Abstract
In the context of Vietnam's education reforming rapidly today, the demand for improving the quality of teachers is also increasing. One of the weak teaching competencies of Vietnamese teachers is the ability to design lessons, especially completely new lessons that are not in textbooks. The 2018 Philology Curriculum of Vietnam sets higher requirements for primary pupils' reading comprehension of informational texts. Therefore, it is necessary to develop the capacity to design informational texts and comprehension questions for primary school teachers. This study uses research methods such as analysis and compilation of materials, inspection, surveys in practice, and pedagogical experiments. The main content of the article presents research results on the characteristics and format of informational texts, types of reading comprehension questions, methods and principles for designing informational texts, and reading comprehension questions.
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