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A survey on dificulties in learning english listening skill ò the third year english majored students at hong duc university and some suggested solutions

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ACKNOWLEDGEMENT During the process of doing this graduation paper, I have received many timely and necessary assistances as well as precious ideas I would like to express my sincere gratitude to Mrs.Ngan, the English teacher of Faculty of Foreign Languages for her supervision and guidance during the time I did the study I am also grateful to my all teachers at Faculty of Foreign Languages of Hong Duc University who give me an opportunity and the best conditions to conduct this study I am so thankful to students of K20 at the Faculty of Foreign Language for their whole – heart participation in the study Last but not least, my special gratitude is for my family and my friends from whom I have received a lot of spiritual and material support To everyone, thank you very much Thanh Hoa, June 2020 Tran Thi Ly i ABSTRACT Listening skill is one of the most important skills when learning English Based on the information from the teacher as well as from the reality, the students still face many difficulties in speaking English, even though they study in English major In relation to that reason, the researcher conducted a study about ““A survey on difficulties in learning English listening skill of the third-year English majored students at Hong Duc University and some suggested solutions” This study aims to point out difficulties of the thirdyear English majors at Hong Duc University in learning listening skills and propose some solutions to improve their listening skill The study was carried out in third-year classes of Faculty of Foreign Languages at Hong Duc University The researcher took 56 first year students as the subject of the survey questionnaire and 20 students in the interview To collect the data, the researcher used questionnaire and interview method to find the data about the students‟ difficulty while listening English and also the students‟ solutions to overcome these difficulties After doing questionnaire and interview, the result of the research showed that the students had many difficulties while listening English such as lack of vocabulary, quality of the record, concentration, accents Moreover, that result also proposed some solutions such as established learning habits, practice English listening skill more ii TABLE OF CONTENTS ACKNOWLEDGEMENT i ABSTRACT ii TABLE OF CONTENTS iii LIST OF TABLES AND CHARTS vi LIST OF ABBREVIATIONS vii PART I: INTRODUCTION 1 Rationale of the study The aims of the study Scope of the study The method of the study Research questions The organization of the study PART II: DEVELOPMENT CHAPTER 1: THEORETICAL BACKGROUND 1.1 Definition of listening skill 1.2 The importance of listening skill 1.3 Types of listening 1.4 Difficulties in learning listening skill 1.5 Factors affect English listening skill 12 1.5.1 The classroom atmosphere 12 1.5.2 Students‟ motivation 13 1.5.3 Quality of recorded material 13 1.6 Listening stages 13 1.6.1 Pre listening stage 13 1.6.1.1 The definition and purposes of pre listening stage 13 1.6.1.2 Types of pre-listening activities 14 1.6.1.3 Factors affecting the choice of pre-listening activities 15 1.6.2 While-listening stage 15 1.6.2.1 The purpose of while-listening stage 15 iii 1.6.2.2 Characteristics of while-listening activities 16 1.6.3 Post-listening stage 17 1.6.3.1 Definition and purpose of post-listening activities 17 1.6.3.2 Factors affecting the choice of post-listening activities 18 1.7 Listening strategies 18 1.8 Summary 21 CHAPTER : THE STUDY 22 2.1 The participants 22 2.2 Data collection instruments 22 2.2.1 The survey questionnaires 23 2.2.2 The interview 23 2.3 Data analysis and discussion 24 2.3.1 Students‟ real situation of learning English listening skill 24 2.3.1.1 The difficulties in learning English listening skill 24 2.3.1.2 Students‟ frequency of practicing listening skill 26 2.3.1.3 The importance of listening skill 27 2.3.1.4 The problems in learning listening skill 28 2.3.1.5 The kinds of listening text which students expect to practice more 29 2.3.1.6 The activities students before listening 30 2.3.2 Factors affect English listening skill 30 2.3.2.1 Students‟ difficulties in learning English listening skill 30 2.2.2.2 Factors affecting students‟ interested in learning English listening skill .35 2.3.3 Activities for improving English listening skill 37 2.3.3.1 Listening activities students like most in class 37 2.3.3.2 The activities students should before and while listening in class 38 2.4 Main finding and discussion 39 2.4.1 Opinions of students about English listening skill 39 2.4.2 Current situation in learning English listening skill 40 2.4.3 Suggestions for improving English listening skill 40 2.5 Recommendations 43 iv 2.5.1 For students 43 2.5.2 For teachers 44 PART 3: CONCLUSION 45 4.1 Summary of the study 45 4.2 Limitation of the study 46 4.3 Suggestions for the further study 47 REFERENCES 48 APPENDIX 50 v LIST OF TABLES AND CHARTS Chart 1: Data analysis of questionnaires about difficulties of learning English listening skill 24 Chart 2: The students‟ interest in learning listening skill 26 Chart 3: Students‟ attitudes towards the importance of English listening skill 27 Chart 4: The frequency of students having problems in learning English listening skill 28 Chart 5: Students‟ interest in extra listening activities 29 Chart 6: Factors motivating students‟ learning the listening skill 35 Chart 7: What students should before listening 38 Chart 8: What students should while listening 39 Table 1: Data analysis of interview about difficulties of learning English listening skill 25 Table 2: Students‟ frequency of practicing English listening skill 27 Table 3: Activities students before listening 30 Table 4: Difficulties in students‟ listening from listening materials 31 Table 5: Statistics about problems from the listeners 32 Table 6: Statistics about problems from physical setting 33 Table 7: The subjective factors affecting the students‟ learning listening skill 36 Table 8: Students‟ opinion about the activities that they like most in listening English class 37 