SKKN Suggested some activities in Post- Listening of Grade 11

TABLE OF CONTENTS
CONTENTS
PAGE
PART 1: INTRODUCTION.................................................................
1
1.1. Rationale.........................................................................................
1
1.2. Aims of the study............................................................................
1
PART 2.CONTENT...............................................................................
2
I.Theoretical background......................................................................
2
1.Stages of Teaching Listening Skills .................................................
2
2.What are Post-Listening Activities ...................................................
2
3.Some of the most common Post-Listening activities are the following ..................................................................................... 
3
II.SOLUTIONS ............................................................................... 
4
1.The logical basis ................................................................................ 
4
2.The practical basis ...................................................................... 
5
III. RESEARCH CONTENT ............................................................ 
5
IV. Effectiveness of the Teaching Experience ................................. 
12
 PART 3: CONCLUSION ................................................................ 
13
 REFERENCE .....................................................................................
14
PART 1: INTRODUCTION
1.1. Rationale
	Today English is considered one of the most important factors to the trend of globalization in all fields of life all over the world . Thus , English as second language has been taught in many countries . As a result, methodology has been studied for years to find out the most effective ways of teaching and learning English . In Vietnam, high school students have to acquire four skills of English as listening, speaking, reading and writing.Of four language skills, listening has long been considered the most challenging and difficult one by both foreign language teachers and students. However, the qualities and effectiveness of teaching and learning this skill are not really as good and high as expected. From the fact that most EFL teachers at high schools in Thanh Hoa have faced a lot of problems in teaching listening. 
It has been found that although teaching and learning English listening skills was significant, it was not taken carefully considerations by higher administrators, educators, teachers and students. In addition, lack of well-equipped facilities, teachers’ unsuitable teaching listening methods, poor listening methodology and approaches and students’ low level of proficiency, boredom, indifference as well as de-motivation are obstacles in most high schools in Thanh Hoa. Many students claimed that they felt tired of listening to the tape from beginning to the end with controlled exercises in the textbook. Without interest, motivation and variation in teaching and learning students found it hard to study in listening class. So it is necessary for teachers to realize the importance of how to make listening classes more interesting and to know how to motivate students so that they can make progress in listening comprehension.
Having researched this topic, I hope to improve some problem of teachinglistening skill including Post listening part more effective ly. The students will be able to obtain the knowledge better when learning how to listen. I hope thart the topic “Suggested some activities in Post- Listening of Grade 11” – the basic pogramme will be more interesting in order to attract students’ excitement during listening period. That is the reason why I choose the topic.
1.2. Aims of the Study
The aims of the study are as follows:
	- To investigate EFL teachers' problems in creating a good lead-in of a listening lesson in "Tieng Anh 11".
	- To suggest some activities in Post – Listening part in “Tieng Anh 11”.
PART 2: CONTENT
I.Theoretical background
1.Stages of Teaching Listening Skills
Teaching listening text can be divided into three main stages: pre-listening, while-listening and post-listening. Each stage has its own aims and activities.
a) Pre-listening
Pre-listening stage aims at preparing students with everything necessary for listening and understanding the listening text. This stage is of great importance since it leads students to the listening passage that they are going to listen, arouses their interests and provides students with the purposes of listening as well as the input before they listen. 
Some activities at this stage are:
❖ Warming up the class: 
The teacher may motivate the class, gradually set up a context for listening text to be presented by asking questions to elicit students’ experience, or ideas concerning the coming text or by using some sort of visual aids or their imagination.
❖ Introducing the topic of listening text: 
The teacher briefly introduces the topic of listening text so that the students may get their mind already for it.
❖ Presenting key words: 
The teacher only presents any word that is necessary for students to understand the text.
❖ Giving guiding questions: 
These guiding questions will help focus the students’ attention on the main points of the text. They will guide the students to the better understanding of the text. Students should be allowed to make guesses at the answer to the questions before listening.
