Điều chỉnh các nhiệm vụ đọc trong giáo trình basic english for computing tại trung tâm phát triển c

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES POST GRADUATE DEPARTMENT BÙI THANH NGA ADAPTING READING TASKS IN THE TEXTBOOK “BASIC ENGLISH FOR COMPUTING” TO TEACH READING SKILLS TO STUDENTS AT CENTRE OF INFORMATION TECHNOLOGY DEVELOPMENT ĐIỀU CHỈNH CÁC NHIỆM VỤ ĐỌC TRONG GIÁO TRÌNH “BASIC ENGLISH FOR COMPUTING” ĐỂ DẠY KỸ NĂNG ĐỌC CHO SINH VIÊN TẠI TRUNG TÂM PHÁT TRIỂN CÔNG NGHỆ THÔNG TIN MINOR PROGRAMME THESIS ENGLISH TEACHING METHODOLOGY 60 14 10 HANOI, 2009 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES POST GRADUATE DEPARTMENT BÙI THANH NGA ADAPTING READING TASKS IN THE TEXTBOOK “BASIC ENGLISH FOR COMPUTING” TO TEACH READING SKILLS TO STUDENTS AT CENTRE OF INFORMATION TECHNOLOGY DEVELOPMENT ĐIỀU CHỈNH CÁC NHIỆM VỤ ĐỌC TRONG GIÁO TRÌNH “BASIC ENGLISH FOR COMPUTING” ĐỂ DẠY KỸ NĂNG ĐỌC CHO SINH VIÊN TẠI TRUNG TÂM PHÁT TRIỂN CÔNG NGHỆ THÔNG TIN MINOR PROGRAMME THESIS ENGLISH TEACHING METHODOLOGY 60 14 10 SUPERVISOR: DR DƯƠNG THỊ NỤ HANOI, 2009 v TABLE OF CONTENTS Declaration …………………………………………………………….……………… i Acknowledgement …………………………………………………………………… ii Abstract …………………………………………………………………………… … iii List of abbreviations …………………………………………………………………… iv List of figures, charts, and tables ……………………………………………………… iv Table of contents ……………………………………………………………………… .v INTRODUCTION Rationale …………………………………………………………………………… Aims of the study …………………………………………………………………… Significance of the study …………………………………………………………… Research questions ……………………………………………………………………2 Methods of the study ………………………………………………………………….2 Scope of the study …………………………………………………………………… Design of the study ………………………………………………………………… CHAPTER 1: LITERATURE REVIEW 1.1 Reading and teaching reading skills……………………………………………… 1.1.1 Definitions of reading ………………………………………………………… 1.1.2 Classifications of reading ……………………………………………………… 1.1.2.1 Classification of reading according to manners ……………………………… 1.1.2.2 Classification of reading according to purposes ……………………………… 1.1.3 The reading process ……… …………………………………………………… .7 1.1.3.1 The schema theory …………………………………………………………… 1.1.3.2 Models of the reading process ………………………………………………… 1.1.4 Reading skills and strategies …………………………………………………… 1.1.5 Stages in teaching reading skills ……………………………………………… 1.1.5.1 Pre-reading stage ……………………………………………………………… 1.1.5.2 While-reading stage …………………………………………………………… 1.1.5.3 Post-reading stage …………………………………………………………… 1.1.6 Reading in ESP teaching and learning ………………………………………… 10 1.2 Communicative Approach …………………………………………………………11 vi 1.2.1 Communicative language teaching …………………………………………… 11 1.2.2 Tasks …………………………………………………………………………… 12 1.2.2.1 Communicative tasks ………………………………………………………… 12 1.2.2.2 Reading tasks ………………………………………………………………… 14 1.3 Material evaluation and adaptation ……………………………………………… 14 1.3.1 Materials and textbook ………………………………………………………… 14 1.3.2 Materials evaluation ………………………………………………………… 15 1.3.3 Materials adaptation …………………………………………………………… 15 Chapter summary …………………………………………………………………… …17 CHAPTER 2: THE STUDY 2.1 An overview on situation of teaching and learning reading skills at ……………… 18 2.1.1 Objectives of the English course at CITD …………………………………… 18 2.1.2 Learners ………………………………………………………………………… 18 2.1.3 Teachers ………………………………………………………………………… 19 2.2 An overview on reading tasks in the textbook BEC ……………………………… 19 2.3 Research questions ………………………………………………………………… 23 2.4 Research methodology …………………………………………………………… 23 2.4.1 The subjects of the study ……………………………………………………… 24 2.4.1.1 The teacher subjects … …………………………………………………… 24 2.4.1.2 The learner subjects ………………………………………………………… 24 2.4.2 Methods and procedures ……………………………………………………… 24 2.5 Data analysis process ……………………………………………………………… 24 Chapter summary ……………………………………………………………………… 25 CHAPTER 3: RECOMMENDATIONS FOR TEACHING READING SKILLS 3.1 Data analysis and discussions …………………………………………………… 26 3.1.1 Teachers’ and students’ opinions on the unsuitable characteristics of the reading tasks in the textbook BEC ……………………………………………………………… 26 3.1.1.1 Teachers’ and Students’ opinions on the tasks in general …………………… 26 3.1.1.2 Teachers’ and Students’ opinions on the pre-reading tasks …………………… 29 3.1.1.3 Teachers’ and Students’ opinions on the while-reading