Điều tra việc sử dụng tập tài liệu học trong việc giảng dayh tiếng anh nghiên cứu tình huống tại trường thpt quang trung tỉnh quảng bình

MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY OF FOREIGN LANGUAGES NGUYEN TUAN ANH AN INVESTIGATION INTO THE USE OF PORTFOLIOS IN TEACHING ENGLISH LANGUAGE: A CASE STUDY AT QUANG TRUNG HIGH SCHOOL, QUANG BINH PROVINCE MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING CODE: 60.14.01.11 SUPERVISOR: ASSOC PROF DR TRAN VAN PHUOC In partial fulfillment of the requirements for the degree of Master of Arts, Hue University of Foreign Languages HUE, 2017 i BỘ GIÁO DỤC VÀ ĐÀO TẠO ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ NGUYỄN TUẤN ANH ĐIỀU TRA VIỆC SỬ DỤNG TẬP TÀI LIỆU HỌC TRONG VIỆC GIẢNG DẠY TIẾNG ANH: NGHIÊN CỨU TÌNH HUỐNG TẠI TRƯỜNG THPT QUANG TRUNG, TỈNH QUẢNG BÌNH LUẬN VĂN THẠC SĨ LÝ LUẬN VÀ PHƯƠNG PHÁP DẠY HỌC BỘ MÔN TIẾNG ANH MÃ SỐ: 60.14.01.11 NGƯỜI HƯỚNG DẪN KHOA HỌC: PGS TS TRẦN VĂN PHƯỚC HUE, 2017 ii STATEMENT OF ORIGINALITY This work has not previously been submitted for a degree or diploma in any university To the best of my knowledge and belief, the thesis contains no material previously published or written by another person except where due reference is made in the thesis itself November 9, 2017 Signature Nguyễn Tuấn Anh iii ABSTRACT This study was conducted to explore the efficiency and problems of the application of portfolios in teaching English to 11th grade students at Quang Trung High School in Quang Binh province It took into consideration the learning progress of the target students in order to generalize this method at the secondary school The participants included eighty-four 11th grade students at Quang Trung High School in Quang Binh province A designed integrated English portfolio was done by students and collected at the end of the process, and questionnaires and interview were employed to investigate the efficiency and problems of portfolios and then, find out some suggestions and implications on teaching and learning English Qualitative method was used to analyze data obtained from the aforementioned data collection instruments This is a piece of case study and the findings of the research have provided insight into the efficiency of portfolios in learning English at Quang Trung High School The interview and evidence from the reflections also showed that although there were a number of difficulties, much progress was made after the process of portfolios Based on the findings, some recommendations, limitations and suggestions were given out iv ACKNOWLEDGEMENTS I would like to express my sincere gratitude to my supervisor, Assoc Prof Dr Tran Van Phuoc for his helpful guidance, critical comments, ongoing support and invaluable contributions during all the stages of this study I owe my special thanks to Dr Vo Thi Lien Huong, who has made insightful suggestions for improving my thesis I am grateful to all lectures and staff members of the English Department for their valuable lessons and help I am thankful to the students and teachers who took part in this study for their cooperation and contribution Lastly, I am deeply indebted to my family and colleagues whose encouragement has been extremely important to the success of this study v TABLE OF CONTENTS CHAPTER STATEMENT OF ORIGINALITY i ABSTRACT iv ACKNOWLEDGEMENTS v TABLE OF CONTENTS vi LIST OF FIGURES viii CHAPTER INTRODUCTION 1.1 Rationale of the research 1.2 Significance of the research .3 1.3 Aims of the research and research questions .3 1.4 Research scope 1.5 Structure of the study CHAPTER LITERATURE REVIEW 2.1 Theoretical backgrounds of portfolio 2.1.1 Definitions of portfolio 2.1.2 Portfolio types 2.1.3 The contents of a portfolio 2.1.4 Principles of using portfolios 2.1.5 The effects of portfolios on language learning 10 2.1.6 Portfolio assessment 11 2.1.7 Implementing portfolios 11 2.1.7.1 Stages of portfolio implementation 11 2.1.7.2 Problems and difficulties of portfolio application 12 2.2 Review of the application of portfolios in language teaching 13 CHAPTER METHODOLOGY 16 3.1 Research design 16 3.2 Context of study .16 3.3 Participants .17 3.4 Instruments 18 3.5 The Procedures of Data Collection 18 3.6 Data analysis .19 CHAPTER FINDINGS AND DISCUSSION 20 vi 4.1 Students’ perceptions on the role of portfolios in ELT .20 4.1.1 Students’ ideas about the definition of portfolios 20 4.1.2 Students’ opinions about the types of portfolio adopted 22 4.1.3 Students’ preferences for the portfolio contents 23 4.1.4 Students’ opinions about the most important part of a portfolio 25 4.1.5 Students’ ideas of the advantages of portfolio compilation 26 4.2 Students’ reflection on the process of portfolio application 30 4.2.1 Students’ ideas about the portfolio application procedure 30 4.2.2 Students’ ideas of language skills and