(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 EDUCATION AND TRAINING TRIEU SON 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 HIGH SCHOOL Implementer: Le Thi Hang Position : Teacher Subject : English THANH HOA, 2022 TABLE OF CONTENTS I INTRODUCTION 1.1 Reasons for choosing the research: …………………………… 1.2 Aims of the research: …………………………………………… 1.3 Participants of the research: ……………………………………… 1.4 Methods of the research: ………………………………………… II CONTENT 2.1 Theoretical Background: ………………………………………… 2.2 The status of the problem: ……………………………………… 2.3 Some useful suggested post- listening activities for teaching English 10- the basic programme 2.3.1.Unit1: A day in the life of…….:……………………………… 2.3.2 Unit 2: School talks: ………………………………………… 2.3.3 Unit 3: People’ s background:………………………………… 2.3.4 Unit 4: Special Education:…………………………………… 2.3.5 Unit 5: Technology and you: ……………………………… 2.3.6.Unit 6: An Excursion: ……………………………………… 2.3.7.Unit 7: Mass Media: ………………………………………… 2.3.8 Unit 8: The story of my village: ……………………………… 2.3.9 Unit 9: Undersea world ……………………………………… 2.3.10 Unit 10: Conservation ……………………………………… 2.3.11 Unit 11: National park ……………………………………… 2.3.12 Unit 12: Music ……………………………………………… 2.3.13 Unit 13:Film and cinema …………………………………… 2.3.14 Unit 14: The world cup………………………………… 2.3.15 Unit15: Cities……………………………………………… 2.3.16 Unit 16: Historical places…………………………………… 2.4.Results of the Research: ……………………………………… III CONCLUSION AND SUGGESTION 3.1 Conclusion:……………………………………………………… 3.2 Some suggestions: ……………………………………………… REFERENCE MATERIAL LIST OF RECOGNIZED INITIATIVES Page 1 1 2 5 6 8 9 10 11 12 13 13 14 14 15 15 16 16 17 I INTRODUCTION 1.1 Reasons for choosing the research 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 “Applying some useful activities in teaching post- listening part to create excitement and enhance learning english for grade - 10 students at Trieu son 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 listening lesson 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 high school 10C1, 10C4, 10C6- academic year 2020- 2021 and 10A1, 10A4,10A61 academic year 2021- 2022 Each class contains different number of participants who 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, whilelistening 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 while they are listening for the second time They can 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 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 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 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 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 2.1.2.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 teacher have 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 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 previously did 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 they information with each other and make sure that they understand the message the passage 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 and solving 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 exploit features such as pronunciation, vocabulary, grammar and discourse markers - Disappearing Dialogues: Another activity students can 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 -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 -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 is identifying vocabulary and then find synonyms and antonyms for some words in the transcript 2.2 The status of the problem From all the periods , I see that most of our students are still passive, not really interested in learning English This consequence is partly because our students 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 read the reading passages to give the answers, they all give correct answers but some of them not understand the content of the lesson In the examinations, they not the part reading well and some not know how to these exercises That is the reason why I think that we must design the really interesting warm-up activities for each new lesson to attract students’attention and make them more excited with the lessons 2.3 Some useful suggested post- listening activities for teaching English 10the basic programme 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: minutes Procedure: - Devide the class into groups - Provide each group with large and 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 to District 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 At twelve, he has lunch at a food stall near Ben Thanh Market After lunch, He parks his cyclo under a tree, takes a short rest and then continue his afternoon’s work 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 : 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 learning such as cassettes, television is very little, too And at home, I don't have a cassette recorder to listen to my lessons; therefore I can't practise and have a good preparation 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 get home late in the evening, at about o'clock * Handouts: A: Have you had any difficulties at school? B: Yes, ………………………… A: What difficulties? B: ………………………………………… A: What's that? Can you tell me? B: ………………………………………… A: Do you have any other difficulty? B: Oh, yes ………………………………… 2.3.3 Unit 3: People’ s background Name: Using some information to talk about Sally Type; group work Materials: handouts Time: 3-5 mins Procedure: - 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 Manchester 1980 1995 sport teacher Romantic