Some activities in the post - Listening English 10th - grade program for novelty and appeal; to attract the interest of the children in the classroom

TABLE OF CONTENTS:
I.Chapter I: NTRODUCTION....	....2
1.Rationale	2
2.Aims of the study	....2
3.Scope of the study	....3
4.Method of the study	....3
II.Chapter II: RESEARCH CONTENT	.....3
1.Theorical basis of the research:.......3
Definition of Post-Listening section	....3
2. The actual state of the problem before applying the research.....3
2.1. The textbook:.......3
2.2.Teachers of English......4
2.3. The 10th form students.....4
2.4.Classroom Post –Listening activities	..4
3.The models of post listening part for each unit in the 10th grade
 English text book	..4
III. Chapter III:Research results	....19
1.Statistical table	18
2.Conclusion	....20
3.Request........20
REFERENCE..22
APPENDICES	.1
	I. Chapter I: INTRODUCTION
	1. Rationale: We know that the last aim of learning a foreign language is communication .Listening is a complex process- an integral part of the total communication process. It is the process of receiving, attending,and understanding auditory messages; that is message transmitted through the medium of sound. It is also the ability to accurately receive and interpret messages in the communication process. So listening is one of the important skill that we need to have. How well we listen has a major impact on our job effectiveness, and on the quality of our relationships with others. Even though students realize the importance of listening skill in learning a foreigin language, most Vietnamese students don’t really pay attention to practise listening skill due to several reasons.The first, they are used to learing language in passive way, they only focus on studying grammar, structures, and vocabulary, they haven’t promoted well listening skill,speaking skill, and writing skillThe second, most of them depend on the answers in the award books. They don’t really take care of the contents of listening lessons. Listening lessons become boring, and less effective. The third, with their subjective psychology shows that it is unnecessary, unimportant to improve listening skill because they don’t have checkpoint listening section in their learning process.The fourth, they don’t understand that learning foreigin language is not only acquisition the knowledge but also communication with language.
	In the process of teaching in Dao Duy Tu High school, I see that the English proficiency of the students is limited especially listening skill, speaking skill. They don’t focus and do not practise listening and speaking skill regularly. On the other hand, according to my subjective assessment, the activities in the Post -Listening in the text book are not designed to match the level of the students in Dao Duy Tu High School. Therefore, in listening class hours, most teachers are difficult to complete the Post –Listening activity. From this fact, I think how to stimulate and create excitement for the children to promote skills - especially listening skills. In addition to promoting listening skills, students also practice speaking and writing skill in Post –listening part. I have researched and applied the redesign initiative "Some Activities in the" POST-LISTENING "English 10th-grade program for novelty and appeal; To attract the interest of the children in the classroom. That is why I chose this topic.
	2. Aims of the study:
 	The study was designed to achieve the following goals:
	a.To raise the awareness and the attitude of the English teachers and the students in Dao Duy Tu High School towards listening skill 
 	 b. To develop the students’ listening skills such as: intensive listening,extensive listening, listening for specific information and listening for gist
To promote the students’s comprehension skill and feedback after listening the need to design activities that are more appropriate to the students level in Dao Duy Tu High School.
To help the students can practise their speaking and writing through –this Post -listening part.
	3. Scope of the study
There are, of course, many ways to motivate the students to learn English effectively. However, in this research action . I would focus my research on the effectiveness of the activities in Post- Listening at Dao Duy Tu High School in Thanh Hoa. The reason is that my students don’t pay attention to Post –Listenning section. They need participating more actively in learning activities. I hope that through some Post –Listening activities, I will find the most effective learning activities to improve students’ listening skill. My students have chance to practise their listening skill and speaking skill.
	4. Methods of the study
To gain the aims given in section 2, the study uses quantitative research approach. In order to gain the most successful results, data will be collected through questionnaires (one questionnaire for students, and the other for teachers of English at high school). Collected data, then, will be processed and analyzed. Besides, the study is also carried out through informal interview with some students and teachers at Dao Duy Tu High School. Additionally, the writer’s own experience in designing classroom Post –Listening activities and the analysis of current textbook and listening teaching methods applied to teaching English for the 10th form students at Dao Duy Tu High School in Thanh Hoa will contribute much to the evaluation of the effectiveness of these activities.
