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"reading skill"
USING TECHNIQUES IN TEACHING READING SKILL
(Sử dụng
những thủ thuật trong dạy kỹ năng đọc hiÓu)
A. Acknowledgement
I. Reasons for choosing the topic:
1. For teacher
Firstly, teaching reading skill is the obligate diamantine in new method of teaching English
Secondly, reading like listening is a receptive skill. We listen to comprehend spoken English language on TV, radio, the telephone and direct conversation when we read we are able to understand writen language in books, on sign, in letters and many other places.
Finally, reading skill is a receptive skill, it involves many of the same sub- skills as listening.
2. For students
Our students are beginers, their English level is not good. They don’t have ability of reading comprehension. They often translate word by word when do reading task.
In addition, our students live in the countryside they don’t have much time to learn English at home and anywhere else. So we are here to find out the best way to teach students improve reading skill.
II. Understanding the subject.
Position of reading skill among the other skills .
For the purpose of analysis and instruction , language has been divided into different skill areas. We discuss in the frame work of how we learned first language. A child first learns to practice language through the skill of listening . Later a child uses language by speaking, combined with writing. Then when school begins , children learn the skills of reading and writing.
The first two skills, listening and speaking are called oral skills. The last two , reading and writing are called the literacy skills, but in the other ways, listening and reading are receptive skills and speaking and writing are productive skills
Some problems with reading activities .
Some students can learn to use different reading styles and read, understand a text very quickly while others slowly and false to understand what they read
a.Our students usually read every word in a text. They can’t focus on important words, try to translate word by word .
b. Students’ ability of predicting words is bad. They have difficulties in predicting what comes next in the text.
c.Our students usually read out loud instead of reading silently.
This slow them down and forces them to read every word when it can actually distract from understanding a passage.
d. Finally, students get difficulties in guessing meaning of new words.

3. Some sugguested sollutions.
a. The purpose of a reading task should be stated to the students before they read.
b. Introduce the topic of the passage to the students before reading. When the students are prepared to read, they will focus on the text better.

c. Have students read questions about the text before hand to help them focus on the meaning. It’s hepful to have students try to answer the questions or guess before they read the text.
d. Encourage students to guess the meaning of new words. If all words are pre-taught, this will prevent them from being able to guess from content.
e. Ask students to read silently wihout whispering the words or moving their lips. This will help them read more quikly and forcus on the more important words.
B. Contents
I. Stages of reading lesson.
According to the communicative method , a reading lesson has five stages.
1. Warm up: ( about 5 minutes )
2. Pre- reading( about 10 minutes )
3. While – reading( about 15 minutes )
4. Post – reading ( about 10 minutes )
5. Homework ( about 5 minutes )
In the above stages, there are three main stages: pre- reading, while- reading and post- reading
+ purposes and activities of three main stages
II. Activities and techniques for teaching stages.
In general, there are many different activities and techniques for each stage. Each teacher has an own choice to make a perfect lesson . Therefore we would like to give some main activities and techniques for each stage.
1. Warm up
According to us, we can use some following activities and techniques for warm up
+ play games to attract students in new lesson and check their last lesson

Eg: “Noughts and crosses”
+ Ask students some questions to elicit about the new lesson
Eg : Teacher : Do you want to read imaginary stories ?
Student : yes , I do
Teacher : Which story do you like the best ?
Student : I..
+ Have students do matching exercise
A B
a precaution bị thương
a socket phá huỷ
a match sự an toàn
an object diêm
a safety một vật
to destroy sự phòng ngừa
to enjure ổ điện
2. Pre-reading:
In this stage, teacher should have students think about the topic before they do the reading task. There are many types of pre-reading activities
Brainstorming :
-Ask students what words or ideas they can suggest that relate to the text which they will read , or to a picture from the text or to the topic or title either teacher or a student can write the words on the board . This will help them remember the words and later they can look out for these words while they are reading.
Eg : “ The Internet topic ” students can speak out some words such as chat, email….
Discussion :
Ask students discuss a picture from the text or the title , encourage everyone to take part in the discussion , get students to talk in closed pairs of small groups
Pre- reading vocabulary
Teacher should preteach the new words by eliciting. It means that teacher should try to introduce vocabulary by asking questions and encourage students answer or guess the meaning.
-Teacher can use some techniques such as .
Picture
Mime
Realia
Situation explanation
Example
Synonymantonym
Translation
prediction
teacher has students guess the content of the text by some techniques such as asking questions , picture, true- false staments…….etc
Eg : Read then answer questions ( page 68 English 8 )
a.the mall is open six day a week

b. There are more than 50 stores in the mall

c. Everyone in th e neighborhood is please about the new mall
T F
C. While –reading stage.
Students read the text silently, then check their prediction . teacher helps students correct any wrong prediction if necessary.
Have students answer comprehension questions ( students can work in pair or small group )
+, give yes- no questions or wh- questions
+, give true- false stament
+, give multiple choice exercise
+, Ask students to make questions for given answers
+, Give wrong stagements and ask students to correct
Eg : Complete the sentences (page 64 English 8 )
a. Na is ……..to the neighborhood
b. She and her family arrived………….
c. Na’s mother is very………
d. There is a ……..in the area
e. The restaurant surves food from …………
f. Nam thinks the ……..are tasty.
- Summarising the contents of the text
- Matching the title with the right passage
4. Post- reading :
Teacher can use some following activities for this stage
a. role- play
b. Retell story
c. tranform the meaning
d. dialogues
e. survey
f. tranformation
g. play games
5. Homework
+ consolidate the lesson , the topic of the text students have learnt
+ vocaburary and sructures in the lesson
+ give homeworks to students
+ have students prepare for the next lesson
C. Result:

Using these techniques we find it is easier to teach reading skill and students do reading task more effectly. They can improve English level and develop their abilities of reading comprehension


D . Conclusion:
With my preparasion , I would like to present some effective method and my experience in using techniques in teaching reading skill in language classes . When we have taugh with the hope that we will find the most suitable way of teaching reading skill .
We want all of your sharing , opinions and experience with us to make this subject more effective and successfully
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