Đây là bài assignment hết môn TESOL của giai đoạn 1 chương trình đào tạo Thạc sỹ của ĐH Hà nội liên kết với ĐH Victoria Úc.Một trong số môn học chủ đạo và rất khó để đạt điểm cao. Bài này đã đạt điểm 8 của cô Thái Hà.
HANOI UNIVERSITY DEPARTMENT OF POST-GRADUATE STUDIES FINAL ASSIGNMENT Table of contents Lesson Plan…………………………………………………………… …………1 Description of the Lesson.……………………………….…………… …………5 Action research Proposal Research aim…………………………………………………… …………… …8 Research question…………………………………………………………… ….…8 Rationale for the research…………………………………………………… ……8 Possible outcomes…………………………………………………………… … 10 Methodology……………………………………………….………………………12 Reading list.…………………………………………………………………… …12 Subject………………………………………………………………………… …13 Materials……………………………………………………………………….… 13 Procedures…………………………………………………………………….……15 Reference…………………………………………………………………….…….16 LESSON PLAN AIM: To develop reading skills using authentic text (the article) CLASS PROFILE: 15, 25-40 year-old female and male of intermediate level ANTICIPATED PROBLEMS: Real language VISUAL AIDS: photocopies of article, worksheets, CD TIME: 60 minutes A Pre-Reading Stage Aim Interaction Time T1: Shows the image of FAT CAT To attract Ss T-ss Ss: Predict topic To predict the topic Ss-T T2 Ask some question about the Silicon To relate topic with T-Ss Valley – Capital of high technology to get Ss‘s brain storming from the Ss prior 15 knowledge… minutes Ss: Talk about their knowledge of the city Semantic mapping ―brain storming‖ Ss T3: Ask Ss to listen real stories of person who are millionaires Help Ss to see closer Ss-T to the topic Ss: Listen and fill out the information on the Ss-T worksheet in the coursebook T4: Ask Ss to read question in the pre – To give awareness of nature and structure reading part in the coursebook of text Ss Aim Interaction Time Ss: work in group to discuss about the question that related to the topic of the article B While-Reading Stage T1: Ask Ss to read the article and answer the Individual question Offer help, monitoring progress work To train Ss skim for Ss: Skimming to the task Read the text meaning on the opposite page about bosses who perform badly but earn huge salaries Do you think all pay should be bases on To integrate reading T-S 25 with speaking minutes performance T2: Let Ss read and work in pair S-Ss Ss: Say their ideas about the task T3: Ask Ss to use scanning reading to the task 2: Answer questions To Train Ss to scan to Ss: Scanning and answer the questions T4: Circulates, monitors get specific information to answer Individual Work questions from to T5 Ask Ss to speak out their choice for each question Integrate Reading T-S with Speaking Ss: Report to report S-Ss C Post-Reading Stage Aim Interaction Time Ss: Discuss about: How much say should To train Ss to practice Ss-T shareholders have in executive pay deals? to use new word to 15 fulfill the tasks Ss Fill the exercise : Replace the Initial minutes S-S Word by given words T1: Circulates, listens to Ss, monitors To help students to Ss: Report to results practice in using new T-S words Ss: Continue to task 2: Multi-verbs T2: Monitors and get answers from the Ss T-S HOMEWORK Aim T1: Guide Ss to some tasks at home To Interaction Time help Extensive Reading: Read more short articles practice related to the topic students Individual more and work review all they get home after the lesson at minutes Note: T: Teacher HM: Homework Ss: Students S: Student Description of the Lesson The Lesson is divided into three phase: Pre-reading, While-Reading and Post – Reading Pre –reading phase (15 minutes) According to Chastain (1998), the purpose of pre-reading activities is to motivate the students to want to read the assignment and to prepare them to be able to read it Righler and Weber (1984) call pre-reading activities enabling activities, because they provide a reader with necessary background to organize activity and to comprehend the material They say that pre – reading activities elicit prior knowledge, build background, and focus attention With this in mind, as a teacher, I follow the steps in the coursebook Firstly, I give students the picture of FAT CAT to attract their attention After that, I give some questions about Silicon, Sanfranciso‘s capital of the hi – tech industry, produces dozens of new millionaires every day What they know about this city Above task uses one of the prereading strategies suggested by Auerbach and Paxton (1997; 259) which is questioning strategy Questioning can be regarded as another type of top-down processing activity My students are at intermediate level, top-down processing in order to facilitate reading comprehension Moreover, with the question ―What you know about the Silicon Valley?