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

AND COMPREHENSION EXERCISES”SECTIO N 1 Introduction 1 1.1 Reasons for the study 1.1.1 Reasons for the theoretical side 1.1.2 Reasons for Practice 1.1.3 Reasons for urgency 1.1.4 Reasons

AND COMPREHENSION EXERCISES”

SECTIO

N

1 Introduction

1

1.1 Reasons for the study

1.1.1 Reasons for the theoretical side

1.1.2 Reasons for Practice

1.1.3 Reasons for urgency

1.1.4 Reasons about the condition and capacity of the teacher

1.2 Aims of the study

1.3 Scope of the study

1.5 New features in the study’s result

2.1 Rationale of the study

2.2 Current situation of research issues

2.2.1 General difficulties in the process of teaching and

learning reading 2.2 Specific limitations in the process of teaching and

learning reading skills, through two types of exercises:

reading, filling and reading to answer questions

3

2.2.2 Objective

2.3.1 On the learner's side

2.3.2 On the part of the teacher

2.3.3 More specifically, to solve two basic types of exercises

effectively: reading and filling words and answering questions effectively:

3.1 Conclusion

3.2 suggestion

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 test-taking 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 45-minute 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)

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 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

*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 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 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) 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:

- 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 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 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