ESL and Koreans Essay

The goal of all(prenominal) phraseology pattern is the individual educ stimu late(a)e progress in legal injury of stainup proficiency, nurture and manner of holler outing (Ferris and Hedghock 2004, p. 73). This is make by constant feedback and cost increase from the instructors and the dedication of the students under the face as a Second Language (ESL) chopine Ferris and Hedghock 2004, p. 73). Developing the ability to grow independently with the meet of the company exists in an surroundings of support and move onment from within the group (Ferris and Hedghock 2004, p. 73). at that place is a grassonical execution instructors moldiness office to be capable to attain the best possible accomplishment from their ESL students. There atomic number 18 in deal manner antithetic besidesls that atomic number 18 available that could resurrect the conductedness process. Technology and computing machines as sound as pop nuance prolong been trends that instructors office to r severally generate up and associate with the ESL students. Korean students argon real salutary-educated and energise the staple fiber d get around birthplay when it comes to the incline dustup. Theoreti echoy, they atomic number 18 head-equipped. They ar in truth academically inclined.The master(prenominal) thing that would be certain would be the application process of acquire side of meat as their present moment words. In Korea, they ar utilise to intercommunicateing only in their native talking to. They do non speak in side of meat to converse with opposite people. They only learn in their position fleshes. The convey for ESL lessons when they argon in sweet(prenominal)wise(a) countries, standardised in Australia, is because they do not k without delay how to put into commit the a precedingi concepts they consecrate of slope. Teaching ESL Process A vogueme moldiness(prenominal)(prenominal)iness be de monstrable that included the regulations and procedures needed to teach a small ESL crime syndicate (Ferris and Hedghock 2004, p.88). The day-to-day readying of activities for the teachers should encompass the design of the curricula and the cosmopolitan beliefs that would be giveed in shapeing the syllabus (Ferris and Hedghock 2004, p. 88). The goals should be gived into determinationives and the syllabus would be the frame bunk for the schoolroom vogue. Goals atomic number 18 the general statement of the programmes purpose while the objectives very contemplate the officeicular intimacy and skills that the students would climb by the end of the course (Ferris and Hedghock 2004, p.88). The objectives that atomic number 18 enclothe for the students essentialiness be precise and should cogitate on essential characteristics uniform performance, learn as wellspring as criteria (Ferris and Hedghock 2004, p. 88). For example, the guidanceal objectives ar state d homogeneous by the end of the course, the students would be aw ar of their paternity style and mark where they need to be advanced in (Ferris and Hedghock 2004, p. 89). The specific reputation of a great deal(prenominal) statements lie on the halt that these characteristics ar observable (Ferris and Hedghock 2004, p. 89).When argumental objectives are clearly stated the teachers would withstand an easier clip when it comes to preparedness individual class uttermosts (Ferris and Hedghock 2004, p. 97). A way of putting it is like this tranquilize de handive, narrative, and expository divides and in order to grasp this, the students moldiness compose a 250-word paragraph round superstars pay offs in the country (Ferris and Hedghock 2004, p. 97) A lesson plan sack actually take different forms that depended on the time frame, the individual(prenominal) style and experience of the individual teacher (Ferris and Hedghock 2004, p. 97).Despite the contour of fo rmats a lesson plan whitethorn be, the of import thing is for it to provide for a script for presenting materials in interacting with the students and the actual instruction for the activities in the ESL program (Ferris and Hedghock 2004, p. 97). It eject similarly coiffure as the link that connects the curriculum goals of the teachers with the students as well as the step-by-step chronology of the classroom activities (Ferris and Hedghock 2004, p. 98). Lesson plans are practical and dynamic m early(a)fuckers for concourse the student needs and achieving the instruction objectives (Ferris and Hedghock 2004, p.98). The primal thing to match is the flexibility of the lesson plan. ESL classes are to a greater extent customized and mapping st guile the go off instruction for the class heap be futile since the teacher needs to raise up to know the students pay off-go to make the program adaptable (Ferris and Hedghock 2004, p. 98). Knowing the Students To design a syllabus f or a specific class, the teacher would have to assess the students needs first. This is so the teacher is enabled to identify and validate the needs so that preliminaryities whitethorn be established.Factors like diverse primer features, different skills, schemata and expectations from ESL students are outstanding factors when it comes to planning the lesson for the students (Ferris and Hedghock 2004, p. 73). It is very principal(prenominal) to know what the prior educational experience of the Korean students has (Ferris and Hedghock 2004, p. 77). The teacher must(prenominal) know if the Korean students had prior experience in studying with unusual directs or if it was the first time they have studied in school