Strategies for the reading comprehension part on the national secondary education examination

Stratergies for reading comprehension part on National High School Examination

TABLE OF CONTENTS
page
PART I. INTRODUCTION…………………………………………………...2
1. Reasons for choosing the research…………………………………….……...2
2. Aims of the research…………………………………………………..……...3
3. Object of the research………………………………………………………...3
4. Methods of research ………………………………………………………...3
PART II. CONTENTS………………………………………………………...4
1. Rationale of the study………………………………………………………...4
2. Practical basis………………………………………………………………...4
3. Strategies for the reading comprehension part on the National Secondary
Education Examination” ……………………………………. ………………....5
3.1. Brainstorm vocabulary knowledge ………………………………………...5
3.2. Analyze the questions to group them ……………………………………...6
3.3. Find down the best methods for each kind of the questions………...……..8
3.4. Reading comprehension test sample……………………………………...12
4. Research
achievement……………………………………………………….17
PART III. CONCLUSION AND RECOMMENDATION ………….……..18
1. Conclusion…………………………………………………………….…….18
2. Recommendation……………………………………………………...…….18
REFERENCES………………………………………………………….…….20

PART I. INTRODUCTION

By Lai Thi Mai – Hoang Le Kha High School

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Stratergies for reading comprehension part on National High School Examination

1. Reasons for choosing the research.
My research comes from a request by the students preparing for the
upcoming important examination and they have difficulties in doing reading
comprehension excercises as a inevitable part of the English test in the National
High School Examination which organized for worldwhile students by the
Ministry of Education and Training. As you can see, the 2017-2018 academic
year is the second year of carrying out the new English test format .In this
standalized examination , reading comprehension excercises makes up nearly
30 percents of all questions on the test with two passages :the one has about
250-300 words and the other is about 350-400 words followed by 7 questions
and 8 questions respectively.One of the big challenges that students have to face
with respect to time pressure. I often hear these kinds of complaints: “I know all
the answers but I didn’t have no enough time to solve them.” or “It is difficult
for me to read the passage,to understand the passage within the given time
constraint.” , “How can I answer such a lot of questions in that timeframe?”,
etc.The other predominant problem that most test-takers always feel worried
about in English tests is vocabulary. When they encounter unfamiliar words or
unfamiliar concepts because they do not have a wide-ranging vocabulary , they
are unable to understand the given reading comprehension and resort to wild
guessing to construct the text meaning.They feel discouraged and just want to
give it up .Many of them seem to choose the answers by their feeling .As a
result, low scores in reading sections are unavoidable. As a high school English
teacher, I thought a lot of this actual situation and I applied some strategies that
help my students in my school to overcome all the obstacles.After practising
some reading passages with the conduced methods, I see my students’ scores
climb to new heights.Thanks to these stratergies,my students become more
confident and more exercited in reading comprehension exercises. The most

important examination for all high schoo students is coming soon, I would like
to share my theme “Strategies for the reading comprehension part on the
National Secondary Education Examination” with any collegues who had
the same problem . My collegues can also consider my teaching strategies as
useful suggestions to help their students more interested and confident in
solving English reading comprehension.

2. Aims of the research

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Stratergies for reading comprehension part on National High School Examination

This research aims to specifically help grade 12 students to better prepare
for the vocabulary ,get them to be knowledgeable and experienced in given
question formats on the national high shool examination,and solve the reading
section more confidently and efficently.
3. Object of the Research
This research focuses on “Strategies for the reading comprehension part
on the National Secondary Education Examination” for grade 12 students
in order to help them to deal with the reading comprehension section on the
English test more easily.
4. Methods of study
- Find out difficulties students have in reading comprehension.
- Read reference books.
- Discuss with my colleagues.
- Attend classes of co-workers

- Analyze the questions to group them and find down the best methods for
each kind of the questions.
- Apply some strategies in teaching
- Observe and draw out experience.

