Skkn to improve reading comprehension skill for grade 12 students by utilizing graphic organizers

THANH HOA DEPARTMENT OF EDUCATION AND
TRAINING
LE LOI HIGH SCHOOL

----------------

A RESEARCH PAPER FOR HIGH SCHOOL TEACHERS OF ENGLISH

TITLE:

TO IMPROVE READING COMPREHENSION SKILL FOR
GRADE 12 STUDENTS BY UTILIZING GRAPHIC
ORGANIZERS

The writer: Phạm Thị Lý
Position: Teacher
High school: Le Loi
Experience Initiative:
English

THANH HOA, 2022

skkn


CONTENTS
A. INTRODUCTION

Pages
01

I. REASONS FOR CHOOSING THE RESEARCH

01

II. AIMS OF THE RESEARCH

02

III. SCOPE, OBJECT AND RESEARCHING METHOD

02

B. DISCUSSION

02

I. POST- READING STAGE

02

1. The importance of reading

02

2. General views on post-reading activities

03

3. The Post-/After Reading Stage

04

4. The importance of post-reading activities.

04

5. What students gain from post-reading activities.

05

6. Interactive post-reading activities

05

II. POST-READING ACTIVITIES FOCUSING ON SPEAKING

06

1. Post-reading activities focusing on speaking.

06

2. Demonstration of activities usually used in teaching English

08

12 at Le Loi high school.

III. APPLYING THE RESEARCH IN TEACHING ENGLISH 12

14

IV. RESULT AFTER APPLYING THE RESEARCH IN

19

TEACHING
C. CONCLUSION

19

I. CONCLUSION

19

II. RECOMMENDATIONS

20

D. REFERENCE BOOKS

21

1

skkn


A. INTRODUCTION
It is widely recognized that reading is one of the most important skills for

English as a foreign language students to master. The ability to read and
comprehend what one reads is crucial to success in our educational system. For
academic success, for English language learning, or to expand students’ knowledge
of language, cultures and the world, reading comprehension has always played a
central role in the curricula of the schools in this study. At present, reading
comprehension is not the product of word recognition skills, grammar or world
experience as separate entities, but it is considered a highly interactive process
between the reader and the text, one that enables “the construction of meaning by
making inferences and interpretations”. The post-reading stage of a reading lesson
is often confused with the closing of a lesson. However, having new information
from the whilst-reading stage should bring about a change such as the students
would know more, or think or feel differently from before. Teachers should help
students connect the new information they are now familiar with and their lives.
This article re-introduces the importance of the post-reading stage and some
workable, meaningful activities. Interactive activities are chosen so that students not
only process their knowledge obtained from the text but also communicate this new
knowledge to peers.

I. REASONS FOR CHOOSING THE RESEARCH
In Vietnam, in recent years teaching methods have been more and more
improved. Of four language skills, reading is believed to be the most
important and also most difficult skill to students. According to the time
allocation, the school time for English lessons is limited with only 3 periods a
week, each lasts 45 minutes. In an academic year, students complete 16 units,
in which there are 16 reading lessons.
There have been a lot of activities organized in order to enhance the
effectiveness and help students be more active and self-confident in learning
English in general and reading skills in particular. Many universities and
upper-secondary schools, including Le Loi upper-secondary school apply
post reading activities which can be seen as one of the most effective way to

develop students’ reading competence. It is stated that post-reading activities
encourage student to reflect upon what they have read. For the information
to stay with the students, they need to go beyond simply reading it to using
it. Until now, there have been a lot of researches done in the area of post
reading activities. In 2000, Alderson wrote Assessing reading with the aim of
analyzing the effectiveness of reading activities, including post reading
activities. Sasson (n.d) wrote post-reading activities – how teachers can
end the lesson effectively to give some advice so that teachers can apply
when implementing post-reading activities. However, there is a gap between
the theory and the practice. At upper-secondary schools in general, the
2

skkn


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 12 students at my school.
II. AIMS OF THE RESEARCH
- To introduce how to teach reading skills and post-reading part.
- To show ways of teaching post-reading part.
- To show how post-reading activities can be designed for teaching
English in grade 12 at Le Loi high school.
- To draw out what the learners understand the reading texts and apply
them to their daily life through post-reading activities.
III. SCOPE, OBJECT AND RESEARCHING METHOD
- Scope : Researching in the process of teaching English 12 at Le Loi
high school.