language knowledge in a portfolio 32 4.2.3 Students’ evaluation of the language skills and levels improved during the portfolio application process 33 4.2.4 Students’ opinions about actual practice of portfolio application 35 4.2.5 Students’ evaluation of the reflection and feedback section 38 4.3 Difficulties encountered by students and their suggestions and solutions .40 4.3.1 Difficulties encountered by students in the portfolio application 40 4.3.2 Solutions and suggestions by students to improve the use of portfolios 42 4.4 Summary 46 CHAPTER CONCLUSION, IMPLICATIONS, LIMITATIONS AND SUGGESTIONS FOR FURTHER RESEARCH 47 5.1 Conclusion 47 5.2 Implications 49 5.2.1 Providing students with the concept of the portfolio and its related issues 49 5.2.2 Involving students in selecting the contents of portfolios 49 5.2.3 Increasing communication between teachers and students 50 5.2.4 Stimulating students’ autonomy 50 5.3 Limitations of the study 51 5.4 Recommendations for further study 51 REFERENCES 53 APPENDICES 59 vii LIST OF FIGURES Figure 4.1: Students’ definition of portfolio 20 Figure 4.2: Students’ opinions about the types of portfolio adopted 22 Figure 4.3 Students’ preferences for the portfolio contents 23 Figure 4.4 Students’ opinions related to the most important part of a portfolio 25 Figure 4.5 Students’ ideas of the advantages of portfolio keeping 27 Figure 4.6 Students’ ideas about the portfolio application procedure 30 Figure 4.7 Students’ ideas of language skills and knowledge in a portfolio 32 Figure 4.8 Students’ evaluation of the language skills and levels improved during the portfolio application process 33 Figure 4.9 Students’ evaluation of the actual practice during the portfolio application process 36 Figure 4.10 Students’ evaluation of the reflection and feedback section 38 Figure 4.11 Difficulties encountered by students in the portfolio application 40 viii CHAPTER INTRODUCTION 1.1 Rationale of the research English has long been the most prevalent international language all over the world in general and in Vietnam in particular In Vietnam, the economic open-door policy starting in 1986 has brought about a demand for studying English for globalization Vietnamese people are expected to have competence in verbal communication with people from different countries In response to this trend, English has been set as a compulsory subject in almost all schools at all levels In addition, there has been an innovative shift in terms of English teaching methods and language assessment in every language class across Vietnam Previously, language teaching in Vietnam was strongly influenced by the structuralist tradition with the main focus on English grammar, reading comprehension and structural patterns to read literature and pass the end-of-school and university entrance examinations As a result, both students and their teachers were trained to be experts in grammatical structures and vocabulary, but not to utilize communicative language skills After learning for seven years, Vietnamese high school students are still unable to communicate in English, even with simple and common saying (Cam, 2015) However, recently, more stress has been put in communication skills, with attention to speaking and listening skills Currently, although it has been stressed by the Ministry of Education and Training (MOET), “the development of practical communication skills is seldom reflected at the classroom level” (Hoang, 2010, p 16) There might be two causes of this problematic situation Firstly, Vietnamese teachers still adopt the old methods regardless of the authorities’ encouragement to teachers in training programs Secondly, there is a mismatch between language teaching and testing in Vietnamese education system While teaching follows the communicative approach to develop students’ communicative competence, testing focuses on measuring students’ lexicogrammatical knowledge, with an emphasis on reading and grammar (Hoang, 2016) In Quang Binh province, the Decision number 1824 issued by Quang Binh’s Department of Education and Training (DOET) on September 4th, 2015 required language teachers to apply assessment of other language skills besides reading and writing in class, at least once every semester with different forms of assessment, focusing on how students use the language they learn in certain situations The endof-semester tests include all four language skills incorporating lexico-grammatical knowledge The Decision has taken effect from the school year of 2015-2016 and on the 10th grade students first Following this Decision, all the English teachers at Quang Trung High School where the researcher is working have been administering short tests to assess all four language skills for the past two years Although this is a positive change, some issues need to be taken