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HONG DUC UNIVERSITY FACULTY OF FOREIGN LANGUAGES GRADUATION THESIS THE USE OF KAHOOT APPLICATION IN IMPROVING READING COMPREHENSION SKILL FOR GRADE 11 AT DONG SON HIGH SCHOOL Student: Le Thi Ngoc Mai Class: K20B-FFL-HDU Course: 2017-2021 Supervisor: M.A Le Thi Huong Thanh Hoa, June 2021 ACKNOWLEDGEMENT Frist and foremost, I would like to express my sincere thanks to my supervisor, Mrs Le Thi Huong, lecturer of the English Department, Hong Duc University This thesis could probably have not completed without her patient, enthusiastic and instructive supervision and encouragement I also would like to show my profound gratitude to all of the lecturers in English Department of Hong Duc University for their tirelessly devoting time and efforts to enrich, broaden and deepen my knowledge over the past four years My special thanks go as well to the English Department of Hong Duc University for giving me the opportunity and permission to implement this thesis My sincere thanks go to all students grade 11 at Dong Son high school whose endless enthusiasm has help me to carry out the surveys which are very helpful for my thesis Besides, I am deeply indebted to my beloved family and my friends who encourage me and are always by me side, giving me supports to fulfill this graduation thesis Last but not least, I would like to thanks the librarians at Hong Duc University who lent me a lot of materials and provided me with advantageous conditions to complete the thesis Finally, I cannot fully express my gratitude to all the people whose direct and indirect support assisted me to accomplish my thesis in time Thanh Hoa, May 2021 Student Le Thi Ngoc Mai i TABLE OF CONTENT ACKNOWLEDGEMENT i TABLE OF CONTENT ii LIST OF TABLES AND FIGURES iv LIST OF SIGNS AND ARRIVALS v PART A: INTRODUCTION 1 Rationale Aims of the study 3 Research questions Scope of the study Method of the study Design of the study PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW Concept of Reading 1.1 Definition of Reading 1.2.Principles of Reading 1.3.Kinds of Reading 10 1.4.The Difficulties of Reading Ability 11 Reading Comprehension 13 Reading Ability 14 3.1.Definition of Reading Ability 14 3.2.Level of Reading Ability 14 Kahoot application 15 4.1.Definition Kahoot application 15 4.2 Basic Features of Kahoot Application 17 4.3 The Implementing of Kahoot Application 18 CHAPTER 2: RESEARCH METHODOLOGY 21 Research setting 21 ii 1.1 Description of the students at Dong Son High School 21 1.2 Description the teachers at Dong Son High School 22 Method of data collection 22 2.1 Questionnaires 22 2.2 Observation 23 2.3 Test 24 Finding and data analysis 24 3.1 Results from questionnaires 24 3.1.1 The questionnaires for students 24 3.1.2 The questionnaires for teacher 30 3.2 Result of observation 35 3.3 Result of test 36 3.4 Summary 38 CHAPTER 3: SOME SUGGESTION TO THE USE OF KAHOOT APPLICATION IN IMPROVING READING COMPREHENSION SKILL FOR GRADE 11 AT DONG SON HIGH SCHOOL 39 Suggestions for Teachers of English 39 1.1 Unit 11: Sources of energy 39 1.2 Unit 12: The Asian Games 42 1.3 Unit 13: Hobbies 45 Suggestions for Applying the Technique via Online Media 47 Summary 47 PART C CONCLUSION 48 Recapitulation 48 Summary of the study 48 REFERENCES 51 APPENDIXE I 53 iii LIST OF TABLES AND FIGURES Tables Table 1: Student’s opinion towards benefit of using Kahoot app in reading 28 Table 2: Benefits of using Kahoot app in reading classes 29 Table 3: Benefits of using Kahoot app 32 Table 4: The teachers’ using Kahoot app in their current reading classes 33 Figures Figure 1: Student's attitudes towards reading skills 24 Figure 2: Student's interest in reading Englsh in class 25 Figure 3: Students' dificulties in reading English 26 Figure 4: Students' opinion about reading text in the textbook 26 Figure 5: Students' results after the test of reading comprehension skill on stage 127 Figure 6: Student's opinion using Kahoot app in reading lessons 28 Figure 7: Students' results after the test of reading comprehension skill on stage 230 Figure 8: How much the teachers enjoys teaching reading comprehension skill 31 Figure 9: Teacher's opinion toward reading skill 31 Figure 10: The frequency of using Kahoot app in reading lessons 32 Figure 11: Perference's teacher in using Kahoot app 35 Figure 12: Compare the results of test and test 37 iv LIST OF SIGNS AND ARRIVALS ADD Attention Deficit Disorder ADHD Attention Deficit Hyperactivity disorder ADD is a term that is sometimes used for one of the presentations of attentiondeficit/hyperactivity disorder (ADHD) ADHD is a neurological disorder that causes a range of behavior problems such as difficulties with attending to instruction, focusing on schoolwork, keeping up with assignments, following instructions, completing tasks, and social interaction v PART A: INTRODUCTION Rationale In the 21st century, teaching and learning proses are comprised with complicated mix of challenges and opportunities for both educators and learners Modern learners are in need and deserve motivating, supportive instructional environments, engaging content, and the opportunity to learn in settings that support collaboration with peers, teacher, and the large world community Nowadays, modern learners are inseparable with digital live The consume of the internet, text message, social media, multimedia and others in everyday live activities and also even or sometimes they used the