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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 selfconfident in learning English in general and reading skills in particular 1. Many universities and uppersecondary schools, including Le Loi uppersecondary 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 postreading 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 activities4, including post reading activities. Sasson (n.d) wrote postreading activities – how teachers can end the lesson effectively to give some advice so that teachers can apply when implementing postreading activities. However, there is a gap between the theory and the practice. At uppersecondary schools in general, the advantages of postreading 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 10 students at my school.
Interactive post-reading activities focusing on speaking used to teach Grade 10 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 speaking Demonstration of activities usually used in teaching English 10 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 Interactive post-reading activities focusing on speaking used to teach Grade 10 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 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 There have been a lot of activities organized in order to enhance the effectiveness and help students be more active and selfconfident in learning English in general and reading skills in particular Many universities and upper-secondary schools, including Le Loi uppersecondary school apply post reading activities which can be seen as one of Interactive post-reading activities focusing on speaking used to teach Grade 10 students at Le Loi upper-secondary school 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 post-reading activities I have ever taught my grade 10 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 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 10 at Le Loi upper-secondary 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 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 Interactive post-reading activities focusing on speaking used to teach Grade 10 students at Le Loi upper-secondary school (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 (Çalışkan, 2004) 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 Interactive post-reading activities focusing on speaking used to teach Grade 10 students at Le Loi upper-secondary school 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 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 informa- tion 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 com- prehension must be intended to At this stage, the students should be able to eva- luate 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 question- ing the text or views of the writer The importance of post-reading activities Post-reading activities are simply activi- ties done after during-reading Interactive post-reading activities focusing on speaking used to teach Grade 10 students at Le Loi upper-secondary school 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 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 pre-reading activities and well- planned during reading activities, but brief, classic postreading 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 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 stu- dents are supposed to apply what they pos- sess Post-reading activities are expected to encourage students to reflect upon what they have read The purposes of the activi- ties 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 Follow- ing 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 in- formation of language use Students, indivi- dually 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 ex- pected 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 lan- guage teaching-learning by Brown (2007: 62-81) can be fulfilled From recycling some language components in different ways through different language skills, au- tomaticity is certainly on Interactive post-reading activities focusing on speaking used to teach Grade 10 students at Le Loi upper-secondary school its way Meaning- ful 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 ac- tivities This may lead to students autono- my 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 opportuni- ties to use the language, orally as well as written This puts them in a position where they can develop their interlanguage Final- ly, post-reading activities are not interested in the right versus wrong answers to com- prehension 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 dis- course and strategic competence, so com- municative 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) 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 pas- sage 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 relate reading to other language skills The following activities are mostly taken Interactive post-reading activities focusing on speaking used to teach Grade 10 students at Le Loi upper-secondary school 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 opi- nions, 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 