(SKKN 2022) Applying some useful activities in teaching post- reading part to create excitement and enhance learning english for grade - 10 students at Trieu son 4 high school

THANH HOA DEPARTMENT OF EDUCATIONAND TRAINING TRIEU SON 4 HIGH SCHOOL EXPERIENCE INITIATIVE APPLYING SOME USEFUL ACTIVITIES IN TEACHING POST- LISTENING PART TO CREATE EXCITEMENT AND ENHA

THANH HOA DEPARTMENT OF EDUCATION

AND TRAINING TRIEU SON 4 HIGH SCHOOL

EXPERIENCE INITIATIVE

APPLYING SOME USEFUL ACTIVITIES IN TEACHING POST- LISTENING PART TO CREATE EXCITEMENT AND ENHANCE LEARNING ENGLISH FOR GRADE-10

STUDENTS AT TRIEU SON 4 HIGH SCHOOL

Implementer: Le Thi Hang

Position : Teacher

Subject : English

THANH HOA, 2022

TABLE OF CONTENTS

Page

1.1 Reasons for choosing the research: ……… 1

1.2 Aims of the research: ……… 1

1.3 Participants of the research: ……… 1

1.4 Methods of the research: ……… 2

II CONTENT 2 2.1 Theoretical Background: ……… 2

2.2 The status of the problem: ……… 4

2.3 Some useful suggested post- listening activities for teaching English 10- the basic programme 5 2.3.1.Unit1: A day in the life of…….:……… 5

2.3.2 Unit 2: School talks: ……… 6

2.3.3 Unit 3: People’ s background:……… 6

2.3.4 Unit 4: Special Education:……… 7

2.3.5 Unit 5: Technology and you: ……… 8

2.3.6.Unit 6: An Excursion: ……… 8

2.3.7.Unit 7: Mass Media: ……… 9

2.3.8 Unit 8: The story of my village: ……… 9

2.3.9 Unit 9: Undersea world ……… 10

2.3.10 Unit 10: Conservation ……… 11

2.3.11 Unit 11: National park ……… 12

2.3.12 Unit 12: Music ……… 13

2.3.13 Unit 13:Film and cinema ……… 13

2.3.14 Unit 14: The world cup……… 14

2.3.15 Unit15: Cities……… 14

2.3.16 Unit 16: Historical places……… 15

2.4.Results of the Research: ……… 15

III CONCLUSION AND SUGGESTION 16 3.1 Conclusion:……… 16

3.2 Some suggestions: ……… 17

REFERENCE MATERIAL

LIST OF RECOGNIZED INITIATIVES

I INTRODUCTION

1.1 Reasons for choosing the research

Today English is considered one of the most important factors to the trend ofglobalization in all fields of life all over the world Thus , English as secondlanguage has been taught in many countries As a result, methodology has beenstudied for years to find out the most effective ways of teaching and learningEnglish In Vietnam, high school students have to acquire four skills of English aslistening, speaking, reading and writing.Of four language skills, listening has longbeen considered the most challenging and difficult one by both foreign languageteachers and students However, the qualities and effectiveness of teaching andlearning this skill are not really as good and high as expected From the fact thatmost EFL teachers at high schools in Thanh Hoa have faced a lot of problems inteaching listening

It has been found that although teaching and learning English listening skills wassignificant, it was not taken carefully considerations by higher administrators,educators, teachers and students In addition, lack of well-equipped facilities,teachers’ unsuitable teaching listening methods, poor listening methodology andapproaches and students’ low level of proficiency, boredom, indifference as well asde-motivation are obstacles in most high schools in Thanh Hoa Many studentsclaimed that they felt tired of listening to the tape from beginning to the end withcontrolled exercises in the textbook Without interest, motivation and variation inteaching and learning students found it hard to study in listening class So it isnecessary for teachers to realize the importance of how to make listening classesmore interesting and to know how to motivate students so that they can makeprogress in listening comprehension

Having researched this topic, I hope to improve some problem of teachinglisteningskill including Post listening part more effective ly The students will be able toobtain the knowledge better when learning how to listen I hope thart the topic

“Applying some useful activities in teaching post- listening part to create

excitement and enhance learning english for grade - 10 students at Trieu son 4 high school” pogramme will be more interesting in order to attract students’

excitement during listening period That is the reason why I choose the topic

1.2 Aims of the research

The aims of the study are as follows:

- To investigate EFL teachers' problems in creating a good lead-in of a listeninglesson in "Tieng Anh 10"

- To suggest some activities in Post – Listening part in “Tieng Anh 10”