technology in their academic as well Teaching reading English or reading is important to be taught at all levels of education, procurement of resources for students, facilities and methods used by teachers is an absolute requirement of success in learning English in school Along with technological advances, teachers are required to create or seek new innovations in teaching English in the classroom, for example, the use of mediabased online media applications, or game applications Where if one of the media or application is used in the classroom then this will make the students know more about the online learning-based world, in addition, students also feel relaxed in learning English In fact, most educational journals are made in English Thus, the main purpose of reading-teaching in general is to develop reading skills, not only by using book media but by collaborating with media applications or games (Unun Pratiwi, 2015) Game is the world in which action is triggered by rewards, fun and competition; where creativity, problem solving, team work, determination, various skills are being developed And this fact can no longer be unnotice by the education world Games has been used to complement traditional lectures to enhance learning decades The rapid increase in the availability and affordability of interactive technologies has contributed to the adoption of games in instructional science and higher education teaching to foster collaborative learning, exploration and discovery.Based on the fact that modern learners are very much engaged with technology and that education can no longer ignore the idea that games can be one of the platforms of learning, digital games that can be used for education are evolving rapidly Earlier studies revealed that using Kahoot! to enhance learning process in the classroom is more effective than using traditional media Acording to Kahoot.com, Kahoot! Is a game-based laerning platform that makes it easy to create, share and play learning games or trivia quizzes in minutes Un leash the fun in clasrooms, offices and living rooms From this, the learners also claimed that they has learn the intended materials during the game In this respect, this paper is aimed to describe the potential of Kahoot!as a learning platform using reading skill to teach English language wheter Kahoot! Is useful and fun to use in the classroom and homework for educators and modern learners To discuss more detail about teaching reading and the nature of Kahoot! It will written on this paper In English foreign language teaching, reading is one of the most important factors in assessing a learner’s linguistic competence However, it is a common problem for some students to complain about having trouble with how read effeciently Students always feel confused about the main idea of the passage even if they can get a full mark to the question following the passage In addition, some teachers also find difficulties in increasing efficiency in reading classes So therefore some of approaches for teaching reading that teacher has to follow them and some of reading technoques However,due to many such reasons the students fail to comprehend textbooks properly This is largely reflected in the poor performance of the students both in their classes, as weel in their everyday life So, it is important now to point out the problems existing in the present reading learning and provide some proposals for how to teach reading efficiently For the above reason, the researcher decided to carry out a research on the title “The use of Kahoot application in improving reading comprehension skill for grade 11 Dong Son high school” with the hope that it will be of some help to improve students in learning English reading skills I hope this research will be effective for students in learning English reading skills Aims of the study This study is aimed at investigating the effectiveness of Kahoot application in reading comprehension The specific aims of the research are as follows: - To investigate the teachers’ and students’ attitudes towards reading comprehension skills - To investigate student’s difficulties in reading comprehension - To find out the effective ways of using Kahoot application to improve reading comprehension for 11th grade at Dong Son High School - To suggest Kahoot app to improve the reading comprehension skill for grade 11 at Dong Son high school Research questions In order to achieve the above-mentioned objectives, the following research questions guide the study: • What are student’s difficulties in reading comprehension? • How are Kahoot app used in reading classes at Dong Son High School? • What are the effective ways to enhance reading skills by Kahoot app? Scope of the study This study only focuses on the use of Kahoot app in improving reading skills, especially, to improve reading skills of grade 11 students at Dong Son High School The researcher intends to investigate the current situation of teaching and learning reading skill, then apply Kahoot app in teaching reading skills in the class for grade 11 students at Dong Son High School, finally to make some suggestions for improve reading skills for students by using the Kahoot app Method of the study In order to achieve the above aims of the study, qualitative and quantitative methods are mainly used The data collected for the study come from three sources: The questionnaires give me the overview of both English reading teaching and