Using interactive post reading activities in reading lesson at high school

MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY - - ĐẬU THỊ LINH USING INTERACTIVE POST-READING ACTIVITIES IN READING LESSON AT HIGH SCHOOL MASTER’S THESIS IN EDUCATION NGHỆ AN, 2019 MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY - - ĐẬU THỊ LINH USING INTERACTIVE POST-READING ACTIVITIES IN READING LESSON AT HIGH SCHOOL Major: Teaching English to Speakers of Other Languages (TESOL) Code: 8.14.01.11 MASTER’S THESIS IN EDUCATION Supervisor: Assoc Prof Dr NGO DINH PHUONG NGHỆ AN, 2019 TABLE OF CONTENTS Acknowledgements Abstract Abbreviations Chapter 1: Introduction …………………………………………………………… 1.1 Rationale ……………………………………………………………………… 1.2 Aims of the study………………………………………………………………… 1.3 Research questions 1.4 Methods of the study… 1.5 Significance of the study………………………………………… ……………….3 1.6 Scope of the study……………………….……………………… .…………….4 1.7 Design of the study……………………………………………………………… Chapter 2: Literature Review…………………………………………… ……5 Definitions of reading ……………………………………………………….…….5 2.1.1 Definitions of reading……………………………………………………… 2.1.2 The importance of reading … 2.2 Interaction in second language …………………………………………… …….6 2.2.1 Roles of interaction on Second Language Learning ……………………… 2.2.2 Types of interaction………………………………………… …………… 2.2.2.1 Learner- content interaction …………………… ………… ……… 2.2.2.2 learner- instructor interaction 2.2.2.3 Learner- Learner interaction……………………………………… …….9 2.2.3 The roles of interaction activities in English class ………………………… 10 2.3 General views on interactive post-reading activities …………………………… 10 2.3.1 Definitions of post-reading activities……………………………………… 10 2.3.2 The importance of post-reading activities …….………………………… 11 2.3.3 Definitions of interactive post-reading activities ………………………… 12 2.3.4 Types of interactive post-reading activities ……………………………… 12 2.3.4.1 Interactive post-reading activities focus on speaking……………… 12 2.3.4.2 Interactive post-reading activities focus on Listening…….…….…… 13 2.3.4.3 Interactive post-reading activities focus on writing ………………… 13 2.3.4.4 Other interactive post-reading activities ………………… ………….15 2.3.5 The effectiveness when using interactive post-reading activities… ………15 2.3.6 The difficulties when implementing interactive post-reading activities… 16 Chapter 3: Methodology…………………………………………………………….19 3.1 Research action… .19 3.2 Description of subject………………………………………………… …19 3.2.1 The researcher- the teacher ………………………………………………….19 3.2.2 The participants …………………………………………………………… 19 3.3 Data collection instruments ……………………………….…………… .20 3.4 Data collection procedure … 22 3.4.1 Procedure of questionnaires ……………………………………………… 22 3.4.2 Procedure of observation ……………………… ……………….………… 22 3.4.3 Procedure of interview … ………………………………………………… 22 3.5 Data analysis method …………………………………………………… 23 3.6 Data analysis procedure …….………………………….… …………………….24 3.6.1 Analysis Questionnaires …………………………………………………… 24 3.6.2 Analysis interview ……… …………………………… ………….……….24 3.7 Data analysis ………………….…………………………………… ……………24 Chapter 4: Findings and discussion ……………………………………………….26 4.1 Interview ………………………………………………………………………….26 4.1.1 How teachers‟use of interactive post-reading activities implemented at Quynh Luu high School ……………………………………………………………… 26 4.1.2 The effectiveness of interactive post-reading activities as perceived by teachers and students .26 4.1.3 The difficulties encountered by students and teachers when doing interactive post-reading activities ….…………………………… ………………………………27 4.1.3.1 For students ……………………… ………………………27 4.1.3.2 For teachers ……………………………………… …28 4.2 Observation……………………………………………………………… …29 4.3 Questionnaires… 30 4.3.1 Survey questionnaires for teachers………………………………………… 30 4.3.2 Survey questionnaires for students……………………………………… 40 4.4 Research question revisited ………………………………………………………52 4.4.1 Research question …………………………………………………… …52 4.4.2 Research question …………………………………………………… …52 4.4.3 Research question ……………………………………………… …53 4.5 Generating hypotheses ……………………………………………… 54 4.5.1 Drawing a plan of action to solve the problem ………………………… …54 4.5.2 Deploying stage …………………………………………… 54 4.5.2.1 The first try-out lesson at class 55 4.5.2.2 Observing stage ………………………………………………………… 55 4.5.3 Reflection/ Evaluation stage ………………………………… ….56 Chapter 5: Conclusion ……………………………………………… .62 5.1 Summary of the main findings ……………………………………………… .62 5.2 Implications for more effective reading lessons………………………………… 64 5.2.1 To the teachers…………………………………….