Luận văn thạc sĩ the non major english students attitudes towards the teaching of english in electronics reading at hai duong college of economics and technology

1 Vietnam national university, Hanoi University of Languages and international studies faculty of Post-graduate Studies KIỀU THỊ THU HÀ THE NON-MAJOR ENGLISH STUDENTS’ ATTITUDES TOWARDS THE TEACHING OF ENGLISH IN ELECTRONICS READING AT HAI DUONG COLLEGE OF ECONOMICS AND TECHNOLOGY (Thái độ sinh viên không chuyên việc dạy đọc hiểu tiếng Anh chuyên ngành Điện tử trƣờng Cao đẳng Kinh tế - Kỹ thuật Hải Dƣơng) MA MINOR THESIS Field: English Teaching Methodology Code: 60 14 10 Hanoi, 2010 z Vietnam national university, Hanoi University of Languages and international studies faculty of Post-graduate Studies KIỀU THỊ THU HÀ THE NON-MAJOR ENGLISH STUDENTS’ ATTITUDES TOWARDS THE TEACHING OF ENGLISH IN ELECTRONICS READING AT HAI DUONG COLLEGE OF ECONOMICS AND TECHNOLOGY (Thái độ sinh viên không chuyên việc dạy đọc hiểu tiếng Anh chuyên ngành Điện tử trƣờng Cao đẳng Kinh tế - Kỹ thuật Hải Dƣơng) MA MINOR THESIS Field: English Teaching Methodology Code: 60 14 10 Cohort: MA 17 Supervisor: Phạm Minh Tâm, (M.Ed.) Hanoi, 2010 z LIST OF ABBREVIATIONS HCET: Hai Duong College of Economics and Technology GE: General English ESP: English for Specific Purposes EE: English in Electronics z LIST OF TABLES Table 1: Students’ Attitude towards English in Electronics at HCET Table 2: Students’ Awareness of the Importance of English in Electronics at HCET Table 3: Students’ Awareness of Teachers’ roles in EE Reading Teaching at HCET Table 4: Students’ Evaluations to the Teachers’ Approaches in EE Reading Teaching at HCET Table 5: Students’ Evaluations to the Teachers’ Techniques in EE Pre-reading Teaching at HCET Table 6: Students’ Evaluations to the Teachers’ Techniques in EE While-reading Teaching at HCET Table 7: Students’ Evaluations to the Teachers’ Techniques in EE Post-reading Teaching at HCET z TABLE OF CONTENTS Declaration………………………………………………………………………………… i Acknowledgements………………………………………………………………………… ii List of Abbreviation……………………………………………………………………… iii List of Tables……………………………………………………………………………… iv Abstract…………………………………………………………………………………… v PART A: INTRODUCTION Rationale……………………………………………………………………… Aims of the Study……………………………………………………………… Research Questions…………………………………………………………… Research Methodology………………………………………………………… Scope of the Study…………………………………………………………… Design of the Study…………………………………………………………… PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.1 The Nature of Reading Comprehension…………………………………… 1.1.1 What is Reading and Reading Comprehension? 1.1.1.1 What is Reading? 1.1.1.2 What is Reading Comprehension? 1.1.2 Reading Comprehension Process…………………………………… 1.1.2.1 The Schema Theory……………………………………… 1.1.2.2 Bottom – up and Top-down Processing…………………… 1.1.2.3 Interactive Processing……………………………………… 1.2 An Overview of English for Specific Purposes …………………………… 1.2.1 What is ESP? z 1.2.2 English in Electronics……………………………………………… 1.3 Approaches to Teach EE Reading……………………………….………… 10 1.3.1 Grammar – Translation Approach…………………………………… 10 1.3.2 Communicative Language Teaching Approach…………………… 11 1.3.2.1 Content-Based Approach………………………………… 11 1.3.2.2 Task-Based Approach……………………………………… 12 1.4 Techniques to Teach EE Reading ………………………………………… 12 1.4.1 In Pre-Reading……………………………………………………… 12 1.4.2 In While-Reading…………………………………………………… 13 1.4.3 In Post-Reading……………………………………………………… 13 CHAPTER 2: METHODOLOGY 2.1 Research Context…………………………………………………………… 15 2.1.1 ESP Course and the Objectives of the Teaching of EE Reading at HCET… 15 2.1.2 The Background of the EE Classroom at HCET…………………… 16 2.1.2.1 The Teachers’ Problems…………………………………………… 16 2.1.2.2 The Students’ Problems…………………………………………… 16 2.1.2.3 Materials…………………………………………………………… 17 2.2 Research Questions…………………………………………………………… 18 2.3 Research Approach………………………………………………………… 19 2.4 Participants…………………………………………………………………… 19 2.4.1 Population…………………………………………………………… 19 2.4.3 Sampling…………………………………………………………… 19 2.4.2 Description of Participants………………………………………… 