Some tips about teaching skills to do reading comprehension test for student at trieu son no2

TABLE OF CONTENTS
A.INTRODUCTION
PAGE
I. REASONS FOR CHOOSING THE RESEARCH
2
II. AIMS OF THE RESEARCH
3
III. SOURCE OF THE STUDY:
3
B. MAIN CONTENT
4
I. SITUATION JUDGMENT
4
II. TEACHING SKILLS TO DO READING COMPREHENSION TESTS
1 . Questions about the ideas of the passage
5
2. Directly answered questions
7
3. Indirectly answer questions
11
4. Vocabulary questions
13
5. Overall review questions
16
III. EFFECTS OF THE STUDY
18
IV. RESULT AFTER APPLYING THE RESEARCH IN TEACHING
18
C. CONCLUSION
19
D. REFERENCE BOOKS

20

A. INTRODUCTION
I. REASONS FOR CHOOSING THE RESEARCH
The introduction of the new textbook “English 11” into teaching at Trieu Son 2
High School in 2006 has marked real renovation in language teaching and learning

1


from the traditional approach-grammar translation method, which only
concentrates on the ability of using grammar rules precisely, to communicative
approach, which focuses on communication ability. Nonetheless, the teachers of
English at Trieu Son 2 High School find it difficult to teach reading successfully
because of the class size, the students’ language level, and additionally, students
are not acquainted with CLT. Moreover, the majority of the teachers were trained
under the strong influence of the Grammar-Translation method, which impedes
them from teaching reading comprehension successfully even the new textbook
follows the communicative approach.
As a teacher of English at Trieu Son No2 High School in Thanh Hoa, I often
receive similar questions from many students. For example, “I can understand new
words and sentence structures well, but I feel embarrassed to understand whole
the sentence in English” or “What should I do to do reading comprehension well?”
In my reality of teaching, there are a lot of students who have perfect knowledge
of grammar that works wonderfully for speaking and writing but cannot do the
reading fluently. On the other hand, I often hear a lot of complaints from the
colleagues: “Students seem so quiet and lazy during doing lessons. It is very
difficult to make them participate in reding activities”. Therefore, the idea of doing
something useful for my colleagues and students has urged me to conduct the
research.

Another reason why the study was carried out lies in my love for teaching
sreading. By doing the study, I can know more about the challenges in teaching
and learning reading skills so that I can find relevant techniques along with
activities to improve my teaching reading at Trieu Son 2 High School
The above reasons have inspired me to conduct a study on “ Some tps about
teaching skills to do reading comprehension tests for students at Trieu Son No2
High school” with the hope to make a little contribution to the quality of teaching
and learning reading skills for Grade 10, 11 and 12 at Trieu son 2 High School
II. AIMS OF THE RESEARCH
With the above mentioned reasons in mind, I have the specific aims as follows:
1. To help students improve the skills of doing reading comprehension tests.
2. To encourage students to confidently cope with this type of tests so as to
complete the tests at best they can.
3. To encourage students to get full mark on this part of test.
III. SOURCE OF THE STUDY:

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The materials that have been greatly valuable to my study are from the book of
Vietnam National University Ho Chi Minh City, University of Science - Toefl,
Preparation Course, Reading Comprehension. Besides, the examples to illustrate
my thesis are all in the textbooks - Tiếng Anh 10, Tiếng Anh 11, Tiếng Anh 12 –
Nhà xuất bản Giáo dục, and from the latest one-period tests as well as the first and
second semester tests

B. MAIN CONTENT
I. SITUATION JUDGMENT
As regards the teaching of reading, I do not totally deny the energies the teachers
in explaining the text. However, in discussion with the teachers in our school, I

feel that our investment of energies in teaching the reading part is meaningless. It
is because most students learn in advance from the Instruction Books the content
of the text in Vietnamese, not in English, while teachers take no notice of that.
Little by little, students get a habit of being unable to read the English passages by
themselves. They always expect their teachers to translate the passages
into Vietnamese, or choose the options with no intention. As for teachers, after