PART II. CONTENTS

By Lai Thi Mai – Hoang Le Kha High School

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Stratergies for reading comprehension part on National High School Examination

1.Rationale of the study
Reading comprehension is an important skill not only because it occupies
much of the test structure but it is also a practical skill for any English learner to
master.If you are a high school student, taking tests is a fact of life. Even after
you are out of school, you may still have to take tests to get certain jobs. In
teaching theory ,if students want to be good at reading comprehension
exercises,It’s vital that they have vocabulary knowledge in order to be able to
comprehend what is about in the piece of writing.But it’s also important that
students in fact should be taught reading test-taking strategies so as to makes
them generate interest,build up confidence and facility comprehension when
they get very limited time to answer each question in a timed tesing
environment.According to Scruggs & Mastropieri( 1992), “Students who are
test wise can outperform students of equal ability but lacking testwiseness.”.Wiseness can be recognized as a stratergy.A good stratergy enables
test-takers to deal with reading texts smoothly and strategically.About 171
students from different classes at Hoang Le Kha high school participated in the
research “Strategies for the reading comprehension part on the National

Secondary Education Examination”
and they achieve the surprising
success.This shows that my initiative actually proves the necessary and
usefulness to help students get over the challenges and be able to perform to the
best of their abilities in reading comprehension tasks.
2. Practical basis.
Reading comprehension is probably one of the most challenging activities
that often create high levels of anxiety and stress among learners.And learners
often regard reading as the most difficult language skill to acquire and evaluate.
Students are often habituated to solve simple and direct passages in their
classroom evironment.So when it comes to standarlized competitive exam
samples ,the task becomes more diverse and challenging. Of them show their
fearfulness and unconfidence towards the real reading task format. They read
without comprehending what they read . Some do not understand the main idea
of a text even when they have translated every word into their mother
tongue.Thus they have fewer chances of succeeding academically .In addition to
this,time pressure of a real exam situation is seemingly unavoidable.It is these
problems that urge me to find out the solutions to help students get over the
challenges and tackle the reading section in a flexible and easy manner.
3. Strategies for the reading comprehension part on the National
Secondary Education Examination”

By Lai Thi Mai – Hoang Le Kha High School

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Stratergies for reading comprehension part on National High School Examination

Different people have different strategies to succeed in doing their

reading comprehension exercises.In this paper,I describe the method I propose
for my students to achieve good results in the reading comprehension
part,including building up their vocabulary with the common topics, analyzing
the question types to group them and finding the best methods for each kind
of questions before taking the reading proficiency exam.
3.1.Brainstorm your vocabulary knowledge
According to wikipedia: “Reading comprehension and vocabulary are
inextricably linked together.”. Truly,reading comprehension is much easier if
you already know the keywords in the reading. This means that having a strong
vocabulary is a key component of reading comprehension. The more words you
know, the more you will be able to understand what you read. People who
possess a limited vocabulary have a much tougher time to understand the gist of
the passage or have to stop at every new word in the reading comprehension
part. Because the reading part in a test usually concentrates on some common
topics such as population, environment and pollution, family and friends,
education, recreation, places, events..,the teacher can help provide the
vocabulary knowledge of these topics before the examination so that students
can familiarize themselves with vocabulary needed to comprehend the passage
and will be better prepared to understand what they read.
Example : Important words related to evironment
* Some natural disasters
– Tsunami
– Earthquake
– Aftershock
– Volcanic Eruption
– Flood
– Drought
– Famine
– Avalanche

– Hurricane
– Pollution
– Blizzard
– Hailstones
– Landslide
– Tornado
– Wildfire
– Soil erosion

* Potential threats (harmful to environment)
– Deforestation

–Greenhouse emissions

– Overpopulation

– Endangered species

– Overconsumption

– Contamination

– Global warming

– Industrial waste

– Greenhouse effect

– Greenhouse emissions

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Stratergies for reading comprehension part on National High School Examination

*Some related verbs:
- To pollute
- To exploit
- To conserve
- To over-abuse
- To dispose/release/get rid of
- To cut/reduce

- To contaminate/pollute
- To make use of/take advantage of
- To damage/destroy
-To tackle / cope with / deal with
- To cause / contribute
-To threaten

* Other related words
- Solar panel (n.ph)
- Protection (n)
-Preservation (n)
- Natural resources (n.ph)
-Landfill (n)
-Serious (adj)
- Effective/efficient/efficacious (adj)

- Excessive (adj)
- Fresh/pure (adj)
- Toxic/poisonous (adj)
- Pollutive (adj)

