Some experience in teaching Post - Listening

l1. INTRODUCTION
1.1Reasons for choosing the research.
Discuss teaching methods and innovative teaching methods, for about more than 10 years, we spend no less time and paper ink. But in fact, teaching methods have not really become a wrench, a tool to help teachers in teaching but teaching methods are still in the literal sense papers, when read to understand nor easy, leading to a situation which the people are interested in this issue not from the fret. Promote the positive properties of students through a series of teacher's impact is the essence of the new teaching methods.When it comes to sex positive, we expect your conception of action emerged from the students, are manifest to the outside or inside of the activity. Thanks to promote positive that students are no longer passive. Students become individuals in a collective desire to bring discovery, knowledge . For this, the most difficult thing for the teacher is: One hour lecture, to do for the best students also satisfy the needs of knowledge, that knowledge is a new horizon.. And the weakest students also do not see abandoned, they are also involved in the process of exploring new things.This is especially necessary, because students would excite to find knowledge rather than passive, more crammed.Thus, this action aspirations or the other is the result of our desire.
Foreign languages ​​in general 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 limited vocabulary. The skill is still slow. Before they learn the passive style, mainly focusing on the points of grammar,not well develope skills - particularly listening skills. Most of them depend on the answers available in the book. They don’t really pay attention to the content listening lesson. Class listeners become bored, poor efficiency. From this fact, I thought how to stimulate and create the excitement for the students develop skills-particularly listening skills.I've been researching and applying design initiatives"some experience in teaching “Post- listening"
English 12 - Standard program for new and more attractive; in oder to attract the interest of the students during listening lesson. That is why I chose this topic..
1.2. Aims of the research
 Definition highlights innovation agenda of the new textbooks is aximum opportunity for students to practice four skills: listening, speaking, reading and writing. Listening skills are one of the skills development focused in the new methods of teaching foreign languages. Listening skills are important because students can't communicate verbally if not understand what hear.
So, how do the students can listen to foreign language (English) quickly, effective and easy to learn? Especially when applied to actual communication activities in contact with foreigners? With the study of the subject, I wish teachers would partly help to overcome the difficulties to conduct training in English listening more effectively, students positive, more proactive when acquiring, comprehension is form of lessons.
1.3.Object of research
The theme revolves around the issue of research, design some experience in teaching “Post-listening" English 12 - Standard program to teach listening skills for students, particularly in the classes 12C6, 12C7 Duong Dinh Nghe High School - Thieu Hoa district - Thanh Hoa (school year 2016-2017)
1.4.Researching methods
When researching this topic, I need to perform the following tasks:
-Look at the documentation of teaching and learning English, listening teaching techniques. 
- Sports instructors, teach the test. 
- Classroom observations colleagues, exchange, learn from experience. 
- Test, evaluate the results of the grasp of all students, so that there is a reasonable additional adjustments.
2.DEVELOPEMENT
2.1. Theoretical basis
	Through these lessons, I found myself to be the purpose of the lesson is to develop listening skills of student comprehension as deep listening (intensive listening), listening wide (extensive listening), listen to retrieve specific information (listening for specific information) and listening to retrieve key information (listening for gist), ...... That's why I think that we need to redesign some of the activities in the " Post- listening " in the listening lesson. After each hearing to change the form and other activities to promote good comprehension skills of students after listening to as: Rearrange the picture, sentence order (Reorder the pictures, sentences ....), question & answer (Question & Answer), to use the words suggested to say the phrase means (using these cues with words to make a meaningful sentence), fill in the blank (Gap-Fill), plays (Roleplay), talk (discussion), games (games)......
	Listening activities in the "Post-listening" no more than 10 minutes in each listening lesson,
	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
To create real excitement for the students; making them must be active while listening; no longer dependent on the answers available in the book; avoid boredom in listening.lesson. Because after listening, the the students can repeat some of the content has just been heard in many different forms 
2.2.Real situations 
Through the teaching of listening the program grades 10, 11 at Duong Dinh
Nghe High School,I find the majority of the students are passive, not really 
interested in learning. The reason is because most of the hard of hearing children 
understand what a text or dialogue and they are already available answers in the 
book. When teachers ask listeners to give their answers as they are not really 
focused on the content of all listening, just asking about teacher training in their 
books, they justgive the answer absolutely correct. Moreover, at the beginning 
of the school year, I sometimes try to student listening test (15 minutes); but the 
quality of their listening is not high. Specifically as follows:
 	Check the results of the students listening comprehension through the "post - listening" (at the beginning of the school year 2016-2017):
Class
 According to the figures at the beginning of the school year
 2016 – 2017
%
%
%
%
Excellent
Good
Fair
Poor
12C6
0%
7%
26%
67%
12C7
0%
6%
24%
70%
From this situation, I think it must redesign the listening exercise in the "Post-listening" with many different activities to promote good listening skills and understanding of students; these activities in moderation, not too difficult nor too easy.
