(Skkn mới nhất) adapting reading comprehension questions in english 10 global success textbook in the direction of competence development to improve reading comprehension results for grade 10 students

sa ng en ki nh ki NGHE AN DEPARTMENT OF TRAINING AND EDUCATION ng NAM DAN UPPER SECONDARY SCHOOL hi em w n a lo d th yj uy la ip va TOPIC: an lu TEACHING EXPRIENCES n “Adapting reading comprehension questions in English 10 global success textbook in the direction of competence development to improve reading comprehension results for grade 10 students” oi m ll fu tz a nh z vb ht k jm om l.c gm Teacher: Hồ Thị Mỹ Hạnh Group: Xã Hội Tel: 0986987872 Nam Dan 2022-2023 sa ng en ki TABLE OF CONTENT nh ki CONTENT hi ng STT PAGE em INTRODUCTION I The setting of study II Rationale w n I 2- a lo III Scope of the study d IV The new point of the study th yj uy ip CONTENT la I Theoretical basis an lu II The analysis of the situation in Nam Đan high school va 4-36 n III Measures taken to solve the problem fu II oi m ll IV The necessity and the feasibility of the suggested solutions tz VI Meaning of the study a nh V Effectiveness of the study z vb 37-38 k jm I Experience lesson gm III ht CONCLUSION APPENDIX om l.c II Suggesions 39-46 IV REFERENCES V 47 sa ng en ki PART A: INTRODUCTION nh ki Rationale hi ng English plays an essential part in many fields, including science, culture and social interaction Thanks to English, people have more opportunities to understand advanced scientific and technological theories It also helps people to integrate into international society quickly so that they can improve their abilities Therefore, English is considered as the second important foreign language in the education system in many countries around the world em w n a lo d In four skills: Listening - Speaking - Reading - Writing, reading is a basic skill that helps students form vocabularies and ideas related to the topic of the lesson Besides, if students have good reading comprehension ability, they can read and understand documents written in English, this helps them to improve their English in general and other knowledge and social skills in particular In the current English 10 (10-year system) program, many reading passages have designed tasks that are not suitable for learners' abilities as well as the format of questions in the high school graduation exam In addition, Reading Comprehension also accounts for 35% of the total score in the current high school exam Therefore, how to develop reading comprehension skills for students is an important task that teachers need to in order to help them not only have the ability to read and understand the lessons in the program but also be able to read at home to expand your knowledge In addition, this is also an opportunity for students to have early access to the types of questions that will appear in the Reading Comprehension Test, and help to improve students' scores in this exam th yj uy la ip an lu n va oi m ll fu tz a nh z vb ht However, basing on preliminary observations at Nam Đàn high school, I find that our students consider reading a difficult skill They often cannot understand the content of English texts well For example, after reading a text, it is often difficult for them to grasp the main idea of the text Furthermore, they were not able to correctly answer questions related to the text Therefore, improving reading level is a must for students and it is beneficial for their reading as well as their daily test Researchers have consistently emphasized the importance of teaching in the class and teacher’s guidance on reading practice In fact, students themselves are responsible for their own learning In addition, teachers also need to innovate methods of teaching in the direction of competence development for students and need to start from the 10th grade program k jm om l.c gm From the reasons mentioned above, I have studied the solution: “Adapting reading comprehension questions in English textbooks 10 global success in the direction of competence development to improve reading comprehension results for grade 10 students" (Skkn.má»›i.nhất).adapting.reading.comprehension.questions.in.english.10.global.success.textbook.in.the.direction.of.competence.development.to.improve.reading.comprehension.results.for.grade.10.students(Skkn.má»›i.nhất).adapting.reading.comprehension.questions.in.english.10.global.success.textbook.in.the.direction.of.competence.development.to.improve.reading.comprehension.results.for.grade.10.students(Skkn.má»›i.nhất).adapting.reading.comprehension.questions.in.english.10.global.success.textbook.in.the.direction.of.competence.development.to.improve.reading.comprehension.results.for.grade.10.students(Skkn.má»›i.nhất).adapting.reading.comprehension.questions.in.english.10.global.success.textbook.in.the.direction.of.competence.development.to.improve.reading.comprehension.results.for.grade.10.students (Skkn.má»›i.nhất).adapting.reading.comprehension.questions.in.english.10.global.success.textbook.in.the.direction.of.competence.development.to.improve.reading.comprehension.results.for.grade.10.students(Skkn.má»›i.nhất).adapting.reading.comprehension.questions.in.english.10.global.success.textbook.in.the.direction.of.competence.development.to.improve.reading.comprehension.results.for.grade.10.students(Skkn.má»›i.nhất).adapting.reading.comprehension.questions.in.english.10.global.success.textbook.in.the.direction.of.competence.development.to.improve.reading.comprehension.results.for.grade.10.students(Skkn.má»›i.nhất).adapting.reading.comprehension.questions.in.english.10.global.success.textbook.in.the.direction.of.competence.development.to.improve.reading.comprehension.results.for.grade.10.students sa ng en ki Aim of the study: nh ki hi ng The purpose of the study is to redesign the reading questions in the 10th grade English textbook towards the development of students' ability The study aims to accomplish the following objectives: em - To explore the effectiveness of adapted reading skills towards competence development w - To analyze the student's progress through the measures n Scope of the study: a lo d - Scope of content: Reading Comprehension lessons in the 10th English textbook program th yj uy - Scope of research: 42 students in class 10D2 la ip New point in research results an lu - Promote the activeness and initiative of students in Reading Comprehension lessons n va - Systematize the questions in English 10 textbooks (10-year system) in the direction of the final examination fu oi m ll - Contribute to innovate methods of competence development orientedteaching for students in high school tz a nh - Help learners have more interest, enthusiasm as well as motivation with the subject z - Contribute to improve the score in the graduation exam through reading comprehension exercises designed to follow the final exam’s structure vb ht k jm om l.c gm (Skkn.má»›i.nhất).adapting.reading.comprehension.questions.in.english.10.global.success.textbook.in.the.direction.of.competence.development.to.improve.reading.comprehension.results.for.grade.10.students(Skkn.má»›i.nhất).adapting.reading.comprehension.questions.in.english.10.global.success.textbook.in.the.direction.of.competence.development.to.improve.reading.comprehension.results.for.grade.10.students(Skkn.má»›i.nhất).adapting.reading.comprehension.questions.in.english.10.global.success.textbook.in.the.direction.of.competence.development.to.improve.reading.comprehension.results.for.grade.10.students(Skkn.má»›i.nhất).adapting.reading.comprehension.questions.in.english.10.global.success.textbook.in.the.direction.of.competence.development.to.improve.reading.comprehension.results.for.grade.10.students (Skkn.má»›i.nhất).adapting.reading.comprehension.questions.in.english.10.global.success.textbook.in.the.direction.of.competence.development.to.improve.reading.comprehension.results.for.grade.10.students(Skkn.má»›i.nhất).adapting.reading.comprehension.questions.in.english.10.global.success.textbook.in.the.direction.of.competence.development.to.improve.reading.comprehension.results.for.grade.10.students(Skkn.má»›i.nhất).adapting.reading.comprehension.questions.in.english.10.global.success.textbook.in.the.direction.of.competence.development.to.improve.reading.comprehension.results.for.grade.10.students(Skkn.má»›i.nhất).adapting.reading.comprehension.questions.in.english.10.global.success.textbook.in.the.direction.of.competence.development.to.improve.reading.comprehension.results.for.grade.10.students sa ng en ki PART B: CONTENT nh ki ng Chapter 1: Literature review hi Definition of reading skills em Reading is a familiar term in teaching and learning Reading is one of the English skills that are part of the four essential skills that include listening, speaking and writing However, different scholars define reading skills in different ways w n a lo Richards and Schmidt (2002) define reading skill as abilities required for skillful reading, such as discerning main ideas, understanding sequence, noticing specific details, making inferences, making comparisons, and making predictions in second and foreign language instruction, particularly with adults These skills are sometimes taught separately d th yj uy ip la Patel and Jain (2008) state that reading is understanding the meaning of printed words i.e written symbols Reading is an active process which consists of recognition and comprehension skill Reading is an important activity in life with which one can update his/her knowledge Reading skill is an important tool for academic success an lu n va fu oi m ll Gray in Patel &Jain (2008) classifies that reading is form of experience Reading brings us in contact with the minds of great authors, with the written account of their experiences Strickland, Galda, & Cullinan (2007) say that reading is a dynamic process in which an active reader engages with a text in order to create meaning This creation of meaning requires a greet deal of work by the reader Reading is a visual process - vision is a symbolic process of seeing an item or symbol and translating it into an idea or image tz a nh z vb ht k jm According to Richard (2003), reading means using knowledge to understand, not just how to read written symbols Millrood (2001) defines reading as a visual and cognitive process of extracting meaning from a passage by understanding written text, processing the information, and connecting it to existing experience He also pointed out that reading is a way of intellectual communication between people and society that they can use to sustain ideas, knowledge is converted into behavior om l.c Mareilon (2007) states that reading is making meaning from print and from visual information But reading is not simple Reading is an active process that requires a great deal of practice and skill Reading is a fluent process of gm According to Josef Essberger, "Reading" is the process of looking at a series of written symbols and getting meaning from them When we read, we use our eyes to receive written symbols (letters, punctuation marks and spaces) and we use our brain to convert them into words, sentences and paragraphs that communicate something to us (Skkn.má»›i.nhất).adapting.reading.comprehension.questions.in.english.10.global.success.textbook.in.the.direction.of.competence.development.to.improve.reading.comprehension.results.for.grade.10.students(Skkn.má»›i.nhất).adapting.reading.comprehension.questions.in.english.10.global.success.textbook.in.the.direction.of.competence.development.to.improve.reading.comprehension.results.for.grade.10.students(Skkn.má»›i.nhất).adapting.reading.comprehension.questions.in.english.10.global.success.textbook.in.the.direction.of.competence.development.to.improve.reading.comprehension.results.for.grade.10.students(Skkn.má»›i.nhất).adapting.reading.comprehension.questions.in.english.10.global.success.textbook.in.the.direction.of.competence.development.to.improve.reading.comprehension.results.for.grade.10.students (Skkn.má»›i.nhất).adapting.reading.comprehension.questions.in.english.10.global.success.textbook.in.the.direction.of.competence.development.to.improve.reading.comprehension.results.for.grade.10.students(Skkn.má»›i.nhất).adapting.reading.comprehension.questions.in.english.10.global.success.textbook.in.the.direction.of.competence.development.to.improve.reading.comprehension.results.for.grade.10.students(Skkn.má»›i.nhất).adapting.reading.comprehension.questions.in.english.10.global.success.textbook.in.the.direction.of.competence.development.to.improve.reading.comprehension.results.for.grade.10.students(Skkn.má»›i.nhất).adapting.reading.comprehension.questions.in.english.10.global.success.textbook.in.the.direction.of.competence.development.to.improve.reading.comprehension.results.for.grade.10.students sa ng en ki nh ki reader combining information from a text and their own background knowledge to build meaning (Nunan, 2003) hi ng Based on the definition above, the researcher can make sum up that reading is receptive skill to understand printed words likes discerning main ideas, understanding sequence, noticing specific details, making inferences, making comparisons, and making predictions in second and foreign language instruction And also the researcher can say that reading is an ability to understand written English as it is presented in textbooks, newspaper, magazine, menu, massages and in academic materials em w n a lo d Definition of reading comprehension th yj Reading comprehension is the ability to process what is being read, understand the meaning the author is trying to convey - both textually and subtextually - and make inferences based on prior knowledge uy la ip an lu Reading comprehension involves two levels of processing, shallow (lowlevel) processing and deep (high-level) processing Deep processing involves semantic processing, which happens when we encode the meaning of a word and relate it to similar words Shallow processing involves structural and phonemic recognition, the processing of sentence and word structure, i.e firstorder logic, and their associated sounds This theory was first identified by Fergus I M Craik and Robert S Lockhart n va oi m ll fu tz a nh Al-Sa’oud (2002) states that reading comprehension is the final goal of any reading task As a result, he believes that the readers have to employ different reading strategies, knowledge of the content, and experience to comprehend the reading text and obtain the meaning Reading comprehension is considered the ultimate goal of reading According to Snow (2002), reading comprehension is an ongoing reading process in which the reader constructs the meaning from the printed text through an interactive process To Snow, reading comprehension requires three main components which vary in the phases of reading (pre-reading, reading, post-reading) These components are: the reader interacts with the text using his/ her abilities, various sources of knowledge such as linguistic and discourse knowledge, and experiences, the text