Luận văn thạc sĩ difficulties faced by sixth grade students in learning the new english textbooks

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST- GRADUATE STUDIES ******************** NGUYỄN HẢI YẾN DIFFICULTIES FACED BY SIXTH GRADE STUDENTS IN LEARNING THE NEW ENGLISH TEXTBOOKS (Những khó khăn học sinh lớp gặp phải trình học chương trình sách Tiếng Anh mới) M.A MINOR PROGRAMME THESIS Field: English Language Teaching Methodology Code: 8140231.01 Hanoi, 12/ 2018 z VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST- GRADUATE STUDIES ******************** NGUYỄN HẢI YẾN DIFFICULTIES FACED BY SIXTH GRADE STUDENTS IN LEARNING THE NEW ENGLISH TEXTBOOKS (Những khó khăn học sinh lớp gặp phải trình học chương trình sách Tiếng Anh mới) M.A MINOR PROGRAMME THESIS Field: English Language Teaching Methodology Code: 8140231.01 Supervisor: Assoc Prof Dr Vo Dai Quang Hanoi, 12/ 2018 z TABLE OF CONTENTS DECLARATION i ACKNOWLEDGEMENTS ii ABSTRACT iii LIST OF TABLES v ABBREVIATIONS vi CHAPTER I: INTRODUCTION 1.1 Rationale of the study 1.2 Aims of the study 1.3 Research questions 1.4 Significance of the study 1.5 Scope of the study 1.6 Design of the thesis 1.7 Chapter summary CHAPTER II: LITERATURE REVIEW 2.1 Review of previous research 2.2 Review of theoretical background 10 2.2.1 Definition of learning difficulties or obstacles 10 2.2.2 Factors Affecting the Learning of a Second Language 11 Attitude and Motivation 11 Learning opportunities 16 2.3 Chapter summary 18 CHAPTER III: METHODOLOGY 19 3.1 Data collection instruments 22 3.1.1 Survey questionnaire 22 3.1.2 Interviews 24 3.2 Data analysis techniques 24 z 3.3 Research procedure 25 3.3.1 Data collection procedure 25 3.3.2 Data analysis procedure 26 3.4 Chapter summary 26 CHAPTER IV: FINDINGS AND DISCUSSIONS 27 4.1 Attitude of Ss toward EL in general 27 4.2 Frequency of Use of EL 29 4.3 Purposes for learning EL 30 4.4 Students’ perception of Study skills 31 4.5 Students’ perception on individual EL language macro skills 34 4.6 Self-evaluation of students towards the new version of English textbook for 6th grade 38 4.7 Factors from teacher 43 4.8 Chapter summary 46 CHAPTER V: CONCLUSION 47 5.1 Conclusion on research objectives 47 5.1.1 What are the problems encountered by 6th grade students in learning English as a second language? 47 5.1.2 What are the possible solutions to the problems identified…51 5.2 Limitations 56 5.3 Suggestions for future research 56 REFERENCES 58 APPENDIX: Survey questionnaire I z CHAPTER I: INTRODUCTION In this chapter, rationale is presented first which clarifies the importance and urgent of the study based on Vietnamese context The chapter then goes on to introduce the aims and research questions followed by brief discussion of the significance and scope of the study At the end of the chapter, the design of the study is given 1.1 Rationale for the study During the integrating context of Vietnam nowadays, English has become a priority in the educational system This can be obviously recognised through many efforts in improving and continually reforming the official English textbook version The newest changes have been applied for Secondary schooling system Although these efforts and endeavour are undeniable, the results appears not to be very positive Learning capacity of students, particularly sixth grade students who have just graduated from Primary school, is influenced directly In other words, they themselves have faced a large number of difficulties in studying the new version of EL textbook The reasons may come from either subjectiveness or objectiveness Whatever they are, however, the situation can not be underestimated „It is really difficult to obtain an accurate picture of the number of people who are defined as having learning difficulties‟ (Mittler, 1995:137) That is also the core reason inspiring and driving the researcher decide to conduct this study in a very positive ideal that this urgent attention can be partly dealt and changed somehow 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 1.2 Aims of the study The primary aim of the study lies in its attempt to enhance educational quality for sixth grade students in learning the new version of English textbook via identifying obstacles which hinder the language acquisition Only an experimental study could confirm that This kind of information can be useful, not only for the teaching of English in the classroom but also to the Ministry of Education, especially to language planners and writers in their decision-making 1.3 Research questions The following questions are raised for research: What are the problems encountered by 6th grade students in learning English as a second language? What are the possible solutions to the problems identified? 