VYTAUTO DIDŽIOJO UNIVERSITETAS

HUMANITARINIŲ MOKSLŲ FAKULTETAS

UŽSIENIO KALBŲ, LITERATŪROS IR VERTIMO STUDIJŲ KATEDRA

Shuo Cui

MOKYMO SKAITYTI METODAI PER ANGLŲ KALBOS PAMOKASKINIJOS LIAUDIES RESPUBLIKOS PRADINIO UGDYMOMOKYKLOSE

Bakalauro baigiamasis darbas

Anglų filologijos studijų programa, valstybinis kodas 612Q30004Anglų filologijos studijų kryptis

Vadovė prof. dr. Ingrida Eglė Žindžiuvienė _________ ___________(parašas) (data)

Apginta doc. dr. Rūta Eidukevičienė __________ ___________(parašas) (data)

Kaunas, 2020

METHODS OF TEACHING READING IN EFL CLASSES AT

PRIMARY SCHOOLS IN CHINA

By Shuo Cui

Department of Foreign Language, Literary and Translation StudiesVytautas Magnus UniversityBA ThesisSupervisor : Prof. Dr Ingrida Eglė Žindžiuvienė3 June 2020

TABLE OF CONTENTS

List of Tables......................................................................................................................................iList of Figures.....................................................................................................................................iSANTRAUKA…………………………………………………………………………………..iiSUMMARY………………………………………………………………………………….….iii1 INTRODUCTION………………………………………..……....………….............….…12 METHODS OF TEACHING READING AT EFL CLASSES FOR YOUNGLEARNERS.................................................................................................................2

2.1 The definition of reading……………………………………………………….…………..22.2 Main types of reading methods…………………………………………………………….42.3 The definition of task-based reading method……………….…………….………………..5

2.3.1 The basic elements of task-based reading method.…………………………………..52.3.2 Principles of task-based reading method.…………………………………………….6

2.4 The application of task-based reading method in EFL classes……………………………..82.5 The classification of tasks………………………………………………………….……….9

3 DESCRIPTION OF YOUNG LEARNERS IN THE PRIMARYSCHOOL ......................................................................…....…….....……..…......…11

3.1 The characteristics of young learners..................................................................................113.2 The learning characteristics of young learners....................................................................13

4 ANALYSIS OF READING ACTIVITIES IN EFL TEXTBOOKS FORYOUNG LEARNERS…................................................................................................….…..14

4.1 Investigation of the syllabus of English reading course at primary schools in China....….154.2 Reading activities in commonly used EFL textbooks .....................................................154.3 The evaluation of Cambridge Young Learners English......................................................164.4 The evaluation of New Concept English.............................................................................174.5 Comparison of reading activities in EFL textbooks............................................................194.6 A case of task-based reading lesson………………………………………………………27

4.6.1 Research subjects…………………………………………………………………...274.6.2 Research materials…………………………………………………………...……..274.6.3 Research instruments…………………………………………………………...…..274.6.4 Teaching case……………………………………………………………………….274.6.5 Analysis of experimental results…………………...……………………………….29

5 CONCLUSIONS...…...…………..……………………………………............…......……29REFERENCES

i

LIST OF TABLES

Table 3.1 Description of young learners...........................................................................................11Table 4.1 The most commonly used EFL textbooks........................................................................16

LIST OF FIGURES

Figure1 The amount of task-based reading activities in Cambridge Young Learners English…....16Figure2 The amount of task-based reading activities in New Concept English...............................18Figure3 Comparative analysis of task-based reading activities EFL textbooks..............................20Figure 4 Example of a reading task in Cambridge Young Learners English……………….……..22Figure 5 Example of a reading task in Cambridge Young Learners English……………………...24Figure 6 Example of a reading task in New Concept English……………………………………..25Figure 7 Example of a reading task in New Concept English………………………………….….26

ii

SANTRAUKA

Darbe “Skaitymo mokymo metodai EFL klasėse pradinėje Kinijos mokykloje” analizuojamas

skaitymo mokymo procesas anglų kalbos pamokose jaunesniojo mokyklinio amžiaus grupėse.

Tyrimo tikslas - aptarti skaitymo mokymo metodus taikomus anglų kalbos pamokose Kinijos

pradinėse mokyklose. Tyrimo tikslai apima šiuos klausimus: jaunų besimokančiųjų apibūdinimas

pradinėje mokykloje; skaitymo veiklos aprašymas ir analizė anglų kalbos pamokose. Pagrindinė šio

tyrimo idėja yra atskleisti, kaip skaitymo mokymo metodai taikomi anglų kalbos pamokose Kinijos

pradinėse mokyklose.

Teorinėje tyrimo dalyje aptariama skaitymo samprata, paaiškinami pagrindiniai principai ir

pristatomi pagrindiniai skaitymo metodų tipai. Be to, šioje dalyje atskleidžiami mokymosi, paremto

konkrečiu metodu, pranašumai. Trečiajame skyriuje aptariamos jaunų besimokančių asmenų

savybės pradinėje mokykloje.

Praktinėje dalyje analizuojamas konkretus tam tikro skaitymo metodo įgyvendinimas anglų

kalbos pamokose, įskaitant mokymo projektavimo ir skaitymo veiklos mokymo būdus; aptariamos

vyraujančios skaitymo veiklos ir būdai, kurie grindžiami konkrečiu skaitymo metodu.

Analizuojamas metodo panaudojimas ir aptariama susijusių skaitymo būdų įvairovė pasirinktuose

anglų kalbos vadovėliuose, naudojamose pradinėse mokyklose Kinijoje. Pateikiami skaitymo

veiklos pavyzdžiai, siekiant išanalizuoti galimus mokymo efektyvumo didinimo būdus. Daromos

išvados dėl tyrimų rezultatų, kurie įrodo skaitymo mokymo naudą ir pranašumus, remiantis

analizuota metodika.

iii

SUMMARY

The thesis “Methods of Teaching Reading in EFL Classes at Primary School in China” analyses the

process of teaching reading during EFL classes for young learners. The aim of the research is to

discuss the methods of teaching reading in EFL classes at Chinese primary school. The objectives

of the research include the following issues: description of young learners in primary school;

description and analysis of reading activities in EFL classes for young learners. The main idea of

this research is to reveal how the methods of teaching reading are applied in EFL classes at primary

schools in China.

