Skkn some activities in post listening of grade 11

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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 Nguyen 8 Huu Canh high school Teacher: Vu Thien Duyen Some Activities in Post- Listening – Grade 11 Expected answer: 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. Nguyen 9 Huu Canh high school Teacher: Vu Thien Duyen Some Activities in Post- Listening – Grade 11 + The number of medals she has got. + 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: Nguyen 10 Huu Canh high school Teacher: Vu Thien Duyen Some Activities in Post- Listening – Grade 11 (2) to provide safe, inexpensive birth-control methods (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 Nguyen 11 Huu Canh high school Teacher: Vu Thien Duyen Some Activities in Post- Listening – Grade 11 - 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). - 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. Nguyen 12 Huu Canh high school Teacher: Vu Thien Duyen Some Activities in Post- Listening – Grade 11  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 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 E X C U R R E N T V V E H I C L E S A U N P R E S E R S T I A I N T E N T R C O M P L E T Nguyen 13 Huu Canh high school A C F A C H H V X T O E M F M N G R I N A T I O N A L N T T Y F L L K C G A U P S Y F G J X I R F V I S I T B N E A R T H U N T C S E P D A N G Teacher: Vu Thien Duyen Some Activities in Post- Listening – Grade 11 C D N P M L Y M R A Y L O O I V E L T N A K C E T E L Y C E T M R T N W T A U A P A R K N A V E T C K T U A E O R T R K T D Y E R E R L A 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 Nguyen 14 Huu Canh high school 3. d 4. b Teacher: Vu Thien Duyen Some Activities in Post- Listening – Grade 11  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. 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. Nguyen 16 Huu Canh high school Teacher: Vu Thien Duyen Some Activities in Post- Listening – Grade 11 Names of athletes Yuko Nationality Sports Result Free style Chinese Korea Vichai Gold medal High jump 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 Nguyen 17 Huu Canh high school Not have to learn things the very hard way Teacher: Vu Thien Duyen Some Activities in Post- Listening – Grade 11 Discussion: (With advanced students) Talk about the disadvantages of over-reading (reading too much). (Group work) - T. gives some suggestions. 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 Nguyen 18 Huu Canh high school July 16, 1969 Teacher: Vu Thien Duyen Some Activities in Post- Listening – Grade 11 July 20, 1969 July 24, 1969 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 Nguyen 19 Huu Canh high school 1368 1987 200 (years) 6,000 Teacher: Vu Thien Duyen Some Activities in Post- Listening – Grade 11 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!)  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: Nguyen 20 Huu Canh high school Teacher: Vu Thien Duyen
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