Improving reading skills for students through adapting multi choice exercises for while reading parts in tieng anh 10

TABLE OF CONTENTS INTRODUCTION CONTENT PART 1: : THEORITICAL AND PRACTICAL BACKGROUND 1.1: Theoritical background 1.2: Practical background PART 2: THE SOLUTION 2.1:Unit 2.2 : Unit 2.3 : Unit 2.4: Unit 2.5: Unit 2.6: Unit 2.7: Unit 10 2.8: Unit 11 2.9: Unit 12 2.10: Unit 13 2.11: Unit 14 2.12: Unit 15 2.13: Unit 16 PART : RESULTS AFTER APPLYING THE RESEARCH IN 3 11 11 12 13 13 14 14 15 15 16 16 17 17 18 TEACHING PART 4: CONCLUSION REFERENCE 19 20 I INTRODUCTION Reason for choosing the study Nowaday, English is a vital communicative tool in the integration with the international communities It is an entrance to the knowledge of our mankind Our Vietnam country is on the way of innovation We are step by step committing to industrialization and modernization of the country and expanding relations with other countries So, English has been used widely in Vietnam In general the teaching and learning of foreign languages are being carried out seriously by all schools With the important role of English, teachers of English at secondary and upper secondary level are responsible for equipping students with basic knowledge of language so that they can both tests well in English at secondary level and communicate with foreigners I and my colleagues always try to advance in our work and explore creative teaching methods to improve the quality of teaching From my experience in teaching English at Yen Dinh school I realized that the need of adapting tasks in text books in order to improve students’ reading skills That why I choose the theme " Improving reading skills for students through adapting multi- choice exercises for while- reading parts in Tieng Anh 10 Objectives of the study - Training students reading comprehension skills through the use of adapted multi- choice exercises for while- reading parts in the 10th grade textbook in the basic programme Scope of the study This study is conducted among the 10th form students at Yen Dinh high school during the school year 2020- 2021 Methodology of the study Both comparative and contrastive methods are used For the theoretical basis, a lot of reference materials on reading skills have been collected, analyzed and synthesized carefully with the due consideration for the students’ learning situations Significance of the study This study may provide insights into the process of training the reading skills for the students It motivates the students’ desire for learning English, and make them more confident and active in comunicating activities It also gives some suggestions for other teachers for design the reading lesson plans II CONTENT PART I: THEORITICAL AND PRACTICAL BACKGROUND 1.1 : Theoritical background * What is reading ? "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 Reading can be silent (in our head) or aloud (so that other people can hear) Reading is a receptive skill - through it we receive information But the complex process of reading also requires the skill of speaking, so that we can pronounce the words that we read In this sense, reading is also a productive skill in that we are both receiving information and transmitting it (even if only to ourselves).In high schools, reading is one of the four basic skills that are emphasised in the language teaching process Reading is not only an effective purpose but aslo a necessary means for students to master, strengthen linguistic knowledge, expand their vocabulary and deeply understand the style and usage of the language they are learning * What are reading skills ? Teaching reading skills is not only simply to help students understand a text in particular, but also to help students improve basic reading skills These skills that are neccesary for high school students may be mentioned as follow: + Reading for gist + Deducing the meaning of unfamilar lexical items + Skimming to get general information + Scanning to locate specifically required information These are necessary skills that can help high school students understand different passages with the different purposes The teacher's roles are to support, suggest and guide students to involve in reading activities through various tasks 1.2 Practical background In Yen Dinh high school, we have projectors, louder speakers in all classroom yet, most of the students often have psychological problems such as being afraid of learning foreign languages and negative reading attitudes when they read long passages printed with unfamiliar words appearing in the text Nearly all students are commonly bad at silent reading methods used to capture the main ideas They trend to focus on interpreting individual words into Vietnamese and limitedly focus on identifying