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

Interactive post-reading activities focusing on writing used to teach
Grade 11 students at Le Loi upper-secondary school.

CONTENTS
A. INTRODUCTION
I. REASONS FOR CHOOSING THE RESEARCH
II. AIMS OF THE RESEARCH
III. SCOPE, OBJECT AND RESEARCHING METHOD
B. DISCUSSION
I. POST-READING STAGE
1. The importance of reading

2. General views on post-reading activities
3. The Post-/After Reading Stage
4. The importance of post-reading activities.
5. What students gain from post-reading activities.
6. Interactive post-reading activities
II. POST-READING ACTIVITIES FOCUSING ON SPEAKING
1. Post-reading activities focusing on writing.
2. Demonstration of activities usually used in teaching English 11 at
Le Loi upper-secondary school.
III. APPLYING THE RESEARCH IN TEACHING ENGLISH 10
IV. RESULT AFTER APPLYING THE RESEARCH IN TEACHING
C. CONCLUSION
I. CONCLUSION
II. RECOMMENDATIONS
D. REFERENCE BOOKS

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Interactive post-reading activities focusing on writing used to teach
Grade 11 students at Le Loi upper-secondary school.

A. INTRODUCTION
It is widely recognized that reading is one of the most important skills for
English as a foreign language students to master. The ability to read and
comprehend what one reads is crucial to success in our educational system. For

academic success, for English language learning, or to expand students’
knowledge of language, cultures and the world, reading comprehension has
always played a central role in the curricula of the schools in this study. At
present, reading comprehension is not the product of word recognition skills,
grammar or world experience as separate entities, but it is considered a highly
interactive process between the reader and the text, one that enables “the
construction of meaning by making inferences and interpretations”. The postreading stage of a reading lesson is often confused with the closing of a lesson.
However, having new information from the whilst-reading stage should bring
about a change such as the students would know more, or think or feel
differently from before. Teachers should help students connect the new
information they are now familiar with and their lives. This article reintroduces
the importance of the post-reading stage and some workable, meaningful
activities. Interactive activities are chosen so that students not only process their
knowledge obtained from the text but also communicate this new knowledge to
peers.
I. REASONS FOR CHOOSING THE RESEARCH
In Vietnam, in recent years teaching methods have been more and more
improved. There have been a lot of activities organized in order to enhance the
effectiveness and help students be more active and self-confident in learning
English in general and reading skills in particular [1]. Many universities and
upper-secondary schools, including Le Loi upper-secondary school apply post
reading activities which can be seen as one of the most effective way to
develop students‘ reading competence. It is stated that post-reading activities
encourage student to reflect upon what they have read. For the information to
stay with the students, they need to go beyond simply reading it to using it.
Until now, there have been a lot of researches done in the area of post reading
activities. In 2000, Alderson wrote Assessing reading with the aim of analyzing
the effectiveness of reading activities[4], including post reading activities.
Sasson (n.d) wrote post-reading activities – how teachers can end the
lesson effectively to give some advice so that teachers can apply when

implementing post-reading activities. However, there is a gap between the
theory and the practice. At upper-secondary schools in general, the
advantages of post-reading activities have not been fully made use of. In
addition, teachers and students encounter some difficulties related to the
students‘ level, time, etc; as a result, the implementation of these activities has
not been effective. All mentioned above, I have decided to suggest postreading activities I have ever taught my grade 11 students at my school.
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Interactive post-reading activities focusing on writing used to teach
Grade 11 students at Le Loi upper-secondary school.

II. AIMS OF THE RESEARCH
- To introduce how to teach reading skills and post-reading part.
- To show ways of teaching post-reading part.
- To show how post-reading activities can be designed for teaching
English in grade 10 at Le Loi upper-secondary school.
- To draw out what the learners understand the reading texts and apply
them to their daily life through post-reading activities.
III. SCOPE, OBJECT AND RESEARCHING METHOD
- Scope : Researching in the process of teaching English 11 at Le Loi
upper-secondary school.
- Object: This subject is concerned with ways of organizing post-reading
activities in the class.
- Researching method: Reading reference books , discussing with other
teachers, applying in teaching, observing and drawing out experiences.
B. DISCUSSION
1. The importance of reading
Reading is an activity of inferring meaning out of written symbols with
the collaborative work of cognitive behaviors and psycho-motor skills