-Biodiversity(n)
-Extinction(n)
- Habitat(n)
-Energy/power (n)
- Renewable energy (n.ph)
- Non-renewable energy(n.ph)
- Fossil fuels (n.ph)
-Natural resources (n.ph)
-Sea level (n.ph)
-Endangered species (n.ph)
- Ecosystem (n)

3.2. Analyze the questions to group them
The English test in the national examination consists of two passages with 15
questions for both.Questions on each passage are divided into four main kinds
of questions. The ability to recognize these question types quickly and
understand the aim of the question will give you a huge advantage because you
know what order we are going to come in each of them requires a different
approach and strategy.
Below are groups of different common question types
3.2.1. Main Idea-type questions
Main idea questions may refer to the main idea or general concept of the
passage or the author’s primary purpose in writing .It is not difficult to
recognize this kind of questions.
Below is a list of sample language with the bolded key words that allows us to

recognize a main idea question.
- Which of the following would be the best title?
- On the whole, this story is about……….
- What is the topic of the passage?

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Stratergies for reading comprehension part on National High School Examination

- The primary purpose of the passage is to…
-The main point made by the passage is that…
-What/who is the entire passage about?
-Why did the author write this?
--What does the passage mainly discuss?
- What is the subject of the passage?
- What is the main idea of the passage?
- With what is the author primarily concerned?
3.2.2. Detail questions
Detail questions are usually concerned with information explicitly stated in
the text.You are asked about something stated or unstated in the passage,
and you have to locate that something in the passage.they tend to be more
difficult than main idea questions because they require a more detailed
recollection of the test. Detail questions are often preceded by "according to the
passage" , “According to the author,” or "the passage states that..”. …
The following key phrases help you recognize this question type
- According to the passage…
- According to the author…

- It is stated in the passage...
- The passage indicates that…
- According to the passage which of the following is (Not) true...?
- The passage mentions each of the following EXCEPT.
3.2.3 Vocabulary questions
Vocabulary questions ask you to identify the meanings of the words and
phrases as employed in a particular context. These words are usually highlighted
or underlined or italicized to help you see them easily in the reading passage.
Some tests ask for synonyms and some ask for antonyms .Start reading in
English:newspapers, stories, comics, text books….anything that keeps you
immersed in English. New words gradually sink into your subconscious mind
and become familiar.
Below are some common stems:.
- "X, as used in the passage, can best be defined as...."
- In stating “x”,the author means that….
- The word “x” is closest in meaning to….
- The phrase "x" in the passage mostly means…
- what is the meaning of the word…?
- Which of the following words could best replace the word…..?
- Which of the following is most probably the meaning of….?

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Stratergies for reading comprehension part on National High School Examination

3.2.4. Inference questions
Inference questions ask about the meaning of a line, paragraph, or even an

entire passage. You have to make a very small logical conclusion that is strongly
implied based upon information in the passage.The answer to inference
questions is often a near paraphrase of a fact in the passage or a fact that the
information in the passage rules out.
Common Question Stems:
- The passage implies that which of the following was true of x
- It can be inferred from the passage that………..
- The passage suggests which of the following about x
- The author implies that x occurred because
-The author implies that all of the following statements about x are true
EXCEPT
3.3. Stratergies for each kind of the questions
The first step in reading should be to skim the passage and underline the key
words.Skimming means to read through the passage quickly to get a general
idea of what a passage is likely to be about.The next step is to read through the
questions and make sure to fully understand what the type of the questions are .
This is extremely important before you read the text in detail.Because questions
will tell you what information you need so that when you read the text,you will
be able to pick out the answers. and group them to identify the corect answers.
* General strategies: You should start with the vocabulary questions because
they may be among the easier ones in the reading comprehension section. Then,
tackle the detail questions before you identify the main idea of the passge.
Inference questions should be the last ones because they are the hardest
questions.But sometimes,in case that you are not able to answer any
question,make a mark and move on to the next question.If you have time,you
can come back to it later.Never get stuck anywhere in the passage.Whether is the
meaning of a word or maybe you are not be able to find an answer to a
question,do not get stuck-it will eat up your time.
* Strategies for each type of questions:
In addition to above general strategies for taking standardized reading tests, the

following strategies are useful for tackling each of the above question types:
3.3.1. For main idea questions
To answer a detail question, you need to know the main idea. In reading test
passages, sometimes the main idea is stated in the opening sentence and
developed with examples and evidence in the sentences that follow. Or a passage

