SÁNG KIẾN KINH NGHIỆM-TIẾNG ANH 9

BINH XUYEN EDUCATION-TRAINING DEPARTMENT
SON LOI SECONDARY SCHOOL



NEW METHODOLOGY IN TEACHING
A READING LESSON






SCHOOL YEAR :2009-2010

CHàO MừNG CáC THầY CÔ GIáO Về Dự CHUYÊN Đề TIếNG ANH HÔM NAY!
Welcome To Son Loi Secondary School !
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sáng kiến kinh nghiệm tiếng anh 9
Giáo viên :Đỗ Thị Huyền+ Đỗ Thị Thanh
Nguyễn Thu Hà+Nguyễn Thuỳ Trang
Nguyễn Qúy Hải
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NEW METHODOLOGY IN TEACHING
A READING LESSON
INDEX

A. INTRODUCTION
I. BASIC OF A SUBJECT
II. OBJECT AND SCOPE OF THE SUBJECT
III. PURPOSE OF A SUBJECT
IV. MAIN METHODS
B. CONTENT
I. USING A READING TEXT OR A DIALOGUE
1. PURPOSE OF READING A TEXT OR A DIALOGUE
2. POSSIBLE WAYS OF READING A TEXT OR A DIALOGUE IN CLASS.
II. PROCEDURE
1. PRE-TASK ACTIVITIES.
2. WHILE –TASK ACTIVITIES.
3. POST- TASK ACTIVITIES.
III. PREPARING FOR A READING LESSON.
C. CONCLUSSION
D. REFERENCE MATERIALS
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NEW METHODOLOGY IN TEACHING
A READING LESSON
A-INTRODUCTION

I*BASIC OF THE SUBJECT:
English is now being taught and nation wide. Teaching English not only helps students understand what the words or the structures mean but also helps them obtain four skills such as: listening, speaking, reading and writing.

After teaching English several years in the secondary school, We have found that new methodology in teaching English has been effective for all skills especially reading skills. New methodology encourages student students communicate using language they have learnt. It makes students more active and interested in the lesson. It also makes the lesson more interesting.

For all the reasons , we write this seminar to share some our experiences with you, and we hope this seminar would be got some valuable ideas from you.

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NEW METHODOLOGY IN TEACHING
A READING LESSON
A-INTRODUCTION

II*OBJECT AND SCOPE OF THE SUBJECT:
1*OBJECT OF THE SUBJECT:
-English teachers
-Students in the secondary schools.
2*SCOPE OF THE SUBJECT:
-Teaching a reading lesson using new methodology.
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NEW METHODOLOGY IN TEACHING
A READING LESSON
A-INTRODUCTION

III*PURPOSE OF THE SUBJECT:
-Give more knowledge about reading skills.
-Give stages of a reading lesson and their trategies
IV*MAIN METHODS:
-Analise.
-Sum up
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NEW METHODOLOGY IN TEACHING
A READING LESSON
B-CONTENT

I.USING A READING TEXT OR A DIALOGUE:
1*PURPOSE OF READING TEXT OR A DIALOGUE :
How to use a reading text or a dialogue depend s on the purpose for which we want to use it to develop reading comprehension skills.Is it a way to presenting new words and structures?
Is it a BASIC FOR LANGUAGE PRACTICE…..Each part or each lesson has its own purpose. Sometimes, there are three purposes in a reading lesson. Teachers have to decide which purposes are the most important in each lesson.
If the reading lesson focuses on reading comprehension skills, the task of the students is understanding general meaning and its “message”.
Teachers check detailed comprehension . the main purpose of asking comprehension questions should be to lead students to look closely at the main points of the text and to help them understand it .
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NEW METHODOLOGY IN TEACHING
A READING LESSON
B-CONTENT

Another purpose of reading skill is presenting new languages containing words and structures.
Teachers go through the text again and focus on important new vocabulary, explain any difficult words or expressions as they arise, and give students a lot of chances to practise new words or expressions they have learnt.
One of the most interesting activities of students when they learn English is practising it in real life.
May be in the future, students read English for study, reading comprehension , reading magazines, they will need to read themselves without help, so this is a skill they need to develop ,need to give them prac tise in looking at a text and trying to understand it without hearing it at the same time.
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NEW METHODOLOGY IN TEACHING
A READING LESSON
B-CONTENT