(Demirel, 1992). Reading is described as the process of perception in terms of
written and published words with the help of senses, comprehension of these
after building meaningful connections; intellectual and spiritual acquisition,
active and communicative involvement with the written and published
symbols, reception consisting of a number of perceptive and cognitive
processes, an interpretation and also a reaction. According to Alderson (1984),
most scholars would suppose that reading is one of the most important skills for
educational and professional success [3]. In highlighting the importance of
reading comprehension Rivers (1981) stated that ― reading is the most
important activity in any language class, not only as a source of information
and pleasurable activity but also as a means of consolidating and extending
one‘s which are knowledge of the language.
As Karakas (2002) pointed that the real objective of reading is fast and right
grasp of the meaning. Especially, reading at high speed along with full
comprehension is a critical factor affecting the success of the students. Students
who can read at a high speed, understand what is being read, have a rich verbal
repertoire and have a good master of the language, learn more easily and have
higher rates of success . The level of reading can be designated by asking
questions about the reading text being read and evaluating the related answers
in verbal or written way [2].
According to Eskey (1988) in advanced levels of second language the ability
to read the written language at a reasonable rate and with good comprehension
has long been recognized to be as oral skills if not more important.
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Interactive post-reading activities focusing on writing used to teach
Grade 11 students at Le Loi upper-secondary school.

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 [2].
Post reading activities play an important role in language teaching and
learning. There are many reasons for its being important. Firstly, learners
come across it a lot in their daily lives. Secondly, since the students in this
research are preparatory learners who are learning English for academic
purposes, that means students learn English for the examination. Therefore,
without understanding the texts, they cannot learn anything; as a result, cannot
be successful in the exams. Since post reading is an important skill in language
learning, it is necessary to define it. According to Chastain (1998), post-reading
activities help readers to clarify any unclear meaning where the focus is on the
meaning not on the grammatical or lexical aspects of the text. Ur (1996)
discusses summary as a kind of post-reading activity where the readers are
asked to summarize the content in a sentence or two. It is also possible to give
this post-reading activity in the mother tongue. Karakas (2002) proposes that
the readers interpret the text and illustrate the relationship between the
questions and their answers by using activities such as summarizing, question
and answer, and drawing conclusions and it is possible to catch the missing
parts of the mental picture through thinking aloud, discussion and
summarizing. "Post-reading" (after, follow-up, beyond reading) exercises first
check students' comprehension and then lead students to a deeper analysis of
the text, when warranted (Alderson, 2000) [4].
The primary goal of post-reading activity is to make sure that satisfactory
comprehension was taken place. If the person is looking for a number in a

telephone directory, she or he should be very selective. She/he should scan the
directory for the number needed. On the contrary, a researcher needs to read an
article in detail to get the main ideas of the writer and to learn more about the
subject. Nevertheless, it can still be argued that any reading is selective.
Wallace (1992) shares the same idea by saying, ―Just as we filter
spoken messages in deciding what to attend to, so do we filter written
messages. And even when we commit ourselves to a full reading, that reading
will still be selective, some parts being read with greater care than others.
3. The Post-/After Reading Stage
When the during-/whilst- reading stage is completed, the students are
expected to have obtained new information from the text. This should bring
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Interactive post-reading activities focusing on writing used to teach
Grade 11 students at Le Loi upper-secondary school.

about a change of some kind such as they would know more, or think or feel
differently from before. Therefore, we ask, So what? , which leads to the
connection between the new information the students are now familiar with and
their lives[5]. According to Nuttall (1996: 164) when intensive work in a
during-/whilst reading stage is completed, general comprehension must be
intended to. At this stage, the students should be able to evaluate the text as a
whole to respond to it from a more or less personal point of view. They may be
asked to agree or disagree with the author or the characters in the text; relate
the content to their own experience; connect the content with other work in the
same field; discuss characters, incidents, ideas, feelings; or predict what can
happen afterwards.
Common post reading activities are: creating stories or end of stories,
producing posters, reconstructing texts, and questioning the text or views of the

writer.
4. The importance of post-reading activities.
Post-reading activities are simply activi- ties done after during-reading
activities are completed. At this stage the students are in a temporary change of
state or condition, that is, they now know something they did not know before.
They know some new vo- cabulary items, some new sentence struc- tures, some
new idiomatic expressions, and they have new knowledge about a certain topic.
However, it is definitely not the right time for the class to just call it a day . How
many times do we see lesson plans with good pre-reading activities and wellplanned during reading activities, but brief, classic post-reading activities such
as write the answers on a piece of paper , translate paragraph 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 post-reading
stage students are not studying about the language of the text and they are not
comprehending the text, either. At the post-reading stage students are supposed
to apply what they possess [13].
Post-reading activities are expected to encourage students to reflect upon
what they have read. The purposes of the activities are for the students to use
the familiar text as basis for specific language study, to allow the students to
respond to the text creatively and to get the students to focus more deeply on
the information in the text. For the new information to stay with them, the
students need to go beyond simply reading the information to using it. Following up in the post-reading stage is critical to both comprehension, which is
instruction sensitive, and obtaining and working on new information, which
takes the students to their real life situation [6]. Well-designed after-reading
activities usually require the learners to return to the text several times and to
reread it to check on particular information of language use. Students,
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Interactive post-reading activities focusing on writing used to teach
Grade 11 students at Le Loi upper-secondary school.