The theoretical part of the research discusses the concept of reading, explains the basic

principles and presents the main types of reading methods. Additionally, this part reveals the

advantages of reading learning based on specific method. The third section discusses the

characteristics of young learners in primary school.

The practical part analyses the concrete implementation of certain reading method in EFL

classes, including ways of teaching designing and reading activities; prevailing reading activities

and techniques, which are based on specific reading method will be discussed; therefore, the use of

the method is analysed and the variety of related reading activities in chosen EFL textbooks is

discussed. Some samples of reading activities in EFL textbooks will be provided in order to analyse

possible ways on how to improve the efficiency of teaching. The conlusions are drawn on research

findings that prove the benefits and advantages of teaching reading based on the analysed

methodology.

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1 INTRODUCTION

Reading plays a crucial role in English learning process. As Francoise Grellet (1981:17) observes,

“ Learning how to read is one of the most important things a young learner have to do before they

have a concrete understanding of the information from the outside world because everything they

get involved with from vocabulary to performance across all major subjects at school is linked to

reading ability” (Grellet 1981:17). Moreover, as Francoise Grellet states, “English as a global

language take an important role in this global society, this phenomenon let children who access

English language learning gain an enormous advantage in their future” (Grellet 1981:17). Thus,

young learners, in particular, need to develop the reading skills that will enable them to not only

comprehend texts in English, but also obtain what they need to enlarge their knowledge range.

Different types of reading activities are designed in EFL textbooks for young learners,

focusing on strengthening learners’ reading ability. Therefore, the aim of this research is to discuss

the reading methods based on specific activity used in EFL classes at primary school in China. The

objectives of the research are the following:

1. To survey different methods of teaching reading.

2. To describe the young learners in the primary school.

3. To analyze EFL textbooks used at primary schools in China.

4. To analyze reading activities used in teaching young learners at primary schools in China.

The research demonstrates the benefits and advantages of teaching reading based on the

analysed methodology in EFL classes at primary schools in China. The following basic research

methods are used: analysis of theoretical sources, document analysis and analysis of the

experimental results. These methods reveal the importance and the large proportion of task-based

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reading activity in EFL textbooks used for the young learners at primary school in China, and

confirm the applicability and effectiveness of task-based teaching method in current teaching

situation of primary school in China.

The study consists of two parts. The theoretical part and the practical part. First, the

concept of reading , the basic principles and the main types of reading methods will be presented,

the advantages of reading learning based on specific method will be revealed. Then, the

characteristics of young learners in primary school will be discussed. Finally, prevailing reading

activities and techniques, which are based on certain reading method will be analysed in order to

prove the benefits and advantages of teaching reading based on the analysed methodology.

2 METHODS OF TEACHING READING AT EFL CLASSES FOR

YOUNG LEARNERS

As Grellet states, “reading plays a critical role in language acquisition at every level as it supports

students’ learning process in multiple ways” (Grellet 1981:17). Thus, it is very important for young

learners to master solid reading skill. The students must put enough effort into developing their

reading ability if students want to learn reading better. As a result, understanding the related theory

of reading is necessary for students.

2.1 The definition of reading

According to Francoise Grellet, reading is defined as “the ability to draw meaning from the printed

page and interpret this information appropriately” (Grellet, 1981:76). Therefore, understanding how

to read in a proper way is of essential value in students’ academic career. Michael Lessard states

that if students are good readers, they can be successful in their academic subjects as they can easily

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understand the materials they read, but how to read in a proper way requires the use of the

appropriate reading strategies (Lessard, 1997:34). Therefore, students are expected to be taught

about the strategies which support them to develop their reading competence, in this way, reading

strategies are of essential value on leading students to read with ease and comprehension. As

Michael Lessard observes, “helping students to understand good language learning strategies and

training them to develop and use such strategies can be considered to be the most appreciated

characteristic of good language teacher, thus, teachers themselves need to build awareness of the

reading strategies and their contributions to reading skills development” (Lessard, 1997: 78). This

reveals that teaching students to use reading strategies to develop their reading skills is of

paramount importance. Therefore, in order to help students succeed in their future academic process,

English language teachers are responsible to provide their learners with exposure to a variety of

reading strategies. According to Francoise Grellet,“Reading is a fundamental skill for learners, not

just for learning but for life ” (Grellet, 1981:76). In general, young learners need to put enough

effort to build a firm foundation for gaining proficient reading skills before they can become

proficient readers of a new language. As Jeremy Harmer states, “learning to read and then to write

means that the young learner has to link what they have heard or spoken to what they can see and

produce, then give a direct respond” (Harmer, 1991:66). However, teaching EFL reading is

different compare to the way native speakers are taught to read.

Improvement of reading skills has always been a serious concern to young learners in EFL

classes in China, therefore, various reading strategies and studies are needed to help to pave the way

for language teachers and to find the best ways to meet EFL learners' needs in this regard. As

Nunan (1991:29) states, “among different modern reading methods, task-based reading method has

always been at the center of attention of researchers and language teachers since the most important

feature of task-based framework is that it moves learners from being passsive to being initiative,

and from fluency to accuracy in production of target structure”(Nunan, 1991:29). This research

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tends to indicate that a student’s reading ability can be improved by focusing on teaching students

through task-based reading method in the following areas: (1)pre-reading stage; (2)while-reading;

(3)Post-reading stage. These areas are further discussesd in more detail.

2.2 Main types of reading methods

Different types of reading methods are of crucial value in the field of teaching reading, as Francoise

Grellet states, “reading methods varies and each of them has its own characteristics and aims,

because learners’ English proficiency seems to be more important than their abstract knowledge of

language rules”( Grellet, 1981:30). In addition, following Grellet, “Reading methods can be

classified according to its features” ( Grellet, 1981:30):

Task-based reading method. As Grellet states, “In a task-based lesson, the teacher doesn't

pre-determine what language will be studied, the lesson is based around the completion of a central

task and the language studied is determined by what happens as the students complete it”( Grellet,

1981:38). In this case, students’ feedback and reaction towards different tasks seem to be of great

significance in the teaching process.

Guided reading method. Guided reading is “an instructional method that involves a teacher

working with a small group of students who demonstrate similar reading behaviors and can read

similar levels of texts, the ultimate goal of guided reading is being able to read a variety of texts

with ease and deep understanding”( Grellet, 1981:40). It seems obvious that the teacher plays a

leading role in the guided reading method, which is the center of the classroom.