However, through the activities in the "Post-listening" we can also promote the organization of activities for students to work in groups, pairs, or individuals ...... It is these activities encourage students to be more confident, more confident and more active while learning. 
To do this requires a great effort of teachers and students.
2.3. Solutions 
 	For a lesson in listening effectively, in addition to teachers to prepare a lesson plan ensuring knowledge and skills, innovative teaching methods, to comply with the process, listening teaching techniques, the teacher needs toorganize the activities in the "Post-Listening" creatively and assigned to prepare students for a specific way.
 2.3.1. Preparing
 - Students have to prepare the vocabulary at home before class.The teacher can give the words need to be taught in the listening to students can compose before the meaning of those words. 
- Teachers should redesign the activities in the "Post-listening" attractive so avoid cases the students have available answers in the book
- Depending on the teacher, can use Pictures, Posters, Handouts ... to save time for students.
2.3.2. The activities teach the "Post - listening"
-The teacher devides the class into pairs, groups, teams to suit every activity.
-Using Pictures, Posters, Handouts, ... for the activities and instructions for students how to perform the appropriate activities for each.
- Plus bonus if individuals, pairs or groups do well to encourage students, to
create the excitement while learning.
2.3.3.The illustrated lessons
 Over the years teaching reform programme-English High School-standard program-this year, I've boldly redesigned" some experience in teaching “Post-listening" English 12 - Standard program ” for each teaching listening is as follows: 
Unit 1: HOMELIFE
 PART C: LISTENING
Teacher and students’activities
Board display
III.After - listening (10minutes)
- Ss close their books.
-T delivers the handout with questions about the conversation between Paul and Andrea, asks Ss to answer all of them in pairs.
- T calls on some pairs to present in front of the class.
III.After - listening
Handout: Answer the questions in pairs
Questions
Answer
1. Who has booked a flight for going home?
2. How far is it from where they live now to Paul’s home?
3. Is Paul excited about coming home?
4. Why isn’t Paul excited about coming home?
5. How many children are there in Andrea’s home?
6. Is Andrea’s family close – knit?
7. Who often cooks big meals at Paul’s home?
Unit 2: CULTURAL DIVERSITY
 PART C: LISTENING
Teacher and students’activities
Board display
III.After - listening (8minutes)
- Ss close their books.
-T delivers the handouts and posters, asks Ss to work in groups to re order the activities (by stick the handouts on the posters) to have the schedule of a wedding ceremony in Vietnam.
III.After - listening
Reorder the activities
Handout
a. The guests give the new couple wedding cards and money.
b. The bride and the groom pray asking their ancestors’s permission to get married.
c. The groom, bride, and their parents stop by each table to thank their guests.
d. The groom’s family go to the bride’s house bringing gifts wrapped in red papers.
e. The bride and the groom exchange their wedding rings.
f. The groom’s parents choose the weeding day.
Unit 3: WAYS OF SOCIALISING
 PART C: LISTENING
Teacher and students’activities
Board display
III.After you listen (10mins)
Game : Lucky numbers
-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 answer any questions & you will get 10 points for each. If you choose other numbers, you must answer my questions. If you give the correct answer, you will get 10 points The team having more correct pointswill be the winner.
Number1: How long should be an absolute maximum for a call?
Number 2: Lucky number
Number 3: Should the length of your call be limited when your parents are out?
Number 4: Should you take a call at dinner time?
Number 5: What will you do if someone calls you at dinner time?
Number 6: Why shouldn’t we call our friends very late at night? 
Number 7: Lucky number
Number 8: Should we call our friends at any time even when we have a separate telephone?
