Some ways to redesign the activities in teaching reading comprehension of the 12th english at quang xuong1 high school

PART I:

INTRODUCTION

1. REASON FOR CHOOSING THE TOPIC:
Nowadays, English plays an integral part in our society. It appears as a
tool, a means of communication. It helps people in different cultures, with
different languages can understand one another. Not only is English an essential
means in international communication but it is also a job which can help us get
a lot of money. Estimates vary about how many people speak English
worldwide but some believe English-speakers are likely to number in the
billions. English crosses cultures, countries and industries and is often used as a
‘common tongue’ if neither person is a native speaker. This means teaching
people English can be truly rewarding – because students of English have so
many new opportunities and doors open to them thanks to their skills. With its
such high roles, English now becomes the compulsory subject in the National
Curriculum and is the obligatory subject in all examinations in Viet Nam.
With the changes in the National Exam for Upper Secondary Education
these recent years, reading comprehension covers 50 % of total content of the
exam paper. It includes 3 small parts: gap filling, reading comprehension 1,
reading comprehension 2. The content and topics of reading tasks in the exam
mostly focus on those students learn in reading passage – English 12. The
ability in doing these reading tasks depends on what they get and how they learn
from English 12 – Reading comprehension.
In National Curriculum for English – upper secondary education, 7- yearperiod, especially in grade 12, students face up to a huge amount of information,
knowledge and skills. For the teachers ourselves, we meet a lot of difficulties in
teaching a great amount of knowledge, whichever is also important and can
appear in a test. The topics in Reading text – English 12 spread over a large
number of fields such as cultures, history, science… whereas some teachers still
lack general knowledge in some fields as well as being short of material sources
to get to know. As a result, we get barriers in leading the lesson (Warm – up).

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The time of a period for a class is also a problem, as it is too short, while
there are too many things for the teacher to convey. Besides, the number of
students in each class is too high, which makes it difficult to cover all of them in
shortly 45 – minute period. That’s why some students during the lesson can
make sense of the knowledge teacher is trying to convey. In total, the difficulties
we may get in the process of teaching Reading skill can be:
 Too many students in the class (often over 40 per class)
 Different levels among students.
 Some reading texts are too long, or there are so many new words, new
information, which make it difficult for teacher to solve the whole
lesson.
 Limited time to make some opened –ended questions  can not exploit
the ability of thinking among students.
 Some questions and pictures have little relevance to the topic of the
lesson. Besides, some of them are out of date.
Students themselves in the reading period have a lot of difficulties as well:
 Try to read all words appearing in the passage and translate into
Vietnamese, while there are a lot of new words.
 Focus too much on the meaning of individual words, forget the main
ideas.
 Do not have the skill of totalizing the main points of a reading passage.
 General knowledge is limited.
 Unaware of the importance of learning English. Lack of the motivation in
studying. Do not really be active, especially those from country like
Quang Xuong.
In order to overcome some of the problems above, I strongly recommend
some redesigns specially for teaching reading comprehension in English 12,

mostly focus on some changes in the tasks in each period, so that I can help my
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students get better result in learning reading comprehension. My theme “ Some
ways to redesign the activities in teaching reading comprehension of the
12th English at Quang Xuong 1 High School” aims at helping students easily
do the tasks they are given in each lesson, and better understand the whole
reading passage. Consequently, they can improve their skill in reading
comprehension. I want to use this theme for further study and then share with
other colleagues, so that in some extend, helping them as a source of reference
material in their teaching career.
2.

AIMS OF THE STUDY:

In this paper, I will discuss briefly the tenets of reading comprehension, the
cognitive tasks involved in reading as well as the various activities teachers use
in teaching reading comprehension. By redesigning some activities for tasks in
textbook – English 12, teacher can help students approach the reading skill
effectively, according to the process: PPP
Presentation  Practice  Production
If this is done well, learners can build their language competence, progress in
their reading ability, become more independent in their studies, acquire cultural
knowledge, and develop confidence and motivation to carry on learning.
3. SCOPE OF THE STUDY:
Reading texts in Textbook English 12 with students at Quang Xuong 1 High
school.
4. METHODS OF STUDY:
My work bases on some basic methods below:

experience  observing  collecting  consulting  experimenting.
 Getting experiences through the practical teaching of myself
 Observing the facts and getting information: Through students’ relating
theory achievement as well as their solving relating exercises.
 Collecting results through some surveys.

