MỘt số kinh nghiệm dạy kỹ NĂng làm bài tậP ĐỌc hiểu môn tiếng anh cho đỘi tuyển học sinh giỏI

Do I wish to return to full-time employment?

What are about working from home?

Would I benefit from doing a second degree?

Nếu chúng ta tập trung vào key words, khả năng rất cao là chúng ta sẽ trả lời sai: “The writer claims that women on maternity leave often consider entering some form of further education because they are unsure of their career path“. Khi gạch chân key words, chúng ta có thể sẽ trả lời là “Yes” vì chúng ta sẽ có xu hướng kết nối các cụm trên với các cụm có trong bài đọc: “women who take maternity leave”, “women in two minds about what to do” và “Would I benefit from doing a second degree?”.

Câu trả lời trên là sai. Các bạn có thể thấy không có thông tin nào trong bài đọc trên chỉ ra rằng tác giả “cho rằng” (claim) những người phụ nữ đó “thường” (often) làm những điều trên. Tác giả nói rằng những người này “cần” (need) làm. Để trả lời đúng, cách duy nhất là bạn đọc kỹ toàn bộ câu hỏi.

Answer: Not Given.

- Đọc kỹ và hiểu toàn câu hỏi, không chỉ tập trung vào key words

- Rất cẩn thận với Adverbs of Frequency (often, sometimes…), Adverbs of Possibility (probably, likely…), Quantifiers (some, many…) và Modal Verbs (can, should, must…) vì chúng có thể thay đổi hoàn toàn ý nghĩa câu hỏi so với bài đọc.

- Cẩn thận với các câu hỏi dạng “The author says/believes…”, lúc này chúng ta không xét đến các facts có trong bài mà cần nghĩ đến ý kiến của tác giả

- Các câu hỏi sẽ theo thứ tự xuất hiện trong bài đọc (ít nhất là cho tới thời điểm này). Nếu bạn không tìm thấy thông tin cho câu 2, bạn có thể ước lượng khoảng thông tin giữa câu 1 và 3

- Không mất quá nhiều thời gian cho 1 câu hỏi. Nếu câu trả lời là ‘Not Given’, nhiều khi chẳng có thông tin gì hết. Do đó, nếu bạn mất hơn 2 phút, hãy thử điền ‘Not Given’

- Đọc bài một lượt. Hãy bảo đảm rằng mắt bạn có thể lướt qua mọi từ. Điều này sẽ giúp bạn tiết kiệm thời gian trong việc xác định khoảng thông tin

- Đọc một lượt toàn bộ câu hỏi phần T/F/NG để xác định khoảng cần tìm kiếm thông tin

- Đọc kỹ câu hỏi, chú ý phân biệt khi bạn được hỏi về “facts” hay “opinions”

- Lướt lại bài đọc, xác định paragraph và sentence cần đọc kỹ. Take note vào đó nếu cần

- Đọc lại câu hỏi để trả lời. Chú ý đến các thủ thuật ở trên

- Gạch chân các cụm trong bài đọc bạn dùng để trả lời câu hỏi, nó sẽ giúp bạn tập trung vào câu hỏi và sửa sai khi bạn kiểm tra lại.

Exercise 1: You should spend about 20 minutes on Questions 1-13, which are based on reading passage below.

Attitude of language

It is not easy to be systematic and objective about language study. Popular linguistic debate regularly deteriorates into invective and polemic. Language belongs to everyone, so most people feel they have a right to hold an opinion about it And when opinions differ, emotions can run high. Arguments can start as easily over minor points of usage as over major policies of linguistic education.

Language, more oven is a very public behavior so it is easy for different usages to be noted and criticized No part of society or social behavior is exempt: linguistic factors influence how we judge personality, intelligence, social status, educational standards, job aptitude, and many other areas of identity and social survival. As a result, it is easy to hurt, and to be hurt, when language use is unfeelingly attacked.

ln its most general sense. prescriptivism is the view that one variety of language has an inherently higher value than others, and that this ought to be imposed on the whole of the speech community. The view is propounded especially in relation to grammar and vocabulary, and frequently with reference to pronunciation. The variety which ls favoured, in this account, ls usually a version of the ‘standard’ written language, especially as encountered in literature, or in the formal spoken language which most closely reflects this style. Adherents to this variety are said to speak or write ‘correctly'; deviations from lt are said to be 'incorrect`.

