Designing supplementary activities to enhance listening skill for the 11th graders at le lai high school

DEPARTMENT OF EDUCATION AND TRAINING THANH HOA PROVINCE LÊ LAI HIGH SCHOOL EXPERIENCE INITIATIVE: DESIGNING SUPPLEMENTARY ACTIVITIES TO ENHANCE LISTENING SKILL FOR 11TH GRADERS AT LÊ LAI HIGH SCHOOL Implementer: Lê Văn Bằng Job title: Group leader Experience initiative: English THANH HOÁ YEAR 2016 TABLE OF CONTENS Page Introduction - Rational - Purposes and significance of the study - Methods and instruments .2 The study 2.1 English teaching and learning at Le Lai High School 2 Listening tasks at the 11th grade and MBA/MBT .3 Data analysis and findings 2.3.1 Initial data 2.3 1.1 Results from pre-listening test 2.3.1.2 Results from pre-action stage observation 2.3.1.3 Results from students’ questionnaire 2.3.1.3.1 Students’ evaluation about listening skill and their own listening competition 2.3.1.3.2 Students’ opinions about listening tasks in English 11 2.3.1.3.3 Students’ feelings when doing listening tasks in English 11 2.3.1.3.4 Students’ evaluation about the effectiveness of listening tasks to their listening competence 2.3.1.3.5 Students’ preferences for listening tasks 2.3.1.3.6 Students’ opinions about the way their teachers treat listening tasks 2.3.2 Results from documents analysis 2.3.2.1 English 11 2.3.2.2 Listening tasks in listening sections of English 11 2.3.2.3 Conclusion 2.4 The hypothesis 10 2.5 Data collected in the action stage .10 2.5.1 Results from action stage observations 10 2.5.2 Results from questionnaire 11 2.5.3 Results from teaching diaries 12 2.5.4 Results from post – test 12 2.5.5 Summary of major findings and discussions 13 2.5.5.1 The unsuitability of listening tasks in the textbook and its effects on students’ listening comprehension 13 2.5.5.2 Students’ preferences for listening tasks 13 2.5.5.3 Supplementary activities and modified listening tasks could help improve students’ listening comprehension 13 2.6 Supplementary activities and modified listening tasks 14 Page Conclusion - Conclusions .18 - Recommendations 18 - Limitations of the study 19 - Suggestions for further study 19 REFERENCES APPENDIES APPENDIX 1: PRE-TEST APPENDIX 2: PHIẾU ĐIỀU TRA APPENDIX 3: PHIẾU ĐIỀU TRA APPENDIX 4: OBSERVATION SHEET APPENDIX 5: TEACHING DIARY APPENDIX 6: POST-TEST TABLE OF CONTENS 2.1 English teaching and learning at Le Lai High School 2.2 Listening tasks at the 11th grade and MBA/MBT 2.3 Data analysis and findings .3 2.3 1.1 Results from pre-listening test 2.3.1.2 Results from pre-action stage observations .4 2.3.1.3 Results from students’ questionnaire 2.3.2 Results from document analysis 2.3.2.1 English 11 2.3.2.2 Listening tasks in listening sections of English 11 2.3.2.3 Conclusion .9 2.4 The hypothesis .10 2.5 Data collected in the action stage 10 2.5.1 Results from action stage observations 10 2.5.2 Results from Questionnaire 11 2.5.3 Results from teaching diaries 12 2.5.4 Results from post-test .12 2.5.5 Summary of major findings and discussions 13 2.5.5.1 The unsuitability of listening tasks in the textbook and its effects on students’ listening comprehension .13 2.5.5.2 Students’ preferences for listening tasks .13 2.5.5.3 Supplementary activities and modified listening tasks could help improve students’ listening comprehension .13 2.6 Supplementary activities 14 Conclusion 18 APPENDIX 1: PRE-TEST APPENDIX 2: PHIẾU ĐIỀU TRA APPENDIX 4: OBSERVATION SHEET APPENDIX 5: TEACHING DIARY APPENDIX 6: POST-TEST LIST OF ABBREVIATIONS - EFL: English as a foreign language - AR: Action research - TESOL: Teaching English to Speakers of Other Languages LIST OF TABLES AND CHARTS Pag e List of tables Table 1: Results from pre-listening test Table 2: Students’ involvement in the task Table 3: Frequency of listening tasks in listening lessons Table 4: Students’ feelings when doing listening tasks in English 11 Table 5: Students’ evaluation about the effectiveness of listening tasks Table 6: Students’ preferences for listening tasks .6 Table 7: Students’ opinions about the ways their teachers treat listening tasks Table 8: Topic in English 11 .8 Table 9: Types of listening tasks in English 11 Table 10: Students’ involvement in the tasks 10 Table 11: Students’ evaluation about supplementary activities and modified listening tasks 11 Table 12: Results of post-test 12 Introduction - Rationale for the study For some recent years, English has played more and more important part in Vietnam; therefore, it has been taught in Vietnamese secondary