INTERACTIVE POST READING ACTIVITIES FOCUSING ON WRITING USED TO TEACH GRADE 11 STUDENTS AT LE LOI UPPER SECONDARY SCHOOL

Interactive post-reading activities focusing on writing used to teach Grade 11 students at Le Loi upper-secondary school CONTENTS 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 writing Demonstration of activities usually used in teaching English 11 at Le Loi upper-secondary school III APPLYING THE RESEARCH IN TEACHING ENGLISH 10 IV RESULT AFTER APPLYING THE RESEARCH IN TEACHING C CONCLUSION I CONCLUSION II RECOMMENDATIONS D REFERENCE BOOKS Page 1 2 2 5 6 12 18 18 18 18 20 Interactive post-reading activities focusing on writing used to teach Grade 11 students at Le Loi upper-secondary school 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 postreading 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 reintroduces 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 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 [1] 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[4], 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 11 students at my school Interactive post-reading activities focusing on writing used to teach Grade 11 students at Le Loi upper-secondary 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 10 at Le Loi upper-secondary 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 11 at Le Loi upper-secondary school - Object: This subject is concerned with ways of organizing post-reading activities in the class - Researching method: Reading reference books , discussing with other teachers, applying in teaching, observing and drawing out experiences B DISCUSSION The importance of reading Reading is an activity of inferring meaning out of written symbols with the collaborative work of cognitive behaviors and psycho-motor 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 [3] 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 [2] 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 Interactive post-reading activities focusing on writing used to teach Grade 11 students at Le Loi upper-secondary school 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 [2] 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) [4] 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 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 Interactive post-reading activities focusing on writing used to teach Grade 11 students at Le Loi upper-secondary school 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[5] 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 The importance of post-reading activities Post-reading activities are simply activi- ties 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 vo- cabulary items, some new sentence struc- tures, 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 pre-reading activities and wellplanned during reading activities, but brief, classic post-reading activities such as write the answers on a piece of paper , translate paragraph , 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 post-reading 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 [13] 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 [6] Well-designed 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, Interactive post-reading activities focusing on writing used to teach Grade 11 students at Le Loi upper-secondary school individually or in groups, should have ample time to share and discuss the work they have completed This enables the students to tie up loose ends, answer any remaining ques- tions, and to understand the interrelation- ships 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 newlyobtained 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 informa- tion 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 selfconfident, is gained because they are supposed to be well-prepared to the post-activities When students are given different tasks, they have good opportuni- ties 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 voca- bulary 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 develop- ing 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) [8] In reality, for example, we tend to talk about what we have read, especially when the content is actual, interesting, unexpected, 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 read- ing a news Interactive post-reading activities focusing on writing used to teach Grade 11 students at Le Loi upper-secondary school report, comparing the song we heard from the radio to the song lyric downloaded from the internet Still, we might link reading and speaking by discussing what we have learned from a reading pas- sage and retelling stories There are many activities that will refine, enrich, and increase interest in the assigned 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 relate reading 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 