Luận văn thạc sĩ VNU ULIS a study on the effects of pre listening activities on listening comprehension tasks in the training program to non english major students of grade 10 at bac ninh gifted high school

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES **************** LÊ THỊ MÙI A STUDY ON THE EFFECTS OF PRE-LISTENING ACTIVITIES ON LISTENING COMPREHENSION TASKS IN THE TRAINING PROGRAM TO NON-ENGLISH MAJOR STUDENTS OF GRADE 10 AT BAC NINH GIFTED HIGH SCHOOL (NGHIÊN CỨU TÁC ĐỘNG CỦA NHỮNG HOẠT ĐỘNG TRƢỚC KHI NGHE TỚI CÁC BÀI TẬP NGHE HIỂU TRONG CHƢƠNG TRÌNH ĐÀO TẠO DÀNH CHO HỌC SINH LỚP 10 KHÔNG CHUYÊN TIẾNG ANH TRƢỜNG THPT CHUYÊN BẮC NINH) M.A Minor Programme Thesis Field: English Teaching Methodology Code: 60140111 Hanoi, 2014 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES **************** LÊ THỊ MÙI A STUDY ON THE EFFECTS OF PRE-LISTENING ACTIVITIES ON LISTENING COMPREHENSION TASKS IN THE TRAINING PROGRAM TO NON-ENGLISH MAJOR STUDENTS OF GRADE 10 AT BAC NINH GIFTED HIGH SCHOOL (NGHIÊN CỨU TÁC ĐỘNG CỦA NHỮNG HOẠT ĐỘNG TRƢỚC KHI NGHE TỚI CÁC BÀI TẬP NGHE HIỂU TRONG CHƢƠNG TRÌNH ĐÀO TẠO DÀNH CHO HỌC SINH LỚP 10 KHƠNG CHUYÊN TIẾNG ANH TRƢỜNG THPT CHUYÊN BẮC NINH) M.A Minor Programme Thesis Field: English Teaching Methodology Code: 60140111 Supervisor: Assoc Prof Dr Nguyễn Xuân Thơm Hanoi, 2014 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com DECLARATION I, Lê Thi Mu ̣ ̀ i, hereby certify that the thesis entitled “A Study on the Effects of Pre-listening Activities on Listening Comprehension Tasks in the Training Program to Non-English Major Students of Grade 10 at Bac Ninh Gifted high school” is my own study in the fulfillment of the requirements for the Degree of Master of Arts at VNU University of Languages and International Studies Hanoi, September, 2014 Lê Thi ̣Mùi i LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com ACKNOWLEDGEMENTS On the completion of this thesis, I am indebted to many people First and foremost, I would like to express my sincere thanks to my supervisor, Assoc Prof Dr Nguyen Xuan Thom for his valuable and prompt advice and helps, without which, this thesis could not come into being My thanks also go to all my lecturers and officers from Post Graduate Department, College of Foreign Languages, Vietnam National University, who have facilitated me with the best possible conditions during my whole course of studying Last but not least, let my gratitude go to my family and friends, whose encouragement and assistance are of extreme importance during the course of my writing this thesis ii LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com ABSTRACT The present study attempted to find out the effects of pre-listening activities on listening comprehension tasks in the training program to non-English major students of grade 10 at Bac Ninh Gifted high school The survey was randomly conducted with teachers of English and 105 tenth form students in classes whose major subject is not English The data used to analyze in this study were the participants’ answers to questionnaires, to some interview questions and the researcher’s observation in four listening lessons The results of the study show that both teachers and students at the school highly appreciate the importance of pre-listening activities Besides, some activities that are the most frequently used by the teachers are also considered the most effective on listening comprehension tasks in the training program by students They are pre-teaching vocabulary and structures; guessing the topic of the listening text and questioning Moreover, some effective techniques teachers often use to implement these activities are really helpful After taking part in pre-listening activities, students get better results of listening comprehension tasks iii LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com TABLE OF CONTENT DECLARATION i ACKNOWLEDGEMENTS ii ABSTRACT iii PART A INTRODUCTION I Rationale II Objectives of the study III Scope of the study IV Methods of the study V Design of the study PART B: DEVELOPMENT CHAPTER I: LITERATURE REVIEW I The concept of listening I.1 What is listening? I.2 Listening