into consideration First of all, the results of the test were rather low, especially in speaking and listening sections Most of the students were unable to use the language they learnt for communication Secondly, it is necessary that students practice using English outside the classroom rather than doing grammar and reading exercises and reflect on their learning process to improve their language performance, thus there is a need to develop a useful tool for teachers and also students to facilitate students’ learning and monitor their progress in learning Previous research indicated that there are some advantages of using portfolios in foreign language education such as providing teachers with clear and specific evidence of a student’s progress and achievement over time, enhancing learner autonomy as well as evaluation and integrating teaching and learning into assessment (Banfi, 2003; Yang, 2003; Nunes, 2004; etc.).However, most of the previous works on application of portfolios in language learning focused on applying portfolios to university English major and non-major students learning English Little is known about using it to facilitate high school students in developing their language skills, especially the school where the researcher is working This idea created strong inspiration for the researcher to carry out the study “An investigation into the use of portfolios in teaching English language: a case study at Quang Trung High School, Quang Binh province.” Hamp-Lyons, L., & Condon, W (2000) Assessing the portfolio: Principles for practice, theory, and research Cresskill: Hampton Press Hoang, V V., Hoang, T X H., Dao, N L., Vu, T L., Do, T M., & Nguyen, Q T (2007).Tiếng Anh 11 Hanoi: Vietnam education publishing house Hoang, V V (2010) The current situation and issues of the teaching of English in Vietnam 立命館言語文化研究, 22 (1), 7-18 Hosseini, H and Ghabanchi, Z (2014).The effect of portfolio assessment on EFL learners’ reading comprehension and motivation English Language Teaching, (5), 110-119 Huang, J (2012) The implementation of portfolio assessment in integrated English course English Language and Literature Studies, (4), pp 15-21 Hung, L (2016) Alternative assessment: Can portfolio assessment have positive impact on EFLAB original students’ learning outcome International Journal of Management and Applied Science,2 (9), pp 139-144 Husseinali, G (2012) Integrating portfolios into the L2 Arabic classroom.L2 Journal, 4, 269-282 Ikeda, M., & Takeuchi, O (2006).Classifying the differences in learning EFL reading strategies: An analysis of portfolios System, 34(3), 384-398 Javanmard, Y., & Farahani, H (2012) Investigating using portfolio assessment and learning English language in Qom secondary schools Global Journal of Human Social Science, 12 (12), 53-59 Jones, M., & Shelton, M (2006).Developing your portfolio: Enhancing your learning and showing your stuff New York: Routledge Kemp, J., & Toperoff, D (1998).Guidelines for portfolio assessment in teaching English Retrieved January1, 2017 from http://cms.education.gov.il/EducationCMS/Units/Mazkirut_Pedagogit/English /TeachersResourceMaterials/Publications/Portfolio.html Little, D (2002) The European language portfolio: Structure, origins, implementation and challenges Language Teaching, 35, 182-189 55 Lo, Y (2010) Implementing reflective portfolios for promoting autonomous learning among EFL college students in Taiwan Language Teaching Research, 14 (1), 77–95 Lucas, R I (2007) A study on portfolio assessment as an effective student selfevaluation scheme The Asia Pacific-Education Researcher, 16 (1), 23-32 McMillan, J H & Schumacher, S (1993) Research in education New York: Harper Collins College Publishers Third edition Matthew, A., & Shimo, E (2002) Learner to teacher: Portfolios, please! Perception of portfolio assessment in EFL classrooms The Interface Between Interlanguage, Pragmatics and Assessment: Proceedings of the 3rd Annual JALT Pan-SIG Conference, (pp 8-9) Tokyo, Japan: Tokyo Keizai University Mercer, S (2011).The beliefs of two expert EFL learners The Language Learning Journal, 39(1), 57-74 Missouri department of elementary and secondary education Guidance for using student portfolios in educator evaluation Retrieved on June 10, 2017 fromhttps://dese.mo.gov/sites/default/files/Portfolio-Handbook.pdf Nezakatgoo, B (2011) The effects of portfolio assessment on writing of EFL students English Language Teaching, 4(2), 231-241 Nguyen, T H T (2010) Using portfolios to improve the tenth graders’ writing skills at Dien Chau High School: A quasi-experimental research Unpublished MA thesis Hanoi: University of Languages and International Studies, VNU Nguyen, T T (2014) A study on the use of portfolios in improving listening skulls of second-year students at Ha Noi university of industry Unpublished MA thesis