(SKKN 2022) TO IMPROVE READING COMPREHENSION SKILL FOR GRADE 12 STUDENTS BY UTILIZING GRAPHIC ORGANIZERS

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING LE LOI HIGH SCHOOL  A RESEARCH PAPER FOR HIGH SCHOOL TEACHERS OF ENGLISH TITLE: TO IMPROVE READING COMPREHENSION SKILL FOR GRADE 12 STUDENTS BY UTILIZING GRAPHIC ORGANIZERS The writer: Phạm Thị Lý Position: Teacher High school: Le Loi Experience Initiative: English THANH HOA, 2022 CONTENTS Pages A INTRODUCTION I REASONS FOR CHOOSING THE RESEARCH II AIMS OF THE RESEARCH III SCOPE, OBJECT AND RESEARCHING METHOD B DISCUSSION I POST- READING STAGE The importance of reading General views on post-reading activities The Post-/After Reading Stage The importance of post-reading activities What students gain from post-reading activities Interactive post-reading activities II POST-READING ACTIVITIES FOCUSING ON SPEAKING Post-reading activities focusing on speaking Demonstration of activities usually used in teaching English 01 01 02 02 02 02 02 03 04 04 05 05 06 06 08 12 at Le Loi high school III APPLYING THE RESEARCH IN TEACHING ENGLISH 12 IV RESULT AFTER APPLYING THE RESEARCH IN 14 19 TEACHING C CONCLUSION I CONCLUSION II RECOMMENDATIONS D REFERENCE BOOKS 19 19 20 21 A INTRODUCTION It is widely recognized that reading is one of the most important skills for English as a foreign language students to master The ability to read and comprehend what one reads is crucial to success in our educational system For academic success, for English language learning, or to expand students’ knowledge of language, cultures and the world, reading comprehension has always played a central role in the curricula of the schools in this study At present, reading comprehension is not the product of word recognition skills, grammar or world experience as separate entities, but it is considered a highly interactive process between the reader and the text, one that enables “the construction of meaning by making inferences and interpretations” The post-reading stage of a reading lesson is often confused with the closing of a lesson However, having new information from the whilst-reading stage should bring about a change such as the students would know more, or think or feel differently from before Teachers should help students connect the new information they are now familiar with and their lives This article re-introduces the importance of the post-reading stage and some workable, meaningful activities Interactive activities are chosen so that students not only process their knowledge obtained from the text but also communicate this new knowledge to peers I REASONS FOR CHOOSING THE RESEARCH In Vietnam, in recent years teaching methods have been more and more improved Of four language skills, reading is believed to be the most important and also most difficult skill to students According to the time allocation, the school time for English lessons is limited with only periods a week, each lasts 45 minutes In an academic year, students complete 16 units, in which there are 16 reading lessons There have been a lot of activities organized in order to enhance the effectiveness and help students be more active and self-confident in learning English in general and reading skills in particular Many universities and upper-secondary schools, including Le Loi upper-secondary school apply post reading activities which can be seen as one of the most effective way to develop students’ reading competence It is stated that post-reading activities encourage student to reflect upon what they have read For the information to stay with the students, they need to go beyond simply reading it to using it Until now, there have been a lot of researches done in the area of post reading activities In 2000, Alderson wrote Assessing reading with the aim of analyzing the effectiveness of reading activities, including post reading activities Sasson (n.d) wrote post-reading activities – how teachers can end the lesson effectively to give some advice so that teachers can apply when implementing post-reading activities However, there is a gap between the theory and the practice At upper-secondary schools in general, the advantages of post-reading activities have not been fully made use of In addition, teachers and students encounter some difficulties related to the students’ level, time, etc; as a result, the implementation of these activities has not been effective All mentioned above, I have decided to suggest postreading activities I have ever taught my grade 12 students at my school II AIMS OF THE RESEARCH - To introduce how to teach reading skills and post-reading part - To show ways of teaching post-reading part - To show how post-reading activities can be designed for teaching English in grade 12 at Le Loi high school - To draw out what the learners understand the reading texts and apply them to their daily life through post-reading activities III SCOPE, OBJECT AND RESEARCHING METHOD - Scope : Researching in the process