PART i: INTRODUCTION

4 ABSTRACT In an attempt to investigate teachers’ difficulties in teaching reading skills to grade 10 students using the textbook “Tieng Anh 10” at Nha Nam High School, the research was aimed at finding out: (1) the students’ background of English and their attitudes toward learning speaking skills; (2) the problems the teachers might encounter in the teaching process of the skills; (3) factors causing their difficulties and their suggested solutions Specially, the study has been conducted in the form of a survey research, with the informants of the study being five English teachers at Nha Nam High School The survey questionnaire completed by the teachers and students, classroom observation and interview were the main instruments employed for the data collection The research reveals that the students’ lack of knowledge, including linguistic and cultural background knowledge, the teachers’ teaching methods, some difficulties from the textbook all cause problems for the teachers in the teaching process Besides, the data from the study confirm the fact that the students’ poor attitudes towards the importance of reading skills in learning English contributes to the problems in teaching the skills In addition, the school’s lack of conductive facilities is also made the situation worse Finally, the data are taken into account when the research discusses the results and suggests some solutions to overcome those difficulties TIEU LUAN MOI download : skknchat@gmail.com LIST OF TABLES AND FIGURES Table 1: The results of classroom observations 18 Table 2: Teachers’ attitude towards reading skills 20 Table 3: Description of teachers’ opinions on the sections for reading in 21 textbook “Tieng Anh 10” Table 4: Teachers’ focus when teaching a reading text 21 Table 5: Teachers’ perception of the students’ comprehension 22 Table 6: Description of teachers’ problems in teaching reading skills 23 Table 7: Description of the teachers’ solutions to deal with the difficulties 24 Table 8: Students’ attitudes towards reading skill 25 Table 9: Description of students’ opinions on the sections for reading in English 10 26 Table 10: Students’ focus when learning a reading text 26 Table 11: Description of students’ problems in learning reading skills Table 12: Students’ views of sources of difficulties 29 30 Table 13: Students’ expectation of teachers’ solutions to their difficulties 31 Chart 1: The way teachers ask their students to read the text 22 Chart 2: Teachers’ expectation of the students in the post-reading 23 Chart 3: Students’ pre-reading activities 27 Chart 4: Students’ while-reading activities 28 Chart 5: Factors affecting students’ comprehension of the text 28 Chart 6: Students’ expectation in the post-reading stage 29 TIEU LUAN MOI download : skknchat@gmail.com TABLE OF CONTENTS PART I: INTRODUCTION 1 Rationale of the Study Aims of the Study Research Questions Scope and Significance of the Study Method of the Study Organization of the Study PART II: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.1 The Nature of Reading 1.1.1 What is Reading and Reading Comprehension? 1.1.2 Effective Reading Comprehension and Reading Comprehension Skills 1.1.2.1 What is Effective Reading Comprehension? 1.1.2.2 Reading Comprehension Skills 1.2 Teaching Reading Comprehension 1.2.1 Relationship between Reading and Other Skills 1.2.2 The Roles of the Teacher and the Students in a Reading Lesson 1.2.2.1 The Roles of the Teacher 1.2.2.2 The Role of the Students 1.2.3 The Three Stages of a Reading Lesson 1.2.3.1 Pre-reading Stage 1.2.3.2 While-reading Stage 1.2.3.3 Post-reading Stage 1.3 Difficulties in Teaching Reading 1.3.1 Reading Skill Problems 10 1.3.2 Language Problems 10 1.3.3 Cultural Background Knowledge 11 CHAPTER 2: RESEARCH METHODOLOGY 12 2.1 The Current Situation of Teaching and Learning the Textbook at Nha Nam High School 12 2.1.1 Introduction to Nha Nam High School and its Students 12 2.1.2 An Overview of the Textbook “Tieng Anh 10” 12 2.1.2.1 Objectives 13 2.1.2.2 Contents of the Textbook 13 TIEU LUAN MOI download : skknchat@gmail.com 2.1.3 Teachers and Methods of teaching 14 2.2 The Participants 14 2.3 Research Instruments 15 2.3.1 Questionnaire 15 2.3.2 Class Observation 15 2.3.3 Interview 16 2.4 Data Collection Procedure 16 CHAPTER 3: FINDINGS AND DISCUSSION 17 3.1 Presentation of Statistical Results 17 3.1.1 Classroom Observations and Interview 17 3.1.2 Questionnaire 19 3.1.2.1 Questionnaire for teachers 19 4.1.2.2 Questionnaire for students 24 3.2 Discussion of the Findings 32 3.2.1 Difficulties from Students 32 3.2.1.1 Students’ Attitudes towards Reading Skill 32 3.2.1.2 Students’ Lack of Knowledge 32 3.2.2 Difficulties from Teachers 33 3.2.3 Difficulties from the Textbook 34 CHAPTER 4: SOLUTIONS 35 4.1 Improving Students’ Reading Interest and Motivation 35 4.1.1 Making Reading Lessons Funny 35 4.1.2 Making Reading Skill Useful 35 4.2 Training Students to Become Efficient Readers 36 4.2.1 Making Students Aware of the nature of the reading process 36 4.2.2 Promoting Students with a Variety of Reading Strategies 36 4.3 Varying Reading Activities 37 4.4 Improving Teacher’s Classroom Techniques 37 4.5 Teachers’ Flexibility in Using the Textbook 38 4.6 Equipping Teaching Facilities 39 PART III: CONCLUSION 40 Summary of the Study 40 Limitations and Suggestions for Further Study 40 REFERENCES 42 APPENDIXES TIEU LUAN MOI download : skknchat@gmail.com 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the English textbook “Tieng Anh 10”, reading is the first skill presented in each unit This proves the important role of reading According to Carrell (1984:1), “for many students, reading is by far the most important of the four skills in a second language, particularly in