Instruct students to get reading comprehension skill through reading fill and comprehension exxcises in ba thuoc high school

“INSTRUCT STUDENTS TO GET READING COMPREHENSION
SKILL THROUGH READING FILL
AND COMPREHENSION EXERCISES”
SECTIO
N
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1.1
1.1.1
1.1.2
1.1.3
1.1.4
1.2
1.3
1.4
1.5
2
2.1
2.2
2.2.1
2.2
2.2.1
2.2.2
2.3
2.3.1
2.3.2
2.3.3
2.4
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3.1
3.2

CONTENT

PAGE

Introduction
Reasons for the study
Reasons for the theoretical side
Reasons for Practice
Reasons for urgency
Reasons about the condition and capacity of the teacher
Aims of the study
Scope of the study
Methods of the study
New features in the study’s result
Content
Rationale of the study
Current situation of research issues
General difficulties in the process of teaching and
learning reading
Specific limitations in the process of teaching and
learning reading skills, through two types of exercises:
reading, filling and reading to answer questions
Subjective
Objective
Proposed solutions
On the learner's side
On the part of the teacher
More specifically, to solve two basic types of exercises
effectively: reading and filling words and answering
questions effectively:

Efectiveness of the study
Conclusion and suggestion
Conclusion
suggestion
Reference

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Phần 1. INTRODUCTION
1.1. Reasons for studying:
1.1.1 Reasons for the theoretical side
For the past few years language instruction has been the dominant method
that has been widely used in many foreign language classes. Practicing testtaking skills is considered as a basic goal in the teaching process to meet
national examinations. Reading comprehension is a language skill that appears
in every test from beginner to advanced level and accounts for a high proportion
in a test. Reading comprehension becomes a proactive skill in which learners

play an active part of the participant in the information being read, processed,
understood and decoded in the information to eventually respond to it. It's
exactly like a process of four operations: feeling - understanding - evaluating responding. Only when readers can respond will the reading process be
completed, the communication process will achieve the desired results. Poor
reading skills cannot achieve high scores in national examinations. Therefore,
reading comprehension is considered as a basic element of the exam preparation
process. Learners who want to improve their vocabulary have no other way but
to improve their reading comprehension skills.
1.1.2 Reasons for practice
Following the direction of the Ministry of Education on innovating the
teaching method of English subject under the 2020 project, listening, speaking,
reading and writing skills are four skills that need to be invested and focused to
develop professional skills and communication skills for students.
1.1.3 Reasons for urgency
According to the Department of Education's guidelines for the 2014-2015
school-year assessment innovation, reading skills account for 40% of the 45minute tests and semester exams of grades as well as tests national graduate.
Therefore, it is very important to focus on improving the effectiveness of
reading classes.
1.1.4. Reasons about the condition and capacity of the teacher
Based on the results of the tests, lesson plans, assessments on the
receptive ability of Ba Thuoc School students from teachers in solving reading
comprehension exercises of grade 12 students, can recognize the following
difficulties in the process of teaching and learning reading skills, especially
through two types of exercises: reading fill and reading questions to answer for
high school students.
1.2. Aims of the study
Innovating, adjusting the process of teaching and learning reading skills to
improve the effectiveness of reading lessons, focusing on solving two basic
types of exercises: Cloze text / Reading comprehension (Entering words and
answering questions)

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1.3. Scope of the study
-Subjects of study: grade 12 students.
-Scope of study: Semester exam questions and Training and national high
school English Graduation Exam questions.
1.4. Methods of the study
-Draw from experience of my teaching.
-Consult many documents , especially methods of study.
-Study colleagues’ experience
1.5. New features in the study’s result
In my innovation, It helps students to identify the content and format of
the reading text. Then gradually they can make it become their skills to do the
reading exercises. They can recognize, analyze and know how to choose the best
choice in the text. It hadn’t existed before.
Phần 2. CONTENT
2.1. Rationale of the study
There’s a common story in America about a hapless tourist asking a
Maine farmer for directions. After thinking a moment, the farmer rattles off
lengthy lists of directions along the lines of “…take the old side road up a ways
past the Anderson’s farm and turn left when you see Smithy’s cow. After a while
you’ll come to a broke-down truck, turn right and cut across the Kingses’ back
lot to…”. Inevitably, though, the farmer winds up concluding “but you can’t get
there from here!”
This is a humorous story written by Dustin Wax, and we also can learn a
good lesson from it. It explains why I don’t have to write much about the
importance of good and clear instructions and explanations but you can draw up
a simple set of conditions that a good set of instructions must meet. Based on the
demand of the CLT tendency and the practical teaching procedure applied in