individually or in groups, should have ample time to share and discuss the
work they have completed. This enables the students to tie up loose ends,
answer any remaining ques- tions, and to understand the interrelation- ships of
topics covered. When readers are called on to communicate the ideas they have
read, it is then that they learn to conceptualize and discover what meaning the
text has to them. Although teachers should be careful to spend just some time
in the pre-reading stage, they are actually expected to spend more time in the
post- reading stage with several activities. A two- fold purpose is involved here,
namely: students need to (1) recycle what they have obtained from the text and
(2) go beyond the text and enter the real world, equipped with the
newlyobtained information.
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 informa- tion with their own life and experiences. Each student is
asked to respond to parts of the text she or he has read. Because students are
active in responding to the texts they have been, and the teacher puts himself in
the background, students are empowered and to a certain extent, in control of
the activities. This may lead to students autonomy. Willingness to
communicate, which involve students willingness to take risks and being selfconfident, is gained because they are supposed to be well-prepared to do the
post-activities. When students are given different tasks, they have good
opportuni- ties to use the language, orally as well as written. This puts them in a
position where they can develop their interlanguage. Finally, post-reading
activities are not interested in the right versus wrong answers to comprehension questions anymore. Students do not have to prove they understand
the voca- bulary and grammar of the text, anymore. Therefore, students are not

only taught to achieve linguistic competence but also discourse and strategic
competence, so communicative competence is also taken care of. We can
conclude that from post- reading activities, the students are develop- ing
themselves to achieve automaticity, meaningful learning, autonomy, willingness
to communicate, interlanguage, and communicative competence.
6. Interactive post-reading activities
Reading comprehension should not be alienated from the other skills
(Harmer, 2007: 267) [8]. In reality, for example, we tend to talk about what
we have read, especially when the content is actual, interesting, unexpected,
or simply strange and unbelievable.
Therefore, we may link reading and writing, for example, by
summarizing, note-making, mentioning what has been read in a letter. We might
link reading and listening by comparing what we have heard to read- ing a news
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Interactive post-reading activities focusing on writing used to teach
Grade 11 students at Le Loi upper-secondary school.

report, comparing the song we heard from the radio to the song lyric downloaded from the internet. Still, we might link reading and speaking by
discussing what we have learned from a reading pas- sage and retelling stories.
There are many activities that will refine, enrich, and increase interest in
the assigned topic of a text. However, the primary goal of the post reading
phase is to further develop and clarify interpretations of the text, and to help
students remember what they have individually created in their minds from
the text. Good post-reading ac- tivities should be able to get the students to
recycle some aspects from their whilst- reading activities; to go beyond the
text; to share opinions, ideas, feelings; and to give reasons to communicate.
There are various kinds of interactive post-reading activities that relate
reading to other language skills. The following activities are mostly taken from

Bamford and Day (2004) and, after some adaptation, are proven to have
worked well in my classes.
6.1 Interactive Post-reading Activities Focusing on Listening
6.2 Interactive Post-Reading Activities Focusing on Writing
6.3. Interactive Post-reading Activities Focusing on Speaking
6.4 Other Interactive Post-reading Activities
II. POST-READING ACTIVITIES FOCUSING ON WRITING
1. Post-reading activities focusing on writing.
Students are likely to understand more when they discuss with each other
what they have learned, so they must have special opportunities to discuss and
write their opinions, feelings, and conclusions, from their reading activity. Some
of the ways to do this include the following activities.
1.1. Story Innovation
Story innovation is a form of scaffold writing in which the sentence and text
patterns remain intact but the content is altered through the substitution of
vocabulary to change the setting, characters, or action in a story. Story
innovation is presented as a way to develop vocabulary knowledge through deep
processing and to provide fluency practice. Teachers will also find story
innovation useful for working with struggling readers or students learning
English as a second language. It is a way to foster a nonthreatening, low-anxiety,
and highly supportive learning environment. The authors describe the scenario
in one classroom in which the students wrote a story innovation, and they
provide a step-by-step process teachers can follow when implementing story
innovation in the classroom [5].
1.2. Innovation on the ending
Students change the ending of a story. For example, after reading The Boy
Who Cried Wolf , whose ending was a wolf really came and ate some of the
boy’s sheep, a student wrote, The wolf ate the boy . So, the villagers lived
peacefully and happily ever after. (By: Riza, 2010) [5]
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Interactive post-reading activities focusing on writing used to teach
Grade 11 students at Le Loi upper-secondary school.

