Some experience in teaching Post - Listening

Some experience in teaching Post Listening 1 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 fre[.]

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):

According to the figures at the beginning of the school year

2016 – 2017

Class

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

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

III.After - listening

Reorder the activities

Handout

a The guests give the new couple

the activities (by stick the handouts

on the posters) to have the schedule

of a wedding ceremony in Vietnam

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

III.After you listen Game : Lucky numbers

Number 8: Should we call our

friends at any time even when we

have a separate telephone?

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

WARM UP GAME:

Group B Group A

Physics English

History

Chemistry Maths Literature

LUCKY SUBJECT

Gavin talking about their past

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

Thursday, October 18th2016

UNIT 4: SCHOOL EDUCATION SYSTEM

C – LISTENING

I Pre-listening

* Vocabulary

1 tearaway /’te ərəwei / (n)

2 disruptive /dis’r ʌptiv / (a)

Clip:

3 methodical / mi’θɔdikl / (a)

done in an orderly, logical way

Jenny Gavin

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

4.well behaved /,welbi’heivd / (a)

5 struggle /’str ʌgl / (n) : attempt

6 boarding school /‘b ɔ:diηsku:l/(n)

CHECKING VOCABULARY

2 disruptive (a)

3 boarding school (n.phr)

5 methodical (a)

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

II While - listening

*Task 1: Listen to the conversation

between Jenny and Gavin Put a tick ()

to the question to which the answer is

“Yes”

TRƯỜNG NỘI TRÚ THANH HÓA

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

Questions Jenny Gavin

1.“Did you always

2 “Did you often listen carefully to your teachers?”



3 “Did you always behave well?”



4 “Did you pass your exams easily?”

5.“Did you always write your homework slowly andcarefully?”

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