skkn some activities in post listening – grade 11

SỞ GIÁO DỤC VÀ ĐÀO TẠO ĐỒNG NAI
TRƯỜNG THPT NGUYỄN HỮU CẢNH
Mã số: ................................

SÁNG KIẾN KINH NGHIỆM

Người thực hiện:

VŨ THIÊN DUYÊN

Lĩnh vực nghiên cứu:
- Quản lý giáo dục



- Phương pháp dạy học bộ môn: Tiếng Anh



- Lĩnh vực khác: .........................................



Có đính kèm: Các sản phẩm không thề hiện trong bản in SKKN
 Mô hình
 Phần mềm
 Phim ảnh
 Hiện vật khác

Năm học: 2012-2013

Some Activities in Post- Listening – Grade 11

SƠ LƯỢC LÝ LỊCH KHOA HỌC
I. THÔNG TIN CHUNG VỀ CÁ NHÂN
1. Họ và tên: VŨ THIÊN DUYÊN
2. Ngày tháng năm sinh: 04-07-1977
3. Nam, nữ: Nữ
4. Địa chỉ: 15B/43 Tổ 96, khu phố 13, Phường Hố Nai, thành phố Biên Hoà, tỉnh
Đồng Nai.
5. Điện thoại: 061.3834289 (CQ)/
6. Fax:

(NR); ĐTDĐ: 0919.510.227

E-mail:

7. Chức vụ: Giáo viên
8. Đơn vị công tác: Trường THPT Nguyễn Hữu Cảnh
II. TRÌNH ĐỘ ĐÀO TẠO
- Học vị (hoặc trình độ chuyên môn, nghiệp vụ) cao nhất: Cử nhân
- Năm nhận bằng: 2000
- Chuyên ngành đào tạo: Sư phạm Tiếng Anh
III.KINH NGHIỆM KHOA HỌC
- Lĩnh vực chuyên môn có kinh nghiệm: giảng dạy môn Tiếng Anh
Số năm có kinh nghiệm: 12
- Các sáng kiến kinh nghiệm đã có trong 2 năm gần đây:
+ Some Activities in Post-Listening – Grade 10 (Năm học: 2011 – 2012)
+ Some Activities in Post-Listening – Grade 11 (Năm học: 2012 – 2013)

Nguyen
2 Huu Canh high school

Teacher: Vu Thien Duyen


Some Activities in Post- Listening – Grade 11

I.

THE REASONS FOR THE TOPIC BEING CHOSEN:
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 and the demand to use English fluently as well as to
acquire four basic skills is becoming essential among all students. 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 reading, speaking, listening and writing when they study English. Among
them, listening is considered the most difficult skill.
Learning foreign languages including English is difficult for learners, especially
students. The objective of learning English is to develop the four basic skills (listening,
speaking, reading and writing) and the useful knowledge so that students can use
English for their further study or for their work. Therefore, English textbooks of grade
10, 11 and 12 are written with the same viewpoint which is thematic approach and raise
students' awareness of active studying.
All four skills are applied to teaching English for students. Listening is one of the
four skills which learners as well as high school students have difficulty learning most.
In order to have a good skill of listening learners should practise listening very often
with the different styles and contents. Teaching and learning the listening skill is not
new, but can be hard for teachers and students.

Having researched this topic, I hope to improve some problems of teaching
listening skill including Post listening part more effectively. The students will be able to
obtain the knowledge better when learning how to listen. I hope that the topic "Some
Activities in Post Listening" of Grade 11 – the basic programme will be more interesting
in order to attract students' excitement during listening periods. That is the reason why I
choose the topic.
II. SOLUTIONS:
II.1. The logical basis:
Having spent much time teaching listening skill, I myself believe that the aim of
teaching listening is to develop listening comprehension skills for students such as
intensive listening, extensive listening, listening for gist, listening and making
predictions, listening for sequence,… For this reason, I have designed some activities in
Post listening of Grade 11. They are Questions and Answers, Gap-Filling, Role play,
Discussion, Games, Recall the story, Games (Doing Crossword and Word Square), and
etc…
As “Post- Listening” lasts about maximum of from five to ten minutes, these
activities must be connected with the lesson and adapt to the students' level. They help
students have activeness and pleasure after listening. The students do not depend on the
tape scripts. After "While Listening", students are able to recall the story, role play,
write it up, or further practice.
Nguyen
3 Huu Canh high school

