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VIETNAM NATIONAL UNIVERSITY-HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES - - BÙI THỊ VÂN ANH TEACHER’S ATTITUDES TOWARDS AND PRACTICE IN COGNITIVE READING STRATEGIES INSTRUCTION (Nhận thức thực tiễn giáo viên chiến lược dạy đọc hiểu theo nhận thức) M A MINOR PROGRAMME THESIS Field: English Language Teaching Methodology Code: 601410 HANOI - 2012 TIEU LUAN MOI download : skknchat@gmail.com TABLE OF CONTENTS Pages i ii iii iv vii viii Declaration Acknowledgements Abstract Table of contents List of Tables, Figures List of Abbreviations PART I: INTRODUCTION Rationale Aims and Objectives of the study Research questions Method of the Study Scope of the study Significance of the Study Organization of the thesis 3 4 PART II: DEVELOPMENT CHAPTER ONE : LITERATURE REVIEW 1.1 Reading and reading models 1.2 Reading strategies 1.2.1 Definition of reading strategy 1.2.2 Reading strategies and reading comprehension 1.2.3 Cognitive strategies and metacognitive strategies 1.3 Teacher‟s beliefs and classroom practice 1.4 Reading strategy instruction 1.5 Review of related studies on teacher‟s reading strategy instruction 1.6 Summary CHAPTER TWO: THE STUDY 2.1 2.2 2.3 2.4 7 8 12 13 14 16 Context of the study Participants Research design Data collection instruments 17 17 18 18 iv TIEU LUAN MOI download : skknchat@gmail.com 2.5 Data collection procedure 2.6 Data analysis procedure 2.7 Summary CHAPTER THREE: FINDINGS AND DISCUSSION 21 22 23 3.1 Teachers‟ beliefs about cognitive reading strategies 3.2 Correspondence between teachers' beliefs and their self-reported instructional practices 3.3 Cognitive reading strategies teachers actually instruct at classrooms 3.4 Factors affecting teacher‟s instructional practice of cognitive reading strategies 3.5 Summary 24 28 31 35 38 PART III: CONCLUSION Summary of the main findings Pedagogical Implications Limitations of the study Suggestions for further study 39 41 44 44 REFERENCES 46 APPENDICES Appendix A: Questionnaire on Reading Strategies Appendix B: Observation Checklist Appendix C: Semi-structured Interview Questions Appendix D: Paired Sample Correlations Appendix E: Suggested Activities for Some Strategies I IV V VI VII v TIEU LUAN MOI download : skknchat@gmail.com LIST OF TABLES AND FIGURES Pages Figure 3.1 Teachers‟ familiarity with the concept of reading 24 strategies Figure 3.2 Teachers‟ reasons for teaching reading strategies at class 25 Table 3.1 Teachers‟ beliefs about the importance of instructing pre- 26 reading strategies in reading comprehension Table 3.2 Teachers‟ beliefs about the importance of instructing 27 while-reading strategies in reading comprehension Table 3.3 Teachers‟ beliefs about the importance of instructing 28 post-reading strategies in reading comprehension Table 3.4 Teachers‟ beliefs and self-reported practices on reading 29 strategies Table 3.5 Most-instructed strategies in comparison with rank of 30 importance Table 3.6 Teachers‟ actual instruction of reading strategies 32 Table 3.7 Correlation between age and instruction of reading 35 strategies Table 3.8 Correlation between qualification and instruction of 36 reading strategies Table 3.9 Correlation between years of experience and instruction 36 of reading strategies vi TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction (LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction LIST OF ABBREVIATIONS LVT Luong Van Tuy EFL English as a Foreign Language ESL English as a Second Language L1 First Language L2 Second Language MOET Ministry of Education and Training M Means N Number of Cases or Subjects of the study p Probability of chance (indicator of significance) SD Standard Deviation SPSS Statistic Package for Social Science vii TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction (LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction PART I: INTRODUCTION Rationale Reading is considered one of the most important skills which language learners should acquire, particularly as it helps to build vocabulary and leads to lifelong learning and improvement in second language skills (Bernhardt, 1991 as cited in Zhang & Guo, 2005, p 111) In Vietnam, students have historically studied English as a foreign language mainly through reading in classroom settings In most cases, their teachers are also users of English as an additional language, with all sharing Vietnamese as their mother tongue In the review of the current situation and issues of teaching English in Vietnam, Hoang (2010) stated that until recently, English textbooks in Vietnam were mainly