of teaching English 12 at Le Loi high school - Object: This subject is concerned with ways of organizing postreading activities in the class - Researching method: Reading reference books , discussing with other teachers, applying in teaching, observing and drawing out experiences B DISCUSSION I POST- READING STAGE The importance of reading Reading is an activity of inferring meaning out of written symbols with the collaborative work of cognitive behaviors and psychomotor skills (Demirel, 1992) Reading is described as the process of perception in terms of written and published words with the help of senses, comprehension of these after building meaningful connections; intellectual and spiritual acquisition, active and communicative involvement with the written and published symbols, reception consisting of a number of perceptive and cognitive processes, an interpretation and also a reaction According to Alderson (1984), most scholars would suppose that reading is one of the most important skills for educational and professional success In highlighting the importance of reading comprehension Rivers (1981) stated that reading is the most important activity in any language class, not only as a source of information and pleasurable activity but also as a means of consolidating and extending one’s which are knowledge of the language As Karakas (2002) pointed that the real objective of reading is fast and right grasp of the meaning Especially, reading at high speed along with full comprehension is a critical factor affecting the success of the students Students who can read at a high speed, understand what is being read, have a rich verbal repertoire and have a good master of the language, learn more easily and have higher rates of success The level of reading can be designated by asking questions about the reading text being read and evaluating the related answers in verbal or written way According to Eskey (1988) in advanced levels of second language the ability to read the written language at a reasonable rate and with good comprehension has long been recognized to be as oral skills if not more important General views on post-reading activities Definitions of post-reading activities As language learning involves the acquisition of thousands of words, teachers and learners alike would like to know how vocabulary learning can be fostered, especially in EFL settings where learners frequently acquire impoverished lexicons, despite years of formal study Research indicates that reading is important but not sufficient for second-language vocabulary learning, and that it should be supplemented by post-reading activities to enhance students vocabulary knowledge Post reading activities play an important role in language teaching and learning There are many reasons for its being important Firstly, learners come across it a lot in their daily lives Secondly, since the students in this research are preparatory learners who are learning English for academic purposes, that means students learn English for the examination Therefore, without understanding the texts, they cannot learn anything, as a result, cannot be successful in the exams Since post reading is an important skill in language learning, it is necessary to define it According to Chastain (1998), post-reading activities help readers to clarify any unclear meaning where the focus is on the meaning not on the grammatical or lexical aspects of the text Ur (1996) discusses summary as a kind of post-reading activity where the readers are asked to summarize the content in a sentence or two It is also possible to give this post-reading activity in the mother tongue Karakas (2002) proposes that the readers interpret the text and illustrate the relationship between the questions and their answers by using activities such as summarizing, question and answer, and drawing conclusions and it is possible to catch the missing parts of the mental picture through thinking aloud, discussion and summarizing "Post-reading" (after, follow-up, beyond reading) exercises first check students' comprehension and then lead students to a deeper analysis of the text, when warranted (Alderson, 2000) The primary goal of post-reading activity is to make sure that satisfactory comprehension was taken place If the person is looking for a number in a telephone directory, she or he should be very selective She/ he should scan the directory for the number needed On the contrary, a researcher needs to read an article in detail to get the main ideas of the writer and to learn more about the subject Nevertheless, it can still be argued that any reading is selective Wallace (1992) shares the same idea by saying, Just as we filter spoken messages in deciding what to attend to, so we filter written messages And even when we commit ourselves to a full reading, that reading will still be selective, some parts being read with greater care than others 3.The Post-/After Reading Stage When the during-/whilst- reading stage