skkn APPLYING GRAPHIC ORGANIZERS IN TEACHING READING NEW TEXTBOOK – tiếng anh 10

TABLE OF CONTENTS

Part I
1.
2.
3.
4.
5.
Part II
I.
1.
2.
2.1
2.2
2.3
3.
4.
4.1
4.2
4.3
4.4
4.5
4.6
5.
5.1
5.1.1
5.1.2
5.2
6
6.1
6.1.1

6.1.2
6.2

CONTENT
Introduction
Reasons for the study
Aims of the study
Methods of the study
Scope of the study
New features in the study’s result
Content
Theoretical and practical background
The importance of reading skill
Stages of reading
Pre-reading
While-reading
Post -reading
What are graphic organizers?
Types of graphic organizers employed in the study
Cause & effect map
Problem & solution map
Compare & contrast matrix
KWL chart
Network tree
Venn diagram
Research context
Setting and Participants
Students
Teachers
Textbook and Reading materials

Data analysis and discussion
Data analysis and discussion of the students’ survey
questionnaire
Students’ attitude towards reading skill
Students’ difficulties when learning reading
Data analysis and discussion of the teachers’ survey
questionnaire

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II.
Solution
III.
Results and discussion
Part III Conclusion
References
Appendices

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PART I: INTRODUCTION
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I. Reasons for the study

Reading is an essential skill for English as a second or foreign
language (ESL/EFL). For many, reading is the most important skill to
master. With strengthened reading skills, ESL/ EFL readers will make greater
progress and attain greater development in all academic areas. In Vietnam,
English is taught and learned in a non – native environment so reading is not
only an important means to gain knowledge but also a means by which
further study takes place. According to Carrell (1984:1): ―for many
students, reading is by far the most important of the four macro skills,
particularly in English as a second or a foreign language. This is also true to
the students at Ha Huy Tap High School since the reading skill offers them a
wide range of interesting information as well as a variety of language
expressions and structures which are of great usefulness for developing other
language skills. When dealing with a reading lesson, students find it hard to
overcome some challenges in the classroom. In addition to that, teachers are
facing to their own problem as well when a new text book are introduced. It
means that most of their previous traditional methods should be changed to
adjust to their new teaching object and new textbook.
One of the effective solutions to help both of them is using graphic
organizers. Graphic organizers actually have the power and potential to enhance
the learning ability of students in all age groups. Use of graphic organizers as
visual tools for visual learners of comprehension will make comprehending a
reading text easy and fun for students. Through the use of graphic organizers,
students are able to gain a better understanding of the underlying concepts that
can be found within what is being read, allowing them to isolate text that is not
important to their learning. This will also enable teachers to determine main
ideas so that they can help students entire stories from their reading.
It is hoped that this study will provide classroom English teachers as
well as their students with an in – depth understanding about how and what
they should with do with graphic organizers in reasearch entitled “APPLYING
GRAPHIC ORGANIZERS IN TEACHING READING NEW

TEXTBOOK – TIENG ANH 10” to keep the students much more involved in
the reading process.
II. Aims of the study
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This study is aimed at giving out a brief overview on graphic organizers,
gaining an insightful look into the application of graphic organizers with a view to
motivate students’ reading at Ha Huy Tap high school.
III. Methods of the study
The study was carried out on the basis of material collection, survey
questionnaire and class observation, aimed to determine whether graphic organizers
are able to enhance students’ motivation o r have a positive affect on the ability
of students to make sense of what they read. The author used data collection
instrument to gather information about the students involved, monitor the progress
of the students when they used graphic organizers throughout the research, and
determine the effectiveness of the graphs based on survey questionnaire and class
observation
IV. Scope of the study
In general, reading lessons are not so exciting as students expect or many of
them do not want to answer comprehension questions according to their favorite
learning styles. Therefore, within this study, my purpose is to carry the research on
using grapic organizers to motivate and enhance student thinking skills through the
reading text by using images or visual illustrations instead of responding the
questions given in the textbook.
V. New features in the study’s result
In my innovation, there are a lots of interesting graphic organizers which have
high effectiveness and wide application. And these available activities, which were
suitably adapted for all levels of students, can help create environment for students
to develop student’s reading skill and for teachers to use flexibly in their teaching