processes I.3 Component skills for listening II The concept of listening comprehension tasks II.1 Definitions II.2 Types of listening comprehension tasks III The concept of pre-listening activities III.1 Stages of teaching listening III.1.1 Pre-listening stage III.1.2 While-listening stage III.1.3 Post-listening stage III.2 Definitions of pre-listening activities III.3 Types of pre-listening activities 10 iv LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com III.4 Factors affecting the choice of pre-listening activities 11 IV Prior studies related to pre-listening activities 11 V Summary 12 CHAPTER II: RESEARCH METHODOLOGY 13 I Background of the study 13 I.1 The context of English teaching and learning at Bac Ninh Gifted High School 13 I.2 Materials 13 I.3 Limitations of a listening lesson in the classroom at Bac Ninh gifted high school 14 II Research methods 14 II.1 Participants 14 II.2 Data collection instrumentations 15 II.3 Summary 16 CHAPTER III: DATA ANALYSIS, DISCUSSION, MAJOR FINDINGS AND RECOMMENDATIONS 17 I Questionnaires 17 I.1 The questionnaire for the teachers 17 I.1.1 Teachers’ opinions about the importance of pre-listening activities 17 I.1.2 Teachers’ opinions about the purposes of pre-listening activities 17 I.1.3 Teachers’ frequency of using pre-listening activities 18 I.1.4 Teachers’ frequency of using techniques for pre-teaching vocabulary and grammar structures 19 I.1.5 Teachers’ frequency of using techniques for working in pairs/ groups……………………………………………………………………… 20 I.1.6 Teachers’ frequency of using techniques for brainstorming for the details of the text 20 v LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com I.1.7 Teachers’ frequency of using techniques for introducing the topic 21 I.1.8 Teachers’ frequency of using techniques for questioning 21 I.1.9 Teachers’ frequency of using techniques for previewing tasks 22 I.1.10 Teachers’ frequency of using pre-listening activities in the textbook “English 10” 22 I.2 The questionnaire for the students 23 I.2.1 Students’ opinions about the importance of pre-listening activities 23 I.2.2 Students’ opinions about the factors that make listening lessons more difficult 24 I.2.3 Students’ opinions about the purposes of pre-listening activities 24 I.2.4 Students’ preferences for pre-listening activities 25 I.2.5 Students’ opinions about the effects of pre-listening activities on listening tasks 26 I.2.6 Students’ opinions about the most effective technique to pre-teach vocabulary and grammar structures 27 I.2.7 Students’ opinions about the most effective technique to raise questions 28 I.2.8 Students’ opinions about the most effective technique to work in pairs/ groups 28 I.2.9 Students’ opinions about the most effective technique to guess the topic 29 I.2.10 Students’ opinions about the most effective technique to brainstorm for the content 30 I.2.11 Students’ opinions about the most effective technique to pre-view tasks 31 I.2.12 Students’ opinions about the pre-listening activities in the textbook “English 10” 31 vi LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com II Class observation 32 III Interviews 33 III.1 Interviews for students 33 III.2 Interviews for teachers 34 IV Major findings 34 V Recommendations for implementing pre-listening activities 36 VI Summary 37 PART C: CONCLUSION 38 I Conclusion 38 II Limitations of the study and suggestions for further study 39 REFERENCES 40 APPENDICES I Appendix 1: Survey questionnaires I Appendix 2: Interview questions IX Appendix 3: Class observation X vii LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com PART A INTRODUCTION I Rationale In our modern society, English plays an essential role because it is a very effective means of communication and of course it is a factor that decides the success of a person as well as a nation As second language learners, it is not easy at all to acquire English This requires good combination of four skills While reading and writing are important ways of gaining and consolidating information, vocabulary and structures in language learning, listening and speaking are the means of language communication Therefore, these four skills cannot