19 2.5 The instrument……………………………………………………………… 20 2.6 Data Collection Procedure…………………………………………………… z 21 10 2.7 Data Analysis Procedure…………………………………………………… 21 2.8 Conclusive Remarks………………………………………………………… 22 CHAPTER 3: RESULTS AND DICUSSION 3.1 Results and Discussion……………………………………………………… 23 3.1.1 Questionnaire………………………………………………………… 23 3.1.1.1 General Attitudes towards English in Electronics……………… 23 3.1.1.2 Awareness of the Importance of EE Reading Comprehension… 24 3.1.1.3 Awareness of the Teachers’ Roles in EE Reading Teaching…… 25 3.1.1.4 The Students’ Evaluations to the Teachers’ Approaches in EE Reading Teaching 26 3.1.1.5 The Students’ Evaluations to the Teachers’ Techniques in EE Reading Teaching 27 3.1.1.6 The students’ Style Preferences for EE Reading Teaching……… 31 3.2 Conclusive Remarks………………………………………………………… 34 CHAPTER 4: IMPLICATIONS FOR EE READING TEACHING 4.1 Summary of the Findings…………………………………………………… 35 4.2 Implications…………………………………………………………………… 36 4.2.1 Building up Good Basic Background Knowledge………………… 36 4.2.2 Improving Learning Environment…………………………………… 36 4.2.3 Enhancing Teachers’ Professional Knowledge……………………… 36 4.2.4 Employing the Blend of Two Approaches………………………… 37 4.2.5 Using Various Activities in Three Reading Stages………………… 38 4.2.6 Developing the Reading Materials………………………………… 38 4.2.7 Recommending a Sample Lesson Plan……………………………… 38 PART C: CONCLUSION Conclusion…………………………………………………………………… 39 Limitations of the Study……………………………………………………… 39 z 11 Recommendations for further Research…………………………………… Reference Appendices A Sample Lesson Plan z 39 12 PART A: INTRODUCTION Rationale With the strong and rapid development of science and technology, more and more inventions are born and applied for daily life demands of human beings The question is that all materials of advanced technology are in English while not all people in the world can use English smoothly, especially English in science and technology Therefore, there is a growing demand for English teaching to meet the needs of learners who want to “gain access to the required knowledge that is available, either exclusively or most readily, in English” (Munby, 1978, p.3) or to serve other specific purposes This leads to English for specific purpose (ESP) Being aware of the importance of ESP, Hai Duong College of Economics and Technology (HCET) has added ESP teaching for students finishing General English with the aim that ESP can provide students with background knowledge, a system of terms related to the fields which they are studying (economics, electrical engineering and electronics) and more importantly, some approaches as well as techniques of reading ESP materials These will help them develop their own communicative competence and self – study on ESP materials According to Carrell (1981, p.1), “reading is by far the most important of the four macro-skills, particularly in English as a second foreign language” that is true for General English and is extremely true for ESP in general and English in Electronics (EE) in particular Thanks to ESP subject, the non-major English students can make extensive use of academic materials written in English and then increase their professional knowledge in their specialized fields However, ESP reading teaching in general and EE reading teaching at HCET in particular remains teacher-centered, and for many English language teachers, ESP reading teaching means teaching terminologies This can be rooted in the Vietnamese traditional philosophy of education who views a knowledge transmission as the ultimate goal of the education process In this process, students are passive and they learn whatever teachers “pour” As a result, not only knowledge but also learning styles are imposed on students by teachers What is more, when they face up with new materials with new terminologies, they not know how to sort them out A study on the nonmajor English students’ attitudes towards the teaching of EE reading is the first reason why I chose this topic Another reason is related to my personal profession Despite being a student