	II. CHAPTER II: RESEARCH CONTENT
	1. Theoretical basis of the research:
 	Definition of Post –Listening: 
	 A post-listening activity represents a follow up to the listening activity and aims to utilize the knowledge gained from listening for the development of the other skills such as speaking or writing. To make the Post-Listening more lively and to excite students in listening lessons in the English program 10 - standard curriculum - teachers need to invest a lot to redesign activities with content This is consistent with the student's level and the focus of the unit, and is conducive to listening and feedback after listening to the students. When redesigning activities, teachers have to pay attention to the time spent organizing and have to create real excitement for each student. There should be an encouraging reward for groups or pairs of students. Students do well in activities and provide opportunities for them to develop their skills. 
	2. The actual state of the problem before applying the research:
	a. The textbook
 The textbook used for the 10th form students is English 10 (published in 2006), which is a theme-based compilation. The textbook has 16 units and 6 review lessons. Each unit focuses on a specific topic and consists of five main sections namely: reading, speaking, listening, writing and language focus. The texts and the tasks were chosen from different sources of materials. This, to some extent, stimulated students’ interests.
As I mentioned in chapter I. Because of its’ importance, post listening part exists listening period and even it helps the students practise speaking skill. It is arranged with various themes, such as, talk about Mr Lam’s dalily activities in (Unit 1),talk about Lan’s timetable in (Unit 2),etc. It can not be denied that post-listening plays an important role in listening period.
To help students learn listening more effectively and understand the content of listening part, I think that teachers should give more activities, especially in post-listening teacher should design more plentiful activities such as: retell, building sentences, handouts, pictures, posters
	b. Teachers of English
 Eight teachers who were teaching at Dao Duy Tu High School are invited to join the study (80% are female aged from thirty to fifty). They have been teaching English for at least seven years. Most of them have to teach in a large class of over 45 students in each and each teacher has to teach four or five classes of this kind so that they are to be responsible for the learning results of around 180 students. All the teachers at Dao Duy Tu High School are experienced and enthusiastic in teaching.
	c. The 10th form students
 Nearly 180 of 10th form students at Dao Duy Tu secondary school in Thanh Hoa are the target subjects of the study. They are both male and female students aged from sixteen to seventeen and have learnt English at junior high school for four years. Their proficiency in English is more than elementary because many of them did not pay attention to study English at lower classes. They do not know the suitable method to learn English, especially, listening skill. They find it difficult to listen and speak . During post listening activities, it is the teachers who have to talk much and students have a very passive learning habit.
	d.Classroom Post-Listening activities:
	- Students must prepare well vocabulary at home before class. The teacher can give the words that need to be taught in the listening section so that students can pre-compose the meaning of the words. (Absolutely no students preview the tapescripts of each listening lesson). If the teacher finds out, the student will be deducted
	- Divide students to work in pairs, groups, teams for each activity.
	- Use Pictures, Posters, Handouts, ... for activities and instruct students how to perform each activity appropriately.
	- Bonus points if individuals, pairs or groups do well to encourage them, creating excitement while learning.
 3. The models of post listening parts for each unit in the 10th-grade English text book
 *Content innovation activities in the Post-Listening English 10th grade for each listening lesson:
 UNIT 1: A DAY IN THE LIFE OF...
Post- listening:
Talking: Retell about Mr Lam activities (10minutes)	(Pairwork)
 Implementation guide:
-T. asks the students to make questions and then answer about the routine of Mr. Lam (T. gives the cues)
 Teacher requests students work in pairs to ask and answer .
Note: The students have to close the books and notebooks to do.
Teacher calls three pairs of students to speak in front of class.
Teacher checks and corrects mistakes and gives marks to encourage them.
Teacher asks the students when they are at home.They have to rewrite the part they have just spoken in the notebooks.
What / occupation?
What time / get up? (start / work)
Where / take a rest?
What time / have lunch? Where?
Where /park his cyclo?