	These activities may give students a chance to get some knowledge which helps them to follow the listening text. Therefore, when choosing an activity, the teacher should consider factors that Underwood (1989) states: The time, the material is available or not, the interests of the class and the teacher, the place where the work is being carried out, the nature and the content of the listening text itself. If one of these factors is ignored, the whole process of the activity can be failed. 
b) While-listening
	The aim of this stage is to facilitate students’ listening and check their comprehension. While the students are listening to the text for the first time, they can check their guess and give the correct answer to the guiding questions. Then the teacher gives the students some tasks to do while they are listening for the second time. They can do some of the activities such as: gap-filling, true or false statements, answering comprehension questions, matching, multiple choice, reordering, etc. While-listening stage gives students a guide to practice listening because they need a reason to listen which helps them to focus their attention. As Rixon (1986) mentions, the purpose of while-listening stage is to challenge and guide students to master the information and the message from the passage. To facilitate students’ comprehension, the teacher should provide useful techniques such as clear instructions, playing tapes on purposes, classifying levels of difficulty of task from easier to more difficult, and so on.
It is advisable that while-listening activities should meet students’ different levels and needs so that they are encouraged to listen better.
c) Post-listening
	At this stage, students can have opportunities to practice using what they have got from the listening text. Post-listening activities are performed after the listening is finished. According to Underwood (1989), the first purpose of those activities is to check how well the students understood and whether they have finished the listening task. The second one is to reflect on why some students have failed to understand or miss parts of the passage. Moreover, post-listening activities aims at expanding the topic or the language of the listening text. Students are also given an opportunity to consider the attitude of the speaker in the listening text because they can realize the purpose of the speaker based on his/her attitude.
Students can do some following activities:
❖ Summarizing the text orally or in written form
❖ Re-telling the content of the listening text
❖ Role-play: 
Students play the roles of the characters in the text.
❖ Discussion:
 	The teacher should make up and vary the activities for students to do at this stage depending on their level of English. In addition, the teacher should pay more attention to the following factors in selecting post-listening activities:
The amount of language work the teacher desires to do related to the listening text
The time limitation
Speaking, reading and listening skills should be integrated in post-listening activities
Pair work and group work should be encouraged
The designed activity should be motivating to students
2.What are Post-Listening Activities
Post-Listening Activities consist of tasks which main aim is to help students reflect on the listening experience. these activities are carried out after teacher have carried out pre-listening and while listening activities successfully.
3.Some of the most common Post-Listening activities are the following:
3.1. Check and Summarizing:  One of the activities that a teacher can do to check understanding is to ask student to summarize the information they heard, this can be done orally or in writing.
3.2. Discussions: You can ask students to have a short discussion about the topic, the topic for the discussion must be taken from the listening task that they previously did and should be interesting enough to inspire comments and debates.
3.3. Information Exchange: In this activity you ask students to listen to a passage and ask another to listen to a different passage, when they finish, they share they information with each other and make sure that they understand the message the passage was intended to give.
3.4. Problem Solving: Students listen to a passage with the intention of solving a problems Some problem-solving task types such as solving moral dilemmas and solving mysteries will motivate students to listen carefully to a passage.
3.5: Deconstructing a Listening Passage: Most books have transcripts at the back of  the books, those transcripts are often unused but you can use them to exploit features such as pronunciation, vocabulary, grammar and discourse markers.
3.6: Disappearing Dialogues: Another activity students can do to promote critical thinking skills is erasing parts of the dialogue and then asking students to fill in the blanks with phrases they remember or other phrases that might fit perfectly into the dialogue.
3.7: Test your Classmates: You can ask students to prepare a set of questions that another student will have to respond, they can prepare a multiple-choice quiz, short answer questions or true and false statements.
3.8: Writing a short composition: After students have listened to a passage, they can write a short essay based on the information given in the listening passage.
3.9: Time to Act: After listening to a passage, students can identify a theme and create a skit and perform it in front of their classmates.