books Ex: Teacher’s diploma 1980 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 numbers In these numbers, there are lucky numbers If you choose the lucky number you needn’t give the answer & you will get 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 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 Materials: handouts Time: 3-5 mins Procedure: - Play the tape again and ask ss to listen again and fill the missing words in handouts - Ask the groups present their results Handout: He was very helpful He(1) me to sit down in front of the computer screen I did not know what it was called When I asked him what it was, he said that it was a VDU I(2) didn’t know what VDU was, but I was too shy to ask him any more From that moment my memory(3) to learn because he told 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 we should leave the lesson for another day Since then I haven’t said(5) .about the computer to my son and my secretary Answers: Invited Still refused excuse anything 2.3.6.Unit 6: An Excursion Activity 1: Discussion: If your class could go for a picnic this weeken, what would your plan be? The plan for a picnic this weeken Destination Means of transport How many people attending What activities? Bring any food & drink? …… 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 News story Strong Highest Healthy Cloudy Wonderful Young Activity 2: Ask and answer about the information in the listening Why have people left their homes? How deep are some roads in the North –West? How is the view from the top of the mountain? 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 * Suggestions: In the past * small old houses * theThe narrow streets changes in your hometown or home village: * a lot of trees * grass land in the suburbs * the old corner shop * an old tea shop Now + Roads * tall buildings/a big hotel + Houses * the wide streets + Jobs * no more trees + Means of transport * an ugly car park + Entertainment * a big department store + Hospital * an expensive restaurant + Schools 2.3.9 Unit 9: UNDERSEA WORLD Discussion: Using the following cues to talk about whales Length & weight Food Main reasons for the decrease 10 2.3.10.Unit 10: CONSERVATION Discussion: Work in groups to discuss the following questions: How may a forest fire start ? What should every camper remember ? * Suggestions: When campers leave a campfire burning near a heap of leaves They should remember to put out their fire completely by covering it with earth before leaving The reasons for protecting whales 11 Forest fire 2.3.11 Unit 11: National park Activity: Talk about the special features of Cuc Phuong National Park * Suggeston: Cuc Phuong National park is located 160 km south west of Ha Noi spanning Ninh Binh, Hoa Binh and Thanh Hoa provinces In Cuc Phuong National Park, there are about 2,000 different species of flora and 450 species of fauna It has many caves Quen Voi, also part of the part, is where Nguyen Hue’s army was stationed before made its surprise attack on Thang Long and defeated the Qing invaders in the spring of 1789 2.3.12 Unit 12: Music Activity: Game : Lucky fruits -T introduces the Game: I have fruits In these fruits, there are lucky fruits If you choose the lucky fruit you needn’t give the answer & you will get 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 LUCKY FRUIT Next Melon: When was “Tien Quan Ca” written? Orange: (Lucky fruit) Banana :What is the name of the guest of the show? Strawberry:(Lucky fruit) Apple: Who wrote “Tien Quan Ca”?? Grape: How does Quang Hung feel when he hears this song? 2.3.13 Unit 13: Film and Cinema Activity 1: Write their plans for the next week on the calendar 14 LAN HUONG Monday Tuesday Wednesday Thursday Friday Saturday Sunday Activity 2: Write a passage (about 70-100 words) to talk about your plans for the next week 2.3.14.Unit 14: THE WORLD CUP Activity: Look at these numbers & cues and then talk about Pelé: 2.3.15.Unit 15: CITIES thre e 1940Brazil 120 Talking about Péle 196 two 197 Activity : Roleplay: Complete the dialogue & then practice A: Hello How are you? B: Hi I’m fine Thank you And you? A: I’m fine Thanks I have been to New York Harbor B: Oh Have you seen the Statue of Liberty? B: Yes Of course Do you want to know about it? A Yes, I What’s its formal name? B: It’s formal name is ……………………… A: How heavy is it? B: ………………………… A: And what about the height? 15 B: ………………………… A: What is its material? B: …………………………… A: What is the base made of? B: ……………………………… A: Can you tell me about the opening time? B: It often opens at………… and closes at………… A: Thank you B: you’re welcomed 2.3.16 Unit 16: HISTORICAL PLACES Activity: Discussion: Work in groups to talk about the ancient town of Hoi An The ancient town of Hoi An + Location + Roles in the past +Atractive characteristics at present + Main tourist attractions + Their features 2.4.Results of the Research Having done the researh , I myself find the activities in Post- Listening has the result : Students’listening skill and response have been improvd considerately The students have used some information in Listening lessons into speaking and Writing skill Therefore, their speaking and writing skills are also improved The 16 students who are weak and average level are more interested in learning English They are more confident and volunteer to answer and the tasks These suggested activities have been applied in my listening teaching to 10 th students at my school I believe that they seem to be useful to students This was shown through their high motivation