……………………… 64 5.2.2 To educational administrators…………………………………………… 65 5.3 Suggestions for further research……………………………………… 65 5.4 Summary of the conclusion… .66 References Appendices ACKNOWLEDGEMENTS This study has been finished with the support and encouragement of many people to whom I am sharply grateful Firstly, I would like to express my deepest gratitude to my supervisor, Ngo Dinh Phuong, Assoc Prof Dr who has profound knowledge; rich experience provided me with helpful suggestions, valuable comments and motivation during the preparation and researching process Without his enthusiasm and encouragement, my thesis would have never come out in the present form My sincere thanks also go to the teachers in the post- graduate department who have significantly lectures, useful advice and the materials to fulfill this study I am fully grateful to my colleagues and my students at Quynh Luu high school who actively and enthusiasm participate in my investigation tests Finally, I wish to thank my heartfelt gratitude to my family, who have constantly supported, inspired and encouraged me while doing this thesis Although I made all of effort this study, my shortcoming of ability and knowledge may be in this thesis Thus, I wish to receive any contribution in order that my thesis become more perfectly ABSTRACT The study is carried out with the aim to improve reading comprehension of students and investigate how interactive post-reading activities are perceived by both teachers and students at Quynh Luu high school Action approach project was carried out at second term with different methods The data were collected from two classes with 80 students (10A10 and 10A12) and teachers through interview, observation and questionnaires The results show that a great number of the teachers applied interactive post-reading activities in reading lesson and students‟ lack of motivation and background knowledge in post-reading activities The study suggests that teachers should adapt some kind of interactive postreading activities suitable with students‟ need to motivate them to study when the reading lesson is going to finish Moreover, teachers should promote more enthusiastic attitudes to encourage them more patiently and confidently to discover the lesson well Interactive post-reading activities were useful to consolidate and reinforce the contents, which helped students finish reading lesson with the most confident and creative LIST OF ABBREVIATIONS CLT: Communicative language teaching EFL: English as a Foreign Language SL: Second language Ss: Students T: Teacher LIST OF TABLES Table 4.1: The frequency that teachers implement interactive post- reading activities in a class Table 4.2: how teachers find the post- reading activities in the reading lesson Table 4.3: The role of the interactive post-reading activities in reading lesson Table 4.4: The post- reading activities that teachers implement Table 4.5: the most effective activity of post- reading activities suggested by the teachers of English Table 4.6: The difficulties encountered by the teachers when implementing postreading activities Table 4.7: The students‟ opinion when finishing interactive post-reading activities Table 4.8: The interactive post- reading activities that students prefer to take part in Table 4.9: The difficulties are encountered by students when participating in interactive post- reading activities Table 4.10: How students get overcome the difficulties encountered when taking part in interactive post- reading activities Table 4.11: How students think about post- reading activities Table 4.12: How students comment on the post- reading activities their in advance teachers have used Table 4.13: The students‟ view about using interactive post-reading activities Table 4.14: The students‟ thinking that the interactive post-reading activities help them learn English more easily Table 4.15: The changes made by the teacher Table 4.16: Students‟ changes after applying interactive post-reading activities by teachers LIST OF CHARTS Chart 4.1: The frequency those teachers implement interactive post-reading activities in class Chart 4.2: How teachers find the post- reading activities in the reading lesson Chart 4.3: Teachers‟ thinking about the role of the interactive post-reading activities in reading lesson Chart 4.4: The post- reading activities that teachers implement Chart 4.5: The most effective activity of post- reading activities suggested by the teachers of English Chart 4.6: The difficulties encountered by the teachers when implementing postreading activities Chart 4.7: The students‟ opinion when finishing interactive post-reading activities Chart 4.8: The post- reading activities that students prefer to take part in Chart 4.9: The