Using short activities and games in the post listening stage to increase learning interest in listening lessons of the grade 10th

SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HOÁ TRƯỜNG THPT HẬU LỘC I SÁNG KIẾN KINH NGHIỆM USING SHORT ACTIVITIES AND GAMES IN THE POSTLISTENING STAGE TO INCREASE LEARNING INTEREST IN LISTENING LESSONS OF THE GRADE 10TH STUDENTS OF HAU LOC I HIGH SCHOOL Người thực hiện: Lường Thị Duyên Chức vụ: Giáo viên SKKN thuộc lĩnh vực môn: Tiếng Anh THANH HOÁ NĂM 2018 PART A - INTRODUCTION Learning or practising foreign languages in general, English in particular is assessed to be highly effective when students show good communication skills The communication is dependent on many factors in the process of learning a foreign language, which is practising of the skills of listening, speaking, reading, writing perfectly However, over many years of learning English, I have realized the fact that, in high school, the teachers and the students seem to pay more attention to the grammar and reading skill than to listening skill Moreover, in listening lessons, the teacher often focuses more on the pre- listening, and while- listening stage than on the post- listening stage As a result, the students’ interest is often reduced at the end of the lesson A question is raised for the teacher: “How to motivate students or how to increase the students’ interest in the post- listening stage?” Short activities and games are one of good choices for this problem Those are the reasons I choose the topic “Using short activities and games in the post listening stage to increase learning interest in listening lessons of the grade 10 th students of Hau Loc I high school” PART B - THE CONTENT Theoretical bases In fact, motivation is perhaps the key that leads to consecutive success in the learning process, especially in second language acquisition So, maintaining the students’ interest during the lesson is very important If the students not have motivation, they can not get the best results from learning Motivation also plays an important role in the listening lessons Usually, the students have much interest at the beginning of the lesson It is a good condition for the students to start a new lesson However, the motivation at the end of the lesson is also a considerable problem After doing many exercises and taking part in listening activities in the pre- listening and while- listening stage, the students are often tired and bored in the post- listening stage Some students feel, even, sleepy That feeling will affect the next lesson Motivation in the post- listening stage is, therefore, of great importance for listening lessons State of the problem Through the listening lessons, I have found that most of the students are still passive, not really interested in learning When the teacher asks the students to listen in order to give the answers, they don’t really focus on listening to the content of the lesson although they can give correct answers This is because they have already known the keys in references books From this fact, I think it is necessary to redesign the listening exercises in the "Post-Listening" with many different activities to motivate good listening skill and understanding of students These activities are in moderation, neither too dificult nor too easy and not over 10 minutes However, through the activities in the "Post-Listening" we can help students work in groups, in pairs, or individual activities This encourages them to be more confident and active while learning So, students can develop many skills, especially speaking and writing ones Solutions and implementation: In order to help the students the tasks in the “Post- Listening” effectively, the teachers need to carry out the following steps: 3.1 Preparation: + The students are asked to prepare the vocabulary well at home before going to school The teacher can give the words which are in the listening lesson as the homework and asks the students to understand their meanings (It’s compulsory that no students should preview the tapescripts) + The teacher should redesign the activities in the "Post-Listening” which are really interesting and different from the reference books With my experiences, I often organize speaking or writing activities about topics which are related or similar to the listening These activities are close to the students’daily life and in accordance with their preference So, the students will remember the lessons longer and develop all the skills in a more comprehensive way Some activities that I often use are: Mindmap, Reorder the pictures, Question & Answer, Use the cues words to make a meaningful sentence, Gap-Fill, Roleplay, discussion, games … 3.2 Organization at class: The teacher divides the class into pairs, groups, teams to suit each activity - Using Pictures, Posters, Handouts, and guide the students how to perform each activity properly - sReward or give high marks if individuals, pairs or groups well to encourage them and create excitement while learning 3.3 Redesign the activities in the Post- Listening Here are some activities that I redesign in the Post- listening of some listening lessons, basic English 10 I have applied these activities in my listening lessons and have found that my students are interested in Their results of the listening tests are also better UNIT 1: A DAY IN THE LIFE OF Activity: Question and Answer: - Tell Ss to work in pairs to make questions and then answer about the routine of Mr Lam by using the cues below: Time & place to have lunch Occupatio n Talk about Mr.Lam’s routine The numbers of passengers Place to take a rest Place to park his cyclo Time to get up What/ name? What/ he do? What time / get up? (start / work) Where / take a rest? What time / have lunch? Where? Where /park his cyclo? How many passengers /have/ day?