the content of the entire article Especially, students often use “ Guide books or key books” to the exercises in the textbooks Although they seem to the given tasks in the text books well, they not really understand the reading texts One more reason reading lessons are not attractive to students because the tasks in text books are not diverse There are a few tasks which are repeatedly used The most common ones are frequently used at many high schools for reading skills are: Question- answer; Gap- filling; True- false Among the three tasks above, the question- answer task seems to be most usually used in textbook These tasks to some extents have satisfied the purposes of teaching reading skills because they help students understand and master the ideas in the reading texts these tasks are repeatedly applied in any reading class make students feel bored and less interested in the reading lessons So it is difficult for teachers to get students in teaching as well as making the teaching procedure effective In the early school year, I did two surveys in class 10C1 and 10C2 at my school to check students’ ability of reading: The first survey was done to check the ability of doing given exercises in textbooks and the second survey was done to check the ability of reading skills (including reading for gist, scanning and skimming for details) The first survey was conducted by asking students to task in the page 34 (Unit 3: People's background- English 10 ) Task Answer the questions When and where was Marie Curie born? What kind of student was she? Why did she work as a private tutor? For what service was she awarded a Nobel Prize in Chemistry? Was the prize her real joy? Why/why not? Key Marie Curie was born in Warsaw, Poland, in 1867 She was a brilliant and mature student She worked as a private tutor to cam money for her study tour abroad She was awarded a Nobel Prize in Chemistry for determining the atomic weight of radium No, it wasn't Her real joy was "easing human suffering" With the exercise above, I see that about 60% students get mark 9-10; 20% students to get mark 7-8; 15% students get mark 6-7; 5% students get mark 4-5 This result shows that students can exercises in textbooks quite well even when they don’t really understand the questions What they have to is that they find words in the questions and find where they are in the text and write down the whole sentence In the second survey, I show an adapted task- a multichoice exercise on screen of projector and ask students to as the following An adapted task: Read the text and choose the best answers What is the passage mainly about ? A B C D The life of Marie Curie The determination of atomic weight of radium The career as a physician Marie Curie and her family 2.According to the information in paragraph 2, which of the following is NOT true? A She worked as private tutor to save money for abroad study B She went to Paris to realise her dream C She got married to Pierre Curie in 1895 D She took a degree in Physics and Mathematics with flying colour What is her “real joy”? A help human lessen the suffering B become the first woman to receive a PhD C become the first woman in France to be a university professor D she was awarded a Nobel Prize Marie Curie was awarded a Nobel Prize in _ A.Mathematics B.Physics C.Chemistry D.Biology The author’s tone in the passage is A.Pessimistic B.Neutral Key: 1A C.Prejudiced 2D D.Sarcastic 3A 4C 5B I realize that only 45 % students get mark 10; 20 % get mark 8; 20 % students get mark , 15 % students get mark Although the result is not as high as that in the first result, more students involve truly in reading activities and they are really interested in this kind of task To help students improve different types of reading skill such as skimming, scanning, I design some multi- choice exercises for reading lessons of Tieng Anh 10 Through doing these exercises, students can not only understand more the reading texts but also improve reading skill in order to help them prepare well for the coming examinations PART II: SOLUTIONS TO THE PROBLEMS A Types of multi- choice questions for reading comprehension exercises From the national examinations for GCSE, I have founded different types of questions of reading comprehension exercises which can be listed as the following: Main idea questions The main idea covers most of what a paragraph or passage is about; it may answer who, what, where, when, why, or how It includes a topic and something specific about that topic Main idea questions often ask students to identify the "primary purpose" or "main point" of the passage So as to answer these questions correctly, students have to identify the thesis of the passage and those ideas that support this thesis Students may be confused with a few