(Luận văn thạc sĩ) designing at ESP reading syllabus for third year students at the social department, bac ninh teachers training college

vietnam national university, hanoi college of foreign languages department of post graduate studies ********* NGUYỄN VĂN THUẬT designing an esp reading syllabus for third - year students at the social department, bac ninh teachers’ training college THIẾT KẾ CHƯƠNG TRÌNH ĐỌC HIỂU TIẾNG ANH CHUYÊN NGÀNH SỬ HỌC CHO SINH VIÊN NĂM THỨ BA KHOA XÃ HỘI, TRƯỜNG CAO ĐẲNG SƯ PHẠM BẮC NINH MINOR THESIS FIELD: ENGLISH TEACHING METHODOLOGY CODE: 601410 HANOI - 2009 vietnam national university, hanoi college of foreign languages department of post graduate studies ********* NGUYỄN VĂN THUẬT designing an esp reading syllabus for third - year students at the social department, bac ninh teachers’ training college THIẾT KẾ CHƯƠNG TRÌNH ĐỌC HIỂU TIẾNG ANH CHUYÊN NGÀNH SỬ HỌC CHO SINH VIÊN NĂM THỨ BA KHOA XÃ HỘI, TRƯỜNG CAO ĐẲNG SƯ PHẠM BẮC NINH MINOR THESIS FIELD: ENGLISH TEACHING METHODOLOGY CODE: 601410 SUPERVISOR: ĐỖ BÁ QUÝ, M.Ed HANOI - 2009 Tables of contents     Acknowledgement Abstract List of abbreviation List of tables and figures Part one: Introduction Rationale for the study Aims and objectives of the study Scope of the study Method of the study Organization of the study Part two: Development Chapter I: Literature review Page 2 I An overview of ESP I.1.1 Definition of ESP I.1.2 Types of ESP I.1.3 General English vs English for special purpose 4 I.2 An overview of syllabus design I.2.1 Definitions of syllabus I.2.2 Syllabus design I.2.3 Types of syllabus I.2.3.1 Content – based syllabus I.2.3.1.1 Structural syllabus I.2.3.1.2 Notional / functional syllabus I.2.3.1.3 Situational syllabus I.2.3.1.4 Topic - based syllabus I.2.3.2 Skill – based syllabus I.2.3.3 Method – based syllabus I.2.3.3.1 Task – based syllabus I.2.3.3.2 Process syllabus 7 9 9 9 10 10 10 11 I.3 Needs analysis in syllabus design I.3.1 Needs analysis I.3.2 Types of needs I.3.2.1 Target needs I.3.2.2 Learning needs I.4 An overview of reading I.4.1 Reading skills in ESP 11 11 12 12 13 14 14 I.4.2 Reading skills/ strategies I.5 Summary 15 16 Chapter II: The study II.1 Situation analysis II.1.1 The teaching and learning situation at BTTC II.1.2 Resources and Administrative constraints II.1.3 The teachers II.1.4 The students II.2 The study II.2.1 The participants II.2.2 Instrument for collecting data II.3 The findings and discussion II.3.1 Needs perceived by the teachers of the English Department II.3.2 Needs perceived by the 3rd year – students of History at the SD II.4 Summary of the findings and discussion 17 17 17 18 18 19 19 19 20 20 26 30 Chapter III: Designing an ESP reading syllabus for the 3rd year students of History at the SD, BTTC III.1 Aims and objectives of the expected reading syllabus III.2 Selecting a type of syllabus for ESP students at the SD, BTTC III.3 Sequencing the content in the syllabus III.3.1 Topics in the syllabus III.3.2 Reading skills and learning activities III.3.3 The organization of the syllabus III.3.4 Designing tests for the ESP reading course III.4 The proposed syllabus for the third - year students at the SD, BTTC III.5 Suggestions for the implementations of the proposed syllabus III.5.1 To the teacher III.5.2 To the student III.5.3 To the material designer 31 32 32 32 33 34 35 35 37 37 37 38 Part three: Conclusion Conclusions Limitations of the study Suggestions for further study Appendix 1: TEACHERS SURVEY QUESTIONNAIRE Appendix 2: STUDENTS SURVEY QUESTIONNAIRE REFERENCE 39 39 40 List of abbreviations BTTC: Bac Ninh Teachers’ Training College EAP: English for Academic Purposes EH: English for History ELT: English Language Teaching EOP: English for Occupational Purposes ESP: English for Specific Purposes GE: General English NA: Needs Analysis SD: Social Department list of tables and figures Figure 1: ESP classification by experience Chart1: ESP teachers’ ideas on the current textbook and their opinions on designing a new ESP reading syllabus Chart 2: Teachers’opinion about the objectives of the syllabus Chart 3: Teachers’opinion about the consolidation of grammar in the syllabus Table1: Teachers’ ranking the objectives of the syllabus in order of importance Table 2: Teachers’ rating the topics relevant to English for History Table 3: The teachers’ attitudes to the language and reading exercises Table 4: Students’ ideas on objectives expected at the end of the reading syllabus Table 5: Students’ rating the appropriateness of the topics relevant to the syllabus Table 6: : Students’ opinions of the language and reading exercises Part one: Introduction Rationale for the study Over the last few decades, together with the development of General English (GE), English for Specific Purposes (ESP) has become an indispensable branch in English Language Teaching (ELT) in Vietnam to meet the growing demand for communicating with foreigners and updating information as well as technology in the fields of computer science and engineering, electronics, telecommunications, tourism, etc Besides, the spread of English as a result of globalization has brought impacts to the world As an international language, it is instrumental in enhancing economic, political, social and diplomatic relations and scientific exchanges between many countries, providing access to advanced technology and information According to Crystal (1997), 85% of international organizations in the world make official use of English, at least 85% of the world film makers are in English and approximately 90% of published articles in some academic fields are written in English For these reasons, the fever of learning English in the world as well as in Viet Nam has never been abated Although people in the above - mentioned areas all speak the same language, they use it in different environments and for different purposes English learners need to learn English for their specific purposes and ELT, therefore, has been showing an inevitable tendency of shifting from GE to ESP In addition to his specific purposes, each learner starts an ESP course with his own background knowledge of the subject matter and his own available competence Learners of different - target needs really have different necessities, lacks and wants These require the design of special syllabus and special materials for a specific target group of learners The syllabus is designed on the ground of the 15th decision made by the Ministry of Education and Training which focuses on renovating the methods of teaching and learning It is also based on the plans for the academic school year 2003 - 2004 of Bac Ninh Teacher Training College (BTTC), one of which aims at changing and improving teaching and learning methods between teachers and students Accordingly, designing an ESP reading syllabus for the third – year students has been an urgent task for the development of ESP teaching and learning at BTTC Aims and objectives of the study The study aims at choosing an approach to designing an ESP reading syllabus for a group of history students who are learning to become teachers of history at lower secondary schools and who are learning English as a foreign language with a view to reading English materials The researcher defined the major objectives of the study as follows: - to identify the needs of the third - year history students of the Social Department (SD) at BTTC - to design an ESP reading syllabus for the target students which is relevant to their needs and requirements for their future jobs Scope of the study The study mainly focuses on the designing of an ESP reading syllabus for a group of students of history at BTTC - SD, who are at pre - intermediate level of English proficiency Methods of the study In order to successfully fulfill the tasks and achieve the objectives of the study, attention should firstly be paid to the kind of syllabus, which would be appropriate for the target students Qualitative method is employed in the research by means of survey questionnaires, informal interviews and document analysis To identify students‟ needs and expectation, the useful topics and appropriate learning tasks and activities in the ESP course to facilitate the design of an ESP reading syllabus for the third - year of students of history, two questionnaires are employed to the targeted students and the teaching staff of BTTC, English Department To clarify the information collected through the survey questionnaires and to get a thorough picture of the actual learning and teaching of English at BTTC, informal interviews with the target students as well as the teachers will be conducted Last but not least, constant discussion with the supervisor and colleagues are of great significance Organization of the study The study is divided into three parts which are briefly presented as follows: Part I is the introduction which presents rationale, aims, scope, research method and organization of the study Part II is the development of the study, consisting of the three chapters - Chapter provides the theory of ESP, course and syllabus design - Chapter presents the background to the study Need