VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST- GRADUATE STUDIES NGUYEN TI] IAI DESIGNING A SUPPLEMENTARY READING SYLLABUS FOR GRADE 11 ENGLISH GIFTED STUDENTS AT PITAN BOT CHAU SPECIALIZING HIGH SCHOOL, NGHE AN (Thiết kế chương trình doc hiểu bỗ trợ cho hoc sinh chuyên Anh lớn 11 ở trường THPT chuyên Phan Bội Châu, Nghệ An) MA Minor PROGRAMME Thesis Field: English Teaching Methodology Code: 601410 Supervisor: Pham Minh Tiền, MA Hanoi - 2010 TABLE OF CONTENTS * Declaration. “Acknowledgement * Abstract, * List of tables. PART A: INTRODUCTIO? Rationales of the study. ee Aims of the alndy.
wee Research questions. Re Scope of the study. wok Methods of ths study. eRe Significance of the study.
an 7, Design of the study. CHAPTER T: LITERATURE REVIEW. Au overview of syllabus design. Syllabus and curriculum.
Definition of syllabus. Approaches to language syllabus design. Types of language syllabus. Notional - functional syllabus.
Skilled — based syllabus. Stops to design a language syllabus. Needs analysis in syllabus design. What is needs analysis? 7 1.
Selling goals and objective 8 1.5, Syllabus organization 8 Reading theory. Definition of reading. Reading and reading comprehension. Reading skills and comprehension skills.
"1 CHAPTER Il: ANALYZING THE NEEDS AT PHAN BOI CHAU SPECIALIZING SCHOOL. The situation of teaching English to grade 11 English gifted students at Phan Bol Chau Specializing School. The currents reading syllabus for grade 11. The good points of the text book when used for reading and learning at Phan Boi ¢ than Specializing School 11.
The drawbacks of the text book when used for teaching and learning at Phan Boi Chan Specializing School 11. The instruments for collecting data. The questionnaire to teachers. The questionnaire to students, 14 11.
Data analysis and findings. Needs perceived by leacher 15 11. Needs perceived by student a" 4. Scope of the study Within ils opie, this arch paper mainly focus m designing @ supplementary reading syllabus, which 15 suitable to the local situation of Phan Boi Chau Specializing High School, it aims at only students in grade 11 5.
Methods of the study Both quanlitatives and quantatives methods are employed in this study. ‘The quantitative method, which is used to collect data by questionnaires, aims at exploring the needs of the studonls, their expoctations arid opinions abont the ESP eaurss The qualitative method is used as the supporting, method to collect information for the study through the discussion, informal interviews with students, teachers and academic speoiaisls &. Significance of the study ‘The study is hoped to provide English gifted students and the teachers at Phan Boi Chan Specializing High School with an appropriate and interesting supplemetary syllabus based on which reading matcrials can be systematically sclected and developed, 7. Design of the study The study consists of tluee paris: Part A: Introduction: It gives an overview of the study in terms of rationales aims, research questions, scope, method, significance and the design of the study, Part.
contains 4 chapters Chapter 1: provides an overview of the language syllabus design and reading, skill Chapter I; is concerned with an analysis of the situation of teaching English Phan Boi Chan Specializing ligh School and an analysis of grade 11 English gifted students” needs in lerms of reading skill Chapter IIL: focuses on proposing a supplementary syllabus with the description of aims and objectives, and the specification and sequencing of content into each unit Chapter IV: suggests a tcachng method and testing format that arc suitable to the syllabus. Parl C: Conclusion; - It givas a summary of the sludy, Tinnilations and some suggestions for the fulurs rose 4. Scope of the study Within ils opie, this arch paper mainly focus m designing @ supplementary reading syllabus, which 15 suitable to the local situation of Phan Boi Chau Specializing High School, it aims at only students in grade 11 5. Methods of the study Both quanlitatives and quantatives methods are employed in this study.
‘The quantitative method, which is used to collect data by questionnaires, aims at exploring the needs of the studonls, their expoctations arid opinions abont the ESP eaurss The qualitative method is used as the supporting, method to collect information for the study through the discussion, informal interviews with students, teachers and academic speoiaisls &. Significance of the study ‘The study is hoped to provide English gifted students and the teachers at Phan Boi Chan Specializing High School with an appropriate and interesting supplemetary syllabus based on which reading matcrials can be systematically sclected and developed, 7. Design of the study The study consists of tluee paris: Part A: Introduction: It gives an overview of the study in terms of rationales aims, research questions, scope, method, significance and the design of the study, Part. contains 4 chapters Chapter 1: provides an overview of the language syllabus design and reading, skill Chapter I; is concerned with an analysis of the situation of teaching English Phan Boi Chan Specializing ligh School and an analysis of grade 11 English gifted students” needs in lerms of reading skill Chapter IIL: focuses on proposing a supplementary syllabus with the description of aims and objectives, and the specification and sequencing of content into each unit Chapter IV: suggests a tcachng method and testing format that arc suitable to the syllabus.