which might be a printed or electrics text, and the activity which includes the reader’s purposes and process Along this line of thought, Woolley (2011), for example, defines reading comprehension as the process of extracting meaning from the text while Pakhare (2011, p.1) considers it as “the level of understanding of a passage or text" Gagen (2007) defines reading comprehension as an active, complex, and important process in which the reader interacts with the text using his/her vocabulary knowledge and reading strategies z vb ht k jm om l.c gm As we know, the reading skill is one of the most basic skills in a foreign language learning and teaching, some foreign language teachers have continued (Skkn.má»›i.nhất).adapting.reading.comprehension.questions.in.english.10.global.success.textbook.in.the.direction.of.competence.development.to.improve.reading.comprehension.results.for.grade.10.students(Skkn.má»›i.nhất).adapting.reading.comprehension.questions.in.english.10.global.success.textbook.in.the.direction.of.competence.development.to.improve.reading.comprehension.results.for.grade.10.students(Skkn.má»›i.nhất).adapting.reading.comprehension.questions.in.english.10.global.success.textbook.in.the.direction.of.competence.development.to.improve.reading.comprehension.results.for.grade.10.students(Skkn.má»›i.nhất).adapting.reading.comprehension.questions.in.english.10.global.success.textbook.in.the.direction.of.competence.development.to.improve.reading.comprehension.results.for.grade.10.students (Skkn.má»›i.nhất).adapting.reading.comprehension.questions.in.english.10.global.success.textbook.in.the.direction.of.competence.development.to.improve.reading.comprehension.results.for.grade.10.students(Skkn.má»›i.nhất).adapting.reading.comprehension.questions.in.english.10.global.success.textbook.in.the.direction.of.competence.development.to.improve.reading.comprehension.results.for.grade.10.students(Skkn.má»›i.nhất).adapting.reading.comprehension.questions.in.english.10.global.success.textbook.in.the.direction.of.competence.development.to.improve.reading.comprehension.results.for.grade.10.students(Skkn.má»›i.nhất).adapting.reading.comprehension.questions.in.english.10.global.success.textbook.in.the.direction.of.competence.development.to.improve.reading.comprehension.results.for.grade.10.students sa ng en ki nh ki Question 2: The word “divisive” in the second paragraph is closest in meaning to _ B positive ng A agreeing C serious D discordant hi Question 3: What are the two reasons why large differences between generations don’t cause disagreement? em A The generosity of the elder generation and the attitude of the younger generation w n a lo B The different styles of music and the knowledge of the elder generation d th yj C The major aspects of differences between generations and the respect to the elder generation uy ip D The pride of the elder generation and the obedience of the younger one la Question 4: The word “their” in the last paragraph refers to B the younger generation’s D over-thirty people’s n va C supervisor’s an lu A the older generation’s m ll fu Question 5: According to the passage, which is NOT true? oi A The majority of Americans agree generations’ viewpoint to be the major differences a nh tz B Technology is one of the two biggest areas creating the gap between the old and the young z vb C Grandparents feel uncomfortable with their grandchildren because of their better technology skills ht jm k D The elderly in America are admired in moral values, work ethic and respect for others 40 om l.c In the days before courting consisted of hanging out and getting drinks, courting was a formal and dignified endeavor Symbols were used to express feelings and thoughts deemed too special for mere words During the Victorian Era, a whole romantic language developed around the giving and receiving of flowers Everything from the type and size of the flower to the way it was held or presented conveyed layers of meaning and communicated a gentleman’s gm Exercise 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 following questions Women often complain that the men in their lives are not romantic enough But men sometimes have trouble expressing their feelings, often resorting to cheesy Hallmark cards or pricey bejeweled baubles to the job for them But there is a far better way to be romantic and it doesn’t involve spending a fortune or even opening your mouth (Skkn.má»›i.nhất).adapting.reading.comprehension.questions.in.english.10.global.success.textbook.in.the.direction.of.competence.development.to.improve.reading.comprehension.results.for.grade.10.students(Skkn.má»›i.nhất).adapting.reading.comprehension.questions.in.english.10.global.success.textbook.in.the.direction.of.competence.development.to.improve.reading.comprehension.results.for.grade.10.students(Skkn.má»›i.nhất).adapting.reading.comprehension.questions.in.english.10.global.success.textbook.in.the.direction.of.competence.development.to.improve.reading.comprehension.results.for.grade.10.students(Skkn.má»›i.nhất).adapting.reading.comprehension.questions.in.english.10.global.success.textbook.in.the.direction.of.competence.development.to.improve.reading.comprehension.results.for.grade.10.students (Skkn.má»›i.nhất).adapting.reading.comprehension.questions.in.english.10.global.success.textbook.in.the.direction.of.competence.development.to.improve.reading.comprehension.results.for.grade.10.students(Skkn.má»›i.nhất).adapting.reading.comprehension.questions.in.english.10.global.success.textbook.in.the.direction.of.competence.development.to.improve.reading.comprehension.results.for.grade.10.students(Skkn.má»›i.nhất).adapting.reading.comprehension.questions.in.english.10.global.success.textbook.in.the.direction.of.competence.development.to.improve.reading.comprehension.results.for.grade.10.students(Skkn.má»›i.nhất).adapting.reading.comprehension.questions.in.english.10.global.success.textbook.in.the.direction.of.competence.development.to.improve.reading.comprehension.results.for.grade.10.students sa ng en ki nh ki feelings and intentions Each bouquet contained a secret message for a lady to eagerly interpret and endlessly dissect hi ng These days giving flowers has become a somewhat ho-hum cliché Resurrecting this Victorian tradition will infuse the gesture with new life and romance and bring back some of the subtly, mystery, and fun of courtship Your lady will swoon that you put far more thought into your selection of flowers than grabbing a bouquet out of the case at Wal-Mart You’ll come off as a real gentleman and a hopeless romantic It can become an amazing tradition you’ll both enjoy Seriously, women eat this stuff up em w n a lo d Of course, even women nowadays have forgotten the meanings of flowers So buy your lady a flower dictionary And keep a copy for yourself (it’s important that you both use the same reference, as the meanings were never set in stone and can sometimes vary from book to book) Then, each time you present her with a bouquet, she can search the volume to find what secret messages you have embedded in the flowers th yj uy la ip an lu (Source: www.artofmanliness.com) n va Question What is the author’s main purpose in the passage? m ll fu A To complain that men are not romantic enough a nh C To suggest ways for men to be more romantic oi B To prove that men are not as romantic as women tz D To explain what is called “romance” z Question The word “dignified” in paragraph mostly means C unimportant D slight ht B trivial vb A serious jm k Question Which of the following does NOT express a secret message for the female receiver during the Victorian Era? D The colors of the flowers Question As mentioned in the third paragraph, it’s so moving if a man A takes a bouquet available B thinks of the flowers carefully before choosing C enjoys giving flowers to a woman D gives his woman something to eat Question 10 What does the word “her” in the last paragraph refer to? A your lady B women C yourself D a flower dictionary 41 om l.c C The way flowers are wrapped B The size of flowers gm A The kind of flowers (Skkn.má»›i.nhất).adapting.reading.comprehension.questions.in.english.10.global.success.textbook.in.the.direction.of.competence.development.to.improve.reading.comprehension.results.for.grade.10.students(Skkn.má»›i.nhất).adapting.reading.comprehension.questions.in.english.10.global.success.textbook.in.the.direction.of.competence.development.to.improve.reading.comprehension.results.for.grade.10.students(Skkn.má»›i.nhất).adapting.reading.comprehension.questions.in.english.10.global.success.textbook.in.the.direction.of.competence.development.to.improve.reading.comprehension.results.for.grade.10.students(Skkn.má»›i.nhất).adapting.reading.comprehension.questions.in.english.10.global.success.textbook.in.the.direction.of.competence.development.to.improve.reading.comprehension.results.for.grade.10.students (Skkn.má»›i.nhất).adapting.reading.comprehension.questions.in.english.10.global.success.textbook.in.the.direction.of.competence.development.to.improve.reading.comprehension.results.for.grade.10.students(Skkn.má»›i.nhất).adapting.reading.comprehension.questions.in.english.10.global.success.textbook.in.the.direction.of.competence.development.to.improve.reading.comprehension.results.for.grade.10.students(Skkn.má»›i.nhất).adapting.reading.comprehension.questions.in.english.10.global.success.textbook.in.the.direction.of.competence.development.to.improve.reading.comprehension.results.for.grade.10.students(Skkn.má»›i.nhất).adapting.reading.comprehension.questions.in.english.10.global.success.textbook.in.the.direction.of.competence.development.to.improve.reading.comprehension.results.for.grade.10.students sa ng en ki POST-TEST nh ki hi ng Exercise 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 following questions em In the twentieth century, people demand on unlimited energy to power their everyday lives A wide range of energy-run devices and modern conveniences are taken for granted, and although it may seem that