Motivationnal activities in post listening in tieng anh 11

PART 2: CONTENTI.Theoretical background 1.Stages of Teaching Listening Skills Teaching listening text can be divided into three main stages: pre-listening, while-listening and post-liste

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TABLE OF CONTENTS

CONTENTS PAGE PART 1: INTRODUCTION 1

1.1 Rationale 1

1.2 Aims of the study 1

PART 2.CONTENT 2

I.Theoretical background 2

1.Stages of Teaching Listening Skills 2

2.What are Post-Listening Activities 2

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

3 II.SOLUTIONS 4

1.The logical basis 4

2.The practical basis 5

III RESEARCH CONTENT 5

IV Effectiveness of the Teaching Experience 12

PART 3: CONCLUSION . 13

REFERENCE 14

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PART 1: INTRODUCTION

1.1 Rationale

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 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 listening, speaking, reading and writing.Of four language skills, listening has long been considered the most challenging and difficult one by both foreign language teachers and students However, the qualities and effectiveness of teaching and learning this skill are not really as good and high

as expected From the fact that most EFL teachers at high schools in Thanh Hoa have faced a lot of problems in teaching listening

It has been found that although teaching and learning English listening skills was significant, 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 and approaches and students’ low level of proficiency, boredom, indifference as well as de-motivation are obstacles in most high schools in Thanh Hoa Many students claimed that they felt tired of listening to the tape from beginning to the end with controlled exercises in the textbook Without interest, motivation and variation in teaching and learning students found it hard to study in listening class So it is necessary for teachers to realize the importance of how to make listening classes more interesting and to know how to motivate students so that they can make progress in listening comprehension

Having researched this topic, I hope to improve some problem of teachinglistening skill including Post listening part more effective ly The students will be able to obtain the knowledge better when learning how to listen I hope thart the topic “Suggested some activities in Post- Listening of Grade 11” – the basic 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 Study

The aims of the study are as follows:

- To investigate EFL teachers' problems in creating a good lead-in of a listening lesson in "Tieng Anh 11"

- To suggest some activities in Post – Listening part in “Tieng Anh 11”

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PART 2: CONTENT

I.Theoretical background

1.Stages of Teaching Listening Skills

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

a) Pre-listening

Pre-listening stage aims at preparing students with everything necessary for listening and understanding the listening text This stage is of great importance since it leads students to the listening passage that they are going to listen, arouses their interests and provides students with the purposes of listening as well as the input 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 concerning the 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 may get their mind already for it

❖ Presenting key words:

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

❖ 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 before listening

These activities may give students a chance to get some knowledge which helps them to follow the listening text Therefore, when choosing an activity, the teacher should consider factors that Underwood (1989) states: The time, the material is available 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 of these 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 their comprehension While the students are listening to the text for the first time, they can check their guess and give the correct answer to the guiding questions Then the teacher gives the students some tasks to do while they are listening for the second time They can do some of the activities such as: gap-filling, true or false statements, answering comprehension questions, matching, multiple choice, reordering, etc While-listening stage gives students a guide to practice

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listening because they need a reason to listen which helps them to focus their attention As Rixon (1986) mentions, the purpose of while-listening stage is to challenge and guide students to master the information and the message from the passage To facilitate students’ comprehension, the teacher should provide useful techniques such as clear instructions, playing tapes on purposes, classifying levels of difficulty of task from easier to more difficult, and so on

It is advisable that while-listening activities should meet students’ different levels and 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 got from the listening text Post-listening activities are performed after the listening is finished According to Underwood (1989), the first purpose of those activities is to check how well the students understood and whether they have finished the listening task The second one is to reflect on why some students have failed to understand or miss parts of the passage Moreover, post-listening activities aims at expanding the topic or the language of the listening text Students are also given an opportunity to consider the attitude of the speaker in the listening text because they can 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

❖ Role-play:

Students play the roles of the characters in the text

❖ Discussion:

The teacher should make up and vary the activities for students to do at this stage depending on their level of English In addition, the teacher should pay more attention to the following factors in selecting post-listening activities:

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

▪ The time limitation

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

▪ Pair work and group work should be encouraged

▪ The designed activity should be motivating to students

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 teacher have carried out pre-listening and while listening activities successfully

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

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3.1 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

3.2 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 previously did and should be interesting enough to inspire comments and debates

3.3 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 they information with each other and make sure that they understand the message the passage was intended to give

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

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

3.5: 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 exploit features such as pronunciation, vocabulary, grammar and discourse markers

3.6: 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 the blanks with phrases they remember or other phrases that might fit perfectly into the dialogue

3.7: 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, short answer questions or true and false statements