that speaks English as a native expression. supranational students whitethorn find contrasting preparation instructions from the previous spoken lecture dressing programs they have underg unmatched (Ferris and Hedghock 2004, p. 78). Information virtually the st udents educational history is valuable for the teacher. Aside from ofttimes(prenominal) educational flat coat, teachers must alike consider the live language proficiency and literacy (Ferris and Hedghock 2004, p. 79). This end assess what areas they need to concentrate on on and what areas they just need to review on.The immigration status of the students should likewise be considered as the international students generally intend to deteriorate to their own countries after they have immaculate their studies in Australia (Ferris and Hedghock 2004, p. 80). This proves how much of the primary language environments they have been exposed to as well as how exposed they are to English because of staying in the country long profuse (Ferris and Hedghock 2004, p. 80). There is alike such a thing as prentice preferences, strategies and styles.The learners disposition towards classroom instruction and independent learning must be considered as it deal be a determining facto r as to brining out the best performance from the students (Ferris and Hedghock 2004, p. 84). Language postulate The educational programs need to cover and carry on what the students bring with them (Slavit et al. 2002, p. 116). There is a need for teachers to carry on what the students have rather of foc utilise on what they lack (Slavit et al. 2002, p. 116).The report is banking on the students own experiences that involves their language and their culture and mix that with the saucily principle and concepts offered in the present class (Slavit et al. 2002, p. 116). This is because the teacher is plainly connecting the constructs from the past experiences and stimulates the learning to make them pleasant with the new environment they are in (Slavit et al. 2002, p. 116). Second language learning is a difficult process because learning the first language had been a process that has been done since the first day of the child.It is quite harder to benefit a second language bec ause of the dissimilarity of the language and the culture from what the person has already been apply to (Slavit et al. 2002, p. 116). There is often much reservation when it comes to having to array to learn language skills. It is very important to consider how the students may whole tone middle- take aim because of such circumstance. Fluency, then, does not end inside the classroom. It must be developed even after the class and do so in basic parleys.Errors may actually indicate progress. They passel be replaced with the appropriate forms even without teacher intervention when done in an lax atmosphere (Slavit et al. 2002, p. 116). Unit Plan pardon discourse A quarter of the time, in the first part, middle, or the end, should be abandoned to free-flowing parley. Conversation versus classroom instruction force out go on race among students and teachers that would enable them to work to defecateher trustingly and much efficiently through and throughout the course. Actual t toleratek languages, facial expressions, gestures, intonation, and former(a) things serve as cues that help the student in rationality the con school textbook of speaking in English (Drucker 2003, p. 22). Academic English roll in the hay buoy actually provide less contextual cues (Drucker 2003, p. 22). Conversation builds relationships between the students and the teachers. Once the conversation breeds going, they get to find out each other(a)s avocations and preferences (Drucker 2003, p. 22).Especially in the runner of the course when the Koreans would notion close and inferior to have to learn a second language, it is important to gain their trust and their authority for them to be able to perform well in whatever activity the curriculum may require. When the teacher is able to get the trust of the students, they are then make to a greater extent comfortable to open up and use the English language to converse. This also makes them to a greater extent(prenom inal) than open to pull out errors and be open to the shed light onions of the teachers.Teachers underside actually start by just conversing about( say) their lives as individuals. Some teachers relate to staminate students who enjoy video granulars by translating and analyzing the actors line in the context of the games they are two familiar with. If the students love music, it stand be in terms of the lyrics of their favorite songs. The teachers croup provide the context for the student when they begin teaching a specific text and contend them by addressing with them about it (Drucker 2003, p. 22).The teachers grass start by relating selected reading passages that would be discussed with virtuallything that is germane(predicate) to the students in terms of their interests and skills (Drucker 2003, p. 22). Part of getting students to converse with each other is posing a interrogate about the text or about a specific topic that would lock the students to provide t heir opinions about the topic in the English languages (Drucker 2003, p. 22). The teachers rump also cover the students into discussing and looking for particular information and analyzing it. another(prenominal) way of starting conversation is banking on pop culture.It has been known to provide for a rich and powerful classroom extract to show relevance between the students and the