who graduated from Ha Noi University of Technology, Department for English in Science and Technology, I have realized that how to make ESP reading teaching satisfactory to students is really a great challenge facing every teacher of English Since graduation, I have been haunted by the question of how to deal with English in Electronics reading more effectively at my college The answer to this question would be of great help to myself as well as to my colleagues I hope that these following evidences of students’ expectations will help teachers have the best ways of teaching EE reading z 13 Aims of the Study The study aims at:  To investigate into students’ attitudes towards the teaching of English in Electronics reading at Hai Duong College of Economics and Technology  To find out in what ways the teacher can make their reading teaching more suitable to the students’ expectations To achieve the aims of the study, the following specific objectives were established:  Firstly, to find out how EE reading is approached at HCET as well as the students’ attitudes towards English in Electronics reading This may affect the effectiveness of EE reading  Secondly, to understand the students’ views on the current teaching of English in Electronics reading at HCET to assert the need to narrow the gap between EE reading teaching and learning  Thirdly, to offer some suggestions for treating EE reading teaching issues at HCET in order to heighten the effectiveness of EE reading teaching at HCET Research Questions To achieve the aims of the thesis, the following research questions were proposed: 1) What are the non-major English students’ attitudes towards the current teaching of English in Electronics reading at HCET? 2) What are the implications for the teaching of English in Electronics reading at HCET? Research Methodology In this research, various sources of data were used through one questionnaire, involving the nonmajor English students at Hai Duong College of Economics and Technology The questionnaire was designed in such a way that both closed and open-ended questions to ensure deep data The data was analyzed both qualitatively and quantitatively Scope of the Study As it has been stated above, the study is designed to explore the non-major English students’ attitudes towards the teaching of English in Electronics reading in order to make some methodological recommendations for English in Electronics reading teaching This study is, therefore, descriptive by nature The other subjects of the study are the non-major English students at Hai Duong College of Economics and Technology, the “specific purposes” of the course are confined to “English in Electronics” Design of the Study This study consists of three parts: z 50 ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… 11 Trong học đọc A, giảng viên gợi mở, khuyến khích sinh viên nói chủ đề đọc, thuật ngữ có liên quan, sau yêu cầu sinh viên đọc lƣớt, làm tập phía dƣới với việc đọc lại đoán nghĩa thuật ngữ dịch “Bạn nghĩ đọc A…” Mức độ thú vị Mức độ khó Mức độ hữu dụng A thú vị A khó A có ích cho việc học B thú vị B khó B có ích chút cho việc học C chán C dễ C khơng có ích cho việc học D chán D dễ D vơ ích Trong học đọc B, giảng viên yêu cầu sinh viên đọc, cung cấp nghĩa thuật ngữ sau yêu cầu sinh viên làm tập dịch “Bạn nghĩ đọc B…” Mức độ thú vị Mức độ khó Mức độ hữu dụng A thú vị A khó A có ích cho việc học B thú vị B khó B có ích chút cho việc học C chán C dễ C khơng có ích cho việc học D chán D dễ D vơ ích Xin vui lịng cho biết: Bạn học lớp nào:…………………………………………………………………… Bạn bắt đầu học tiếng Anh chuyên ngành Điện tử từ nào:…………………… Giới tính: A Nam B Nữ Xin chân thành cảm ơn hợp tác bạn! z 51 Appendix TRƢỜNG CĐ KINH TẾ - KỸ THUẬT HẢI DƢƠNG KHOA NGOẠI NGỮ - GIÁO ÁN Số: 08 Số tiết giảng: tiết Số tiết giảng: 40 Ngày giảng: 27/11/2009 Tên học phần - môn học: AVCN Điện tử Tên giảng: Unit 8: High – Definition Television Ngƣời lập: Vũ Thị Nhung Ngày: 25/11/2009 Ngƣời duyệt: Đinh Thị Hồng Vân Ngày: 26/11/2009 Sử dụng để giảng dạy lớp: K8.06.01 A MỤC TIÊU BÀI GIẢNG: Về kiến thức: HS – SV hiểu