1.4 Significance of the study The findings of this study will redound to the benefits of society considering that EL plays an important role in education today The greater demand for graduates with EL justifies the need for more effective and changing teaching approaches Thus, schools that apply the recommended approach derived from results of this duty will be able to train Ss better Administrators will be guided on what should be emphasised by teachers in the school curriculum to improve Ss‟ performance in EL Moreover, the study will help the researcher uncover critical areas in the educational process that many researchers were not able to explore 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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 1.5 Scope of the study The centre attention of the thesis is to make every effort to point out the difficulties of sixth grade students when they learn the new version of English textbook The project will have been completed by January, 2018 190 student samples were selected from four different classes Their school is situated in Ha Noi, the capital of Vietnam, and run by the government The chosen samples combined both male and female They were all asked to a designed survey to help clarify the research Then, five students from each class were chosen randomly to take part in an interview Because the number of English teachers in this secondary schools was small, all five grade-6 teachers were invited to participate in the study 77.4% responded by completing it Permission for their participation was first obtained from the Principal, but, teachers participated at their own discretion Those who agreed to participate, were asked to take the interview only without the questionnaire because of their lack of time and ego There are a great number of fields which have been observed but we will mention the most significant here: The first are of course the difficulties in general, then some details from the four language skills, the others are pupil observations including their characteristics such as Motivation, Preparedness, Individuality, Personality, Background, Environment or other relevant language circumstances etc The second are the instruments of the research which are used in order to approach the expected results such as: Interviews both with teachers and pupils, Questionnaires again with the same individuals, the gathering and the processing of the information through different Charts, Data collection, then the Literature Review which was very useful in 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 order to compare the different survey experiences by many previous researchers etc 1.6 Design of the thesis The overall thesis is mainly divided into five chapters: Chapter I: Introduction This chapter provides rationale, aims of the study, research questions, significance of the study, scope of the study and thesis structural organisation Chapter II: Literature review This chapter presents the review of previous researches and review of theoretical background Chapter III: Methodology This chapter presents the statement of research design, data collection instruments, data analysis techniques and research procedure Chapter IV: Findings and Discussion This chapter offers findings and discussion along the line of the research objectives set forth Chapter V: Conclusion This chapter offers conclusions on the research objectives 1.7 Chapter summary The author desired to find out the difficulties of students in English language learning via the new version of English textbook by way of interviews and observation, by which the learners was able to express their own opinions The collected data are authentic and valid as it provided the genuine experience of the learners 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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 CHAPTER II: LITERATURE REVIEW In this chapter, a review of the literature on second language learning is given First, the review introduces previous researches from which there is a need to look in order to have a comprehensive and complete understanding of the issue The review then goes on to explain what it means to know difficulties in acquiring a second language followed by an introduction of factors affecting the learning of a second language 2.1 Review of previous research Obstacle or difficulty means a concept with objective and subjective validity It is defined as a task that requires effort or labor to solve In the light of such observation, the quest to identify significant and potential difficulties leading to failure in the acquisition or learning of a second (SL) or foreign language (FL) has been part of