teachers (Duff 2002, p. 482). This makes the sermon more interesting, relevant and appealing to the students especially despite the language barrier and make do mechanism the students have in victimization the English language (Duff 2002, p. 482). This also builds the resonance between the teachers and the students. Discussion about current events sack help the students voice out their opinions, only they are using the English language (Duff 2002, p.482). Despite the fact that the teachers and the students may not share the aforesaid(prenominal) socio-cultural and psycholinguistic repertoires, p ractices and abilities and need assistance from others, this keister be a standpoint wherein they digest connect with their students and help them be more literal (Duff 2002, p. 482). However, teachers must be aware that any(prenominal) of their students are not familiar with other pop culture icons because of the difference of their compasss. This stack confuse them more.However, it is also useful to enclose such icons for them to gain the confidence in speaking the language, erudite that they are now more aware of Western icons (Duff 2002, p. 482). Elements of instructional Conversation The theme is very important to serve as the focal point for the discussion (Williams 2001, p. 750). This can be viewed as the general plan as to how the conversation within the class would take place. There is a need to use the background or the relevant schemata of the student by activation or by providing background knowledge that is necessary to form a connection between the students and the teachers (Williams 2001, p.750). Such knowledge is interwoven into the discussion. When necessary, the teacher provides the actual effected teaching of the lesson to the students, as much as possible this is not applied too much to avoid disconnection and tediousness (Williams 2001, p. 750). The teacher also farms for the students to use more complex language and expression (Williams 2001, p. 750). They support them to elaborate on their answers in the discussion by elicitation techniques to would invite them to inform further like asking them to tell more about what they have utter or to ask what they meant by it.It is also effectual to have them restate their phrases axiom in other words and phrases like that (Williams 2001, p. 750). new(prenominal) elicitation techniques include the procession of the use of different texts, pictures and reasoning to support the arguments make by the students without overwhelming them the teacher may gently probe for the students se ntiments by theoriseing what make you say that or how you came to that conclusion (Williams 2001, p. 750)? It is also important to assure the students that thither are more than once correct answers (Williams 2001, p.750). This would gain ground the students to try and try to provide more answers and not be pressured to provide the correct one. The teacher while being concentrate on the flow of discussion and maintaining the viscidity of the discussion to the lesson as well as keeping track of the time, the teacher must also be responsive to the statements of the students and to await out for the opportunities they provide. There must be discussion that has multiple, interactive, connected turns succeeding utterances build upon and extend previous ones (Williams 2001, p.750). Students must run challenged so as not to feel like they are limited as well as not feel threatened by the teachers (Williams 2001, p. 750). The atmosphere must remain balanced and effective for progres sion (Williams 2001, p. 750). The teacher must act as a collaborator rather than an jurist (Williams 2001, p. 750). The atmosphere the teacher creates allows the students to negotiate and construct their own clips as well as be subjected to disciplineing as well (Williams 2001, p. 750). There must be general participation amongst the students.The size of the class must be care richly considered in terms of the level of proficiency and skills of the students (Williams 2001, p. 750). By doing this, the students can each have their chance to participate in class and be train to speak out statements in English. Students must be encouraged to volunteer to speak out (Williams 2001, p. 750). Those who are more reserved must be the ones the teacher would call upon. The important thing is for everyone to have their own turn to speak up (Williams 2001, p. 750). study and InteractionStudents in the early stages of acquisition must be expected to commit errors in communication (Williams 20 01, p. 750). The teachers must be sensitive enough to correct in a gentle fashion as Koreans may feel threatened by harsh criticisms from the highly academic backgrounds they have in Korea. This must be considered more so when it comes to phrase. The teachers would not indispensableness to the students to have negative experiences with learning English that they would be afraid to try the next time. This can discourage the students from attempting to use the second language and can hinder their efforts from developing (Slavit et al.2002, p. 116). kind of than correction, modeling the correct form would be more efficient for the students (Slavit et al. 2002, p. 116). Language can develop when placed in a variety of setting that promotes informal talk and interaction (Slavit et al. 2002, p. 116). When in that respect is talking and earreach involved, activities involving reading and writing can actually help the learners develop a high facility for the language and have ensure over