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 Studying references, materials relating. Consulting some colleagues.
 Experiment: Confirming the correct answers from the mistakes students
make.
PART II: DEVELOPMENTS
1. THEORETICAL BACKGROUND:
- My own teaching experiences during some years in high school.
- The basic background of knowledge about the reading comprehension skill.
- The consultation of some reference materials about reading comprehension.
- The idea contribution from the colleagues.
- The common difficulties and mistakes learners often get during their
learning.
Hedge (2003) states that any reading component of an English language
course may include a set of learning goals for
- The ability to read a wide range of texts in English. This is the long- range
goal most teachers seek to develop through independent readers outside
classroom.
- building a knowledge of language which will facilitate reading ability
-

building schematic knowledge.

-

the ability to adapt the reading style according to reading purpose (i.e.
skimming, scanning)

- developing an awareness of the structure of written texts in English
2. THE ACTUAL SITUATION:
Different levels and intellectual abilities of learners are also real hurdle,
which make most teachers find difficult in applying methods in imparting
knowledge. This inspires us ceaselessly to try to look for solutions.
Besides, some teachers find it hard to teach some reading contents that refer
to such field they themselves are not familiar.
3. THEORY:
3.1. DESCRIPTION OF THE SUBJECT:
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Reading comprehension is the ability to process text, understand its
meaning, and to integrate it with what the reader already knows. Fundamental
skills required in efficient reading comprehension are knowing meaning of
words, ability to understand meaning of a word from discourse context, ability
to follow organization of passage and to identify antecedents and references in
it, ability to draw inferences from a passage about its contents, ability to identify
the main thought of a passage, ability to answer questions in a passage, ability
to recognize the literary devices or propositional structures used in a passage
and determine its tone, to understand the situational mood (agents, objects,
temporal and spatial reference points, casual and intentional inflections, etc.)
conveyed for assertions, questioning, commanding, refraining etc. and finally
ability to determine writer's purpose, intent and point of view, and draw
inferences about the writer (discourse-semantic).

To help students with their reading comprehension skill, firstly, the teacher
needs to help them understand and identify clearly which types of reading skill
they are going to deal with.
According to the way of reading, there are two types:
+ Aloud reading: to check the phonetics and its relating terms.
+ Silent reading: to check the speed, the understanding towards the material.
According to the purpose, reading activity is divided into many types:
+ Reading for pleasure
+ Scanning
+ Skimming
+ Reading for further study.
+ Reading for analysis
3.2. DATA COLLECTION AND PROCEDURE:
3.2.1 . Data collection:
The reading passages in textbook often aims at helping students not only get
to know information, broaden their knowledge in some specific fields, enrich
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their vocabularies but also help them to practice reading skill, so that they can
do well in any reading materials. In a reading lesson, teacher does not provide
the whole content. It’s the students who try to understand what the whole
reading passage talks about and how to solve the tasks that relate. The teacher
must be a guider, a helper who solve any problems raising during the lesson.
Like teaching other skills of language, teaching reading skill method
includes many skills and is done through many techniques. In general
education, most of the reading passages are designed for intensive and extensive
reading. In order to get success in approaching the reading passage, both teacher
and students must have an aim clearly for it:
- What is the aim of the reading lesson

- Types of reading skill can be chosen
- How to approach the content of the lesson
3.2.2. Procedure:
Contemporary reading tasks, unlike the traditional materials, involve three
phase procedures: pre-, while-, and post- reading stages. In each stage, teacher
must organize some activities in order to solve the duties.
a. Pre – reading activities:
The pre-reading stage helps in activating the relevant schema. Most teachers
tend to neglect the pre-reading procedure claiming that there is not enough time.
In fact, pre-reading activities motivate students before the actual reading takes
place. For example, teachers can ask students questions that arouse their interest
while previewing the text. Drucker (2003) suggests the following procedure
teachers can take before reading a text:
“…relate the passage students are going to read to something that is
familiar to them. Next, provide a brief discussion question that will engage the
students and, after that, provide an overview of the section they are about to
read. Name the selection, introduce the characters, and describe the plot (up to,

