(Sáng kiến kinh nghiệm) TOPIC SOME ACTIVITIES IN PART POST LISTENING FOR THE GRADE 11 STUDENTS AT LE HOAN HIGH SCHOOL

THANH HOA EDUCATION AND TRAINING SERVICE

LE HOAN HIGH SCHOOL

EXPERIENCE IDEA

TOPIC: SOME ACTIVITIES IN PART “POST LISTENING"
FOR THE GRADE 11 STUDENTS AT LE HOAN HIGH
SCHOOL

Author: Dinh Thi Ngoc Anh
Ocupation: Teacher
Field: Methodology.

THANH HOA 2017.

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CONTENTS

PART 1: INTRODUCTION
1.1.Reasons for choosing the topic………………………………… page: 3
1.2.Aims of the study……………………………………………… page: 3
1.3.Objectives and scope of the study…………………………… . page: 3
1.4.Methods of the study……………………………………………page: 3,4

PART 2: DEVELOPMENT
2.1.Justification………………………………………………………page: 4
2.2.The realities of the problems…………………………………… page: 4,5,6
2.3.Solutions to these problems…… ……………… page: 6,7,8,9,10,11,12,13

2.4.Results after applying the research in teaching………………. page: 14

PART 3: CONCLUSION AND REQUEST

3.1.Conclusion…………………………………………………………page: 14
3.2.Request…………………………………………………………page: 14,15
References……………………………………………………………page: 16
Appendix……………………………………………………………..page: 17

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PART 1: INTRODUCTION
1.1.Reasons for choosing the topic:
These days, English is the most widely used language in the world. It is
the language of science, technology, commerce and communication. English
becomes the score subject in all schools in Viet Nam. In fact, students have
many difficulties studying this subject because general foreign language and
English in particular is one of the difficult subjects for students. Most students
are afraid to study this subject because most of them do not have the
communication environment, knowledge and vocabulary are limited. Their skills
are slow. Previously, the children studied passively. They mainly focused on
grammar points and did not promote good skills - particularly listening skills.
The majority of them depended on the available answers in the playbook. They
have not really focused on comprehension content. Listening lessons became
boring, less effective. From this fact, I think how to stimulate and generate
excitement for the children to promoted skills well-especially listening skills. I
have studied and applied redesign initiative: "Some activities in part “PostListening” - English Grade 11 - standard program” for being new and more
attractive; to attract their interest in comprehension listening lessons. That is
why I chose this topic.

1.2. Aims of the study:
Through process of researching, learning and analyzing the problem, the
author hopes to give out a way to learn listening in order to exploit the sense of
initiative and creativity of students during the skills training in teaching English.
Besides, the author hopes to help train and develop the skills of listening to
students:
Listening-> Understanding -> Summarizing [ 1 ]1
Students know how to analyze and exploit listening texts, and then
summarize, recall the content they have just heard to do some extra work to help
them better understand what they were listening. In addition, students can
explore and learn the grammatical structure or vocabulary in listening text to
express their way creatively.
1.3. Objects and scope of the study:
Post-Listening is an important part in the Listening. However, due to limited
experience of the author as well as the time to carry out the topic, in the content
of the experience ideas, the author only wish to introduce some activities for
comprehension listening lessons in English textbooks 11 - Program for high
school students in grades 11 at Le Hoan high school in the academic year 20162017.
1.4. Methods of the study:
1

In this page , part 1.2 I consulted in the reference book – number 1.

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1.4.1. Method of theoretical research: Reading materials and curriculum
related to research problems by analysis, synthesis, comparison to draw the
theoretical issues that have orientation to make basis to solve problems and tasks
in study.

1.4.2. Method of investigation: Understanding the current status of
teaching and learning of teachers and students, in particular in acquiring new
knowledge to discover problems that need to be solved, determine the popularity
of the cause, prepare for the next step of the research.
1.4.3. Method of conversation: Discussion with colleagues about the
advantages and difficulties in planning lessons and using new methods today.
1.4.4. Method of observation: Through attending as an observer writing
lessons to directly observe the situation of students. Thereby we can know
student’s ability to acquire and grasp the knowledge through lectures. Besides
acquiring and learning colleagues to discover the limitations of teaching.
1.4.5. Method of examination and assessment: Through the own lessons,
colleagues’ to check and survey students.