most schools in our province, I would like to share some experiences in how to
give a good set of instructions and explanations in the target language.
2.2 Current situation of research issues
2.2. 1. General difficulties in the process of teaching and learning reading:
2.2.1.1 On the learner's side:
Admittedly the fact that for most students, reading is the most difficult
skill. Meanwhile, the amount of time spent learning to read in class is too little.
Less self-study time. This partly explains the fact that some students are lazy to
read before going to class, just see the answers, bad habits make the reading
process meaningless and waste of time.
The habit of translating into Vietnamese to understand each word, the desire to
read and understand 100% of information also makes many students unable to
distinguish between what is the core content to capture and what secondary


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information can skipped during reading. Misunderstanding of the requirements
of this type of subject makes the learner tired and tends to be embarrassed and
embarrassed during reading lessons in class.
The passive learning attitude during reading lessons in some classes that
teachers have had the opportunity to attend also shows that learners do not seem
to pay adequate attention to self-improvement in the learning process.
Psychological issues are also another difficulty for learners in receiving and
responding to information. When confronted with comprehension texts of over
300 words or unfamiliar reading topics or new words, students are often
depressed and distracted.
2.2.1.2. On the teacher's side
The application of translation methods in language teaching including
reading comprehension in some teachers makes the skill training ineffective.
It is still a notion that reading is practicing receptive skill. Learners are asked to

receive information without any prior hints about the situation they are about to
read, or they are not allowed to request feedback after reading clearly.
Guide students in the traditional way by listing all the new words that
appear in the text.
Some teachers are also aware of the need to change teaching methods but
due to the limited time in class, they cannot apply many effective measures to
change the situation.
2.2. Specific limitations in the process of teaching and learning reading
skills, through two types of exercises: reading fill and reading to answer
questions (Cloze text and Reading comprehension)
2.2.1. Subjective
The main obstacle that prevents students from doing well in the form of
filling in and reading questions is the lack of language knowledge. Limited
vocabulary is the biggest obstacle to the reading comprehension process of
learners. This restriction makes learners hesitant to stop thinking when meeting
new words, which has affected the speed and time of reading.
The student's failure to grasp the content of the question resulted in an inability
to identify information that should be focused on reading. Students do not know
how to guess words in context, so it takes a long time to translate words.
A related emerging issue is the lack of socio-cultural knowledge.
Language and culture - society has an inseparable relationship, cannot
understand and evaluate languages other than socio-cultural factors. Therefore,
if the learner imposes the native language's culture and customs on the target
language, it will not decode correctly, thereby making it impossible to guess or
even misunderstand the idea the speaker needs to convey and will choose the
wrong answer.
2.2.2. Objectivity