đƣợc nội dung: - Lịch sử phát triển, ƣu điểm vƣợt trội hạn chế, nguyên lý hoạt động truyền hình độ nét cao 2.Về kỹ năng: HS – SV biết làm đƣợc: - Đọc hiểu dịch đƣợc khóa Về thái độ học tập: - Tích cực, chủ động, nghiêm túc B CÔNG VIỆC CHUẨN BỊ: - Bài giảng cá nhân: Unit 8: High – Definition Television - Đề cƣơng giảng: - Tài liệu học tập tham khảo: + Giáo trình: English in Electronics and Telecommunications (Lƣu hành nội bộ) - Phương tiện: + Visual aids + Chalks + Blackboard + Projector + Laptop C QUÁ TRÌNH THỰC HIỆN BÀI GIẢNG: Bƣớc 1: Ổn định lớp: ( phút) - Điểm danh Lớp giảng dạy Tổng số học sinh K8.06.01 50 Vắng có lý Vắng khơng lý Bƣớc 2: Kiểm tra cũ: (6 phút) - Asks two students to go to the board and write down the terminologies they learnt in the previous lesson - Asks the rest in the class to tell some main points of the previous text Bƣớc 4: Tổng kết buổi giảng (1 phút) - Nhắc lại nội dung chính, trọng tâm - Câu hỏi, tập nhà: STT Nội dung z 52 Chuẩn bị phần đọc hiểu - Hƣớng dẫn học học sau D ĐÁNH GIÁ, RÚT KINH NGHIỆM: (1 phút) - Khơng khí lớp học: sơi nổi, nhiệt tình Tinh thần học tập: hăng hái, tích cực Thái độ học sinh: nghiêm túc Thông qua tổ môn Trƣởng Khoa Giảng viên soạn Đinh Thị Hồng Vân Vũ Thị Nhung z 53 Bƣớc 3: Giảng mới: (35 phút) TRÌNH TỰ TIẾN TRÌNH GIẢNG DẠY Nội dung giảng dạy (1) Unit 8: High – Definition Television I Pre-reading: Thời gian (2) 5’ - Main idea 10’ - Questions Answer the following questions - Hoạt động giảng viên Hoạt động HS - SV (4) (5) Introduces the topic of the text: “Today we are going to read about High – Definition Television” Activates their students’ background knowledge about High – Definition Television Synthesizes the students’s ideas about the topic of the text and write down in the board Divides the class into 10 groups of or and asks them to skim the text and choose the best main idea of three given main ideas Calls each leader of the groups to give the answers Checks and corrects 20’ - - - Listen to the teacher - Students express their knowledge individually about High – Definition Television Listen, add and write - - Work in groups, skim the text and choose the best main idea of three given main ideas Student 1: Sentence - Student 2: Sentence … - Scan the text individually and answer the questions Asks students to scan the text and answer the questions (Students can find Vietnamese equivelants for - Answer the questions or new words they encounter comment partners’ answers, while reading) provide evidences to prove the answers Orally checks the answers by calling the students and requires them to find evidences in the text z 54 Appendix TRƢỜNG CĐ KINH TẾ - KỸ THUẬT HẢI DƢƠNG KHOA NGOẠI NGỮ - GIÁO ÁN Số: 09 Số tiết giảng: tiết Số tiết giảng: 47 Ngày giảng: 05/12/2009 Tên học phần - môn học: AVCN Điện tử Tên giảng: Unit 9: Telecommunication System Ngƣời lập: Phạm Thị Yến Ngày: 02/12/2009 Ngƣời duyệt: Đinh Thị Hồng Vân Ngày: 03/12/2009 Sử dụng để giảng dạy lớp: K8.06.01 E MỤC TIÊU BÀI GIẢNG: Về kiến thức: HS – SV hiểu đƣợc nội dung: - Các hệ thống viễn thông nhƣ điện báo, điện thoại, fax, liệu, phát truyền hình chủ yếu đề cập đến hệ thống điện thoại - Phƣơng pháp truyễn dẫn số sử dụng hệ thống viễn thông 2.Về kỹ năng: HS – SV biết làm đƣợc: - Đọc hiểu dịch đƣợc khóa Về thái độ học tập: - Tích cực, chủ động, nghiêm túc F CÔNG VIỆC CHUẨN BỊ: - Bài giảng cá nhân: Unit 8: Telecommunication System - Đề cƣơng giảng: - Tài liệu học tập: + Giáo trình: English in Electronics and Telecommunications (Lƣu hành nội bộ) - Phương tiện: + Visual aids + Chalks + Blackboard + Projector + Laptop G QUÁ TRÌNH THỰC HIỆN BÀI GIẢNG: Bƣớc 1: Ổn định lớp: ( phút) - Điểm danh Lớp giảng dạy Tổng số học sinh K8.06.01 50 Vắng có lý Vắng khơng lý Bƣớc 2: Kiểm tra cũ: (6 phút) - Asks two students to go to the board and write down the terminologies they learnt in the previous lesson - Asks the rest in the class to tell some main points of the previous text Bƣớc 4: Tổng kết buổi giảng (1 phút) - Nhắc lại nội dung chính, trọng tâm - Câu hỏi, tập nhà: z 55 STT Nội dung Chuẩn bị phần đọc hiểu - Hƣớng dẫn học học sau