Some activities in the post - Listening English 10th - grade program for novelty and appeal; to attr...

Some activities in the post Listening English 10th grade program for novelty and appeal; to attract the interest of the children in the classroom 1 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[.]

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 skill…The 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………

c 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.

d 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 post-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 10 th 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

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

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:

1 When was she born?

2 When did she get a general education?

3 Where does she live with her family?

4 What sorts of sports does she like

5 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:

1 Sally was born in 1980

2 She got a general education at local schools in 1995

3 She lives with her family in Manchester

4 She likes different sports such as basketball and swimming

5 She likes to read love stories-romantic books

6 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:

1 What is the name of the club?

2 Who are the members of the club?

3 Where do they come from?

4 How many members are there?

5 How many photos are on display?

6 What are their photographs about?

7 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:

1 The name of the club is Vang Trang Khuyet

2 The Vang Trang Khuyet club’s members are all disabled children

3 They come from schools for deaf, mute and mentally retarded children

4 There are 19 deaf, mute and mentally retarded children

5 They are now having their first exhibition in Hanoi with 50 colour photos

6 The subject of their photos is simple and peaceful

7 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

decided Not worried

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

What

activitie

s

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

1 What has happened during the night?

2 Why have many people left their homes?

3 How deep are some roads under the water?

4 Has the rain stopped at the moment?

5 Is there a strong wind?

6 Why can’t people go out to work?

News story 2

1 How many times has the old woman climbed Mount Whitney?

2 How high is Mount Whitney?

3 Is it the highest in California?

4 What does she say about the view from the top?

5 Why does she climb it so often?

6 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:

1 Heavy rain has happened during the night

2 Many people have left their homes because rivers have risen

3 Some roads are under two metres of water