is completed, the students are expected to have obtained new information from the text This should bring about a change of some kind such as they would know more, or think or feel differently from before Therefore, we ask, So what?, which leads to the connection between the new information the students are now familiar with and their lives According to Nuttall (1996: 164) when intensive work in a during-/whilst reading stage is completed, general comprehension must be intended to At this stage, the students should be able to evaluate the text as a whole to respond to it from a more or less personal point of view They may be asked to agree or disagree with the author or the characters in the text; relate the content to their own experience; connect the content with other work in the same field; discuss characters, incidents, ideas, feelings or predict what can happen afterwards Common post reading activities are: creating stories or end of stories, producing posters, reconstructing texts, and questioning the text or views of the writer 4.The importance of post-reading activities Post-reading activities are simply activities done after during reading activities are completed At this stage the students are in a temporary change of state or condition, that is, they now know something they did not know before They know some new vocabulary items, some new sentence structures, some new idiomatic expressions, and they have new knowledge about a certain topic However, it is definitely not the right time for the class to just call it a day How many times we see lesson plans with good prereading activities and well- planned during reading activities, but brief, classic post-reading activities such as write the answers on a piece of paper, translate paragraph 2, write a sentence for each of the new words found in the text, using a similar pattern, write about your house? Something must be done to help the students use what they now know so that these new things will become more than just knowledge In a postreading stage students are not studying about the language of the text and they are not comprehending the text, either At the post-reading stage students are supposed to apply what they possess Post-reading activities are expected to encourage students to reflect upon what they have read The purposes of the activities are for the students to use the familiar text as basis for specific language study, to allow the students to respond to the text creatively and to get the students to focus more deeply on the information in the text For the new information to stay with them, the students need to go beyond simply reading the information to using it Following up in the post-reading stage is critical to both comprehension, which is instruction sensitive, and obtaining and working on new information, which takes the students to their real life situation Welldesigned after-reading activities usually require the learners to return to the text several times and to reread it to check on particular information of language use Students, individually or in groups, should have sample time to share and discuss the work they have completed This enables the students to tie up loose ends, answer any remaining questions, and to understand the interrelationships of topics covered When readers are called on to communicate the ideas they have read, it is then that they learn to conceptualize and discover what meaning the text has to them Although teachers should be careful to spend just some time in the pre-reading stage, they are actually expected to spend more time in the post- reading stage with several activities A two- fold purpose is involved here, namely: students need to (1) recycle what they have obtained from the text and (2) go beyond the text and enter the real world, equipped with the newly obtained information What students gain from post-reading activities At least six principles in foreign language teaching learning by Brown (2007: 62-81) can be fulfilled From recycling some language components in different ways through different language skills, automaticity is certainly on its way Meaningful learning is carried out because at a post- reading stage students relate new information with their own life and experiences Each student is asked to respond to parts of the text she or he has read Because students are active in responding to the texts they have been, and the teacher puts himself in the background, students are empowered and to a certain extent, in control of the activities This may lead to students autonomy Willingness to communicate, which involve students willingness to take risks and being self-confident, is gained because they are supposed to be wellprepared to the post-activities When students are given different tasks, they have good opportunities to use the language, orally as well as written This puts them in a position where they can develop their interlanguage Finally, post-reading activities are not interested in