(Sáng kiến kinh nghiệm) motivationnal activities in post listening in tieng anh 11

TABLE OF CONTENTS CONTENTS PART 1: INTRODUCTION 1.1 Rationale 1.2 Aims of the study PART 2.CONTENT I.Theoretical background 1.Stages of Teaching Listening Skills 2.What are Post-Listening Activities 3.Some of the most common Post-Listening activities are the following II.SOLUTIONS 1.The logical basis 2.The practical basis III RESEARCH CONTENT IV Effectiveness of the Teaching Experience PART 3: CONCLUSION REFERENCE PAGE 1 2 2 4 5 12 13 14 PART 1: INTRODUCTION 1.1 Rationale Today English is considered one of the most important factors to the trend of globalization in all fields of life all over the world Thus , English as second language has been taught in many countries As a result, methodology has been studied for years to find out the most effective ways of teaching and learning English In Vietnam, high school students have to acquire four skills of English as listening, speaking, reading and writing.Of four language skills, listening has long been considered the most challenging and difficult one by both foreign language teachers and students However, the qualities and effectiveness of teaching and learning this skill are not really as good and high as expected From the fact that most EFL teachers at high schools in Thanh Hoa have faced a lot of problems in teaching listening It has been found that although teaching and learning English listening skills was significant, it was not taken carefully considerations by higher administrators, educators, teachers and students In addition, lack of wellequipped facilities, teachers’ unsuitable teaching listening methods, poor listening methodology and approaches and students’ low level of proficiency, boredom, indifference as well as de-motivation are obstacles in most high schools in Thanh Hoa Many students claimed that they felt tired of listening to the tape from beginning to the end with controlled exercises in the textbook Without interest, motivation and variation in teaching and learning students found it hard to study in listening class So it is necessary for teachers to realize the importance of how to make listening classes more interesting and to know how to motivate students so that they can make progress in listening comprehension Having researched this topic, I hope to improve some problem of teachinglistening skill including Post listening part more effective ly The students will be able to obtain the knowledge better when learning how to listen I hope thart the topic “Suggested some activities in Post- Listening of Grade 11” – the basic pogramme will be more interesting in order to attract students’ excitement during listening period That is the reason why I choose the topic 1.2 Aims of the Study The aims of the study are as follows: - To investigate EFL teachers' problems in creating a good lead-in of a listening lesson in "Tieng Anh 11" - To suggest some activities in Post – Listening part in “Tieng Anh 11” PART 2: CONTENT I.Theoretical background 1.Stages of Teaching Listening Skills Teaching listening text can be divided into three main stages: pre-listening, while-listening and post-listening Each stage has its own aims and activities a) Pre-listening Pre-listening stage aims at preparing students with everything necessary for listening and understanding the listening text This stage is of great importance since it leads students to the listening passage that they are going to listen, arouses their interests and provides students with the purposes of listening as well as the input before they listen Some activities at this stage are: ❖ Warming up the class: The teacher may motivate the class, gradually set up a context for listening text to be presented by asking questions to elicit students’ experience, or ideas concerning the coming text or by using some sort of visual aids or their imagination ❖ Introducing the topic of listening text: The teacher briefly introduces the topic of listening text so that the students may get their mind already for it ❖ Presenting key words: The teacher only presents any word that is necessary for students to understand the text ❖ Giving guiding questions: These guiding questions will help focus the students’ attention on the main points of the text They will guide the students to the better understanding of the text Students should be allowed to make guesses at the answer to the questions before listening These activities may give students a chance to get some knowledge which helps them to follow the listening text Therefore, when choosing an activity, the teacher should consider factors that Underwood (1989) states: The time, the material is available or not, the interests of the class and the teacher, the place where the work is being carried out, the nature and the content of the listening text itself If one of these factors is ignored, the whole process of the activity can be failed b) While-listening The aim of this stage is to facilitate students’ listening and check their comprehension While the