III.After you listen
Game : Lucky numbers
Unit4: 	SCHOOL EDUCATION SYSTEM
 PART C: LISTENING
Teacher and students’activities
Board display
III.After - listening (7minutes )
- T asks Ss to close their books.
- T delivers the handouts.
- Ss discuss and fill in the missing word/phrase in the following passage.
- Two Ss present in front of the class
- T checks and gives marks.
III. After - listening
Close your books and fill in the missing word / phrase in the following passage.
 Jenny and Gavin were talking about how they got on at school. Both of them always (1)_____ very hard. Gavin listened to his teachers carefully when he was doing the (2)______he enjoyed. Jenny was pretty (3) ______on the whole but Gavin was a bit of a tearaway. They didn’t pass the exams (4)____.Gavin found it very (5)____ to answer all the long questions in a (6)___. They wrote quite slowly and (7)______. Neither of them thought that (8)___ were the best days of their lives.
 	The "Post - listening" is only part of a lesson in listening. So, want the "post - listening" to achieve good results, the teacher must prepare and perform a good plan. 
 Here, I would like to present a lesson plan to teach listening skills that I have designed, fully composed sections, have been implemented and achieved relatively good results: 
2.3.4.Experiment teaching lesson 
The 26th period	
UNIT 4: SCHOOL EDUCATION SYSTEM
PART C:LISTENING
I. OBJECTIVE: By the end of the lesson, students will be able to get:
1. Knowledge:
- General knowledge: Students listen the conversation for the main idea and answer the questions
 - Language: The simple past tense.	
- New words: Words related to school talks: tearaway, disruptive, methodical, struggle, well-behaved, boarding school
2. Skills: Listening for specific information
II. PREPARATION:
 Teacher: Pictures, video clip, posters and handouts. 
 Students: Study the vocabulary at home before learning this lesson.
III. ANTICIPATED PROBLEMS:
 1. Students may have difficulties in vocabulary or pronunciation.
 2. Students may find it difficult to listen to the last information to answer the question number 4 in task 2.
IV. PROCEDURE
Teacher and students’ activities
Board display
Warn up: ( 3 minutes)
GAME: LUCKY SUBJECT
Teacher:
 + How are you today?
 + You sometimes/usually play games at the game stations. Would you like to play a game now?
 + Let’s play LUCKY SUBJECT game
- T tells the rule of the game, then divides the class into 2 groups.
- Ss play the game.
- T encourages Ss and gives feedback.
- Questions in the subjects:
+ Maths: What subject do you like best? Why?
+ Literature: How do you listen to your teacher?
+ Chemistry: How do you find the exams?
+ History: How do you write your lesson?
+ English: Lucky subject
+ Physics: How do you feel about your school days?
-T leads in the lesson: “Yes, Look at the screen, The man is Gavin, the woman is Jenny. Jenny and Gavin are also talking about their school days in the past. On this lesson, we are going to listen to the conversation between Jenny and Gavin talking about their past school days.
 LUCKY SUBJECT
WARM UP
GAME:
Group B
Group A
Physics
English
History
Chemistry
Maths
Literature
Gavin
Jenny
past school days
I.Pre-listening ( 6minutes)
* Vocabulary
-T teaches vocabulary through some pictures, video clip and definitions.
-Ss pay attention to the teacher’s instructions and some pictures on the screen, guess the words, phrases and read after the teacher.
-T calls on two Ss to read the vocabulary again and corrects their pronunciation.
CHECKING VOCABULARY
- T asks Ss to look at the screen and give the Vietnamese and English equivalents to the following words and phrases.
1
struggle
sự nỗ lực lớn
2
disruptive (a)
mất trật tự, quậy phá
3
boarding school (n.phr)
trường nội trú
4
well- behaved (a)
cư xử đúng mực
5
methodical(a
có phương pháp
6
tearaway (n)
thanh niên bốc đồng, vô trách nhiệm
Thursday, October 18th2016
UNIT 4: SCHOOL EDUCATION
 SYSTEM 
C – LISTENING
I. Pre-listening
* Vocabulary
1. tearaway /’teərəwei / (n)
2. disruptive /dis’rʌptiv / (a)
Clip:
3. methodical / mi’θɔdikl / (a)
 done in an orderly, logical way
 4.well behaved /,welbi’heivd / (a)
5. struggle /’strʌgl / (n) : attempt
 6. boarding school /‘bɔ:diηsku:l/(n) 
TRƯỜNG NỘI TRÚ THANH HÓA
CHECKING VOCABULARY
1
sự nỗ lực lớn
2
disruptive (a)
3
boarding school
(n.phr)
4
cư xử đúng mực
5
methodical (a)
6
thanh niên bốc đồng, vô trách nhiệm
II.While - listening (22 minutes)
*Task 1: (10minutes)
(The aim of this activity is that students listen to the tape and get detail information to do the listening task)
-T asks Ss to read through 6 questions in one minute, to make sure that they know all the questions clearly.
