The effectiveness of using some activities in the post listening part in listening lesson in grade 10 english text book of the basic program

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING DAO DUY TU HIGH SCHOOL EXPERIENCE INITIATIVE The effectiveness of using some activities in “the post -listening part” in listening lesson in grade 10 English text book of the basic program Implementer: Le Thi Nga Position: Teacher Subject: English THANH HOA 2021 TABLE OF CONTENTS PART I: INTRODUCTION 1.Reasons for studying…………………………………………………… 1.1 Reasons for the theoretical side……………………………… 1.2 Practical reasons……………………………………………… ………4 1.3 Reasons for urgency……………………………………………………4 1.4 Reasons for the condition and capacity of the instructor………… … Aims of the study:……………………………………………………… Scope of the study……………………………………………………… 4 Methods of the study ……………………………………………….……5 New features in the study’s result……………………………….……… PART II: CONTENT 1.The components of listening………………………………………… ….5 1.1 What is post-listening ? 2.Curent situation of the research issue………………………………… …5 2.2 Limitations in the process of teaching and learning listening skills.… 2.2.1 Subjective limitations……………………………………………… 2.2.2.Objective limitations……………………………………………… …6 2.2.3.Classroom Post-Listening activities………………………………… The actual state of the problem before applying the research………… …8 3.1 The textbook………………………………………………………… The models of post listening parts for each unit in the 10th-grade English text book……………………………………………………………… … PART III PROCEDURE Experimental time: a school year 2020- 2021……………………………18 Arrange the experimental groups……………………………………… …18 Conclusion …………………………………………………………… 19 Request………………………………………………………………… 20 REFERENCE Part I: INTRODUCTION 1.Reasons for studying: 1.1 Reasons for the theoretical side In Asia there is growing recognition of the importance of learning English because, for many, it is viewed as a prerequisite for accessing quality education and job opportunities In Vietnam, as in many Asian countries, English is now taught as a compulsory school subject from an early age (it is officially taught from grade onwards) (Ministry of Education and Training (MOET), 2008), and many changes have been initiated in the teaching of the subject in the last few years Language instruction has been the dominant method that has been widely used in many foreign language classes We know that the last aim of learning a foreign language is communication Listening is a complex process- an integral part of the total communication process It is the process of receiving, attending,and understanding auditory messages; that is message transmitted through the medium of sound It is also the ability to accurately receive and interpret messages in the communication process So listening is one of the important skill that we need to have How well we listen has a major impact on our job effectiveness, and on the quality of our relationships with others Even though students realize the importance of listening skill in learning a foreigin language, most Vietnamese students don’t really pay attention to practise listening skill due to several reasons.The first, they are used to learing language in passive way, they only focus on studying grammar, structures, and vocabulary, they haven’t promoted well listening skill,speaking skill, and writing skill…The second, most of them depend on the answers in the award books They don’t really take care of the contents of listening lessons Listening lessons become boring, and less effective The third, with their subjective psychology shows that it is unnecessary, unimportant to improve listening skill because they don’t have checkpoint listening section in their learning process.The fourth, they don’t understand that learning foreigin language is not only acquisition the knowledge but also communication with language In the process of teaching in Dao Duy Tu High school, the English proficiency of the students is limited especially listening skill, speaking skill They don’t focus and not practise listening and speaking skill regularly On the other hand, according to my subjective assessment, the activities in the Post -Listening in the text book are not designed to match the level of the students in Dao Duy Tu High School Therefore, in listening class hours, most teachers are difficult to complete the Post –Listening activity From this fact, I think how to stimulate and create excitement for the children to promote skills - especially listening skills In addition to promoting listening skills, students also practice speaking and writing skill in Post –listening part I have researched and applied the redesign initiative "Some Activities in the" POST-LISTENING "English 10th-grade program for novelty and appeal; To attract the interest of the children in the classroom That is why I chose this topic 1.2 Practical reasons With the direction of the Ministry of Education on innovating the teaching methods of English subject under the 2020 project; listening, speaking, reading and writing skills are four skills that need to be invested and focused to develop professional skills and communication skills for students 1.3 Reasons for urgency According to the Department of Education's guidelines for the 20202021school-year assessment innovation, the grade of speaking skill account for 20% and the grade of listening skill account for 20% of the 45-minute tests and semester exams as well as national examination