SKKN Using information transfer technique to adapt some reading tasks for the while and post reading stage in Tieng Anh 11

rom each group, pair or a student who 
can work individually to come to the board using the chart to talk about the 
history of ASEAN. 
+ Step 5: Give comments and feedback. 
15 
The ASEAN’ s motto 
Activity 5: Use the words and phrases in the box to reconstruct the text 
orally. 
 (1995) 
 (1997) 
 (1967) 
 (1997) 
 (1999) 
(1984) 
Indonesia, 
Thailand, 
Malaysia, 
Singapore, 
The Phillipines 
Viet Nam 
Six majors 
First 5 members 
600 million 
people 
4.46 million Km2 
"One Vision, One 
Identity, One 
Community 
Main principles 
Respect for the 
member’s state’s 
independence and non-
interference in their 
internal affairs 
Integrate its state 
members 
Educational awards, 
and various cultural 
and sports activities 
16 
Activity 6: Read the passage again and complete the chart. 
- Lesson: UNIT 6: GLOBAL WARMING (see chart 6) 
- Stage: While you read – adapted task. (Activity 4 – page 10 - Book 2) 
- Aims: To help the students summarize the reading passage easier and to 
make the task more interesting and visual to students when they are reading 
information about global warming. 
- Time: 10 minutes 
- Preparation: Ao paper size to draw the chart; handouts printed the chart; red 
pens; textbooks. 
- Procedure: 
+ Step 1: Teacher gives instructions carefully. 
+ Step 2: Divide the class into groups or pairs according to student’s abilities 
and give students about 4 minutes to do. 
+ Step 3: Go around and help students whenever they need 
+ Step 4: Choose 2 groups or some pairs who finish first to come to the 
board to complete the information on the chart. 
+ Step 5: Check the result and give the correct answers 
+ Step 6: Give feedback. 
Answer: 
1. Man-made and its effects on people and nature 
2. Coal burning 
3. Forest absort and capture CO2. This has been disrupted 
4. Make million of people lose their home 
5. High temperatures 
6. We can’t exist without species diversity on earth. 
Chart 5 
17 
Activity 6: Read the passage again and complete the chart. 
 Chart 6 
Global warming main 
responsibility 
(1)................... 
It releases a large 
amount of carbon 
dioxide into the 
atmosphere 
Deforestation 
contribution to global 
warming 
(3)................... 
(2).................... 
................... 
t l l 
t f r 
i i i t t 
t r 
( )................... 
Sea level rise 
(4)................... 
(5)..................... 
Reduce crop harvest 
globally 
Widespread of loss of 
species is a great matter 
(6)................... 
GLOBAL 
WARMING 
18 
Activity 7: Use the words and phrases in the box to reconstruct the text orally. 
- Lesson: UNIT 7: FURTHER EDUCATION (see chart 7) 
- Stage: Post reading (P.23) – adapted task for the activity 5 
- Aims: To help the students to talk about higher education preparation more 
easily by looking at the chart and reconstruct using their own language. 
- Time: about 10 minutes 
- Preparation: Ao paper size drawing the chart; handouts printed the chart; 
textbooks. 
- Procedure: 
+ Step 1: Teacher gives instructions. 
+ Step 2: Divide the class into groups, pairs or students can work 
individually according to their abilities and give them 5 minutes to prepare. 
If the students are not good at speaking and too shy to talk in front of the 
class, the teacher can model first. 
+ Step 3: Go around and help the students whenever they need 
+ Step 4: Choose one representative from each group, pair or a student who 
can work individually to come to the board using the chart to talk further 
education ion UK. 
+ Step 5: Give comments and feedback. 
19 
Activity 7: Use the words and phrases in the box to reconstruct the text orally. 
Chart 7 
UK’s higher education 
qualification 
Bachelor’s degrees, 
master degrees and 
docterates 
Higher education 
preparation 
The A-level 
IB diploma programme 
Worldwide secondary 
school qualification 
Worldwide secondary 
school qualification 
6 or 7 subjects 
Maths, native langage, 
theory of knowledge 
(TOK) 
TOK: 
 2 year-subject aims to 
broaden students’ 
understanding 
Students 
whose first 
language is 
not English 
Take test 
IELTS 
3 or 4 subjects: 
Maths, chemistry, 
biology, geography, 
History.. 
study for 2 years 
Sit for AS and A2 
exams 
aths, native language, 
o 
20 
Activity 8: Read the passage again and complete the chart. 
- Lesson: UNIT 8: OUR WORLD HERITAGE SITES (see chart 8) 
- Stage: While you read – adapted task. (Activity 3 – Page 34- Book 2 ). 
- Aims: To help the students summarize the reading passage easier and to 
make the task more interesting and visual to students when they are reading 
information about world heritage. 
- Time: 10 minutes 
- Preparation: Ao paper size to draw the chart; handouts printed the chart; red 
pens; textbooks. 
