Designing a supplementary reading syllabus for grade 11 English gifted students at Phan Boi Chau Specializing High school, Nghe An

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST- GRADUATE STUDIES NGUYỄN THỊ HẢI DESIGNING A SUPPLEMENTARY READING SYLLABUS FOR GRADE 11 ENGLISH GIFTED STUDENTS AT PHAN BOI CHAU SPECIALIZING HIGH SCHOOL, NGHE AN (Thiết kế chương trình đọc hiểu bổ trợ cho hoc sinh chuyên Anh lớp 11 trường THPT chuyên Phan Bội Châu, Nghệ An) MA Minor PROGRAMME Thesis Field: English Teaching Methodology Code: 601410 Supervisor: Phạm Minh Hiền, MA Hanoi - 2010 iv TABLE OF CONTENTS *Declaration……………………………………………………………… i *Acknowledgements……………………………………………………… ii *Abstract………………………………………………………………… iii *List of tables …………………………………………………………… vi PART A: INTRODUCTION……………………………………………… 1 Rationales of the study………………………………………………… Aims of the study……………………………………………………… Research questions…………………………………………………… Scope of the study…………………………………………………… Methods of the study…………………………………………………… Significance of the study……………………………………………… Design of the study…………………………………………………… PART B: DEVELOPMENT……………………………………………… CHAPTER I: LITERATURE REVIEW………………………………… I.1 An overview of syllabus design……………………………………… I.1.1 Syllabus and curriculum…………………………………………… I.1.2 Definition of syllabus……………………………………………… I.2 Approaches to language syllabus design…………………………… I.2.1 Synthetic approach……………………………………………… I.2.2 Analytic approach………………………………………………… I.3 Types of language syllabus…………………………………………… I.3.1 Grammatical syllabus…………………………………………… I.3.2 Siuational syllabus……………………………………………… I.3.3 Notional - functional syllabus…………………………………… I.3.4 Skilled – based syllabus………………………………………… I.3.5 Topical syllabus………………………………………………… I.4 Steps to design a language syllabus ………………………………… I.4.1 Needs analysis in syllabus design……………………………… v I.4.2 What is needs analysis? ………………………………………… I.4.3 Setting goals and objectives…………………………………… I.4.4 Content specification…………………………………………… I.4.5 Syllabus organization…………………………………………… I.5 Reading theory……………………………………………………… 10 I.5.1 Definition of reading…………………………………………… 10 I.5.2 Reading and reading comprehension………………………… 10 I.5.3 Reading skills and comprehension skills……………………… 10 I.6 Summary……………………………………………………………… CHAPTER II: ANALYZING THE NEEDS AT PHAN BOI SPECIALIZING SCHOOL……………………………………………… II.1 Information………………………………………………………… 11 CHAU 12 12 II.2 The situation of teaching English to grade 11 English gifted students at Phan Boi Chau Specializing School…………………………………………… 12 II.2.1 The school……………………………………………………… 12 II.2.2 The teachers…………………………………………………… 12 II.2.3 The students…………………………………………………… 13 II.2.4 The currents reading syllabus for grade 11……………………… 13 II.2.4.1 The good points of the text book when used for reading and learning at Phan Boi Chau Specializing School II.2.4.2 The drawbacks of the text book when used for teaching and learning at Phan Boi Chau Specializing School II.3 THE SURVEY……………………………………………………… 14 II.3.1 The subjects……………………………………………………… 14 II.3.2 The instruments for collecting data……………………………… 14 II.3.2.1 The questionnaire to teachers…………………………… 14 II.3.2.2 The questionnaire to students…………………………… 14 II.3.3 Data analysis and findings……………………………………… 14 II.3.3.1 Needs perceived by teachers……………………………… 15 II.3.3.2 Needs perceived by students……………………………… 21 vi CHAPTER III: DESIGNING THE SUPPLEMENTARY READING SYLLABUS FOR GRADE 11 ENGLISH GIFTED STUDENTS AT PHAN BOI CHAU SPECIALIZING SCHOOL …………………………………………………… III.1 Aims and objectives of the syllabus…………………………… 26 III.1.1 Aims of the syllabus………………………………………… 26 III.1.2 Objectives if the syllabus…………………………………… 26 III.2 Content specification of the syllabus…………………………… 27 III.2.1 Topics in the syllabus………………………………………… 27 III.2.2 Reading skills and reading exercises in the syllabus………… 27 III.2.3 Grammar points in the syllabus……………………………… 28 III.3 Time allotment for the syllabus………………………………… 28 III.4 The organization of the syllabus………………………………… 28 III.5 The proposed syllabus for grade 11 English gifted students at Phan Boi Chau Specializing School l…………………………………… 29 III.6 Summary………………………………………………………… 34 CHAPTER IV: SUGGESTED TEACHING METHODS AND ASSESSMENT …………………………………………………………………………… 35 IV.1 Suggested teaching methods………………………………… 35 IV.2 Suggested format of assessing reading skills……………… 36 PART C: CONCLUSIONS……………………………………………… 40 Conclusions of the study…………………………………………… 40 Limitations and recommendation for further research……… 40 REFERENCES………………………………………………………… 42 APPENDICES…………………………………………………………… I APPENDIX 1…………………………………………………………… I APPENDIX 2…………………………………………………………… VII A SAMPLE UNIT ……………………………………………………… XI vii