analysis, including learning needs and target needs, with data analysis of the study - Chapter proposes an ESP reading syllabus based on the findings of the study Part III is the conclusion which summarizes the overall study and states its limitations and suggestions for further research Part two: Development Chapter I: Literature review This chapter will present different definitions of ESP to highlight the characteristics of an ESP course and factors to be taken into account in designing an ESP course This chapter also discuses needs analysis in the syllabus designs I.1 An overview of ESP I.1.1 Definitions of ESP In fact, there have been a number of definitions for ESP defined by different people because different people have given different emphases to the variety of elements that characterize ESP Fitzjohn (in Robinson 1980: 9) mentions the time factor as a characteristic feature of ESP He states: The very concept of ‘special purposes’ implies that foreign language study is a subsidiary contribution to another, main interest, and that there will normally be pressure to achieve the required level of linguistic competence in the minimum time Pauline Robinson (1991) shared the same idea One of her features is that ESP courses are generally constrained by a limited time period That is the objectives must be achieved within a short period of time, the learners must obtain the required level of linguistic competence Hutchinson and Waters typically stated: An ESP syllabus is expressed in terms of aspects language which (a) are important and appropriate to a specific academic or occupational situation and (b) meet the needs of the learner (Hutchinson and Waters, 1987: 13) Robinson‟s another characteristic is that ESP is taught to adults homogeneous classes in terms of their work or specialist study Most of learners in an ESP course are to be adults, not children Long cited Robinson (1980: 9) points out: The number of people wanting to learn English for Special purposes is spiraling 34 The topic sentence is one of the most important characteristics of a paragraph in English, the exercise with the aim of helping students to discover the main idea of a paragraph is: deciding which sentence fits into which paragraph Types of questions a True- false b Open - ended questions c Close - ended questions d Multiple - choice questions Grammar and vocabulary exercises a Sentence completion b Word formation c Gap- filling d Match the words or phrases with their definitions Other exercises Beside the above exercises and activities, others should be concerned with the aim of enriching different kinds of activities in the classroom The syllabus could include such other exercises as follows: a Debate and discussion b Translation c Sentence building III.3.3 The organization of the syllabus The course is designed to cover 15 weeks in one semester with the time duration of 30 periods (each period lasts 45 minutes) for the third - year students at the Social Department, BTTC Each week, the students have a class of English periods The items of the syllabus are presented in units around the topics chosen from the need analysis Each unit starts with pre - reading task or focusing questions in order to focus the students‟ attention on the topic and help them discuss the topic with their own present experience and special knowledge 35 Reading will introduce reading techniques and let them apply these ones to the reading text and some kinds of exercises such as matching, true or false, comprehension questions,… Language study is also pointed out depending on the content of each unit for grammar and structures consolidating purpose Applied terminology is a compulsory part in each unit after language study in order to provide the students with necessary vocabulary relating to the subject III.3.4 Designing tests for the ESP reading course Evaluation and testing play an important role in the course The test results will provide feedback on the content of the syllabus, which help the teachers to make decision on the improvements of all the elements relevant to the learners‟ needs The tests are:  Progress test This test is given in the middle of the semester with the aim at checking on the learners‟ progress in learning Through this test, the teachers and the researcher can see areas of problem on the part of students, the appropriateness of the syllabus and the suitability of the teaching method Therefore, they can give students remedial work, adjust their teaching as well as make any changes to better the reading syllabus  Achievement test This