Gist reading method. According to Grellet,“Gist is the general meaning or purpose of a text,

either written or spoken. Before answering detailed comprehension questions on a short story,

learners read it quickly for gist, and then match the text to a picture that summarises what happens

in the story” ( Grellet, 1981:40). In this way, students can get a better understanding on the reading

materials. Grellet states that in general, readers employ a variety of reading skills in a reading

lesson including prediction, reading for gist, scanning and intensive reading( Grellet, 1981:40).

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Thus, learners also need to be shown these methods and taught how to use them in order to find

their own effective strategies.

2.3 The definition of task-based reading method

As Lynne Cameron states, “task-based reading method takes specific task as motivation to learn and

completing practical aspects of the task as a learning process, rather than just using test scores as

the final evaluation” (Cameron, 2001:79). Simply put, the task-based reading method focuses on

students’ acquisition in the learning process. As Boyale Preggoy observes, “task-based reading

method focuses on students’ reaction and coorperation towards each reading task as it allows

students to acquire knowledge through the contact, thinking, and cooperation under the guidance of

teachers and feel initiative to apply the language” (Preggoy, 2005: 39). Therefore, task-based

reading method can be regarded as a successful method which is different from any traditional

methodologies of teaching reading. By using task-based reading method in reading learning process,

students could “naturally acquire language ability, so as to reach the success in reading” (Preggoy,

2005: 39).

2.3.1 The basic elements of task-based reading method

Jeremy Harmer marks that task-based reading method are performed by five basic elements: goals,

inputs, activities, teacher / student roles and settings (Harmer, 1991: 86). The five basic elements

will be analysed more in detail as follows:

Goals: According to Harmer, the goals of task-based reading method are that “students

complete the learning tasks, which includes not only the cultivation of students' reading

comprehension competence, but also the culture of emotions and attitudes” (Harmer, 1991: 86).

Inputs: As Harmer observes, inputs means “materials used in the process of completing the

task” (Harmer, 1991:87) . Harmer also states that the input material can be verbal, like news,

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reports, drama, radio, etc; it may also be non-verbal, like a photo, magazine articles, diaries and

letters; it is important to note that “input material should be close to the students and they should

have many characteristic properties such as authenticity and meaning” (Harmer, 1991: 87).

Activity: Accoding to Harmer, “Activity is the process of students using input material to

complete the activity, in the activities, teachers should insist the principle of participation, at the

same time, English teachers should be concerned about the process of activities and every step of

guidance” (Harmer, 1991: 87). Thus, activity is an indispensable part of a class structure as it can

cultivate students' interest in learning process.

Teacher/student roles: In the task-based teaching process, as Harmer states , “the teacher is no

longer the protagonist of the classroom” (Harmer, 1991: 87). In general, a teacher is often regarded

as an authority figure in traditional classrooms, however, Harmer states that teachers’ roles have

undergone great changes when applying this method as teachers will be regarded more as a positive

participant or organizer and adviser, teacher can also be controller and member of classroom

activities while students are leading roles of the classroom, students are participants and executive

of the task (Harmer, 1991: 87).

Environment: Environment means “the organization form of class teaching, it includes the

distribution and completion of a task” (Harmer, 1991: 87). In general, the learning environment has

a very important influence on the amount of knowledge acquired by students. As Francoise Grellet

states that the way of distribution of the test includes individual completion or two people and team

collaboration, related activities can happen in class or outside, in addition, teachers' interpretation of

the content of designated textbook and the design of class structure also have great significance for

students. (Grellet, 1981:76).

2.3.2 Principles of task-based reading method

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The implementation of the principles of task-based reading method was summarized by many

international scholars. David Nanun classifies the principles of task-based reading method as

follows (Nanun, 1991:106):

1) The authenticity principle. Nanun illustrates that the principle includes two aspects: “One

is that the language materials from the real life; the second is the content of the design

should follow the reality” (Nanun, 1991:106). In general, students understand and apply

the language in real and natural language situations. However, in the process of completing

the tasks, the tasks can promote students’ comprehensive ability and operating ability,

emotional and so on.

2) The form function principle. As Nanun observes, “Language form and language function

are indispensable” (Nanun, 1991:108). Based on this understanding, teacher in the process

of doing the test should pay attention to the combination of both. The students should not

only stress the significance of language expression in language learning, but also pay

attention to the form of language to achieve language, fluency and accuracy.

3) The task dependency and test chain principle. Nanun states that this principle requires

teachers understand the level of students in the process of teaching tasks according to the

different levels of students and difficult to design appropriate tasks (Nanun, 1991:108). In

this way, each student can find their own task to gain honor in the process to complete the

task , so as to challenge more difficult tasks and interested in learning. Lessard also states

that the activities of test should be simple to complex , hierarchical , step by step, for

example, in terms of language skills training, it should follow the principle which is “first

input second output” ,thus it can improve students' comprehensive ability and completion

of the test( Lessard, 1997:80).

In general, students complete specific tasks under the guidance of teachers. However, in the

process of completing the task by using task-based reading method, students not only listen to the

８

teacher's explanation. More importantly, it let students access to and consolidate knowledge in the

repetitive practice by their own understanding.

2.4 The application of task-based reading method in EFL classes

As Susan Halliwell(1992:108) states, “teaching the effectiveness of the reading often depends on

the purpose of the students and their existing knowledge, task based reading method provides

students with a clear purpose and saying it will be conducive to the completion of reading process”

( Halliwell, 1992:108). Thus, according to the students’ understanding, teachers are expected to

choose the activities with schedule purpose and bring the students into reading. As a result, students

can learn and practice some of the specific skills in these activities. In addition, according to

Halliwell, “the application of task-based reading method in EFL class can be devided into three

stages based on the general reading process” ( Halliwell, 1992:108) :

Pre-reading stage. Halliwell states that pre-reading stage is the first stage of reading, also

the shortest stage in the task based language teaching, therefore, in this stage, teachers should

stimulate students interest on learning and forming a reading expectation, make students understand

the study purpose of this lesson, guide students to acquire and review the knowledge points students

might encounter in the task ( Halliwell, 1992:108). It can be seen that the student's enthusiasm plays

a vital role at this stage, this requires teachers to add fresh elements such as game in this initial

stage, because the kinds and content of a game are very abundant with the purpose of arousing the

learning motivation and desire of students, and thus obtain a good teaching effect.