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Stratergies for reading comprehension part on National High School Examination

may conclude with the main idea.To find out the answer for these questions .
You should implement the following steps:
- Step 1: Reread the first and the last sentences of the passage
- Step 2: Find the relationship between the first sentence and the sentence after.
- Step 3: Skim the supporting sentences to test the answer you choose. While
you skim the passage, you have to identify the words repeated many times.
- Step 4: Learn to spot incorrect answers .Wrong answers for main idea
questions are often:
+ the ones are not directly related to the question
+ the ones has no information in the passage
+ contrary to the information mentioned in the passage.
+ too detailed ( time, place, description….)
+ too broad – the answer covers too much, is too “big” in some way
Example :
In the words of Thomas De Quincey, “It is notorious that the memory
strengthens as you lay burdens upon it.” If, like most people, you have trouble
recalling the names of those you have just met, try this: The next time you are

introduced, plan to remember the names. Say to yourself, “I’ll listen carefully;
I’ll repeat each person’s name to be sure I have it, and I will remember.” You’ll
discover how effective this technique is and probably recall those names for the
rest of your life.
Question: The main idea of the paragraph maintains that the memory:
A. always operates at peak efficiency
B. breaks down under great strain
C. improves if it is used often
D. becomes unreliable if it tires
- The first sentence is: “ It is notorious that the memory strengthens as you lay
burdens upon it.”
- The last one “You’ll discover how effective this technique is and probably
recall those names for the rest of your life.”
- The phrsase “the memory strengthens” are the keywords in the passage.
- The answer A is talking about not remembering about
- The answer B:remembering names is a normal thing,not as a great strain
- The answer D is contrary to the information mentioned in the passage.
- The best answer is C. improves if it is used often
3.3.2. For detail questions
Detailed questions often occupy about 50 percents in the reading part and
follow the reading sequence. They mention an detailed information in the
passage such as time, place, reason, result,etc….. Each question has four
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Stratergies for reading comprehension part on National High School Examination

answers and the best answer contains the closest information in a paragraph or

is expessed in a different way ,such as changing the sentence structure or using
synonyms, or antonym.. You should follow these steps to identify the correct
answer more easily.
- Step 1: Underline the key words in the questions.
- Step 2: Read carefully the sentences containing the key words.
- Step 3: Eliminate the incorrect answers which might
+ not be mentioned in the passage
+ has any part of an answer choice which is wrong.
- Step4: Find the correct answer among four answers.
Example
Flutes have been around for quite some time, in all sorts of shapes and sizes and
made from a variety of materials. The oldest known flutes are, about 20,000
years old, they were made from hollowed-out bones with holes cut in them. In
addition to bone, older flutes were often constructed from bamboo or hollowedout wood.
Today flutes are generally made of metal, and in addition to the holes they have
a complicated system of keys, levers, and pads. The instrument belonging to
well-known flautist James Galway is not just made of any metal, it is made of
gold.
Question: According to the passage, the oldest flutes …………………….
A. had holes cut in them
B. were made of metal
C. were made 200,000 years ago
D. had a complicated set of levers and pads
=>The key word in the question is “oldest flutes” and we can see it in the
second sentence of paragraph 1: “The oldest known flutes are, about 20,000
years old, they were made from hollowed-out bones with holes cut in them.”
-The answer B,D are the ones are not directly related to the question.Because
the key word in the question is “oldest flutes”
- The answer C gives false information,because : “The oldest flutes are 20,000
years old”, not “200,000 years old.”