PART 2: DEVELOPMENT
2.1. Justification:
Through lessons, I found myself the purpose of the comprehension listening
lesson is to develop comprehension listening skills of students such as scanning,
skimming, listening for specific information and listening for gist, ... For that
reason, I think we need to redesign some of the activities in the "Post listening"
in the listening lessons. After each lesson, it is necessary to change the form and
have different activities to promote comprehension skills of students. Some
activities after listening are: asking and answering (question & Answer), using
the suggested words to say the meaningful sentences (using these cues words to
make a meaningful sentence), filling in the blank (Gap-fill), playing (Roleplay),
discussing (discussion), games (games)... [ 1 ]2
Listening activities in the "Post-listening" are no more than 10 minutes in
each lesson listening.These activities must be linked to the content of each
lesson and must be consistent with the ability of students; not too hard but not
too easy to cause boredom for students.
It is necessary to create real excitement for the students; make them more

active when listening; no longer dependent on the available answers of the guide
book; and avoid boredom during school hours listening. After listening, students
can talk about some of the content has just heard in many different forms.
2.2.The realities of the problem:
Through listening lessons, I found most of the students are passive, not
really like studying. The reason is because most of them having available
answers in the guide book. When the teacher asks students to give their answers,
they are not really focused on the content of all listening, just when the teacher
2

In this page , part 2.1 I consulted in the reference book – number 1.

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asked about the exercises in the text-book, they just give the absolutely correct
answers although they do not understand some of them. Furthermore, in
previous years teachers in team also agreed to do listening test (15 minutes) in
some times, but the quality of them is not high.
Based on a survey result of student grade11 at Le Hoan high school, and
on the basis of subjective evaluation of researcher through practical lectures and
classroom discussions with students, I can find that the current situation as well
as practicing listening skills of students now as follows:
-Most students agree that learning listening skills are the most difficult in
all skills. Time for this skill especially post-listening part is too short. In
addition, every student wants to hear and remember 100% the information and
understand word by word in Vietnamese without specifying the content focus,
do not grasp the core information in the listening. This makes students feel tired
and express fears during listening lesson.
-Overcrowded classrooms and unequal levels also cause difficulties for

the teachers in solving situations in class. Besides, some students have learning
attitude of passivity and rely on other in listening lesson because they believe
that in the testing English has no content of comprehension listening.
Regarding teaching equipment, high schools today are equipped with relatively
modern laboratories and other devices such as projectors, computers… but
putting into operation and use are less effective.
From this situation, I think to redesign the listening exercises in the
"Post-Listening" with many different activities to promote comprehension
listening skills of students; these activities are in moderation, not too difficult
and not too easy as well.
Morever, we can also organize activities for students to work in groups,
pairs, or individuals in the “Post-Listening”..... These activities can encourage
them to be more confident and more active in learning.
To do this teachers and students need a great effort.
2.2.1. For students:
- Students must well prepare the vocabulary at home before the lesson.
Teachers may give words that will appear in the listening text and ask students
to look up the meaning of those words before the lesson. (Students do not
absolutely preview the tapescripts of the listening text).
2.2.2. For teacher: [ 5 ]3
-Teachers should redesign the activities in the "Post-Listening" more
attractive to avoid students having available answers in guide book. Teacher can
also use Pictures, Posters, Handouts... to save time for students.
- The teacher divides the class into pairs, groups, teams appropriate to
each activity.
- Using Pictures, Posters, Handouts... for activities and instructions for
how to perform in each activity for student.
3

In this page , part .2.2.2 I consulted n the reference book –number 5

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- Plus good mark if individuals, pairs or groups do well to encourage them
and to create excitement in studying.
2.3.Solutions to these problems:
Through teaching improvement program English 11- Standard program in
many years-I have redesigned the activities in the "Post-Listening" for each
listening lesson as follows:

UNIT 1: FRIENDSHIP
1. Activity 1:
-T. asks ss to make questions and then answer about Lan and Long’s best
friend. (T. gives the cues)
1. Where / Ha and Lan/ used to/ live?
2. How long / they/ be /friends?
3. How / Ha?
4. Where / Long and Minh/ meet?
5. Long/ a singer?
6. What / Minh’s good quality?
2. Activity 2: (Homework)
-Write a short passage about Lan and Long’s best friend.