LIST OF ABBREVIATIONS ESP: English for specific purposes EFL: English as a Foreign Language ESL: English as a Second Language GPE: General Purpose English MOET: Ministry of Education and Training PBCSHS: Phan Boi Chau Specializing School PART A: INTRODUCTION Rationales of the study The new compulsory English text books have been in use since 2006 They are quite different from the old ones Nevertheless, the compulsory English text books ( TIENG ANH –NANG CAO) used for gifted students at Phan Boi Chau Specializing School were not actually designed for gifted students Thus, they are not plentiful enough to meet the students’ needs as well as the demand of the Ministry of Education and Training (MOET) tests for excellent students The new compulsory English text books are abundant in contents, concerning reading skill, however, up to now there have been no supplementary reading syllabus as well as supplementary reading materials for English gifted students As we all know, gifted education plays a very important part in general education Gifted students always require a different education Being a member of the teaching staff and fully aware of the importance and necessity of a supplementary reading syllabus, the researcher of this study decided to an intensive reseach on designing a supplementary reading syllabus for grade 11 English gifted students at Phan Boi Chau Specializing High School Aims of the study The study major aims at designing an appropriate supplementary reading syllabus for grade 11 English gifted students at Phan Boi Chau Specializing High School - To achieve this aim, the researcher set the specific objective study as follows: -To explore the current main trends in language syllabus design -To propose a supplementary reading syllabus for grade 11 English gifted students Phan Boi Chau Specializing High School, which can meet both the MOET requirements on the curriculum for the gifted and on tests for excellent students’ needs -To suggest teaching methods and ways of assessment appropriate to the teaching and learning situation at Phan Boi Chau Specializing High School Research questions 1- What are the current trends of language syllabus design? 2-.What is the students’ expectation of reading syllabus ? 3-.How is the supplementary reading syllabus for grade 11 English gifted students Phan Boi Chau Specializing High School designed ? 4-What teaching methods and ways of assessment can be suggested ? Scope of the study Within its scope, this research paper mainly focuses on designing a supplementary reading syllabus, which is suitable to the local situation of Phan Boi Chau Specializing High School, it aims at only students in grade 11 Methods of the study Both quanlitatives and quantatives methods are employed in this study The quantitative method, which is used to collect data by questionnaires, aims at exploring the needs of the students, their expectations and opinions about the ESP course The qualitative method is used as the supporting method to collect information for the study through the discussion, informal interviews with students, teachers and academic specialists Significance of the study The study is hoped to provide English gifted students and the teachers at Phan Boi Chau Specializing High School with an appropriate and interesting supplemetary syllabus based on which reading materials can be systematically selected and developed Design of the study The study consists of three parts: Part A: Introduction: It gives an overview of the study in terms of rationales aims, research questions, scope, method, significance and the design of the study Part B: Development: it contains chapters Chapter I: provides an overview of the language syllabus design and reading skill Chapter II: is concerned with an analysis of the situation of teaching English Phan Boi Chau Specializing High School and an analysis of grade 11 English gifted students’ needs in terms of reading skill Chapter III: focuses on proposing a supplementary syllabus with the description of aims and objectives, and the specification and sequencing of content into each unit Chapter IV: suggests a teachng method and testing format that are suitable to the syllabus Part C: Conclusion: - It gives a summary of the study, limitations and some suggestions for the future research PART: DEVELOPMENT CHAPTER I: LITERATURE REVIEW I.1 An overview of the syllabus design I.1.1 Syllabus and curriculum This sudy bases its theoretical background on the syllabus design, theories given by Nunan (1985), Yalden (1987), Dubin & Olshtain (1985), White (1988), whose concepts and procedures for designing syllabus have paved the ways for those who are