-The best answer is A. had holes cut in them
3.3.3 . For vocabulary questions
Vocabulary questions or vocabulary in context questions will tell you
where the word is located in the passage. This area of the passage surrounding
the word is called the context. Context clues are the words, phrases, and
sentences that surround the word you do not know. Many sentences and
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Stratergies for reading comprehension part on National High School Examination

paragraphs contain enough information for you to use the clues that the writer
has left to figure out the meanings of many words you do not know when you
have to choose the correct meaning of a word, it is helpful to follow these steps:
- Step 1: Read the sentence that the word is in
- Step 2: Read sentence right before and the sentence right after to find the
evidences.
- Step 3: Notice how the word is used in the sentence, and plug in the answer
choices to see which one works best.
Example
Curious about which digital camera is best for you? Where you can hear
reggae music in Toronto? Or what the distance is to Mars? Question-and-answer
sites offer an alternative to the ubiquitous search engine: a place to post a
question – and then wait for another Internet user to respond
Question: In this passage, “ubiquitous” means________.
A. difficult
B. new
C. common

D. expert
=> When we read the sentence containing " ubiquitous " word and the sentence
after, we can decide the best anwer is C. common . The other choices are not
appropriate.
3.3.4. For inference questions
The correct answer to these questions is usually an obvious logical
consequence of a sentence in the text. The logical consequence will be
extremely clear.
This is the most difficult question in the reading part. It should be the last
question you find the answer. You can do the following steps :
- Step 1: Read all four answers.
- Step 2: Finding the specific sentence in the passage that provides the
premise for the conclusion in the correct answer. It is quite difficult.
- Step 3: Eliminate the incorrect answers - answer choices that do not
directly and closely follow from a statement in the passage, even if this
statement seems plausible based upon the general idea of the passage or
commonly accepted knowledge.
Example: The woman never dreams and this makes her intensely miserable.
She thinks that by not dreaming she is unaware of things about herself that
dreams would surely give her. She doesn’t have the door of dreams that opens
every night to question the certain- ties of the day. She stays at the threshold, and
the door is always closed, refusing her entrance.
Question: It can reasonably be inferred from the passage that the woman most
strongly desires to attain which of the following qualities from dreaming?

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Stratergies for reading comprehension part on National High School Examination

A. Relaxation

B. Self-awareness

C. Entertainment D. Self-control

=> When reading four answer choices, we should pay attention to the four
differences between the answers “Relaxation” in A choice, “Self-awareness” in
B one, “Entertainment” in B one and “Self-control” in D one.
After reading carefully the passage,we can understand that: the woman
“never dreams” which makes her “intensely miserable.” Why is she
miserable? Because “she thinks that by not dreaming she is unaware of things
about herself that dreams would surely give her.” So she’s unhappy about not
dreaming because she thinks it’s stopping her from gaining awareness about
herself (self-awareness). To take a step further, then, self-awareness is something
that she wants to gain. The best answer to this question is B. Self-awareness
3.4. Reading Comprehension Test Sample (from the illustrative English test
for the 2018- National Secondary Education)
The system of higher education had its origin in Europe in the Middle
Ages, when the first universities were established. In modern times, the nature
of higher education around the world, to some extent, has been determined by
the models of influential countries such as France and Germany.
Both France and Germany have systems of higher education that are
basically administered by state agencies. Entrance requirements for students are
also similar in both countries. In France, an examination called the baccalauréat
is given at the end of secondary education. Higher education in France is free
and open to all students who have passed this baccalauréat. Success in this
examination allows students to continue their higher education for another three

or four years until they have attained the first university degree called a licence
in France.
Basic differences, however, distinguish these two countries’ systems. French
educational districts, called académies, are under the direction of a rector, an
appointee of the national government who is also in charge of universities in
each district. The uniformity in curriculum throughout the country leaves each
university with little to distinguish itself. Hence, many students prefer to go to
Paris, where there are better accommodations and more cultural amenities for
them. Another difference is the existence in France of prestigious higher
educational institutions known as grandes écoles, which provide advanced
professional and technical training. Most of these schools are not affiliated with
the universities, although they too recruit their students by giving competitive
examinations to candidates. The grandes écoles provide rigorous training in all
branches of applied science and technology, and their diplomas have a
somewhat higher standing than the ordinary licence.

