Designing the learning activities for post listening in accordance with learning styles to develop communicative capacity for students in teaching english 10

EXPERIENCE IDEA TOPIC: DESIGNING THE LEARNING ACTIVITIES FOR POST-LISTENING IN ACCORDANCE WITH LEARNING STYLES TO DEVELOP COMMUNICATIVE CAPACITY FOR STUDENTS IN TEACHING ENGLISH 10 (NEW TEXTBOOK) Scope: Theory and Methods of Teaching English NGHE AN DEPARTMENT OF EDUCATION AND TRAINING DIEN CHAU HIGH SCHOOL EXPERIENCE IDEA TOPIC: DESIGNING THE LEARNING ACTIVITIES FOR POST-LISTENING IN ACCORDANCE WITH LEARNING STYLES TO DEVELOP COMMUNICATIVE CAPACITY FOR STUDENTS IN TEACHING ENGLISH 10 (NEW TEXTBOOK) Scope: Theory and Methods of Teaching English Co-authors: Tran Thi Kim Anh – Dien Chau High School Pham Kim Chung – Dien Chau High School Specialized Team: Literature - English Phone: 0961.110.857 – 0974305953 Nghe An, March 2021 TABLE OF CONTENTS TABLE OF CONTENTS i LIST OF SYMBOLS, ABBREVIATIONS iii PART I: INTRODUCTION 1 Reason for choosing topic Research purpose 3 Subjects and objects of research Scientific hypothesis Scope of research Research methods Research and experimental time Contributions of the topic PART II: CONTENT CHAPTER 1.THEORETICAL AND PRACTICAL BASIS OF THE TOPIC A brief history of issue research Theoretical basis of the topic Practical basis of the topic CHAPTER DESIGNING THE LEARNING ACTIVITIES FOR POSTLISTENING IN ACCORDANCE WITH LEARNING STYLES TO DEVELOP COMMUNICATIVE CAPACITY FOR STUDENTS IN TEACHING ENGLISH GRADE 10 12 Some rules when designing the learning activities for post-listening in accordance with learning styles 12 The process of designing the learning activities for post-listening in English grade 10 15 Designing the learning activities for post-listening in accordance with learning styles to develop communicative capacity for students in teaching English grade 10 17 CHAPTER PEDAGOGICAL EXPERIMENT 30 Objective of pedagogical experiment 30 Content of pedagogical experiment 30 Pedagogical experiment subject 30 Pedagogical experiment results 31 PART III CONCLUSIONS AND RECOMMENDATIONS 37 Conclusion 37 Recommendations 37 REFERENCES APPENDIX Honey-Mumford-Questionnaire APPENDIX Study cards APPENDIX Videos APPENDIX Quantity Tests LIST OF SYMBOLS, ABBREVIATIONS EC Experimental Class CC Control Class QTY Quantity R Ratio PART I: INTRODUCTION Reason for choosing the topic Resolution of the 8th Conference (No 29 - NQ / TW) of the 9th Party Central Committee has set out the requirements for education and training that need fundamental and comprehensive renovation to meet the requirements of industrialization and modernization in the context of a socialist-oriented market economy and international integration The mission is: “Continue innovating strongly teaching and learning methods in a modern direction, promote activeness, take initiative, create and apply knowledge and skills of learners, overcoming the imposing one-way transmission, mechanically memorized Focusing on teaching ways of learning, thinking, encourage self-study, creating a basis for learners to update and renew their knowledge, skills, and capacity development” In order to perform the tasks that the resolution of the above Conference mentioned, the Ministry of Education and Training has been implementing a plan to develop the general education program for the period after 2015 The content of the post-2015 development education program is not only make a requirement to equip students with knowledge and skills of subjects but also pay attention to developing for students the necessary competencies so that they can succeed in learning throughout their lives; be self-reliant in life; be sociable and contribute positively to society One of the teaching perspectives that can well meet the post-2015 educational trend that we need to aim for is teaching in a differentiated view The philosophy of differentiated teaching is that the teaching process needs to maximize the capacity of each individual by creating for learners to be placed in the teaching process that best suits them It is possible to differentiate teaching based on students' competency, excitement as well as learning style Teaching model based on learning style helps teachers plan lessons and curriculum with the aim of how students can learn best Thanks to the ability of identifying the learning style of students and having appropriate teaching methods, teachers can support students to achieve better learning results and improve their attitudes towards learning, especially for English subjects, this is even more necessary We all know that today, learning English is extremely important.It can be said that English is the only language which is capable of connecting the whole world together Specially, Vietnam has become the 150 th member of Worldl Trade Organization (WTO) So when the door to WTO integration is gradually expanding, investment cooperation