INTRODUCTION
Rationale for the study
In today's interconnected world, English plays a crucial role as a global communication tool and a gateway to knowledge In Vietnam, the teaching and learning of English have gained significant attention amid global integration Among various language skills, reading stands out as essential, serving as the foundation for both language acquisition and academic success.
Reading is a crucial macro-skill, especially in learning English as a second language, as highlighted by Carrell (1981) It requires the integration of bottom-up and top-down skills for effective comprehension However, the teaching and learning of reading skills in high schools, particularly in Bac Ninh province, remains inadequate due to insufficient materials that meet students' needs and language abilities, as well as a lack of effective reading strategies To address this issue, it is vital to develop appropriate reading materials and provide strategies that will enhance reading comprehension for 10th-grade students in Bac Ninh province.
Aims of the study
This study focuses on enhancing English reading comprehension for 10th-grade students at a high school in Bac Ninh province, tailored to meet learners' needs To accomplish this objective, the research seeks to address specific questions related to the current challenges and effective strategies for improvement.
1 What is the students’opinion of the reading texts in the current used text book for grade 10 th students
2 Why did the students have difficulties in reading comprhension?
3 How can teachers use supplementary reading materials to help the students to improve their reading comprehension?
Scope of the study
To enhance reading comprehension skills among 10th-grade students at a high school in Bac Ninh province, educators can implement diverse techniques and strategies This study aims to provide a concise overview of the current state of reading comprehension skill development in this educational context.
High school students in Bac Ninh province are creating reading materials aimed at enhancing their reading comprehension skills, ultimately fostering their development into effective readers.
Significance of the study
This study aims to create additional reading materials to enhance 10th-grade students' reading comprehension skills The findings are intended to assist students in identifying effective resources for improving their abilities Additionally, the research seeks to increase teachers' awareness of the topic and equip them with valuable materials to foster their students' reading skills Furthermore, it provides a reliable foundation for future researchers interested in this area, offering useful information for their studies.
Methods of the study
The author conducted action research to gather students' opinions on the current English textbook and identify the challenges they encounter while learning This investigation aims to develop solutions to these issues, utilizing data collected from student surveys and teacher observation sheets, which will be elaborated upon in Chapter 2, Methodology.
Design of the Thesis
The study consists of five chapters as follows:
Chapter 1: Introduction – includes the rationale, aims, scope, significance and methodology of the study
Chapter 2: Literature review – presents literature related to the study The focus of this chapter is definitions of reading, reading comprehension, the place of reading skill in teaching a foreign language, strategies for reading comprehension and problems in reading comprehension of English foreign language learners This part also mentions some criterion for developing comprehension materials
Chapter 3: Methodology - describes the participants, data collection procedures and data collection instrument
Chapter 4: Findings and Discussion - offers some major findings, some suggestions for improving students‟ reading comprehension skills and a sample work for a reading lesson of the 10th-form students
Chapter 5: Conclusion - summarizes the main research points, points out the limitation of the study and makes suggestions for further studies
This chapter introduces the research, offering a comprehensive overview that includes the problem statement and rationale, aims, scope, significance, methodology, and thesis design.
LITERATURE REVIEW
This chapter explores key issues in foreign language reading theories, focusing on three main aspects: the definitions of reading and reading comprehension, the process of reading in a second language, and the development of teaching materials for language instruction.
2.1 Definitions of reading, reading comprehension
Reading is considered the most crucial language skill for EFL learners, as it provides essential exposure to the target language and offers valuable linguistic input that enhances language proficiency.
Reading is an interactive cognitive process where the reader connects their background knowledge with the information presented in the text This engagement involves interpreting letters, words, sentences, and paragraphs to create meaning, highlighting the reader's active role in comprehension While various scholars have defined reading in different ways, no single definition has gained universal acceptance.
Goodman (1971) described reading as a psycholinguistic process where the reader reconstructs a message encoded by the writer in graphic form He emphasized that readers must not only learn to decode text and grasp grammatical structures but also comprehend the content conveyed within the text.
Having the same point with Goodman, William (1990, p.2) says that
Reading involves both examining text and comprehending its meaning This process consists of two key activities: observing the written words and interpreting their significance Readers must "encode" the meanings of words based on the context in which they are presented, highlighting the importance of contextual understanding in effective reading.
According to Harmer (1991, p.153), reading is a complex activity that primarily engages the eyes and the brain, where the eyes gather information and the brain interprets its meaning This perspective aligns with the views of previous authors, highlighting the interconnectedness of visual perception and cognitive processing in the reading experience.
According to Richard and Thomas (1987, p.15), reading is best described as
Reading transcends mere word pronunciation or comprehension of the author's intent; it fosters a unique connection between the author and the reader This process involves the printed page igniting individual ideas, experiences, and responses, making reading a deeply personal and engaging experience.