1.3 Participants of the research

This research was applied to six classes of tenth grade in Trieu Son 4 highschool 10C1, 10C4, 10C6- academic year 2020- 2021 and 10A1, 10A4,10A6-

academic year 2021- 2022 Each class contains different number of participantswho are of mixed genders and language ability In term of language competence,most of them might be considered as pre – intermediate students

1.4 Methods of the research

- Observing students working

- Analyzing students’ results

II CONTENT

2.1 Theoretical Background

2.1.1.Stages of Teaching Listening Skills

Teaching listening text can be divided into three main stages: pre-listening, listening and post-listening Each stage has its own aims and activities

while-a) Pre-listening

Pre-listening stage aims at preparing students with everything necessary forlistening and understanding the listening text This stage is of great importancesince it leads students to the listening passage that they are going to listen, arousestheir interests and provides students with the purposes of listening as well as theinput before they listen

Some activities at this stage are:

❖ Warming up the class:

The teacher may motivate the class, gradually set up a context for listening text to

be presented by asking questions to elicit students’ experience, or ideas concerningthe coming text or by using some sort of visual aids or their imagination

❖ Introducing the topic of listening text:

The teacher briefly introduces the topic of listening text so that the students mayget their mind already for it

❖ Presenting key words:

The teacher only presents any word that is necessary for students to understand thetext

❖ Giving guiding questions:

These guiding questions will help focus the students’ attention on the main points

of the text They will guide the students to the better understanding of the text.Students should be allowed to make guesses at the answer to the questions beforelistening

These activities may give students a chance to get some knowledge which helpsthem to follow the listening text Therefore, when choosing an activity, the teachershould consider factors that Underwood (1989) states: The time, the material isavailable or not, the interests of the class and the teacher, the place where the work

is being carried out, the nature and the content of the listening text itself If one ofthese factors is ignored, the whole process of the activity can be failed

b) While-listening

The aim of this stage is to facilitate students’ listening and check theircomprehension While the students are listening to the text for the first time, theycan check their guess and give the correct answer to the guiding questions Thenthe teacher gives the students some tasks to do while they are listening for thesecond time They can do some of the activities such as: gap-filling, true or falsestatements, answering comprehension questions, matching, multiple choice,reordering, etc While-listening stage gives students a guide to practice listeningbecause they need a reason to listen which helps them to focus their attention AsRixon (1986) mentions, the purpose of while-listening stage is to challenge andguide students to master the information and the message from the passage Tofacilitate students’ comprehension, the teacher should provide useful techniquessuch as clear instructions, playing tapes on purposes, classifying levels ofdifficulty of task from easier to more difficult, and so on.

It is advisable that while-listening activities should meet students’ different levelsand needs so that they are encouraged to listen better

c) Post-listening

At this stage, students can have opportunities to practice using what they have gotfrom the listening text Post-listening activities are performed after the listening isfinished According to Underwood (1989), the first purpose of those activities is tocheck how well the students understood and whether they have finished thelistening task The second one is to reflect on why some students have failed tounderstand or miss parts of the passage Moreover, post-listening activities aims atexpanding the topic or the language of the listening text Students are also given anopportunity to consider the attitude of the speaker in the listening text because theycan realize the purpose of the speaker based on his/her attitude

Students can do some following activities:

❖ Summarizing the text orally or in written form

❖ Re-telling the content of the listening text

▪ The amount of language work the teacher desires to do related to thelistening text

▪ The time limitation

▪ Speaking, reading and listening skills should be integrated in post-listeningactivities

▪ Pair work and group work should be encouraged

▪ The designed activity should be motivating to students

2.1.2.What are Post-Listening Activities

Post-Listening Activities consist of tasks which main aim is to help students

reflect on the listening experience these activities are carried out after teacherhave carried out pre-listening and while listening activities successfully

2.1.3.Some of the most common Post-Listening activities are the following:

- Check and Summarizing: One of the activities that a teacher can do to check

understanding is to ask student to summarize the information they heard, this can

be done orally or in writing

- Discussions: You can ask students to have a short discussion about the topic, the

topic for the discussion must be taken from the listening task that they previouslydid and should be interesting enough to inspire comments and debates

- Information Exchange: In this activity you ask students to listen to a passage

and ask another to listen to a different passage, when they finish, they share theyinformation with each other and make sure that they understand the message thepassage was intended to give

-Problem Solving: Students listen to a passage with the intention of solving a

problems Some problem-solving task types such as solving moral dilemmas andsolving mysteries will motivate students to listen carefully to a passage

- Deconstructing a Listening Passage: Most books have transcripts at the back

of the books, those transcripts are often unused but you can use them to exploitfeatures such as pronunciation, vocabulary, grammar and discourse markers