difficulties are encountered by students when participating in interactive post- reading activities Chart 4.10: How students get overcome the difficulties encountered when taking part in post- reading activities Chart 4.11: How students think about post- reading activities Chart 4.12: How students comment on the post- reading activities their in advance teachers have used Chart 4.13: The students‟ view about using interactive post-reading activities Chart 4.14: The students‟ thinking that the interactive post- reading activities help them learn English more easily Chart 4.15: The changes made by the teacher Chart 4.16: Students‟ changes after applying the interactive post-reading activities by teachers APPENDIX 2B Interview transcript Transcript with students Transcript 1: INTERVIEW 1: With student A Người vấn: Trước vấn, muốn giới thiệu tiêu đề nghiên cứu “việc sử dụng hoạt động tương tác sau đọc học đọc trường trung học phổ thơng” Chúng ta bắt đầu vấn khơng? Học sinh A: dạ, có Người vấn : anh/chị có nghĩ học đọc tiếng Anh có hiệu khơng? Học sinh A: Vâng, có Theo em, học đọc mang lại cho chúng em hiệu định Trong học đọc, em khám phá nhiều từ cấu trúc ngữ pháp Người vấn: phần cuối tiết đọc, giáo viên em có sử dụng số hoạt động tương tác sau đọc phóng viên truyền hình, sân khấu đọc giả, thêm thơng tin, tóm tắt tranh luận … để củng cố học em không? Học sinh A: Ồ Em khơng nhớ xác giáo viên có sử dụng tất hay không, nhiên em nghĩ giáo viên sử dụng số chúng thường xun tóm tắt Bên cạnh cịn có phóng viên truyền hình, sân khấu đọc giả, tranh luận, nhiên hoạt động không sử dụng thường xuyên Người vấn: ok, cô hiểu Trong tất hoạt động hoạt đọng mà em thích nhất? Học sinh A: Ồ Sân khấu đọc giả hoạt động yêu thích em Người vấn: Em cho tơi lý em thích Sân khấu đọc giả khơng? Học sinh A: Bởi hoạt động thú vị Như cô biết đấy, hoạt động biến bục giảng trở thành sân khấu Chúng em làm việc theo nhóm, tương tác với người khác diễn kịch ngắn liên quan đến nội dung học Mỗi nhóm có ý tưởng khác Chúng em tự sáng tạo Những người khác xem bày tỏ ý kiến họ Điều làm cho cảm thấy thư giãn hài hước xxi Người vấn: oh, cô nghĩ Em cho biết tham gia hoạt động tương tác sau đọc, em gặp phải khó khăn khơng? Học sinh A: nhiều ạ, em học sinh trầm tính có xu hướng hướng nội Khi giáo viên yêu cầu làm việc theo nhóm trình bày trước lớp em có chút khơng tự tin Hơn nữa, em khơng biết nhiều từ vựng Em thường gặp khó khăn việc tìm từ ngữ để bày tỏ ý kiến Giáo viên khơng thể hỗ trợ cho em có học sinh lớp em Người vấn: Ok, cảm ơn bạn Vì vậy, em cho cô biết làm để em vượt qua khó khăn? Học sinh A: Em cố gắng ghi nhớ tìm từ đơn giản để diễn đạt ý tưởng sử dụng từ điển Nếu em khơng thể tìm thấy, em nhờ giáo viên em giúp đỡ Cô sẵn sàng giúp em Người vấn: Ok, cảm ơn nhiều nói chuyện Tơi mong em giải tất khó khăn em học tiếng Anh tốt Transcript 2: INTERVIEW 2: With student B  Người vấn: Trước vấn, muốn giới thiệu tiêu đề nghiên cứu “việc sử dụng hoạt động tương tác sau đọc học đọc trường trung học phổ thông” Em sẵn sàng chưa? Học sinh B: ạ, bắt đầu Người vấn: Em có nghĩ việc đọc học quan trọng? Học sinh B: Mặc dù học không thú vị nói, quan trọng Đọc hiểu điều bắt buộc kỳ thi trung học Một điều thông qua việc học đọc em cải thiện kỹ đọc Người vấn: Ok, em cho biết em muốn làm sau học đọc khơng? Học sinh B: Em thích chia sẻ ý kiến cách nói chuyện với sinh viên khác Điều thật hài hước Người vấn: oh, thật đáng ngạc nhiên Em sinh viên tích cực Vì vậy, học đọc, giáo viên em có thường tổ chức hoạt động xxii tương tác sau đọc phóng viên truyền hình, sân khấu đọc giả, thêm thơng tin, tóm tắt tranh luận… không? Học sinh B: oh vâng, giáo viên sử dụng loại hoạt động khác Giáo viên thay đổi hoạt động tuần Điều làm cho em không cảm thấy nhàm chán Người vấn: vậy, em thích hoạt động nhất? Tại sao? Học sinh B: tranh luận em thích làm việc tương tác với người khác Em muốn chia sẻ thảo luận ý kiến lớp em muốn trình bày trước người khác Và em thích tranh luận với người khác Người vấn: thật thú vị em cho tơi biết tham gia hoạt động tương tác sau đọc , em có gặp rắc rối khơng? Học sinh B: chắn có Khi tham gia vào hoạt động, em cảm thấy việc tìm từ ngữ để diễn đạt ý tưởng thật khó khăn Em không chuyên tiếng Anh; em phải sử dụng ngôn ngữ nói, trở ngại lớn tơi Người vấn: Làm để bạn vượt qua trở ngại này? Học sinh B: uhm, Nếu em cần giúp đỡ, em hỏi giáo viên Đôi khi, giáo viên em bận rộn giúp cho học sinh khác; em dùng từ điển để tra từ Người vấn: Ồ, nghĩ bạn dường học sinh viên xuất sắc thành viên tích cực lớp học em Cơ chúc em học tốt tiếng Anh thành công tương lai Một lần nữa, cảm ơn nói chuyện Học sinh B: Đó niềm vui em xxiii APPENDIX 2B Interview