skkn some activities in post listening – grade 11

In Vietnam, high school students have to acquire four skills of English as reading, speaking, listening and writing when they study English.. The objective of learning English is to deve

TRƯỜNG THPT NGUYỄN HỮU CẢNH

Mã số:

SÁNG KIẾN KINH NGHIỆM

Người thực hiện: VŨ THIÊN DUYÊN

Lĩnh vực nghiên cứu:

- Quản lý giáo dục 

- Phương pháp dạy học bộ môn: Tiếng Anh 

- Lĩnh vực khác: 

Có đính kèm: Các sản phẩm không thề hiện trong bản in SKKN

 Mô hình  Phần mềm  Phim ảnh  Hiện vật khác

Năm học: 2012-2013

SƠ LƯỢC LÝ LỊCH KHOA HỌC

I THÔNG TIN CHUNG VỀ CÁ NHÂN

1 Họ và tên: VŨ THIÊN DUYÊN

2 Ngày tháng năm sinh: 04-07-1977

8 Đơn vị công tác: Trường THPT Nguyễn Hữu Cảnh

II TRÌNH ĐỘ ĐÀO TẠO

- Học vị (hoặc trình độ chuyên môn, nghiệp vụ) cao nhất: Cử nhân

- Năm nhận bằng: 2000

- Chuyên ngành đào tạo: Sư phạm Tiếng Anh

III.KINH NGHIỆM KHOA HỌC

- Lĩnh vực chuyên môn có kinh nghiệm: giảng dạy môn Tiếng Anh

Số năm có kinh nghiệm: 12

- Các sáng kiến kinh nghiệm đã có trong 2 năm gần đây:

+ Some Activities in Post-Listening – Grade 10 (Năm học: 2011 – 2012)

+ Some Activities in Post-Listening – Grade 11 (Năm học: 2012 – 2013)

I THE REASONS FOR THE TOPIC BEING CHOSEN :

Today English is considered one of the most important factors to the trend of globalization in all fields of life all over the world Thus, English as Second Language has been taught in many countries and the demand to use English fluently as well as to acquire four basic skills is becoming essential among all students As a result, methodology has been studied for years to find out the most effective ways of teaching and learning English In Vietnam, high school students have to acquire four skills of English as reading, speaking, listening and writing when they study English Among them, listening is considered the most difficult skill

Learning foreign languages including English is difficult for learners, especially students The objective of learning English is to develop the four basic skills (listening, speaking, reading and writing) and the useful knowledge so that students can use English for their further study or for their work Therefore, English textbooks of grade

10, 11 and 12 are written with the same viewpoint which is thematic approach and raise students' awareness of active studying

All four skills are applied to teaching English for students Listening is one of the four skills which learners as well as high school students have difficulty learning most

In order to have a good skill of listening learners should practise listening very often with the different styles and contents Teaching and learning the listening skill is not new, but can be hard for teachers and students

Having researched this topic, I hope to improve some problems of teaching listening skill including Post listening part more effectively The students will be able to obtain the knowledge better when learning how to listen I hope that the topic "Some Activities in Post Listening" of Grade 11 – the basic programme will be more interesting

in order to attract students' excitement during listening periods That is the reason why I choose the topic

II SOLUTIONS:

II 1 The logical basis:

Having spent much time teaching listening skill, I myself believe that the aim of teaching listening is to develop listening comprehension skills for students such as intensive listening, extensive listening, listening for gist, listening and making predictions, listening for sequence,… For this reason, I have designed some activities in Post listening of Grade 11 They are Questions and Answers, Gap-Filling, Role play, Discussion, Games, Recall the story, Games (Doing Crossword and Word Square), and etc…

As “Post- Listening” lasts about maximum of from five to ten minutes, these activities must be connected with the lesson and adapt to the students' level They help students have activeness and pleasure after listening The students do not depend on the tape scripts After "While Listening", students are able to recall the story, role play, write it up, or further practice

II 2 The practical basis:

During teaching listening skill, I realize that most students are not very interested

in listening The reasons are that they read the tape scripts in the guide book to answer the Tasks in the textbook In fact, they are not able to listen

From the practical problem, I think I must redesign some tasks of "Post Listening" with different styles to improve students' listening comprehension better These tasks are up to students' level for each class Through these tasks, we can organize the class with Individual work, Pair work, or Group work which encourages them to be more confident and dynamic for their learning English In order to have the effective listening lesson, there is the cooperation of the teacher and students Therefore, students’ listening and speaking skill will be improved

II.2.1 PREPARATION:

+ The teacher delivers the hand-out of Vocabulary and asks the students to be well-prepared before class Students will practise pronouncing, check the meaning, and imagine the content of the listening text Students mustn't read the tape scripts until the new lesson begins

+ The teacher should design some activities in Post-Listening attractively so that they can understand the lesson and do the task The teacher can use pictures, posters, handouts to save time in teaching Listening

II.2.2 THE LESSON AT CLASS:

- The teacher divides the class into pairs, groups, team, which is suitable for each activity

- The teacher can use pictures, posters, handouts, activities and directs students the way to do each suitable task

- The teacher can encourage students who have good presentation by giving plus marks, small presents so that they are interested in learning English

- Correction is an integral part of the lesson The teacher’s attitude towards correction

is positive and correction techniques are used to encourage students, not to put them down or make them feel stupid In my opinion, it is not necessary for the teacher to correct every mistake that happens in the lesson The teacher does not expect the students to be accurate – just to be able to get the main ideas and so mistakes are ignored at this time

III RESEARCH CONTENT:

Having experienced in teaching English Grade 11 – the basic program for many years, I have designed some activities in Post – Listening for the following lessons: unit

1, unit 2, unit 3, unit 4, unit 6, unit 7, unit 8, unit 9, unit 10, unit 11, unit 12, unit 13, unit

15 and unit 16

Unit 1: FRIENDSHIP

T introduces the game

T asks students not to look at the previous handout and T asks students to look at the screen and call eight representatives of four groups to choose the number they like after the teacher asks the whole class to listen to the tape again Each number is a question, one of eight numbers is the lucky wheel

Listen and choose the correct answers:

1 Ha’s family moved to Hai Phong in _.

a 1983 b 1995 c 1985 d 1975

2 People think that Hai Phong people are _.

a cordial b friendly c unfriendly d kind-hearted

3 Lucky wheel

4 When Lan first went on a trip to Do Son, .

a she rode to Ha’s house to meet her

b she and her family came to Ha’s house first

c Ha rode to Do Son right after Lan gave her a ring

d she was met by Ha’s mother

5 Long is good at _.

a painting b singing c playing the guitar d playing football

6 According to the listening passage, which one is correct?

a Minh is not only a good listener but also a helpful friend.

b Minh doesn’t really like to listen to Long’s problem but he always helps Long.

c Minh is a good listener, but he doesn’t always help Long.

d Minh is neither helpful nor sincere.

7 Minh is _.

a generous b selfish c talkative d humorous

8 Where did Long and Minh meet?

a in college b at an English speaking club

c in a high school d at an exhibition

Keys: 1 c 2 c 4 c 5 b 6 a 7 d 8 a

 Note: The teacher asks the students to listen to the listening passage to check the students’ listening comprehension

Unit 2: PERSONAL EXPERIENCES

 Discussion: (With high-level students)

Teacher: What is the educational aim of the listening passage?

Expected answer: We must love our family because our family is more important than things

T have students work in groups of five to give their opinions on the sentence:

“Family is more important than things.” (T writes the sentence on the board)

T gets students to explain the word “things” in the context “Things” means “material things, wealth, money, and …”

T delivers the red and the green cards, and then asks them to put a red card next to the sentence if they disagree with it and a green one if they agree, and justify their answers

Suggested ideas:

Family is more important than things because it can’t be replaced It gives you love, support and sincere understanding It helps us to share happiness and sadness Family is the place which parents bring us up and educate us to become a good citizen Family is the place whenever we go home from school and enjoy the good meals that our mother cooks It is the family that parents, sisters and brothers help us overcome difficulties and spend sweet moments

 (With average students)

Christina’s unforgettable experience

of Mr Lam

The fire in the

kitchen Happen thirteen

terrible heat

Carried out

by mother

Lost many things

in the fire Help her grow up after the fire

Selfish before the fire

 Note: Students re-tell the story in the listening text in their own words The teacher can help them by doing a mini drill first Students’ speaking skill will be improved If the teacher has more time, he/she can ask students to talk about their unforgettable experiences The teacher can ask students to write a passage at home after they talk about their experiences And the teacher suggests the students should give the lesson after the experience.

Unit 3: A PARTY

Discussion: T asks Ss to work in groups of five to describe Mai’s birthday party,

using the pictures below as help

 Note: Students can talk about Mai’s birthday party in front of the class Students use their own words to present their ideas If the teacher has time, he/ she can ask students to

write a short paragraph to describe Mai’s birthday party In this way, the teacher improves writing skill for students, especially with advanced students.