While-reading stage. Halliwell states that while-reading stage is the core stage of task based

reading, the main goal at this stage is to develop students reading ability and in the design of this

phase of the test, the following aspects can be paid attention on the ability of guessing the meaning

of words, the ability of converting information, the ability of summing up the key points ( Halliwell,

1992:108). In this stage, as teachers design a number of tasks to help students understand the article,

９

seize the crucial points, so as to achieve the training of reading ability through different forms of

reading activities and tasks.

Post-reading stage. As Halliwell observes, “post-reading stage is a stage of the supplement

and extension, the knowledge points shall be consolidated and used after reading the article”

( Halliwell, 1992:110). In this way, teachers should guide students to summarize knowledge, apply

knowledge and master the knowledge. It shows that this stage is helpful for the students to expand

their knowledge, promote the students' comprehensive output capacity, raise students to have good

self-learning ability and reading ability.

2.5 The classification of tasks

Harmer marks that task-based activities “are designed so that students work together, exchanging

information in a purposeful and interesting ways” (Harmer, 1991: 97). In addition, the task-based

activities can be classified according to its form and purpose :

Listing tasks. Harmer explains listing task as the type of activity that requires teachers ask the

students to list or give the relevant information based on a certain order or relationship after the

students completed some materials, such as listening to a message or reading the article (Harmer,

1991: 107). This way students can improve familiarity with the learned material. For example,

teachers require students to list the film types, common color, China's traditional festivals, etc.

There are many forms, so students will not feel dull, but it feels lively and interesting. In this

session, it makes the class atmosphere more active and interesting. After reading an article, students

may be asked to use the form of brainstorming to find the answer according to their knowledge or

experience or ask each other through the fact-finding. Thus, listing tasks are helpful for students to

explain individual point of view and promote the students' ability of expression and observation,

improve the interest of learning English at last.

１０

Ordering and sorting tasks. According to Harmer, “ordering and sorting tasks are also known

as the finishing type tasks, this kind of task is more complex and difficult compared with simple

listing tasks as it requires students to sort or classify things” (Harmer, 1991: 107). This way

students will have to grasp and understand the full test, be familiar with the content, but also

concerned about the consistency of the article. For example, each paragraph of the article requires

to be sorted out carefully according to the order of the time of the article or the type of picture.

Comparing tasks. comparing tasks mean that “the teacher requires students to compare and

analyze the different articles and materials, to seek out the similarities and differences and to

express them in appropriate language at the same time” (Harmer, 1991: 108). Thus, based on the

understanding of comparing tasks, it cultivates the students’ insight on things, but also raise the

ability of independent analysis, solve the problem and induction.

Creative learning tasks. Harmer states that a creative task is relatively difficult and complex ,

as it requires students should have teamwork and organizational skills to complete the tasks,

creative learning tasks give students the task with originality, openness and practice (Harmer, 1991:

108). This way it also requires large amount information based on specific topic so that students

need to read related materials and grasp useful information in order to complete the task. For

example, teacher asks students to design a favorite holiday brochures in English, students form

several groups to complete cooperation. Finally, teachers select the outstanding works. In this way,

students can improve their enthusiasm with initiative ability.

According to this classification, it is obvious that there are various types of reading activities

that can be used in EFL classes. The content and requirements of each reading activities varies and

the purpose of each activity is different. Matt Dunleavy states that awareness about reading

strategies and the ability of utilizing them can help primary school students to become prepared for

academic challenges which they will encounter in their way forward, enabling students to become

proficient readers at the primary school is quite indispensable as many things which are learnt at

１１

later stages are dependent on the students’ reading competence which is built at the lower grades

(Dunleavy, 2007: 69). Therefore, a focus on developing students’ reading competence starting from

the primary level turns to be having a positive impact on students’ success across various

disciplines. However, as harmer states, “task-based reading activity as an effective classroom

activity makes the learners to be the center of studying” (Harmer, 1991: 65). Thus, task-based

teaching method plays an important role in improving the students’ learning ability,

cultivating the students’ interest in learning and cultivating the students’ comprehensive

quality.

3 DESCRIPTION OF YOUNG LEARNERS IN THE PRIMARY

SCHOOL

According to Harmer, “Teaching young learners is much more difficult for teachers because

learners at this age have their own characteristics and needs and are difficult to manage” (Harmer,

2007: 14). Therefore, in order to get along well with young learners and teach them effectively, it is

necessary to explore these characteristics and draw implications from them. According to Halliwell,

“young children do not come to the language classroom empty-handed, they bring with them an

already well-established set of instincts, skills and characteristics, which should be identified and

made the most of” (Halliwell, 1992 :89). Thus, it will be really important to get a comprehensive

acknowledge of the features of young learners (See Table 3.1).

Table 3.1 Description of young learners

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Age group Features (Harmer, 2007: 14)

Children 1.Emotional, not able to discipline themselves2.Easily distracted, hardly concentrated on one thing for long3.Person-centered

Teenager 1.Capable of analyzing sentence structures and grammatical points2.Self-esteem and identity3.Creative4.Curiosity of things which interest them

As Table 3.1 illustrates, young learners in primary school are very emotional. Jeremy Harmer states

that young learners are enthusiastic for learning and curious about the world around them, however,

primary learners have a very short concentration span, they can be easily distracted and are hardly

concentrated on one thing for long, let alone the tasks they find difficult (Harmer, 1991: 38).

Entering a primary classroom, it is common to see children are exciting and energetic, and usually

they are not able to discipline themselves. Therefore, in the light of this characteristic, “a rich diet

of learning experiences” should be provided, which tries to engage students, satisfy the curiosity of

the learners and thus to keep motivating them (Harmer, 1991: 39). Additionally, the creativity can

be regarded as the most importanrt feature of this age group. However, young learners focus not

only on what they are taught but also on what they experience in their surroundings. Base on this

understanding, Jeremy Hammer claims that “young learners have a need for individual attention

and approval from the teacher “and “they are keen to talk about themselves, and respond well to

learning that uses themselves and their own lives as main topics in the classroom” (Hammer, 1991:

38). As Lewis observes, “Teenagers strive to be independent, they want more responsibility. Grant

this responsibility and all the rights and obligations it implies, but hold students accountable for

both their with them students. Let them have input and then hold them to the decisions that have

been made” (Lewis, 2007:9). Another suggestion from Lewis is that “in talks with teenagers, one of

the most important point they make is that they want to be treated with respect” (Lewis, 2007:9).