Teacher: Vu Thien Duyen


Some Activities in Post- Listening – Grade 11

II.2. The practical basis:
During teaching listening skill, I realize that most students are not very interested

in listening. The reasons are that they read the tape scripts in the guide book to answer
the Tasks in the textbook. In fact, they are not able to listen.
From the practical problem, I think I must redesign some tasks of "Post
Listening" with different styles to improve students' listening comprehension better.
These tasks are up to students' level for each class. Through these tasks, we can organize
the class with Individual work, Pair work, or Group work which encourages them to be
more confident and dynamic for their learning English. In order to have the effective
listening lesson, there is the cooperation of the teacher and students. Therefore, students’
listening and speaking skill will be improved.
II.2.1 PREPARATION:
+ The teacher delivers the hand-out of Vocabulary and asks the students to be
well-prepared before class. Students will practise pronouncing, check the meaning, and
imagine the content of the listening text. Students mustn't read the tape scripts until the
new lesson begins.
+ The teacher should design some activities in Post-Listening attractively so that
they can understand the lesson and do the task. The teacher can use pictures, posters,
handouts to save time in teaching Listening.
II.2.2 THE LESSON AT CLASS:
- The teacher divides the class into pairs, groups, team, which is suitable for each
activity.
- The teacher can use pictures, posters, handouts, activities and directs students the
way to do each suitable task.
- The teacher can encourage students who have good presentation by giving plus
marks, small presents so that they are interested in learning English.
- Correction is an integral part of the lesson. The teacher’s attitude towards correction
is positive and correction techniques are used to encourage students, not to put them
down or make them feel stupid. In my opinion, it is not necessary for the teacher to
correct every mistake that happens in the lesson. The teacher does not expect the
students to be accurate – just to be able to get the main ideas and so mistakes are
ignored at this time.

III. RESEARCH CONTENT:
Having experienced in teaching English Grade 11 – the basic program for 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: FRIENDSHIP
T. introduces the game.
Nguyen
4 Huu Canh high school

Teacher: Vu Thien Duyen


Some Activities in Post- Listening – Grade 11

T. asks students not to look at the previous handout and T. asks students to look at the
screen and call eight representatives of four groups to choose the number they like after
the teacher asks the whole class to listen to the tape again. Each number is a question,
one of eight numbers is the lucky wheel.

Listen and choose the correct answers:
1. Ha’s family moved to Hai Phong in _______.
a. 1983
b. 1995
c. 1985
d. 1975
2. People think that Hai Phong people are _______.
a. cordial
b. friendly

c. unfriendly
d. kind-hearted
3. Lucky wheel
4. When Lan first went on a trip to Do Son, ________.
a. she rode to Ha’s house to meet her
b. she and her family came to Ha’s house first
c. Ha rode to Do Son right after Lan gave her a ring
d. she was met by Ha’s mother
5. Long is good at _______.
a. painting
b. singing
c. playing the guitar d. playing football
6. According to the listening passage, which one is correct?
a. Minh is not only a good listener but also a helpful friend.
b. Minh doesn’t really like to listen to Long’s problem but he always helps Long.
c. Minh is a good listener, but he doesn’t always help Long.
d. Minh is neither helpful nor sincere.
7. Minh is _______.
a. generous
b. selfish
c. talkative
d. humorous
Nguyen
5 Huu Canh high school