Part II. CONTENT
I. THEORETICAL AND PRACTICAL BACKGROUND
1. The importance of reading skill
Reading is a very important language learning skill. It helps students
improve all parts of the English language – vocabulary, spelling, grammar, and
writing. Improve and use their reading skills and they will improve all English
skills.
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In a second language classroom, reading plays a significant role in building
both linguistic and background knowledge for other language skills. Hoang et
al. (2006:191) even consider reading as the most effective means of
improving students’ language competence. Particularly, when there is a lack
of language environment, reading is even more significant since it helps
enlarge students’ background knowledge and vocabulary as well as supports
other skills (Pham, 2005 cited in Hoang et al., 2005:515).
2. Stages of reading
A reading lesson can be divided into three stages which are prereading stage, while- reading stage and post-reading stage. Each of these
stages carries its own features and purposes and requires different techniques
and strategies (William, 1984:37)
A reading lesson can be divided into three stages which are pre-reading
stage, while-reading stage and post-reading stage. Each of these stages
carries its own features and purposes and requires different techniques and
strategies (William, 1984:37)
2.1. Pre-Reading
Pre-reading stage has been considered as an effective learning tool to better
comprehend reading texts and to avoid possible failure in understanding and
extracting information during the reading processes. They are commonly used to

prepare students to understand what they are about to read. Many studies have
found pre-reading activities as facilitative for comprehension of texts as it links the
learner's prior knowledge with understanding the text in hand. It is claimed that
such pre- reading activities are challenging and motivating in the sense that they
challenge students to recall their previous knowledge. Ringler, L. H., & Weber, C.
K. (1984) called pre-reading activities enabling activities as they elicit prior
knowledge, provide background and focus attention. They pointed out that such
experiences involve understanding the purposes for reading and building the
necessary knowledge needed for dealing with the content and the structure of the
material.
In this early stage, teachers are expected to motivate students to read,
especially by activating or building students‟ background knowledge of the
subject and familiarizing them with some of the language needed in coping
with the text. According to Williams (1984:37), the purposes of the pre-reading
stage are:
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- To introduce and arouse interest in the topic.
- To motivate learners by giving a reason for reading
- To provide some language preparation for the text.
Normally, pre-reading phase often lasts from two to ten minutes depending on each
lesson. Before delivering activities for this stage, the teacher needs to take the
objectives of the lesson, the situation of teaching and learning, the students‟ needs
into account.
2.2. While-Reading
While- reading stage is the main part of a reading lesson. Without this stage, the
students will lose the chance to deal with the text to understand the writer‟s
purpose and clarify the text’s content in detail. Williams (1984:38) points out the
aims of the while- reading stage:

- To help to understand of the writer‟s purpose.
- To help to understand of the text structure.
- To clarify the text.
He also gives the teacher some questions to ask himself in order to deal with
the above mentioned aims:
1. What is the function of this text?
2. How is the text organized or developed? (e.g.: a narrative, an explanation
with various examples, an argument and counter argument)
3. What content or information is extracted from the text?
4. What may the reader anger or deduce from the text?
5. What language may be learned from the text?
6. What reading styles may be practiced?
It is clear that, question (1) deals with the aims of understanding, the writer’s
purpose, and question (2) helps to recognize the text structure and the rest help to
clarify the text content. The answers to these questions will be a guide for the
teacher in this stage. Depending on their answers, the teacher will choose suitable
activities for students which focus them on exploiting the meaning of the text, and
develop their reading skills. Concerning the while- reading stage‟s activities, in his
research, William (1984:39) has a more generating idea: “While- reading work
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should begin with a general or global understanding of the text, then move eto
te smaller units such as paragraphs, sentences and words
2.3. Post-reading
The post reading stage is the final but not the least important stageof a reading
lesson because it is the time for students to apply what theyhave got from the text
into real life communication. In William’s opinion( 1984: 39) , the post reading
stage aims at:
- to consolidate or reflect uopn what has been read