H ĐÁNH GIÁ, RÚT KINH NGHIỆM: (1 phút) - Khơng khí lớp học: trầm Tinh thần học tập: chƣa thực tích cực Thái độ học sinh: nghiêm túc Thông qua tổ môn Trƣởng Khoa Giảng viên soạn Đinh Thị Hồng Vân Phạm Thị Yến z 56 Bƣớc 3: Giảng mới: (35 phút) TRÌNH TỰ TIẾN TRÌNH GIẢNG DẠY Nội dung giảng dạy (1) Unit 8: Telecommunication System Thời gian (2) 25’ - - 3’ Main idea 7’ Questions Answer the following questions - Hoạt động giảng viên Hoạt động HS - SV (4) (5) Introduces the topic of the text: “Today we are going to read about Telecommunication System” Asks three students to go to the board and write down new terminologies in the text and their Vietnamese equivelants Checks the meanings, reads aloud and asks students to repeat Divides the class into groups of ten and divides the texts into five parts and asks them to translate the text into Vietnamese Calls each leader of the groups to translate each part and corrects Asks students to choose the best main idea of three given main ideas Calls each leader of the groups to give the answers Checks and corrects Asks students to answer the questions individually Orally checks the answers z - Listen - Go to the board and write down new terminologies in the text - Repeat - Work in groups and translate the parts into Vietnamese - Each leader translate each part in turns Choose the best main idea of three given main ideas Student 1: Sentence Student 2: Sentence … - Answer the questions Listen and write down the correct answers in the notebooks 57 Appendix UNIT HIGH – DEFINITON TELEVISION In the world, a race is on to produce a new generation of television sets In Europe, the term High-Definition Television (HDTV) is used In the USA, such a television set is known as Advanced Television (ATV) The Japanese, who were the first to start work on the new technology, in 1974, called their system Hi-Vision However, despite having different names, these new sets share certain sets share certain features High – definition television, HDTV, is a new format that promises to deliver a dramatically sharper picture than is offered by current television technology – free of static, the ghostlike double images, and the other forms of interference that so frequently annoy today's television viewers HDTV sets will also have the capacity to produce sound in digital stereo, with quality prevailing that of today's most upscale compact-disc players Despite the enormous promise of this new format, HDTV still faces many difficulties before it replaces today's conventional TV sets These difficulties include the technical challenges of broadcasting an HDTV signal, the complex process of government regulation, and not least by any means – acceptance of the expensive new format by consumers In a conventional television set, the picture consists of 625 lines, with a total of 12000 dots As a signal is broadcast to the set's receiver, the lines are scanned instantaneously and continually In effect the television receives 30 pictures per second; the human eye interprets this stream as one continuous image In the cathode-ray tube (CRT) inside a TV set, the signal reaches the picture tube in the form of an electron beam that is fired at a phosphor coating on the tube's surface The screen then glows when struck by the electrons Thus, the broadcast image is re-created with all its brightness and colour of the original image This 625-line signal is known as NTSC, after the National Television System Committee, which selected the format as the U.S standard in television's early stage of development in the early 1950s The problem with NTSC and other conventional formats is that the line structure remains to evident on the television screen HDTV cameras and receivers work by increasing the amount of video information in the picture – supplying roughly five times as much information as NTSC Instead of the conventional 30 pictures per second of today's standard HDTV operates at nearly 60 pictures – nearly one billion bits of information – per second More information means a much sharper image Instead of 625 lines, an HD picture z 58 consists