Teacher: Vu Thien Duyen


Some Activities in Post- Listening – Grade 11

8. Where did Long and Minh meet?
a. in college
b. at an English speaking club
c. in a high school
d. at an exhibition
Keys: 1. c 2. c 4. c 5. b 6. a 7. d
8. a
 Note: The teacher asks the students to listen to the listening passage to check the
students’ listening comprehension.
Unit 2: PERSONAL EXPERIENCES
 Discussion: (With high-level students)
Teacher:
What is the educational aim of the listening passage?
Expected answer: We must love our family because our family is more important
than things.
T. have students work in groups of five to give their opinions on the sentence:
“Family is more important than things.” (T. writes the sentence on the board)
T. gets students to explain the word “things” in the context. “Things” means “material
things, wealth, money, and …”
T. delivers the red and the green cards, and then asks them to put a red card next to
the sentence if they disagree with it and a green one if they agree, and justify their
answers.
Suggested ideas:
Family is more important than things because it can’t be replaced. It gives you
love, support and sincere understanding. It helps us to share happiness and sadness.
Family is the place which parents bring us up and educate us to become a good citizen.
Family is the place whenever we go home from school and enjoy the good meals that
our mother cooks. It is the family that parents, sisters and brothers help us overcome
difficulties and spend sweet moments
 (With average students)

The fire in
the
kitchen

Happen thirteen
years ago

Carried out
by mother

Lost many things
in the fire

Nguyen
6 Huu Canh high school

Woken by
terrible heat

Christina’s
unforgettable
experience
of Mr. Lam

Selfish
before the
fire

Help her grow up
after the fire

Teacher: Vu Thien Duyen


Some Activities in Post- Listening – Grade 11

 Note: Students re-tell the story in the listening text in their own words. The teacher
can help them by doing a mini drill first. Students’ speaking skill will be improved. If
the teacher has more time, he/she can ask students to talk about their unforgettable
experiences. The teacher can ask students to write a passage at home after they talk
about their experiences. And the teacher suggests the students should give the lesson
after the experience.

Unit 3: A PARTY
Discussion: T. asks Ss to work in groups of five to describe Mai’s birthday party,
using the pictures below as help.

 Note: Students can talk about Mai’s birthday party in front of the class. Students use
their own words to present their ideas. If the teacher has time, he/ she can ask students to
Nguyen
7 Huu Canh high school

Teacher: Vu Thien Duyen


Some Activities in Post- Listening – Grade 11

write a short paragraph to describe Mai’s birthday party. In this way, the teacher
improves writing skill for students, especially with advanced students.

Unit 4: VOLUNTEER WORK
 Using these numbers to talk about Spring School.

30

1999

250

1998

2-7
6

Expected answer:
Hello, everybody!
I’d like to talk about Spring School, which teaches disadvantaged children in
Ho Chi Minh City. There are about 30 street children to live and study at school,
and there are about 250 children with special difficulties from District 1 to attend
classes. English classes were set up in 1998. In 1999 classes such as dance,
theatre, singing and folk music were set up. Volunteers at Spring School organize
their fundraising dinner held annually in June. This is an exciting night when
children dance, sing and play music at one of the biggest hotels in Ho Chi Minh
city. They also have the volunteers help organize these events from February until
July. And we hope that there are more and more schools like this will be
established in Vietnam.
 Note: When students do this kind of task, they will remember the main information
about Spring School. With average students, they can’t remember all events, the teacher
can give some cues so that they present their ideas more easily.

Unit 6: COMPETITIONS
 Table Completion (With average students)
T. asks students to work in groups of four to give the formation with the years given,
and then a representative of the groups to talk events in front of the class.
Year
Event
1897
1967
1972
1984
Expected answer:
Nguyen
8 Huu Canh high school

Teacher: Vu Thien Duyen


Some Activities in Post- Listening – Grade 11

Year
1897

Event
The Boston Marathon began and John McDermott won the
first Boston Marathon in the USA.
1967
Women were officially accepted to take part in the Boston
races.
1972
There were 8 women who started the race and all of them

finished the race.
1984
6164 runners from 34 countries ran in the marathon.
Example: In 1897 the Boston Marathon began and John McDermott won the first
Boston Marathon in the USA.
The teacher reminds the students to use the correct preposition (in+ year) and use
the correct tense in the Simple Past.
(With advanced students) Interviewing
T. shows the picture of Vu Thi Huong, a Vietnamese athlete.