- Object: This subject is concerned with ways of organizing postreading activities in the class.
- Researching method: Reading reference books , discussing with other
teachers, applying in teaching, observing and drawing out experiences.
B. DISCUSSION
I. POST- READING STAGE
1. The importance of reading
Reading is an activity of inferring meaning out of written symbols with
the collaborative work of cognitive behaviors and psychomotor skills
(Demirel, 1992). Reading is described as the process of perception in terms
of written and published words with the help of senses, comprehension of
these after building meaningful connections; intellectual and spiritual
acquisition, active and communicative involvement with the written and
published symbols, reception consisting of a number of perceptive and
cognitive processes, an interpretation and also a reaction. According to
Alderson (1984), most scholars would suppose that reading is one of the
most important skills for educational and professional success. In
highlighting the importance of reading comprehension Rivers (1981) stated
that reading is the most important activity in any language class, not only as
a source of information and pleasurable activity but also as a means of
consolidating and extending one’s which are knowledge of the language.
As Karakas (2002) pointed that the real objective of reading is fast and
right grasp of the meaning. Especially, reading at high speed along with full
comprehension is a critical factor affecting the success of the students.
Students who can read at a high speed, understand what is being read, have a
3

skkn


rich verbal repertoire and have a good master of the language, learn more

easily and have higher rates of success. The level of reading can be
designated by asking questions about the reading text being read and
evaluating the related answers in verbal or written way.
According to Eskey (1988) in advanced levels of second language the
ability to read the written language at a reasonable rate and with good
comprehension has long been recognized to be as oral skills if not more
important.
2. General views on post-reading activities
Definitions of post-reading activities
As language learning involves the acquisition of thousands of words,
teachers and learners alike would like to know how vocabulary learning can
be fostered, especially in EFL settings where learners frequently acquire
impoverished lexicons, despite years of formal study. Research indicates that
reading is important but not sufficient for second-language vocabulary
learning, and that it should be supplemented by post-reading activities to
enhance students vocabulary knowledge.
Post reading activities play an important role in language teaching and
learning. There are many reasons for its being important. Firstly,
learners come across it a lot in their daily lives. Secondly, since the students
in this research are preparatory learners who are learning English for
academic purposes, that means students learn English for the examination.
Therefore, without understanding the texts, they cannot learn anything, as a
result, cannot be successful in the exams. Since post reading is an important
skill in language learning, it is necessary to define it. According to Chastain
(1998), post-reading activities help readers to clarify any unclear meaning
where the focus is on the meaning not on the grammatical or lexical aspects
of the text. Ur (1996) discusses summary as a kind of post-reading activity
where the readers are asked to summarize the content in a sentence or two. It
is also possible to give this post-reading activity in the mother tongue.
Karakas (2002) proposes that the readers interpret the text and illustrate the

relationship between the questions and their answers by using activities such
as summarizing, question and answer, and drawing conclusions and it is
possible to catch the missing parts of the mental picture through thinking
aloud, discussion and summarizing. "Post-reading" (after, follow-up, beyond
reading) exercises first check students' comprehension and then lead students
to a deeper analysis of the text, when warranted (Alderson, 2000).
The primary goal of post-reading activity is to make sure that satisfactory
comprehension was taken place. If the person is looking for a number in a
telephone directory, she or he should be very selective. She/ he should scan
the directory for the number needed. On the contrary, a researcher needs to
read an article in detail to get the main ideas of the writer and to learn more
about the subject. Nevertheless, it can still be argued that any reading is
selective. Wallace (1992) shares the same idea by saying, Just as we
filter spoken messages in deciding what to attend to, so do we filter
4

