4 TABLES OF CONTENT Page CERTIFICATE OF ORIGINALITY OF THE THESIS…….………………… i ACKNOWLEDGEMENTS……………………………………………………… ii ABSTRACT………………………………………………………………………… iii TABLE OF CONTENTS………………………………………………………… iv LIST OF ABBREVIATION……………………………………………………… vii LIST OF TABLES AND CHARTS…… ……………………………………… viii PART I: INTRODUCTION……………………………………………………… 1 Rationale………………………………………………………………………… Aims of the study…….…………………………………………………………… 3 Research questions… …………………………………………………………… Scope of the study.………………………………….…………………………… Methods of the study …………………………………………………………… Design of the study……………………………………………………………… PART II: DEVELOPMENT……………………………………………………… Chapter one: Literature review……………………………………………………… Introduction…… ………………………………………………………………… 1.1 An overview of supplementary materials in language teaching……………… 1.1.1 Supplementary materials.………………….…………………………… 1.1.1.1 Definition of supplementary materials… …… ………………… 1.1.1.2 The role of supplementary materials… ……………………… … 1.1.1.3 Characteristics of supplementary materials…….….…………… 1.1.2 Criteria for evaluating supplementary materials on ESP….…………… 1.1.3 Material adaptation…………………….……………………………… 1.1.3.1 Why are materials adapted? ………… 1.1.3.2 How are materials adapted? ………… 1.2 Vocabulary teaching in ESP…………………………………………………… 10 1.2.1 Definition of vocabulary.……………………………………………… 10 1.2.2 Main principles in vocabulary teaching………………………………… 11 1.2.3 The role of vocabulary teaching in ESP………………………………… 12 1.2.4 What need to be taught in ESP vocabulary……………………………… 13 1.2.4.1 Word form………………………… … …… ………………… 13 1.2.4.2 Grammar…………………………… ……………………… … 13 1.2.4.3 Collocation……………………………… …….….…………… 14 1.2.4.4 Aspects of meaning……………………….…….….…………… 14 1.2.4.5 Word-formation….……………………….…….….…………… 14 Summary…………………………………………………………………………… 15 Chapter two: Research methodology………………………………………………… 16 Introduction…… ………………………………………………………………… 16 2.1 Background of the study………………………… ………………………….… 16 2.1.1 The setting…………… ……………………………………………… 16 2.1.1.1 Materials used in present teaching and learning ESP.…………… 16 2.1.1.2 Teaching staff and vocabulary teaching methods ……………… 16 2.1.1.3 Students and their vocabulary learning….…… ………………… 17 2.1.2 The participants……… ……………………………………………… 18 2.2 Research methodology……………….………………………………………… 18 2.2.1 Research questions … ……………………………………………… 18 2.2.2 Method of data collection: Using the questionnaire ………………… 18 2.2.3 Data collection procedure… ………………………………………… 19 2.2.4 Data analysis procedure ……………………………………………… 19 Summary…………………………………………………………………………… 19 Chapter three: Findings and discussion ……………… …………………………… 20 Introduction…… ………………………………………………………………… 20 3.1 Data analysis to answer the first question ……………………………………… 20 3.2 Data analysis to answer the second question …………………………………… 23 3.3 Data analysis to answer the third question ………………………… ………… 26 3.4 Findings………………………………………………………….……………… 35 3.4.1 Students‟ difficulties in ESP vocabulary learning …………………… 35 3.4.2 Teachers‟ difficulties in ESP vocabulary teaching ………………… 35 3.4.3 Students‟ difficulties in using teacher-designed materials for ESP 36 vocabulary lessons……… ……………………………………………… 3.4.4 Teachers‟ difficulties in using teacher-designed materials for ESP 36 vocabulary lessons …………………………………………………… 3.5 Possible solutions……………………………………………………………… 37 3.5.1 Possible solutions in term of materials … …….…………………… 37 3.5.2 Possible solutions in term of teachers…………… ………………… 38 3.5.3 Possible solutions in term of students.………………………………… 38 3.5.4 Possible solutions in term of facilities………………………………… 39 Summary…………………………………………………………………………… 39 PART III: CONCLUSION………………………………………………………… 40 Conclusion…………… ………………………………………………………… 40 Limitations and suggestions for futher study…………………………………… 40 REFERENCES…………………………………………………………………… 42 APPENDIX 1……………………………………………………………………… I APPENDIX 2……………………………………………………………………… V APPENDIX 3……………………………………………………………………… X LIST OF ABBREVIATIONS EAP: English for Academic Purposes EFL: English as a foreign language EOP: English for Occupational Purposes ESP: English for Specific Purpose MA: Master of Art NUAE: National University of Art Education GE: General English LIST OF TABLES AND CHARTS Page Table 1: Ways of presenting new words teachers use in vocabulary teaching 21 Table 2: Teachers-finding difficulties from students‟ vocabulary learning… 22 Table 3: Ways of learning vocabulary for Fashion Designing……………… 24 Table 4: What studenst find most trouble when dealing with an English word 25 Table 5: The preferences of topics in current teacher-designed materials perceived by teachers and students………………………………………… 27 Table 6: The opinions of teachers and students about the vocabulary content part of the teacher-designed materials…………………………………… 28 Table 7: Exercise-types of the current teacher-designed materials………… 29 Table 8: Teachers and students‟ prefered exercise-types accommodated in the materials………………………………………………………………… 30 Table 9: Kind of vocabulary exercises