concerned with the art of language teaching material development and syllabus design What these researchers have in common in the theories of syllabus design is that the work must be based on the analysis of learners’ needs, objectives of the course, the methodology and material for the course I.1.2 Definition of syllabus “What we mean by a syllabus ? “- This seems to be regarded as an unimportant question to most language teachers But in fact, it is not an easy task to attain a perfect definition of “syllabus” in current literature because of the disagreement about the nature of “the syllabus” All the same, the notion of “syllabus” has been defined in some different ways by many different authors As an advocate of the broad view, Yalden (1984: 14) pointed out that: “syllabus replaces the concept of “ method” , and the syllabus is now seen as an instrument by which the teacher, with the help of the syllabus designer, can achieve a degree of “ fit” between the needs and the aims of the learners (as social being and as individual), and the activites which will take place in the class room.” On the other hand, some other authors (for example, Nunan, 1988; Allen, 1984; Hutchinson and Waters, 1987), who adopted the narrow view, argued that there should be the distinction between syllabus and methodology: “syllabus is concerned with a specification of what units will be taught” (Allen 1984,:49) In addition, Nunan, another narrow view supporter defines syllabus as follows: “syllabus design is seen as being concerned essentially with the selection and grading of content, while methodology is concerned wirh the selection of learning task and activities.” With the aim of designing a supplementary reading for the gifted, the term “Syllabus” is used in its restricted sense I.2 Approaches to language syllabus design I.2.1 Synthetic approach Specialists often group these approaches into two distinct types of approach Which are labelled synthetic and analytic The terms”sythetic” refers here to structural, lexical, notional, functiomal and most situational and topical syllabus, in which acquisition is a process of gradual accumulation of seperately taught parts, building up to the whole structure of the language The learner is exposed to a deliberately limited sample of language at any time and has to “re- synthesize” the language that has been broken down into a large number of small pieces with the aim of making this learning task easier” ( Wilkins,1976: 2) I.2.2 Analytic approach In “analytic”prior analysis of the total language system into a set of discrete pieces of language is largely unnecessary: “Analytic approaches are organized in terms of purposes for which people are learning language and the kinds of the language performance that are necessary to meet those purposes” (Wilkins,1976:13.) Thus “analytic” refers not to what the syllabus designer does, but to the operations required of the learner “Since we are inviting the learner, directly or indirectly, to recognize the linguistic components of the language he is acquiring, we are in effect basing our approach on the learner’s analytic capabilities” (Wlkins,1976:14) Analytic syllabuses are presented inchunks, without linguistic interference or control, and rely on the learner’s ability to induce and infer language rules, as well as on innate knowledge of linguistic universals Procedural, process and task syllabus are example of the analytic syllabus (Long& Crookes, 1993: 11) In practice, however, any course and syllabus could be placed somewhere on the continuum between the wholly synthetic and the wholly analytic And this proposed syllabus tends towards analytic syllabus I.3 Types of language syllabus A language teaching syllabus is the linguistic and subject matter that makes up the teaching It is agreed that the choice of an appropriate syllabus is a major decision in language teaching and it should be considered and made as carefully consciously and with much information as possible I.3.1 Grammatical syllabus/ structural syllabus Historically, this is the most prevalent type for the teaching of a language in which the selection and grading of the content is from frequent to less frequent or from easy to difficult The focus is on the outcomes or the product, so the learner is expected to master each structural step and add it to his grammar collection However,”structurally graded syllabus misrepresented the complex nature of the language as a system and tended to focus on only one aspect of language, that is, formal grammar” ( Nunan, 1988:30) A popular feature of the structural syllabus is that it is “supposedly” generative Having learnt paradigms and