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*For teachers: Due to the limited time of a 45-minute lesson, but having
to solve many exercises, there is not much time to carefully guide students on
tips to read effectively, yet Let them focus on the focus. On the other hand, skill
training requires time, perseverance, and repetition of the requirements of the
lesson many times but due to subjective and hasty psychology, some teachers do
not have detailed instructions. specific and clearly oriented students about the
topic of the reading or the steps to be taken. Special attention has not been paid
to the weak average student group.
*On the student's side: There are questions that require students to answer
a lot of information so that they have to focus too much and do not know which
information to choose appropriately. The usage of words, phrases and
specialized structures makes students confused when guessing the meaning of
words in context. When students read long texts relative to topics that do not
belong to their specialty, they are often depressed and exhausted.
In addition, due to the explosion of internet and textbooks on the market,
students are lazy to read, only focus on searching for answers, so their reading
skills are slow to progress. The quality of reading comprehension and fill-out
tests was poor. Vocabulary is also a leading limitation in reading comprehension;
some students read a text that only knows the meaning of a few basic words.
By analyzing subjective and objective difficulties in the process of
teaching and learning reading, focus on two basic types of exercises: filling in
words and reading answers to questions. Because we find that most students are
confused, encounter many mistakes when doing homework, or do not even be
able to do these two types of exercises, most of them do not read but delineate
the answers according to their feelings and topics. This aims to provide some
solutions to improve the situation, to help students interested in reading and
filling texts to improve results and quality through exams.
2.3. PROPOSED SOLUTIONS
2.3.1. On the learner's side
First of all, apply the reading methods which are used naturally in the

process of reading in your native language, without sticking to each word of the
reading information. Learners need to enhance their learning to expand their
socio-cultural knowledge related to the topic of reading, and at the same time
accept to understand a part of the information, do not make a request to capture
all the information being presented. . In the process, the learner's vocabulary, the
ability to identify switch words, idioms, specialized words, synonyms,
prepositions, etc., to guess information is very important. and should be
cultivated regularly.
Learners correctly understand the requirements of reading comprehension
exercises to plan adjustment, practice effective reading comprehension methods.
Students need to absolutely avoid the habit of passive, not brainstorming while


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reading, as well as need to overcome the phenomenon of seeing answers,
wanting to capture 100% of information, ... Learners also need to take advantage
of all opportunities to practice reading, both inside and outside the classroom,
increase the sense of self-study at home to improve vocabulary. This needs
regular teacher reminders.
Due to the link between reading comprehension with some other skills, the
process of reading practice should be done on the basis of combining
vocabulary. In addition, learners also need to read more books and papers related
to many different topics to broaden their background of socio-economic issues.
2.3.2. On the part of the teachers
A proper orientation should be given to the student's content or topic of
reading for the student in the "Pre-reading" section and a review of the word
brainstorming activity related to the topic.
"Reading" of each unit requires teachers to be more creative and invest
more time in the preparation of lectures. In fact, in the past years, many teachers
have not focused on exploiting the content of lectures,

2.3.3. More specifically, to solve two basic types of exercises effectively:
reading and filling words and answering questions effectively
2.3.2.1. Specific steps in teaching reading and filling section
If the words you need are filled with unfamiliar vocabulary, students
rarely read it, the teacher should add that vocabulary to the new words, but
students do not have to translate the whole paragraph, only read and understand
the sentence containing the word to fill. or the sentence before and after the
blank.
Note that students have meaningful and valuable information on the
exercises just to guide the answers or information to be filled, because most
exercises are linked and related to each other.
The teacher asks students to read the paragraph, then determines the type
of words to fill (nouns, adjectives, verbs, phrasal verbs, prepositions, etc.) and
predicts the meaning of the word or phrase to be filled out, because it helps
readers refine and choose the closest information. Students need to note the
words or phrases before and after the blank as they may be related to the word to
be filled. Ask students to identify language knowledge related to the spaces to be
filled (tenses, relative pronouns, conjunctions , comparisons, phrasal verbs
…………)
Example: Exam questions for Semester 2 (2017-2018)
Read the following passage and mark the letter A, B, C, or D on your answer
sheet to indicate the correct word for each
Most people today take relatively little general exercise. Over the last 30 or 40
years lifestyles have changed considerably and many people now travel even
(1)______ shortest distances by car or bus. Lack of exercise combined with