For most students, teachers are usually the most authoritative figures, but they also have the right to

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get the respect they deserve. As Janice.F.Almasi observes, “They often rely on the evaluation of

teachers to measure the quality of things, and the sense of reason of primary school students is

mostly related to specific things”( Janice, 2003 : 57). This reveals that the role of teacher is

relatively complex and important.

As Jeremy Harmer states, “The age of the students is very important in choosing the methods

and materials for teaching” (Harmer, 2009: 37). Thus, it is very important to have a comprehensive

understanding of the characteristics of young learners, to determine what method is the most

suitable for young learners to solve the problems that may be encountered in reading process.

3.2 The learning characteristics of young learners

According to Gordon Lewis, “the learning characteristics of young learners can be divided into four

major parts” ( Lewis, 2007: 90) :

1) Gordon Lewis marks that it is difficult for young children to understand the meaning of

learning, primary school students do not know much about the value of learning, and it is difficult

to distinguish between learning and games ( Lewis, 2007: 90). In this case, teachers should make

students get used to this new study system as soon as possible, so that children realize that learning

is not a game, but a serious academic process.

2) Lewis states that their learning motivation is to “get the praise of the teacher and the praise of

the parents, for primary school students, the purpose of hard work is to get the praise of the teacher”

( Lewis, 2007: 90). Therefore, they are very sensitive to how the teacher treats him and how teacher

reacts to his/her studies and the high scores become the motivation of the primary school students.

3) Following Gordon Lewis,“ The lower grade students are interested in the form of the

learning process, while the interest in the learning content and results is relatively weak, the

learning habits have not yet fully formed, and there is insufficient understanding of the learning

routine” ( Lewis, 2007: 91) . Teachers should be good at using this to arrange the teaching process.

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4) As Lewis observes ,“ The interest in learning content is often associated with an experience

of satisfaction with the results, the emphasis on learning outcomes grows with age, in this case,

children gradually value the results of learning” ( Lewis, 2007: 92). This sense of satisfaction is

enhanced by the praise of the teacher. Therefore, teachers need to encourage students more, which

is very important for the formation of a good learning attitude.

The accurate analysis of learning characteristics of young leaners provides the basic elements

for the design of reading activities. All in all, the young learners are very emotional, enthusiastic

and lively, but at the same time they have a very limited attention span. Given this, a constant

change of activity is needed to keep motivating them. Besides, at the concrete operational stage, the

young learners are still unable to analyze language. In this case, the design of reading activities

should concern the characteristics of young learners. Only in this way, the related method can be

made full use of to help teach young learners.

4 ANALYSIS OF READING ACTIVITIES IN EFL TEXTBOOKS

FOR YOUNG LEARNERS

The analysis of the usage of task-based reading method will be carried out further with the purpose

of revealing its applicability and effectiveness as well as to learn how the task-based reading

method is applied in EFL classes at primary schools in China. Thus, further analysis will consist of

the investigation of the syllabus of English reading course at primary schools in China. Then, two

textbooks of English reading used in EFL classes in China will be examined. Further, A case of

task-based reading lesson will be presented.

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4.1 Investigation of the syllabus of English reading course at primary schools in

China

The investigation of the syllabus of English reading course aims to introduce the curriculum content

and basic requirements in EFL reading lessons at primary schools in China. The reading course

content is extensive and diverse, based on the purpose of developing students’ reading ability, the

main topics are as follows: food and lifestyles, natural environment protection, the role of family

members, Chinese traditional culture, travel and cultural exchanges. In addition, topics including

school life , learning and target language countries are included. This reveals that the reading

materials in EFL textbooks are very close to learners’ everyday life and personal experiences. The

genre of reading materials includes both narrative, expository writing, essays and news reports ,

biographies, reviews and other types. After each topic, there are corresponding tasks that require

students to complete. The main tasks are the following:listing tasks,ordering and sorting tasks,

comparing tasks, creative learning tasks.

Considering that young learners need to improve reading speed and comprehension skills, the

course requires young learners to be able to complete related reading tasks in a preset time range,

interact with partners on the various topics suggested in the syllabus and textbooks, and to expand

the understanding of reading materials by exchanging ideas. In addition, the arrangement of the

process of reading class and the assessment of results are organized in different forms.

4.2 Reading activities in commonly used EFL Textbooks

Two EFL textbooks which contain reading activities are the most commonly used in teaching

reading in Chinese primary schools’ classes. As a matter of fact, it is the teachers’s decision to

choose which type of textbook is the most suitable materail for the class (See Table 4.1).

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Table 4.1 The most commonly used EFL textbooks

Title Authors Publishing house Year of publishing

Cambridge YoungLearners English

Cambridge English Cambridge UniversityPress

2008

New Concept English L.G. Alexander Longman 1967

Table 4.1 shows the basic EFL textbooks that are commonly used in English classes. It is shown

that two major textbooks are the most popular in order to improve the students’ comprehensive

competence of English. Two of them, namely: Cambridge Young Learners English and New

Concept English will be analyzed further.

4.3 The evaluation of Cambridge Young Learners English

Cambridge Young Learners English consists of 36 lessons containing reading, listening, speaking

and grammar-based activities. The total number of reading tasks in this book is 72; they consist of

different types. In the reading section of this textbook, there are variety types of activities included,

such as task-based reading activity, guide reading activity, gist reading activity, etc. (See Figure 1).

Figure 1. The amount of task-based reading tasks in Cambridge Young Learners English

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There is a great number of different tasks in this textbook, only few of them is based on

guide reading activity, gist reading activity, or any other types of reading activities. As Figure 1

shows, this occupies only 20% of all tasks included. The reason is that modern textbooks are

usually used to improve students’ English level through task-based reading activities, because this

is more direct and effective, but the role of other reading activities is relatively weakened. The

reading material of Cambridge Young Learners English provides texts with graphics and

illustrations and the content is close to life. Moreover,the question design of the reading section in

this textbook is very practical and interesting. Take the task “character interviews” as an example –

Students role-play an interview with one of the characters that they have read in the designated

story. Assign students the roles of the characters. The rest of the class prepare questions they would

like to ask. The students playing the characters must put themselves in the characters’ shoes to give

suitable answers. Teachers have to make sure the students have enough support to perform their

roles. Students could imagine that the interviews are taking place in a police station, on a TV chat

show, or wherever seems appropriate. In this case ,the importance of reading tasks which involve

readers’ interaction with peers and the teacher as part of the reading context in the process of

meaning making seems to be significantly important. Hence, the roles of the learner reflected in the

EFL is an integral part of the classroom. Additionally, teachers will have more teaching tools to

carry out teaching work, and it will be easier to grasp the teaching center and teaching progress.