schools as a compulsory subject So far, there have been remarkable changes in the way of teaching and learning English However, English teaching in general and teaching listening in particular still is far from satisfactory How to motivate students to listen is really necessary, and is a big question to most teachers in Vietnam now On the other hand, each student has different language learning capacity Especially, in my high school in a mountainous area, students have quite low levels of English So it is important for me to find effective ways to increase my students’ interest in listening and hence improve their listening skill In reading relevant literature, I can see that students find listening extremely difficult and boring due to different reasons For instance, the listening tasks may be monotonous, repetitive and beyond their language level, or there could be too many new words in the listening records; the pronunciation of several words in the record may be unfamiliar to students who are used to pronouncing them wrongly; or the speakers may speak too fast for them to hear, as they are used to hear each word separately in the Vietnamese language rather than focusing merely on stressed syllables and essential key words in English, etc Supplementary activities before listening, while listening and after listening, especially language games, are highly needed in order to ease the listening tasks for them while they may add fun to the listening lesson and hence help them improve their listening skill There may have been a good number of interesting materials for use by English teachers in their listening lessons, but which of them can be suitable to the particular students at my school remains a question to answer, since each group of students may have their own problems and capacity, as discussed earlier For the above reasons, I decide to embark on the task of designing supplementary activities to enhance listening skill for the 11 th graders at Le Lai High School - Purposes and significance of the study The study aims at the following: - Understanding Le Lai High School’s 11 th graders’ English proficiency and difficulties in listening, and causes of the difficulties they face with; - Analyzing listening tasks, texts and audio resources in the textbook “English 11” for 11th graders to identify difficulties; - Identifying possible supplementary activities needed for those listening tasks and see which of them can help enhance these students’ listening skill The study’s output is the set of possible activities to supplement the listening tasks in English 11 for 11th Graders at Le Lai High School, which will benefit other teachers and students at my school apart from myself and those I teach This provides my study with its practical significance - Research questions, methods and instruments In the attempt to achieve the afore-mentioned aims, the following research questions are formulated so as to gather necessary information and data: i) What is the level of the 11th graders’ English listening skill, and what difficulties they may face with in listening? Why? ii) What makes listening lessons in English 11 difficult and why? iii) What additional activities can be designed to help the students address those difficulties? To seek answers to the three research questions above, I will apply the following methods and instruments: Question 1: - Interviewing a number of 11th graders to find out what difficulties they expect to encounter in listening lessons in the 11 th grade and causes of those difficulties; - Discussing with English teachers at my school to gather more information on difficulties 11th graders have faced with, or may have to face with, and their causes Part of the information from teacher discussions will also help answer question below Question 2: Analyzing listening tasks, texts and audio resources in English 11 to identify problems and their possible causes, including new words, pronunciation, speed, intonation, etc Question 3: Designing supplementary activities and modifying listening tasks to help address the difficulties identified so that listening tasks are easier, more suitable and interesting to the students The study 2.1 English teaching and learning at Le Lai High School As you know, Le Lai High School is a mountainous high school Thus its English teaching and learning has several difficulties Firstly, the class size far exceeds the standard number for a language class, with approximately or more 40 students each