Using short activities and games in the post- Listening stage to increase learning interest in listening lessons of the grade 10th students of hau loc i high school

SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HOÁ
TRƯỜNG THPT HẬU LỘC I
SÁNG KIẾN KINH NGHIỆM
USING SHORT ACTIVITIES AND GAMES IN THE POST- LISTENING STAGE TO INCREASE LEARNING INTEREST 
IN LISTENING LESSONS OF THE GRADE 10TH STUDENTS OF HAU LOC I HIGH SCHOOL
Người thực hiện: Lường Thị Duyên
Chức vụ: Giáo viên
SKKN thuộc lĩnh vực môn: Tiếng Anh
THANH HOÁ NĂM 2018
PART A - INTRODUCTION
 Learning or practising foreign languages ​​in general, English in particular is assessed to be highly effective when students show good communication skills. The communication is dependent on many factors in the process of learning a foreign language, which is practising of the skills of listening, speaking, reading, writing perfectly.
 However, over many years of learning English, I have realized the fact that, in high school, the teachers and the students seem to pay more attention to the grammar and reading skill than to listening skill. Moreover, in listening lessons, the teacher often focuses more on the pre- listening, and while- listening stage than on the post- listening stage. As a result, the students’ interest is often reduced at the end of the lesson. 
 A question is raised for the teacher: “How to motivate students or how to increase the students’ interest in the post- listening stage?” Short activities and games are one of good choices for this problem. Those are the reasons I choose the topic “Using short activities and games in the post listening stage to increase learning interest in listening lessons of the grade 10th students of Hau Loc I high school”
PART B - THE CONTENT
1. Theoretical bases
 In fact, motivation is perhaps the key that leads to consecutive success in the learning process, especially in second language acquisition. So, maintaining the students’ interest during the lesson is very important. If the students do not have motivation, they can not get the best results from learning. Motivation also plays an important role in the listening lessons. Usually, the students have much interest at the beginning of the lesson. It is a good condition for the students to start a new lesson. However, the motivation at the end of the lesson is also a considerable problem. After doing many exercises and taking part in listening activities in the pre- listening and while- listening stage, the students are often tired and bored in the post- listening stage. Some students feel, even, sleepy. That feeling will affect the next lesson. Motivation in the post- listening stage is, therefore, of great importance for listening lessons. 	
2. State of the problem
 Through the listening lessons, I have found that most of the students are still passive, not really interested in learning. When the teacher asks the students to listen in order to give the answers, they don’t really focus on listening to the content of the lesson although they can give correct answers. This is because they have already known the keys in references books.
 From this fact, I think it is necessary to redesign the listening exercises in the "Post-Listening" with many different activities to motivate good listening skill and understanding of students. These activities are in moderation, neither too dificult nor too easy and not over 10 minutes.
 However, through the activities in the "Post-Listening" we can help students work in groups, in pairs, or individual activities ... This encourages them to be more confident and active while learning. So, students can develop many skills, especially speaking and writing ones.
3. Solutions and implementation:
 In order to help the students do the tasks in the “Post- Listening” effectively, the teachers need to carry out the following steps:
3.1. Preparation:
+ The students are asked to prepare the vocabulary well at home before going to school. The teacher can give the words which are in the listening lesson as the homework and asks the students to understand their meanings. (It’s compulsory that no students should preview the tapescripts). 
+ The teacher should redesign the activities in the "Post-Listening” which are really interesting and different from the reference books. With my experiences, I often organize speaking or writing activities about topics which are related or similar to the listening. These activities are close to the students’daily life and in accordance with their preference. So, the students will remember the lessons longer and develop all the skills in a more comprehensive way. Some activities that I often use are: Mindmap, Reorder the pictures, Question & Answer, Use the cues words to make a meaningful sentence, Gap-Fill, Roleplay, discussion, games 
3.2. Organization at class:
The teacher divides the class into pairs, groups, teams to suit each activity.
- Using Pictures, Posters, Handouts, ... and guide the students how to perform each activity properly.
- sReward or give high marks if individuals, pairs or groups do well to encourage them and create excitement while learning.
3.3. Redesign the activities in the Post- Listening 
 Here are some activities that I redesign in the Post- listening of some listening lessons, basic English 10. I have applied these activities in my listening lessons and have found that my students are interested in. Their results of the listening tests are also better.
UNIT 1: A DAY IN THE LIFE OF...