vi LIST OF ABBREVIATIONS HDU: Hong Duc University FFL: Faculty of Foreign Languages L2: Second Language EFL: English as a Foreign Language vii PART I: INTRODUCTION Rationale of the study It cannot be denied that English is the international medium in the fields of science, technology, culture, education, economy and society It is also considered a means to promote mutual understanding and cooperation between Vietnam and other countries It is widely seen as the key language toll in the integrating process in the world With the rapid development and expansion of informational technologies, there needs to be a common language for people of all countries to exchange information with each other It is English that is used as a means of international communication Therefore, there has been an explosion in the need of teaching and learning English all over the world In Vietnam in recent years the number of people who wish to know and master English has become more and more increasing Especially, since Vietnam adopted an open-door policy, teaching and learning English have been paid much attention to English has been a part of the general education It becomes a compulsory subject at high schools in most towns and cities throughout the country We all know that in order to learn a foreign language successfully, students have to develop four skills, namely listening, speaking, reading and writing These four skills are closely interrelated to one another and they are all necessary Of the four skills, listening is regarded as a prerequisite to understand what is being said and to pick up the general idea of what is being discussed In our professional and personal life there will be situations where we will hear and have to absorb a lot of details, facts and figures and then extract some points from them Thus, it is possible to give students the chance to practice what they have learnt in the way listening to spoken English To listen successfully, listeners need be able to work out what speakers mean when they use particular words in particular ways on particular occasion and not to simply understand the words themselves In addition, listening is the most important skill in communication in the real life If we fail to understand spoken language, we may miss important information and respond Moreover, listening is a useful means of providing students with comprehensible input, which is an essential component of the whole language learning process After years studying at the Faculty of Foreign Languages, Hong Duc University, for nearly four years, I realize that the third-year students of English majored still have many difficulties in their listening skill For the third-year English-majored students at Hong Duc University, they cannot avoid common problems related to listening When dealing with a listening lesson, they often experience a lack of background knowledge and cultural understanding, poor ability to understand spoken language, irrelevant teaching material, etc The percentage of students get low marks in listening exam is often the highest of all four skills In the hope of finding out the difficulties of listening that they normally get the study entitled “A survey on difficulties in learning English listening skill of the third-year English majored students at Hong Duc University and some suggested solutions” has been conducted In addition, the thesis also aims at giving some suggestions for problems encountered by participants of the study The aims of the study The purpose of this study is to investigate the difficulties in listening English which students at HDU encounter so that some solutions can be given to help them improve this skill These are the specific aims: - Investigating students‟ attitudes toward English listening skill - Finding out the difficulties encountered by the third-year students in FLD, HDU and the reasons that lead to those problems - Suggesting solutions with the hope of helping the students improve the ability of listening Scope of the study The study focuses on difficulties and solutions in English listening skill encountered by third-year students in FLD at HDU and solutions for them Due to the limitations of time and knowledge, the shortage of reference materials, this study cannot cover the whole issue of listening skill Moreover, the study could not touch upon all the students at HDU It is confined to the third-year students in FLD at HDU only The method of the study In order to achieve the aims mentioned above, researcher conducted a survey with the use of questionnaires and interviews for students In addition, quantitative and qualitative data analysis methods are used First, the survey carried out Doing survey questionnaires on the learning English listening skill from 56 third-year students at FFL There are 13 questionnaires which aim at investigating students‟ attitudes toward English listening skill, their learning habits and their opinions about listening skill The questions from to is about real situations of learning English listening skill The questions from to 10 is about factors affect English listening skill Question 11, 12 and 13 are about activities for improving English listening skill The interview for 20 students at FFL included four questioned designed in English It proposed is to investigate the attitudes of the students about English listening skill In addition, their ways and their problems when they learn English listening skill are asked Next, collecting data for the analysis by using the tables and charts for presenting the collect data From the result collected, it will come to general conclusion and some comments and solutions will be given Research questions The survey research tries to answer the three research questions as follows: What are the real states of learning English listening skill for the thirdyear students in FLD at HDU? 4% 16% 21% 59% Listen and take notes Listen and answer the questions Listen only Other Chart 8: What students should while listening The chart shows that the majority of the learners (59%) know to take notes while listening It is a positive activity which helps students a lot in training the listening skill both in the English class as well as other real life situations 21% of them often try to answer the questions while they are