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but not including, the climax). Last, direct the students to read the story and
look for particular information.”
Similarly, Abraham (2002) states that an interactive approach “demands that
the teachers activate the students’ schema” during the pre-reading phase by
helping “students recognize the knowledge that they already have about the
topic of a text” (p. 6), i.e. through discussion of titles, subheadings,
photographs, identifying text structure, previewing, etc. Such activities are
called “pre-reading strategies”. As Orasanu (1986) explicates the notion of
“schema” (or background knowledge) which “… can be thought of as a

framework containing slots to be filled by incoming text information. For
example, if a reader is presented with a text about going on vacation, he or she
would likely have a slot in the vacation schema for packing a suitcase. Text
statements about folding clothes or carrying bags could then fill the slot. If a
reader did not have a vacation schema with a "suitcase-packing slot," the
information about clothes and bags might not be readily understood.”
Pre – reading activities include the activities and techniques that gain the
targets:

 Arouse interest
 Set up the context
 Create reason for reading
 Pre-teach structures, new words
 Introduce briefly the topic, content
 Eliciting, guiding questions
 Predict the context
 Give expectation
b. While – reading activities:
The aim of while-reading stage (or interactive process) is to develop
students’ ability in tackling texts by developing their linguistic and schematic
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knowledge. This phase is the most important one because it is the most active
one among the three stages. Therefore, Shahidullah (1995; 1996) suggests the
following while-reading activities :
1. Guessing meaning from context,
2. Analyzing sentences,
3. Surveying text structure,
4. Extracting specific information,

5. Getting detailed information,
6. Answering pre-set questions,
7. Matching text with pictures diagrams etc.,
This stage is to check students whether they understand the lesson or not
through some tasks, which are done during the reading activity or after that. The
tasks in this stage are various:



Choose the sentence A,B, or C that is nearest meaning to the given
sentence.



Answer the questions.



Explain the meaning of the italicized words/ phrases in the following
sentences.



Give Vietnamese equivalents to the following words/ phrases.



Decide whether the following statements are true(T) or false(F).



Choose the best title for the passage.



Choose A, B, C, or D to complete the following sentences about the
reading passage.



Scan the passage and complete each of following sentences.

c. Post – reading activities:
After finishing the tasks, the teacher can check up students on whether
they understand the whole reading passage, whether they can apply what they
have just read to the new task…
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Haller (2000, p. 21-24) modeled a number of school-based post-reading
activities which enhance learning comprehension through the use of matching
exercises, cloze exercises, cut-up sentences, and comprehension questions. For
the cloze activity, the teacher puts blanks in the story in place of some of the
words, usually every fifth word but not the first or the last words in the text. A
cut-up sentence activity uses sentences from the given text and helps learners to
gain confidence by manipulating the text in various ways. The use of lines in
matching can be sometimes confusing for beginners. Haller proposes the use of
“paper strips” at the beginning where a student is given the strips and asked to
match for example a name with its corresponding activity. Later students can
work in pairs as they understand the concept of matching and, finally, the

teacher can introduce matching through lines. For extra practice students can
copy their matching word slips onto another sheet of paper.
The activities in this stage include:
+ Summarize the passage, based on the years: 1967, 1998,…
+ Summarized the reading passage by writing ONE sentence for each
paragraph.
+ Fill in each space of the following paragraph with a suitable word.
+ Make a comparison between……
+ Discuss the advantages of….
+ Scan the passage and make brief notes.
+ Discuss the questions.
3.3. DATA ANALYSIC
3.3.1.Learners’ Analysis
Question one: What is your purpose from reading?
Most of learners (52%) said that their purpose from reading is to enrich
their general knowledge, while (20%) state that their objective from reading is
to enlarge their vocabulary knowledge, the same percentage is the answer of
reading for the sake of answering needs related to their studies, while only
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(8%) claim that they read for pleasure. For the purpose of knowing the kinds
of materials that learners’ best prefer this question was asked.
Question two: what will you do if you do not understand when reading?
( 32%) of the informants state that when they read and do not understand they
try to translate to their mother tongue which is Arabic, while (32%) answered
that they carry on reading without understanding, and (24%) of the participants
said that they use the dictionary. Only (13%) of them stop reading when they
do not understand the reading materials at hand.
Some of the participants add that they ask the teacher or their classmates

whenever they come across some ambiguity in the text.
Question three: What are the difficulties that you face when reading?
Some informants (48%) agree that when they often read they have
problems with ambiguous words and that they cannot understand the whole text.
while (20%) of them claim that they face problems with words that seem to be
confusing sometimes, like some deceptive words. Just (16%) of the informants
answer with the problems of reading aloud in the classroom, some of them
say that while they are reading loudly some of their classmates laugh at them
when they cannot read perfectly, and for this reason they consider reading
aloud as an obstacle. As for difficulties of pronunciation, it was the same
percentage (16%).
Question four: What are the reasons behind reading difficulties?
When asked about the main reasons behind reading problems, (40%) of
learners agree that they do not have the habit to read, while (24%) of them
considered that the main reason behind their reading problems is due to the
lack of time and (20%) of the answer relate reading difficulty to the kind of
texts that they read. Lastly, the remaining (16%) agree on the difficulty of the
reading skill itself.
3.3.2. Conclusion