students like most…………………… 31 Table 10: Teachers‟ techniques in vocabulary teaching lessons…………… 31 Chart 1: The purpose of teachers‟ teaching English vocabulary…………… 20 Chart 2: The teachers‟ objective of teaching vocabulary to students………… 20 Chart 3: The teachers‟ vocabulary teaching difficulties……………………… 22 Chart 4: The perception of the students about the role of vocabulary……… 23 Chart 5: The perception of the students about the necessary of vocabulary… 24 Chart 6: The students‟ vocabulary learning difficulties……………………… 26 Chart 7: The teachers‟ opinion on exercise-types to improve students‟ ESP vocabulary learning………………………………………………………… 28 Chart 8: The students‟ opinion on exercise-types to improve ESP vocabulary learning……………………………………………………………………… 28 PART I: INTRODUCTION The present chapter of the thesis will be dedicated to introducing the basic principles of a thesis including the rationale, the aims of the study as well as the research questions It will also present the scope, the methods and the design of the study Rationale Nowadays, English has increasingly become one of the most popular languages with more than five hundred million speakers all over the world English is playing a key role in today‟s modern world because it is used as an international language in many areas such as: science and technology, business and commerce, international relations, diplomacy , etc Therefore, English teaching and learning have drawn a great concern of people in non - native nations of English Especially, in Vietnam, English for Specific Purposes (ESP) is being taught as a compulsory subject at many schools, colleges and universities in the national education system ESP teaching at National University of Art Education (NUAE) has partly met the students‟ interest and needs It aims at providing students with the best English learning skills for their further study and future job It also helps them to develop their communication competence in English in the area they are studying Since 2008, NUAE have applied ESP to only students in Fashion Designing Faculty and Art Culture Faculty with two professions: Fashion Designing and Culture Management Fashion Designing is not a new field in the world, but in Vietnam it has become an important matter given much attention of people for recent years The number of training places for Fashion Designing is not many NUAE is one of those places with the purpose of training a number of Fashion Designers for the whole country It is undeniable that materials, including textbooks and supplementary materials, play a very important role in teaching and learning Many types of materials can be used during the process of teaching and learning to provide basic knowledge to students and improve their knowledge about and skills in the subject matter At NUAE, ESP teaching and learning have been ongoing for years, however, there is still no official course book for ESP What the teachers provide students are testing materials which are edited collection from various sources The materials are developed solely by teachers of General 10 English at NUAE while they should be jointly developed by an expert team comprising both teachers of English and teachers of Fashion Designing General English teachers select their own materials, they choose whatever is available to them and suitable to their knowledge, thus in many cases the materials are not structurally coherent and cohesive Additionally, such materials have been used but no evaluation and consultation has been conducted Consequently, both teachers and students face many difficulties in teaching and learning ESP, especially in teaching and learning ESP vocabulary Another problem adding to the lack of textbook in NUAE is the way vocabulary is taught in the university Although both teachers and students are well aware of the fact that vocabulary plays an important role in learning language especially in ESP learning because it is the element that links the four skills of speaking, listening, reading and writing all together The students cannot invest much time on vocabulary or have a good learning method for the element In the context of NUAE, the Fashion Designing students can only get acquainted with ESP in a short time through teacher-collected supplementary materials in which vocabulary part is not carefully designed During this short period, teacher mainly aims at improving reading and translating skills Students often learn vocabulary passively through their teachers‟ explanation It is hard for them to memorize new words, terms and complicated expressions The teachers share same difficulties with students in specialized knowledge teaching, so they fail to provide every reasonable explanation Additionally, self study is also out of question in NUAE ESP materials are not easy for students to teach themselves at home as well as exercises because the supplementary materials have not got Answer Keys For most of the