test is given at the end of the reading course It is aimed to look back over periods of the whole course in relation to the students‟ achievement It also aims at assessing whether the reading syllabus achieves the objectives of the course or not The test result will provide the ESP designers with useful information about the suitability and appropriateness of teaching methods III.4 The proposed syllabus for the third - year students at the SD, BTTC 36 Unit Topic The overall history of the building and defence of Viet Nam periods periods Skill - Scanning to get specific information for the questions required President Ho Chi Minh - Scanning to get specific information for the questions required - Skimming: identifying the main ideas that are dealt within the text The Communist Party - Skimming for gist of Vietnam - Scanning the text for specific information Exercises Grammar Vocabulary - True/ false statements - Open- ended questions - Debate and discussion Tense review - Past Simple History terms (text - based) - True/ false statements - Open- ended questions - Translation “ Uncle Ho‟s quotes” Tense review - Past Simple - Past continuous History terms (text - based) - Open- ended questions - Gap filling - Sentence completion Passive in - the present - the past History terms (text - based) periods periods test periods periods periods periods test Colonial Rule and Resistance - Skimming for gist - Scanning the text for specific information - True/ false statements Conjunction - Open- ended questions - Matching sentences using connectors The Expansion of the - Scanning the text for specific - Multiple choice Infinitive with to French and Partition information questions - Skimming: identifying the main - Sentence building ideas that are dealt within the text - Translation The Viet Nam War - Scanning the text for specific - True/ false statements Phrases of information - Ordering statements purposes - Skimming: identifying the topic of - Gap filling a paragraph The renovation - Skimming for gist - True/ false statements Present perfect process - Scanning to get specific - Open- ended questions information for the questions - Gap filling required An overview of Bac - Scanning the text for specific - Open- ended questions Phrasal verbs Ninh information - Table completion - Skimming: identifying the topic of - Debate and discussion a paragraph History terms (text - based) History terms (text - based) History terms (text - based) History terms (text - based History terms (text - based) 37 III.5 Suggestions for implementation of the proposed syllabus In order to succeed in implementing the syllabus, attention should be paid to the role of the three crucial factors: the teacher, the student and material designer III.5.1 To the teacher Obviously, the outcome of the teaching and learning process, first and foremost, depends on the pedagogical capability and the professional qualification of the teacher To implement this syllabus successfully, teachers should:  improve their content knowledge on reading, especially knowledge relevant to topics covered  provide different types of reading exercises which satisfies mixed levels of students‟ proficiency and students‟ multiple - interests Beside, students‟ motivation to read outside of class should regularly be enhanced by being given extra exercises of reading Follow up writing and speaking activities could also be designed in order to give students opportunities of improving their competence of other skills as well,  be flexible in alternative various roles in the teaching process roles both inside and outside the class as a guide, an advisor, etc, to boost students‟ motivation in learning and  update themselves with new, modern teaching methodologies so that they can be more confident in dealing with different teaching - learning situations III.5.2 To the student To achieve the learning target, students are expected to take an active part in their learning process Specifically, they should:  be aware of their purposes of learning English, especially ESP which will lead to a positive attitude to their learning and  have responsibilities for their self - learning It is their duty to prepare well for the lesson in advance They should take full advantage of the chance available both inside and outside the class to practise reading skills they have learnt so as to be able to master them Further more, students should be eager and interested in learning ESP When facing with difficulties during the learning process, students should discuss with their partners or with 38 the teacher