A study on the techniques for improving reading skills to non-major students of English at Haiphong foreign language center, Haiphong university (Nghiên cứu thủ thuật nâng cao kỹ đọc hiểu cho học viên tiêng Anh không chuyên Trung tâm Ngoại ngữ- Trờng Đại học Hải Phòng) Part one: Introduction Part two: Development Part three: Conclusion Part one: Introduction Rationale Aims of the study Scope of the study Methods of the study Design of the study Part two: Development Chapter one: Literature Review 1.1 An Overview on the Nature of Reading 1.1.1 Definition of Reading 1.1.2 Reading comprehension 1.1.3 Reading process 1.2 Classification of Reading 1.2.1 According to Manner 1.2.2 According to Purpose 1.3 Effective Reading Comprehension and Reading Comprehension techniques 1.3.1 Effective Reading Comprehension 1.3.2 Reading Comprehension techniques Part two: Development Chapter two: An Investigation into the Current Situation of Teaching and Learning Reading at Haiphong Foreign Language Center – Haiphong University 2.1 An Overview on HFLC 2.2 Learners and Learning Requirements 2.3.Teachers and Teaching Methods 2.4 Materials and Assessments 2.5 Data Collection, Findings and Discussion Part two: Development Survey Questionnaire E.g Do your teachers often encourage you to have extensive reading outside classroom? a usually b sometimes c seldom d never Options Questions A B C D 3.3% 17.5% 66.6% 8.3% 2.5% 6.3% 2.5% 78.6% 0% 66.6% 25% E 10% 8.3% Table 3: Teachers’ activities towards their students in the reading lesson Part two: Development Chapter three: Suggested Techniques to Improve Reading Skill to Non-major Students at HFLC 3.1 Techniques for Reading Interest and Motivation 3.1.1 Making English Reading Fun 3.1.2 Making English Reading Useful 3.2.Techniques for Training Students to Become Efficient Readers 3.2.1 3.2.2 Making Students Aware of the Nature of Reading Process Promoting Students to Be Fully Aware of Their Purpose of Reading 3.2.3 Activating Students to Work Willingly in Different Stages of Reading 3.2.4 Encouraging Students to Have Extensive Reading Habit 3.3.Techniques for the Improvement of Teachers’ activities in Reading Lesson 3.3.1 Adjusting Teaching Time and Efforts 3.3.2 Varying Strategies to Aid the Students in Three Phases of a Reading Lesson 3.4.Techniques for the Development of Reading Materials 3.4.1 Making Full Use of the Reading Texts and Designing Reading Text Based Activities 3.4.2 Selecting Appropriate Supplementary Reading Materials Part three: Conclusion Recapitulation Limitations and Suggestions for Further Studies Varying strategies to aid the students in three phases of a reading lesson At Pre-reading Phase: Teachers should: Establish a reason for students to read Establish the context Activate existing cultural knowledge Express an attitude/opinion in relation to the topic Review their own experience about the topic At While-reading Phase Ask the students to possibly: follow the order of ideas in a text react to the opinions expressed understand the information the text contains ask themselves questions related make notes Teachers should Encourage silent reading Enhance extensive reading Use a range of exercises Provide a chart At Post-reading Phase: Teachers should encourage:  Discussion  Debate  Role-play  Reading of contrasting texts  Summarizing the text  Reading-based speaking and writing topics THANKS FOR YOUR ATTENTION ! ... Chapter two: An Investigation into the Current Situation of Teaching and Learning Reading at Haiphong Foreign Language Center – Haiphong University 2.1 An Overview on HFLC 2.2 Learners and Learning... Appropriate Supplementary Reading Materials Part three: Conclusion Recapitulation Limitations and Suggestions for Further Studies Varying strategies to aid the students in three phases of a reading. .. lesson At Pre -reading Phase: Teachers should: Establish a reason for students to read Establish the context Activate existing cultural knowledge Express an attitude/opinion in relation to the