lessons each week, the teachers must go through to pages Their main activities are helping students with reading the text, translating the text, explaining necessary new words and correcting exercises Both teachers and students simply read whatever available in hand Consequently, their ESP vocabulary learning cannot get much improvement The last difficult for teachers and students in the process of ESP teaching and learning is that they cope with the lack of various teaching technique, the lack of teaching aids and reference materials Tomlinson (1998: 2) defined that “language teaching material is used to refer to anything which is used by teachers or learners to facilitate the learning of a language” At this level, it should be pointed out that language teaching materials include not only course books or grammar books, as superficial thoughts of many 11 people, but also cassettes, videos, CD-ROMs, dictionaries, photocopied exercises, or pictures prepared by teachers, which is a long way from the current supplementary materials at NUAE, which are simply photocopied texts with exercises As a result, both teachers and students have trouble in their own business All reasons above have inspired and encouraged the researcher to carry out this study with a hope to find out the main difficulties in using supplementary materials in ESP vocabulary at NUAE and offer some solutions to these problems Hopefully, suggestions can be made to change the ways of teaching, thus to improve students‟ learning effectiveness to help them succeed in their future job Aims of the study The study aims at: - investigating the ESP vocabulary teaching to second-year students of teachers at NUAE - investigating the ESP vocabulary learning of second-year students of Fashion Designing at NUAE - finding out difficulties faced by ESP teachers and second-year students of Fashion Designing Faculty at NUAE in using teacher-designed materials for ESP vocabulary lessons - suggesting a set of teacher-designed materials for teachers and students on how to make better use of the materials Research questions With the aim at finding out the difficulties in teaching ESP vocabulary to the second-year students of Fashion Designing at NUAE, the study was designed to seek answer to the following questions: What are the difficulties that the teachers at NUAE face when teaching ESP vocabulary to second-year students of Fashion Designing? What are the difficulties that the second-year students of Fashion Designing at NUAE face when learning ESP vocabulary? What solutions should be offered to help teachers and students make better use of the teacher-designed materials? 12 Scope of the study Due to the limitation of time, this study has no ambition to cover all aspects of ESP material use The scope of this study is limitted to the teachers‟ exploitation of the supplementary materials only The study focuses on the investigation of difficulties in teaching ESP vocabulary to second-year students of Fashion Designing at NUAE The solutions are also provided to help to improve teaching and learning English in general, teaching and learning English vocabulary of Fashion Designing in particular at NUAE Methods of the study The method used in the study is mainly quantitative method In order to seek answers to the above questions, two sets of questionnaire were designed and delivered to the teachers and the second-year students The data were collected, synthesized and analyzed from the survey questionnaires on ESP vocabulary teaching and learning and using supplementary materials Beside, more information needed for the study was gathered by other methods such as class observation, information discussions with the teachers and the students at NUAE Design of the study This study is organized into three main parts: Part I: Introduction: In this part the rationale, the aims, the research questions, the scope, the method and the design of the study are presented Part II: Development: It consists of three chapters Chapter provides the theoretical background, which is relevant to the purposes of the study Chapter presents an introduction on the context of learning and teaching vocabulary of Fashion Designing at NUAE This chapter also includes the subjects, and the data collection methods and data collection procedure Chapter is the main part of the study In this chapter, the data will be analyzed and the finding will reveal teachers‟ difficulties in using supplementary materials to ESP vocabulary teaching to students of Fashion Designing On the basis of these findings, the solutions in teaching and learning will be suggested Part III: Conclusion: This part offers a summary of the study and some suggestions for further study 13 PART II: DEVELOPMENT Chapter one: Literature review 1.1 An overview of supplementary materials in language teaching 1.1.1 Supplementary materials 1.1.1.1 Definition of supplementary materials It goes without saying that teaching