students are listening to the text for the first time, they can check their guess and give the correct answer to the guiding questions Then the teacher gives the students some tasks to while they are listening for the second time They can some of the activities such as: gap-filling, true or false statements, answering comprehension questions, matching, multiple choice, reordering, etc While-listening stage gives students a guide to practice listening because they need a reason to listen which helps them to focus their attention As Rixon (1986) mentions, the purpose of while-listening stage is to challenge and guide students to master the information and the message from the passage To facilitate students’ comprehension, the teacher should provide useful techniques such as clear instructions, playing tapes on purposes, classifying levels of difficulty of task from easier to more difficult, and so on It is advisable that while-listening activities should meet students’ different levels and needs so that they are encouraged to listen better c) Post-listening At this stage, students can have opportunities to practice using what they have got from the listening text Post-listening activities are performed after the listening is finished According to Underwood (1989), the first purpose of those activities is to check how well the students understood and whether they have finished the listening task The second one is to reflect on why some students have failed to understand or miss parts of the passage Moreover, post-listening activities aims at expanding the topic or the language of the listening text Students are also given an opportunity to consider the attitude of the speaker in the listening text because they can realize the purpose of the speaker based on his/her attitude Students can some following activities: ❖ Summarizing the text orally or in written form ❖ Re-telling the content of the listening text ❖ Role-play: Students play the roles of the characters in the text ❖ Discussion: The teacher should make up and vary the activities for students to at this stage depending on their level of English In addition, the teacher should pay more attention to the following factors in selecting post-listening activities: ▪ The amount of language work the teacher desires to related to the listening text ▪ The time limitation ▪ Speaking, reading and listening skills should be integrated in postlistening activities ▪ Pair work and group work should be encouraged ▪ The designed activity should be motivating to students 2.What are Post-Listening Activities Post-Listening Activities consist of tasks which main aim is to help students reflect on the listening experience these activities are carried out after teacher have carried out pre-listening and while listening activities successfully 3.Some of the most common Post-Listening activities are the following: 3.1 Check and Summarizing:  One of the activities that a teacher can to check understanding is to ask student to summarize the information they heard, this can be done orally or in writing 3.2 Discussions: You can ask students to have a short discussion about the topic, the topic for the discussion must be taken from the listening task that they previously did and should be interesting enough to inspire comments and debates 3.3 Information Exchange: In this activity you ask students to listen to a passage and ask another to listen to a different passage, when they finish, they share they information with each other and make sure that they understand the message the passage was intended to give 3.4 Problem Solving: Students listen to a passage with the intention of solving a problems Some problem-solving task types such as solving moral dilemmas and solving mysteries will motivate students to listen carefully to a passage 3.5: Deconstructing a Listening Passage: Most books have transcripts at the back of  the books, those transcripts are often unused but you can use them to exploit features such as pronunciation, vocabulary, grammar and discourse markers 3.6: Disappearing Dialogues: Another activity students can to promote critical thinking skills is erasing parts of the dialogue and then asking students to fill in the blanks with phrases they remember or other phrases that might fit perfectly into the dialogue 3.7: Test your Classmates: You can ask students to prepare a set of questions that another student will have to respond, they can prepare a multiple-choice quiz, short answer questions or true and false statements 3.8: Writing a short composition: After students have listened to a passage, they can write a short essay based on the information given in the listening passage 3.9: Time to Act: After listening to a passage, students can identify a theme and create a skit and perform it in front of their classmates 3.10: Synonyms and Antonyms: Another activity that students can is identifying vocabulary and then find synonyms and antonyms for some words in the transcript II.SOLUTIONS 1.The logical basis: Having spent much time teaching