Tìm hiểu những khó khăn trong việc dạy và học kĩ năng đọc hiểu theo giáo trình newheadway preintermediate cho sinh viên năm thứ 1

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POSTGRADUATE STUDIES NGUYỄN THỊ LAN HƯƠNG A study of difficulties in teaching and learning reading comprehension in the course book “New Headway (Pre-Intermediate) to the first year students at college of Broadcasting 1, Phu Ly city, Ha Nam province and some solutions (Tìm hiểu khó khăn việc dạy học kĩ đọc hiểu theo giáo trình NewHeadway (Pre-Intermediate) cho sinh viên năm thứ tai trường cao đẳng Phát thanh- truyền hình 1,Thành phố Phủ lý, Tỉnh Hà Nam số giải pháp khắc phục) M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60.14.10 HANOI – 2011 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POSTGRADUATE STUDIES NGUYỄN THỊ LAN HƯƠNG A study of difficulties in teaching and learning reading comprehension in the course book “New Headway (Pre-Intermediate) to the first year students at college of Broadcasting 1, Phu Ly city, Ha Nam province and some solutions (Tìm hiểu khó khăn việc dạy học kĩ đọc hiểu theo giáo trình NewHeadway (Pre-Intermediate) cho sinh viên năm thứ tai trường cao đẳng Phát thanh- truyền hình 1,Thành phố Phủ lý, Tỉnh Hà Nam số giải pháp khắc phục) M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60.14.10 Supervisor: Nguyễn Thị Vượng, MA HANOI – 2011 iv LIST OF TABLES Table 1: Student's opinion on the course book "New Headway" (Pre-Intermediate) Table 2: Difficulties revealed by the students Table 3: Students' sources of difficulties and their desire from the teachers v TABLE OF CONTENT page Acknowledgement i Abstract ii List of tables i INTRODUCTION 1 Rationale Aims of the Study Research Questions Methods of the Study Scope of the study Design of the study DEVELOPMENT Chapter I: Theoretical background 1.1 Definition of Terminology 1.1.1 What is reading? 1.1.2.Reading comprehension 1.2 Stages in teaching reading skill 1.2.1 Pre-reading stage 1.2.2 While-reading stage 1.2.3 Post-reading stage 1.3 Reading approaches and skills 1.3.1 Intensive reading 1.3.2 Extensive reading 1.3.2.1 Skimming 1.3.2.2 Scanning 1.3.3 Factors connected with reading success 1.3.3.1 Physical condition 1.3.3.2 Speed of reading 1.3.3.3.Oral reading vi 1.3.3.4 Vocabulary 1.3.3.5 Reading comprehension 1.3.3.6 Ability to use references 10 1.3.3.7 Pattern of reading 10 1.4 Difficulties of the second language reading comprehension process 10 1.4.1 Reading skill problem 10 1.4.2 Language problems 11 1.4.3 Cultural background knowledge 12 1.4.4 Learner-centeredness in foreign language education 13 Chapter II: An introduction of the course book “New Headway " (Pre- 15 Intermediate) and the current situation of teaching and learning this course book 2.1 General description of the course book “New Headway”(Pre-Intermediate) 2.1.1 Objectives 15 2.1.2 Topics, Terminologies and grammatical structures 15 2.1.3 Characteristics of reading texts and reading exercises 15 2.2 Current situation of teaching the course book 16 2.2.1 Length of the course and time allocation for reading skill 16 2.2.2 Teaching staff and teaching methods 17 2.2.3 Teaching facilities 17 2.3 Current situation of learning the course book 17 2.3.1 Students’ background 18 2.3.2 Students’ learning condition 18 2.3.3 Students’ attitude to learning English 18 Chapter III: The Study 18 3.1.The context of the study 19 3.2 The subject 19 3.3.Data collection methods 19 3.4.Data collection procedure 19 3.5 Data analysis and discussion 20 3.5.1 Discussion of the result collected by means of the questionnaire 21 3.5.1.1 Student's opinion on the course book "New Headway"( Pre- 21 vii Intermediate) 21 3.5.1.2 Difficulties revealed by the students 3.5.1.3 Students' sources of difficulties and their desire from the 22 teachers 23 3.5.2 Discussion of the result collected by means of the interview, classroom, observation and journal keeping 25 3.5.2.1 Teacher's opinion on the course "New Headway" (PreIntermediate) 25 3.5.2.2 Teacher's difficulties in teaching reading English in the course book "New Headway" (Pre-Intermediate) 26 3.5.3 Possible solutions 3.5.3.1 Training students to become efficient readers 29 3.5.3.2 Encouraging students to have extensive reading habit 30 3.5.3.3 Making students fully aware of their purpose of reading 30 3.5.3.4 Improving background knowledge for English teachers 31 3.5.3.5 Improving teachers' classroom techniques 3.5.3.6 Equipping teaching facilities 31 3.5.3.7 Adapting the course book 32 CONCLUSION 33 1.Summary of the study 34 2.Limitations and suggestions for further study 36 REFERENCES 36 37 39 APPENDICES Appendix 1: Interview questions for teachers I Appendix 2: Questionnaire for students II Appendix 3:Content of the course book "New Headway" (Pre-Intermediate) IV