skkn


written messages. And even when we commit ourselves to a full reading, that
reading will still be selective, some parts being read with greater care than
others.
3.The Post-/After Reading Stage
When the during-/whilst- reading stage is completed, the students are
expected to have obtained new information from the text. This should bring
about a change of some kind such as they would know more, or think or feel
differently from before. Therefore, we ask, So what?, which leads to the
connection between the new information the students are now familiar with
and their lives. According to Nuttall (1996: 164) when intensive work in a
during-/whilst reading stage is completed, general comprehension must be

intended to. At this stage, the students should be able to evaluate the text as a
whole to respond to it from a more or less personal point of view. They may
be asked to agree or disagree with the author or the characters in the text;
relate the content to their own experience; connect the content with other
work in the same field; discuss characters, incidents, ideas, feelings or
predict what can happen afterwards.
Common post reading activities are: creating stories or end of stories,
producing posters, reconstructing texts, and questioning the text or views of
the writer.
4.The importance of post-reading activities.
Post-reading activities are simply activities done after during reading
activities are completed. At this stage the students are in a temporary change
of state or condition, that is, they now know something they did not know
before. They know some new vocabulary items, some new sentence
structures, some new idiomatic expressions, and they have new knowledge
about a certain topic. However, it is definitely not the right time for the class
to just call it a day. How many times do we see lesson plans with good prereading activities and well- planned during reading activities, but brief, classic
post-reading activities such as write the answers on a piece of paper, translate
paragraph 2, write a sentence for each of the new words found in the
text, using a similar pattern, write about your house?
Something must be done to help the students use what they now know so
that these new things will become more than just knowledge. In a postreading stage students are not studying about the language of the text and they
are not comprehending the text, either. At the post-reading stage students are
supposed to apply what they possess.
Post-reading activities are expected to encourage students to reflect upon
what they have read. The purposes of the activities are for the students to use
the familiar text as basis for specific language study, to allow the students to
respond to the text creatively and to get the students to focus more deeply on
the information in the text. For the new information to stay with them, the
students need to go beyond simply reading the information to using it.

Following up in the post-reading stage is critical to both comprehension,
which is instruction sensitive, and obtaining and working on
new
5

skkn


information, which takes the students to their real life situation. Welldesigned after-reading activities usually require the learners to return to the
text several times and to reread it to check on particular information of
language use. Students, individually or in groups, should have sample time to
share and discuss the work they have completed. This enables the students to
tie up loose ends, answer any remaining questions, and to understand the
interrelationships of topics covered. When readers are called on to
communicate the ideas they have read, it is then that they learn to
conceptualize and discover what meaning the text has to them. Although
teachers should be careful to spend just some time in the pre-reading stage,
they are actually expected to spend more time in the post- reading stage with
several activities. A two- fold purpose is involved here, namely: students need
to (1) recycle what they have obtained from the text and (2) go beyond the
text and enter the real world, equipped with the newly obtained information.
5. What students gain from post-reading activities.
At least six principles in foreign language teaching learning by Brown
(2007: 62-81) can be fulfilled. From recycling some language components in
different ways through different language skills, automaticity is certainly on
its way. Meaningful learning is carried out because at a post- reading stage
students relate new information with their own life and experiences. Each
student is asked to respond to parts of the text she or he has read. Because
students are active in responding to the texts they have been, and the teacher
puts himself in the background, students are empowered and to a certain

extent, in control of the activities. This may lead to students autonomy.
Willingness to communicate, which involve students willingness to take risks
and being self-confident, is gained because they are supposed to be wellprepared to do the post-activities. When students are given different tasks,
they have good opportunities to use the language, orally as well as written.
This puts them in a position where they can develop their interlanguage.
Finally, post-reading activities are not interested in the right versus wrong
answers to comprehension questions anymore. Students do not have to prove
they understand the vocabulary and grammar of the text, anymore. Therefore,
students are not only taught to achieve linguistic competence but also
discourse and strategic competence, so communicative competence is also
taken care of. We can conclude that from post-reading activities, the
students are developing themselves to achieve automaticity, meaningful
learning, autonomy, willingness to communicate, interlanguage, and communicative competence.
6. 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
6

