Luận văn thạc sĩ designing a supplementary reading syllabus with a view to improving reading skills for the first year english majors at hai phong private university

VIETNAM NATIONAL UNIVERSITY, HA NOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES KHỔNG THỊ HỒNG LÊ DESIGNING A SUPPLEMENTARY READING SYLLABUS WITH A VIEW TO IMPROVING READING SKILLS FOR THE FIRST-YEAR ENGLISH MAJORS AT HAI PHONG PRIVATE UNIVERSITY (Thiết kế chương trình đọc hiểu bổ trợ nhằm cải thiện kĩ đọc cho sinh viên chuyên ngành tiếng Anh năm thứ trường Đại học Dân lập Hải Phòng) M.A MINOR THESIS Field: English Teaching Methodology Code: 60.14.10 HANOI – 2012 z TABLE OF CONTENTS Pages Acknowledgment ………………………………………………………… i Declaration ………………………………………………………….…… ii Abstract ……………………………………………………………….… iii Table of contents …………………………………………………… … iv List of abbreviations ………………………………………………………… viii Part A: Introduction Rationale ……………………………………… ……………………… Aims and objectives of the study ………………………………………….2 Research questions ………………………… ………… ……………… Scope of the study …………………………… ……… ………………… Significance of the study ……………………… …………… ………… Methods of the study …………………………… ……… ………… … Structure of the study …………………………… ……… ………….… Part B: Development Chapter I: Literature Review 1.1 Syllabus design 1.1.1 Definition of syllabus …………………………… ……… ….… 1.1.2 The role of the syllabus …………………………… ……… … 1.1.3 Types of syllabus ……………………………… … ……… … 1.1.3.1 Grammatical or structural syllabus ……………………… 1.1.3.2 Lexical syllabus ……………………………………….… 1.1.3.3 Functional syllabus ………………….………… 1.1.3.4 Situational syllabus ……………………………………… 1.1.3.5 Topical or content-based syllabus ……………………… 1.1.3.6 Competency-based syllabus ……………………………… 1.1.3.7 Skill-based syllabus ………………………… …………… 1.1.3.8 Task-based syllabus ………………………… ………… … iv z 1.1.3.9 Text-based syllabus ………………………… ………… 10 1.1.3.10 Integrated syllabus …………………………… ………… 10 1.1.4 Approaches to syllabus design 1.1.4.1 The language-centered approach ……… …… ………… 11 1.1.4.2 The skills-centered approach ……… …… …… ……… 11 1.1.4.3 The learning-centered approach ……… …… … ……… 12 1.1.5 Steps in syllabus design 1.1.5.1 Needs analysis 1.1.5.1.1 Definition of needs analysis ……… ……………… …… 13 1.1.5.1.2 Methods of needs analysis ……… ………… …… …… 13 1.1.5.1.3 Types of needs ……… …………………………… …… 14 1.1.5.2 Goal setting ……… ………………… …………………… 15 1.1.5.3 Selecting and grading content 1.1.5.3.1 Selecting the content …………… ………………… …… 16 1.1.5.3.2 Grading the content ……… ………….…………… …… 16 1.1.5.4 Selecting and grading tasks and activities 1.1.5.4.1 Selecting tasks and activities ……… …… ……… …… 17 1.1.5.4.2 Grading tasks and activities ……… ………….……… … 17 1.2 Supplementary reading syllabus 1.2.1 Rationale for using supplementary reading syllabus in FLT …… 17 1.2.2 The guidelines for selecting a supplementary reading text for the syllabus ……… ………………………………………………………………… 18 1.3 Reading 1.3.1 The role of reading in second language acquisition ……… … 19 1.3.2 Reading skills ……… …………………………………… … 20 Chapter II: Methodology The teaching and learning situation with the current reading textbook at HPU …………………………………… …………… 22 The learners …………………………….…… …………………… 23 v z The teaching staff of Foreign Language Department …………… .23 A critical look at the existing syllabus …………………………… 24 The study The subjects ………………………………………………………… 25 Data collection instruments and procedures Data collection instruments ………………………………… … 25 Data collection procedure ……………………………… … … 25 Major findings and discussion 2.5.3.1 Needs perceived by the teachers of FLD 2.5.3.1.1 Teachers‟ expectations for the supplementary reading syllabus … 26 2.5.3.1.2 Necessary topics perceived by the teachers of FLD …………… 27 2.5.3.1.3 Necessary grammar and structures perceived by the teachers of FLD …………………………………………………………………………… … 27 2.5.3.1.4 Necessary reading skills/ exercises perceived by the teachers of FLD ……………………………………………………………………….……… 27 2.5.3.2 Needs perceived by the learners 2.5.3.2.1 Students‟ expectations for the supplementary reading syllabus … 28 2.5.3.2.2 Necessary topics perceived by the students ……………………… 28 2.5.3.2.3 Necessary grammar and structures perceived by the students … 29 2.5.3.2.4 Necessary reading skills/ exercises perceived by the students … 29 Summary …………………………………………………………… .29 Chapter III: Designing a supplementary reading syllabus with a view of improving reading skills for the firstyear English majors at HPU 3.1 Proposed objectives of the supplementary reading syllabus ……… … 30 3.2 Selecting a type of syllabus for the first-year English majors at FLD, HPU …………………………………………………………………… …………… 31 3.3 Sequencing the content and the tasks in the syllabus vi z 3.3.1 Selecting the content 3.3.1.1 Reading topics ………………………………………………………… 31 3.3.1.2 Reading skills and reading exercises ………… ……… …………… 32 3.3.1.3 Grammar and structures ………… …………………… …………… 33 3.3.2 Grading the items in the syllabus ………… ……………………….