Appendix 4: Unit 3: The reading text" The name's Bond, James Bond" V (pages 26-27) Appendix 5: Unit 4: The reading text" Markets around the world" VII viii (pages 34-35) Appendix 6: Unit 8: The reading text "Jobs for the boys… and girls" (pages 66-67) X INTRODUCTION Rationale In the college of Broadcasting 1, Phu Ly city, Ha Nam Province, where the author works, there are some departments such as: Journalism, Accounting, Information Technology, Engineering, Telecommunication English is a compulsory subject at school It is taught with the purpose that students will use it effectively to fulfill their daily work in the future so it receives great deal concern of teachers and students here In English, students have to learn both General English and English for Specific Purposes General English play a very important role with the object to enhance the first year students’ general knowledge in English Because General English will support students general knowledge to learn further English Moreover, students in the college of Broadcasting will use English as a means of communication and receive information when they graduate Basing on the characteristics of the future work, students must study English with four related skills: listening, speaking, reading and writing In teaching and learning English as a foreign language in Vietnam, reading has always received a great deal attention This is understandable, English is learnt and taught in non-English environment, so reading is not only one of the four language skills that students of English need to acquire but also a means of further study Although in the course book “New Headway” four skills are taught, reading is more important than other three skills because students have to take the examinations which are grammar and reading based However, the students’ reading proficiency is not satisfactory That is because teachers and students have difficulties in receiving especially reading skill though this course book has used for some terms If those difficulties are not found out and no solutions to overcome are given, it is certain that reading class cannot be successful Despite the above mention reason, no study on this matter has been carried out It has encouraged the author to the research Aims and significance of the study The study is aimed at: investigating the areas of difficulties that students and teachers are coping with in their daily of teaching and learning reading comprehension in the course book "New Headway" (Pre-Intermediate) for the first year students offering some solutions to overcome difficulties encountered The study is carried out in terms of both theory and practice with a hope to be of some help to the improvement of reading comprehension teaching and learning efficiency for the first year students in the college of Broadcasting Research questions In order to achieve the above aims, the study concentrated answering the research questions: - What are difficulties experienced by teachers who are teaching and first year students who are learning reading comprehension in the course book "New Headway" (PreIntermediate) in the college of Broadcasting ? - What are feasible solutions to overcome those difficulties? In order to find out the answers to the research questions, many sub-questions shall be deal with: - What are teachers' and students' opinions on the course book "New Headway" (PreIntermediate)? - What are difficulties in learning Reading comprehension in this course book revealed by students and is there any relation between students' difficulties and their teachers’ teaching method? - What are difficulties in teaching Reading comprehension in this course book revealed by teachers? Once the difficulties are found, appropriate solutions to overcome those difficulties will be suggested Scope of the study This study limits itself to the investigation of - a sample of the first year students - Teachers of English - Reading comprehension in the course book "New Headway" (Pre-Intermediate) Methods of the study In order to get the most exact information for the study, two methods of research (qualitative and quantitative) were employed with the following instruments: - survey questionnaires to students - classroom observation - informal interview with teachers of English - journal keeping The data can be formally and informally recorded Interview and classroom observation are used to record information from teachers A survey questionnaire to students will identify common difficulties the students encounter in their reading comprehension Design of the study The study will be organized into parts: Part I: Introduction: Presents the rationale, aims and significance of the study, research question, scope of the study and methods of the study Part II: Development: This part consists of chapters: Chapter 1: Discusses the theoretical background, which is relevant to the purpose of the study Chapter 2: Gives a brief introduction on the course book used in this study “New Headway” (Pre-Intermediate) and current situation of teaching and learning this course book Chapter 3: Deals with the study: context of the study, the subject, data collection method, data collection procedure Also in this chapter, the data will be analyzed and the findings of the study will reveals teachers’ and first year students’ difficulties in teaching and learning reading comprehension of General English Basing on difficulties, solutions to overcome will be suggested Part 3: Conclusion: Summaries the study and offers some suggestions for further study 38 English in the college of Broadcasting Therefore, limitations are inevitable First, the author's practical experience in teaching reading and knowledge of this field is limited, the suggestions to overcome difficulties are likely to be subjective and incomplete Second, within the scope of the study, the study cannot indicate concrete application in adapting the course book (the last suggestions to overcome difficulties) In addition, the study has no chance to deal with other three skills in language teaching: Listening, Speaking, and Writing All the existing limitations of this study call for further research 39 REFERENCE Alderson J.C, Urquahart A.H (1984), Reading in a foreign Language, Longman Group Limited, Essex Allen,W.P.(1977) Selecting reading material for foreign language students Rockwille, Mt: English language Service Barnette, M.A.(1980) More than meet the eyes: Foreign landuage Reading Theory and practice Englewood Cliffs, NJ: CAL&Prentice Hall Dinh Thi Bac Binh (2001), A Study on Problems in Teaching and Learning Reading English for Banking In Banking Institure (M.A Thesis), Vietnam National University, Hanoi, College of Foreign Languages Cambourne, B (1979) “How important is theory to the reading teacher?” Australian Journal of reading Carrel, P.L., & Carson, J.G (1997) Extensive and intensive reading in an EAP setting English for specific Purposes Doff, A (1988) Teaching: a training course for teachers Cambridge: CUP Duff,GG & Rochier, L.R (1986) Improving Classroom Reading Instruction: A decision Making Approach.New York: Raandom House Grellet F (1995), Developing Reading Skills, Cambridge University Press, Cambridge 10 Huichinson T and Water A (1987), English of Specific Purposes, CUP, Cambridge 11 Jolly D (Oct, 1978), The establishment of a Self-access Scheme for Internsive Reading, Paper presented at the Goethe Institute, British Council Colloquium on Reading, Paris 12 Kennedy C and Bolitho R (1984), English for specific purposes, Macmillan Press, London 13 Leewis, M & Hill, J (1985) Practical techniques for language teaching London: Commercial Color Press 14 Little Wood W (1981), Foreign and Second Language Learning, Cambridge University Press, Cambridge 15 Liz and John Soars, New Headway (Pre-Intermediate), Oxford 40 15 Munby J.(1978), Communicative Syllabus Design, Cambridge University Press, Cambridge 16 Nguyen Thi Hong Nga (2007), How to improve English reading skill for students at Yen Ho upper secondary school (M.A Thesis), Vietnam National University, Hanoi, College of Foreign Languages 17 Nunan D (1988), Syllabus design, Oxford University Press, Oxfod 18 Nuttall C (1982), Teaching Reading skills in a Foreign Language, Heinemann, London 19 Robinson P (1980), English for Specific Purposes, Pergamon 20 Robinson, R & Good, T.L (1987) Being an effective reading teacher: Harper and Row Publisher 21 Sammuels, S.J & Hamil, M.L (1988) Models for reading process Cambridge: CUP 22 Simon, Gr & Michael, S (1993) Effective reading Cambridge: CUP 23 Smith, F (1971) Understand Reading: A Psycholinguistics Analysis of reading and Learning to read New York: Holt, Rinehart, & Winston 24 Widdowson H.G (1983), Learning Purpose and Language Use, Oxford University Press, Oxford 25 William E (1984), Reading in the Classroom, Macmillan, London and Basingstoke I APPENDIX INTERVIEW QUESTIONS FOR TEACHERS Do you think the course book “New Headway” you are teaching are suitable for the first year students? Why (not)? Give reasons in terms of topic , content and difficulties of reading text What did you to enrich your knowledge before and while teaching Reading Comprehension? Do you use any supplementary materials in teaching reading English in the course book "New Headway"? Why (not)? What problems are you coping with in teaching reading? - before starting each lesson - while teaching each lesson - after teaching each lesson What have you been doing to overcome these difficulties? What you think the English staff should to overcome these difficulties? II