Parl C: Conclusion; - It givas a summary of the sludy, Tinnilations and some suggestions for the fulurs rose PART: DEVELOPMENT CILAPTER I: LITERATURE REVIEW 1 overview of the syllabus design 1.1 Syllabus and curriculum This sudy bases ils theoretical background on the syllabus design, theories given by Nunan (1985), Yalden (1987), Dubin & Olshiain (1985), White (1988), whose concepts and procedures for designing syllabus have paved the ways for those who are concemed with the art of language Leaching malcrial dovclopment and syllabus design. What those researchers have in common in the theories of syllabus design is that the work must be based on the analysis of learners’ needs, objectives of the course, the methodology and material for the eourss 1.2 Definition of syllabus “What do we mean by a syllabus ? “- ‘This seems to be regarded as an unimportant question to most language teachers, But in fact, it is not an easy task to attain a perfect definition of yvilabus” in current literature because of the disagreement about the nature of “the syllabus”. All the same, the notion of “syHabus” has been defined in some different ways by many different authors As an advocate of the broad view, Yalden (1984: 14) pointed out that: “silabus replaces the concept of " method” , and the syllabus is now seen as ari instrament by which the teacher, with the help of the syllabus designer. can achieve a degree of * fit” beiween the needs und the ais of the learners (us social being and as mdividual), and the activites which will take place in the class room.” On the other hand, some other authors (for example, Nunan, 1988, Allen, 1984; Hulchinson and Waters, 1987), who adopted the narrow view, argned that there should be the distinction between syllabus and methodology: “syllabus is concerned with a specification of what units will be taught” (Allen 1984,-49).
In addition, Nunan, another narrow view suppoiter defines syllabus as follows: “syllabus design is seen as bemg concerned essentially with the selection and grading of content, while methodology is concemed wirh the selection of learning task and activities.” With the aim of designing a supplementary reading for the gifled, the lerm “Syllabus” is used in its restricted sense. vil LIST OF ABBREVIATIONS ESP: English for specific purposes EFL: Englishas a Foreign Language ESL: Tnglish as a Second Language GPE: General Purpose English MOET: Ministry of Education and ‘Training PROSHS: Phan Boi Chiu Specializing School PART: DEVELOPMENT CILAPTER I: LITERATURE REVIEW 1 overview of the syllabus design 1.1 Syllabus and curriculum This sudy bases ils theoretical background on the syllabus design, theories given by Nunan (1985), Yalden (1987), Dubin & Olshiain (1985), White (1988), whose concepts and procedures for designing syllabus have paved the ways for those who are concemed with the art of language Leaching malcrial dovclopment and syllabus design. What those researchers have in common in the theories of syllabus design is that the work must be based on the analysis of learners’ needs, objectives of the course, the methodology and material for the eourss 1.2 Definition of syllabus “What do we mean by a syllabus ? “- ‘This seems to be regarded as an unimportant question to most language teachers, But in fact, it is not an easy task to attain a perfect definition of yvilabus” in current literature because of the disagreement about the nature of “the syllabus”. All the same, the notion of “syHabus” has been defined in some different ways by many different authors As an advocate of the broad view, Yalden (1984: 14) pointed out that: “silabus replaces the concept of " method” , and the syllabus is now seen as ari instrament by which the teacher, with the help of the syllabus designer.
can achieve a degree of * fit” beiween the needs und the ais of the learners (us social being and as mdividual), and the activites which will take place in the class room.” On the other hand, some other authors (for example, Nunan, 1988, Allen, 1984; Hulchinson and Waters, 1987), who adopted the narrow view, argned that there should be the distinction between syllabus and methodology: “syllabus is concerned with a specification of what units will be taught” (Allen 1984,-49). In addition, Nunan, another narrow view suppoiter defines syllabus as follows: “syllabus design is seen as bemg concerned essentially with the selection and grading of content, while methodology is concemed wirh the selection of learning task and activities.” With the aim of designing a supplementary reading for the gifled, the lerm “Syllabus” is used in its restricted sense. vị CHAPTER III: DESIGNING THE SUPPLEMENTARY READING SYLLABUS FOR GRADE 11 ENGLISIT GIFTED) STUDENTS AT PHAN BƠI CHAÁU SPECIALIZING SCHOOL ULI. Aims and objectives of the syllabus.
Aims ofthe syllabus. Objectives if the syllabus. Content specification of the sylibus. Toptes in the syllabus.
Reading skills and reading exercises in the syllabus. Grammar points in the syllabus. Time allotment for the syllabus. The organizafion of the syllabus.
The preposed syllabus for grade 11 English gifted students at Phan Dol Chau Specializing School L.6, Summary 34 CHAPTER IV: SUGGESTED TEACHING METHODS AND ASSESSMENT " 35 1V. Suggested teachlng methods. Suggested format of assessing reading skills. Conclusions of the study.
Limitations and recommendation for further research. VI Á SAMPLE UNIT vị CHAPTER III: DESIGNING THE SUPPLEMENTARY READING SYLLABUS FOR GRADE 11 ENGLISIT GIFTED) STUDENTS AT PHAN BƠI CHAÁU SPECIALIZING SCHOOL ULI. Aims and objectives of the syllabus. Aims ofthe syllabus.
Objectives if the syllabus. Content specification of the sylibus. Toptes in the syllabus. Reading skills and reading exercises in the syllabus.
Grammar points in the syllabus. Time allotment for the syllabus. The organizafion of the syllabus. The preposed syllabus for grade 11 English gifted students at Phan Dol Chau Specializing School L.6, Summary 34 CHAPTER IV: SUGGESTED TEACHING METHODS AND ASSESSMENT " 35 1V.
Suggested teachlng methods. Suggested format of assessing reading skills. Conclusions of the study. Limitations and recommendation for further research.
VI Á SAMPLE UNIT PART A: INTRODUCTION 1. Rationales of the study. The new compulsory English text books have been in use since 2006, They are quite different fom the old ones. Nevertheless, the compulsory English text books ( TIENG ANIT “NANG CAO) used for gifled students al Phan Bai Chan Specializing School were not actually designed for gifted students, Thus, they are not plentiful enough to mest the students’ needs as well as the demand of the Ministry of Education and ‘Training (MOET) tasds for oxccllent studsnls.
