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II. THE FACT OF THE RESEARCHING PROBLEM.

II. THE FACT OF THE RESEARCHING PROBLEM.

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students can try to predict the content of replies to questions before studing with

the individual’s own ideas.

* Rule 4: The teacher only provides them with the basics of reading, the

remaining words, students can guess the meaning of those words in context, it

stimulates their minds more.

* Rule 5: The teacher should integrated teaching to help students actively

explore, gain knowledge and practice reading skills. Eliminate closed thinking,

isolation that inherently problems always have a relationship.

*Rule 6: Silent reading is the ultimate aim of teaching reading. The task of the

teacher is to help students to read to understand the content, only read out loud

to help train and test pronunciation.

* Rule 7: Discussion the words, context structures or phrases after reading. Then

the teacher will give some questions to checking their knowledge level.

*Rule 8: The purpose of teaching reading is to help students understand the

main information. So you need to train the students the ability to read a whole

sentence extensive, even more sentences rather than read every letter or word.

*Rule 9: Finally, The develop reading comprehension skills for Eighth graders.

The purpose of teaching reading not only helps students understand the lesson

that day but also teachers must help them to have the ability to read effectively.

In addition, in each lesson, teachers have to actively distribute a reasonable time,

flexibility of class activities .... but must be the main content, the main steps in

the process of teaching reading understand.

2. Applying the steps and activities for teaching reading comprehension.

2.1. Pre-reading activities:

a. Teachers should be motivated to learn from the first minute of class. The

teacher can inspire students by organizing games on the topic of the class.

Example: Unit3- lesson 3-Reading (English8).

-T asks Ss to play the game “ brainstorming about danger in the home for

children”.

-Ss work in 2 groups, T goes around and helps if necessary

-Ss work in 5 minutes.

hot water

Brain storming

gas

drug

Danger in

the home

for

knife

electricity

children

fire

b. The teacher can introduces the context or topic to create a reading purpose. In

addition, The teacher can gives some information or give reasons or by asking

questions or organizing activities to stimulate students looking for answer.

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Example: Unit5- lesson 4-Reading (English8)

- The teacher asked.

+ You are going to read a text about learning English new words. Write down

some the ways you usually use to learn new words.

+ Try to imagine the ways the text will tell you.

- Now read the text.

c.The teacher gives some statements, asking students to do the true or false

exercises based on the knowledge available.

d.The teacher asks the students to reorder the sentences according to the

sequence of the lesson contents.

e. The students predict and arrange statements to match the given pictures.

f. The teacher asks questions for students to anticipate the content of the lesson.

( can use pictures)

g. The teacher gives some suggestive words in the article, asking students to

imagine how the reading would use the words.

f.The teacher introduces new words, grammar to help students understand the

lesson.

Techniques:

- Open prediction

- True / false prediction

- Ordering pictures

- Multiple choice

- Gap-fill

- Ordering

- Answers given

- Pre- questions

- Grids

- Maching

- Comprehension questions

- Network

2.2. While-reading activities:

-Depending on the purpose of the content of each reading, the teacher will give

different types of questions and exercises to check the reading comprehension of

the students.

-Some types of questions and exercises.

+ Wh- questions.

+ Yes- No questions.

+ Check/ tick the correct answers.

+ True- False.

+ Complete the sentences.

+ Make a list of.

+ What does ….mean?

+ Multiple choice.

+ What does stand for/ refer to…?

+ Fill in the blanks.

+ Matching.

+ Correct some mistakes...

+ Find the word/ sentence that means.

2.3. Post-reading activities:

- In order to promote the positive, manipulation, creativity of students. The

teachers should ask questions in the form of.

+ What/ How do you think .........?

+ Summarize the text.

+ Arange 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/ words/ visual cues.

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+ Role- play basing on the text.

+ Devolop another story basing on the text.

+ Tell a similar event on…

+ Persondized tasks.

+ Role- play.

+ Write- it- up.

3. Applied in specific lessons.

Unit 2: Making arrangements

Lesson 3 : Read ( p 21 -22 )

( Period 9th / English 8 )

I. Objectives: By the end of the lesson, students will get some knowledge about

more about Alexander Graham Bell who invented the telephone.

II. Language contents:

+ Vocabulary: words about the telephone.

- to emigrate

- to conduct

- to demonstrate.