Secondly, the number of technology-aided classrooms is very limited; therefore, teachers can not apply electronic lessons to the extent that they desire for Moreover students’ motivation in learning foreign language is quite weak, especially listening skill Finally, there is lack of visual aids such as pictures and portable boards from the school Thus, the teachers and students are not offered the most convenient and modern environment to the teaching and learning of English 2.2 Listening tasks at the 11th grade and MBA/MBT CLT underpins the design of English Textbook 11, so the structure of each unit includes four skills: reading, speaking, listeningand writing Linguistic knowledge such as phonetics, vocabulary and grammar areconsidered the means and condition to form and improve communicative ability In fact, the learnercentered approach is also adapted in order to promote students' activeness and creativeness, in which teachers act as theorganizer and facilitator in the class The content of the book is theme-based, with 16 units covering different topicswhich were contextualized to be suited to Vietnamese students Further, learning is task-based, with the activities are designed in the way in which students are offered opportunities to interact and co-operate In English Textbook 11, Listening is the most challenging and important skill in each unit It is put after two other skills due to its productive nature and dependence on input from other skills In the 11th grade, students are expected to work on a variety of listening tasks, each of which goes with a particular topic 2.3 Data analysis and findings This section, first of all, analyzes the initial data collected from pre – listening test, questionnaires and teaching diaries Then, the hypothesis and planning and action phases are presented Finally, the researcher discusses the techniques used for supplementary listening activities and modifying listening tasks as well his attempts to evaluate the action research 2.3.1 Initial data 2.3 1.1 Results from pre-listening test As stated above, on the first day of week students would a test to measure their level Below are the results of the test: Table 1: Results of the pre-test Marks Marks 1-2 Marks 3-4 Marks 5-6 Marks 7-8 Marks 9-10 Numbers 22 of students Percentag 22.5% 55% 15% 7.5% 0% e From the table, it can be seen that 78% of the students scored below average, whereas students achieving average scores made up 15% and only 7.5% could get from mark to mark 10 The result of the test showed that most of the students were quite weak at listening skill Students need to be helped to improve this skill 2.3.1.2 Results from pre-action stage observations At pre-action stage, the researcher taught Unit (The post office) and Unit 10 (Nature in danger) with non supplementary activities and non-modified tasks The lessons were observed by another teacher During the observations, this teacher took notes and gave the total marks of students’ involvement in the tasks in the two periods The following is the description of one lesson:  Class: 11A1  Number of students in class: 40  Time: 45 minutes  Unit 9: The post office  Period 5: C - LISTENING As usual, the lesson started with warm-up The teacher gives some photos and asked his students some questions: (Which is the quickest, a phone call, a fax, an e-mail or a letter?, Do you think more and more people are using cell phone in Vietnam nowadays? Why?) then students worked in pairs to match the name of each picture in minutes After calling each pair to go to board and match some picture with the name of telephone, the teacher introduced the lesson (Today we will listen to a t a p e s c r i p t o f the development of Vietnam’s telephone system over the past few years) Before students listened to the passages to complete the tasks, teacher introduced some words and phrases Then students continued the lesson with task choosing the best answer A, B, C or D They were asked to work individually, run through the 05 sentences in task and underline the key words Then teacher played the tape twice After that, the teacher asked students to give answers However, few of them had all the answers Some even paid no attention to the task The teacher stopped by each sentence for checking Students, then, came to task answering five questions about the development of Vietnam’s telephone system over the past few years The teacher again played the tape twice However, this task seemed to be difficult for students as almost no student noted