Rèn luyện kỹ năng đọc hiểu truyền thuyết cho học sinh lớp 6 tt tieng anh

INTRODUCTION
1. Reason of picking the topic
1.1. In the current Literature program (2006), from Elementary to Junior High
School (Secondary) and High School, students learn about the legend genre
with different levels. Coming to the new Literature program (2018), students
learn about folk tales at three levels, in which the middle school grade 6 focuses
on the genre of legend. It can be said that teaching a legend in grade 6 has a
great position and role in forming and developing for students the knowledge
of legend and reading comprehension of the type of legend.
1.2. The same genre of stories, but the legend has its own characteristics quite
clearly in terms of both content and art. The characteristics of the legend genre
have dominated the teaching of reading comprehension to explore a legend.
Teachers (teachers) need to have an appropriate approach in the process of
guiding students to read text to both ensure the characteristics of the genre and
ensure the core values, quintessence of literature and of folk culture.
1.3. Folk legends have an important place in teaching in high schools. The 6th
grade Literature curriculum requires students to recognize the characteristics of
the legends, specifically from characters, storylines, details to content, attitudes,
ideas, emotions, cultural behaviors of the people towards great national
problems, national cultural bravery in the process of national building and
defense. The teaching of reading comprehension of the legend genre is still
organized in the direction of the genre poetic approach. But reality shows that,
like other reading comprehension sessions, basically the teaching time of the
legend still follows the literary teaching style. That is, the teacher still analyzes
and explains to students the legends according to the teacher's wishes, but has
not yet organized for students to read, understand, decode and discover the text
by themselves. Teaching reading comprehension of legendary stories is no
different from a modern story text, failing to meet the requirements of teaching
reading comprehension by genre and developing student capacity.
1.4. The new context calls for a change in the way of teaching of legends in
schools. The change of content-based teaching to capacity development

teaching requires teaching reading comprehension in general, legends in
particular, should be oriented towards forming and developing students' reading
ability, including reading way, reading method. Teaching reading
comprehension of the legend text needs through learning activities. The teacher
is only the instructor, assigns and organizes students to explore and discover the
beauty of the text. And the ultimate goal is to help students to be able to perform
reading comprehension and understand similar legend texts.
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From the above reasons, we choose the topic "Training the reading
comprehension skills of legend genre for students in grade 6".
2. Research purpose
Proposing ways to organize the teaching of reading comprehension to help
students practice reading comprehension skills, contribute to the formation and
development of students' reading comprehension capacity, at the same time
improve the quality of teaching of Literature in high schools in general and
teaching reading comprehension in particular.
3. Research subjects and tasks
Research subjects:
How to organize teaching to train the reading comprehension skills for 6th
grade students according to the orientation of capacity development.
Research tasks:
- Determine the theoretical basis of training reading comprehension skills of
legend genre for grade 6 students in the direction of capacity development.
- Surveying, describing and analyzing the current situation of teaching
reading comprehension for grade 6 students as well as the process of forging
skills in reading comprehension of legends has been and is being done in some
junior high schools.
- Proposing ways to organize the teaching of reading comprehension in order

to practice reading comprehension skills for students in the direction of capacity
development
- The experiment verifies the feasibility of organizing teaching of legend
genre for grade 6 students that the thesis proposes.
4. Scope of research
- The thesis researches and teaches text clusters of the legendary genre in the
grade 6 Literatyre textbook of the current program from the point of view of
approaching the general education program of Literature 2018..
- The teaching experiment was conducted at a number of junior high schools
in Ho Chi Minh City.
5. Way of approaching and research method
5.1. Way of approaching
The thesis approaches the research problem on the following points of view:
Dialectical materialistic viewpoint; The system view and the practical point of
view.
5.2. Research methods
During the research process, the thesis uses some of the following methods:
Theoretical research method (retrospective, analyzing, synthesizing,
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generalizing the document ...); Practical research method (interview,
investigation, practical survey); Pedagogical experimental method;
Mathematical statistics method to process experimental results. In addition, the
dissertation also uses some other methods such as observation method used in
scheduled sessions, expert method to consult on the issues raised by the
thesis,…
6. Scientific theories
Teaching reading comprehension in general and legend genre texts in particular
still has many limitations before the requirement of teaching capacity

development. If proposing the way to organize the teaching of reading
comprehension according to the process: organizing activities to form legend
genre reading comprehension skills according to the characteristics of the genre;
then practice with instructions and practice self-reading comprehension of
similar documents, combined with reinforcement assessment will help students
form skills in reading comprehension of legend genre; Contribute to the
development of students' ability to read and understand text.
7. New contributions of the thesis
7.1.Regarding theory aspect
Contribute to clarify a number of theoretical issues about legendary reading
comprehension skills in secondary schools towards capacity development.
Proposing the basis and process of training the reading comprehension skills of
legend genre for grade 6 students according to capacity development requirements.
7.2. Regarding practical aspect
Help teachers solve difficulties in teaching reading comprehension for grade 6
students according to capacity development requirements. The recommendations
of the thesis on the process and how to organize the teaching of reading and
comprehension of legend genre are good reference sources for teachers and
authors who compiled the Literature textbooks as required by the Literature
program 2018.
8. The layout of the thesis: In addition to INTRODUCTION and
CONCLUSION, the thesis is divided into 3 chapters:
Chapter 1.Theoretical and practical foundations of practicing reading
comprehension skills for students in grade 6.
Chapter 2: The way to form and practice reading comprehension skills of legend
genre for students in grade 6.
Chapter 3: Experimental education.