- to relate the text to the learner’s own knowledge interest or views
In summary, each of the reading stage carries its own aims and activities. It is very
effective if these three stages are combined flexibly and appropriately for an
efficient reading lesson. In the while- reading stage, it is neccesary to help students
improve and develope sub- reading skills such as skimming, scanning or reading
for details. If the students can acquire these skills, it is easier for them to understand
efficiently the significance of the text. To acquire these skills, students may be
instructed to take part in various tasks or activities acording to each skill. There are
numerous tasks or activities in this stage. The teacher should be flexible in
choosing them for their reading lessons
3. What are graphic organizers?
A graphic organizer is a visual frame used to represent knowledge and
understanding of a subject matter by arranging important aspects of a concept or
topic into logical pattern using labels. There are many types of graphic organizers
namely maps, graphs, charts, diagrams, or clusters. Each of these patterns can be
expressed in different layouts but they have similar purposes that portray the
relationship between facts, terms or ideas within a learning task. In reading lessons,
graphic organizers can be efficiently used in all lessons for students of all ages to
check not only students, understanding but also motivate and improve their critical
thinking. In the words of Krasnic [6; p.24] students are able to clear their thoughts
and sharpen their thinking by organizing and connecting key concepts related to
what they are reading from the text. This process can help students to enhance their
critical thinking, a kind of cognitive activity appearing in many of cognitive
process of language learning.
4. Types of graphic organizers employed in the study
During my teaching process, four basic graphic organizers namely cause &
effect map, problem & solution map, compare & contrast matrix, and KWL chart
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will be described. The value of these organizers will be discussed and followed by
their application in English reading lessons at upper secondary schools in Vietnam.
4.1 Cause & effect map
A cause and effect map is one of the effective organizers used to show
relationships of all factors (causes) that lead to the given situation (effect). It is
usually preceded by cause and effect analysis. The teacher uses this organizer to
help students realize that there are many causes that contribute an effect. It also
graphically displays the connections of the causes to the effect to each other.
Students can do this task individually, in pairs or in groups and then share what the
information in the diagram with the others.

4.2. Problem & solution map
The critical thinking necessary to problem-solve by posting and evaluating
solutions is an important skill the students need throughout their lives. Being able
to write clearly and persuasively about proposed solutions is as important as being
able to think clearly and logically in formulating solutions. This reading guide
helps students organize and write about problems and proposed solutions. This
activity is also applied into a writing class where students are aware of the relevant
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problem and discuss reliable methods. Students can do this task individually and
then share what the information in the diagram with their partner or their group
members.

4.3. Compare & contrast matrix
The compare and contrast matrix has a wide variety of classroom
applications. English teachers can use it as a means of comparing different
historical events, geographical regions, cultural and traditional differences or
political systems. Students are able to clearly see similarities and differences

between more than one by using this type of graphic organizer. This reading
activity can be done in the whole class, in groups or individually.

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4.4. KWL chart
A K-W-L [7; p.1] chart helps students understand what they know (K), what
they want to know (W), and what they learned (L) when reading or researching a
topic. This is an effective visual tool to improve students by tapping their prior
knowledge and letting them set their own purposes for learning. By analyzing the L
column, both the teacher and students can evaluate students’ grasp of knowledge or
content. Then the teacher can make plans to enrich concepts or to remedy
misconceptions.
KWL
What I

What I want

What I

Know

to know

learnt

4.5. Network tree
Graphic organizer can help students organize facts and information related to
the reading text. A network tree is a type of graphic organizer that show

connections. A network tree is made up of a series of oval of two or three different
sizes connected by many branches to show how facts and information develop from
a main idea or a topic. Also, this organizer is often used to indicate a work
cooperation, a hierarchy or branding procedure. The main type of question for this
organizer are: what is the superordinate category? What are the subordinate
categories? How are they related? How many levels are there? Students can do it
themselves , in pairs or on groups and then share what they have done with others.

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4.6. Venn diagram
A Venn diagram consists of two (or sometimes as many as five) overlapping
cirlce. It is used to help students compare and contrast two characters, settings,
events or other elements. The Venn diagram is one of the conceptual organizers that
highlights similarities and differences. It is an effective tool for students to easily
think how the information is organized. In groups, students can share and compare
the information on their Venn diagrams

5. Research context
5.1. Setting and Participants
5.1.1. Students
The participants were 41 students of 10A2 class in Ha Huy Tap high school.
Most these students are generally at pre-intermediate level. They have learned
English for at least five years at high school and have got acquaintance to their
new text book. However, they usually express no interest in reading lessons due to
the long texts and the difficulties .
5.1.2. Teachers
Three teachers who have been teaching English at Ha Huy Tap High School
were invited to join the research. All of the teachers under the investigation have