Activity: Question and Answer: 
Tell Ss to work in pairs to make questions and then answer about the routine of Mr. Lam by using the cues below:
Time & place to have lunch
Occupation
Place to park his cyclo
Talk about Mr.Lam’s routine
 The numbers of passengers
Place to take a rest
Time to get up
1. What/ name?
2. What/ he do?
3. What time / get up? (start / work)
4. Where / take a rest?
5. What time / have lunch? Where?
6. Where /park his cyclo?
7. How many passengers /have/ day?/ Is his first passenger an old man?
- If time allowed, T asks Ss to gather all the information they have from the above activity and retell the story in front of the class. ( Or: This activity can be the homework if the time is over)
UNIT 2: SCHOOL TALKS
Activity: Discussion: T. asks Ss to work in groups of 3 or 4 and discuss the problems they have experienced at school: 
 	+ getting bad marks
	+ having difficulty in making friends
 + mistaking the school bag of a friend
	+ be slow at learning
 + coming to class late
- T. gives some suggested questions: 
	+ What problems have you got at school?
	+ What is /are the reason(s)?
	+ What have you done to solve it/them?
	+ Who helps you to solve it/ them?
UNIT 3: PEOPLE’S BACKGROUND
1.Activity 1: Work in groups and use the cues to make information about Sally
1980.local schools.15.. in Manchester .sports .sport teacher .. teacher’s diploma ...
Example:
+ local schools: She got a general education at local schools
+ 15: When she was 15, she joined the Star Sports Club near her house
2. Activity 2: (homework)
-Write a short passage about Sally by using some information which you have just listened to the tapescript.
UNIT 4: SPECIAL EDUCATION
Activity : Question and Answer
- Ask Ss to work in pairs: Ask and answer about the Vang Trang Khuyet Photographic Club, using the suggestions:
1. What/ name of the club?
2. How many/ members of the club? Who/ they? Where/they come from?
3. How many photographs/ on display?
4. What/ their photographs/ about?
5. What/ their passion of taking photograph help them? ..
- If time allowed, T asks Ss to gather all the information they have from the above activity and retell the story about the Vang Trang Khuyet in front of the class. ( Or: This activity can be the homework if the time is over)
UNIT 5: TECHNOLOGY AND YOU
Game : Lucky numbers 
- T. introduces the Game: I have 7 numbers. In these 7 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 did the man feel when his son bought a computer?
Number 2: What did he feel when his secretary ask him for a computer in
 the office? 
Number 3: (Lucky number)
Number 4: What did the man decide?
Number 5: What happened to the man’s memory?
Number 6: (Lucky number)
Number 7: What did he suggest?
UNIT 8: THE STORY OF MY VILLAGE
 1. Activity 1: Discuss the changes in your hometown or home village, using suggestions: ( Note: Use the present perfect and used to to show the changes)
 + Roads
 + Houses
The changes in your hometown or home village: + Jobs
 + Means of transport
 + Entertainment
 + Hospital
 + Schools
 .................
Example: - The roads used to be small but nowadays they are larger
 - Villagers used to travel on feet or by bike but they have travelled by cars or motorbikes
 - Many high brick houses have been built in my village.	
2. Activity 2: (homework)
-Write a passage about the changes in your hometown or your home village.
UNIT 9: UNDERSEA WORLD 
Activity: ask and answer:
- Tell Ss to work in pairs to ask and answer about whales, using the following suggestions:
1. What / the length and weight/ the blue whale?
2. Is the blue whale the largest animal that has ever lived on earth?
3. May whales also be the most intelligent animals in the ocean?
4. What/ their feeding grounds and food?
5. What/ reasons for protecting whales?
front of the class
UNIT 11: NATIONAL PARKS
Game: Noughts and Crosses
- T draws a table containing 9 words/ phrases in each cell
- Divide the class into 2 teams: Noughts(O) and Crosses (X)
- Ask Ss to choose the word/ phrase in the cell and make a sentence talking about the special features of Cuc Phuong National Park. A correct sentence with the given word will give one O or X. The team with 3 O or X vertically, horiontally, or even diagonally first will be the winner
160 km
1789
Quen Voi
200
450
Caves
100,000
1960
2000
UNIT 13: FILMS AND CINEMA
 Role Play: 
- Ask Ss to work in pairs to complete the dialogue (Using information in the task 2)
Huong: Hi, Lan. Can you go to the cinema with me on Monday?
