Applying some pre listening activities in each unit of english 11 to motivate students in listening comprehension lesson

TABLE OF CONTENT PAGE Abstract P 2 I INTRODUCTION P Rationale to the study P Scope of the study P Research aims P II SOME FACTS AND FIGURES P The teaching context P The School and classroom Culture P III PLAN OF IMPLEMENTATION P The participants P Data collection instruments P An overview of the pre- listening stage P IV INNOVATION IMPLEMENTATION P Teacher’s Pedagogy P Class Procedure P The pre- listening stage P Some useful pre- listening activities implemented in each unit P of English 11 V DATA COLLECTION AND ANALYSIS P 18 The results of the term tests P 18 Interviews with the teachers P 19 VI EVALUATION AND RECOMMENDATION P 20 VII CONCLUSION P 21 REFERENCES P 22 10 Appendixes P 23 Appendix P 22 Appendix P 28 Appendix P 33 CONTENTS Abstract Listening is one of the four basic skills in language acquisition It plays an integral part in daily communication and educational process With the development of technology, many teachers all over the world have been applying a number of different ways to stimulate students’ listening comprehension Therefore, this writing is to describe a case of innovation on teaching listening comprehension by applying a large number of different kinds of pre- listening activities in pre – listening stage The fundamental purpose of the innovation is to help Sam Son High School students enhance their listening comprehension competence and find out how these activities work in each listening lesson of English 11 After the school years 2020- 2021 implementing the innovation main involving 48 students from class 11 A3 at Sam Son High School, some changes have been made effectively Not only have pre- listening activities had a positive impact on students’ listening comprehension, but I and my colleagues can also learn something from this I INTRODUCTION The past two decades have witnessed a shift of emphasis in foreign language teaching and learning from Grammar – Translation Approach to Communicative Approach since quality- oriented education is gradually valued by society in recent years In order to acquire the language, students are taught four skills: Speaking, Listening, Reading and Writing skills Of all skills, listening skill seems to be the most difficult and become central concern of both teachers and students The attention has resulted in an increased number of listening activities in students’ textbooks (Rubin, 1994) However, listening still receives little attention in language teaching and learning as well as out of proportion in many kinds of tests such as 45- minute tests, term tests and final examination In order to improve students’ listening comprehension and get them interested in listening, I suggest many effective pre- listening activities for teachers and students in each unit in English for grade 11th student and so as to see how they affect my students’ listening comprehension Rationale to the study Once I played the recording of a dialogue between a boy and a girl asking about the way to Sam Son Post Office to my students in optional period Before they listened, I had given them a map and asked them to draw the way from A (Sam Son high school) to the Post Office The tape was played three times and students had one more minute to complete the map The result was not good as I expected The number of the students that failed made up 87% I asked one boy why he had given the right direction, he said he had gone there before so where T- junction or cross road was still in his mind This shows that if there were not any pre- listening activities, students could hardly the tasks in while- listening stage even it is a familiar topic And I strongly agree with Rees, G (2003) as he states that in real life it is unusual for people to listen to something without having some idea of what they are going to hear Therefore, simply asking the students to listen to something and answer some questions is a little unfair, and makes developing listening skills much harder Elkhafaifi, H (2005) points out that pre- listening activities have positive effect on students’ scores on tests of listening comprehension In addition, many studies show that learners comprehend more of a text if they are familiar with the text from experience or they have known something about the topic before or they know in advance what the listening passage concerns Considering the importance and the necessary of pre- listening activities, I would like to make use of these to generate students’ interest, build their confidence and to facilitate their listening comprehension Scope of the study I have paid attention to the role of pre- listening activities in listening teaching process and their effects on students’ listening comprehension Besides that I suggested some effective activities should be used in pre- listening stage This study was carried out from September, 2020 to May, 2021 of the school year 2020- 2021 Forty eight students from class 11A3 as well as eighty eight other ones from class 11 A4 and 11 A8 at Sam Son High School participated in the study Research aims As depicted in many books, not only can pre listening activities help listeners remove some of the linguistic hindrances such as unfamiliar structures, new vocabulary or strange topics but also help