WRITING Post-reading activities focusing on writing Students are likely to understand more when they discuss with each other what they have learned, so they must have special opportunities to discuss and write their opinions, feelings, and conclusions, from their reading activity Some of the ways to this include the following activities 1.1 Story Innovation Story innovation is a form of scaffold writing in which the sentence and text patterns remain intact but the content is altered through the substitution of vocabulary to change the setting, characters, or action in a story Story innovation is presented as a way to develop vocabulary knowledge through deep processing and to provide fluency practice Teachers will also find story innovation useful for working with struggling readers or students learning English as a second language It is a way to foster a nonthreatening, low-anxiety, and highly supportive learning environment The authors describe the scenario in one classroom in which the students wrote a story innovation, and they provide a step-by-step process teachers can follow when implementing story innovation in the classroom [5] 1.2 Innovation on the ending Students change the ending of a story For example, after reading The Boy Who Cried Wolf , whose ending was a wolf really came and ate some of the boy’s sheep, a student wrote, The wolf ate the boy So, the villagers lived peacefully and happily ever after (By: Riza, 2010) [5] Interactive post-reading activities focusing on writing used to teach Grade 11 students at Le Loi upper-secondary school 1.3 Wanted posters Students create wanted posters of a character in the text For the Princess and the Pea , for example, the poster would be pictures of princesses and description of an ideal princess[5] 1.4 Story map Students create story maps that can be used by others to rewrite the story To make this activity more interactive and meaningful, a One Stay-Three Stray Cooperative Learning activity can be implemented so that learners learn from other groups can give and take information as well as inspiration from other groups [7] 1.5 Summary writing Ask the students to work together with a partner First, ask them to work together to identify the main points of the reading Once they have successfully done this, the students can work individually to put these into sentences Depending on the level of the class, you might need to teach them how to paraphrase or how to write in their own words [1] 1.6 Chain game After the students have finished reading, tell them to go through the reading and try to remember some of the key points and details If you are teaching a large class, split the students up into small groups of about five or six students Ask the students to sit in a circle Student has to write down some information about the text Student then rewrite that information and adds something new Then student three rewrite both pieces of information and adds their own This process continues until the group runs out of ideas [1] 1.7 Conclusion Giving students the opportunity to express their understanding of the reading, either in writing, discussion, graphic representation, or role play, allows them to learn from each other and to integrate the content of reading material into their knowledge base 1.8 Sentence Write and Cut-Apart Dictating a sentence for students to write is a great way to practice sight words, spelling patterns, and writing conventions (spacing, capital letters, periods) At the end of a guided reading lesson, have students write a sentence (preferably one that’s related to the text and includes at least one sight word they’re working on) To assist beginning writers, you can use a highlighter or marker to draw a line for each word After students have written the sentence (preferably on a whiteboard, unless you want to keep track of their progress over time), go back and help them fix it up Next, write the sentence on a sentence strip Cut the sentence apart into the individual words and have students read the sentence again It’s easiest if you Interactive post-reading activities focusing on writing used to teach Grade 11 students at Le Loi upper-secondary school can display the words in a pocket chart, but you can also just put them on the table Last, mix up the words and have the students put the sentence back together correctly Have them decide when the sentence is correct (keep a model for them to use as a comparison) To make the activity more challenging, you can also cut apart some of the words (i.e into syllables, or onset-rime) and have students put both the words and the sentence back in order 1.9 Vocabulary Web Some students won’t need to work on phonics or word patterns during guided reading Instead, you can use this time to work on vocabulary Choose a tier or vocabulary word from the text that students just