Reading can be defined in various ways, and there is no single definition that is superior, as each perspective highlights a crucial aspect of the reading process However, a strong connection exists between reading and comprehension As language teachers, it is essential for us to deeply understand the nature of reading to effectively support our students in developing their reading skills.
Reading comprehension is crucial for effectively teaching and learning a foreign language, as it serves as a vital means of communication between the writer and the reader.
Effective reading comprehension relies on readers' ability to identify and apply appropriate skills and strategies for different text types to achieve their reading goals According to Swan (1975, p.1), a proficient student can read accurately and efficiently, extracting maximum information with minimal effort To demonstrate understanding, students must engage in tasks such as summarizing the text, answering questions, and determining the truthfulness of statements.
Reading comprehension involves efficiently extracting essential information from a written text, as noted by Grellet (1981) This process focuses on decoding the meanings of word combinations to enhance understanding.
In conclusion, reading loses its significance without comprehension, as it is reading comprehension that reveals the extent of a reader's understanding of the text Consequently, teaching effective reading comprehension strategies is essential in the educational process.
Skimming is used to quickly gather the most important information Grellet,
According to F (1982, p.19), skimming involves rapidly reviewing reading materials to grasp the main idea, understand the organization, and discern the writer's tone.
Skim reading allows readers to gain a general understanding of a text's content quickly For instance, when previewing a lengthy magazine article, individuals often read swiftly, bypassing substantial sections of information, while concentrating on headings and the initial sentences of each paragraph.
In conclusion, both authors agree that skimming is a rapid reading technique that allows readers to quickly grasp the main ideas of the text, despite their differing approaches to expressing this concept.
METHODOLOGY
In this chapter, the setting, action research, participants, data collection procedures, data collection instruments will be presented
The study was conducted at a high school in Bac Ninh province Students at this school follow the same curriculum of learning English at this school There are
The school offers a total of 42 classes, with 14 classes dedicated to each grade Students are primarily focused on three core subjects to prepare for the GCSE exam, essential for university admission A significant number of students (15 classes) prioritize Maths, Physics, and Chemistry, while 9 classes opt for combinations of English, Maths, and Literature or English, Maths, and Physics Additionally, 18 classes consist of students aiming solely to pass the GCSE test for a high school diploma, with no plans to pursue university education after graduation.
Despite English being a mandatory subject in the GCSE examination, many students neglect to focus on mastering the language Consequently, the average score for English in the annual GCSE tests remains disappointingly low, with students achieving only around 3.9 on average.
During the 2018-2019 academic year, the researcher taught two classes of 10th-grade students, with most selecting English, Math, and Literature as their primary subjects This year marked the second implementation of a new set of textbooks for 10th-grade students at the school.
The study focused on 40 students from class 10A8 at a high school in Bac Ninh province, all born in 2003 and comprising both genders Despite having studied English for six years in primary and lower secondary school, many students exhibit low English proficiency They have chosen English, Maths, and Literature as their main subjects for university admission, yet most come from rural areas, limiting their opportunities for English practice outside the classroom As a result, their knowledge of English remains poor and restricted.
The new course book by Hoang Van Van, published by Vietnam Education Publisher, features ten units and four reviews, each divided into eight parts: Getting Started, Vocabulary and Grammar, Reading, Speaking, Listening, Writing, Communication and Culture, and Looking Back Each part is designed for a 45-minute classroom session At the end of the academic year, students will take an achievement test to assess their language proficiency improvements The curriculum includes two major assessments—the Final 1st Term Test and the Final 2nd Term Test—along with various progress tests, including summative, vocabulary, and grammar tests, to ensure comprehensive evaluation of student progress.
In the first semester, the researcher identified that students in class 10A8 are struggling with reading skills, exhibiting a notable fear of reading tasks and demonstrating low levels of reading comprehension.
With the above setting, the researcher expects to intervene with a new way of providing reading materials to see whether students of class 10A8‟ reading skill can be improved as expected
In this study, action research design was chosen due to its emphasis on reflective practice and the role of the teacher as a researcher (Burns, 2009) This approach allows educators to critically examine their teaching contexts, enabling them to understand classroom dynamics and implement necessary changes for future improvement (Mettetal, 2001) The use of action research can significantly enhance student performance and foster open-ended outcomes Additionally, it empowers teachers by boosting their confidence, professional growth, and problem-solving skills (Briscoe and Wells, 2002) Engaging in action research also helps educators identify discrepancies between their beliefs and practices, as well as gain insights into their students' thoughts and learning experiences.
This study employs action research, with the teacher serving as the researcher, due to its relevance in addressing the pressing concerns of enhancing reading skills and comprehension among students Action research is particularly effective as it can be implemented both in and out of the classroom, making it well-suited for the current educational context Additionally, it aims to instigate change and provide valuable insights for future research The findings on the impact of supplementary materials for improving students' reading comprehension will lead to constructive recommendations for educators to better support their students' reading abilities.