All the main languages have been studied prescriptlvely, especially in the 18th century approach to the writing of grammars and dictionaries. The aims of these early grammarians were threefold: (a) they wanted to codify the principles of their languages, to show that there was a system beneath the apparent chaos of usage. (b) they wanted a means of settling disputes over usage, and (c) they wanted to point out what they felt to be common errors, in order to ‘improve' the language. The authoritarian nature of the approach is best characterized by its reliance on 'rules' of grammar Some usages are prescribed; to be learnt and followed accurately; others are proscribed to be avoided. ln this early period, there were no half-measures: usage was either right or wrong. and it was the task of the grammarian not simply to record alliterative but to pronounce judgement upon them.

These attitudes are still with us, and they motivate a widespread concern that linguistic standards should be maintained. Nevertheless, there is an alternative point of view that is concerned less with standards than with the facts of linguistic usage. This approach ls summarized in the statement that it is the task of the grammarian to describe not prescribe to record the facts of linguistic diversity, and not to attempt the impossible tasks evaluating language variation or halting language change. In the second half of the 18^th century, we already find advocates of this view, such as Joseph Priestley, whose Rudiments of English Grammar (1761) insists that ‘the custom of speaking is the original and only just standard of any language. `Linguistic issues, it is argued, cannot be solved by logic and legislation. And this view has become the tenet of the modem linguistic approach to grammatical analysis.

In our own time, the opposition between ‘descriptivists' and 'prescriptivists' has often become extreme. with both sides painting unreal pictures of the other. Descriptive grammarians have been presented as people who do not care about standards, because of the way they see all forms of usage as equally valid. Prescriptive grammarians have been presented as blind adherents to a historical tradition. The opposition has even been presented in quasi-political terms - of radical liberalism vs elitist conservatism.

Questions 1-8

Do the following statements agree with the claims of the writer in Reading Passage 1?

In boxes 1-8 in your answer sheet, write

YES if the statement agrees with the claims of the writer

NO if the statement contradicts the claims ol the writer

NOT GIVEN if it is impossible to say what the writer thinks about this

1 There are understandable reasons why arguments occur about language.

2 People feel more strongly about language education than about small differences in language usage.

3 Our assessment of a persons intelligence is affected by the way he or she uses language.

4 Prescriptive grammar books cost a lot of money to buy in the 18th century.

5 Prescriptivism still exists today.

6 According tc descriptivist it is pointless to try to stop language change.

7 Descriptivism only appeared alter the 18th century.

8 Both descriptivists and prescriptivists have been misrepresented.

(From: Cambridge English Ielts 9, Cambridge University Press)

Suggested answer:

Exercise 1: 1. YES, 2. NO, 3. YES, 4. NOT GIVEN, 5. YES, 6. YES,7. NO, 8. YES,

2. Dạng 2: Matching Headings

- Đọc 1 lượt các headings để nắm được nội dung toàn bài nói về cái gì. Học sinh có thể loại bỏ những headings có vẻ vô duyên (dựa vào cảm giác). Tuy nhiên sự loại bỏ này chỉ có xác suất đúng là 50% thôi nhé.

- Sau đó học sinh nên quay lại đọc từng paragraph, tìm topic sentence/ý chính của đoạn. Topic sentence và ý chính khác nhau thế nào? Topic sentence là một câu chủ đề, có thể nằm ở đầu hoặc cuối đoạn. Tuy nhiên không phải khi nào cũng có topic sentence bày ra sẵn cho chúng ta ăn 1 cách dễ dàng. Nó có thể bị ẩn đi hoàn toàn. Đó là lúc chúng ta tìm ý chính. Ý chính của đoạn là những từ quan trọng, những từ được lặp đi lặp lại nhiều lần. Những câu nêu lên kết quả, bắt đầu bằng As a result, Consequently, Therefore có thể là ý chính của đoạn. Nếu bạn cho rằng cái được nói đến dài nhất là ý chính của đoạn thì hãy coi chừng, đó có thể chỉ là ý phụ mà thôi.

Lưu ý: Câu Topic Sentence có thể bị paraphrased hoàn toàn trong khi ý phụ bị paraphrased nửa vời mà thôi.

- Học sinh có thể dựa vào các từ nối để xác định Topic Sentence.

