Some activities in part “post listening" for the grade 11 students at le hoan high school

THANH HOA EDUCATION AND TRAINING SERVICE
LE HOAN HIGH SCHOOL
EXPERIENCE IDEA
TOPIC: SOME ACTIVITIES IN PART “POST LISTENING" FOR THE GRADE 11 STUDENTS AT LE HOAN HIGH SCHOOL 
 Author: Dinh Thi Ngoc Anh
 Ocupation: Teacher
 Field: Methodology.
THANH HOA 2017.
CONTENTS
PART 1: INTRODUCTION
1.1.Reasons for choosing the topic page: 3
1.2.Aims of the study page: 3
1.3.Objectives and scope of the study . page: 3
1.4.Methods of the studypage: 3,4
PART 2: DEVELOPMENT
2.1.Justificationpage: 4
2.2.The realities of the problems page: 4,5,6
2.3.Solutions to these problems  page: 6,7,8,9,10,11,12,13 
2.4.Results after applying the research in teaching. page: 14
PART 3: CONCLUSION AND REQUEST
3.1.Conclusionpage: 14
3.2.Requestpage: 14,15
Referencespage: 16
Appendix..page: 17
PART 1: INTRODUCTION
1.1.Reasons for choosing the topic:
These days, English is the most widely used language in the world. It is the language of science, technology, commerce and communication. English becomes the score subject in all schools in Viet Nam. In fact, students have many difficulties studying this subject because general foreign language and English in particular is one of the difficult subjects for students. Most students are afraid to study this subject because most of them do not have the communication environment, knowledge and vocabulary are limited. Their skills are slow. Previously, the children studied passively. They mainly focused on grammar points and did not promote good skills - particularly listening skills. The majority of them depended on the available answers in the playbook. They have not really focused on comprehension content. Listening lessons became boring, less effective. From this fact, I think how to stimulate and generate excitement for the children to promoted skills well-especially listening skills. I have studied and applied redesign initiative: "Some activities in part “Post-Listening” - English Grade 11 - standard program” for being new and more attractive; to attract their interest in comprehension listening lessons. That is why I chose this topic.
1.2. Aims of the study:
Through process of researching, learning and analyzing the problem, the author hopes to give out a way to learn listening in order to exploit the sense of initiative and creativity of students during the skills training in teaching English. 
Besides, the author hopes to help train and develop the skills of listening to students:
Listening-> Understanding -> Summarizing [ 1 ] In this page , part 1.2 I consulted in the reference book – number 1.
Students know how to analyze and exploit listening texts, and then summarize, recall the content they have just heard to do some extra work to help them better understand what they were listening. In addition, students can explore and learn the grammatical structure or vocabulary in listening text to express their way creatively.
1.3. Objects and scope of the study:
 Post-Listening is an important part in the Listening. However, due to limited experience of the author as well as the time to carry out the topic, in the content of the experience ideas, the author only wish to introduce some activities for comprehension listening lessons in English textbooks 11 - Program for high school students in grades 11 at Le Hoan high school in the academic year 2016-2017.
1.4. Methods of the study:
1.4.1. Method of theoretical research: Reading materials and curriculum related to research problems by analysis, synthesis, comparison to draw the theoretical issues that have orientation to make basis to solve problems and tasks in study.
1.4.2. Method of investigation: Understanding the current status of teaching and learning of teachers and students, in particular in acquiring new knowledge to discover problems that need to be solved, determine the popularity of the cause, prepare for the next step of the research.
1.4.3. Method of conversation: Discussion with colleagues about the advantages and difficulties in planning lessons and using new methods today.
1.4.4. Method of observation: Through attending as an observer writing lessons to directly observe the situation of students. Thereby we can know student’s ability to acquire and grasp the knowledge through lectures. Besides acquiring and learning colleagues to discover the limitations of teaching.
1.4.5. Method of examination and assessment: Through the own lessons, colleagues’ to check and survey students. 
PART 2: DEVELOPMENT
2.1. Justification:
Through lessons, I found myself the purpose of the comprehension listening lesson is to develop comprehension listening skills of students such as scanning, skimming, listening for specific information and listening for gist, ... For that reason, I think we need to redesign some of the activities in the "Post listening" in the listening lessons. After each lesson, it is necessary to change the form and have different activities to promote comprehension skills of students. Some activities after listening are: asking and answering (question & Answer), using the suggested words to say the meaningful sentences (using these cues words to make a meaningful sentence), filling in the blank (Gap-fill), playing (Roleplay), discussing (discussion), games (games)... [ 1 ] In this page , part 2.1 I consulted in the reference book – number 1.