is always the top focus of every profession, when the quality of the brainpower in the workforce is enhanced, it is also the race of knowledge and intelligence begin, and the primary means to reach and win is English Professor Joshep Foley - Thailand said: “For millions of English learners, the ability to communicate in English is the passport to step into a prosperous economy, a dynamic society and progressive education” In fact, many students are good at professional, but their English communication ability is still weak, so they have to break up with their dream jobs So it can be said that English is the first and most important standard for an employee who wants to work in businesses, not only foreign companies but many domestic companies also appreciate this requirement of staff Therefore, it is required that our country must have a human resource, in addition to being trained professionally in a systematic and quality way, also to meet the requirements of international communication Also due to the same requirement, in high school level, English is one of the compulsory subjects and a graduation exam subject in high school In the general education program, learning English is built in the direction of communication Forming communication skills is the ultimate goal of the teaching process To form communication skills, the learning environment in general and the English practice environment in particular play a very important role Being learned and practiced in a positive and favorable language environment will help students have good conditions to practice and apply the knowledge they have learned as well as increase their confidence when using English From the above facts, we can confirm that the renovation of English teaching methods in general and creating an environment for students to practice their own language is very necessary, contributing to the implementation of educational goals and human development in Vietnam in the period of industrialization, modernization of the country and also contribute to improving the quality of human resources for the country in the process of integrating into the world economy Through the years of teaching English at high school, I have noticed the fact that most high school students are very afraid of learning English, often feeling very tired during the lessons, after graduation, they cannot communicate in the foreign language that they have studied Some teachers also give students opportunities to communicate by using specific situations, however the teachers just set up a specific activity and ask all students to it together, while each student or a group of students has their own unique abilities, so if the activity is not suitable for their competencies, it is difficult for students to express themselves So what should be done to make students interested in learning English? How to complete the ultimate goal of the foreign language teaching process, which is to form communication skills for students? How to make English lessons become what they expect and not have to wait anxiously to finish time quickly because of boredom? How can they naturally speak simple English sentences in order to develop communication skill? Those are some of my concerns in the teaching process, so I always try to explore and research to find the most effective solutions to give students an effective communication environment to practice English As a result, students will have the conditions to form and develop communication skills Stemming from the above reasons, I choose the topic: “Designing the learning activities for post-listening in accordance with learning styles to develop communicative capacity for students in teaching English 10” Research purpose Designing a variety of learning activities for post-listening in English 10 , help learners be placed in teaching activities that best suit their abilities and interests, from that maximizes the capacity of each individual as well as practice communication skills for students Subjects and objects of research 3.1 Research subjects - Learning styles of high school students - The process of using activities to help student develop communication capacity 3.2 Research object The activities of the post-listening in accordance with learning styles of students help students develop communicative capacity ` Scientific hypothesis English practice environment has an important meaning in forming and training students' communication skills If students are taught in an environment of positive language practice, they will be more confident and communicate more naturally Scope of research The topic only studies activities for post-listening in accordance with the students’ learning styles to help students develop their communication capacity in teaching English grade 10 Research methods In this experience idea, I used a combination of routine research methods including: 6.1 