and interest in learning listening, their active participation in activities and then many students at low levels could carry out listening tasks by themselves.These activities help them to have something related to the listening topic in their mind before going to listen to As a result, students’ listening skills, to some extent, have been improved during the school years That also proved that students always wanted their teacher to motivate them by organizing interesting activities and creating comfortable learning atmosphere From the results above, it might be said that post - listening activities can bring students out of boredom and support them to learn better These activities enable students to learn from each other and make them feel more confident to give out their answers * The academic year 2020- 2021: Number of Mark Class students - 10 6.5 - 7.5 5-6 2.5 – 4.5 – 10C1 43 (7 %) (20.9 %) 22 (51.2 %) (20.9 %) 10C4 44 (18.1 %) 10 (22.7 %) 18 (41.1 %) (18.1 %) 10C6 41 (12.1 %) (19.6 %) 19 (46.3 %) (22 %) *The academic year 2021- 2022: Number of Mark Class students - 10 6.5 - 7.5 5-6 2.5 – 4.5 - 10A1 43 (13.9 %) 11 (25.6 %) 24 (55.8 %) (4.7 %) 10A4 44 (20.5 %) 12 (27.3 %) 20 (44.6 %) (7.6 %) 10A6 41 (17.1 %) 10 (24.4 %) 20 (48.8 %) (9.7 %) III CONCLUSION AND SUGGESTION 3.1 Conclusion In conclusion, I strongly believe that all of the activities mentioned above for Post- listening such as discussion , games, guessing role- play , find some who help student have deeper understanding of the listening lessons By using these above activities , teachers can provide students with opportunities to foster what they have learnt These activities can also make a contribution to the success of he listening lessons in which there is requirement of students individual roles or responsibilities in the language class After trying to apply the adaptation techniques to design Poast- listening activities for listening lessons at upper-secondary school with the participants of 10 th grader, it seems that my students are more eager to study listening skill The adaptation and creation of warm-up listening activities in an easier and more familiar with their real life makes the students more confident in carrying out listening requirements followed 17 because, to some extent, they have background knowledge to listen about However, many of these activities can be modified and used as regular classroom activities It can be easily prepared and enhance the students’ motivation before class In my final analysis, these post-listening activities would give a good solution , to the promlems in the process of teaching listening 3.2 Some suggestions In order to apply these activities in teaching English 10, the teachers and students are expected to the following activities: - For students: They must prepare the lesson carefully at home, especially the vocabulary - For teachers: They have to redesign the activities in the lessons so that they are suitable with students’ abilities and can motivate students in each class - For schools: Each school should supply more references related to reading, speaking, listening and writing skills to the teachers Finally, we should redesign the post activities for teaching English 11 and English 12 in order to help our students study better Above are all the experiences that I got after eleven years teaching English in my school However, each teacher has their own ways of teaching as well as each student has their own ways of learning, we expect to receive more suggestions from readers in order to make my research more completed CONFIRMATION OF THE HEAD MASTER Thanh Hoa, May 4th 2022 PLEDGE NOT TO COPY Written by Le Thi Hang 18 REFERENCE MATERIAL English Authors: 1.Doff, A 1988 Teach English: A Training Course for Teachers Cambridge University Press Brown, H D (1994), Teaching by Principles, New Jersey: Prentice Hall Regents 3.Rost , M.1994 Introducing listening, London: Penguin 4.Rixon, S (1986), Developing Listening Skills, London and Basingstoke: Macmillan 5.Lee, S.K (1995) Creative games for the language class “Forum”, 33(1), pg B Vietnamese Authors: 6.Tiếng Anh 10 ( Hoàng Văn Vân, Hoàng Thị Xuân Hoa, Đỗ Tuấn Minh , Nguyễn Thu Phương, Nguyễn Quốc Tuấn), Nhà xuất giáo dục 7.Thiết kế giảng Tiếng Anh 10 ( Chu Quang Bình )- Nhà xuất Hà Nội Giới thiệu giáo án Tiếng Anh 10 ( Vũ Thị Lợi , Nguyễn Hải Châu, Đồng Thị Yến Trang, Nguyễn Thị Ý, Võ Thị Minh Hồng ) – Nhà xuất Hà Nội Hướng dẫn thực chuẩn kiến thức , kĩ năng, môn Tiếng Anh THPT_ Nhà xuất giáo dục Việt Nam C Additional Reference: Website: http://www.betterlanguagelearning.com Website: http://www.listen-and-write.com 19 Implementer: Le Thi Hang Position and workplace : Teacher – Trieu son high school Tên đề tài SKKN Cấp đánh giá xếp loại (Ngành GD cấp Huyện /Tỉnh); Tỉnh … Using some useful Tỉnh warm- up activities for teaching English 10semester 1- Standard syllabus to motivate the study excitement of the students in Tho Xuan IV high school Kết đánh Năm học giá xếp loại đáng giá xếp (A,B C) loại C 2015 - 2016 20 ... 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 high school? ?? pogramme... applied to six classes of tenth grade in Trieu Son high school 10C1, 10C4, 10C 6- academic year 202 0- 2021 and 10A1, 10A4,10A61 academic year 202 1- 2022 Each class contains different number of participants... To investigate EFL teachers' problems in creating a good lead -in of a listening lesson in "Tieng Anh 10" - To suggest some activities in Post – Listening part in “Tieng Anh 10? ?? 1.3 Participants