Using short activities and games in the post listening stage to increase learning interest in listening lessons of the grade 10th

SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HOÁ
TRƯỜNG THPT HẬU LỘC I

SÁNG KIẾN KINH NGHIỆM

USING SHORT ACTIVITIES AND GAMES IN THE POSTLISTENING STAGE TO INCREASE LEARNING INTEREST
IN LISTENING LESSONS OF THE GRADE 10TH STUDENTS
OF HAU LOC I HIGH SCHOOL

Người thực hiện: Lường Thị Duyên
Chức vụ: Giáo viên
SKKN thuộc lĩnh vực môn: Tiếng Anh

THANH HOÁ NĂM 2018


PART A - INTRODUCTION
Learning or practising foreign languages in general, English in particular is
assessed to be highly effective when students show good communication skills.
The communication is dependent on many factors in the process of learning a
foreign language, which is practising of the skills of listening, speaking, reading,
writing perfectly.
However, over many years of learning English, I have realized the fact
that, in high school, the teachers and the students seem to pay more attention to
the grammar and reading skill than to listening skill. Moreover, in listening
lessons, the teacher often focuses more on the pre- listening, and while- listening
stage than on the post- listening stage. As a result, the students’ interest is often
reduced at the end of the lesson.
A question is raised for the teacher: “How to motivate students or how to
increase the students’ interest in the post- listening stage?” Short activities and
games are one of good choices for this problem. Those are the reasons I choose

the topic “Using short activities and games in the post listening stage to
increase learning interest in listening lessons of the grade 10 th students of Hau
Loc I high school”
PART B - THE CONTENT
1. Theoretical bases
In fact, motivation is perhaps the key that leads to consecutive success in
the learning process, especially in second language acquisition. So, maintaining
the students’ interest during the lesson is very important. If the students do not
have motivation, they can not get the best results from learning. Motivation also
plays an important role in the listening lessons. Usually, the students have much
interest at the beginning of the lesson. It is a good condition for the students to
start a new lesson. However, the motivation at the end of the lesson is also a
considerable problem. After doing many exercises and taking part in listening
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activities in the pre- listening and while- listening stage, the students are often
tired and bored in the post- listening stage. Some students feel, even, sleepy. That
feeling will affect the next lesson. Motivation in the post- listening stage is,
therefore, of great importance for listening lessons.
2. State of the problem
Through the listening lessons, I have found that most of the students are
still passive, not really interested in learning. When the teacher asks the students
to listen in order to give the answers, they don’t really focus on listening to the
content of the lesson although they can give correct answers. This is because
they have already known the keys in references books.
From this fact, I think it is necessary to redesign the listening exercises in
the "Post-Listening" with many different activities to motivate good listening
skill and understanding of students. These activities are in moderation, neither
too dificult nor too easy and not over 10 minutes.

However, through the activities in the "Post-Listening" we can help
students work in groups, in pairs, or individual activities ... This encourages them
to be more confident and active while learning. So, students can develop many
skills, especially speaking and writing ones.
3. Solutions and implementation:
In order to help the students do the tasks in the “Post- Listening”
effectively, the teachers need to carry out the following steps:
3.1. Preparation:
+ The students are asked to prepare the vocabulary well at home before going to
school. The teacher can give the words which are in the listening lesson as the
homework and asks the students to understand their meanings. (It’s compulsory
that no students should preview the tapescripts).
+ The teacher should redesign the activities in the "Post-Listening” which are
really interesting and different from the reference books. With my experiences, I
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often organize speaking or writing activities about topics which are related or
similar to the listening. These activities are close to the students’daily life and in
accordance with their preference. So, the students will remember the lessons
longer and develop all the skills in a more comprehensive way. Some activities
that I often use are: Mindmap, Reorder the pictures, Question & Answer, Use the
cues words to make a meaningful sentence, Gap-Fill, Roleplay, discussion,
games …
3.2. Organization at class:
The teacher divides the class into pairs, groups, teams to suit each activity.
- Using Pictures, Posters, Handouts, ... and guide the students how to perform
each activity properly.
-