down anything The teacher had to provide help The lesson flew slowly Finally, the teacher gave some cues and asked students to work in pairs to talk about the development of Vietnam’s telephone system Here are the results from the observations First, it should be mentioned that the observation sheet had six items, but during unit and 10 the observer only used four items to observe students’ involvement in the tasks The highest mark for each item was and the highest mark for the whole class in each lesson was 20 The highest total mark for the observations during two lessons was 40 Below are the concrete results: Obviously, students achieved certain progresses in this test The number of students getting below average marks reduced remarkably More than half of the students scored better marks than in the test before This figures once again confirmed that the supplementary activities and the modified listening tasks had good effects on students The majority of them got some success in improving their listening comprehension 2.5.5 Summary of major findings and discussions 2.5.5.1 The unsuitability of listening tasks in the textbook and its effects on students’ listening comprehension There have been a large number of researches investigating factors affecting students’ listening comprehension These factors are various It may come from the teachers or the students themselves However, basing on what has been analyzed in questionnaires and observations, the researcher found out that the unsuitability of listening tasks in the textbook also has a great influence on students’ listening competence The unsuitability of the tasks in the textbook English 11 may fall into three categories The first is the tasks which are too difficult for students They are not appropriate with students’ level, therefore, students often feel very stressful when dealing with this kind of task The second is too long tasks, which students can not finish in the time limited The last one is repetitive kinds of task Monotonous tasks could not motivate students as they soon feel bored with doing the same kind of task every day Obviously, inappropriate tasks could not create a motive and interests for students to learn, thus, students’ listening competence can not be improved much as expected 2.5.5.2 Students’ preferences for listening tasks There are many different kinds of listening tasks such as answering questions, completing the missing information However, the three kinds of tasks which are most favored by students are multiple choice questions, True/False statements and gap-filling Students like doing these kinds of task probably because such kinds of tasks are appropriate to their level They can feel at ease when meeting these tasks, which create good psychology for them when solving the tasks 2.5.5.3 Supplementary activities and modified listening tasks could help improve students’ listening comprehension The action plan was implemented during three lessons (Unit 11, Unit 12 and Unit 15) with the supplementary activities and the modification of the listening tasks in English 11, i.e replacing, omitting and changing the unsuitable tasks The results from observations, questionnaire and teaching diaries clearly indicate that with the supplementary activities and the modified listening tasks students are much more eager to participate in the lessons The percentage of students’ involvement in tasks increases lesson by lesson (63.3% in Unit 11, 13 73.3% in Unit 12 and 76.7% in Unit 15) More importantly, students find the lessons more interesting, meaningful with appropriate tasks During three lessons at the action stage, the majority of students feel satisfied as they can complete the tasks themselves 2.6 Supplementary activities In this section, the researcher focuses on designing supplementary activities and modifying inappropriate listening tasks basing on criteria of a good listening task presented in section 1.3.2 of Chapter to make the tasks more appropriate for students at Le Lai High School The choice of each specific criterion depends on students’ opinions and the analysis of original listening tasks With a carefully prepared plan, the researcher wishes to attract students to listening lessons, then, in part, help them better at listening The followings are some supplementary activities and modified listening tasks: 2.6.1 Unit 11: Supplementary activity one Unit 11: Sources of energy  Type of game: Matching  Material: hand-outs  Time: 5-7 minutes  Classroom management: group work  