1.3. Wanted posters
Students create wanted posters of a character in the text. For the Princess
and the Pea , for example, the poster would be pictures of princesses and
description of an ideal princess[5].
1.4. Story map
Students create story maps that can be used by others to rewrite the story.
To make this activity more interactive and meaningful, a One Stay-Three Stray
Cooperative Learning activity can be implemented so that learners learn from
other groups can give and take information as well as inspiration from other
groups [7].
1.5. Summary writing
Ask the students to work together with a partner. First, ask them to work
together to identify the main points of the reading. Once they have successfully
done this, the students can work individually to put these into sentences.
Depending on the level of the class, you might need to teach them how to
paraphrase or how to write in their own words [1].
1.6. Chain game
After the students have finished reading, tell them to go through the reading and
try to remember some of the key points and details. If you are teaching a large
class, split the students up into small groups of about five or six students. Ask
the students to sit in a circle. Student 1 has to write down some information
about the text. Student 2 then rewrite that information and adds something new.
Then student three rewrite both pieces of information and adds their own. This
process continues until the group runs out of ideas [1].
1.7. Conclusion

Giving students the opportunity to express their understanding of the reading,
either in writing, discussion, graphic representation, or role play, allows them to
learn from each other and to integrate the content of reading material into their
knowledge base.
1.8. Sentence Write and Cut-Apart
Dictating a sentence for students to write is a great way to practice sight words,
spelling patterns, and writing conventions (spacing, capital letters, periods). At
the end of a guided reading lesson, have students write a sentence (preferably
one that’s related to the text and includes at least one sight word they’re working
on).
To assist beginning writers, you can use a highlighter or marker to draw a line
for each word.
After students have written the sentence (preferably on a whiteboard, unless you
want to keep track of their progress over time), go back and help them fix it up.
Next, write the sentence on a sentence strip. Cut the sentence apart into the
individual words and have students read the sentence again. It’s easiest if you
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Interactive post-reading activities focusing on writing used to teach
Grade 11 students at Le Loi upper-secondary school.

can display the words in a pocket chart, but you can also just put them on the
table.
Last, mix up the words and have the students put the sentence back together
correctly. Have them decide when the sentence is correct (keep a model for them
to use as a comparison).
To make the activity more challenging, you can also cut apart some of the words
(i.e. into syllables, or onset-rime) and have students put both the words and the
sentence back in order.

1.9. Vocabulary Web
Some students won’t need to work on phonics or word patterns during guided
reading. Instead, you can use this time to work on vocabulary.
Choose a tier 2 or 3 vocabulary word from the text that students just read. Have
students find it in the text, and discuss its meaning.
Display a vocabulary web so that students can see it clearly. Write the target
word in the center. Then, have students help you fill out the other circles.
Students should use words and phrases from the text (and their background
knowledge) that help to explain what the word means, how the word would be
used, and other words that it’s connected to [9].
At the end of the activity, have students practice coming up with a sentence or
sentences that explains what the word means, using at least 1-2 of the words or
phrases in the outside circles. Students can practice first with a partner, and then
share with the group. Another alternative would be to compose a short paragraph
as a group.
1.10. Unscramble and write sentences – The teacher takes a sentence and
places the words out of order. The students then re-order the words into correct
sentences. An advanced version of this activity leaves out simple words like
articles and prepositions.
1.11. Sentence matching – Each student gets a sentence’s ending or beginning
on a scrap of paper. Students mingle and say their ending or beginning until they
find a match. When they find a match, students return to their seat to write the
sentence. Extension: This activity would work best with key events. Once all
the students match their sentences, the whole class uses them to write the story.
Students listen to all the sentences and re-write the whole passage in the correct
order [14].
1.12. Sentence endings and beginnings – Write some endings and beginnings
on a worksheet. The matching endings and beginnings can go up around the
classroom. Students write the full sentences on the worksheet. They cannot take
the endings and beginnings off the wall, they must read and remember.

2. Demonstration of activities usually used in teaching English 11 at Le Loi
upper-secondary school.
2.1. Story innovation:
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Interactive post-reading activities focusing on writing used to teach
Grade 11 students at Le Loi upper-secondary school.

Examples : Unit 2 – My most embarrsassing experience - Part A: Reading
After you read
Work individually: Imagine you would be the girl in the story, rewrite your
story. You can use the picture below

Teacher: Aks students to work individually to rewrite the story base on the given
picture.
Students: Prepare the questions related to the events.
1. What was the stoy about?
2. When did it happen?
3.What were the events of the story?
4. What did the girl do to buy the hat?
5. How was her feeling after recognising her own money at home?
…
2.2. Innovation on the ending
Example: Unit 2 – My most embarrsassing experience - Part A: Reading
After you read
Work in group: Imagine you would be the girl in the story, write the ending of
the story that you want to change.
Teacher: -Asks students to work in a groups of five to write about the change of
the story.