Unit 4: VOLUNTEER WORK

 Using these numbers to talk about Spring School

Expected answer:

Hello, everybody!

I’d like to talk about Spring School, which teaches disadvantaged children in

Ho Chi Minh City There are about 30 street children to live and study at school, and there are about 250 children with special difficulties from District 1 to attend classes English classes were set up in 1998 In 1999 classes such as dance,

theatre, singing and folk music were set up Volunteers at Spring School organize their fundraising dinner held annually in June This is an exciting night when

children dance, sing and play music at one of the biggest hotels in Ho Chi Minh city They also have the volunteers help organize these events from February until July And we hope that there are more and more schools like this will be

established in Vietnam.

 Note: When students do this kind of task, they will remember the main information about Spring School With average students, they can’t remember all events, the teacher can give some cues so that they present their ideas more easily

Unit 6: COMPETITIONS

 Table Completion (With average students)

T asks students to work in groups of four to give the formation with the years given,

and then a representative of the groups to talk events in front of the class

1897 The Boston Marathon began and John McDermott won the

first Boston Marathon in the USA.

1967 Women were officially accepted to take part in the Boston

races.

1972 There were 8 women who started the race and all of them

finished the race.

1984 6164 runners from 34 countries ran in the marathon

Example: In 1897 the Boston Marathon began and John McDermott won the first

Boston Marathon in the USA

The teacher reminds the students to use the correct preposition (in+ year) and use

the correct tense in the Simple Past.

(With advanced students) Interviewing

T shows the picture of Vu Thi Huong, a Vietnamese athlete.

- T asks: Who is she?

Do you know anything about her?

Students: She has performed successfully in Southeast-Asia races of athletics She is very good at short distances She is considered as “the queen of speed” She is an athlete champion She lives in Dinh Hoa, Thai Nguyen She has won a lot of medals.)

- T has students work in groups of three or four, one is Vu Thi Huong and others are reporters of different television stations

- Situation :

+ Vu Thi Huong has just taken part in a marathon race and she has received the gold medal

+ Reporters want to interview her for their live programs

- Suggested ideas to interview :

+ Her feeling when receiving the gold medal.

+ The person she first thinks of when getting the gold medal.

+ Her schedule for the future

+ The reason why she chooses this kind of sports.

+ The number of medals she has got.

+ Her dream/ ambition

+ The time when she first took part in the race

 Note: With this task, students’ speaking skill will be improved The teacher moves

around to give help and control the class The teacher calls on some groups to act out their interviewing, and the teacher is willing to give good marks for the good group The teacher also asks students name some famous runner in Vietnam and write something special about them

Unit 7: WORLD POPULATION

- The teacher asks students not to look at their hand-out and text books before this chart is delivered T should let students have time to read the chart by the time the teacher asks students to listen to the tape once

- The teacher gets students to work in groups of four and fill in the chart

(2)

(3)

(4)

(2) (3) (4) (1)

(3) to strictly implement a family planning policy

(4) to exercise strict and fair reward and punishment policies

 Note: Through this task, students can summarize the main ideas of the listening

passage and remember the vocabulary of population

+ Some traditional activities on New Year’s Eve in Vietnam:

 visiting ancestor’s grave

 seeing the Kitchen God off

 making traditional foods such as “banh chung”, “banh tet”

 making offering to the ancestor

 putting on traditional clothes such as “ao dai”

 going to the pagoda

 asking words

 celebrating family reunion

+ Some traditional activities on New Year’s Eve in Japan:

 cooking special foods

 doing a big cleaning up

 decorating houses

 exchanging cards and gifts

 celebrating family reunion

 wearing special kimonos or dress

- The teacher asks students to watch two video clips: one is some traditional activities

on New Year’s Eve in Vietnam and one is some traditional activities on New Year’s Eve in Japan to know more about similarities and differences of celebrating on New Year’s Eve between Vietnamese and Japanese

(Please watch video clips attached in disc!)

 Note: The teacher should focus on traditional activities on New Year’s Eve in

Vietnam and in Japan The teacher should help students some similarities and some differences of traditional activities between Vietnamese and Japan The teacher should give the educational aim through this listening passage to students that we, Vietnamese people must respect and maintain beautiful traditional activities of Vietnamese people and we also respect the cultures of the other countries

Unit 9: THE POST OFFICE

 Game: Lucky boxes

- T prepares seven small boxes, in which there are small pieces of papers with questions

on them (these questions are about the content if the listening task above) Not all boxes with red pieces of papers inside)