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eating too many fatty and sugary foods has meant that many people are
becoming too fat. Experts are particularly concerned that children (2)______ a

lot of their free time watching television or playing computer games instead of
being physically active.
In recent years, however, there has been a growing (3)______ in fitness among
young adults and many belong to a sports club or gym. Membership of a sports
club or gym can be (4)______ and not everyone can afford the subscription.
Local sports centres are generally cheaper. Evening classes are also cheap and
offer a wide variety of fitness activities ranging (5)______ yoga to jazz dancing
Some companies now provide sports facilities for their employees or contribute
to the cost of joining a gym.
1: A. the
B. an
C. one
D. a
2: A. make
B. take
C. get
D. spend
3: A. interestingly
B. interest
C. interesting
D. interested
4: A. popular
B. easy
C. cheap
D. expensive
5: A. on
B. from
C. at
D. in
*Instruct students to do the test:

+ Question 1: A -> The + adj –est: Compare best quotient with the article "the".
+ Question 2: D -> Spend + time / money + V-ing.
+ Sentence 3: B -> Word form: A + adj + noun: interest (n).
+ Sentence 4: D -> Word meaning: we rely on the meaning of the previous
sentence or the next sentence to guess the word to fill. "And not everyone can
afford the subscription: and no one can manage to raise" or based on the words
in the selected answers: popular, easy, cheap: "positive meaning"; expensive:
"negative meaning".
+ Question 5: B -> Need prepositions so we rely on the word before the blank:
"range from …… to".
For example, the 2016 national exam: Read the following passage and mark the
letter A, B, C, or D on your answer sheet to indicate the correct word or phrase
that best fits each of the numbered blanks.
THE DANGERS OF DIETING
Thanks to our modern lifestyle, with more and more time spent sitting down in
front of computers than ever before, the (1)______ of overweight people is at a
new high. As people frantically search for a solution(2)______ this problem,
they often try some of the popular fad diets being offered. Many people see fad
diets(3)______ harmless ways of losing weight, and they are grateful to have
them. Unfortunately, not only don’t fad diets usually (4)______ the trick, they
can actually be dangerous for your health.
Although permanent weight loss is the (5)______, few are able to achieve it.
Experts estimate that 95 percent of dieters return to their starting weight, or even
(6)______ weight. While the reckless use of fad diets can bring some (7)______


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results, long-term results are very rare. (8)______, people who are fed up with
the difficulties of changing their eating habits often turn to fad diets. (9)______
being moderate, fad diets involve extreme dietary changes. They advise eating

only one type of food, or they prohibit other types of foods entirely. This results
in a situation (10)______ a person’s body doesn’t get all the vitamins and other
things that it needs to stay healthy.
Adapted from “Active Skills for Reading: Book 3” by Neil J. Anderson
1: A. number
B. range
C. amount
D. sum
2: A. on
B. of
C. to
D. with
3: A. by
B. like
C. through
D. as
4: A. bring
B. do
C. take
D. play
5: A. case
B. profit
C. benefit
D. goal
6: A. lose
B. gain
C. put
D. reduce
7: A. initial
B. initiative

C. initiating
D. initiate
8: A. Additionally B. Furthermore
C. Nonetheless
D. Consequently
9: A. More than B. In spite of
C. Rather than
D. In addition to
10: A. what
B. which
C. why
D. where
*Instruct students to do the test:
+ Sentence 1: Teacher helps students remember how to use the phrases: "a
number of and the number of + countable noun in plural" but "the amount of +
Noun in singular" so the answer is A.
+ Question 2: Check prepositions so we determine the preceding word: solution
+ to (they learned in lesson 1 english 12)
+ Question 3: Help students distinguish the meaning of "like: like" and "as: as",
both of which function as a preposition, so we choose "see ... ..as ... .." Answer
D
Sentence 4: help students strengthen and distinguish the meaning of "word
collocations": do the trick = do the job: succeed in a job; "Play trick": naughty
Question 5: "Word meaning": answer D: goal.
Question 6: "Word collocations": gain weight = put on weight ≠ lose weight:
answer: B
Question 7: Word form: "adj + result (n)"; : "Initiative (n), initial (adj), initiate
(v)": answer A
Question 8: Helping students with matching words "conjunction: in additional =
furthermore; nonetheless = however ”so the answer: C.