3


asking students, especially good students, to translate the text, or doing it for the
worse students, teachers let students do the tasks without giving any explanation.
Consequently, students get confused and do not know what they need to find from
the text and how to choose the answers. In the end, students refuse to read the
passage or read them without intention, then choose the answers randomly and
never know whether their answers are right or not. As a result, students put no
efforts into the part of Reading Comprehension. I always see that the greatest
problem students
face in any English paper is Reading Comprehension.
Students either spend much time on it without knowing for sure the answers or do
it without intention. As for me, I would like to present in this paper some
following skills to help my colleagues teach students how to get over this problem
so that the latter can do this part more easily and exactly. I hope that my topic
“Some tips about teaching skills to do Reading comprehension tests
at Trieu Son No2 High school” can result in effective ways in teaching students
how to complete their tests perfectly.
II. TEACHING SKILLS TO DO READING COMPREHENSION TESTS
Each reading passage is often followed by 5 questions of reading comprehension
and vocabulary. Topics of the reading passage are varied, but they are often
informational subjects such as history, literature, art, architecture,

geology, geography, and astronomy. Time is definitely a factor in the
Reading Comprehension. Some students, especially average students, note that
they are unable to finish all the questions in this section. Others cannot understand
what the passage is about answers.
- For main ideas questions, look at the first line of each paragraph.
- For directly and indirectly answered detail questions, choose a key word in the
question, and skim for that key word (or a related idea) in order in the passage.
- For vocabulary questions, the questions will tell you where the word is located in
the passage.
- For overall review questions, the answers are found anywhere in the
passage.
The following skills will help students to implement these strategies
in the Reading passage of the test.
1 . Questions about the ideas of the passage
It is very common for reading passages of the test to have questions about the

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overall ideas in the passage. The most common type of question asks about the
main idea, topic, title, or subject.
Skill 1. Answer main idea questions correctly.
Students may be asked to identify the topic, subject, title, primary idea, or main
idea. These questions are all really asking what primary point that the author is
trying to get across in the passage, and it is not difficult to find the main idea by
studying the topic sentence, which is most probably found at the beginning of a
paragraph. If the passage consists of only one paragraph, students should study the
beginning of that paragraph to determine the main idea. If a passage consists of
more than one paragraph, students study the beginning to determine the main idea.
Example 1. In the Second Semester Test, Grade 12, year 2015-2016, Code AV

, the Reading comprehension is that:
The Asian Beach Games is a multi – sport event held every two years among
athletes representing countries from Asia. The games are regulated by
the Olympic Council of Asia. The first Games were held in 2008 in Bali,
Indonesia. This Games will be composed of sports with strong television appeal
such as windsurfing, kite boarding, swimming, beach volleyball, beach handball,
beach soccer, and dragon boat racing. The Asian Indoor Games is a multi – sport
event held every two years among athletes representing countries from Asia.
The Games are regulated by the Olympic Council of Asia. The first Games
were held in Bangkok, Thailand. This Games will be composed by sports with TV
broadcasting potential and not included in the Asian Games and Winter Asia
Games Programs and are not Olympic sports. The sports program will comprise
from six to eight exciting sports with strong television appeal, including electronic
sports, extreme sports, aerobics, acrobatics, indoor athletics, dance sports, inline
hockey, fin swimming, and 25 meters short course swimming. (2)
Question 27. The passage is about …………………………
A. The Asian Beach Games and the Asian Indoor Games.
B. The Olympic Council of Asia.
C. The Asian Games and Winter Asian Games Programs.
D. The Asian Indoor Games and Winter Asian Games Programs.
In the above given passage, there are four paragraphs. Students should be sure to
read the first sentence of each paragraph to determine the subject, title, or main