ever taught grade 10, and all of them were teaching in the academic school year
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2019-2020 when the study was carried out. The problem was that this was the
first time they had ever taught with the new textbook and they had had little
chance to be formally trained how to deal with it before or to access to the new
cirriculum beforehand. As a result, they were confused about detailing their
teaching activities. In addition to that, there was difficulty in finding the teaching
materials or references to support for the designing their lessons apart from the
textbooks and the teacher’s books. The results from these teachers will give an
objective view on how to improve students’ reading ability and how their
teaching will be better.
All participants took part in the survey by responding to the two kinds of
questionnaires, one for students and one for teachers.
5.2. Textbook and Reading materials
The reading materials used in the study consisted of selected texts from new
English Textbook 10 (learner-centered and communicative approach with themebased teaching) published by Education Publishing House and Pearson. In the
textbook, there are 10 units with diverse topics related to 4 themes: Our lives, Our
society, Our environment, Our future. Five sections were included in one unit
namely: Getting started, Language, Skills, Communication and Culture, Looking
back and Project. There are some samples based on the new English textbook for
grade 10 in which such common organizers are appropriately applied. It is hoped
that English teachers will have a better insight into graphic organizes and become
confident to integrate these effective tools into their reading classroom practice.
The study was conducted when the participants were in the second semester when
they had already had knowledge about basic structures as well as vocabulary in
textbook of grade 10. Therefore, the author found that it matched with the
objectives of the learning program and students’ levels of proficiency.
6. Data analysis and discussion

6.1. Data analysis and discussion of the students’ survey questionnaire
The questionnaire was designed with three parts with 12 questions. Part one was to
explore the students’ attitudes towards reading tasks Part two aimed at collecting
information about students’ difficulties when learning reading and students’
expectation towards teachers’ reading techniques
6.1.1. Students’ attitude towards reading skill
As shown in chart 1, most of the students in the survey have positive attitude
towards reading. 25 % of them find reading skill very important and 62,5% rather
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important. Only a small number of them undervalue reading lessons (about 6 %). In
fact, many students think that their major purpose of learning English is to pass all
compulsory exams and reading account for 40% in the national exam so reading is
very necessary for them. In addition to that, they can learn vocabulary, grammar
easily from reading passages. However, a certain number of students (6 %) do not
highly appreciate the it as a result of its difficulty and bore. More than 48% of them
think the reading tasks in the text book are difficult and 31,7% find them difficult.
It is clear that those two factors are also the main reasons that make the students
reluctant to do the reading tasks
Chart 1. Students’ attitude towards the importance of reading skill and their
evaluation of the reading tasks
6.1.2. Students’ difficulties when learning reading
Chart 2 represents problems which students are facing when dealing with reading
tasks. Actually, there are several elements that can be counted on. The most
difficult problem is the limited capacity of vocabulary and grammatical structures.
48,8% students in the survey assumed that if they experienced lots of new or
difficult vocabulary and grammatical structures from the text, their capacity of
reading would surely be decreased. The next one (14,7%) is the lack of appropriate
reading strategies. It is obvious that students cannot do reading tasks easily if they

do not have appropriate reading strategies. Therefore, it is very important for
teachers to suggest their students essential reading strategies needed for each kind
of reading tasks. 23.4% students blamed on the lack of background knowledge to
the topic of the reading text. 12,2% students thought that they did not have enough
time for their reading.
From the above respondents, it could be safe to conclude that the biggest problem
is the limitation of vocabulary and grammatical structures. Reading strategies are
found to be a less challenge than vocabulary and grammatical structures. In the
area of background knowledge, students find that they do not know anything in
some aspects. Therefore, they have many difficulties when reading a strange topic.
Some possible explanation considered by the researcher is that grade-10 students
have very limited vocabulary, focus much on new words, lack of suitable
techniques and are too dependent on teachers or dictionaries.

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Chart 2. Problems students face when learning reading
6.2. Data analysis and discussion of the teachers’ survey questionnaire
The questionaire (with 7 questions) completed by the teachers covered three main
things. The first questions are what difficulties they are facing and then their
suggestions to improve it.
Obviously, all of the teachers have positive attitude toward reading skill. They
know how important and beneficial reading skill is to their students. However, at
least one among three of them think that the reading task in the new textbook is
repeated boringly and sometimes difficult to students. Three of them admitted
having adapting some reading tasks in oder to motivate their students or simplify
the tasks but they met a lot of challenges for not being trained beforehand with the
new textbook. Beside some problems coming from their students like their
limitation of vocabulary and grammatical structures, or lack of reading strategies,