skkn


might link reading and listening by comparing what we have heard to reading
a news report, comparing the song we heard from the radio to the song lyric
down- loaded from the internet. Still, we might link reading and speaking by
discussing what we have learned from a reading passage and retelling stories.
There are many activities that will refine, enrich, and increase interest in

the as signed topic of a text. However, the primary goal of the post reading
phase is to further develop and clarify interpretations of the text, and to help
students remember what they have individually created in their minds from
the text. Good post-reading ac tivities should be able to get the students to
recycle some aspects from their whilst- reading activities; to go beyond the
text; to share opinions, ideas, feelings; and to give reasons to communicate.
There are various kinds of interactive post-reading activities that related
to other language skills. The following activities are mostly taken from
Bamford and Day (2004) and, after some adaptation, are proven to have
worked well in my classes.
6.1 Interactive Post-reading Activities Focusing on Listening
6.2 Interactive Post-Reading Activities Focusing on Writing
6.3. Interactive Post-reading Activities Focusing on Speaking
6.4 Other Interactive Post-reading Activities
II. POST-READING ACTIVITIES FOCUSING ON SPEAKING
1. Post-reading activities focusing on speaking.
Students are likely to understand more when they discuss with each other
what they have learned, so they must have special opportunities to orally
discuss their opinions, feelings, and conclusions, from their reading activity.
Some of the ways to do 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.
7

skkn


1.4. Debate
The students can take specific sides of a topic and debate an issue.
Depending on the levels of students, the activity can range from the students
just mentioning likes and dislike to a real debate activity.
1.5.Hot Seat
One student becomes the writer of a text or a character in a text,
answering the class’ questions. The questions can be creative, whose answers
are not found in the text. Here, there is aspect of unpredictability, which is
one important characteristics of real communication. Funny answers are
expected, and these are the interesting parts of the activity.
1.6.Vanishing cloze
This activity helps the students memorize a poem by doing a cloze
procedure orally. The teacher adds the blanks until no more words are left.
Although it is a teacher-centered activity, the teacher can assign the students
to work in groups of four and at different point of the process the teacher and
call out students in different group to recite a certain part of the poem. To
give equal chance to the students, this activity can be done in a Numbered
Heads Together format.
1.7.Team Review
Students review material already studied and share their knowledge

with other students. This can be done in groups, where students move to other
groups to socialize their knowledge.
1.8. Story Reading
This activity is meant for reading with an audience such as young
learners. The reader of a text (usually a short fable, folk tale, fairy tale, or
procedure text) has to be well-prepared in terms of pronunciation, intonation,
key or new vocabulary, when to pause and give comments, show pictures or
make use of media, or ask questions.
1.9. Retelling (a strory)
In this activity, the story teller has to really know the story. He or she
has to prepare the story and rehearse again and again so as not to make any
language mistakes when doing the actually story telling. To help the teller to
communicate his or her story as well as the audience to understand the story,
some media such as puppets, cut-outs, realia, or animation on LCD, can be
used.
1.10. Interactive cross-word puzzle
The purpose of this activity is to recycle vocabulary items learned
from some reading texts. The students work in pair in an information gap
activity, in which each member has a different set partially completed crossword puzzle without clues. The pair take turns asking each other so that they
can have the completed cross-word puzzle. Because no clues are provided,

8

skkn


the student who has the answers should construct the clues to be guessed by
the other student in the pair.
1.11. Role-play
Role-play activities allow students to act out concepts. For example, in a

computer technology class, after students read about the functions of the
various computer components, the teacher could select students to act out the
roles of the CPU, the monitor, the modem, and the printer.
1.12. Quiz Questions
 