3.10: Synonyms and Antonyms: Another activity that students can do is identifying vocabulary and then find synonyms and antonyms for some words in the transcript.
II.SOLUTIONS
1.The logical basis:
 Having spent much time teaching listening skill, T personally think that the aim of teaching listening is to develop listening comprehension skills for students such as intensive listening, extensive listening, listening and making predictions.... Therefore, in this part, I have tried to design some activities in Post - listening of Grade 11. They are Questions and Answers, Gap-Filling, Role play, Discussion,Games, Retell the story, etc...
 Post- Listening is the last procedure of listening lesson, which lasts about maximum of from five to ten minutes. They help students achieve activeness and pleasure after listening.. The students do not depend on the tape scripts. After “ While Listening”, students are able to recall students the story or further practice. It is this step that help them improve their listening skill.
2.The practical basis:
 When teaching listening skill, I realise that most students are not interested in listening. As they are not able to listen , they are bored with this skill. They can only read the tape scripts in the guide book to answer the Tasks in the texbook.
 From the practical problem, I think I must redesign some activities of “ Post – Listening “ in order to improve students’listening comprehension better . These tasks are up to students’level for each class. In order to have effective listening lesson, there is the cooperation between teacher and students.
The lesson at class:
- The teacher divedes class into pairs that is suitable for each activity of the lesson. The teacher can use pictures , handouts, posters to practise .
- Correction is an necessary part of the lesson. I think the teacher has to be sensitive and positive to correct the students’ answers. Correction techniques are used to encourage students and not to put them down and terrified . The teacher should get the main idea and he does not pay attention to the detailed mistakes of students.
III. RESEARCH CONTENT
 Having taught listening skill in English Grade 11 many years, I have designed some activities in Post- Listening for the following lessons unit 1, unit 2, unit 3, unit 4, unit 6, unit 7, unit 8, unit 9, unit 10, unit 11, unit 12, unit 13, unit 15 and unit 16.
UNIT 1: FRIEND SHIP
Work in groups:
- Plus good mark if individuals, pairs or groups do well to encourage them
and to create excitement in studying. 
2.3.Solutions to these problems: 
UNIT 1: FRIENDSHIP
1. Activity 1:
-T. asks ss to make questions and then answer about Lan and Long’s best
friend. (T. gives the cues)
1. Where / Ha and Lan/ used to/ live?
2. How long / they/ be /friends? 
3. How / Ha?
4. Where / Long and Minh/ meet?
5. Long/ a singer?
6. What / Minh’s good quality?
Report:Long best friend's is Minh. He lives in Hanoi now.He is very friendly, helpful and sociable. They used to live in the same residential areas in Halong. 
Long went on a three-day trip to Halong and they met there.They have become friends since that trip.
UNIT 2. PERSONAL EXPERIENCES
Work in groups: 
Complete the Paul’s story mindmap below basing on the listening
When it happened
......................
Where it happened
.........................
The most unforgetable experienced of Paul
How the experience affected her......
How it happened
......................
Report: The most unforgetable experience of Paul happened 3 years ago. He forgot to turn off the gas stove in the kitchen.When the fire started, he was sleeping. He was terrified. Luckily, his mother came and rescued him. The experience made him appreciate his family more than things.
UNIT 3. A PARTY
Divide the class into small groups and ask the Ss to talk about Mai’s birthday party using the answers. 
1.Where was the party held? 1. It was held in Mai’ shouse
2.When did it began/ ended? 2. It began at 7p.m and ededed at9p.m 
3. How many gue ss are there 3. 20 guess came
4.What did you do there? 4. Clapped, sang , played cards
5.What did Mai do in the party? 5. Opened the gifts, cut cake ...
6. Where were you after the party 6. Walked home.
UNIT 4. VOLUNTEEER WORK
Work in group to complete the mindmap about the Spring school then report it
 Aim:........................
Spring school
 The number of the children:........
 Kinds of volunteers:...................
 Activities the children take part in:......................