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The present practical part provides a practical analysis case study that was
done both qualitatively and quantitatively by using two research tools. In fact,
from the data analysis phase, the finding showed that 12 th grade learners cannot
read fluently, because they face a number of difficulties in reading
comprehension. The results reveal that teachers related the learners’ reading
comprehension achievement mainly to their lack of reading habit; learners do
not often read and this is due to the globalization age and under the use of

Information and Communication Technologies, that is why the following
writing seeks to present some suggestions and solutions in order to expand the
learners’ vocabulary knowledge, and thus to lead to a better comprehension
while reading. 4. SUGGESTIONS FOR TEACHERS TO IMPROVE
STUDENTS’ ABILITIES IN READING COMPREHENSION SKILL:
4.1.

Before - you - read activities:

These tasks are important for both teachers and learners, because they
prepare students for the text they are going to read. In this respect, Abraham
(2002) maintains that an interactive approach demands that the teachers should
activate the students’ schemata during the pre-reading phase by helping them
recognize their prior knowledge about the topic of the text. From my own
experience, I suggest some pre-reading activities, which are mostly used to
arouse students’ own interests and take advantage of their own knowledge of the
topic.
Example 1:

Unit 1: HOME LIFE – Part A: READING

By the end of the lessons, Students will be able to talk about home life
and discuss the role of each member in the family.
Instead of using questions in textbook, the teacher gives students handout, with
the following model:
Activities

Mother

Wash the dishes

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Fathe
r

You

Others


Wash the clothes
Clean the house
Buy food for the family
Prepare the breakfast for the family
Cook dinner
mend things around the house
Take out the garbage
…….
This change of task helps students know exactly what they are going to deal
with in the reading text, rather than try to answer the questions that they don’t
really know how to do.
Example 2:

Unit 6: FUTURE JOBS – Part A: READING

By the end of the lesson, students can get for themselves some tips to
help them have a successful interview for a job in the future.
The hand-out activity helps students have an overlook of what they are
going to deal with, so that they can prepare the background knowledge, and
approach the reading text more easily after that.

Handout: Match a question in column A with an appropriate answer in
column B:
Questions
1. What are you going to do after

Answers
a. At the job center I can find out the

finishing university?
2. Where can you find out the

information about jobs/ vacancy.
b. I have to bring certificates and

information about jobs?
3. What do you find out at the job

letter of recommendation.
c. I do these things to prepare a job

center = an employment agency?
4. What kind of paper do you need to

interview.
d. I think I will look for a job.

apply for a job?
5. What do you bring with you to an

e. Questions and answers must be

interview?
6. What do you note down = jot down

prepared.
f. On the Internet. On the radio, on

in your curriculum vitae = resume’?

TV, in the newspaper or I can come
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7. What must be prepared before an

to a job center.
g. I may note down = jot down my

interview?
8. What do you do these things for?

qualifications and experience.
h. To apply for a job, I need a letter
of application and a rộsumộ.

Example 3:

Unit 8: LIFE IN THE FUTURE Part A : READING

This reading text has a lot of new words. Besides, the topic is as well

quite difficult. To teach new words, teacher can use the following activity:
Handout: What will our life be like in the future? Put a tick () in the right
column if you agree or disagree with the ideas below.
Ideas

agree

disagre
e

1

The whole world will experience a period of

2

economic depression (kinh tế trì trệ )
Many large coporations will be wiped out (bị xoá

3

sổ) and millions of jobs will be lost.
Terrorist (kẻ khủng bố) will kill other people with

4

no reasons and become more powerful.
Domestic chores will no longer be a burden (gánh
nặng) thanks to the inventions of labour-saving

5

devides (thiết bị tiết kiệm sức lao động)
Developments in micro technology-computers (kỹ
thuật

máy

vi

tính

telecommunication (viễn

siêu

nhỏ)

and

thông) are bound

(chắc chắn) to have a huge influence on various
6
7

aspects of our lives.
Robots will do most of the work in the factories.
More people will work from home on computers
linked to a head office.