- Trong trường hợp học sinh bị nhầm lẫn và định chọn 1 heading cho 2 paragraphs trong khi đề bài không có câu "you may use any headings more than once" thì hãy chọn như vậy. Bởi vì người đọc sẽ có được ít nhất 1 câu đúng. 

When we think of the origins of paper, our minds might wander back over 5000 years ago to the Nile river valley in Egypt. It was there that a marsh grass called Cyperous Papyrus flourished. The Egyptians cut thin strips from the plant’s stem and softened them in the muddy waters of the Nile. These strips were then layered in right angles to form a kind of mat. The mat was then pounded into a thin sheet and left in the sun to dry. The resulting sheets were ideal for writing on. Since they were also lightweight and portable they became the writing medium of choice of the Egyptians, Greeks and Romans for record keeping, spiritual texts and works of art.

Paper as we know it today comes from another source, China. It wasn’t until the 3rd century that the secret art of papermaking began to creep out of China, first to Vietnam and later to India. It made its true push westward in 751AD when the Tang Dynasty was at war with the Islamic world. During a battle on the banks of the Tarus River, Islamic warriors captured a Chinese caravan which happened to include several papermakers. They spirited them away to Samarkand, which soon became a great centre for paper production. Finally, when the Moors from North Africa invaded Spain and Portugal they brought the technology with them and so it was that papermaking entered Europe in the 12th century.

In Europe, the use of papyrus had dropped out in the 9th century. The preferred medium for the artists and literati of the time was the smooth and lustrous parchment. However, parchment - made from animal skin - was extremely expensive. The notion of paper being used as a practical everyday item did not occur until the 15th Century when Johann Gutenburg perfected movable type and sparked off a revolution in mass communication. The birth of the modern paper and printing industry is commonly marked from this time.

Printing technology rapidly developed and created an ever increasing demand for paper. Early european paper was made from recycled cotton and linen - and a huge trade quickly developed around the trading of old rags. It is said that the black plague entered England from Europe on these old rags. Others experimented with fibres such as straw, cabbage, wasp nests and finally wood. This resulted in inexpensive - and replaceable - materials for paper making. Today, the long soft fibres of softwoods such as spruce have become the most suitable source of pulp for mass production.

The demand for paper also created the need for greater efficiency in production. In the late 18th century the labours of Nicholas Luis Robert resulted in the creation of a machine that could produce a seamless length of paper on an endless wire mesh with squeeze rollers at one end. Perfected and marketed by the Fourdrinier brothers, the new machine made papers that soon replaced traditional single sheets made by hand. In Europe and America, the mass-production of paper became a thriving industry supplying huge volumes of paper for a huge variety of purposes.

Papermaking in essence is a simple process. Whether using recycled materials or fresh organic matter, the process starts as the material is shredded into small strips and soaked overnight to loosen the fibres. Next, the fibres are boiled for 2 to 6 hours, being turned every so often. When finished, the fibres are washed with fresh water to remove impurities and then small particles or specks are removed by hand. The fibres are beaten in a blender creating a creamy pulp. At this stage, dyes can be added to create coloured papers. The pulp is then poured into a large tub and the fibres are suspended in the water. Framed screens are lowered into the water and then lifted to the surface catching the fibres onto the screen. The screens are then dried, pressed and smoothed.

In the west, as industrial paper production boomed, the art of hand paper-making has been driven nearly to extinction - being practiced only by a few fine artists and crafts people. However, in small areas throughout Asia, the tradition has lived on through regular and rice paper made by hand. Incidentally, the traditional Asian paper which is often referred to as “rice paper” is not made from rice fibres at all. More commonly it is made from the versatile mulberry tree - varieties of which are also used for feeding silkworms and in medicine. In contrast to the cold precision and standardisation which industrial production demands, the soft, subtle textures and natural feeling of handmade paper is said to echo the warm heart of the papermaker who makes each sheet with devotion.

The new Millennium will be dominated by the tremendous progress that has been made in computer science, thus triggering a complete change in our commercial and private communication and information behaviour. Does this mean that the paper era will come to an end? The answer is most definitely “No”. Clearly there will be a huge amount of data being generated electronically, but the issue is how to preserve it. The difficulties of data storage over a long period of time are well known (for example, the durability of disks; frequent changes of hardware and software, electronic breakdowns etc.). Once again, paper offers the most convenient and durable storage option.