 Teacher divides class into groups of three or 4 to sumarize the story Spring School, using the suggested questions above. 
Possible answers: 
- Aim: to help organise their fundraising dinner held annually in June
- 30 street children
- Street children and children special difficulties 
- Dance, theatre, singing and folk music
Report: Spring school provides to disvantaged children in Ho Chi Minh city. The number of children attending classes regularly is 250 children and 30 children living and studying at school . Children take part in dancing, singing and playing music at school. Now they need foreign volunteers.
UNIT 6. COMPETITION
Activity:
 Complete the table below basing on the listening
Boston Marathon
 Years/ numbers
 Events
Boston marathon began
John Mc Demott won the first Boston Althletic
50minutes 10 seconds
1967
Kuscsick became the first female champion
6164 runners took part in
Report : Boston Marathon began in 1897. And John Mc Dermott won the first Boston Althletic Association marathon. His score is 50 minutes 10 seconds . In 1967. Kuscsick became the first female champion. There were 6164 runners who took part in the Boston marathon .
UNIT 7. WORLD POPULATION
 Activity:
 Work in groups. Complete the table below basing on listening.
 Causes	 	Consequences
Ovepopulation
	Facts and figures	 Solutions 
Suggested answers:
raise an awareness of the problems of overpopulation
raise the the people’s living standard
exercise/implement reward and punishment policy
carry out population education program/family planning program
use birth control methods
Ss talk about the problem of overpopulation and offer solutions
UNIT 9: THE POST OFFICE
Acticity: Work in groups to complete the numbers or years
93 1996 2nd 30 2000
Vietnam ranks...............for growth in he number of telephone subcribers
Vietnam is among the......................countries in the world that have more than two million telephone.
In........., Vietnam began upgrading its fix telephone networks and changing numbers from 6 to 7
Since ................., there has been the reduction in monthly telephone fees
 At present,................... percent of communes across Vietnam have telephone services.
- Procedure: teacher divides class into 4 groups.
- Guide them to listen 
- Play the tape 2-3 
-Ask students to do the task 
- After check them to answer
UNIT10 :NATURE IN DANGER
Game: Animal Guessing
- Prepare an audio-tape with various sounds of animals such as monkey, lion, snake, pig, etc.
- Divide the class into 2 groups: Group A and group B
- Play the tape for Ss to listen to the sound one by one. The group that gives the correct answer first will get 1 mark. If not, they have no marks and the other group will take the turn to answer. At the end, the group with more points will be the winner. 
- Organize the game and score the marks of each group.
- Declare the winner.
 UNIT 11. SOURCES OF ENERGY 
 Divide students into 4 groups. The teacher asks them to discuss in group and decide which group the given sources of energy belong to by putting a tick in the right column.
- Organize the game and score each group’s points. 
- Declare the winner.
Sources of energy
Nonrenewable
Renewable
Coal
Geothermal heat
Petroleum
Solar energy
Oil
UNIT 12: THE ASIAN GAMES
 Game: Role play
 - Divide Ss into Student A (interviewer) and Student B (athlete).
- T delivers the cards for Ss.
- Ask Ss to make an interview about: the result, the preparation, the feeling after setting a new record or failing a competition
Example:
 A: Would you mind if I asked you some questions?
 B: You’re welcome.
 A: Are you pleased with your record?
 B: Oh, of course because I’ve just set a new record.
 A: Really? Congratulation! What was the new one?
 B: Only 1 minute and 30 seconds.
 A: Great! You must prepare a lot for this competition.
 B: Yes, I spent lots of time practicing.
 A: How do you feel now? Happy?
 B: Extremely excited.
 A: Once again congratulation. Thank you.
- Let Ss have 3 mins to prepare and then call out.
UNIT 13: HOBBIES
Work with a partner. Talk about the disadvantages of over-reading reading too much
Suggested answers
1.Some disadvantages of over-reading
2.Becoming shortsighted 
3.Not having enough physical exercise 
4.Lacking practical kno