tasks ………………… 30 3.1.1.4 Teachers’ and Students’ opinions on the post-reading tasks ………………… 32 3.1.2 How to adapt the reading tasks in the textbook, especially post-reading tasks vii to improve reading skills to the students ……………………………………………… 33 3.1.2.1 Reading tasks in general ……………………………………………………… 33 3.1.2.2 Post-reading tasks …………………………………………………………… 34 3.2 Implications for teaching and learning reading skills at CITD …………………….38 3.2.1 Suggestions for the reading tasks in the textbook BEC………………………… 38 3.2.2 Some suggested types of post-reading tasks for improving reading skills for students at CITD ……………………………………………………………… … 39 Chapter summary ……………………………………………………………………… 41 CONCLUSION …………… ………………………………………………………… 43 Results obtained …………………………………………………………………… 43 Limitations of the study and suggestions for further research ……………………… 44 References ……………………………………………………………………………… 46 Appendix 1: Questionnaire for teachers ……………………………………………… I Appendix 2: Questionnaire for students ……………………………………………… VI Appendix 3: Sample post-reading tasks ………………………………………………… X iv LIST OF ABBREVIATIONS BEC: Basic English for Computing CITD: Centre of Information Technology Development CLT: Communicative Language Teaching EFL: English as a Foreign Language ELT: English Language Teaching ESP: English for Specific Purposes IT: Information Technology PPP: Presentation – Practice – Production LIST OF CHARTS AND TABLES Table An Overview of Communicative Approach Table 2: List of reading tasks in the textbook BEC Table 3: The distribution of reading tasks in each unit Table 4: The setting formats of reading tasks Chart : Teachers’ and Students’ opinions on the level of the tasks Chart : Teachers’ and Students’ opinions on the number of tasks associated with each text Chart 3: Teachers’ and Students’ opinions on the types of tasks Chart : Teachers’ and students’ opinions on the communicativeness of the tasks Chart : Teachers’ and Students’ opinions on the skills achieved via the tasks Chart : Teachers’ and Students’ opinions on the interest of the pre-reading tasks Chart 7:The pre-reading tasks teachers often use and the pre-reading tasks students like Chart 8:Teachers’ and students’ opinions on the usefulness of the while-reading tasks Chart : The while-reading tasks teachers often use and the while-reading tasks students like Chart 10:Teachers’ and students’ opinions on the usefulness of the post-reading tasks Chart 11: Teachers’ and Students’ opinions on the interest of the post-reading tasks Chart 12 : What teachers often to the tasks and What students want teachers to to the tasks Chart 13 : Teachers’ and students’ opinions on the tasks to be adapted the most Figure The communication process Figure A Framework for analysing communicative tasks INTRODUCTION Rationale ELT materials in general and textbooks in particular play the roles of tool, tutor, guidebook and gauge These roles are especially significant in EFL contexts including Vietnam, where textbooks are regarded as a staple in almost all EFL classes Textbooks are useful source of language input and guidance for both teachers and learners Despite the development of technology and the growth of computer-assisted language learning, it is unlikely that textbooks will disappear In teaching and learning reading skills in particular, the role of textbooks is even more important than in teaching any other language skills or grammar and vocabulary because when reading, students have to pay much attention to the printed texts in order to understand them However, available textbooks are not completely good for all teaching contexts Accordingly, it is necessary for teachers to be well-equipped with assessment tools to evaluate materials and more importantly, recommendations to adapt the materials to ensure that students are using the highest quality texts, and their language knowledge and skills are improved Nevertheless, there has been little investigation into how to adapt the material This research gap has encouraged me to choose textbook adaptation as the theme for this study The second reason for my choice is that there have been diverse opinions of both teachers and learners on the actual effectiveness of the reading tasks in the textbook Basic English for Computing (BEC) by Eric H Glendinning and John