the right versus wrong answers to comprehension questions anymore Students not have to prove they understand the vocabulary and grammar of the text, anymore Therefore, students are not only taught to achieve linguistic competence but also discourse and strategic competence, so communicative competence is also taken care of We can conclude that from post-reading activities, the students are developing themselves to achieve automaticity, meaningful learning, autonomy, willingness to communicate, interlanguage, and communicative competence Interactive post-reading activities Reading comprehension should not be alienated from the other skills (Harmer, 2007: 267) In reality, for example, we tend to talk about what we have read, especially when the content is actual, interesting, un- expected, or simply strange and unbelievable Therefore, we may link reading and writing, for example, by summarizing, note- making, mentioning what has been read in a letter We might link reading and listening by comparing what we have heard to reading a news report, comparing the song we heard from the radio to the song lyric down- loaded from the internet Still, we might link reading and speaking by discussing what we have learned from a reading passage and retelling stories There are many activities that will refine, enrich, and increase interest in the as signed topic of a text However, the primary goal of the post reading phase is to further develop and clarify interpretations of the text, and to help students remember what they have individually created in their minds from the text Good post-reading ac tivities should be able to get the students to recycle some aspects from their whilst- reading activities; to go beyond the text; to share opinions, ideas, feelings; and to give reasons to communicate There are various kinds of interactive post-reading activities that related to other language skills The following activities are mostly taken from Bamford and Day (2004) and, after some adaptation, are proven to have worked well in my classes 6.1 Interactive Post-reading Activities Focusing on Listening 6.2 Interactive Post-Reading Activities Focusing on Writing 6.3 Interactive Post-reading Activities Focusing on Speaking 6.4 Other Interactive Post-reading Activities II POST-READING ACTIVITIES FOCUSING ON SPEAKING Post-reading activities focusing on speaking Students are likely to understand more when they discuss with each other what they have learned, so they must have special opportunities to orally discuss their opinions, feelings, and conclusions, from their reading activity Some of the ways to this include the following activities 1.1.TV reporters Students can pretend to be television reporters with two minutes to sum up the highlights of the story They work in small groups to decide on the highlights which are written as news prompt on a laptop or a large piece of paper put on a stand 1.2.Main ideas list Students list the five (or more) main ideas of the text beginning with the most important to the least (not following the order in the text) This can be done in a Round Robin type of activity, in which each student is a group of 45 students takes turn saying one main idea 1.3.Teacher-absent student A student becomes the teacher and explains what was covered in class with a student who was absent This is a good and meaningful activity because the students are trained to decide important aspects of a lesson The activity may become really entertaining when the teacher plays a role of a real teacher the class know 1.4 Debate The students can take specific sides of a topic and debate an issue Depending on the levels of students, the activity can range from the students just mentioning likes and dislike to a real debate activity 1.5.Hot Seat One student becomes the writer of a text or a character in a text, answering the class’ questions The questions can be creative, whose answers are not found in the text Here, there is aspect of unpredictability, which is one important characteristics of real communication Funny answers are expected, and these are the interesting parts of the activity 1.6.Vanishing cloze This activity helps the students memorize a poem by doing a cloze procedure orally The teacher adds the blanks until no more words are left Although it is a teacher-centered activity, the teacher can assign the students to work in groups of four and at different point of the process the teacher and call out students in different group to recite a certain part of the poem To give equal chance to the students, this activity can be done in a Numbered Heads Together format 1.7.Team Review Students review material already studied and share their knowledge with other students This can be done in groups, where students move to other groups to socialize their knowledge 1.8 Story Reading This activity is meant for reading with an audience such as young learners The reader of a text (usually a short fable, folk tale, fairy tale, or procedure text) has