+ Gives some suggestions: The girl may want to find out the boy to return
the money and say sorry.
+ Aks students to present the ending of the story that they want to change.
Students: Work in groups of 5 write about the change of the story.
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Interactive post-reading activities focusing on writing used to teach
Grade 11 students at Le Loi upper-secondary school.

2.3. Summary writing
Example: Unit 1 – Friendship – Part A: Reading
After you read
First, work in pairs to identify the main points of the reading, then work
individually to put these into sentences about the quality of a good friend.

Teacher: Asks students to work in pairs to discuss the qualities of a good friend.
Then tell them to write about those qualities.
Students: + Work in pairs to discuss about the qualities of a good friend.
+ Work individually to write about the qualities of a good friend.
2.4. Chain game
Example: Unit 4 – Volunteer work –Part A- Reading.
After you read: Work in groups. Write about the reasons why people do
volunteer work.
Teacher: Asks students to prepare pieces of paper, sit in a circle of a group of
five. The teacher tells students to write reason why people do volunteer work in
turn.
Students: + Prepare pieces of paper.
+ Work in groups of five. Student 1 has to write down some
information about the text. Student 2 then rewrite that information and adds

something new. Then student three rewrite both pieces of information and adds
their own. This process continues until the group runs out of ideas a.bout the
reasons why people do volunteer work
2.5. Unscramble and write sentences – The teacher takes a sentence and places
the words out of order. The students then re-order the words into correct
sentences. An advanced version of this activity leaves out simple words like
articles and prepositions.
Example: Unit 11 – Sources of energy – Part A: Reading
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Interactive post-reading activities focusing on writing used to teach
Grade 11 students at Le Loi upper-secondary school.

Ater you read
Work with a partner. Reorder the words or phrases in the following sentences.
1. We/ live/ work./ and/ to/ need/ energy/
2. major/ source/ energy/ oil./ of/ is/ Our/
3. kind/ Oil/ a/ fossil fuel/ is/ of/ limited/ which/ world./ in/ is/ the/
4. we/ save/ must/ find/ and/ new/ time./ sources/ and/ it/of/ the/ same/at/
Therefore,/
5. The/ alternative/ heat,/ waves,/ water/ and/ nuclear power./ sources/ of/
energy/ geothermal /solar energy,/ are
Teacher: - Asks students to work with a partner to put the words or phrases into
the right order of the meaningful ones.
Students: + Put the words or phrases into the right order of the meaning
sentences and compare with their partner.
2.6. Vocabulary Web
After you read: Work in groups. Write words and sentences about the key
words “qualities of a true friendship”

Example: Unit 1 – Friendship – Part A: Reading
Teacher: - Asks students to work in groups of 6.
+ Tells each student to prepare one word about the quality and
explain it in sentences.
Students: Work in groups of 6
+ Prepare one word about the quality of a true friendship and
explain in sentences.
Qualities of a true
friendship

unselfish

An unselfish person is
someone who never gets
concerned only with his or
her own interes and
feelings.

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Interactive post-reading activities focusing on writing used to teach
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III. APPLYING THE RESEARCH IN TEACHING ENGLISH 10
Unit 1: FRIENDSHIP
Lesson 1: Reading [10]
Class 11A5, 11A8
A. Objectives: By the end of the lesson, Sts will be able to:
- guess the meanings of the new vocabulary in context

- identify main idea
- ask and answer questions related to the topic “ friendship”
B. Target items:
- Vocabularies related to friendship
- Infinitive with to and infinitive without to
C. Teaching aids: Textbook, pictures, teaching plan.............
D. Teaching method: communicative approach.
E. Procedure:
Teacher’s Activities
Students’ Activities
I. Warm -up ( 3 mins):
- Greet the teacher
- Greets Sts.
- Answer the questions.
- Asks Sts some questions like:
+ Do you have many friends?
+ What do you ususally do with them?
+ What can you do to improve their relation - Go to the new lesson.
between them and you?
- Leads Sts to go to the new lesson: If you
want to know more about friends and the
relationship between them, go to the reading: - Look at the board and answer the questions.
Friendship.
II. New Lesson: ( 30 mins):
Lesson 1: Reading
Before yo read: (7mins)
- Hangs up the picture on the board and ask
- Look at the board.
Sts some questions related to it:
+What can you see from the pictures?