Procedure The teacher divides the class into groups of four students The teacher gives each group a hand-out as below Students have to work in groups and quickly match the sentences in column A with an appropriate energy in column B (a sentence in column A can contain more than one in column B) Which group finishes first and has all correct answers will be the winner Hand-out A B People use it to turn windmills and move a Fossil fuel sailboats It comes from oil, coal, and natural gas b Air energy Scientists use its heat to make energy and it is available only in a few places in the c Solar energy world It is used to make energy with water d Water energy moving from a high place to a lower place They are called the sources of clean e Nuclear energy energy People use panels on the roofs of houses f Geothermal energy to create energy to heat or cool an entire house They are called the renewable sources They are called the non-renewable 14 sources It can be a very dangerous energy 10 Resource contains the correct amount of nitrogen (N), oxygen (O) and carbon dioxide (CO2) 2.6.2 Unit 12 2.6.2.1 Supplementary activity two Unit 12: The Asian Games  Type of game: Jumbled words  Material: hand-outs  Time: 3-5 minutes  Classroom management: group work  Procedure Teacher asks students to work in groups of to find out the words from the jumbled ones Teacher calls on students to write down the words on the board Ask students to speak out all these words Jumbled words  efer tysle  emlad  dercro  ymganst  pujm  emetr  rab Words 2.6.2.2 Modified task Replacing In Task of Unit 12 (The Asian Games), students are required to listen to a passage and answer questions According to questionnaire 1, most of the students felt bored with such the repetitive listening tasks as answering the questions Moreover, this kind of task seems a bit difficult for students So task (Answering five questions) would be replaced by the following task: Modified task: Listen to the passage about the Asian Games report and write the missing words 15 Good evening It’s (1) and it’s time for “The Asian Games Report” It’s the 3rd day of the Games Well, today’s most important (2) was the women’s 200-metre freestyle The Japanese, Yuko was the first and got the gold medal She made a new record time of minute 58 seconds The Japanese athletes won (3) .gold medals yesterday, and three the day before, so in the first three days they’ve won six gold medals .Here we’re in the Gymnasium Lily, the Chinese gymnast, has just finished her display She’s got an average of 9.5 points That’s the best score today! Lily’s won the (4) medal! And this is Lee Bong-ju coming from Korea This is the (5) .time he completed in the long jump- at the Asian Games Last time he jumped 8.5 metres Today he’s won a gold medal for men’s (6) jump He jumped 8.9 metres 2.6.3 Unit 15 2.6.3.1 Supplementary activity three Unit 15: Space conquest  Type of game: crossword  Material: power-point, hand-outs  Time: 5-7 minutes  Classroom management: group work  Procedure Teacher divided the class into teams, gives one hand-out for each students Teacher shows the crossword on the PowerPoint, then gives out the suggestions one by one The team raises hands first will have the chance to answer the cross-word If they give the correct answer, they will score point, if they give the wrong answer, the other team will have the turn to answer The team who has the correct vertical word will have points After the game, who has more points will be the winner L I S P Y A T H U S C E A R T H N M I R I I T G O N N U A N A G A G A N A U R T I N Suggestions Which skill should we practise in the lesson today? Who is the first Vietnamese in space? Who is the first human in space? Who can control the spacecraft? 16 Which country became the third country in the world to be able to independently carry out manned space flights? 