/ Is his first passenger an old man? … - If time allowed, T asks Ss to gather all the information they have from the above activity and retell the story in front of the class ( Or: This activity can be the homework if the time is over) UNIT 2: SCHOOL TALKS Activity: Discussion: T asks Ss to work in groups of or and discuss the problems they have experienced at school: + getting bad marks + having difficulty in making friends + mistaking the school bag of a friend + be slow at learning + coming to class late - T gives some suggested questions: + What problems have you got at school? + What is /are the reason(s)? + What have you done to solve it/them? + Who helps you to solve it/ them? UNIT 3: PEOPLE’S BACKGROUND 1.Activity 1: Work in groups and use the cues to make information about Sally 1980………….local schools……….15………… in Manchester ……….sports ……….sport teacher ……… teacher’s diploma …… Example: + local schools: She got a general education at local schools + 15: When she was 15, she joined the Star Sports Club near her house …… Activity 2: (homework) -Write a short passage about Sally by using some information which you have just listened to the tapescript UNIT 4: SPECIAL EDUCATION Activity : Question and Answer - Ask Ss to work in pairs: Ask and answer about the Vang Trang Khuyet Photographic Club, using the suggestions: What/ name of the club? How many/ members of the club? Who/ they? Where/they come from? How many photographs/ on display? What/ their photographs/ about? What/ their passion of taking photograph help them? … - If time allowed, T asks Ss to gather all the information they have from the above activity and retell the story about the Vang Trang Khuyet in front of the class ( Or: This activity can be the homework if the time is over) UNIT 5: TECHNOLOGY AND YOU Game : Lucky numbers - 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 did the man feel when his son bought a computer? Number 2: What did he feel when his secretary ask him for a computer in the office? Number 3: (Lucky number) Number 4: What did the man decide? Number 5: What happened to the man’s memory? Number 6: (Lucky number) Number 7: What did he suggest? UNIT 8: THE STORY OF MY VILLAGE Activity 1: Discuss the changes in your hometown or home village, using suggestions: ( Note: Use the present perfect and used to to show the changes) The changes in your hometown or home village: + Roads + Houses + Jobs + Means of transport + Entertainment + Hospital + Schools Example: - The roads used to be small but nowadays they are larger - Villagers used to travel on feet or by bike but they have travelled by cars or motorbikes - Many high brick houses have been built in my village Activity 2: (homework) -Write a passage about the changes in your hometown or your home village UNIT 9: UNDERSEA WORLD Activity: ask and answer: - Tell Ss to work in pairs to ask and answer about whales, using the following suggestions: What / the length and weight/ the blue whale? Is the blue whale the largest animal that has ever lived on earth? May whales also be the most intelligent animals in the ocean? What/ their feeding grounds and food? What/ reasons for protecting whales? front of the class UNIT 11: NATIONAL PARKS Game: Noughts and Crosses - T draws a table containing words/ phrases in each cell - Divide the class into teams: Noughts(O) and Crosses (X) - Ask Ss to choose the word/ phrase in the cell and make a sentence talking about the special features of Cuc Phuong National Park A correct sentence with the given word will give one O or X The team with O or X vertically, horiontally, or even diagonally first will be the winner 160 km 1789 200 450 100,000 1960 Quen Voi Caves 2000 UNIT 13: FILMS AND CINEMA Role Play: - Ask Ss to work in pairs to complete the dialogue (Using information in the task 2) Huong: Hi, Lan Can you go to the cinema with me on Monday? Lan: I’m sorry I’m ……………… What about Wednesday, are you free? Huong: Oh, no I have lots of work to and I’m …………… at night So, what are you doing on Thurday, Lan? Lan: Well, I’m …………………… on Thurday What about Sunday? Huong: Um…, I’m going ……… ……… on Sunday Can we go together on Saturday? Lan: Sorry Huong I’m … on Saturday UNIT 14: THE WORLD CUP Game: Noughts and Crosses: - T draw a table containing words/ phrases in each cell - Divide the class into teams: Noughts(O) and Crosses (X) 10 - Ask Ss to choose the word/ phrase in the cell and make a sentence talking about Pelé: A correct sentence with the given word will give one O or X The team with O or X vertically, horiontally, or