materials play a key component in most programs They have drawn concerns of many teachers and researchers in designing suitable ones for their learners in order to increase the learners‟ knowledge and experience of the language Supplementary materials are what materials developers design from many sources of input “Supplementary materials” is one of the basic terms in a glossary proposed by Tomlinson (1998, p xiii) In his opinion, supplementary materials are defined as “materials designed to be used in addition to the core materials of a course They are usually related to the development of skills of reading, writing, listening or speaking rather than to the learning of language items” From the definition we can find that supplementary materials can be anything which is used by teachers and learners to facilitate the learning of a language They may include texts, photocopied exercises, newspapers, pictures, posters, CD-ROMs… Teachers not make their work by themselves Most of the times, teachers follow some methodological approaches to create effective learning environments, or they may follow course books designed by publishing houses to cover with their teaching needs However, those course books not always fulfill their syllabi thoroughly So, teachers start looking for other sources to accomplish their tasks It is at this point when supplementary materials appear in the teaching and learning interaction Thus, ESP supplementary materials are things used for teaching and learning English for Special Purpose and they occur with the help to complement the teachers‟ work and provide with more ideas to understand the process of ESP teaching and learning Teacher-designed materials are one kind of supplementary materials which are edited collection from various sources They are developed solely by teachers with the aims at providing basic knowledge to students and improving their knowledge about and skills in the subject matter 55 15 What would you suggest to improve the teaching of vocabulary to the second-year students of Fashion Designing at National University of Art Education: Difficulties and Solutions? ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… 16 Would you expect to have a set of teacher-designed materials available to teach vocabulary to the second-year students of Fashion Designing at National University of Art Education ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… 17 What is your expectation towards the set of teacher-designed materials to teach vocabulary to the second-year students of Fashion Designing at National University of Art Education ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… Thank you very much for your cooperation! 56 APPENDIX QUESTIONNAIRE FOR THE STUDENTS The following questionnaire is designed for my study on “Using teacher-designed materials in teaching ESP vocabulary to the second-year students of Fashion Designing at National University of Art Education: Difficulties and Solutions.” Your answers to these questions will be highly appreciated and will be helpful in the development of a better way of using teacher-designed materials in teaching ESP vocabulary to Fashion Designing students Your cooperation is highly appreciated Please put a tick where appropriate and write the answer where necessary Thank you very much for your help I Vocabulary learning difficulties What you think of the role of vocabulary in learning a foreign language? a Very important c Not very important b Important d Unimportant Please describe the necessary of Vocabulary for your study? a The more words, the better c I need a few but I know how to use them b I don‟t need it very much correctly d I need many and I know how to use them correctly How you usually learn vocabulary for Fashion Designing? a Write the words in English many times d Make sentences with them b Write the words in English e Connect the words with pictures and Vietnamese many times c Read them aloud f Write the words and their synonym or antonym What cause you the most trouble when dealing with an English word? a Word form (pronunciation and spelling) b Grammar of the word c Collocation (the way in which words d Aspect of meaning (synonyms, antonyms, hyponyms…) e Word formation (prefix, suffixes…) 57 are used together) What difficulties you have when learning English vocabulary for Fashion Designing? a.Difficult to remember terminologies c.Difficult to use word in sentences and b.Easy to forget words correct context d.Difficult to pronounce the word correctly II Evaluation of teacher-designed materials The following topics are included in the current teacher-designed materials How you like about them? Topics How you like? Very much Not very much So so Dislike Clothes Fabrics Accessories Sewing machines Designers and models Fashion trend What you think about the vocabulary content part of the teacher-designed materials? + Are the content of the materials relevant to students‟ needs as an English