read Have students find it in the text, and discuss its meaning Display a vocabulary web so that students can see it clearly Write the target word in the center Then, have students help you fill out the other circles Students should use words and phrases from the text (and their background knowledge) that help to explain what the word means, how the word would be used, and other words that it’s connected to [9] At the end of the activity, have students practice coming up with a sentence or sentences that explains what the word means, using at least 1-2 of the words or phrases in the outside circles Students can practice first with a partner, and then share with the group Another alternative would be to compose a short paragraph as a group 1.10 Unscramble and write sentences – The teacher takes a sentence and places the words out of order The students then re-order the words into correct sentences An advanced version of this activity leaves out simple words like articles and prepositions 1.11 Sentence matching – Each student gets a sentence’s ending or beginning on a scrap of paper Students mingle and say their ending or beginning until they find a match When they find a match, students return to their seat to write the sentence Extension: This activity would work best with key events Once all the students match their sentences, the whole class uses them to write the story Students listen to all the sentences and re-write the whole passage in the correct order [14] 1.12 Sentence endings and beginnings – Write some endings and beginnings on a worksheet The matching endings and beginnings can go up around the classroom Students write the full sentences on the worksheet They cannot take the endings and beginnings off the wall, they must read and remember Demonstration of activities usually used in teaching English 11 at Le Loi upper-secondary school 2.1 Story innovation: Interactive post-reading activities focusing on writing used to teach Grade 11 students at Le Loi upper-secondary school Examples : Unit – My most embarrsassing experience - Part A: Reading After you read Work individually: Imagine you would be the girl in the story, rewrite your story You can use the picture below Teacher: Aks students to work individually to rewrite the story base on the given picture Students: Prepare the questions related to the events What was the stoy about? When did it happen? 3.What were the events of the story? What did the girl to buy the hat? How was her feeling after recognising her own money at home? … 2.2 Innovation on the ending Example: Unit – My most embarrsassing experience - Part A: Reading After you read Work in group: Imagine you would be the girl in the story, write the ending of the story that you want to change Teacher: -Asks students to work in a groups of five to write about the change of the story + Gives some suggestions: The girl may want to find out the boy to return the money and say sorry + Aks students to present the ending of the story that they want to change Students: Work in groups of write about the change of the story Interactive post-reading activities focusing on writing used to teach Grade 11 students at Le Loi upper-secondary school 2.3 Summary writing Example: Unit – Friendship – Part A: Reading After you read First, work in pairs to identify the main points of the reading, then work individually to put these into sentences about the quality of a good friend Teacher: Asks students to work in pairs to discuss the qualities of a good friend Then tell them to write about those qualities Students: + Work in pairs to discuss about the qualities of a good friend + Work individually to write about the qualities of a good friend 2.4 Chain game Example: Unit – Volunteer work –Part A- Reading After you read: Work in groups Write about the reasons why people volunteer work Teacher: Asks students to prepare pieces of paper, sit in a circle of a group of five The teacher tells students to write reason why people volunteer work in turn Students: + Prepare pieces of paper + Work in groups of five Student has to write down some information about the text Student then rewrite that information and adds something new Then student three rewrite both pieces of information and adds their own This process continues until the group runs out of ideas a.bout the reasons why people volunteer work 2.5 Unscramble and write sentences – The teacher takes a sentence and places the words out of order The students then re-order the words into correct sentences An advanced version of this activity leaves out simple words like articles and prepositions Example: Unit 11 – Sources of energy – Part A: Reading 10 Interactive post-reading activities focusing on writing used to teach Grade 11 students at Le Loi upper-secondary school Ater you read Work with a partner Reorder the words or phrases in the