be separated and they can be improved only by training and practicing Among four skills, listening is considered the most difficult Like other skills, listening is closely related to store of vocabulary that carries most meanings of the passage but learners have to get it aurally, which is very difficult because of the speed, the accent, the intonation of the speakers and even the external factors that interrupt the sound Moreover, Vietnamese learners not have many opportunities to communicate or speak to native speakers, especially high school students They only learn language through materials or Vietnamese teachers that not provide them so good pronunciation as native speakers Last but not least, learners’ motivation, one of the most important factors to study language well, is discouraged by all of the factors mentioned above If they cannot hear anything or little, they cannot communicate in the language they are listening to As a result, to help students improve listening skills, teachers first have to find out teaching techniques to attract them to the listening lesson, then to help them enlarge store of vocabulary, be familiar with the pronunciation of native speakers As a teacher of English, I think interesting and suitable pre-listening activities can raise students’ motivation and have other positive effects on learning procedures Hence, I choose the topic “A Study on the Effects of Pre-listening Activities on Listening Comprehension Tasks in the Training Program to Non-English Major Students of Grade 10 at Bac Ninh Gifted high school” with the hope, to some extent, to discover the real effects of pre-listening activities on the students’ participation in listening comprehension tasks as well as their studying results LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com APPENDICES APPENDIX 1: SURVEY QUESTIONNAIRES SURVEY QUESTIONNAIRE (FOR TEACHERS) This survey questionnaire is designed to get data for my thesis: “A Study on The Effects of Pre-Listening Activities on Listening Comprehension Tasks in The Training Program to Non- English major Students of Grade 10 at Bac Ninh Gifted High School.” Your assistance in completing the following items is highly appreciated All the information you provide is solely for the study purpose Thank you very much for your assistance! Please tick (√) or write the answer where necessary Age: …………… Teaching experience: ………… year(s) In what way you often start a listening lesson? a b Ask students to listen to the text and the listening tasks at once Lead students to the topic of the listening text through some pre-listening activities How important it is to organize pre-listening activities? a Very important b Important c Not important at all Why you use pre-listening activities? (You can tick more than one) a To generate students’ interests in the lesson b To provide students with new words/ phrases/ structures that appear in the listening text c To help students acquire background knowledge about the topic d To help students to guess the topic of the text e To help students to brainstorm for the details of the text f To get students involved in pair/ group work g To make students more confident before listening to the text h To help students obtain better results of listening tasks Others: ……………………………… I LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com How often you use the following pre-listening activities? (1 – Always; – Often; 3- Sometimes; – Rarely; – Never) Pre-listening activities a Pre-teaching new words/ phrases/ structures that appear in the listening text b Questioning c Working in pairs/ groups d Guessing the topic e Brainstorming for the details of the text f Previewing listening tasks g Others: ……………………… How often you use the following teaching techniques to carry out pre-listening activities? (1 – Always; – Often; 3- Sometimes; – Rarely; – Never) a You pre-teach new words/ phrases/ structures that appear in the listening text by using: 4 - Pictures, real objects, gestures - The context in sentences/ situations - Synonyms/ antonyms - Small exercises (gap-filling, matching ….) - Translation - Explanation and definition b You ask