How many passengers /have/ day? 
 Talk about the routine of Mr.Lam
The number of passengers
Place to park his cyclo
The time to get up
Place to take a rest
Time and place to have lunch
- Write a short passage about the daily activity of Mr. Lam.
UNIT 2: SCHOOL TALKS
After you listen: Futher practice	(10minutes)	(Pairwork)
Work in pairs and answer questions about yourself
Questions
 Answers
1. Where do you study? 
I study at  School.
2. Whose class are you in?
3. What subjects are you taking this semester?
4. How long have you learnt English?
	Implementation guide:
	Preparation:
 - Prepare handout to give students:
	Perform:
	- Teacher requests students to answer the questions about themselves and fill the answers in the corresponding column.
- Teacher asks students to practise the dialogue in pairs.
- Note: The students have to close the books and notebooks to do.
Teacher calls three pairs of students to speak in front of class.
Teacher checks and corrects mistakes and gives marks to encourage them.
 Teacher asks the students when they are at home.They have to rewrite the part they have just spoken in the notebooks. 
Dialogue:
A: Where do you study?
B: I study at Tran Van Ky high school?
A: Whose class are you in?
B: Ms Suong's
A: What subjects are you taking this semester?
B: Well, I’m taking a lot of subjects such as English, Math, Literature, Physics, Chemistry, and Biology.
A: How long have you learnt English?
B: I have learned English since I was in grade 6 at secondary school.
UNIT 3: PEOPLE’S BACKGROUND
After you listen: Retell + Write it up	(10minutes)	(Groupwork)
Work in groups to answer the following questions about Sally, the Olympic Champion. Use the answers to those questions to tell your classmates about her.
Questions:
When was she born?
When did she get a general education?
Where does she live with her family?
What sorts of sports does she like
What sorts of books does she like?
 6. What does she want to be in the future?
 Implementation guide:
 Preparation: 
-	Prepare handout to give students:
Perform: 
- Teacher asks students to work in group of four to answer the questions about Sally.
- Note: The students have to close the books and notebooks to do.
- Teacher chooses two groups have finished first.
- Teacher calls two students representing two groups to report their work.
- Teacher checks and corrects mistakes and gives marks to encourage them.
Teacher asks the students when they are at home.They have to rewrite the part they have just spoken in the notebooks 
Suggested answer:
Sally was born in 1980.
She got a general education at local schools in 1995.
She lives with her family in Manchester.
She likes different sports such as basketball and swimming.
She likes to read love stories-romantic books.
She wants to be a sports teacher in the future.
Report:
Sally was born in 1980. She got a general education at local schools in 1995. She lives with her family in Manchester. She likes different sports such as basketball and swimming. She likes to read love stories-romantic books. She wants to be a sports teacher in the future.
 UNIT 4: SPECIAL EDUCATION
After you listen: Retell + Write it up	(10minutes)	(Groupwork)
Work in groups to answer the following questions about the Vang Trang Khuyet Photographic Club. Use the answers to those questions to tell your classmates about it.
Questions:
What is the name of the club?
Who are the members of the club?
Where do they come from?
How many members are there?
How many photos are on display?
What are their photographs about?
What does their passion of taking photographs help them?
Implementation guide:
Preparation:
-	Prepare handout to give students:
Perform: 
- Teacher asks students to work in group of four.
- Note: The students have to close the books and notebooks to do.
- Teacher chooses two groups have finished first.
- Teacher calls two students representing two groups to report their work.
- Teacher checks and corrects mistakes and gives marks to encourage them.
- Teacher asks the students when they are at home.They have to rewrite the part they have just spoken in the notebooks.
Suggested answer:
The name of the club is Vang Trang Khuyet.
The Vang Trang Khuyet club’s members are all disabled children.
They come from schools for deaf, mute and mentally retarded children.
There are 19 deaf, mute and mentally retarded children.
They are now having their first exhibition in Hanoi with 50 colour photos.
The subject of their photos is simple and peaceful.
The passion for taking photographs has helped them escape their sorrow.