following sentences We/ live/ work./ and/ to/ need/ energy/ major/ source/ energy/ oil./ of/ is/ Our/ kind/ Oil/ a/ fossil fuel/ is/ of/ limited/ which/ world./ in/ is/ the/ we/ save/ must/ find/ and/ new/ time./ sources/ and/ it/of/ the/ same/at/ Therefore,/ The/ alternative/ heat,/ waves,/ water/ and/ nuclear power./ sources/ of/ energy/ geothermal /solar energy,/ are Teacher: - Asks students to work with a partner to put the words or phrases into the right order of the meaningful ones Students: + Put the words or phrases into the right order of the meaning sentences and compare with their partner 2.6 Vocabulary Web After you read: Work in groups Write words and sentences about the key words “qualities of a true friendship” Example: Unit – Friendship – Part A: Reading Teacher: - Asks students to work in groups of + Tells each student to prepare one word about the quality and explain it in sentences Students: Work in groups of + Prepare one word about the quality of a true friendship and explain in sentences Qualities of a true friendship unselfish An unselfish person is someone who never gets concerned only with his or her own interes and feelings 11 Interactive post-reading activities focusing on writing used to teach Grade 11 students at Le Loi upper-secondary school III APPLYING THE RESEARCH IN TEACHING ENGLISH 10 Unit 1: FRIENDSHIP Lesson 1: Reading [10] Class 11A5, 11A8 A Objectives: By the end of the lesson, Sts will be able to: - guess the meanings of the new vocabulary in context - identify main idea - ask and answer questions related to the topic “ friendship” B Target items: - Vocabularies related to friendship - Infinitive with to and infinitive without to C Teaching aids: Textbook, pictures, teaching plan D Teaching method: communicative approach E Procedure: Teacher’s Activities Students’ Activities I Warm -up ( mins): - Greet the teacher - Greets Sts - Answer the questions - Asks Sts some questions like: + Do you have many friends? + What you ususally with them? + What can you to improve their relation - Go to the new lesson between them and you? - Leads Sts to go to the new lesson: If you want to know more about friends and the relationship between them, go to the reading: - Look at the board and answer the questions Friendship II New Lesson: ( 30 mins): Lesson 1: Reading Before yo read: (7mins) - Hangs up the picture on the board and ask - Look at the board Sts some questions related to it: +What can you see from the pictures? - Listen and take notes + Who are they? + What are they doing? + Do you ususally this activities? - Do the task - Leads Sts to the next part Presents some vocabulary - Chooses some words to pre- teach: - Fill each blank with a suitable word or phrase + friendship(n): + influence(v): - Compare the answers with their partner +sympathy(n): + two-sided (a) - Give the answers + quality(n): - Explains the meanings and uses of these 12 Interactive post-reading activities focusing on writing used to teach Grade 11 students at Le Loi upper-secondary school words While you read - (20 mins) Task 1: - Asks Sts to read the words and the statements given, have any questions if necessary - Gets Sts to read through the passage once - Asks Sts to fill each blank with a suitable word or phrase - Asks Sts to compare the answers with their partner - Checks the answers with the whole class Answer: mutual incapable of unselfish acquaintance give and take loyal to suspicious Task 2: - Asks Sts to work individually to read the passage again and answer the question: Which of the choices A, B, C, or D most adquately sums up the ideas of the whole passage?” - Checks the answer with the class Answer: B: Conditions of true friendship Task 3: - Asks Sts to work in pairs and gets them to answer of the questions in the notebooks and goes round to help Sts - Asks some pairs to write the answers on the board - Asks others to correct - Gives the last comments and correction Suggested answer: The first quality for true friendship is unselfishness It tells us that a person who is concerned only with his own interests and feelings cannot be a true friend Changeable and uncertain people are incapable of true friendship because they take up an interest with enthusiasm, but they - Do the task - Give the answer - Do the task - Write the answers on the board - Listen and take notes - work in pairs to discuss and write the summary of the qualities of a true friendship” using their own words - Report their writing - Give their comments and correction - Listen and correct 13 Interactive post-reading activities focusing on writing used to teach Grade 11 students at Le Loi upper-secondary school are soon tired of it, and they feel the attraction or some new object The third quality for true friendship is loyalty It tells us that the two friends must be loyal to each other, and they must know each