students to work in pairs/ groups to: - Ask and answer questions related to the topic - Do guided exercises (matching, gap-filling,….) - Discuss a topic, a picture, a situation, a video … c You ask students to brainstorm for the details of the text basing on: II LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 5 5 - The title of the topic - Questions and answers - True/ False statements - Discussion - Given cues - Relevant reading materials d You introduce the topic by: - Directly stating the topic - Using games - Using audio-visual aids - Questioning - Reading relevant materials e The types of question you use: - Multiple choice questions (MCQs) - Wh-word questions - Yes-No questions - Tag questions f You ask students to preview - The first listening task - All of the listening tasks - The task in After you listen What obstacle(s) has/ have the negative effect on your implementing pre-listening activities? (You can tick more than one) a The limitation of time III LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com b The students’ interest c The students’ background and levels d The topic and content of the listening text Others: …………………………………… How often you use pre-listening activities in the textbook “English 10”? a Always b Often c Sometimes d Rarely e Never What think about the pre-listening activities in the textbook “English 10”? (You can tick more than one) a They are very interesting b They are sufficiently varied c They are suitable to students’ background and level d They are suitable to the content of the listening text e They are boring Others: …………………………… What you think about the effects of pre-listening activities on listening comprehension tasks in the textbook “English 10”? Why? a Very effective b Effective c Not effective at all - Reason(s): ……………………………… 10 In your opinion, what should be done to improve the effectiveness of pre-listening activities on listening comprehension tasks in the textbook? ”? (You can tick more than one) a Add more some various kinds of pre-listening activities b Omit some pre-listening activities c Provide pre-listening activities regularly for each lesson d Design pre-listening activities that meet students’ interests and closely related to the text Others: ………………………… THANK YOU VERY MUCH! IV LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com SURVEY QUESTIONNAIRE (FOR STUDENTS) Các câu hỏi dƣới đƣợc thiết kế nhằ m mu ̣c đić h thu thâ ̣p dƣ̃ liê ̣u cho đề tài luâ ̣n văn Tha ̣c Sỹ : “Nghiên cứu tác động hoạt động trƣớc nghe tới các tập nghe hiểu chƣơng trình đào tạo dành cho học sinh lớp 10 không chuyên Tiếng Anh trƣờng THPT Chuyên Bắc Ninh” Rấ t mong em bớt chút thời gian trả lời mô ̣t cách trung thƣ̣c và chính xác các câu hỏi Mọi thông tin em cung cấp chỉ sử dụng cho mục đích nghiên cứu Em đánh dấ u (√) câu trả lời hoă ̣c viế t câu trả lời vào nhƣ̃ng chỗ trố ng Tuổ i: ……………… Lớp: ……………… Khoảng thời gian ho ̣c Tiế ng Anh: ……………… năm Em thích mô ̣t giờ ho ̣c nghe đƣơ ̣c bắ t đầ u theo cách nào ? a Giáo viên cho nghe khóa làm cac tập sách giáo khoa b Giáo viên tổ chức số hoạt động để dẫn dắ t vào bài trƣớc nghe Theo em, viê ̣c tổ chƣ́c mô ̣t số hoa ̣t đô ̣ng trƣớc nghe có quan tro ̣ng hay khơng ? Vì sao? a Rấ t quan tro ̣ng b Quan tro ̣ng c Không quan tro ̣ng - Lý do: ……………………………………… Nhƣ̃ng yế u tố nào sau gây khó khăn cho em nghe bài khóa và làm các bài tâ ̣p nghe? (Em có thể đánh dấ u mô ̣t đáp án ) a Thiế u tƣ̀ vƣ̣ng và các cấ u trúc ngƣ̃ pháp liên quan đế n bài nghe b Thiế u các kiế n thƣ́c nề n c Chủ đề nghe lạ d Chƣa chuẩ n bi ̣cho các bài tâ ̣p ở phầ n nghe Ý kiến khác: ………………………… Theo em, các hoạt động trƣớc nghe có tác dụng ? (Em có thể đánh dấ u mô ̣t đáp án) a Làm cho em hứng thú với viê ̣c nghe bài b Giúp em hiểu đƣợc từ vựng, cấ u trúc mới c Giúp em biết thông tin về nghe d Giúp em đoán đƣợc chủ đề nghe V LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com e Giúp em đoán đƣợc nội dung nghe f Khích lệ em tham gia các hoa ̣t đô ̣ng că ̣p, nhóm g Giúp em cảm thấy tự tin trƣớc nghe khóa h Giúp em đạt kết tốt làm các tập nghe Ý kiến khác: ………………………………………… Trƣớc nghe, em thích giáo viên tổ chức hoạt động nào? a Dạy từ vựng cấu