UNIT 2: PERSONAL EXPERIENCES
Activity 1(Game: Lucky fruits)
-T. introduces the Game: I have 6 fruits. In these 6 fruits, there are 2 lucky
fruits. If you choose the lucky fruit you needn’t give the answer & you will get 2
marks. If you choose other fruits, you must give answer for my questions. If you
give the correct answer, you will get one mark. The team having more marks

will be the winner. [ 5 ]4

Melon: What does Christina do?
Orange: When did the fire happen to her?
Banana: (Lucky fruit)
Strawberry: (Lucky fruit)
Apple: What was she doing when the fire started?
Grape: What did the experience affect her?

Activity 2(homework): Retell the story of Christina.
UNIT 3: A PARTY
4

In this page , activity 1 I consulted in the reference book – number 5.

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1. Activity 1: Role –play: Work in pairs, one is student A, one is student B.
Suppose that A was busy and didn’t come to Mai’s birthday party. Now A asks
B about Mai’s party. [ 6 ]
Suggested question:
-Can you tell me about Mai’s birthday party?
-When and where was it held?
-Who did you go with?
-Did you know most people there?
-What time did it finish?
-What did you do there?
2. Activity 2:( homework)
-Write a short passage about Mai’s birthday party by using some

information which you have just listened to the tapescript.

UNIT 4: VOLUNTEER WORK
1. Activity 1: (Game : Lucky numbers) [ 4 ]
-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.

Number1: What is the name of the school?
Number 2: (Lucky number)
Number 3: Where do they come from?
Number 4: How many students are there?
Number 5: What is the aim of Spring School?
Number 6: Which activities do the children at the school take part in?
Number 7: (Lucky number)
Number 4: Who does the Spring School require?
2. Activity 2: (homework)
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- Retell the story about the Spring School.

UNIT 6: COMPETITIONS
1.Activity 1 :Look at the given words and tell about the relating information
about the Boston Marathon. [ 5 ]

USA

Kuscsik/
1972

John
Mcdermott

1897
34/1984

Talk about the
Boston
Marathon.
‘
of Mr. Vy

1967/ women
8

2. Activity 2:(homework)
-Retell the history of the Boston Marathon.

UNIT 7: THE WORLD POPULATION
1.Activity 1:Summarise the main ideas of the passage by filling the information
in the box in the sentences below.
a. 7 billion
b. 4
c. 67 billion
d. 76 million
e. 4
1. The world population today is over………………………………….

2. The world population increases by about……………..a year.
3. By the year 2015, the world population will be over………………..
4. The number of problems which the expert mentions is……………..
5. The number of sulution s which the expert offers is…………………
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2.Activity 2: (homework)
Summarize the passage you listenned again about 100 words and write it
down in your notebook.

UNIT 8: CELEBRATION
1.Activity 1: work in pairs : compare the following aspect of the VietNamese
New Year with those of the Japanese one. [3 ]5

Activities

Japan

Vietnam

Preparations:

Begin a few days before the
New Year.

Begin many days before the
New Year

Foods and

clothes:

Cook special food, special
kimonos, or dress

Traditional foods, dress Ao
Dai ,suits, no Kimonos

Clean up, pine trees, watch the
Clean up, peach/ apricot
Activities on New national singing contest on
flowers, watch T.V
Year’s Eve:
T.V
Pp to celebrate
with:

Is celebrated among family
only.

Is celebrated with family,
relatives, friends…..

2. Activity 2: (homework) [ 3 ]6
-Write a passage about the similarities and differences between the
VietNamese and The Japanese in the celebration of New Year.

UNIT 9: THE POST OFFICE
1.Activity 1: (Discussion) Summarize the main ideas of the listening passage
with some points:

-Viet Nam’s rapid growth in telephone numbers.
-The addition of digits to existing telephone numbers to meet the
increasing demands.
-The reduction in monthly telephone fees.
-The expansion of the telephone networks to Vie Nam’s rul areas.
2.Activity 2: (Homework) Rewrite the summarise of the listening passage into
your notebooks.

UNIT 10: NATURE IN DANGER

5

In this page , activity 1 unit 8, I consulted in the reference book –number 3
In this page , activity 2 unit 8 I consulted in the reference book – number 3 ; discussion unit 10 I consulted in
the reference book –number 6.
6

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Discussion: Work in groups to summarize the passage by filling in each gap
with a suitable word. [ 6 ]
National Parks are to protect and …1………the natural beauty of land.
They……2…….a variety of scenic features. There are ……3…..national parks
in the USA and …4………..of people visit it every year. Many national parks
are in………5………..of being destroyed. If their problems are not solved, they
will be……6……completely.