Cambridge Young learners English has a series of assessment standards and materials to facilitate

the teacher to arrange the test according to the schedule. Cambridge Young learners English

advocates to improve young learners’ interest in English learning through game teaching, classroom

performance, oral communication and environmental immersion, so as to achieve a subtle effect.

4.4 The evaluation of New Concept English

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The second textbook, New Concept English is composed of 10 major lessons, each of them

consisting of four parts with different topics in terms of reading, writing, speaking and listening.

There is a review session and related tasks at the end of each unit. Although these pages contain

only a few reading tasks, various forms of reading activities reveal the practicality of this textbook.

(See Figure 2.)

Figure 2. The amount of task-based reading tasks in New Concept English

The most popular types of the task-based reading activities suggested in the textbook are the

following: guessing the meaning of the word,converting information, summing up the key points. In

general, these tasks require students to read related materials and answer the questions according to

the given theme. Additionally, after finishing the task, students are asked to report their findings. In

this part , the teacher can also give an appropriate feedback to the students. Task designed and class

management performed in this sequence definitely follow main principles of the task-based reading

method.

As Figure 2 shows, the other types of reading activities including guide reading activity, gist

reading activity are not commonly applied in EFL textbooks. Apparently, the proportion of

task-based reading tasks is much higher than other types of reading activities in New Concept

English, only 17% other types of reading activities are included in the textbook. Moreover,the

question design of the reading section is very interesting and challenging. Preview is of great

１９

importance in this case. The important thing is to think about the topic before reading the article,

and predict the content of the article based on the existing background knowledge, so as to prepare

for the next reading. There is a special session called Timed Reading. The basic requirements

clearly stipulates the speed of reading. To achieve this educational goal, the reading section of each

chapter is designed as a speed exercise, with a time limit for reading, and in the review section, a

Timed Reading comprehension and Ture or False judgment questions are designed to test students'

comprehension of the passage. The main purpose is to train the students' skimming ability to

understand the main idea of the article in a short time. Looking for the main idea in order to

understand the meaning of the text on the basis of speeding up the reading speed of students. The

exercise of checking the facts is designed to test students' understanding of articles, enhance

students' scanning ability and search for relevant details. Reading skill is the most important

exercise of all. Introduce a kind of reading skill and strengthen students' reading skill through

corresponding exercises.

Apart from the three review units, the remaining chapters systematically focus on training

reading skill, the explanation of reading skill is concentrated in reading exercise one-three, while

reading exercise four is a comprehensive exercise of the reading skill. The reading skills described

in this textbook are skimming, scanning, pre-editing and surveying guessing vocabulary from

context, main idea and supporting details, text mapping, note-taking and summarizing and so on.

The practice of reading skills adopts the methods and steps of explanation, demonstration, imitation,

and finally the independent application of learners, so as to facilitate learners' comprehensive

understanding and mastery.

4.5 Comparison of reading activities in EFL textbooks

The examination of reading activities in both textbook shows that other types of reading activities

only occupies a relatively small part in these two textbooks, it is seen that task-based reading

２０

activities make learners practice and get better understanding of the usage of the language. The

proportion of task-based reading activities is presented as following (See Figure 3):

Figure 3. Comparative analysis of task-based reading activities in EFL textbooks

Figure 3 illustrates that in both EFL textbooks, task-based reading activities compose 63% of all the

reading tasks. Specifically, 137 activities of 218 are based on the task-oriented reading approach. In

reading teaching, Chinese text books generally adopt the three stages which are pre-reading,

mid-reading and post-reading. However, in actual teaching, text teaching is more likely evolved

into task-based reading activities such as speed reading training and language point teaching, and

text only serves as the carrier of information and language point. Effective activity design in

reading is the key to improve students' reading ability.

The most commonly used activitities in EFL textbooks are the following: Pre-reading

activities- before reading, the topic of Pre-reading activities are designed to engage students. Every

class has a core topic, and effective teaching activities must always focus on this core topic based

on facts. If the teaching activities are not related to the core topic or deviate from the core topic, it

will waste valuable teaching time and reduce the efficiency of the reading class. Therefore, the

introduction of topics before reading is crucial. Another frequent form of reading task designed

should be video import. Example: “Do you think you will have your own robots?” (Cambridge

２１

Young Learners English, 2008:35) In the introduction of this unit, a video is used to conduct the

introduction. The robot in the video can dance and work, which opened the students' eyes. After the

video, raise a related question: If you have a robot, what will it look like and what will it do for you?

Then students express their views, build up their interest into this particular topic, therefore have a

strong desire to read.

Another reading task designed based on free talk leads in. Topic guidance is the main way to

open students' thinking, so the design of questions is very important . These questions have to be

closely related to the content of the text, so that it can develop students' thinking and encourage

them to go to express themselves.

One last useful reading task designed in EFL textbooks is to stimulate reading interest before

tasks. For example, in Unit 6 reading class, the teacher had a quiz at the beginning. In this case,

quiz form replaces the pre-reading's original question, it is closely related to the content of reading

and can be used as a cognitive warm-up to make breakthroughs in key vocabulary.

It is not hard to see that the purpose of reading activities is to enable students to learn, so that

students can obtain more detailed text information, understand and become familiar with the lexical

phrase structure and other linguistic phenomena of the article, and master detailed understanding,

judgment and reasoning, guessing according to the context semantic, referring to and rewriting the

article title and other reading skills.

The title of the article may be helpful in understanding a text. Students can infer the general

content of the reading material by the title, which means that it helps students understand the

content in advance without looking through the whole chunks of the text. With this in mind,

students will be able to judge what the article is likely to say based on the title. In reading teaching,

teachers guide students to conduct discourse analysis, starting from understanding the content of the

whole article, analyzing the interparagraph relationship, finding out the topic sentence,

summarizing the general idea of the paragraph, grasping the author's layout ideas, and letting

２２

students master the writing pattern of similar articles by analyzing the structure of reading materials,

mining key sentence patterns. The language and knowledge of the reading materials are the basis of

writing, and the premise of improving writing ability is a sufficient vocabulary and rich sentence

patterns. So that it seems necessary to mine some fine sentences or fragments to create situations for

students to express orally, and then reserve for their writing and other specific skills that they have

to master.