McEwan, which has been used to teach ESP for third-year students at Centre of Information technology development (CITD) There have been arguments on both the potentials and limitations of the reading tasks in the textbook and the needs and preferences of the teachers and learners who are using it Therefore, the reading tasks need to be taken into consideration and further, adapted to teach reading skills to the students at the centre It is hoped that the study will be beneficial to the author and other English teachers in some way to assign the tasks to stimulate the students in reading lessons and improve their reading skills Aims of the study The purposes of this study are: -Chapter 1: Literature Review (1) To find out the unsuitable characteristics of the reading tasks in the textbook BEC in teaching reading skills to students at CITD (2) To give some implications for teaching and learning reading skills at CITD Significance of the study The study provides the theoretical view of teaching reading skills to students as well as criteria of reading tasks, both of which are helpful for evaluating and adapting reading tasks in the textbook Pedagogically, the findings of the study will serve as the foundation for the changes to the reading tasks and the design of new post-reading tasks, which are believed to be useful for developing the students’ reading skills Furthermore, the implications for teaching and learning, which are based on the theoretical background and the current situation of teaching reading skills at CITD, hopefully can help the teachers upgrade the reading tasks to make reading lessons more interesting and motivate the students to learn English effectively Research questions To achieve the aim and objectives of the thesis, the following research questions were proposed: What are unsuitable characteristics of the reading tasks in the textbook BEC in teaching reading skills to the students at CITD? How can the tasks be adapted to improve reading skills for the students? Methods of the study With reference to its characteristics, this thesis can be categorized as a survey research Quantitative method will be employed to carry out the study The following methods will be applied to collect data for this study: The reading tasks in the textbook BEC will be reviewed to find out their unsuitable characteristics of the reading tasks in terms of methodology Survey questionnaires will be specifically designed for both teachers of English and the third-year students who have experienced using this textbook to find out their opinions on the reading tasks in the textbook The combination of the review of reading tasks and two questionnaires for teachers and students will provide reliable data, based on which the conclusions and suggestions will be made in the next parts -Chapter 1: Literature Review Scope of the study The main purpose of the study is to find out the appropriateness and inappropriateness of the reading tasks in the textbook BEC to the current teaching and learning situation at CITD The study only focuses on the third-year students at CITD, so the results of the study are not applied for all students at the centre The study also suggests some types of tasks for the post-reading stage only Design of the study Apart from the introduction and conclusion, the thesis consists of chapters The introduction provides an overview of the study with specific reference to the rationale, the aim, the research questions, the methods, the significance and the scope of the study Chapter one, literature review, aims at presenting the theoretical background for the thesis The most important notions related to teaching and learning reading skills and In chapter two, the study and the methodology underlying the research is presented This chapter provides the background information of the subjects of the study, the instruments used to collect the data, and the procedure of data collection Chapter three, data analysis, discussions and implications, analyses research methodology, presents findings and discussions on the study and some suggestions for teaching and learning reading skills at CITD The conclusion restates the main points discussed in the study, some conclusions drawn from the findings, limitations of the study and suggestions for