answer choices that are supporting ideas Most main idea questions look like these: - What is the topic of this passage? - What is the main idea expressed in this passage? - Which title best reflects the main idea of the passage? - What does the passage mainly discuss? - Which of the following can best summarise the main idea of the passage? - Which of the following most accurately states the main idea of the passage? - The passage is primarily concerned with which of the following? - Which of the following most accurately states the main idea of the passage? - The primary purpose of the passage is to… - The main point made by the passage is that… - The author of this passage is primarily concerned with… Main point questions are really just asking you to identified the conclusion You will be given a short passage that will consist of premises and conclusions The question answer, “the main point”, will be a restated version of the argument's central conclusion Main point = main conclusion Main point questions ask the students to identify the crux of the author's point On adapting exercises, the teacher must identify which ideas in the passage play a supporting role and which idea is being supported In many ways, this is similar to identifying the premises and conclusion to a critical reasoning argument The correct answer to a main point question is often a paraphrase of the conclusion or thesis statement of the passage Common incorrect answer choices are those that feature supporting ideas These answer choices are appealing to many test-takers because the material presented in them is true and based upon the passage Detail questions Detail questions ask the reader to recall specific information such as anecdotes, cited evidence, data, or descriptions used to support the main idea of the passage The answers to these questions can be found in each passage Detail questions are usually prefaced by "according to the passage" or "the passage states that" Detail questions specify smaller chunks of information than comprehension questions Most of the questions that fit into this category could be called "find the fact" as they rely on students’ ability to find a specific piece of information, often contained in two or three sentences The answers deal with specific, small items in the paragraph or passage such as a number, a date, or a name These questions tend to be more difficult than main idea questions because they require a more detailed recollection of the test If necessary, students can return to the text and quickly re-read a few sentences Unlike main idea questions which are more generic in their question stem, these questions tend to incorporate an idea specific to the passage in the question stem Detailed questions consists of two sub-kinds of questions: Factual questions and negative factural questions * Factual questions - According to the passage, why/ what/ how…? - Which of the following is TRUE, according to the author? - According to the information in paragraph 1, what…? - It is stated in paragraph that…? * Negative factual questions - The author mentions all of the following in the passage EXCEPT… - Which of the following is NOT stated in the passage? - In the passage, the author does not mention… - According to the information in paragraph 2, which of the following is NOT true? In trying to identify the correct answer, it is extremely important that the teacher sticks quite close to the text The words "according to the passage",” TRUE”, “ EXCEPT”, “NOT TRUE” should be taken seriously Other options that seem logical but are not directly supported by the text Vocabulary questions These question ask for knowledge of vocabulary and ability of understanding the meaning of a word or phrase Most vocabulary questions look like these: - Which of the following could best be substituted for the word in line _? - Which of the following is CLOSEST in meaning to _? - The expression “ ” in line could be best replaced by? - The word “ ” in line is CLOSEST in meaning to which of the following? Students should focus entirely on the context driven from vocabulary to infer the meaning of useful vocabulary words Reference questions This is a relatively simple question, because the references are replaced by the words in the preceding sentences - The word “ ” in line “ ” refers to ? - The pronoun “it ” in line refers to? - The phrase “ ” in paragraph“ ” refers to ? Inference questions Inference questions are often prefaced by "the passage implies" or "the author implies", where "suggests" is sometimes substituted They not only require students to stick closely to the text and rely on specific facts but they also ask students to make a very small logical conclusion that is strongly implied based upon information in the passage