- T asks:

Who is she?
Do you know anything about her?
Students: She has performed successfully in Southeast-Asia races of athletics. She is
very good at short distances. She is considered as “the queen of speed”. She is an athlete
champion. She lives in Dinh Hoa, Thai Nguyen. She has won a lot of medals.)
- T. has students work in groups of three or four, one is Vu Thi Huong and others are
reporters of different television stations.
- Situation:
+ Vu Thi Huong has just taken part in a marathon race and she has received the gold
medal.
+ Reporters want to interview her for their live programs.
- Suggested ideas to interview:
+ Her feeling when receiving the gold medal.
+ The person she first thinks of when getting the gold medal.
+ Her schedule for the future
+ The reason why she chooses this kind of sports.
+ The number of medals she has got.
Nguyen

9 Huu Canh high school

Teacher: Vu Thien Duyen


Some Activities in Post- Listening – Grade 11

+ Her dream/ ambition
+ The time when she first took part in the race
 Note: With this task, students’ speaking skill will be improved. The teacher moves
around to give help and control the class. The teacher calls on some groups to act out
their interviewing, and the teacher is willing to give good marks for the good group. The
teacher also asks students name some famous runner in Vietnam and write something
special about them.

Unit 7: WORLD POPULATION
- The teacher asks students not to look at their hand-out and text books before this
chart is delivered. T. should let students have time to read the chart by the time the
teacher asks students to listen to the tape once.
- The teacher gets students to work in groups of four and fill in the chart.
(1)
Problems

(2)
(3)
(4)

Population Explosion
(1) to educate people and make them
aware of the danger of having more

children.

Solutions

(2)
(3)
(4)

Keys: Problems:
(1) shortage of food
(2) lack of hospitals and schools
(3) illiteracy
(4) low living standards
Solutions:
(2) to provide safe, inexpensive birth-control methods
Nguyen
10 Huu Canh high school

Teacher: Vu Thien Duyen


Some Activities in Post- Listening – Grade 11

(3) to strictly implement a family planning policy
(4) to exercise strict and fair reward and punishment policies
 Note: Through this task, students can summarize the main ideas of the listening
passage and remember the vocabulary of population.

UNIT 8: CELEBRATIONS
- The teacher gets students to make a comparison between the Vietnamese New Year

and the Japanese one.
Expected answers:
+ Some traditional activities on New Year’s Eve in Vietnam:
 visiting ancestor’s grave
 seeing the Kitchen God off
 making traditional foods such as “banh chung”, “banh tet”
 making offering to the ancestor
 putting on traditional clothes such as “ao dai”
 going to the pagoda
 asking words
 celebrating family reunion
+ Some traditional activities on New Year’s Eve in Japan:
 cooking special foods
 doing a big cleaning up
 decorating houses
 exchanging cards and gifts
 celebrating family reunion
 wearing special kimonos or dress
- The teacher asks students to watch two video clips: one is some traditional activities
on New Year’s Eve in Vietnam and one is some traditional activities on New Year’s
Eve in Japan to know more about similarities and differences of celebrating on New
Year’s Eve between Vietnamese and Japanese.
(Please watch video clips attached in disc!)
 Note: The teacher should focus on traditional activities on New Year’s Eve in
Vietnam and in Japan. The teacher should help students some similarities and some
differences of traditional activities between Vietnamese and Japan. The teacher should
give the educational aim through this listening passage to students that we, Vietnamese
people must respect and maintain beautiful traditional activities of Vietnamese people
and we also respect the cultures of the other countries.