‖ is ―brain storming‖ Students are then invited to call our words or concepts they personally associate with the keyword or words provided by the teacher Brainstorming has many advantages as a classroom procedure First, it requires little teacher‘ preparation, second, it allows learners considerable freedom to bring their own prior knowledge and opinions to bear on a particular issue, last, it can involve the whole class After that, the students are required to listen to a short audio introducing two persons from Silicon Valley tell about themselves Brad and Anne talking about their life by completing information about age, position, salary and how many hours they worked I use the audio from the coursebook: Intelligent Business on the page of 34 These Pre- reading activities ―elicit prior knowledge, build background, and focus attention‖ (Ringler and Weber, 1984) Moreover, pre-reading tasks have tended to focus exclusively on preparing the learners for likely linguistic difficulties in a text or socio-cultural inadequacies Also, they may remind learners of what they do, in fact, already know and think, that is to activate existing schematic knowledge While- reading phase (25 minutes) The main goals of the while-reading phase are strategy and skill practice, and linguistic development, as well as helping learners to understand the writer‘s purpose, and the text structure and content Firstly, the students have some minutes to read the text on page 35 of the coursebook The students are required to use skim reading to the task on the page of 34 That is: Read the text on the opposite page about bosses who perform badly but earn huge salaries Do you think all pay should be bases on performance? ―Skim reading is used to get a global impression of the content of a text An example would be previewing a long magazine article by reading rapidly; skipping large chunks of information, and focuses on headings and first lines of paragraphs‖ (Tricia Hedge, 2000) With this reading skill, the students can get general information to discuss in-group of about the question of the task Secondly, the students are required to read again This time, they use scanning reading to fulfill the task 2: Choose the best answer for each question on the page of 35 ―Scanning involve searching rapidly through a text to find a specific point of information, for example, the relevant times on a timetable, items in a directory, or key points in a academic text.‖ (Tricia Hedge, 2000) There are five questions and demand the students get the right information from the article This task help students concentrate on the information that are right with the questions Post reading (15 minutes) The post-reading phase helps learners to consolidate what they have read and, at the same time, aims to relate the text to the learners‘ experience, knowledge, and opinion First, Students are required to discuss about ―how much say should shareholders have in executive pay deals‖? This activity is planned in the light of skill integration between reading and speaking Next, the students are required to two exercises They help students to practice and remember the new words in the article and know how to use in the context It is received wisdom that people learn most of their vocabulary from reading In either case, reading is seen to be beneficial for foreign language learning and especially for vocabulary building According to Tricia Hedge, vocabulary is another major component of reading ability with wish language learners will experience difficulty, but the degree of difficulty will vey with the demands of the text It is also argued that most vocabulary is learned through context Exercise is vocabulary will equip students some words and phrases appeared in the articles related to the topic of the unit They have opportunity to learn the lexical cohesion through a chain of synonyms (for example, ―recommend‖ and ―advice‖) They will know how to use these words in particular contexts Moreover with exercise 2: vocabulary is Gap filling continuing to support the students more multi – part verb with an object and without an object Last, I use minutes to overview about the vocabulary, knowledge, and give some homework The homework is that the students are required extensive reading more articles related to the topic Although I teach reading but others