Luận Văn Pre-reading activities for the 1st year English majors at Haiphong Private University

Khóa luận tốt nghiệp năm 2013
Đề tài: Pre-reading activities for the 1st year English majors at Haiphong Private University




Table of contents
Part I: INTRODUCTION
I.1. RATIONALE OF THE STUDY . 1
I.2. AIM OF THE STUDY . 1
I.3. SCOPE OF THE STUDY . 2
I.4. METHODS OF THE STUDY 2
I.5. DESIGN OF THE STUDY . 2
Part II: DEVELOPMENT
II.1 THEORETICAL BACKGROUND . 4
II.1.1. What is Reading? 4
II.1.2.Classification of Reading skills? . 6
II.1.2.1. Skimming 6
II.1.2.2. Scanning 8
II.1.2.3. Intensive reading . 9
II.1.2.4. Extensive reading 10
II.1.3. Reading activities: 11
II.1.3.1. Pre-reading activities 11
II.1.3.2. While-reading activities 14
II.1.3.3. Post-reading activities . 15
II.2. PRE-READING ACTIVITIES FOR THE 1
ST
YEAR ENGLISH MAJORS. 16
II.2.1. Learning and teaching Reading skills at HPU . 16
II.2.1.1. Context 16
II.2.1.2. Survey questionnaire . 18
II.2.2. Major findings. . 26
II.2.3.Pre-reading activity’s organizing. . 27
Tapestry reading 1
Chapter 1 . 29
Chapter 2 . 30
Chapter 3 . 31
Chapter 4 . 33
Chapter 5 . 34
Chapter 6 . 35
Chapter 7 . 37
Chapter 8 . 38
Chapter 9 . 39
Chapter 10 . 41
Tapestry reading 2
Chapter 1 . 42
Chapter 2 . 43
Chapter 3 . 44
Chapter 4 . 45
Chapter 5 . 46
Chapter 6 . 47
Chapter 7 . 48
Chapter 8 . 49
Chapter 9 . 51
Chapter 10 . 53
Part III. CONCLUSION 54
REFERENCES 55
ANSWER KEY 56
SURVEY QUESTIONNAIRES 61




PART I. INTRODUCTION
I.1. Rationale of the study
In the recent years, English plays more and more important part in
the world. It is geographically the most widely spoken language. It is also the
most popular one used in international business, education and travel. When
the world is in integrated period, the role of English is surely confirmed.
Vietnam is on the path of developing to integrate with many
countries all over the world, so English becomes much more popular and
necessary. English studying and teaching are attached special importance in
education and training sector and reading skill is one of four important skills
in this one. Being good at reading skill, the students can improve their
pronunciation, vocabulary, updated information about global hot topics. In
addition, their possibilities of thinking, writing, listening as well as speaking
is practiced and perfected gradually. Reading is not a diffi cult skill. However,
if the teachers and students do not have appropriate methods, it is not easy to
get the best effect.
In regard to the 1
st
English majors at Haiphong Private University,
the studying and applying reading skills are much more essential because it
will be the foundation for them to learn reading as well as other English skills
easily and effectively. It is the reason why this paper is conducted.
I.2. Aim of the study
2
As the above rationale, the searching paper is carried out to design
pre-reading activities for the 1
st
year English majors at Haiphong Private
University in order to motivate these students to get engaged in reading
lessons as well as do brainstorming before starting the class.
I.3. Scope of the study
There are many different material resources and many fields of
topic to research when my knowledge, personal experience and time are
limited. Therefore, in this graduation paper, I would like to focus on
analyzing, categorizing English reading skills and designing pre-reading
activities for the 1
st
year English majors at Haiphong Private University who
are considered the beginners in this subject.
I.4. Methods of the study
Survey questionnaires are used as the method to carry out this
research. The survey is taken with NA1601, the 1
st
year English students at
Haiphong Private University, to get not only their attitudes, evaluations and
difficulties they meet while learning reading 1-2 but also the pre-reading
activities they have experienced. Besides, I read and studied text book for
English major reading class (Tapestry reading 1 & 2), resources and material
books on the Internet. The discussions are also used with the supervisor and
colleagues via email and exchanging ideas directly.
I.5. Design of the study
The study consists of 3 parts:
3
Part I is an introduction with the rationale, aim, scope, methods and design of
the study.
Part II is the development with 2 headings:
 Theoretical background:
- Reading skill definition
- Classification of reading skills: skimming, scanning,
intensive reading and extensive reading.
- Reading activities: pre-reading, while-reading, postreading activities.
 Pre-reading activities
- Learning and teaching Reading skills at HPU
- Major findings
- Pre-reading activities designing
Part III will deal with conclusion




REFERENCES
1. Anne Arundel Community College, Skimming and Scanning,
http://www.aacc.edu/tutoring/file/skimming.pdf
2. Day, R., & Bamford, J. (2004). Extensive reading activities for
teaching language. Cambridge University Press, New York.
3. Day, R., & Bamford, J. (1998). Extensive reading in the second
language class. Cambridge University Press, New York.
4. Dole, J. A. Duffy, G. G., Roehler, L. R., and Pearson, D. D. (1991).
Moving from the old to the new: research on reading comprehension
instruction.
5. In M. Celce-Murcia (Ed.) Methods in teaching English as a second
or foreign language. Heinle & Heinle, Boston.
6. Koda, K. (2005). Insights into second language reading. Cambridge
University Press. New York.
7. Nunan, D. (1991). Language Teaching Methodology. Prentice Hall
International. Heartfordshire
8. Parlindungan Pardede, Universitas Kristen Indonesia, A review on
reading theories and its implication to the teaching of reading,
http://parlindunganpardede.wordpress.com/articles/language-teaching/areview-on-reading-theories-and-its-implication-to-the-teaching-of-reading/.
9. TE Editor, Theories of reading,
http://www.teachingenglish.org.uk/articles/theories-reading, on 23 March,
2006.
10. TE Editor, Theories of reading 2,
http://www.teachingenglish.org.uk/articles/theories-reading-2, on 29 March,
2006