Unit 9: THE POST OFFICE
 Game: Lucky boxes
- T. prepares seven small boxes, in which there are small pieces of papers with questions
on them (these questions are about the content if the listening task above). Not all boxes
with red pieces of papers inside).
Nguyen
11 Huu Canh high school

Teacher: Vu Thien Duyen


Some Activities in Post- Listening – Grade 11

- T. gets students to play this game in two teams.
- T. lets students choose a box and asks students to open it and give five marks for a
correct answer, and if students choose a lucky box, they will get 10 marks and have the
right to choose another box. The game goes on until all boxes are opened. The team with
more marks wins the game.
T. introduces the Game: I have 8 numbers. In these 8 numbers, there are 2 lucky
numbers. If you choose the lucky number you needn’t give the answer & you will get 2
marks. If you choose other numbers, you must give answer for my questions. If you give
the correct answer, you will get one mark. The team having more marks will be the
winner.

Box 1: Lucky box!
Box 2: How many telephones were there in Vietnam in 1990s?
Box 3: Which country has the biggest growth in telephone numbers?
Box 4: Lucky box!
Box 5: Lucky box!
Box 6: How many percent of communes in Vietnam have telephones services?

Box 7: According to the listening passage, what is the rank of Vietnam for
growth in telephones numbers?
Key:
Box 2: There were only 140,000 telephones across Vietnam.
Box 3: China
Box 6: 93 percent of communes
Box 7: Vietnam ranks second.
 Discussion: (With advanced students)
What do you think are the advantages and disadvantages of mobile phones?
Answer:
I think everything has two sides. And when I have a mobile phone, I can contact
easily. I never miss any important information, and I can check my email, my face book.
When I go away for a few days, I always feel close to my family… On the other hand,
because I can be reached at almost anytime anywhere I don’t have much privacy.
Sometimes, it’s irritating to get a call when I am studying or sleeping.
 Note:

This kind of task will help students to remember the main information of the
listening passage. The students can answer the questions briefly as long as that
Nguyen
12 Huu Canh high school

Teacher: Vu Thien Duyen


Some Activities in Post- Listening – Grade 11

answer is right. Furthermore, students are interested in answering the questions
and hope that they will choose the lucky box.
If the teacher has more time, he/ she can ask students to discuss the question

above. Certainly, the answer depends on students’ point of view. The teacher is
only the leader, and gives feedback if necessary. The teacher should not focus on
the students’ pronunciation and grammar.
Unit 10: NATURE IN DANGER’
Word Square:
Find the words appearing in the listening passage of this word square.
Then write them down. (Group work)
- The teacher gets students not to look at the hand-out when doing this task.
D E V A S T A T I N G X B T
E X V U T R C O N T A I N
S C E N M C F E A T U R E S
T U H P A O A M T Y P F A E
R R I R I M C F I F S V R P
O R C E N P H M O L Y I T D
Y E L S T L H N N L F S H A
A N E E E E V G A K G I U N
V T S R N T X R L C J T N G
C L Y V A E T W P A K O T E
D Y L E N L M T A V T R D R
N M O L C Y R A R E U T Y L
P R O T E C T U K T A R E A
Key:
D
E
S
T
R
O
Y
A

V
C
D
N

E
X
C
U
R
R
E
N
T
L
Y
M

V
V
E
H
I
C
L
E
S
Y
L
O

A
U
N
P
R
E
S
E
R
V
E
L

S
T
I
A
I
N
T
E
N
A
K
C

T
R
C

O
M
P
L
E
T
E
L
Y

Nguyen
13 Huu Canh high school

A
C
F
A
C
H
H
V
X
T
M
R

T
O
E
M

F
M
N
G
R
W
T
A

I
N
A
T
I
O
N
A
L
P
A
R

N
T
T
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F
L
L
K

C
A
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E

G
A
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P
S
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F
G
J
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X
I
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F
V
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T
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T

B
N
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A
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T
H
U
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T
D
Y

T
C
S
E
P
D
A
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G
E
R
L
Teacher: Vu Thien Duyen