Taking these factors into account, both textbooks include various tasks that are considered to

be the most representative. Moreover, most textbook follows the principles of task-based reading

method. Most task-based reading exercises are included in them. Consequently, it is seen that many

activities in these textbooks adopts the features of task-based reading method. Simply put, students

are motivated to read and are engaged in various reading activities when completing task-based

reading activities . Reading teaching should keep close to the topic and focus on the cultivation of

students' basic reading ability. In the design of teaching process, teachers should focus on the topic

and text, creatively use the teaching materials, and use different strategies to flexibly deal with the

teaching materials, so as to facilitate the digestion and absorption of different students, make the

teaching materials serve as personalized teaching, improve the students' English expression ability

and proficiency.

２３

Figure 4 Example of a reading task in Cambridge Young Learners English

As seen in Figure 4, this is a typical reading activity in Cambridge Young Learners English,

including a wealth of comprehensive questions and practical activities that students need to

complete. This requires students to have a deep understanding and positioning of the background

and characters described in the text. For example, the task of writing a different ending of the story

let students fully diversify their thinking on the basis of understanding the general idea of the article.

Some reading activity cards ask students to use specific reading skills to answer a question about

their reading. Other cards ask students to give creative answers or opinions. The cards encourage

students to support their answers. One benefit is that task cards present information in small chunks

and increase student engagement. Task cards are easy to provide differentiation and target skills.

They are also ideal for partner activity. Each task card targets a specific skills and typically only has

a sentence or a few short paragraphs so that it is an ideal length to focus on one skill at a time. This

helps students gain confidence in the new skill. They can then apply it to longer texts including

independent reading. There are many task cards that teach the same skill but are available in

different levels and this is ideal for differentiation. The teacher is still a vital part of this method. In

task-based reading approach, the teacher becomes not only a facilitator but an enhancer of language

learning. Teachers still need to process the students’ experiences after the tasks are presented in

front of the class. After the presentations, they also have to pay attention to some weaknesses in

students’ understanding of the linguistic concepts involved. Analyse those points by putting an

emphasis on them during review discussions.

２４

Figure 5 Example of a reading task in Cambridge Young Learners English

Another noteworthy task should be “text to self” as shown in Figure 5 and it is included at the end

of every reading section in this textbook. Based upon the material that students have just read, share

a story about themselves that is related to an event or character that was in the text. It is best done in

the form of a written recount. Link those experience to no more than four situations that occurred

within the text. Text to self is a great opportunity for students to become introspective about the

content they read and make comparisons to their own experiences in life. In fact, this activity is

appealing to teenagers more so than juniors. Another related task is called comparison task, it is

based on two quite similar texts or pictures or places or events etc that learners have experience of.

A classic example is “Spot the Differences” . Learners can also compare their own work with that

of another learner or another pair or group. Sharing personal experiences and story telling, these are

activities where learners are asked to recount their personal experiences and tell stories are valuable

because they give learners a chance to speak for longer and in a more sustained way. And it is

something learners often do in real-life. To sum up, task-based reading approach focuses on the

２５

acquisition of the target language through applicable and relevant tasks that take place in a relaxed,

positive environment.

Figure 6 Example of a reading task in New Concept English

Typical reading activities in New Concept English are presented in figure 6. For example, in the

task “thinking differently”, students need to choose some important events from the text and explain

how they would have handled them differently to the characters in the story. In this task, students

have to be insightful here and think of the cause and effect. Sometimes a smallest action can have

have a major impact on others. Additionally, as shown in Figure 6, in the task “Bubbles and

Clouds”, using speech bubbles and pictures of the characters, students need to draw a conversation

between two characters from the story they have been reading. A thought is drawn as a cloud and a

spoken statement is drawn as a bubble. This gives students a clear understanding of the characters’

role in the text. On the other hand, task-based reading approach is student-centered, simply put,

teachers determine what needs to be done, but the students decide on how to approach the task and

what linguistic processes they go through in order to complete it.

２６

Figure 7 Example of a reading task in New Concept English

As shown in Figure 7, this reading activity is clearly divided into two parts. The first part

focuses on describing the meaning of the article. That is to say, it requires students to summarize

the stable content to ensure that the students understand the general meaning of the article. The

second part of this reading activity focuses on extending and expanding ideas on the basis of the

article. It is not hard to see that task-based reading activities require students to be fully involved in

what happens there in a specific text. Task-based learning satisfies this requirement in the way of

involving the learners at every level of the educational process. They have to pass through the

process of comprehension, decision-making, preparation, performance and reflection. As for the

target language, these stages have obvious advantages and can also be beneficial in encouraging

learners to address their learning needs, to assess themselves, and to become self-directed.

Sometimes textbooks use Listing, Ordering and Matching activities at the beginnings of units, to

introduce or revise useful words and phrases to prepare for the main topics.

２７

4.6 A case of task-based reading lesson

In order to make the theory truly reflects the effectiviness and applicability of task-based reading

method at primary school in China, a task-based reading training course was designed.

4.6.1 Research subjects

The lesson was carried out among teachers and students who came from a primary school in China.

Two English teachers and 20 students are involved in this survey.

4.6.2 Research materials

The content of the research materials is the beginning part of the unit 13 in New Concept English in

which talks about living environment and environmental protection. So that students would be

aware of the seriousness of environmental pollution and discuss how to reduce pollution, then to

protect the earth.

4.6.3 Research instruments

Through the class observation, the class is divided into three parts, pre-reading stage, while-reading

stage and post-reading stage. In the pre-reading stage, teacher plays a video about pollution and let

students discuss the related issues. It greatly stimulates students' interest in learning. In the

while-reading stage, the teaching activities mainly come centered on the reading materials. After

these stages, the activities of asking questions, discussion, feedback will help the students grasp the

key points of the article. At the same time, it helps students develop proper perception of values

through the reading course.

4.6.4 Teaching case

Teaching goals

Knowledge aims: 1) Students learn the following words and expressions.

2) Students can comprehend the passage on page 99.

3) Students get a general knowledge of pollution by reading.

Ability aims: It will promote the students' reading ability.

２８

Emotional aims: Students became aware of the serious situation of pollution and determine to take

action to protect the earth .