Therefore, it is essential for learners to focus on improving the effectiveness of listening classes 1.4.Reasons for the condition and capacity of the instructor Based on the results of the tests, lesson plans, assessments on the receptive ability of Dao Duy Tu High School students and observation of the students’ activities in listening comprehension of grade 10 students, the conductor can recognize the difficulties in the process of teaching and learning listening and speaking skills, especially through understanding and reporting the contents of listening part for high school students Aims of the study: The study was designed to achieve the following goals: a.To raise the awareness and the attitude of the English teachers and the students in Dao Duy Tu High School for listening skill and speaking skill b.To develop the students’ listening skills such as: intensive listening,extensive listening, listening for specific information and listening for gist……… c To promote the students’s comprehension skill and feedback after listening the need to design activities to stimulate the students to improving speaking skill through listening skill.They are more appropriate to the students level in Dao Duy Tu High School d To help the students can practise their speaking and writing through –this Post -listening part Scope of the study There are, of course, many ways to motivate the students to learn English effectively However, in this research action I would focus my research on the effectiveness of the activities in Post- Listening at Dao Duy Tu High School in Thanh Hoa The reason is that my students don’t pay attention to Post –Listenning section They need participating more actively in learning activities I hope that through some Post –Listening activities, I will find the most effective learning activities to improve students’ listening skill My students have chance to practise their listening skill and speaking skill Methods of the study To gain the aims given in section 2, the study uses quantitative research approach In order to gain the most successful results, data will be collected through questionnaires (one questionnaire for students, and the other for teachers of English at high school) Collected data, then, will be processed and analyzed Besides, the study is also carried out through informal interview with some students and teachers at Dao Duy Tu High School Additionally, the writer’s own experience in designing classroom Post –Listening activities and the analysis of current textbook and listening teaching methods applied to teaching English for the 10th form students at Dao Duy Tu High School in Thanh Hoa will contribute much to the evaluation of the effectiveness of these activities New features in the study’s result In the study with the researcher’s innovation, the new approaches help students to improve speaking skill, step by step to master listening and speaking skill.They can gradually speak fluently in English PART II: CONTENT 1.The components of listening: 1.1 What is post-listening ? Definition of Post –Listening: A post-listening activity represents a follow up to the listening activity and aims to utilize the knowledge gained from listening for the development of the other skills such as speaking or writing To make the Post-Listening more lively and to excite students in listening lessons in the English program 10 - standard curriculum - teachers need to invest a lot to redesign activities with content This is consistent with the student's level and the focus of the unit, and is conducive to listening and feedback after listening to the students When redesigning activities, teachers have to pay attention to the time spent organizing and have to create real excitement for each student There should be an encouraging reward for groups or pairs of students Students well in activities and provide opportunities for them to develop their skills Curent situation of the research issue General difficulties in the process of teaching and learning listening,speaking On the learner's side: Although Dao Duy Tu High School is located in the centre of Thanh Hoa city, The students aren’t good at listening and speaking skills.Because they think that the last aim for their studying English is taking past in the examinations without doing listening and speaking tests Besides, high school students have too many subjects to learn during the school year So they don’t want spend time practising these skills Another drawback in this context is the bad learning habits that many beginning learners have that is learning grammar The passive learning attitude during listening lessons in some classes observed by the teachers also shows that learners not seem to pay adequate attention to self-improvement in the learning process Psychological issues are also another difficulty for learners in receiving and reporting the information They always feel tense with anxiety when they learning listening and speaking On the teacher's side The application of traditional methods in language teaching including teaching listening skill observed in some teachers makes the skill training ineffective It is still believed that listening is practicing receptive skill Learners are asked to get to know information of the listening without reproductive skill This means that the post-listening is not concern to apply in processing in teaching listening in the class, or the students are not allowed to report the contents of the listening lesson