to be well-prepared in terms of pronunciation, intonation, key or new vocabulary, when to pause and give comments, show pictures or make use of media, or ask questions 1.9 Retelling (a strory) In this activity, the story teller has to really know the story He or she has to prepare the story and rehearse again and again so as not to make any language mistakes when doing the actually story telling To help the teller to communicate his or her story as well as the audience to understand the story, some media such as puppets, cut-outs, realia, or animation on LCD, can be used 1.10 Interactive cross-word puzzle The purpose of this activity is to recycle vocabulary items learned from some reading texts The students work in pair in an information gap activity, in which each member has a different set partially completed crossword puzzle without clues The pair take turns asking each other so that they can have the completed cross-word puzzle Because no clues are provided, the student who has the answers should construct the clues to be guessed by the other student in the pair 1.11 Role-play Role-play activities allow students to act out concepts For example, in a computer technology class, after students read about the functions of the various computer components, the teacher could select students to act out the roles of the CPU, the monitor, the modem, and the printer 1.12 Quiz Questions After students read a chapter or section of a chapter in the course textbook, ask them to develop questions for a quiz (This can also be done with other reading materials.) This activity forces them to analyze the information in the chapter and decide on the most important concepts to remember Formulating questions can also helpthem to organize the concepts into logical chunks of information for easier retrieval Working in groups on this activity is helpful for further discussion of concepts Students can then present their questions to the class and see who can answer them correctly The students trying to answer the questions may offer suggestions on how to write a question more clearly so that it can be easily understood Teachers might also offer suggestions for revision of questions Other SEA Site modules, for example, "WH-Questions" and "Passive Voice" can be useful for teachers in providing guidance in using structures that will be more easily understood by students Demonstration of activities usually used in teaching English 12 at Le Loi high school 2.1 Tv reporter: Examples : Unit – Cultural diversity- Part A: Reading After you read Work in groups Talk about “ What are the differences between a traditional Vietnamese family and a modern Vietnamese family ?” 10 Teacher: Asks students to work in groups of to talk about the differences between a traditional Vietnamese family and a modern Vietnamese family + Devides the role of each student in every group (One of them will be the Tv reporter, the other will be the interviees) + Helps students to prepare the questions (wh-questions) related to the family Students: Prepare the questions related to the family How many people are there in the family? How many generations live in a home ? Who supports for the family? Who takes care of family / children ? … 2.2 Main ideas list Example: Unit – Ways of socialising – Part A: Reading After you read Work in group: Discuss the meaning of whistling and hand – clapping in Vietnamese culture 11 Teacher: - Asks students to work in pairs to talk about the meaning of whistling and hand – clapping + Gives some suggestions: whistling and hand – clapping are used to call someone, to express happy feeling, to reduce stress etc + Aks students to the meaning of whistling and hand – clapping Students: Pair works A: Do you think whistling and hand-clapping convey different meanings? B: Sure These two actions have quite different meanings I think whistling is a sicnal to show we feel happy or satisfied with something A: But teenagers, at present, whistle to express their disapproval or protest B: OK But only for teenagers To adults or learned or educated people, they never whistle to show their disapproval or dissatisfaction A: That’s right Whistling in crowds is considered impolite or even rude B: What about hand-clapping? A: In my opinion, hand-clapping is a action used to show one’s approval, aurcement or enjoyment B: But I’ve heard there is a different meaning between common handclapping and slow hand-clapping A: Sorry, I’m not much sure, but as I know slow hand-clapping shows the applause or cheer B: However slow hand-clapping with shouts can be used to express strong disapproval or protest A: Thus, we should be careful when we clap our hands B: Well, I think so Work in groups of to talk about the uses of computers in our life nowadays 2.3 Debate 12 Example: Unit – Future jobs – Part A: Reading (This activity is only used for better students at a certain class) After you read Work in group: Discuss the question “What pieces of advice you think most useful and