learning by teachers of English and students at Dong Son high school; the classroom observation, we can see what the participants in comparison with theoretical base of the study and the results of tests to draw conclusions about the effectiveness of using Kahoot application in improving reading comprehension skill for grade 11 at Dong Son high school Design of the study The study comprises of three parts: Part A: the introduction consists of literature review, aims, scope, methods and the design of the study, and survey questionnaires Part B: The development has three chapters: The first chapter is THEORETICAL BACKGROUND which provides readers the overall view of reading skill and dictation technique The second chapter is “ RESEARCH METHDODOLOGY” This chapter to refers to analysis and findings obtained from the survey questionnaires and evaluations from students, interviewing students to find out the necessary information’s and the discussion of the findings from the survey The third chapter is “ DATA COLLECTIONS AND ANALYSIS”focuses on suggested applicable techniques to apply the Kahoot app in students’ reading comprehension Part C is the conclusion which summarized all the presented information From the results of the study, it can be clearly shown that the teaching and learning English reading is still far satisfactory The students have not enough strategies in learning reading comprehension skills to be difficult and not very interesting to the teachers and students Additionally, inefficient teaching method is considered to be another problem It is hope that the study will prove worthwhile to those who want to improve students in reading classes and who are concerned about the problem Limitation of the study With this the author believes that the study has made a certain contribution to teaching and learning reading comprehension skill to the 11th students at Dong Son high school However, the author also has to admit that there are some limitations of the study Firstly, all suggested solutions for improving the situation of teaching reading for the 11th grade students at Dong Son high school have not been experimented, thus their effectiveness has not been proven and they may be considered subjective or uncompleted Secondly, this study was carried out only within the scope of the 11 th grade students at Dong Son high school, not all the students in Dong Son high school so the mentioned solutions may not be suitable to the teaching of reading comprehension skills to other students because of their differences in English proficiency and the teachers’ competence in teaching English as well as other objectives learning and teaching conditions Finally, within the scope of the study, the writer only had chance to carry out survey on the teaching of reading comprehension skill, whereas the teaching of other language skills (listening, speaking, writing) also need to be investigated for the improvement of English language teaching Suggestion for further study Due to some limitations, following are some implications from the study: To improve the effectiveness and significance of the study’s results and abolish the subjunctive assessments from the researcher of this study, there will be 49 experimental researches for the suggested solutions Moreover, there should be other researches on three other language skills listening, speaking and writing to provide a whole picture of teaching English to students in Dong Son high school so that we can improve teaching and learning conditions In conclusion, in this study the author tried to carry out a survey on the teaching of reading comprehension skill to improve teaching and learning reading comprehension skill 50 REFERENCES Aderson, N.R (2016, September 22) Teaching English and definition of reading Nasional institute of education Bicen, H., Kocakoyun, S (2018) Perceptions of students for gamification approach: kahoot as a case study International Journal of Emerging Technologies in Learning, 13(2), 72–93 doi: 7467/10.13.02 Brown (2001) Chapter 18 teaching reading in Brown, An Interactive Approach language pedagogy (hal 1-29) Longman Cervetti, G, N., & Hiebert, E.H (2015) Knowledge, literacy and the common core, language arts 256-269 Chen, W et al (Eds) (2017, December) “Go Kahoot!” Enriching classroom engagement, motivation and learning experience with games Paper Presented at the New Zealand International Conference on Computers in Education Retrieved from https://www.researchgate.net/publication/322150947 Cicerchia, Meredith (2016, December 20) Three common reading problems for students Dellos, 2015; “The Kahoot! Guide, 2016) Dellos, R (2015) Kahoot! A digital game for learning International Journal of Technology and Distance Learning 12(4), 49 - 52 Euro, E (2015) "Digischool, Kahoot!! And RefME Announced as Winners of 2015 EdTech 20 Retrieved from www.prnewswire.com 10 Gillet., & Temple (1990) level of reading ability Asian journal, 134-137 11 Google Play Google Inc"Kahoot! - Android Apps on Google Play" June 2014 Retrieved August 2017 12 Harmer, J (2008) The Practice of English Language Teaching England: Pearson Longman http://dx.doi.org/10.1093/elt/ccp007 13 Harmer (2007) The principles of reading the principles of reading, hal 201-202 https://files.getkahoot.com/academy/Kahoot_Academy_Getting_Started_ Guide_2nd_Ed_-_June_2016.pdf 51 14 Kahoo! Team (2016) Getting Started with Kahoot! Retrieved from Kahoot.com: 15 Latham, D (2017) How to