(SKKN 2022) Some effective ways to teach listening skill for grade 10 students at Dao Duy Tu high school

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING DAO DUY TU HIGH SCHOOL EXPERIENCED INITIATIVE SOME EFFECTIVE WAYS TO TEACH LISTENING SKILL FOR GRADE 10 STUDENTS AT DAO DUY TU HIGH SCHOOL Implementer: Le Thi Diep Position: Teacher Subject: English THANH HOA 2022 CONTENTS I INTRODUCTION Reasons for choosing the topic Purpose and research tasks 2.1 The purpose 2.2 The research tasks Subjects and scope of the study 3.1 Subjects of the study 3.2 Scope of the study Methods 4.1 Observe pedagogy 4.2 Look at the document 4.3 Look at the pedagogical activities Some new points of experienced innitiative II PROBLEM SOLVING Theoretical basis Practical basis Implementing measures III CONCLUSION AND PROPOSAL Conclusion Proposal Page 1 1 2 2 2 2 5 5 16 I INTRODUCTION REASONS FOR CHOOSING THE TOPIC As we all know English is a global language, it is widely used everywhere in the world Used in many different fields such as science, economics, commerce, communication, tourism Psychologists assert that the process of human formation and development through and through communication activities Teaching and learning a foreign language is also a form of human activity, so it has all the basic properties of activities in general and language activities in particular To use a foreign language as a communication tool, there is no other way than through and through communication activities such as listening, speaking, reading and writing Of the four skills above, it seems that listening is the most difficult skill, leading to students often bored in the process of listening There are many reasons that lead to boredom, such as low vocabulary, poor listening ability, substandard listening room, sound equipment, cassette, outside noises, teacher's reading voice different (pronunciation according to the local language, using different accents, intonation, and rhythm of sentences) Besides that, English is a language of intonation, they are used to used with this language but have little chance to come into contact with English variants of different nationalities Then the rules of stress, intonation, the British sometimes only focus on the words that carry the main information content in the sentence, while other words can be slurred, or swallowed, or slurred So how to keep students interested in a listening lesson is probably not an easy question First, the teacher must determine how to teach the listening lesson, or in other words, the teacher must be able to answer the following questions: What is the purpose of this listening session? what are they going to hear? How does it sound? With the study of this topic, I hope to partly help teachers to gradually overcome difficulties in order to conduct English listening teaching more effectively, students to be more active, more active when absorbing and understanding English knowledge association of the lesson That is also the reason that I chose this topic: “Some effective ways to teach listening skill for grade 10 students at Dao Duy Tu high school” for my research 2.PURPOSE AND RESEARCH TASKS 2.1 The purpose We are living in a globalized society, English is one of the languages that many people study due to the need to communicate, study and research Therefore, the demand and means of learning English of learners are increasing day by day From the above facts, English teachers must constantly explore and improve teaching methods to suit each student, helping them to gradually realize the importance of this subject In the high school English textbook program, the content of the lesson is presented according to four skills In which, Listening skill is one of the skills that are focused on developing in new foreign language teaching methods Good Listening Skills of high importance because students cannot verbally communicate without understanding what is being heard With successful research on the topic, this experiential initiative will help teachers gain the following experiences: Create a comfortable, dynamic, and proactive attitude for students in English listening practice lessons How to organize an effective listening lesson; The sequence of a listening lesson is conducted in a reasonable manner Guide students to self-practice, practice to have skills and techniques of listening to the language 2.2 The research tasks When researching this topic, I have to perform the following tasks: Studying instructional materials and practicing English listening skills, listening teaching techniques Experimental training and teaching Observe colleagues, exchange, and learn from experience Check and evaluate the results of students' grasp of the content of the lesson, so that there can be reasonable adjustments and supplements SUBJECTS AND SCOPE OF THE STUDY: 3.1 Subjects of the study - Teaching students of state high school system who are studying English textbook program (7 years) The topic revolves around the problem of teaching and learning English listening in 10th grade at Dao Duy Tu high school But the typical research object that I have boldly applied this topic is students in class 10A11 3.2 Scope of the study - Studying the best approach so that the teacher can apply when helping students to develop