research in second language acquisition (SLA) for quite some times Ellis (1986:27) refers to Second Language Acquisition Difficulties as a nonuniformed as well as an unpredictable phenomenon This view immediately signifies the complexity and diversity of acquiring or learning a second language The complexity of SLA as a process leads Beebe (1988) to suggest that a multiple interdisciplinary approach can be used to view SLA in order to achieve a full understanding Beebe (1988) suggests further that obstacles in second language acquisition be looked at from: a classroom research-based perspective which concentrates not only on the ways in which second language instruction affects the processes, rate and ultimate level of second language attainment but also the interactions and activities that are going on in the classroom; and a bilingual 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 education which generally focuses on the role of first language (L1) on the acquisition of the second language (L2) Another way of looking at SLA is reflected again by Ellis's view (1986:4), "Second language acquisition difficulties is a product of many factors pertaining to the learner on the one hand and the learning situation on the other" What is offered by this view is not an entirely different description of SLA from the one mentioned above, but rather an alternative way of organising the same aspects of SLA and explaining them in terms of their specific relevance to factors related to the learners and the situation where learning takes place Considering many difficulties which can potentially contribute to the acquisition of learning a second language, limited space would make it impossible to discuss all of them here The rest of this literature review, therefore, will focus on discussing factors which have direct relevance and bearings on this study Pienemann and Johnston (1987:124) came up with a distinction between 'external' and 'internal' factors Under the title of 'external factors' are variables ranging from L1, social environment, and biological factors such as age 'Internal factors', on the other hand, are described as aspects of the learner's cognitive and linguistic capacities and the mental structures which determine these capacities This general typology of factors was incorporated into their multi-dimensional framework used in investigating factors relevant to the acquisition of a second language Although different theoretical frameworks may put different emphases on these factors and their influences on SLA, Olshtain, Shohamy, Kemp, and Chatow (1990:23-44) argue that it has been identified in literature that they have potential to affect the success or failure in SLA, and they generally exist in the following categories: (a) the learner context or the learning conditions, 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 10 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 They have to motivate the teachers to imbibe the culture of referring dictionary among the students 5.2 Limitations The study has become helpful in determining the problems faced by poor FL learners, and it has also suggested ways to support learners with difficulties and at-risk students in a FL classroom Teachers and organisations have also developed new methodologies that, they believe, will improve FL acquisition However, these methodologies often not correspond to the guidelines in FL textbooks, so teachers who wish to employ these methodologies are left to design their own curriculum With the exception of largely unpublicised dissertations, very little curriculum has been developed that takes specific solutions and outlines EL it should be taught using a conglomeration of proven FL methodologies, including instructional methods for students 5.3 Suggestions for future research Based on the findings of this study, some related areas were implicated as possible avenues for further research The current study can be replicated, either at the same level with more participants or at different levels, so as to verify the findings which have been established in this study Other factors can be further investigated in studies similar to this current one so as to determine other factors which might influence English language learning at Vietnamese secondary school More qualitative types of studies with an emphasis on more specific aspects of English (structures or functions) can be carried out to improve understanding of the quantitative correlations established in this 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 56 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 For example, instead of regarding the students' ability in English as one general factor, more specific English