Example Answer : Paragraph A iv

2. Paragraph C

3. Paragraph D

4. Paragraph E

5. Paragraph F

6. Paragraph G

7. Paragraph H

(From: ACADEMIC READING PRACTICE TEST)

1. Paragraph B VI

2. Paragraph C XI

3. Paragraph D VIII

4. Paragraph E V

5. Paragraph F X

6. Paragraph G II

7. Paragraph H VII

3. Dạng 3: Gapped - Text

Để đặt một câu hay một đoạn văn vào đúng chổ, học sinh cần phải hiểu cả đoạn văn lẫn câu cần điền và quyết định xem cái nào là có liên kết chặt chẽ với nhau. Khi làm cần chú ý câu ở phía trước chỗ trống cũng như ở phía sau. Ví dụ:

A ln order to get some idea of life in the country, he went for a holiday at a hotel in a tiny village.

B ln order to get some idea of life in the country, he arranged to spend a few weeks working on a farm.

Sentence A fits in quite well with the first sentence of the paragraph - by staying at a hotel in a tiny village he would be able to learn something about the countryside. However, there is no suggestion that he did any work when he was there; this clearly does not fit in with the idea of the work being hard, as mentioned in the final sentence of the paragraph. However, sentence B fits in with both the first and last sentence - the mention of John working in B is connected with his finding work hard in the final sentence.

Mặc dù học sinh sẽ cần phải đọc đoạn văn và các câu cần điền để hiểu nghĩa, nhưng việc tìm ra một số từ key word cũng rất quan trọng vì đó thường là những từ nối một câu của chủ đề này với một câu của đoạn văn. Những từ đó thường là: this, that, these,those

Ví dụ: In the next four exercises, a sentence has been removed from the passage. Choose from the four suggested sentences A, B, C, D, which best fills the gap.

A chaotic situation developed yesterday when traffic lights failed to work at a busy junction near Leeds. (5) .... Although police were on the scene within ten minutes, a queue over four kilometres long had already built up.

A Fortunately, only two or three vehicles were on the road at the time.

B The morning rush hour had just begun when lights on the road to Leeds became stuck on red.

C Fortunately, a passing policeman was immediately able to bring the situation under control.

D The problem became worse when the lights stopped working.

In B we are told that the lights were stuck on red, which means that they failed to work. Sentence A is not correct as it states that there were only two or three vehicles on the road although the passage says that the junction was busy and that a large queue had built up.

Sentence C is incorrect as it is clear that the situation was not brought under control until the police arrived after ten minutes. Sentence D is wrong as the problem was that the traffic lights were not working - this was not an extra problem as suggested in D.

Exercise 3: Read through the following text and then choose the best phrase given below, to fill each of the gaps. Write one letter (A-I) in each of the numbered gaps. Some of the suggested answers do not fit at all. You should spend about 10 minutes on Questions 1-6, which are based on Reading Passage below.

Every teacher knows that not all students are good examinees. Some are too tense, become overanxious or too stressed and then perform below expectations just when it matters most.

Teachers try to help by compensating, believing that if they boost a student’s academic knowledge they will cure his fear of exams.

So, last year, (1) ________, I completely rewrote the Business Studies Revision Course at this secondary school. The central idea of the course is to treat the examination as an event, a challenge, a performance, much like a sports match, a drama production, or perhaps a major music concert, (2) ________ and very definitely on the public stage. The idea is to show that the exam is not a test, but an opportunity to show how good the candidate is.

The objective is to improve students’ final performance (3 ________, control and ability to cope. The theme of ‘total preparation for performance’ teaches them that (4) ________ are obviously important, they are only two of the five skills required, the others being coping strategies, mental skills and management skills. These additions give a new dimension (5) ________, increasing enjoyment and motivation. They widen a student’s focus and help to convince some of the less confident students that there are many ways in which they can actively contribute towards their (6) ________.

A those not mattering so much

B self-confidence and self-esteem

C by increasing self-confidence

D relying on my expertise alone

E to a student’s revision

F but a real desire

G while knowledge and examination techniques

H but bigger and more important

I drawing on my teaching experience and sports psychology skills

(Đề thi học sinh giỏi Tỉnh Bắc Ninh 2013-2014)

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