further study CHAPTER 1: LITERATURE REVIEW 1.1 Reading and teaching reading skills 1.1.1 Definitions of reading and reading comprehension -Chapter 1: Literature Review New developments in printing technology as well as information and communications technology have provided the humankind with great worldwide sources of printed materials Accordingly, the audience of such sources will have to possess the skills of interpreting them, which means reading skills will continue to be important in the new era However, the term “reading” has been used in different ways Dean (2000:2) considers Brindley’s definition of reading a significant starting point: “Reading is a complex area We can use the term to mean the process itself, or a response to literary text It can mean the retrieval of information in a non-literate text, or take on wider meanings like “reading the situation” Reading is not confined to print in a book It is central to the debate about meaning and the construction of the reader It is linked to issues of standards in education, and to one of the functions of education itself- the production of a literate society” Dean (2000:2) also mentions Anderson’s view of reading as “the process of constructing meaning from written texts It is a complex skill requiring the coordination of a number of interrelated sources of information.” Anderson (1999:1) states that “reading is an active, fluent process which involves the reader and the reading material in building meaning” Goodman (1988:135) shares this view as he defines reading as “a psycholinguistics process by which the reader, a language user, reconstructs, as best as he can, a message which has been encoded by a writer as a graphic display” It can be seen from all the opinions above that no definition completely covers all the features of reading; however, they all focus on the nature of reading As for me, Anderson’s point of view is the most persuasive as it reflects the nature of reading in a concise way In the similar way, Richards and Thomas (1987) define “reading comprehension is best described as an understanding between the author and the reader” “Reading without comprehension is meaningless.” (Karlin and Kartin, 1998:2) In short, reading is an active process in which the reader utilizes his background knowledge and experience to understand the author’s thought Reading is not separated from comprehension Reading comprehension involves communication as it is the process of -Chapter 1: Literature Review 46 REFERENCE Anderson Neil J (1999), Exploring Second Language Reading: Issues and Strategies Heinle & Heinle Publishers, Canada Dean Geoff (2000), Teaching Reading in Secondary Schools, David Fulton Publishers, London Doff Adrian (1998), Teaching: A Training Course for Teachers Cambridge: Cambridge University Press Ellis (2003), Task-based Language Learning and Teaching, Oxford Univesity Press, Oxford Goodman (1988), Grabe W (1991), Current Developments in Second Language Reading Reseach, TESOL Quarterly 25 Grellet (1981), Developing Reading Skills, Cambridge: Cambridge University Press Harmer J (1983), The Practice of ELT, Longman, London Howatt, A.P.R (1984), A History of English Language Teaching, Oxford: Oxford University Press McDonough, J and Shaw, C (1993), Materials and Methods in English Language Teaching, A Teacher’s Guide, Oxford: Oxford University Press Michael H Long, Jack C Richards (1987), A Methodology in TESOL: A Book of Readings Newbury House Publishers, the USA Nguyen Bang, Nguyen Ba Ngoc (2002), A Course in TEFL Theory and Practice II, Vietnam National University, Hanoi Nunan David (1991), Designing Tasks for the Communicative Classroom, Cambridge University Press, Australia Nuttal Christine (2000), Teaching Reading Skills in a Foreign Language, New edition, Macmillan Heinemann English Language Teaching, Hongkong Chapter 3: Data Analysis, Discussions and Suggestions for Adapting Reading Tasks I APPENDIX 1: QUESTIONNAIRE FOR TEACHERS This questionnaire is designed in an attempt to adapt reading tasks in the textbook “Basic English for Computing” to teach reading skills to students at Centre of Information Technology Development Your assistance in completing the questions is highly appreciated Please circle the appropriate answer(s) for the following questions (For some questions more than one option is possible) The reading tasks in the textbook are generally _ A very easy D difficult B easy E very difficult C neutral The number of tasks associated with each text is A very small D large B small E very large C average The types of tasks are _ A monotonous B neutral C quite varied D varied Do the tasks give the students opportunities to communicate in the target language? A No, not any B Yes, but not many C Yes, quite a lot D Yes, a lot Which skill(s) can your students achieve from the reading tasks in the textbook? (More than one option is possible) A Understanding main ideas B Scanning the text for specific information C Guessing meaning from context D Identifying the topics of paragraphs E Note-taking F Reporting G.Others (please specify) ……… ………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… II Are the pre-reading tasks in the textbook interesting? A Uninteresting C Interesting B Not very interesting D Very interesting What kind(s) of task you often ask your students to complete before they read a text? (More than one option is possible) A Doing the pre-reading tasks in the book (if available) B Guessing the topic of the reading text through games or quizzes C Guessing the topic of the reading text through visual aids D Guessing the topic of the reading text through realistic situations E Listing the general ideas and details which they expect to be mentioned in the text F Others (please specify) ……… ………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… Are the while-reading tasks in the textbook useful for developing your students’ reading skills? A Useless C Useful B Not very useful D Very useful Tick the while-reading task(s) which you often use to develop your students’ reading skills? (More than one option is possible) In pairs/ groups, read the text and A decide whether the given statements are true or false B answer the given questions C choose the best answer to the given questions D complete the table(s) E fill in the gaps with the given words F complete the chart(s) or diagram(s) G find out or list specific information mentioned in the text H match the terminologies with their appropriate definitions I find out some definitions of some terms in the text J match the texts with appropriate topics III K give each paragraph/text a title (or match each paragraph/text with an appropriate title) L guess the meaning of some words in the text through context M the matching N identify differences between two texts O make notes in the table(s) P report what you have found in the text to one another Q Others (please specify) ……… ………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… 10 Are the post-reading tasks in the textbook useful for developing your students’ reading skills? A Useless C Useful B Not very useful D Very useful 11 Are the post-reading tasks in the textbook interesting? A Uninteresting C Interesting B Not very interesting D Very interesting 12 What you frequently to the reading tasks in the textbook? (More than one option is possible) A Require the students to complete all the tasks without changing them B Change the requirements of the tasks C Omit the tasks where necessary D Simplify difficult tasks E Supplement them with more tasks F Others (please specify) ……… ………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… 13 At which stage should the reading tasks be adapted the most? A Pre-reading stage B While-reading stage C Post-reading stage IV 14 Do you usually assign more tasks to the students after they read a text? A Yes B No If your answer is “Yes”, which task(s) you often assign to your students? (More than one option is possible) A Discuss the topic of the text together with the partners B Summarize the text in pairs/groups C Work in pairs/groups and translate the text into Vietnamese D In pairs/groups, make an outline of the text E Listen to the tape and note down the differences between the text and it F Write a message/ paragraph relating to the topic of the text G Exchange information with one another to complete the given table H Make definitions of some terms and other students guess what the terms are I Listen and follow the instructions in the tape J Others (please specify) ………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… 15 Should the