Skkn cấp tỉnh some post listenning activities to stimulate 10th grade student in the global success texbook

Some Practical Post-Listening Activities in Teaching Listening – English 10 Global Success.... SUBJECT OF THE STUDY The study focuses on the application of various post-listening activit

TABLE OF CONTENTS

1 INTRODUCTION 1

1.1 REASON FOR CHOOSING THE TOPIC 1

1.2 PURPOSE AND OBJECTIVES OF THE STUDY 1

1.3 SUBJECT OF THE STUDY 1

1.4 SURVEY AND EXPERIMENTAL SUBJECTS 2

1.5 RESEARCH METHODS 2

1.6 SCOPE AND RESEARCH PLAN 2

2 CONTENT 2

2.1 CHAPTER I: THEORETICAL AND PRACTICAL BASIS 2

2.1.1 Theoretical Basis 2

2.1.2 Practical Basis 3

2.1.2.1 Lack of Engagement and Motivation 4

2.1.2.2 Overdependence on Answer Keys and Test-Oriented Learning 4

2.1.2.3 Limited Use of Communicative or Creative Activities 4

2.1.2.4 Skill Fragmentation 4

2.1.2.5 Student Factors 4

2.1.3 Advantages and Challenges in Teaching Foreign Languages at Trieu Son 5 High School 5

2.1.3.1 Advantages 5

2.1.3.2 Challenges 5

2.2 CHAPTER II: IMPLEMENTATION OF POST-LISTENING ACTIVITIES IN TEACHING ENGLISH 10 (GLOBAL SUCCESS) 6

2.2.1 Nature of Post-Listening Activities 6

2.2.1.1 Definition: 6

2.2.1.2 Principles of designing Post-Listening Activities: 6

2.2.1.3 Preparation: 7

2.2.2 Some Practical Post-Listening Activities in Teaching Listening – English 10 (Global Success) 7

2.2.2.1 Activity 1: Retell the Story with a Twist 7

2.2.2.2 Activity 2: Role Play – Community Helpers 8

2.2.2.3 Activity 3: Debate It! – Gender Equality in Modern Society 8

2.2.2.4 Activity 4: Create a Music Video Script 9

2.2.2.5 Activity 5: Write a Family Life Guide 10

2.2.2.6 Activity 6: Invention Presentation – "If I Could Invent Something" .11

2.2.2.7 Activity 7: Design Your Ideal Learning App 11

2.3 CHAPTER III: RESULTS 12

3 CONCLUSION 17

3.1 LESSONS LEARNED 17

3.2 APPLICATION POSSIBILITIES OF THE TOPIC 18

3.3 SUGGESTIONS 19

1 INTRODUCTION

1.1 REASON FOR CHOOSING THE TOPIC

Foreign languages in general, and English in particular, are among the mostchallenging subjects for students The objective of the English subject is to helpstudents acquire and develop basic knowledge and skills in the language, as well

as the intellectual qualities necessary for further education or entering theworkforce However, most students feel hesitant about learning this subjectbecause they lack an environment for communication, and their vocabulary andbackground knowledge are still limited Their listening, speaking, reading, andwriting skills remain weak

Among the four skills, listening is often the most difficult for Englishlearners in general and high school students in particular In the past, studentslearned passively, focusing mainly on grammar points and failing to effectivelydevelop their skills—especially listening Most of them still rely heavily onanswer keys from reference books and do not truly pay attention to the content ofthe listening tasks As a result, listening lessons become boring and ineffective

Listening is a crucial skill in language learning In the Global Successtextbook series, post-listening activities play a vital role in consolidating students’understanding and enhancing communication competence However, in manyclasses, this stage is either underused or not implemented effectively, leading tostudent disengagement As a teacher of English, I have always aimed to make thepost-listening phase more meaningful and engaging

From this reality, we began to ask ourselves how to motivate and engagestudents so that they can better develop their skills—especially listening We have

researched and applied an initiative to redesign “ Some post- listening activities

to stimulate 10th grade students in the global success textbook” to make them

more engaging and novel The aim is to increase student interest during listeninglessons while effectively reinforcing the content of the listening passage Throughthis approach, students will gradually grow to enjoy and improve their listeningskills

This experience initiative shares practical and effective methods tostimulate students during the post-listening phase, especially for Grade 10students

1.2 PURPOSE AND OBJECTIVES OF THE STUDY

- To explore the importance of post-listening activities in teaching listening skills

- To introduce and apply effective, student-centered post-listening activities

- To assess the impact of these activities on students’ learning outcomes and motivation