2.6.3.2 Modified task Omitted and changing As mentioned in section 3.2.2, some tasks in the textbook are too long for students to complete in a limited time For Unit 15 (Space conquest), there are two tasks In task 1, students have to listen and decide True/False statements (5 statements) In task 2, students listen again and answer open-ended questions; the six open-ended questions are quite long and a bit difficult for weak students to understand Therefore, to ensure to have enough time for two tasks and students can be easier to understand, two questions of task (Questions No and No 6) are omitted and some questions would be changed as follow: Modified task: Listen to the passage again and then answer the following questions: According to the tape script, which program was developed after 1961? When was the Apollo 11 launched? How much time did the astronauts spend on the surface of the moon? What did they on the surface of the moon? 17 Conclusion There are four parts in this section The first part deals with conclusions The second part states some recommendations Following are some limitations of the present study The last part suggests some suggestions for further study - Conclusions The action research was conducted within eight weeks In the first week, by observing lessons, discussing with colleague teachers and talking with students, the problem of students’ uninterest in listening lessons was identified In the following week, at the pre-action stage, observations, questionnaire and document analysis were employed to confirm the problem After analyzing data from these instruments, the unsuitability of listening tasks in the textbook English 11 was found to be one of the main reasons which made students bored with listening lessons The fact is that most of the students are not good at listening, whereas some listening tasks in the textbook are so difficult that students can not deal with Besides that, some tasks are too long for students to complete in a short time Finding the answer for the first research question led to the hypothesis whether supplementary activities could help increase students’ listening comprehension To solve the problem, an action plan was prepared by designing supplementary and modifying listening task in the textbook The supplementary activities and the modification of the tasks were based not only on the principles for adapting materials but also on students’ real needs and interests The techniques used for modification were replacing, omitting and changing Three weeks following, the action plan was used in three lessons (Unit 11, 12 and 15) The data collected from questionnaire 2, observations and teaching diaries clearly showed that most of the students made progresses in listening Despite some shortcomings, the supplementary activities and the modified listening tasks were quite effective as the tasks could help students more engaged into the lessons and then their listening competence was enhanced - Recommendations As discussed in this study, using the supplementary activities and the application of modified tasks can be effective in improving students’ listening comprehension So as for EFL teachers to design supplementary activities and have effective modifications, I have some recommendations as follows: First of all, teachers should spend time talking to students to find out which kinds of supplementary activities and which of listening task they are fond of as well as which kinds of supplementary activities and which of listening tasks not meet students’ needs and levels Secondly, a plan about designing supplementary activities and modifying listening tasks should be well and thoroughly prepared The teacher must point out what he/ she intends to 18 Thirdly, after each listening lesson with supplementary activities and modified listening tasks were taught to students, a small survey or an informal interview may be helpful as it will help teachers measure the appropriateness of those activities Last but not least, the researcher also recommends some useful techniques which can be often used to modify listening tasks These techniques are omitting, replacing, changing, adding or simplifying Depending on a particular situation of each class, the teacher can choose some suitable techniques for the action plan - Limitations of the study The study has gained some success in improving students’ listening comprehension through designed supplementary activities and modified listening tasks However, it still bears some limitations First of all, the whole research lasted for eight weeks and the designed supplementary activities and the modified tasks were applied within three weeks merely with three lessons The results would be more reliable if the researcher had more time to study and experiment with more lessons Secondly, within the scope of the study, the participants in the study were limited in a class with 40 students The researcher really wishes that he could conduct the research on a larger scale to produce better results Finally, the study would be more effective if the researcher were much better at academic language proficiency, and had more experience