them overcome the feeling of insecurity or anxiety and as a result help them succeed in listening comprehension In order to avoid doing the same pre- listening activities presented in the textbook of English 11 that students already know, I would like to introduce some more kinds of pre- listening activities used in pre listening stage to create students’ motivation and curiosity about what they are going to listen to And I also value the real effect of these activities on students’ listening comprehension by observing, testing, interviewing and questionnaire II SOME FACTS AND FIGURES The teaching context In our school we are on the way of the transition from Grammar Translation Approach to teach students What we have for teaching listening skill is a textbook, a radio and a tape The teacher plays the tape and the students listen to it several times to the tasks Most of the materials are well – prepared and well- tape recorded for grammatical and pedagogical purpose All students have to is to finish the tasks by listening to audio - only tape The language learning in the classroom is different from the real life as they usually listen to mono talks or dialogues with the standard voice and slow speech Consequently, many students have difficulty in understanding speech spoken by English speakers at normal rate outside the classroom Furthermore, some students feel frightened or strange when they hear English language spoken on TV, radio or in real situations in which speech is quick and nothing is repeated The worst thing about teaching listening is that the students not see the need for listening although it is thought to be one of the basic elements in communication The final examination does not include listening part and “if it isn’t tested, teacher won’t pay attention to it” (Richards,J.,2002, p.40) as well as students However, the Ministry of Education and Training (MOET) encourages testing grade 10 and 11 students four skills This means that the examination was designed to test the students’ four skills: reading, listening, speaking and writing The students had to the written test with many kinds of exercises At that time the result of listening skill was the lowest among four skills The table below shows the result of the first term-ending test of the students in class 10A3 of which the researcher was taking in charge during the school year 2019-2020 M 10 R st sts 4sts st 14 sts sts sts st st st sts S st sts sts sts sts 13sts 11 sts st st st sts L st sts sts sts sts 19 st st st st st sts W st sts sts sts sts 15 sts st st st st sts * (M stands for Mark ; R stands for Reading part: S stands for Speaking part; L stands for Listening part; W stands for Writing; st for student ; sts for students) The result of the first term-ending test of class 10A3 (school year: 2019-2020) Among 48 students taking part in the test, 27 students got under-five marks (made up 56,25%), 19 students got five, two students got six and nobody got marks in the range of and 10 Disappointingly, feedbacks from other classes’ firstterm ending test results were almost the same The score in listening skill was the lowest among four skills This was obviously a proof for students’ poor English knowledge and poor listening ability This problem was worrying all the concerned As a teacher of English, having to cope with these problems day by day, I have to help students see the need for learning listening skill by adding listening part in the first and second semester examination And applying various ways in pre-listening stage is one of the most effective ways to enhance students’ listening comprehension The School and classroom Culture As a teacher, I am under control of the headmaster in Sam Son High School in particular and Thanh Hoa education and training in general The syllabus given to us is fixed However, they let us some freedom to change something in order to suit with our students’ qualification We can add some materials or redesign some tasks to make the content clearer and understandable We have to design the content of all the exams except for the final test We are given some modern equipment such as computers, projectors, and all classrooms are equipped with the lights and fans In Vietnam from Primary school to Secondary school, English is considered as basic compulsory subject It is one of three fixed subjects in the final exams Students have three main periods and one optional period per week Each period lasts 45 minutes In three main periods, students are taught reading, speaking, listening, writing skill and language focus In optional one teacher consolidate or improve their weak skills or teach some new grammar items Since 2005, we have been using a new kind of textbook which is designed for teaching with various types of tasks Using this new kind of textbook which focuses on student-centered-learning, “the teacher could becomes facilitator resource person and student becomes active” (O’Neill, G and McMahon, T.,2005, p.28) Actually, some topics of the textbook seem to be out of date and the exam emphasizes much on grammar translation As the view of Nunan, D and Lamb, C (1996), they state that “teachers become central and active, they control the direction and pace” (pp 14-15) And the teacher- centered approach and grammar translation are still considered as the main teaching method in Sam Son high