Some tips about teaching skills to do reading comprehension test for student at trieu son no2

TABLE OF CONTENTS A.INTRODUCTION PAGE I REASONS FOR CHOOSING THE RESEARCH II AIMS OF THE RESEARCH III SOURCE OF THE STUDY: B MAIN CONTENT I SITUATION JUDGMENT II TEACHING SKILLS TO DO READING COMPREHENSION TESTS Questions about the ideas of the passage Directly answered questions Indirectly answer questions 11 Vocabulary questions 13 Overall review questions 16 III EFFECTS OF THE STUDY 18 IV RESULT AFTER APPLYING THE RESEARCH IN TEACHING 18 C CONCLUSION 19 D REFERENCE BOOKS 20 A INTRODUCTION I REASONS FOR CHOOSING THE RESEARCH The introduction of the new textbook “English 11” into teaching at Trieu Son High School in 2006 has marked real renovation in language teaching and learning from the traditional approach-grammar translation method, which only concentrates on the ability of using grammar rules precisely, to communicative approach, which focuses on communication ability Nonetheless, the teachers of English at Trieu Son High School find it difficult to teach reading successfully because of the class size, the students’ language level, and additionally, students are not acquainted with CLT Moreover, the majority of the teachers were trained under the strong influence of the Grammar-Translation method, which impedes them from teaching reading comprehension successfully even the new textbook follows the communicative approach As a teacher of English at Trieu Son No2 High School in Thanh Hoa, I often receive similar questions from many students For example, “I can understand new words and sentence structures well, but I feel embarrassed to understand whole the sentence in English” or “What should I to reading comprehension well?” In my reality of teaching, there are a lot of students who have perfect knowledge of grammar that works wonderfully for speaking and writing but cannot the reading fluently On the other hand, I often hear a lot of complaints from the colleagues: “Students seem so quiet and lazy during doing lessons It is very difficult to make them participate in reding activities” Therefore, the idea of doing something useful for my colleagues and students has urged me to conduct the research Another reason why the study was carried out lies in my love for teaching sreading By doing the study, I can know more about the challenges in teaching and learning reading skills so that I can find relevant techniques along with activities to improve my teaching reading at Trieu Son High School The above reasons have inspired me to conduct a study on “ Some tps about teaching skills to reading comprehension tests for students at Trieu Son No2 High school” with the hope to make a little contribution to the quality of teaching and learning reading skills for Grade 10, 11 and 12 at Trieu son High School II AIMS OF THE RESEARCH With the above mentioned reasons in mind, I have the specific aims as follows: To help students improve the skills of doing reading comprehension tests To encourage students to confidently cope with this type of tests so as to complete the tests at best they can To encourage students to get full mark on this part of test III SOURCE OF THE STUDY: The materials that have been greatly valuable to my study are from the book of Vietnam National University Ho Chi Minh City, University of Science - Toefl, Preparation Course, Reading Comprehension Besides, the examples to illustrate my thesis are all in the textbooks - Tiếng Anh 10, Tiếng Anh 11, Tiếng Anh 12 – Nhà xuất Giáo dục, and from the latest one-period tests as well as the first and second semester tests B MAIN CONTENT I SITUATION JUDGMENT As regards the teaching of reading, I not totally deny the energies the teachers in explaining the text However, in discussion with the teachers in our school, I feel that our investment of energies in teaching the reading part is meaningless It is because most students learn in advance from the Instruction Books the content of the text in Vietnamese, not in English, while teachers take no notice of that Little by little, students get a habit of being unable to read the English passages by themselves They always expect their teachers to translate the passages into Vietnamese, or choose the options with no intention As for teachers, after asking students, especially good students, to translate the text, or doing it for the worse students, teachers let students the tasks without giving any explanation Consequently, students get confused and not know what they need to find from the text and how to choose the answers In the end, students refuse to read the passage or read them without intention, then choose the answers randomly and never know whether their answers are right or not As a result, students put no efforts into the part of Reading Comprehension I always see that the greatest problem students face in any English paper is Reading Comprehension Students either spend much time on it without knowing for sure the answers or it without intention As for me, I would like to present in this paper some following skills to help my colleagues teach students how to get over this problem so that the latter can this part more easily and exactly I hope that my topic “Some tips about teaching skills to Reading comprehension tests at Trieu Son No2 High school” can result in effective ways in teaching students how to complete their tests perfectly II TEACHING SKILLS TO DO READING COMPREHENSION TESTS Each reading passage is often followed by questions of reading comprehension and vocabulary Topics of the reading passage are varied, but they are often informational subjects such as history, literature, art, architecture, geology, geography, and astronomy Time is definitely a factor in the