listening skill effectively - Conducted in some grades at Dao Duy Tu in the school year 2021-2022 METHODS 4.1 Observe pedagogy - Attending classes, studying teaching methods for English listening skill and abilities of the students when they speak English at Dao Duy Tu high school 4.2 Look at the document - Observing the text book, questions asked in some competitions, listening periods - Listening books, studying materials about theoretical basis about listening skills 4.3 Look at the pedagogical activities - Looking at the lesson plans, pictures, furniture and teaching equipment - The level of the lesson and the English listening skills of the students 4.4 Testing and evaluation: Assessing students' grasp of the lesson's content through listening and doing exercises in class, tests, and comparing students' learning results from that the best way to teach them SOME NEW POINTS OF EXPERIENCE INNOVATION: After successfully applying this topic, I myself have achieved significant results and valuable experiences for myself as follows: - Teachers must always create a foreign language environment during class hours and must use English as the main language for communication Depending on the grade and audience, teachers can use short, simple, easy-tounderstand, easy-to-remember, and easy-to-apply English sentences - Teachers must always encourage students to use English to communicate with their learned knowledge - Teachers should not pay too much attention to students' mistakes while speaking on the right cheek so that they can listen and speak naturally Never force a student to stop speaking while he or she is trying to express his or her thoughts in English; doing so will make them feel afraid to listen and speak - Teachers should integrate listening and speaking activities in English with the form of "playing and learning." - Guide children to practice listening to English through radio, TV - Teachers need to attract and attract students by means of activities and listening techniques suitable for each stage of a listening lesson - Use listening aids suitable to the content of the listening lesson such as pictures, models Creative use of tapes and discs (record an English listening lesson on a tape or disc to times This is very convenient in operation and saves time in class.) - At the practice stage after listening, teachers need to give appropriate exercises with high practical communication features II PROBLEM SOLVING Theoretical basis 1.1 The purpose of teaching The purpose of teaching a foreign language is not to provide students with knowledge of that language, but the ultimate purpose of teaching a foreign language is to teach students the ability to communicate in that language Students' communication skills are demonstrated through the following skills: Listening, Speaking, Reading, and Writing Students' listening skills are formed through a process of learning and practicing in an English environment In addition to learning in school, students must self-study and practice listening skills through different forms and methods Listening skill is the ability to use language knowledge for the purpose of listening comprehension in English Some basic factors that directly affect the effectiveness of listening lessons: a Teacher: - With new and active teaching methods, teachers play the role of directing and controlling students in class To conduct an effective listening lesson, teachers need to well the following basic elements: + Choose and flexibly use listening teaching techniques suitable for each content lesson content listening service + Organize and control the class, allocate time reasonably + Create appropriate teaching aids for the lesson + Proficient use of means, equipment and teaching aids + Convey knowledge in an inspiring, logical way to attract, attractive to students b Methods and techniques for teaching listening skill: - The method of teaching listening is formed by the content of the listening lesson In other words, the content of the listening lesson governs the selection, application and coordination of methods and techniques of teaching listening - Each teaching technique is suitable for specific teaching form (teaching grammar, teaching speaking, teaching writing ) c Means, equipment and teaching aids in service of teaching listening: The use of picture equipment to support teaching of foreign languages in general and English in particular is considered a means of expressing part of the main content of the textbook In all lesson units, the new textbook program contains the content of the listening lessons recorded on cassette tapes or floppy disks, while the textbooks only record listening exercises To perform these exercises, learners must listen to the lesson content via tapes, discs and other audio storage devices Moreover, teaching equipment is also an active means in innovating teaching methods, motivating and stimulating learning - Equipment needed for the course: + Transceiver for cassette tapes and discs + USB, recorder of readings and listening to textbooks + Pictures illustrate the content of the lesson in the textbook + Self-created pictures, teacher supplies d Students: - In the relationship between teaching and learning, the teacher is the organizer and controller of the teaching and