school Most of students at Sam Son high school were born in Sam Son city They became students at my school after graduating from sencondary school and taking part an entrain exam Therefore, they had learned English at least for four years Because students came from different regions in my province, so they had differences of levels, ages and background knowledge Students in the cities or towns were more dynamic and better at English than those, who came from countryside However, while some students had good attitude to learn English, many others are reserved and passive They only talk when they feel safe They are afraid of making mistakes and losing faces so they keep quiet all time except for being called by the teacher When teachers ask them for their agreement or disagreement, they have no idea and still keep quiet When being asked to work in a small group, they have a small talk, they are not used to speaking in front of many people This problem will be solved in the next section III PLAN OF IMPLEMENTATION The participants 132 students 70 males and 66 females from three classes 11A3, 11A4 and 11 A8 of Sam Son high school take part in the innovation They are from 16 to 17 years old I myself teach class 11A3 with 48 students and others are taught by my colleagues Mr Khanh (in charge of class 11A4 with 44 students) and Mrs Tuyet (in charge of class 11A8 with 40 students) from the foreign language group of Sam Son High School The two teachers Mirs Tuyet and Mr Khanh are selected to carry out the innovation with the researcher because of their willingness Data collection instruments 2.1 Classroom observation: three classes 11A3, 11A4, 11A8 were observed twice every 18 weeks by three observers: Mr Khanh, Mrs Tuyet, and the researcher We observed the classes alternatively This means when I taught my students class 11A3, Mr Manh and Mss Tam observed my class When they taught, I and another teacher observed We had two observers for one class After that, we had a meeting to discuss what we had gained, what materials had been added and what should be done after that I always kept journal during implementation At the end of every listening lesson, I spent some time giving marks to each student to show how they contribute to the lesson whether they could the tasks or not I also pointed out the students that need some more help in the following periods I thought about the ways to help them 2.2 Tests At the end of each term, students have to the term tests in which four skills are examined (See appendix and for the test) 2.3 Interview with the teachers After having finished the each term lasting 4.5 months, a meeting of the foreign language group was held to assess what we had done effectively and ineffectively Then I had short interviews with the colleagues, who were in charge of the two left experimental classes: Mr Khanh and Mrs Tuyet, asking them for their comments on this program An overview of pre-listening activities in the pre-listening stage Pre-listening activities are anything that teachers before the actual listening is carried out to facilitate the students’ listening comprehension For example, if the topic of the listening is strange to the listeners, teachers can give them a reading text before listening The listening that has many speakers and especially with different accents can be dealt with by giving the students some time listening to some other oral pieces, which display such unfamiliar zed accents When listeners cope with problems such as the speaker on the tape swallows words, pronounces differently or speaks too fast, teachers can the same so that listeners will have a chance to get accustomed to Once listeners have difficulty in listening because of new vocabulary, teachers may provide them with some reading In fact, there are a good number of pre-listening activities, which have been suggested by pedagogical researchers or methodologists to help learners of English overcome difficulties to gain success in listening The list of pre-listening activities may include: (1) Looking at pictures before listening, (2) Looking at a list of items/ thoughts before listening, (3) Making lists of possibilities/ ideas/ suggestions, (4) Reading a text before listening, (5) Reading through questions (to be answered while listening), (6) Labeling a picture, (7) Completing part of a chart, (8) Predicting/ speculating, (9) Previewing the language which will be heard in the listening text, (10) Class discussion (11) True/ False statements prediction, (12) Open prediction, (13) Pre-questions, (14) Ordering IV INNOVATION IMPLEMENTATION Teacher’s Pedagogy English is considered as foreign language in Vietnam Vietnamese students not have English speaking environment So bringing real life into classroom is necessary for students to get acquainted with natural English in everyday situations Choosing practical, workable and suitable pre-listening activities not only attracts students’ interest but also meets enhances students’ listening comprehension which is a good criterion for this program Understanding classroom culture, I find that my students are not confident enough to talk anything in front of many people They are afraid of listening and making mistakes is inevitable in learning process and it is normal I often create a friendly atmosphere, greet them warmly to help them feel safe and self