language learner? a.Yes b No + Do the materials include an adequate vocabulary list or glossary? a.Yes b No What you think about the exercises types to improve your ESP vocabulary learning? a various d monotonous (repeated patterns) b useful e.others (please specify) c inadequate to improve ESP vocabulary learning 9.What kinds of exercise are there in the current teacher-designed materials? a Filling the gaps f Reordering b Completing sentences g Discussing 58 c Making sentences with given words h Asking and answering questions d Matching i Playing games e Finding synonyms and antonyms j Other ways (please specify…) III Suggested solutions should be offered to make better use of the teacher-designed materials Questions Strongly Disagree Agree Strongly disagree agree ESP teacher-designed materials should: 10.Introduce new words through illustrated pictures 11.Have a number of exercises which are diversified and abundant to avoid repeating one kind of exercises 12.Have exercises that includes using vocabulary and grammar structures in a reading text 13 What kinds of exercise consolidation (as listed in question 9) you like most? ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… 14 What would you like your teachers to in vocabulary lessons? a Provide many examples of word usage c Use language activities in teaching vocabulary b Review learned vocabulary regularly d Instruct you how to pronounce words correctly 15 What would you suggest to improve the teaching of vocabulary to the second-year students of Fashion Designing at National University of Art Education: Difficulties and Solutions? 59 ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… 16 Would you expect to have a set of teacher-designed materials available to teach vocabulary to the second-year students of Fashion Designing at National University of Art Education ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… 17 What is your expectation towards the set of teacher-designed materials to teach vocabulary to the second-year students of Fashion Designing at National University of Art Education ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… Thank you very much for your cooperation! 60 APPENDIX SAMPLE FOR VOCABULARY ADAPTATION A Sample teacher-designed vocabulary Theme: Fashion trends I Pre-teaching: Warming up Task 1: Work in group and discuss about the following questions: In your opinion, what are fashion trends? Do you know what the fashion trends in the past and now are? Discuss about the fashion trends in two below pictures Fashion trends in 1950s Fashion trends in 2009-2010 Can you creat your own fashion style? II While-teaching: Presenting vocabulary Task 2: Read the following text The importance of fashion trends Fashion trends come and go, but a good 2fashion sense stays with you forever Different people have different tastes in fashion, and while you may not always agree with them, they own up to their fashion sense with confidence This is what makes a big difference between a fashion sense and fashion trend Fashion trends dictate that we wear whatever is in season otherwise we could be rudely stared at or whispered about in public, or worse, we can be cited as examples of what a 3fashion faux pas is While to some extent we are compelled to 61 follow the 4norms in fashion, it doesn‟t necessarily follow that we lose our own sense of 5style in the process Celebrities for instance, know that they are being judged by more than half the world‟s population by what they wear on what occasion, and for this reason alone, they turn to famous designers to dress them up in the latest 7threads in fashion However, you will also notice that most of them incorporate their own sense of style into these fashion trends, and they are quite successful at it, too The Latest Fashion Trends Nevertheless, it gives you some sort of security and peace of mind even knowing that what you are wearing is within the agreeable style of fashion for a particular season Perhaps there is something to be said about the false sense of security that this kind of approval provides But on the other hand, it is actually not so much as seeking approval as the current trend really IS appealing to the public After all, fashion trends are there not only to dictate to us what to wear but more so to show us different comfortable styles that we can choose from if we fancy wearing them Fashion trends take a lot of factors into consideration such as the weather, season, comfort, and lifestyle So in reality, fashion trends are there to help people decide which one suits them best and which ones they can go without Create Your Style If you go with the latest trends and use your imagination or creativity to make it your own style, you might find that there‟s more to your wardrobe than only one look You can also incorporate your mood into what you‟re going to wear You can exude 8playfulness or show your sexy side on some occasions and then be a little