skills are integrated The lesson offers the greatest number of activities that contribute to the development of reading integrated with the other language skills It offers few opportunities for the integration of reading with listening and speaking Conclusion The reading lesson should aim to build students‘ ability to engage in purposeful reading, adopt a range of reading styles necessary for interacting successfully with authentic texts, and to develop critical awareness This implies developing competence in the foreign language and confifence in using awareness of the structure of written texts, and knowledge about the world to create meaning from a text Both competence and confidence need preparation and practice in supportive environment of the classroom and persuasion to carry on reading in English outside the classroom That is called extensive reading Thus, the teacher should encourage extensive reading outside the class There are two major ways available for extensive reading One is the use of class readers where the teacher chooses a book and each student has a copy, and private reading at home with exersices set by the teacher and follow-up work The teacher should check reading, keep up incentives for reading As a teacher, I give an Action Research Proposal about Extensive Reading to help lesson better Action Research Proposal The title: Extensive Reading (ER) is an effective approach to improve students’ reading speed and general language proficiency The aim of the research: The aim of this research is: - To explore whether students feel interested in Extensive Reading - To find out the answer to the question that ‗‗Do extensive help these students improve their reading speed and proficiency?‖ The research questions: Do students‘ reading rates improve through Extensive Reading? Do students‘ general language proficiency improve through Extensive Reading? The rationale for the research: Day and Bamford (1998) credited Harold Palmer as the first to use the term extensive in referring to a large amount of reading with a focus on the meaning of the text For Palmer, reading extensively has the advantage of being both informative and pleasurable In other words, ER has real-world purposes in reading Day and Bamford (2002, pp 137–140) posited 10 principles of ER: The reading material is easy; a variety of reading material on a wide range of topics must be available; learners choose what they want to read; learners read as much as possible; the purpose of reading is usually related to pleasure, information, and general understanding; reading is its own reward; reading speed is usually faster rather than slower; reading is individual and silent; teacher orient and guide their students; and the teacher is a role model of a reader Ono, Day, and Harsch (2004) provide some tips for teachers They suggest that teachers have students avoid using dictionaries and train them to skip unknown words This is in contrast to the traditional practice in English language teaching pedagogy, which encourages students to try to guess words in context as much as they can Furthermore, teachers should encourage students to simply stop reading if texts they are reading are not interesting Following these principles and tips, ER studies have shown that their participants improved in areas such as reading comprehension, expanding vocabulary knowledge, and enhancing writing skills Moreover, the studies reported that students who engaged in ER gained positive attitudes toward reading and increased their motivation to read The studies presented in the fourth and fifth rows are the most directly relevant in designing the methodology for the study, because the focus of the present study will be on the relationship between ER and reading rate The theoretical frameworks supporting ER include input hypothesis (Krashen, 1985, pp 2–3) and pleasure hypothesis (Krashen, 2004) According to Krashen (1982, 1985, 1989), language learners acquire languages by understanding messages in a low anxiety context Specifically, Krashen (1989) explained the hypothesis is in this way: ―comprehensible input is the essential environmental ingredient—richly specified internal language acquisition device also makes a significant contribution to language acquisition‖ Following the predictions of the hypothesis, when the language acquisition device is involved, learners subconsciously acquire target languages By focusing on meaning rather than form, learners are less conscious of language acquisition and achieve what is