It is observed that some teachers often teach a listening lesson by focusing on listening only, which doesn’t improve speaking skill, a vital skill for a foreign language learner Some teachers, although are aware of the need to change teaching methods, they cannot apply many effective measures to change the situation due to the limited time in class 2.2 Limitations in the process of teaching and learning listening skills 2.2.1 Subjective limitations: One of the main obstacles that prevents students from listening and speaking well is the lack of language knowledge Limited vocabulary is the biggest obstruction to the listening comprehension and speaking process of learners This restriction interferes with learners’ listening and speaking process when listening too many new words, which has affected the speed and time of listening and speaking 2.2.2 Objective limitations: *For teachers: Due to the limited time of 45 minute with so many tasks to carry out in a class, there is not enough time to carefully guide students on tips to listening and speaking effectively On the other hand, skill training requires time, perseverance, and repetition of the requirements of the lesson many times, but due to subjective and hasty psychology, some teachers not have detailed instructions to clearly orient students about the topic of the listening or the steps to follow to link to speak Especially, teacher’s attention cannot be paid equally to all the student groups in a big size class (40- 50 students) *For students: There are listening parts that require students to handle a lot of information, to concentrate highly to find out the main information to listening, however most students not know which information to choose appropriately The usage of words, phrases and specialized structures also makes students confused when guessing the meaning of words in context When students listen long parts relative to topics that not belong to their specialty, they are often depressed and exhausted In addition, due to the explosion of internet and textbooks on the market, students are too lazy to work on the listening and speaking, they just only focus on searching for answers As a result, the learning process hasn’t been carried out so their listening and speaking skills are not improved Limited vocabulary and background knowledge are also a barrier in listening comprehension and speaking skill Nearly 180 of 10th form students at Dao Duy Tu secondary school in Thanh Hoa are the target subjects of the study They are both male and female students aged from sixteen to seventeen and have learnt English at junior high school for four years Their proficiency in English is more than elementary because many of them did not pay attention to study English at lower classes They not know the suitable method to learn English, especially, listening and speaking skill They find it difficult to listen and speak During post listening activities, it is the teachers who have to talk much and students have a very passive learning habit 2.2.3.Classroom Post-Listening activities: - Students must prepare well vocabulary at home before class Teacher can give the words that need to be taught in the listening section so that students can pre-compose the meaning of the words (Absolutely no students preview the tapescripts of each listening lesson) If the teacher finds out, the student will be deducted -Divide students to work in pairs, groups, teams for each activity - Use Pictures, Posters, Handouts, for activities and instruct students how to perform each activity appropriately -Bonus points if individuals, pairs or groups well to encourage them, creating excitement while learning The actual state of the problem before applying the research: 3.1 The textbook: The textbook used for the 10th form students is English 10 (published in 2006), which is a theme-based compilation The textbook has 16 units and review lessons Each unit focuses on a specific topic and consists of five main sections namely: reading, speaking, listening, writing and language focus The texts and the tasks were chosen from different sources of materials This, to some extent, stimulated students’ interests As I mentioned in chapter I Because of its’ importance, post listening part exists listening period and even it helps the students practise speaking skill It is arranged with various themes, such as, talk about Mr Lam’s dalily activities in (Unit 1),talk about Lan’s timetable in (Unit 2),etc It can not be denied that post-listening plays an important role in listening period To help students learn listening more effectively and understand the content of listening part, I think that teachers should give more activities, especially in post-listening teacher should design more plentiful activities such as: retell, building sentences, handouts, pictures, posters… The models of post listening parts for each unit in the 10th-grade English text book *Content innovation activities in the Post-Listening English 10th grade for each listening lesson: UNIT 1: A DAY IN THE LIFE OF Post- listening: Talking: Retell about Mr Lam activities (10minutes)(Pairwork) Implementation guide: -T asks the students to make questions and then answer about the routine of Mr Lam (T gives the cues) - Teacher requests students work in pairs to ask and answer - Note: The students have to close the books and notebooks to - Teacher calls three pairs of students to speak in front of class - Teacher checks and corrects mistakes and gives marks to encourage them - Teacher asks the students when they are at home.They have to rewrite the part they have just spoken in the notebooks - What / occupation? - What time / get up? (start / work) - Where / take a rest? - What time / have lunch? Where? - Where /park his cyclo? res t tak ea Pl a ce to The time to get up Time and place to have lunch Talk about the routine of Mr.Lam The number of passengers Place to park his cyclo Activity 2: (Homework) -Write a short passage about the daily activity of Mr Lam UNIT 2: SCHOOL TALKS After you listen: Futher practice (10minutes) (Pairwork) Work in pairs and answer questions about yourself Questions Answers Where you study? I study at ………… School Whose class are you in? What subjects are you taking this semester? 