pattern sentences, learners are in position to use this knowledge to generate their own sentences to express their own meanings But in fact, the matter is that a structural syllabus appears, finally, to be bankrupt If we base our syllabus on pedagogic description, there is not as it were, that much grammar to learn: and we have all the experience of our students running out of new bits of grammar to be taught before they have begun to master what they already know I.3.2 Situational syllabus A situational syllabus focuses on the language used in society as a social medium, the language that “is always used in a social context and cannot fully understood without reference to that context” (Wilkins, 1976:16 ) Here, the principal organizing characteristic is a list of situations, which reflects the way language and behavior are used everyday outside the classroom One advantage of the situational approach is that motivation will be heightened since it is “learner rather than subject centered” (Wilkins, 1976:16 ) However, a situational syllabus will be limited for students whose needs were not encompassed by the situations in the syllabus Moreover, “it assumes that the syllabus design is able to predict accurately the situation in which the learners will find themselves” ( Bell, 1981:54 ) In summary, the content of language teaching is a collection of real or imaginary situations in which language occurs or used A situation usually involves several participants who are enaged in some activities in a specific setting The language combined into plausible segment of discourse The primary purpose of a situational languageteaching syllabus is to teach the language that occurs in the situation IV Section 2: Topics to be covered in the supplementary reading syllabus for grade 11 English gifted students Following are topics your students are to learn in the high school level, please indicate: a, Which of the topics you expect them to read in grade 11? b, How interesting you think they are (please tick your choice where appropriate) Items Topics Expected to Yes Culrural diversity Education- special education Community Nature Entertainment:Hobbies, Asian games and SEA Games People and places: famous People and places Science and technology Population growth: problems and solutions Health 10 AIDS 11 Transportation 12 English language and learning languages Others (specify) 13 Level of interseting read No Very Interesti interesting -ng Rather Not interestin- interes g -ting V 14 Section 3: The grammatical items should be included in the syllabus Please tick in the box the grammatical items that you expect your students to learn in grade 11 and add more of your own (if any) Nouns and noun phrases Verbs and verb phrases Adjectives and adjectival phrases Adverb and adverbial phrases Prepositions and prepositional phrases Conjunction Tenses and the sequence of tenses Indirect / Direct speech Conditionals 10 Infinitive / Gerund 11 Inversion Others (specify) …………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… …………………………………………………………………………………… ……… VI Section 4: Time allotment for the course Please indicate your choice for the duration and frequency of the course Time (duration) for the whole year 40 periods of 45 minutes 37 periods of 45 minutes 32 periods of 45 minutes 16 periods of 45 minutes Others (specify) Reasons Time (frequency): How many periods are there in a week? Please specify your reasons VII Appendix 2: Questionnaire for students The only purpose of this questionanire is to collect the ideas and opinions of the students to design a supplementary reading syllabus for grade 11 English gifted students at PBCSHS Thus, your answers to the questions will be of great significance to the process of designing this syllabus So, please respond to each question and fulfill all of them as frankly as possible Thank you for your cooperation Section 1: Difficulties in terms of reading skills Indicate how often you have difficulty with each of the following reading skills: (The term “N/A” used in this section means “not applicable” It is the appropriate response if you have never done a certain kind of exercise) Items Reading exercises Understanding the main point of text Matching the titles and paragraphs Matching the headlines and text Skimming Choosing one of the titles that fits the text best Choosing the main ideas of the reading passage Choosing the topics that are dealt with in the text Scanning Scanning the text for specific information General comprehension Summarising a text Answering comprehension questions Very Often Often Sometimes Never N/A VIII Guessing meaning of new words in a text 10 Guessing the meaning of