… 33 3.3.3 The organization of the syllabus 3.3.3.1 Time allocation ………… …………………………… …………… 34 3.3.3.2 Quantity and structure of the syllabus ………… …………………… .35 3.3.3.3 Designing tests for the supplementary reading syllabus ……………… 35 3.4 The proposed supplementary reading material for the first-year English majors at HPU ……………………………………………………… ……… 36 PART C: CONCLUSION ………………………………………………… … 39 REFERENCES ………………………………… …………………………… 41 APPENDICES …………………………………………………….…………… I vii z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 List of abbreviations ELT English Language Teaching ESP English for Specific Purposes ESL English as the Second Language E English FLD Foreign Language Department FLT Foreign Language Teaching GE General English HPU N SLA Haiphong Private University Number Second Language Acquisition Ss Students Ts Teachers Us Units ULIS V VNU University of Languages and International Studies Vietnamese Vietnam National University viii 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 Part A: Introduction Rationale There is no denying that English is becoming a dominant language over the past few years, especially in the context of globalization and internationalization as stated by Crystal (2003: 189) that “there has never been a language so widely spread or spoken by so many people as English There are therefore no precedents to help us see what happens to a language when it achieves genuine world status” It is the ongoing process of regional and global integration that has led to the highly increasing demand for English teaching and learning worldwide Wallace (2003: 67) adds that “the role of English as a second language has taken on new urgency with its ever-extending global reach” Therefore, the need for people with good English proficiency is undeniable This requires students in the new era to be equipped with the most essential knowledge in order that they are able to meet the society‟s needs In Vietnam, English is also given the high priority by many schools and organizations However, Vietnamese students hardly have opportunities to use communicative English outside the classroom In fact, they can have access to a great number of specialized documents written in English via electronic or printed sources in order to broaden their knowledge and update information in their study day by day Hence, for these students, “reading by far is the most important of four skills” for their study as well as their future job (Carrel, 1988: 1) This puts a big burden on teachers of English in enhancing reading skills for their learners The first-year English major students at HPU are no exception They also realize the paramount importance of reading in the process of learning English Nevertheless, they face problems with the current reading syllabus which does not appear helpful enough to assist them to improve their English proficiency in terms of reading skills and grammar structures They seem to cope with a lot of difficulties in memorizing and using the language due to the lack of grammatical 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37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 structures It can be seen that the current reading syllabus mainly focuses on providing students with numerous vocabularies through a huge number of reading texts on different fields whereas reading skills and grammar structures are paid little attention The existing syllabus undoubtedly proves its failure to meet the students‟ needs Students not actively participate in reading activities, which causes headache for all the teachers at FLD, HPU In an effort to find out the solution to this problem, it is advised by many experts that using authentic materials can help to bring the real world into the classroom and more importantly, enliven the class or motivate learners in studying the language because they can provide up-to-date knowledge for learners, expose them to the world of authentic target language (Martinez, 2002; Kaprova, 1999; Leloup & Pronterio, 2000; Dumitrescu, 2000) This proves the significance of authentic materials in general and supplementary materials in particular Hence, developing a supplementary reading syllabus which can enrich learners‟ English vocabularies, strengthen their reading skills and at the same time consolidate their English grammar is becoming more and more crucial than ever Therefore, a lot of attempts have been made to a research on “designing a supplementary reading syllabus with a view to improving reading skills for the firstyear English majors at HPU” The study is conducted with the hope of having a positive effect on learners‟ motivation and language acquisition, especially in reading skills Aims and objectives of the study The ultimate goal of the study is to propose a supplementary