UNIT 11: SOURCES OF ENERGY
Activity 1: Complete the summary of the listening passage by using the

information you have listened. [ 4 ]7
Natural resources are divided into two groups:………1…..and………
2…….If the resource can be replaced quickly, it is called……3…….If it ……
4……..,it is……5…….nonrenewable.They are very important to our life, so we
must…6………them.

Activity 2:(homework)Name some renewable resources and nonrenewable
resources that you kwow.
Unit 12: THE ASIAN GAMES
(Game: Lucky fruits)
-T. introduces the Game: I have 6 fruits. In these 6 fruits, there are 2 lucky
fruits. If you choose the lucky fruit you needn’t give the answer & you will get 2
marks. If you choose other fruits, you must give answer for my questions. If you
give the correct answer, you will get one mark. The team having more marks
will be the winner. [ 5 ]
Melon: What is the name of the programme?
Orange: (Lucky fruit)
Banana: Who was the first athlete to mention in the report?
Strawberry: (Lucky fruit)
Apple: Where are LiLi and Lee Bong Ju from?
Grape: Who is the last high jumper?

UNIT 13: HOBBIES
1.Activity 1: Talk about the disadvantages of over –reading using the cues:
[ 2 ]8
*Health:
-Blurry, short-sightedand under stress.
7

In this page , activity 1 unit 11 I consulted in the reference book – number 4 ; unit 12 ( game ) I consulted in the

reference book – number 5.
8
In this page , activity 1( unit 13) I consulted in the reference book – number 2 ; cativity 1 ( unit 15 ) I consulted
in the reference book number 5.

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-Not have enough physical exercise, get sick fromjust sittingdown and not
moving.
*Knowledge:
-Lacking practical knowledge.
-Not have enough time for studying.
*Life:
-Become bookworms.
2. Activity 2: (Homework) Write a passage (about 70-100 words) to talk about
the advantages and disadvantages of reading.

UNIT 15: SPACE CONQUEST
1.Activity 1:Talk about the events with numbers and pictures [ 5 ]
1. 1969.
2. On July 16, 1969.
3. On July 20, 1969.
4. On July 24, 1969.
2.Activity 2: (Homework)Rewrite the some main points of the listening
passage .
UNIT 16: THE WONDER OF THE WORLD
1. Activity 1: Discussion: Work in groups to talk about the Geat Wall.

The Great Wall of Chine

Location
Starting building
Atractive characteristics at present
Main tourist attractions
Their features

2. Activity 2: Write a description of the Great Wall of Chine.
2.4. Results after applying the research in teaching:
Through many years of implementation, I found myself that the activities
in the "Post-Listening" have the following results:
-These activities are suiable to the new program textbook.
-The students are more interested in studying, more active in creating to
widen their kwowledge.
- The ability to listen and respond of student progress clearly. They have
used some of the information in the listening they have just heard is to switch to
speaking and writing skills. Therefore, other skills such as speaking and writing
are also promoted.
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- Students have opportunities to practice in pairs “pairswork” and groups
“groupwork” and to assert themselves.
-Lessons become more exciting and students are taken part in many
different activities.
-The weaker students are also more progressive than previous. They are
more confident; also raise their hand to construct the lesson voluntarily.
- Creating the initiative, excitement for students when participating
listened with new activities for each unit of lesson. Classes became really
exciting. They thrilled to hear and listen exactly to all the contents of the

listening text by their own effort.
- Creating agility when listening and responding after listening.
After one year of teaching in 2 classes 11 (A2 and A3) (school year 20162017 ), comparing the average results of tests in two semesters, I have the
following specific results:
Semester I: (The average point of tests)
Class

Number
Excellent
of
student
students

11A2

45

2 (4.4%)

11A3

44

1(2.3%)

Good
student

Average
student

Below
Average
student

10
20
10(22.2%)
(22.2%)
(44.4%)
7(15.9%) 19(43.2%) 12(27.3%)

Weak
student
3(6.7%)
5(11.4%)

Semester II: (the average point of tests)
Class
11A2
11A3

Nuber
Excellent
Good
Average
of
student
student
student

students
45
4(8.9%) 15(33.3%) 23(51.1%)
44
3(6.8%) 12(27.3%) 22(50%)

Below
Average
student
3(6.7%)
6(13.6%)

Weak
student
0
1(2.3%)