Hanoi: University of Languages and International Studies, VNU Nunes, A (2004) Portfolios in the EFL classroom: disclosing and informed practice ELT Journal, 58 (4), 327-335 Oxford University Press Ok, S (2012) Opinions of ELT students in freshman class on using portfolio as an assessment tool Pamukkale University Journal of Education, 32, 1-11 O’Malley, J M., Pierce, L V (1996) Authentic assessment for English language learners: Practical approaches for teachers New York: Addison-Wesley 56 Patton, M.Q (1990) Qualitative Evaluation and Research Methods Newbury Park, CA: Sage Paulson, F L., Paulson, P R., & Meyer, C A (1991) What makes a portfolio a portfolio? Educational Leadership, 48(5), 60-63 Petress, K (2004) Critical thinking: An extended definition Education, 124 (3) 461 - 467 Pierce, L V and O’Malley., J., M (1992) Performance and portfolio assessment for language minority students Washington, DC: National Clearinghouse for Bilingual Education Pollari, P (2000) This is my portfolio: Portfolios in upper secondary school English studies Retrieved on January 10, 2017, from http://eric.ed.gov/PDFS/ED450415.pdf Rao, Z (2012) Helping Chinese EFL students develop learner autonomy through portfolios Reflections on English language teaching, 5(2), 113-122 Ross, S., Maclachlan, A., &Cleland, J (2009).Students' attitudes towards the introduction of a personal and professional development portfolio: potential barriers and facilitators BMC Medical Education, 69 (9) Sawir, E (2005) Language difficulties of international students in Australia: The effects of prior learning experience International Education Journal, 2005, 6(5), 57-580 Shimo, E (2003) Learners’ perceptions of portfolio assessment and autonomous learning In A Barfield & M Nix (Eds.), Teacher and learner autonomy in Japan, Vol 1: Autonomy you ask! (pp 175-186) Tokyo: Japan Association for Language Teaching, Learner Development Special Interest Group Slater, T F (1996) Portfolio assessment strategies for grading first-year university physics students in the USA, Physics Education, 31(5), 329–333 Sweet, D (1993) Student portfolios: Classroom uses Education Research Consumer Guide, Retrieved on February 1, 2017 from https://www2.ed.gov/pubs/OR/ConsumerGuides/classuse.html 57 Taki, S (2011) The effect of using portfolio-based writing assessment on language learning: The case of young Iranian EFL learners English Language Teaching, 4(3), 192-199 Tran, L D (2007) Using portfolio in teaching academic writing to the third-year students at English Department of Military Science Academy: A quasiexperimental research Unpublished MA thesis Hanoi: University of Languages and International Studies, VNU Tran, Q N T (2012) Sử dụng sưu tập tài liệu học có tự nhận xét người học giảng dạy kỹ viết tiếng Anh Hue University Journal of Science, 68, 117-128 Vangah, F P., Jafarpour, M J., and Mohammadi, M (2016) Portfolio assessment and process writing: Its effect on EFL students’ L2 writing Journal of Second Language Writing, 24, 83–107 Vu, T P (2014) Ứng dụng Portfolio để phát triển kỹ viết học ngoại ngữ International Conference – Foreign Languages in the Trend of International Integration 232-238.Ha Noi: Ha Noi University Wager, Z M (1998) Portfolio assessment in vocational education: the assessor' s view Australian Journal of Teacher Education, 23 (2), 50-60 Yang, N (2003) Integrating portfolios into learning strategy-based instruction for EFL college student IRAL, 41, 293-317 Yin, R K (2009) Case study research: design and methods Thousand Oaks, CA: Sage Yurdabakan, I & Erdogan, T (2009) The effects of portfolio assessment on reading, listening and writing skills of secondary school prep class students The Journal of International Social Research, (9), 526-538 Zubizarreta, J (2004) The learning portfolio: Reflective practice for improving student learning Bolton: Anke Publising 58 APPENDICES Appendix QUESTIONNAIRES (for students) This questionnaire is used to collect data for the research on “An investigation into the use of Portfolios in teaching English language: A case study at Quang Trung high school, Quang Binh province” Please give your opinions about the following issues Your kind assistances and valuable comments will help make this research become effective and successful For questions 1-5, 7-9, 12, please give your ideas by circling the letter(s) you choose In your opinion, what is a portfolio? A A systematic collection of students’ products in order to exhibit their progress and achievement in a field of study B A set of tasks for students to perform over a period of time, agreed between the student and the teacher C A log of one’s thoughts, feelings, reactions, assessments, ideas, or progress towards goals, usually written with little attention to structure, form or correctness Which types of portfolios have you ever