new words based on the context Guessing the meaning of new words based on the word formation Recognise text organisation 11 12 13 Rearranging paragraphs in a text Rearranging sentences into paragraph(s) Choosing and putting phrases/ sentences to where they fit in a text Understanding the author’s attitude 14 15 Describing the author’s attitude implied in the text Choosing the option that best describes the author’s attitude Inferring Identifying the information that is 16 not explicitly stated in a paragraph/ text Others (Please specify) 17 18 IX Section 2: Topics to be covered in the supplementary reading syllabus for grade 11 English gifted students Following are topics you are to learn in the high school level, please indicate: a, Which of the topics you expect to read in grade 11? b, How interesting you think they are (please tick your choice where appropriate) Items Topics Expected to Yes Culrural diversity Education- special education Community Nature Entertainment:Hobbies, Asian games and SEA Games People and places: famous People and places Science and technology Population growth: problems and solutions Health 10 AIDS 11 Transportation 12 English language and learning languages Others (specify) 13 Level of interseting read No Very Interstin interesting -g Rather Not interesti interes ng -ting X 14 Section 3: The grammatical items should be included in the syllabus Please tick in the box the grammatical items that you expect to learn in grade 11 and add more of your own (if any) Nouns and noun phrases Verbs and verb phrases Adjectives and adjectival phrases Adverb and adverbial phrases Prepositions and prepositional phrases Conjunction Tenses and the sequence of tenses Indirect / Direct speech Conditionals 10 Infinitive / Gerund 11 Inversion Others (specify) ……….…………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……… XI A SAMPLE UNIT Week 13+14 Topic: Nature Time: hours Text: RAIN FORESTS Source: CAUSE AND EFFECT, page 88 Reading skills o Scanning o Passage comprehension o Understanding the author’s attitude CLASS PROCEDURES I Before reading Do you have forests in your country? Describe them Compare the number of trees in your country today with the number of trees there 100 years ago Do you think there are more trees, fewer trees, or about the same number? What you already know about tropical rain forests? II While reading Context Clues The words in bold print below are from this lesson Use context clues to guess what each word means People cut down a quarter of the trees to make fields for their cattle They cut down the remaining trees for fuel or to sell the wood or to start farms The world needs more food, and it seems like a good idea to clear the rain forests and use the land for agriculture One surprising thing about rain forests is that the land under them is not very good Most people think it is, but it isn’t RAIN FORESTS Tropical rain forests are found in the Amazon region of South America, as well as in Central Americ, Africa, and Asia Almost half of the rain forests are in Brazil Tropical rain forests are very old, thick forests where it rains more than 1.8 meters per year The oldest XII rain forests in the world is in Sarawak It is 10 milion years old, and it has 2,500 different kinds of trees In rain forests, there are huge trees forty-five meters high The lowest branches of the trees are about ten meters above the ground Below the trees, there is another level of plants that consists of many kinds of smaller trees, shrubs, and flowers Each level of the rain forests is its own world The lower level is protected by the trees above The temperature and humidity (the amount of water, or moisture, in the air) stay about the same in the lower level There is not much sunlight In the upper level, the sun, rain, and wind change the temperature and hudimity often An amazing animal world lives in the upper level There are monkeys, members of the cat family, birds, and insects such as beesm butterflies, and many kinds of flies Other animals that usually live on the ground also live here-mice, ants, and even earthworms This upper level of the forest is thick with plant life because the trees are covered with other plants Most plants get nutrients from the ground through their roots These plants in the upper level take their nutrients from the trees they live on and from the other plants that die there The animals in the rain forests need “streets” so that they can move along the upper level without going down to the ground They make paths along the branches of the trees A researcher found a path that stretched for eighteen meters in one tree One kind of tiny ant makes a path only three milimeters