of 1.250 lines and is composed of four times as many dots With HDTV, the picture matches the clarity and resolution of the 35-millimeter film images seen in movie theaters HDTV designers also intend to copy the screen dimension of a movie theater Until the arrival of television, most Hollywood movies were made in a square format, with an aspect ratio of to 3, meaning four units of width to three of height In the mid 1950s, when television threatened to keep moviegoers at home, Hollywood hit on a new attraction: the wide-screen format that more closely mimics a human's field of vision HDTV developers are basing their hopes on this more visually pleasing format, which is closer to a movie screen's aspect ratio of 16 to Experts point out that the HDTV picture can be much bigger without becoming coarse, employing five times the information in the picture and five times the resolution , with accompaniment of digital sound Words and expressions Acceptance (n) Sự tiếp nhận, chấp nhận Accompaniment (n) Sự kèm, đồng hành Brightness (n) Độ sáng Challenge (n) Thách thức Clarity (n) Sự sáng sủa Coarse (adj) Thô ráp Conventional (adj) Thuộc thơng thƣờng Dimension (n) Kích thƣớc Evident (adj) Hiển nhiên, rõ rệt Field of vision Trƣờng nhìn Instantaneously (adv) Một cách tức thời Prevail (v) Thịnh hành Promise (v) Hứa hẹn Ratio (n) Tỉ lệ Resolution (n) Độ phân giải z 59 Roughly (adv) Xấp xỉ, ƣớc chừng Sharp (adj) Sắc nét, nhọn Main idea Which statement best expresses the main idea of the text? Why did you eliminate the other choices? HDTV will gradually replace conventional TV sets HDTV has several advantages over today's TV sets HDTV provides more realistic pictures than are offered by present televisions Questions Answer the following questions What in existing televisions does not please TV viewers? What makes up a complete image as it is seen on TV screen by viewers? What section of the tube is hit by the electron beam? How is the TV image made sharper? What feature the designers think might be the attraction of HDTV? Understanding the passage Decide whether the following statements are true or false (T/F) by referring to the information in the text The make the necessary changes so that the false statements become true … HDTV will be equipped with more than one sound track … HDTV makers feel sure that consumers will readily accept the new product … An HDTV picture is made up of 46.000 dots … The HDTV screen's aspect ratio is exactly 16:9 … The resolution of HDTV is higher than that of or z 60 SAMPLE LESSON PLAN Teaching Point: Reading Content:  Unit 8: High – Definition Television (see Appendix 5)  English in Electronics Program in the second year  Key contents of reading: - Development history of High – Definition Television - Advantages and Limitations of High – Definition Television - Principle of High – Definition Television Aims:  Skill: after the lesson, Ss will be able to have good reading comprehension about the reading text and approach English in Electronics materials in English  Language: Ss will be able know the meanings of terms and understand the reading text and some topic-related readings Students’ level: Second year Class size: 50 students Materials: book, slides, handouts, video clip Students’ background knowledge:  Ss have already finished General English in the first year  Ss have already had certain background knowledge about their specialized area English in Electronics Time: 45 mins Anticipated problems:  Ss may not know many terminologies relating to the topic of the text  Solution: T suggests, activates Ss’ background knowledge (may use Vietnamese if needed)  Ss might feel shy when they are asked to the role play in front of the whole class  Solution: Informal setting and friendly atmosphere will be created by the T to encourage students to feel free in their performances  The checklist of speaking errors may be neglected by Ss  Inform Ss beforehand that T will invite any students at the end of S’s performance z 61 10 Stages of the lesson Time Teacher’s activities Students’ activities mins Warm-up - T introduces