APPENDIX QUESTIONNAIRE FOR STUDENTS The following questionnaire aims at finding out difficulties and desires in learning reading comprehension for the first year students Your answers to the questions will be highly appreciated and will be valuable help in the development of better way of teaching English Please response to each statement below as frankly as you can since all your answers are completely confidential Thank you for cooperation! Put a tick (V) in the box which best indicates your choice No Statements True No answer The course book is useful and appropriate to me and it helps me reinforce my general knowledge Because it helps me to communicate and I can understand the texts I have difficulties in a understanding the main idea of reading texts b understanding the details of reading texts c understanding and using unfamiliar structures d predicting and remembering new words through context e understanding lectures completely in English f doing reading exercises I lack vocabulary I lack general knowledge to understand the texts I lack English knowledge to understand lectures in English The text are too difficult to understand and not interesting The texts are too long to read and remember False III The teachers don't give enough information to the exercises Teachers don’t give me sufficient practice on the topic learnt 10 Teachers don’t correct exercises carefully 11 Teachers’ teaching method repeats in every reading class 12 Teachers don’t give supply further exercises after reading lesson 13 Teachers' lectures aren’t interesting and efficient 14 The teachers need supply supplementary reading texts from other sources 15 Teachers spent little time for reading texts IV APPENDIX CONTENT OF THE COURSE BOOK "NEW HEADWAY"(PRE-INTERMEDATE) Language Input 1 Unit 1: Getting to know you Unit 2: The way we live 14 Unit 3: What happened next? 22 Unit 4: The market place 30 Unit 5: What you want to do? 38 Unit 6: Places and things 46 Unit 7: Fame ! 54 Unit 8: Do's and don'ts 62 Unit 9: Going place 70 10 Unit 10: Things that changed the world 78 11 Unit 11: What if… ? 86 12 Unit 12: Trying your best 94 V APPENDIX Reading text: The name's Bond, James Bond James Bond got back to his hotel room at midnight The windows were closed and the airconditioning was on Bond switched it off and opened the windows His heart was still thumping in his chest He breathed in the air with relief, then he had a shower and went to bed At 3:30 he was dreaming, not very peacefully, of three black-coated men with red yes and angry white teeth Suddenly, he woke up He listened There was a noise It was coming from the window Someone was moving behind the curtain James Bond took his gun from under his pillow, got quietly out of bed and crept slowly along the wall toward the window Someone was breathing heavily behind the curtain Bond pulled it back with one quick movement Golden hair shone in the moonlight "Mary Goodnight!" Bond cursed "What the hell are you doing here?" "Quick, James! Help me!" Mary whispered urgently Bond put down his gun and tried to pull her through the open window At the last moment the window banged shut with a noise like a gunshot Bond cursed again Mary Goodnight whispered, "I'm terribly sorry, James" "Sh! sh!" said Bond He quickly led her across the room to the bathroom First, he turned on the light, then the shower They sat down together on the side of the bath Bond asked again "What the hell are you doing here? What is the matter?" "James, I was so worried A most immediately massage, came from HQ this evening A top KGB man, using the name Hendriks, is staying in this hotel He knows you are here He is looking for you" "I know" said Bond Hendriks is here all right So is a gunman called Scaramanga Mary, did HQ say if they have a description of me?" "No, they don't They just have your name Secret Agent James Bond" Thanks, Mary now, I must get you out of here Don't worried about me, just tell HQ that you gave me the massage, Ok?" "OK, James" Mary Goodnight stood up and looked into his eyes Please take care, James" Sure, sure Bond turned off the shower and opened the bathroom door, Now , come on Suddenly a voice came from the darkness of the bedroom This is not your lucky day Mr Bond Come here both of you and put your hands up! VI Scaramanga walked to the door and turn on the lights His golden gun was pointing straight at James Bond Exercise 1: Who is James Bond? Write down three things you know about him and share your ideas with the class Exercise 2: Look at the posters from some of the James Bond films Have you seen any of them? Do you know any more James Bonds films? Exercise 3: Read the story Find the lines in the text which go with each picture Exercise 4: Are these sentences true of false Correct the sentences James Bond