trúc ngữ pháp đƣợc sử dụng bai khóa b Đặt câu hỏi c Yêu cầ u ho ̣c sinh làm viê ̣c theo că ̣p/ nhóm d Yêu cầ u ho ̣c sinh đoán chủ đề bài khóa e Yêu cầ u ho ̣c sinh đoá n nô ̣i dung của bài khóa f Yêu cầ u ho ̣c sinh đo ̣c trƣớc các bài tâ ̣p ở phầ n nghe Ý kiến khác: ……………………… Em có nhâ ̣n xét nhƣ thế nào về tác đô ̣ng của các hoa ̣t đô ̣ng trƣớc nghe tới các tập nghe? Hoạt động trƣớc nghe Rấ t hiê ̣u Hiê ̣u Không hiê ̣u a Dạy từ vựng cấu trúc ngữ pháp đƣợc sử dụng bai khóa b Đặt câu hỏi c Yêu cầ u ho ̣c sinh làm viê ̣c theo că ̣p/ nhóm d Yêu cầ u ho ̣c sinh đoán chủ đề khóa e Yêu cầ u ho ̣c sinh đoán nô ̣i dung của bài khóa f Yêu cầ u ho ̣c sinh đo ̣c trƣớc các bài tâ ̣p ở phầ n nghe g Ý kiến khác: ……………………………… Theo em , hình thức đƣợc sử dụng để tiến hành các hoạt động trƣớc nghe mô ̣t cách có hiê ̣u quả nhấ t ? a Dạy từ vựng cấu trúc ngữ pháp đƣợc sử dụng bai khóa bằng cách sử dụng: Tranh ảnh, đồ vâ ̣t, cƣ̉ chỉ minh ho ̣a VI LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com Ngƣ̃ cảnh câu/ tình h́ng Tƣ̀ đờ ng nghiã / trái nghiã Các tập từ vựng Dịch sang tiếng Việt Giải thích hoặc định nghĩa bằng tiếng Anh Ý kiến khác: …………………………………… b Đặt câu hỏi bằng cách sử dụng: Câu hỏi trắ c nghiê ̣m Câu hỏi có tƣ̀ để hỏi Câu hỏi trả lời CÓ hoặc KHƠNG Câu hỏi Ý kiến khác: …………………………………… c Yêu cầ u ho ̣c sinh làm viê ̣c theo că ̣p/ nhóm để: Hỏi trả lời các câu hỏi liên quan đến chủ đề khóa Làm tập có hƣớng dẫn Thảo luận chủ đề, mơ ̣t tình h́ng, mơ ̣t đoa ̣n phim Ý kiến khác: …………………………………… d Yêu cầ u ho ̣c sinh đoán chủ đề bài nghe dƣ̣a vào : Gơ ̣i ý của thầ y cô giáo Các trò chơi liên quan đến chủ đề Các phƣơng tiện nghe nhìn Các tập có hƣớng dẫn Thảo luận cặp, nhóm Đo ̣c trƣớc các bài tâ ̣p nghe Tài liệu đọc hiểu thích hợp Ý kiến khác: …………………………………… e Yêu cầ u ho ̣c sinh đoán nô ̣i dung của bài khóa dƣ̣a vào : Tên của chủ đề Gơ ̣i ý của thầ y cô giáo Câu hỏi và câu trả lời VII LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com Dƣ̣ đoán các câu ĐÚ NG/ SAI Thảo luận cặp, nhóm Đo ̣c trƣớc các bài tâ ̣p nghe Tài liệu đọc hiểu thích hợp Ý kiến khác: …………………………………… f Yêu cầ u ho ̣c sinh đo ̣c trƣớc: Bài tập nghe đầu tiên Tấ t cả các bài tâ ̣p nghe Bài tập sau nghe Ý kiến khác: …………………………………… Em có nhâ ̣n xét nhƣ thế nào đố i với các hoa ̣t đô ̣ng trƣớc nghe sách Tiế ng Anh 10 mà em học? (Em có thể đánh dấ u mô ̣t đáp án ) a Hƣ̃u ích, gây hƣ́ng thú cho em bài ho ̣c b Phù hợp với kiến thức trình độ em c Phù hợp với nội dung nghe d Không phong phú e Nhàm chán Ý kiến khác: …………… Em có nhâ ̣n xét nhƣ thế nào về tác đô ̣ng của các hoa ̣t đô ̣ng trƣớc nghe đố i với các tập nghe sách Tiếng Anh 10 mà em học? Vì sao? a Rấ t có hiê ̣u quả b Có hiệu c Không hiê ̣u quả + Lý do: ………………………… 10 Theo em , nhƣ̃ng biê ̣n pháp nào sau làm cho hoa ̣t đô ̣ ng trƣớc nghe sách Tiếng Anh 10 có hiệu đối với các tập nghe ? (Em có thể đánh dấ u mô ̣t đáp án) a Mỗi bài nghe có mô ̣t tiêu đề cu ̣ thể b Sƣ̉ du ̣ng nhiề u tranh ảnh để hỗ trơ ̣ viê ̣c đoán tƣ̀ và nô ̣i dung bài khóa c Dùng câu trả lời trắc nghiệm cho các câu hỏi d Thiế t kế nhiề u da ̣ng bài tâ ̣p làm viê ̣c theo că ̣p, nhóm bám sát nội dung nghe Ý kiến khác: ……………………………………… THANK YOU VERY MUCH! VIII LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com APPENDIX INTERVIEW QUESTIONS TEACHERS Do you think it is very important to organize pre-listening activities in a listening lesson? Why? Name some pre-listening activities you often use According to you, which pre-listening activity you have used is the most effective on listening comprehension tasks in the textbook English 10? What difficulties you meet when designing and implementing these pre-listening activities? What you think about the pre-listening activities in the textbook English 10? What should be done to make these activities more effective on listening comprehension tasks in the textbook English 10? STUDENTS Em có thích tiế t ho ̣c nghe khơng? Vì sao? Trong giờ ho ̣c nghe em gă ̣p phải nhƣ̃ng vấ n đề gì ? Giáo viên em thƣờng bắ t đầ u giờ ho ̣c nghe nhƣ thế nào ? Em có thić h cách bắ t đầ u tiế t ho ̣c nghe nhƣ vâ ̣y khơng? Vì sao? Hoạt đông trƣớc nghe sách giáo viên giúp em điều ? Theo em , các hoạt