confident, which motivates them to learn Secondly, I spend a lot of time on the pre-listening activities either giving them cues or allowing them to read what they were going to hear And I think that preparation such as a discussion about anything relating to the subject is the most important thing in any listening task I also spend some time providing them with some vocabulary and structures Class Procedure Each period lasts 45 minutes and in teaching listening period there are basic stages: warm-up, pre-listening, while-listening, post-listening and summary and homework (See the last part for a sample plan of teaching listening lessonappendix 3) In the first stage, I often have few activities such as: raising questions to discuss or ask them some questions about what is going to be taught relating to the topic they are going to This stage lasts from 1-3 minutes Then I start to teach the listening passage with pre-listening exercises That means: discussion about some pictures of photos, or illustrations on the screen, raising some questions to discuss, answering multiple choice questions about general knowledge or matching definitions with vocabulary items and so on, then pre-teach new words impeding their listening process and introduce some new structures appearing in the listening passage It is from 5-7 minutes in length If this stage is well-prepared the next stage will be successful Before moving to the third stage - while-listening, students have been told about how to the tasks and what they listen for and all the worksheets have been delivered and explained to the students Then the teacher plays the tape through once the first time for orientation Then the teacher plays it the second time pausing at specific points to let the learners have time to process the information They have just heard in order to the tasks The teacher plays the listening passage again and again if necessary to let the learner correct or check their answers After each task, the teacher asks students to raise their hands if they can the task correctly This is one of evidences for observers and teachers to keep in dairy After that the teacher lets students have time to compare individual results in pairs or groups or gives their comments And a final playback is needed for cheek through and reinforcement After they have been listening, in this stage, post- listening, there are some kinds of exercises such as gap filling in the summary, retelling the stories, films or news to recall deeply the information they have heard or help them to think about other real situations or their own experiences relating to the topic Finally, summarizing the main point of the lesson and assign tasks for preparing the following period is needed for the last stage The pre-listening stage Pre-listening stage is aimed at preparing students to listen and think about what they are about to hear Teachers often some activities and these are called pre-listening activities to facilitate the students’ listening comprehension During this stage, teachers may give their students something to read before They may also provide listeners with some oral language items Besides, teachers may also either the so-called class discussion or open predictions, etc specifically speaking, the goal of this stage is to create a reason for listening, build up students’ expectation, call up students’ background knowledge, and arouse listener’s curiosity about the listening Hence it may be concluded that the pre-listening is a way to prepare the listeners to overcome linguistic difficulties in the listening passage, which may otherwise barrier their comprehension, or to set up expectations about the content of the listening text Thus, it is hopeful that the students will feel secure, relaxed and unthreatened by the listening and, of course, reduces anxiety And if we could just take another look at the above-mentioned factors that bar the listener’s comprehension and display them on a certain scale, we can easily come to a conclusion that pre-listening really can make a better change Some useful pre-listening activities implemented in each unit of English 11 In the curriculum of the MOET, there are 16 units, each unit contains lessons: Reading, Speaking, Listening, Writing and Language focus However, according to the reducing the burden of knowledge for grade 11 students, it is allowed to omit some units Here are some workable pre-listening activities applied in 12 units of English 11 Pre-listening stage often lasts from 5-7 minutes so we usually choose one of these activities alternatively in each unit The activities in “Before you listen” in the textbook, I will not mention, I only refer some other activities that we can apply for a change 4.1 Unit 1: Friendship Activity 1: Teacher tells a story about his/her friend It can be true or imaginary, then asks students some questions: - What is the name of my best friend? - When did I first meet him/her? - Do we have a lot of things in common? - How long have we known each other? Activity 2: Teacher can give the students a table then asks them to work in pairs asking and answering to complete the table: Close friends’ How and where you His/Her How long you name met personalities you have known admire her/him Activity 3: ( Using projector) Teacher may show the image of a famous person such as: Xuan Dieu, Luu Binh, Mac and Angel… or can take a photograph of a pair of close friend in his/her class then show some questions on the screen for them to discuss: - Who is his/her best friend? - Can you guess how long they have known each other? - What qualities you think he/she admires his/her best friend? 