5


idea. In Example 1, the first sentence of the first paragraph of this
passage discusses the Asian Beach Games, and the second paragraph begins with
“this Games”, which means that it is about the Asian Beach Games. The first
sentence of the third paragraph tells of the Asian Indoor Games, about which the

fourth paragraph tells, also beginning with “this Games”. So the whole passage
discusses the two kinds of games: the Asian Beach Games and the Asian Indoor
Games. Therefore, the best choice is answer A.
The following outlines the key information that students should remember about
main idea questions:
MAIN IDEA QUESTIONS
What is the topic of the passage?
What is the subject of the passage?
What is the main idea of the passage?
What is the author’s main point in the passage?
With what is the author primarily concerned?
Which of the following would be the best title?
WHERE TO FIND THE ANSWER
The answer to this type of question can generally be determined by
looking at the first sentence of each paragraph.
HOW TO ANSWER THE QUESTION
Read the first line of each paragraph.
Look for a common theme or idea in the first lines.
Pass your eyes quickly over the rest of the passage to check that you really have
found the topic sentence(s).
Eliminate any definitely wrong answers and choose the best answer from the
remaining choices
2. Directly answered questions
Skill 2. Answer stated detail questions correctly.
A stated detail question asks about one piece of information in the passage rather
than the passage as a whole. The answers to these questions are generally given in
order in the passage, and the correct answer is often a restatement of what is given
in the passage. This means that the correct answer often expresses the same idea as
what is written in the passage, but the words are not exactly the same.

6


Example 2: In English 10, page 45 and 46, Unit 4 “Special Education”, Part
Reading, the second paragraph:
At first, there was a lot of opposition from the parents of the disabled children.
They used to believe that their children could not learn anything at all. In the first
week, only five children attended the class. Gradually more children arrived. Their
parents realized that the young teacher was making great efforts to help their poor
kids. (1)
Question 2: At first the parents were ____________ the idea of sending their
children to the special class.
A. interested in
B. opposed to
C. satisfied with D. worried about
Since in the first sentence of the paragraph, there is the noun “opposition”, we can
see from the four answers the verb “opposed” in the answer B, they are in a
family. So the answer B is the best one.
The following outlines the key information that students should remember
about stated detail questions:
HOW TO IDENTIFY THE QUESTION
According to the passage, …It is stated in the passage …
The passage indicates that …
The author mentions that …
Which of the following is true …?
WHERE TO FIND THE ANSWER
The answers to these questions are found in order in the passage
HOW TO ANSWER THE QUESTION
Choose a key word in the question.
Skim in the appropriate part of the passage for the key word or idea.

Read the sentence that contains the key word or idea carefully.
Look for the answer that restates an idea in the passage.
Eliminate the definitely wrong answers and choose the best answer from the
remaining choices
Skill 3. Find “unstated” details.
Students will sometimes be asked to find an answer that is not stated or not
mentioned or not true in the passage. This type of question really means that three
of the answers are stated, mentioned, or true in the passage, while one answer is
not. The actual job is to find the three correct answers and then choose the letter of

7


the one remaining answer. The teacher asks students to notice that there are two
kinds of answers to this type of question:
There are three true answers and one answer that is not discussed in the passage.
There are three true answers and one that is false according to the passage
Example 3: In English 12, page 163 and 164, Unit 15 “Woman in Society”, Part
Reading, the last paragraph:
Today, although their status varies in different countries, women in most parts of
the world have gained significant legal rights. The most important of these are: the
right to have equal work opportunities and pay to men, the right to vote, and the
right to formal education. (1)
Question 5: Which of the following is NOT mentioned in the last paragraph as one
of women’s legal rights today?
A. the right to hold property
B. the right to equal pay
C. equal employment opportunity rights
D. the right to vote
The question asks for the one answer that is not mentioned, so three of the answers

are listed in the passage and one is not. Since the right to equal pay, equal
employment opportunity rights, the right to vote, are listed in the passage, answers
B, C, and D are incorrect. However, the right to hold property is not listed in the
passage, so answer D is the best answer to this question.
The following outlines the key information that students should remember
about “unstated” detail questions
HOW TO IDENTIFY THE QUESTION
Which of the following is not stated …?
Which of the following is not mentioned …?
Which of the following is not discussed …?
All of the following are true except …?
WHERE TO FIND THE ANSWER
The answers to these questions are found in order in the passage.
HOW TO ANSWER THE QUESTION
Choose a key word in the question.
Scan in the appropriate place in the passage for the key word (or related idea).
Read the sentence that contains the key word or idea carefully.
Look for answers that are definitely true according to the passage. Eliminate those
answers.