listening skill, T personally think that the aim of teaching listening is to develop listening comprehension skills for students such as intensive listening, extensive listening, listening and making predictions Therefore, in this part, I have tried to design some activities in Post - listening of Grade 11 They are Questions and Answers, Gap-Filling, Role play, Discussion,Games, Retell the story, etc Post- Listening is the last procedure of listening lesson, which lasts about maximum of from five to ten minutes They help students achieve activeness and pleasure after listening The students not depend on the tape scripts After “ While Listening”, students are able to recall students the story or further practice It is this step that help them improve their listening skill 2.The practical basis: When teaching listening skill, I realise that most students are not interested in listening As they are not able to listen , they are bored with this skill They can only read the tape scripts in the guide book to answer the Tasks in the texbook From the practical problem, I think I must redesign some activities of “ Post – Listening “ in order to improve students’listening comprehension better These tasks are up to students’level for each class In order to have effective listening lesson, there is the cooperation between teacher and students The lesson at class: - The teacher divedes class into pairs that is suitable for each activity of the lesson The teacher can use pictures , handouts, posters to practise - Correction is an necessary part of the lesson I think the teacher has to be sensitive and positive to correct the students’ answers Correction techniques are used to encourage students and not to put them down and terrified The teacher should get the main idea and he does not pay attention to the detailed mistakes of students III RESEARCH CONTENT Having taught listening skill in English Grade 11 many years, I have designed some activities in Post- Listening for the following lessons unit 1, unit 2, unit 3, unit 4, unit 6, unit 7, unit 8, unit 9, unit 10, unit 11, unit 12, unit 13, unit 15 and unit 16 UNIT 1: FRIEND SHIP Work in groups: - Plus good mark if individuals, pairs or groups well to encourage them and to create excitement in studying 2.3.Solutions to these problems: UNIT 1: FRIENDSHIP Activity 1: -T asks ss to make questions and then answer about Lan and Long’s best friend (T gives the cues) Where / Ha and Lan/ used to/ live? How long / they/ be /friends? How / Ha? Where / Long and Minh/ meet? Long/ a singer? What / Minh’s good quality? Report:Long best friend's is Minh He lives in Hanoi now.He is very friendly, helpful and sociable They used to live in the same residential areas in Halong Long went on a three-day trip to Halong and they met there.They have become friends since that trip UNIT PERSONAL EXPERIENCES Work in groups: Complete the Paul’s story mindmap below basing on the listening Where it happened When it happened The most unforgetable experienced of Paul How the experience affected her How it happened Report: The most unforgetable experience of Paul happened years ago He forgot to turn off the gas stove in the kitchen.When the fire started, he was sleeping He was terrified Luckily, his mother came and rescued him The experience made him appreciate his family more than things UNIT A PARTY Divide the class into small groups and ask the Ss to talk about Mai’s birthday party using the answers 1.Where was the party held? 2.When did it began/ ended? How many gue ss are there 4.What did you there? 5.What did Mai in the party? Where were you after the party It was held in Mai’ shouse It began at 7p.m and ededed at9p.m 20 guess came Clapped, sang , played cards Opened the gifts, cut cake Walked home UNIT VOLUNTEEER WORK Work in group to complete the mindmap about the Spring school then report it Aim: Spring school The number of the children: Kinds of volunteers: Activities the children take part in: Teacher divides class into groups of three or to sumarize the story Spring School, using the suggested questions above Possible answers: - Aim: to help organise their fundraising dinner held annually in June - 30 street children - Street children and children special difficulties - Dance, theatre, singing and folk music Report: Spring school provides to disvantaged children in Ho Chi Minh city The number of children attending classes regularly is 250 children and 30 children living and studying at school Children take part in dancing, singing and playing music at school Now they need foreign volunteers UNIT COMPETITION Activity: Complete the table below basing on the listening Boston Marathon Years/ numbers Events Boston marathon began John Mc Demott won the first Boston Althletic 50minutes 10 seconds 1967 Kuscsick became the first female champion 6164 runners took part in Report : Boston Marathon began in 1897 And John Mc Dermott won the first Boston Althletic Association marathon His score is 50 minutes 10 seconds In 1967 Kuscsick became the first female champion There were 6164 