Theoretical research Researching scientific works, articles, publications related to teaching topics; related to learning styles of high school students Study materials related to practice communication skill for students 6.2 Investigation method Make a questionnaire on the current situation of using methods and techniques in teaching English to practice communication skill of high school students through activities of post listening Make a survey of pedagogical experiment results after teaching activities for post-listening between the experimental group and the control class about students' self-study ability 6.3 Expert method Directly talk, consult experts on teaching methods, education and English teachers at some high schools on issues related to the topic 6.4 Experimental method of pedagogy Develop criteria which evaluate communication capacity for post-listening of high school students After building the content and methods, teaching techniques of teaching activities for post listening in English 10, we conducted experiments at high schools in Nghe An province to test the objectivity and practicality of the topic Experimental results were assessed through the results of the questionnaire 6.5 Method of processing data by mathematical statistics Collecting and numbering data from the results of all experiments then processing the data using SPSS software Research and experimental time The topic was studied and conducted extensive pedagogical experiments at schools from the 2019-2020 school year The process of completing data and the project is in the school year 2020 2021 Contributions of the topic Contributing to systematizing the theoretical basis of designing activities for post-listening in accordance with learning styles of students to help students practice communication skill The topic builds up activities for post-listening that are suitable for students' thinking ability and excitement levels, thereby selecting an effective training process will help improve students' communication skills in 10 th grade English teaching PART II: CONTENT CHAPTER THEORETICAL AND PRACTICAL BASIS OF THE TOPIC A brief history of issue research Since the appearance of the term "learning styles" to now, many scientists have studied the learning style according to the following basic contents: Firstly, the theoretical research, the studies of learning styles in England, America, and Western Europe started in the twentieth century and are still giving opinions and building a number of different measuring tools Secondly, studies on the application of learning styles in teaching and learning Thirdly, the research is on development of tools and statistics, exploration of learning styles The research of teaching based on learning style of students still has the following issues that have not been resolved and clarified: First of all, analyzing and clarifying the bases of teaching based on the learning style of students Secondly, the orientation of the way to classify the learning style of students in each stage of development according to the reasonable model has not been specified and lack of consistency (using which toolkit to determine learning appropriately and effectively) Thirdly, the importance of learning styles in the teaching process has not been clearly analyzed and evaluated in a specific and systematic way Fourthly, the construction of the teaching process, teaching design as well as teaching methods and techniques based on the students' learning style have not been studied in a systematic, profound and meticulous manner Fifthly, the factors affecting the formation and development of learning style of students have not been clarified Besides, although communication ability has always been the basic goal of the current language teaching programs, it has not been uniformly understood and explained Widdowson shares the same opinion with Hymes on communication capacity According to Widdowson, “the speaker's communicative competence includes the understanding of rules that enable the speaker to use them appropriately to perform stylistic rhetoric in certain social communication situations Since these usage rules are cultural and cannot be obtained spontaneously, they need to be described carefully and taught carefully” Theoretical basis of the topic Based on the history of problem research, the theoretical basis of the topic, I would like to give the basic concepts and contents of the theoretical basis as follows: Study card number Study card number Unit 2: Your body and you (Listening: The food Pyramid)- Post-listening Activity 3: Your food plates Study card number Unit 2: Your body and you (Listening: The food Pyramid)- Post-listening Activity 3: Your food plates 10 Study card number 11 Study card number 12 Study card number 13 Study card number 14 Study card number 15 Study card number Unit 5: Inventions (Listening: Flying cars) – Post-listening 16 