the game to Ss: Guessing what is video - Listen to the T clip about - T divides Ss into three groups according to three columns of tables in the class, asks the groups look at the screen, discuss and answer the above question - T tells Ss the rules of the game:  - Identify their group, look at the screen, discuss answer the above question - Listen to the T and There is a video clip lasting minutes about some remember the rules of the things relating to television and the first inventor game and watch of television All Ss watch it once  and Each group prepares one paper, discusses and finds out the answer - Work in the group and answer the question The groups are allowed to things in only 30 second After 30 seconds, the group has the correct answer in the shortest time will be the winner If the first group’s answer is not true, other groups will continue to answer - T asks two Ss to check whether Ss understand the rules of the game or not z 62 - T checks the scores and pronouns the winner - Retell the T the rules of the game - T introduces the lesson: “High – Definition - Take part in the game Television - Write down the titles of the lesson on note books mins - Identify their group Pre – reading - T divides Ss into groups: A, B, C, D, and E and - Receive the A3 paper gives them an A3 paper - Work in group - T asks each group to discuss and write down terms - Tick the result of the group relating to development history, advantages and in the board limitations and principle of High-Definition Television as fast as they can, then tick the A3 paper to the board - T checks the result of the groups and adds some terminologies about the topic - Listen to the T and write down on note books 25 mins While – reading a Task 1: Main idea (10 mins) - T divides Ss into three groups A, B & C, who are - Identify their group going to the task at the same time within their group only z 63 - T asks the groups to skim the text, find out the main idea of three given main ideas and write down their answer in the prepared paper - Skim the text, find out the main idea of three given main ideas and write down their answer in the prepared paper - T calls the representative for each group in turn to express their answer and explain why in English - The representative for each group in turn to express their answer and explain why in English - T checks and gives feedback - Listen to the T and correct b Task 2: Questions (15 mins) - T asks Ss to scan the text, work in pairs, ask and - Scan the text, identify answer questions in the Task partners, work in pairs, ask and answer questions in the Task - Go to the board and perform - After mins, T invites ten pairs, two pairs for one the role-play, and asks the question to go to the board and perform the role-play, class to pay attention to their and asks the class to pay attention to their friends’ friends’ answers answers - Comment - T asks each group to comment on others’ performance performance z on others’ 64 - T listens to Ss’ comments and gives feedback mins Post – reading - T tells Ss to summarize the text individually - Listen to the T - After mins, T invites three Ss to go to the board - Go to the board and present and present their preparation their preparation - T asks other Ss to listen, take note and comment - Listen, take note and comment - Listen to the T’s feedback - T gives feedback mins Homework - T summaries the main points of the lesson - T asks Ss to prepare the next tasks z - Listen to the T’s summary ... What are the non- major English students? ?? attitudes towards the current teaching of English in Electronics reading at HCET? z 25 2) What are the implications for the teaching of English in Electronics. .. attitudes towards the teaching of English in Electronics reading and their learning styles for EE reading The majority of the students are motivated in the teaching of EE reading but they are... attitudes towards the teaching of English in Electronics reading at Hai Duong College of Economics and Technology  To find out in what ways the teacher can make their reading teaching more suitable