4.2 Unit 2: Personal Experience Activity 1: Teacher shows some pictures of the unforgettable events such as: September 11 Attacks or the Fire in Keangnam Landmark Tower……then divides the students into groups to write as many words as possible in minutes to describe the picture or write the adjectives to show their feelings Activity 2: Teacher can show some questions on the board or on the screen for students to discuss then ask some of them to answer in front of class: - Have you been in difficult situations? (Such as: getting bad mark, dawning, being caught red handed…) - When and where did it happen? - Is it your most unforgettable experience? Activity 3: Teacher uses the picture in the textbook and facilitates them by raising some questions: - What is happening? - How many people are there? Who are they? - What are they doing? - What would you if you saw a fire? Unit 3: A party Activity 1: The teacher shows a picture of a birthday party then divides students into groups of or students The groups should generate as many words related to birthday party as possible in minutes When the time is up, the teacher 10 School years 2020 – 2021 SỞ GIÁO DỤC VÀ ĐÀO ĐỀ KIỂM TRA HỌC KỲ NĂM HỌC 2020 TẠO 2021 THANH HĨA MƠN: TIẾNG ANH LỚP 11 TRƯỜNG THPT SẦM SƠN Thời gian làm bài: 50 phút Họ tên:………………………………… Cán coi thi (ký ghi rõ họ tên) _ Ngày sinh:…………………………… Phòng thi:…………………………… Số báo danh _ Ngày thi……………………………… …………….………… A PHẦN TRẮC NGHIỆM Choose the word whose underlined part is pronounced differently from that of the others Question A decided B stayed C created D started Question A who B when C where D which Put out the word that has the stress pattern different from that of the others Question A perform B weather C polite D delete Question A knowledge B maximum C marathon D athletics Choose the best answer to complete the sentences Question John asked me _ that film the night before A that I saw B had I seen C if I had seen D if had I seen Question People are not aware the problem of overpopulation A for B in C at D of Question You _ English fluently unless you practice it every day A will speak B will not speak C can speak D did not speak Question When it started to rain, she _ home with me A was walking B walks C walked D is walking Question , she went home early A Feel not well B Not feeling well C Feeling not well D Having felt not well Question 10 It took her _ to find the building she was looking for A lucky B money C age D time Question 11 Substance that makes the air, water and soil dangerously dirty is called _ A environment B pollutant C chemistry D pollution Question 12 I haven’t seen him since we _ school 23 A leave B were leaving C have left D left Question 13 Children living in remote and mountainous areas may be _ disadvantaged A educated B education C educational D educationally Choose the word that is OPPOSITE in meaning to the underlined word in the following sentence Question 14 They had to delay their trip because of the bad weather A talk B quit C continue D stop Choose the word that is CLOSEST in meaning to the underlined word in the following sentence Question 15 More work has been done to eradicate illiteracy in our country A get rid of B support C put up with D provide Choose the best answer to indicate the most suitable response to complete each of the following sentences: Question 16 Lan: “What a lovely hat you have.” -Thanh: “Thanks, ” A Certainly B I don't care C That's OK D I'm glad you like it Question 17 - Hoa: “What you think of the General Knowledge Quiz?” - Nga: “ _.It’s an opportunity to test my general knowledge” A Yes, that’s right B Oh, it’s great C.It’s not a good idea D Ok, I don’t agree Mark the letter A, B, C, or D to show the underlined part that needs correction : Question 18 Hung’s brother congratulated him about passing the last exam A B C D Question 19 I don’t understand what are you trying to explain to me A B C D B PHẦN TỰ LUẬN I Complete each sentence with the correct form of the verbs in bracket Question If you (have) _ a choice, which country would you visit? Question The spy admitted (give) _ some highly secret information to enemy agents Question Mr Huy doesn’t want (invite) _ to Linh’s party II Complete each sentence with the correct form of the word in bracket Question The English _ was sponsored by the Students' Parents Society (compete) 24 Question The new law allows them to spend more money on less children (advantage) Question She needs some to clean up the kitchen (voluntary) III Reading the passage and answer the questions A beauty contest, or beauty pageant, is a competition between people, based largely on the beauty of their physical appearance The modern beauty pageant can trace its origin to the Miss America pageant, first held in Atlantic City, New Jersey, in 1921, under the title ‘Inter-City Beauty' contest The following year the title was renamed as Miss America Other contests include the yearly Miss World competition and Miss Universe, which are the two largest and most famous international beauty contests Women from around the world can participate in the competition for these titles To be selected as Miss World or Miss Universe, a contestant must be celibate or single If a Miss World fails to live up to people's expectations, she may be disqualified The organizers of the major beauty contests represent their contests as being events of world importance However many other people consider beauty contests to be agreeable entertainment event of no great importance Question What is a beauty contest?  _ Question When and where was the first beauty contest held?  _ Question Who can take part in the competition for the titles?  _ Question Is a married contestant allowed to participate in a beauty contest?  _ IV Finish the second sentence so that it has the same meaning as the first one Question I first started to play the guitar when I was sixteen  I have _ Question If his teacher hadn’t advised him, he would have made a serious mistake  Had _ Question “You should join the football team, David” said the teacher  The teacher encouraged _ Question I was eager to catch the bus in time because I had been told off the day before for arriving late 25  Having II/ LISTENING Task 1: Listen and fill in the missing information Countries Literacy rate (%) Male Female France 95 85 (1)………… 85 (2)……… Spain (4)………… 40 (3)………… 95 85 Switzerland (5)……… 90 Task 2: Listen and then answer the following questions How long did Thomas Edison go to school ? _ Which was one of his major inventions ? _ When did he show his first invention ? _ Was Edison the world first recording artist ? _ 10 What did Edison hire a lot of smart people for ? _ Key and Tape scripts PHẦN TRẮC NGHIỆM Câu 10 Đáp án B A B D C D B A B D Câu 11 12 13 14 15 16 17 18 19 Đáp án B D D C A D B C B B PHẦN TỰ LUẬN I Complete each sentence with the correct form of the verbs in bracket 26 had having given/ giving to be invited II Complete each sentence with the correct form of the word in bracket competition disadvantaged volunteers III Reading the passage and answer the questions A beauty contest is a competition between people, based largely on the beauty of their physical appearance It was held in Atlantic City, New Jersey, in 1921 Women from around the world can participate in the competition for these titles No she isn’t IV Finish the second sentence so that it has the same meaning as the first one I have played the guitar since I was sixteen Had his teacher not advised him, he would have made a serious mistake The teacher encouraged David to join the football team Having been told off the day before for arriving late, I was eager to catch the bus in time Tape scripts: Task 1: Listen and fill in the missing information The table shows the trends of literacy between males and females in some European countries in 1990 In Spain, 65 percent of males can read and write, but only 40 percent of females are literate In Italy, the numbers is much higher for men and women with the rates of 85 percent and 80 percent France and England have exactly the same figures These two countries rank much higher than Italy and Spain for both males and females Switzerland has the highest ranking for both men with 96 percent and women with 90 percent Task 2: Listen and then answer the following questions Thomas Edison is noted out the world greatest inventor He only went to school for three months Instead, his mom taught him everything he needed to know He showed his first invention when he was just a teenager He kept getting so many new ideas for inventions that he simply had to open his own little invention shop in Menlo Park New Jersey, USA, Edison hired a lot of smart people to help him with his inventions His workshop turned out one invention after another In his life time, he patented nearly 1100 inventions One of his major inventions was the phonograph, Thomas Edison, the world first recording artist Without his invention, what about your iPod, huh ? He also made a lot of movies so he added to invent the projector to show all his movies But his greatest idea was the electrical light bulb After numerous tests, he finally succeeded His light bulb 27 burned for thirteen and a half hours A few years later, electricity replaced gaslight in city after city Thomas Edison had made planet earth a better and brighter place Appendix 2: The second term test School years 2020 – 2021 SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HÓA TRƯỜNG THPT SẦM SƠN ĐỀ KIỂM TRA HỌC KÌ II Môn: TIẾNG ANH 11 Năm học: 2020– 2021 Thời gian: 45 phút (khơng tính thời gian phát đề) Full name SBD PHẦN A: TRẮC NGHIỆM I Choose the word which has the underlined part pronounced differently from the rest A wanted B needed C visited D typed A strength B event C athlete D wrestling II Choose the word which is stressed differently from the rest A speedy B tragic C danger D compete A potential B domestic C energy D enormous III Choose the underlined part among A, B, C or D that needs correcting: The Vietnamese who living in India have been brought back home in six rescue flights A B C D It was at the shop where she bought me a sweater A B C D IV Mark the letter A, B, C, or D to indicate the word or phrase that is CLOSEST No one knew precisely what would happen to a human being in space A nicely B exactly C rigidly D roughly V Mark the letter A, B, C, or D to indicate the word or phrase that is OPPOSITE The 2002 World Cup