- To share practical strategies for other teachers to apply or adapt

1.3 SUBJECT OF THE STUDY

The study focuses on the application of various post-listening activities in teaching English listening skills, particularly in the context of the Global

Success – English 10 textbook

1.4 SURVEY AND EXPERIMENTAL SUBJECTS

The study was conducted with 46 students of Grade 10 in 10B5 at Trieu Son

5 High School during the academic year 2024–2025, across different classes withvarying proficiency levels

1.5 RESEARCH METHODS

- Observation and classroom practice

- Surveys and feedback collection from students

- Comparative analysis of student performance before and after applying the new activities

- Literature review on listening pedagogy

1.6 SCOPE AND RESEARCH PLAN

The initiative was implemented over one academic year, focusing on unitsfrom the English 10 Global Success textbook Post-listening activities weredesigned, applied, and adjusted based on student feedback and observedeffectiveness

2 CONTENT

2.1 CHAPTER I: THEORETICAL AND PRACTICAL BASIS

2.1.1 Theoretical Basis

In teaching listening skills, lessons are commonly divided into three stages:

Pre-listening, While-listening, and Post-listening Each phase has specific pedagogical goals The Post-listening phase, in particular, is essential as it not

only consolidates students’ comprehension of the input but also encourages them

to apply what they have learned through meaningful output activities This stagebridges receptive and productive language skills, enhancing learners’ overalllanguage competence

Krashen’s Input Hypothesis and the Role of Comprehensible Input

According to Stephen Krashen (1982), language acquisition occurs when learners are exposed to comprehensible input—language that is slightly above

their current proficiency level (i+1) However, input alone is not sufficient listening activities provide an opportunity for learners to interact with the inputmore deeply by processing it, analyzing it, and producing language based on it.This helps internalize linguistic structures and vocabulary in a more durable andmeaningful way

Post-Vygotsky’s Sociocultural Theory and the Importance of Interaction

Lev Vygotsky (1978) emphasized the significance of social interaction and the concept of the Zone of Proximal Development (ZPD)—the gap between

what a learner can do independently and what they can do with guidance listening tasks often involve group work, pair discussions, and peer interaction,which provide the necessary scaffolding for students to progress beyond theircurrent level This collaborative environment enhances language learning throughnegotiation of meaning, peer correction, and shared construction of knowledge

Post-Bloom’s Taxonomy and the Development of Higher-Order Thinking Skills Post-listening tasks can promote a shift from lower-order cognitive skills (e.g., remembering and understanding) to higher-order skills (e.g., applying,

analyzing, evaluating, and creating), as defined in Bloom’s Taxonomy (revised

by Anderson & Krathwohl, 2001) For example:

- Summarizing a listening passage promotes understanding and organization;

- Discussing opinions or debating ideas involves evaluation and synthesis;

- Writing a new ending to a story or creating a dialogue shows creativity and

application

These activities not only deepen learners’ comprehension but also develop their cr itical thinking, reasoning, and problem-solving abilities, which are essential

for real-world communication

Integrated-Skill Approach in Language Teaching

Modern language teaching encourages skill integration, where listening is

not taught in isolation but is connected to speaking, reading, and writing

According to the Communicative Language Teaching (CLT) approach,

language should be taught in context and for real-life purposes Post-listeningactivities align well with this view by:

- Encouraging students to speak about what they heard;

- Asking them to write responses or reflections;

- Integrating listening with reading comprehension or vocabulary extension.

This holistic approach improves overall language proficiency and helps learnerstransfer skills from the classroom to real-life situations

Constructivist Learning Theory and Learner-Centered Instruction

From a constructivist perspective, learners construct knowledge through experience and reflection Post-listening tasks allow students to relate the listening content to their own lives, express personal opinions, and engage in authentic communication, thereby becoming active participants in the learning

process Such tasks increase motivation, retention, and learner autonomy

The theoretical foundations provided by scholars such as Krashen,Vygotsky, and Bloom, along with modern communicative and constructivistapproaches, all underscore the importance of the post-listening phase Whenthoughtfully designed and effectively implemented, post-listening activities notonly reinforce comprehension but also encourage meaningful language use,interaction, and critical thinking—key goals of English language education in the21st century

2.1.2 Practical Basis

While the theoretical foundations of language teaching strongly support theimportance of post-listening activities, actual classroom practice often reveals agap between theory and implementation In reality, post-listening is frequentlyoverlooked or reduced to brief, superficial exercises such as answering a fewcomprehension questions or copying model answers This results in missedopportunities for deeper engagement, language use, and skills integration

At Trieu Son 5 high School, as well as in many other Vietnamese highschools, English listening lessons are conducted within a limited time frame(typically 45 minutes per session), which makes it challenging to allocateadequate time for pre-, while-, and post-listening stages As a result, teachers often

prioritize the completion of textbook tasks, sometimes rushing or skipping thepost-listening phase altogether.