PART 3: CONCLUSION AND REQUEST
3.1.Conclusion:
Like other skills, listening comprehension is an integral part in the
teaching and using foreign language process.In the listening lessons, students
practise listening, writing and speaking through activities.There are a lot of ways
to teach listening comprehension for students, the duty of the teacher is to
depend on each activity, the ability of students to apply the different skills
actively so as to achieve the best results. After each lesson, students can
integrate all the knowledge that they have studied to do some activities the most
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effectively.They can also develop voluntary and active to receive the

knowledge.The majority of the students understood, knew well the basic
knowledge of the lesson and formed the studying method.
Through years of teaching, I see that the application of the activities in the
"Post-Listening" has brought many positive results – Listening ability of
students apparently progress, besides, the other skills such as speaking and
writing is also enhanced. The students also really enjoy the listening lesson.
In order to have an effective lesson, the teacher needs to prepare
materials, and teaching aids such as: cassetle, CD, picture, poster and visual
things…Those help for teaching and learning get a really good result.
These are small experiences that I have been gleaned through practice
teaching in listening lessons English 11 at my school. During the time I got
access the theme perhaps there are still some shortcomings.I hope that the
leaders and the colleagues will give more constructive feedback and experiences
to my theme is better.
3.2. Request:
To apply effectively the topic in teaching listening, I have some
suggestions below:
- For students: need to prepare the vocabulary at home before the lesson.
- For teachers: To make the "Post-Listening" more lively and create
excitement for the students in the listening lessons in listening program English
11- standard program - teachers need to invest more to redesign activities
appropriate content for each lesson to improve the ability to listen and respond
after listening of students. When redesigning the activities, teachers must pay
attention to the timing of each activity. The activities must be consistent with the
lesson content (not too long or too easy). In each activity it is necessary to create
real excitement for each class, each student so that all children can attend. In
each activity the teacher should ask students to work in pairs, groups...Besides,
there should have some incentive reward for the teams, pairs doing these
activities well. Moreover, teachers should always provide opportunities for
students to promote all the skills.

- Provide some documents related to the skills (such as listening, speaking,
reading, writing) for teacher reference.
I think, the redesign of the activities in the "Post-Listening" does not stop
at Grade 11 but can apply to grades 10 and 12.
Confirmed by the headmaster

Thanh Hoa, date: 30/04/2017.
I assure that this experience idea is
mine, not copied the other person’s content.

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DO THANH NAM

DINH THI NGOC ANH

REFERENCE BOOKS
********
[ 1]. Dạy học theo chuẩn kiến thức kĩ năng môn Tiếng Anh lớp 11(Trần
Xuân Điệp, Nguyễn Thùy Dương, Nguyễn Thị Mai Hương, Nguyễn Thị Hương
Lan, Lưu Thị Kim Nhung, Thái Thị Cẩm Trang)-Nhà xuất bản đại học sư
phạm).
[2]. Tiếng Anh 11 (Hoàng Văn Vân, Hoàng Thi Xuân Hoa, Đỗ Tuấn
Minh, Nguyễn Thu Phương, Nguyễn Quốc Tuấn)-Nhà xuất bản giáo dục.
[3]. Tiếng Anh 11-Sách Giáo Viên (Hoàng Văn Vân, Hoàng Thi Xuân
Hoa, Đỗ Tuấn Minh, Nguyễn Thu Phương, Nguyễn Quốc Tuấn)-Nhà xuất bản
giáo dục.
[4]. Thiết kế bài giảng Tiếng Anh 11 (Chu Quang Bình) –Nhà xuất bản
Hà Nội.

[5].Thư viện bài giảng điện tử violet.
[6]. Tiếng Anh thông dụng lớp 11 (Trần Anh Tuấn , Mai Thị Vân )-Nhà
xuất bản đại học quốc gia Hà Nội.

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APPENDIX
These bellow questions are used for the topic of experience idea’s datas.
I would like you spend a little time answering the questions honestly and
correctly.
Thanks for your co-operation.
Put the tick ( ) in the answer that is suitable for you.
Question 1: How do you evaluate the result of your listening today?
a. Very weak
b. Weak.
c. Everage.
d. Good.
e. Excellent.
Question 2: Do you think that redesigning some activities in part “postlistening” is suitable?
a. Yes.
b. No.
Question 3: What are your reasons that make you like practicing some activities
in part “post- listening”?
a. I can understand the listening better.
b. I feel the listening lessons more interesting.
c. I can sumarise the listening.
d. All the answers are correct.
Question 4: Which activities do you like most in part “post –listening”?
a. Playing games.

b. Discussion.
c. Role-play.

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