Study card number Unit 5: Inventions (Listening: Flying cars) – Post-listening 17 APPENDIX Unit 2: Your body and you (Listening: The food Pyramid) Video 1: Presentation of the food pyramid Video 2: Role-play Video 3: Presentation of food plates Video 4: Summarizing the main content 18 APPENDIX Quantity Tests *Test number 1: (15 minutes) Answer the questions: Question 1: What are the roles of men and women in the family? Question 2: Do you think that there is a considerable change about the role of men and women’s in family? Give evidence Question 3: Why is “equally shared parenting” necessary in modern society and what is its result? Instructions for dots and marks I Factors need ensuring: Fluency and Coherence • Speed: speak slowly and fluently • Length answers: relative length, ensure full content • Coherence: answer the center of the question correctly, expand and develop answers by adding examples or explanations to clarify the idea Specially, the ideas are linked by suitable matching words or phrases, making it easy for the listener to understand Lexical Resource • Vocabulary: diverse and accurate, contextual, semantic Grammatical Range and Accuracy • Sentences with complex clauses, with no errors in tense and basic grammar Pronunciation Correct, clear and understandable pronunciation This includes: • Pronounce the vowel and consonant sounds of words correctly • Press the correct stress • Have intonation, meaning that not speak evenly, but intonation and rhythm have an appropriate • Do not speak too quickly or too slowly and note to cut off the voice in the right place II Marks: - Question 1: points 19 - Question 2: points - Question 3: points *Test number 2: (15 minutes) Answer the questions: Question 1: What are types of music? Question 2: What type of music you like most? Question 3: Who is your favourite musician and what song you like? Question 4: Do you think that music change people’s lives? Why? Instructions for dots and marks I Factors need ensuring: Fluency and Coherence • Speed: speak slowly and fluently • Length answers: relative length, ensure full content • Coherence: answer the center of the question correctly, expand and develop answers by adding examples or explanations to clarify the idea Specially, the ideas are linked by suitable matching words or phrases, making it easy for the listener to understand Lexical Resource • Vocabulary: diverse and accurate, contextual, semantic Grammatical Range and Accuracy • Sentences with complex clauses, with no errors in tense and basic grammar Pronunciation Correct, clear and understandable pronunciation This includes: • Pronounce the vowel and consonant sounds of words correctly • Press the correct stress • Have intonation, meaning that not speak evenly, but intonation and rhythm have an appropriate • Do not speak too quickly or too slowly and note to cut off the voice in the right place II Marks: 20 - Question 1: points - Question 2: points - Question 3: points - Question 4: points *Test number 3: (15 minutes) Answer the questions: Question 1: Can you describe the basic features of a flying car? Question 2: What are the advantages and the disadvantages of the fly car? Question 3: Do you think that the flying car is important in our modern society? Why? Instructions for dots and marks I Factors need ensuring: Fluency and Coherence • Speed: speak slowly and fluently • Length answers: relative length, ensure full content • Coherence: answer the center of the question correctly, expand and develop answers by adding examples or explanations to clarify the idea Specially, the ideas are linked by suitable matching words or phrases, making it easy for the listener to understand Lexical Resource • Vocabulary: diverse and accurate, contextual, semantic Grammatical Range and Accuracy • Sentences with complex clauses, with no errors in tense and basic grammar Pronunciation Correct, clear and understandable pronunciation This includes: • Pronounce the vowel and consonant sounds of words correctly • Press the correct stress • Have intonation, meaning that not speak evenly, but have an appropriate intonation and rhythm • Do not speak too quickly or too slowly and note to cut off the voice in the right place 21 II Marks: - Question 1: points - Question 2: points - Question 3: points 22 ... activities for post-listening in English grade 10 15 Designing the learning activities for post-listening in accordance with learning styles to develop communicative capacity for students in teaching English. .. Evaluating the results of using learning activities for post-listening in accordance with learning styles to develop communicative capacity for students in teaching English 10 - Determining the. .. POST-LISTENING IN ACCORDANCE WITH LEARNING STYLES TO DEVELOP COMMUNICATIVE CAPACITY FOR STUDENTS IN TEACHING ENGLISH GRADE 10 Some rules when designing the learning activities for post-listening in accordance