-T guides Ss to tick to the question to which the answer is “Yes”.
-T makes an example. (Question 1)
- T plays the CD for the first time.	 
- Ss do the task individually.
- T plays the CD twice then asks some Ss to write their answers on the board
- T checks the answer and gives feedback.
* Task 2: (12minutes)
(The aim of this activity is that students listen to the tape and get detail information to answer the questions)
- T asks Ss to read through the questions in one minute, to make sure that they know all the questions clearly.
- T guides Ss to underline the key words.
- T guides Ss to do the task individually.
- T plays the CD twice.
- T asks if they have finished.
- T plays the CD again. 
- T divides the class into four groups
- T delivers the posters.
- Ss discuss and write their answers on the posters.(5’)
- T takes one poster to check.
- Ss exchange their poster to other group to check together.
- T checks the answers with the class and gives Ss marks.
II. While - listening
*Task 1: Listen to the conversation between Jenny and Gavin. Put a tick (P) to the question to which the answer is “Yes”. 
 Questions
Jenny 
Gavin
1.“Did you always work very hard?”
P
P
2. “Did you often listen carefully to your teachers?”
P
3. “Did you always behave well?”
P
4. “Did you pass your exams easily?”
5.“Did you always write your homework slowly andcarefully?”
P
P
6. “Did you think school days were the best days of your life?”
Task 2: Listen again and answer the questions
1.When did Gavin think he listened to the teacher well?
 ->When he enjoyed the subjects.
2. How did Gavin find the exams?
 -> He found it very difficult.
3.Why couldn’t Gavin pass the exams easily?
 -> Because they were difficult for him to answer all the questions in a short time.
4.Why did Gavin say he didn’t think his school days were the best time of his life
 -> Because he went away to boarding school when he was quite young and he didn’t like that.
III.After- listening (10minutes)
(The aim of this activity is that students get further information about Jenny and Gavin)
- T asks Ss to close their books.
- T delivers the handouts.
- Ss discuss and fill in the missing word/phrase in the following passage.
- Two Ss present in front of the class
- T checks and gives marks.
III. After - listening
Close your books and fill in the missing word / phrase in the following passage.
 Jenny and Gavin were talking about how they got on at school. Both of them always (1) worked very hard. Gavin listened to his teachers carefully when he was doing the (2) subjects he enjoyed. Jenny was pretty (3) well-behaved on the whole but Gavin was a bit of a tearaway. They didn’t pass the exams (4) easily. Gavin found it very (5) difficult to answer all the long questions in a (6) short time. They wrote quite slowly and (7) carefully. Neither of them thought that (8) school days were the best days of their lives.
IV.Conclusion (3minutes)
-T Summarizse the main points of the lesson
- Ss listen again
IV.Conclusion 
Gavin
-Gavin listened to the teacher well when he enjoyed the subjects.
- Gavin found the exams very difficult.
- Gavin couldn’t pass the exams because they were difficult for him to answer all the questions in a short time.
Jenny
- Jenny was pretty well-behaved
 - She didn’t pass the exams easily.
V.Homework (1 minute)
- T asks students to learn by heart the new words and write about 150 words about their school days at the lower secondary school.
V.Homework
Learn by heart the new words.
Write about 150 words about your school days at the lower secondary school.
2.4.The results of research
	Over time the implementation itself, I noticed the activities in the "Post-listening" has the following results: 
 - Ability to listen and respond to student's apparent progress. The children used to be some information in listening lesson that they've just heard was to 
move on writing and speaking skills. So the other skills such as: speaking and writing are promoted well. 
The weak and poor studen