- Listen and take notes.
+ Who are they?
+ What are they doing?
+ Do you ususally do this activities?
- Do the task
- Leads Sts to the next part.
Presents some vocabulary
- Chooses some words to pre- teach:
- Fill each blank with a suitable word or
phrase
+ friendship(n): + influence(v):
- Compare the answers with their partner.
+sympathy(n): + two-sided (a)
- Give the answers.
+ quality(n):
- Explains the meanings and uses of these
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Interactive post-reading activities focusing on writing used to teach
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words.
While you read - (20 mins)
Task 1:
- Asks Sts to read the words and the
statements given, have any questions if
necessary
- Gets Sts to read through the passage once
- Asks Sts to fill each blank with a suitable

word or phrase.
- Asks Sts to compare the answers with their
partner.
- Checks the answers with the whole class.
Answer:
1. mutual
2. incapable of
3. unselfish
4. acquaintance
5. give and take 6. loyal to
7. suspicious.
Task 2:
- Asks Sts to work individually to read the
passage again and answer the question:
Which of the choices A, B, C, or D most
adquately sums up the ideas of the whole
passage?”
- Checks the answer with the class.
Answer:
B: Conditions of true friendship
Task 3:
- Asks Sts to work in pairs and gets them to
answer 2 of the 6 questions in the notebooks
and goes round to help Sts.
- Asks some pairs to write the answers on the
board.
- Asks others to correct
- Gives the last comments and correction.
Suggested answer:
1. The first quality for true friendship is

unselfishness. It tells us that a person who is
concerned only with his own interests and
feelings cannot be a true friend
2. Changeable and uncertain people are
incapable of true friendship because they
take up an interest with enthusiasm, but they

- Do the task

- Give the answer

- Do the task
- Write the answers on the board
- Listen and take notes.

- work in pairs to discuss and write the
summary of the qualities of a true
friendship” using their own words.
- Report their writing.
- Give their comments and correction.
- Listen and correct

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Interactive post-reading activities focusing on writing used to teach
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are soon tired of it, and they feel the
attraction or some new object

3. The third quality for true friendship is
loyalty. It tells us that the two friends must
be loyal to each other, and they must know
each other so well that there can be no
suspicions between them.
4. There must be a mutual trust between
friends because if not, people cannot feel
safe when telling the other their intimate
secrets.
5. Talkative people can’t keep a friend long
because they cannot keep a secret, either of
their own or od others’
6. The last quality for true friendship is
sympathy. It tells us that to be a true friend
you must sympathize with your friend.
Where there’s no mutual sympathy between
friends, there’s no true friendship.

- Repeat what they have learnt.
- Write a short paragraph about their best
friend.

After you read – (10 mins)
- Aims: to help sts to consolidate what they
have read about.
- Gets Sts to work in pairs to discuss and
summary-write the qualities of a true
friendship” using their own words.
- Goes around to help Sts .
- Calls one or two pairs to report their

writing by using a projector.
- Asks others to give their comments and
correction.
- Gives the last comments and correction.
III. Consolidation( 3 mins):
- Asks Sts to repeat what they have learnt.
IV. Homework ( 2 mins):
- Gets Sts to write a short paragraph about
their best friend.
UNIT 12: THE ASIAN GAMES
Lesson 1: Reading [10]
A. Ojectives: By the end of the lesson, Sts will be able to:
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Interactive post-reading activities focusing on writing used to teach
Grade 11 students at Le Loi upper-secondary school.

- understand the passage
- scan for specific information
- guess the meaning in context
- remember some events about Asian Games
B. Target items:
- vocabulary related to the topic “ Asian Games”
- relative clause (revision )
- Omission of relative pronouns
C. Teaching aids: Textbook, pictures, teaching plan.............
D. Teaching method: communicative approach:
E. Procedure:
Teacher’s Activities

Students’ Activities
I. Warm- up ( 5 minutes )
- Stand up and greet the tc
- Greet Sts
- Play the game
- Let sts play a game
+ Show some pictures of Ly Duc and Van
Mach then ask some questions about them
 Who are they?
 What do they do?
- Go to the new lesson
 What do they have in common?
- Get answers from the sts
- Lead in the new lesson: You are going to - Listen to the teacher
read a text about the Asian Games.
II. New Lesson ( 35 minutes ):
Before you read ( 7 mins)
- Choose some words to pre – teach:
+ effort (n):
- Listen and take notes
- Listen and read again
+ aquatic (a):
- Read again
+ appreciate (v):
+ advance (v):
+ facility (n):
- Listen to the tc carefully
+ enthusiasm (n)
- Explain the meaning and the use of these
- Work in pairs to do the task

words
- give the answers and explain their answers in
front of the class.
- Read and ask sts to read again
- Listen and take notes
- Call some sts to read again
While you read ( 20 mins)
Task 1:
- Explain the instruction: The words in the
- Scan the passage and complete the table
box all appear in the passage. Fill each
- work in pairs to fill in the table wit hthe year
blank with a suitable word
and the events, then compare the answers with
- Ask sts to work in pairs to do the task
other pairs
15


Interactive post-reading activities focusing on writing used to teach
Grade 11 students at Le Loi upper-secondary school.