Some Activities in Post- Listening – Grade 11

P R O T E
M A I N T

C T U K T A R E A
E N A N C E K R X

Across:
1. DEVASTATING
2. CONTAIN
3. SCENIC FEATURES
4. RARE
5. PROTECT
Down:
6. DESTROY
7. CURRENTLY
8. PRESERVE
9. NATIONAL PARK
10.EARTH
11.DANGER

Quick test: Multiple Choice
Listen to the tape once, and then choose the best answer.
1. How many national parks are there in the United States?
a. 50
b. 52
c. 53
d. 55
2. How many people visit national parks every year?
a. five thousand

b. three thousand
c. millions of visitors
d. billions of visitors
3. Can you name some of the problems which national parks are
currently facing?
a. Rare animals are killed or hunted for fur, skin, or other parts.
b. Trees are cut down for wood.
c. Devastating fires are caused by careless people.
d. All are correct.
4. What should be done to protect national park?
a. Increase the number of visitors to earn more money for the parks.
b. These problems should be solved gradually.
c. Money should be raised for the park’s staff and maintenance of
their resources.
d. If there is not enough money, some national parks should be destroyed.
Key: 1. b
2. c
3. d
4. b
 Note:
- The teacher asks students to work in groups of four. When doing word square,
students can remember vocabulary appearing in the listening passage.
- With the quick test, the teacher checks the ability of students for understanding the
content of the listening passage.
Nguyen
14 Huu Canh high school

Teacher: Vu Thien Duyen

Some Activities in Post- Listening – Grade 11

Unit 11:SOURCES OF ENERGY
Table Completion: (Group work)
- The teacher asks students to tick which resource is renewable and which is
nonrenewable.
Natural resources
Non -renewable Renewable Reasons
Grass
Coal
Oil
Solar energy
Air
Water
Key:
Natural resources Non -renewable
Grass
Coal

P

Oil

P

Solar energy
Air
Water

Renewabl

e
P

P
P
P

Reasons
- Growing quickly
- Taking millions of
years to make coal
- Taking millions of
years to make oil
- Unlimited
- Unlimited
- Unlimited

 Note:
- The teacher helps students to use their knowledge to classify some sources of
energy.
 Discussion: Answer the questions.
1. What can we do to keep the resources renewable?
2. What should we do to protect our environment?
- The teacher asks students to work in groups of five to discuss the questions. One
representative of each group presents in front of the class and gives the ideas.
- The teacher shows the pictures so that students can have more ideas to discuss.

Nguyen
15 Huu Canh high school

Teacher: Vu Thien Duyen


Some Activities in Post- Listening – Grade 11

Expected answer:
We should not throw garbage and wastes on streets or in public places. We
should put/ place garbage and wastes in dustbins or in proper places in stead.
We should chop down trees for wood, farming. We should plant more trees in
stead.
We should reduce to use motorbike and cars for transportation. We should ride
bicycles to school and work in stead.
 Note:

With this task, the teacher gives the educational aim that environmental
protection is vital and is everyone’s duty.
Unit 12: THE ASIAN GAMES
 Table Completion:
Work with partners and complete the table below.
Names of
Nationality
Sports
Result
athletes
Yuko
Free style
Chinese
Gold medal
Korea
Vichai

High jump

Nguyen
16 Huu Canh high school

Teacher: Vu Thien Duyen


Some Activities in Post- Listening – Grade 11

Key:
Names of
Nationality
Sports
Result
athletes
Yuko
Japanese Free style
Gold medal
Lily
Chinese
Gymnastics
Gold medal
Lee Bong-ju
Korea
Long jump
Gold medal
Vichai
Thai
High jump

No medal
 Role-play: (With advanced students)
Make an interview a Vietnamese athlete you know.
- Situation:
+ The teacher asks students to play the role of an interviewer and an athlete who has
just taken part in the Asian Games. He or she has just set a new record or has just failed
the competition.
+ The teacher gets students to interview him/ her to ask about his/ her preparations
for the Asian Games, his or her experience, the feeling after the moment.
- The teacher calls on some pairs to act out their conversations in front of the class and
gives comments on their conversations.
 Note:
With this task, students’ speaking skill will be improved. The teacher controls the
class and corrects the students’ mistakes if necessary. The teacher should not interrupt
while the students are presenting their ideas.