Assign Kahoots as Homework with the Challenge Feature Retrieved from kahoot.com: https://kahoot.com/blog/2017/09/18/how-to-create-challenge-new-kahootmobile-app/ 16 Liu, Feng (2010) Reading Abilities and Strategies: A Short Introduction International journal 17 Nathania Grace, Richard Noldy, and Effendy Suryana Indonesian Journal of Informatics Education: Kahoot!: Bring the Fun Into Classroom! Vol 2, December 2018, DOI : 10.20961/ijie.v2i2.26244 18 Pang (2008) Reading Theories and Reading comprehension EFL Journal 19 Petel., & Jain (2008) The analysis if skimming and scanning tehnique to improve students in teaching reading comprehension Ikip Siliwangi 20 Play, Google (2014) Google Inc"Kahoot!! - Android Apps on Google Play" Proceedings from the 10th European conference of games based learning, Academic Conferences and Publishing International Limited (2016) 21 Rumelhart (1985, september 22) Reading strategies in EFL classroom: A theoritical review National institute of education journal 22 Stoller, H M (2002) What we know: A review of research 1995 to 2011 International University Bangkok The effect of points and audio on concentration, engagement, enjoyment, learning, motivation, and classroom dynamics using Kahoot! 23 Unun, Pratiwi v., Indri, A P., & Handayani, S (2015) Kemampuan membaca text bahasa inggris Magister scientiae journal 24 Wang and Lieberoth, 2016 A.I Wang, A Lieberoth 25 Wang, A I., Zhu, M., & Sætre, R 2016 26 Williams, Ray (2013) Top ten' prinviples for teaching reading Oxfordjournals.org, at University of Aunckland 52 APPENDIXE I SURVEY QUESTIONAIRES FOR STUDENTS This survey is designed for my research into reality of the use of Kahoot application in improving reading comprehension skill for grade 11 at Dong Son high school Your assistance in completing the survey is highly appreciated The data collected in the research paper only, not for any other purpose Thanks very much for your cooperation I Personal information Your gender: …… (male/female) Your age: …… You come from …… How long you learn English? …… year(s) II Your opinions on learning English reading How are reading comprehension skills important to you? A Very C Rather B Little D Not at all How much you feel liked in reading comprehension English in class? A Very C Rather B Little D Not at all What difficulties you have while learning English reading comprehension? A Many new words C Unfamiliar topic B Grammatical structures D Too difficult exercise Other: ………………………………………………………………… What you think about reading texts in the textbook? A Interesting and suitable to your level B Boring and not suitable to your level C Interesting but not suitable to your level D Boring but suitable to your level What is your result on test 1? A Very good (point ≤ 8) C Average (3 ≤ point > 6) B Good (6 ≤ point > 8) D Weak (ponit < 3) 53 Before using Kahoot app, what you think of using Kahoot app in reading comprehension classes for? A For relaxing only C.For both relaxing and teaching B For teaching only D.Time covering If teacher of English exploits Kahoot app in reading comprehension lesson, are you willing to join? A Very much C No B Little 8.After using Kahoot app, what you think about the benefits of using Kahoot app in reading comprehension lesson? (you can choose more than one opinion) A Kahoot app makes reading lessons more enjoyable and more fun B Kahoot app helps students to learn lesson better C Kahoot app allows students to use information technology in English classes D Kahoot app helps students practice quick reflexes with questions simultaneously compete with peers while studying E Kahoot app helps students to make and sustain the effort of learning F This application makes students more enthusiastic learning what else during this technology, and students are not bored and more active What is your result on test 1? A Very good (point ≤ 8) C Average (3 ≤ point > 6) B Good (6 ≤ point > 8) D Weak (point < 3) 54 APPENDIX II SURVEY QUESTIONNARIES FOR TEACHER This survey is designed for my research into reality of using the use of Kahoot application in improving reading comprehension skill for grade 11 at Dong Son high school Your assistance in completing the survey is highly appreciated The data collected in the research paper only, not for any other purpose Thanks very much for your cooperation I Personal information Your gender: …… (male/female) Your age: …… You come from …… How long have you been teaching English? …… year(s) How long have you been teaching English reading comprehension? ……………………… year(s) III Your opinions on learning English reading How you enjoy teaching English? A Very much C Normal B Much D Not at all How important you think English reading comprehension skills is to your students? A Very important C Unimportant B Important How often you Kahoot app to improve your students to read? A Always C Sometimes B Often D Never What are the benefits of using Kahoot app? Agree A It can create the students reading time B It improves student’s motivation C It creates exciting atmosphere as it lend itself to Kahoot app D Students can learn from each other E Kahoot app make reading lessons more enjoyable F Kahoot app makes reading lesson less challenging and 55 Disagree difficult G Kahoot app helps students practice quick reflexes with questions simultaneously compete with peers while studying H Kahoot app makes students more enthusiastic learning what else during this technology, and students are not