in carrying out the research - Suggestions for further study This study is of small-scale with limited participants Therefore, a similar study with bigger scope of subjects at other school might be conducted so as to get a fuller evaluation of the effectiveness of the supplementary activities in listening lessons in English 11 Other studies on designing supplementary activities in such skills as reading, speaking and writing may be also helpful for EFL learners THE RECTOR’S CONFIRMATION Ngoc Lac, 30th May, 2016 I am absolutely sure that this study belongs to me, not copying the contents or the study from anyone (Signature and full name) Lê Văn Bằng 19 REFERENCES In Vietnamese Hoàng Văn Vân, Hoàng Thị Xuân Hoa, Đào Ngọc Lộc, Vũ Thị Lợi, Đỗ Tuấn Minh, Nguyễn Quốc Tuấn.(2009), Tiếng Anh 11, NXB Giáo Dục, Hà Nội Hoàng Văn Vân, Hoàng Thị Xuân Hoa, Đào Ngọc Lộc, Vũ Thị Lợi, Đỗ Tuấn Minh, Nguyễn Quốc Tuấn.(2009), Tiếng Anh 11 Sách Giáo viên, NXB Giáo Dục, Hà Nội In English 1.Anderson, A & Lynch, T (1988) Listening Oxford: Oxford University Press 2.Barker, L (1971) Listening Behavior Englewood Cliffs, NJ: Prentice Hall Regents 3.Boyle, J.P (1984) Factors Affecting Listening Comprehension ELT Journal 38 (1) 34 - Carrier, M (1980) Games and Activities for the Language Learners 5.Nunan, D (1991) Language teaching methodology Sydney: Prentice-Hall 6.Nunan, D (1992) Research Methods in Language Learning Cambridge: Cambridge University Press 7.Rixon, S (1986) Developing Listening Skills Macmillan 20 APPENDIX 1: PRE-TEST ENGLISH LISTENING TEST Time: 15 minutes Name: …………………………………… Class: 1IB8 Listen to the talk about the use of energy and write in the missing words Solar energy, air and water are renewable resources because there is an (1) supply However, this definition may change if people are not careful with these resources The amount of solar energy that reaches the earth depends on the (2) If the atmosphere is polluted, the solar energy that reaches the earth (3) be dangerous If life is going to continue, the air must contain the correct amount of nitrogen (N), oxygen (O), carbon dioxide (CO 2), and other (4) If humans continue to pollute the air, it will not contain the correct (5) of these gases APPENDIX 2: PHIẾU ĐIỀU TRA (Dành cho học sinh) Các em học sinh thân mến, Phiếu khảo sát nhằm phục vụ cho đề tài nghiên cứu “Thiết kế số hoạt động nhằm nâng cao kỹ nghe cho học sinh lớp 11 trường THPT Lê Lai, Thanh Hóa” Các thông tin liệu mà em cung cấp quan trọng việc nghiên cứu Rất mong nhận hợp tác em Xin em vui lòng trả lời câu hỏi sau Xin chân thành cảm ơn! Em học tiếng Anh được: …………….năm Em thấy việc học kĩ nghe nào? a Rất khó b Khó c Không khó d.Tương đối dễ 2.Em đánh giá khả nghe hiểu mình? a Rất tốt b Tương đối tốt c Bình thường d Kém e Rất Em có thường hoàn thành tập nghe học nghe không? a Luôn b.Thường xuyên c.Thỉnh thoảng d Chưa Em thường gặp dạng tập nghe sau học nghe ( Đánh dấu ( √ ) vào ô thích hợp ) Dạng tập Rất Thườn Thỉnh Hiế Chư thường g thoản m a xuyên xuyên g Trả lời câu hỏi Điền từ vào chỗ trống Xác định thông tin đúng/sai Đánh số tranh Chọn đáp án Hoàn thành thông tin thiếu bảng, biểu Đánh dấu ( √ ) vào thông tin mà em nghe Các dạng tập khác Theo em, dạng tập nghe SGK Tiếng Anh lớp 11 có đa dạng không? a Rất đa dạng b Không đa dạng c.Không đa dạng chút Khi làm tập nghe SGK, em thường cảm thấy nào? a Rất hứng thú b Hứng thú c Bình thường d Nhàm chán e Rất nhàm chán Em đánh giá độ hiệu tập nghe SGK việc nâng cao khả nghe hiểu em? a Rất hiệu b Tương đối hiệu c Không rõ d Không hiệu e Phản tác dụng Các em vui lòng đánh dấu ( √ ) vào dạng tập nghe mà em thích làm a Trả lời câu hỏi b Điền từ vào chỗ trống c Xác định thông tin đúng/sai d Đánh số tranh e Chọn đáp án f Hoàn thành thông tin thiếu bảng, biểu g Đánh dấu ( √ ) vào thông tin mà em nghe h Các dạng tập khác Giáo viên em thường dạy dạng tập nghe SGK nào? a Thầy (Cô) thường dạy nguyên xi SGK b Thầy (Cô) thay đổi tập khó tập dễ c Thầy (Cô) thường xuyên thay đổi, điều chỉnh tập nghe cho phù hợp với trình độ học sinh lớp 10 Trong nghe em có hay chơi trò chơi không? a Thường xuyên b Thỉnh thoảng c Hiếm d Không 11 Em thường chơi trò chơi nghe? a Crossword b Jumbled word c Jumbled sentences d Bingo e Memory game f Miming g Guessing h Others 12 Các trò chơi có hữu ích em nghe không? a Rất hữu ích b Hữu ích c Bình thường d Không hữu ích Chân thành cảm ơn! APPENDIX 3: PHIẾU ĐIỀU TRA (Adapted from Peacock 1997) ( Dành cho học sinh) Các em học sinh thân mến, Phiếu điều tra nhằm để đánh giá tập sử dụng