felt happy to be back in this hotel room Bond was dreaming about Mary Goodnight A man with a gun woke Bond at 3:30 a.m James was very pleased to see Mary Goodnight Bond's gun went off while he was pulling Mary through the window They talked while the shower was on Bond knew that Hendriks was looking for him James helped Mary get out of the hotel VII APPENDIX Reading text: Market around the world The floating markets of Bangkok Bangkok, the capital of Thailand is a city of contrasts The tall glass buildings look like any other modern city But behind them is a place where life hasn’t changed for over 100 years – the canals Built in 1866 by the King of Thailand, these canals are the home to many Thai people who still live and work there today There are four floating markets around Bangkok, and the oldest and most popular in the town of Damonen Saduak This market opens everyday from6.30 a.m It's beat to shop early and go by water taxi After a.m the tourist buses arrive and it's much too busy It's a colorful, noisy, fascinating place Old ladies with huge hats sit in small boats, filled with tropical fruits and vegetables, fresh coconut juice and local food Did you miss your breakfast? Then just call a seller for a bowl of hot soup He'll get it from a cooker at the back of his boat! But the boats don't just sell food Would you like a traditional hat? A silk dress? A flower shirt? Then just call and point After the noise and excitement of the market, continue along the canal Soon you'll see the wooden houses, orchards and floating flowers of the canal villages It's a lovely, peaceful way to finish your trip A perfect day in Provence Every Sunday in a small town called Isle-sur-la-Sorgue in southern France there is a truly amazing market Isle-sur - la – Sorgue runs in and out of the old narrow streets and under the many bridges, and on market day every street and bridge are packed with stalls From early morning, this sleepy little town becomes a noisy, busy place, with sellers calling to you in the singing accent of the south You can choose from an amazing selection of olives, hundreds of cheese and delicious roast chickens But it is not just a food market Antique sellers fill the pavements with beautiful old French furniture, and there are tables covered with antique lace and cloth Flower sellers invite you to pick from their brightly colored bunches of flowers The air is filled with the smell of soaps, herbs and lavender, all made and grown in Provence Do you need a sun hat? Did you forget your beach towel? Your choices are endless Travelers fill their backpacks with delicious things for Sunday lunch: olive bread, tomatoes, ham, melons and of course, a bottom of local rose’ wine At o'clock everything VIII closes and everyone goes home Then it's time to find a cool place next to the river for a perfect picnic on a perfect day in Provence The souks of Marrakech Marrakech in Morocco looks like a Hollywood film set It is a city of ancient, sand colored building and palm trees in the middle of the desert In the centre is the main square, Jemaa el Fna Here you can see dancing snakes and drink Moroccan coffee But behind the square is the real heart of the city This is the souk (the Arab word for market) Hundreds of little shops and stalls are open from early morning till lunchtime and again in the evening The souk, with its narrrow, busy streets is divided into lots of smaller souks There is aromatic spice souk, the noisy meat souk, the colorful clothing souk, the gold and silver souk, and many more Finally, there is the carpet souk Here, hundreds of handmade Moroccan rugs and carpets cover the pavements No two rugs are the same In Mr Youssaf’s rug shop, he invites you to sit down among all the beautiful carpets A silver teapot arrives with little glasses and Mr Youssaf talks about different rugs, while his assistants roll them out one by one Two hours later, after many glasses of traditional mint tea and lots of bargaining, you finally choose your rug and leave much poorer Then it is time to return to the main square to watch the snakes and count your money Exercise 1: Look at the pictures and discuss the questions: What is the difference between a shopping centre and a market? Do you ever go shopping in markets? Where? Is there a market where you live? What can you buy there? Can you bargain of things? Exercise 2: Read the introduction to an article about three markets in very different parts of the world Why are markets more interesting than shopping centre? Exercise 3: Work in three groups Group A: Read about Bangkok Group B: Read about Provence Group C: Read about Marrakech Exercise 4: Answer the questions about your market Where exactly is the market? What days and times is it open? IX What food does it sell? Give some examples