Question 9: Distinguish linking words "more than = in addition; rather than =
instead of; inspite of: phrases of concession ”, answer: C
Question 10: Tell students how to use the relative pronoun "in a situation: a
place + where", answer: D
* Through two examples illustrating the teacher to help students gain experience
after each exercise to be able to apply for the following reads:


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- Students do not need to translate Vietnamese into the whole lesson, do not stop
too long in new words or in uncertain answers, use the exclusion method to
choose the best option.
- The strength of students is linguistic knowledge so teachers actively help them
to use linguistic knowledge to solve the gap-fill exercises, minimize the typing
or emptying of the fill-in exercises during periods Special exam is the national
exam.
2.3.2.2 Specific steps in teaching reading and answering questions:
Students read the selected questions and answers to identify the levels: if the
question is at the recognition level, we use skimming to read the text; If the
question is at the level of understanding and application (application) we use
reading skills (scanning) to read the text.
The teacher regularly reminds students of three types of questions by
underlining the key words in the questions and has examples that illustrate each
level when doing comprehension exercises.
Requires average students to be able to understand questions at the level of
awareness, good students must be able to do comprehension questions, and good
students should be able to answer at the applied level. Then have the students
skim through the entire reading without stopping for any new words.
Through the readings, the teacher assigns specific tasks for each student,
avoiding the situation where the average student is weak and unfocused in the

reading section. At the same time, the teacher categorizes and explains how to
find information for each type of question.
Types of questions in reading comprehension:
1. Main idea /topic: this is a question that aim
s to test skimming skills and find main ideas in a paragraph. The main idea must
show the content of the whole article, not the whole paragraph. So let's not go
into details or vocabulary, just pay attention to the structure and key words in the
lesson.
The main idea question is as follows:
- What is the main topic / main idea of the passage?
- What is the author’s main point in the passage?
- With what is the author concerned?
- Which of the following would be the best title?
2. Questions to get information (facts and details): This question often asks
about a small detail in the article. Need to stick to the specific content of the
article to find the answer. In this type of question, the skill of finding "key
words" in both the question and the answer is extremely important, taking the
key words from the question as a clue to find the answer in the text. Sometimes
they use synonyms, not the keywords in the question given. The reader does not


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need to deduce, draw, but only need to identify the location referring to this
information (scanning). Questions about the following form:
- According to the paragraph, which of the following is true of X?
- The author’s description of X mentions which of the following?
- What reason is given for X? What is the main cause of X?
- According to the passage, why did X do Y?
3. Negative information - based questions:
This question asks for information that is incorrect or not presented in the text.

This type of question often takes a lot of time because the reader has to find 3
information contained in the paragraph and 1 information not mentioned.
Question form:
- According to the passage, all of the following are true EXCEPT:
- The author mentions all of the following EXCEPT ………
- Which of the following is not mentioned in the passage?
4. Questions about the attitude of the author (attitude):
Need to base on the sentences that express the personal view of the author's
compliments, criticism, support, doubt.
- What is the author’s opinion / attitude of …….?
- Which of the following most accurately all the author’s opinion of ...?
5. Vocabulary question:
This question requires vocabulary knowledge and the ability to understand the
meaning of a word or phrase. Need to use sentences and contexts containing
words to ask meaning, use logic to judge the meaning of the word. Note that
there are cases when the question asked if placed separately is clearly
synonymous or nearly synonymous with a given plan; but please pay attention
because because of its context, it is possible that the correct answer is another
solution suitable to the context of the text.
- The expression X in line ... could best replaced by ... ..
- The word X in line ... is closest meaning to ... ..
6. Inference questions:
This type of questions is relatively difficult because the questions that require
people to read draw conclusions from the information on the article and the
correct answers may not appear directly in the lesson. Note the logic of the
article and the clues, serial nature ... reasoning should not be based on the
reader's personal thoughts and opinions.
- From the passage, it can be inferred that ... ..
- The author implied that ....
- What can be inferred from the passage …….