Report:
The Vang Trang Khuyet club’s members are all disabled children. They come from schools for deaf, mute and mentally retarded children. There are 19 deaf, mute and mentally retarded children. They are now having their first exhibition in Hanoi with 50 colour photos. The subject of their photos is simple and peaceful. The passion for taking photographs has helped them escape their sorrow
Unit 5: TECHNOLOGY AND YOU
Using these words to talk about the man-an old company director
Suggested
worried
refused
Not worried
decided
Implementation guide:
Preparation:
-Prepare handout to give students:
-Prepare muilt- body projector for students to perform
Perform: 
-Teacher asks students to work in group of four, and talk based on words suggestions, and then rearrange these sentences in the order they occur in the listening section to retell the story.
-Note: The students have to close the books and notebooks to do.
- Teacher chooses two groups have finished first.
-Teacher calls two students representing two groups to report their the story. Use the muilt- body projector to show the sentences which they have written for whole class. Incase there hasn’t multi- body projector ,teacher can request students base on handout to retell the story.
Teacher checks , takes note and corrects mistakes and gives marks to encourage them.
- Teacher asks the students when they are at home.They have to rewrite the story they have just spoken in the notebooks.
UNIT 6: AN EXCURSION	
After you listen: Discussion	(9 minutes)	(Groupwork)
Activity 1: Discussion: If your class could go for a picnic this weekend, what would your plan be?
The plan for a picnic this weekend
Who with
How long
How many people attending
destination
Bring any food & drink?
What activities
Means of transport
Activity 2: Rearrange the pictures in the order you have just heard
UNIT 7: THE MASS MEDIA
After you listen: Retell + Write it up	(10minutes)	(Groupwork)
Work in groups to answer the following questions about the news stories. Use the answers to those questions to tell your classmates about them. Choose one of the news stories only.
News story 1
What has happened during the night?
Why have many people left their homes?
How deep are some roads under the water?
Has the rain stopped at the moment?
Is there a strong wind?
Why can’t people go out to work?
News story 2
How many times has the old woman climbed Mount Whitney?
How high is Mount Whitney?
Is it the highest in California?
What does she say about the view from the top?
Why does she climb it so often?
Does she stop climbing mountain because of her old age?
Implementation guide:
Preparation:
-Prepare handout to give students:
-Prepare muilt- body projector 
Perform: 
-Teacher asks students to work in group of four and to assign students to one side of the table answer the questions about News Story 1, the students at the other table answer the questions about New Story 2. 
-Note: The students have to close the books and notebooks to do.
- Teacher chooses the first 2 finishes of 2 rows.
Teacher calls two students on behalf of the two groups to present the group they have just finished, using the projector to project the large screen for the whole class to monitor. In the absence of a multiplex projector, the teacher can flexibly prepare a handout on the extra sheet or half a sheet of Ao paper and hang it up on the board for the student to present.
-Teacher checks , takes note and corrects mistakes and gives marks to encourage them.
- Teacher asks the students when they are at home.They have to rewrite the story they have just spoken in the notebooks.
Suggested answer:
News story 1:
Heavy rain has happened during the night.
Many people have left their homes because rivers have risen.
Some roads are under two metres of water.
Yes, the rain has stopped at the moment. / Yes, It is.
Yes, there is a strong wind. / Yes, there is.
Because of the bad weather people can’t go out to work.
 News story 2:
She has climbed Mount Whitney for the twenty – third times.
Mount Whitney is 4,418 metres.
Yes, it is. / Yes, it is the highest mountain in California.
She says the view from the top is wonderful.
Because the mountain has kept her young and healthy.
No, she doesn't. / No, she doesn't stop climbing mountain in spite of her old age.
Suggested answer:
Report:
News story 1:
Heavy rain has happened during the night. Many people have left their homes because rivers have risen. Some roads are under two metres of water. The rain has stopped at the moment. There is a strong wind. Because of the bad weather people can’t go out to work.
News story 2: She has climbed Mount Whitney for the twenty – third times. Mount Whitney is 4,418 metres. It is the highest mountain in California. She says the view from the top is wonderful. She climbs it so often because the mountain has kept her young and healthy. She doesn't stop climbing mou