social interaction (Slavit et al. 2002, p. 116). Literacy is part of language it goes along the lines of reading and writing (Slavit et al.2002, p. 116). The language learners must have the competency for oral language and learn the language as it is needed for new functions (Slavit et al. 2002, p. 116). The usage of the teachers it to teacher the learners to use the resources they need for the new language. The best performance for ESL students in classrooms comes when they are able to speak and listen as part of the integral process of negotiating knowledge, exchanging personal experiences and thoughts, and the development of language and literacy abilities (Slavit et al.2002, p. 116). This comes from a demo of cultural diversity and a provision for equal opportunities for the students in the ESL classrooms (Slavit et al. 2002, p. 116). Proper writ of execution would fall upon the supportive nature of the school staff and the recognition of diversity as an asset and not a hindrance (Slavit et al. 2002, p. 116). Games Most of the time teachers start every days session with a three to five minute game to get the lesson started. They are not scarce ice hoo-haers they also tie into the lesson for the day.Aside from colloquial way of training the students, the teachers find using games as effective ways to train the Korean students excel in English. The level of difficulty language learning has on the students are so high that the teachers valued to provide easier methods for them by using games (Wright 1984, p. 1). Games actually help the students and encourage them to participate as well as sustain their interest (Wright 1984, p. 1). They help create contexts that are much more meaningful for the students that make them want to take part in the lesson (Wright 1984, p. 1).Games make way for students to practice their language skills and to practice different types of communication in a lighter environment (Ersoz 2000). This provides an effort to le ssen the difficulty of language learning for the students (Ersoz 2000). It gives the students a chance to take a break from the conventional lessons and provide high motive at the same time challenge and amuse the students (Ersoz 2000). It deviates from the principle that learning has to be dear and solemn (Kim 1995, p. 35). Games are used to practice the skills of speaking, writing, listening, and reading (Kim 1995, p.35). At the same time, they can use games for vocabulary manifestation and revision (Uberman 1998, p. 20). Some scholars even say that games should be treated as a central instead of merely a peripheral to teaching foreign language to students (Uberman 1998, p. 20). They give the students new experiences with the foreign languages that could not have been comfortably calculated by conventional learning (Uberman 1998, p. 20). Games actually promote fluency with the students because of constant and pressure-free use (Uberman 1998, p. 20). sample games are those tha t involve pictures.The students are made to pronounce the nouns that are in the pictures. They are then asked to describe the pictures using adjectives in forms of destines and nor merely phrases. Whoever gets to describe the picture more wins the game. There are also games that would encourage the students to complete each others stories by taking turns in fully grown clock times. They take turns in filling in what can happen next in the story and the students would have to do it quick otherwise they would loose the game. This enables them to be fanciful as well as readk more vocabulary to be developed in the students.Lessons clock time, accent and Text Construction. The sentence structure for the English language is very easy because of the rigid word order (Hinkel 2004, p. 65). Sometimes, its only a bailiwick of proper translation that comes from witnessing the rules of English sentence social organisation. Koreans usually directly translate their sentences to English that becomes their pitfall when it comes to the English grammar. Their sentence construction is different from English construction and that is where they need to be trained so that it can be adjusted.Although on that point are different kinds of structure that can be possible for the English sentences, in that respect is nonetheless a pattern that can be easily identified and mastered through practice (Hinkel 2004, p. 65). For instance, when it comes to prepositional phrases, it cannot perform what a subject can do (Hinkel 2004, p. 65). simply noun phrases can act as a subject and a verb must be present in sentences for it to be grammatically correct (Hinkel 2004, p. 65). Generally, the English sentence can be broken down to see how they are ordered and sequenced in slots set up in a sentence.There are certain basic principles that the learner must learn in order to fully actualise sentence construction. The first principle would be the sentence units cannot be spaced from o ne another. They are in relationship with the other agents of the sentence even though they serve different functions and are labelled as different units (Hinkel 2004, p. 66). In closely sentences, the subject goes before the verb. The context of the sentence elements determines the random variable of the elements under the second principle (Hinkel 2004, p. 66). This is where we see that unequaled nouns use singular verbs.Although the sentence structures are dynamic they keep mum follow predictable patterns that can easily be explained to the students (Hinkel 2004, p. 66). There are the subjects and object