reading syllabus for the first-year English majors at HPU with a view to improving their reading skills In order to achieve this aim, the following objectives will be addressed in the study:  To identify the needs perceived by both the first-year English major students and the teachers towards the supplementary reading syllabus for English freshmen at HPU 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37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66  To propose a supplementary reading syllabus based on needs analysis Research questions To achieve the aforementioned aim and objectives, the following research questions are set out to be answered:  What objectives the learners expect to gain through the supplementary reading syllabus from the perspectives of the teachers and students?  What knowledge the learners expect to achieve in terms of vocabulary, grammar and skill through the supplementary reading syllabus from the perspectives of the teachers and students? Scope of the study This study was initiated from the urgent needs to design a supplementary reading syllabus to supplement the current textbook “Tapestry Reading 1” being used for the first-year English majors at HPU It was carried out within FLD at HPU and the priority was given to reading skill The subject of the study mainly aimed at all the freshmen of English major whose English proficiency is at pre-intermediate level and all the teachers in charge of teaching reading skill Within the scope of a minor thesis, this study focused on the designing process itself; only basic theories concerning syllabus design and reading were presented Significance of the study The study is of great significance to both the first-year English major students and the teachers responsible for teaching reading skill because it may have a great contribution to ESL teaching and learning For learners, the study may help them realize the importance of supplementary reading materials in their study and have a useful reference source to enhance their reading ability and self-study at home Besides, for teachers, the study will be a valuable source for them to apply in teaching reading skill to their learners without taking too much of their effort and time It is expected that the results of the study will enable both teachers and learners to feel more enjoyable with reading lessons Methods of the study 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 The study takes full advantages of the survey research which involves data collected by means of questionnaires because the questionnaire is considered as “a useful and relatively cheap method of rapidly collecting a wide range of views” (Holmes, 2006: 143) These questionnaires will be delivered to two main subjects, one aims at the first-year English majors, and the rest aims at the teachers at FLD The key purpose of these questionnaires is to identify the teachers and students‟ needs for the supplementary reading syllabus in terms of needed topics, grammar structures and reading skills/ exercises Document analysis is also employed in the process of materials selection for the syllabus Structure of the study The study contains three main parts: Part A: Introduction presents the rationale, aims and objectives, research questions, scope, significance, methods and structure of the study Part B: Development, which is the core of the study, consists of three chapters: Chapter I reviews the literature regarding syllabus design, supplementary reading syllabus, and reading theories Chapter II gives a detailed description of the study including its background, subjects, instruments and procedures for collecting data as well as the findings of the study Chapter III proposes a supplementary reading syllabus for the first-year English majors at HPU basing on the findings of the study Part C: Conclusion includes a summary of the study, limitations and suggestions for further research Part B: Development Chapter I: theoretical background 1.1 Syllabus design 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 Answers for Part C : Exercise 1: by of from on over with Exercise 2: 1.a 6.b 2.b 7.a to 10 about 3.c 8.d of 11 to 4.a 9.b into 12 on 5.c 10.d Answers for Part D : Exercise 1: (5ps) Greenhouse gas Human fossil fuels To make a car move or generate electricity Thicken the blanket of greenhouse gases surrounding the earth because of the thick blanket of gases Exercise : (5ps) Cars Power stations Factories To make a car move To generate electricity Exercise 3: (5ps) 1.c 2.d 3.e 4.a 5.b 3.d 4.b 5.a Exercise 4: (5ps) 1.b 2.a 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 XX XXI z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 APPENDIX Table 3: Expectations for the supplementary reading syllabus perceived by the teachers N Objectives to build up English First Second Third Forth Fifth