- a device

- a deaf - mute

- Transmit

- speech

- To lead- led (past )

- Come up with

+ Grammar: Past simple tense.

III. Techniques: chatting, eliciting, pair/ group work…..

IV. Teaching aids: E8, pictures , posters

-Time: 45’

V. Procedures.

Teacher’s activities

Students’ activities

I. Warm up :

Brainstorming

- Let Ss answer the questions by coming to the

board and write :

To chat with friend



-



What is the

Play games

telephone

used for ?

To get information

Communication

Possible answers :

to have a message

to call someone

to make arrangements

to talk to a person who lives far from

to get information at the airport or railway station Read their answers aloud

and copy .

quickly.

Entertainment.

Commerce.

* T introduces today’s topic about the life -story

of the telephone inventor .

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- T gives pictures of Alexander GrahamBell.



T asks : Do you know who it is?

When was the telephone invented?

II. Pre - reading :

A.Pre teach vocabulary :

1. to emigrate : Di cư

2. to transmit ( translation ) (v) Truyền đi

3. to conduct = to carry out (v)Tiến hành, chỉ đạo

4. to demonstrate ( translation ) (v) Chứng minh

5. a device ( translation ) (n) Thiết bị, dụng cụ

6. a deaf – mute = a person who is unable to

7.To lead- led to (past ) (v) Dẫn dắt

8.Come up with

(v) Tìm thấy, Khám phá ra.

* Checking vocabulary :

What and where

B . T / F statements prediction :

- T gives a picture.



-Listen carefully.Then

answer the questions.



- Listen carefully

-Listen and repeat in chorus,

then individually .

- Guess its meanings

- Copy down

- Play game



-Look at the poster, listen

and work in pairs to predict



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- T hangs the poster of T / F statements on the

board and asks Ss to work in pairs and guess

which statements are true or false .

a. Alexander G. Bell was born in the USA

- Read their predictions

b. He worked with deaf – mute patients in a

hospital in Boston .

c. Thomas Watson was Bell,s assistant.

d. Bell and Watson introduced the telephone in

1877 .

e.Bell experimented his invention at a lot of

exhibitions .

f. Bell demonstrated his invention at a lot of

exhibitions.

- Call on some pairs to read their predictions and

write them on the board .

III. While - reading :

* True or false :

-Turn on the tape 2 times and ask them to look at - Listen, read the text, then

their books to read the text , then check their check their predictions .

prediction

Guess Answer Correction

a



F



b



F



c

d



T

F



e



F



f



T



He was born in Edinburgh in

Scotland

He worked with deaf – mute

patients at Boston University

He introduced telephone in

1876

He experimented with ways

of transmitting speech over a

long distance



- Correct the false ones



- Read them aloud



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1.

2.

3.

4.

5.

6.

7.



1.

2.

3.

4.

5.

-



- Ask some Ss to read the correct answers aloud .

* Ordering :

- Ask Ss to look at the exercise and read the

events of Bell’s life , then put them in the correct

order .

- Have them compare with their partners

- Call on some Ss to read their answers aloud .

- Correct and give feedback

= > Alexander Graham Bell

Was born in Scotland

went to live in Canada

went to live in the United States

worked with people who could neither

speak nor hear

worked with Thomas Watson

successfully demonstrate his invention

invented the telephone .

- Call on some Ss to read all the correct order

sentences aloud .

IV. Post - reading :

Ex 1: Answer the questions:

1.When was Alexander Gramham Bell born?

2.Where was he born?

3.Where did he live?

4.Who did he work with at Boston university?

5.When did he invent the first telephone?

Call on some Ss to answer the questions.

T corrects if necessary.

Ex2: Writing it up.

- T divides class into 4 groups to practice writing.

- Get Ss to write a paragraph about Bell ,s life ,

using the information from the text.

- Call on some Ss to demonstrate their writings in

front of class .

- T corrects mistakes and gives suggestions :

V. Consolidation:

- Ask Ss to retell the main content of the lesson

VI. Homework :

- Learn by heart new words and do the exercises

in workbook.

- Prepare the next lesson .



- Do the exercise



- Read their answers



-Write individually .

Compare with their partners

- Read their writings aloud .

- Retell



-Answer the questions.

1.He was born in 1847.

2.He was born in Scotland.

3.He lived in the USA.