English as a second or foreign language” Unfortunately, teaching and learning reading skills at high schools is still far from satisfaction Despite the efforts of the teachers and students, the teachers often find their students’ reading skills disappointing, which not meet the requirements of the textbook At Nha Nam High School, where the author works, all of the English teachers have the same problems They have to confront some major obstacles in reading, such as: students’ habits of word-by-word reading, excessive focus on details rather than main ideas, poor vocabulary and limited background knowledge, etc If those difficulties are not found out and no solutions to overcome are given, it is certain that reading lessons can not be successful and it even becomes worse In this situation, the teachers need to take a serious look at the teaching and learning of English in general and the teaching and learning of the reading skills in particular so as to suggest suitable techniques to enable the teaching and learning of the reading comprehension at high school to be more effective Being a teacher of English at Nha Nam High School, the researcher wishes to give a hand in promoting reading skills for her tenth-form students This matter of fact has offered her a chance to conduct a study on “Teachers’ difficulties in teaching reading skills to grade 10th students at Nha Nam High School” It is hoped that this study may offer the English teachers at schools in general and the English techers at Nha Nam high school in particular the ways to teach reading skills more effectively TIEU LUAN MOI download : skknchat@gmail.com 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teachers’ major difficulties in teaching reading skills and examine the causes ● To offer possible solutions to the difficulties Research Questions The above aims of the study can be realized by the following research questions: (i) What are the current methods and techniques of teaching reading skills used by teachers at Nha Nam High School? (ii) What are the difficulties experienced by teachers and students in teaching and learning reading skills at Nha Nam High School? (iii) What are the activities and techniques to be used to teach reading effectively at Nha Nam High School? Scope and Significance of the Study This study is limited to: - the 10th form students at Nha Nam High School; - the teachers of English at Nha Nam High School; and - reading comprehension in the textbook “Tieng Anh 10” The findings and suggested solutions most appropriately applied to the teachers of English as well as 10th grade students at Nha Nam High School That is, the teachers and the students will be able to find ways to improve their process of teaching and learning reading skills Method of the Study The study was designed to use a number of methods to achieve its aims Firstly, classroom observation was carried out to investigate the reality of difficulties the teachers TIEU LUAN MOI download : skknchat@gmail.com 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Chapter 2, Looks at the current situations of teaching reading skills at Nha Nam High School Chapter 3, Research Methodology, focuses on the participants, the instruments and data collection procedure Chapter 4, Discussion of the findings, discusses the data which was collected at the second term of the 2010-2011 academic year at Nha Nam high School based on questionnaire, classroom observations and interviews Chapter 5, Solutions, makes some pedagogical suggestions for teachers and students at Nha Nam high School Part III, Conclusion, summarizes all the issues in the research and suggests some ideas for further study TIEU LUAN MOI download : skknchat@gmail.com 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hang ngày D Ý kiến khác (nếu có):………………………………… Những khó khăn mà em gặp phải q trình học đọc với sách giáo khoa “Tiếng Anh 10” gì? A Phát âm nhớ từ dài B Hiểu nhớ thành ngữ, cum động từ, cụm danh từ C Hiểu mối quan hệ câu hay đoạn khoá D Đoán nghĩa từ nội dung đọc E Nhận ngụ ý, suy luận kết luận F Tóm tắt G Ý kiến khác (nếu có):………………………………………………………… Em nghĩ lí cho khó khăn gì? A Các nhiệm vụ đọc không phù hợp với khả bạn B Một số chủ đề khó C Một số đọc dài nhiều từ D Q thời gian để tìm hiểu E Giáo viên không dạy chiến lược đọc F Giáo viên nghiêm khắc yêư cầu cao TIEU LUAN MOI download : skknchat@gmail.com 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có):…………………………………………………………… TIEU LUAN MOI download : skknchat@gmail.com 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TIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTION 52 APPENDIX4 TRANSLATED VERSION OF QUESTIONNAIRE FOR STUDENTS This survey questionnaire is designed for the study of teacher’s difficulties in teaching reading skills for the Grade 10 students at Nha Nam high school Your assistance in completing the following items is highly appreciated All the information provided by you is solely for the study purpose, and you can be confident that you will not be identified in any discussion of the data Thank you very much for your cooperation! PART I: PERSONAL INFORMATION Your gender: A Male B female Your hometown: A Village B Town How long have you been learning English? …… years Your average marks in English in the first term of Grade 10: …… PART II: STUDENTS’ PROBLEMS IN LEARNING READING SKILLS What you think about the importance of reading skills in the textbook “Tieng Anh 10”? A It is the most important B It is as important as other skills (speaking, listening, and writing) C It is not as important as other skills (speaking, listening, and writing) D Others (please specify)……………………………………………… What you think about the sections for reading in the textbook “Tieng Anh 10”? A Easy D Boring B Interesting E Too long C Difficult F Too short What you pay most attention to when reading? (You can choose more than one) A New words B New grammatical structures C Ideas in the reading texts D Cultural knowledge E All of the above F Others (please specify)……………… What you often in the pre-reading stage? A Guess the content of the text through the topic of the reading B Listing learnt words and structures relating to the reading C Finding out the meanings of new words and new structures TIEU LUAN MOI download : skknchat@gmail.com PART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i :.