we will never be in danger of living without those conveniences, the fact is that many supplies of energy are dwindling rapidly Scientists are constantly searching for new sources of power to keep modern society running Whether future populations will continue to enjoy the benefits of abundant energy will depend on the success of this research w n a lo d th yj uy la ip Coal, oil, and natural gas supply modern civilization with most of its power However, not only are supplies of these fuels limited, but they are a major source of pollution If the energy demands of the future are to be met without seriously harming the environment, existing alternative energy sources must be improved or further explored and developed These include nuclear, water, solar, wind, and geothermal power, as well as energy from new, nonpolluting types of fuels Each of these alternatives, however, has advantages and disadvantages an lu n va oi m ll fu tz a nh Nuclear power plants efficiently produce large amounts of electricity without polluting the atmosphere; however, they are costly to build and maintain, and they pose the daunting problem of what to with nuclear wastes Hydroelectric power is inexpensive and environmentally safe, but impractical for communities located far from moving water Harnessing energy from tides and waves has similar drawbacks Solar power holds great promise for the future but methods of collecting and concentrating sunlight are as yet inefficient, as are methods of harnessing wind power z vb ht k jm A the current situation of energy demands B the way to use less energy C the difficulties in finding new sources of energy D the advantages and disadvantages of some sources of energy 42 om l.c Question 1: The passage mainly discusses _ gm Every source of energy has its disadvantages One way to minimize them is to use less energy Conservation efforts coupled with renewable energy resources, such as a combination of solar, water, wind, and geothermal energy and alternative fuels, such as alcohol and hydrogen, will ensure supplies of clean, affordable energy for humanity’s future (Skkn.má»›i.nhất).adapting.reading.comprehension.questions.in.english.10.global.success.textbook.in.the.direction.of.competence.development.to.improve.reading.comprehension.results.for.grade.10.students(Skkn.má»›i.nhất).adapting.reading.comprehension.questions.in.english.10.global.success.textbook.in.the.direction.of.competence.development.to.improve.reading.comprehension.results.for.grade.10.students(Skkn.má»›i.nhất).adapting.reading.comprehension.questions.in.english.10.global.success.textbook.in.the.direction.of.competence.development.to.improve.reading.comprehension.results.for.grade.10.students(Skkn.má»›i.nhất).adapting.reading.comprehension.questions.in.english.10.global.success.textbook.in.the.direction.of.competence.development.to.improve.reading.comprehension.results.for.grade.10.students (Skkn.má»›i.nhất).adapting.reading.comprehension.questions.in.english.10.global.success.textbook.in.the.direction.of.competence.development.to.improve.reading.comprehension.results.for.grade.10.students(Skkn.má»›i.nhất).adapting.reading.comprehension.questions.in.english.10.global.success.textbook.in.the.direction.of.competence.development.to.improve.reading.comprehension.results.for.grade.10.students(Skkn.má»›i.nhất).adapting.reading.comprehension.questions.in.english.10.global.success.textbook.in.the.direction.of.competence.development.to.improve.reading.comprehension.results.for.grade.10.students(Skkn.má»›i.nhất).adapting.reading.comprehension.questions.in.english.10.global.success.textbook.in.the.direction.of.competence.development.to.improve.reading.comprehension.results.for.grade.10.students sa ng en ki nh ki Question 2: The word “dwindling” in paragraph is closest in meaning to “ _” B declining ng A rocketing C doubling D distributing hi Question 3: According to the passage, which of the following is NOT em true? A Just like coal, nuclear energy is a pollutant to the air w n B It is hard for people away from the water to use hydroelectric power a lo C Scientists are on their way to look for alternative sources of energy d th D Wind power and solar power have the same problem yj Question 4: What can be inferred from the passage? uy la ip A Scientists will not resume their search for new types of energy until they have found a perfect one an lu B Using hydroelectric energy can be harmful to our atmosphere C It is impossible for some groups of people to enjoy water energy va n D The only way to decrease the disadvantages of sources of energy is to use them less m ll fu oi Question 5: What does the word "they” in paragraph refer to? B amounts of electricity C advantages and disadvantages D nuclear wastes tz a nh A nuclear power plants z vb ht Exercise 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 following questions k jm Information can be held in the short-term memory for about twenty seconds or as long as you are actively using it If you repeat a fact to