3.8: 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

3.9: 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

3.10: Synonyms and Antonyms: Another activity that students can do is

identifying vocabulary and then find synonyms and antonyms for some words

in the transcript

II.SOLUTIONS

1.The logical basis:

Having spent much time teaching listening skill, T personally think that the aim of teaching listening is to develop listening comprehension skills for students such as intensive listening, extensive listening, listening and making predictions Therefore, in this part, I have tried to design some activities in Post - listening of Grade 11 They are Questions and Answers, Gap-Filling, Role play, Discussion,Games, Retell the story, etc

Post- Listening is the last procedure of listening lesson, which lasts about maximum of from five to ten minutes They help students achieve activeness

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and pleasure after listening The students do not depend on the tape scripts After “ While Listening”, students are able to recall students the story or further practice It is this step that help them improve their listening skill

2.The practical basis:

When teaching listening skill, I realise that most students are not interested in listening As they are not able to listen , they are bored with this skill They can only read the tape scripts in the guide book to answer the Tasks in the texbook

From the practical problem, I think I must redesign some activities of “ Post – Listening “ in order to improve students’listening comprehension better These tasks are up to students’level for each class In order to have effective listening lesson, there is the cooperation between teacher and students

The lesson at class:

- The teacher divedes class into pairs that is suitable for each activity of the lesson The teacher can use pictures , handouts, posters to practise

- Correction is an necessary part of the lesson I think the teacher has to be sensitive and positive to correct the students’ answers Correction techniques are used to encourage students and not to put them down and terrified The teacher should get the main idea and he does not pay attention to the detailed mistakes of students

III RESEARCH CONTENT

Having taught listening skill in English Grade 11 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: FRIEND SHIP

Work in groups:

- Plus good mark if individuals, pairs or groups do well to encourage them and to create excitement in studying

2.3.Solutions to these problems:

UNIT 1: FRIENDSHIP

1 Activity 1:

-T asks ss to make questions and then answer about Lan and Long’s best

friend (T gives the cues)

1 Where / Ha and Lan/ used to/ live?

2 How long / they/ be /friends?

3 How / Ha?

4 Where / Long and Minh/ meet?

5 Long/ a singer?

6 What / Minh’s good quality?

Report:Long best friend's is Minh He lives in Hanoi now.He is very friendly, helpful and sociable They used to live in the same residential areas in Halong

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Long went on a three-day trip to Halong and they met there.They have become friends since that trip

UNIT 2 PERSONAL EXPERIENCES

Work in groups:

Complete the Paul’s story mindmap below basing on the listening

Report: The most unforgetable experience of Paul happened 3 years ago He forgot to turn off the gas stove in the kitchen.When the fire started, he was sleeping He was terrified Luckily, his mother came and rescued him The experience made him appreciate his family more than things

UNIT 3 A PARTY

Divide the class into small groups and ask the Ss to talk about Mai’s birthday party using the answers

1.Where was the party held? 1 It was held in Mai’ shouse

2.When did it began/ ended? 2 It began at 7p.m and ededed at9p.m

3 How many gue ss are there 3 20 guess came

4.What did you do there? 4 Clapped, sang , played cards

5.What did Mai do in the party? 5 Opened the gifts, cut cake

6 Where were you after the party 6 Walked home

UNIT 4 VOLUNTEEER WORK

The most unforgetable experienced of Paul

Where it

happened

Where it

happened

When it happened

How the

experience

affected her

How the

experience

How it happened

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Work in group to complete the mindmap about the Spring school then report it

Aim:

The number of the children:

Kinds of volunteers:

Activities the children take part in:

Teacher divides class into groups of three or 4 to sumarize the story Spring School, using the suggested questions above

Possible answers:

- Aim: to help organise their fundraising dinner held annually in June

- 30 street children

- Street children and children special difficulties

- Dance, theatre, singing and folk music

Report: Spring school provides to disvantaged children in Ho Chi Minh city The number of children attending classes regularly is 250 children and 30 children living and studying at school Children take part in dancing, singing and playing music at school Now they need foreign volunteers

UNIT 6 COMPETITION

Activity:

Complete the table below basing on the listening

Boston Marathon

Years/ numbers Events

Boston marathon began John Mc Demott won the first Boston Althletic

50minutes 10 seconds

1967

Kuscsick became the first female champion

6164 runners took part in Report : Boston Marathon began in 1897 And John Mc Dermott won the first Boston Althletic Association marathon His score is 50 minutes 10 seconds In 1967 Kuscsick became the first female champion There were

6164 runners who took part in the Boston marathon

Spring school

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UNIT 7 WORLD POPULATION

Activity:

Work in groups Complete the table below basing on listening

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