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CHAPTER 1. THEORETICAL AND PRACTICAL BACKGROUNDS
FOR TEACHING LEGEND GENRE READING SKILLS FOR GRADE
6 STUDENTS
1. History of research topic
1.1. Research on text reading comprehension skills in high schools
1.1.1. In foreign countries
The thesis has reviewed the studies on text reading comprehension skills of a
number of typical foreign authors such as the reading comprehension model of
Kintsch (1988), Perfetto, Landi & Oakhill (2005), Vellutino (2007). ); Making
the meaning with text (2005) by Rosenblatt, Understanding reading (2004) by
Smith, F; Differential competencies by tochildren's comprehension of narrative
and expository texts by Blanchowicz, C. & Ogle, D (2008), Mcnamara DS
(2008), Reading Comprehension: What every teacher needs to know by
McLaughlin M (2012); Reading and responding in literature 8 circles of Day,
C (2003),...
In addition to the above studies, the issue of text reading comprehension skills
in schools is also discussed in Language and Literature Teaching Programs,
Student Assessment Programs, Teaching Materials PISA international student
assessment program, the concept of reading comprehension focuses on three
aspects: collecting and accessing information; connecting, analyzing and
interpreting information; feedback and reviews.
It can be seen that these documents, though approaching at different angles, are
quite similar in opinion, explain clearly about reading skills with specific
components, purpose of reading; emphasis on reading comprehension is not
only evaluated through the use of tactics but also considered in the results of the
reading process that is the ability to explore and capture the value of the content
and form of expression of the text , know how to connect and extend beyond
the text, deduce and draw lessons and experiences necessary for yourself from
the problems raised in the text.

1.1.2. In Vietnam
The author of the thesis has reviewed the research achievements in the past ten
years on the issue of teaching reading comprehension in high schools, which
are concerned and discussed by many authors. Typical examples include the
authors Tran Dinh Su, Nguyen Thanh Hung, Do Ngoc Thong, Hoang Hoa Binh,
Nguyen Thi Hanh, Nguyen Thi Hong Van, Pham Thi Thu Huong and many
others.
The first problem that the authors focus on clarifying is that the requirement for
teaching reading comprehension in schools should focus on training skills to
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form competencies. The second problem is the skills of reading comprehension.
The third issue mentioned by the authors is how to practice text reading
comprehension skills for students in schools.
One very important document to be considered is the New Literature General
Education Program. The program has specifically described the requirements
for each skill (reading, writing, speaking and listening) of Literature for each
class.
It can be seen that, from multi-dimensional perspectives, each work shows
different ways of presenting teaching problems and practicing text reading
comprehension skills. However, in terms of nature, the works tend to general
requirements: finding out information related to the document; reading content,
meaning of the text; read links, expand to respond, comment on problems posed
in text. These are very meaningful research achievements for us to continue to
inherit in the process of solving the task set by the thesis.
1.2. Research on training skills in reading and understanding narrative texts
in schools
1.2.1. In foreign countries
Scientists who are interested in teaching teachers based on specific elements of

the narrative text genre such as context, characters, and storylines to teach
include Barone DM (2010), Fisher, D & Frey, N (2011), Duffy, GG (2014).
This approach is also shown quite clearly in a number of foreign Literature
programs such as the English Language Arts Program of the state of California
- USA; Korean Language and Literature Program (2007) (eBook); British
English Program (2014), Australian English Program (2016)…
The authors have researched on the form, method, and specific teaching
techniques to help students know, how to read and understand the textbook,
including Blanchowicz, C. & Ogle, D (2008), Johnson, AP (2008), ... In their
research work, the authors mentioned strategies to support learners to actively
read narrative texts through small group activities, or provide readers with
unique contexts, more established, where they develop their reading skills as a
member of the community to exchange their read stories.
1.2.2. In Vietnam
Related to the problem of reading comprehension of narrative texts in the
school in general, Vietnamese educational researchers were also interested
from quite early on such as the authors group Tran Thanh Dam, Huynh Ly,
Hoang Nhu Mai, Phan Si Tan, Dam Gia Can (1968), Nguyen Thanh Hung
(2011), The authors group Do Ngoc Thong (2019), Nguyen Thi Ngoc Thuy
(2020), Ngo Thi Hy (2014), Mai Xuan Mien (2011) have pointed out the
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principles and design of a system of exercises for improving reading
comprehension skills. narrative content for high school students according to
the Bloom cognitive scale and towards adhering to the basic characteristics of
the narrative genre.
1.3. Research on teaching legend genre reading comprehension in high
schools
1.2.1. In foreign countries

Regarding the research of teaching legend genre reading comprehension in
foreign highschools, there are some main trends as follows:.
The first trend is to compare folk tales according to the systems of type and
motif to indicate the differences of each type of story, thereby giving
recommendations to teachers. Some papers that can be mentioned are Research
comparing the three types of Chinese fairy tales and the North American Indian
fairy tales by Dinh Nai Thong, a Chinese-American professor at Western
Illinois University; Motivational Inspections and Ancient Story Type Checker:
An essay by Alan Dundes; Folklore Lookup Table: a Critical Survey by HansJorg Uther; The structure, text and content of the story and the HedaJason
lookup table; Diagrammatic motifs of the old stories of the Newfoundland
region by Martin Lovelace…
The second trend is the study of folk tales as an effective means to teach
language, analyze texts, educate ethics, and educate cultural values for students.
Related to this content, we can mention some of the following works: Literature
in the language classroom: A resource book for ideas and activities (Collie, J.
and Stephen S. 1990); Revisiting a structural analysis of folktales: A means to
an end? (Lwin, S. M. 2009); The role of traditional stories in language teaching
and learning (References Bean, M. 1999),…
The third trend is the studies of how a particular lesson is organized in schools.
In general, the teaching method of the legend introduced in this website has the
following in common: Learning purpose - Lesson plan - Teaching process.
1.2.2. In Vietnam
Legend is a genre of folklore, research on teaching and reading folk tales can
be mentioned some typical authors such as: Hoang Tien Tuu, Do Binh Tri, Chu
Xuan Dien, Le Truong Phat, Vu Anh Tuan, Nguyen Xuan Lac, Pham Thu Yen,
Bui Manh Nhi, Nguyen Thi Bich Huong, Vo Phuc Chau, ... In their research
projects, the problem that most of the authors pay attention to do it is clear that
it is the correct approach to a folk work, how to teach folk stories so that students
like to learn, like to read and is really useful. However, most of the works just
stop teaching literature on folk literature.