2*POSSIBLE WAYS OF READING TEXT OR A DIALOGUE :
- The students all read silently to themselves at their own speed.
-The teachers read aloud while the students follow in trheir books.
-Students read aloud in turn
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NEW METHODOLOGY IN TEACHING
A READING LESSON
A-INTRODUCTION

a, In silent reading
Nothing seems to be happening, but in fact , students are concentrating on the text and thinking about meaning , heading . Reading for meaning is the activity we normally engage in when we read books , newspapers, road signs. When we read for meaning , we do not need to read every word in each sentence . Students can all read at their own speed , and if they do not understand a sentence they can go back it again .Teachers should give students practice in looking at a text and trying to understand it .
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NEW METHODOLOGY IN TEACHING
A READING LESSON
B-CONTENT

b, If the teachers are reading the text aloud
This is impossible . Everyone must follow at the speed set by the teachers. The teachers often prefer to read the text aloud because it seems to give them more control over the activity, but they can not be sure that the students actually following the text at all.
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NEW METHODOLOGY IN TEACHING
A READING LESSON
B-CONTENT

C.Students read aloud in turn
Reading aloud can be useful at the earliest stages of reading (recognising letters and words) it can help students to make the connection between sounds and spelling but for reading a text. It is not very useful technique because only one student is active at a time ;the others are either not listening at all , or are listening to a bad model. Moreover students’ attention focuses on pronunciation not on understanding the text. It is unnatural activity. Most people do not read aloud in real life. Some students usually read slowly . It takes up a lot of time in class.
In conclusion, Reading aloud is very difficult . Many people find it hard to read aloud in their own language, so if teacher wants students to read aloud , it should be the final activity at the end of a reading lesson.
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NEW METHODOLOGY IN TEACHING
A READING LESSON
B-CONTENT

II.PROCEDURE
There are three main parts of a skill lesson :
- Pre- task activities.
- While – task activities.
- Post- task activities.
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NEW METHODOLOGY IN TEACHING
A READING LESSON
B-CONTENT

1.Pre- task activities
In this stage the teacher wants students to focus on the text, think about the topic of the text and makes the text easier to understand before they do the task.. There are many types of pre- task activities.
a. Brainstorming.
Brainstorming is when the students think of many words or ideas about a topic as they can.
Example 1 :- the environmental topic: The teacher asks students to write or call out all words of the environment.
Water, air , land. ,waste , soil, forest, plant, sea, river. Ocean.. etc…
Example 2 :- the text about sports : the teacher lets students speak out all sports they know to lead to the new lesson
Soccer, volleyball, badminton, tennis, basketball, baseball, ….
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NEW METHODOLOGY IN TEACHING
A READING LESSON
B-CONTENT

b.Revise/ Pre- teach vocabulary
The teacher can revise all the words sts have learntby some games or some techniques.
Matching
Jumbled words
Nought and crosses.
Using pictures
Hang man
Discussion
Personal information.
We do not need to present all the new words in a text before sts read it. They can guess the meaning of many words from the context. An important part of reading is being able to guess the meaning of unknown words, and we can help students develop their reading skills by giving them practice in this. Only the words which would make it very difficult to understand the text to be presented beforehand. Sometimes, the teacher asks students to try to guess the meaning of new words, Which helps to focus attention on them, and makes them want to know what the words mean.
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NEW METHODOLOGY IN TEACHING
A READING LESSON
B-CONTENT

The teacher should pre-teach some vocabulary to help students understand the main task and introduce the topic to them. It is a good idea for the teacher to present new words by eliciting because:
+ The students are more active therefore they can remember the words more easily.
+The teacher can find out what the students already know.
+The students are more motivated because it is more interesting for them , and they can show what they know.
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NEW METHODOLOGY IN TEACHING
A READING LESSON
B-CONTENT