After students read a chapter or section of a chapter in the course
textbook, ask them to develop questions for a quiz. (This can also be done
with other reading materials.) This activity forces them to analyze the
information in the chapter and decide on the most important concepts to
remember.
Formulating questions can also helpthem to organize the concepts into logical
chunks of information for easier retrieval. Working in groups on this activity
is helpful for further discussion of concepts.
Students can then present their questions to the class and see who can
answer them correctly. The students trying to answer the questions may offer
suggestions on how to write a question more clearly so that it can be easily
understood. Teachers might also offer suggestions for revision of questions.
Other SEA Site modules, for example, "WH-Questions" and "Passive Voice"
can be useful for teachers in providing guidance in using structures that will
be more easily understood by students.
2. Demonstration of activities usually used in teaching English 12 at
Le Loi high school.
2.1 Tv reporter:
Examples : Unit 2 – Cultural diversity- Part A: Reading
After you read
Work in groups. Talk about “ What are the differences between a traditional
Vietnamese family and a modern Vietnamese family ?”

9

skkn


Teacher: Asks students to work in groups of 4 to talk about the differences
between a traditional Vietnamese family and a modern Vietnamese family.
+ Devides the role of each student in every group (One of them will be
the Tv reporter, the other will be the interviees).
+ Helps students to prepare the questions (wh-questions) related to the
family.
Students: Prepare the questions related to the family.
1. How many people are there in the family?
2. How many generations live in a home ?
3. Who supports for the family?
10

skkn


4. Who takes care of family / children ?
…
2.2 Main ideas list
Example: Unit 3 – Ways of socialising – Part A: Reading
After you read
Work in group: Discuss the meaning of whistling and hand – clapping in
Vietnamese culture.

Teacher: - Asks students to work in pairs to talk about the meaning of
whistling and hand – clapping
+ Gives some suggestions: whistling and hand – clapping are used to
call someone, to express happy feeling, to reduce stress etc.

+ Aks students to the meaning of whistling and hand – clapping
Students: Pair works
A: Do you think whistling and hand-clapping convey different meanings?
B: Sure. These two actions have quite different meanings. I think whistling is
a sicnal to show we feel happy or satisfied with something.
A: But teenagers, at present, whistle to express their disapproval or protest.
B: OK. But only for teenagers. To adults or learned or educated people, they
never whistle to show their disapproval or dissatisfaction.
A: That’s right. Whistling in crowds is considered impolite or even rude.
B: What about hand-clapping?
A: In my opinion, hand-clapping is a action used to show one’s approval,
aurcement or enjoyment.
B: But I’ve heard there is a different meaning between common handclapping and slow hand-clapping.

11

skkn


A: Sorry, I’m not much sure, but as I know slow hand-clapping shows the
applause or cheer.
B: However slow hand-clapping with shouts can be used to express strong
disapproval or protest.
A: Thus, we should be careful when we clap our hands.
B: Well, I think so.
Work in groups of 5 to talk about the uses of computers in our life nowadays.
2.3 Debate
Example: Unit 6 – Future jobs – Part A: Reading
(This activity is only used for better students at a certain class)
After you read

Work in group: Discuss the question. “What pieces of advice do you think
most useful and least useful for job interviews? Why ?”
Teacher: Asks students to work in groups to debate : “What pieces of advice
do you think most useful and least useful ? Why ?”. The groups in the right
side discuss the most useful advices and in the left side dicuss about the least
useful ones.
Students: Work in groups devided by the teacher and debate the two side for
job interviews.