other so well that there can be no suspicions between them There must be a mutual trust between friends because if not, people cannot feel safe when telling the other their intimate secrets Talkative people can’t keep a friend long because they cannot keep a secret, either of their own or od others’ The last quality for true friendship is sympathy It tells us that to be a true friend you must sympathize with your friend Where there’s no mutual sympathy between friends, there’s no true friendship - Repeat what they have learnt - Write a short paragraph about their best friend After you read – (10 mins) - Aims: to help sts to consolidate what they have read about - Gets Sts to work in pairs to discuss and summary-write the qualities of a true friendship” using their own words - Goes around to help Sts - Calls one or two pairs to report their writing by using a projector - Asks others to give their comments and correction - Gives the last comments and correction III Consolidation( mins): - Asks Sts to repeat what they have learnt IV Homework ( mins): - Gets Sts to write a short paragraph about their best friend UNIT 12: THE ASIAN GAMES Lesson 1: Reading [10] A Ojectives: By the end of the lesson, Sts will be able to: 14 Interactive post-reading activities focusing on writing used to teach Grade 11 students at Le Loi upper-secondary school - understand the passage - scan for specific information - guess the meaning in context - remember some events about Asian Games B Target items: - vocabulary related to the topic “ Asian Games” - relative clause (revision ) - Omission of relative pronouns C Teaching aids: Textbook, pictures, teaching plan D Teaching method: communicative approach: E Procedure: Teacher’s Activities Students’ Activities I Warm- up ( minutes ) - Stand up and greet the tc - Greet Sts - Play the game - Let sts play a game + Show some pictures of Ly Duc and Van Mach then ask some questions about them  Who are they?  What they do? - Go to the new lesson  What they have in common? - Get answers from the sts - Lead in the new lesson: You are going to - Listen to the teacher read a text about the Asian Games II New Lesson ( 35 minutes ): Before you read ( mins) - Choose some words to pre – teach: + effort (n): - Listen and take notes - Listen and read again + aquatic (a): - Read again + appreciate (v): + advance (v): + facility (n): - Listen to the tc carefully + enthusiasm (n) - Explain the meaning and the use of these - Work in pairs to the task words - give the answers and explain their answers in front of the class - Read and ask sts to read again - Listen and take notes - Call some sts to read again While you read ( 20 mins) Task 1: - Explain the instruction: The words in the - Scan the passage and complete the table box all appear in the passage Fill each - work in pairs to fill in the table wit hthe year blank with a suitable word and the events, then compare the answers with - Ask sts to work in pairs to the task other pairs 15 Interactive post-reading activities focusing on writing used to teach Grade 11 students at Le Loi upper-secondary school - Call some sts to give the answers and explain their answers in front of the class - Check the answers with the whole class Answer: facility aquatic enthusiasm effort advancing appreciated Task 2: - Get sts to scan the passage and complete the table - Ask sts to work in pairs to fill in the table wit hthe year and the events, then compare the answers with other pairs - Call some sts to go to the board to write down the answers - Get others to coreect and give their comments - Give the last correction and commentss Answer: 1951 The 2nd Asian Games in Manila 1958 Squash, rugby, fencing, and mountain biking 2002 Task 3: - Ask sts to ask and answer the questions - Get sts to compare their answer with their partner - Call on some sts to read their answers - Get some pairs to ask and answer the questions - Ask others to correct and give their comments Answer: The purpose of the Asian Games is to develop intercultural knowledge and friendship within Asia In this multi- sport event, young people from all over Asia gather to compete It is an occasion when strength and sports skills are tested, - go to the board to write down the answers - Correct and give their comments - Listen and take notes - Ask and answer the questions - Compare their answer with their partner - Read their answers - Ask and answer the questions - Correct and give their comments - Look at the suboards on the board and the wall - Work in groups of five to go up around the classroom to match the beginnings with the endings , read and remember and then write them on their prepared worksheet 16 Interactive post-reading activities focusing on writing used to teach Grade 11 students at Le Loi upper-secondary school friendship and solidarity are built and developed 9919 participants