transcript Transcript with students Transcript 1: INTERVIEW 1: With student A Interviewer: Before interviewing, I want to introduce the title of my research is “Using interactive Post- Reading Activities in Reading lesson at High school” Can we begin interviewing immediately? Student A: yes, why not Interviewer: Do you think English reading lesson is effective? Student A: Yes, it is In my opinion, Reading lessons give us certain effectiveness In the reading lessons, I can discover a lot of new words and grammar structures Interviewer: In last stage of reading, your teachers use some interactive post reading activities such as TV reporters, reader‟s theatre, add-on information, summarizing, and debate … to consolidate your lessons? Student A: Oh I don‟t remember exactly teacher use all or not, however I think teacher use some of them very often like summarizing Besides there TV reporters, readers‟theatre, debate… however these activities are not used regularly Interviewer: ok, I see All above activities which ones you prefer most? Student A: Oh I would say that reader‟s theatre is my favorite activity Interviewer: Can you give me reason why you like reader‟s theatre most? Student A: because it is an interesting activity As you know, this activity the pulpit becomes the theatre We have work in groups, interact with others, and act out a short play related to content of the text Each group has different ideas We freedomly create Others can watch and express their opinion This make us feel relax and funny Interviewer: oh, I think so Can you tell me when taking part in interactive postreading activities, which difficulties have you faced? Student A: a lots, I am a silent student and tend to introvered person When teacher ask to work in groups and present in front of class I am a litle bit no confidence xxiv Moreover, I don‟t know more vocabularies I usually have troubles in finding the words to express my opinion Teacher can not only support for me because there are students in my class Interviewer: Ok, thank you So, can you tell me how you overcome these difficulties? Student A: I try to remember and find the simple words to express my ideas or use dictionary If I cannot find, I will ask my teacher for help She is willing to help me Interviewer: Ok, thanks so much for this talk I wish that you will cover all your difficulties and study English well Transcript 2: INTERVIEW 2: With student B Interviewer: Before interviewing, I want to introduce the title of my research is “Using interactive Post- Reading Activities in Reading lesson at High school” Are you ready? Student B: yes, let‟s start Interviewer: Do you think reading lessons are important? Student B: Although reading lessons are not as interesting as speaking lessons, it is very important Reading comprehesion is a compulsory in high school examinations One more is through reading lessons I can improve my reading skills Interviewer: Ok, Can you tell me what you want to after reading? Student B: I prefer to share my opinion by talking with other students It is so funny Interviewer: Well, surprisingly You may be an active student So, in reading lessons, your teachers often organize interactive post- reading activities, namely TV reporters, reader‟s theatre, add-on information, summarizing, and debate …? Student B: oh yes, teacher use different types of activities Teacher changes activity every week This doesn‟t makes me feel boring Interviewer: Oh, which activity you like most? Why? xxv Student B: it is debate because I like working and interacting with other people I would like to share and discuss my opinion in class and I like to perform in front of other people And I prefer to argument with others Interviewer: that‟s funny Can you tell me when participating in interactive postreading activities, you have any troubles? Student B: certainly When taking part in an activity, I feel find words to express my ideas is difficult I am not major in English; I must use spoken language, it is a big obstacle for me Interviewer: and how you get over these obstacles? Student B: uhm… If I need help, I ask my teacher first Sometimes, my teacher is too busy for other students; I look for dictionary to check the words Interviewer: Oh, I think you seem to be an excellent students and active member in your class I wish you will study English well and succeed in the future Once again, thanks for this talk Student B: It is my pleasure xxvi APPENDIX Sample 1: Unit 10: Conservation Lesson A: reading Aim: Improve students‟ reading skill Objective: by the end of the lesson, Ss will be able to: + improve their knowledge about conservation + use