Reading Comprehension Some students, especially average students, note that they are unable to finish all the questions in this section Others cannot understand what the passage is about answers - For main ideas questions, look at the first line of each paragraph - For directly and indirectly answered detail questions, choose a key word in the question, and skim for that key word (or a related idea) in order in the passage - For vocabulary questions, the questions will tell you where the word is located in the passage - For overall review questions, the answers are found anywhere in the passage The following skills will help students to implement these strategies in the Reading passage of the test Questions about the ideas of the passage It is very common for reading passages of the test to have questions about the overall ideas in the passage The most common type of question asks about the main idea, topic, title, or subject Skill Answer main idea questions correctly Students may be asked to identify the topic, subject, title, primary idea, or main idea These questions are all really asking what primary point that the author is trying to get across in the passage, and it is not difficult to find the main idea by studying the topic sentence, which is most probably found at the beginning of a paragraph If the passage consists of only one paragraph, students should study the beginning of that paragraph to determine the main idea If a passage consists of more than one paragraph, students study the beginning to determine the main idea Example In the Second Semester Test, Grade 12, year 2015-2016, Code AV , the Reading comprehension is that: The Asian Beach Games is a multi – sport event held every two years among athletes representing countries from Asia The games are regulated by the Olympic Council of Asia The first Games were held in 2008 in Bali, Indonesia This Games will be composed of sports with strong television appeal such as windsurfing, kite boarding, swimming, beach volleyball, beach handball, beach soccer, and dragon boat racing The Asian Indoor Games is a multi – sport event held every two years among athletes representing countries from Asia The Games are regulated by the Olympic Council of Asia The first Games were held in Bangkok, Thailand This Games will be composed by sports with TV broadcasting potential and not included in the Asian Games and Winter Asia Games Programs and are not Olympic sports The sports program will comprise from six to eight exciting sports with strong television appeal, including electronic sports, extreme sports, aerobics, acrobatics, indoor athletics, dance sports, inline hockey, fin swimming, and 25 meters short course swimming (2) Question 27 The passage is about ………………………… A The Asian Beach Games and the Asian Indoor Games B The Olympic Council of Asia C The Asian Games and Winter Asian Games Programs D The Asian Indoor Games and Winter Asian Games Programs In the above given passage, there are four paragraphs Students should be sure to read the first sentence of each paragraph to determine the subject, title, or main idea In Example 1, the first sentence of the first paragraph of this passage discusses the Asian Beach Games, and the second paragraph begins with “this Games”, which means that it is about the Asian Beach Games The first sentence of the third paragraph tells of the Asian Indoor Games, about which the fourth paragraph tells, also beginning with “this Games” So the whole passage discusses the two kinds of games: the Asian Beach Games and the Asian Indoor Games Therefore, the best choice is answer A The following outlines the key information that students should remember about main idea questions: MAIN IDEA QUESTIONS What is the topic of the passage? What is the subject of the passage? What is the main idea of the passage? What is the author’s main point in the passage? With what is the author primarily concerned? Which of the following would be the best title? WHERE TO FIND THE ANSWER The answer to this type of question can generally be determined by looking at the first sentence of each paragraph HOW TO ANSWER THE QUESTION Read the first line of each paragraph Look for a common theme or idea in the first lines Pass your eyes quickly over the rest of the passage to check that you really have found the topic sentence(s) Eliminate any definitely wrong answers and choose the best answer from the remaining choices Directly answered questions Skill Answer stated detail questions correctly A stated detail question asks about one piece of information in the passage rather than the passage as a whole The answers to these questions are generally given in order in the passage, and the correct answer is often a restatement of what is given in the passage This means that the correct answer often expresses the same idea as what is written in the passage, but the words are not exactly the same Example 2: In English 10, page 45 and 46, Unit “Special Education”, Part Reading, the second paragraph: At first, there was a lot of opposition from the parents of the disabled children They used to believe that their children could not learn anything at all In the first week, only five children attended the class Gradually more children arrived Their parents realized that the young teacher was making great efforts to help their poor kids (1) Question 2: At first the parents were the idea of sending their children to the special class A interested in B opposed to C satisfied with D worried about Since in the first sentence of the paragraph, there is the noun “opposition”, we can see from the four answers the verb “opposed” in the answer B, they are in a family So the answer B is the best one The following outlines the key information that