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- Unit 15: CITIES
Lesson A: Reading (English 10, p. 156 – p. 158)
Shape of the lesson Activities/Tasks Comments
- Work in pairs. Below are - The task is for introducing the
some well-known places in topic, the new lesson, not for
New York. Match the names pre-reading.
“Before you read”
to the pictures. - Use task 2 for pre-reading
- Answer the questions. activity.
- Task 1: The words in A
appear in the reading text.
Match them with their
definition in B. - The orders are not proper.
- Task 2: Decide the -Change the orders: Task 2, task
“While you read”
whether the statements are 1, and task 3.
true (T) or false (F).
- Task 3: Answer the
questions.
- Task 4: Work in groups. If - The task is not easy for the
you could visit New York, student do well because New
which place(s) of interest York is not familiar to the
there would you like to see? students.
“After you read”
Why? - Change the task: Talk about a
city in Vietnam that you want to
visit.
- Via analyzing some Reading lessons of the textbook English 10, something wrong
was found as following:
- The shape of the reading lessons often has no pre -reading activity.
- The suggested activities are not very plentiful.
- The orders of the tasks are not very proper.
- Some tasks are over students’ ability.
4.1.2 Results of questionnaires
4.1.2.1 Questionnaire for students
Table 4.1.1 The students’ habit of reading
Other ideas
Question 1 Every day Once to twice Never
C1 %2 C % C % C %
After class, how
often do you
41 20.8 63 32.0 93 47.2 0 0
read a week?
The number of the students who read everyday is much less than the others who
rarely read. It is the fact that a large amount of the student (79.2%) has no habit in
reading.
Table 4.1.2.a The students’ interest in reading
Question 2 Yes No
C % C %
Do you like reading? 151 76.6 46 23.4
The answers to the questions reveal that the number of students who like reading
is more than those who do not like reading three times. It means the students may still
like reading.
Notes:
1
count / number of responses
2
percent
- Table 4.1.2.b The students’ interest in reading
Other ideas
The content is The topic is The topic is - The text is
poor useful not interesting good
Question 3 - The topics are
new
C % C % C % C %
When you read,
29 14.7 37 18.8 46 23.4 105 53.3
you feel…
More than half of the students support the content and the topics of reading text in
the textbook. However, the others (38.1%) do not agree, they maybe want the text to be
changed.
Table 4.1.2.c The students’ interest in reading
Question 4 Difficult Easy Very difficult Very easy
C % C % C % C %
In your opinion,
91 46.2 21 10.7 28 14.2 57 28.9
learning reading
is…
Over half of the students feel reading is difficult, and a few of them (39.6%) feel
reading is not difficult. This may be the problems of reading classes because the negative
feelings can prevent the students from reading.
Table 4.1.3.a The students’ preparation vocabulary for reading
Every reading Sometimes Never Other ideas
Question 5 lesson
C % C % C % C %
How often do
you prepare new
49 24.9 52 26.4 96 48.7 0 0
words for
reading lessons?
- The table shows that 26.4% of the students “sometimes” prepare vocabulary for
reading, and 48.7% of them “never” do. It means 75.1% of them do not prepare well and
24.9% of them do well. After all, there is no doubt that the students do not prepare for
their reading lessons may be one of the problems in reading.
Table 4.1.3.b The students’ preparation vocabulary for reading
Every day Sometimes Never Other ideas
Question 6
C % C % C % C %
How often do
you learn new
84 42.6 87 44.2 26 13,2 0 0
words at home?
The table also reflects there are less than half of the students (42.6%) learn the
vocabulary “everyday”. It means many the students do not learn the vocabulary at home.
This problem can make the students lack vocabulary for better reading.
Table 4.1.4.a The students’ memory in learning vocabulary
More than 50% - 70% Less than 50% Nothing
Question 7 70%
C % C % C % C %
How many
percents of new
words you can 21 10.7 86 43.6 79 40.1 11 5.6
learn by heart in
class?
According to the result, there are only 10.7% of the students learn the vocabulary
well in class as soon as the reading class finishes. It is possible to say that most of them
are not able to remember the words quickly.
- Table 4.1.4.b The students’ memory in learning vocabulary
More than 60% - 80% About 50% Less than Other ideas
Question 8 80% 50%
C % C % C % C % C %
You can
remember
about … of 12 6,1 7 3.6 86 43.6 92 46.7 0 0
the words,
you learn.
As we have known, the number of the words can be taught is more than 5 and less
than 8 words. It is not too much. However, there are only 6.1% of the students are able to
remember the words they learn quite well. It means many students are not able to
remember well.
Via the results of question (7) and question (8), it is possible that the students have
no good memory in learning vocabulary.
Table 4.1.5 The teachers’ using techniques in teaching vocabulary
Always Often Sometimes Rarely Other ideas
Question 9
C % C % C % C % C %
How often
does your
teacher elicit 31 15.7 57 28.9 68 34.6 41 20.8 0 0
the words in
reading
lessons?
Whether the teacher uses techniques to elicit the words is very important, because
images, actions, and explanations can make impression on the students. They help the
students remember the words more easily and better.
- However, it is the fact that the teachers do not often use techniques for eliciting
vocabulary. 54.4% of the students admit their teachers “sometimes” or “rarely” teach
new words with techniques.
Therefore, it is not doubtful; the teachers do not often use techniques to elicit the
words for their students to guess. This can make the students remember the words
difficultly.
Table 4.1.6.a The students’ skills in reading
What you have Vocabulary Predict what
already known related to the the text will Nothing
Question 10 about the topic topic give you
C % C % C % C %
Before reading,
41 20.8 96 48.7 46 23.4 24 12.2
what do you
think of?
To prepare for reading, the students also have to use proper skills. However, the
result reflects that the students have no skills for pre-reading. Half of them still think very
highly of vocabulary in reading texts and approximately 1/8 of them think nothing about
the topic. And 44.2% of the students seem to have skill to prepare for reading.
However, frankly speaking, more than half of the students have no skills for
preparing reading. This is also obstacle of reading.
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