7. Reference questions: this question asks to find words and phrases that specific
words are used instead to avoid repetition in the reading. The correct answer will
be the word / phrase replaced by the words above so it will be very close to


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these words. You need to carefully read that sentence or related sentences nearby
to find the correct answer.
- The word "it, they, them, this ...." In line ... .. noted to ... ..
8. Paraphrase question: This test tests reading comprehension of some specific
sentences in the lesson. Attention should be paid to the use of structures or
synonyms.
- What best paraphrase the sentence "……………"
- What does the author mean by saying "…………."
9. Insert text questions: this question requires finding an appropriate location to
insert a given sentence. Sentences that are inserted into paragraphs have
connective sentences to make sentences before and after express more strongly.
- Indicate where the following sentence could be added to the passage?
10. Rhetorical purpose questions: This question asks why the author mentioned
a specific information in a lesson in a certain way. This question requires readers
to understand the rhetorical and linking function of an idea / information as it
relates to the rest of the paragraph,
- The author discuss X in paragraph .. in order to ...
- Why does the author mention X?
- The author uses X as an example of ...
For example: The national illustrative national exam in 2017:
Read the following passage and mark the letter A, B, C, or D on your answer
sheet to indicate the correct answer to each of the questions.
It used to be that people would drink coffee or tea in the morning to pick them
up and get them going for the day. Then cola drinks hit the market. With lots of

caffeine and sugar, these beverages soon became the pick-me-up of choice for
many adults and teenagers. Now drink companies are putting out so-called
"energy drinks." These beverages have the specific aim of giving tired
consumers more energy.
One example of a popular energy drink is Red Bull. The company that puts out
this beverage has stated in interviews that Red Bull is not a thirst quencher. Nor
is it meant to be a fluid replacement drink for athletes. Instead, the beverage is
meant to revitalize a tired consumer's body and mind. In order to do this, the
makers of Red Bull, and other energy drinks, typically add vitamins and certain
chemicals to their beverages. The added chemicals are like chemicals that the
body naturally produces for energy. The vitamins, chemicals, caffeine, and sugar
found in these beverages all seem like a sure bet to give a person energy.
Health professionals are not so sure, though. For one thing, there is not enough
evidence to show that all of the vitamins added to energy drinks actually raise a
person's energy level. Another problem is that there are so many things in the
beverages. Nobody knows for sure how all of the ingredients in energy drinks
work together.


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Dr. Brent Bauer, one of the directors at the Mayo Clinic in the US, cautions
people about believing all the claims energy drinks make. He says, "It is
plausible if you put all these things together, you will get a good result".
However, Dr. Bauer adds the mix of ingredients could also have a negative
impact on the body. We just don't know at this point, he says.
(Source: Reading Challenge 2, Casey Malarcher & Andrea Janzen, Compass
Publishing)
Question 1: The beverages mentioned in the first paragraph aim to give
consumers.
A. caffeine

B. sugar
C. more energy
D. more choices
Question 2: The word "it" in the second paragraph completed to.
A. one example B. the company
C. Red Bull
D. thirst quencher
Question 3: According to the passage, what makes it difficult for researchers to
know if an energy drink gives people energy?
A. Natural chemicals in a person’s body
B. The average age of the consumer
C. The number of beverage makers
D. The mixture of various ingredients
Question 4: The word "plausible" in the passage is closest in meaning to …….
A. impossible
B. reasonable
C. typical
D. occur
Question 5: What has Dr. Bauer probably researched?
A. Countries where Red Bull is popular
B. Energy drinks for teenage athletes
C. Habits of healthy and unhealthy adults
D. Vitamins and chemicals in the body
Question 6: Which of the following is NOT true according to the passage?
A. Bauer does not seem to believe the claims of energy drink makers.
B. Colas has been on the market longer than energy drinks.
C. It has been scientifically tested that energy drinks work.
D. The makers of Red Bull say that it can revitalize a person.
Question 7: What is the main idea of this passage?
A. Caffeine is bad for people to drink.