students should remember about stated detail questions: HOW TO IDENTIFY THE QUESTION According to the passage, …It is stated in the passage … The passage indicates that … The author mentions that … Which of the following is true …? WHERE TO FIND THE ANSWER The answers to these questions are found in order in the passage HOW TO ANSWER THE QUESTION Choose a key word in the question Skim in the appropriate part of the passage for the key word or idea Read the sentence that contains the key word or idea carefully Look for the answer that restates an idea in the passage Eliminate the definitely wrong answers and choose the best answer from the remaining choices Skill Find “unstated” details Students will sometimes be asked to find an answer that is not stated or not mentioned or not true in the passage This type of question really means that three of the answers are stated, mentioned, or true in the passage, while one answer is not The actual job is to find the three correct answers and then choose the letter of the one remaining answer The teacher asks students to notice that there are two kinds of answers to this type of question: There are three true answers and one answer that is not discussed in the passage There are three true answers and one that is false according to the passage Example 3: In English 12, page 163 and 164, Unit 15 “Woman in Society”, Part Reading, the last paragraph: Today, although their status varies in different countries, women in most parts of the world have gained significant legal rights The most important of these are: the right to have equal work opportunities and pay to men, the right to vote, and the right to formal education (1) Question 5: Which of the following is NOT mentioned in the last paragraph as one of women’s legal rights today? A the right to hold property B the right to equal pay C equal employment opportunity rights D the right to vote The question asks for the one answer that is not mentioned, so three of the answers are listed in the passage and one is not Since the right to equal pay, equal employment opportunity rights, the right to vote, are listed in the passage, answers B, C, and D are incorrect However, the right to hold property is not listed in the passage, so answer D is the best answer to this question The following outlines the key information that students should remember about “unstated” detail questions HOW TO IDENTIFY THE QUESTION Which of the following is not stated …? Which of the following is not mentioned …? Which of the following is not discussed …? All of the following are true except …? WHERE TO FIND THE ANSWER The answers to these questions are found in order in the passage HOW TO ANSWER THE QUESTION Choose a key word in the question Scan in the appropriate place in the passage for the key word (or related idea) Read the sentence that contains the key word or idea carefully Look for answers that are definitely true according to the passage Eliminate those answers Choose the answer that is not true or not discussed in the passage Skill Find pronoun referents In the Reading comprehension of the test, you will sometimes be asked to determine which noun a pronoun refers to In this type of question it is important to understand that a noun is generally used first in a passage, and the pronoun that refers to it comes after Whenever you are asked which noun a pronoun refers to, you should look before the pronoun to find the noun Example 4: In the Second Semester Test, Grade 12, year 2016-2017, Code AV the Reading comprehension is that: Arctic Ice May Disappear in a Decade A new report on global warming predicts the frozen Arctic Ocean will soon be like a normal sea in the summers There are shocking changes happening in the polar environment and its fragile eco-systems For millions of years, the sea around the North Pole has been frozen all year round Recent research from the World Wildlife Fund (WWF) and the Catlin Atlantic Survey show things are changing fast They predict that within a decade, the Arctic will be largely ice-free in the summer They base their prediction on the rate at which the sea ice is currently thinning The lead researcher, professor Peter Wadhams said, “The area is now more likely to become open water each summer, bringing forward the potential date when the summer sea ice will be completely gone.” An ice-free Arctic will have consequences for the whole world’s weather patterns The Arctic sea ice is a key part of the Earth’s climate system Experts call it Earth’s “refrigerator” They said that as it disappears, the world will become a lot warmer Scientists are still unclear exactly what changes there will be to our weather Forecasters predict an increase in all kinds of disasters and extreme weather events These include massive flooding, much more dangerous hurricanes and the spread of the world’s deserts These new findings provide an urgent call for world leaders to act The timing of the WWF report is a reminder to those attending the UN climate summit in Copenhagen in December Rich countries will face pressure to agree to reduce their carbon emissions by40 per cent by 2020.