Design some reading comprehension exercises in english textbook for grade 12 to help students do better national high school exams

APPENDIX
NUMERICAL
ORDER

CONTENTS

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PART A. BACKGROUND
I. Reasons for choosing the research
II. Purpose, subjects and study method of the
research
1. Purpose
2. The study object of the research
3. The methodology of the research
PART B. PROBLEM SOLVING
I. Rationale
II. Practical basis
1. Status of teaching and learning comprehension

skills for grade 12.
2. Quality of reading comprehension exercises in
English 12
III. Problem solving
1. Instruct students to do comprehension exercises
MCQs form
2. Instruct students to do reading comprehension
exercises which have Gap-filling forms.
3. Design exercises to teach Reading comprehension
Skills unit 6, unit 10- English Textbooks for grade
12, which help students do better national high
school exams..
4. The results of the experimental teaching
PART C. CONCLUSION, REQUEST
1.Conclusion

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2. Request

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PART A. INTRODUCTION
I. Reasons for choosing the research
Reading is one of the four basic skills of teaching and learning English. It is a
difficult skill. It appears almost in all competitions which assess the capacity of
English studying students. Specifically, in the last National High School exams
appeared three reading comprehension tests with a total sentences up to 30
questions (of 64 questions).
However, students scored very badly in this exam. Many students often
think that the passages are usually difficult so they are afraid to do, or almost

illegible to understand , they only choose random answers. Moreover, they lack the
skills to do comprehension exercises such as: Gap-filling or Multiple Choice
Questions (MCQs).
From the mentioned reasons above I decided to choose the topic "Design some
reading comprehension exercises in English Textbook for grade 12 to help students
do better national high school exams” I hope that they will help students study
effectively, students can maximize the capacity to read, they study lessons
enthusiastically, participate in all activities and they are not afraid of reading
comprehension exercises . Those can develop students' reading skills to do better
exercises in the National high school test.
II. Purpose, subjects and study methods of the research.
1. Purpose
The purpose of the study this research is to help students get acquainted and
practice smoothly comprehension exercises form which will appear in the National
High School Exam. The exercises in reading comprehension skills lessons will be
designed in two forms: Gap-filling and MCQs. In the first lesson, the students will
be specifically instructed how to do these exercise forms. After that they will get
used to these exercise forms and do skillfully. They will no longer be afraid or
discouraged for general reading comprehension skills and exercises in reading
comprehension exam in high schools. After each lesson, the students’ reading
comprehension skills will improve they will be more confident, the results in
National High School exams will be improved.
2. The study object of the research.
English textbooks for grade 12 have 16 units. Each unit has 16 reading
comprehension parts with different topics, but in this research I just present three
lessons of reading in 2 units : Reading - Unit 6 and Reading - Unit 10. From the
2014-2015 school year the program is applied for the National high school
examination, so exercises always be designed for all students from bad to good .
3. The methodology of the research
To do this research I have chosen some of the following methods:

- Read documents about the issues that studied.
- Use the integrated methods.
- Using the method to investigate and get feedbacks
- Pedagogical observation method
PART B: PROBLEM SOLVING
I. Rationale
2


Today, with the trend of international integration. English plays an important
role in social life, it is the language that is widely spoken around the world, It is
also the common language of all nations. Therefore, our country as well as many
countries in the world requires English a compulsory subject in schools. English
teaching methods base on Communicative Approach. And it has been brought back
the effects in developing the students' skills. The new English textbooks have been
introduced more than 10 years. The innovative features create the chances for
students to practice four skills of listening, speaking, reading and writing on the
topics and the situations or the communicative contents related to the environment
at home and abroad. With this method, the students have more opportunities to
communicate with their friends, teachers to develop the language, they can take
part in real-life situations actively. The changes facilitate the English teaching and
learning in high . Reading skill is basic skill which is focused in the process of
teaching and learning foreign languages. Reading is both a purpose and effective
means for students to be able to master, improve the language knowledge, expand
the vocabulary as well as know more about literary style, the way to use language
students are learning. In the English text book for grade 12, reading parts are
designed as a starting point of each part of lesson and each part of lesson rank
first of lessons. Lessons content often represents the main themes. They develop
reading skills for students through scanning reading to get information. They
provided corpus and help students become familiar with the topics and the