learning process, and the students are the ones who acquire knowledge with their own efforts and research efforts , by the learning, interaction between students and students, students and teachers under the control of teachers in class - In order to teach listening well, students need to have the necessary skills in listening comprehension in English This skill needs to be practiced and cultivated regularly and for a long time through English classes in class as well as other activities outside the classroom such as listening to the radio, watching TV or joining the English club in the school Practical basis 2.1.Advantages: Although there are objective and subjective conditions that directly affect the teaching process, we have been able to overcome the immediate difficulties and gradually improve the quality of English listening lessons to meet the be the purpose, the textbook program a Teacher: - Initially, the approach to using typical teaching techniques was relatively good - Flexible application of listening teaching techniques - Being familiar with and active in organizing a listening lesson - Flexible coordination of teaching techniques - Designing many teaching materials suitable to the content of the lessons, so many listening lessons become lively, attractive and effective - Use and operate proficiently modern teaching equipment to serve the listening teaching process: cassette tapes, projectors b Students: - Students are familiar with the subject of listening - Many students have heard and gradually recognized the pronunciation and speaking of native speakers - Most students have heard simple content listening - Some students have developed skills and techniques in learning 2.2.Existence: + Teacher: - Teachers still face certain difficulties in performing listening exercises and techniques, in choosing techniques suitable for each lesson, each stage of the lesson, and are still afraid to use Using or not proficiently using teaching aids for listening lessons (cassette, projector ) + Students: - Most students have lost basic English, not remember the vocabulary they have learned The motivation for listening comprehension in English is still limited In addition, they have less opportunity to listen, less access to the mass media through which they can practice their English listening skills Since then, they are still afraid in listening and speaking English, afraid of making mistakes - One of the difficulties is that they are not familiar with the speed of reading and speaking in tapes of native speakers + Teaching aids: - Teaching aids for teaching such as pictures, cassettes, projectors are few, the quality of the tapes is not good - Finding suitable pictures for teaching takes a lot of time and effort + Specific investigation: - In the process of teaching, I personally undertake the 10th grade With the awareness of both studying the characteristics of the students' learning situation and learning from experience Right from the beginning of the school year, I have oriented myself with a specific plan and method to actively investigate the learning situation of the students I directly teach, namely students in grades 10A11 Through the survey at the beginning of the year, I found that for most of the students, Listening skill is the most difficult skill and "least sympathetic" to them - In the first Listening lesson (Unit 1), I gave students an exercise on listening and filling in the gaps after giving them some words that will appear in the listening passage * Listening tasks: Listen to the tape, the fill in the missing words in the blanks Hello everyone, my name's Lam I'm a …(1)driver in Ho Chi Minh City I usually have a busy working day I get up at five thirty in the morning I start work at six My first …(2)is usually an old man I take him from District to District After I drop him at a cafe near Ho Chi Minh Teachers' Training College I …(3)to Thai Binh Market My next passenger is a lady who does shopping there every two days I help her put all her …(4)into the cyclo and then take her to her shop in Tran Hung Dao Street At about ten thirty, I …(5)off toward Nguven Thi Minh Khai School There I …(6)my cyclo, chat with some of my …(7)and wait for my third passengers They are two school pupils, a girl and a boy I take them home At twelve, I have lunch at a …(8)near Ben Thanh Market After lunch, I park my cyclo …(9)a tree, take a short rest and then … (10)my afternoon's work Answer key cyclo passenger pedal purchases ride park fellows food stall under 10 continue The specific results obtained are as follows: Exellence Rather medium weakness Student Class TL(% TL(% TL(% s SL TL(%) SL SL SL ) ) ) 10A11 50 16% 14 25 50 13 26 * Note: Students listen and fill in word in each gap, each correct word gets point The total score of 10 corresponds to 10 correct words The reason for the low results for this type of exercise is partly due to the fact that students not recognize the part of speech, not understand the tenses of the verb (Tenses) and lack of vocabulary (Vocabulary) Implementing measures 3.1.Plan for a listening lesson: a For teachers: For a good listening lesson, teachers need to the following steps: - Carefully study the content of the lesson from the textbook, the teacher's book, because textbooks and textbooks are