priority priority priority priority priority N N N N N of of of of of Ts % Ts % Ts % Ts % Ts % 20% 20% 20% 40% 0% 0% 20% 40% 40% 0% 0% 60% 40% 0% 0% 0% 0% 0% 0% 100% 80% 0% 0% 20% vocabulary in various fields to review and consolidate grammatical structures used in specific texts to widen background knowledge by extensively reading a wide range of texts of different genres to translate materials from English into Vietnamese and vice versa to improve the competence in using various reading skills for different purposes 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 XXI z 0% 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 APPENDIX Table 4: Expectations for the supplementary reading syllabus perceived by the students N First Second Third Forth Fifth priority priority priority priority priority N N N N N of of of of of Objectives Ss % Ss to build up English 0% 10 % Ss % Ss % 27 77% Ss % 0% 0% 23% 29% 20 57% 14% 0% 0% 3% 26% 25 71% 0% 0% 0% vocabulary in various fields to review and consolidate grammatical structures used in specific texts to widen background knowledge by extensively reading a wide range of texts of different genres to translate materials from 0% 0% 17% 14% 23% 27 77% English into Vietnamese and vice versa to improve the competence 24 69% in using various reading skills for different purposes 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 XXI XXII z 0% 0% 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 APPENDIX Table 5: Teachers’ ranking of necessary topics for the supplementary reading syllabus Not at all necessary Slightly necessary Somewhat necessary Very necessary Extremely necessary N of Ts % N of Ts % N of Ts % N of Ts % N of Ts Education 0% 0% 0% 0% 100% Nature 0% 0% 0% 80% 20% Health 60% 0% 0% 0% 40% Environment 0% 0% 0% 40% 60% N Topics Mean % 5.00 4.20 2.60 4.60 Traffic 0% 0% 0% 80% 20% 4.20 Food 60% 0% 0% 40% 0% Social problems 0% 0% 0% 20% 80% Literature 0% 0% 0% 100% 0% 2.20 4.80 4.00 Shopping 60% 0% 0% 40% 0% 2.20 Science 0% 0% 0% 80% 20% 10 4.20 Technology 0% 0% 0% 60% 40% Culture 0% 0% 0% 0% 100% 11 4.40 12 13 5.00 Others (specify) XXIII XXI 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 APPENDIX Table 6: Students’ ranking of necessary topics for the supplementary reading syllabus Not at all necessary Slightly necessary Somewhat necessary Very necessary Education N of Ss 0% N of Ss 0% N of Ss 0% N of Ss N of Ss 14% 30 86% Nature 0% 0% 15 43% 20 57% 0% Health 0% 20 57% 26% 17% 0% N Topics % % % Extremely necessary % Mean % 4.86 3.57 2.60 Environment 0% 0% 10 29% 15 43% 10 29% 4.00 Traffic 0% 0% 10 29% 25 71% 0% 3.71 Food 0% 11 31% 21 60% 9% 0% Social problems 0% 0% 14% 21 60% 26% Literature 0 0% 26% 26 74% 0% 2.77 4.11 0% 3.74 Shopping 0% 30 86% 14% 0% 0% 2.14 Science 0% 0% 20% 28 80% 0% 10 3.80 Technology 0% 0% 12 34% 23 66% Culture 0% 0% 0% 0% 0% 11 3.66 12 35 100% 5.00 Others (specify) 13 XXIV XXI 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 APPENDIX Table 7: Teachers’ ranking of necessary grammar and structures for the supplementary reading syllabus N 10 11 12 13 14 15 16 Grammar - structures Tenses Nouns and articles Adjectives Adverbs Pronouns Verbs Prepositions Conjunctions Comparisons Relative clauses Indirect speech Passive voice Conditional sentences Emphasis structure Inversion Others (specify) Not at all necessary Slightly necessary Somewhat necessary Very necessary Extremely necessary N of Ts N of Ts % N of Ts N of Ts N of Ts 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0 0 0 0 0 0 0 0 0 0 0 0 0 % 100% 0% 0% 0% 100% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0 0 0 0 0 0 0 % 0% 0% 0% 0% 0% 0% 0% 0% 20% 0% 0% 0% 0% 0% 0% 4 3 0 % 0% 60% 80% 80% 0% 40% 60% 40% 80% 60% 40% 60% 80% 0% 0% 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 XXV XXI z 1 3 5 Mean % 0% 40% 20% 20% 0% 60% 40% 60% 0% 40% 60% 40% 20% 100% 100% 4.4 4.2 4.2 4.6 4.4 4.6 3.8 4.4 4.6 4.4 4.2 5 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 APPENDIX Table 8: Students’ ranking of necessary grammar and structures for the supplementary reading syllabus N 10 11 12 13 14 Not at all necessary Slightly necessary Somewhat necessary Very necessary Extremely necessary N of Ss % N of Ss % N of Ss N of Ss % N of Ss % Tenses 30 86% 0% 14% 0% 0% Nouns and articles 0% 0% 10 29% 25 71% 0% Adjectives 0% 0% 11 31% 24 69% 0% Adverbs 0% 0% 23% 27 77% 0% Pronouns 32 91% 0% 9% 0% 0% Verbs 0% 0% 14% 30 86% 0% Prepositions 0% 0% 12 34% 13 37% 10 29% Conjunctions 0% 0% 14% 25 71% 14% Comparisons 0% 0% 18 51% 17 49% 0% Relative clauses 0% 0% 15 43% 20 57% 0% Indirect speech 0% 0% 26% 26 74% 0% Passive voice 0% 0% 14 40% 21 60% 0% Conditional sentences 0% 0% 0% 35 100% 0% Emphasis structure 0% 0% 0% 0% 35 100% Inversion 0% 0% 0% 9% 32 91% Grammar - structures % Mean 1.29 3.71 3.69 3.77 1.17 3.86 3.94 4.00 3.49 3.57 3.74 15 16 Others (specify) XXVI XXI 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z 3.60 4.00 5.00 4.91 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 APPENDIX 10 Table 9: Teachers’ ranking of necessary reading exercises for the supplementary reading syllabus N N of Items Skimming % Ts a Choosing the topics that are dealt with in 60% 100% 0% 20% 0% 100% a Choosing the correct topic sentence 100% b Deciding which sentence fits into which 40% 60% 60% 0% the text b Choosing one of the titles that fit the text best c Choosing key words or sentences relating to the topics of each paragraph Scanning a Scanning the bibliography and pick out the texts which are likely to yield information on the topics in a given text b Scanning an index and finding out on what page the topic is mentioned c Scanning the text for specific information presented by the teacher before reading Identifying the topic sentence of a paragraph paragraph Utilizing a Drawing a diagram or a graph to non-text represent important information in the text information b Fill in the table/ diagram/ chart with the information from the reading text c Writing down all information a diagram/ chart represents XXVII XXI 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 d Matching the text with relevant 80% 40% 100% 60% b Ellipsis 80% Interpreting a Markers that signal the writer‟s point of 80% discourse view markers b Markers that signal discourse 60% 80% a True/ False 100% b Open-ended questions 80% c Multiple choice questions 100% Grammar a Fill in the blanks with the correct tenses 0% exercises of the verbs in brackets b Sentence building 80% c Preposition exercises 40% d Connector exercises 60% diagrams e Labeling a diagram according to the information in the text f Completing a text using information from the diagram Recognizing a Interpreting reference and substitution and interpreting cohesive devices organization c Markers that signal the sequence of event Types of questions XXVIII XXI 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z 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37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 XXIX XXI z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 APPENDIX 11 Table 10: Students’ ranking of necessary reading exercises for the supplementary reading syllabus N N of Items Skimming % Ss a Choosing the topics that are dealt 21 60% 30 86% 14% 9% 6% with in the text b Choosing one of the titles that fit the text best c Choosing key words or sentences relating to the topics of each paragraph Scanning a Scanning the bibliography and pick out the texts which are likely to yield information on the topics in a given text b Scanning an index and finding out on what page the topic is mentioned c Scanning the text for specific 35 100% information presented by the teacher before reading Identifying the topic sentence of a paragraph a Choosing the correct topic sentence 35 100% b Deciding which sentence fits into 0% 0% 25 71% which paragraph Utilizing a Drawing a diagram or a graph to non-text represent important information in the information text b Fill in the table/ diagram/ chart with the information from the reading text 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 XXX XXI z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 c Writing down all information a 6% 19 54% 10 29% 30 86% 20 57% diagram/ chart represents d Matching the text with relevant diagrams e Labeling a diagram according to the information in the text f Completing a text using information from the diagram Recognizing a Interpreting reference and and substitution interpreting b Ellipsis 23 66% Interpreting a Markers that signal the writer‟s point 15 43% discourse of view markers b Markers that signal discourse 16 46% 27 77% a True/ False 30 86% b Open-ended questions 17 49% c Multiple choice questions 35 100% cohesive devices organization c Markers that signal the sequence of event Types of questions Grammar a Fill in the blanks with the correct 6% exercises tenses of the verbs in brackets b Sentence building 15 43% c Preposition exercises 23 66% XXXI XXI 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 d Connector exercises 22 63% e Rewrite the sentences without 18 51% a Word formation exercises 17 49% b Gap-filling 21 60% c Find synonyms and antonyms of 27 77% 30 86% a Writing a summary 26 74% b Translation 20 57% c Debate and discussion 10 29% d Oral presentation 12 34% changing the meaning Vocabulary exercises words or phrases used in the reading text d Match the words or phrases with their definitions 10 Other exercises 11 Others (specify) XXXII XXI 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37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 APPENDIX 12 The contents of the current reading textbook “Tapestry Reading 1“ XXXIII z 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