Vocabulary concerning conservation + talk in pairs and in groups about conservation Teaching aids: board, textbook, chalk Procedures: Post-reading: Readers‟ theatre - In this part, T asks Ss to work in groups and imagine that they are the animals are living in the destructive forest - depend on the content of the lesson + make a short play to act out some problems:  the realities of deforestation problem today  their consequences then  give solutions Suggestions: Realities Consequences Solutions - 5,000 species of plants and - Animals wouldn't have a - We should stop animals are eliminated due place to live in polluting the to mankind used many - Mankind and most plants environment and plants to treat various and animals can't survive destroying plants and dangerous diseases against without water, plants help animals cancer, AIDS, heart disease, circulation of water -etc.… etc.… - without plants, water was - we never know the true run-off rapidly, cause soil xxvii cost erosion and floods or drought Sample 2: Unit 12: Music Lesson A: reading Aim: Improve students‟ reading skill Objective: by the end of the lesson, Ss will be able to: + improve their knowledge about music + use Vocabulary concerning music: mournful, solemn + talk in pairs and in groups about the roles of music Teaching aids: board, textbook, chalk Procedures: Post-reading: Debate - In this part, T divides class into groups - T asks Ss to discuss some advantages and disadvantages of music - T gives some cues - T requires Ss to depend on the content of the lesson: + make a debate to protect each group‟s point of view  kind of music  roles  how to use effectiveness Suggestions: Advantages Disadvantages - have many kind of music, many - make noisy and disturb people: in selection for all people in different old public, working time… - expresses emotions: happy or sad, - be expensive to buy disc reduce your stresses all the time - be a waste of time xxviii - entertains: feel bored or not in mood, - lose their focus on doing something listening to music make us relieve, feel when they listening to music comfortable - used earphones, the bacteria in your - makes festivals joyful ears doubled times ->have a problem - makes a funeral solemn and mournful to your ears - lulls babies and wakes up students … … Sample 3: Unit 13: Films and Cinema Lesson A: reading Aim: Improve students‟ reading skill Objective: by the end of the lesson, Ss will be able to: + know more about the history of films + use Vocabulary concerning music: scene, camera, character… + talk in pairs and in groups about the history of films and cinema Teaching aids: board, textbook, chalk, some pictures Procedures: Post-reading: TV reporters - In this part, T divides class into small groups - T asks Ss to choose a leader (also the reporter of group) - T gives some cues - T requires Ss to depend on the content of the lesson: + make a discussion and sum up the highlights of events + make an interview between filmmakers  19th century/ history/ cinema/ begin  1905/ films/ about 5-10 minutes long  1910s/ the first long films/ be/ made  1915/ cinema/ become/ industry  1920s/ sound/ be introduced and old silent films/ be replaced/ the spoken ones xxix APPENDIX * CLASS OBSERVATION AFTER ACTING BRIEF DESCRIPTION OF THE LESSON USING POST-READING ACTIVITIES UNIT 12: Music LESSON A: Reading This lesson was carried out in the 26th week of the second term of the academic year 2018-2019 I Objectives: Education aims: - Students know more about the role of music in our life Knowledge: a General knowledge: - Knowledge about music b Language: - The present simple tense - Vocabulary concerning music: rock 'n 'roll, mournful, solemn Skills: - Speaking: talk in pairs and in groups - Reading comprehension: better Ss' reading skill through sentence completing and answering questions II Anticipated problems: - Students may not have enough words, and knowledge about some kinds of music III Teaching aids: board, textbook, chalk, tape IV Procedures: In groups, in the whole class Time/ Teachers’ activities Activity 1 Warm-up: Guessing game Warm- up - Play the tape with pieces of music and (5mins) Students’ activities - Work individually - Listen to the tape and ask Ss to guess what types of music they guess are - Stand up and say aloud xxx Time/ Teachers’ activities Activity Students’ activities - call some students to give answer the names of the types of - Get feedback and check music => lead in lesson pre- Music reading (10 mins) Before you read: Aims: To provide Ss with words/phrases - Work in pairs to match about music a Matching: - Give answers orally - Ask Ss to work in pairs