	Listening activities in the "Post-listening" are no more than 10 minutes in each lesson listening.These activities must be linked to the content of each lesson and must be consistent with the ability of students; not too hard but not too easy to cause boredom for students.
 It is necessary to create real excitement for the students; make them more active when listening; no longer dependent on the available answers of the guide book; and avoid boredom during school hours listening. After listening, students can talk about some of the content has just heard in many different forms.
2.2.The realities of the problem:
 Through listening lessons, I found most of the students are passive, not really like studying. The reason is because most of them having available answers in the guide book. When the teacher asks students to give their answers, they are not really focused on the content of all listening, just when the teacher asked about the exercises in the text-book, they just give the absolutely correct answers although they do not understand some of them. Furthermore, in previous years teachers in team also agreed to do listening test (15 minutes) in some times, but the quality of them is not high. 
 Based on a survey result of student grade11 at Le Hoan high school, and on the basis of subjective evaluation of researcher through practical lectures and classroom discussions with students, I can find that the current situation as well as practicing listening skills of students now as follows:
 -Most students agree that learning listening skills are the most difficult in all skills. Time for this skill especially post-listening part is too short. In addition, every student wants to hear and remember 100% the information and understand word by word in Vietnamese without specifying the content focus, do not grasp the core information in the listening. This makes students feel tired and express fears during listening lesson.
 -Overcrowded classrooms and unequal levels also cause difficulties for the teachers in solving situations in class. Besides, some students have learning attitude of passivity and rely on other in listening lesson because they believe that in the testing English has no content of comprehension listening.
Regarding teaching equipment, high schools today are equipped with relatively modern laboratories and other devices such as projectors, computers but putting into operation and use are less effective.
 From this situation, I think to redesign the listening exercises in the "Post-Listening" with many different activities to promote comprehension listening skills of students; these activities are in moderation, not too difficult and not too easy as well.
 Morever, we can also organize activities for students to work in groups, pairs, or individuals in the “Post-Listening”..... These activities can encourage them to be more confident and more active in learning.
 To do this teachers and students need a great effort.
2.2.1. For students:
- Students must well prepare the vocabulary at home before the lesson. Teachers may give words that will appear in the listening text and ask students to look up the meaning of those words before the lesson. (Students do not absolutely preview the tapescripts of the listening text).
 2.2.2. For teacher: [ 5 ] In this page , part .2.2.2 I consulted n the reference book –number 5
 -Teachers should redesign the activities in the "Post-Listening" more attractive to avoid students having available answers in guide book. Teacher can also use Pictures, Posters, Handouts... to save time for students.
- The teacher divides the class into pairs, groups, teams appropriate to each activity.
- Using Pictures, Posters, Handouts... for activities and instructions for how to perform in each activity for student.
- 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: 
Through teaching improvement program English 11- Standard program in many years-I have redesigned the activities in the "Post-Listening" for each listening lesson as follows:
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?
2. Activity 2: (Homework)
-Write a short passage about Lan and Long’s best friend.
UNIT 2: PERSONAL EXPERIENCES
Activity 1(Game: Lucky fruits)
-T. introduces the Game: I have 6 fruits. In these 6 fruits, there are 2 lucky fruits. If you choose the lucky fruit you needn’t give the answer & you will get 2 marks. If you choose other fruits, you must give answer for my questions. If you give the correct answer, you will get one mark. The team having more marks 
will be the winner. [ 5 ] In this page , activity 1 I consulted in the reference book – number 5.
Melon: What does Christina do?
Orange: When did the fire happen to her?
Banana: (Lucky fruit)
Strawberry: (Lucky fruit)
Apple: What was she doing when the fire started?
Grape: What did the experience affect her? 
Activity 2(homework): Retell the story of Christina.
UNIT 3: A PARTY
1. Activity 1: Role –play: Work in pairs, one is student A, one is student B. Suppose that A was busy and didn’t come to Mai’s birthday party. Now A asks B about Mai’s party. [ 6 ]
Suggested question:
-Can you tell me about Mai’s birthday party?