4.How long have you learnt English? Implementation guide: Preparation: - Prepare handout to give students: Perform:-Teacher requests students to answer the questions about themselves and fill the answers in the corresponding column -Teacher asks students to practise the dialogue in pairs -Note: The students have to close the books and notebooks to - Teacher calls three pairs of students to speak in front of class - Teacher checks and corrects mistakes and gives marks to encourage them - Teacher asks the students when they are at home.They have to rewrite the part they have just spoken in the notebooks Dialogue: A: Where you study? B: I study at Tran Van Ky high school? A: Whose class are you in? B: Ms Suong's A: What subjects are you taking this semester? B: Well, I’m taking a lot of subjects such as English, Math, Literature, Physics, Chemistry, and Biology A: How long have you learnt English? B: I have learned English since I was in grade at secondary school UNIT 3: PEOPLE’S BACKGROUND After you listen: Retell + Write it up (10minutes) (Groupwork) Work in groups to answer the following questions about Sally, the Olympic Champion Use the answers to those questions to tell your classmates about her Questions: When was she born? When did she get a general education? Where does she live with her family? What sorts of sports does she like What sorts of books does she like? What does she want to be in the future? Implementation guide: Preparation: -Prepare handout to give students: Perform: -Teacher asks students to work in group of four to answer the questions about Sally -Note: The students have to close the books and notebooks to - Teacher chooses two groups have finished first -Teacher calls two students representing two groups to report their work - Teacher checks and corrects mistakes and gives marks to encourage them - Teacher asks the students when they are at home.They have to rewrite the part they have just spoken in the notebooks Suggested answer: Sally was born in 1980 She got a general education at local schools in 1995 She lives with her family in Manchester 10 She likes different sports such as basketball and swimming She likes to read love stories-romantic books She wants to be a sports teacher in the future Report: Sally was born in 1980 She got a general education at local schools in 1995 She lives with her family in Manchester She likes different sports such as basketball and swimming She likes to read love stories-romantic books She wants to be a sports teacher in the future UNIT 4: SPECIAL EDUCATION After you listen: Retell + Write it up (10minutes) (Groupwork) Work in groups to answer the following questions about the Vang Trang Khuyet Photographic Club Use the answers to those questions to tell your classmates about it Questions: What is the name of the club? Who are the members of the club? Where they come from? How many members are there? How many photos are on display? What are their photographs about? What does their passion of taking photographs help them? Implementation guide: Preparation: - Prepare handout to give students: Perform: -Teacher asks students to work in group of four -Note: The students have to close the books and notebooks to - Teacher chooses two groups have finished first -Teacher calls two students representing two groups to report their work - Teacher checks and corrects mistakes and gives marks to encourage them - Teacher asks the students when they are at home.They have to rewrite the part they have just spoken in the notebooks Suggested answer: The name of the club is Vang Trang Khuyet The Vang Trang Khuyet club’s members are all disabled children They come from schools for deaf, mute and mentally retarded children There are 19 deaf, mute and mentally retarded children They are now having their first exhibition in Hanoi with 50 colour photos The subject of their photos is simple and peaceful The passion for taking photographs has helped them escape their sorrow Report: The Vang Trang Khuyet club’s members are all disabled children They 11 come from schools for deaf, mute and mentally retarded children There are 19 deaf, mute and mentally retarded children They are now having their first exhibition in Hanoi with 50 colour photos The subject of their photos is simple and peaceful The passion for taking photographs has helped them escape their sorrow UNIT 6: AN EXCURSION After you listen: Discussion (9 minutes) (Groupwork) On the occasion of having some days off, your class plans for a picnic Work in groups of four to map out the plan for the picnic and tell about it - Teacher gives students some suggestions : The plan include: - Destination: pagoda, park, museum, mountain, beach… - Where to