Read
for detail. In each step we can also use different techniques to help students to
do the task reading.
3.2.1.Grids or forms
Teacher asks students to read the text in silent and complete the grids or
forms.
Example: Unit 1 : A visit from a penpal – Read
Step 4. Read for main idea (Gist)
Ask students to read the passage then fill in the table with
the right information about Malaysia
1- Area………………………….….
5- Capital city……………………………
2- Population ……………………...
6- Oficial religion………………………
3- Climate ……………………..…..
7- National language …………………...
4- Unit of currency …………...……

3.2.3. Multiple choice.
Example . Unit 2 - READ (page 17) SGK English 9
Teacher can also design a multiple choice exercise in this step.
1- More and more people started wearing Jeans in ………….
a- 1960s
b- 1970s
c- 1980s
2- The word Jean comes from a kind of meterial that was made in ……
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a- Europe
b- America
c - Africa
3- More and more people started wearing jeans because they became……..
a- beautiful
b- cheaper
c- fashion
3.2.3. Gap-fill
This technique is used to check meaning of vocabularies, main idea or
detail. Teacher can summary the text in which have some blanks and ask
students to fill in the missing words/phrases.
Example 1. Unit 2 - READ (page 17) SGK English 9
Step 5: Read for detail
Group work: Let students read again the text, discuss in groups of 6 to do the
task:
Fill in the missing dates
1. _________: Workers liked to wear……. ……..because the material made from
cotton was very strong and could hardly wear out.
1. _________ : A lot of university and college………… wore jeans.

2. Why is it difficult for Honghoa to get access to the Internet?
3. According to Huansui, why do people use the Internet?
Question number 4 and 5: Ask students to work in groups to make a list of
benefits and disadvantages of the Internet
4. Make a list of benefits of the Internet according to three responses.

5. Are there any disadvantages of the Internet? If so, what are they?

3.2.5. Matching
Example 2 . Unit 5 - READ (page 33,34) Text book - English 9
After using some techniques to lead-in and to teach some new words.
Teacher uses these techniques to help students to get information from the text to
do some tasks.
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Step 4. Read for main idea (Gist)
- Ask students to read three responses in a forum about the Internet. Scan
the text and match the folowing main ideas and the responses.
a. Students in the countryside can’t access to the Internet.
b. Internet is a wonderful invention.
c. The Internet can be limited in some ways.
- Students to work in groups and give answer:
a. Response #2
b. Response # 1
c. Response #3
3.2.6. Choose the best summary.
Example 2 : Unit 7: Saving energy – Read
Step 4. Read for main idea (Gist)
Have the students to read the passage more carefully and choose the best

Answer : 1. He is an exchange student in the USA.
3. He’s living with the Parker family
4. They live on a farm100 kilometers outside Columbus, Ohio.
6. He a is a farmer.
7. She works part- time at a grocery store.
10. He feeds the chickens and collects their eggs.
3.3. Post-reading stage.
After or post-reading stage provide students a way to summarize, reflect,
and question what they have just read. They are an important component of the
pre-, while, and post-reading strategy and is the core of good comprehension.
Teacher demonstration and modeling of each post-reading strategy is
absolutely crucial in order for the strategy to be a success. Post-reading
strategies such as the ones mentioned above really drive home the fact that once
you have completed your reading, you still have to understand what you have
just read. Students need to summarize key points after reading to help them
comprehend the information that was learned, longer.[5]
This is further practice stage. It is used after while- reading to check and
drill. There are some activities in this stage such as: Roleplay, Interview, Recall
the story,Retelling, Write-it-up, Futher Practic, Summary & Opinion, Survey,
3.3.1. Roleplay.
Example 1 : Unit 1-A visit from a penpal - READ (page 9, 10)
- Ask students to play a role of Maryam who comes from Malaysia and
the other is a person who is going to have a summer vacation in Malaysia. Make

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a dialogue to asks her some questions about her country. Using the information
in the text which has read.
A: Hi, Maryam. I am going to visit Malysia on my summer holiday.