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Choose the answer that is not true or not discussed in the passage
Skill 4. Find pronoun referents.
In the Reading comprehension of the test, you will sometimes be
asked to determine which noun a pronoun refers to. In this type of question it is
important to understand that a noun is generally used first in a passage, and the
pronoun that refers to it comes after. Whenever you are asked which noun a
pronoun refers to, you should look before the pronoun to find the noun

Example 4: In the Second Semester Test, Grade 12, year 2016-2017, Code AV
the Reading comprehension is that: Arctic Ice May Disappear in a Decade
A new report on global warming predicts the frozen Arctic Ocean will soon be like
a normal sea in the summers. There are shocking changes happening in the polar
environment and its fragile eco-systems. For millions of years, the sea around the
North Pole has been frozen all year round. Recent research from the World
Wildlife Fund (WWF) and the Catlin Atlantic Survey show things are changing
fast. They predict that within a decade, the Arctic will be largely ice-free in the
summer. They base their prediction on the rate at which the sea ice is currently
thinning. The lead researcher, professor Peter Wadhams said, “The area is now
more likely to become open water each summer, bringing forward the potential
date when the summer sea ice will be completely gone.” An ice-free Arctic will
have consequences for the whole world’s weather patterns.
The Arctic sea ice is a key part of the Earth’s climate system. Experts call it
Earth’s “refrigerator”. They said that as it disappears, the world will become a lot
warmer. Scientists are still unclear exactly what changes there will be to our
weather. Forecasters predict an increase in all kinds of disasters and extreme
weather events. These include massive flooding, much more dangerous hurricanes
and the spread of the world’s deserts. These new findings provide an urgent call
for world leaders to act. The timing of the WWF report is a reminder to those
attending the UN climate summit in Copenhagen in December. Rich countries will
face pressure to agree to reduce their carbon emissions by40 per cent by 2020.(3)
Question: 33. What does the word “it” in paragraph 2 refer to?
A. the Arctic sea ice
B. climate system
C. refrigerator
D. the Earth
To answer this question, students should look before the pronoun it for singular
nouns that pronoun could refer to. An ice sea Arctic, the Arctic sea ice, the Earth’s

9


climate system come before the pronoun, so they are possible answers. Then
students should try the three possible answers in the sentence in place of the
pronoun. From the following sentence students should notice that as it disappears,
the world will become a lot warmer, so the best answer to this question is answer
A.
The following outlines the key information that students should remember
about pronoun referents
HOW TO IDENTIFY THE QUESTION
The pronoun “…” in line X refers to which of the following?
WHERE TO FIND THE ANSWER
The line where the pronoun is located is generally given in
the question. The noun that the pronoun refers to is generally
found before the pronoun.
HOW TO ANSWER THE QUESTION
Find the pronoun in the passage. (The line where the pronoun can be found is
generally stated in the question.)
Look for nouns that come before the pronoun.
Read the part of the passage before the pronoun carefully.
Eliminate any definitely wrong answers and choose the best answer from the
remaining choices.
3. Indirectly answer questions
Some questions of the Reading Comprehension section of the test will require
answers that are not directly stated in the passage. To answer these questions
correctly, you will have to draw conclusions from information that is given in the
passage. Two common types of indirectly answer questions are:
(1)implied detail questions and
(2)transition questions.

Skill 5. Answer implied detail questions correctly.
You will sometimes be asked to answer a question by drawing a conclusion from a
specific detail are details in the passage. Questions of this type contain the words
implied, inferred, likely, or probably to let you know that the answer to the
question is not directly stated. In this type of question it is important to understand
that you do not have to “pull the answer out of thin air.” Instead, some information