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Stratergies for reading comprehension part on National High School Examination

In Germany, the regional universities have autonomy in determining their
curriculum under the direction of rectors elected from within. Students in
Germany change universities according to their interests and the strengths of
each university. In fact, it is a custom for students to attend two, three, or even
four different universities in the course of their undergraduate studies, and the
majority of professors at a particular university may have taught in four or five
others. This high degree of mobility means that schemes of study and

examination are marked by a freedom and individuality unknown in France.
France and Germany have greatly influenced higher education systems
around the world. The French, either through colonial influence or the work of
missionaries, introduced many aspects of their system in other countries. The
German were the first to stress the importance of universities as research
facilities, and they also created a sense of them as emblems of a national mind.
Question 35. What does the passage mainly discuss?
A. The nature of education around the world in modern times
B. Systems of higher education in France and Germany
C. The origin of higher education system in Europe
D. The influence of France and Germany on educational systems of other
countries
Question 36. The word “uniformity” in paragraph 3 is closest in meaning to
______.
A. proximity
B. discrepancy
C. similarity
D. uniqueness
Question 37. The word “their” in paragraph 3 refers to ______.
A. schools
B. universities
C. examinations D. branches
Question 38. Which of the following about grandes écoles in France is NOT
stated in paragraph 3?
A. Most of them have no connection with universities.
B. They have a reputation for advanced professional and technical training.
C. Their degrees are better recognized than those provided by universities.
D. They offer better accommodations and facilities than universities.
Question 39. According to the passage, a regional university rector in Germany
is elected by ______.

A. the staff of the university
B. the national government officials
C. the regional government officials D. the staff of other universities
Question 40. According to paragraph 4, what makes it possible for students in
Germany to attend different universities during their undergraduate studies?
A. The university staff have become far more mobile and occupied.
B. The university’s training programs offer greater flexibility and freedom of
choice.
C. University tuition fees are kept at an affordable level for all students.

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Stratergies for reading comprehension part on National High School Examination

D. Entry requirements to universities in Germany are made less demanding.
Question 41. The word “emblems” in the final paragraph is closest in meaning
to ______.
A. representatives
B. directions
C. structures
D. delegates
Question 42. Which of the following can be inferred from the passage?
A. Studying in France and Germany is a good choice for people of all ages and
nationalities.
B. It normally takes longer to complete a university course in France than in
Germany.
C. Universities in Germany can govern themselves more effectively than those

in France.
D. The level of decentralization of higher education is greater in Germany than
in France.
First of all, you can read the questions to group them in four types of
questions
- Main idea question : Question 35
- Detail questions : Questions 38,39,40
- Vocabulary questions: Questions 36,41
- Inference question : Question 37,42
3.4.1. The vocabulary questions
* Question 36
The word “uniformity” in paragraph 3 is closest in meaning to “______”.
“______”.Then, we should do the vocabulary questions because they are easier.
A. proximity
B. discrepancy
C. similarity
D. uniqueness
The word “uniformity” in the sentence “The uniformity in curriculum
throughout the country leaves each university with little to distinguish itself.” is
preceded “curriculum”.Thus the only appropriate word is C. similarity
* Question 41: The word “emblems” in the final paragraph is closest in
meaning to ______.
A. representatives
B. directions
C. structures
D. delegates
In the sentence “The German were the first to stress the importance of
universities as research facilities, and they also created a sense of them as
emblems of a national mind” The word “emblems” is after “as” and precedes “a
national mind”, which tells you that the only approciate word is A.

representatives
3.4.2. The detail questions
* Question 38. Which of the following about grandes écoles in France is
NOT stated in paragraph 3?
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Stratergies for reading comprehension part on National High School Examination

A. Most of them have no connection with universities.
B. They have a reputation for advanced professional and technical training.
C. Their degrees are better recognized than those provided by universities.
D. They offer better accommodations and facilities than universities.
The key word in this question is grandes écoles, which is seen in lines 7,9 of
the third paragraph. We read carefully these sentences, we find:
- the answer choice A containing the informations in the sentences: “Most of
these schools are not affiliated with the universities, although they too recruit
their students by giving competitive examinations to candidates.”
-the evident of the answer choice B found in “Another difference is the
existence in France of prestigious higher educational institutions known as
grandes écoles, which provide advanced professional and technical training.”
.The word “prestigious” is the same meaning with “reputation”,
- the answer C given in “The grandes écoles provide rigorous training in all
branches of applied science and technology, and their diplomas have a
somewhat higher standing than the ordinary licence.”
So “D. They offer better accommodations and facilities than universities”
is the best choice because it is not mentioned in the passage
*Question 39. According to the passage, a regional university rector in