Unit 13: HOBBIES
 Look at cues and then talk about the benefits of reading as a hobby.
Learn about
so many
things

Provide the readers so many
facts and so much information

Benefits of
Reading

Reading – a good hobby

Not have to learn things
the very hard way

Discussion: (With advanced students)
Talk about the disadvantages of over-reading (reading too much). (Group work)
- T. gives some suggestions.

Nguyen
17 Huu Canh high school

Teacher: Vu Thien Duyen


Some Activities in Post- Listening – Grade 11
Means of
transport

Be short-sighted

Be lazy

The disadvantages
of over-reading

Spend much money
buying books

Not have time for study and
other social activities

 Note: Students should understand the advantages of reading as a hobby and the
disadvantages of over-reading. This kind of task is used for vey good and excellent
students. The teacher should stimulate students to present their ideas positively.

Unit 15: SPACE CONQUEST
Talk about the events with numbers and pictures (Individual work and Pair work)

1961

July 16, 1969

July 20, 1969

July 24, 1969

Nguyen
18 Huu Canh high school

Teacher: Vu Thien Duyen


Some Activities in Post- Listening – Grade 11

Key:
- The US President Kennedy challenged the nation to put a man on the moon before
the end of the decade in a speech to the Congress in 1961.
- The Apollo 11 was launched on July 16, 1969.
- Neil Armstrong became the first man on the moon on July 20, 1969.
- The crew of Apollo 11 returned to Earth on July 24, 1969.
 Note: The teacher should remind students to use the correct prepositions (such as in

1969, on 20th July, 1969) and the correct tense – the Simple Past tense. This task helps
students to remember the main events of the first human moon landing, one of the most
important historical events in the 20th century. Through this listening passage, the
teacher should help students understand and appreciate the achievements of conquering
space conquest which human - the great scientists have done.
 With advanced students:
If the teacher has more time, he/or she should give one of the following topics and
discuss in front of the class: (Group work)
1. If you knew you had only one more week to live on Earth because you would go
to the moon and stayed there forever, what would you do on those seven days?
2. If you had a chance to go to the moon and could take only three things with you,
what would you choose and why?
 Note: The students are asked to discuss in groups and give the different points of
view. These kinds of questions are raised to encourage students’ way of thinking and
imagination. The teacher is only the controller and gives feedback.

Unit 16: THE WONDERS OF THE WORLD
 Using these numbers to talk about The Great Wall of China briefly.
(Group work)

5

11

1368

1987

200 (years)

6,000

Key:
The Great wall of China winds up and down across deserts, grasslands and
mountains of 5 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.
 Watch the video clip of the wonders of the world.
(Please watch the video clip attached in disc!)
Nguyen
19 Huu Canh high school

Teacher: Vu Thien Duyen


Some Activities in Post- Listening – Grade 11

 Note:
- 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.
IV. RESEARCH RESULT:
Having done the research, I myself find the activities in Post -Listening having the
result:
+ Students’ listening skill and response have been improved considerably. The
students have used some information in Listening lessons into Speaking and Writing
skill. Therefore, their speaking and writing skill 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 do the tasks.
+ When the teacher have activeness and help students feel absorbed in listening to
English lessons, the atmosphere in class is better and more exciting.
+ The teacher helps students be able to listen to the main points and ideas.
Spending a year teaching the two grade 11 classes (11A6 and 11A7) (the school
year: 2012-2013), I have the specific result in two stages:
Before using Post – listening activities:
The rate students are interested in the listening period.
Class
11A6
11A7

Quantity Excellent Very Good
44
43

3 (6.8%) 6 (13.6%)
4 (9.3%) 8 (18.6%)