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In short, teaching legends in schools is an issue that is concerned by domestic
and foreign researchers. However, the main trend of these works is to focus on
teaching specific texts according to literary critics' approach to a work. The
research on teaching the legendary characteristics of educational scientific
works (teaching methodology) to exploit the teaching-style elements is not
much and not really systematic. In particular, the way of teaching reading
comprehension to form the capacity to read legends according to the genre has
not been focused. This is considered a "gap" for us to continue to learn and
exploit in our thesis topic with the desire to study more deeply how to teach
legendary texts for grade 6 students to form competencies. text reading
comprehension in particular and text literacy in general.
2. THEORETICAL BASIS
2.1. Legend and the basis characteristics of legend
2.1.1. Notion on Legends
Synthesize the opinions of authors Do Binh Tri, author Le Chi Que, authors Le
Ba Han, Tran Dinh Su, Nguyen Khac Phi in the Dictionary of literary terms,
author Kieu Thu Hoach in his essay Legend about heroes in the feudal period,
the authors compiled the current Philology Textbook and Lecture Book,
basically the concept of legend is identified by three main characteristics:
Firstly, the Characters and events related to past history. Secondly, there is often
an element of imaginary, fantasy. Thirdly, to show the attitudes and assessment
of our people towards the events and historical figures being told.
2.1.2. Basic characteristics of legend
On the basis of inheriting the research results of the previous scientists, we
generalize and explain some of the main features of the legend genre as
follows::
a) Plot: events and characters often associated with history

b) Legend uses many mythical and magical details
c) Reflect our people's judgments, attitudes and feelings towards historical
events and figures..
2.2. Skills and skill in reading comprehension of legend genre
2.2.1. Notion on skills
In the light of the Psychology major, skills are considered according to two
tendencies: The first tendency, which is inclined to the technical angle of action.
The second tendency is not only to conceive of skills as merely an action
technique but also an expression of abilities, the human capabilities.
On the basis of receiving the concept of skills, we believe that skills are a
component of competency, demonstrating the proficient combination between
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knowledge, action techniques and biological - psychological conditions of an
individual (needs, emotions, will, individual activeness ...) to effectively
perform an action according to the requirements and set purpose. Regarding text
reading comprehension skills in general, we agree with the concept of PISA, on
that basis, solving four requirements to meet when reading text that the General
Education Program in Literature 2018 set out includes: Reading comprehension
of text content, reading comprehension of text form, contact comparison of
problems of text, reading expanded text.
2.2.2. Reading comprehension skill for legend genre
Stemming from the research results on reading comprehension of previous
authors, on the one hand, we inherit and develop PISA reading comprehension
levels, and the required requirements for reading comprehension of literary
texts of the General Education Program in Vietnamese Literature 2018, we
outline reading comprehension skills that need to be trained for students in high
schools as follows::

(2) Analyze the content value and art form of the legend story

Legend genre stories

Reading comprehension skill of

(1) Recognize facts, characters, details, plot ... in stories and factors related to historical truth

(3) Comment, evaluate the attitude of the narrator (people) in the legend

(4) Related to historical context, personal experience to draw lessons and current value of the legend

2.3. Some principles of teaching reading comprehension in Literature in
the direction of capacity development
2.3.1. Ensure the required requirements of the subject program
Requirement of the program is the concretization of the subject's objectives. So
it is imperative, a measure of the outcome of learning. That is why it is very
important and should be considered the first principle.On the basis of the
knowledge and skills requirements of the current Literature General Education
Program (2006), combined with the required requirements of the Literature
Program 2018 to generalize the reading comprehension skills of literary texts,
including: reading comprehension, reading comprehension form, reading
comprehension, connection extended beyond text.
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2.3.2. Sticking to the text of reading comprehension, in teaching reading
comprehension with "alternate version"
In teaching reading comprehension, students must work directly with the text
under the guidance and support of teachers. Children must be guided to read

and read by their own abilities, thoughts and feelings, not by the thoughts and
feelings of the teacher.
2.3.3. Emphasize general and specific characteristics of type of document
Focusing closely on the characteristics of the genre in the process of guiding
students to read and understand text is a premise to teach students how to read,
reading skills. Through clusters of text of the same category arranged into a
topic, teachers will help students discover the value of content, art, and thought
of each text while forming and developing reading comprehension skills to be
able to actively conquer the value of new documents of the same category.
2.3.4. Associate the organization of reading comprehension teaching
activities with innovation oriented assessment of students' competency
development
We define the central content of evaluating the reading comprehension skills of
students in grade 6 in the direction of developing their competencies:
(1) Read the content value of the legend
- Remember the characters of the story
- Get to know key details / facts
- Be aware of the core historical factors involved
- Stating the topic, message of the story
- Summary of the main plot / content of the story based on the three-stage
structure of the legend
- Explaining the value of the content of the legend through the plot, title,
character, and incident
- Present your thoughts about the storyline, characters, and meaning of the story.
(2) Reading comprehension of legend art form
- Recognize magical factors, historical core
- Point out the effects of magical factors, historical core on the meaning of the
story
- Get comments on storylines, characters, storytellers and other artistic elements
- Explaining the artistic value of the legend through language, fantasy details,

