báo cáo thực tập tốt nghiệp tiếng anh (1 ) (2)

REFERENCES Alderson, J C (2000) Assessing reading Cambridge: Cambridge University Press Calkins, L M (2001) The Art of Teaching Reading London: Longman Forseth, R et.al (1996) Methodology Handbook of English Teacher in Vietnam Hanoi-English Language Institute: American Press Hadfield, J (1993) Intermediate communication games England: Addison Wesley Longman Ltd Lee, S K (1995) Creative games for the language class In English teaching (Vol 33, p 35) Malaysia Lengeling, M M & Malarcher, C (1997) A natural resource for teachers In Teaching English Forum (Vol 35, p 42) Malaysia Nuttall, A C.,& Alderson, J C (1996) Teaching Reading Skills in a Foreign Language USA: Heinemann Ngo Dinh Phuong & Nguyen Thi Van Lam (2007) English Teaching Methodoly Practice Vietnam: Vinh University Odell, F & Head, K (2003) Games for Vocabulary Practice: Interactive Vocabulary Activities for all Levels Cambridge: Cambridge University Press Rooyackers, P & Bowman, C ( 1997) 101 Drama Games for Children: Fun and Learning with Acting and Make-Believe England: Hunter House Stenton, A., & Lambert, S (Eds) (1985) Longman Dictionnary of applied linguistics Great Britain: the Chaucer Press Winters, L B (2000) Show Time!: Music, Dance, and Drama Activities for Kids USA: Chicago Review Press Wright, A & Betteridge, D & Buckb, M (2006) Games for Language Learning Cambridge: Cambridge University Press Hoàng Văn Vân (2006) Tiếng Anh 11 Hà Nội: Nhà Xuất Bản Giáo Dục APPENDIXES Survey Questionnaire for Teachers This survey is designed to collect data for the study on “Using some Short Games and Activities to Increase the 11th Form Students’ Interest in Prereading Stage at Quynh Luu I High School” Your assistance in completing the following items is highly appreciated This is for research purpose only and you can be sure that you will not be identified in any discussion of the data How long have you been teaching English? Which grade you teach this school year? ………………………………… Please rank the four language skills in order of importance (from the most important to the least important: 14) a reading b listening c speaking d writing Please put reading, listening, speaking, writing and language focus in order of interest (from the most interested to the least interested: 15) a Reading b Listening c Speaking d Writing e Language focus What you think about teaching and learning reading skill? a very necessary c not very necessary b necessary d not necessary at all What you think about lead-in activities in pre-reading stage? a very useful c not very useful b useful d not useful at all How often you use the following activities in pre-reading stage to lead in the text? Your ideas Activities Crossword puzzles always often sometimes rarely never Quizzes Using pictures Story telling Pantomime Answering questions Guessing games Role playing Music activities Is it important to teach vocabulary beforehand? a Yes Why? ………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… b No Why? …………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… How often you use the following activities to teach vocabulary beforehand? Your ideas Activities always often sometimes rarely never Making sentences Gap filling Paraphrasing Matching word and its definition Using pictures Pantomime Finding synonyms/ Antonyms 10 What are your difficulties in using short games and activities in pre-reading stage? mixed levels of the students lack of time in class classroom management others : ……………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… 11 Could you please give more suggestions for using short games and activities in prereading stage? ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… Thank you very much! Survey Questionnaire for Students No (Before experimental teaching) This survey is designed for the research “Using some Short Games and Activities to Increase the 11th Form Students’ Interest in Pre-reading Stage at Quynh Luu I High School” Your cooperation in answering the following questions is highly appreciated You can be certain that this is for research purpose only and that you will not be identified in any discussion of the data How long have you been learning English? ………………………………………… How much time you spend learning English at home? a less than hour per week c more than 2- hour per week b 1- hour per week d more than hour per week Please put the following parts in order of interest (from the most interested to the least interested: 15) a reading b speaking c listening d writing e language focus What you think about reading skill? a very necessary c not very necessary b necessary d not necessary at all Which helps you much when you read uninteresting topics? a some activities and games for introducing the topics b doing some reading tasks c reading the text at once d others:………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… How often your teachers use short activities and games before you start to read the text? a always b often c sometimes How you know about the following lead-in activities? d rarely Your ideas Activities very well quite well not very well a little not at all Crossword puzzles Quizzes Using pictures Story telling Pantomime Answering questions Guessing games Role playing Musical activities What are your difficulties in taking part in these activities? a I don’t know what to b I feel shy c I have no ideas to express d I have no chance because many students take part in e Others : ………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… What think about learning vocabulary in pre-reading stage? a Very necessary b Necessary c Not very necessary d Not necessary at all 10 How you know about the following teaching vocabulary activities? Activities very effective effective not very ef fe not effective at all Making sentences Gap-filling Paraphrasing Matching word with its definition Using pictures Mime Finding synonyms/ antonyms 11 Please give some activities and game you are interested in so as to learn English in prereading stage! ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… Thank you very much! Survey Questionnaire for Students No (After the experimental teaching) This survey is designed to collect information for the study on “Using some Short Games and Activities to Increase the 11th Form Students’ Interest in Pre-reading Stage at Quynh Luu I High School” Your assistance in completing the following items is highly appreciated You can be certain that this is for research purpose only and that you will not be identified in any discussion of the data What you think about the experimental reading lessons? a Very interesting c Not very interesting b Interesting d Not interesting at all How did you feel before starting the reading class? A eager for some activities from the teacher B worried C less anxious D others: …………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… Which lead-in activities and games you like most and least? (put the number from for the most to for the least) Activities Musical game Finding word game Competition game Using pictures Role playing Ambiguous pictures number Do you think that these activities should be used in in reading class? a Yes Why? …………………………………………………………… ………………………………………………………………………… ………………………………………………………………………… b No Why? ……………………………………………………………… ………………………………………………………………………… ………………………………………………………………………… How did the following activities help you learn vocabulary? Your ideas Activities Finding synonyms/ antonyms Pantomime Word-searching Jumble letters Very effectively Effectively Not very effectively Not effective-ly at all Please tick the suitable box! Your ideas Advantages Strongly Agree Not sure agree Disagree Strongly disagree Create a relaxing atmosphere Make students more active and creative Developing working in group skill Encourage students to read the text Interact with classmates more Remember new words Understand the new words better Thank you very much!