Figure 1: Action research spiral (adapted from Kemmis, 1983)
Adapted from Kemmis (1983), the action research model consists of four interconnected steps that illustrate the progression through critical phases In action research, the researcher must evaluate the effectiveness and limitations of their actions rather than simply stopping after obtaining results This evaluation leads to revising the initial plan, making necessary adjustments, and re-implementing the actions to achieve improved outcomes These stages are not distinct but are intertwined within the processes of action and reflection.
Figure 2: Detailed Action Research Model (adapted from Susman, 1983)
Figure 2 presents detailed action research model, according to Susman
(1983), the five steps in this model can be described as follows:
The study was initiated to address the need for enhancing reading skills among 10th-grade students in class 10A8 at a high school in Bac Ninh province The first step involved identifying and investigating the necessity for supplementary materials aimed at improving students' reading abilities.
Before initiating the action research, the researcher conducted a literature review, which enhanced the validity of the study by providing a solid theoretical framework for subsequent findings.
Following a thorough literature review, the researcher honed the research question The study involved 10th-grade students from class 10A8 at a high school in Bac Ninh province, utilizing the current textbook as the primary material.
10 th – form students published by Vietnam education publisher
To assess the comprehension levels of 10th-grade students before the intervention, a pre-test was administered to class 10A8 at Thuan Thanh 2 High School The 15-minute test results were evaluated by the teacher, who categorized the scores into different proficiency levels for future reference.
After that, the researcher delivered the survey (APPENDIX 1) in order to find out students‟ opinions of the currently used text book and their difficulties in improving their reading comprehension
The 8-week intervention program was designed based on student feedback regarding their current textbook and challenges in reading skills The researcher created supplementary materials for targeted units (Units 7, 8, and 9) to enhance reading comprehension While adhering to the textbook's core content, students were required to complete daily supplementary exercises at home, focusing on the same topics to reinforce their learning Detailed plans and activities for this program are outlined below.
- Firstly, the researcher asked her students to read about that topic in their mother tongue so that they could get necessary background knowledge for their reading topic
- Secondly, the researcher taught the first two parts of this unit with a view to providing students with necessary vocabulary and grammar structure to understand the reading passage (APPENDIX 2)
- Thirdly, the researcher taught reading lesson in the text book so that she could suppy necessary strategies for her students to improve reading skill (APPENDIX 2)
The researcher developed customized supplementary reading materials for her students to enhance daily reading practice at home These materials included various types of reading comprehension questions She collected and graded the reading assignments daily, analyzing the students' results based on the different question types to assess their progress with the supplementary resources.
FINDINGS AND DISCUSSION
This chapter outlines the study's findings, organized in accordance with the action research cycle It includes a discussion of the results and suggests areas for further research in subsequent sections of the study.
Data analysis 4.1 Phrase 1: Diagnosing the Research topic
After the first term of the academic year, the researcher became concerned about her students' poor performance on the first term test, particularly in English To address this issue and enhance their reading skills, she administered a diagnostic test in the second week of the second term Each student was tasked with reading a short passage and answering comprehension questions to assess their reading abilities.
4.1.1 The result of the dianogstic test
The author conducted a diagnostic test consisting of 10 questions, categorizing the results into four scales: "Good" students, who answered more than eight questions correctly; "Pretty Good" students, who scored seven or eight correct answers; "Average" students, with five to six correct responses; and "Below Average" students, who answered fewer than five questions correctly.
The following table shows how the students responded to the diagnostic test applied into the researcher English class
Table 1: The result of the diagnostic test
Levels Number of students Percentage
From the table above, we can see that 2 students (5%) are in the scale of good one,
10 of them (25%) are in pretty good, 25 (62,5%) are average and 3 (7,5%) are below average, which means that most of the students are in a very low level of comprehension
4.1.2 The result of the survey questionaire
After analyzing the diagnostic test results, the researcher conducted a survey (APPENDIX 1) to gain deeper insights into students' opinions on the current reading textbook, to understand the factors contributing to their poor reading comprehension performance, and to gather their expectations regarding supplementary reading materials.
4.1.2.1 The students’ opinions of the current text book for grade 10 th students
Question 1 is to investigate the teachers‟ and students‟ evaluation on level of language difficulty, content and length of reading texts in the currently-used text book for year tenth students
Table 2: The students’ opinions on level of difficulty, content and length of the reading texts in the textbook
Opinions on Students’ percentage a.Level of difficulty
+) too difficult +) too easy +) relevant
27,5% c Length of the reading texts
+) too long +) too short +) relevant
The survey results indicate that a significant majority of students find the current textbook challenging, with 77.5% stating that the reading material is too difficult In contrast, only 10% believe the textbook is too easy, while just 12.5% feel it aligns with their proficiency levels This variation in student evaluations can be attributed to the differing levels of language competence among the students.