space time factor of the story.
3) Read connection to compare, contact application
- Giving lessons about the individual's thinking and behavior prompted by the
legend.
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- Compare a highlight between legends / folk tales / modern stories, ...
- Connecting a problem posed in legend with reality (history, society, local
culture,…)
2.4. Teaching reading comprehension towards capacity development
2.4.1. General requirements
The first is to promote student activeness.
The second is integrated and differentiated teaching.
The third is to diversify teaching methods, techniques, forms of organization
and means.
2.4.2. Specific requirements of the method of teaching text reading
comprehension
Inheriting the research results of the previous authors, we found that with
readers in general and readers - students in schools in particular, reading
comprehension skills (in general) and associated with characteristic of literary
writing style (in particular) will consist of a series of reader's actions arranged
in a certain structure or order. Detail:
a. To perform reading comprehension, first, students need to know how to
perform actions as a premise for reading comprehension: reading silently,
skimming, scanning.
b. Followed by the actions of remembering and identifying information. To
perform this action, students must undergo one or more of the following actions:
repeating textual information, repeating information verbally different from
text, filling in text information in the blanks, select information in the text in the

confusing context.
c. Next is the act of understanding the meaning of the text. This type of action
is performed by manipulations: understanding the meaning of the word,
understanding the explicit and implicit meaning of the information, explaining,
interpreting, classifying, connecting, comparing information, being able to
grasp get the main idea of the paragraph in the text, outline textual culture,
understand the relationship between information in the text, state the artistic
tricks to create the meaning of the literary text.…
d. After the text-understanding action, it will be the action of applying the text
to the tasks to change the perception, emotion, and opinion of the reader. This
action is also known as low-level text manipulation. The action of applying lowlevel text is done by manipulating: giving the reader's personal opinion about
some information in the text, extracting information from the details in the text,
use the information in the text to practice simple problem solving similar to the
problem stated in the text…
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e. Text response action takes place on the basis of text comprehension. To
perform text feedback, students need to perform actions: linking information in
the text with their experiences, with the things they are interested in; Give
comments on the reliability of the text, make comments on the necessity of the
text content with the learning tasks they are doing, with their own experiences
in life.
2.4.3. Requires formation and practice of reading comprehension skills of
legend genre
To apply specifically to the formation and practice of reading comprehension
skills, it is necessary to establish a process of teaching reading comprehension
with scientific basis. Firstly, learners also need to work through and practice;
directly make products; Secondly, learners have to do it over and over again;
have to practice a lot; Thirdly, it should be combined with test and evaluation

to continue to consolidate and complete reading comprehension skills.
3. PRACTICAL BASIS
3.1. Grade 6 curriculum and textbooks with the practice of legend genre
reading comprehension skills for students
3.1.1. Current Literature Program requirements for teaching the legend
genre
- Understand and able to feel the main features of the content and art of some
typical Vietnamese legends (Mountain Spirit and Water Spirit; Thanh Giong;
Children of the Dragon, Grandchildren of the Immortal; The tales of Banh
chung and Banh giay; The Legend of Hoan Kiem Lake): reflect the reality of
life, the history of the struggle to build and retain the country, the desire to
conquer nature, the use of mythical and magical elements.
- Remember the plot, characters, events, some typical artistic details and the
meaning of each story: explanation of the origin of the race (Children of the
Dragon, Grandchildren of the Immortal); explain natural and social phenomena
(Mountain Spirit and Water Spirit; The tales of Banh chung and Banh giay);
aspiration for independence and peace (Thanh Giong; The Legend of Hoan
Kiem Lake).
- Recognizing art uses mythical elements, the relationship between mythical
elements and historical truth.
3.1.2. Content of reading comprehension training of legends of textbooks and
books for teachers of grade 6 Literature
In the current grade 6 Literature textbook, students can learn 5 texts arranged in
clusters of categories. Questions in Grade 6 Literature Textbook have focused
on training students in reading skills to remember characters and events,
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summarize the story, understand the content and art of the story. However, the
questions have not focused on forging students skills to explain the content

values, the art of the legend closely adheres to the basic characteristics of the
genre; has not paid attention to the questions to connect and expand the
problems posed in the text. This also causes certain limitations in forming
students' reading comprehension skills.
3.2. Survey the current situation of teaching reading comprehension of
legend genre in grade 6
Nguyen Van To Junior High School, Hau Giang Junior High School, Viet My
Junior High School, Le Quy Don Junior High School, Chu Van An Junior High
School, Nguyen Van To Junior High School, Le Anh Xuan Junior High School,
Phu Tho High School, and Lu Gia Junior High School District 11 in Ho Chi
Minh City Minh and 239 students of 7 grade 6, at the two schools mentioned
above (Nguyen Van To Junior High School - District 10), Hau Giang Junior
High School.
The survey is conducted in combination by the following forms: using
questionnaires, attending lesson time, learning lesson plans, exchanging,
chatting, directly interviewing of teachers and students in order to find out the
current state of teaching reading comprehension of legend genre for students in
grade 6. On that basis, there are specific orientations on how to practice reading
comprehension skills of legend genre in order to contribute to developing
students' capacity which will be deployed in chapter 2. The survey process focus
on the following main contents:
(1) Survey lesson plans of teachers teaching reading comprehension and
practicing reading comprehension skills of legend genre.
(2) Types of questions for training text reading comprehension skills are used
by teachers in teaching hours of reading comprehension in three aspects
(reading comprehension of content; reading comprehension of art forms; related
reading, applying, connecting with reality) and the quality of questions used in
lessons (relevance, ability to attract, effect in the formation of reading
comprehension practice by genre)
Survey results are specifically as follows:

3.2.1. Survey lesson plans of teachers teaching reading comprehension of
legend genre
In general, the lesson plans are the same in how to demonstrate the teaching
process with three basic stages. However, the way of designing teaching content
has some differences. The question system in the lesson plans is mainly built to
exploit specific aspects of content and art of the text, almost absent the
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generalized question of instrumental nature to form reading comprehension
skills of text by genre for students.
3.2.2. Types of questions and quality of questions in reading
comprehension skills are used in class
3.2.2.1. About types of questions to practice reading comprehension skills
used in class
It can be said that the types of questions used in teaching reading comprehension
in grade 6 are relatively rich. Some teachers have initially boldly experimented
with new questions that are not in the textbooks but stick with the teaching
orientation of capacity development. But most teachers still depend on the
system of teaching guiding questions in current textbooks. The training of text
reading comprehension skills by category is perceived correctly by most
teachers, but there are still significant gaps from awareness to action. Teachers
are still confused when explaining the effectiveness of the system of reading
comprehension guide questions that they themselves use. Students are still
confused about how to solve the system of learning instruction questions.
3.2.2.2. About the quality of the question system for training reading
comprehension skills used in class
Survey results from students show that many questions are still difficult
compared to the level of the majority of students; 328/339 students surveyed
(accounting for 96.7%) agreed with this statement. Commenting on the novelty

of the question system used by teachers in teaching and reading, there are
321/339 students surveyed (accounting for 94.6%) that the question system that
teachers use is question system in textbooks. Up to 187 students being consulted
(accounting for 55.1%) disagree when they think that many questions used by
teachers in class are capable of stimulating creativity in students. Regarding the
readiness level to read and understand other documents of the same genre, there
are 213 students (accounting for 62.8%) that they are not really confident; only
31 students (9.1%) confirmed their confidence level; This rate in the quite
confident group is 43 students (accounting for 12.7%). And when dealing with
five required requirements of the legend genre reading comprehension skills
(mentioned in the theoretical basis), there are only 102 students (accounting for
30.1%) self-evaluate themselves at the level of confidence and quite confident
in solving these requirements.
Results of the survey of 88 teachers on some limitations of the question system
for training reading comprehension skills used in basic lessons showed similar
results with the comments of the group of students. However, the majority of
teachers (51/88) surveyed agree that the question system when using reading
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comprehension has not focused on guiding students to read. Up to 59.1% of
teachers (52/88) admit that the question system in the lessons is less new,
mainly questions in textbooks and 53.4% of teachers (47/88) stated that quite a
few questions are difficult compared to grade 6 students.
CONCLUSION OF CHAPTER 1
In chapter 1, we have clarified the theoretical and practical basis of the problem
of forging reading comprehension skills for students in grade 6. It can be seen
that teaching reading comprehension by genre characteristics is in the right
direction and with the right scientific basis. However, the teaching of reading
comprehension in junior high schools has not achieved high results; the matter

of training the legend genre reading comprehension skill for the students of the
teachers was not truly effective; The students were not able to fully undersood
the value of the legend genre texts in the text book's program, they are yet to
possess the skill of reading comprehension of legend genre.
CHAPTER 2: THE TRAINING METHODS OF LEGEND GENRE
READING COMPREHENSION SKILL FOR GRADE 6 STUDENT
1. Some general requirements
1.1. Organizing teaching through activities
Turn the activities of students become more active in teaching reading
comprehension means: During Literature hours, teachers do not read for them,
not understand the lesson for them, not impose their understanding for students,
but organize and guide students to find ways to approach and decode, able to
read and comprehen of the text, helping students know how to listen, speak,
read, write, enjoy literature.
1.2. Stick to category characteristics
The methods of teaching reading comprehension of the legend must adhere to
the characteristics of the genre as presented in the previous chapter. For junior
high school students, we emphasize three basic characteristics of the legend that
teachers should pay attention to in the process of guiding students to read and
understand texts. At the same time, when instructing students to read and
understand the legends, the teacher should also encourage them to compare the
variations associated with the text with historical and local contexts to realize
the features of the legend.
1.3. Ensure fitting of students' capability
To ensure the fitting of students' capability, teachers must pay special attention
to implementing differentiated teaching, not assigning equal tasks to students,
but based on the capacity of each group to move towards their "near
development area".
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1.4. Meeting the requirements of forming skills in reading comprehension of
legendary stories
Legend is a genre of folk tales, a literary form of text that has its own distinctive
characteristics. Therefore, the specific goal of teaching legend lessons helps
students discover the specific beauty of a particular legend and form reading
comprehension skills of this genre. First of all, it is necessary to ensure the
requirements of teaching reading comprehension of literary texts and then
ensure the requirement of reading comprehension of the text according to the
characteristics of the legend genre.
1.5. Diversity in teaching organizing
The selection of teaching methods, techniques, forms of organization in
accordance with teaching content and student's audience is important to achieve
new goals. The diversity of requirements of learning tasks also contributes to
students' excitement when performing, improving learning quality.
2. How to form and practice reading comprehension skills of legend genre
Outline the process of forming and practicing reading comprehension skills
The steps
Yêu cầu
Hình thức

1. Forming
knowledge and
reading
comprehension
skill

2. Practice
training

a) Recognize factors related to
historical facts (stories, events,
characters)
b) Content and form value analysis
(plot, characters, mythical, fantasy
details)
c) Comment and evaluate the
attitudes of the narrator;
d) Contact to draw lessons of topical
value of the legendary text

Focus on the four requirements of
step 1, but to a different extent.
Students do it mainly.

Stick to the requirements formed and
practiced in the first 2 steps.
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Teachers
organize and
guide students
in
reading
comprehension
skills through a
specific text.

Students
perform

reading
comprehension
in class with the
help of teachers
read

Students
and


present
their
results in class
by themselves.

3. Practice
reinforcement

4. Evaluating
examination

Adhering to the requirements that
have been formed and trained to set
out, check reading results.