kept in your learning English? A Showcase portfolios (a student’s best work) B Collection portfolios (all of the student’s work) C Developmental portfolios (a student’s improvement throughout a school year) D Others (please specify) ……………………………………… What you think should be written in a portfolio? (You may choose several answers.) A Page number B Entries (both compulsory and optional) C Drafts (both oral and written products) D Reflection and self-evaluation E Feedback from teachers and friends F Others (please specify) ………………………………………………………… According to you, what is the most important part of a portfolio? A Cover and design B Organization and details C Reflection and self-evaluation 59 D Others (please specify) …………………………………… 5.In your opinion, what are some advantages of using portfolios in language learning? For statements 1-5, please put a tick  under the column you choose Statements Agree Neutral Disagree Portfolios help you self-assess language skills and knowledge Portfolios help you become confident and independent in your study Portfolios help you develop critical thinking Portfolios encourage your creativity and self-reflection Portfolios help you develop cooperation skills and learn from friends What you think are in the procedure of portfolio application? (You may choose several answers.) A Identifying teaching goals to feedback through the portfolio B Introducing the idea of portfolio in the class C Specifying portfolio contents D Giving clear and detailed guidelines for portfolio presentation E Collecting entries and drafts F Assessing the portfolios and giving feedback G Student-teacher conferences H Others (please specify) ……………………… What skills and language levels you think can be included in a portfolio?(You may choose several answers.) A Reading skills B Speaking skills C Listening skills D Writing skills E Grammar F Vocabulary G Pronunciation 60 What skills and language levels you think have improved after a process of keeping your portfolio? (You may choose several answers.) A Reading skills B Speaking skills C Listening skills D Writing skills E Grammar F Vocabulary G Pronunciation After a period of time keeping a portfolio, what are your opinions about the following ideas? For statements 1-6, please put a tick  under the column you choose Statements Agree You are well-instructed about how to keep your portfolio You know how to keep your portfolio according to the teacher’s requirement You can set your target to the selfreflection You not care much about the process of keeping portfolios; just have to it because of the requirements You approve of using portfolios like an assessment tool that assesses your efforts You approve of using portfolios for learning English in future 61 Neutral Disagree 10 After a period of time keeping a portfolio, how you assess the reflection and feedback parts in your portfolio? For statements 1-5, please put a tick  under the column you choose Statements Agree Neutral Disagree You enthusiastically comment and give feedback to your friends’ work It is not comfortable for you to share your portfolios’ work with friends Your friends’ feedback helps you improve your language skills and items You have a lot of difficulty in doing self-reflection of your study Your self-reflection is done according to the learning targets set at the beginning of the semester 11 What difficulties did you encounter when keeping portfolios? (You may choose several answers.) A It’s time-consuming to compile a portfolio B Portfolios increase the burden or my study C The teacher assigns too much work to D Some entries or drafts (of listening or speaking) cannot be easily presented in the portfolio E It is challenging to the self-reflection frequently F The peer-feedback is not very useful because sometimes we are not able to correct our friends’ errors and how to correct them G Others (please specify) ……………………………………………………………………………………… ……………………………………………………………………………………… 12 What are your suggestions to make the learning English language with portfolios more effective and motivated? ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… 62 Appendix INTERVIEW QUESTIONS These interview questions aim to explore your understanding of portfolios, its benefits to your learning and your problems with it What type of portfolio did you use in learning English in this semester? What you think should be included in a portfolio? Briefly explain your choice What you think the crucial element of a portfolio? Why? What are some benefits of portfolios, according to you, after a semester of using it? Thanks to portfolios, how are your language skills and items improved? What are your problems with portfolio in learning English? How can they be overcome? Would you like to use portfolio in learning English in the future? Why / Why not? Would you like to use it for assessing your study? 