Answer choices that require significant assumptions or inferences will NEVER be correct In some cases, the answer of an inference question lies directly in the text and requires a very small logical step (e.g., if the text says that " Vietnam and Thailand played in the Men Footbal Final, the Thai Team won the gold medal", an inference would be that " Vietnamese Team was the runner- up") In other cases, the inference question type asks for an answer that is often a near paraphrase of a fact in the passage or a fact that the information in the passage rules out (e.g., if the text says that " Vietnam and Thailand played in the Men Footbal Final, the Thai Team won the gold medal”, students can infer that the Thai Team defeated the Vietnamese Team) In other words, the answer to an inference question is a conclusion made in the passage Most Inference questions look like these: - It can be infered from the passage that… - It can be concluded from the information in paragraph that… - Which of the following can be infered from the passage? - In the last paragraph, the author suggests that… - It is probable that… - You can conclude from this paragraph/passage that - The author suggests that - Which is more likely to happen ? Questions on the author’s attitude Questions on the author’s purpose or Tone questions ask students to identify the attitude or mood of a specific part of the passage or of the entire passage A common characteristic of this question type is answer choices that are marked by one to three word phrases containing adjectives sush as positive: positive, negative, neutral , supportive, skeptical, suspicious Tone questions test students’ ability to recognize an attitude or disposition of the author, which is signaled by the use of a handful of trigger words To answer this question, students should base on the sentences that express personal views of the authors such as praise, criticism, support, doubt - What is the author’s opinion of ? - Which of the following most accurately reflects the author’s opinion of ? - The attitude of the author of the passage toward x is best described as one of - The tone of the author is best described as Application questions This is a relatively difficult question The application question type asks you to use the information in the passage as premises and draw a conclusion that is not directly addressed in the passage The key to this question type is the ability to identify the crux of an argument and see how it relates to a similar situation The author of the passage would be most likely to agree with which of the following? Which of the following statements would provide the most logical continuation of the final paragraph? [an idea or action described in the passage] is most similar to which of the following? B How to adapt good multi- choice exercises and use them effectively Basing on these main types of questions, I take notice of some tips of adapting exercises as the follow: • Some tips of adapting multi- choice exercises + The teacher should use different types of multi- choice questions in an exercise in order to develop different types of reading skills of students + There should be easy, medium and difficult questions to classify students + The number of question should be or questions for each exercise • Some notes when using multi- choice exercises in class + Adapted exercises replace given tasks in textbooks and they are used in while- reading period + Teachers should prepare the exercises on handouts and distribute them to students + Time limit for each exercise is 10 – 12 minutes + Students may work individually, in pairs or in groups + When asking for the feedback, teachers have students take the information in the passage to give evidence for their answers C ADAPTED EXERCISES IN TIENG ANH 10 During the school- year 2020- 2021, I have adapted multi- choice question exercises and used them effectively when I taught students in two classes 10 C1 and 10 C2 All adapted tasks in this teaching experience are described briefly in the following table Units Reading task in text book Adapted exercises Unit Task ( page 14) Multi- choice questions Unit Task ( page 24) Multi- choice questions Unit Task ( page 34) Multi- choice questions Unit Task ( page 55) Multi- choice questions Unit Task ( page 84) Multi- choice questions Unit Task ( page 96) Multi- choice questions Unit 10 Task ( page 106) Multi- choice questions Unit 11 Task ( page 114) Multi- choice questions Unit 12 Task ( page 126) Multi- choice questions 10 Unit 13 Task ( page 133-134) Multi- choice questions Unit 14 Task & task ( page 144) Multi- choice questions Unit 16 Task ( page 168) Multi- choice questions I would like to present some as examples in detail Unit 1: A day in the life of… How long does Mr Vy