(3) Question: 33 What does the word “it” in paragraph refer to? A the Arctic sea ice B climate system C refrigerator D the Earth To answer this question, students should look before the pronoun it for singular nouns that pronoun could refer to An ice sea Arctic, the Arctic sea ice, the Earth’s climate system come before the pronoun, so they are possible answers Then students should try the three possible answers in the sentence in place of the pronoun From the following sentence students should notice that as it disappears, the world will become a lot warmer, so the best answer to this question is answer A The following outlines the key information that students should remember about pronoun referents HOW TO IDENTIFY THE QUESTION The pronoun “…” in line X refers to which of the following? WHERE TO FIND THE ANSWER The line where the pronoun is located is generally given in the question The noun that the pronoun refers to is generally found before the pronoun HOW TO ANSWER THE QUESTION Find the pronoun in the passage (The line where the pronoun can be found is generally stated in the question.) Look for nouns that come before the pronoun Read the part of the passage before the pronoun carefully Eliminate any definitely wrong answers and choose the best answer from the remaining choices Indirectly answer questions Some questions of the Reading Comprehension section of the test will require answers that are not directly stated in the passage To answer these questions correctly, you will have to draw conclusions from information that is given in the passage Two common types of indirectly answer questions are: (1)implied detail questions and (2)transition questions Skill Answer implied detail questions correctly You will sometimes be asked to answer a question by drawing a conclusion from a specific detail are details in the passage Questions of this type contain the words implied, inferred, likely, or probably to let you know that the answer to the question is not directly stated In this type of question it is important to understand that you not have to “pull the answer out of thin air.” Instead, some information 10 will be given in the passage, and you will draw a conclusion from that information Example 5: In English 10, page 45 and 46, Unit “Special Education”, Part Reading, the second paragraph is : At first, there was a lot of opposition from the parents of the disabled children They used to believe that their children could not learn anything at all In the first week, only five children attended the class Gradually more children arrived Their parents realized that the young teacher was making great efforts to help their poor kids (1) Question 3: It can be inferred from the second paragraph of the reading passage that there has been A a change in the parents’ attitude towards the class B a lot of protest from the parents against the class C a feeling of doubt in the teacher’s ability D a belief in the parents’ opposition To answer this question, students should refer to the part of the passage where it states that in the past the parents had a lot of opposition, but now they don’t, so the answer B is incorrect It also says that their parents realized that the young teacher was making great efforts to help their poor kids, which means the parents don’t have the feeling of doubt in the teacher’s ability, then the answer C is incorrect, too The sentence “Gradually more children arrived” shows that the parents have a change in the parents’ attitude towards the class, so the answer D can’t be correct and the best answer is A The following outlines the key information that students should remember about implied detail questions: HOW TO IDENTIFY THE QUESTION It is implied in the passage that … It can be inferred from the passage that … It is most likely that … What probably happened …? WHERE TO FIND THE ANSWER The answers to these questions are found in order in the passage HOW TO ANSWER THE QUESTION Choose a key word in the passage 11 Scan the passage for the key word (or a related idea) Carefully read the sentence that contains the key word Look for a answer that could be true, according to that sentence Vocabulary questions In the Reading Comprehension section of the test, there will be a number of vocabulary questions To answer this type of question, it is of course useful if you know the meaning of the word that the test is testing However, it is not always necessary for you to know the meaning of the word; often there are skills that you can use to help you find the correct answer to the question: Finding definitions from structural clues; Determining meanings from the word parts, and Using context clues to determine meanings Skill Find definitions from structural clues When you are asked to determine the meaning of a word in the Reading Comprehension section of the test, it is possible: that the passage provides information about the meaning of the word, and that there are structural clues to tell you that the definition of a word is included in the passage Example 6: In law, a nuisance is an act that has no legal justification and which interferes with the safety or comfort of other people Public nuisances, those which are injurious to the community, may be prosecuted as crimes Question: A nuisance is _ A a protective law B an injurious act C a legal justification D a safety precaution We should choose answer B because a “nuisance” is an act which interferes with the safety of others, that is, an injurious act The following chart outlines the key information that students should remember about structural clues to help you understand unknown vocabulary words: HOW TO IDENTIFY THE QUESTION What is …? What is the meaning of …? What is true about …? TYPES OF CLUES 12 Punctuation: comma, parentheses, dashes WHERE TO FIND THE ANSWER Information to help you determine what something means will generally be found after the punctuation clue, the restatement clue, or the example clue HOW TO ANSWER THE QUESTION Find the word in the passage Locate any structural clues Read the part of the passage after the structural clue carefully Eliminate any definitely wrong answer and choose the best answer from the remaining choices Skill Use context to determine meanings of difficult words On the test you will sometimes be asked to determine the meanings of the difficult words, a word that you are not