Student: Goodmorning everybody.I’m……., I am a representative of
group1. Today I would like to tell you why we should save energy.
There are many reasons for why we should save energy. Fistly, If we save
energy, we will protect the environment. Secondly, The earth’s resourses will be
conserved and we will prevent natural disasters. Conclusion, “Save energy”
means “save money”.
3.3.3. Summary.
Example 1 . Unit 5 - READ (page 43) SGK English 9
- After reading three responses in a forum about the Internet. Teacher also
asks students to write a short passages about advantages of the Internet. Using
the above network.
Suggested answer:
Internet is a wonderful invention for our modern life. It has increasingly
developed and become part of our everyday life. The internet is a very fast and
convenient way to get information. We can communicate with our friends and
relatives by means of e-mail or chatting. People use the internet for many
purposes: education, communication, entertainment and commerce. Nowadays,
Nobody can deny the benefits of the internet in our life.
Example 2 . Unit 3 - READ (page 25) SGK English 9
Complete the summary.
A Vietnamse boy named Van is living with the Parker family in the
American state of (1) Ohio . Mr. Parker is a (2) farmer and Mrs. Parker works
at a (3) grocery store in a nearby town. Van often does chores (4) after school.
Sometimes, he also helps on the (5) farm . The family relaxes on Saturday
afternoon and (6) watches Peter play (7) baseball . Van likes the Parkers, and he
enjoys being a (8) member of their family.
3.3.4. Exit Slips
The exit slip after reading strategy is used to help students reflect what
they have just learned. It helps them process concepts and express how or what
they feel about the content learned. This strategy requires students to think

to present in front of class.
- Collect their slips and give them remarks.
Example 2. Unit 7 – READ (page 60) English 9
After teaching students to read for gist and details about ways to save
energy. Teacher distributes the exit slips to students and ask them to discuss on
a question: “Why should we save energy?”
- Ask the students to work in groups to list the reasons for saving energy.
- Call on representative of some groups to present in front of class.
- Give the students remarks then collect their exit slips.
3.3.5. Frame Routine
Frame routine is a classroom strategy that employs using a graphic
organizer to assist students in organizing topics, main ideas, and key details of
what they have just read. This technique helps students summarize what they
have learned from the text they have just read.
Use the Strategy to:
- Select the topic. The topic is usually the title of what you just read.
- Determine the main idea. Students then record the key ideas of the topic.
- Discuss the details. Students write essential details in the appropriate boxes.
- Develop the main or big idea of the text. Students write a brief summary of
the conclusion that they have drawn.
- Review the information on the frame. Once the information is clearly stated
and organized on the frame, the teacher evaluates it and plans follow-up
activities to extend students learning.
Example 1 . Unit 5 - READ (page …..) SGK English 9
- Ask students to summarize the advantages and disadvantages of Internet which
are mentioned in the three responses.

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After examining this theme in two class 9B of Quang Phong secondary
school. These teaching techniques have been used to teach reading skill lesson
in English 9, I realized that:
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* For the students:
The students had more interest in leaning English. In English lesson
classes, students worked more actively and effectively. They also got higher
grades in the tests. They had opportunities to practice English in class. It helped
weak students more self-confident in learning English. Therefore, the teaching
qualities of English has been improved.
* For the teacher:
- These teaching techniques helped the teachers to save time. Teachers had
more time to lead the students to practice.
- Following is the convey on the quality of English of class 9B of Quang
Phong secondary school at the end of the school year 2017-2018.
Class

Number
of
Excellent
students

Q

Good

%
Q

These are some of the solutions which I have medicinal used in the
teaching of English 9 in Quang Phong secondary in the school year 2017 -2018.
These solutions are certainly subjective. I would like to get more suggestions of
the collages which help me to improve my subject.
XÁC NHẬN CỦA HĐKH NGÀNH

Thanh Hóa, ngày 19 tháng 4 năm 2018
Tôi cam đoan đây là SKKN của mình viết,
không sao chép nội dung của người khác

Người thực hiện

Phạm Thị Huyền

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PART 1:

APPENDIX
INTRODUCTION

Page 01

1. Rationale
2. Aim and objectives
3. Scope of the study
4. Methodology

Page 01

Page 11
3.3.4. Comprehension questions
Page 11
3.2.5. Matching
Page 12
3.2.6. Choose the best summary.
Page 13
3.2.7. Lucky number game
Page 13
3.3. Post-reading stage.
Page 14
3.3.1. Roleplay.
Page 14
3.3.2. Retelling.
Page 15
3.3.3. Summary.
Page 16
3.3.4. Exit Slips
Page 16
3.3.5. Frame Routine
Page 17
3.3.6. Question the Author
Page 18
PART III: ACHIEVEMENTS AND REQUESTS
1. Achievements.

Page 18
Page 19

2. Requests.