- Students
perform their
tests

2.1. Forming skills of reading comprehension of legendary stories through

teaching activities.
2.1.1. Form skills to recognize characters, events, details, storylines and factors
related to historical truths of legends
Legend belongs to the category of folk tales, so the character in the legend is a
highlight to pay attention to when teaching text reading comprehension. The
life of the main character in legends is often presented in three stages.
Besides the character, the incident is also a characteristic aspect of the textual
content of the narrative genre. The literary theory affirms that the story is a
series of events that happen consecutively for the character in space and time,
with the beginning, the development and the end to show relationships,
contradictions to reflect a certain progress in character's life. The organization
of events is the way to create the plot for a literary work. Accurately identify
the typical events of the story will help readers grasp the story more easily.
One of the typical characteristics of the legend is also the appearance of magical
and mythical details with profound symbolic meanings. However, with grade 6
students, especially with the first lesson in the series of legends, teachers can
just stop at the request to identify details of fanciful fantasy and initially state
the meaning of those details with showing the content of the story and effect on
the reader.
2.1.2. Form skills to analyze the content value and art form of the legend story
This skill will, basically, put on higher requirements than the first skill. Analysis
of the content value and artistic form of a legend firstly aims to read and
understand in detail the elements of the story, then generalize, comment /
evaluate the value of the work. These are also tasks aimed at the reading
comprehension requirement of the textual art form and content of the Literature
Program 2018. In PISA's opinion, this question group is in the task of analyzing
and explain the information, requires thinking mainly is applying, besides
still need questions at cognitive level. Because it is the first lesson aimed at
forming legend reading comprehension skills, for difficult questions,
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teachers need specific instructions and suggestions to help students think step
by step to get the correct answers.
2.1.3. Forming skills of commenting and evaluating the attitudes of the narrator
(people) in the legend
In order for students to form this skill, teachers need to emphasize when talking
about the characteristics of legends. Research results on folklore have shown
that in each legend, we not only find there the spirit of fighting against foreign
aggression and natural disasters, but also many lessons about the way of life,
the view of human life, about customs and habits, social relations, and practices
of production and its usage,…
2.1.4. Develop skills related to historical context, personal experience to draw
lessons about current value of the legend
In order for students to know the relationship with the historical context,
mobilize personal experiences to draw lessons and current value of the legend,
when teaching each specific text, the teacher should choose some typical details
to guide students to think and comment in order to create their deep reading
habits. Or find problems that relate the text to real life.
2.2. Practice reading comprehension skills of legend stories through guided
practice activities
2.2.1. Guided practice reinforces character recognition, facts, details,
storylines, ... and other factors related to historical facts..
In order to reinforce this reading comprehension skill in students, the questions
about characters, events, details, storylines, and elements related to historical
facts continue to be repeated as in activities that forming the skill. Doing so will
create "grooves" in students' thinking; Students will understand that, in order to
read and understand the legend, first of all, you need to remember and explain
about those factors.
2.2.2. Guided practice reinforces the skills of analyzing the content value and

art form of a legend story
In practice activities with instructions so that students know to analyze the
content value and artistic form of the legend stories, the teacher continues to
give a system of questions and exercises that require students to explain the
content value of the legend text through the title, storyline; typical details,…;
explains the artistic value of the legend through language, fantasy details,
storytellers' words, the time and space elements of the story. This skill students
have gained from formative activities, here repeats and is at a higher level.
2.2.3. Guided practice reinforces the emotional awareness skills and attitudes
of the narrator (the people) in the legend
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In order to reinforce the skill of commenting and assessing people's attitudes
towards events and characters that being told in guided reading comprehension
practice, teachers continue to design similar learning tasks as in skill formation
activity, to help students can once again perform those tasks - but illuminate
another legendary text. The questions and exercises to guide students to practice
this skill can be basically repeated as forming activities.
2.2.4. Guided practice reinforces the skill of relating to historical contexts,
personal experience to draw lessons and topical value of a legend story
In guided practice activities, teachers can expand and engrave more deeply on
two key issues expressing the content and meaning of folk legends.
Understanding issues related to the historical context of the legends will help
students recognize ideological lessons and profound current value of the
legends..
2.3. Train reading comprehension skills of legend stories through practice of
self-reading comprehension of legend texts
This activity creates opportunities for students to practice independently,
depending on each task, it can be in the form of individual or group learning.

But teachers still need to orient, monitor and evaluate the reading results of
students. Based on the current Curriculum and Grade 6 Literature textbook, we
select the text "The Legend of Hoan Kiem Lake" for students to practice reading
by themselves and make a proposal to illustrate how to do with the following
specific steps:
Step 1: Form groups and develop a study plan (mainly working from home).
Step 2: Develop, review and perfect the system of self-study questions to read
and understand the legend of "The Legend of Hoan Kiem Lake". Step 3: The
groups practice reading comprehension by themselves through solving the
system of questions that have built and perfect the report product. Step 4:
Groups report products in class
2.4. Evaluation of learning results to reinforce reading comprehension skills
of legend genre
Observing the innovative viewpoint of evaluating learning results of students, in
the evaluation of the legendary reading comprehension skills that the thesis
learns, we think that the first is increasing use of linguistic material in reading
comprehension test is new texts; Secondly, it is necessary to diversify the types
of questions in to test, form of test; thirdly, the questions in the test should follow
the skills that students have been practicing and applying but are synthesized
smoothly and clearly show the systematic. We have attempted to demonstrate this
direction in illustrative test papers.
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2.4.1. Test # 1: Reading comprehension of the text " Children of the Dragon,
Grandchildren of the Immortal "
2.4.2. Test paper No. 2: Reading comprehension of the text "The legend of Banh
Chung, Banh Giay"
2.4.2. Test # 3: Reading comprehension story "The tale of Ba Be Lake"
CONCLUSION OF CHAPTER II