13


8

Spacecraft = space-shuttle (tµu vò trô con thoi)
designed to be used for travelling between the earth

9

and a space station.
Cars will run on anything from electricity to methane
gas (khÝ mª-tan)
This activity helps students get over nearly the whole passage before they

really practice reading it. Through learning new words, they can imagine the
main ideas of the text, then get its content more easily.
4.2.

While - reading activities:

Example 1:

Unit 4: SCHOOL EDUCATION SYSTEM – Part A :

READING
By the end of the lesson, students can know exactly about school education
system in England.
Handout: Read the passage again and decide whether statements are true (T)
or false (F):

1. Schooling is compulsory for all English children under the age of 16.
2. The academic year begins in September and ends in July.
3. A school year consists of two terms.
4. The state school system is free for all students.
5. The “independent” or “public” school system is also free for all students.
6. English, Maths and Science are not compulsory in the national education.
Example 2:

Unit 15: WOMEN IN SOCIETY – Part A: READING

With reading comprehension skill, T/F task can be seen the easiest. For
this reason, I often give my students this kind of task, which can both check
their understanding and motivate them to learn positively.

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Handout: Read the passage again and decide whether statements are true (T)
or false (F) or No information (NI):
1. People in the old time believed that women were better suited for
childbearing and homemaking than for working in politics
2. Women couldn’t work in the society because they had no intellectual
ability.
3. The struggle for women’s rights started in the 19th century.
4. Thanks to women’s liberation, nowadays women are equal to men.
4.3.

After reading activities
Example 1:

Unit 1: HOME LIFE – Part A: READING

The task in this lesson is answering three questions. For me, this task is
not really well- made, as the answers may be very long. It’s the reason I replace
it with the following task. To do this task, students just read the whole passage,
get the main points and then answer by taking note, not the whole sentences.
Handout: Read the text again and find out details that prove that:
1. The mother is a caring person.
………………………………………………………………………………….
2. The father is a helpful man.
………………………………………………………………………………….
3. The daughter is a good child.
………………………………………………………………………………….
4. This is a close-knit family.
………………………………………………………………………………….
Example 2:

Unit 2: CULTURAL DIVERSITY - part A: READING

After reading the passage, it is not really difficult for students to answer
the questions in Task 3. However, answering the questions is the traditional
method to check the understanding, which may make students feel repeated and
15


bored. Instead, I give them a new way of checking. This type of task helps
students practice summarize the main ideas from what they have just read.
Handout: Fill in the table with the missing information:
Key values
Physical

American students
A
wife
should

attractiveness

maintain her beauty

Asian students

and appearance after
marriage
Wives and husbands
share all thoughts
Partnership of

Woman has to sacrifice more in

equals

marriage than a man.
A husband is obliged to tell his wife
where he has been.

Example 3: Unit 4: SCHOOL EDUCATION SYSTEM
Part A: READING
This task helps students summarize what they have just read. If the task in
textbook asks students to summarize themselves, this task, on the other hand,

just asks students to fill the missing information, then base on the sentences,
they can retell the whole passage.
Handout: Give missing information to talk about school education system in
England. And then give information to talk about school education system in
Vietnam.
School education system in England

School education system in

Vietnam
1. Children start Primary School when they 1. Children start Primary School
are……………….
2. A school year consists of……… terms.

when they are 6.
2.

They are………
3. The school year starts… and ends…

…………………………………
3. ………………………………
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4. There are………school systems.
4. ………………………………
5. Schooling is compulsory from at the age 5. ……………………………
of…………
6. English, Maths and Science are ……in

6. ………………………………

the national examination
Example 4:
Unit 6: FUTURE JOBS – Part A : READING
This task asks students to read carefully the passage once again. If they really
understand the passage, they can get the information to finish the task.
Handout: Fill in the table what you should do and what you should not do
before, during, and after a job interview.
A job interview
Before the

Should
Find out as much as possible

interview
During the

about the job and vacancy.

Shouldn’t

interview
After the interview
Example 5:

Unit 10: ENDANGERED SPECIES – Part A: READING

This task check the understanding of students, as well as some new words from

the passage. Using the handout, students can make a summary to speak out.