A recent evaluation of the reading text revealed that 72.5% of students find the textbook interesting and familiar, while 27.5% feel the content is unfamiliar Notably, none of the students reported that the textbook's content is boring.
A significant 62.5% of students believe that the length of reading texts is appropriate, while 25% feel that the texts are excessively long.
From above analysis, the researcher can come to conclusion that most students find the reading texts difficult but interesting and of appropriate length
Table 4: Students’ opinions on reading exercises in the textbook
Reading exercises Students „percentage (%) a of various types 42,5% b of few types 22,5% c very difficult 65% d very easy 7,5% e quite few exercises 10% f many exercises 57,5%
According to the data presented in Table 4, a significant 65% of students believe that the reading exercises in their textbooks are too difficult, while only 7.5% of both students and teachers feel that these exercises are too easy Additionally, 42.5% of students consider the reading exercises to be diverse in type, whereas 22.5% believe there are only a limited variety of exercises available.
The data reveals that 57.5% of students feel there are too many exercises for each reading text, while only 10% believe there are too few exercises provided.
4.1.2.2 The reasons for students’ low level of reading comprehension 4.1.2.2.1 Students’ lack of regular reading practice outside the classtime
Question 1 is designed to figure out whether students often do reading practice or not?
Table 2 : The frequency of doing reading practice outside the classtime
According to the data presented, 57.5% of students, or 23 out of 40, reported that they rarely engage in reading practice outside of class time In contrast, only seven students indicated that they practice reading often or very often Additionally, 25% of the students, totaling 10 individuals, stated that they sometimes participate in reading exercises outside of class.
From the above statistics, the researcher can come to a conclusion that one of the reasons leading to her students‟ poor reading comprehension is the lack of practice
4.1.2.2.2 Students’ lack of suitable reading materials
This question is designed with a view to finding out the reasons why students do not practice reading outside the classtime
Table 3: Students’ lack of suitable reading materials
The reasons for students’ lack of reading practice
The number of the students
Students don‟t like reading in a foreign language
Students don‟t like the topic 5 7,5%
Students don‟t have time to practice reading
Students don‟t have suitable reading materials to practice reading everyday
The data indicates that while most students enjoy the reading topic and have time to practice at home, a significant 75% do not favor reading in a foreign language Furthermore, an overwhelming 95% of students reported difficulty in finding suitable reading materials for practice outside of class.
4.1.2.3 Students’ expectation of the supplementary reading materials 4.1.2.3.1 Kinds of reading exercise in the text books that students prefer
The purpose of this research question is to identify the types of reading exercises that students prefer, enabling the researcher to incorporate effective exercise types into supplementary materials aimed at enhancing students' reading skills.
Chart 1: The kinds of exercises that students prefer
Various types of exercises are mentioned in this question The result in chart
A survey revealed that 100% of students preferred multiple choice questions, followed closely by true/false/no information formats, as these familiar exercise types are believed to aid in their GCSE exam performance The chart indicates that teachers also favor matching, gap-filling, and completion exercises, selected by 27, 25, and 20 students respectively, as they are thought to significantly improve reading comprehension and abilities However, only a small number of students expressed a preference for other exercise types.
Fifteen students enjoy working on jumbled sentences and paragraphs in their reading materials, as these challenging exercises help them improve their skills Despite their low proficiency levels, they find that practicing with jumbled content enhances their understanding and retention of the material.
4.1.2.2.2 Kinds of the reading passage
Table 7: The students’ expectation of the supplementary reading materials
Reading passage of different topic 12,5%
Reading passage of related topic 90%
Reading passage of higher level of difficulty 2,5%
Reading passage with the same form of the
CONCLUSION
This chapter outlines the key findings of the study and presents corresponding recommendations Additionally, it discusses the limitations of the research and suggests areas for further investigation.
In a study conducted at Thuan Thanh 2 High School, data was collected from 40 students using diagnostic tests, final tests, questionnaires, and observations The findings revealed that while most students expressed satisfaction with the content, length, and reading exercises of the current textbook, they struggled with reading comprehension due to a lack of reading materials and practice As a result, students expressed a strong desire for suitable supplementary reading materials to enhance their skills for the GCSE test It is recommended that teachers consider three key factors—topics, reading exercises, and appropriate difficulty levels—when designing these supplementary materials to effectively support student improvement in reading comprehension.
Understanding about common challenges facing students at Thuan Thanh 2 High School, I suggested some possible recommendations for students, teachers for improvement in English learning, teaching
In my research, I examined relevant literature to establish a theoretical foundation, with a particular emphasis on reading comprehension theories and material development These theories proved invaluable for English teachers, enabling them to connect their knowledge with reading comprehension and material creation Consequently, this alignment facilitated the development of appropriate supplementary materials designed to enhance their students' reading skills.