2.4. Hot seat
Example: Unit 8 – Life in the future – Part A- Reading.

12

skkn


Teacher: Asks students to imagine life in the future (in the next 30 years) and
calls one of the students (or let them volunteer) to go to the chair prepared in
front of the class and answer the questions made by the class.
Students: prepare the questions related to life in the future.
2.5 Retelling
Example: Unit 12 – Water sports – Part A: Reading
Ater you read
13

skkn


Work invidually. Retell the water polo and compare it with football using the

cues below.
* Places to play
* Numbers of players
* Main rules
* Length of time

Teacher: - Asks students to look at the cues carefully and think of what they
have read about.
+ Tells students that they can begin with the following: Hello,
everyone. I’m going to tell you about water polo. It is played in ……
Students: Look at the cues carefully and think about what they have read.
2.6 Role-play
14

skkn


Example: Unit 6 – Future jobs – Part A: Reading
Teacher: - Asks students to play the roles of interviewer and interviwee in the
job interview.
+ Tells students to prepare questions related to job interviews.
Students: Work in pairs to talk about the job interviews..
+ Prepare questions:
1. Which jobs would you like to do?
2. Where will you work ?
3. Who do you want to work with ?
4. How much might you get paid?
5. What is the working condition?
…

III. APPLYING THE RESEARCH IN TEACHING ENGLISH 12
Period 41, 42
Date: 17/11/2021
UNIT 8: LIFE IN THE FUTURE
Part A: Reading
Time: 45 minutes
Class 12A2, 12A8, 12A11
I. Objectives:
1. Educational aim:
- Students read and guess the meaning of words in contexts.
- They read and decide on True or False statements.
- They note taking and comprehend the passage.
2. Knowledge:
- General knowledge: The changes of the life in the future.
- Language: Common knowledge of the life and the environment….
15

skkn


- New words: Words related to the life and the economic, environment…
3. Skills:
- Guessing meaning in context, deciding on true or false and passage
comprehension.
II. Method:
- Integrated, mainly communicative.
III. Teaching aids:
-Picture, board, chalks, textbook, handouts,…
IV. Procedure:
Teacher’s activities

Students’ activities
1. Warm-up: (3 minutes)
Aims: to introduce the topic of the lesson - Listen to teacher.
and to raise students' interest.
- Introduce the new lesson to the students.
2. Before you read : (5 minutes)
- Ask students to look at the picture ask
and answer the questions.
- Look at the picture, listen to the
teacher then ask and answer the
questions in the book.
- Work in pairs.
3. While you read : (23 minutes)
- Ask students to look through the passage
and read in silence
- Help students read the passage
- Explain pronunciation and meaning of
new words which appear in the passage
Task 1 : (3 minutes)
- Ask students to read through the text
once to find out some new words, guess
the main idea.
- Explain new words (give the Vietnamese
equivalents), guide the sts to get the main
contents of the reading text.
- Ask students to work individually in 3
minutes to do this task.
- Guide students to read through the
passage , then focus on only the sentences
surrounding the suggested words to do the

task effectively.
- Give students some more words that
may be new/ unfamiliar to them.
- Guide the students to read the word in
chorus and individually.

- Listen to the teacher then read the
passages
- Ask some new words if necessary
- Work individually to read the text
then choose the the words and
phrases in the passage:
- Share the key with other students:
Keys
1. Pessimists
2. optimists
3. economic depression
4. terroism
5. wiped out
6. Space shuttle

16

skkn


Task 2: (4 minutes)
- Ask students to read the passage again
then work in pairs to ask and answer the
suggested questions.

- Walk round the class to give help if
necessary.
- Give suggested words, phrases or useful
suggestions.
- Correct the students’ work.

- Listen to the teacher then do the
task.
- Works in pais:
Keys:
1 - Many large corporations will be
wiped out and millions of jobs will be
lost.
2 - The security of the earth will be
threatened by terrosist groups will
become more powerful and more
dangerous.
3 - People will be living in much
cleaner
environment,
breathing
fresher air anf being looked after by
…….
4 - They are developments in micro
technology–coputer
and
telecommunication.