to find the ways for better developing appropriate learning strategies related to reading skills III.5.3 To the material designer For many ESP teachers, the selection of teaching materials is mainly based on their availability However, in students - centred instruction, the appropriateness of materials should be determined by students‟ comfort and familiarity with the material, language - level, their language proficiency and learning interests Thus, besides the materials prepared by the teachers, students can also contribute to the provision of supplementary materials which the teachers can select and adapt to suit the needs of their students when necessary The source for this could be newspapers, books, magazines, Internet websites, etc provided that they are relevant to the students‟ needs and interest as well as the objectives of the syllabus 39 Part three: COnclusion Conclusions The discussion in the previous chapters of the thesis has made it clear that the demands and requirements for learning ESP have been increasing and the urgent task for the ESP teachers at BTTC is to design an ESP reading syllabus for the 3rd - year students of History at BTTC, SD in order to help students to become effective readers in their specific field of study Based on the major findings from the research, the author has come to the following conclusions: Firstly: The results of needs analysis show that the demand for English for History is realistic, especially that for designing such a reading syllabus that may help students improve students‟ reading Secondly: Basing on the objectives of the course, the current ESP teaching and learning situation at BTTC, the results of the needs analysis and careful consideration of the advantages and disadvantages of various types of ESP syllabus, topic - based and skill - based syllabus has been designed in the study for the third - year students of History Finally: The findings of the study show that both the teachers and the students share the same view on the expectation of the course They hope that the course will provide them with good knowledge of English for History and reading skill that help them to be able to read materials relating to history This is the main objective of this course Limitations The author has made great efforts in completing this research with much interests, enthusiasm and responsibility However, mistakes and some certain limitations in the study are unavoidable For one thing, the questionnaires were only conducted with limited population of students and teachers, the result of the data analysis in some parts is not desirable because among this population, some are very enthusiastic and interested in the questionnaires but some are reluctant to the surveys Some are very helpful because they are not only good at 40 English but also good at their specialist subject, but to others their English is very limited so they not understand the matter very well All these limitations may affect the final results In addition, the interpretation of the data might suffer from some bias since it was conducted by an inexperienced teacher The results would be more convincing if it was carried out with some experimental teachers Suggestions for further study I hope one day in the future I would conduct the surveys and interviews with a larger population to find out their requirements so as to attain more reliable results I also wish to conduct another survey for the students who are going to learn this syllabus in order to get more information about the lacks, expectations and learning needs to improve the syllabus for the teaching and learning all the four skills 41 Reference Broughton, G., Brumfit, C., R., P., Princas, A (1978), Teaching English as a Foreign Language, Routledge and Kegan Paul, London Brown, H, D (1994), Principles of Language Learning and Teaching (Third Edition) Englewood Cliff, NJ: Prentice Hall Regents Brown, J.D (1995), The Elements of Language Cirriculum, Hein, Boston Carrel, P.L (1998), Interactive Approaches to Second language Reading, Cambridge University Press Cu Thi Thanh Thuy (2006), Designing an ESP reading syllabus for the 2nd year - students of Geography at HaNoi University of Education Graduation Paper Dudley - Evan, T and St John, M (1986), Development in ESP, Cambridge University Press Heinemann Dudley - Evan, T and St John (1998), Developments in English for specific purposes: A multi – dictionary approach, Cambridge University Press Grellet, F (1981), Developing Reading Skills, Cambridge University Press Hutchinson, T and Waters, A (1987), English for Specific Purposes: A Learning - centerd Approach, Cambridge University Press, Cambridge: 10 Johns, A (1991), English for Specific Purposes: Its History and Contribution In 11 Kennedy, C., Bolitho, R (1984) English for Specific Purposes Macmillan Press Ltd.,London and Basingtoske 12 Krahnke, K (1987), Approaches to Syllabus Design for Foreign Languag Teaching Prentice Hall, Inc 13 Munby, J (1978), Communicative Syllabus Design, Cambridge University Press 14 Munby, J (1984), Communicative Syllabus Design: Principle and Problems in Read, J.A.S (ed) Trends in Language Syllabus Design: Regional Language Centre 15 Nunan, D (1988), Syllabus Design, Oxford University Press 16 Nunan, D (1988), The learner - centred cirriculum, Cambridge University Press 17 Nuttal, C (1996), Teaching Reading Skills in a Foreign Language, Heineman Educational 42 Books, London 18 Richards, J (1984), Language Curriculum Development, RELC Journal 47, p 3-12 19 Richterich, R and J.J Chancerel (1987), Identifying the needs of adults learning a foreign language Prentice Hall 20 Robinson, P.C (1980), English for Special Purposes, Pergamon Press, Oxford 21 Robinson, P.C.(1991), ESP Today: A practitioner’s guide, Prentice - Hall International, UK 22 Streven, P (1998), The learner and teacher of ESP In ESp in the classroom: Practice and Evaluation, ed D Chamberlain and R.J Baumgardner (eds) Hong Kong: Modern English Publication at the British Council Teaching April 1987 Volume 20, (2) Teaching Oxford Oxford University Press 23 Webb, J (1976), „Reflections of Practical Experience in Designing and Mounting ESP Courses at the Colchester English Study Centre’, in Wilson, G.H (ed), Curriculum Development and Syllabus Design for English Teaching Singapore: SEAMEO Regional Language Centre 24 West, R (1994), Needs Analysis in Language teaching, Cambridge: C U P 25 Wilkins, D.A (1997), Notional Syllabuses Oxford Oxford University Press 26 William, E (1984), Reading in the Language Classroom, London: Macmillan 27 Yaden, J (1983), Syllabus Design in General Education, in Brumfit, D.J (ed), General English Syllabus Design, Pergamon, Oxford, p.14 Appendix questionnaire TeacherS survey Questionnaire The purpose of this questionnaire is to collect ideas of the teachers of the English Department at BTTC to design an ESP reading syllabus for the third - year students at the Social Department The syllabus is expected to be appropriate to the training objectives of BTTC and to meet the students’ needs Your assistance in completing the following items makes a great contribution to my study Thank you very much for your kind co - operation! Section I: Opinion on designing an ESP reading syllabus for the third - year students of history at the Social Department, BTTC and expectations for the ESP reading course (Please circle your choice for the following questions) The idea of designing an ESP reading syllabus for the third - year students of history at the Social Department, BTTC is: a very necessary c not very necessary b necessary d no idea In your opinion, the current textbook used for the ESP course at BTTC is to the students at the Social Department a highly appropriate and useful c not quite appropriate and useful b appropriate and useful d no idea Please rank the following objectives needed to be achieved at the end of the ESP course for the students of the Social Department, BTTC in order of importance from the most important to the least importance ( from to 5) and add other expectations of your own To build up English terms of history used in books, document and newspapers To read and understand concepts of history field To read and understand written English materials and books relating to history To consolidate basic grammatical structures used in specific texts for history To translate materials relating to history from English to Vietnamese Others (specify) Section II: Topics needed to be included in the ESP reading syllabus for history Please tick (√) in the boxes that you think should be included in the ESP reading course Item Topics highly relevant The overall history of the building and defence of Vietnam President Ho Chi Minh The communist party of Vietnam The first stage (1930 - 1945) Colonial Rule and Resistance The second stage (1945 - 1954) The Expansion of the French and Partition The third stage (1954 - 1975) The Vietnam War Aftermath of Vietnam War The renovation process UNCTAD report on Relevant Irrelevant Vietnam renovation process 10 An overview of Bac Ninh province Section III: Grammar structures needed to be consolidated