10


will be given in the passage, and you will draw a conclusion from
that information
Example 5: In English 10, page 45 and 46, Unit 4 “Special Education”, Part
Reading, the second paragraph is :
At first, there was a lot of opposition from the parents of the disabled children.
They used to believe that their children could not learn anything at all. In the first
week, only five children attended the class. Gradually more children arrived. Their
parents realized that the young teacher was making great efforts to help their poor
kids. (1)
Question 3: It can be inferred from the second paragraph of the reading passage
that there has been ______________________.
A. a change in the parents’ attitude towards the class
B. a lot of protest from the parents against the class
C. a feeling of doubt in the teacher’s ability
D. a belief in the parents’ opposition
To answer this question, students should refer to the part of the passage where it
states that in the past the parents had a lot of opposition, but now they don’t, so the
answer B is incorrect. It also says that their parents realized that the young
teacher was making great efforts to help their poor kids, which means the parents
don’t have the feeling of doubt in the teacher’s ability, then the answer C is

incorrect, too. The sentence “Gradually more children arrived” shows that the
parents have a change in the parents’ attitude towards the class, so the answer D
can’t be correct and the best answer is A.
The following outlines the key information that students should remember
about implied detail questions:
HOW TO IDENTIFY THE QUESTION
It is implied in the passage that …
It can be inferred from the passage that …
It is most likely that …
What probably happened …?
WHERE TO FIND THE ANSWER
The answers to these questions are found in order in the passage.
HOW TO ANSWER THE QUESTION
Choose a key word in the passage.

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Scan the passage for the key word (or a related idea).
Carefully read the sentence that contains the key word.
Look for a answer that could be true, according to that sentence
4. Vocabulary questions
In the Reading Comprehension section of the test, there will be a number of
vocabulary questions. To answer this type of question, it is of course useful if you
know the meaning of the word that the test is testing. However, it is not always
necessary for you to know the meaning of the word; often there are skills that you
can use to help you find the correct answer to the question:
Finding definitions from structural clues;
Determining meanings from the word parts, and
Using context clues to determine meanings.

Skill 6. Find definitions from structural clues.
When you are asked to determine the meaning of a word in the
Reading Comprehension section of the test, it is possible:
that the passage provides information about the meaning of the word, and that
there are structural clues to tell you that the definition of a word is included in the
passage.
Example 6:
In law, a nuisance is an act that has no legal justification and which interferes with
the safety or comfort of other people. Public nuisances, those which are injurious
to the community, may be prosecuted as crimes.
Question: A nuisance is _______________.
A. a protective law
B. an injurious act
C. a legal justification
D. a safety precaution
We should choose answer B because a “nuisance” is an act which interferes with
the safety of others, that is, an injurious act.
The following chart outlines the key information that students should remember
about structural clues to help you understand unknown vocabulary words:
HOW TO IDENTIFY THE QUESTION
What is …?
What is the meaning of …?
What is true about …?
TYPES OF CLUES

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Punctuation: comma, parentheses, dashes
WHERE TO FIND THE ANSWER

Information to help you determine what something means
will generally be found after the punctuation clue, the restatement clue,
or the example clue.
HOW TO ANSWER THE QUESTION
Find the word in the passage.
Locate any structural clues.
Read the part of the passage after the structural clue carefully.
Eliminate any definitely wrong answer and choose the best answer from the
remaining choices
Skill 7. Use context to determine meanings of difficult words.
On the test you will sometimes be asked to determine the meanings of the difficult
words, a word that you are not expected to know. In this case, the passage will
give you a clear indication of what the word means.
Example 7: In the First Semester Test, Grade 12, year 2016-2017, Code AV
the Reading comprehension is as follows:
Arctic Ice May Disappear in a Decade
A new report on global warming predicts the frozen Arctic Ocean will soon be like
a normal sea in the summers. There are shocking changes happening in the polar
environment and its fragile eco-systems. For millions of years, the sea around the
North Pole has been frozen all year round. Recent research from the World
Wildlife Fund (WWF) and the Catlin Atlantic Survey show things are changing
fast. They predict that within a decade, the Arctic will be largely ice-free in the
summer. They base their prediction on the rate at which the sea ice is currently
thinning. The lead researcher, professor Peter Wadhams said, “The area is now
more likely to become open water each summer, bringing forward the potential
date when the summer sea ice will be completely gone.”
An ice-free Arctic will have consequences for the whole world’s weather patterns.
The Arctic sea ice is a key part of the Earth’s climate system. Experts call it
Earth’s “refrigerator”. They said that as it disappears, the world will become a lot
warmer. Scientists are still unclear exactly what changes there will be to our

weather. Forecasters predict an increase in all kinds of disasters and extreme
weather events. These include massive flooding, much more dangerous hurricanes