post-reading tasks involve other language skills? A Yes B No If your answer is “Yes”, which language skills should be involved in those tasks? (More than one option is possible) A Listening skill B Speaking skill C Writing skill 16 Which setting format(s) should be adopted to the post-reading tasks? (More than one option is possible) A Individual work B Pair work C Group work Thank you very much for your cooperation! D Whole class V APPENDIX 2: QUESTIONNAIRE FOR STUDENTS Phiếu thu thập thông tin lập nhằm mục đích đánh giá điều chỉnh nhiệm vụ đọc giáo trình “Basic English for Computing” (“Tiếng Anh cho người sử dụng máy tính”) để dạy kỹ đọc cho sinh viên Trung tâm Phát triển Công nghệ thông tin Việc tham gia trả lời câu hỏi điều tra bạn đóng góp có giá trị giúp chúng tơi nâng cao hiệu việc giảng dạy kỹ đọc cho sinh viên trung tâm Xin vui lòng trả lời câu hỏi cách trung thực xác Hãy khoanh trịn câu trả lời phù hợp cho câu hỏi sau: Theo bạn, nhiệm vụ đọc giáo trình: A Rất dễ B Dễ C Vừa phải D Khó E Rất khó VI Số lượng nhiệm vụ kèm đọc thường là: A Rất B Ít D Nhiều C Trung bình E Rất nhiều Về mặt thể loại, nhiệm vụ đọc giáo trình là: A Đơn điệu B Khá phong phú C Phong phú D Rất phong phú Các nhiệm vụ đọc có cho bạn hội để giao tiếp tiếng Anh khơng? A Khơng C Khá nhiều B Có, không nhiều D Rất nhiều Các nhiệm vụ đọc giáo trình giúp bạn rèn luyện kỹ đọc sau đây: A Tìm ý đọc B Suy luận C Dự đoán hệ D Đoán nghĩa từ ngữ cảnh E Tìm thơng tin chi tiết đọc F Xác định chủ đề đoạn văn G Sử dụng thơng tin phi văn H Ghi chép tóm tắt I Tường thuật J Kỹ khác (xin nêu cụ thể) …………………………………………………………………………………………… …………………………………………………………………………………………… Các nhiệm vụ trước đọc giáo trình có thú vị khơng? A Hồn tồn khơng thú vị C Thú vị B Khơng thật thú vị D Rất thú vị Bạn thích thực nhiệm vụ trước đọc khoá giáo trình? A Chỉ thực nhiệm vụ có sẵn giáo trình B Đốn chủ đề đọc qua trò chơi câu hỏi gợi ý giáo viên C Đoán chủ đề đọc qua tranh ảnh minh hoạ, đoạn băng, tình trực quan… D Liệt kê nội dung thơng tin đề cập đến đọc E Ý kiến khác (xin nêu cụ thể) VII …………………………………………………………………………………………… …………………………………………………………………………………………… Các nhiệm vụ đọc có hữu ích cho việc rèn luyện kỹ đọc khơng? A Hồn tồn khơng hữu ích C Hữu ích B Không hữu ích D Rất hữu ích Theo bạn, đọc khoá, nhiệm vụ thú vị để rèn luyện kỹ đọc? Đọc khố theo cặp/nhóm … A Cho biết câu cho sẵn hay sai B Trả lời câu hỏi cho sẵn C Chọn câu trả lời phù hợp cho câu hỏi cho sẵn D Hoàn thành bảng cho sẵn E Điền từ cịn thiếu vào chỗ trống F Hồn thiện sơ đồ cho trước G Tìm thơng tin chi tiết H Ghép thuật ngữ với định nghĩa thích hợp I Tìm định nghĩa số thuật ngữ đọc J Gắn đoạn văn với chủ đề cho trước K Đặt tiêu đề cho đoạn văn khoá (hoặc ghép đoạn văn hay khố với tiêu đề thích hợp L Đốn nghĩa từ qua ngữ cảnh đọc M Ghép nối hai nhóm đối tượng N Nhận diện điểm khác biệt hai khố O Ghi tóm tắt số nội dung, chi tiết đọc vào bảng cho sẵn P Tường thuật lại nội dung bạn vừa đọc thấy cho bạn khác nghe Q Nhiệm vụ khác? (xin nêu cụ thể) …………………………………………………………………………………………… ………………………………………………………………………………………… 10 Các nhiệm vụ sau đọc giáo trình có hữu ích cho việc rèn luyện kỹ đọc khơng? A Hồn tồn khơng hữu ích C Hữu ích VIII D Rất hữu ích B Khơng thật hữu ích 11 Các nhiệm vụ sau đọc giáo trình có thú vị khơng? A Hồn tồn không thú vị C Thú vị B Không thật thú vị D Rất thú vị 12 Bạn thích giáo viên bạn thực công việc nhiệm vụ đọc giáo trình? A Giữ nguyên nhiệm vụ yêu cầu sinh viên hoàn thành tất nhiệm vụ B Thay đổi yêu cầu nhiệm vụ C Bỏ số nhiệm vụ (nếu thấy cần thiết) D Đơn giản hoá số nhiệm vụ E Bổ sung thêm số nhiệm vụ F Công việc khác (xin nêu cụ thể) …………………………………………………………………………………………… …………………………………………………………………………………………… 13.Các nhiệm vụ đọc giai đoạn cần điều chỉnh nhiều nhất? A Trước đọc B Trong đọc C Sau đọc 14 Theo bạn, có nên bổ sung thêm số nhiệm vụ sau bạn đọc hoàn thành nhiệm vụ đọc khơng? A Có B Khơng Nếu câu trả lời bạn “Có” nhiệm vụ gây hứng thú bạn? A Thảo luận với bạn chủ đề đọc B Tóm tắt nội dung đọc theo cặp nhóm C Làm việc theo cặp/nhóm dịch đọc sang tiếng Việt D Lập dàn ý đọc theo cặp/ nhóm E Nghe đoạn băng ghi lại điểm khác biệt khoá nội dung đoạn băng F Viết mẩu tin đoạn văn liên quan đến chủ đề đọc G Trao đổi thơng tin với để hồn thiện bảng cho trước H Đưa định nghĩa số khái niệm để bạn khác đốn khái niệm