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 respectively  according  to  the time  sequence  of  the  development  of  characters’  life  or  the  cause  and  results  of  the incident to narrate the events. This text has the characteristics of narration. 
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Conclusion

Reading  comprehension  takes  up  a  large  part  in  NMET,  which  indicate  that improving  students’  reading  ability  should  be  priority  for  all.  However,  the  ways  to instruct reading teaching are very urgent. In this thesis, the author aims to study how to get  the  information  to  answer  the  four  kinds  of  questions  in  reading  comprehension  of NMET in national volume I and national volume II from the year 2007 to 2016 with the help of text analysis including cohesion theory and textual pattern.  From  the  results  of  quantitative  analysis,  it  is  apparently  that  DESCRIPTION, NARRATION,  EXPOSITION,  and  ARGUMENTATION  four  text  types  are  applied  in the  NMET  of  the  latest  ten  years.  PROBLEM  -  SOLUTION  pattern,   CLAIM  - RESPONSE  pattern,  NARRATIVE  pattern,  QUESTION  -  ANSWER  pattern  and GENERAL  -  SPECIFIC  pattern  are  exist  in  the  data.  As  for  the  cohesive  devices, REFERENCE has the highest frequency, LEXICAL COHEXIVE is the second rank, then is CONJUNCTION, and SUBSTITUTION is followed by ELLIPSIS. The author comes to the conclusion that there are some factors having a strong influence on  students’  understanding  of  reading  comprehension  of  NMET:  different  types  with certain textual patterns, cohesion and various topics. Different types with certain textual patterns  are  mainly  to  relate  to  the  understanding  of  the  reading  comprehension  as  a whole and its main idea. Grammatical cohesion, conjunction and lexical cohesion play a vital  role  in  understanding  the  meaning  of  new  words.  So  as  for  English  teachers,  they should instruct students’ reading abilities from two aspects: mastery of cohesive devices and awareness of types with textual patterns. 
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Reference documents (omitted) 
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