work in the field? A from 4:30 to 11:30 B from 5:15 to 11:30 C from 5:30 to 10:30 D from 5:30 to 11:30 The pronoun “we ” in line 16 refers to? A Mrs Tuyet and Mr Vy B Mrs Tuyet and her children C Mrs Tuyet and her neighbour D Mrs Tuyet, her husband and her neighbour Which is not True according to the passage? A Mr Vy spends 45 minutes getting ready B Mr Vy has lunch with his family at 10:30 C Mr Vy pumps water into the banks while Mrs Tuyet does the transplanting D They feel tired after a long hard-working day What don’t they chat about when they go and see their neighbours? A Their work B their plan for the next crop E Their children D their house What can be inferred from the passage? A Mr Vy gets up early than Mrs Tuyet B Both Mr Vy and Mrs Tuyet are peasants C They hate working for such a long day D They sometimes argue with each other Key: 1C 2C 3D 4D 5B Unit 2: School talks How many students are there in Phong’s class? A 30 B 45 C.46 D 40 Why does Phong like to learn English best? A Because it is an international language B Because it is an easy language C Because it is his mother tongue D Because he likes to study with his English teacher Where does Mrs Phuong teach? A Chu Van An high school B Tay Son high school 11 C Nguyen Du high school D Nguyen Hue high school Which is not True according to the passage A Mr Ha is Phong’s father B Mrs Phuong is Phong’s mother C Phong goes to school by motorcycle D Phong doesn’t really likes getting up early The word “crowded” can be replaced by……………… A hot B congested C famous D dense B Key: 1B 2A 3A 4B 5B Unit 3: People’s background What is the passage mainly about ? E F G H The life of Marie Curie The determination of atomic weight of radium The career as a physician Marie Curie and her family 2.According to the information in paragraph 2, which of the following is NOT true? A She worked as private tutor to save money for abroad study B She went to Paris to realise her dream C She got married to Pierre Curie in 1895 D She took a degree in Physics and Mathematics with flying colour What is her “real joy”? A help human lessen the suffering B become the first woman to receive a PhD C become the first woman in France to be a university professor D she was awarded a Nobel Prize Marie Curie was awarded a Nobel Prize in _ A.Mathematics B.Physics C.Chemistry D.Biology The author’s tone in the passage is A.Pessimistic B.Neutral Key: 1A 2D C.Prejudiced D.Sarcastic 3A 4C 5B Unit 5: Technology and You 12 Which of the following is the best title for the passage? A B C D The computer - A new invention The computer has become part of our life What can the computer do? How to run a computer The closest meaning of “miraculous” in the second passage is: A.Odd C.Excellent B.Extraordinary D.Popular Which of the following activities can be helped by computers according to the passage? A B C D Reading newspapers and magazines Making friends with aliens Traveling to another country Earning money through online shopping According to the passage, the computer isn’t described as A B C D An electronic storage device A personal communicator A magical typewriter An excellent engineer What can we to relax through computers? A B C D Listening to computer - played music Singing with famous singers all over the word Chatting with foreigners Playing unwholesome games Key: 1C 2B 3A 4D 5A Unit 8: The story of my village What is the key factor makes the villagers have better life? A villagers send their children to tho school and college B villagers apply new farming method C villagers grow cash crops for export D the children came back from college or technical high school They tried to find a way of bettering their lives, Bettering means………… A moving B.changing C.achieving D improving What did the children after coming back from college or technical high school? 13 A Introduced new teaching methods B Introduced new studying methods C Introduced new farming methods D Introduced modern devices What can people now except? A.Listen to the news on radio C.Go to town on their motorbikes B.Watch TV for entertainment D.Go abroad Last year we had a bumper crop of rice Bumper crop means………… A.good crop B poor crop C.early crop Key: 1A 2D 3C 4D 5A D.record crop Unit 9: Undersea world What percentage of the earth’s surface ie covered by seas and oceans? A.50% B.35% C.75% D.40% Satellite photographs provide all of the following except? A.Water temperature B.Light C.Depth D.Undersea populations The word “they” in line refers to: A.Scientists B.Plants C.Animals D.Mysteries Select the synonym of the word “precious” in line 22 A.Worthless B.Insignificant C.Trivial D.Valuable All animals are mentioned in paragraph except? A.Seahorse B.Jellyfish C.Starfish D.Sharks Key: 1C 2B 3A 4D 5A Unit 10: Conservation How many species