From the results of the study, some suggestions for choosing supplementary reading materials as well as designing tasks and activities for reading passage have been presented briefly
The thesis is hoped to beneficial to both teachers and students who want to carry out research in the area and those who are concerned with this matter
2 Limitations of the study and suggestions for further study
Limitations are unavoidable in most research projects The study presented in this thesis is no exception
The author's limited practical experience in teaching English, particularly in reading instruction, may render the recommendations in Chapter 4 subjective and inadequate To enhance the effectiveness of future work, it is essential to address this limitation.
The opinions gathered from the 10th-grade students involved in the study may not accurately represent the views of all students at Thuan Thanh 2 High School, as they were limited to one class taught by the researcher.
Due to time constraints, the researcher was unable to conduct multiple cycles of action research, which limited the depth of the findings; revising the plan and implementing further actions could enhance the results significantly.
From limitations I listed above, there are some following suggestions for the next researchers:
To enhance future studies, it is essential to utilize diverse research instruments, including interviews and the analysis of authentic materials Interviews allow researchers to obtain in-depth responses and validate the reliability of participants' answers by rephrasing questions.
Secondly, the population should be bigger than 40 participants involving 10 th -form students from different classes
Thirdly, it is advisable to take an investigation into providing supplementary materials in different ways with more various types of reading tasks
To enhance students' reading comprehension skills, it is essential to conduct a thorough evaluation of reading materials to identify their strengths and weaknesses This assessment will enable the design of more effective reading resources tailored to meet students' needs.
The author’s tireless efforts have culminated in this thesis, which aims to enhance the teaching and learning of reading skills through the current textbook While acknowledging the inevitable shortcomings, she encourages further research on the highlighted issues to provide a comprehensive understanding of the context.
1 Alderson, J C (2000) Assessing reading Ernst Klett Sprachen
2 Anderson, N J (2012) Reading instruction The Cambridge guide to pedagogy and practice in second language teaching, 218-225
3 Bassey, M (1998) Action research for improving educational practice Teacher research and school improvement: Opening doors from the inside, 93-108
4 Brown, H D (2000) Principles of language learning and teaching
5 Brown, J D (1995) The Element of Language Curriculum Newbury House
6 Burns, A (2009) Doing action research in English language teaching: A guide for practitioners Routledge
7 Carrel Et.al (1981) Interactive Approaches to Second Language Reading
8 Carrell, P L., Devine, J., & Eskey, D E (Eds.) (1988) Interactive approaches to second language reading Cambridge University Press
9 Carrell, P.L (1983) Background knowledge in second language comprehension
In Language Learning and Communication
10 Carrell, P.L and Eisterhold.(1983) Schema theory and ESL reading pedagogy
11 Clarke, M A., & Silberstein, S (1983) Toward a Realization of Psycholinguistic
Principles in the ESL Reading Class Foreign Language Teaching Abroad, 2
12 Crawford, J (2002) The role of materials in the language classroom: Finding the balance Methodology in language teaching: An anthology of current practice, 80-91
13 Dochy, F J., & Alexander, P A (1995) Mapping prior knowledge: A framework for discussion among researchers European Journal of Psychology of Education, 10(3), 225-242
14 Erten, I H., & Razı, S (2003, June) An experimental investigation into the impact of cultural schemata on reading comprehension In 2nd International
Balkan ELT Conference on Theory and Practice of TESOL
15 Gillham, B (2000) Developing a Questionnaire, London and New York,
16 Goodman, K (1988) The Reading Process in Interactive Approaches to Second Language Reading Cambridge: Cambridge University Press
17 Grabe, W (2009) Reading in a second language: Moving from theory to practice Ernst Klett Sprachen
18 Grellet, Francoise Developing Reading Skills: A Practical Guide to Reading Comprehension Exercises Cambridge: Cambridge University Press
19 Gunning, T G (2002) Assessing and Correcting Reading and Writing
Difficulties Order Processing, Allyn and Bacon, PO Box 11071, Des Moines, IA
20 Harmer, J (1991) The Practice of English Language Teaching New York Longman
21 Harmer, J (2001) The Practice of English Language Teaching (3 rd Edition) Pearson Eduction Limited
22 Herbert Altrichter, Allan Feldman, Peter Posch and Bridget Somekh, Teachers Investigate their Work– An introduction to action research across the professions,
23 Hutchinson, T., & Waters, A (1987) English for specific purposes Cambridge university press
24 Krashen, S D., & Terrell, T D (1983) The natural approach: Language acquisition in the classroom
25 Lewis, M and Hill, J (1985) Practical technique for language teaching
26 McDonough, J., & Shaw, C (2012) Materials and Methods in ELT John Wiley
27 Nunan, D (2003) Practical English Language Teaching, New York: McGraw-Hill
28 Nuttall, Christine (1982) Teaching Reading Skills in a Foreign Language
29 O'Donnel, MP, & Wood M, 2004 Becoming a reader: A developmental approach to readinginstruction (3 rd ed.) Boston, MA: Perason