sReward or give high marks if individuals, pairs or groups do well to

encourage them and create excitement while learning.
3.3. Redesign the activities in the Post- Listening
Here are some activities that I redesign in the Post- listening of some
listening lessons, basic English 10. I have applied these activities in my
listening lessons and have found that my students are interested in. Their results
of the listening tests are also better.
UNIT 1: A DAY IN THE LIFE OF...
Activity: Question and Answer:
- Tell Ss to work in pairs to make questions and then answer about the
routine of Mr. Lam by using the cues below:

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Time & place
to have lunch

Occupatio
n

Talk about
Mr.Lam’s routine

The
numbers of
passengers

Place to take

a rest

Place to
park his
cyclo

Time to get up

1. What/ name?
2. What/ he do?
3. What time / get up? (start / work)
4. Where / take a rest?
5. What time / have lunch? Where?
6. Where /park his cyclo?
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7. How many passengers /have/ day?/ Is his first passenger an old man?
…
- If time allowed, T asks Ss to gather all the information they have from the
above activity and retell the story in front of the class. ( Or: This activity can be
the homework if the time is over)
UNIT 2: SCHOOL TALKS
Activity: Discussion: T. asks Ss to work in groups of 3 or 4 and discuss the
problems they have experienced at school:
+ getting bad marks
+ having difficulty in making friends
+ mistaking the school bag of a friend
+ be slow at learning
+ coming to class late

- T. gives some suggested questions:
+ What problems have you got at school?
+ What is /are the reason(s)?
+ What have you done to solve it/them?
+ Who helps you to solve it/ them?
UNIT 3: PEOPLE’S BACKGROUND
1.Activity 1: Work in groups and use the cues to make information about Sally
1980………….local schools……….15………….. in Manchester ……….sports
……….sport teacher ……….. teacher’s diploma ……...
Example:
+ local schools: She got a general education at local schools
+ 15: When she was 15, she joined the Star Sports Club near her house
……
2. Activity 2: (homework)

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-Write a short passage about Sally by using some information which you have
just listened to the tapescript.
UNIT 4: SPECIAL EDUCATION
Activity : Question and Answer
- Ask Ss to work in pairs: Ask and answer about the Vang Trang Khuyet
Photographic Club, using the suggestions:
1. What/ name of the club?
2. How many/ members of the club? Who/ they? Where/they come from?
3. How many photographs/ on display?
4. What/ their photographs/ about?
5. What/ their passion of taking photograph help them?

…..

- If time allowed, T asks Ss to gather all the information they have from the
above activity and retell the story about the Vang Trang Khuyet in front of the
class. ( Or: This activity can be the homework if the time is over)
UNIT 5: TECHNOLOGY AND YOU

Game : Lucky numbers
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- T. introduces the Game: I have 7 numbers. In these 7 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.

Number1: What did the man feel when his son bought a computer?
Number 2: What did he feel when his secretary ask him for a computer in
the office?
Number 3: (Lucky number)
Number 4: What did the man decide?
Number 5: What happened to the man’s memory?
Number 6: (Lucky number)
Number 7: What did he suggest?
UNIT 8: THE STORY OF MY VILLAGE
1. Activity 1: Discuss the changes in your hometown or home village, using
suggestions: ( Note: Use the present perfect and used to to show the changes)

The changes in your hometown or home village:

+ Roads
+ Houses
+ Jobs
+ Means of transport
+ Entertainment
+ Hospital
+ Schools
.................