What other things does it sell? What you learn about people who work there? Describe the market Find some adjectives What can you after the market? What you learn about the town? X APPENDIX Reading text: Jobs for the boys… and girls Can you imagine ringing for a plumber and a woman arriving at the door? Or paying a man to look after your children? Does this seem unusual? Sally Rice, Social affairs correspondent, investigates A recent report by the Equal Opportunities Commission, called “Free to choose”, say that schools and employers are still recommending some careers only for boys and others only for girls The government has to take action on this, say the OEC At school, boys and girls continue to study subjects that are traditional for their gender, and they continue to get poor careers advice Employers for some jobs still choose young people because of their gender, not their ability For example, less than 3% of men work in children in Britain, and only 1% of women work in childcare in Britain, and only 1% of women work in building, engineering, and plumbing So what is it like for someone to cross the gender gap at work? Jenny Boland Jenny, a plumber from Harrow, says she has to fight sexism and prejudice in every day in her jobs A few years ago, while Jenny was studying Psychology at college, she had a problem in her bathroom and had to call a plumber “I watched the plumber while he was working, and I was fascinated I wanted to learn how to it” But she has had a lot of problems with male plumbers from very beginning Jenny says, “Some of them have been really horrible It’s been so difficult to change their negative opinion for me They are so sure that I can’t plumbing just because I’m female One employer told me, “This is a job for big, strong men We donot want women here.” But what the customers think? “Oh, the customers have been great!” she says “A lot of them actually prefer a female plumber!” Jenny loves her jobs “I get so much satisfaction from plumbing I just love fixing things!” What is her advice to other women who want to try non-traditional careers? “You should definitely try it, but you have to be tough” she says Alex Karlsson XI Alex was an engineering student in Sweden until three years ago But he found it boring and decided to change careers He has always loved children, and now he is a qualified male nanny (or “many”) to 18month- old jack But he has had some problems “There is prejudice A lot of people donot think that a man can look after a child as well as a woman Some nanny agencies didn’t want me at all,” he said “Some parents didn’t want a man looking after their children I had to wait nearly a year for my first job” But does he like his new career? “I love it!” says Alex “Jack was 10 weeks old when I started looking after him I don’t thing it’s strange to feed him and change his nappyit’s my profession It’s wonderful to be part of his development I love playing with him and teaching him things as well What is his advice for other men who want to work in childcare “You should go for it!” he says “Ignore the prejudice Just show them you can it!” Exercise 1: Discuss these questions: Which of these jobs are traditionally done by men, and which by women? Which are done by both? Bo you believe all the jobs in exercise can be done equally well by both sexes? If not, why not? In Britain, the Equal opportunities Commission fights sexism, racism, and prejudice in the workplace What does this mean? Exercise 2: Read the first part of the newspaper article on this page and answer questions What was the EOC report called? What does this mean? What does the report say schools and employers are still doing? What school subjects you think are “traditional for their gender?” Give examples What examples does the EOC give of jobs which are “traditional for their gender?” Exercise 3: Work in two groups Group A: Read about Jenny Group B: Read about Alex Exercise 4: Answer the questions about your person What did she/he study? XII What is he/she doing now? Why? Who has she/he had problems with? Why? Does she/he like the career she/he finally chose? What advice does he/she give to other people who want to the same thing? ... don’t correct exercises carefully 75 21 204 15 3 24 12 3 81 21 198 30 11 7 21 267 16 8 69 18 213 15 279 57 227 11 4 18 16 8 24 21 255 210 24 66 210 12 78 10 11 12 13 14 15 Statements Teachers’ teaching... of Broadcasting 1, Phu Ly city, Ha Nam province and some solutions (Tìm hiểu khó khăn việc dạy học kĩ đọc hiểu theo giáo trình NewHeadway (Pre-Intermediate) cho sinh viên năm thứ tai trường cao... reading 1. 3.2 Extensive reading 1. 3.2 .1 Skimming 1. 3.2.2 Scanning 1. 3.3 Factors connected with reading success 1. 3.3 .1 Physical condition 1. 3.3.2 Speed of reading 1. 3.3.3.Oral reading vi 1. 3.3.4