Through direct classroom observations, teacher reflections, and studentfeedback over recent school years, the following practical issues have beenidentified:

2.1.2.1 Lack of Engagement and Motivation

Many students perceive listening lessons as passive and repetitive Once theaudio finishes and comprehension questions are answered, they lose interest Thelack of interaction and creative tasks after listening contributes to this disinterest

2.1.2.2 Overdependence on Answer Keys and Test-Oriented Learning

Students tend to rely heavily on answer keys or guidance from teachersrather than thinking critically or independently about what they have heard Post-listening tasks are rarely designed to challenge students’ thinking or encouragepersonal expression, which limits their development of autonomous learningskills

2.1.2.3 Limited Use of Communicative or Creative Activities

Most listening lessons focus on accuracy rather than fluency Teachers mayhesitate to apply more open-ended or interactive tasks due to time constraints,class size, or fear of deviating from the textbook As a result, opportunities forstudents to practice speaking or writing based on what they have heard areminimal

2.1.2.4 Skill Fragmentation

Listening, speaking, reading, and writing are often taught separately Inpractice, this makes it difficult for students to transfer knowledge and vocabularyfrom one skill area to another When post-listening activities are underutilized,students lose the chance to apply what they’ve learned in meaningful, integratedtasks

Realization:

Faced with these challenges, it became clear that in order to improve listening skills and overall English proficiency, the post-listening phase must be better utilized This includes designing activities that are interactive, student- centered, creative, and integrated with other skills.

Through the implementation of this initiative, we aimed to:

- Transform the post-listening phase into an active and engaging part of the lesson

- Provide opportunities for students to speak, write, and express opinions aboutwhat they heard

- Help students move beyond simply understanding the listening content toactually using it as a springboard for language production and critical thinking.

2.1.3 Advantages and Challenges in Teaching Foreign Languages at Trieu Son 5 High School

In recent years, foreign language teaching at Trieu Son 5 High School hasundergone many positive changes thanks to the attention of the schooladministration, the renewal of teaching methods, and support in teachingequipment However, alongside these advantages, both teachers and students stillface numerous challenges, especially in developing listening skills – one of themost essential yet challenging skills in the process of learning English

2.1.3.1 Advantages

Supportive Leadership and Educational Orientation

The school administration has shown strong support for foreign languageteaching through regular teacher training, classroom observations, andencouragement for innovative teaching practices This has created favorableconditions for teachers to experiment with new methods, including task-basedlearning and communicative activities

Availability of Technological Equipment

Classrooms are equipped with basic teaching aids such as projectors, speakers,and sometimes smart TVs, which support the use of audio materials andmultimedia resources during listening lessons

Committed and Enthusiastic Teachers

The English teaching staff at Trieu Son 5 High School consists of dedicatededucators who continuously seek to improve their teaching techniques Manyactively participate in workshops, professional development courses, and are open

to implementing new initiatives in their classrooms

Gradual Shift in Student Mindset

Although challenges remain, a number of students are beginning to see theimportance of communicative skills, particularly listening and speaking Somestudents show enthusiasm when exposed to creative or interactive post-listeningactivities, especially those that connect to real-life topics

2.1.3.2 Challenges

Large Class Size

Most English classes consist of 40 to 45 students, making it difficult forteachers to monitor individual performance during listening tasks or organizeeffective group-based post-listening activities

Time Constraints

Each lesson period is limited to 45 minutes With textbook-based listeningtasks and required objectives to complete, there is often insufficient time left formeaningful post-listening activities

Student Proficiency Gap

There is a wide disparity in English proficiency among students in the sameclass While a few can follow and respond confidently, many struggle with basic

comprehension, which reduces their ability to engage in post-listening discussions

or output tasks

Lack of Exposure to Real-Life English

Outside the classroom, students have very little exposure to authenticEnglish Most rely on textbooks, exam preparation materials, or Vietnamese-translated resources, which limits their listening comprehension and reduces themotivation to engage deeply with listening tasks

Test-Oriented Learning Culture

The current focus on multiple-choice exams in the national curriculummeans students prioritize grammar and vocabulary over listening and speaking