I Nghe làm theo dẫn đoạn băng IX J Ý kiến khác (xin nêu cụ thể) …………………………………………………………………………………………… ……………………………………………………………………………………… 15 Trong nhiệm vụ sau đọc có nên kết hợp kỹ đọc với kỹ ngơn ngữ khác (kỹ nghe, nói, viết) hay khơng? A Có B Khơng Nếu câu trả lời bạn “Có” kỹ đọc nên kết hợp với (các)kỹ ngôn ngữ nào? (Bạn đưa nhiều lựa chọn) A Kỹ nghe B Kỹ nói C Kỹ viết 16 Các nhiệm vụ sau đọc nên thực theo hình thức nào? A Theo cá nhân B Theo cặp C Theo nhóm D Tồn thể lớp Xin chân thành cám ơn cộng tác nhiệt tình bạn! APPENDIX 3: SAMPLE POST-READING TASKS Units Everyday uses of computers Post-reading tasks Interview different people about what they often use computers to do, then compare those uses with the computer uses mentioned in the text Report what you have found to the whole class Types of computer Recently people tend to use more laptops than desktop computers Discuss the reasons for this trend in pairs Parts of a computer Work in pairs Study these instructions for replacing the motherboard in a PC Match the instructions to each picture (The pictures are in the correct order.) After that, make complete instructions for your partner Keyboard and mouse Discuss how an optical mouse works and the advantages of optical mouses over common ones in groups of Then one member of each group will present the working mechanism of an optical mouse to the whole class, another member will present the advantages of optical mouses Input devices Work in groups, each notes down the characteristics of one of the input devices: touchscreen, graphics tablet, barcode reader, and X microphone Then one representative of each group describes that type of input device in front of the whole class Output devices Work in pairs, A and B Each of you has details of a monitor Ask your partner about his/her monitor and complete the table below Storage devices Now exchange information with the other students in your groups to complete all the sections of the table Ask questions like these: what are the advantages of floppy disks? What are the disadvantages of magnetic tape? Do CD-ROMs conform to a standard? Graphical User Interface One student follows the teacher’s instructions and manipulate on the GUI on the computer screen Other students observe and decide whether that student acts correctly or not 11 Networks Discuss in groups and make a thematic map of the main ideas of the whole text 12 Communications In groups, find out advantages and disadvantages of a video conferencing system, then present (debate) your ideas to the whole class list essential hardware components (devices) to set up a video conferencing system 13 The Internet 1: email and newsgroups 14 The Internet 2: the World Wide Web Write a message with more details about the UFO to other members in your newsgroup Look at the page from the CNN website It contains a number of links labeled (a-h) Work in pairs, find the links which enable you to things from number to number After that, discuss the functions of other links 16 Word- processing In pairs, discuss which of these word processing features has the writer used to make the changes made in draft Describe the procedures to your partners 17 Database and spreadsheets Write a paragraph of 100 words about the advantages of a database XI 18 Graphics and multimedia Work in groups, make a thematic map of the hardware required for DTP in part of the text After that, translate part of the text into Vietnamese 19 Programming Work in pairs, make a thematic map of the types of error 21 Languages Work in two groups, each makes a definition of one computing language and the other guesses it The two groups take turns to this 22 Low-level systems Work in groups, each group translates one paragraph into Vietnamese 23 Future trends Work in three groups, each group translates one text into Vietnamese 24 Future trends Listen to the tape and compare the predictions in the tape script with the predictions given in the three texts 26 Issues in computing Exchange experience with your partners on how to use anti-virus 27 Careers in computing Interview a person who does a job in computing about his/ her job programs effectively responsibilities, then compare with those responsibilities in the texts (if there are any) Units APPENDIX 3: SAMPLE POST-READING TASKS Substitute/Supplement