runners who took part in the Boston marathon UNIT WORLD POPULATION Activity: Work in groups Complete the table below basing on listening Causes Consequences Ovepopulatio n Facts and figures Solutions Suggested answers: - raise an awareness of the problems of overpopulation - raise the the people’s living standard - exercise/implement reward and punishment policy - carry out population education program/family planning program - use birth control methods Ss talk about the problem of overpopulation and offer solutions UNIT 9: THE POST OFFICE Acticity: Work in groups to complete the numbers or years 93 1996 2nd 30 2000 Vietnam ranks .for growth in he number of telephone subcribers Vietnam is among the countries in the world that have more than two million telephone In ., Vietnam began upgrading its fix telephone networks and changing numbers from to Since , there has been the reduction in monthly telephone fees At present, percent of communes across Vietnam have telephone services - Procedure: teacher divides class into groups - Guide them to listen - Play the tape 2-3 -Ask students to the task - After check them to answer UNIT10 :NATURE IN DANGER Game: Animal Guessing - Prepare an audio-tape with various sounds of animals such as monkey, lion, snake, pig, etc - Divide the class into groups: Group A and group B - Play the tape for Ss to listen to the sound one by one The group that gives the correct answer first will get mark If not, they have no marks and the other group will take the turn to answer At the end, the group with more points will be the winner - Organize the game and score the marks of each group - Declare the winner UNIT 11 SOURCES OF ENERGY Divide students into groups The teacher asks them to discuss in group and decide which group the given sources of energy belong to by putting a tick in the right column - Organize the game and score each group’s points - Declare the winner Sources of energy Coal Geothermal heat Petroleum Solar energy Oil Nonrenewable Renewable UNIT 12: THE ASIAN GAMES Game: Role play - Divide Ss into Student A (interviewer) and Student B (athlete) - T delivers the cards for Ss - Ask Ss to make an interview about: the result, the preparation, the feeling after setting a new record or failing a competition Example: A: Would you mind if I asked you some questions? B: You’re welcome A: Are you pleased with your record? B: Oh, of course because I’ve just set a new record A: Really? Congratulation! What was the new one? B: Only minute and 30 seconds A: Great! You must prepare a lot for this competition B: Yes, I spent lots of time practicing A: How you feel now? Happy? B: Extremely excited A: Once again congratulation Thank you - Let Ss have mins to prepare and then call out UNIT 13: HOBBIES Work with a partner Talk about the disadvantages of over-reading reading too much Suggested answers 1.Some disadvantages of over-reading 2.Becoming shortsighted 3.Not having enough physical exercise 4.Lacking practical knowledge 5.Becoming a bookworm/ overweight Report: I love reading, but over-reading has its downsides First and foremost, people who read too much are prone to become shortsighted because their eyes are not relaxed after many hours of reading Secondly, the time spent on reading is so much that they don’t have enough physical exercise, which makes them overweight and unhealthy Last but not least, reading means that they just sit at home seeing what other people have done so they don’t have the real experiences and seriously lack practical knowledge In conclusion, reading is good if you have a balanced timetable between books and the real life UNIT 15 SPACE CONQUEST Discussion Discuss the following questions  In your opinion, what is the reason for the human interest in Mars and other planets in the solar system? If you were offered a chance of going to the moon and you could take three things with you, what would you choose and why? Suggested answer:  10 I think human beings like adventure I would take a camera to take a lot of photos, water to drink and a Vietnam flag as a reminder for a Vietnamese person's appearance.  UNIT16 THE WONDER OF THE WORLD Activity 1: Game: Sing these numbers to the teacher asks students to use number to talk about the Great Wall Of China With this task, students can use their own words to present their ideas - If the teacher has more time, he/ she has students watch video clips of the wonders of the world in order to broaden students’ knowledge Watch the video clip of the wonders of the world ( please watch the video clip attached in disc) 1385 200years The Great World 1987 6000 Key: The Great wall of China winds up and down across deserts, grasslands and mountains of provinces In 1987 the Great Wall was listed as a World Heritage by UNESCO It started to be built in 1368 and took 200 years to complete It stretches for about 6,000 km from east to west The wall is about 11 metres high The Great wall is a symbol of the Chinese nation throughout history 11 Activity Discussion :Work in groups Tell your partners why the Great Wall is considered one of the greatest wonders in the world and how it was built.  