đông trƣớc nghe có hiệu đố i với các bài tâ ̣p nghe hay khơng? Vì sao? Khi tham gia các hoa ̣t đô ̣ng trƣớc nghe , em có thể hiể u nơ ̣i dung bài nghe và hồn thành các tập nghe sách giáo khoa không ? (Bao nhiêu phầ n trăm?) IX LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com APPENDIX CLASS OBSERVATION I The first observation Class: 10 Maths Unit 11: National Park - Lesson 3: Listening Date: February 5th, 2014 The teacher (T) Students (sts) I Before you listen (12 minutes) - T asks sts to work in groups of three - Sts work in groups to ask and or four to ask and answer the answer the questions in the textbook questions given in the textbook about (Most of them are eager to take part in Cuc Phuong National Park (based on group work) their basic knowledge to guess the answer) - Representatives of one group to - T calls some sts to make short make a dialogue to answer the four dialogues questions - T asks sts to guess the topic and the It is far from Hanoi content of the listening passage (T I not know highly appreciates sts’ ideas however In summer correct they are) Animals, flowers, trees - T introduces the topic and the basic - Almost the sts guess the correct information related to the listening topic: Cuc Phuong National Park passage (There are many ideas of the content: - T introduces and explain new words location, trees and other things in the and structures: park.) + threatened (a): (sts guess the - Sts are happy with T’s appreciation meaning based on the context in the and their guessing sentence) - They are willing to learn words: they X LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com We often feel threatened when we see listen to T’s translation, guess the horror films meaning and write them down + endangered (a): ( T translates the meaning) - All the sts read words in chorus and + flora (n) (sts guess the meaning) many of them raise their hands to read + fauna(n) individually In a national park, there are always - They are ready and willing to listen flora (such as flowers, trees, etc) and to the tape fauna (bears, monkeys, etc) + attack (v) (T translates) + enemy (n) (T - All of them can listen to some uses the information and finish at least 50% of antonym:friend) the tasks Many of them can from + span (v) (T explains in English) 70% to 90 % of the tasks However, + ethnic minority ( T uses the picture) no one can finish 100% - T instructs sts to read these words in chorus, then calls sts to read aloud II The second observation Class: 10 Informatics Unit 12: Music- Lesson 3: Listening Date: February 25th, 2014 The teacher (T) Students (sts) I Before you listen (12 minutes) - T raises a question: “Do you know - Many sts raises their hands to Van Cao? What is his job?” answer: - T invites one to sing any song + He writes famous songs written by Van Cao + He is a musician - T and sts lists some other songs - Two sts raise their hands to sing XI LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com written by him One sings a part of the song “Tien - T introduces some adjectives to Quan ca” and then some others describe his songs as new words: follows (The atmosphere is really + sweet (n, a) (Sts guess the meaning warmed up) of the adjective based on the noun) - Almost sts say aloud the songs they + gentle (a) (Translating) know such as Lang Toi, Suoi Mo + rousing (a) (Translating) - Sts are eager to guess the meaning + lyrical (a) (Translating) of these adjectives and take notes + solemn (a) “Tien Quan Ca” is a solemn song - Sts follow T’s instructions and their - T instructs sts to read these words in guessing of the type, the topic is chorus correct: a conversation talking about - T asks sts to work in pairs to look at the song “Tien Quan Ca” the first task to guess the type, the - sts write their guessing for the first topic as well as guess the answers to tasks on the board There are two these statements knowledge base on their different guessing for the sentence and - T calls sts to write their guessed - Sts are willing to listen to the tape to answers on the board to compare check their guessing later - After listening, most of the sts can give correct answers in