TOPIC SOME ACTIVITIES IN PART POST LISTENING FOR THE GRADE 11 STUDENTS AT LE HOAN HIGH SCHOOL

THANH HOA EDUCATION AND TRAINING SERVICELE HOAN HIGH SCHOOL EXPERIENCE IDEA TOPIC: SOME ACTIVITIES IN PART “POST LISTENING" FOR THE GRADE 11 STUDENTS AT LE HOAN HIGH SCHOOL Author: Dinh

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THANH HOA EDUCATION AND TRAINING SERVICE

LE HOAN HIGH SCHOOL

EXPERIENCE IDEA

TOPIC: SOME ACTIVITIES IN PART “POST

LISTENING" FOR THE GRADE 11 STUDENTS AT LE

HOAN HIGH SCHOOL

Author: Dinh Thi Ngoc Anh Ocupation: Teacher

Field: Methodology.

THANH HOA 2017

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PART 1: INTRODUCTION

1.1.Reasons for choosing the topic……… page: 3 1.2.Aims of the study……… page: 3 1.3.Objectives and scope of the study……… page: 3 1.4.Methods of the study………page: 3,4

PART 2: DEVELOPMENT

2.1.Justification………page: 4 2.2.The realities of the problems……… page: 4,5,6 2.3.Solutions to these problems…… ……… page: 6,7,8,9,10,11,12,13 2.4.Results after applying the research in teaching……… page: 14

PART 3: CONCLUSION AND REQUEST

3.1.Conclusion………page: 14 3.2.Request………page: 14,15 References………page: 16 Appendix……… page: 17

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PART 1: INTRODUCTION

1.1.Reasons for choosing the topic:

These days, English is the most widely used language in the world It is the language of science, technology, commerce and communication English becomes the score subject in all schools in Viet Nam In fact, students have many difficulties studying this subject because general foreign language 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 vocabulary are limited Their skills are slow Previously, the children studied passively They mainly focused

on grammar points and did not promote good skills - particularly listening skills The majority of them depended on the available answers in the playbook They have not really focused on comprehension content Listening lessons became boring, less effective From this fact, I think how to stimulate and generate excitement for the children to promoted skills well-especially listening skills I have studied and applied redesign initiative: "Some activities in part “Post-Listening” - English Grade 11 - standard program” for being new and more attractive; to attract their interest in comprehension listening lessons That is why I chose this topic

1.2 Aims of the study:

Through process of researching, learning and analyzing the problem, the author hopes to give out a way to learn listening in order to exploit the sense of initiative and creativity of students during the skills training in teaching English Besides, the author hopes to help train and develop the skills of listening to students:

Listening-> Understanding -> Summarizing [ 1 ]1

Students know how to analyze and exploit listening texts, and then summarize, recall the content they have just heard to do some extra work to help them better understand what they were listening In addition, students can explore and learn the grammatical structure or vocabulary in listening text to express their way creatively

1.3 Objects and scope of the study:

Post-Listening is an important part in the Listening However, due to limited experience of the author as well as the time to carry out the topic, in the content of the experience ideas, the author only wish to introduce some activities for comprehension listening lessons in English textbooks 11 - Program for high school students in grades 11 at Le Hoan high school in the academic year 2016-2017

1.4 Methods of the study:

1In this page , part 1.2 I consulted in the reference book – number 1.

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1.4.1 Method of theoretical research: Reading materials and curriculum related to research problems by analysis, synthesis, comparison to draw the theoretical issues that have orientation to make basis to solve problems and tasks

in study

1.4.2 Method of investigation: Understanding the current status of teaching and learning of teachers and students, in particular in acquiring new knowledge to discover problems that need to be solved, determine the popularity

of the cause, prepare for the next step of the research

1.4.3 Method of conversation: Discussion with colleagues about the advantages and difficulties in planning lessons and using new methods today

1.4.4 Method of observation: Through attending as an observer writing lessons to directly observe the situation of students Thereby we can know student’s ability to acquire and grasp the knowledge through lectures Besides acquiring and learning colleagues to discover the limitations of teaching

1.4.5 Method of examination and assessment: Through the own lessons, colleagues’ to check and survey students

PART 2: DEVELOPMENT 2.1 Justification:

Through lessons, I found myself the purpose of the comprehension listening lesson is to develop comprehension listening skills of students such as scanning, skimming, listening for specific information and listening for gist, For that reason, I think we need to redesign some of the activities in the "Post listening"

in the listening lessons After each lesson, it is necessary to change the form and have different activities to promote comprehension skills of students Some activities after listening are: asking and answering (question & Answer), using the suggested words to say the meaningful sentences (using these cues words to make a meaningful sentence), filling in the blank (Gap-fill), playing (Roleplay),

discussing (discussion), games (games) [ 1 ] 2

Listening activities in the "Post-listening" are no more than 10 minutes in each lesson listening.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

It is necessary to create real excitement for the students; make them more active when listening; no longer dependent on the available answers of the guide book; and avoid boredom during school hours listening After listening, students can talk about some of the content has just heard in many different forms

2.2.The realities of the problem:

Through listening lessons, I found most of the students are passive, not really like studying The reason is because most of them having available answers in the guide book When the teacher asks students to give their answers, they are not really focused on the content of all listening, just when the teacher

2In this page , part 2.1 I consulted in the reference book – number 1.

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asked about the exercises in the text-book, they just give the absolutely correct answers although they do not understand some of them Furthermore, in previous years teachers in team also agreed to do listening test (15 minutes) in some times, but the quality of them is not high

Based on a survey result of student grade11 at Le Hoan high school, and

on the basis of subjective evaluation of researcher through practical lectures and classroom discussions with students, I can find that the current situation as well

as practicing listening skills of students now as follows:

-Most students agree that learning listening skills are the most difficult in all skills Time for this skill especially post-listening part is too short In addition, every student wants to hear and remember 100% the information and understand word by word in Vietnamese without specifying the content focus,

do not grasp the core information in the listening This makes students feel tired and express fears during listening lesson

-Overcrowded classrooms and unequal levels also cause difficulties for the teachers in solving situations in class Besides, some students have learning attitude of passivity and rely on other in listening lesson because they believe that in the testing English has no content of comprehension listening

Regarding teaching equipment, high schools today are equipped with relatively modern laboratories and other devices such as projectors, computers… but putting into operation and use are less effective

From this situation, I think to redesign the listening exercises in the

"Post-Listening" with many different activities to promote comprehension listening skills of students; these activities are in moderation, not too difficult and not too easy as well

Morever, we can also organize activities for students to work in groups, pairs, or individuals in the “Post-Listening” These activities can encourage them to be more confident and more active in learning

To do this teachers and students need a great effort

2.2.1 For students:

- Students must well prepare the vocabulary at home before the lesson Teachers may give words that will appear in the listening text and ask students

to look up the meaning of those words before the lesson (Students do not absolutely preview the tapescripts of the listening text)

2.2.2 For teacher: [ 5 ] 3

-Teachers should redesign the activities in the "Post-Listening" more attractive to avoid students having available answers in guide book Teacher can also use Pictures, Posters, Handouts to save time for students

- The teacher divides the class into pairs, groups, teams appropriate to each activity

- Using Pictures, Posters, Handouts for activities and instructions for how to perform in each activity for student

3 In this page , part 2.2.2 I consulted n the reference book –number 5

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- 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:

Through teaching improvement program English 11- Standard program in many years-I have redesigned the activities in the "Post-Listening" for each listening lesson as follows:

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?

2 Activity 2 : (Homework)

-Write a short passage about Lan and Long’s best friend

UNIT 2: PERSONAL EXPERIENCES

Activity 1(Game: Lucky fruits)

-T introduces the Game: I have 6 fruits In these 6 fruits, there are 2 lucky

fruits If you choose the lucky fruit you needn’t give the answer & you will get 2 marks If you choose other fruits, 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 [ 5 ]4

Melon: What does Christina do?

Orange: When did the fire happen to her?

Banana: (Lucky fruit)

Strawberry: (Lucky fruit)

Apple: What was she doing when the fire started?

Grape: What did the experience affect her?

Activity 2(homework): Retell the story of Christina.

UNIT 3: A PARTY

4 In this page , activity 1 I consulted in the reference book – number 5.

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1 Activity 1 : Role –play: Work in pairs, one is student A, one is student B.

Suppose that A was busy and didn’t come to Mai’s birthday party Now A asks

B about Mai’s party [ 6 ]

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