wide Unfortunately, humans are still destroying the Earth’s tropical rain forests Nearly 80,000 square kilometers are being destroyed every year About a quarter of the destruction comes from people cutting down trees for fuel Another quarter is to make grassland for their cattle The remaining trees are cut down to sell the wood or to start farms The population in cities all over the world is growing, and more and more wood is needed to build huge new building For example, 5,000 trees from the Sarawak rain forest in Malaysia were used to build just one tall building If people continue cutting down that many trees in the Sarawak rain forest, all the trees could be gone in eight years The world needs more food, and it seems like a good idea to clear the rain forests and use the land for argiculture Many people think that the land under these huge, thick forests must be rich in nutrients, but it isn’t This is another surprising thing about rain forests XIII Most of the land in tropical rain forests is very poor The plants are able to live because of all the dead leaves and other plant parts that fall to the ground This carpet of dead plants provides nutrients for the living plants When the land is cleared for agriculturem, there are no longer any plants to die and provide nutrients for living plants The cycle is broken Agriculture is unsuccessful because the land cannot support it Trees cannot grow again because the carpet of dead plants is gone The land becomes empty and useless Why should it matter to a businessperson, a farmer, or a student that people are destroying rain forests thousands of kilometers away? For anyone who takes medicine, wears running shoes, or uses envelopes, the destruction of the rain forest does matter Rain forests cover less than 6% of the Earth’s area, but they have 100,000 kinds of plants, probably half of all kinds of plants on the Earth Three fourths of all known kinds of plants and animals call the rain forest their home Twenty percent of our different kinds of medicine come from rain forests The glue on an envelope and in shoes comes from tropical plants Rain forests provide materials for hundreds of other products Rain forests are also very important to the world’s climate The Amazon rain forest alone receives about 30 to 40% of the total rainfall on the Earth and produces about the same percentage of the world’s oxygen Many scientists believe that the decreasing size of rain forests will affect the climate on the Earth, making it uncomfortable or even dangerous for life The destruction of our rain forests is an international problem One country or even a few countries-cannot solve the problem alone The nations of the world must work together to find a solution before it is too late Vocabulary through path branch such as destruction region no longer nutrients humidity remain level roots The northern _ of Canada is very cold He plans to in Brazil for several years and then return to England When students well in their English classes, they move up to the next XIV Masako left the university to go back to Japan She will study English in an American classroom The of most plants are belows the ground Anne and Ken like to walk on a along the river in the evening A _ is part of a tree All living things need to live If you want to get to Canada from Mexico, you have to go the United States 10 The temperature and the are both high in Malaysia Vocabulary cleared surprise nutrients path successful matter moisture destruction oxygen(O) such as carpet leaves After dinner, they the dishes from the table The living room has a wood floor, but the bedroom has a _ The of the rain forests should be a concern for every one It doesn’t _ to me if we stay at home or go to a movie _ is necessay for life People in Latin America countries _ Ecuador, Peru, and Venezuela speak English In cold climates, trees drop their in the winter He’s a _ businessperson because he works very hard It was a _ to see him at the party because he rarely goes out 10 The ammount of _ in the air is called humidity Vocabulary Review: Synonyms The words that mean the same gradually a very nearly b slowly such as c almost extremely d not old enclose e about suprising f for example XV fresh g unexpected turn into h become humid i moist 10 roughly j.surround True/False/Not Enough Information _ Some rain forests are not in the tropics _ There is more change in weather in the upper level of a rain forest than in the lower level _ In the upper level, some plants support the life of other plants _ Plants get nutrients through their branches _ People destroy about 20,000 square kilometers of tropical rain forest every year so