expected to know In this case, the passage will give you a clear indication of what the word means Example 7: In the First Semester Test, Grade 12, year 2016-2017, Code AV the Reading comprehension is as follows: Arctic Ice May Disappear in a Decade A new report on global warming predicts the frozen Arctic Ocean will soon be like a normal sea in the summers There are shocking changes happening in the polar environment and its fragile eco-systems For millions of years, the sea around the North Pole has been frozen all year round Recent research from the World Wildlife Fund (WWF) and the Catlin Atlantic Survey show things are changing fast They predict that within a decade, the Arctic will be largely ice-free in the summer They base their prediction on the rate at which the sea ice is currently thinning The lead researcher, professor Peter Wadhams said, “The area is now more likely to become open water each summer, bringing forward the potential date when the summer sea ice will be completely gone.” An ice-free Arctic will have consequences for the whole world’s weather patterns The Arctic sea ice is a key part of the Earth’s climate system Experts call it Earth’s “refrigerator” They said that as it disappears, the world will become a lot warmer Scientists are still unclear exactly what changes there will be to our weather Forecasters predict an increase in all kinds of disasters and extreme weather events These include massive flooding, much more dangerous hurricanes 13 and the spread of the world’s deserts These new findings provide an urgent call for world leaders to act The timing of the WWF report is a reminder to those attending the UN climate summit in Copenhagen in December Rich countries will face pressure to agree to reduce their carbon emissions by40 per cent by 2020 (4) Question 32: The word “fragile” in the passage mostly means ………………… A easily broken B easily damaged C physically weak D extremely complicated To answer this question, students should look at the sentence that contains the word fragile It comes before the word eco-system, which means that it is an adjective of the latter word So it cannot be easily broken, physically weak or extremely complicated, then answers A, C, and D are incorrect As a result, answer B is the best answer to this question The following chart outlines the key information that students should remember about vocabulary questions containing difficult words: HOW TO IDENTIFY THE QUESTION “What is the meaning …?” “Which of the following is closest in meaning to …?” The word is a difficult word, one that you probably not know WHERE TO FIND THE ANSWER The question usually tells you in which line of the passage the word can be found HOW TO ANSWER THE QUESTION Find the word in the passage Read the sentence that contains the word carefully Look for context clues to help you understand the meaning Choose the answer that t the context indicates Skill Use context to determine meanings of simple words You will sometimes be asked to determine the meaning of a simple word, a word that you see often in everyday English In this type of question, you should not give the normal, everyday meaning of the word; instead, the test wants to know the meaning of the word in this situation Example 8: A line from the passage: … He put his answer this way … Question: The word “put” is closest in meaning to which of the following? A placed B set C expressed D handed In this type of question, students should understand that put is a normal, everyday 14 word, and they are not being asked to give the regular meaning of a normal, everyday word Because the primary meaning of to put is to place, answer A is not the correct answer To answer this type of question students must see which of the answers best fits into the sentence in the passage We cannot place an answer or set an answer or hand an answer, but we can express an answer, so answer C is the best answer to this question The following chart outlines the key information that students should remember about vocabulary questions containing simple words Overall review questions Often in the Reading Comprehension section of the test, the last question (or two) for a particular reading passage is an overall question, one that asks about the passage as a whole rather than one small detail The overall review questions are generally not main idea questions; instead they ask about some other aspect of the passage as a whole The most common types of overall review questions are questions that ask where in the passage something is found; questions about the tones of the passage; questions about the author’s purpose in writing the passage, or questions about which course the passage might be a part of Skill Determine the tone, purpose, or course Other types of overall review questions occur occasionally in the gfReading Comprehension section of the test Possible questions of this type are those that ask about: the tone of the passage; the author’s purpose in writing the passage, and A question about the tone is asking if the author is showing any emotion in his or her writing The majority of the passages on the test are factual passages presented without any emotion; the tone of this type of passage could be simply informational, explanatory, or factual Sometimes on the test, however, the author shows some emotion, and you must be able to recognize that emotion to answer a question about tone correctly If the author is being funny, then the tone might be humorous; if the author is making fun of something, the tone might be sarcastic; if the author feels strongly that something is right or wrong, the tone might be impassioned A question about purpose is asking what the author is trying to in the passage 15 You can draw a