features can be investigated Further research on the relationship between Vietnamese and English can be pursued for the development of bilingual education A co-relational study between the performances of students in Vietnam and English would be interesting On the cause and effect question, experiments could be carried out in which students are encouraged to read more in English and speak more English in everyday life to see whether this increases their performance on English tests Further explore students‟ Vietnamese cultural learning styles and their relevance to English as a second language acquisition in Vietnam 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 57 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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 z 65 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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 z 66 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 Appendix 1: SURVEY QUESTIONNAIRE (VIETNAMESE VERSION) “Những khó khăn học sinh lớp gặp phải trình học chương trình sách Tiếng Anh cải cách" Giáo viên: Nguyễn Hải Yến Các bạn học sinh thân mến! Đây nghiên cứu “Những khó khăn học sinh lớp gặp phải trình học chƣơng trình sách Tiếng Anh cải cách" Giáo viên hi vọng nhận đƣợc hợp tác tích cực từ phía bạn, nhƣ nhân tố định cho thành công nghiên cứu Mọi thông tin đƣợc bảo mật tuyệt đối Thông tin cá nhân: Họ tên: ……………………………………………… Lớp:…………………………………………………… A TỔNG QUAN Hiện tiếng Anh có quan trọng khơng? Rất Đồng ý Khơng Khơng Hồn tồn đồng ý phần đồng ý phản đối Cách em học môn tiếng Anh: (1) Tự học theo sgk (2) Tự học theo sgk + mua thêm giáo trình bổ trợ (3) Học thêm/ phụ đạo (Học …… tiếng/tuần) Mục đích em học tiếng Anh để làm gì? (Có thể chọn nhiều đáp án) (1) Mong muốn sử dụng tiếng Anh tƣơng lai (2) Giải trí ( xem phim, đọc báo, nghe nhạc ) (3) Do yêu cầu từ bố mẹ (4) Đó mơn học bắt buộc trƣờng (5) Muốn có đủ khả giao tiếp với ngƣời nƣớc Tần suất sử dụng tiếng Anh em với giáo viên học Ln Phần lớn Thỉnh Ít Khơng ln thời gian thoảng 5 Tần suất sử dụng tiếng Anh em với bạn bè lớp học Ln Phần lớn Thỉnh Ít Không thời gian thoảng 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 67 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 Tần suất sử dụng tiếng Anh em học (giờ nghỉ, nhà, nơi cơng cộng) Ln Phần lớn Thỉnh Ít Không thời gian thoảng B KIẾN THỨC, KĨ NĂNG SAU HỌC KÌ I Xuất sắc (Xs) (5) Kĩ Nghe (4) Tốt (T) (4) Kĩ Nói (3) Bình thƣờng (Bt) (3) Kĩ Đọc (2) Không tốt (Kt) (2) Kĩ Viết (1) Không chút (Kcn) (1) Sử dụng từ khoá nêu để xác định câu trả lời cho câu hỏi Khoanh tròn số mà em đồng ý Khả nhớ từ Khả tiếp thu sử dụng ngữ pháp Khả phát âm 10 Khả làm việc nhóm 11 Mức độ tích cực phát biểu xây dựng Xs T Bt Kt Kcn 5 5 12 Kĩ quan trọng Nghe Nói Đọc Viết 13 Kĩ em làm tốt 14 Kĩ giống với kiểm tra 15 Kĩ em thích 3 16 Thời gian đƣợc thực hành kĩ (nghe, nói, đọc, viết) Quá Khá Vừa Ít Quá nhiều nhiều phải 17 Sau học xong học kì I, khả sử dụng tiếng Anh cuả em để giao tiếp, trình bày ý tƣởng liên quan đến chủ đề học (1) Rất tự tin, giao tiếp lƣu loát (2) Khá tự tin, quên từ, mẫu câu (3) Bình thƣờng, có qn từ, mẫu câu 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 68 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 (4) Thiếu tự tin, vốn từ, mẫu câu (5) Hồn tồn khơng tự tin, khơng nhớ từ, mẫu câu C CẢM NHẬN VỀ SGK TIẾNG ANH THÍ ĐIỂM 20 Sgk tiếng Anh đƣợc thiết kế sinh động, bố cục hài hoà, đẹp mắt Rất Đồng ý Khơng Khơng Hồn tồn đồng ý phần đồng ý phản đối 21 Mỗi unit có phần vừa phải? Rất Đồng ý Khơng Khơng Hồn tồn đồng ý phần đồng ý phản đối 22 Cảm nghĩ em chủ đề (My new school, My home, My friends, My neighbourhood, Natural wonders of the world, Our Tet holiday) Rất Khá Bình Khơng Q quen thuộc quen thường thiết thực xa lạ 23 Lƣợng từ Quá Khá Vừa Ít Quá nhiều nhiều phải 24 Các đơn vị học unit Phần 1: Getting started: Giới thiệu từ vựng ngữ pháp - (1) Phần 2: A closer look 1: Luyện từ vựng ngữ âm - (2) Phần 3: A closer look 2: Học ngữ pháp - (3) Phần 4: Communication: Thực hành nói tiếng Anh - (4) Phần 5: Skills 1: Luyện kỹ đọc, nói - (5) Phần 6: Skills 2: Luyện kỹ viết, nghe - (6) Phần 7: Looking back & Project: Củng cố kiến thức học - (7) Sử dụng từ khoá nêu để xác định câu trả lời cho câu hỏi Khoanh tròn số mà em đồng ý Nội dung Phần Phần Phần Phần Phần Phần Phần 24.1 Phần em cho quan trọng (1) (2) (3) (4) (5) (6) (7) 24.2 Phần em làm tốt (1) (2) (3) (4) (5) (6) (7) 24.3 Phần em thích (1) (2) (3) (4) (5) (6) (7) 24.4 Phần dễ (1) (2) (3) (4) (5) (6) (7) 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 69 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 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

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