an important basis for teachers to plan their lessons A careful study of textbooks and textbooks will help teachers organize and control listening lessons with the right focus and focus, and allocate time for steps and activities in a scientific manner - Researching the purpose and requirements of the lesson: The purpose and requirements of the lesson are the goals that both teachers and students need to achieve after each lesson For listening lessons, usually the required purpose of the lesson is to help students practice and develop skills: Listening , Speaking , Reading and Writing, (in that listening skill is key) At the end of the listening section, students understand the main content of the listening passage and perform certain requirements or language exercises - Selecting and coordinating Listening Techniques flexibly and appropriately (based on the content of the lesson, characteristics, capacity of the class and stages in the process of teaching listening: Pre- listening, While-listening, Postlistening.) In each stage, there are specific listening techniques - Make good use of teaching aids and tools for listening lessons: * Cassette player : + Before teaching, it is necessary to prepare a good device, clear tape and backup battery in case of power failure + Must ensure safety when operating + Consider the need, effectiveness, specific time for each stage * Illustrations: + Picture channel in textbooks: One of the strengths of the textbooks compiled under the new program is that there are many illustrations It is important to make the most of the pictures in the textbook to help students understand the lesson + The illustrations must have a close practical relationship with the content lesson + Need to make a reasonable and scientific lesson plan: Teachers need to plan clearly understand the activities of the teacher, the activities of the students, the requirements of each exercise, the answer options of the students + Discussing teaching plans with colleagues b With students: Teachers ask students to prepare well for the next class by: - Create a system of prompting questions about the lesson they are about to learn so that students have time to think and learn about the material - Ask students to some exercises related to the content of the lesson - Encourage and motivate students to confidently, proactively and creatively raise problems and questions related to the lesson 3.2 Implement the process of teaching listening well: The process of a listening lesson includes three stages: Pre-Listening, WhileListening, and Post-Listening This process not only helps students understand the lesson, but also helps them use listening skills in real-life communication However, the first problem is decided that teachers need to clearly define the required purpose of each specific listening lesson, thereby orienting students to perform well the task in the next stages a Pre-Listening: (7 minutes) (True/False Prediction, Open Prediction, Ordering, Pre-Questions) This is the stage to help students orient, think about the topic or situation before students listen During this period: - Teachers should create a mood to prepare students for listening by leading and asking questions about the topic of the listening lesson, asking students to look at pictures, read words and guess what topic they will hear, who is about to speak to them who Unit 10: Conservation T: Have you ever seen a forest fire? S: yes / No T: Give some reasons what may cause a forest fire? S: - Burning forest for wood , soil for argricuture - dry weather; smoking ; Volcano; aware of people, fire T: In Viet nam, What time is the greatest danger to the forest? S: In Summer T: Why is it? S: Because it is very dry then T: Ok Now we are going to hear some information about this problem Unit 16: Historical places T :Show these pictures on the screen then ask Ss: What and where are they? What is it famous for? S: Answer - Teachers can ask students to work in groups to make preliminary guesses about what they are about to hear through pictures or listening situations Maybe they're not exactly what they're about to hear, but the question is whether they're interested before listening I give some examples in some Units of English 10 Unit 8: The story of my village Show the pictures on the screen Ask Ss to look at two pictures then answer the questions: T: What can you see in the first picture(in the past)? S: Trees, grass, cows, small houses, churches T: How you feel about it? S: It’s peace, calm, comfortable, not polluted T: What about the second picture? S: It has changed alot There are many high buildings, hotels, car parks, cars There aren’t trees, cows T: Which place you prefer, the first place or the second one ? S: Give their opinion(Make comparision) T: Teacher leads to the listening lesson Unit 11: National parks T: Can you name some of national parks in Viet Nam? S: Cat Ba, Cham Chim, Cuc Phuong T:Ok Where’s Cuc Phuong National park? S:It’s in Ninh Binh Province T: Have you ever been there? S:Yes/ No T:How far is it from Thanh Hoa city to there? S: It’s about Now we are going to listen about Cuc Phuong national Park Unit 12: Music To introduce this part teacher can turn on “Lang toi” song and asks students: Who is the author of this song? T: Turn on the cassettle