yourself, that fact will stay in your short-term memory as long as you keep repeating it Once you stop repeating it, either it is forgotten or it moves into long term memory 43 om l.c Sensory memory is instantaneous memory It is an image or memory that enters your mind only for a short period of time; it comes and goes in under a second The memory will not last longer than that unless the information enters the short-term memory gm The three phases of human memory are the sensory memory, the shortterm memory, and the long-term memory This division of the memory into phases is based on the length of time of the memory (Skkn.má»›i.nhất).adapting.reading.comprehension.questions.in.english.10.global.success.textbook.in.the.direction.of.competence.development.to.improve.reading.comprehension.results.for.grade.10.students(Skkn.má»›i.nhất).adapting.reading.comprehension.questions.in.english.10.global.success.textbook.in.the.direction.of.competence.development.to.improve.reading.comprehension.results.for.grade.10.students(Skkn.má»›i.nhất).adapting.reading.comprehension.questions.in.english.10.global.success.textbook.in.the.direction.of.competence.development.to.improve.reading.comprehension.results.for.grade.10.students(Skkn.má»›i.nhất).adapting.reading.comprehension.questions.in.english.10.global.success.textbook.in.the.direction.of.competence.development.to.improve.reading.comprehension.results.for.grade.10.students (Skkn.má»›i.nhất).adapting.reading.comprehension.questions.in.english.10.global.success.textbook.in.the.direction.of.competence.development.to.improve.reading.comprehension.results.for.grade.10.students(Skkn.má»›i.nhất).adapting.reading.comprehension.questions.in.english.10.global.success.textbook.in.the.direction.of.competence.development.to.improve.reading.comprehension.results.for.grade.10.students(Skkn.má»›i.nhất).adapting.reading.comprehension.questions.in.english.10.global.success.textbook.in.the.direction.of.competence.development.to.improve.reading.comprehension.results.for.grade.10.students(Skkn.má»›i.nhất).adapting.reading.comprehension.questions.in.english.10.global.success.textbook.in.the.direction.of.competence.development.to.improve.reading.comprehension.results.for.grade.10.students sa ng en ki nh ki Long-term memory is the huge memory tank that can hold ideas and images for years and years Information can be added to your long-term memory when you actively try to put it there through memorization or when an idea or image enters your mind on its own hi ng em Question The best title for this pasage would be …… A The difference between sensory and short-term memory w B How long it takes to memorize n a lo C The stages of human memory d D Human phases th yj Question The three phases of memory discussed in the pasage are differentiated according to uy la ip A The location in the brain an lu B The period of time it takes to remember something C How the senses are involved in the memory n va D How long the memory lasts fu z vb D Long-term memory tz C Short-term memory a nh B Active memory oi A Sensory memory m ll Question According to the passage, which type of memory is the shortest? ht Question According to the passage, when will information stay in your short-term memory? om l.c gm B As long as it is being used k jm A For as long as twenty minutes C After you have repeated it many times D When it has moved into long-term memory Question 10 All of the following are TRUE about long-term memory EXCEPT that A it has a very large capacity B it can hold information C it is possible to put information into it through memorization D memorization is the only way that information can get there 44 (Skkn.má»›i.nhất).adapting.reading.comprehension.questions.in.english.10.global.success.textbook.in.the.direction.of.competence.development.to.improve.reading.comprehension.results.for.grade.10.students(Skkn.má»›i.nhất).adapting.reading.comprehension.questions.in.english.10.global.success.textbook.in.the.direction.of.competence.development.to.improve.reading.comprehension.results.for.grade.10.students(Skkn.má»›i.nhất).adapting.reading.comprehension.questions.in.english.10.global.success.textbook.in.the.direction.of.competence.development.to.improve.reading.comprehension.results.for.grade.10.students(Skkn.má»›i.nhất).adapting.reading.comprehension.questions.in.english.10.global.success.textbook.in.the.direction.of.competence.development.to.improve.reading.comprehension.results.for.grade.10.students (Skkn.má»›i.nhất).adapting.reading.comprehension.questions.in.english.10.global.success.textbook.in.the.direction.of.competence.development.to.improve.reading.comprehension.results.for.grade.10.students(Skkn.má»›i.nhất).adapting.reading.comprehension.questions.in.english.10.global.success.textbook.in.the.direction.of.competence.development.to.improve.reading.comprehension.results.for.grade.10.students(Skkn.má»›i.nhất).adapting.reading.comprehension.questions.in.english.10.global.success.textbook.in.the.direction.of.competence.development.to.improve.reading.comprehension.results.for.grade.10.students(Skkn.má»›i.nhất).adapting.reading.comprehension.questions.in.english.10.global.success.textbook.in.the.direction.of.competence.development.to.improve.reading.comprehension.results.for.grade.10.students