-When and where was it held?
-Who did you go with?
-Did you know most people there?
-What time did it finish?
-What did you do there?
2. Activity 2:( homework)
-Write a short passage about Mai’s birthday party by using some information which you have just listened to the tapescript.
UNIT 4: VOLUNTEER WORK
1. Activity 1: (Game : Lucky numbers) [ 4 ]
-T. introduces the Game: I have 8 numbers. In these 8 numbers, there are 2 lucky numbers. If you choose the lucky number you needn’t give the answer & you will get 2 marks. If you choose other numbers, you must give answer for my questions. If you give the correct answer, you will get one mark. The team having more marks will be the winner.
Number1: What is the name of the school? 
Number 2: (Lucky number)
Number 3: Where do they come from?
Number 4: How many students are there?
Number 5: What is the aim of Spring School?
Number 6: Which activities do the children at the school take part in?
Number 7: (Lucky number)
Number 4: Who does the Spring School require?
2. Activity 2: (homework)
- Retell the story about the Spring School.
UNIT 6: COMPETITIONS
1.Activity 1 :Look at the given words and tell about the relating information about the Boston Marathon. [ 5 ]
Kuscsik/
1972
 USA
1897
 Talk about the Boston Marathon.
‘ 
 of Mr. Vy 
 34/1984
John Mcdermott
 1967/ women
 8
2. Activity 2:(homework)
-Retell the history of the Boston Marathon.
UNIT 7: THE WORLD POPULATION
1.Activity 1:Summarise the main ideas of the passage by filling the information in the box in the sentences below.
a. 7 billion 
b. 4
c. 67 billion 
d. 76 million
e. 4
1. The world population today is over.
2. The world population increases by about..a year.
3. By the year 2015, the world population will be over..
4. The number of problems which the expert mentions is..
5. The number of sulution s which the expert offers is
2.Activity 2: (homework)
Summarize the passage you listenned again about 100 words and write it down in your notebook.
UNIT 8: CELEBRATION
1.Activity 1: work in pairs : compare the following aspect of the VietNamese New Year with those of the Japanese one. [3 ] In this page , activity 1 unit 8, I consulted in the reference book –number 3
Activities
Japan
Vietnam
Preparations:
Begin a few days before the New Year.
Begin many days before the New Year
Foods and clothes:
Cook special food, special kimonos, or dress
Traditional foods, dress Ao Dai ,suits, no Kimonos
Activities on New Year’s Eve:
Clean up, pine trees, watch the national singing contest on T.V
Clean up, peach/ apricot flowers, watch T.V
Pp to celebrate with:
Is celebrated among family only.
Is celebrated with family, relatives, friends..
2. Activity 2: (homework) [ 3 ] In this page , activity 2 unit 8 I consulted in the reference book – number 3 ; discussion unit 10 I consulted in the reference book –number 6.
-Write a passage about the similarities and differences between the VietNamese and The Japanese in the celebration of New Year.
UNIT 9: THE POST OFFICE
1.Activity 1: (Discussion) Summarize the main ideas of the listening passage with some points:
-Viet Nam’s rapid growth in telephone numbers.
-The addition of digits to existing telephone numbers to meet the increasing demands.
-The reduction in monthly telephone fees.
-The expansion of the telephone networks to Vie Nam’s rul areas.
2.Activity 2: (Homework) Rewrite the summarise of the listening passage into your notebooks.
UNIT 10: NATURE IN DANGER
Discussion: Work in groups to summarize the passage by filling in each gap with a suitable word. [ 6 ]
National Parks are to protect and 1the natural beauty of land. They2.a variety of scenic features. There are 3..national parks in the USA and 4..of people visit it every year. Many national parks are in5..of being destroyed. If their problems are not solved, they will be6completely.
UNIT 11: SOURCES OF ENERGY
Activity 1: Complete the summary of the listening passage by using the information you have listened. [ 4 ] In this page , activity 1 unit 11 I consulted in the reference book – number 4 ; unit 12 ( game ) I consulted in the reference book – number 5.
	Natural resources are divided into two groups:1..and2.If the resource can be replaced quickly, it is called3.If it 4..,it is5.nonrenewable.They are very important to our life, so we must6them.