in the syllabus (Please put a tick √ next to Yes or No and give your explanation if possible) Yes No Section IV : Reading skills and reading exercises needed to be included in the syllabus (Please circle the reading skills and reading exercises that you think should be included in the syllabus and add more if necessary) Items Skimming Sub - reading skills and exercises a Choosing the most appropriate title for the text b Choosing key words or sentences relating to the topics of each paragraph c Choosing the main ideas of the reading passage d Matching headings with paragraphs Scanning a Scanning the text for specific information b Scanning the bibliography and pick out the text which are likely to gain information on the topic in a given text Identifying a choosing the correct topic sentence the topic of a b deciding which sentence fits into which paragraph paragraph Types of a true / false questions b Open - ended questions c Close - ended questions d Multiple - choice questions Grammar a Fill in the blanks with the correct grammatical forms exercises b Preposition exercises c Rewrite the sentences without changing the meaning d Sentence completion Vocabulary a find synonyms and antonyms of words or phrases used in the text exercises b Word formation c Gap- filling d Match the words or phrases with their definitions Other a Debate and discussion exercises b Writing a summary c Translation d Sentence building Others suggested Appendix questionnaire students SURVEY Questionnaire Mục đích phiếu điều tra thu thập ý kiến sinh viên năm tứ - khoa Xã hội, trường Cao Đẳng Sư Phạm Bắc Ninh, nhằm xây dựng chương trình dạy đọc tiếng Anh chuyên ngành phù hợp với mục tiêu đào tạo nhà trường đáp ứng nguyện vọng sinh viên Những ý kiến đóng góp em hữu ích cho nghiên cứu Xin chân thành cảm ơn em.! PHẦN I: Hãy xếp mục đích bạn muốn đạt sau học xong chương trình tiếng Anh chuyên ngành lịch sử khoa Xã hội- trường Cao Đẳng Sư Phạm Bắc Ninh theo thứ tự từ quan trọng (1) đến quan trọng (6) viết thêm mục đích khác mà bạn mong muốn có Tích lũy vốn thuật ngữ tiếng Anh có liên quan đến chuyên ngành lịch sử dùng sách, báo chí, v.v Để đọc hiểu khái niệm lịch sử Đọc hiểu tài liệu viết chuyên ngành lịch sử tiếng Anh Ôn tập, củng cố cấu trúc ngữ pháp sử dụng khóa chuyên ngành lịch sử Dịch tài liệu chuyên ngành lịch sử từ tiếng Anh sang tiếng Việt Các mục đích khác bạn ( có) PHẦN II Hãy đánh dấu vào ô tương ứng chủ đề có chương trình tiếng Anh chuyên ngành lịch sử TT Chủ đề Lược sử dựng nước giữ nước Việt Nam Chủ tịch Hồ Chí Minh Đảng Cộng sản Việt nam Giai đoạn (1930 - 1945) Rất thích hợp Thớch hp Khụng thớch hp Chính sách thuộc địa kháng cự nhân dân ta Giai on (1945 - 1954) Sự mở rộng thuộc địa chia cắt n-ớc ta Thực dân Pháp Giai on (1954 - 1975) Chiến tranh Việt Nam Chiến tranh Việt Nam - Thời hậu chiến Giai đoạn Đổi Báo cáo UNCTAD trình đổi Việt Nam Khái quát lịch sử Bắc Ninh 10 PHẦN III Hãy đánh dấu dạng tập mà bạn mong muốn củng cố luyện tập chương trình Các tập luyện kỹ đọc lướt để lấy ý gồm dạng sau: a Bài tập tìm tên thích hợp với khóa b Bài tập chọn từ, câu quan trọng có liên quan đến chủ đề đoạn c Bài tập tìm ý đọc d Bài tập tìm tiêu đề cho đoạn Các tập đọc lướt để lấy thông tin cụ thể gồm dạng sau: a Đọc lướt để lấy thông tin cụ thể giáo viên yêu cầu trước đọc b Đọc lướt thư mục để tìm khóa có thơng tin chủ đề nêu Bài tập chọn câu chủ đề đoạn a Chọn câu chủ đề thích hợp b Chọn câu chủ đề thích hợp cho đoạn Các loại câu hỏi đọc hiểu a Đúng / sai b Câu hỏi mở c Câu hỏi đóng d Câu hỏi lựa chọn Các tập ngữ pháp a Bài tập điền vào chỗ trống động từ thời thích hợp b Bài tập giới từ c Bài tập viết lại câu mà vần giữ nguyên ý câu d Bài tập hoàn thành câu Các tập từ vựng a Bài tập tìm từ đồng nghĩa, trái nghĩa b Bài tập cấu tạo từ c Bài tập điền vào chỗ trống từ thích hợp d Bài tập tìm từ cụm từ ứng với định nghĩa Các dạng tập khác a Tranh luận thảo luận b Tóm tắt khóa c Dịch xi dịch ngược d Hồn thành câu dựa từ gợi ý Các dạng tập khác nêu rõ .. .college of foreign languages department of post graduate studies ********* NGUYỄN VĂN THUẬT designing an esp reading syllabus for third - year students at the social department, bac ninh teachers? ??... tests for the ESP reading course III.4 The proposed syllabus for the third - year students at the SD, BTTC III.5 Suggestions for the implementations of the proposed syllabus III.5.1 To the teacher... a questionnaire for the students II.1 Situation analysis II.1.1 The teaching and learning situation at Bac Ninh Teachers? ?? Training College At the Bac Ninh Teachers? ?? Training College, English