conclusion about the author’s purpose by referring to the main idea and the organization of details in the passage For example, if the main idea is that George Washington’s early life greatly influenced his later career and if the details give a history of his early life, the author’s purpose could be to show how George Washington’s early life influenced his later career However, the answer to a purpose question is often considerably more general than the main idea A more general author’s purpose for the main idea about George Washington would be to demonstrate the influence of early experiences on later life (without any mention of George Washington) Example 9: In English 10, page 45 and 46, Unit “Special Education”, Part Reading: A TEACHER IN A SPECIAL CLASS Like other teachers, Pham Thu Thuy enjoys her teaching job However, her class is different from other classes The twenty-five children, who are learning how to read and write in her class, are disabled Some are deaf, some dumb and others mentally retarded Most of the children come from large and poor families, which prevents them from having proper schooling At first, there was a lot of opposition from the parents of the disabled children They used to believe that their children could not learn anything at all In the first week, only five children attended the class Gradually more children arrived Their parents realized that the young teacher was making great efforts to help their poor kids Watching Thuy taking a class, one can see how time-consuming the work is During a maths lesson, she raised both arms and opened up her fingers one by one until all ten stood up She then closed the fingers one by one She continued the demonstration until the children realized they had just learned how to add and subtract The children have every reason to be proud of their efforts They know a new world is opening up for them (1) Question 5: The writer’s attitude towards Thuy’s work in the passage can be described as _ A humorous B angry C suspicious D admiring The question asks about the tone (writer’s attitude) of the passage To determine the tone of a passage, students should look for any indications of emotion on the part of the writer In this passage, the writer shows the great efforts the teacher has made to help the poor kids who later see a new horizon opening up for them Therefore, the best answer to this question is answer D There is nothing in the 16 passage to indicate any humor A, anger B, or suspicion C on the part of the writer The following chart outlines the key information that students should remember about tone, purpose, or course questions: III EFFECTS OF THE STUDY: Over a year of teaching according to the previously given rules, I found that my students’ skill of doing the reading comprehension has improved remarkably This study has been used in the school year 2015 – 2016/ 2016 - 2017 for classes 10C1, 10C3, 11B7, and 12A2, and the result is as follows: IV RESULT AFTER APPLYING THE RESEARCH IN TEACHING Students Excellent-good Average Weak (bad) 100% 35% 60% 5% C CONCLUSION: Reading comprehensions require more imagination by students and teacher and can be difficult to manage because they are unpredictable The initial scenario develops from the students interacting with each other and can literally go in any direction This gives students practice in a non-threatening environment, and gives the motivation and involvement where they have to think in English Role-plays are interesting, memorable and engaging, and students retain the material they have learned In their assumed role, students drop their shyness and other personality and cultural inhibitions, making them one of the best tools available for teaching a second language Reading comprehensions can be challenging for an instructor, but is also great fun After you have done a few, you will know what to expect and feel more confident 17 My experience is students love them, retain what they learn, and often leave the classroom laughing and still arguing! In conclusion, I would like to say that this research study, like any others on the topic, is no more than a small chapter in a story that has no end It may present only some useful information for the successful application of the communicative activities in teaching English in Trieu Son High School However, it is hoped that this study can provide the teachers, especially teachers in Trieu Son High School and in other high schools in Vietnam, some practical use XÁC NHẬN CỦA THỦ TRƯỞNG Thanh Hóa, ngày 30 tháng năm 2017 CAM KẾT KHÔNG COPY ĐƠN VỊ Lê Thị Thúy D REFERENCE BOOKS English 10, 11,12 (Text book and teacher book) The Second Semester Test, Grade 12, year 2015-2016 The Second Semester Tests, Grade 12, year 2016-2017 The First Semester Test, Grade 12, year 2016-2017, Practical handbook of language teaching (David Cross) A course in language teaching - Practical and Theory (Penny Ur) Cambrige university press Teaching method Syllabus (Foreing language group – Language and Culture department– Hanoi national University) Usefull methods in teaching English at secondary school (Nguyen Hanh Dung) 18 19 ... tps about teaching skills to reading comprehension tests for students at Trieu Son No2 High school” with the hope to make a little contribution to the quality of teaching and learning reading skills. .. comprehension tests at Trieu Son No2 High school” can result in effective ways in teaching students how to complete their tests perfectly II TEACHING SKILLS TO DO READING COMPREHENSION TESTS Each reading. .. skills to help my colleagues teach students how to get over this problem so that the latter can this part more easily and exactly I hope that my topic Some tips about teaching skills to Reading comprehension