- Procedure: 
+ Step 1: Teacher gives instructions carefully. 
+ Step 2: Divide the class into groups or pairs according to student’s abilities 
and give students about 4 minutes to do. 
+ Step 3: Go around and help students whenever they need 
+ Step 4: Choose 2 groups or some pairs who finish first to come to the 
board to complete the information on the chart. 
+ Step 5: Check the result and give the correct answers 
+ Step 6: Give feedback. 
Answer: 
 1. in 1994 2. visit many different caves 
 3. experience the local culture and life on the water 4. prawns 5. sea clams 
 6. the availability of low-cost hotels and cruise tours. 
 7. the comfort and elegance of five – star hotels and luxury cruise ships 
 8. cave dinner or the breathtaking view from a mountain top. 
21 
Activity 8: Read the passage again and complete the chart. 
Chart 8 
Recognized as a 
World Heritage Site 
in (1) 
On a cruise tour, 
visitors can 
(2) (3) 
Famous fresh seafood 
crabs (4).. (5).. 
Get low budget 
Thanks to (6) 
Get high budget 
Visitors can enjoy 
(7).. 
Some of the 
unforgettable 
experiences 
A beautiful sunrise 
among the rock, 
islet.. 
(8). 
22 
Activity 9: Read the passage again and complete the chart. 
- Lesson: UNIT 9: CITY OF THE FUTURE (see chart 9) 
- Stage: While you read – adapted task. (Activity 3 – page 51 – Book 2). 
- Aims: To help the students summarize the reading passage easier and to 
make the task more interesting and visual to students when they are reading 
information about the city of the future. 
- Time: 10 minutes 
- Preparation: Ao paper size to draw the chart; handouts printed the chart; red 
pens; textbooks. 
- Procedure: 
+ Step 1: Teacher gives instructions carefully. 
+ Step 2: Divide the class into groups or pairs according to student’s abilities 
and give students about 4 minutes to do. 
+ Step 3: Go around and help students whenever they need 
+ Step 4: Choose 2 groups or some pairs who finish first to come to the 
board to complete the information on the chart. 
+ Step 5: Check the result and give the correct answers 
+ Step 6: Give feedback. 
Answer: 
1. city planners 2. various sensors installed in every home 
3. to deal with urban environment problem to make Superstar 
4. find renewable fuels for public transport 
5. promote other clean air efforts. 
6. They have more time for study, entertainment and relaxation 
23 
Activity 9: Read the passage again and complete the chart. 
 Barbara 
Mark 
Barbara and Mark are (1) 
Predict and 
locate 
disaster 
Thanks to 
(2). 
Main function of Eco 
Infrastructure Net work 
(3). 
People’s efforts tomake the 
city cleaner and greener 
(4).. 
(5).. 
Reduce fossil fuel 
consumption 
Superstar City dwellers 
are happy with their life 
and work 
(6).. 
Chart 9 
24 
Activity 10: Use the words and phrases in the box to reconstruct the text 
orally. 
- Lesson: UNIT 10: HEATHY LIFSTYLE AND LONGEVITY 
 (see chart 10) 
- Stage: Post reading (P.63- Book 2) – adapted task for the Activity 5 
- Aims: To help the students to talk about about the healthy lifestyle and 
longevity more easily by looking at the chart and reconstruct using their own 
language. 
- Time: about 10 minutes 
- Preparation: Ao paper size drawing the chart; handouts printed the chart; 
textbooks. 
- Procedure: 
+ Step 1: Teacher gives instructions. 
+ Step 2: Divide the class into groups, pairs or students can work 
individually according to their abilities and give them 5 minutes to prepare. 
If the students are not good at speaking and too shy to talk in front of the 
class, the teacher can model first. 
+ Step 3: Go around and help the students whenever they need 
+ Step 4: Choose one representative from each group, pair or a student who 
can work individually to come to the board using the chart to talk about the 
healthy lifestyle and longevity. 
+ Step 5: Give comments and feedback. 
25 
Activity 10: Use the words and phrases in the box to reconstruct the text 
orally. 
Chart 10 
Dramatic rise in life 
expectancy 
30 years in 1900 
67.2 years in 2010 
Better 
nutrition 
Advances in 
medical science 
and technology 
Three main factors 
Healthier 
lifestyle 
Mass media 
raise people’s 
awareness of 
lifestyle choices 
Smoking, 
alcohol, fast 
food increase 
the risk of 
obesity.. 
Nutritious diets, 
cleaner drinking 
water 
Simple dietary 
changes can 
boost our 
immune system 
Discovery of 
antibiotics and 
vaccines 
Look for new 
ways to treat 
serious diseases 
26 
III. FINDINGS AND AVALUATION 
1. Finding from the students’ comments. 
I applied the adapted tasks for the reading lessons for 4 classes 11A1, 11A2, 
11A3, 11A4 in the school year 2021-2022 . After designing the reading tasks and 
applying for these classes, I gave out three questions to investigate how effective 
they are over the given tasks in the textbook. 