least useful for job interviews? Why ?” Teacher: Asks students to work in groups to debate : “What pieces of advice you think most useful and least useful ? Why ?” The groups in the right side discuss the most useful advices and in the left side dicuss about the least useful ones Students: Work in groups devided by the teacher and debate the two side for job interviews 2.4 Hot seat Example: Unit – Life in the future – Part A- Reading 13 Teacher: Asks students to imagine life in the future (in the next 30 years) and calls one of the students (or let them volunteer) to go to the chair prepared in front of the class and answer the questions made by the class Students: prepare the questions related to life in the future 2.5 Retelling Example: Unit 12 – Water sports – Part A: Reading Ater you read 14 Work invidually Retell the water polo and compare it with football using the cues below * Places to play * Numbers of players * Main rules * Length of time Teacher: - Asks students to look at the cues carefully and think of what they have read about + Tells students that they can begin with the following: Hello, everyone I’m going to tell you about water polo It is played in …… Students: Look at the cues carefully and think about what they have read 2.6 Role-play 15 Example: Unit – Future jobs – Part A: Reading Teacher: - Asks students to play the roles of interviewer and interviwee in the job interview + Tells students to prepare questions related to job interviews Students: Work in pairs to talk about the job interviews + Prepare questions: Which jobs would you like to do? Where will you work ? Who you want to work with ? How much might you get paid? What is the working condition? … III APPLYING THE RESEARCH IN TEACHING ENGLISH 12 Period 41, 42 Date: 17/11/2021 UNIT 8: LIFE IN THE FUTURE Part A: Reading Time: 45 minutes Class 12A2, 12A8, 12A11 I Objectives: Educational aim: - Students read and guess the meaning of words in contexts - They read and decide on True or False statements - They note taking and comprehend the passage Knowledge: - General knowledge: The changes of the life in the future - Language: Common knowledge of the life and the environment… 16 - New words: Words related to the life and the economic, environment… Skills: - Guessing meaning in context, deciding on true or false and passage comprehension II Method: - Integrated, mainly communicative III Teaching aids: -Picture, board, chalks, textbook, handouts,… IV Procedure: Teacher’s activities Students’ activities Warm-up: (3 minutes) Aims: to introduce the topic of the lesson - Listen to teacher and to raise students' interest - Introduce the new lesson to the students Before you read : (5 minutes) - Ask students to look at the picture ask and answer the questions - Look at the picture, listen to the teacher then ask and answer the questions in the book - Work in pairs While you read : (23 minutes) - Ask students to look through the passage and read in silence - Help students read the passage - Explain pronunciation and meaning of new words which appear in the passage Task : (3 minutes) - Ask students to read through the text once to find out some new words, guess the main idea - Explain new words (give the Vietnamese equivalents), guide the sts to get the main contents of the reading text - Ask students to work individually in minutes to this task - Guide students to read through the passage , then focus on only the sentences surrounding the suggested words to the task effectively - Give students some more words that may be new/ unfamiliar to them - Guide the students to read the word in chorus and individually - Listen to the teacher then read the passages - Ask some new words if necessary - Work individually to read the text then choose the the words and phrases in the passage: - Share the key with other students: Keys Pessimists optimists economic depression terroism wiped out Space shuttle 17 Task 2: (4 minutes) - Ask students to read the passage again then work in pairs to ask and answer the suggested questions - Walk round the class to give help if necessary - Give suggested words, phrases or useful suggestions - Correct the students’ work - Listen to the teacher then the task - Works in pais: Keys: - Many large corporations will be wiped out and millions of jobs will be lost - The security of the earth will be threatened by terrosist groups will become more powerful and more dangerous - People will be living in much cleaner environment, breathing fresher air anf being looked after by …… - They are developments in micro technology–coputer and telecommunication - Work individually to read the text then choose the the words and phrases in the passage: - Share the key with other students: Task 3: (6 minutes) Keys: - Ask students to read the questions - Work: Factories, offices… carefully - Travel: Cars, space-shuttle, petrol, - Ask students to read through the passage … again - Ask the class to - Listen to the teacher then the - Call some students to