bored and more active How you prepare for using Kahoot app? A Totally follow the task in the text book B Design the task in your own ways C Collaborate with other colleges to outline a common teaching plan D Other (please specify) ………………… Which stages you should exploit the Kahoot app? A Warm-up B Pre- reading C While- reading D Post- reading What kind of questions you often use for Kahoot app? A Multiple Choice B True/ False C Completion D Short Answer To make use of Kahoot app in reading comprehension classes more effective, the teacher should do? ( you can choose more than one option) A Teacher should exploit the questions that suit students’ level B Teacher should explain students what to in clear and an easy to understand language C Teacher should exploit a variety form questions in different reading classes D Teacher should demonstrate what to students E Others (please specify) ……………………………………………… 10 How is your students’ attitude toward using Kahoot app in teaching reading comprehension? A Like C Normal B Dislike D The same with this levels 56 CLASSROOM OBSERVATION CHECKLISH Date: ……………………………………… Teacher: …………………………………… Unit: ……………………………………… Class: ……………………………………… Number of students: ……………………… Materials: ………………………………… Observation Classroom learning atmosphere Boring Exciting Teacher’s preparation Bad Good Student’s attention level in reading Low High activities Student’s attitudes towards reading Not interested Very interested activities Teacher’s teaching technique and Not appropriate very reading activities appropriate Interaction between teacher and Bad Good students - Comment: …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… 57 Test School: …………………………………………………………………… Name: ………………………………………… Class: ………………… Read the following passage and mark the letter A, B, C or D on your answer sect to indicate the correct answer to each of the questions from to 10 Plants and animals will find it difficult to escape from or adjust to the effect of global warming, Scientists have already observed shifts in the lifecycles of many plants and animals, such as flowers blooming earlier and birds hatching earlier in the spring Many species have begun shifting where they live or their annual migration patterns due to warmer temperatures With further warming, animals will tend to migrate toward the poles and up mountainsides toward higher elevations Plants will also attempt to shift their ranges, seeking new areas as old habitats grow too warm In many places, however, human development will prevent these shifts Species that find cities or farmland blocking their way north or south may become extinct Species living in unique ecosystems, such as those found in polar and mountaintop regions, are especially at risk because migration to new habitats is not possible For example, polar bears and marine mammals in the Arctic are already threatened by dwindling sea ice but have nowhere farther to go Projecting species extinction due to global warming is extremely difficult Some scientists have estimated that 20 to 50 percent of species could be committed to extinction with to Celsius degrees of further warming The rate of warming, not just the magnitude, is extremely important for plants and animals Some species and even entire ecosystems, such as certain types of forest, many not be able to adjust quickly enough and may disappear Ocean ecosystems, especially fragile ones like coral reefs, will also be affected by global warming Warmer ocean temperatures can cause coral to “bleach”, a state which if prolonged will lead to the death of the coral Scientists estimate that even Celsius degree of additional warming could lead to widespread bleaching and death of coral reefs around the world Also increasing 58 carbon dioxide in the atmosphere enters the ocean and increases the acidity of ocean waters This acidification further stresses ocean ecosystems Question 1: Scionlists have observed that warmer temperatures in the spring cause flowers to A die instantly B bloom earlier C, become lighter D lose color Question 2: According to paragraph 2, when their habitats grow warmer, animal tend to move A south – eastwards and down mountainsides toward lower B north – westwards and up mountainsides toward higher C toward the North Pole and down mountainsides toward lower D toward the poles and up mountainsides toward higher Question 3: The pronoun “those” in paragraph refers to A species B ecosystems C habitats D areas Question 4: The phrase “dwindling sea ice” in paragraph refers to A the frozen water in the Artie C the violent Arctic Ocean B the melting ice in the Arctic D the cold ice in the Arctic Question 5: It is mentioned in the passage that if the global temperature rose by or Celcius degrees, A half of the earth’s surface would be B the sea level would rise by 20 C water supply would decrease by 50 D 20 to 50 percent of species could become Question 6: According to the passage, if some species are not able to adjust quickly to warmer temperatures, A they may be endangered C they can begin to develop B they will certainly need water D they move to tropical forests Question 7: The word “fragile” in paragraph most probably means A very large C easily damaged B rather strong D pretty hard 59 Question 8: The bleaching of coral reefs as mentioned in paragraph indicates A the water absorption of coral reefs B B the quick growth of marine mammals C the blooming phase of sea weeds D the slow death of coral reefs