Question 1: Are the adapted tasks easy to understand? 
Question 2: Are the adapted activities interesting? 
Question 3: Are the adapted activities creative? 
Class 
Criterion 
Easy to 
understand 
Interesting Creative 
Number 
of the 
students 
Before 
adapting 
After 
adapting 
Before 
adapting 
After 
adapting 
Before 
adapting 
After 
adapting 
11A1 38 
21 
(55,2%) 
34 
(89,4%) 
9 
(23,6%) 
36 
(94,7%) 
13 
(34,2%) 
37 
(97,3%) 
11A2 42 
11 
(26,1%) 
36 
(85,7%) 
10 
(23,8%) 
35 
(83,3%) 
12 
(28,5%) 
36 
(85,7%) 
11A3 42 
9 
(21,4%) 
33 
(78,5%) 
8 
(19,04%) 
32 
(76,1%) 
7 
(16,6%) 
34 
(80,09%) 
11A4 43 
8 
(19,04%) 
35 
(83,3%) 
6 
(14,2%) 
36 
(85,7%) 
7 
(16,6%) 
33 
(78,5%) 
Table 1 
It can be seen from the table that after applying the adapted activities using the 
Information Transfer technique, the number of the students who commented that 
the activities were interesting, creative and easy to understand increased sharply. 
Although the students in these classes do not have the same abilities, the majority 
of them are eager to do the adapted tasks more than the given ones in the textbook. 
In the four criterions above, the “Interesting” has a great change from students’ 
comments. This is really a good solution to make the reading tasks more 
interesting and to get students involved in the reading lessons. 
27 
3.2. Finding from the teachers’ evaluation. 
After sharing the adapted reading tasks with my colleagues in my English group, I 
gave out three questions to investigate their opinions about the feasibility of the 
activities and I received many good comments from them. All 10 members of my 
group were questioned. 
Question 1: Are the activities interesting and motivating? 
Question 2: Are the activities suitable to most of the students’ levels? 
Question 3: Are the activities easy to understand and carry out? 
Criterion 
Excellent Good Average Poor 
No. of the 
teachers/ 
percent 
No. of the 
teachers/ 
percent 
No. of the 
teachers/ 
percent 
No. of the 
teachers/ 
percent 
Interesting and 
motivating 
7 
(70 %) 
10 
(100%) 
0 
(0%) 
0 
(%) 
Suitable to the 
students 
6 
(60 %) 
7 
(87, 5%) 
2 
(20%) 
0 
(0%) 
Easy to 
understand and 
carry out. 
7 
(70%) 
10 
(100%) 
0 
(0%) 
0 
(0%) 
Table 2 
It can be seen from the table 2 that most of the teachers in my English group chose 
the level “ Excellent” and “ Good”, especially 100% for the criterion “Interesting 
and motivating” and “Easy to understand and carry out”. This has proved that the 
adapted tasks using the Information Transfer Technique are highly evaluated. 
28 
C. CONCLUSION AND APPLICATION 
I. Conclusion 
I applied the adapted activities for both good and weak students in the Grade 
11 at my school in the school year 2021 - 2022. This study was carried at my 
school to examine how effective it was and I received good comments and 
evaluation from the students and the teachers. The new activities have brought 
about a great change in the teaching of reading. These tasks make the reading 
lessons more interesting and with colorful and visual design which are easy to 
understand and are suitable to most of the students. The students are encouraged 
and motivated through the adapted tasks. The activities are helpful for students to 
summarize and generalize as well as check their reading comprehension. 
Although some activities take more time than the time allotted because the 
text are long and some others are still difficult to weak students, I believe that this 
study will bring a new wind and a great change in the teaching of the reading. 
II. Application 
By using The Information Transfer Technique, apart from reading skills, we 
can develop students’ speaking skills when we encourage them to reconstruct the 
text orally with the designed tasks based on the passage. Moreover, this technique 
can be used to teach listening skills. If the listening tasks are too difficult to 
students, Charts or diagrams can be used to design the new ones that are easier and 
simpler to students. This may make the listening lessons become more attractive 
and effective. 
 Even though the adapted tasks using The Information Transfer Technique 
have been performed in the reading lessons and gain remarkable results, limitations 
are still unavoidable. I would like to receive more comments and evaluation from 
other colleagues to make this study better and better. 
 Yen Thanh, 15th April, 2022. 
 Author 
29 
REFERENCES 
1. English 11 textbook new– Education Publisher. 
2. English 11 teacher book new – Education Publisher. 
3. “Oxford Advanced Learner Dictionary” – 7th edition - Cambridge University 
Press. 
4. Palmer, D. (1991) Information Transfer for Reading and Listening 
5. Truong Vien. (1990) an application of the Information Transfer Technique in 
teaching comprehension in Vietnamese secondary school classrooms of 
English. 
6. Http//: www. Google.com.vn: Clipart.