Activity 2:(homework)Name some renewable resources and nonrenewable resources that you kwow.
Unit 12: THE ASIAN GAMES
 (Game: Lucky fruits)
-T. introduces the Game: I have 6 fruits. In these 6 fruits, there are 2 lucky fruits. If you choose the lucky fruit you needn’t give the answer & you will get 2 marks. If you choose other fruits, you must give answer for my questions. If you give the correct answer, you will get one mark. The team having more marks 
will be the winner. [ 5 ]
Melon: What is the name of the programme?
Orange: (Lucky fruit)
Banana: Who was the first athlete to mention in the report?
Strawberry: (Lucky fruit)
Apple: Where are LiLi and Lee Bong Ju from?
Grape: Who is the last high jumper? 
UNIT 13: HOBBIES
1.Activity 1: Talk about the disadvantages of over –reading using the cues:
[ 2 ] In this page , activity 1( unit 13) I consulted in the reference book – number 2 ; cativity 1 ( unit 15 ) I consulted in the reference book number 5.
*Health:
-Blurry, short-sightedand under stress.
-Not have enough physical exercise, get sick fromjust sittingdown and not moving.
*Knowledge:
-Lacking practical knowledge.
-Not have enough time for studying.
*Life:
-Become bookworms.
2. Activity 2: (Homework) Write a passage (about 70-100 words) to talk about the advantages and disadvantages of reading.
UNIT 15: SPACE CONQUEST
1.Activity 1:Talk about the events with numbers and pictures [ 5 ]
	1. 1969.
	2. On July 16, 1969.
	3. On July 20, 1969.
	4. On July 24, 1969.
2.Activity 2: (Homework)Rewrite the some main points of the listening passage .
UNIT 16: THE WONDER OF THE WORLD
1. Activity 1: Discussion: Work in groups to talk about the Geat Wall.
 Location
 Starting building
The Great Wall of Chine	 Atractive characteristics at present 
 Main tourist attractions
 Their features
2. Activity 2: Write a description of the Great Wall of Chine.
 2.4. Results after applying the research in teaching:
Through many years of implementation, I found myself that the activities in the "Post-Listening" have the following results:
-These activities are suiable to the new program textbook.
-The students are more interested in studying, more active in creating to widen their kwowledge.
- The ability to listen and respond of student progress clearly. They have used some of the information in the listening they have just heard is to switch to speaking and writing skills. Therefore, other skills such as speaking and writing are also promoted.
- Students have opportunities to practice in pairs “pairswork” and groups “groupwork” and to assert themselves.
-Lessons become more exciting and students are taken part in many different activities.
-The weaker students are also more progressive than previous. They are more confident; also raise their hand to construct the lesson voluntarily.
- Creating the initiative, excitement for students when participating listened with new activities for each unit of lesson. Classes became really exciting. They thrilled to hear and listen exactly to all the contents of the listening text by their own effort.
- Creating agility when listening and responding after listening.
After one year of teaching in 2 classes 11 (A2 and A3) (school year 2016-2017 ), comparing the average results of tests in two semesters, I have the following specific results:
Semester I: (The average point of tests)
Class
Number of students
Excellent student
Good student
Average student
Below Average student
Weak student
11A2
45
2 (4.4%)
10
(22.2%)
20 (44.4%)
10(22.2%)
3(6.7%)
11A3
44
1(2.3%)
7(15.9%)
19(43.2%)
12(27.3%)
5(11.4%)
Semester II: (the average point of tests)
Class
Nuber of students
Excellent student
Good student
Average student
Below Average student
Weak student
11A2
45
4(8.9%)
15(33.3%)
23(51.1%)
3(6.7%)
0
11A3
44
3(6.8%)
12(27.3%)
22(50%)
6(13.6%)
1(2.3%)
PART 3: CONCLUSION AND REQUEST
3.1.Conclusion:
Like other skills, listening comprehension is an integral part in the teaching and using foreign language process.In the listening lessons, students practise listening, writing and speaking through activities.There are a lot of ways to teach listening comprehension for students, the duty of the teacher is to depend on each activity, the ability of students to apply the different skills actively so as to achieve the best results. After each lesson, students can integrate all the knowledge that they have studied to do some activities the most effectively.They can also develop voluntary and active to receive the knowledge.The majority of the students understood, knew well the basic knowledge of the lesso