As a result, both teachers and students often view listening as a secondary skill,leading to reduced emphasis on post-listening practice

Limited Confidence and Speaking Anxiety

Even after understanding a listening passage, many students are hesitant toexpress themselves in English due to fear of making mistakes This affects theirwillingness to participate in speaking or creative post-listening activities

Despite these challenges, the existing advantages at Trieu Son 5 HighSchool provide a solid foundation for improvement By addressing the difficultiesthrough targeted post-listening strategies, it is possible to foster a morecommunicative, student-centered environment that encourages active languageuse and greater listening engagement

2.2 CHAPTER II: IMPLEMENTATION OF POST-LISTENING

ACTIVITIES IN TEACHING ENGLISH 10 (GLOBAL SUCCESS)

2.2.1 Nature of Post-Listening Activities

2.2.1.1 Definition:

Post-listening activities are the third and final phase of a listening lesson,following pre-listening and while-listening stages These are tasks designed to bedone after the listening input is complete, with the aim of:

- Consolidating understanding of the content,

- Encouraging learners to react, respond, and express their ideas,

- Promoting language production through speaking and writing,

- Connecting the listening topic to students’ real-life experiences or priorknowledge

These activities are not merely review exercises but essential steps towardturning passive listening into active language use

2.2.1.2 Principles of designing Post-Listening Activities:

Effective post-listening tasks should follow several core principles:

Reinforcement of Comprehension: Tasks should help confirm or deepen

students' understanding of the audio material

Student-Centered and Communicative: Activities must encourage student

interaction and active participation rather than passive recall

Integration of Skills: Wherever possible, post-listening should involve speaking,

writing, or even reading to promote language integration

Creativity and Personalization: Tasks that allow students to use their

imagination or relate content to their own lives are more motivating andmeaningful

Suitability: Activities must match students’ proficiency levels and cognitive

abilities to ensure accessibility and engagement

Variation: Changing formats (e.g., pair work, group work, individual reflection,

presentations) helps maintain interest and accommodate different learning styles

2.2.1.3 Preparation:

To implement post-listening activities successfully, teachers should:

- Preview the audio material carefully, noting key vocabulary, cultural content,and themes

- Prepare visual aids, guiding questions, or role cards when needed

- Consider grouping strategies to encourage collaboration and maximizeclassroom time

- Anticipate common difficulties students may face and prepare scaffolding toolssuch as word banks or sentence starters

2.2.2 Some Practical Post-Listening Activities in Teaching Listening – English 10 (Global Success)

Below are several post-listening activities that have been designed and

implemented in alignment with specific units of the English 10 – Global Success

textbook These activities are creative, student-centered, and aim to maximizelearner engagement while reinforcing content knowledge

2.2.2.1 Activity 1: Retell the Story with a Twist

- Unit 2: Humans and the Environment

- Objective: Enhance speaking fluency, logical thinking, and creativity by

retelling content with modifications related to environmental issues

- Procedure:

1 Students listen to a passage about the impact of human activities on theenvironment (e.g., deforestation, pollution, climate change)

2 In groups of 3 - 4, students retell the story but with a creative twist:

- For example, the characters in the story could find a solution to reverse thedamage they have caused (e.g., planting a forest to restore biodiversity) or

imagine a future scenario where humans successfully address environmental

issues

- Alternatively, students can add a twist where, despite the characters’ efforts,

they fail to save the environment, highlighting the consequences of humannegligence

3 After preparing, each group performs their version of the story in front of theclass

- Expansion:

+ Encourage students to include solutions or actions that could help preserve the

environment, such as recycling, using renewable energy, or protecting wildlife

+ After performing, hold a class discussion on the effectiveness of the solutions

and what students think could make the real world more sustainable

- Classroom Note: This activity engages students creatively and makes them

think critically about the consequences of environmental damage whileencouraging the use of vocabulary related to the environment

This activity not only helps students review the content of the listeningpassage but also fosters creativity and the application of knowledge to real-lifesituations, while enhancing their ability to communicate in English on importantsocial topics

2.2.2.2 Activity 2: Role Play – Community Helpers

- Unit 4: For a Better Community

- Objective: Practice speaking skills and collaboration; understand the

importance of community helpers and volunteer work

- Procedure:

1 After listening to a passage about the importance of volunteers in a community(e.g., helping the elderly, cleaning the environment, supporting local charities),students are divided into small groups of 3–4

2 Each student is assigned a role that corresponds to a volunteer or a communitymember, such as:

- A volunteer (e.g., someone working in a food bank or helping during a disaster)