conservative on other days Remember that fashion trends are more of guidelines on what you can wear for whatever occasion For instance, if you‟re stumped for ideas on what to wear to a formal event thrown by your company or you don’t know what to wear to a luau, fashion trends 62 can help you solve this mystery You can even ask fashion gurus who write in fashion magazines about advices on proper attires for every occasion After all, you wouldn‟t want to be caught dead wearing 9flip-flops to your cousin‟s wedding reception or jeans to a beach party, you? Source: http://www.ezilon.com/information/article_18676.shtml) Task 3: Look at this list of words associated with the passage Practise reading and make sentences with them New word Pronunciation Meaning fashion trend (n) /ˈfæʃn trend/ xu hướng thời trang fashion sense (n) /ˈfæʃn sens/ quan niệm thời trang fashion faux pas (n) /ˈfæʃn ˌfəʊ „pɑː/ thời trang hớ hênh norm (n) /nↄ:m/ quan niệm style (n) /ˈstail/ kiểu cách celebrity (n) /siˈlebrəti/ người tiếng threads in fashion /θred in ˈfæʃn / trào lưu thời trang playfullness (n) /ˈpleifulnis/ đùa giỡn, trị đùa flip-flops (n) /ˈflip flop/ dép tơng, dép xỏ ngón III Post-teaching: Using vocabulary Task 4: Exercise practising Exercise 1: Match the word to its definition or synomym A B fashion sense a the ability to think clearly about fashion fashion trends b famous person lifestyle c way people feel at a particular time mood d general change or development of fashion 63 faux pas e the embrasing mistake flip flops f way of people work and live celebrity g thong Exercise 2: Filling in the gaps A good ……… never stays with you forever but comes and goes day by day A fashion sense B fashion trends C fashion threads There is no……… between fashion trends and fashion sense A difference B different C diferences Fashion trends take a lot of factors into consideration such as the weather, season, comfort, and……… A life B style C lifestyle People can decide what kind of clothes they should or should not wear because fashion ……….can help them A paux pas B trends C threads You can also incorporate your mood into what you‟re going to wear A incorporates B corporate C incorporate Exercise 3: Asking and answering questions: Is the article about the inportance of fashion trends? Are there any differences between fashion trends and fashion sense? What fashion trends dictate? Do celebrities need famous designers to dress them up in the latest threads in fashion? Are fashion trends really important? Exercise 4: Listening to the tape and filling in the gaps Teen fashion trends for school When school starts, it always means a time for renewal in (1)……… fashion The first day of school has passed, and hopefully, the first (2) ……… you made 64 after the summer break was a good one, because first (3) ……… matter But never fear, there's always room for improvement! Keep things (4) ………and classic, nothing in-your-face or over the top It's okay to be a little (5) ………, but you have to adapt the trends to your personal style, or you'll end up looking like a major trend-chaser Put on the confidence! If you don't have it, fake it When you aren't doubting yourself, no one else will doubt you or your (6) ……… Exercise 5: Playing game Working in groups Design a kind of your favourite clothes which suits current fashion trends and give some expalnation IV Consolidation: Circle meaningful words A B F C D E F G H I G K X V A U L T S P O N M L F A S H I O N S E N S E Y Z H A F A U X P A S B K J I I E H G F M E D C T L O M S N O P O R S T H C N B T A Z Y O X V U O D T E Y F G H D I J K N L R F L I P F L O P S G C E L E B R I T Y M N R S N T U V X Y Z A P O B C D E F G H I J K L M B Sample teacher-designed vocabulary Theme: Clothes 65 I Pre-teaching: Warming up Task 1: Work in group and discuss about the following questions: Can you name as many kinds of clothes as possible? What is Vietnamese traditional long dress? Talk about clothes in these pictures Our Lady, Dancing high school students Miss Universe 2008 Hanoi during APEC summit A man wearing aodai for a formal Phát Diệm Cathedral Contemporary Vietnamese Áo dài contestants try on ao dai ceremony designs II While-teaching: Presenting vocabulary Task 2: Read the following text AO DAI This woman wears a casual ao dai For a time condemned as decadent by the country's rulers, the dress 66 experienced a revival in the 1990s and is once again considered a 1national costume The “Ao dai” (Áo dài) is a Vietnamese 2national outfit primarily for women In its current 3form, it is a tight-fitting silk tunic worn over 5pantaloons Áo is derived from a Middle Chinese word meaning "padded coat" (襖) Dài means "long" The style worn today is a modernization of the áo ngũ thân, a 19th century aristocratic gown influenced by Manchu Chinese fashions Inspired by Paris fashions, Hanoi artist Nguyễn Cát Tường and others redesigned the áo ngũ thân as a dress in the 1920s and 1930s The updated ao dai was