B. It is uncertain whether energy drinks are healthy.
C. Red Bull is the best energy drink.
D. Teenagers should not choose energy drinks.
* Guide students: Teachers read through the questions to determine the levels:
Question 1: Level of awareness -> for weak and average students.
The drinks mentioned in paragraph 1 are for the purpose of providing customers
-> energy -> C
These beverages have the specific aim of giving tired consumers more energy.


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Question 2: The level of awareness -> for the weak average student
It = Red Bull -> C
Question 3: Level of understanding -> for good students
According to the reading, what makes it difficult for researchers to know
whether energy drinks provide energy -> a high-quality blend of
Dr. Bauer adds the mix of ingredients could also have a negative impact on the
body. We just don't know at this point, -> D
Question 4: Level of understanding -> for good students
Plausible = reasonable: right, reasonable-> B
Question 5: Comprehension level -> for good students
What Dr. Bauer may have studied -> Vitamins and substances in the body -> D.
Question 6: Comprehension level -> for good students
Which of the following statements is incorrect is true as read -> Colas is on the
market longer than energy drinks. -> B
Question 7: Application level -> for good students
Title for the reading -> It's still not sure that energy drinks are good for health.
-> B
For example: The national illustrative national exam in 2017:
What is “extreme” weather? Why are people talking about it these days?

“Extreme” weather is an unusual weather event such as rainfall, a drought or a
heat wave in the wrong place or at the wrong time. In theory, they are very rare.
But these days, our TV screens are continuous showing such extreme weather
events. Take just three news stories from 2010: 28 centimeters of rain fell on Rio
de Janeiro in 24 hours, Nashville, USA, had 33 centimeters of rain in two days
and there was record rainfall in Pakistan.
The effects of this kind of rainfall are dramatic and lethal. In Rio de Janeiro,
landslides followed, burying hundreds of people. In Pakistan, the floods affected
20 million people. Meanwhile, other parts of the world suffer devastating
droughts. Australia, Russia and East Africa have been hit in the last ten years.
And then there are unexpected heat waves, such as in 2003 in Europe. That
summer, 35,000 deaths were said to be heat-related.
So, what is happening to our weather? Are these extreme events part of a natural
cycle? Or are they caused by human activity and its effects on the Earth'Ss
climate? Peter Miller says it’s probably a mixture of both of these things. On the
one hand, the most important influences on weather events are natural cycles in
the climate. Two of the most famous weather cycles, El Nino and La Nina,
originate in the Pacific Ocean. The heat from the warm ocean rises high into the
atmosphere and affects weather all around the world. On the other hand, the
temperature of the Earth’s oceans is slowly but steadily going up. And this is a
result of human activity.


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We are producing greenhouse gases that trap heat in the Earth’s atmosphere.
This heat warms up the atmosphere, land and oceans. Warmer oceans produce
more water vapour - think of heating a pan of water in your kitchen. Turn up the
heat, it produces steam more quickly. Satellite data tells us that the water vapor
in the atmosphere has gone up by four percent in 25 years. This warm, wet air
turns into the rain, storms, hurricanes and typhoons that we are increasingly

experiencing. Climate scientist, Michael Oppenheimer, says that we need to face
the reality of climate change. And we also need to act now to save lives and
money in the future.
Question 1: It is stated in the passage that extreme weather is.
A. becoming more common
B. not a natural occurrence
C. difficult for Scientists to understand
D. killing more people than ever before
Question 2: The word "lethal" in the second paragraph probably means.
A. far-reaching
B. long-lasting
C. happening soon
D. causing deaths
Question 3: What caused thousands of deaths in 2003?
A. a period of hot weather
B. floods after a bad summer
C. a long spell of heavy rain
D. large-scale landslides
Question 4: According to the passage, extreme weather is a problem because
A. we can never predict it
B. it only affects crowded places
C. it’s often very destructive
D. its causes are completely unknown
Question 5: The word "that" in the third paragraph completed to.
A. Earth'Ss oceans B. human activity
C. greenhouse gases D. Earth'Ss atmosphere
Question 6: Extreme weather can be cause
A. satellites above the Earth
B. water vapour in the atmosphere
C. very hot summers

