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[SKKN MÔN TIẾNG ANH] SOME THOUGHTS ABOUT TEACHING SKILLS TO DO READING COMPREHENSION TESTS được soạn dưới dạng file word/PDF/ powerpoint gồm 25 trang. Các bạn xem và tải về ở dưới.
I. BACKGROUND AND THE REASON FOR THE STUDY
The impetus for this study comes from my own year-to-year efforts to teach students to do the Reading comprehension tests in Grades 10, 11, 12 in Long Thanh High School.
I feel that the majority of students always find it hard to do this type of tests. At first sight, they do not figure out the content of the passage, but they are not patient enough to read the passage to the end under the pressure of time during the test. Also, this part accounts for a small percentage in the whole test. As a result, students usually put this part aside and return to it at the end of the test time. At that time, students will make ticks on this part without intention.
On the other hand, teachers rarely show or sometimes refuse to teach students how to do the Reading Comprehension test due to the seemingly unsuccessful results despite their unfailing endeavor to improve students’ reading. Although there have been plenty of descriptions of what teachers have done or what materials have been presented, there have still been few practical results of how or / and what our students learn.
To help students of High School confidently come in the coming final test, Thanh Nien Paper holds a live consultancy instructing students to revise for the final exam with the topic “To get good mark in the GCSE examination” at 2p.m. on April 3rd, 2012.
In that talk, Ms. Tran Thi Huyen Thanh – Head of English Section, Nguyen Thi Minh Khai High School, Ho Chi Minh City assumed that the part in which students usually make the most errors is Reading Comprehension because students have a small number of vocabulary. She said that in a passage of English, students often do not master all the vocabulary, so they cannot understand the meaning of the passage. She advises that students should carefully read each sentence and calmly read the whole passage in order to analyze the meaning of the sentences.
Owing to the necessities, I have made up my mind to choose “Some thoughts about teaching skills to do Reading comprehension tests” as my topic of the study.
II. AIM OF THE STUDY:
With the above mentioned reasons in mind, I have the specific aims as follows:
1. To help students improve the skills of doing reading comprehension tests.
2. To encourage students to confidently cope with this type of tests so as to complete the tests at best they can.
3. 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, 12 – Nhà xuất bản Giáo dục, and also from the latest one-period tests as well as the first and second semester tests.
I. BACKGROUND AND THE REASON FOR THE STUDY
The impetus for this study comes from my own year-to-year efforts to teach students to do the Reading comprehension tests in Grades 10, 11, 12 in Long Thanh High School.
I feel that the majority of students always find it hard to do this type of tests. At first sight, they do not figure out the content of the passage, but they are not patient enough to read the passage to the end under the pressure of time during the test. Also, this part accounts for a small percentage in the whole test. As a result, students usually put this part aside and return to it at the end of the test time. At that time, students will make ticks on this part without intention.
On the other hand, teachers rarely show or sometimes refuse to teach students how to do the Reading Comprehension test due to the seemingly unsuccessful results despite their unfailing endeavor to improve students’ reading. Although there have been plenty of descriptions of what teachers have done or what materials have been presented, there have still been few practical results of how or / and what our students learn.
To help students of High School confidently come in the coming final test, Thanh Nien Paper holds a live consultancy instructing students to revise for the final exam with the topic “To get good mark in the GCSE examination” at 2p.m. on April 3rd, 2012.
In that talk, Ms. Tran Thi Huyen Thanh – Head of English Section, Nguyen Thi Minh Khai High School, Ho Chi Minh City assumed that the part in which students usually make the most errors is Reading Comprehension because students have a small number of vocabulary. She said that in a passage of English, students often do not master all the vocabulary, so they cannot understand the meaning of the passage. She advises that students should carefully read each sentence and calmly read the whole passage in order to analyze the meaning of the sentences.
Owing to the necessities, I have made up my mind to choose “Some thoughts about teaching skills to do Reading comprehension tests” as my topic of the study.
II. AIM OF THE STUDY:
With the above mentioned reasons in mind, I have the specific aims as follows:
1. To help students improve the skills of doing reading comprehension tests.
2. To encourage students to confidently cope with this type of tests so as to complete the tests at best they can.
3. 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, 12 – Nhà xuất bản Giáo dục, and also from the latest one-period tests as well as the first and second semester tests.
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