listening The other 16% of them only listen These results reflect the method of teaching and learning the listening skill In conclusion, English listening skill is a difficult subject and what students as well as teachers before and while listening is important 2.4 Main finding and discussion 2.4.1 Opinions of students about English listening skill Generally, it is very clear from above the data analysis that both teachers and students have plenty of difficulties in teaching and learning listening Most of second-year students in FFL at HDU and their teachers say that English listening is difficult (68% of students) Although, English listening skill is a difficult subject, most of students (46%) still like it Besides, all teachers say that their students are always have problems in English listening In class, listening to the dialogues were the most favorite activities of 55% of the students 39 2.4.2 Current situation in learning English listening skill According to the third-year students in FFL and their teachers, there are some main reasons (unfamiliar content listening text, linking words,…) affecting students a lot while they learn English listening skill In addition, the subjective factor affecting the students‟ learning English listening skill is that students try to listen to every words so they cannot catch up the speed of the speech (41% of students say that) The most activities that students want to in class are ticking off the items they hear (36%) and choosing the correct answers (25%) Most of students also agree that there are some activities to improve English listening skill, such as: before listening, students should pre-taught some related new words and predict the content of the listening texts by the activities that the teacher gives; while listening, students should listen and take note In conclusion, in order to get the maximum benefits of offered technique, some recommendations are proposed to the major second-year students at Faculty of Foreign Languages 2.4.3 Suggestions for improving English listening skill For students, they have a positive attitude and motivation towards learning listening skills The students need to have a clear goal in learning English and feel confident as well as comfortable when listening to the tape Besides, they should try to practice listening outside class Listen attentively to develop sentence structures, sound system, and interpretation and so on Hearing the same word frequently can be the best way to develop their English vocabulary “Getting the right answer is not our only goal The main goal is the listening itself” (Lafi, 2001) How much listening that learners can understand all depends on how well- prepared teachers are and the use they can make of the listening texts? So activities are indeed crucial The writer would like to classify the suggested activities into three stages 40  Pre-listening activities The pre-listening stage is very important because it is the base for the listening process Pre-listening activities are the things to before the students hear the passage to help them get the most out of what they are going to hear In order to understand a piece of spoken discourse, the listener has to have not only knowledge of the language but also some background knowledge of the world Pre-listening activities make it possible for all students to share common background knowledge before listening because it is impossible to expect all students to have the same level of knowledge about a particular world event Some activities in pre-listening are predicting what people are going to talk about, guessing unknown words or phrases without panicking and using one‟s won knowledge of the subject to help one understand  Think about the topic of the text you are going to listen to What you already know about it? What could possibly be the content of the text? Which words come to mind that you already know? Which words would you want to look up?  If you have to a task on the listening text, check whether you have understood the task correctly  Think about what type of text you are going to listen to What you know about this type of text?  Relax and make yourself ready to pay attention to the listening text  While-listening activities While-listening stage is the time for students to listen to the text and understand it It is not necessary for students to understand all about the listening text They not need to memorize the exact words or sentences that are said They just need to catch the major ideas There are various kinds of techniques which can be used to lead the students to focus on the general idea and the subject matter of the text they are listening to Directed listening helps the students to extract the relevant information from the spoken discourse Thus, teacher should ask more global rather than partial comprehension questions 41 Specific questions are asked only after the students have recognized the major ideas of the listening texts Moreover, the teacher should prepare beforehand some forms or worksheets for the learners to fill in when they listen It is not necessary to understand every single word Try to ignore those words that you think are less important anyway  If there are words or issues that you don't understand, use your general knowledge as well as the context to find out the meaning  If you still don't understand something, use a dictionary to look up the words or ask someone else for help  Focus on key words and facts  Take notes to support your memory  Intonation and stress of the speakers can help you to understand what you hear  Try to think ahead What might happen next? What might the speakers say, which words might they use?  Post-listening activities  Think about the text again Have you understood the main points?  Remember the speculations you made before you listened Did they come true?  