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Example: - The roads used to be small but nowadays they are larger
- Villagers used to travel on feet or by bike but they have travelled by
cars or motorbikes
- Many high brick houses have been built in my village.
2. Activity 2: (homework)
-Write a passage about the changes in your hometown or your home village.
UNIT 9: UNDERSEA WORLD

Activity: ask and answer:
- Tell Ss to work in pairs to ask and answer about whales, using the following
suggestions:
1. What / the length and weight/ the blue whale?
2. Is the blue whale the largest animal that has ever lived on earth?
3. May whales also be the most intelligent animals in the ocean?
4. What/ their feeding grounds and food?
5. What/ reasons for protecting whales?
front of the class

UNIT 11: NATIONAL PARKS
Game: Noughts and Crosses
- T draws a table containing 9 words/ phrases in each cell
- Divide the class into 2 teams: Noughts(O) and Crosses (X)
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- Ask Ss to choose the word/ phrase in the cell and make a sentence talking about
the special features of Cuc Phuong National Park. A correct sentence with the
given word will give one O or X. The team with 3 O or X vertically, horiontally,
or even diagonally first will be the winner
160 km

1789

200

450

100,000

1960

Quen Voi
Caves
2000

UNIT 13: FILMS AND CINEMA
Role Play:
- Ask Ss to work in pairs to complete the dialogue (Using information in the task

2)
Huong: Hi, Lan. Can you go to the cinema with me on Monday?
Lan:

I’m sorry. I’m ………………. What about Wednesday, are you free?

Huong: Oh, no. I have lots of work to do and I’m …………….. at night. So,
what are you doing on Thurday, Lan?
Lan:

Well, I’m ……………………. on Thurday. What about Sunday?

Huong: Um…, I’m going ………..………. on Sunday. Can we go together
on Saturday?
Lan:

Sorry Huong. I’m … on Saturday.
UNIT 14: THE WORLD CUP

Game: Noughts and Crosses:
- T draw a table containing 9 words/ phrases in each cell
- Divide the class into 2 teams: Noughts(O) and Crosses (X)

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- Ask Ss to choose the word/ phrase in the cell and make a sentence talking about
Pelé:. A correct sentence with the given word will give one O or X. The team
with 3 O or X vertically, horiontally, or even diagonally first will be the winner:
In 1940

2 years
In 1977

By 1974

In 1956

International Poweful kicking
ambassador
In 1962

three

UNIT 16: HISTORICAL PLACES
1. Activity 1: Discussion: Work in groups to talk about the ancient town of Hoi
An.
Role in
the past

location

Talking about
the ancient town
of Hoi An

Main tourist
attractions

Their
features

Attractive
characteristics
at present

2. Activity 2 (can be the homework if the time is not enough):

Write a

description of the ancient town of Hoi An
3. 4 The sample planning lesson
ENGLISH 10
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Period 77
UNIT 12: MUSIC
LESSON 3: LISTENING
I. Objectives:
1. General knowledge:
- Sts know more about Van Cao and his music.
2. Language: - Vocabulary on music.
3. Skills: - Listening: choose True/ False statements and answer questions.
- Speaking: discuss the one's ideas about Van Cao's music.
II. Anticipated problems:
- Some students rarely listen to Van Cao's songs.
III. Teaching aids:
- Tape, cassette player, textbook, chalk, board.
IV. Procedures:
Teacher’s activities

1. Home work checking:(5 mins)
- Ask one st to talk about what kind of music he
likes best.
2. Before you listen:(12 mins)
Aims: focus sts on the topic and review/
introduce the words and phrases used in the
listening text.
a. - Focus sts on the picture in the textbook and
ask sts if they know the person in it.
- Introduce Van Cao, the most famous musician
in the history of Vietnamese music then ask sts
to work in groups and ask about Van Cao's life
and works.
- Possible questions:
- Where and when was he born?
- Was he born in a rich or poor family?
- When did he start writing songs?
- Can you name some of his famous songs?
What is his most famous one?
- Ask sts to give their answer to the question in
p. 128.
b. Introduce some new words
- rousing (adj):
- lyrical(adj):
- solemn(adj):

Students’ activities
One st presents. Others listen
and give remarks.

- Work in groups to say
about the person in the
picture.
- Listen to the teacher and
then work in groups to discuss
Van Cao's life and career.
- Ask some pairs to ask and
answer.