that they can burn the wood _ The land in tropical rain forests is rich _ Tropical rain forest land can support forests although it cannot support agricultura _ Material from rain forests is used to make cassette tapes _ Earthworms make paths on the branches of trees in rain forests _ 10 There are rain forests in Brazil _ 11 Rain forests have 100,000 kinds of plants Comprehension Questions How is the weather in the lower level of a rain forest different from the weather in the upper level? Why is it amazing to find mice and earthworms in the upper level? Where most plants in the upper level get their nutrients? Why people cut down trees in rain forests? Where plants in the lower level get their nutrients? What happens to the land when the trees are cut down? Why are rain forests important to the world’s climate? What are some other reasons that rain forests are important to all of us? Paraphrasing XVI Use your own words to say the ideas found in these sentences from the text It is not necessary to use the same number of sentences You may use more The plants in the upper level take their nutrients from the trees they live on and from the other plants that die there When the land is cleared for agriculture, there are no longer any plantsto die and provide nutrients for living plants Main idea Which sentence is the main idea of paragraph 3? Write your own sentence for the main idea of paragraph 13? III Post reading Cause and Effect Match the causes in the first column with the effects in the second column Write the letter of the effect by the number of the cause Cause Effect There are fewer rain forests a The weather doesn’t change much The trees are all cut down A carpet of dead plants provides nutrients Animals want to travel in the upper level The lower level is protected by the upper level in the lower level b They make paths along branches c This may affect the climate on the Earth d Tropical plants can live on poor land e Tropical land become useless XVII Word Forms Chose a word form from the chart for each sentence below Use the right verb forms and singular or plural nouns Verb Noun Adjective tropics tropical Adverb humidify humidity humid moisten moisture moist empty emptiness empty destroy destruction destructive destructively surprise surprise surprising surprisingly remain remainder remaining succeed success successful successfully Indonesia is in the _ It’s hot and today It’s rainy today, and my skin is After the children left, there was an _ in the house War is _ It takes human life and _ cities, villages, and agricultural land The beauty of the forest _ me It is a _ beautiful place We are half of the salad and put the in the refrigerator She flew the plane across the country After her trip, her friends had a big party Noun Substitutes Find each noun substitude in the reading Decide what it is a substutude for It is usually a substitude for one word, but it might be a substitude for a whole sentence In parts of Africe, this is a typical day for a village woman At 4:45 a.m., she gets up, washes, and eats (She is a substitude for a village woman.) page 90 line 28 their page 90 line 29 they page 90 line 30 there XVIII page 90 line 32 they page 90 line 55 it page 90 line 55 this page 91 line 64 it page 91 line 72 they Articles Put an article in each black if it is necessary Below _ trees, there is another level of plants Each level of rain forests is its own world _ temperature and humidity (amount of water, or moisture, in the air) stay about same In _ upper level, _ sun, _ rain, and wind change _ temperature and humidity often Most plants get nutrients from _ ground through their roots These plants in _ upper level take their nutrients from trees they live on and from other plants that die there researcher found _ path that stretched for eighteen meters in one trees One kind of _ tiny ant makes path only three milimeters wide Guided Writing Write one of these two short compositions Why are rain forests important? You are walking through a rain forest Describe what you see, hear, smell, and touch ... students and the teachers at Phan Boi Chau Specializing High School with an appropriate and interesting supplemetary syllabus based on which reading materials can be systematically selected and developed... to an intensive reseach on designing a supplementary reading syllabus for grade 11 English gifted students at Phan Boi Chau Specializing High School Aims of the study The study major aims at designing. .. have been no supplementary reading syllabus as well as supplementary reading materials for English gifted students As we all know, gifted education plays a very important part in general education