with the part of the song “My village” then ask Ss to listen to answer the question : Who is the author of the song? S: Van Cao T: Show Van Cao’s picture on the screen and ask Ss: - Where was he born? - When was he born? - What is he famous for? - Name some of his famous songs? S: Answer T: Ok Now we are going to hear some information about him through the diologue between Lan Huong and Quang Hung Unit 14:The World Cup T: Which sport is called The King of sports? S: Football T:Who was called the King of football in the 20th century? S:Pele’ T:Which team did he belong to ? S:Brazil T: Show these pictures on the screen and ask Ss name some of famous football players in the world S: Backham, Bathet, Pele’, Ronaldol T: Using T’s knowledge to give further information about these footballers Unit 16: Historical Places T :Show these pictures on the screen then ask Ss: What and where are they? S: They are Notre Dame Cathedral in Ho Chi Minh, The Huc Bridge in Ha Noi, Ha Long Bay in Quang Ninh and Noon Gate in Hue T: Have you ever been there ? T: What you know about them? Which one would you like to visit most? Why? - Teachers help children anticipate difficulties they may encounter with new vocabulary, pronunciation or structure, background knowledge Example: Unit 14 : The world cup Teacher give students some meaninging of vocabulary Goal- scorer; hero; ambassado; Brazil; kicking; retirement; promote; championship T: From these words who can guess the content of the listening? S: We are going to hear about a person who may be: - he’s a football player - He was born in Brazil - He is a hero and an ambassado - He is famous for his powerful kickings - He led the team to the championship To know your answers are correct or not, we are going to hear the tape We are going to hear about Pele’, a Brazilian famous football player Unit 9: Undersea World Teacher give students some meaninging of vocabulary Mammal; blue whale; Atlantic;Pacific; krill; whaling; migrate; conservation T: From these words who can guess what we are going to hear? S: Blue whale is a mammal They live in Atlantic/ Pacific They eat krill They usually migrate when They should be conserved because - Finally, the teacher clearly tells the students how many times they will be heard and instructs the task requirements when listening (choose true, false, answer questions ) 10 b While-Listening: (20 minutes) (Selecting, Delibrate Mistakes, Grids, Listen and Draw, Comprehension Questions) This is the period when students have the opportunity to practice At this stage, the teacher gives the types of exercises, asking students to perform Students can make mistakes at this stage, so teachers should pay attention to correct students' mistakes and give correct options The teacher plays the tape or reads to times (if the content is difficult, more times The first time helps the students with the listening comprehension and covers the listening content (pendown) The second time listens to the main information to complete the task The main goal of listening comprehension is for students to listen to the main content or detailed information and to understand the author's attitude and point of view Teachers let students listen to the whole lesson to understand the general idea as well as the lesson layout and exercises, then can listen to each passage again to understand the results or listen to difficult places to confirm the answer Make students listen to each word because doing so will make the learner get in the habit of having to understand each sentence word by word before listening, so the teacher needs to devide the difficulties of the listening to give suitable kind of task 1.Mising word: In this type of exercise, the teacher only needs to instruct the students how to listen Because this is a fairly common type of exercise, students listen and follow the missing word to fill in the blanks with the information they hear This type of exercise is easy to choose and easy to design We can choose some typical lessons in the 10th grade textbook program Task Unit Task Unit Task Unit Listening: Test yourself F Task Unit Task Unit 11 Task Unit Listening B Test yourself C Task Unit Task Unit In addition to the exercises available in the textbook program, teachers can redesign the tasks in the textbook according to this type of exercise by giving each student an available handout sheet, recording the content of the listening lesson and then subtracting it blank and ask students to listen and fill in the missing word Teachers note the removal of words or word shackles so that students can listen and fill in words that are appropriate to the focus and difficulty of the lesson as well as the student's level Sometimes teachers may also ask students to fill in some function words such as prepositions and inferences to practice inference skills for students based on context Multiple choice: This type of exercise is not very common in listening comprehension, sometimes it can be more difficult because students must hear information correctly or may have to infer to get the correct answer by choosing one option from among them three to four options are available 11 When we encounter this type of exercise before we it, we can have students use the method of eliminating the inappropriate parts Here