D. water pans in your kitchen
Question 7: Satellites are used to.
A. change the direction of severe storms
B. trap greenhouse gases in the atmosphere
C. measure changes in atmospheric water vapour


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D. prevent climate from changing quickly
Question 8: Which statement is NOT supported by the information in the
passage?
A. Extreme weather is substantially modified by human activity.
B. Unusual weather events are part of natural cycles.
C. We can limit the bad effects of extreme weather.
D. Such extreme weather is hardly the consequence of human activity
* Guide students: determine the test level of the questions:
+ Group 1: identifying questions at the awareness level.
+ Group 2: identify questions at the comprehension level
+ Group 3: identifying questions at the application level
Question 1. A: Level of application -> for excellent students.
The readings show that inclement weather is -> increasingly popular.
Question 2. D: Level of understanding -> for good students.
Lethal = causing deaths: lethal
Question 3. A: The level of awareness -> for the weak average student
What caused thousands of deaths in 2003 -> prolonged hot drought period
Sentence 4. C: Comprehension level -> for good students
According to the harsh weather readings are problematic because -> it is highly
destructive
Question 5. C: Awareness level -> for weak and average students.
That = greenhouse gases: greenhouse gases

Question 6. B: Comprehension level -> for good students
Extreme weather can be caused by -> water vapor in the air
Question 7. C: Comprehension level -> for good students
Artificial satellites are used to -> measure the change in water vapor in the air.
Question 8. D: Application level -> for good students
Which sentence does the reading not support? -> Extreme weather is rarely the
result of human activity.
- Teachers help students gain experience after each exercise so they can apply
for the following reading comprehension:
2.4 Efectiveness of the study
In the past school years, I have applied the above solutions to the subjects
graduating national level 12 national level to thoroughly solve the reading
comprehension section that appears in the semester exams as well as the lessons.
National graduation exam. and notice a clear improvement as follows:
Students are interested in the more moderate lessons, they can grasp the
lesson content to understand the culture of some countries through the text in
English.
Students solve relatively well two forms of reading, filling and answering
questions, they no longer have the situation of typing one answer or typing the


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answer without reading the paragraph. On the exercise sheets they have a habit
of underlining key words, ideas related to questions.
They gradually build up their reading skills and improve their comprehension of
reading comprehension. Both weak and weak students participate in the reading
comprehension process. Test scores of comprehension exercises have improved
gradually: the average weak student can complete 3-4 / 8 sentences; Good
students can complete 5-6 / 8 sentences correctly for comprehension and gap
reading.

Teachers are braver in innovating teaching methods; the effectiveness of revision
lessons is more advanced, because all students are tasked in reading
comprehension and filling words.
Phần 3. CONCLUSION AND SUGGESTION
3.1. Conclusion
The industrialization and modernization process of the country has made
renovation requirements for education. Therefore, to constantly improve the
learning quality of students, the teacher must prepare well for lessons, explore
and be creative while developing lesson plans, avoiding the one-way, theoretical,
Little encouragement of students' creative thinking. The main role of the teacher
is to control and guide students in activities.
3.2. Suggestion
Having more documents for teaching and leaning, teaching equipments.
Having teaching equipments and organization of teaching methods.
CONFIRMATION OF THE
HEADMASTER

Bá Thước, March 22nd ,2021
I pledge that this is my experience
during my process of teaching, not
copying the content of others.
Author

Nguyễn Thị Nga


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REFERENCES
- Semester exams and Training, National Graduation and Illustrative Exam of

Ministry of Education.
- English Language Teaching Methodology of the Ministry of Education.
- Reading Strategies for IELTS - many authors.
- Reading teaching method - lecturers compiled by Ho Chi Minh City University
ofEducation.