Example 6:

Unit 15: WOMEN IN SOCIETY – Part A: READING

This task asks students to summarize the text. To do it, students must understand
clearly the passage, as well as knowing how to use the words from the passage.
Handout: Work in groups to summarize the text by filling in the missing
17


words:
Housewives
Unequal

Education
Power

Politics

Liberation

Women in the old society were considered to be (1)…………….. to men.
They played the roles of mothers and (2)……………….. only. They weren’t
allowed to work in business and (3)………. Therefore it was men who
controlled most positions of employment and (4) ………. In society.
Thanks to women’s (5)……….since the 18th century, women nowadays have
gained many legal rights equal to men. Among them, the most important are
the right to vote, the right to gain (6)……… and the right to get equal

payment in work
5. RESULTS
After a period of applying the suggestions mentioned above to my own
teaching process the reading comprehension in grade 12, at Quang Xuong 1
High School, I find many advantages:
- Learners get enjoyable more with the lessons, as they understand the real
essence of it.
- Learners can apply what they have learnt to the real practice and get higher
result.
- They give up the feeling of being scared of English, a common emotion of
everyone who studies this subject.
- The skill of doing reading tasks is better.
- The marks they get from different exams and tests are higher.

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PART III. CONCLUSION AND PROPOSAL
1. CONCLUSION:
This writing tried to propose some practical implications to the teaching
of the reading skill in the English as a Foreign Language classes in order to
improve Secondary School learners‟ reading comprehension achievement, in
particular third-year students by providing some suggested activities. It also
strives to help teachers in teaching such language skill, for the sake of
improving

the

learners‟

vocabulary

knowledge,

and

better

reading

comprehension achievements.
Reading skill, with a lot of relating knowledge, is always difficult to
teachers ourselves. To find out a way to transfer this mass of knowledge to
students with high result is always a mission to us. Each teacher will find out for
herself a particular method. But the final aim is to help students understand and
apply what they have learnt to the real situations.
For me, after 10 years being a teacher of English at Quang Xuong 1 High
school, with a lot of students having been growing up, I finally find out one of
the ways to solve the problem of teaching reading skill in textbook English 12
that I have just presented above. I hope my above experiences can, more or less,
help my colleagues with their teaching, as well as learners who care for, with
their study.
Much as I tried, it’s impossible for me not to have some disadvantages
during my presentation in this study. I really hope to receive the sincere
contribution from the colleagues, as well as from the leaders in our teaching
branch, so that I can improve my experience and my teaching in the future.
2. PROPOSAL:
From the results I have got, I sincerely suggest some ideas:
- The teachers ourselves must work hard and continuously in order to find
out the new and good ways of teaching, then share with other teachers, organize

a teaching period well and interestingly enough to attract the learners’ attention.
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- With each type of students, teacher has to apply different way of teaching so
that it is suitable for their different intellectual abilities.
- The educational department should hold small conferences between schools,
so that teachers have chances to exchange their own methods for each field of
knowledge.
The study is my own one, not a copy of any other sources.
Thank you for paying attention to my presentation
XÁC NHẬN CỦA THỦ TRƯỞNG ĐƠN VI

Thanh Hóa, June 1, 2018
Truong Thi Nhung

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TABLE OF CONTENTS
Page
Part I: INTRODUCTION
1.

Reason for choosing the topic………………………………. 1

2.

Aims of the study …………………………………………… 3

3.

Scope of the study…………………………………………... 3

4.

Methods of the study……………………………… ..……… 3

Part II: CONTENTS
1. Theoretical background………………………………………… 4
2. The actual situation ……………………………………………. 4
3. Patterns of the study …………………………………………… 4
3.1.

Description of the subject .................................................. 4

3.2.

Data collection and procedure ………………………….. 5

3.3.

Data analysis ……………………………………………

9

4. Suggestions for teachers to improve students’ ability in reading
comprehension skill…………………………………………… 11
5. Results ………………………………………………………...

18

Part III: CONCLUSION AND PROPOSALS
1. Conclusion ……………………………………………………

19

2. Proposals………………………………………………………

20

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REFERENCE SOURCES OF MATERIAL
Reference materials
Chinh phục bài tập Đọc hiểu
Improve Your Reading Skill
Teaching Reading Comprehension to

Authors
Lương Văn Thùy, Trần Hữu Đức
Sam McCarter & Norman Whitby
Hesham Suleiman Alyousef

ESL/EFL Learners

Albaya Intermediate School,

Riyadh, Saudi Arabia

Hướng dẫn Đọc hiểu Tiếng Anh
Vũ Thùy Linh
Gợi ý thiết kế bài dạy Reading – English Phạm Minh Trang
12
Reading in a second language :Process,

London. Longman.

Product and Practice.
Reading in the language classroom. Williams, E. (1996).
Modern English Publications.

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