30 Richards, J C., & Renandya, W A (Eds.) (2002) Methodology in language teaching: An anthology of current practice Cambridge university press
31 Richards, J.C (2001) Curriculum Development in Language Teaching New
32 Sheldon, L.E (1988) Evaluating ELT Textbooks and Materials ELT Journal,
33 Smith, F., & Goodman, K S (1971) On the psycholinguistic method of teaching reading The Elementary School Journal, 71(4), 177-181
34 Stevens, K.C (1980) The effect of background knowledge on the reading comprehension of ninth graders Journal of Reading Behavior, 12(2), 151-154
35 Susser, B., & Robb, T N (1990) EFL extensive reading instruction: Research and procedure Jalt Journal, 12(2), 161-1
36 Swans, M (1975) Practical English Usages Oxford: Oxford University Press
37 Tierney, R J., Pearson, P D., Singer, H., & Ruddell, R B (1994) Theoretical models and processes of reading
38 Tomlinson, B.(1998) Materials Development in Language Teaching
39 Williams, E (1984) Reading in the language classroom London: Macmillan
40 Williams, E., & Moran, C (1989) Reading in a foreign language at intermediate and advanced levels with particular reference to English Language
This questionnaire is designed for my M.A thesis on “Developing supplementary reading materials to improve reading comprehension for grade 10 th students at a high school in Bac Ninh province”
Your participation in this questionnaire is greatly valued and will significantly contribute to my research Rest assured, all information you provide will be kept strictly confidential.
1 What is your evaluation of the reading texts in the current text books for year-tenth students?
For questions 1, please tick or circle the number that best reflects your viewpoint
Options Strongly agree Agree Neutral Disagree Strongly disagree a The reading texts in the current textbook is too difficult
The reading texts in the current textbook vary in difficulty, with some being too easy for students However, the materials are relevant to the curriculum and engage learners effectively Overall, the content of these reading texts is interesting and captures the attention of students.
5 4 3 2 1 e The content of the reading texts in the current textbook is boring
5 4 3 2 1 f The content of the reading 5 4 3 2 1 texts in the current textbook is familiar g The content of the reading texts in the current textbook is unfamiliar
5 4 3 2 1 h The reading texts are too long 5 4 3 2 1 i The reading texts are too short 5 4 3 2 1 j The reading texts are relevant 5 4 3 2 1
2 What do you think about the reading exercises in the current English text book for year tenth students?
Please tick all the options as your opinions of the reading exercises in the current English textbooks for year tenth students
□ Exercises are of various types
□ There are only a few types of exercises
□ There are too few exercises for each reading text
□ There are too many exercises for each reading text
3 How often do you practice reading outside the classtime?
For questions 3 , I would like you to tick the option, indicating your answer
4 Why don‟t you practice reading outside the classtime?
For questions 4, please tick or circle the number that best reflects your viewpoint
Agree Neutral Disagree Strongly disagree
2 You don‟t like the topic 5 4 3 2 1
3 You don‟t have time to practice reading 5 4 3 2 1
4 You don‟t have suitable reading materials to practice reading everyday
5 What kinds of reading exercises do you prefer doing in the supplementary materials to improve your students reading?
Please tick all the options as your preference of reading exercises in the current English textbooks for year tenth students
□ summary writing □ Other ( please specify)
6 What should the supplementary reading materials include?
Please tick all the options as your opinions of the things that the supplementary reading materials should include?
□ reading passage of different topic
□ reading passage of related topic
□ reading passage of various level of difficulty
□ reading passage with various types of exercises
APPENDIX 2 LESSON PLAN UNIT 7: CULTURAL DIVERSITY Lesson 1 : Getting started
- To teach Ss to listen and read a conversation about Vietnamese weddings and do tasks: Questions and answers
- To teach some lexical items related to traditions, cultural characteristics and superstitions
- By the end of the lesson, students will be able to:
+ Use some lexical items related to the topic Cultural diversity
+ Make simple dialogues using the given expressions
+ Get to know the topic: Cultural diversity
+ Master some vocabularies about wedding traditions and customs in Vietnam
+ Get to know two grammar points
- Teacher: Handouts, textbook, pieces of papers and cassette
C Methods: - The whole lesson: Integrated, mainly communicative
Time/Stages Teacher‟s activities Students‟ activities
- Ask Ss to compare the two photos of a traditional wedding and a modern one
- Elicit more ideas from Ss‟ background knowledge
- Students look at the photos and make comparison
- Elicit any topic-related words that Ss may know: ritual, costumes, and decorations…
- Encourage and accept different comments and opinions
- Introduce the topic of the lesson:Wedding in Vietnam Listen and read
- Tell Ss that they are going to listen to a conversation in the school library between two friends: Kevin and Maria
- Have Ss predict what Kevin and Maria are talking about
- Encourage all kinds of predictions
- Tell Ss not to worry about new words or grammar points because these will be dealt with later
- Play the recording Answer the question
What is the conversation about?