Lan: I’m sorry. I’m . What about Wednesday, are you free?
Huong: Oh, no. I have lots of work to do and I’m .. at night. So, 
 what are you doing on Thurday, Lan? 
Lan: Well, I’m . on Thurday. What about Sunday?
Huong: Um, I’m going ... on Sunday. Can we go together 
 on Saturday?
Lan: Sorry Huong. I’m  on Saturday. 
UNIT 14: THE WORLD CUP
Game: Noughts and Crosses:
- T draw a table containing 9 words/ phrases in each cell
- Divide the class into 2 teams: Noughts(O) and Crosses (X)
- Ask Ss to choose the word/ phrase in the cell and make a sentence talking about Pelé:. A correct sentence with the given word will give one O or X. The team with 3 O or X vertically, horiontally, or even diagonally first will be the winner:
In 1940
In 1956
By 1974
2 years
International ambassador
Poweful kicking
In 1977
three
In 1962
UNIT 16: HISTORICAL PLACES
Role in the past
1. Activity 1: Discussion: Work in groups to talk about the ancient town of Hoi An.
location
Talking about the ancient town of Hoi An
Their features
Attractive characteristics at present
Main tourist attractions
2. Activity 2 (can be the homework if the time is not enough): Write a description of the ancient town of Hoi An
4 The sample planning lesson 
ENGLISH 10
Period 77
UNIT 12: MUSIC
LESSON 3: LISTENING
I. Objectives:
 1. General knowledge:
	- Sts know more about Van Cao and his music.
 2. Language:	- Vocabulary on music.
 3. Skills: 	- Listening: choose True/ False statements and answer questions.	
	- Speaking: discuss the one's ideas about Van Cao's music.
II. Anticipated problems:
	- Some students rarely listen to Van Cao's songs.
III. Teaching aids:
	- Tape, cassette player, textbook, chalk, board.
IV. Procedures:
Teacher’s activities
Students’ activities
1. Home work checking:(5 mins)
- Ask one st to talk about what kind of music he likes best.
One st presents. Others listen and give remarks.
2. Before you listen:(12 mins)
Aims: focus sts on the topic and review/ introduce the words and phrases used in the listening text.
a. - Focus sts on the picture in the textbook and ask sts if they know the person in it.
- Introduce Van Cao, the most famous musician in the history of Vietnamese music then ask sts to work in groups and ask about Van Cao's life and works.
- Possible questions:
 - Where and when was he born?
 - Was he born in a rich or poor family?
 - When did he start writing songs?
 - Can you name some of his famous songs? What is his most famous one?
- Ask sts to give their answer to the question in p. 128. 
 b. Introduce some new words
 - rousing (adj): 
 - lyrical(adj): 
 - solemn(adj): 
 - national anthem(n): E.g.: Tiến Quân Ca 
- Read the words and ask sts to repeat.
- Ask sts to read the words in pairs.
- Ask some sts to read the words again.
3. While you listen:( 17 mins)
+ Task 1:
Aims: Practise listening and marking True/ False statements.
- Tell sts that they are going to listen to a conversation between Lan Huong and Quang Hung about Quang Hung's opinion towards Van Cao's music. 
- Ask sts to work in pairs, look at the statements given and guess if they are true or false.
 - Ask sts to listen to the talk and tick the right column to indicate their answer and underline the false information. T plays the tape twice.
- Ask sts to compare their answer in pairs.
- Check sts’ answer.
- Play the tape once again, stop the tape where necessary and conduct the correction.
 + Task 2:
Aims: Practise listening for specific information by answering given questions.
- Ask sts to read the questions in pairs and make sure they understand the questions and know what information they need to answer the questions.
- Ask sts to listen to the tape once/twice and take short notes to answer the questions.
- Ask sts to compare their answer in pairs.
- Play the tape once again, stop the tape where necessary and conduct the correction.
4. After you listen:(8 mins)
Game : Lucky numbers
- T. introduces the Game: I have 6 numbers. In these 6 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.
Number 1: When was “Tien Quan Ca” written?
Number 2: (Lucky number)
Number 3: What is the guest’name of the show?
Number 4: (Lucky number)
Number 5: Who wrote “Tien Quan Ca”??
Number 6: How does Quang Hung feel when he hears this song? 
- Move round to check the activities and to make sure that sts are working effectively.