language contents on which they can talk, listen and write on issues relating to the
topic. More over, reading teaching also bring long-term goals such as: reading the
instructions written in English while operating machinery, use daily objects, use a
computer, access the Internet, read the scientific information materials, read book
and magazines….. know the information, recheck data to find answers to these
questions or clear a certain issue. Reading learning means that learners are trained
to recognize the typeface and the meanings of the information that read. Thus,
when teaching reading is not only to help students understand different passages
for different purposes. So the teacher don’t present and introduce the contents,
students must read to get the contents, the role of the teachers only support, hint,
guide as requests.
II. Practical basis.
1. Status of teaching and learning reading comprehension skills for Grade 12
Teaching bases on active form performed. Some reading comprehension
exercises in textbooks are adjusted so as to suit students who learning, use teaching
aids like audio-visual equipment, teaching aids .... Every week, every month has
specialized meetings to get experiences and discuss measures to implement the
program content of textbooks.
However, reading comprehension skills in periods of all three grade
especially for grade 12 are very low.
Firstly, students haven’t private lessons about reading comprehension skills
and do the reading comprehension exercises. Besides, most of the teachers often
teach the old methods such as: provide all new words appearing in the reading for
the students then students do exercises like answer the questions, True/False
statements, match, get filling, and the last activity is that teachers usually ask
3


students to translate English to Vietnamese. This teaching method makes students
passive. They just rely on the teacher to explain the words, translate the meaning or

base on other good students. Especially, that gives students a habit to guess the
answers or answers without reading, without thinking. And reading skills lessons
will become boring, passive and ineffective.
2. Quality of reading comprehension exercises in English 12
Below are the students survey results for grade 12 in reading
comprehension level through tests designed in two types of exercises close to the
national high school exams when the usage of this research hasn’t applied yet.
Class
12

Total The reading skills testing marks for grade 12 early school year
0-2
3-4
5-6
7-8
9-10
82
%
%
%
%
%
30 36.6 30
36.
17
20.7
5
6.1
0
0

6

Through test on this reading comprehension skills, I see that most students
are still bad at language knowledge, reading comprehension skills like the reading
comprehension exercises appearing in the National High School Exam. To solve
this problem, I have tried to change the way to teach reading, change lesson plans,
design reading comprehension exercise like exercises in the national high school
exams. Especially, I provide the skills to do reading comprehension exercise for
students.
III. Problem solving
1. Instruct students to do comprehension exercises MCQs form
For MCQs exercises, students are chosen a correct answer from the four
choices includes A, B, C or D. Apparently among four options only contains one
most correct answer, the rest options can confuse or against the information in the
text. The choices can give the information not appearing in the text or information
that appear in the text but with different context. Note that if the two options have
the same meanings, but they are expressed in two different ways, both of which
are not the right answers. I gave a specific readings with the instructions for
students to practice. After practicing, students consolidate and remember this
exercise form through the steps:
- Read the title of the reading (if have ) because it tells us that the main content of
the reading
- Quick read all the text to get and understand the general overview.
- Then read the questions but have not read the selection A,B,C or D yet.
- Underline the parts in the reading containing the information that we need to
answer the questions.
- Read the options and find the equivalent piece of information which underlined
in the text. Immediately remove the wrong choice clearly.
- If we do not decide between two options, then guess the answer intelligently but
having basic.

Students also can refer to the following ways to do the exercise MCQs
form.
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- Exclude the error choice clearly first.
- Read the given questions or questions before reading the options and find the
answers when reading the text if given sentence give you enough information.
Then read the options and consider whether there is choice coinciding with our
answer, it is the answer we are looking for.
- Cover the selection with a piece of paper, we only see the original questions or
questions. Then we revealed choice one by one . In fact, one of the problems we
often encounter when doing MCQs form is that we can read all the information in
the four options at a time and it's hard to separate, or isolate thinking to select right
answers, especially under the pressure of time and the nature of the contest.
2. Instruct students to do reading comprehension exercises which have Gapfilling forms.
There are various ways to do this form of exercise but simple and effective
way is probably follow these steps:
- Read quickly the entire of text to get the main idea of it: what is the topic of the
text ? What is the main idea ?
- Define the words we need for each blank: a noun? a verb? an adjective or an
adverb? ...
- find your words to fill in the blank before reading the given words under selection
part.
- Look at the words that lie in front, behind because the fill is often related to fixed
terms such as: phrasal verbs, noun phrases, idioms ...
- Eliminate the obvious wrong choices and make predictions based answers.
3. Design exercises to teach Reading comprehension Skills unit 6, unit 10English Textbooks for grade 12, which help students do better national high
school exams.
A new feature in the reading comprehension skills lessons is that I don’t teach

