4.1.2 Results of questionnaires 4.1.2.1 Questionnaire for students Table 4.1.1 The students’ habit of reading Question 1 Every day Once to twice Never Other ideas After class, how o
Trang 1Unit 15: CITIES Lesson A: Reading (English 10, p 156 – p 158)
Shape of the lesson Activities/Tasks Comments
“Before you read”
- Work in pairs Below are some well-known places in New York Match the names
to the pictures
- Answer the questions
- The task is for introducing the topic, the new lesson, not for pre-reading
- Use task 2 for pre-reading activity
“While you read”
- Task 1: The words in A
appear in the reading text
Match them with their definition in B
- Task 2: Decide the
whether the statements are true (T) or false (F)
- Task 3: Answer the
questions
- The orders are not proper -Change the orders: Task 2, task
1, and task 3
“After you read”
- Task 4: Work in groups If
you could visit New York, which place(s) of interest there would you like to see?
Why?
- The task is not easy for the student do well because New York is not familiar to the students
- Change the task: Talk about a city in Vietnam that you want to visit
Trang 3Via analyzing some Reading lessons of the textbook English 10, something wrong was found as following:
- The shape of the reading lessons often has no pre-reading activity
- The suggested activities are not very plentiful
- The orders of the tasks are not very proper
- Some tasks are over students’ ability
4.1.2 Results of questionnaires
4.1.2.1 Questionnaire for students
Table 4.1.1 The students’ habit of reading
Question 1 Every day Once to twice Never
Other ideas
After class, how
often do you
read a week?
The number of the students who read everyday is much less than the others who rarely read It is the fact that a large amount of the student (79.2%) has no habit in reading
Table 4.1.2.a The students’ interest in reading
The answers to the questions reveal that the number of students who like reading
is more than those who do not like reading three times It means the students may still
like reading
Notes:
1
count / number of responses
2percent
Trang 5Table 4.1.2.b The students’ interest in reading
Question 3
The content is poor
The topic is useful
The topic is not interesting
Other ideas
- The text is good
- The topics are new
When you read,
More than half of the students support the content and the topics of reading text in the textbook However, the others (38.1%) do not agree, they maybe want the text to be changed
Table 4.1.2.c The students’ interest in reading
Question 4 Difficult Easy Very difficult Very easy
In your opinion,
learning reading
is…
Over half of the students feel reading is difficult, and a few of them (39.6%) feel reading is not difficult This may be the problems of reading classes because the negative feelings can prevent the students from reading
Table 4.1.3.a The students’ preparation vocabulary for reading
Question 5
Every reading lesson
Sometimes Never Other ideas
How often do
you prepare new
words for
reading lessons?
Trang 6The table shows that 26.4% of the students “sometimes” prepare vocabulary for reading, and 48.7% of them “never” do It means 75.1% of them do not prepare well and 24.9% of them do well After all, there is no doubt that the students do not prepare for their reading lessons may be one of the problems in reading
Table 4.1.3.b The students’ preparation vocabulary for reading
Question 6
Every day Sometimes Never Other ideas
How often do
you learn new
words at home?
The table also reflects there are less than half of the students (42.6%) learn the vocabulary “everyday” It means many the students do not learn the vocabulary at home This problem can make the students lack vocabulary for better reading
Table 4.1.4.a The students’ memory in learning vocabulary
Question 7
More than 70%
50% - 70% Less than 50% Nothing
How many
percents of new
words you can
learn by heart in
class?
According to the result, there are only 10.7% of the students learn the vocabulary well in class as soon as the reading class finishes It is possible to say that most of them are not able to remember the words quickly
Trang 7Table 4.1.4.b The students’ memory in learning vocabulary
Question 8
More than 80%
60% - 80% About 50% Less than
50%
Other ideas
You can
remember
about … of
the words,
you learn
As we have known, the number of the words can be taught is more than 5 and less than 8 words It is not too much However, there are only 6.1% of the students are able to remember the words they learn quite well It means many students are not able to remember well
Via the results of question (7) and question (8), it is possible that the students have
no good memory in learning vocabulary
Table 4.1.5 The teachers’ using techniques in teaching vocabulary
Question 9
Always Often Sometimes Rarely Other ideas
How often
does your
teacher elicit
the words in
reading
lessons?
Whether the teacher uses techniques to elicit the words is very important, because images, actions, and explanations can make impression on the students They help the students remember the words more easily and better
Trang 8However, it is the fact that the teachers do not often use techniques for eliciting vocabulary 54.4% of the students admit their teachers “sometimes” or “rarely” teach new words with techniques
Therefore, it is not doubtful; the teachers do not often use techniques to elicit the words for their students to guess This can make the students remember the words difficultly
Table 4.1.6.a The students’ skills in reading
Question 10
What you have already known about the topic
Vocabulary related to the topic
Predict what the text will give you
Nothing
Before reading,
what do you
think of?
To prepare for reading, the students also have to use proper skills However, the result reflects that the students have no skills for pre-reading Half of them still think very highly of vocabulary in reading texts and approximately 1/8 of them think nothing about the topic And 44.2% of the students seem to have skill to prepare for reading
However, frankly speaking, more than half of the students have no skills for
preparing reading This is also obstacle of reading