Good

Fair

Poor

13 (29.5 %) 15(34.2%) 7(15.9%)
16 (37.2%) 13(30.2%) 2 (4.7 %)

After using Post – listening activities:
Class

Quantity

Excellent

Very Good

11A6
11A7

44
43

7(15.9%)
9 (20.9%)

13 (29.5%)
14 (32.6%)

Nguyen
20 Huu Canh high school

Good

Fair

Poor

22 (50%)
2 (4.6%)

0
18 (41.9%) 2 (21.1%) 2 (4.5 %)

Teacher: Vu Thien Duyen


Some Activities in Post- Listening – Grade 11

V. CONCLUSION:
Spending many years teaching English, I have found that using activities in PostListening has brought the positive results. Students’ listening skill has been improved
considerably and their other skills such as speaking and writing have been improved,
too. The students are really interested in learning English listening lessons.
Those are my experiences which I have in teaching listening lessons – grade 11 at
my school. However, I also have weak points. I would like to have the comments from
the teachers, the colleagues so that my topic will be better.
THE EXPERIENCED LESSON:
To make Post-Listening more attractive in teaching listening lessons – the grade 11
– the basic program, the teacher spends much time designing activities so that the
content of the lesson is suitable for each period, which can improve students’ listening
skill and response. The activities must be suitable for the content of the lesson (neither
long nor easy). The activities can be got the attraction from each class, each student.
Above all, all of the students in the class can join the lesson attentively, such as asking
students to work in pairs, in groups of four, five or eight. Besides, the teacher should
have rewards with pairs and groups whose jobs are really good. Moreover, the teacher
should let the students have the chance to show their abilities.
VI. SUGGESTIONS:
I think that my topic will be applied more effectively; I would like to have some
following suggestions:
+ To students, they must be well-prepared for vocabulary at home.
+ To the teacher: redesign activities in Post-Listening so that they are creative and really

good with different forms to get the students’ interests. Besides, the teacher must
prepare some unacceptable situations in class in order that our teaching will be through.
+ The teacher also provides the students some materials concerning about the skills such
as listening, speaking, reading and writing.
I believe that designing activities in Post-Listening can be used in teaching
English listening lessons with grade 10 and 12.
Above are just suggestions of how to deal with some problems in teaching
listening skill to Vietnamese high school students. These suggestions, of course, are not
far from shortcomings, so any comments from colleagues are welcome. Thank you for
considering my suggestions.

Bien Hoa, May10th , 2013
Teacher,

Vu Thien Duyen
Nguyen
21 Huu Canh high school

Teacher: Vu Thien Duyen


Some Activities in Post- Listening – Grade 11

THE TABLE OF CONTENTS
Page
I. THE REASONS FOR THE TOPIC BEING CHOSEN

03

II. SOLUTIONS

03

III. RESEARCH CONTENT

04

IV. RESEARCH RESULT

20

V. CONCLUSION

21

VI. SUGGESTIONS

21

Nguyen
22 Huu Canh high school

Teacher: Vu Thien Duyen


Some Activities in Post- Listening – Grade 11

REFERENCES
1. English Textbook 11 Advanced (the Ministry of Education and Training)Education Publisher.
2. English 11 Advanced -Work book (Tứ Anh, Phan Hà, Huỳnh Đông Hải, Mai Vi

Phương, Trần Văn Sinh) - Education Publisher.
3. Designing English Lesson Plan 11 (Trần Thị Ái Thanh, Hồ Thị Tân Hoa, Huỳnh
Thạnh, Trần Thị Diệu Hòa) – Hanoi University Publisher
4. Designing English Lesson Plan 11 - Advanced
(Hoàng Thị Lệ, Nguyễn Bảo Trang) - Hanoi University Publisher
5. Teach English – A Training course for teachers (Adrian Doff)
– Cambridge University Press

Nguyen
23 Huu Canh high school

Teacher: Vu Thien Duyen