new words in the Pre-reading part . After teaching Warmer part, introduce the
topic, the main content of the text or texts that students will read and do exercises
(Gap-filling MCQs ) to learn information text / paragraph . New words will be
designed in the form of MCQs by using synonyms, antonyms words ; or review
the words appearing in the text by making the forms of the Gap-filling of texts /
paragraphs with similar themes. The types of exercises answering the question s
(answer the questions), connection information (Matching), select the correct or
false information (True / false statements) ... will be designed in the form of
MCQs. Before doing the exercises, require students recall the way to do.
■ Tasks – Reading Unit 6: Future Jobs (Textbook for grade 12- Page 63)
Task 1: These words from the passage. Look back to the text and circle the
best meaning A, B, C or D
1. The phrase "a job interview" in paragraph means:
A. some pieces of advice that can help you to get a job
B. a formal meeting at which somebody is asked questions to see if they are
suitable for a particular job.
C. an informal meeting at which somebody is asked questions about life and
job to go abroad.
D. a special meeting to make friends.
5


2. The word "vacancy" in paragraph 2 is closest in meaning to ……
A. a seat that is available
B. a job that is available
C. a part of a newspaper where jobs are advertised
D. an interview to get a job
3. The word "résumé" in paragraph 2 is closest in meaning to ……
A. a letter of application
B. a letter of recommendation

C. a photocopy of academic certificates
D. a short written account of someone's education and previous jobs
4. The word "jot down" in paragraph 3 is closest in meaning to ……
A. note down
B. relate to
C. mention
D. write to
5. The phrase "make a real effort" in paragraph 5 means:
A. try one's best
B. concentrate on
C. try doing something
D. being clear, polite and honest
6. The word "keenness" in paragraph 5 is closest in meaning to ……
A. sense of responsibility
B. special interest
C. very quick understanding
D. best side
Task 2: Read the passage again an mark the letter A, B, C or D to indicate the
correct answer.
1. Which of the following could be the best title for the passage?
A. A job interview
B. Good pieces of advice on getting a job
C. Good preparations for an interview
D. How to get a job
2. In order to have a good job interview, we should prepare for?
A. before the interview
B. during the interview
C. after the interview
D. before, during and after the interview
3. Before the interview we have to send …. ?

A. a letter of application and your résumé to the comany
B. your school certificates
C. a letter of recommendation from your teacher or your previous employers
D. your résumé and qualifications
4. Before going to an interview we have to be certain of:
A. where and when the interview, how to get there
B. dressing neatly and formally
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C. A and B
D. preparing all the questions that are often asked during the interview and
learning them by heart
5. During the interview we should ……………
A. show your shortcomings
B. show your best side and your special interest to work
C. show all the questions the interviewer asks
D. say hello to the interviewer
6. After the interview we should …………….
A. forget all the interviewer's comments
B. say congratulations to the interviewer
C. not be disappointed too much
D. wait for being called for the next job interview
Task 3: Read the passage which has the similar content with the text in the
textbook and mark the letter A, B, C or D to indicate the correct word and
phrase that best fits each of the numbered blanks from 1 to 10.
Interviews are an (1) …… method of choosing the best people for jobs, yet
human beings like to examine each other in this way. One of the many problems of
selection as it is commonly practised is that the forms (2) …… by (3) ……. often
fail to show people as they really are. This means (4) …. you can follow all the

best advice when completing your form and still find that you are unsuccessful at
the next stage - the interview. (5) ……. in the rare cases where interviews are
automatic, a (6) …… with an inadequate form may do surprisingly well. Your form
needs to show that you have confidence in your (7) …… to do the job, but don't try
to (8) ….. yourself ….. someone else - a person you have to (9) ….. to be at the
interview. (10) …. and honesty are definitely the best approach.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10
.