Germany is elected by ______.
A. the staff of the university
B. the national government officials
C. the regional government officials D. the staff of other universities
The key words of question 39 is “a regional university rector in Germany
is elected by”. This keys words are found in the first sentence of the forth
paragraph. “In Germany, the regional universities have autonomy in
determining their curriculum under the direction of rectors elected from
within.” After reading carefully this sentence, we can say that a regional
university rector in Germany is elected by C. the regional government officials
*Question 40. According to paragraph 4, what makes it possible for students
in Germany to attend different universities during their undergraduate studies?
A. The university staff have become far more mobile and occupied.
B. The university’s training programs offer greater flexibility and freedom of
choice.
C. University tuition fees are kept at an affordable level for all students.
D. Entry requirements to universities in Germany are made less demanding.
→You can find the correct answer for the question 40 is B. The university’s
training programs offer greater flexibility and freedom of choice.
Because you have to find the information given in the sentences of
paragraph 4 : “Students in Germany change universities according to their

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Stratergies for reading comprehension part on National High School Examination

interests and the strengths of each university. In fact, it is a custom for students

to attend two, three, or even four different universities in the course of their
undergraduate studies, and the majority of professors at a particular university
may have taught in four or five others. This high degree of mobility means that
schemes of study and examination are marked by a freedom and individuality
unknown in France.”
3.4.3. The main idea question
*Question 35. What does the passage mainly discuss?
A. The nature of education around the world in modern times
B. Systems of higher education in France and Germany
C. The origin of higher education system in Europe
D. The influence of France and Germany on educational systems of other
countries
→You can identify easily the correct answer “B. Systems of higher education
in France and Germany” after reading the first sentence. Both France and
Germany have systems of higher education that are basically administered by
state agencies.”. Moreover the basic differences of these two countries are
detailed in each paragrahp: “French educational districts, called académies, are
under the direction of a rector, an appointee of the national government who is
also in charge of universities in each district..”,The third paragrahp states : “In
Germany, the regional universities have autonomy in determining their
curriculum under the direction of rectors elected from within..”
So the best answer is B.
3.4.4. Inference question
* Question 42. Which of the following can be inferred from the passage?
A. Studying in France and Germany is a good choice for people of all ages and
nationalities.
B. It normally takes longer to complete a university course in France than in
Germany.
C. Universities in Germany can govern themselves more effectively than those
in France.

D. The level of decentralization of higher education is greater in Germany than
in France.
We can see:
- The answer B:there is no information in the passage.
-The answer C: we read carefully the sentence: “In Germany, the regional
universities have autonomy in determining their curriculum under the direction
of rectors elected from within.”. It means that the author only mentions that

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Stratergies for reading comprehension part on National High School Examination

Universities in Germany can govern themselves but give the comparision with
those in France.
- The answer A: We read the first sentence of the last parragraph “France and
Germany have greatly influenced higher education systems around the
world”.We can understand that Studying in France and Germany is a good
choice for people of all ages and nationalities.But this information
→So,the correct answer of question 42 is D. The level of decentralization of
higher education is greater in Germany than in France.Because throughout
the reading, the author points out the advantages and disadvantages of the higher
education system in France and Germany and the benefits of studying in these
two countries.In addition to this,we can read the sentence : This high degree of
mobility means that schemes of study and examination are marked by a freedom
and individuality unknown in France.”. Then we can infer the correct answer D.
The level of decentralization of higher education is greater in Germany
than in France after eliminating the other answers choices.

4. Research achievement
“Strategies for reading comprehension part on National Secondary
Examination” has become quite effective for my students, who are poor at
vocabulary. After teaching these strategies to them, they did the reading part
more actively. As a result, the number of the correct answers in this part
increases cosiderably. The results from these two following tables are reliable
data to measure the effectiveness of the experimental lessons.
The number of correct answers before applying test taking strategies for
reading

Grade

Total
students

approximately
15 questions

approximately
12 questions

approximately 7
questions

Under 3
questions

number

%

number

%

number

%

number

%

12C1

47

1

2,13

2

4,26

8

17,02

36

76,59

12C2

40

2

5

2

5

10

25

26

65

12C3

45

1

2,22

1

2,22

7

15,56

36

80

12C7

39

0

0

1

2,57

5

12,82

33

84,61

The number of correct answers after applying test- taking strategies for
reading
Grade