even diagonally first will be the winner: In 1940 years In 1977 By 1974 In 1956 International Poweful kicking ambassador In 1962 three UNIT 16: HISTORICAL PLACES Activity 1: Discussion: Work in groups to talk about the ancient town of Hoi An Role in the past location Talking about the ancient town of Hoi An Main tourist attractions Their features Attractive characteristics at present Activity (can be the homework if the time is not enough): Write a description of the ancient town of Hoi An The sample planning lesson ENGLISH 10 11 Period 77 UNIT 12: MUSIC LESSON 3: LISTENING I Objectives: General knowledge: - Sts know more about Van Cao and his music Language: - Vocabulary on music Skills: - Listening: choose True/ False statements and answer questions - Speaking: discuss the one's ideas about Van Cao's music II Anticipated problems: - Some students rarely listen to Van Cao's songs III Teaching aids: - Tape, cassette player, textbook, chalk, board IV Procedures: Teacher’s activities Home work checking:(5 mins) - Ask one st to talk about what kind of music he likes best Before you listen:(12 mins) Aims: focus sts on the topic and review/ introduce the words and phrases used in the listening text a - Focus sts on the picture in the textbook and ask sts if they know the person in it - Introduce Van Cao, the most famous musician in the history of Vietnamese music then ask sts to work in groups and ask about Van Cao's life and works - Possible questions: - Where and when was he born? - Was he born in a rich or poor family? - When did he start writing songs? - Can you name some of his famous songs? What is his most famous one? - Ask sts to give their answer to the question in p 128 b Introduce some new words - rousing (adj): - lyrical(adj): - solemn(adj): Students’ activities One st presents Others listen and give remarks - Work in groups to say about the person in the picture - Listen to the teacher and then work in groups to discuss Van Cao's life and career - Ask some pairs to ask and answer Some sts stand up and give their answer - Suối mơ - Tiến Quân Ca - Làng - Trường ca Sông Lô 12 - national anthem(n): E.g.: Tiến Quân Ca - Read the words and ask sts to repeat - Ask sts to read the words in pairs - Ask some sts to read the words again While you listen:( 17 mins) + Task 1: Aims: Practise listening and marking True/ False statements - Tell sts that they are going to listen to a conversation between Lan Huong and Quang Hung about Quang Hung's opinion towards Van Cao's music - Ask sts to work in pairs, look at the statements given and guess if they are true or false - Ask sts to listen to the talk and tick the right column to indicate their answer and underline the false information T plays the tape twice - Ask sts to compare their answer in pairs - Check sts’ answer - Play the tape once again, stop the tape where necessary and conduct the correction + Task 2: Aims: Practise listening for specific information by answering given questions - Ask sts to read the questions in pairs and make sure they understand the questions and know what information they need to answer the questions - Ask sts to listen to the tape once/twice and take short notes to answer the questions - Ask sts to compare their answer in pairs - Play the tape once again, stop the tape where necessary and conduct the correction - Copy down the words and phrases into their notebooks - Listen and repeat - Read the words in pairs and correct each other’s mistakes - Some individuals read the words aloud - Listen to the T - Work in pairs to guess if the statements are true or false - Listen to the tape and the task - Compare their answer - Give their answer F The guess is Quang Hung 2.F He likes some Vietnamese musicians T F It was written in 1944 F ( He always ) - Check their answer, and then correct their work if they have the wrong answer - Work in pairs to read the questions - Listen and the task - Compare their notes It is 'My favourite Musician' After you listen:(8 mins) He likes the song 'Tien Game : Lucky numbers Quan Ca' most Because it is hard and - T introduces the Game: I have numbers In solemn, it makes him feel these numbers, there are lucky numbers If great and proud of his 13 you choose the lucky number you needn’t give country - Check their answer, and the answer & you will get marks If you then correct their work if choose other numbers, you must give answer for they have the wrong answer my questions If you give the correct answer , you will get one mark The team having more marks will be the winner - Work in team: Team A and team B Number 1: When was “Tien Quan Ca” written? Number 2: (Lucky number) Number 3: - Choose the numbers and give answers: What is the guest’name of the show? in 1944 It is Quang Hung Number 4: (Lucky number) Văn Cao Number 5: Who wrote “Tien Quan Ca”?? It makes him feel great Number 6: How does Quang Hung feel when and proud of his country he hears this song? - Move round to check the activities and to make sure that sts are working effectively - Ask some pairs to present in front of the whole class - Check and give remarks Consolidation ( 2min) - Ask Ss to summarise the content of the lesson * Homework:(1 min) Write a short