Here are some eliciting techniques used to teach vocabulary:
+ Pictures: The teacher can use the pictures available or he can draw on the board.
+ Mime: The teacher can do it or asks a st to do it in front of the class. The others can guess what he is doing.
+ Realia : The teacher can bring them to the class or use things available in the class such as : windows, doors rulers , pens …..
+ Situation/ explanation : This must be prepared very carefully as it must be clear and it is easy to understand.
* for example :- The teacher teaches the word “ late”
The class begins at 7 . Am Ba goes to school at 7.30. Ba goes to school late. What is the word “ late “ in Vietnamese?
+ Examples : These examples must be simple and easy to understand.
* For example: apples, oranges, bananas, durian… are fruit. What is the Word “ fruit” in Vietnamese?
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NEW METHODOLOGY IN TEACHING
A READING LESSON
B-CONTENT

+ Synonym/ Antonym:
The teacher gives the opposite words and ask the students to guess the words he wants to elicit.
* Example: What is the opposite meaning of the word “lazy”?
+ translation: This technique should not be used very often because it is not very interesting to the students. We can only use it for the difficult words.
Note: Not all the techniques can be use for all words, so it is very important that the teacher thinks before the class about which technique is quickest and clearest for each item of new language..
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NEW METHODOLOGY IN TEACHING
A READING LESSON
B-CONTENT

Some techniques to check vocabulary:
+ Rub out and remember.
+ Slap the board.
+ Matching
+ Ordering .
+ Dictation
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NEW METHODOLOGY IN TEACHING
A READING LESSON
B-CONTENT

c. Introduceing the text/Guiding questions
-It is important to introduce the theme of the text before teacher asks students to read it . This serves two purposes: help students in their reading by giving them some ideas what to expect and increase the is interest, make them want to read the text . It may be a simple sentence:
* Example:-“ Today wears going to read the text about some natural disasters” Unit 9 –English9 “. Do you know what the symptoms of the common cold are?”- Unit 11- English 7
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NEW METHODOLOGY IN TEACHING
A READING LESSON
B-CONTENT

- Guiding questions:
Teacher can give one or two guiding questions( either orally or written on the board) if or students to think about as they read or lead the students to the main points of the text , so that after the first reading students will have a good general ideas of what it is .
*Example: - Teacher asks : “ what do you do to save energy ? ” Unit 7 – English 9.
“ How many subjects do you have at school?”- Unit 5-English 7.
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NEW METHODOLOGY IN TEACHING
A READING LESSON
B-CONTENT

d. Prediction.
-Give the statements about the topic they will learn. The sts predict whether they are true or false , then sts read and check to see if their guesses were right.
* Example: the sts read the statements written on a poster by the teacher and guess which sentence is true , and which one is false. ( Unit 3 2- English 9)
- Tell the sts the topic and a situation . Sts will predict what word they will read . then the sts read the text and check if they were right.
* Example: - Teacher says : “ Today we are going to read the text about celebrations . Guess :what are the celebrations are they?” – Unit 8- English 9.
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NEW METHODOLOGY IN TEACHING
A READING LESSON
B-CONTENT

- Show to the students at least five pictures or sentences. The students predict what order they will come in, then the students read and check if their guesses were right.
* Example:: - teacher gives some sentences , students guess right order.
+ slice the cucumbers.
+ add a little salt
+slice the beef
+ cook some rice and boil some spinach
+add a little soy sauce to the dish..
(Unit12-A3- English 7)
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NEW METHODOLOGY IN TEACHING
A READING LESSON
B-CONTENT

2. While – task activities.
a.Types of the activities.
- Check/ tick the correct answers.
-True/ False.
- Complete the sentences
- Fill in the chart.
- Make a list of…………
-Matching.
- Answer the questions on the text .
-What does the …………….mean?/ refer to?
- Find the words , sentences that mean………………..
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NEW METHODOLOGY IN TEACHING
A READING LESSON
B-CONTENT

b. Comprehension questions
Comprehension questions are the most common kinds of technique used in the books to check students’ understanding. There are many kinds of comprehension questions. The teacher should choose suitable exercises to add in each reading lesson.
* For example:
- Yes/No or True /False questions.
-W-h questions
-Alternative or multiple choice
-Fill in the gap.
- Wrong statements
-Answer given
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NEW METHODOLOGY IN TEACHING
A READING LESSON
B-CONTENT

c. Checking prediction and correct the an swer.
Checking prediction is a necessary step in while reading. Teacher lets students keep their books open to check their predictions, so that students will be interested in what they will learn .
Even if the textbook contains good comprehension questions, It is often a good idea for the teacher to ask his or her own questions; -True/ False.
First the teacher can be more flexible and modify questions if students do not understand.
The “set” questions in the text book could be answer fore wards in pairs , the answer should be written in class or for homework.
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NEW METHODOLOGY IN TEACHING
A READING LESSON
B-CONTENT

