báo cáo thực tập tốt nghiệp tiếng anh (45)

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.
1. How long have you been teaching English?
...................................................
2. Which grade do you teach this school year?
…………………………………
3. 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
4. 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
5. What do you think about teaching and learning reading skill?
a. very necessary
c. not very necessary
b. necessary
d. not necessary at all
6. What do you think about lead-in activities in pre-reading stage?
a. very useful
c. not very useful

b. useful
d. not useful at all

7. How often do 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
8. Is it important to teach vocabulary beforehand?
a. Yes.
Why? …………………………………………………………………………..

………………………………………………………………………………….
…………………………………………………………………………………
b. No.
Why? ……………………………………………………………………………
………………………………………………………………………………….
………………………………………………………………………………….
9. How often do 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. 1
(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.
1. How long have you been learning English? …………………………………………


2. How much time do you spend learning English at home?
a. less than 1 hour per week

c. more than 2- 3 hour per week

b. 1- 2 hour per week

d. more than 3 hour per week

3. 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
4. What do you think about reading skill?
a. very necessary

c. not very necessary

b. necessary

d. not necessary at all

5. 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:…………………………………………………………………………
…………………………………………………………………………………..
………………………………………………………………………………….

6. How often do your teachers use short activities and games before you start to read the
text?
a. always

b. often

c. sometimes

7. How do 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
8. What are your difficulties in taking part in these activities?
a. I don’t know what to do.
b. I feel shy.
c. I have no ideas to express.
d. I have no chance because many students take part in.
e. Others : ………………………………………………………………………………….
…………………………………………………………………………………………….
……………………………………………………………………………………………..
9. What do think about learning vocabulary in pre-reading stage?
a. Very necessary
b. Necessary

c. Not very necessary
d. Not necessary at all

10. How do 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 .2
(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.
1. What do you think about the experimental reading lessons?


a. Very interesting

c. Not very interesting

b. Interesting

d. Not interesting at all

2. How did you feel before starting the reading class?
A. eager for some activities from the teacher
B. worried
C. less anxious

D. others: ……………………………………………………………………………..
…………………………………………………………………………………………
…………………………………………………………………………………………
3. Which lead-in activities and games do you like most and least? (put the number from
1 for the most to 6 for the least)
Activities
Musical game
Finding word game
Competition game
Using pictures
Role playing
Ambiguous pictures

number

4. Do you think that these activities should be used in in reading class?
a. Yes.
Why? …………………………………………………………….
………………………………………………………………………….
………………………………………………………………………….
b. No.
Why? ………………………………………………………………
………………………………………………………………………….
………………………………………………………………………….
5. 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


6. 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!