4.He worked with Thomas

Watson.

5.He invented the first

telephone in 1876.



-Write a paragraph about

Bell’s life



- Do homework



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IV.THE RESULT OF RESEARCH.

After determining the purpose of the ''Reading comprehension lesson'',

based on the level of each student or each class ( 8A and 8B), I have applied

these techniques to class 8A and class 8B. I found that the use of these

techniques are very necessary and effective. That created for reading

comprehension lessons with lively atmosphere, highly enthusiastic, specific of a

foreign language lesson. This contributed to help students to learn initiative and

confidence in communicating daily English. However in practicing the teaching

that gives rise to many problems. I tested over the last few years have seen

accurate and objective results .

The process of teaching

The method has The method

not improved

has improved

- Review the old knowledge, and

introduced a new lesson

Yes

yes

- Students can work.

Yes

yes

- Students are very active in the

No

Yes

periods.

- They practice themselves solve all

No

Yes

the problems that teachers give.

- Speaking

ability

increased

No

Yes

significantly.

- Students are interested in learning.

No

Yes

+ The above are some of the activities, methods I have studied, and applied in

the past few years. By doing so, so far the initial has been some encouraging

results.

1. For the teacher:

- I feel gentle, comfortable every class. The students are friendly, close and work

in collaboration with me during the lessons, lessons more exciting, They are not

afraid and shy as before.

- Moreover, when I take time to discuss with several colleagues to teach the

subject in school, we see that the lessons more fun, more qualified. It also

excites me to explore, create and apply various techniques to teach.

2. For the students:

- Nearly 90% of students love more subjects.

- Promote positive, initiative and creativity of students.

- Encourage students to express clearly the role of the class-centered.

- They are fearless, excited, quicker reflexes when participating in the games.

- The students interested in learning more and easy to understand a new lesson.

- The quality of their speech has improved markedly through a number of

activities. Since then, they have found learning foreign languages fun and not

very difficult. I think if you continue to do so for the next school year, the

learning and teaching foreign languages are very good.

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PART C: CONCLUSION

Reading skill is one of the four skills students need to practice in a

communicative manner. Reading helps students expand their knowledge of the

world around them, providing experience in a number of areas such as culture,

science and technology, and integration with the many subjects in the school

they study. At the same time help students grasp and remember language

knowledge. In addition, reading also gives students a habit of reading and

reading, so we need to find attractive techniques, appropriate to help teach

effectively.

I. REMOTE EXPERIENCE AND RECOMMENDATIONS .

1. For the teacher:

In order for the activities of the organization to be of high quality, the teacher

must ensure the following three steps.

Step 1: Preparing the lesson at home. Must study teaching material,

textbooks seriously and carefully. From there, find the appropriate

communication activity for this activity.

Step 2: Methodology in class. Organize timely communication activities,

use visuals in the right place, integrate all relevant knowledge that students are

learning from the subjects to implement the guideline "learning fun - fun

learning. "The teacher avoided the hard, abstract, heavy, stressful

communication. Fight against vegetarianism, against monotonous poverty in the

process.

Step 3: It is possible to relate reality to children's interest, giving them

opportunities, to help students express their speech in a variety of ways.

2. For the students:

+ Make sure you prepare your homework and next lesson carefully.

+ Boldly communicate with friends and teachers.

+ Be confident in learning.

+ Actively group activities during class for information from friends.

3. For upper management:

- It is necessary to direct the experts and master trainers planning teacher

training, enabling teachers have the opportunity to exchange and learn from

experience learning through seminars.

- The environment of foreign language so skills should be practiced according

to the characteristics of teaching methods, so need to have the room to avoid

making noise for other classes nor affected by noise from the outside. (Can be

combined with rooms of other subjects).

- Introduction the documents relating to teachers refer, learn and apply.

Above are the thoughts and experience of teaching '' Reading

comprehension for eighth graders'' which I personally have learned from actual

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teaching and reference, discuss with my colleagues, I boldly presented to the

teachers and colleagues contribute.

As restrictive conditions, the writing process I will not avoid the

shortcomings. So I look forward to the sincere advice of the departments and

colleagues to my initiative to be more complete.

Confirmation of school administrators.



Yen Dinh, April 16th 2017

I swear this is my writing, do

not copy someone else’s

The implementation



Lai Thi Thu Ha



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