13


and the spread of the world’s deserts. These new findings provide an urgent call
for world leaders to act. The timing of the WWF report is a reminder to those
attending the UN climate summit in Copenhagen in December. Rich countries will
face pressure to agree to reduce their carbon emissions by40 per cent by 2020. (4)
Question 32: The word “fragile” in the passage mostly means …………………..
A. easily broken
B. easily damaged
C. physically weak
D. extremely complicated
To answer this question, students should look at the sentence that contains the
word fragile. It comes before the word eco-system, which means that it is an
adjective of the latter word. So it cannot be easily broken, physically weak or
extremely complicated, then answers A, C, and D are incorrect. As a result, answer
B is the best answer to this question.
The following chart outlines the key information that students should remember
about vocabulary questions containing difficult words:
HOW TO IDENTIFY THE QUESTION
“What is the meaning …?”
“Which of the following is closest in meaning to …?”
The word is a difficult word, one that you probably do not know.
WHERE TO FIND THE ANSWER
The question usually tells you in which line of the passage the word can be found.
HOW TO ANSWER THE QUESTION
Find the word in the passage.

Read the sentence that contains the word carefully.
Look for context clues to help you understand the meaning.
Choose the answer that t the context indicates.
Skill 8. Use context to determine meanings of simple words.
You will sometimes be asked to determine the meaning of a simple word, a word
that you see often in everyday English. In this type of question, you should not
give the normal, everyday meaning of the word; instead, the test wants to know
the meaning of the word in this situation.
Example 8: A line from the passage: ….. He put his answer this way ….
Question: The word “put” is closest in meaning to which of the following?
A. placed B. set C. expressed D. handed
In this type of question, students should understand that put is a normal, everyday

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word, and they are not being asked to give the regular meaning of a normal,
everyday word. Because the primary meaning of to put is to place, answer A is not
the correct answer. To answer this type of question students must see which of the
answers best fits into the sentence in the passage. We cannot place an answer or
set an answer or hand an answer, but we can express an answer, so answer C is
the best answer to this question.
The following chart outlines the key information that students should remember
about vocabulary questions containing simple words.
5. Overall review questions
Often in the Reading Comprehension section of the test, the last question (or two)
for a particular reading passage is an overall question, one that asks about the
passage as a whole rather than one small detail. The overall review questions are
generally not main idea questions; instead they ask about some other aspect of the
passage as a whole. The most common types of overall review questions are

questions that ask where in the passage something is found;
questions about the tones of the passage;
questions about the author’s purpose in writing the passage, or
questions about which course the passage might be a part of.
Skill 9. Determine the tone, purpose, or course.
Other types of overall review questions occur occasionally in the
gfReading Comprehension section of the test. Possible questions of this type are
those that ask about:
the tone of the passage;
the author’s purpose in writing the passage, and
A question about the tone is asking if the author is showing any emotion in his or
her writing. The majority of the passages on the test are factual passages presented
without any emotion; the tone of this type of passage could be
simply informational, explanatory, or factual. Sometimes on the test, however, the
author shows some emotion, and you must be able to recognize that emotion to
answer a question about tone correctly. If the author is being funny, then the tone
might be humorous; if the author is making fun of something, the tone might be
sarcastic; if the author feels strongly that something is right or wrong, the tone
might be impassioned.
A question about purpose is asking what the author is trying to do in the passage.