A. good
A. filled in
A. applications
A. which
A. Similarly
A. interviewer
A. honesty
A.
concentrate…on
A. work
A. Realism

B. bad
B. filling in
B. applying
B. that
B. Unsimilarly
B. applicant
B. effort
B. turn … to

C. useful
C. jotted down
C.application forms
C. who
C. Similar
C. candidate
C. ability
C. make …. to

D. imperfect
D. jotting
D. applicants
D. whom
D. Similarity
D. participant
D. politeness
D. show … up

B. tell
B. Reality

C. admit
C. Really

D. pretend
D. Real

■ Tasks – Reading Unit 10: ENDANGERED SPIECES (Textbook for grade
12- Page 107)
Task 1: These words from the passage. Look back to the text and circle the
best meaning A, B, C or D
1. The word "extinction" in paragraph 1 is closest in meaning to ……
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A. be in danger
B. be threatened
C. stop existing
D. exploit an pollute
2. The word "habitat" in paragraph 2 means:
A. destruction
B. primary causes
C. animals and plants
D. natural environment
3. The word "urbanization" in paragraph 2 means:
A. having a lot of towns, streets, factories …
B. cutting of forests
C. drainage of wetlands
D. dam construction
4. The word "contaminate" in paragraph 2 is closest in meaning to ……
A. making a substance or placing dirty that is dangerous to the environment

B. increasing water temperatures
C. driving many species to the verge of extinction
D. reducing the number of rare species
5. The word "biodiversity" in paragraph 3 means:
A. other products
B. many medicines
C. the natural environment in which a plant or animal lives
D. the existence of a large number of different kinds of animals and plants
which make a balanced environment
6. The word "conservation" in paragraph 4 means:
A. efforts to write the Red List
B. the protection of the natural environment, animals and plants
C. commercial trade
D. over hunting
Task 2: Choose A, B, C or D to complete the following sentences about the
reading passage.
1. The best title for the passage is ……………
A. The Global Extinction Crisis
B. Endangered Species and their Benefits
C. Endangered Species and Conservation Measures
D. Endangered Species Extinction: Causes and Conservation Measures
2. The number of species around the globe threatened with extinction is over
……….
A. 8,300
B. 1,600
C. 15,000
D. 7,200
3. Which of the following is NOT mentioned as a primary cause of spieces
extinction?
A. pollution

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B. natural sélection
C. habitat destruction
D. overexploitation
4. Biodiversity provides humans with ……………
A. plant and animal extinction
B. medicines, fertile soil, food, clean air and water …
C. natural habitats
D. toxic chemicals in the air and land
5. The Red List is a special book that provides names of …… animals.
A. vulnerable and endangered
B. hunted
C. endangered
D. extinct
6. Which ways are mentioned to help save endangered species?
A. enacting laws to protect wildlife
B. establishing the wildlife habitat reserves
C. A and B
D. changing the wide range of endangered animals
7. The development of wildlife habitat reserves helps …….
A. save a large number of endangered species
B. make a list of endangered species
C. enact laws to protect wildlife
D. develop commercial trade and over hunting
Task 3: Read the passage which has the similar content with the text in the
textbook and mark the letter A, B, C or D to indicate the correct word and
phrase that best fits each of the numbered blanks from 1 to 10.
WILD NATURE IS GOING AWAY.

For all of human history we have shared the planet with millions of other (1)
…….. These species have interlocked in special ways to (2) ……. the world we
have known, and keep it thriving. In only a few human generations, we have (3)
…. many of the most amazing of these species, with many of the others
approaching the (4) ….. of the cliff. Habitat loss, habitat degradation, introduced
parasites and diseases, climate change, and trade in (5) …. species are combining
to erase (6) ….. our planet the other (7) …. which have given myth and meaning to
our lives as (8) ….. as we have been human. Now the only thing that can reverse
the trend is humans (9) ……. up to be more than we have been. If we don’t save
them, they’ll be (10) …… within a human lifetime.
1.
2.
3.
4.
5.
6.
7.