paragraph about your opinion about Van Cao's Music - Summarise the content of the lesson - Do at home 14 The results of the application Through many years of implementation, I have found that the activities in the "Post-Listening" have the following results: + The students’ ability of listening and responding to is evidently progressive They have been using some of the information in the tapescript that they have just listened to change into speaking and writing skills So, apart from listening skill, other kills such as speaking and writing are also promoted + The students with weak academic are also more advanced than before They become more confident, and raise their hands at class to build the lessons + Raise the sense of initiative, exitements of the students when joining the new activities for each unit of lesson The class becomes really exciting The students get contented when listening to exactly the content of the lesson by their own efforts + Create agility while listening and responding after that After a year teaching 10th grade at the classes 10A1 and 10A8 ( school year 2017- 2018), comparing the average results of listening tests in two terms, I have the following specific results: The first term : Grade Total Excellent Good Average Under average Number % Number % Number % students Numer % 10A1 38 2.6 21.1 23 60.6 15.7 10A8 41 4.8 12 29.3 24 58.6 7.3 The second term : Grade Total Excellent Good Average Under average students 15 Number % Number % Number % Number % 10A1 38 10.5 14 36.8 20 47.5 5.2 10A8 41 14.6 17 41.4 18 44 0 PART C: CONCLUSION Teaching listening skills to students in Vietnamese classes is at present still a matter of much concern by language teachers due to current teaching materials, characteristics of learners as well as teachers’ proficiency and classroom methodology How to motivate the students to learn listening skill is a big problem This study, however, does not aim at measuring students’ motivation of learning listening but helps increase the 10 th form students’ interest in listening lessons through short activities and games in the post- listening stage However, in order to make the "Post-Listening" stage more interesting and create excitements for the students in the listening lessons of basic English 10, teachers need to invest more to redesign the activities which must be suitable for every period Addtionally, when redesigning the activities, teachers have to pay attention to time The activities are neither too long nor too easy They are also suitable for every student In each activity, the teacher asks students to work in pairs, groups, The students who the task well should be rewarded as the encouragement Moreover, teachers should provide opportunities for students with all abilities to promote * Recommendations: To apply this theme effectively in the listening lessons, I have some folowing recommendations: + For the students: Prepare vocabulary very well at home before going to class 16 + For the teachers: redesign the activities in the "Post-Listening" with many different forms to create excitements for students In addition, teachers need to prepare some situations which may occur beyond the content of the listening lessons to avoid being passive in the process of students' speaking and writing + For the Ministry of Education: Provide some documents related to skills: Listening, Speaking, Reading, Writing for teachers as the references These are the small experiences that I have collected through practical instruction of listening lessons in the basic English 10 at my school There are, of course, many shortcomings So, I hope to receive many ideas from you to make my topic more useful and complete I would like to thank The confirmation of the principle: Thanh Hoa, 25th , May 2018 I promise not to have copied Signature Lường Thị Duyên REFERENCES Written in English: Harmer, J (1991) The Practice of English Langauge Teaching Longman Written in Vietnamese: Thiết Kế Bài Giảng Tiếng Anh 10 - Chu Quang Bình (2006) Nhà xuất HÀ NỘI 17 Giới Thiệu Giáo Án Tiếng Anh 10 - Đồng Thị Yến Trang, Nguyễn Thị ý, Võ Thị Minh Hồng, Tôn Nữ Hạnh Trâm, Nguyễn Thị Kim Dung (2006) Nhà xuất HÀ NỘI Tuyển Tập Trò Chơi Tiếng Anh - Hồng Hiển(2002) Nhà xuất ĐẠI HỌC QUỐC GIA HÀ NỘI Tiếng Anh 10 (Hoàng Văn Vân, Hoàng Thi Xuân Hoa, Đỗ Tuấn Minh, Nguyễn Thu Phương, Nguyễn Quốc Tuấn)-Nhà xuất giáo dục Tiếng Anh 10-Sách Giáo Viên (Hoàng Văn Vân, Hoàng Thi Xuân Hoa, Đỗ Tuấn Minh, Nguyễn Thu Phương, Nguyễn Quốc Tuấn)-Nhà xuất giáo dục Hướng dẫn thực chuẩn kiến thức, kĩ môn Tiếng Anh THPT – Nhà xuất Giáo Dục Việt Nam 18 ... choose the topic Using short activities and games in the post listening stage to increase learning interest in listening lessons of the grade 10 th students of Hau Loc I high school” PART B - THE. .. listening but helps increase the 10 th form students’ interest in listening lessons through short activities and games in the post- listening stage However, in order to make the "Post- Listening" stage. .. problem After doing many exercises and taking part in listening activities in the pre- listening and while- listening stage, the students are often tired and bored in the post- listening stage Some