- A community leader (e.g., organizing charity events)

- A local resident (e.g., someone benefiting from community services)

- A donor (e.g., someone donating money or items to a cause)

3 Students work together to create a role-play scenario based on the listeningcontent, where they discuss ways to improve the community and solve socialissues For example, a group of volunteers could be organizing a park cleanupevent or providing support to underprivileged families

4 Each group performs their role-play in front of the class

- Classroom Note: This activity promotes teamwork, empathy, and social

responsibility, while giving students a chance to practice English in real-lifescenarios related to community service

This activity not only helps students improve their speaking skills but alsoraises awareness about the role of each individual in building a better community

At the same time, it encourages students to actively participate in communityservice activities

2.2.2.3 Activity 3: Debate It! – Gender Equality in Modern Society

- Unit 6: Gender Equality

- Objective: Develop argumentation and critical thinking skills; practice

expressing and defending opinions related to gender equality

- Procedure:

1 After listening to a passage about gender equality (e.g., the importance of equalopportunities for men and women in work, education, and leadership), the teacher

presents a controversial statement for discussion:

- “In modern society, men and women should have the same rights andopportunities in all areas of life.”

2 The class is divided into two groups: one that agrees with the statement and the other that disagrees with it.

3 Each group is given 10–15 minutes to prepare their arguments Students shoulduse information from the listening passage, as well as their own ideas, to supporttheir position

4 Each group presents their arguments in a structured debate After each group

has presented, the class can ask questions or offer counter-arguments

5 The teacher moderates the debate and provides feedback on language use andargumentation

- Expansion:

+ After the debate, hold a class reflection on how attitudes toward gender equality

have changed over time, asking students to share their personal opinions andexperiences

+ You can also have students write a short essay or opinion piece on the topic,

summarizing their views on gender equality and how it impacts modern society

- Classroom Note: This activity encourages critical thinking and helps students

practice persuasive speaking and listening skills It also fosters awareness ofimportant social issues related to gender equality

This activity helps students develop debate skills, become familiar with opposingviews on gender equality, and learn how to use persuasive language, whileexploring important social issues in the modern world

2.2.2.4 Activity 4: Create a Music Video Script

- Unit 3: Music

- Objective: Encourage creativity, teamwork, and practice writing skills; apply

vocabulary and themes related to music

- Procedure:

1 After listening to a passage about the influence of music on emotions, culture,

or social movements (e.g., how certain music genres like rock, pop, or classicalmusic reflect social issues or express emotions), students are divided into smallgroups

2 Each group is asked to create a music video script for a song that represents thethemes discussed in the listening passage The music video should reflect howmusic can influence or inspire people, convey a specific message, or address asocial issue

- Identify the key messages the video should convey and discuss how music canconnect to the audience on an emotional or social level.

4 After preparing their scripts, each group presents their ideas and explains howtheir music video represents the theme and message they want to communicate

- Classroom Note: This activity allows students to express their creativity and

connect emotionally with the topic of music while reinforcing vocabulary andideas related to the power of music in society

This activity not only helps students improve their writing and teamworkskills but also encourages them to express creativity and explore more deeply theimpact of music in life

2.2.2.5 Activity 5: Write a Family Life Guide

- Unit 1: Family Life

- Objective: Practice writing skills, reflect on family dynamics, and use

vocabulary related to family life and relationships

- Procedure:

1 After listening to a passage about different family structures and the roles offamily members (e.g., nuclear family, extended family, and the relationshipsbetween parents, children, and extended family members), students are asked towrite a family life guide

2 In their guide, students should include:

- A description of an ideal family life: What does a happy, well-balanced familylook like? What roles do different family members play?

- Family activities: What are some activities that families do together to strengthenrelationships (e.g., meals, outings, celebrations)?

- Advice for maintaining family harmony: What tips can help improvecommunication, understanding, and cooperation within the family?

3 Students should organize their writing into sections and use vocabulary related

to family life (e.g., bonding, communication, responsibility, respect, etc.)

4 After writing, students can share their family guides with a partner or smallgroup, discussing the similarities and differences between their ideas of familylife

- Expansion:

+ After sharing, the class can hold a discussion about the various family structures

in different cultures and how family life is portrayed in media and society

+ As an extension, students could create a family tree or a visual representation oftheir own family life, adding details about the roles and relationships of theirfamily members

- Classroom Note: This activity encourages students to reflect on their own

family dynamics while practicing writing and organizing their ideas clearly It