are some examples of exercises: Task 3-Unit 10 Task 1-Unit 16 Example: UNIT 16 HISTORICAL PLACES Task 1: Listen to the pasage and choose the correct answers: Hoi An is well known for it’s old houses which are A Small and thatch-roofed B Narrow and carved C Small and tile - roofed Based on their understanding, students can easily rule out options A and B but can immediately choose option C before listening Task 1: Listen to the pasage and choose the correct answers: Hoi An is located km south of Da Nang A 13 B 30 C 16 For example, these students belong to Quang Nam, Da Nang or rely on their own understanding to choose the correct option B: 30 Or when students hear the word thirty 3.Listen and Answer the question: When designing this type of exercise, teachers need to pay attention to the preparation of two types of Yes / No questions and Wh - questions in the listening process, both as an orientation for the basic content when listening, and the type of exercise This we can meet in the following Units: Unit : Task Unit 12 : Task Unit : Task Unit 11 : Task Unit 6: Task Test yourself D Example: Unit : Undersea world Task : Listen again then answer the following questions: What is the main reason for the decrease in the whale populations ? Students can guess the answer (Học sinh đốn câu trả lời) - Because of whaling heavily What have conservation groups asked the International whaling commission to do? Students guess : Stop whaling What would happen if we didn’t take any measures to protect whales? Students : + Decrease in whale popullation + Whales will disappear as Dinosaur millions of years ago Unit 14 : The world cup Task : Listen again then answer the following questions: What was Pele’ famous for as a football player ? Based on the language section “Listen and repeat” students can guess the answer is kicking True – False 12 Students can predict the answer in advance based on their understanding or through the Reading comprehension passage, to determine whether it is true or false Example : Unit 12 : music Task 2: Decide whether the statements are true or false: 4.“Tien quan ca”, the Vietnamese anthem, was writen in 1954 Based on their social understanding, students might argue that this is a wrong answer because on September 2, 1945 we heard this song already So it must have been composed before that time 5.Listen and as the deriection: After teaching the writing part of Test yourself C, if there is still time, we can design it into a listening comprehension exercise through the map in the textbook on page 91 or 93.) How to this: - Ask students to look closely at the map - The teacher reads the directions - Students listen and find out where the teacher is referring • Or depending on the geographical region, you can ask students to work in pairs and determine where the place or place your friend is referring to is Directions in English Listen and number the oder of the pictures: Example : Unit : An Excursion Task 1: Listen and number the pictures in the order you hear: The teacher projects these pictures on the screen 13 To this type of exercise before listening ask students to guess the order in which the pictures appear Or ask students to quickly answer the following questions: Where are they going to? Where they meet ? How they get there? What are they going to do? When is it? c Post-Listening: (10 minutes) (Roleplay, Recall the story, Write-it –up, Further practice ) This is the practice phase after listening At this stage, students use the knowledge and language skills that have been practiced in the "While -Listening" stage into real and meaningful communication situations After listening, students need to some exercises such as: report in front of the class or in groups about the results of the exercise, other students listen, give comments, or correct your essay Teachers need to combine other skills such as recall, write-it-up, discussion Sample lesson plan: English 10 Date of preparing: UNIT : PEOPLE’S BACKGROUND Period 15: Listening I.OBIECTIVES: - Educational aim: Ss should exercises regularly to be healthy - Knowledge: General knowledge: Ss will be able to get more information about the Olympics and Olympic Champions Language: words related to the Olympics and Olympic Champions - Skills: Listening for specific information about II.Method: Integrated, mainly communicative III.Teaching aids: Textbooks, cassette, pictures, posters… IV Procedure: Teacher’ s activities Students’ activities *Warm - up: (5’) - Show the picture of Nellie Kim and introduce -Pay attention the theme: the Olympic Champions 14 - Ask Ss to talk about the Olympics and Olympic Champions by using suggested questions in the poster Suggested questions 1.Have you ever watched the Olympics on T.V ? How often is it held? Can you name any Olympic Champions ? What would you like to know about these people? His or her family background/ career /medals ? - Ask Ss to work in groups -Go around the class and give ideas, then give some background information about Olympic and Olympic Champions - Ask some sts to ask and answer aloud *Before you listen: (5mn) -Read the words: Olympic Champions , sports teacher, teacher’ s diploma, love story, romantic -Hang the poster of those ones, read again or play the tape -Give more explanation of : certificate (of birth /death / marriage …) ,degree (Bachelor’s Degree –BA, Master’s Degree- MA, doctor of philosophy- a Ph D) if necessary *While you listen (23mn) -Set the scene:(2mn) Sally has been the Olympic Champion You are going to listen to the conversation between her and Bob and the two tasks in textbook *Task 1.:T/F statements (10mn)  Ask Ss to run through the statements before listening  Get sts to guess the answers  Play the tape twice  Have Ss compare their answers with their friends  Call on some Ss to explain their answers in front of the class  Feed back and give correct answers * Task : Gap filling (13mn)  Explain the requirement -Work in groups of -Take notes Sts ask and answer aloud -Listen and repeat -Look at the words, listen and repeat -Take notes - Run throgh to get information  Guess  Listen to the tape  Share the answers ( group work)  Individual work Key : : T , : T, : F, T: , 5:F Note : F ( I don’t have much free time ) F ( I want to be a sports teacher )  Pay attention  Scan to get information  Listen and fill in the blanks (individual work  group work) 15  Ask Ss to scan statements before listening  Play the tape once more  Ask Ss to speak out their answers after discussing in group  Ask Ss to give their answers  Ask Ss to listen to the tape again and check the answers (Pause the tape at the necessary information)  Feed back and give correct answers  Write their answers on the b.b - listen to the tape again and check the answers Key : a general education lives ; family different ; swimming love stories After you listen (10mn) teacher’s diploma  Ask sts and answer the questions about Sally  Give sts the outline of Sally’s background ;  Pay attention “ 1980 .local schools 15 family basketball and swimming Group work sports teacher teacher’s diploma.”  Individual work  Ask Ss to make a short talk about Sally  Call on some Ss to give the talk to class  Take notes ( give marks) -Teacher assigns homework: Ask Ss to try to retell the main points about Sally (by their own words) Comments (2’) III CONCLUSION The initiative was implemented in the school year 2021 - 2022 After implementing the initiative, students learn more actively, positively and more interested, they are no longer embarrassed when learning listening skills The learning atmosphere is light, students have the opportunity to assert themselves Especially, they understand the nature of the problem, know how to listen actively The results are clearly shown through regular tests, 1-period tests and orall tests: The result of the early school year 2021-2022 Exellence Rather medium weakness Student Class TL(% TL(% TL(% s SL TL(%) SL SL SL ) ) ) 10A11 50 16% 14 25 50 13 26 Class 10A11 The result at the end of the school year 2021-2022 Exellence Rather medium weakness Students TL(% TL(% SL TL(%) SL SL TL(%) SL ) ) 50 17 34 25 50 16 16 At the high school level, teaching English listening in the program is a good condition for students to fully develop language skills But teaching and learning English is still "new" for both students and teachers Both students and teachers cannot avoid difficulties With this experiential initiative, I hope to make a small contribution to helping teachers and students at our school gradually overcome difficulties to make teaching and learning English more effective As for myself, I promise to continue to inherit and promote the results obtained from the implementation of the thesis, and at the same time to constantly learn, draw experiences, and overcome difficulties in teaching to meet the needs of students requirements for reforming the English curriculum and teaching methods of the Ministry of Education and Training Above are a few small experiences in the process of implementing the teaching method innovation, the topic is unavoidable with limitations, and is expecting valuable contributions from friends and colleagues I sincerely thank CONFIRMATION OF THE HEAD MASTER Thanh Hoa, June 6th 2022 PLEDGE NOT TO COPY Written by Le Thị Diep 17 18 REFERENCE BOOKS [1] Tiếng Anh 10 - NXB Giáo dục [3] Teaching listening English skills (British Council) [4] How to teach English listening skill (ESL listening resources) 19 EXPERIENCED INITIATIVES WERE AWARDED BY THANH HOA DEPARTMENT OF EDUCATION AND TRAINING Ord Name Some ways to encourage students to study vocabulary To help eleventh- students give the correct form of the words Some experiences in teaching students to describe a chart in textbooks Teaching students some common ways to answer questions about communication skills in English Some ways to impove English speaking skill for students at Dao Duy Tu High school Level C Year 2007-2008 B 2014-2015 B 2017-2018 C 2019-2020 C 2020-2021 20 ... the lesson That is also the reason that I chose this topic: ? ?Some effective ways to teach listening skill for grade 10 students at Dao Duy Tu high school? ?? for my research 2.PURPOSE AND RESEARCH... interaction between students and students, students and teachers under the control of teachers in class - In order to teach listening well, students need to have the necessary skills in listening comprehension... This is the stage to help students orient, think about the topic or situation before students listen During this period: - Teachers should create a mood to prepare students for listening by leading