called incidental learning (Krashen, 1989, p 440) If the hypothesis is correct, the more comprehensible aural and written input is provided, the more language acquisition occurs A number of ER studies yielded results that support this hypothesis In ER programs, L2 learners can choose reading texts whose levels are appropriate for them Therefore, they get a so-called flood of comprehensible input Since the English proficiency among participants in these studies is heterogeneous, it is quite clear that comprehensible input is effective on any level of language learners Krashen‘s (2004) pleasure hypothesis proposed that pedagogical activities which help language acquisition are those that are enjoyable, ―but enjoyment does not guarantee language acquisition‖ He noted that there is evidence that voluntary reading outside the classroom is pleasing For example, the participants in ER studies in Mason and Krashen (1997) indicated growth of positive attitudes toward reading The present study focused on the reading rate of ER for Vietnamese high school students It also examined the improvement of students‘ general language proficiency because other ER studies reveal the effectiveness of various ER treatments Taking these purposes into account, the following two research questions were addressed in this study Possible outcomes It is hoped that the extensive reading would raise the learner‘s reading speed and genereate their proficiency Hence, the students would gain insights into their own linguistic shortcomings and develop strategies for faster reading by cooperating with their partner(s) As a result of modifying the output, these adult learners may reformulate their hypotheses of the structures, and more significantly, they may be able to communicate with higher accuracy and fluency inside and outside the classroom Learners in the 'extensive' group will achieve significantly faster reading speeds than those in the 'intensive' group as measured on relatively easy, non-problematic texts Learners in the 'extensive' group will achieve significantly higher scores on a test of reading comprehension containing texts at an appropriate level, than those in the 'intensive' group However, one of the potential problems of this activity is that it is not always easy to choose readers from the many series available, so as to ensure an acceptale quality of materials for the learners To solve this problem, the teacher shoul find some of a large number of good quality readers available with carefully designed accessibility to the language With judicious appraisal, a techer can find a useful collection Moreover, the teacher faces to the question that how to support learners in their extensive reading One way of supporting extensive reading is to provide time for short interviews with individuals about their reading The teacher can use this time to recommend books, advice on reading problems, suggest activities, and encourage learners to reflect on their reading by discussing the books they have read Book conferences can be carried out in the first language, but with students who have sufficient language resources, it is a change to interact meaningfully in English Methodology Reading lists While working on the study, a number of related books, studies and articles has been carefully selected and synthesized in order to obtain the most possibly well-rounded theoretical base and support The major used materials are listed as follow: Bamford, J and Day, R R (Eds.) (in press) Extensive reading activities for teaching language Cambridge: Cambridge University Press Brusch, W (1991) The role of reading in foreign language acquisition: designing an experimental project English Language Teaching Journal, 45(2), (pp 156-163) Robb, T.N., & Susser, B (1989) Extensive Reading vs Skills Building in an EFL context Reading in a Foreign Language, 5(2), (pp 239-249) Susser, B., & Robb, T.N (1990) EFL Extensive Reading Instruction: Research and Procedure JALT Journal, 12(2), (pp 161-185) Subjects The prospective subjects in this study will be 15 male and females learners who are adult EFL students, aged from 25 to 40, studying a Business English course in one class at NEWSTAR ENGLISH CENTRE At the time of the research, their English course may have lasted for about 60 hours, applying the Intelligent Business coursebook The students will study for about more months, with an average of 16 hours practice each month Before enrolling on the English course, it is likely that most of them are intermediate level of the