meet: at school gate - What time: 7a.m - Means of transport: by bus, by train, by bikes - How many: 43 students - How long: a two-day trip - Who with: your teacher, your classmates, one’s parents… - What activities: take photos, camp, play games, sing songs, talk, dance, eat… - Bring any food: bread, milk, soft drinks, fruits … Implementation guide: Preparation: -Prepare handout to give students: Handout: Plan for class picnic Destination: Where to meet: What time: Means of transport: How many: How long: Who with: What activities: Bring any food: Perform: -Teacher asks students to work in group of four They discuss and plan for your class’ s picnic at weekend by filling the missing information into the handdout that has been delivered Then practise to tell their class’ picnic - Teacher chooses two students representing two groups to report their class’ picnic - Teacher checks , takes note and corrects mistakes and gives marks to encourage them 12 - Teacher asks the students when they are at home.They have to rewrite their class’ picnic that they have just spoken in the notebooks Suggested answer: Our class are going for picnic at this weekend We decide to pay a visit to Thanh Tan Spa.We are metting at the school gate at a.m on Sunday and travelling to Thanh Tan Spa by coach There are 43 students in our class, and Ms Suong - our teacher joining our picnic in day We will play a lot of games, sing song, dance, take lots of photographs and take a bath in warm mineral spring We are bringing some food such as bread, milk, soft drinks, and fruits We will have a lot of fun UNIT 7: THE MASS MEDIA After you listen: Retell + Write it up (10minutes) (Groupwork) Work in groups to answer the following questions about the news stories Use the answers to those questions to tell your classmates about them Choose one of the news stories only News story 1 What has happened during the night? Why have many people left their homes? How deep are some roads under the water? Has the rain stopped at the moment? Is there a strong wind? Why can’t people go out to work? News story How many times has the old woman climbed Mount Whitney? How high is Mount Whitney? Is it the highest in California? What does she say about the view from the top? Why does she climb it so often? Does she stop climbing mountain because of her old age? Implementation guide: Preparation: -Prepare handout to give students: -Prepare muilt- body projector Perform: -Teacher asks students to work in group of four and to assign students to one side of the table answer the questions about News Story 1, the students at the other table answer the questions about New Story -Note: The students have to close the books and notebooks to - Teacher chooses the first finishes of rows Teacher calls two students on behalf of the two groups to present the group they have just finished, using the projector to project the large screen for the whole class to monitor In the absence of a multiplex projector, the teacher can flexibly prepare a handout on the extra sheet or half a sheet of Ao paper 13 and hang it up on the board for the student to present -Teacher checks , takes note and corrects mistakes and gives marks to encourage them - Teacher asks the students when they are at home.They have to rewrite the story they have just spoken in the notebooks Suggested answer: News story 1: Heavy rain has happened during the night Many people have left their homes because rivers have risen Some roads are under two metres of water Yes, the rain has stopped at the moment / Yes, It is Yes, there is a strong wind / Yes, there is Because of the bad weather people can’t go out to work News story 2: She has climbed Mount Whitney for the twenty – third times Mount Whitney is 4,418 metres Yes, it is / Yes, it is the highest mountain in California She says the view from the top is wonderful Because the mountain has kept her young and healthy No, she doesn't / No, she doesn't stop climbing mountain in spite of her old age Suggested answer: Report: News story 1: Heavy rain has happened during the night Many people have left their homes because rivers have risen Some roads are under two metres of water The rain has stopped at the moment There is a strong wind Because of the bad weather people can’t go out to work News story 2: She has climbed Mount Whitney for the twenty – third times Mount Whitney is 4,418 metres It is the highest mountain in California She says the view from the top is wonderful She climbs it so often because the mountain has kept her young and healthy She doesn't stop climbing mountain in spite of her old age UNIT 9: UNDERSEA WORLD After you listen: Retell + Write it up (10minutes)(Groupwork) Work in groups and tell about the whales using the following information: largest- 30 -200 -most intelligent - cold water - North - South- Pacific Atlantic Krill krill- in danger - hunting - The Eskimo - not protect - disappear Implementation guide: Perform: 14 -Teacher asks students to work in group of four and to retell about the whale using the imformation in suggestions -Note: The students have to close the books and notebooks to - Teacher chooses the first finishes to present in front of the class -Teacher checks , takes note and corrects mistakes and gives marks to encourage them - Teacher asks the students when they are at home.They have to rewrite the part they have just spoken in the notebooks Report: The blue whale is the largest animal that has ever lived on earth It grows to 30 meters