In chapter 2 of the thesis, we focus on proposing a way to practice the reading
comprehension skills of the 6th grade students. It is the determination of
measures to train the reading comprehension skills for grade 6 students through
teaching a cluster of text of the same genre according to the orientation of the
Literature Program 2018. Positive teaching perspectives and development of
reading ability through a series of activities: Forming legend genre reading
comprehension skills  Practice training the formed skills  Applying skills
to practice reading in order to create capacity for reading Legend  TestEvaluation to consolidate reading comprehension skills of Legend genre. This
series of activities aims to practice four legendary reading comprehension skills
that the thesis has identified. Through this series of activities, students are
instructed to explore knowledge, consolidate knowledge, use knowledge in
learning and practice, and know their own attainment level of the acquired
knowledge and skills, practice to be able to continue to adjust, supplement and
perfect them
CHAPTER 3: EXPERIMENTAL PEDAGOGY
3.1. Experimental purpose
The purpose of the experiment is to verify the correctness of the scientific
hypothesis and the solutions that the thesis proposes in chapter 2 of the thesis.
3.2. Experimental object, site, time
The test subjects are grade 6 students in Ho Chi Minh City, including Nguyen
Van To Junior High School (District 10), Le Anh Xuan Junior High School
(District 11) and Hau Giang Junior High School (District 11). The number of
students of the test classes was 111, the total number of students of the control
classes was 103.
3.3. Experimental content
For the purpose of the experiment, we design a teaching plan on the topic of
Reading Comprehension in Grade 6 (lesson plan for teaching the topic) using
the way of training the skills of reading comprehension that the thesis has
proposed based on distribution of the program with main lessons including:
Thanh Giong, Mountain spirit and Sea Spirit, The Legend of Hoan Kiem Lake.

The extra readings, self-study guides, and lessons reduction will be chosen by
19


us to use as a material to evaluate students' reading comprehension skills after
completing the legend text cluster.
3.4. Experimental process
We conduct experiments through the following steps:
Step 1. Develop an experiment plan
Step 2. Organize experimental teaching
Step 3: Processing and evaluating experimental result
3.5. Methods of processing experimental results
Experimental results are processed according to the mathematical statistical
method in educational science.
3.6. Evaluate experimental results
3.6.1. Qualitative assessment results

Comment through attending session of experimental teaching
The experimental learning atmosphere was exciting, fun, students did not feel
onerous, they actively participated in learning activities. Students also showed
interest in the system of questions to guide reading comprehension, the quality
of answers of most students was quite good. With open-ended questions,
students have different answer options that are interesting, convincing and
resonate with the value of the text.

Comments of teachers participating in experimental teaching
The way of training the legendary reading comprehension skills for grade 6
students, which are specified in three experimental lesson plans, is quite suitable
for teaching capacity development requirements for students. The use of
methods that encourage students to experience, let students discover knowledge

for themselves, and practice skills together to form students' reading
comprehension capacity together with active teaching methods / techniques has
made the class become exciting.
3.6.2. Qualitative evaluation
From the collected and processed data on the test results of the Experimental
and Control classes, we make a comparison chart. To have more accurate
conclusions about the differences of the two groups of students in grade 6 in the
post-experiment period, the thesis continues to use the Independent-Samples TTest test to verify the differences of the two groups to it can be concluded that
the differences between the two groups are statistically significant or were
generated by chance.
3.7. Some conclusions drawn from experiment
Due to many reasons, first of all, the teacher's awareness of teaching reading
comprehension towards the development of competence is not very thorough;
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Awareness of teaching reading comprehension innovation is not quite enough.
Therefore, there are two trends: there are mainly teachers' working hours and
mainly working hours. The harmonious combination between science and art in
an hour of teaching is awkward and forced.
Following the teaching practice of the schools, based on the theory that the thesis
has built, we proceed to compose lesson plans to teach reading comprehension of
the legendary topic with three texts in the grade 6 curriculum. This version is
generally liked by the children. But it is also relatively difficult for 6th graders
because their personal and life experiences are not really rich. On that basis,
teachers can choose to build more integrated lectures and a system of appropriate
reading and comprehension teaching methods. The test that we compiled has
aimed to evaluate the reading comprehension skills of students in grade 6 with the
desire for the progress of students.
CONCLUSION OF CHAPTER 3

By analyzing and evaluating the entire experimental process, the author draws some
of the following conclusions:
Firstly, after the pedagogical impact, the reading comprehension skills of students
in experimental groups have been raised one step from the initial level and higher
than that of the general groups. This is evident in dealing with test questions and in
the course of learning some of the legend genre reading lessons. It can be said that
the students in the experimental groups and classes have initially achieved the goals
and basic requirements set by the author.
Secondly, the method of teaching reading comprehension of legend genre for grade 6
students in junior high school that the thesis proposed has been verified and shows
certain reliability. Although the experiment time is not much, but in the experimental
teaching process, students have been focused on building the skills of reading
comprehension of the legend by appropriate and positive impact measures.
Thirdly, from the results obtained in chapter 3, the author can give a comment that
training the reading comprehension skills of legends for grade 6 students is a
necessary, correct and fully feasible research direction in teaching Literature in
junior high school.
CONCLUSION
1. The renewal of teaching methods for Literature in general and teaching
reading comprehension in particular towards capacity development is a problem
that has attracted a lot of attention from the majority of teachers teaching
Literature today. Evidence for this concern is that in recent years, many
experiences in teaching reading comprehension in junior high schools have
been shared and replicated, many examples of effective teaching hours have
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been honored. However, due to the unevenness, lack of comprehensiveness, the
innovation has not yet been summarized into the theory, curriculum, and
documents to fully and systematically foster teachers. Therefore, the results of