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You can draw a conclusion about the author’s purpose by referring to the main
idea and the organization of details in the passage. For example, if the main idea is
that George Washington’s early life greatly influenced his later career and if the
details give a history of his early life, the author’s purpose could be to show how
George Washington’s early life influenced his later career. However, the answer to
a purpose question is often considerably more general than the main idea. A more

general author’s purpose for the main idea about George Washington would be to
demonstrate the influence of early experiences on later life (without any mention
of George Washington).
Example 9: In English 10, page 45 and 46, Unit 4 “Special Education”, Part
Reading: A TEACHER IN A SPECIAL CLASS
Like other teachers, Pham Thu Thuy enjoys her teaching job. However, her class is
different from other classes. The twenty-five children, who are learning how to
read and write in her class, are disabled. Some are deaf, some dumb and others
mentally retarded. Most of the children come from large and poor families, which
prevents them from having proper schooling.
At first, there was a lot of opposition from the parents of the disabled children.
They used to believe that their children could not learn anything at all. In the first
week, only five children attended the class. Gradually more children arrived. Their
parents realized that the young teacher was making great efforts to help their poor
kids. Watching Thuy taking a class, one can see how time-consuming the work is.
During a maths lesson, she raised both arms and opened up her fingers one by one
until all ten stood up. She then closed the fingers one by one. She continued the
demonstration until the children realized they had just learned how to add and
subtract. The children have every reason to be proud of their efforts. They know a
new world is opening up for them. (1)
Question 5: The writer’s attitude towards Thuy’s work in the passage can be
described as_____________.
A. humorous
B. angry
C. suspicious
D. admiring
The question asks about the tone (writer’s attitude) of the passage. To determine
the tone of a passage, students should look for any indications of emotion on the
part of the writer. In this passage, the writer shows the great efforts the teacher has
made to help the poor kids who later see a new horizon opening up for them.

Therefore, the best answer to this question is answer D. There is nothing in the

16


passage to indicate any humor A, anger B, or suspicion C on the part of the writer.
The following chart outlines the key information that students should remember
about tone, purpose, or course questions:
III. EFFECTS OF THE STUDY:
Over a year of teaching according to the previously given rules, I found that my
students’ skill of doing the reading comprehension has improved remarkably.
This study has been used in the school year 2015 – 2016/ 2016 - 2017 for classes
10C1, 10C3, 11B7, and 12A2, and the result is as follows:
IV. RESULT AFTER APPLYING THE RESEARCH IN TEACHING
Students

Excellent-good

Average

Weak (bad)

100%

35%

60%

5%

C. CONCLUSION:
Reading comprehensions require more imagination by students and teacher and
can be difficult to manage because they are unpredictable. The initial scenario
develops from the students interacting with each other and can literally go in any
direction. This gives students practice in a non-threatening environment, and gives
the motivation and involvement where they have to think in English. Role-plays
are interesting, memorable and engaging, and students retain the material they
have learned. In their assumed role, students drop their shyness and other
personality and cultural inhibitions, making them one of the best tools available
for teaching a second language.
Reading comprehensions can be challenging for an instructor, but is also great fun.
After you have done a few, you will know what to expect and feel more confident.
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My experience is students love them, retain what they learn, and often leave the
classroom laughing and still arguing!
In conclusion, I would like to say that this research study, like any others on the
topic, is no more than a small chapter in a story that has no end. It may present
only some useful information for the successful application of the communicative
activities in teaching English in Trieu Son High School. However, it is hoped that
this study can provide the teachers, especially teachers in Trieu Son High School
and in other high schools in Vietnam, some practical use.
XÁC NHẬN CỦA THỦ TRƯỞNG Thanh Hóa, ngày 30 tháng 5 năm 2017
CAM KẾT KHÔNG COPY
ĐƠN VỊ

Lê Thị Thúy

D. REFERENCE BOOKS

1. English 10, 11,12 (Text book and teacher book)
2. The Second Semester Test, Grade 12, year 2015-2016
3 . The Second Semester Tests, Grade 12, year 2016-2017
4. The First Semester Test, Grade 12, year 2016-2017,
5.. Practical handbook of language teaching (David Cross)
6. A course in language teaching - Practical and Theory (Penny Ur)
Cambrige university press
7. Teaching method Syllabus (Foreing language group – Language and Culture
department– Hanoi national University)
8. Usefull methods in teaching English at secondary school (Nguyen Hanh Dung)

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