in length and over 200 tons in weight Whales may also be the most intelligent animals in the ocean Whales like to feed in the cold oceans where there is a lot of krilltheir favorite food Cold water in the North and South Atlantic Ocean and the North and South Pacific are good feeding grounds for whales Whales are in danger due to heavy hunting pressure Native American hunters, such as the Eskimo, are still allowed to hunt a limited number of whales to feed their communities If no effective measures were taken to protect whales, these wonderful animals would disappear forever UNIT 10: CONSERVATION After you listen: Write it up + Retell (8minutes) (Groupwork) Complete the summary of the listening passage by filling each blank with a suitable word or phrase campfire care start wildlife put out summer A forest fire may (1) ………… when campers leave a (2) ………… burning near a heap of leaves It is even easier during late (3) ………… when woods and forests are very dry Campers must take great (4) ………… not to start a fire They should remember to (5) ………… their fire completely by covering it with earth before leaving Anyone careless enough to start a forest fire have done something A forest fire makes our life more difficult by destroying wood, (6) ………… and good soil Implementation guide: Preparation: -Prepare handout to give students: Perform: -Teacher asks students to work in group of four -Note: The students have to close the books and notebooks to - Teacher chooses the first finishes to present in front of the class -Teacher checks , takes note and corrects mistakes and gives marks to encourage them - Teacher asks the students when they are at home.They have to rewrite the part they have just spoken in the notebooks 15 Suggested answer: start campfire summer care put out wildlife Report: A forest fire may start when campers leave a campfire burning near a heap of leaves It is even easier during late summer when woods and forests are very dry Campers must take great care not to start a fire They should remember to put out their fire completely by covering it with earth before leaving Anyone careless enough to start a forest fire have done something A forest fire makes our life more difficult by destroying wood, wildlife and good soil UNIT 11: NATIONAL PARKS After you listen: Write it up + Retell (10minutes) (Groupwork) Work in groups to complete the sentences with the numbers or years in the box below 2002 1960 200 450 100,000 2000 1789 Cuc Phuong, the first national park in Vietnam, was officially opened in …… The …………… square kilometer park attracts tourists and scientists alike In ……………., nearly …………… visitors made their way to Cuc Phuong According to scientists, there are about …………… different species of flora and …………… species of fauna Quen Voi, also part of the park, is where Nguyen Hue’s army was stationed before it made its surprised attack on Thang Long and defeated the Qing invaders in the spring of …………… Implementation guide: Preparation: -Print or write assignments on extra sheets or 1/2 sheets of A0 paper Perform: -Teacher asks students to work in group of four and to retell about Cuc Phuong Natioal Park using the imformation in suggestions -Note: The students have to close the books and notebooks to - Teacher chooses the first finishes to present in front of the class -Teacher checks , takes note and corrects mistakes and gives marks to encourage them - Teacher asks the students when they are at home.They have to rewrite the part they have just spoken in the notebooks Suggested answer: 1960 200 2002 - 100,000 2000 – 450 1789 Report: 16 Cuc Phuong, the first national park in Vietnam, was officially opened in 1960 The 200 square kilometer park attracts tourists and scientists alike In 2002, nearly 100,000 visitors made their way to Cuc Phuong According to scientists, there are about 2,000 different species of flora and 450 species of fauna Quen Voi, also part of the park, is where Nguyen Hue’s army was stationed before it made its surprised attack on Thang Long and defeated the Qing invaders in the spring of 1789 Unit 12: MUSIC (Game : Lucky fruits) -T introduces the Game: I have fruits In these fruits, there are lucky fruits If you choose the lucky fruit you needn’t give the answer & you will get marks If you choose other fruits, you must give answer for my questions If you give the correct answer , you will get one mark The team having more marks will be the winner LUCKY FRUIT Next Melon: When was “Tien Quan Ca” written? Orange: (Lucky fruit) Banana :What is the name of the guest of the show? Strawberry:(Lucky fruit) Apple: Who wrote “Tien Quan Ca”?? 17 Grape: How does Quang Hung feel when he hears this so PART III PROCEDURE Experimental time: a school year 2020- 2021 Arrange the experimental groups There are two groups in these experiments The first one is the Controlling Group, class 10C10 with the total number of students is 43 In this group, the researcher still asks students to listen and the tasks while teaching the listening class without ask them to the post-listening The second group is the Experimental Group, class 10C11 with the total student number is 35 For this group student, the implementer applied the postlistening for processing listening teaching RESEARCH RESULTS: 1.Statistical table: LISTENING test scores at the beginning of the school year 2020-2021 RESULTS OF LISTENING TEST NO 2020-2021 English subject: Class ToTotal Good Fair Average Poor Bad number (8-10) (6.5-7.8) academic (3.5(