sa ng en ki APPENDIX nh ki hi ng SURVEY QUESTIONNAIRES FOR STUDENTS BEFORE APPLYING THE EXPERIENCE em How are you interested in Reading Comprehension skill? A Very interested w n B Interested a lo C Less interested d th D Not interested yj uy What you think about your presentation skills at the beginning of the school year? n va oi m ll fu D not very good an lu C quite good la B Good ip A Very good tz a nh z vb ht k jm om l.c gm 45 (Skkn.má»›i.nhất).adapting.reading.comprehension.questions.in.english.10.global.success.textbook.in.the.direction.of.competence.development.to.improve.reading.comprehension.results.for.grade.10.students(Skkn.má»›i.nhất).adapting.reading.comprehension.questions.in.english.10.global.success.textbook.in.the.direction.of.competence.development.to.improve.reading.comprehension.results.for.grade.10.students(Skkn.má»›i.nhất).adapting.reading.comprehension.questions.in.english.10.global.success.textbook.in.the.direction.of.competence.development.to.improve.reading.comprehension.results.for.grade.10.students(Skkn.má»›i.nhất).adapting.reading.comprehension.questions.in.english.10.global.success.textbook.in.the.direction.of.competence.development.to.improve.reading.comprehension.results.for.grade.10.students (Skkn.má»›i.nhất).adapting.reading.comprehension.questions.in.english.10.global.success.textbook.in.the.direction.of.competence.development.to.improve.reading.comprehension.results.for.grade.10.students(Skkn.má»›i.nhất).adapting.reading.comprehension.questions.in.english.10.global.success.textbook.in.the.direction.of.competence.development.to.improve.reading.comprehension.results.for.grade.10.students(Skkn.má»›i.nhất).adapting.reading.comprehension.questions.in.english.10.global.success.textbook.in.the.direction.of.competence.development.to.improve.reading.comprehension.results.for.grade.10.students(Skkn.má»›i.nhất).adapting.reading.comprehension.questions.in.english.10.global.success.textbook.in.the.direction.of.competence.development.to.improve.reading.comprehension.results.for.grade.10.students sa ng en ki nh ki SURVEY QUESTIONNAIRES FOR THE TEACHERS ON THE NECESSITY AND THE FEASIBILITY OF THE SUGGESTED SOLUTIONS ng hi According to teachers, is it really necessary to adapt reading comprehension questions in English textbooks 10 global success in the direction of competence development to improve reading comprehension results for high school students? em w n A Very necessary a lo yj uy D Necessary th C Less necessary d B Necessary la ip Are the suggested solutions really NECESSARY in adapting reading comprehension questions in English 10 global success textbook in the direction of competence development to improve reading comprehension results for high school students? an lu oi m ll a nh D Necessary fu C Less necessary n B Necessary va A Very necessary tz Are the suggested solutions really FEASIBLE in adapting reading comprehension questions in English 10 global success textbook in the direction of competence development to improve reading comprehension results for high school students? z vb ht k gm B Feasible jm A Very feasible om l.c C Less feasible D unfeasible 46 (Skkn.má»›i.nhất).adapting.reading.comprehension.questions.in.english.10.global.success.textbook.in.the.direction.of.competence.development.to.improve.reading.comprehension.results.for.grade.10.students(Skkn.má»›i.nhất).adapting.reading.comprehension.questions.in.english.10.global.success.textbook.in.the.direction.of.competence.development.to.improve.reading.comprehension.results.for.grade.10.students(Skkn.má»›i.nhất).adapting.reading.comprehension.questions.in.english.10.global.success.textbook.in.the.direction.of.competence.development.to.improve.reading.comprehension.results.for.grade.10.students(Skkn.má»›i.nhất).adapting.reading.comprehension.questions.in.english.10.global.success.textbook.in.the.direction.of.competence.development.to.improve.reading.comprehension.results.for.grade.10.students (Skkn.má»›i.nhất).adapting.reading.comprehension.questions.in.english.10.global.success.textbook.in.the.direction.of.competence.development.to.improve.reading.comprehension.results.for.grade.10.students(Skkn.má»›i.nhất).adapting.reading.comprehension.questions.in.english.10.global.success.textbook.in.the.direction.of.competence.development.to.improve.reading.comprehension.results.for.grade.10.students(Skkn.má»›i.nhất).adapting.reading.comprehension.questions.in.english.10.global.success.textbook.in.the.direction.of.competence.development.to.improve.reading.comprehension.results.for.grade.10.students(Skkn.má»›i.nhất).adapting.reading.comprehension.questions.in.english.10.global.success.textbook.in.the.direction.of.competence.development.to.improve.reading.comprehension.results.for.grade.10.students