- Ask some pairs to present in front of the whole class.
- Check and give remarks.
5. Consolidation ( 2min) 
- Ask Ss to summarise the content of the lesson
*. Homework:(1 min)
Write a short paragraph about your opinion about Van Cao's Music
- Work in groups to say about the person in the picture.
 - Listen to the teacher and then work in groups to discuss Van Cao's life and career.
- Ask some pairs to ask and answer.
Some sts stand up and give their answer.
- Suối mơ 
- Tiến Quân Ca
- Làng tôi 
- Trường ca Sông Lô 
- Copy down the words and phrases into their notebooks.
- Listen and repeat.
- Read the words in pairs and correct each other’s mistakes.
- Some individuals read the words aloud
- Listen to the T.
- Work in pairs to guess if the statements are true or false.
- Listen to the tape and do the task
- Compare their answer.
- Give their answer.
1. F The guess is Quang Hung.
2.F He likes some Vietnamese musicians 
3. T
4. F It was written in 1944.
5. F ( He always .....	) 
- Check their answer, and then correct their work if they have the wrong answer.
- Work in pairs to read the questions.
- Listen and do the task.
- Compare their notes.
1. It is 'My favourite Musician'.
2. He likes the song 'Tien Quan Ca' most.
3. Because it is hard and solemn, it makes him feel great and proud of his country.
- Check their answer, and then correct their work if they have the wrong answer.
- Work in team: Team A and team B
- Choose the numbers and give answers:
1. in 1944
3. It is Quang Hung
5. Văn Cao
6. It makes him feel great and proud of his country.
Summarise the content of the lesson
Do at home
4. The results of the application
 Through many years of implementation, I have found that the activities in the "Post-Listening" have the following results:
	+ The students’ ability of listening and responding to is evidently progressive. They have been using some of the information in the tapescript that they have just listened to change into speaking and writing skills. So, apart from listening skill, other kills such as speaking and writing are also promoted.
 + The students with weak academic are also more advanced than before. They become more confident, and raise their hands at class to build the lessons.
	+ Raise the sense of initiative, exitements of the students when joining the new activities for each unit of lesson. The class becomes really exciting. The students get contented when listening to exactly the content of the lesson by their own efforts.
 + Create agility while listening and responding after that.
 After a year teaching 10th grade at the classes 10A1 and 10A8 ( school year 2017- 2018), comparing the average results of listening tests in two terms, I have the following specific results:
The first term :
Grade
Total students
Excellent
Good
Average
Under average
Numer
%
Number
%
Number
%
Number
%
10A1
38
1
2.6
8
21.1
23
60.6
6
15.7
10A8
41
2
4.8
12
29.3
24
58.6
3
7.3
The second term :
Grade
Total students
Excellent
Good
Average
Under average
Number
%
Number
%
Number
%
Number
%
10A1
38
4
10.5
14
36.8
20
47.5
2
5.2
10A8
41
6
14.6
17
41.4
18
44
0
0
PART C: CONCLUSION
 Teaching listening skills to students in Vietnamese classes is at present still a matter of much concern by language teachers due to current teaching materials, characteristics of learners as well as teachers’ proficiency and classroom methodology. How to motivate the students to learn listening skill is a big problem. This study, however, does not aim at measuring students’ motivation of learning listening but helps increase the 10th form students’ interest in listening lessons through short activities and games in the post- listening stage. 
 However, in order to make the "Post-Listening" stage more interesting and create excitements for the students in the listening lessons of basic English 10, teachers need to invest more to redesign the activities which must be suitable for every period. Addtionally, when redesigning the activities, teachers have to pay attention to time. The activities are neither too long nor too easy. They are also suitable for every student. 
 In each activity, the teacher asks students to work in pairs, groups, ... . The students who do the task well should be rewarded as the encouragement. Moreover, teachers should provide opportunities for students with all abilities to promote. 
* Recommendations:
 	To apply this theme effectively in the listening lessons, I have some folowing recommendations:
+ For the students: Prepare vocabulary very well at home before going to class 
+ For the teachers: redesign the activities in the "Post-Listening" with many different forms to create excitements for students. In addition, teachers need to prepare some situations which may occur beyond the content of the listening lessons to avoid being passive in the process of students' speaking and writing.
+ For the Ministry of Education: Provide some documents related to skills: Listening, Speaking, Reading,