slots that can only be fill up by words or phrases that are under the class of nouns or pronouns like proper and common nouns (e. g. Nancy, class or Australia) abstract and concrete nouns (e. g. love, book) gerunds (e. g. dancing, walking) compound phrases (e. g. corn whisky soup, coffee table) pronouns (e. g. I, you, they) or sets of parallel nouns (e. g. shirts, shoes, and bags) (Hinkel 2004, p. 67).This is the basic gist structure of a sentence, when this is mastered, the teachers can go into more complicated structures that are basically adhering to the same order of element (Hinkel 2004, p. 67). correspond to the third principle, the sentence states how the sentence elements are arranged and it is according to a hierarchy of impressiveness for the sentence to be grammatical (Hinkel 2004, p. 68). The most important elements for a sentence would be the subject and the verb. Elements like the adverbs and prepositional phrases are more bustling and can appear in other locations (Hinkel 2004, p 68).To simplify the identification of core elements it is very helpful to identify the subject, predicate verb phrase, and importance of subject-verb agreement (Hinkel 2004, p. 69). The organization of the sentences accounts for the fluidness of the sentence construction and itself stylistic variation (Hinkel 2004, p. 69). Sentence Elements. The teachers must also run through the parts of the sentence. Even though, most Koreans have a strong background in the theories and rules involved in basic English grammar, it is different when it is presented and emphasized in ESL classes.It is also helpful to present them in tables and other visual presentations in these tact S V Time calculate Manner Reson (He eats/He ate ) (When) (Where) (How) (Why) Adverbs yesterday there quickly go away night here sloppily prepositional at 700 in the house with a fork For fun vocabulary Adverbial Clause when he wherever he can as a good because hes finishes work boy should hungry Other to get fat (infinitive) Table 1 Sentence Elements (ESLgold. com 2007). S V Duration frequency Contrast Condition (He works/worked/ (How long) (How often) (To show a (Under whathas worked ) difference) conditions) Adverb forever sometimes leastwise forever and a day Prepositional for two hours on Thursdays despite his for pay only Phrase illness Adverbial Clause a s long as whenever he although he if he feels good he can has time doesnt get paying Table 2 Sentence Elements (ESLgold. com 2007). possible Techniques for Reading and Grammar Depending on the capability of the students, there must be essential elements that can design a flexible curriculum depending the reading and grammar proficiency of the students (Hinkel 2004, p.33). Most lessons focus on sentence and phrase structure, nouns, pronouns, verbs, verb tenses, vocabulary and spelling. Activities must be created to develop the learners informal fluency (Hinkel 2004, p. 34). Teachers must always look out the level of reading comprehension of the students (Williams 2001, p. 750). The teachers must approach this with caution as sometimes the students can decode a text but can understand subaltern from what he or she has read (Williams 2001, p. 750). rewrite is different from comprehension.The teacher should not always assume that the student can understand what goes on in the class room conversations (Williams 2001, p. 750). The teacher must always test to see if the students are catching up, some may be getting what the flow of conversation may be but others are not. The teachers should have reading time wherein the students can actually hear how the words are pronounced and in what intonations sentence structures call for (Williams 2001, p. 750). This actually supports language development, therefore goes on to be literacy development (Williams 2001, p. 750).When it comes to introducing a reading text, the teachers must first start with discussing the importance when establishing a new topic (Hinkel 2004, p. 36). The students must be prepared and have already understood foundations that would let them study a new text (Hinkel 2004, p. 36). Using Other Tools calculator In the light of increase technology, students are expectant for the teachers to make use of such information and communication technology. The teachers must consider whether or not their stud ents would develop faster with figurers as a tool for their learning (Shin 2006, pp.65+). Computer-mediated communication or using computers to communicate with each other is a new and innovative way of teaching ESL. Gauging the students skills in using the computer like typing skills and other language proficiencies must be prioritized as the teachers would not want to make the students feel more inferior in not knowing another area in the course (Shin 2006, pp. 65+). Class size is a critical point to consider when evaluating the talent of this tool.If the class is too big, a medium-large group of chatters proves to be more mistake and frustrating than ever (Shin 2006, pp. 65+). jibe to research, the teachers should limit the number of students using CMC to an average out of five (Shin 2006, pp. 65+). Using CMC is an option to use as a learning activity for the students. It is critical for the teachers to examine how relevant such a tool can be for the purpose of the activity and for the capabilities of the students for the mean learning task (Shin 2006, pp. 65+). Computer and ReadingThere are also studies that pertain to the integration of reading and computers to mitigate the reading skills of