of plants and animals are eliminated each year? A.1000 B.500 C.5000 D.3000 All of the following sentences are true except? A.Only a few of animals and plants could be used as medicines B.Water plays an important part in human beings C.Most water would run off as soon as it falls without plants D.It is impossible to clean up our polluted rivers and seas overnight Select the antonym of “eliminate” in line 2: A.Eradicate B.Abolish C.Preserve D.Get rid of What can we to the environment? A.Clean up polluted rivers and seas overnight B.Stop the disappearance of plants and animals C.Search for answers and laws are passed in nature’s of defence D.Stop worsening the problem 14 What is the main purpose of paragraph B? A.The importance of plants B.The importance of animals C.The true cost of the destruction D.Measures to protect environment Key: 1C 2A 3C 4D 5A Unit 11: National park Cuc Phuong National Park contains …… square skilometers A, 100 B 200 C 50 D 400 Tourists go there to study except? A butterflies B caves C hike D rivers Visitors, especially children go to Nairobi National park to the following except? A B C D learn about the habits of animals learn how one species is dependent upon another for survival learn how to recognize the different species of animals and plants learn how to protect the animals of plants Select the antonym of “abandoned” in line paragraph A discarded B neglected C cast off D bring up The word “they” in line paragraph refers to? A visitors B children C animals D plants Key: 1B 2D 3D 4D 5A Unit 12: Music 1.What make humans different from all other animals? A Language B writing C language D thoughts and feelings Music can express all of the following except? A ideas B actions C thoughts D feelings The passage mentions the advantages of music except A B C D adds joyfulness to the atmosphere of a festival make a funeral more solemn and mournful lulls babies and wakes students up control actions 15 Select the antonym of “solemn” in line paragraph A informal B sacred C serious D ceremonial Select the antonym of “lull” in line paragraph A smoothe B disturb C quiten D calm Key: 1C 2B 3D 4A 5B Unit 13: Films and cinema Select the antonym of “early” in line 1: A lately B late C after D next 2, When did the history of cinema begin? A.In the early 20th century C.In the early 19th century B.In the early 18th century D.In the late 19th century When was the sound introduced A.In the early 1910s B.1915 C.1905 D.At the end of the 1920s What kinds of film the audiences were able to enjoy in the early 1910s? A long films B short films C old silent films D spoken films The word “they” in line refers to? A scientists B pictures C audiences D actors Key: 1B 2C 3D 4A 5B Unit 14: The world cup 1, How often does World cup take place ? A.Every years B.Every years C.Every years D.Every years Who became the first champion in the history of the WC? A, Argentina B Brazil C Germany D Uruguay How many teams are there in today tournament of the WC? A 17 B 32 C 13 D 16 How many viewers were attracted by the final match of the 2002 WC? A.Over billion C.Over billion B.About billion D.About billion How long after the FIFA’s First Meeting was the first WC held? A 16 years B 10 years C 26 years D 30 years 16 Key: 1B 2D 3B 4A 5C Unit 15: Cities Where is New York city? A.In the southeastern part of New York state B.In the northern part of New York State C.In the centre of New York State D.In the west of New York State 2, What is the population in the whole metropolitan region? A.7 million B.19 million C.946 million D.12 million Who founded the city in 1624 ? A.The ancient Egypt C.The Asia B.The ancient India D.The Dutch Which of the following is not TRUE according to the passage? New York is the centre of ………… A B C D Global finance Communications Business Health organization Select the closet meaning of “characterize” A.Symbolized B.Commemorated C.Signalized D.Mobilized Key: 1A 2B 3D 4D 5A Unit 16: Historical places 1, When was Van Mieu originally built? A 1009 B 1070 C 1081 D 1020 The word “memorialize” can be replaced by? A ignore B gather C honor D remember Which of the following was not engraved on stone stelae? A B C D The names of the top students in royal examinations Places of birth of the top students in royal examinations Achievement of top students in royal examinations Parents of top students in royal examinations What are the names of trees witnessing festivals and examinations during feudal times? 