Interactive post-reading activities focusing on speaking used to teach Grade 10 students at Le Loi upper-secondary school 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 stu- dents, 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 Interactive post-reading activities focusing on speaking used to teach Grade 10 students at Le Loi upper-secondary school 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 10 at Le Loi upper-secondary school 2.1 Tv reporter: Examples : Unit 14 – The World Cup - Part A: Reading After you read Work in groups Talk about the events mentioned in the passage, using the following cues 1904 13 1930 17 32 2002 Teacher: Aks students to work in groups of to talk about the events mentioned + 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 events Students: Prepare the questions related to the events In what year was the world cup held in both Korea and Japan? How many national football teams attend in the world cup nowadays? When was the first world cup held? Do you know in what year FIFA was set up? By 2002, how many World Cup tournaments had people witnessed? … 2.2 Main ideas list Example: Unit – Technology and you – Part A: Reading After you read 10 Interactive post-reading activities focusing on speaking used to teach Grade 10 students at Le Loi upper-secondary school Work in group: Discuss the uses of the computer in our life Teacher: -Asks students to work in a groups of five to talk about the uses of computers in our life nowadays + Gives some suggestions: the uses of computers in communication, entertainment, business, storing, etc + Aks students to present the uses of computers in our life nowadays in turn Students: Work in groups of to talk about the uses of computers in our life nowadays 2.3 Debate Example: Unit – Technology and you – Part A: Reading (This activity is only used for better students at a certain class) After you read Work in group: What are the advantages and disadvantages of the computer in our life Teacher: Asks students to work in groups to debate the advantages and disadvantages of computers The groups in the right side discuss the advantages of computers and the ones in the left discuss the disadvantges of computers Students: Work in groups devided by the teacher and debate the two side effects of computers 11 Interactive post-reading activities focusing on speaking used to teach Grade 10 students at Le Loi upper-secondary school 2.4 Hot seat Vs Example: Unit – A day in the life of… –Part A- Reading Teacher: Asks students to imagine that they were Mr Vy and Mrs Tuyet 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 Mr Vy and Mrs Tuyet’s daily routine 2.5 Retelling Example: Unit 13 – Film an cinema – Part A: Reading Ater you read Work invidually Talk about the history of cinema using the cues below 19th century 1910s 1920s 1905 1915 12 Interactive post-reading activities focusing on speaking used to teach Grade 10 students at Le Loi upper-secondary school Teacher: - Asks students to look at the (number) 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 the history of cinema It started in the 19th century……………… Students: Look at the numbers carefully and think about what they have read 2.6 Role-play Example: Unit 12 – Music – Part A: Reading Teacher: - Asks students to work in pairs to talk about the hobby of music + Tells students to prepare questions related to the hobby of music Students: Work in pairs to talk about the hobby of music + Prepare questions: What kind of music you like? When you often listen to it? Why you think music is very important in our life? ………………… III APPLYING THE RESEARCH IN TEACHING ENGLISH 10 13 Interactive post-reading activities focusing on speaking used to teach Grade 10 students at Le Loi upper-secondary school UNIT 1: A DAY IN THE LIFE OF Lesson 1: READING Class 10A1, 10A8 I Objectives: Aims: - Students read and guess the meaning of words in contexts - They read and answer questions about the texts - They practise scanning specific information in the texts Knowledge: - General knowledge : A day in the life of a farmer - Language: - Words concerning farming - The present simple tense II Methods: integrated, mainly communicative III Anticipated problems: no problems IV Teaching aids: - picture, board, chalks, textbook, handouts V Procedures: Teacher's activities Students' activities Warm- up:( mins) + Aims: to introduce the topic of the lesson and to raise sts' interest - Ask sts to close their books - Close their books - Deliver handouts, and ask sts to - Match two columns match a noun in column A with a phrase in column B A B a teacher a does homework a doctor b works in the field a student c delivers letters a postman d looks after patients a farmer e gives lessons - Ask sts to match quickly in one minute, then ask some sts to stand up to answer T's quetions T : What does a teacher do? S1 : He gives lessons T : What does a doctor do? S2 : He looks after patients T : What does a farmer do? S5 : He works in the field - After the last question, T introduces the new lesson Before you read:( 10 mins) - Aims: to revise the present simple and to provide sts with some new 14 Interactive