was held jointly by Japan and South Korea, and with the victory over Germany in the final match, Brazil became the first team to win the trophy five times A fall B lose C upset D defeat VI Choose the best answer among A, B, C or D 28 How has life changed since the COVID-19 pandemic ? A started B start C starts D has started 10 You did not your homework, ? A you B are you C did you D will you 11 Vietnam is one of the few countries that has largely succeeded in _the COVID-19 pandemic A control B controlling C controlled D to control 12 That’s the girl to my brother got engaged A which B who C that D whom 13 I come from a city in the southern part of the country A located B is located C locating D locates 14 Despite yesterday’s snowfalls, we arrive at school on time A could B couldn’t C were able to D weren’t able to 15 He neither drank smoked so he had good health A nor B or C but D also 16 Vietnam won gold in the 15th Asian Games A degrees B medals C awards D boards 17 Huy: “You look really nice in that white T-shirt!” - Hoa : “ _” A It’s nice of you to say so B How dare you? C I’m afraid so D Never mind VII Choose the item among A, B, C or D that best answers the question about the passage Energy is fundamental to human beings, especially to poor people – the onethird of humanity that does not have modern energy supplies like electricity, with which their life could be improve Many people who live in countryside have to gather fuel wood This takes a lot of time Moreover, it causes indoor air pollution because of heavy smoke For many people living in rural areas in developing countries of the world, biogas is the large energy resources available and costs almost nothing The main use of biogas is for cooking and heating As biogas is smoke-free, it helps solve the problem of indoor air pollution Moreover, plant waste and animal manure cost almost nothing The tendency to use renewable energy sources is on the increase when nonrenewable ones are running out In the near, people in the developing countries may use wind or sea waves as the environment-friendly energy sources 18 What is the main use of biogas? A It is used mainly for cooking and heating B It is mainly used for lighting C It is mainly used for operating D It is mainly used for producing in factories 19 According to the passage, what is the most awful effect of using fuel wood? 29 A It causes indoor air pollution B It may cause fire C It damages their houses D It affects the local scenery 20 The tendency to use renewable energy sources A goes up B goes down C fluctuates D levels 21 According to the passage, what may be used as the environment-friendly energy sources A Nuclear energy B Coal C Wind and sea energy D Oil PHẦN B: TỰ LUẬN I Finish the second sentence so that it has the same meaning as the first one “You didn’t pay attention to what I said” the teacher said to the boy  The teacher accused _ The heat from the earth can create energy, but it is only available in a few places  The energy created _ He not only sings well but also plays musical instruments perfectly  Not only You drink much coffee, that’s why you can’t sleep  Were II LISTENING TASK Listen and fill in the blank with missing word At the age (5) _sixty – five, Laura began writing a series of novels for young people She was (6) in the state of Wisconsin in 1867 She received general (7) at different schools in different country From the age of thirteen (8) _sixteen, she attended school more regularly although she never graduated When she was eighteen, she (9) James They had the only daughter (10) name is Rose TASK 2: Listen to the passage and answer the following questions: 11 Why is Toan learning English? …………………………………………………………………………………… …………………………… 12 What would he like to when he finishes his couse? …………………………………………………………………………………… …………………………… 13 Where is he going to visit later this year? …………………………………………………………………………………… 14 Does he hope to visit many people during that time? ………………………………………………………………………………… 30 *************The end************* KEY AND TAPE SCRIPTS PHẦN A: TRẮC NGHIỆM: CÂU 10 11 12 13 14 15 16 17 18 19 20 21 ĐÁP ÁN D C D C A C B B A C B D A C A B A A A A C PHẦN B: TỰ LUẬN I Viết lại câu: The teacher accused the boy of not paying attention to what he/she had said The energy created by the heat from the earth is only available in a few places Not only does he sing well but he also plays musical instruments perfectly Were you not to drink much coffee, you could sleep 31 TAPE SCRIPTS: Task 1: At the age of sixty – five, Laura began writing a series of novels for young people She was born in the state of Wisconsin in 1867 She received general education at different schools in different country From the age of thirteen to sixteen, she attended school more regularly although she never graduated When she was eighteen, she married James They had the only daughter Her name is Rose Task 2: Toan is learning English because he is studying law and wants to communicate with foreign people When he finishes his course, he would like to work for a big company, or continue his studies in Britain or the U.S.A To either of these things, it is important to reach a certain level of English Moreover, he realizes that nowadays countries are becoming closer and closer People need to be able to speak a foreign language if they want to travel without any problems Later