innovation are not really extensive and sustainable. The issue of renewing the
teaching method of reading comprehension really effectively towards
developing capacity with right point of view, the requirements to be identified
in the Literature General Education Program 2018 still have many things to
study, exchange. In which, the formation and practice of reading
comprehension skills for students in grade 6 is also one of the issues that need
to be addressed. Because the characteristics of the legend genre are quite stable
and can be modeled in teaching, the formation and training are favorable. From
here, we can learn from experience and apply to teaching other folk genres.
2. Recognizing the importance of forging legend genre reading comprehension
skills for grade 6 students - junior high school students, the thesis has clarified
the theoretical basis of the problem of forging legend genre reading
comprehension skills for grade 6 students by focusing on interpreting related
issues such as: The concept of the legend and its basic features; The concept of
skills and legend genre reading comprehension skills ; Identify the requirements
of teaching reading comprehension to develop competencies in Literature.
Besides, the thesis also explores the current situation of teaching legend genre
in the following aspects: Curriculum and textbook of grade 6 Literature with
the practice of reading comprehension skills for students; Survey in some
localities on the current situation of teaching legend genre reading
comprehension in grade 6. We found that teaching reading comprehension of
the legend by genre characteristics is in the right direction and has scientific
basis. However, the teaching of reading comprehension in junior high schools
has not achieved high results; the matter of training students' skills to read and
understand legends is not really effectively done by the teachers; Students
have not fully understood the value of the legend texts in the textbook
program, they do not have the skills to read and understand the legend texts;
they have not been able to read the similar type of legend texts. Legend is a
genre of folk narrative with its own specific characteristics in genre, teachers
need to help students to have appropriate and flexible methods and measures

to create motivation, interest in learning, to train the essential skills in reading
and understanding legend genre.
3. From the research results on theory and practice, the thesis proposes a
number of general requirements that orient for practicing legend genre
reading comprehension skills of grade 6 students, determine how to practice
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legend genre reading comprehension skills for students in grade 6 through
teaching a text cluster of the same category according to the orientation of
the Literature Program 2018 and positive teaching perspectives through a
series of activities: Forming - Practice - Apply - Evaluate. Through this
series of activities, students are guided to discover knowledge, form reading
comprehension skills of legendary text (initial step). From there, practice to
consolidate knowledge and practice existing skills (step 2). On the basis of
forming and practicing, continue to require students to apply existing
knowledge and skills into self-reading practice (step 3). And finally, the
assessment is both to know the level of one's achievement and to reinforce
the acquired knowledge and skills.(step 4). To be able to continue to adjust,
supplement and complete. Theoretically, it is the scientific way to form and
develop competencies, which is learning through activity and learning by
activity. The choice of specific measures, adjusting the way of
implementing, using teaching materials or organizing to exploit the value of
documents in terms of content, form, and thought is very flexible. Teachers
need to take into account relationships in the teaching process: lesson
content, teaching methods, teaching facilities, teaching methods and other
practical conditions to achieve defined teaching objectives. in each lesson
and in the topic of teaching.
4. In order to test the reliability and feasibility of the method of training the legen genre
reading comprehension skills that the thesis has proposed, we conducted pedagogical

experiments at three schools in Ho Chi Minh City. Due to different subjective and
objective conditions, the experimental process only stops at a modest scale, scope and
time. However, we realize that although the experimental time is not much, in the
process of experimental teaching, students have been focused on training the skills of
reading comprehension of legends with appropriate and positive impact measures. The
learning products, the exchange results of students have shown, how to teach reading
comprehension by the way Forming reading comprehension skills - Practice training
legend genre reading comprehension skills - Applying legend genre reading
comprehension skills - Assessing legend genre reading comprehension skills is feasible,
meeting the requirements of developing reading comprehension capacity for students,
in accordance with experimental goals, student's level and ensures the required
requirements of lessons in the current program and show the viewpoint of teaching
reading comprehension to develop students' competencies.
5. We think that in order to form and develop the capacity to read and understand text,
the training of reading comprehension skills should be considered one of the bases
and criteria in building lesson plans of each teacher. Teaching as well as testing and
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evaluating text reading comprehension skills of students also need to pay attention to
specific skills such as reading comprehension skills for legend genre including:
Organize teaching activities to form reading comprehension skills of legend
stories; Train skills in reading comprehension of legend stories through guided
practice activities; Train skills in reading and understanding legend stories
through practicing reading comprehension of legendary texts; Evaluation aims
to reinforce skills in reading comprehension of legend genre. The system of
questions for teaching reading comprehension should be designed scientifically and
methodically so that through reading comprehension activities in schools students can
form a way to read and understand text, and to move from the "reading
comprehension formula" which has been mastered by self to be ready to "conquer"

new documents outside the textbook in a truly proactive, confident and effective
manner.
6. With the initial research results achieved, we hope that the way to train grade 6
students' legend genre reading comprehension skills towards the development of
competency will be applied in junior high schools to contribute in the effective
implementation of the teaching policy to develop capacity for students that the whole
industry is urgently implementing. We also understand that the process of researching
to find new things from non-new issues such as the topic of the thesis is very difficult.
However, with our own efforts, with the initial results, we believe that we have also
contributed a little bit of our enthusiasm to the innovation of Literature teaching
methods towards the development of students' competencies. so that junior high
school students, who are the first group of students to study the genre, will feel
happier, lighter and more effective during the Literature hours.

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LIST OF AUTHOR'S PUBLISHED WORKS
RELATED TO THE THESIS
1.
Teaching high school literature in junior high schools according to the
current innovation perspective, Education Magazine, special issue (March
2014).
2.
Teaching medieval literature in junior high schools according to the
orientation of fundamental innovation, comprehensive education and training,
Published in the proceedings of the national scientific conference "Teaching
Literature in the context of fundamental and comprehensive innovation in
general education ”organized by Ho Chi Minh City Pedagogical University
(May 2014).

3.
It is necessary to teach the lesson "Mountain Spirit and Sea Spirit"
according to the specific characteristics of the genre, Vietnam Teachers
Magazine, No. 117 (January 2017).
4.
Measures to practice reading comprehension skills of legend genre for
grade 6 students, Vietnam Teachers Magazine, No. 126 (October 2017).
5.
Proposal on designing questions to use in teaching legend genre reading
comprehension for grade 6 students, Vietnam Journal of Educational Science,
No. 18 (June 2019).

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