Question 9: The level of acidity in the ocean is increased by A the rising amount of carbon dioxide entering the B the decrease of acidity of the pole C the extinction of species in coastal D the lose of acidity in the atmosphere around the Question 10: What does the passage mainly discuss? A Influence of climate changes on human B Effects of global warming on animals and C Global warming and possible solutions D Global warming and species 60 Test School: …………………………………………………………………… Name: ……………………………………………… Class: …………… ►Read the following passage and mark the letter A, B, C or D on your answer sheet to indicate the correct answer to each of the questions from to 10 Overpopulation, the situation of having large numbers of people with too few resources and too little space, is closely associated with poverty It can result from high population density, or from low amounts of resources, or from both Excessively high population densities put stress on available resources Only a certain number of people can be supported a given area of land, and that number depends on how much food and other resources the land can provide In countries where people live primarily by means of simple farming, gardening, herding, hunting, and gathering, even large areas of land can support only small numbers of people because these labor - intensive subsistence activities produce only small amounts of food In developed countries such as the United States, Japan and the countries of Western Europe, overpopulation generally is not considered a major cause of poverty These countries produce large quantities of food through mechanized farming, which depends on commercial fertilizers, large - scale irrigation, and agricultural machinery This form of production provides enough food to support the high densities of people in metropolitan areas A country's level of poverty can depend greatly on its mix of population density and agricultural productivity Bangladesh, for example, has one of the world's highest population densities, with 1,147 persons per sq km A large majority of the people of Bangladesh engage in low - productivity manual farming, which contributes to the country's extremely high level of poverty Some of the smaller countries in Western Europe, such as the Netherlands and Belgium, have high population densities as well These countries practice mechanized farming and are involved in high - tech industries, however, are therefore have high standards of living 61 At the other end of the spectrum, many countries in sub - Saharan Africa have population densities of less than 30 persons per sq km Many people in these countries practice manual subsistence farming, these countries also have infertile land, and lack the economic resources and technology to boost productivity As a consequence, these nations are very poor The United States has both relatively low population density and high agricultural productivity; it is one of the world's wealthiest nations High birth rates contribute to overpopulation in many developing countries Children are assets to many poor families because they provide labor, usually for farming Cultural norms in traditionally rural societies commonly sanction the value of large families Also, the governments of developing countries often provide little or no support, financial or political, for farming planning; even people who wish to keep their families small have difficulty doing so For all those reasons, developing countries tend to have high rates of population growth Question 1: Which of the following is given as a definition of paragraph 1? A Overpopulation B Population density C Simple farming D Poverty Question 2: What will suffer when there are excessively high population densities? A available resources B Skilled labor C Farming methods D Land area Question 3: The phrase "that number" in paragraph refers to the number of A people B densities C resources D countries Question 4: In certain countries, large areas of land can only yield small amounts of food because A there is lack of mechanization 62 B there are small numbers of laborers C there is an abundance of resources D there is no shortage of skilled labor Question 5: Bangladesh is a country where the level of poverty depends greatly on , A its population density only B both population density and agricultural productivity C population density in metropolitan areas D its high agricultural productivity Question 6: The phrase "engage in" in paragraph is closest in meaning to A escape from B look into C give up D participate in Question 7: The word "infertile" in paragraph probably means A disused B impossible C unproductive D inaccessible Question 8: Which of the following is TRUE, according to the passage? A In certain developed countries, mechanized farming is applied B In sub - Saharan African countries, productivity is boosted by technology, C There is no connection between a country's culture and overpopulation D All small countries in Western Europe have high population densities Question 9: Which of the following is a contributor to overpopulation in many developing countries? A High - tech facilities B Economic resources C Sufficient financial support D High birth rates Question 10: Which of the following could be the best title for the passage? A High Birth Rate and its Consequences B Overpopulation: A cause of poverty C Overpopulation: A worldwide problem 63
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