A. animals
A. make
A. loss
A. edge
A. endanger
A. to
A. humans

B. plants
B. do
B. contaminate
B. danger

B. endangered
B. on
B. beings

C. species
C. take
C. enact
C. verge
C. dangerous
C. from
C. species

D. humans
D. change
D. lost
D. bank
D. danger
D. at
D. people
9


8. A. far
B. long
C. soon
D. well
9. A. going
B. stepping
C. getting
D. turning

10 A. made
B. done
C. come
D. gone
.
4. The results of the experimental teaching
From Unit 3- Textbook for English 12, all the exercises of the lessons reading
comprehension skills. I designed exercises with MCQs form and provided Gapfilling forms with the same theme with texts in textbooks. The result is that the
majority of students are very active and eager to join lessons, they are no longer
afraid, and afraid to read as before. After applying innovative experiences in
teaching, the greatest success and most obvious is that the reading comprehension
skills and -Gap-filling MCQs has improved considerably. Results of reading
comprehension tests have much progressive.
To demonstrate clearly for the persuasiveness of the subject I have done for
the survey of 82 students – grade 12 (12B, 12H ) that I taught .
■ Results of the survey on the level of excitement in reading comprehension
skill lessons.
The level
Very excited
Excited
Normal
Not interested
of
SL
%
SL
%
SL
%
SL

%
excitement
Before
4
4.9
10
12.2
28
34.1
40
48.8
applying
After
40
48.8
20
24.4
16
19.5
6
7.3
applying
■ Survey results about effective of reading comprehension exercises and Gapfilling MCQs forms
Survey results
Class Total
0-2
3-4
5-6
7-8
9 - 10

12
82
SL
%
SL
%
SL
%
SL
%
SL
%
0
0
4
4.9
40 48.8 30 36.6
8
9.8
■ Contents of survey tests (taken from illustrations - 2015 National High
School exam )
Read the following passage and mark the letter A, B, C, or D on your answer
sheet to indicate the correct word or phrase that best fits each of the
numbered blanks.
Higher Education in the UK
Students who have successfully completed an A-level course may go to university
to do (1) ______ three- or four-year course leading to a first degree such as
Bachelor of Arts (BA), Bachelor of Science (BSc), etc. They apply to several
universities which then (2) ______ an offer of a place specifying the minimum
grades the student needs to obtain in the A level subjects studied. Higher education

is not (3) ______. In principle, students have to pay a contribution to the cost of
teaching (tuition fees) and have also to pay their living costs (maintenance). The
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government provides (4) ______ to help them pay for university education which
have to be paid back from earnings once their income reaches a certain (5) ______.
In recent years government policy has been to (6)______ the percentage of 18-year
olds (7)______ go to university, which is now, at 40%, double the 1990 figure, but
this growth has been at the (8) ______ of the amount of financial support given to
individual students.
　 　 　 　 Universities receive money (9) ______ the state for each student and are
responsible for employing staff and deciding which courses to offer. The head of a
university, who is (10) ______ for its management, is called a vice-chancellor.
Question 1: A. that

B. a

C. this

D. the

Question 2: A. create

B. do

C. make

D. get

Question 3: A. permitted

B. allowed

C. compulsory

D. free

Question 4: A. loans

B. hires

C. shares

D. rents

Question 5: A. grade

B. level

C. mark

D. rank

Question 6: A. rise

B. remain

C. increase

D. decrease

Question 7: A. who

B. which

C. whose

D. whom

Question 8: A. fee

B. from

C. to

D. in

Question 10: A. liable

B. responsible

C.answerable

D.Chargeable

Read the following passage and mark the letter A, B, C or D on your
answer sheet to indicate the correct answer to each of the questions from 11 to
20.
　 　 　 　 Early peoples had no need of engineering works to supply their water.

Hunters and nomads camped near natural sources of fresh water, and populations
were so sparse that pollution of the water supply was not a serious problem. After
community life developed and agricultural villages became urban centers, the
problem of supplying water became important for inhabitants of a city, as well as
for irrigation of the farms surrounding the city. Irrigation works were known in
prehistoric times, and before 2000 BC the rulers of Babylonia and Egypt
constructed systems of dams and canals to impound the flood waters of the
Euphrates and Nile rivers, controlling floods and providing irrigation water
throughout the dry season. Such irrigation canals also supplied water for domestic
purposes. The first people to consider the sanitation of their water supply were the
ancient Romans, who constructed a vast system of aqueducts to bring the clean
waters of the Apennine Mountains into the city and built basins and filters along
these mains to ensure the clarity of the water. The construction of such extensive
water-supply systems declined when the Roman Empire disintegrated, and for
several centuries local springs and wells formed the main source of domestic and
industrial water.
　　　　The invention of the force pump in England in the middle of the 16th century
greatly extended the possibilities of development of water-supply systems. In
11