tasks Everyday uses of computers Interview different people about what they often use computers to do, then compare those uses with the computer uses mentioned in the text Report what you have found to the whole class Types of computer Recently people tend to use more laptops than desktop computers Parts of a computer Work in pairs Study these instructions for replacing the Discuss the reasons for this trend in pairs motherboard in a PC Match the instructions to each picture (The pictures are in the correct order.) After that, make complete instructions for your partner NOT FINISHED yet Keyboard and mouse Discuss how an optical mouse works and the advantages of optical mouses over common ones in groups of Then one member of each group will present the working mechanism of an optical mouse to the whole class, another member will present the advantages of optical mouses Input devices Work in groups, each notes down the characteristics of one of the input devices: touchscreen, graphics tablet, barcode reader, and microphone Then one representative of each group describes that type of input device in front of the whole class Output devices Work in pairs, A and B Each of you has details of a monitor Ask your partner about his/her monitor and complete the table below Storage devices Now exchange information with the other students in your groups to complete all the sections of the table Ask questions like these: what are the advantages of floppy disks? What are the disadvantages of magnetic tape? Do CD-ROMs conform to a standard? Graphical User Interface One student follows the teacher’s instructions and manipulate on the GUI on the computer screen Other students observe and decide whether that student acts correctly or not 11 Networks Discuss in groups and make a thematic map of the main ideas of the whole text 12 Communications In groups, find out advantages and disadvantages of a video conferencing system, then present (debate) your ideas to the whole class list essential hardware components (devices) to set up a video conferencing system 13 The Internet 1: email and newsgroups 14 The Internet 2: the World Wide Web Write a message with more details about the UFO to other members in your newsgroup Look at the page from the CNN website It contains a number of links labeled (a-h) Work in pair, find the links which enable you to things from number to number After that, discuss the functions of other links 16 Wordprocessing In pairs, discuss which of these word processing features has the writer used to make the changes made in draft Describe the procedures to your partners 17 Database and spreadsheets 18 Graphics and multimedia Write a paragraph of 100 words about the advantages of a database Work in groups, make a thematic map of the hardwared required for DTP in part of the text After that, translate part of the text into Vietnamse 19 Programming Work in pairs, make a thematic map of the types of error 21 Languages Work in two groups, each makes a definition of one computing language and the other guesses it The two groups take turns to this 22 Low-level systems Work in groups, each groups translates one paragraph into Vietnamese 23 Future trends Work in three groups, each groups translates one text into Vietnamese 24 Future trends Listen to the tape and compare the predictions in the tape script with the predictions given in the three texts 26 Issues in computing Exchange experience with your partners on how to use anti-virus 27 Careers in computing Interview a person who does a job in computing about his/ her job programs effectively responsibilities, then compare with those responsibilities in the texts (if there are any) ... TEXTBOOK ? ?BASIC ENGLISH FOR COMPUTING? ?? TO TEACH READING SKILLS TO STUDENTS AT CENTRE OF INFORMATION TECHNOLOGY DEVELOPMENT ĐIỀU CHỈNH C? ?C NHIỆM VỤ Đ? ?C TRONG GIÁO TRÌNH ? ?BASIC ENGLISH FOR COMPUTING? ??... BEC: Basic English for Computing CITD: Centre of Information Technology Development CLT: Communicative Language Teaching EFL: English as a Foreign Language ELT: English Language Teaching ESP: English. .. actual effectiveness of the reading tasks in the textbook Basic English for Computing (BEC) by Eric H Glendinning and John McEwan, which has been used to teach ESP for third-year students at Centre