Total

approximately

approximately

By Lai Thi Mai – Hoang Le Kha High School

approximately 7

Under 3

Page 17


Stratergies for reading comprehension part on National High School Examination
15 questions
12 questions
questions
questions
students
number
%

number
%
number
%
number
%

12C1

47

4

8,52

6

12,76

20

42,55

17

36,17

12C2

40

5

12,5

7

17,5

16

40

12

30

12C3

45

4

8,90

5

11,11

12

26,66

24

53,33

12C7

39

1

2,5

3

7,7

12

30,8

23

59

As can be seen f rom the tables, the number of correct answers after
implimenting the method is far higher than the quality of correct answers before
applying strategies for reading tasks.The incorrect ones are significantly

lower. It demonstrates that this method has positive advantages and that my
research methods are appropriate and helpful to my students at Hoang Le Kha
High School.
PART III .CONCLUSION AND RECOMMENDATION
1.Conclusion
Reading skills not only help learners to get information but also help us learn
more new words, structures for speaking and writing skills.During the reading
process,learners can have the opportunity to pick up world knowledge and
language knowledge related to the text.On account of these features,it is
common that learners practise reading comprehension exercises in their school
days and reading skills of learners are tested in almost all exams. “Start by
doing what’s necessary; then do what’s possible; and suddenly you are doing the
impossible.” – St. Francis of Assisi.Truly,a good preparation about vocabulary
for the pre-reading stage is necessary in order to stimulate students' confidence
and expectations for the reading text.In addition to building up language
knowledge before the test, it would be useful that the test-taking techniques and
strategies should be taught to enable students to solve the reading text smoothly.
However,even though my strategies both before and during a test are
recommended to use in doing the reading comprehension part,it does not mean
that I deny the advantages of regular practice. It has been rightly said that
nothing can beat hard-work.It is obviously helpful to build up students’
confidence , proficiency and flexibility in the English exams in general and the
national high school exam in particular.
2.Recommendation

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Stratergies for reading comprehension part on National High School Examination

To increase efficiency and promote the positive advantages of this
initiative, I have some recommendations as follows:
Firstly to the students,they should set up the timetable for their acquiring
vocabulary knowledge regularly.It has been suggested that students should
practise taking versions on past exams.This helps them get used to the format of
the questions.It can be also a good practice for making sure they spend the right
amount of time on each section.
Secondly to the teachers,they should sellect tests modelled the
stanndalized test format and constantly update the latest papers for students to
practice.This is one of the most effective ways to challenge
learners.Morever,teachers should also explain an answer of a question to
students carefuly and detailedly .This will help learners to get it clear in their
head.
Thirdly to high schools, they should be equiped with various reference
documents,modern devices such as projector, audiovisual room
,computers,ect..to meet the needs of teachers and learners.
Finally, Department of Education and Training should organize more
training courses on innovating teaching methods with the participation of highly
skilled teachers and experts in order to further enhance the quality of English
language teaching at all levels
The above are my contributions in the teaching reading.On my writing
process,I can not avoid some mistakes in this paper,I would like to receive all
the comments from co-workers so that this experience can be improved and
effective in teaching and learning.
I would like to thank.
The confirmation of the principle

Thanh Hoa, May 26th2018

I promise not to have copied
Signature

Lại Thị Mai
REFERENCES
1. Tips and trategies for reading comprehension- on the internet.

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Stratergies for reading comprehension part on National High School Examination

2. Teaching and studying online: best practices, resources and activities for
developing reading skills . Kaplan ACT Reading teacher
3. Definition of reading comprehension. Wikipedia
3. Teaching reading stratergies. (1992) Scruggs & Mastropieri
4. A course in English language teaching. On the internet.
5. Sayings of St. Francis of Assisi.
6. Reading passages.On the internet
7. Engish Reading Comprehension Skills book (VĨNH BÁ). Hanoi National
University Publisher
8. The illustrative English test for the National Secondary Education Exam(2018)- the Ministry of Traning and Education

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