give the answers task - Ask others students to correct - Some students stand up to report - Give the true answers their discussions - Work in groups After you read : (8 minutes) - - Aims: to help sts to consolidate what they have read about -Asks students to play the “hot seat” game + Asks sts to close their books - Play the “hot seat” game + Ask one of the students to sit down on the chair situated on the platform to answer the questions that his/ her friends + One of the students comes to sit are going to make about life in the future down on the chair situated until find the winner who can answer most of the questions 18 + Encourages students to use their own words to make questions - Ask one or two pairs to report Consolidation: (2mins) -Asks sts about what they have learned in this lesson? +Summarize the main points of the lesson: + New words that related to the lesson Homework:( mins) - Ask sts to write full passage about life in the future + Make the questions Suggested questions: Do you think life will be better in the future? What will be life in the future? What will happen to our environment? ………… Period: 32 Date: 25/10/2021 UNIT 6: FUTURE JOBS Part 1: Reading Time: 45 minutes Class: 12A2, 12A8, 12A11 I Objectives: Educational aim: Students should know about preparing for a job interview Knowledge: - General knowledge: Students know about future jobs - New words: Words related to future jobs Skills: - Guessing meaning from context - Reading for specific information II Method: Integrated, mainly communicative III Teaching aids: Student’s book and pictures showing farmers’ daily routines, etc IV Procedure: Teacher’s activities Students’ activities Warm-up: (5 minutes) - Ask Ss some questions: - Work in pairs, discuss and Tell the class some jobs you know? answer the questions Which job would you like to be in the - Stand up and tell the class the future? Why? answers - Get feedback - Understand the aim of the lesson: - Lead Ss to the new lesson: future jobs Unit 6: future jobs Before you read : (7 minutes) 19 - Ask Ss to work in groups Tick (ü) the factors that they think would help them succeed in a job interview • wearing casual clothes • giving clear, honest answers • feeling self-confident • feeling nervous • having a good sense of humour • avoiding difficult questions - Get feedback - Give Ss suggested answers While you read : (23 minutes) - Ask students to look through the passage and read in silence - Help students read the passage - Explain pronunciation and meaning of new words which appear in the passage Task : (7 minutes) - Introduce the task: These words are from the passage Look back to the text and circle the best meanings A, B or C - Ask Ss to circle the best meanings A, B or C - Go around class and help Ss if they need - Call on Ss to give their answers - Correct mistakes Task 2: (10minutes) - Introduce the task: Work in pairs Decide whether the following statements are true (T) or false (F) Try to reduce the feeling of pressure and make a good impression on your interviewer Find out as much information as you can about the job and the vacancy Bring with you a letter of application and your resumes to the interview Take all your certificates and letters of recommendation with you Remember to dress neatly and formally Your voice should be clear and polite Tell the interviewer about your shortcomings - Work in groups Tick (ü) the factors that they think would help them succeed in a job interview E.g - avoiding difficult questions - giving clear, honest answers - feeling self-confident - Read the text in silence Find out new words Understand the aim of the text Do the tasks that follow Task1: - Study the task carefully - Choose the right option to finish the task - Exchange their answers for peer correction - Tell the class the answers B C A B - Look at the task, read the text again to give the answers - Understand the task - Read the text again, decide whether the statements are true (T) or false (F) - Answers: 1-F; 2-T; 3-F; 4-T; 5-T; 6-F; 7-F; 8-T 20 Remember to say goodbye to the interviewer before leaving the interview - Go around class and help Ss if they need - Call on Ss to give their answers - Correct mistakes Post reading (2 minutes) + Role-play Aims: Students' summary about the roles of - Answer the following questions: interviwer and interviwee in the job What you prepare for a job interview interview? -Ask students to role-play to talk about job What should we and interview shouldn’t before, during + Tells students to prepare questions related and after an interview? to job interview … + Go round to help sts with their work - Two or three pairs are required to roleplay in front of the class - Listen and help sts to give correct answers Home work: (2 minutes) - Ask students to read the passage again -Do Reading exercise of Unit in - Ask students to Reading exercise of workbook and prepare Part B : Unit in workbook and prepare Part B : Speaking at home Speaking at home IV RESULT AFTER