target language, none has ever been to an English-speaking country All of the students have some opportunities to use English for communication outside the classroom The English teacher of the class will be the present researcher, who is a Vietnamese native speaker with six years of teaching experience She graduated from the ELT department of National University of Vietnam Materials for Reading Rate and Text Readability To measure the reading rate, the students read a text extracted from Spargo (1989a) that has content at a level similar to what high school students usually read (see Appendix A) According to Harris and Sipay (1985) and Rasinski (2003), a passage for measuring rate should be at the student‘s grade level In order to check readability of the rate text, the FleschKincaid Grade Level was used The Flesch-Kincaid Grade Level is one of the most commonly used measures (Readability formulas, n.d.) The readability of a text is measured based on factors such as the number of words in the sentences and the number of letters or syllables per word To measure general language proficiency, the students will take the C-test The C-tests, invented by Klein-Braley and Raatz, were based on the cloze test A number of researchers claim that the C-tests are thought to be an effective measure of overall language proficiency (e.g., Dörnyei & Katona, 1992; Eckes & Grotjahn, 2006; Grotjahn, 1986; Klein-Braley, 1997) Klein-Braley stated that the C-tests are useful for FL learners for research purposes The cloze test is made from one text and can bias results for those who already know the subject matter of the text To solve this problem, the C-tests usually include four to five different texts Each text contains 20–25 items and deals with a different topic with around 75 to 100 words (Norris, 2006) Words in the first sentence are not deleted for participants‘ comprehension After the first sentence, the second half of every other word is deleted, but words with only one letter are skipped If a word has an odd number of letters, the larger half is deleted Every deleted letter is replaced by a dash (Jafapur, 1995) In this study, a 100-item C-test is designed by the researcher following these rules (see Appendix B), with texts selected from Krahnke (1996), Morizumi (2003), and Spargo (1989a, 1989b) The readability of the texts is set at a level that students are expected to attain at the end of the study The order of the texts goes from easy to difficult levels: Taking the texts‘ readability into consideration, the C-test in the present study is slightly more difficult than the texts that the students read in classes Since the students are taking the C-test for the first time, they are given a sample C-test before the pretest to become familiar with the test format (see Appendix C) The C-tests are then administered as pretests and posttests for all students The time needed for working through each text is generally to minutes The C-test with 100 items from four texts took 24 minutes 15 students take the same C-test for the pretest and posttest Procedure Before the tests and questionnaire are administered, students read a consent form that explained the purpose of the study and they agreed to participate Following the tests, students fills out a questionnaire on which they record their gender, age, past experience of English education, living abroad, and English level based on results from the Tests Students take the pretest and the posttest after months later Graded readers and comic books are placed on a book shelf in their classroom, and when students borrow books they write their name and the title of each book taken in the loan notebook Students are asked to write a book report as a way of verifying the amount of reading completed In this report, students write the title of the book and a very brief comment in either English or Vietnamese (see Appendix D) Based on their book reports, the researcher interview all the students after school in the middle of the study period so that their progress can be checked and advice given References Auerbach, E R and Paxton, D (1997) It’s Not the English Thing”: Bringing Reading Research into the ESL Classroom TESOL Quarterly, 31,237-260 Barnett, M A 1989 More than Meets the Eye: Foreign Language Reading, Theory and Prac- tice Englewood Cliffs, N.J.: Prentice Hall Regents Chastain, K (1988) Developing Second-Language Skills, Theory and Practice, 3rd ed Chia, H.L (2001) Reading Activities for Effective Top-down Processing FORUM vol 39 No1 January