63 Appendix STUDENT PLAN OF WORK Name: ……………………………… Class: ………… Date: ………… Revise your plan and complete the following table My objectives for unit My plan of work is …… Revision of my work … are: (in speaking, listening, reading, writing, grammar, vocabulary, autonomy, etc.) Eg: Remember at least 20 vocabulary of post office ……………………………… ……………………… 64 Appendix UNIT REFLECTION Name: …………………………………… Class: …………… Unit: …………… Date: …………… Assignments & Tasks completed ……………………………………………………………………………………… ……………………………………………………………………………………… Reflection (what did you learn? What was easy? What was difficult? Etc ) ……………………………………………………………………………………… ……………………………………………………………………………………… Aspects you would like to improve in future practice ……………………………………………………………………………………… ……………………………………………………………………………………… Your suggestions for further improvement ……………………………………………………………………………………… ……………………………………………………………………………………… 65 Appendix FINAL REFLECTION Name: …………………………………… Class: …………… Date: …………… Things you have learnt / accomplished ……………………………………………………………………………………… ……………………………………………………………………………………… Self-reflection for the whole semester (your improvement, your difficulties, your problems) ……………………………………………………………………………………… ……………………………………………………………………………………… Aspects you would like to change / adapt in future practice ……………………………………………………………………………………… ……………………………………………………………………………………… Your suggestions for improving portfolios in the next application ……………………………………………………………………………………… ……………………………………………………………………………………… 66 APPENDIX ENGLISH 11 SYLLABUS – SECOND TERM READING Unit THE POST OFFICE DANGER LISTENING WRITING FOCUS  Making requests  Monologue:  Passage comprehension  Talking about different postal and listening: Multiple-choice listening specific information telecommunication services  Comprehension questions    Monologue:  Describing a  Pronunciation:  Deciding on True or False location /sl/ /sm/ /sn/ /sw/ Scanning for Guessing Talking about meaning in context nature in danger   Identifying main idea  Passage comprehension Talking about measures for protecting endangered nature  Extensive statements  Comprehension questions 67  Writing a formal letter to express satisfaction or dissatisfaction LANGUAGE  Word meaning: antonyms  Unit 10 NATURE IN SPEAKING  Pronunciation: /sp/ /st/ /sk/  Grammar: - Defining relative clauses (revision) - Non-defining relative clauses (revision)  Grammar: - Relative pronouns with prepositions Unit 11 SOURCES OF ENERGY  Identifying meaning in context  Scanning for information  Talking about advantages and disadvantages of energy sources  Passage comprehension  Unit 12 THE ASIAN GAMES  Extensive listening:  Describing information from a chart /ʃr/ /spl/ /spr/ multiple-choice  Gap-filling replaced by participles and to infinitives (revision)  Guessing meaning in context  Asking for and giving information  Monologue:  Scanning for specific information  Dictionary skills:  Explaining meaning in context  Passage comprehension  Pronunciation:  Grammar: - Relative clauses Gap-filling  Passage comprehension Unit 13 HOBBIES  Monologue:  Extensive  Describing preparations for  Pronunciation: /str/ /skr/ /skw/ about the Asian Games listening: multiple-choice the coming Asian Games  Talking about sports results  Comprehension  Grammar: - Relative clauses (revision) - Omission of questions relative clauses  Talking about a hobby  Talking about collections  Monologue:  Deciding on True or False statements  Gap-filling 68  Writing about a collection  Pronunciation: / pt/ /bd/ /ps/ /bz/  Grammar: Cleft sentences - Subject focus - Object focus - Adverbial focus Unit 14  Guessing RECREATION meaning in context: multiple-choice  Passage comprehension  Expressing agreements and disagreements about entertainment activities and stating the reasons  Monologue:  Deciding on True or False statements  Comprehension questions  Describing a camping holiday  Identifying main ideas: matching  Passage comprehension  Summarizing skills  Guessing meaning in context  Passage comprehension  Scanning for specific information  Asking and answering questions on given information  Talking about historical events in the space conquest  Distinguishing facts and opinions  Using facts and opinions to talk about features of man-made places  Monologue:  Deciding on True or False statements  Comprehension questions  Writing a biography  Gap-filling  Comprehension questions  Writing a report on a man-made place Unit 15 SPACE CONQUEST Unit 16 THE WONDERS OF THE WORLD 69 - Pronunciation: /ts/ /dz/ / ʧt/ /ʤd/ - Grammar: - Conjunction: both … and, not only … but also, either … or, neither … nor - Cleft sentences in the passive  Pronunciation: /nt/ /nd/ /nθ/ /ns/ /nz/  Grammar: - Could / be able to - Tag questions  Pronunciation: /ft/ /vd/ /fs/ /vz/  Grammar: - It is said that - People say that