- Work individually to read the text
then choose the the words and

phrases in the passage:
- Share the key with other students:
Task 3: (6 minutes)
Keys:
- Ask students to read the questions - Work: Factories, offices….
carefully.
- Travel: Cars, space-shuttle, petrol,
- Ask students to read through the passage ….
again.
- Ask the class to do .
- Listen to the teacher then do the
- Call some students to give the answers.
task.
- Ask others students to correct.
- Some students stand up to report
- Give the true answers
their discussions.
- Work in groups
4. After you read : (8 minutes)
- - Aims: to help sts to consolidate what
they have read about.
-Asks students to play the “hot seat” game
+ Asks sts to close their books.
- Play the “hot seat” game.
+ Ask one of the students to sit down on
the chair situated on the platform to
answer the questions that his/ her friends + One of the students comes to sit
are going to make about life in the future down on the chair situated.
until find the winner who can answer
most of the questions.

17

skkn


+ Encourages students to use their own
words to make questions.
- Ask one or two pairs to report.

5. Consolidation: (2mins)
-Asks sts about what they have learned in
this lesson?
+Summarize the main points of the
lesson:
+ New words that related to the lesson.
6. Homework:( 3 mins)
- Ask sts to write full passage about life in
the future

+ Make the questions
Suggested questions:
1. Do you think life will be better in
the future?
2. What will be life in the future?
3. What will happen to our
environment?
…………..

Period: 32
Date: 25/10/2021

UNIT 6: FUTURE JOBS
Part 1: Reading
Time: 45 minutes
Class: 12A2, 12A8, 12A11
I. Objectives:
1. Educational aim: Students should know about preparing for a job
interview.
2. Knowledge:
- General knowledge: Students know about future jobs
- New words: Words related to future jobs
3. Skills: - Guessing meaning from context
- Reading for specific information
II. Method: Integrated, mainly communicative
III. Teaching aids: Student’s book and pictures showing farmers’
daily routines, etc.
IV. Procedure:
Teacher’s activities
Students’ activities
1. Warm-up: (5 minutes)
- Ask Ss some questions:
- Work in pairs, discuss and
1. Tell the class some jobs you know?
answer the questions
2. Which job would you like to be in the - Stand up and tell the class the
future? Why?
answers.
- Get feedback
- Understand the aim of the lesson:
- Lead Ss to the new lesson: future jobs
Unit 6: future jobs

2. Before you read : (7 minutes)
18

skkn


- Ask Ss to work in groups. Tick (ü) the
factors that they think would help them
succeed in a job interview.
• wearing casual clothes
• giving clear, honest answers
• feeling self-confident
• feeling nervous
• having a good sense of humour
• avoiding difficult questions
- Get feedback.
- Give Ss suggested answers.
3. While you read : (23 minutes)
- Ask students to look through the passage
and read in silence
- Help students read the passage
- Explain pronunciation and meaning of
new words which appear in the passage
Task 1 : (7 minutes)
- Introduce the task: These words are from
the passage. Look back to the text and
circle the best meanings A, B or C.
- Ask Ss to circle the best meanings A, B or
C.
- Go around class and help Ss if they need.

- Call on Ss to give their answers.
- Correct mistakes.
Task 2: (10minutes)
- Introduce the task: Work in pairs. Decide
whether the following statements are true
(T) or false (F).
1. Try to reduce the feeling of pressure and
make a good impression on your
interviewer.
2. Find out as much information as you can
about the job and the vacancy.
3. Bring with you a letter of application and
your resumes to the interview.
4. Take all your certificates and letters of
recommendation with you.
5. Remember to dress neatly and formally.
6. Your voice should be clear and polite.
7. Tell the interviewer about your
shortcomings.

- Work in groups. Tick (ü) the
factors that they think would
help them succeed in a job
interview.
E.g.
- avoiding difficult questions
- giving clear, honest answers
- feeling self-confident

-

Read the text in silence.
Find out new words.
Understand the aim of the text.
Do the tasks that follow.

Task1:
- Study the task carefully.
- Choose the right option to finish
the task.
- Exchange their answers for peer
correction.
- Tell the class the answers.
1. B
2. C
3. A
4. B
- Look at the task, read the text
again to give the answers.
- Understand the task.
- Read the text again, decide
whether the statements are true
(T) or false (F).
- Answers: 1-F; 2-T; 3-F; 4-T; 5T; 6-F; 7-F; 8-T

19

skkn