London, the first pumping waterworks was completed in 1562; it pumped river
water to a reservoir about 37 m above the level of the River Thames and from the
reservoir the water was distributed by gravity, through lead pipes, to buildings in
the vicinity.
　 　 　 　 Increased per-capita demand has coincided with water shortages in many
countries. South-east England, for example, receives only 14 per cent of Britain's
rainfall, has 30 per cent of its population, and has experienced declining winter
rainfall since the 1980s.
　　　　In recent years a great deal of interest has been shown in the conversion of

seawater to fresh water to provide drinking water for very dry areas, such as the
Middle East. Several different processes, including distillation, electro dialysis,
reverse osmosis, and direct-freeze evaporation, have been developed for this
purpose. Some of these processes have been used in large facilities in the United
States. Although these processes are successful, the cost of treating seawater is
much higher than that for treating fresh water.
From A. Briggs’ article on culture, Microsoft® Student 2008
Question 11: Early peoples didn’t need water supply engineering works because
______.
A. their community life had already developed
B. natural sources of fresh water nearby were always available
C. there was almost no dry season in prehistoric times
D. they had good ways to irrigate their farms
Question 12: The word “impound” in paragraph 1 is closest in meaning to
“______”.
A. supply

B. irrigate

C. provide

D. drain

Question 13: Clean water supply was first taken into consideration by ______
A. the English people

B. the ancient Romans C. the Egyptians D. the US people

Question 14: For several centuries after the disintegration of the Roman Empire,
the main source of water supply was from ______.

A. springs and wells

B. systems of aqueducts

C. dams and canals

D. water pipes

Question 15: The word “mains” in paragraph 1 could best be replaced by
“______”.
A. lands

B. areas

C. pipes

D. rivers

Question 16: Which of the following is NOT true about London’s water supply in
the middle of the 16th century?
A. Water was pumped from the River Thames. B. Water was stored in a reservoir.
C. Water ran from the reservoir to buildings. D. Water was conducted through
12


canals.
Question 17: The word “vicinity” in paragraph 2 refers to ______.
A. the cities in South-east England

B. the areas along the River Thames

C. the neighborhood around a reservoir
developed

D.

the

region

where

industry

Question 18: One of the causes of water shortages in South-east England is
______.
A. water pollution

B. increased demand

C. water-supply system decline

D. water evaporation

Question 19: Which of the following is NOT mentioned as a process of
conversing seawater to freshwater?
A. Steaming and cooling.

B. Water evaporation.

C. Dissolving chemicals.

D. Purification method.

Question 20: In the passage, the author mainly discusses ______.
A. the development of water supply

B. the results of water shortages

C. the water pumping systems

D. the fresh water storage

Read the following passage and mark the letter A, B, C or D on your answer
sheet to indicate the correct answer to each of the questions from 21 to 30
Sleep is a natural process, and although a lot have been written about the
subject, it is still surrounded by mystery. It is used by some as an escape from the
world, and regarded by others as an irritating waste of time: some people get by
on very little, others claim they cannot exist without at least ten hours, but nobody
can do without sleep completely.
Our night’s sleep does not just consist of a steady phase of gradually
deepening sleep. It alternates between two stages: Non-dreaming or ordinary sleep,
and REM (rapid eye movement) or dreaming sleep. As soon as we fall asleep, we
go straight into non-dreaming sleep for an hour or so, then into REM sleep for
about 15 minutes, then back into non-dreaming sleep. It alternates in this way for
the rest of the night, with non-dreaming sleep tending to last longer at the
beginning of the night. Non-dreaming sleep occupies three-quarters of our night’s
sleep, about a quarter of it deep and the rest fairly light.
It is widely believed that sleep repairs the body and makes good the damage
caused by being awake. However, its main function is to refresh the brain. Experts

believe that probably only about two-thirds of our sleep is necessary for repairing
and refreshing the brain, with the most valuable sleep coming in the first few hours
of the non-dreaming period, the last few hours of sleep are not so essential. The
brain can manage quite well with reduced sleep as long as it is uninterrupted sleep.
The quality of sleep is important. A study conducted in the USA looked at
short sleepers, who slept for 5.5 hours on average, and long sleepers, who had 8.5
hours or more. It is discovered after a variety of tests that the long sleepers were
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poor sleepers, had twice as much REM sleep as the short sleepers, appeared to
sleep longer to make up for poor sleep, and did not wake up in the morning
refreshed. Similarly, people who sleep deeply do not necessarily get a better
quality of sleep than shallow sleepers. Deep sleepers can feel tired the following
day, so six hours of good sleep is worth more than eight hours of troubled sleep.
From Awakening to Sleep – American Psychological Association
Question 21: It can be concluded from the first paragraph that ______.
A. people need equal time of sleep
B. sleep remains a puzzle
C. sleep is among the processes of the nature
D. everything about sleep has been brought to light
Question 22: The word “irritating” in paragraph 1 is closest in meaning to
______.
A. calming