the first task Almost sts can write the correct answers to the questions and 2, but they only hear some words or phrases to the question XII LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com III The third observation Class: 10 History-Geography Unit 12: Music- Lesson 3: Listening Date: February 28th, 2014 The teacher (T) Students (sts) I Before you listen (12 minutes) - T raises some questions: - Sts raise their hands to answer: + What is our National Anthem? + Tien Quan Ca (All of them know) + Who wrote it? + Van Cao (Some sts not know) + When was it written? + In 1945, in 1954, before 1945, in + How you feel whenever you 1944 listen to this song or sing it? + I feel happy, proud - T asks sts to name some other songs It is exciting written by Van Cao and give their - Sts can list some other songs: comments on these songs? Truong Ca Song Lo, Suoi Mo, Lang - T introduces new words: Toi (May be they can see these songs + sweet and gentle (a) (translating) in the textbook) + rousing (a): with fast and loud beat Sts use Vietnamese to give their + lyrical (a) (translating) comment: nhẹ nhàng, tình cảm + solemn (a): the atmosphere in a - Sts can guess the meaning of some funeral adjectives - T asks sts to guess the answers to True/ False statements in task and - Sts are happy to guess the answers asks them to answer orally in chorus to True/ False statements - There are two sts that can give the correct answers to all five statements Most of them give correct answers A few have correct answers XIII LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com Half of sts have difficulty in giving full answers to the question IV The forth observation Class: 10 Biology Unit 14: The World Cup- Lesson 3: Listening Date: March 28th, 2014 The teacher (T) Students (sts) - T organizes a team game (Team A - Sts are happy to play games, and Team B) especially the boys Rules: Each team has one minute to + boys to write their group’ answers discuss and write down the names of on the board all the football players in the pictures + Group A is the winner with Then the representative of each team correct answers Group B has has 30 seconds to write these names correct ones on the board The winner is one to get more correct answers - T directly introduces the listening - Sts can guess the correct name of the text but ask students to guess the football player based on T’s name of football player: “The passage instructions talks about one of the most famous football players in the world He is a Brazilian ” - T introduces new words: - Sts listen to the teacher, guess the + goal-scorer(n): the person who kick meaning and take notes the ball to the goal - They are happy and confident to + hero (n): The goal-scorer is listen to the tape considered the hero of the team - The first task: In the first time to XIV LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com + retire (v) -> retirement (n): stop listen, many sts can listen all the years playing football in the first column In the second + ambassador (n) (translating) time, almost give the correct answers + promote (v) = encourage (v) to blanks and only give some words - T instructs sts to read these words in for chorus, then calls sts to read aloud the blank (Brazil, club, Brazilian) The second task: Sts can give the full answer to the 2nd question, but they only can listen to the key words to the other questions When T plays the tape again for each question, they can give relatively full answers XV LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com ... ABSTRACT The present study attempted to find out the effects of pre- listening activities on listening comprehension tasks in the training program to non- English major students of grade 10 at Bac Ninh. .. Effects of Pre- listening Activities on Listening Comprehension Tasks in the Training Program to Non- English Major Students of Grade 10 at Bac Ninh Gifted high school? ?? is my own study in the fulfillment... questionnaire is designed to get data for my thesis: ? ?A Study on The Effects of Pre- Listening Activities on Listening Comprehension Tasks in The Training Program to Non- English major Students of Grade