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTION PART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUC TIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTION 53 D Read the requirement of the reading tasks E I nothing but read the text F Others (please specify)………………………………………………………… While reading, you often: A Read from the beginning to the end, then the reading tasks B Each paragraph, stop and see the meaning of the new word, then continue C Read and base on the context to guess the general ideas of the text D Others (please specify)………………………………………………………… You usually understand the texts: A When you have known the meanings of the new words and structures in the text B By referring to your existing knowledge C After completing all the tasks D After you or the teacher translates the text into Vietnamese E Others (please specify)………………………………………………………… After reading lesson, you expect to be able to: A Master the key words in the text B Understand and summarize the text in your own words C Use the words in the text in your daily life D Others:……………………………………………… What are the difficulties that you have in learning reading with the textbook “Tieng Anh 10”? (Choose as many as possible) A Pronouncing and remembering lengthy words B Understanding and remembering idiomatic expressions, verb phrases and noun phrases C Understanding the relationship between sentences or paragraphs in a text D Guessing the meaning of words and predicting the content of the text E Recognizing implication and making inferences and conclusion (deducing) F Summarizing G Others (please indicate here):……………………………………………… What you think are the reasons for your difficulties in learning reading skills? Yes No A The tasks for reading in the textbook are not suitable to you   B Some topics in the textbook are too difficult   C Some of the passages are too long and full of new words   D Too little time to exploit reading lessons   TIEU LUAN MOI download : skknchat@gmail.com PART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i :.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTION PART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUC TIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTION 54 E The teacher doesn’t teach us sufficient reading strategies   F The teacher is too strict and demanding   G I lack motivation and confidence   H I lack vocabulary and structures   I I lack knowledge about the topic I am reading   10 What you want the teacher to help you overcome the difficulties? (Choose as many as possible) A Teacher corrects reading tasks carefully B Teacher gives Vietnamese equivalence for long and difficult words C Teacher goes round and helps their students whenever they need D Teacher provides more background knowledge related to the topics E Teacher helps students to choose suitable reading strategies for each reading text F Teacher asks students to work in pairs or in groups G Teacher checks students more often about translation H Teacher gives students more communicative exercises to help remember vocabulary more easily I Others (please specify)………………………………………………………… TIEU LUAN MOI download : skknchat@gmail.com PART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i :.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTION PART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUC TIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTION 55 APPENDIX INTERVIEW QUESTIONS FOR TEACHERS What you think about the textbook “Tieng Anh 10”? Give your opinions on reading passages and reading tasks What problems are you coping with in teaching reading with the textbook in - preparation of the lesson? - “Before-you-read” stage? - “Whlie-you-read” stage? - “After-you-read” stage? What you think is the most typical difficulty when teaching reading comprehension with the textbook? What have you been doing to overcome these difficulties? TIEU LUAN MOI download : skknchat@gmail.com PART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i :.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTION PART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUC TIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTION 56 APPENDIX * Task in Unit “A day in the life of…”: Answer the following questions: What is Mr.Vy’s occupation? What time does he get up and what does he after that? What does he in the morning? What Mr.Vy and his wife in the afternoon? Are they happy with their lives or not? Why? * Task in Unit “A day in the life of…”: Scan the passage and make a brief note about Mr.Vy and Mrs.Tuyet’s daily routines Then compare your note with a partner In the morning 4:30: the alarm goes off and Mr.Vy gets up ………………………………………………………………… …………………………………………………………………… In the afternoon ………………………………………………………………… …………………………………………………………………… After dinner ………………………………………………………………… …………………………………………………………………… TIEU LUAN MOI download : skknchat@gmail.com PART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i :.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTION PART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUC TIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTIONPART.i:.INTRODUCTION