Teaching procedure

1) Pre-reading stage

Teachers show a video about pollution at the beginning, and students were asked to discuss the

related issues, it logically leads to the topic of environmental pollution. The teacher asks simple

questions based on the video content after students watched the video. At the same time, teachers

help the students review the learned words and stimulate students’ interest in learning. Next,

students will be split into several groups. Students play a guessing game to consolidate the word

that will appear in the text. Finally, teachers let students predict the content of the article through

the topic.

2) While-reading stage.

Firstly, teacher presents a series of questions through multimedia. Students were asked to come

up with the answer quickly. Through this activity, students can cultivate the ability of fast

reading. The design of related questions is from simple to difficult, thus, it is suitable for the

students of different levels. Then teachers ask students in pairs to find out the key sentence of

each paragraph. Finally, students read again and fill in blanks. After the completion of the tasks,

the students read the sentences one by one so as to check the answers. This activity helps

students solve detail problems, cultivate students’ reading ability, examine whether students

really understand this article.

3) Post-reading stage.

Firstly, students in pairs retell the text content, it will help students consolidate the contents

and strengthen the understanding of the article. Then teachers ask students to make a

conversation with partners about pollution. It let students understand how to reduce pollution by

discussion and inspire students’ innovative thinking ability.

２９

4.6.5 Analysis of experimental results

The above teaching procedure shows that in the process of applying task-based reading

activities, students find the related problems according to the reading material on their own

initiative and feel the joy of the study. Teachers realize the importance of using task-based reading

method in EFL classes. However, because of the limited time and subjects, this lesson coverd only a

small part of students. But on the whole, it reveals that the method of task-based reading is effective

and applicable in EFL classes. Compared with traditional teaching, the task-based reading method

is advantageous to improve students’ reading ability.

All in all, it is no secret that developing proficient reading skills at an earlier stage is essential

for achieving academic success. Moreover, in the context of task-based reading activity, it is shown

that instead of learning about the language and listening as the teacher points at foreign words on

the blackboard, students are busily working on a task that can only be completed by actually using

the target language. Additionally, knowledge discovery during this process is very important,

instead of a passive reception of lessons from the teacher, students are in a role of actively figuring

out the target language, negotiating meaning and even making mistakes, then eventually achieving

the goals of getting it right.

5. CONCLUSIONS

All things considered, this study was based on the analysis of the reading methods in EFL classes at

primary school in order to find out useful methods of teaching reading. These methods were chosen

because of the reading activities ensure that students will understand the language and its usage

more effectively. Approaches vary and there are arguments on whether teacher should teach reading

base on task-based reading activities. The research into use of task-based reading activities allows

to draw the following conclusions:

３０

1. Various types of methods of teaching reading are applied in EFL classes at primary

schools in China. The main types of reading method including task-based reading method, guided

reading method, gist reading method are well accepted and are commonly used in teaching reading

in EFL classes at primary schools in China. Each method has its own feature and different emphasis

on training young learners’ reading ability. More importantly, task-based reading activities are of

crucial value today, and consequently learners’ language proficiency is much more important than

their abstract knowledge of language rules. It seems that learners’ familiarity with task-based

reading activities may increase learners’ proficiency.

2. The task-based reading method is at the core of methods of teaching reading in traditional

EFL learning and it empasizes on the importance of cultivating learner’s interest, therefore, it can

be regarded as a way leading to efficient language learning. It helps learners to have a knowledge of

word formation and expressions in a direct way, focus on having students use authentic target

language in order to complete meaningful tasks.

3. The induction of age groups is useful and beneficial to the selection of the textbooks. The

classification of young learner was described in terms of their specific features and characteristics.

The findings manifest that for the students of this age, the most effective way to achieve the goal of

learning a language is by stimulating students’ interest.

4. The evaluation of Cambridge Young Learners English showed that task-based reading

activities composed 80% of all the reading activities while the evaluation of New Concept English

showed that task-based reading activities composed 83% of all the reading activities. The

proportion of task-based reading tasks is much higher than other types of reading activities in both

EFL textbooks. It is not hard to deduce that modern textbooks are usually used to improve students’

English level through task-based reading activities, because this is more direct and effective, but the

role of other reading activities is relatively weakened. Evaluation of these two most popular EFL

textbooks showed that task-based reading activities composed 63% of all the reading activities,

３１

specifically, 137 activities of 218 are based on the task-based reading method. In general, Task

designed and class management performed in this sequence definitely follow main principles of the

task-based reading method, its usage in the EFL classes at primary schools has many advantages.

5. An effective experiment was employed in order to confirm whether the method of

task-based reading activity is effective. Compared with traditional teaching, the task-based reading

method is advantageous to improve students’ reading ability.

Taking all these factors into account, the research results show that task-based reading

activities have been widely used in EFL classes at primary schools in China , the number of

task-based reading activities in EFL textbooks is relatively huge; thus, it confirms the contribution

of task-based activities in the field of improving young learners’ reading skill. The analysis of the

experimental results confirms the applicability and effectiveness of task-based reading method in

current teaching situation at primary schools in China.

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Grellet, Francoise. 1981. Reading Learning Strategie. Cambridge: Cambridge University.

Halliwell, Susan. 1992. Teaching English in the primary classroom. 2nd ed. London：Longman.

Harmer, Jeremy. 1991. The practice of English language teaching. 7th ed. London: Longman.

Janice .F. Almasi. 2003. Teaching Strategic Process in Reading. New York: The Guilford.

Lewis, Gordon. 2007. In Teenagers. Oxford: OUP.

Lessard, Michael. 1997. An Overview of Second Language Teachers: The Internet TESL Journal.

London：Routledge.

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Nunan, David. 1991. Language teaching methodology . Cambridge: Cambridge university press.

Oxford, Rebecca, Crookall , David. 1989. Research on Language Learning Strategies. Oxford:

OUP.

Preggoy, Boyale. 2005. Reading, Writing and Learning in ESL: A Resource Book for K-12 teachers.

3rd ed. London：Routledge.

Pang, Elizabeth. 1968. International Academy of Education. Available:

researchgate.net/scientific-contributions/37876675_Elizabeth_S_Pang. [14 January 2003]

Robb, Laura. 2010. Teaching Reading in Middle School . 2nd ed. New York: Scholastic.

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The student’s statement

I,, have read the Department of Foreign Language, Literary and

Translation Studies statement on plagiarism. I understand that plagiarism is wrong and that it cantake different forms, some direct and some indirect. I also understand that plagiarism in an essay,project or thesis submitted to this department will result in a greatly reduced mark or rejection ofthe paper entirely.

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