- Call some sts to give the answers and
explain their answers in front of the class.
- Check the answers with the whole class
Answer:
1. facility
2. aquatic
3. enthusiasm
4. effort

5. advancing
6. appreciated
Task 2:
- Get sts to scan the passage and complete
the table
- Ask sts to work in pairs to fill in the
table wit hthe year and the events, then
compare the answers with other pairs
- Call some sts to go to the board to write
down the answers
- Get others to coreect and give their
comments
- Give the last correction and commentss
Answer:
1. 1951
2. The 2nd Asian Games in Manila
3. 1958
4. Squash, rugby, fencing, and mountain
biking
5. 2002
Task 3:
- Ask sts to ask and answer the questions
- Get sts to compare their answer with
their partner
- Call on some sts to read their answers
- Get some pairs to ask and answer the
questions
- Ask others to correct and give their
comments
Answer:

1. The purpose of the Asian Games is to
develop intercultural knowledge and
friendship within Asia. In this multi- sport
event, young people from all over Asia
gather to compete. It is an occasion when
strength and sports skills are tested,

- go to the board to write down the answers
- Correct and give their comments
- Listen and take notes

- Ask and answer the questions
- Compare their answer with their partner
- Read their answers
- Ask and answer the questions
- Correct and give their comments

- Look at the suboards on the board and the wall.

- Work in groups of five to go up around the
classroom to match the beginnings with the
endings , read and remember and then write them
on their prepared worksheet.

16


Interactive post-reading activities focusing on writing used to teach
Grade 11 students at Le Loi upper-secondary school.

friendship and solidarity are built and
developed
2. 9919 participants took part in the 14th
Asian Games
3. They won the gold medals in
bodybuilding \, billiards and women’s
karatedo at the Games in Busan, Korea
After you read ( 8 mins)
(using sentence endings and beginnings)
- Hangs the sub-boards which contain the
prepared sentence endings and beginnings
on the board and on the wall of the
classroom.
- Asks students to work in groups of five
to go up around the classroom to match
the beginnings with the endings , read and
remember and then write them on their
prepared worksheet.
Beginnings:
1. The Asian Games happening every four
years
2. The 1st Asian Games in New Delhi ,
India in 1951
3. The Philippines held the 2nd Asian
games in 1954
4. Tokyo, Japan organised the 3rd Asian
Games
5. The 14th Asian Games, which were held
In Bsan, Korea in 2002, attracted 9,919
participants from 44 countries

Endings:
a. had only 489 athletes from 11 nations.
b. which were added some sports events
such as tennis, volleyball, table tennis and
hockey.
c. are held for the purpose of developing
intercultural knowlede and friendship
within Asia.
d. and there were 38 different sports with
427 gold medals.
e. in which there were nine sports events
competed.
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Interactive post-reading activities focusing on writing used to teach
Grade 11 students at Le Loi upper-secondary school.

- Checks students’ matching sentences
III. Consolidation ( 3mins):
- Ask sts to summarize the main points of
the lesson
IV. Homework ( 2 mins):
- Ask sts to prepare the new lesson
IV. RESULT AFTER APPLYING THE RESEARCH IN TEACHING
Class
11A1
11A5
11A8

Excellent-good
45%
42%
38%

Average
50%
52%
53%

Weak (bad)
5%
6%
9%

C. CONCLUSION AND RECOMMENDATIONS:
I. CONCLUSION OF THE STUDY
The success of this study is giving students opportunities to express their
understanding of the reading in written words, allow them to learn from each
other and to integrate the content of reading material into their knowledge base.
Ideally it promotes the notion of an exchange of information, helps to break
down traditional teacher-centredness, and begins to establish a variety of
interaction patterns in the classroom. It is also fundamental to the inductive
approach to teaching language and to learning through tasks and self-discovery,
and a simple and effective way of getting learners to produce language.
II. RECOMMENDATIONS
Each teacher has their own activities to teach post-reading. Whatever
teaching styles are used the suggestions which may help teachers are followings:
1. Teacher has to prepare the post-reading activities carefully and
anticipate the possible problems they may encounter.

2. Teacher has to give students clear instructions so that they can easily
take part in the activities.
3. Teacher has to monitor what activity he/she is going to do in order
that students can focus ont it.
4. Teacher has to think about how to check students' understanding.
5. 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.
6. Because of students‘ limited English level, teacher has to explain
again and again and or even in Vietnamese. This is a proof to find that
18


Interactive post-reading activities focusing on writing used to teach
Grade 11 students at Le Loi upper-secondary school.

students‘ limited knowledge (vocabulary, phrases, expressions …) is a big
obstacle for implementing post reading activities..
7. 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.
8. 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
9. The teacher spends 8 minutes or 10 minutes at the end of the reading
lessons and the teacher tries to change the type of activities to avoid the boring
atmosphere. The post reading activities are varied: role play, continuing the
story, retelling the story.
10. Teacher should encourage students to use positive comments.