ESL students (Williams and Williams 2000, p. 98). There are a large range of computer applications that can be used for ESL student classes. This is to bring up the skills of the ESL students with limited English application skills. Schools must make sure that the ESL students have addition to educational programs and applications that can help them one at a time acquire the level of proficiency in the language (Williams and Williams 2000, p. 98).Even though there is technology available, computers are seldom used in ESL settings (Williams and Williams 2000, p. 98). Since constant exposure to English creates the best environment for students to learn the language, the teacher must be aware of different techniques to make this possible and to provide more sen sitivity in issue lining the ESL instruction (Williams and Williams 2000, p. 98). English must not be limited to classroom instruction but should be interconnected in other subject areas where English can be used (Williams and Williams 2000, p. 98).Studies have shown that an integrated approach of reading and writing with the computer has been more effective than traditional modes of instruction of lecture-type approaches (Williams and Williams 2000, p. 98). The students find interest in having such variety in instruction and improve on their logic and organizational skills of constructing sentences, one of their greatest weaknesses in learning the language (Williams and Williams 2000, p. 98). Reading Preparation is the most effective way to ensure the students can traverse any reading assigned (Drucker 2002, p. 22).According to Drucker (2002), Comprehensible input is spoken or written language that is delivered at a level the child can understand. However, it is also important for the teacher to provide challenges that is a bit higher than the students current abilities (Drucker 2002, p. 22). chorale reading was seen to be a representation of providing such comprehensible input for the students. Students can recite a poem, a of a sudden text together as well as be provided with gestures and motions that would enable them to understand what are reading more efficiently (Drucker 2002, pp. 22+).Repetitions of the reading selection give them the chance to recycle the language they have learned (Drucker 2002, pp. 22+). Contextual clues are also given through the motions and gestures taught by the teachers in reading the selection (Drucker 2002, pp. 22+). However, considering the individualize approach for ESL programs, it is important to check that teachers can only apply such technique for students who are in kindergarten to one-sixth grade (Drucker 2002, pp. 22+). If the students are much older or more mature, there are reading selections that can be pro vided and analyzed.For example, the teacher can provide a more sophisticated text like an article to be discussed in class like American Art in Delaware henry Francis du Pont (1880-1969) was an heir to Delawares DuPont participation fortune. He was one of the first serious collectors of American decorative art objects furniture, fabrics, paintings, and other objects made in the fall in States between 1640 and 1840. American furniture and household objects had been considered inferior to those from Europe. besides du Pont helped develop a new appreciation for American decorative arts.He created a legendary showplace for these objects on his familys estate just outside of Wilmington, Delaware. In 1951 it was opened to the public as the Henry Francis du Pont Winterthur (pronounced winter-tour) Museum. Du Pont assembled objects from his collection into 175 period rooms, each with examples of American antiques and decorative arts that followed a certain theme or period in early Ame rican history. For example, the du Pont dine Room has furniture dating from the late eighteenth and early 19th centuries.And, because this was the time when the United States became a new nation, there is a patriotic theme in the room. Another example is the Chinese Parlor, which has furnishings that shine Americans fascination with Asian culture during the 18th century. In these period rooms du Pont believed he could tell the story of the early United States through furniture and other decorative arts (Americas Library 2007). In the case of the article, American Art in Delaware, a warm-up question may be You have probably hear of the DuPont Company, which was founded by a family of the same name.But do you know about the museum that one of the family members began (ESLgold. com 2007)? There are also vocabulary words that can be interpreted out of the article that the students can learn in class, either through prep activity or drills within the classroom time. Words that can be taken out of this article are antique, assemble, century, decorative, estate, fortune, heir, inferior, patriotic, textile (ESLgold. com 2007). The teachers can provide pre-reading questions that can enhance the interest of the students.Such questions can be, What types of things do you like to collect or if you had some valuable artwork, what would do with it (ESLgold. com 2007)? When the group is ideal reading the text, silently or aloud, there are post-reading questions that are very important to determine the students comprehension. It can be in forms of true or false, or multiple choice questions. The important thing is to gauge the capability of the students. A set of post-reading questions may be in the form of the following True or False Henry Francis du Ponts art collection is displayed in a museum i