they themselves had to make great effort to help their students overcome
difficulties in reading tasks
In short, the data analysis of the questionnaires at Ha Huy Tap High school has
provided primary important information concerning the students‟ difficulties,
what they do in as well as what they would like their teachers to do to help them
read more effectively. Having studied the above points, we realized that there
were some major problems faced the students. These problems will be discussed
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in the next section – the findings of the study.
II. SOLUTION
In reading lessons, graphic organizers can be efficiently used in all lessons for
students of all ages to check not only students, understanding but also motivate and
make their lessons more interesting.
Sample 1: Unit 3- Tiếng Anh 10- Student book 1, p.29- Education
Publishing House and Pearson
Objectives: By the end of this activity, students will be able to:
- State the history and development of Idol program
Stage: Pre-reading / While-reading
Time allowed: 10 minutes
Procedure:
- ask students to work in groups and help students brainstorm the ideas with
the questions “ What do you know about the Idol ?”
- write the information the students brainstorm about the topic in the K
(know) column.
- record the questions the students have about the topic in the W (want to know)
column. This establishes a purpose for reading or researching.
- ask students to read, research, and discuss the topic
- place the new information in the L (learned) column.

- discus with students whether they can now confirm or deny any statements listed
in the K column.
K
W
L
What (I) we know
What (I) we want to
What (I) we learned
know

Expected answer:
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K
What (I) we know
- The Idol format
came from the
UK.
- Pop Idol was first
launched in 2001.
- Contestants are
voted by the
audience and TV
viewers.

- The first season of
Vietnam Idol aired
in 2012.

W
What (I) we want to
know
- Who created the Idol
format?
- Is Vietnam Idol a
franchised programme?
- When did American Idol
begin?

L
What (I) we learned
- Pop Idol, created by the
British entertainment
executive Simon Fuller, is a
music competition which
began on British ITV on
October 6, 2001 to select the
best new young pop singer in
the UK based on viewer
voting and participation.

- When will American Idol
end?
-Vietnam Idol is part of the
Idol franchised of the original
reality program Pop Idol by
Simon Fuller.
- What are the rules of the
Idol?

- The first season of Vietnam
Idol aired on May 23, 2007 on
HTV9, and the fourth season
aired on August 17, 2012.
-American Idol began in 2002
and will end its 15-year run
after the upcoming season,
finishing in 2016.

Sample 2: Unit 9- Tiếng Anh 10- Student book 2, p.41- Education
Publishing House and Pearson
Objectives: By the end of this activity, students will be able to:
- List out the causes and effects of four types of polution
- Recognize their duty of protecting the environment
Stage: While-reading
Time allowed: 10 minutes
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Procedure:
- Divide students into 4 groups
- Deliver the cause & effect map template for students.
Group 1: air pollution
Group 2: noise pollution
Group 3: water pollution
Group 4: soil pollution
- Ask students to list the topic or problem explored in the center of the organizer.
- Each group discuss the causes and effects of one type of polution
- Ask students to present their ideas.

Causes
the burning of
fossil fuels

Exhaust from
motor
vehicles,factories

Effects
global warming

polar ice
melting

Smoke from
aircraft and rocket

rise of sea
level

volcanic eruptions

loss of land

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I. Air pollution:
1. causes: - the burning of fossil fuels, motor vehicles,factories,aircraft and rocket,
volcanic eruptions, dust storms and other natural processes
2. Effects:
- global warming
- polar ice melting
- rise of sea level
- loss of land
II. Soil pollution
1. causes:
- dumping plastic or other inorganic waste in the ground
- the overuse of chemical fertilizers in argriculture
- accidental oil spills
- acid rain
2. Effects:
- contaminated vegetation
- the decrease of soil fertility
III. Water pollution
1. causes:
- dumping pollution such as detergents,pesticides, oil and other chemicals in rivers
- sewage and wastewater

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- industrial waste
- mining activities
- chemical fertilizers and pesticides
- radioactive waste
- urban development

2. Effects:
- the destruction of ecosystem of rivers....
- the pullution of ground water
IV. Noise pollution
1. causes:
- loud and annoying sounds of motor vehicles, railway, aircraft and jet engines,
factory machinery and musical instruments
- industrialization
- poor urban planning
- social events
- construction activities
2. Effects:
- human psychological
- health problems for humans such as increased heart rate and hearing damage
Sample 3: Unit 9- Tiếng Anh 10- Student book 2, p.41- Education
Publishing House and Pearson
Objectives: By the end of this activity, students will be able to:
- List out the problem and find out solutions for four types of polution
- identify the anticipated results
- Recognize their duty of protecting the environment
Stage: Post-reading
Time allowed: 10 minutes
Procedure:
- Divide students into 4 groups
- Deliver the problem & solution map template for students.
Group 1: air pollution
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Group 2: noise pollution

Group 3: water pollution
Group 4: soil pollution
- Ask students to list the topic or problem explored in the center of the organizer.
- Each group discuss the possible solutions of one type of polution
- Ask students to present their ideas.