promoted by the artists of Tự Lực Văn Đoàn ("Self-Reliant Literary Group") as a national costume for the modern era In the 1950s, Saigon designers tightened the fit to produce the 6version worn by Vietnamese women today The dress was extremely popular in South Vietnam in the 1960s and early 1970s The Communist Party, which has ruled Vietnam since 1975, disapproved of the dress and favored 7frugal, 8androgynous styles In the 1990s, the ao dai regained popularity The equivalent 9garment for men, called an áo gấm (10brocade robe), is also worn on occasion, such as during Tết, at weddings or death anniversaries Today however, the áo gấm is most frequently worn by old men Academic commentary on the ao dai emphasizes the way the dress ties feminine beauty to Vietnamese nationalism, especially in the form of "Miss Ao Dai" pageants, popular both among overseas Vietnamese and in Vietnam itself "Ao dai" is one of the few Vietnamese words that appear in English-language dictionaries 67 (Source: http://www.ezilon.com/information/article) Task 3: Look at this list of words associated with the passage Practise reading and make sentences with them New word Phonetic Meaning national costume (n) /ˈnæʃnəl ˈkɒstju:m/ trang phục dân tộc national outfit (n) /ˈnæʃnəl ˈaʊtfɪt/ quần áo dân tộc form (n) /fↄ:m/ mẫu tight-fitting (adj) /taɪt ˈfɪtɪŋ/ ơm sát người, bó lấy người pantaloons (n) /ˌpæntəˈlu :nz/ quần dài version (n) /ˈvɜːʃn/ sản phẩm mới, phiên frugal (adj) /ˈfru:gl/ đạm, cảnh androgynous (adj) /ænˈdrɒgzinəs / có đặc tính kết hợp nam nữ, nam nữ garment (n) /ˈgɑːrmənt/ quần áo 10 brocade robe (n) /ˈbrəˈkeid rəʊb/ áo gấm II Post-teaching: Using vocabulary Task 4: Exercise practising Exercise 1: Match the word to its definition or synomym A B national costume a long loose garment made by brocade pantaloons b piece of clothing garment c copy of something that is slightly different from the orginal frugal d kind or type of something brocade robe e costing little, economical version f national outfit 68 form g trousers Exercise 2: Filling in the gaps Match the phrases to the pictures a colorful T-shirt a short-sleeved blouse baggy pants a plaid skirt a sleeveless sweater faded jeans a plain suit a striped shirt blue shorts Picture a Picture d Picture g Picture h Picture b Picture e Picture c Picture f Picture g Exercise 3: Asking and answering questions: Is the article about the orgirin of Vietnamese traditional long dress? Is “Ao dai” a Vietnamese national outfit for women only? Is the style worn today a modernization of the áo tứ thân? Did the modern style originate from a 19th century aristocratic gown influenced by Manchu Chinese fashions 10 When is “Ao dai” worn by Vietnamese people? Exercise 4: Listening to the tape and filling in the gaps Jeans The word jeans comes from a kind of (1)……… that was made in Europe In the 1960s, many university and college (2)………wore jeans Designers made (3) ……… of jeans to match the 1960s‟ fashions: embroidered jeans, painted jeans and 69 so on In the 1970s more and more people started (4) ……… jeans because they became cheaper In the 1980s jeans finally became high fashion (5) ………, when famous designers started making their own styles of jeans, with their own lables on them Sales of jeans went up and up But in the 1990s the worldwide economic situation got worse, and the (6) ………of jeans stopped growing However, jeans have never been out of (7)………, and today young generation is still fond of wearing them Exercise 5: Playing game Working in groups Design a kind of your favourite clothes which suits current fashion trends and give some expalnation IV Consolidation: Using the following words to fill in the gaps: dress style Ao dai designer four A lasting impression for any visitors to Vietnam is the beauty of Vietnamese women dressed in their ……….(1) These long flowing worn over loose-fitting trousers are considered to be the national……….(2) of Vietnamese women The original Ao dai was loosely tailored with ……….(3) panles, two of which were tied in the back In 1930, a Vietnamese fashion……….(4) and writer, Cat Tuong, lengthened the top so it reached the floor Cat Tuong also fitted the bodice to the curves of the body and moved the buttons from the front to as opening along the shoulder and side seam Because of these changes, Ao dai became a contoured, full-length……….(5) The end ... Interaction, London: Longman Cunningsworth, A (1984) Evaluating and Selecting EFL Teaching Materials London: Heinemann Educational Books Cunningsworth, A (1995) Choosing your coursebook London: Macmillan... how to choose a suitable 25 teaching methodology are the major concerns As the result, they not feel confident to teach ESP This leads to unsatisfactory class performance In term of methodology,... students were chosen randomly from 95 students of classes K3A Fashion Designing and K3B Fashion Designing All the total number of 95 students in two classes have learnt English before at schools or