Some sts stand up and give
their answer.
- Suối mơ
- Tiến Quân Ca
- Làng tôi
- Trường ca Sông Lô
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- national anthem(n): E.g.: Tiến Quân Ca
- Read the words and ask sts to repeat.
- Ask sts to read the words in pairs.
- Ask some sts to read the words again.
3. While you listen:( 17 mins)
+ Task 1:
Aims: Practise listening and marking True/
False statements.
- Tell sts that they are going to listen to a
conversation between Lan Huong and Quang
Hung about Quang Hung's opinion towards Van
Cao's music.

- Ask sts to work in pairs, look at the statements
given and guess if they are true or false.
- Ask sts to listen to the talk and tick the right
column to indicate their answer and underline
the false information. T plays the tape twice.
- Ask sts to compare their answer in pairs.
- Check sts’ answer.
- Play the tape once again, stop the tape where
necessary and conduct the correction.
+ Task 2:
Aims: Practise listening for specific information
by answering given questions.
- Ask sts to read the questions in pairs and make
sure they understand the questions and know
what information they need to answer the
questions.
- Ask sts to listen to the tape once/twice and
take short notes to answer the questions.
- Ask sts to compare their answer in pairs.
- Play the tape once again, stop the tape where
necessary and conduct the correction.

- Copy down the words and
phrases into their notebooks.
- Listen and repeat.
- Read the words in pairs and
correct
each
other’s
mistakes.

- Some individuals read the
words aloud
- Listen to the T.
- Work in pairs to guess if
the statements are true or
false.
- Listen to the tape and do
the task
- Compare their answer.
- Give their answer.
1. F The guess is Quang
Hung.
2.F
He
likes
some
Vietnamese musicians
3. T
4. F It was written in 1944.
5. F ( He always .....
)
- Check their answer, and
then correct their work if
they have the wrong answer.

- Work in pairs to read the
questions.
- Listen and do the task.
- Compare their notes.
1. It is 'My favourite

Musician'.
4. After you listen:(8 mins)
2. He likes the song 'Tien
Game : Lucky numbers
Quan Ca' most.
3. Because it is hard and
- T. introduces the Game: I have 6 numbers. In
solemn, it makes him feel
these 6 numbers, there are 2 lucky numbers. If great and proud of his
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you choose the lucky number you needn’t give country.
- Check their answer, and
the answer & you will get 2 marks. If you
then correct their work if
choose other numbers, you must give answer for they have the wrong answer.
my questions. If you give the correct answer ,
you will get one mark. The team having more
marks will be the winner.

- Work in team: Team A and
team B

Number 1: When was “Tien Quan Ca” written?
Number 2: (Lucky number)
Number 3:

- Choose the numbers and
give answers:

What is the guest’name of the

show?

1. in 1944
3. It is Quang Hung
Number 4: (Lucky number)
5. Văn Cao
Number 5: Who wrote “Tien Quan Ca”??
6. It makes him feel great
Number 6: How does Quang Hung feel when and proud of his country.
he hears this song?
- Move round to check the activities and to
make sure that sts are working effectively.
- Ask some pairs to present in front of the whole
class.
- Check and give remarks.
5. Consolidation ( 2min)
- Ask Ss to summarise the content of the lesson
*. Homework:(1 min)
Write a short paragraph about your opinion
about Van Cao's Music

- Summarise the content
of the lesson
- Do at home

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4. The results of the application
Through many years of implementation, I have found that the activities in
the "Post-Listening" have the following results:
+ The students’ ability of listening and responding to is evidently
progressive. They have been using some of the information in the tapescript that
they have just listened to change into speaking and writing skills. So, apart from
listening skill, other kills such as speaking and writing are also promoted.
+ The students with weak academic are also more advanced than before.
They become more confident, and raise their hands at class to build the lessons.
+ Raise the sense of initiative, exitements of the students when joining the
new activities for each unit of lesson. The class becomes really exciting. The
students get contented when listening to exactly the content of the lesson by their
own efforts.
+ Create agility while listening and responding after that.
After a year teaching 10th grade at the classes 10A1 and 10A8 ( school year
2017- 2018), comparing the average results of listening tests in two terms, I
have the following specific results:
The first term :
Grade