Evidence( optional)
- acid rain damages water,soil,
and vegetation
- polar ice melting
- rise of sea level
- loss of land
Possible solutions
- use public mode of transportation
- conserve energy
- understand the concept of Reduce,
Reuse and Recycle
- emphasis on clean energy resources
Use energy efficient devices

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Sample 4: Unit 9- Tiếng Anh 10- Student book 1, p.9- Education
Publishing House and Pearson
Objectives: By the end of this activity, students will be able to:
- identify the differences about responsibility for household chores in two cultures
- recognize the value of sharing household chores between members of family
Stage: Pre-reading
Time allowed: 5 minutes

Procedure:
- ask students to work in pairs
- deliver the “Compare & contrast matrix” for students
- ask them to discuss in 5 minutes and fill in the matrix below
- call them to give the answer
- teacher gives feedback and lead in the reading lesson
COMPARE AND CONTRAST MATRIX
Questions

Answer
In Asian culture

1

Who is the homemaker?

2

Who is the breadwinner?

3

Do family members share
the household?
Are children willing to
help their parents?
Is the husband willing to
help his wife ?
How is the atmosphere for
the family when every one

4
5
6

In Western culture

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works together?

Expected answer:
Questions

Answer
In Asian culture

In Western culture

1

Who is the homemaker?

The mother

The mother

2

Who is the breadwinner?

The father

The father

3

Do family members share
the household?
Are children willing to
help their parents?
Is the husband willing to
help his wife ?
How is the atmosphere for
the family when every one
works together?

Only in some families

In most families

Just a few

Yes, always

Just a few

Yes, always

positive

positive

4
5
6

Sample 5: Unit 2- Tiếng Anh 10- Student book 1, p.19- Education
Publishing House and Pearson
Objectives: By the end of this activity, students will be able to:
- identify the differences and the similarity of acupuncture and acupressure
- recognize the value of the old medical treatments in the world
- know how to live a healthy life
Stage: While-reading and post- reading
Time allowed: 15 minutes
Procedure:
- ask them to read the passage about Acupressure
- give some more new word if necessary: fatigue, bruising
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- deliver the “Venn diagram” posters and the handouts for students
- ask them to work in four groups
- ask them to read the passage about Acupressure and the passage in the
textbook again then discuss the ideas and fill in the diagram.
- instruct them to write the shared traits or characters in the overlapping
section of the circle and the unique traits in the appropriate circle
- go around to help if necessary
- ask students to hang posters on board and present their ideas

- gives feedback
Notes: This activities is designed for the better students. For the lower level,
teacher can give some hints belowed so that sudents can use them as
suggestion to do the task
1. their origin
2. their basic idea
3. their effect
4. their technique
5. their common side effect
6. their precaution
Acupuncture

Acupressure

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Handouts:
Acupressure is another ancient Chinese method of healing that has also been
practiced for thousands of years. The main aim of this treatment is to achieve a
balance of the “yin” and “yang”. Acupressure works by applying simple pressure to
specific points in the body.
This therapy is practiced by using gentle pressure, applied by the hands of the
practitioner. The fingers of the practitioner are used to press into the key points on
the surface of the skin and this, in turn, helps to release muscular tension.
Acupuncture and acupressure both help in restoring proper energy flow throughout
the body. Since both of these therapies help in reaching the same goal – the
reduction of mental or physical pain or the promotion of the healing of injuries –
the benefits of these therapies are similar as well. However, the most common side
effects with acupressure can be fatigue, soreness, or bruising. And if you have a

cancer, a heart problem or you are pregnant, you should ask your doctor first.
Expected answer:
Differences:
Main ideas
1. Technique
2.Common
effect
3. Precaution

Acupuncture
Placing hair-thin needles in
various pressure points
throughout the body
side slight bleeding, discomfort.

Similarities
Main ideas

- People with bleeding
problems
- people are taking blood
related medicine
- people have electronic
medical devices

Acupressure
Applying simple pressure to
specific points in the body by
hands
bruising

People have a cancer, a heart
problem
- People are pregnant

Acupuncture/ Acupressure
25