- Have Ss discuss their answers in pairs Then check their answers
Read the conservation again, and give answers to the following questions
- Tell Ss to focus on the instructions
- Students discuss and answer what is the main topic a The Vietnamese wedding
- Checks Ss' understanding of the questions
- Set time for this activity, base on Ss‟ level proficiency
- Get Ss to work in pairs or groups to discuss the answers
- Call on different Ss to answer these questions
- Ask Ss to work in small groups
- Ask Ss what they know about Vietnamese weddings, based on the conversation and their background knowledge as well
- Encourage Ss to take notes and plan a short report
- Ask one or two groups at random to present their report to the whole class
- Give feedback on Ss‟ presentations
- Students read and answer the questions
1 Because he is preparing for his presentation about the similarities and differences between a traditional Vietnamese wedding and a modern one
2 They follow the same core procedure which consists of the proposal ceremony, the engagement ceremony and the wedding ceremony
3 The modern weddings are less complicated
4 Yes, they get some help from their parents and the attending guests
- Students work in groups and make presentation
2 minutes - Ask Ss to summarize the main contents
- Ask students to write a passage about a wedding in Vietnam (50 words)
- Prepare for the next lesson
- Take notes and do at home
- To teach Ss to pronounce correctly two –syllable words of different parts of speech but with the same spelling in isolation and in context
- To teach Ss to use comparative, superlative adjectives and articles
- By the end of the lesson, students will be able to:
+ Understand and use the passive voice with modals
+ Pronounce correctly two –syllable words of different parts of speech but with the same spelling in isolation and in context
+ Use some lexical items related to the topic Cultural diversity in context
- Teacher: Handouts, textbook, pieces of papers and cassette
C Methods: - The whole lesson: Integrated, mainly communicative
Time/Stages Teacher’s activities Students’ activities
- T informs the class of the lesson objectives: Getting to know comparative and superlative adjectives and articles, pronouns
- Ask Ss to read the conversation - Students read and listen
Activity 2 again to find and underline the seven words
- Have Ss identify the part of speech of these words (they are all nouns)
- Ask Ss to study the words and phrases around these seven words and predict their meanings
- Tell Ss to match these words with their given definitions
- Let Ss work on their own first, then compare their answers with a partner
- Check the answer as a class
- Teacher may teach some related words or phrases depending on Ss‟ level of proficiency
- Introduce and explain the requirement of this activity is to choose the correct word for the context in each sentence
- Set a time limit for completing the activity
- Encourage Ss to exchange their answers with a partner to see if they understand the contexts and meaning of each sentence
- Elicit answers from the whole and then do the task Vocabulary:
+ to be/ get engaged to sb +to propose to sb: to ask sb to marry you +to arrange / plan a wedding
+to make a toast to the bride and groom
- Students read and answer the questions
Activity 2 class and give more explanation to help Ss understand correctly, if necessary
- Tell Ss to listen and repeat sets of words with the same spelling
- Ask Ss to pay attention to the stress patterns
- Encourage Ss to say how the stress patterns are different in these words
- Give them the meaning of these words, if necessary
- Ask Ss to work in pairs and take turns reading these words in columns and in rows
- Invite individuals Ss at random to read the words Correct them, if necessary
- Ask Ss to listen to the sentences and practice saying them correctly
- Pay attention to the stress of the underlined words consisting of two syllables
- Have Ss listen and put a mark (‟) before the stressed syllable
- Students listen and mark the stress
- Check if Ss have marked the stress correctly and let them practice in pairs saying these sentences
- Invite some Ss to read these sentences in front of the class and correct mistakes, if there are any
- Firstly ask Ss to look at the examples and revise the comparative and superlative form of the adjectives
- Ask Ss to tell the T the comparative and superlative form of the adjectives
- Listen to the S and give remarks
- Ask Ss to read through the six statements
- Students listen and look at the examples
E.g: My house is smaller than your house
My house is the smallest in this street
Exercise 1 is more difficult than exercise 2
=> the best bad => worse => the worst far => further/farther
- Help them to understand the meaning of these statements
Explain any new words that they don‟t know
- Ask Ss to work in groups to discuss whether or not they agree with these statements Ss are encouraged to speak their minds
Tell Ss that there are no right or wrong answers here
- Call on some groups at random to report their opinions
- Ask Ss to study words or phrases in italics and work out the rules for comparative and superlative adjectives
- Go through the examples in Do you know…? box and provide any explanations
- Explain the activity: write five sentences comparing the two weddings
- Ask Ss to work in groups Give each group a large size piece of paper to write down their sentences
- Set a time limit for this activity
When time is up, ask all the
- Students work in groups and discuss
- Students work in groups, write sentences comparing about wedding and use comparative