COMMENTS AND ASSESSMENT
OF THE SCIENCE COUNCIL

Tho Xuan, May 25th, 2017
I hereby declare that this research is

The chairman of Le Loi upper-

due to the experience I myself have

secondary school

written, do not copy from anybody. I
sincerely thank you.
The writer

Đỗ Thị Hồng Hạnh

Đỗ Viết Định

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Interactive post-reading activities focusing on writing used to teach
Grade 11 students at Le Loi upper-secondary school.

D. REFERENCE BOOKS
1. English Language Teaching Methodology (edited by Hanoi university)
2. Aebersold, J. A., & Field, M. L. (1997), From reader to reading teacher:
Issues and strategies for second language classrooms. Cambridge: Cambridge

University Press.
3. Alderson, J.C. (1984). Reading in foreign language: A reading problem or a
language problem. Cambridge: Cambridge University Press.
4. Alderson, J. C. (2000). Assessing Reading. Cambridge: Cambridge
University Press.
5. Brown, H.D. (2007). Teaching by Principles: An Interactive Approach to
language Pedagogy. Third Edition. White Plains: Pearson Longman
6. 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
7. Phương pháp dạy tiếng Anh Trung học phổ thông (written by Nguyễn Hạnh Dung)
8. Harmer, J. 2007. How to Teach English. Essex: Pearson-Longman
9. Teresa Fitzpatrick Eliciting and Measuring Productive Vocabulary Using
Word Association Techniques and Frequency Bands. University of Wales
Swansea, 2003
10. Tiếng Anh 11 (Hoàng Văn Vân, Hoàng Thi Xuân Hoa, Đỗ Tuấn Minh,
Nguyễn Thu Phương, Nguyễn Quốc Tuấn) - Nhà xuất bản giáo dục.
11. Tiếng Anh 11 – Sách Giáo Viên (Hoàng Văn Vân, Hoàng Thi Xuân Hoa, Đỗ
Tuấn Minh, Nguyễn Thu Phương, Nguyễn Quốc Tuấn) – Nhà xuất bản giáo
dục.
12. Thiết kế bài giảng Tiếng Anh 11 (Chu Quang Bình) – Nhà xuất bản Hà Nội
13. Pressley & Jager (2002) and Pearson et al. (Jagor, 2002). Retrieved from
Dr. Nese Cabaroglu and Aysun Yurdaisile, “University instructors‟ views
about and approaches to reading instruction and reading strategies”, The
Reading Matrix Vol. 8, No.2, September 2008.
14. Richard, J.C. (n.d). Approaches and methods in language teaching.
Retrieved from May 15th, 2012.
15. Giới thiệu Giáo Án Tiếng Anh 11 (Vũ Thị Lợi, Đồng Thị Yến Trang,
Nguyễn Thị Ý, Võ Thị Minh Hồng, Tôn Nữ Hạnh Trâm, Nguyễn Thị Kim

Dung) – Nhà xuất bản Hà Nội.
20


Interactive post-reading activities focusing on writing used to teach
Grade 11 students at Le Loi upper-secondary school.

DANH MỤC
CÁC ĐỀ TÀI SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG
ĐÁNH GIÁ XẾP LOẠI CẤP SỞ GD&ĐT VÀ CÁC CẤP CAO HƠN XẾP
LOẠI TỪ C TRỞ LÊN
Họ và tên tác giả:.................................................................................................
Chức vụ và đơn vị công tác:.................................................................................,
Kết quả
Cấp đánh
đánh giá
giá xếp loại
TT
Tên đề tài SKKN
xếp loại
(Phòng, Sở,
(A, B,
Tỉnh...)
hoặc C)
1.
Roles of groupwork and
Số 539/QĐC
SGD&ĐT
pairwork in teacing English at
ngày

upper-secondary school.
18/10/2011.
2.
Techniques for eliciting new Số 743/QĐC
SGD&ĐT
vocabulary at upperngày
secondary school
04/11/2013.
3.
Applying techniques for
Số 988/QĐB
SGD&ĐT
eliciting vocabulary of
ngày
teaching English 10 at Le Loi 03/11/2015.
4.

upper-secondary school.
Interactive post-reading
activities focusing on
speaking used to teach Grade
10 students at Le Loi upper-

Số 972/
QĐSGD&ĐT
ngày
24/11/2016

B

Năm học
đánh giá xếp
loại
2010 – 2011

2012 – 2013

2014 – 2015

2015 – 2016

secondary school

21