post-reading activities focusing on speaking used to teach Grade 10 students at Le Loi upper-secondary school words - Ask sts to open their books and look at "Before you read", explain what they are going to - Do the first example T: What time you often get up? - Ask sts to work in pairs to ask and answer about their daily routine, using the cues in the textbook - Ask them to work in minutes, meanwhile T moves round to help if necessary - Ask some pairs to report - Ask sts to look at the picture in the textbook and guess the man's job - Introduce the topic of the reading passage: " A day in the life of a farmer" - Introduce some new words: - plough (v) ( the action of the man in the picture) - 'harrow (v) : bừa - a plot of land (n) ( point at the picture) - 'peasant (n) : a poor farmer - pump(v) : bơm - trans'plant (v)( use words"plant" and "trans-" to explain) the transplanting - Ask sts to listen and repeat these words twice, then ask some sts to read again While you read:( 15 mins) - Aims: Sts practise reading + Task 1: - Asks sts to read the passage about a S: I often get up at six S1: What time you often go to school? S2: I often go to school at 6.30 S1: What time you often have breakfast? S2: I often have breakfast at 6.15 S1: What you often in the evening? S2: I often my homework -Report as requested - Look at the picture and guess the man’s job - Listen and repeat - plough - peasant - harrow - pump - a plot of land - transplant - Listen and repeat (twice) - Read the passage and task 15 Interactive post-reading activities focusing on speaking used to teach Grade 10 students at Le Loi upper-secondary school farmer, Mr Vy and his wife, Mrs Tuyet and Task1 - Asks sts to work individually in minutes to this task - Guide sts to read through the passage, then focus on only the sentences surrounding the italicised words to the task effectively - Asks sts to stand up to answer , - Presents the answers then give remarks C C A A - Translates number into Vietnamese in case sts not know the word " contented with" and three options + Task 2: - Ask sts to read the passage again and - Read the passage again answer the answer the questions about Mr Vy and questions on pairs Mrs Tuyet - Ask them to work in pairs , one asks -Work in pairs , one asks and one and one answers answers - Move round to make sure that all sts are working and to help them if necessary - Ask some sts to report and give - Models: feedback S1: What is Mr Vy's occupation? S2: He is a farmer S1: What time does he get up and what does he after that? S2: He gets up at 4.30, then he goes down to the kitchen to boil some water for his morning tea S1: What does he in the morning? S2: In the morning he ploughs and harrows his plot of land, drinks tea and smokes local tobacco during his break S1: What Mr Vy and his wife in the afternoon? S2: They repair the banks of their plot of land Mr Vy pumps water 16 Interactive post-reading activities focusing on speaking used to teach Grade 10 students at Le Loi upper-secondary school into it while his wife does the transplanting S1: Are they happy with their lives or not? Why? S2: Yes, they are Because they love working and they love their children After you read:( 10 mins) - 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 + Ask one of the students to sit down on the chair situated on the platform to answer the questions that his/ her friends are going to make about Mr Vy and Mrs Tuyet's daily routines until find the winner who can answer most of the questions + Encourages students to use their own words to make questions - Ask one or two pairs to report - Play the “hot seat” game + One of the students comes to sit down on the chair situated + Make the questions Suggested questions: What time does Mr Vy wake up? What does he after waking up? What does he until 7.45? ………… Consolidation: (2mins) -Asks sts about what they have learned Lists what they have learned in the in this lesson? lesson +Summarize the main points of the lesson: + New words that related to the lesson Homework:( mins) - Ask sts to write full passage about Mr Vy and Mrs Tuyet basing on what they have discussed in Post- Reading UNIT 12: MUSIC LESSON : READING Class 10A1, 10A8 I Objectives: 17 Interactive post-reading activities focusing on speaking used to teach Grade 10 students at Le Loi upper-secondary school Aims: - Students read and guess the meaning of words in contexts - They read and answer questions about the texts - They practise scanning specific information in the texts Knowledge: - General knowledge : The roles of music - Language: - Words related to musci - To-infinitive - Wh-questions II Methods: integrated, mainly communicative III Anticipated problems: no problems IV Teaching aids: - picture, board, chalks, textbook, handouts V Procedures: Teacher’s activities Students’ activities Warm-up (5mins) - Play the tape with pieces of music and - Listen to the tape and guess ask sts to guess what types of music they are - Get feedback and check - Stand up and say aloud the names of the types of music Before you read (10 mins) … … … Aims: To provide sts with words/phrases about music a Matching: - Ask sts to work in