grammar-based, taking the view that grammar could be taught systematically as a set of rules to be mastered and transferred by the learner into proficient language use (p 10) In other words, the grammar-translation method used to be widely accepted in which teachers tended to focus on teaching language points such as grammar and vocabulary However, in 2007, the Vietnamese government introduced into high schools a new standard curriculum which has required teachers to develop the students‟ ability to use language appropriately by integrating language teaching with non-linguistic teaching Examples of non-linguistic teaching consist of affective teaching, strategy teaching and inter-cultural awareness Approaches within the classroom began to shift from the predominately grammartranslation method to more communicative approaches which encourage students‟ interaction The innovative change in language approaches inclusively affects the teaching and learning of reading comprehension In reading lessons, rather than traditionally focus on the decoding of words and sentences, teachers are strongly recommended to foster both students‟ interpretive and productive skills, as well as to provide them with instruction on reading strategies It is proved by over 500 studies in the last TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction (LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction twenty five years that reading strategy instruction greatly improves students‟ reading comprehension (Wellingham, 2007, p 39) In a lesson of reading strategy instruction, teachers guide the use of reading strategies, showing students how to utilize them in order to cope with texts in an unfamiliar language (Eskey, 1988) Helping students develop good reading strategies in particular and language learning strategies in general is considered to be the appreciated characteristics of a good language teacher (Lessard, 1997, p 3) Research in second language reading instruction in the last decades of the 1990‟s tended to focus on general explanations and descriptions of reading strategies employed by competent and incompetent readers Less attention was given to the actual implementation of reading strategies instruction from a teaching perspective as well as teachers‟ beliefs of the importance of these strategies (Hua & Kim, 2008) Furthermore, Borg (2003, 2006) explores that significant contributions to understanding the relationship between teachers‟ beliefs and their classroom practices of reading instruction have been primarily made in first language education contexts whereas there has been a little amount of research in the area of second and foreign language (cited in Kuzborska, 2011, p 103) Chou (2008) also contends this gap results into an unclear picture of teachers‟ beliefs construct in teaching reading in EFL contexts (p 192) Therefore, undeniably, it is essential to conduct more research on exploring teachers‟ beliefs and their actual instructional practices regarding reading strategies With the aim to contribute some “meaningful pieces” to the unclear picture, this survey research was carried out on the topic given, namely teacher‟s attitudes towards and practices in cognitive reading strategies instruction Aims and Objectives of the study The main aim of this study was to explore teacher‟s attitudes towards and practices in instructing cognitive reading strategies for mainstream students at Luong Van Tuy Gifted High School TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction APPENDIX E SUGGESTED ACTIVITIES FOR PREDICTING STRATEGY Guisinger, P (2012) Predicting Retrieved August 17th, 2012 from http://www.ohiorc.org/adlit/strategy/strategy_each.aspx?id=000009 Around the Room In this interactive activity, students use their background knowledge to make predictions about what they are going to read Divide the students into groups Give each student one index card on which you have written a different phrase or sentence from the textbook passage the students are about to read Ask the students to circulate around the room and read their cards to as many of their classmates as possible but not to discuss them After five minutes, have them return to their home group and jointly write a prediction about what they think the passage will discuss Call on each group to read its prediction and explain the group‟s reasoning VII TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction (LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction Three-Column Prediction List When? Where? Who? Before reading, what you think this will be about? What clues did you use? After