1 Mr Smith’s wedding was more crowded than Mr Long’s (wedding)
Activity 4 groups to stick their paper on the board or around the classroom
- Give Ss time to look at other groups‟ sentences to see if they have interpreted and presented the information from the table in the same way
- Check all groups‟ sentences and encourage Ss to come up with sentences using other comparatives in addition to the suggested answers
- Give Ss time to write the correct sentences into their notebook
- Teacher provides information on articles
- Tell Ss that in this activity they are expected to choose the correct articles from the ones given in brackets
- Let Ss work individually first
Set a time limit for this activity and assist Ss if they have any problems understanding the information from the text
- Ask Ss to check with a partner to see if they have the same answers
2 Mr Smith’s wedding reception was more expensive than Mr Long’s
3 Mr Smith was older than
Mr Long when he got married
4 Mr Long’s engagement period was longer than Mr Smith’s
5 The service at Mr Smith’s wedding was better than at
- Students attentively listen and take notes
+We use a/an with c countable noun when we first mention it and the after that
If they have different answers, ask them to explain their choices
- Check the answers with the whole class and ask Ss to refer to
Do you know… ? box for further explanation wedding reception
The wedding reception will host 100 invited guests, emphasizing the significance of the occasion We utilize "the" when it's clear which specific person or thing we are referring to, as illustrated by the statement, "The bride looks very happy."
- Ask Ss to summarize the main contents
- T asks Ss to do exercises again at home
- Prepare for the next lesson
- Take notes and do at home
LESSON PLAN UNIT 7: CULTURAL DIVERSITY
By the end of the lesson, students will be able to:
+ Read for general ideas and for specific information about superstitions in Viet Nam and answer the questions
- Teacher: Handouts, textbook, pieces of papers
- The whole lesson: Integrated, mainly communicative
Time/Stages Teacher’s activities Students’ activities
* Ask Ss to look at the picture and describe it
- Ask some guiding questions to facilitate them
(?) How do you know that?
(?) Can you see the peach blossoms?
(?) What is it laid on the altar?
Are the following statements true for you?
- Ask Ss to read the statements and help them to understand the meaning
- Ask Ss to work in groups and exchange their answers
- Encourage Ss to give explanations or reason for their behaviour
- Elicit answers from the whole class Encourage different viewpoints and explanations
- Tell Ss that they will read a text on a topic related to the things they have just discussed
+ superstition (n) sự mê tín, dị đoan + superstitious (a) mê tín + mystery (n) bí ẩn + legend (n) truyền thuyết
+ ritual (n) lễ nghi + prestigious (a) có uy tín + fortune (n) vận may + ancestor (n) tổ tiên
- Ask Ss to read the questions
-Discuss some questions to find out the content
- Work individually , check answers with peers
- check answers with the whole class
- Read the questions and answer the questions
- Look at the options and predict the answers based on the answer options given and Ss‟ background knowledge
- Read the text again to see if they still find it difficult to understand
Help them to understand the questions if necessary
- Get Ss to look at the options and predict the answers based on the answer options given and Ss‟ background knowledge
- Set a time limit for Ss to read the text and answer the questions
- Ask Ss to exchange their answers in pairs or groups and encourage them to discuss the reasons for their options if necessary
- Ask Ss to read the text again to see if they still find it difficult to understand any part of the reading text and assist them if necessary
- For stronger class, ask Ss to summarize the main content of the reading and present their summaries to the whole class
* The aim of this activity is for Ss to reflect on their experience and express any part of the reading text and assist them if necessary
- Read the questions and practice asking and answering them -Give reason to support their opinions
- Tell Ss to work in pairs
- Have Ss read the questions and practice asking and answering them
- Encourage Ss to give reason to support their opinions
- Ask several Ss to report what they learn about their partners from their discussion in pairs
- Ask Ss to summarize the main contents
- T asks Ss to do exercises again at home
- Prepare for the next lesson
- Take notes and do at home
APPENDIX 3 UNIT 7: CULTURAL DIVERSITYWhat’s in a Name?
Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions
When selecting a name for their child, some parents prioritize personal preference, while others may rely on grandparents or professional namers for inspiration Additionally, the timing of a child's birth can also play a significant role in the naming process.
In various European cultures, parents often select names for their children based on family heritage, frequently honoring relatives or ancestors For instance, in Italy, it is customary for children to be named after their grandparents, with a preference for the paternal grandparents' names being used first.
In certain cultures, such as in Eastern Europe, it is common for parents to name their children after deceased relatives as a way to honor their memory and protect the child from the Angel of Death Additionally, when families have more children, they often choose to incorporate the names of the mother’s parents, continuing a tradition of familial connection.