to match the 1- b descriptions to the types of music given in 2- e the part: 3- d - For each type of music, Ss from pairs 4- a are required to give their match orally 5- c - Listen and help Ss to give correct match - Others listen b Vocabulary - Provide Ss with the new words/phrases: + Emotion (n): a strong feeling - Listen and read after the e.g.: hate, love T + Convey(v):= Show, express - Write down these words + Integral part(n): = necessary part into their notebooks + Lull sb (v) : >< wake somebody up + Delight (v): To make somebody happy + Funeral (n): a funeral is celebrated when While – reading (12 mins) someone dies + Solemn(adj): serious, not happy + Mournful(adj): sad xxxi - Listen and repeat Time/ Teachers’ activities Activity Students’ activities - Read each word/phrase times and ask Ss to repeat it - Leave Ss minute to self-practice - Ask 4-5 Ss to read all the word/phrases aloud in front of the class( S / time) - Listen and help Ss to read the words/phrases correctly While you read: - Work individually Aims: Read for information to the - Read these words and sentence completing, and answering check for their partner exercises - Read the words aloud + Task 1: Sentence completing - Listen to the T - Ask Ss to read the passage independently - Report their answers then use the words/ phrases in the box to sentence by sentence complete the sentences Communicate - Tell Ss to refer to Vocabulary for help and Lull encourage them try to guess the meanings of delights the words in the context of the reading Integral part - Call on 7-8 Ss to read and explain their solemn answers aloud in front of the class (1 S/ emotion time/ sentence) mournful - Feedback and give remarks - Listen to the T + Task 2: Questions answering - Students the work in - Ask Ss to work in pairs to read the passage pairs Post- more carefully and find the answers to the - Some pairs report their reading questions given answers while others xxxii Time/ Teachers’ activities Activity (15mins) Students’ activities - Ask Ss to highlight or underline the watch information in the passage that helps them Language and music to find the correct answers It can express ideas, - 5-6 Ss from 5-6 groups are required to thoughts and feelings give answers in front of the class (1 S/ It adds joyfulness to the time/ 1answer) atmosphere of a festival and makes a funeral more solemn and mournful It makes people happy - Listen and help the students to give correct and excited It delights the answers senses It is a billion-dollar industry - Self-correct the work After you read:( mins) - Listen to teacher Debate - divide class into groups - ask for explanation - ask Ss to discuss some advantages and - Discuss in group disadvantages of music - Share information in - give some cues group - explain some difficult words - Debate with others group - require Ss to depend on the content of the to give the group‟s point of lesson: view + make a debate to protect each group‟s - Listen to feedback point of view home- - Work in groups orally  kind of music xxxiii Time/ Teachers’ activities Activity Work  roles (1 min)  how to use effectiveness Suggestions Advantages Disadvantages - have many kind - make noisy and of music, many disturb people: in selection for all public, working people in different time… old - be expensive to - expresses buy disc emotions: happy or - be a waste of time sad, reduce your - lose their focus on stresses all the time doing something - entertains: feel when they listening bored or not in to music mood, listening to - used earphones, music make us the bacteria in your relieve, feel ears doubled comfortable times ->have a - makes festivals problem to your joyful ears - makes a funeral … solemn and mournful - lulls babies and wakes up students xxxiv Students’ activities Time/ Teachers’ activities Activity Students’ activities … - Listen to - Take notes Homework:( min) - Write about the roles of music and which role is the most important - Ask students to summarize the passage - study vocabulary - prepare the next period xxxv ... the post- reading activities in the reading lesson Chart 4.3: Teachers‟ thinking about the role of the interactive post- reading activities in reading lesson Chart 4.4: The post- reading activities. .. participating in interactive post- reading activities in reading lessons Hopefully, with a range of suggestions of how to make interactive post – reading activities effectively in reading lessons introduced...MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY - - ĐẬU THỊ LINH USING INTERACTIVE POST- READING ACTIVITIES IN READING LESSON AT HIGH SCHOOL Major: Teaching English to