took part in the 14th Asian Games They won the gold medals in bodybuilding \, billiards and women’s karatedo at the Games in Busan, Korea After you read ( mins) (using sentence endings and beginnings) - Hangs the sub-boards which contain the prepared sentence endings and beginnings on the board and on the wall of the classroom - Asks students to work in groups of five to go up around the classroom to match the beginnings with the endings , read and remember and then write them on their prepared worksheet Beginnings: The Asian Games happening every four years The 1st Asian Games in New Delhi , India in 1951 The Philippines held the 2nd Asian games in 1954 Tokyo, Japan organised the 3rd Asian Games The 14th Asian Games, which were held In Bsan, Korea in 2002, attracted 9,919 participants from 44 countries Endings: a had only 489 athletes from 11 nations b which were added some sports events such as tennis, volleyball, table tennis and hockey c are held for the purpose of developing intercultural knowlede and friendship within Asia d and there were 38 different sports with 427 gold medals e in which there were nine sports events competed 17 Interactive post-reading activities focusing on writing used to teach Grade 11 students at Le Loi upper-secondary school - Checks students’ matching sentences III Consolidation ( 3mins): - Ask sts to summarize the main points of the lesson IV Homework ( mins): - Ask sts to prepare the new lesson IV RESULT AFTER APPLYING THE RESEARCH IN TEACHING Class 11A1 11A5 11A8 Excellent-good 45% 42% 38% Average 50% 52% 53% Weak (bad) 5% 6% 9% 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 in written words, 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 self-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 18 Interactive post-reading activities focusing on writing used to teach Grade 11 students at Le Loi upper-secondary school 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 COMMENTS AND ASSESSMENT OF THE SCIENCE COUNCIL Tho Xuan, May 25th, 2017 I hereby declare that this research is The chairman of Le Loi upper- due to the experience I myself have secondary school written, not copy from anybody I sincerely thank you The writer Đỗ Thị Hồng Hạnh Đỗ Viết Định 19 Interactive post-reading activities focusing on writing used to teach Grade 11 students at Le Loi upper-secondary school 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) Harmer, J 2007 How to Teach English Essex: Pearson-Longman Teresa Fitzpatrick Eliciting and Measuring Productive Vocabulary Using Word Association Techniques and Frequency Bands University of Wales Swansea, 2003 10 Tiếng Anh 11 (Hoàng Văn Vân, Hoàng Thi Xuân Hoa, Đỗ Tuấn Minh, Nguyễn Thu Phương, Nguyễn Quốc Tuấn) - Nhà xuất giáo dục 11 Tiếng Anh 11 – Sách Giáo Viên (Hoàng Văn Vân, Hoàng Thi Xuân Hoa, Đỗ Tuấn Minh, Nguyễn Thu Phương, Nguyễn Quốc Tuấn) – Nhà xuất giáo dục 12 Thiết kế giảng Tiếng Anh 11 (Chu Quang Bình) – Nhà xuất Hà Nội 13 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 14 Richard, J.C (n.d) Approaches and methods in language teaching Retrieved from May 15th, 2012 15 Giới thiệu Giáo Án Tiếng Anh 11 (Vũ Thị Lợi, Đồng Thị Yến Trang, Nguyễn Thị Ý, Võ Thị Minh Hồng, Tôn Nữ Hạnh Trâm, Nguyễn Thị Kim Dung) – Nhà xuất Hà Nội 20 Interactive post-reading activities focusing on writing used to teach Grade 11 students at Le Loi upper-secondary school DANH MỤC CÁC ĐỀ TÀI SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG ĐÁNH GIÁ XẾP LOẠI CẤP SỞ GD&ĐT VÀ CÁC CẤP CAO HƠN XẾP LOẠI TỪ C TRỞ LÊN Họ tên tác giả: Chức vụ đơn vị công tác: ., Kết Cấp đánh đánh giá giá xếp loại TT Tên đề tài SKKN xếp loại (Phòng, Sở, (A, B, Tỉnh ) C) Roles of groupwork and Số 539/QĐC SGD&ĐT pairwork in teacing English at ngày upper-secondary school 18/10/2011 Techniques for eliciting new Số 743/QĐC SGD&ĐT vocabulary at upperngày secondary school 04/11/2013 Applying techniques for Số 988/QĐB SGD&ĐT eliciting vocabulary of ngày teaching English 10 at Le Loi 03/11/2015 upper-secondary school Interactive post-reading activities focusing on speaking used to teach Grade 10 students at Le Loi upper- Số 972/ QĐSGD&ĐT ngày 24/11/2016 B Năm học đánh giá xếp loại 2010 – 2011 2012 – 2013 2014 – 2015 2015 – 2016 secondary school 21 ... Interactive post- reading activities focusing on writing used to teach Grade 11 students at Le Loi upper- secondary school General views on post- reading activities Definitions of post- reading activities. .. Demonstration of activities usually used in teaching English 11 at Le Loi upper- secondary school 2.1 Story innovation: Interactive post- reading activities focusing on writing used to teach Grade. .. taught my grade 11 students at my school Interactive post- reading activities focusing on writing used to teach Grade 11 students at Le Loi upper- secondary school II AIMS OF THE RESEARCH - To introduce