this year he is going to visit England and stay with his sister for two months He hopes to improve his level of English during that time He is certainly looking forward to spending the summer in England After studying at a college for six weeks, he will be going on holiday with his sister 32 Week 18 Period: 51 APPENDIX LESSON PLAN Preparing date 27 / 12/ 2020 UNIT 8: CELEBRATIONS Part C: Listening I Aims: - At the end of the lesson, Ss will be able to: + listen to a talk between Lan and Mai talking about Tet in Japan + listen and understand the activities to celebrate the New Year in Japan II CONTENTS OF LANGUAGE Grammar/ Structures Vocabulary - exchange longevity kimono III Teaching aids: - Textbook, Cassette, tape, IV PROCEDURES Stages ( time) Teacher’s activities Students’ activities I Prelistening • Warm-up - Hang on some pictures related to Japanese culture and then ask Ss to match the pictures with the suitable captions ( 10 mins.) (make this a game to stimulate Ss) - Go to the board to match the pictures with the captions As a game, Ss are divided into teams to give the correct answers as quickly as possible and the team who has the most correct answers in a shortest time is the winner - Check Ss’ answers and lead in the lesson ‘Well, these pictures tell me something 33 about the culture of a country in the world.’ ‘Which country is it?’ - Answer : ‘Japan’ ‘Well, after today’s lesson, you will know more about Japan and Japanese culture.’ • Discuss - Ask Ss to guess which of the following activities the Japanese often on their New Year’s Day by putting a tick in the right column Activities Yes No going to the pagoda wearing kimonos or special dress giving/ receiving lucky money visiting friends decorating their houses with kumquat trees exchanging gifts and cards - Have a look then write the word on the board in turn - Listen and repeat in chorus - Take notes - Get some Ss’ ideas and ask Ss: ‘What other things you think they also on their New Year’ Day?’ - Discuss in pairs - Get some more ideas from the class and lead to the next part • Pre- teaching vocabulary - Divide students into groups then show words in “Listen and repeat” part on the 34 screen and let them have a look in 30 seconds After that each member in each group has right to write one of these word on the board They write in turn in minutes Which group has more correct words and finish earlier will win the game II While listening (25 mins) - Give them feedback - Ask Ss to listen and repeat the words written in the board, which appear in the listening passage - some Ss report - Check whether Ss understand the their ideas to the class meanings of the words Task - Introduce the situation: ‘Mai used to live in Japan Now Lan is asking her some questions about how the New Year is celebrated in Japan Listen and the following task - Let Ss read the sentences and guess the - Listen to the T’s things they will hear instructions - Ask Ss to tick the things they hear while listening - Play the CD (once or twice) - Individually, read all the sentences quickly and guess - Ask Ss to exchange their answer with a what they will hear partner - Play the CD once again if necessary - Individually, listen, take notes - Check and correct Ss’ answers while and the task - Get some Ss’ answers 35 playing the CD again and stop where -In pairs, exchange necessary their answers Key: 1,2,3,4,6,8,10,11 - Correct answers their Read - Let’s Ss read the questions and guess the understand answers before listening questions to the Task - Play the CD again once - Listen, take notes, and then answer the - Let Ss to check and exchange their questions answer with a partner within minute - Exchange their - Call on some Ss to answer the questions answers To make this activity more exciting, - Some Ss speak organize it as a game “Lucky Picture’ aloud their answers; others listen, give their comments, and correct their answers Key: Because they want to get rid of the dirt of the old year and welcome the New Year 36 From television or the radio III Post listening (10 mins) Kimonos or special dress No New year’s Day is mostly celebrated among family only - Work in groups Discussion IV Homework - Each group - Divide Ss into groups of Ss, give them discuss, using the posters, markers information from the listening tasks - Ask Ss to compare Tet in Vietnam and the and write on their New Year Celebration in Japan poster some similarities and - Explain the requirement clearly and give differences between them some guide Tet in Vietnam and the New Year Celebration in Japan, and then - Give comments and feedback hang on the poster - Ask Ss to write a paragraph about how the New Year is celebrated in Japan, using the information they have learned from the listening lesson 37 ... the burden of knowledge for grade 11 students, it is allowed to omit some units Here are some workable pre -listening activities applied in 12 units of English 11 Pre -listening stage often lasts... difficulties to gain success in listening The list of pre -listening activities may include: (1) Looking at pictures before listening, (2) Looking at a list of items/ thoughts before listening, (3) Making... each unit of English 11 In the curriculum of the MOET, there are 16 units, each unit contains lessons: Reading, Speaking, Listening, Writing and Language focus However, according to the reducing