Total

Excellent

Good

Average

Under average

Number %

Number %

Number %

students
Numer

%

10A1

38

1

2.6

8

21.1

23

60.6

6

15.7

10A8

41

2

4.8

12

29.3

24

58.6

3

7.3

The second term :
Grade Total

Excellent

Good

Average

Under average

students
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Number %

Number %

Number %

Number %

10A1

38

4

10.5

14

36.8

20

47.5

2

5.2

10A8

41

6

14.6

17

41.4

18

44

0

0

PART C: CONCLUSION
Teaching listening skills to students in Vietnamese classes is at present still
a matter of much concern by language teachers due to current teaching materials,
characteristics of learners as well as teachers’ proficiency and classroom
methodology. How to motivate the students to learn listening skill is a big

problem. This study, however, does not aim at measuring students’ motivation of
learning listening but helps increase the 10 th form students’ interest in listening
lessons through short activities and games in the post- listening stage.
However, in order to make the "Post-Listening" stage more interesting and
create excitements for the students in the listening lessons of basic English 10,
teachers need to invest more to redesign the activities which must be suitable for
every period. Addtionally, when redesigning the activities, teachers have to pay
attention to time. The activities are neither too long nor too easy. They are also
suitable for every student.
In each activity, the teacher asks students to work in pairs, groups, ... . The
students who do the task well should be rewarded as the encouragement.
Moreover, teachers should provide opportunities for students with all abilities to
promote.
* Recommendations:
To apply this theme effectively in the listening lessons, I have some
folowing recommendations:
+

For the students: Prepare vocabulary very well at home before going to class
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+ For the teachers: redesign the activities in the "Post-Listening" with many
different forms to create excitements for students. In addition, teachers need to
prepare some situations which may occur beyond the content of the listening
lessons to avoid being passive in the process of students' speaking and writing.
+ For the Ministry of Education: Provide some documents related to skills:
Listening, Speaking, Reading, Writing for teachers as the references.
These are the small experiences that I have collected through practical
instruction of listening lessons in the basic English 10 at my school. There are,

of course, many shortcomings. So, I hope to receive many ideas from you to
make my topic more useful and complete.
I would like to thank
The confirmation of the principle:

Thanh Hoa, 25th , May 2018
I promise not to have copied
Signature

Lường Thị Duyên

REFERENCES
Written in English:
1. Harmer, J .(1991) The Practice of English Langauge Teaching. Longman.
Written in Vietnamese:
1. Thiết Kế Bài Giảng Tiếng Anh 10 - Chu Quang Bình (2006)____ Nhà xuất
bản HÀ NỘI
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2. Giới Thiệu Giáo Án Tiếng Anh 10 - Đồng Thị Yến Trang, Nguyễn Thị ý, Võ
Thị Minh Hồng, Tôn Nữ Hạnh Trâm, Nguyễn Thị Kim Dung (2006)____Nhà
xuất bản HÀ NỘI.
3. Tuyển Tập Trò Chơi Tiếng Anh - Hồng Hiển(2002)____ Nhà xuất bản ĐẠI
HỌC QUỐC GIA HÀ NỘI
4. Tiếng Anh 10 (Hoàng Văn Vân, Hoàng Thi Xuân Hoa, Đỗ Tuấn Minh,
Nguyễn Thu Phương, Nguyễn Quốc Tuấn)-Nhà xuất bản giáo dục.
5. Tiếng Anh 10-Sách Giáo Viên (Hoàng Văn Vân, Hoàng Thi Xuân Hoa, Đỗ
Tuấn Minh, Nguyễn Thu Phương, Nguyễn Quốc Tuấn)-Nhà xuất bản giáo dục.
6. Hướng dẫn thực hiện chuẩn kiến thức, kĩ năng môn Tiếng Anh THPT –

Nhà xuất bản Giáo Dục Việt Nam

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