17 A.Banyan trees B.Pine trees C.Oak tress D.Lemon trees When does Van Mieu locate? A.HCM city B.Ha Noi C.Thanh Hoa D.Hai Phong Key: 1B 2C 3D 4A 5B III RESULTS AFTER APPLYING THE RESEARCH IN TEACHING Overall comments: After applying the research in teaching I find that designing more exercises in reading lessons to fit the leaners is suitable for practical ability of students to acquire, enhancing their reading skills, self-learning ability and selfcreation Through reading activities, students are equipped with knowledge of outlook and worldview Furthermore, they are also provided more thorough training of language knowledge and proficient use of learned knowledge Obviously, when I used only given tasks in the textbook without alternative forms of exercises, the classes were very quiet and the students were bored with repeated exercises Given tasks in the text books such as “Question- answer”, “True- false” just focus on assisting students’ comprehension of separate ideas or parts of the reading text By this way, students can not know how each idea connects with the other ideas and thus hard to get the global idea of the text After applying adapted tasks in the classes I am teaching, I receive possitive results Adapted tasks have brought a new wind into the teaching process They not only make reading activities refresher, more competitive but also encourage students’ involvement in the lesson, which leads to a successful lesson for teachers The adapted tasks in this teaching experience with most main information of a reading text being transfered into diagrams, tables, etc are useful tools for teachers and students to deal with the partial and general content of the text Most adapted tasks are information– gap activities in which language is used for a communicative purpose By intergrating four skills, these tasks ensure that different learning styles are catered for In addition, students can often work together to complete a task, which encourages an open and sharing atmosphere among students of a mixture of talents and personalities Through doing adapted tasks, whether students are gifted or not, they can improve their reading skills and find the process of study a fascinating challenge According to this year’s result, 65 % of students get good results It is likely that the quality of graduation examination and entrance examination to university will be significantly improved Specific results: Here are the results in classes 10 C1 and 10C2 I taught in the first term and the second term of the shool year 2020- 2021 18 The result at the end of school year 2020-2021 The class was not applied the research Grade Number of Mark (from to 10) Student 10C2 40 N Mark (from 6.5 to 7.9) Mark (from to 6.4) Mark (from 3.5 to 4.9) N N N P 7,5 % P 15 % 17 P 42,5 % Mark (from to 3.4) P 22,5 % N P 12,5 % The class was applied the research Grade Number of Mark (from to 10) Student 10C1 40 N Mark (from 6.5 to 7.9) Mark (from to 6.4) Mark (from 3.5 to 4.9) N N P N 20 50 % P 15 % P 17.5% Mark (from to 3.4) P 10 % N P 7,5% PART IV: CONCLUSIONS From 15 years experience of the teachers of English at Yen Dinh school, I can see clearly the current situation of learning English here The application of adapted exercises in the teaching of reading skill has helped me draw the teaching experience as well as the exploitation of reading texts I received possitive comments and supports from my colleagues Therefore, I have conducted this research with the aim of helping students love English subject, especially listening lessons, I also hope to contribute some appropriate materials for my colleagues The solutions I have mentioned above are only a small contribution coming from the personal experience to the process of innovation of teaching methods Even though there will be the inevitable shortcomings, I look forward to receiving additional comments of teachers and collegues to find more effective methods in the educational program and in the coming period V REFERENCES Doff, Adrian ( 1988), Teach English, Cambridge University Press 19 Nguyễn Hạnh Dung (2003), Phương pháp dạy tiếng Anh trường phổ thông, NXB Giáo dục Đỗ Thị Bích Hà, Nguyễn Hà Đoan Phương (2008), Hoạt động luyện tập tiếng Anh 10, NXB Giáo dục Trần Thị Ái Thanh, Hồ Thị Tân Hoa (2008), Thiết kế giảng tiếng Anh 10, NXB Đại học quốc gia Hà Nội Hoàng Văn Vân, Hoàng Thị Xuân Hoa, Đào Ngọc Lộc, Vũ Thị Lợi, Đỗ Tuấn Minh, Nguyễn Quốc Tuấn (2007), Tiếng Anh 10, NXB Giáo dục Thư viện giảng điện tử: www.violet.vn 20 ... books in order to improve students? ?? reading skills That why I choose the theme " Improving reading skills for students through adapting multi- choice exercises for while- reading parts in Tieng Anh. .. Tieng Anh 10 Objectives of the study - Training students reading comprehension skills through the use of adapted multi- choice exercises for while- reading parts in the 10th grade textbook in the... really interested in this kind of task To help students improve different types of reading skill such as skimming, scanning, I design some multi- choice exercises for reading lessons of Tieng Anh 10