March 2001 page 22 Day, R.R., & Bamford, J (1998) Extensive reading in the second language classroom Cambridge: Cambridge University Press Harcourt brace Jovanovich ,Inc Charles Kelly, Lawrence Kelly, Mark Offner and Bruce Vorland - Effective Ways to Use Authentic Materials with ESL/EFL Students -, Aichi Institute of Technology (Toyota, Japan), http://iteslj.org/Techniques/Kelly- Authentic.html Harris, A J., & Sipay, E R (1985) How to increase reading ability: A guide to developmental and remedial methods (8th ed.) White Plains, NY: Longman Grabe, W 1991 ‗Current developments in second language reading research’ TESOL Quarterly 25/3: 375-406 Klein-Braley, C (1997) C-tests in the context of reduced redundancy testing: An appraisal Language Testing, 14, 47–84 Krashen, S D (1982) Principles and practice in second language acquisition New York: Prentice-Hall Krashen, S D (1989) We acquire vocabulary and spelling by reading: Additional evidence for the input hypothesis The Modern Language Journal, 73, 440–464 Krashen, S D (2004) The power of reading: Insights from the research (2nd ed.) Portsmouth, NH: Heinemann Matthew Peacock (1997) The effect authentic materials on the motivation of EFL learners ELT Journal Volume 51/2 April 1997 © Oxford University Press 1997 Norris, J (2006) Development and evaluation of a curriculum-based German C-test for placement purposes In R Grotjahn (Ed.), The C-test: Theory, empirical research, applications (pp 45–83) Frankfurt: Lang Ono, L., Day, R R., & Harsch, K (2004) Tips for reading extensively English Teaching Forum, 42(4), 12–19 Rasinski, T V (2003) The fluent reader: Oral reading strategies for building word recognition, fluency, and comprehension New York: Scholastic Professional Books Ringler, L h and Weber, C.K (1984) A language –Thinking Approach to Reading San Diego: Harcourt Brace Jovanovich, Ink Rosa Maria Mera Rivas Reading in recent ELT coursebooks, DLT Journal Volume 53/1 January 1999, Oxford University Press 1999 Sacha Anthony Berardo (2006) The use of authentic materials in the teaching of reading , The Reading Matrix Vol 6, No 2, September 2006 Tricia Hedge (2000) Teaching and Learning in the Language Classroom, Oxford University Press 2000 Appendix Appendix A Reading Rate Sheet (Extracted from Spargo, 1989a) Do you plan to visit Italy someday? If so, it‘s a good idea to know about the country and its people Italy has two very different areas The business centers and large cities of the North hum with noise The South, on the other hand, enjoys the sleepy charm of the country People of the North like the bustle of city life They enjoy all the things a city has to offer Those from the South like a slower pace They like their rural surroundings One thing all Italians have in common is their zest for life The climate of Italy is like that of California It is sunny and warm all year in the South Except in the mountains, summers are warm all over the country Winter brings snow, sleet, cold rain, and fog to the North Central Italy is mild in winter Many Italians are happiest when in groups Wherever they gather, you are likely to hear fine singing and happy laughter A building boom is going on in the cities of Italy Steel and glass skyscrapers tower over ancient ruins Italy throbs with life and color Talk on the street corners is lively The background music coming from open windows could be classical or the latest hit tune Donkeys and street peddlers sometimes add to the color and noise The city streets are busy Here you will see well-dressed people These people are going to work in new office buildings The street traffic includes different kinds of cars You can even spot some motor scooters and bicycles Italians also like food They are good cooks Each city and region has its own specialties Bologna, for instance, is known for its sausages Olive oil, garlic, and tomatoes are used more freely in cooking in the South than in the North Some Northerners use butter instead of olive oil You will see rice on their plates instead of pasta An Italian dinner begins with appetizers and ends many courses later with a fine dessert In the course of a dinner, you can sample some of Italy‘s fine cheeses There are many to choose from There are also many fine wines, and they are reasonably priced You may never visit Italy Still, it‘s nice to read about its lively and colorful personality Maybe someday you will be lucky enough to see part of this wonderful land Appendix B C-Test TEXT 1: A Message From Forty Years Ago (Extracted from Morizumi, 