A: Why is the Great Wall considered one of the greatest wonders in the world? B: Because it takes very, very long time to complete, about 200 year C: And it is said to be visible from the moon and down across deserts, grasslands and mountains of provinces It stretches for about 6,000km from east to west A: How was it built? D: It was made of stone, brick, tamped earth, wood, and other material IV Effectiveness of the Teaching Experience Having done the researh , I myself find the activities in Post- Listening has the result : Students’listening skill and response have been improvd considerately The students have used some information in Listening lessons into speaking and Writing skill Therefore, their speaking and writing skills are also improved The students who are weak and average level are more interested in learning English They are more confident and volunteer to answer and the tasks These suggested activities have been applied in my listening teaching to 11 th students at my school I believe that they seem to be useful to students This was shown through their high motivation and interest in learning listening, their active participation in activities and then many students at low levels could carry out listening tasks by themselves.These activities help them to have something related to the listening topic in their mind before going to listen to As a result, students’ listening skills, to some extent, have been improved during the school years That also proved that students always wanted their teacher to motivate them by organizing interesting activities and creating comfortable learning atmosphere From the results above, it might be said that post - listening activities can bring students out of boredom and support them to learn better These activities enable students to learn from each other and make them feel more confident to give out their answers 12 PART 3: CONCLUSION In conclusion, I strongly believe that all of the activities mentioned above for Post- listening such as discussion , games, guessing role- play , find some who help student have deeper understanding of the listening lessons By using these above activities , teachers can provide students with opportunities to foster what they have learnt These activities can also make a contribution to the success of he listening lessons in which there is requirement of students individual roles or responsibilities in the language class After trying to apply the adaptation techniques to design Poast- listening activities for listening lessons at upper-secondary school with the participants of 11th grader, it seems that my students are more eager to study listening skill The adaptation and creation of warm-up listening activities in an easier and more familiar with their real life makes the students more confident in carrying out listening requirements followed because, to some extent, they have background knowledge to listen about However, many of these activities can be modified and used as regular classroom activities It can be easily prepared and enhance the students’ motivation before class In my final analysis, these post-listening activities would give a good solution , to the promlems in the process of teaching listening XÁC NHẬN CỦA THỦ TRƯỞNG ĐƠN VỊ Thanh Hóa, ngày 25 tháng 05 năm 2019 Tôi xin cam đoan là SKKN của mình viết, không chép nội dung của người khác Người viết Nguyễn Thị Thúy 13 REFERENCES English Authors: 1.Doff, A 1988 Teach English: A Training Course for Teachers Cambridge University Press Brown, H D (1994), Teaching by Principles, New Jersey: Prentice Hall Regents 3.Rost , M.1994 Introducing listening, London: Penguin 4.Rixon, S (1986), Developing Listening Skills, London and Basingstoke: Macmillan 5.Lee, S.K (1995) Creative games for the language class “Forum”, 33(1), pg B Vietnamese Authors: 6.Tiếng Anh 11 ( Hoàng Văn Vân, Hoàng Thị Xuân Hoa, Đỗ Tuấn Minh , Nguyễn Thu Phương, Nguyễn Quốc Tuấn), Nhà xuất giáo dục 7.Thiết kế giảng Tiếng Anh 11 ( Chu Quang Bình )- Nhà xuất Hà Nội Giới thiệu giáo án Tiếng Anh 11 ( Vũ Thị Lợi , Nguyễn Hải Châu, Đồng Thị Yến Trang, Nguyễn Thị Ý, Võ Thị Minh Hồng ) – Nhà xuất Hà Nội Hướng dẫn thực chuẩn kiến thức , kĩ năng, môn Tiếng Anh THPT_ Nhà xuất giáo dục Việt Nam C Additional Reference: Website: http://www.betterlanguagelearning.com Website: http://www.listen-and-write.com 14 ... lead -in of a listening lesson in "Tieng Anh 11" - To suggest some activities in Post – Listening part in ? ?Tieng Anh 11? ?? PART 2: CONTENT I.Theoretical background 1.Stages of Teaching Listening Skills... Skills Teaching listening text can be divided into three main stages: pre -listening, while -listening and post- listening Each stage has its own aims and activities a) Pre -listening Pre -listening stage... c) Post- listening At this stage, students can have opportunities to practice using what they have got from the listening text Post- listening activities are performed after the listening is finished