pairs to match the - Work in pairs to match descriptions to the types of music given in the part: - For each type of music, sts from - Give answers orally pairs are required to give their match 1- b 2- e 3- d 4- a 5- c orally - Listen and help sts to give correct - Listen and read after the T match b.Vocabulary - Provide sts with the new words/phrases: - Write down these words into their + Emotion(n): a strong feeling e.g.: hate, notebooks love + Convey(v):= Show, express + Integral part(n): = necessary part + Lull sb (v): >< wake somebody up + Delight(v): To make somebody happy + Funeral(n): a funeral is celebrated when someone dies + Solemn(adj): serious, not happy + Mournful(adj): sad - Read each word/phrase times and ask - Listen and repeat 18 Interactive post-reading activities focusing on speaking used to teach Grade 10 students at Le Loi upper-secondary school sts to repeat it - Leave sts minute to self-practice - Ask 4-5 sts to read all the word/phrases aloud in front of the class( st/ time) - Listen and help sts to read the words/phrases correctly While you read ( 15 mins) Aims: Read for information to the sentence completing, and answering exercises + Task 1: Sentence completing - Ask sts to read the passage independently then use the words/ phrases in the box to complete the sentences - Tell sts to refer to Vocabulary for help and encourage them try to guess the meanings of the words in the context of the reading - Call on 7-8 sts to read and explain their answers aloud in front of the class(1 st/ time/ sentence) - Feedback and give remarks + Task 2: Questions answering - Ask sts to work in pairs to read the passage more carefully and find the answers to the questions given - Ask sts to highlight or underline the information in the passage that helps them to find the correct answers - 5-6 sts from 5-6 groups are required to give answers in front of the class(1 st/ time/ 1answer) - Read these words and check for their partner - Read the words aloud - Listen to the T - Work individually - Report their answers sentence by sentence Communicate Lull delights integral part solemn emotion mournful - Listen to the T - Students the work in pairs - Some pairs report their answers while others watch Language and music It can express ideas, thoughts and feelings It adds joyfulness to the atmosphere of a festival and make a funeral more solemn and mournful It makes people happy and 19 Interactive post-reading activities focusing on speaking used to teach Grade 10 students at Le Loi upper-secondary school - Listen and help the students to give correct answers After you read (10 mins) + Role-play Aims: Students' summary about the roles of music -Ask students to role-play to talk about the hobby of music +Asks students to work in pairs to talk about the hobby of music + Tells students to prepare questions related to the hobby of music + 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 Consolidation: (3 mins) -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 (2 mins) - Write about the roles of music and which role is the most important excited It delights the senses It is a billion-dollar industry - Self-correct the work - Role-play to talk about the hobby of music Prepare the questions: What kind of music you like? When you often listen to it? Why you think music is very important in our life? ………………… - Role-play in front of the class - List what they have learned in this lesson Write about the roles of music at home IV RESULT AFTER APPLYING THE RESEARCH IN TEACHING Class 10A1 10A8 10A9 Excellent-good 40% 43% 41% Average 53% 51% 50% Weak (bad) 7% 6% 9% C CONCLUSION AND RECOMMENDATIONS: I CONCLUSION OF THE STUDY 20 Interactive post-reading activities focusing on speaking used to teach Grade 10 students at Le Loi upper-secondary school 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 selfdiscovery, 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 21 Interactive post-reading activities focusing on speaking used to teach Grade 10 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) 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 10 (Hoàng Văn Vân, Hoàng Thi Xuân Hoa, Đỗ Tuấn Minh, Nguyễn Thu Phương, Nguyễn Quốc Tuấn) - Nhà xuất giáo dục 11 Tiếng Anh 10 – 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 10 (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, from 15 Giới thiệu Giáo Án Tiếng Anh 10 (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 22 Interactive post-reading activities focusing on speaking used to teach Grade 10 students at Le Loi upper-secondary school 23 ... in Post- Reading UNIT 12: MUSIC LESSON : READING Class 10A1, 10A8 I Objectives: 17 Interactive post- reading activities focusing on speaking used to teach Grade 10 students at Le Loi upper- secondary. .. IN TEACHING ENGLISH 10 13 Interactive post- reading activities focusing on speaking used to teach Grade 10 students at Le Loi upper- secondary school UNIT 1: A DAY IN THE LIFE OF Lesson 1: READING. .. discussion of concepts Interactive post- reading activities focusing on speaking used to teach Grade 10 students at Le Loi upper- secondary school Students can then present their questions to the