reading, how would you change your prediction? VIII TIEU LUAN MOI download : skknchat@gmail.com What? (LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction (LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction SUGGESTED ACTIVITIES FOR MAKING INFERENCES STRATEGY A Read the text of Unit 3, English 10 Look at these statements about Marie Curie What evidence is there in the texts to support the statements? The first one has been done for you as an example Marie Curie was not French She went to Paris to study Her father was a scientist Her family was not rich Marie excelled at many scientific subjects The School of Physics was a member of the Sorbonne The Sorbonne was a university Many men had received PhD before Marie Pierre Curie taught in Sorbonne B What else can you infer about Marie Curie and her life from the text? Reading text Marie Curie was born on November 7th, 1867 She received general education in local schools and some scientific training from her father As a brilliant and mature student, Marie harbored the dream of a scientific career, which was impossible for a woman at that time To save money for a study tour abroad, she had to work as a private tutor, and her studies were interrupted Finally in 1891, Marie, with very little money to live on, went to Paris to realize her dream at the Sorbonne In spite of her difficult living conditions, she worked extremely hard She earned a degree in Physics with flying colors and went on to take IX TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction (LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction another degree in Mathematics She met Pierre Curie and the School of Physics in 1894 and a year later, they got married From then on, they worked together on their research In 1903, Marie became the first woman to receive a PhD from the Sorbonne After the tragic death of Pierre Curie in 1906, she took up the position which her husband had obtained at the Sorbonne Thus, she was the first woman in France to be a university professor Soon after, she was awarded a Nobel Prize in Chemistry for determining the atomic weight of radium But her real joy was “easing human suffering” The founding of the Radium Institute in 1914 made her humanitarian wish come true X TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction (LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction SUGGESTED ACTIVITIES FOR MAPPING THE TEXT Students’ handout Mapping the text (Unit 4, English 11) Find words in the text to fill in the map below VOLUNTEER WORK Participants Activities Who are they? …………… …… Who are they? 2.……… ……… 3.1 ………………… ……… 3.2 Where & what volunteers do? .………… …… .…………… ……… Who are they? ……………… ……… 5.1 ………………… ……… 4.1 ………………… … 4.2 ………………… ………………… 5.2 ……… … …………………… 3.3 4.3 SUGGESTED ACTIVITIES FOR MAPPING THE TEXT ……… ………………… ………………… ………… …… XI TIEU LUAN MOI download : skknchat@gmail.com ……………… ……… 6.1 …………… …………… …… (LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction (LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction Suggested answers Mapping the text (Unit 4, English 11) VOLUNTEER WORK Participants Activities Who are they? High school Who are they? College students Where & what volunteers do? In hospital In homes of sick, old people 3.1 Read books 4.1 Do shopping 3.2 Play games 4.2 Mow lawns 3.3 Listen to problems 4.3 Clean up houses Who are they? In orphanages 5.1 Take boys to baseball games 5.2 Help to get to know things like from fathers TEMPLATE FOR EVALUATING & DRAWING CONCLUSIONS XII TIEU LUAN MOI download : skknchat@gmail.com In mountainous areas 6.1 Provide education for children (LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction (LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction The text says… I think… Therefore… EVALUATING & DRAWING CONCLUSIONS Sample Response Unit (English 10) A TEACHER INXIII A SPECIAL CLASS The text says her students are disabled I Like other teacher, Pham Thu Thuy enjoys her teaching The text says think this will cause job However, her class is different from other classes The children‟s families are TIEU LUAN MOI download : skknchat@gmail.com great difficulties for her twenty-five children, who are learning how to read and write in large and poor I think to teach them her class, are disabled Some are deaf, some dumb and others (LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction (LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction(LUAN.VAN.THAC.SI).Teacher’s.attitudes.towards.and.practice.in.cognitive.reading.strategies.instruction
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