- Disappearing Dialogues: Another activity students can do to promote critical

thinking skills is erasing parts of the dialogue and then asking students to fill in theblanks with phrases they remember or other phrases that might fit perfectly intothe dialogue

-Test your Classmates: You can ask students to prepare a set of questions that

another student will have to respond, they can prepare a multiple-choice quiz, shortanswer questions or true and false statements

-Writing a short composition: After students have listened to a passage, they can

write a short essay based on the information given in the listening passage

- Time to Act: After listening to a passage, students can identify a theme and

create a skit and perform it in front of their classmates

- Synonyms and Antonyms: Another activity that students can do is identifying

vocabulary and then find synonyms and antonyms for some words in thetranscript

2.2 The status of the problem

From all the periods , I see that most of our students are still passive, notreally interested in learning English This consequence is partly because ourstudents come from the rural regions, their knowledge of English is not rich,especially some know very little about English When the teacher asks them to readthe reading passages to give the answers, they all give correct answers but some of

them do not understand the content of the lesson In the examinations, they do not

do the part reading well and some do not know how to do these exercises

That is the reason why I think that we must design the really interestingwarm-up activities for each new lesson to attract students’attention and make themmore excited with the lessons

2.3 Some useful suggested post- listening activities for teaching English the basic programme

10-2.3.1.Unit1: A day in the life of……

Name: Look at the pictures and retell the stoty about the daily activities of Mr.

Lam

Type: group work

Materials: poster, large papers, board pens

Time: 5 minutes

Procedure:

- Devide the class into 2 groups

- Provide each group with 1 large and 1 board pen

- Give instruction and time allotted

- Check groups’ work and declare the winner

Keys: Mr Lam gets up at five-thirty in the morning He starts work at six His

first passenger is usually an old man He takes him from District 1 to District 5 His next passenger is a lady who does shopping there every two days His third

passengers are two school pupils, a girl and a boy He takes them home Attwelve, he has lunch at a food stall near Ben Thanh Market After lunch, Heparks his cyclo under a tree, takes a short rest and then continue his afternoon’swork.

2.3.2 Unit 2: School talks

Name: Play role: Talk about the problem(s) you have experienced at school Type: pair work

Materials: handouts

Time : 5 mins

Procedure:

- Give model conservation

- Call some students to stand up and practice the dialogue

- Give handouts and ask ss to work in pairs and complete them

- Call some pairs to present in front of the class

* Model conservation:

Hoa: Have you had any difficulties at school, Nga?

Nga: Yes Certainly I have.

Hoa: What difficulties?

Nga: What can I say is learning English?.

Hoa: What's that? Can you tell me?

Nga: In classes, we hardly practise speaking and listening at all because the time

reserved for these skills is very little And what's more the equipment for learningsuch as cassettes, television is very little, too And at home, I don't have acassette recorder to listen to my lessons; therefore I can't practise and have a goodpreparation before classes

Hoa: Do you have any other difficulty?

Nga: Oh, yes I live far from school and my friends' houses So, it's hard for me to

study with my friends, especially when I have afternoon classes Sometimes I gethome late in the evening, at about 8 o'clock

2.3.3 Unit 3: People’ s background

Name: Using some information to talk about Sally

- Give handouts and ask ss to work in group and talk about Sally

- Call presentatives of some group to present in front of the class

Ex:

Sally was born in 1980

2.3.4 Unit 4: Special education

Name: Game : Lucky numbers

Type; group work

Materials: laptop, tv

Time: 3-5 mins

- 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 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 is the name of the club? Who are the members of the club?

Number 2: (Lucky number)

Number 3: Where do they come from?

Number 4: How many members are there?

Number 5: How many photographs are on display?

Number 6: What are their photographs about?

Number 7: (Lucky number)

Number 8: What does their passion of taking photographs help them?

2.3.5 Unit 5: Technology and you

Gap-filling: Listen to the old man’s story again and write in the missing words

Type: group work

me a lot of things that I really didn’t understand at all After a few lessons I began

to feel tired I made an(4) , saying that I had a headache I suggested weshould leave the lesson for another day Since then I haven’tsaid(5) about the computer to my son and my secretary

Answers: 1 Invited 2 Still 3 refused 4 excuse 5 anything

Activity 2: Rearrange the pictures in the order you have just hear

2.3.7.Unit 7: The mass media

Activity 1 : Complete the following table by tick the words in the right column

News story 1 News story 2Strong

Activity 2: Ask and answer about the information in the listening.

1 Why have people left their homes?

2 How deep are some roads in the North –West?

3 How is the view from the top of the mountain?

4 Has climbing the mountain kept her young and healthy?

2.3.8 Unit 8: THE STORY OF MY VILLAGE

Activity : Discuss the changes in your hometown or home village.