3 Post – task activities
These activities allow the students to use the information they have just learnt to produce language. Therefore, they will be speaking or writing as these are productive skills.
a. Drill important language:
Teacher identifies important language in the text and drill as in grammar class. Teacher handles activities depending on purpose of reading lessons ( Whole class –- open pairs- close pairs). In this stage , teacher should decide on aims of the lesson, and sts practice it.
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A READING LESSON
B-CONTENT

b.Type of activities.
- Summarize the text.
-Arrange the events in order.
-Give the title of the reading text.
- Give comments, opinions on the characters in the text.
-Rewrite the stories from jumbled sentences and words.
-Role play basing on the text.
-Develop other stories basing on the text.
-Tell similar events.
-Personalized tasks. ( About themselves)
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A READING LESSON
B-CONTENT

c. Common activities in class.
There are some common activities in class which the teacher can use in the post task. They should be interesting , simple for students to do , Moreover the teacher should encourage students to do the activities actively.
-Retell the story: teacher should give students some cue – words and students use the words given to retell the story.
Example :
- Little Pea’s father/ poor farmer
- Her mother/ died/ she young
- The new wife/ cruel
-One day, the prince/ a wife.
-Her new mother/ not make/ new clothes.
-She / festival/ lost shoe
- The prince/ her shoe / her.
( Unit 4 read 1-2 English 8) – the Little Pea
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NEW METHODOLOGY IN TEACHING
A READING LESSON
B-CONTENT

-Survey.
Teacher introduces a main question and asks sts to work in groups of four .
Sts ask one another questions to find the answers.
The students can read out their finding in the class or as homework.
Example :
How do you save energy?
Why do we have to save energy?
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A READING LESSON
B-CONTENT

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A READING LESSON
B-CONTENT

-Writing and performing dialogues.
The teacher gives a clear focus for the dialogue. The students write their own dialogue. Sts practice in pairs or group. Teacher invites some pairs or groups to show in front of the class.
* Example:
Teacher says: You will make a dialogue between two students about their school.
S1: What time do you go to school?
S2: I go to school at seven o’clock in the morning.
S1:Which subject do you like best?
S2: English.
S1: When do you have English lessons?
S2: On Tuesday and Friday.
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NEW METHODOLOGY IN TEACHING
A READING LESSON
B-CONTENT

- Transform the meaning.
Teacher asks students to write the text again, but a different meaning. The students use the text as a model to rewrite.
* Example:
Model:
Everyday my mother goes to work at seven o’clock in the morning. She comes back home at eleven and has lunch with my family………….
Students write: Every day I go to school at 6.30 in the morning , and I come back home at 12 o’clock. I have lunch with my family at 12.30……………………….
-Dicussion.
* Example:
What do you think of the environment?
How to reduce the pollution?
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NEW METHODOLOGY IN TEACHING
A READING LESSON
B-CONTENT

III.PREPARING A READING LESSON
-Indetify the reading text ( page number and following exercises
-Write the simplified version or statements containing the main ideas
-Using the statements to create the pre- reading.
-Decide which activities used in while – reading stage.
-Choose the vocabulary will be taught
-Decide on aims of the lesson.
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NEW METHODOLOGY IN TEACHING
A READING LESSON
C.Conclusion

I hope this seminar will contribute some knowledge in teaching a reading lesson as well as a skill lesson. However, my seminar is not able to avoid mistakes .
I would like to get valuable advice from you when you finish reading.
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NEW METHODOLOGY IN TEACHING
A READING LESSON
D-Materials

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NEW METHODOLOGY IN TEACHING
A READING LESSON
E-AUTHORS

Written by : DO THI HUYEN
DO THI THANH
NGUYEN THU HA
NGUYEN THUY TRANG
NGUYEN QUY HAI
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