B. soothing

C. annoying

D. comforting

Question 23: All the following statements are true, EXCEPT for ______.
A. our night’s sleep occurs in a straight line of only two phases
B. all sleeps are similar in the alternatives of the two stages during the night
C. we spend only 25 percent of our night’s sleeping time dreaming
D. we often have no dreams right after we fall asleep
Question 24: The word “it” in paragraph 2 refers to ______.
A. our night’s sleep B. the ordinary sleep

C. the REM

D. the night

Question 25: The word “occupies” in paragraph 2 could be best replaced by
______.
A. accounts for

B. takes care of

C. works out

D. goes up

Question 26: Unlike the common belief, sleep helps ______.
A. not to be awake

C. us to fix the damage happening by day

B. us to repair our body

D. our brain to rest and recover

Question 27: The study discussed in the reading passage suggests that ______.
A. the fewer hours we sleep, the more we dream
B. deep sleep means better sleep
C. the type of sleep is more important than its length
D. six hours of sleep is better than eight hours
Question 28: Which of the following is NOT discussed in the passage?
A. The role of the sleep .

B. Sleepless people’s problems.

C. Types of sleep.

D. The circle of a sleep.
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Question 29 It can be inferred from the reading passage that ______.
A. if we can sleep uninterruptedly, it is not necessary to sleep the whole night
B. REM makes good our brain
C. nearly 70 % of our sleep is invaluable
D. dream enables our body to refresh when we can sleep uninterruptedly
Question 30: This passage is the most likely taken from ______.
A. a doctor’s description

B. a health magazine

C. an advertisement

D. a fashion magazine
PART C. CONCLUSION, REQUEST

1.Conclusion
Learning is a lifelong process, strenuous and hard for the students, especially
learning English. In addition to teaching knowledge, teachers should also explore,
innovative research the appropriate and effective lessons to attract students’
attention. The Instructions for students the way to learn is very important,
especially, encourage them to train and practice English skills for their lives.
Teaching styles, how to practice reading skills for students will vary for each
teacher. So teachers need to implement flexibly to achieve the highest efficiency.
Besides, teachers should be always friendly to help students when they make
mistakes as well as in the teaching process. Before applying a new reading theme ,
I always consider the its feasibility and whether it is appropriate and corresponding
to the topic in English textbooks for grade 12. It is necessary that every teacher
should do is to guide carefully reading comprehension skills for all students.
There are many ways to design lesson reading comprehension skills and
develop students' reading ability, but due to limited time, the range of topics and
limited experience of an individual, I hope that people refer to it and contribute to
the useful ideas to bring the most effective in teaching and learning English
reading skill.
2. Request
In this era of international integration with numerous opportunities as well as
many of the challenges It is younger generation who are the pioneers linking
Vietnam to international friends, it is they who should strive to learn more, devote
himself for a strong and prosperous country. The equipment today's teenagers a
sufficient English knowledge to communicate effectively is an important and
necessary job. Therefore, I strongly suggest some requests as follows:
a. For high school.
Should give conditions for English teachers to visit advanced high schools

in and outside the province.
Should establish English clubs, organize extracurricular programs, learn
experience for students having base knowledge, comprehensive development skills,
to help students love English more.
The number of students per class should be reduced to fit the subjects.
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Teaching style the foreign language, with lesson content (of course they have
to meet with the program) should be acknowledged.
b. For the Department of Education and the Ministry of Education and
Training:
Should give conditions for English teachers having more opportunities to
exchange and learn experiences through seminars.
These are some of my experiences summarized in the teaching process. We
hope to receive attention, comment sincerely .
Thanks sincerely.
CONFIRMATION OF THE HEADMASTER

Nga Son, May 25th , 2016
I swear that this is my writing. I do not
copy these contents

Hồ Hoa Mai

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