2003) Here is a picture of Japanese killifish or medaka Not lo _ _ ago w _ saw a l _ _ of th _ _ in lit _ _ _ streams al _ _ _ rice fie _ _ _ in t _ _ country si _ _ But mo _ _ of th _ _ are go _ _ now W _ _? One o _ the rea _ _ _ _ is th _ _ farm insect _ _ _ _ _ _ we us _ _ on t _ _ fields ma _ _ the wa _ _ _ of t _ _ streams unsui _ _ _ _ _ for kill _ _ _ _ _ to li _ _ in As time goes on, they may die out completely We are now in the age of ecological crisis TEXT 2: Sleeping Through the Winter (Extracted from Spargo, 1989a) To survive, animals learn how to adjust to changes in their world Some _ _ learned h _ _ to li _ _ through co _ _ winters wh _ _ food i _ in sh _ _ _ supply Th_ _ _ secret i _ a win _ _ _ sleep cal _ _ _ hibernation Wh _ _ temperatures dr _ _, these ani _ _ _ _ go t _ sleep T _ _ best-known hiber _ _ _ _ _ is t _ _ bear A _ _ bears c _ _ hibernate B _ _ mainly i _ is th _ _ _ that li _ _ in col _ _ _ climates that TEXT 3: Computer and Communication (Extracted from Krahnke, 1996) Our great-grandparents communicated face-to-face or by writing notes and letters to each other If th _ _ were sepa _ _ _ _ _ by mo _ _ than a f _ _ miles, commun _ _ _ _ _ _ _ had t _ wait un _ _ _ they co _ _ _ travel t _ _ distance a _ _ see ea _ _ other o _ until som _ _ _ _, a mess _ _ _ _ _ or pos _ _ _ service wor _ _ _, could del _ _ _ _ the no _ _ or let _ _ _ Much h _ _ changed i _ the la _ _ hundred ye _ _ _ The tele _ _ _ _ _ became com _ _ _ in much of the world by the 1930s, and it allowed instant voice communication over wires TEXT 4: Water, Water Everywhere (Extracted from Spargo, 1989b) Most people know that water is unevenly distributed over the earth’s surface in oceans, rivers, and lakes Few rea _ _ _ _, however, h _ _ very une _ _ _ the distri _ _ _ _ _ _ actually i _ It i _ important t _ think o _ the to _ _ _ amount o _ water o _ the pla _ _ _ Earth, t _ _ areas wh _ _ _ the wa _ _ _ occurs, a _ _ the lo _ _ -term impor _ _ _ _ _ of t _ _ findings T _ _ oceans o _ the wo _ _ _ cover 140 mil _ _ _ _ square mi _ _ _ of t _ _ Earth’s surface The average depth of the ocean basins is about 12,500 feet If the basins were shallow, seas would spread far onto the continents Appendix C Sample C-Test Directions: The following tests have been developed by removing the second half of every second word in a text You are supposed to reconstruct the texts Example Text (Extracted from Morizumi, 2003) Anne is one of my best friends She w_ _ born i_ London i_ 1989 S_ began t_ play mu_ _ _ when sh_ was i_ junior hi_ _ school Example Answers Anne is one of my best friends Se was born in London in 1989 She began to play music when she was in junior high school Appendix D Book Report (Adapted from Bamford, 1984, p 220) Tittle of Book: ( ): I read all / pages of the book (circle one) How did you like the book? (Circle one) Great ( I loved it) Good ( I liked it) OK ( I didn’t mind reading it) Boring/Stupid ( I wish I hadn’t read it) Write your feeling about the book./ Hãy viết cảm nhận bạn sách This book was very interesting and easy to understand/Cuốn sách hay dễ hiểu [...]... study period so that their progress can be checked and advice given References Auerbach, E R and Paxton, D (1997) It’s Not the English Thing”: Bringing Reading Research into the ESL Classroom TESOL Quarterly, 31,2 37-260 Barnett, M A 1989 More than Meets the Eye: Foreign Language Reading, Theory and Prac- tice Englewood Cliffs, N.J.: Prentice Hall Regents Chastain, K (1988) Developing Second-Language... Sipay, E R (1985) How to increase reading ability: A guide to developmental and remedial methods (8th ed.) White Plains, NY: Longman Grabe, W 1991 ‗Current developments in second language reading research’ TESOL Quarterly 25/3: 375-406 Klein-Braley, C (1997) C-tests in the context of reduced redundancy testing: An appraisal Language Testing, 14, 47–84 Krashen, S D (1982) Principles and practice in second ... Chastain (1998), the purpose of pre-reading activities is to motivate the students to want to read the assignment and to prepare them to be able to read it Righler and Weber (1984) call pre-reading activities... Paxton, D (1997) It’s Not the English Thing”: Bringing Reading Research into the ESL Classroom TESOL Quarterly, 31,237-260 Barnett, M A 1989 More than Meets the Eye: Foreign Language Reading,... White Plains, NY: Longman Grabe, W 1991 ‗Current developments in second language reading research’ TESOL Quarterly 25/3: 375-406 Klein-Braley, C (1997) C-tests in the context of reduced redundancy