học hôm Đây kiểm tra câu trả lời hay sai Sự tham gia đóng góp ý kiến đánh giá em vô quý báu đề tài nghiên cứu mà thực Các em viết tên vào phiếu điều tra Sau điền xong phiếu, mong em nộp lại cho giáo viên Chân thành cảm ơn em! Các em khoanh tròn vào chữ số thể quan điểm đánh giá em khái niện bên + Nếu số mô tả mạnh quan điểm ý kiến em khái niệm, em khoanh tròn chữ số minh họa đưới đây: Nhàm chán: : hay Nhàm chán: : hay + Nếu số miêu tả quan điểm ý kiến em khái niệm, em khoanh tròn chữ số minh họa đây: Nhàm chán: : hay Nhàm chán: : hay + Nếu số miêu tả quan điểm ý kiến em khái niệm bình thường, em khoanh tròn chữ số minh họa đây: Nhàm chán: : hay Em khoanh tròn số để bày tỏ ý kiến em tập nghe ngày hôm Mỗi hàng em khoanh tròn số Nhàm chán thú vị Không hứng thú hứng thú Không thỏa mãn thỏa mãn Không phù hợp phù hợp Em đưa nhận xét chung buổi học hôm đưa đề xuất để làm cho học thú vị Chân thành cảm ơn em! APPENDIX 4: OBSERVATION SHEET (Adapted from Nunan 1995) Observer:………………………………………………… Dates: ………………………… Teacher:………………………………………………… Observed class: ……………… Number of students:……………………………… The observed lesson:…………………………………… Types of activities: (circle one) original/ modified Instructions: This sheet is for observing the class as a whole, not individual student Complete this sheet when the tasks are drawing to close Circle one number for each statement below Add your comments at the bottom of the sheet if you wish Mark how involved in the activity the students are: Not very involved very involved Mark the level of students’ concentration on the learning task: Low high The students are enjoying the task Not really very much The students are paying persistent attention to the learning tasks Not really very much The students find the supplementary activities interesting Not really very much The modified listening activities are appropriate for the students Not really very much Comments: ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………… APPENDIX 5: TEACHING DIARY Unit:…………………………… I Effectiveness of the supplementary listening activities and the lesson: Effectiveness of the supplementary listening activities - Students’ involvement in activity: ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… - Students’ interest in the activity: ………………………………………………………………………………… ………………………………………………………………………………… - Students’ satisfaction with the activity: ………………………………………………………………………………… ………………………………………………………………………………… Effectiveness of the lesson: ………………………………………………………………………………… ………………………………………………………………………………… II Effectiveness of the modified listening tasks and the lesson: Effectiveness of the modified listening tasks - Students’ involvement ………………………………………………………………………………… ………………………………………………………………………………… - Students’ interest in the task: ………………………………………………………………………………… ……………………………………………………………………………… - Students’ satisfaction with the task: ………………………………………………………………………………… ……………………………………………………………………………… Effectiveness of the lesson: ………………………………………………………………………………… ………………………………………………………………………………… III Difficulties students met in the lesson: Task difficulty: ………………………………………………………………………………… ………………………………………………………………………………… Length of the task: ……………………………………………………………………………… III General evaluation: APPENDIX 6: POST-TEST ENGLISH LISTENING TEST Time: 15 minutes Name: …………………………………… Class: 11B8 Listen to a student’s talk about the hobby and write the missing words The (1) thing about reading is that I not have to learn things the very hard way For example, I not have to catch a (2) to know that it can kill me I know the danger so I can avoid it Also I not have to go deep into the (3) .to find out about tigers I can read all about it in a book Books provide the reader with so many facts and so much information They have (4) helped me in my daily life I am better equipped to cope with living Otherwise I would go about (5) learning things the hard way So I continue to read Reading is indeed a good hobby ... to embark on the task of designing supplementary activities to enhance listening skill for the 11 th graders at Le Lai High School - Purposes and significance of the study The study aims at the. .. aims, the following research questions are formulated so as to gather necessary information and data: i) What is the level of the 11th graders English listening skill, and what difficulties they... attract students’ attention 2.4 The hypothesis The analysis and discussion of the initial data formed the following hypothesis: Designing supplementary activities to enhance listening skill for