APPLYING THE RESEARCH IN TEACHING Class Excellent-good Average Weak (bad) 12A2 40% 53% 7% 12A8 43% 51% 6% 12A11 47% 50% 3% C CONCLUSION AND RECOMMENDATIONS: I CONCLUSION OF THE STUDY The success of this study is giving students opportunities to express their understanding of the reading orally, allow them to learn from each other and to integrate the content of reading material into their knowledge base Ideally it promotes the notion of an exchange of information, helps to break down traditional teacher-centredness, and begins to establish a variety of interaction patterns in the classroom It is also fundamental to the inductive approach to teaching language and to learning through tasks and self21 discovery, and a simple and effective way of getting learners to produce language II RECOMMENDATIONS Each teacher has their own activities to teach post-reading Whatever teaching styles are used the suggestions which may help teachers are followings: Teacher has to prepare the post-reading activities carefully and anticipate the possible problems they may encounter Teacher has to give students clear instructions so that they can easily take part in the activities Teacher has to monitor what activity he/she is going to in order that students can focus ont it Teacher has to think about how to check students' understanding Teacher has to think about the context in real situation where the vocabulary and grammar might be used in order to relate learning language to real life and also promotes high motivation Because of students‘ limited English level, teacher has to explain again and again and or even in Vietnamese This is a proof to find that students’ limited knowledge (vocabulary, phrases, expressions …) is a big obstacle for implementing post reading activities Teacher should give them some assignment by telling them to read, watch films, listen to songs etc and note the useful word It is a good way to produce the target language by themselves Teacher must see that the personality of students affects the quality of post reading activities a lot If the student is an active and outgoing person, she/ he is willing to work with other people and he/ she knows how cooperate with them The teacher spends minutes or 10 minutes at the end of the reading lessons and the teacher tries to change the type of activities to avoid the boring atmosphere The post reading activities are varied: role play, continuing the story, retelling the story 10 Teacher should encourage students to use positive comments XÁC NHẬN CỦA THỦ TRƯỞNG ĐƠN VỊ Thanh Hóa, ngày 20 tháng năm 2022 Tôi xin cam đoan sáng kiến kinh nghiệm viết, khơng chép nội dung người khác NGƯỜI VIẾT SÁNG KIẾN ( Ký ghi rõ họ tên) Phạm Thị Lý 22 D REFERENCE BOOKS English Language Teaching Methodology (edited by Hanoi university) Aebersold, J A., & Field, M L (1997), From reader to reading teacher: Issues and strategies for second language classrooms Cambridge: Cambridge University Press Alderson, J.C (1984) Reading in foreign language: A reading problem or a language problem Cambridge: Cambridge University Press Alderson, J C (2000) Assessing Reading Cambridge: Cambridge University Press Brown, H.D (2007) Teaching by Principles: An Interactive Approach to language Pedagogy Third Edition White Plains: Pearson Longman Eskey, D E (1988) ―Interactive models for second language reading: perspectives on instruction.” In P L CARRELL, J DEVINE and D E ESKEY (Eds.), Interactive Approaches to Second Language Reading New york: Cambridge University Press, 223-238 Phương pháp dạy tiếng Anh Trung học phổ thông (written by Nguyễn Hạnh Dung) Thurnbury, Scot (2009) How to teach speaking London: Cambridge Teresa Fitzpatrick Eliciting and Measuring Productive Vocabulary Using Word Association Techniques and Frequency Bands University of Wales Swansea, 2003 10 Tiếng Anh 12 ( Lê Thị Huệ, Trần Thị Khánh) - Nhà xuất giáo dục 11 Tiếng Anh 12 – Sách Giáo Viên (Hoàng Văn Vân, Hoàng Thi Xuân Hoa, Đỗ Tuấn Minh, Nguyễn Thu Phương, Nguyễn Quốc Tuấn) – Nhà xuất giáo dục 12 Pressley & Jager (2002) and Pearson et al (Jagor, 2002) Retrieved from Dr Nese Cabaroglu and Aysun Yurdaisile, “University instructors‟ views about and approaches to reading instruction and reading strategies”, The Reading Matrix Vol 8, No.2, September 2008 13 Richard, J.C (n.d) Approaches and methods in language teaching Retrieved from May 15th, 2012, from 23 ... study, to allow the students to respond to the text creatively and to get the students to focus more deeply on the information in the text For the new information to stay with them, the students. .. decided to suggest postreading activities I have ever taught my grade 12 students at my school II AIMS OF THE RESEARCH - To introduce how to teach reading skills and post -reading part - To show... effective way to develop students? ?? reading competence It is stated that post -reading activities encourage student to reflect upon what they have read For the information to stay with the students,