Review your notes  Check whether you have completed your task correctly  Have you had any problems while listening? Do you have any problems now to complete your task? Identify your problems and ask someone for help  Listen again to difficult passages As it has been introduced in the background, in this stage, students take the information they have gained from the listening text and use it for another purpose Some following activities can be applied for this stage 42 • Summarizing: learners write up the information that they have in their listening They reconstruct the text in their own words using the notes or drawings as cues They can practice writing in groups, in pairs or individually • Recalling the story: it is another form of summarizing the story but in oral way Learners re-tell the story in the listening text in their own words They practice speaking in groups or in pairs • Role play: learners dramatize the listening text, taking the roles of the characters in the story they have just heard 2.5 Recommendations 2.5.1 For students The students want to learn the listening better, they themselves ought to try their best to change their bad habits of listening and to improve their background knowledge Today there are many ways to learn English, to improve your listening skills, every day you should spend to 10 minutes or more to listen to a short English news According to the survey, most students had habits of listening to every word in the recording so they soon got tired and frustrated of listening As a consequence, they answered the listening tasks mainly by guessing but not by understanding the text It is not necessary for learners to understand every word in order to understand the information they need from the recording Therefore, learners should learn to focus on the message When listening, the learners should summarize the ideas they listen to and take notes They had better not translate the listening text into the mother tongue, but try to understand it in the target language Moreover, outside the listening class, students have to practice regularly such as listening to English songs, listening in VOA, spotlight, watching foreign channels (such as: HBO, CINEMAX, you can watch the American films to improve your English listening comprehension) so as to get acquainted with the native accent in normal speech In addition, they must enrich themselves with general knowledge of the English speaking countries, English language, and social and cultural knowledge 43 2.5.2 For teachers Teachers play a crucial part in improving learners‟ listening skill Teaching methods was the most considered factor that the learners mentioned in the survey In teaching the listening skill to the beginners, the teachers have to pay attention to the following elements Additionally, teachers should provide more interesting topics for further listening The authentic listening material is usually interesting because the listeners are exposed to the real life With the listening text in the text book, the teachers can create more exciting activities to motivate students to take part in Meanwhile, to help the learners omit their bad habits; they should be encouraged not to panic when they miss a piece of information On the other hand, teachers have responsibility for providing necessary background knowledge which relates to the listening texts for the learners before they listen In addition, teachers can warm up by exciting games which introduce more about the culture, society and countries in the world For example, pre-listening, teachers can held games to the students, such as true/false statements used for prediction: the teacher writes -10 statements on the board based on the main ideas in the listening text Only half statements are true Students work in pairs and guess these statements true The teacher does not say they are right or wrong until they listen to the text The requirement should be clear and also given before listening so that the learners can draw a clear purpose to listen It is easier for them to catch the message they need In teaching, teachers should require the learners to obey some regulations For example, let students listen in a certain number of times, then ask them to express their own ideas with evidence and let students discuss together before giving confirmation When checking their answers, teachers should not be led by some strong students, but all of them must be asked and get information Because of the various differences in the learners, teachers should upgrade the level of the listening tasks in order to encourage them 44 PART III: CONCLUSION This chapter will deal with a summary of the major findings, limitations of the study and some suggestions for further studies 4.1 Summary of the study The purpose of this study is to investigate the difficulties in listening English which students at HDU encounter so that some solutions can be given to help them improve this skill In order to achieve the aims mentioned above, researcher conducted a survey with the use of questionnaires and interviews for students In addition, quantitative and qualitative data analysis methods are used After collecting data, it is analyzed by using tables and charts To reach what the author aimed at this study, the study was divided into two chapters with their own purposes The first chapter briefly covers the theories related to the study The second chapter presents the overview on situation of learning English listening skill at FFL, HDU It also presents the research methodology and author‟s findings of the approach to listening through the questionnaires and interview This chapter also helps the author find the answers for three research questions that stated in the introduction It also contains some recommendations and suggestions to improve English listening skill at HDU Listening comprehension in both reciprocal and non-reciprocal is very complicated for language learners When listening, they need to be familiar with what they hear and produce their own language to be able to reply It is not possible to control the input delivered to them Different accents, speech rates, and the requirement of different background knowledge, limited vocabulary can cause problems in listening In addition, there are still many factors causing listening problems: listening difficulties from the learner themselves (learning habits, concentration), the speaker and atmosphere Thai students‟ unfavorable learning habits (e.g being passive, being shy to use language, not enough responsibility to learn) and insufficient strategy 45 As a result of the study, most respondents encountered listening comprehension problems related to the listening text, the speaker, and the listener are identified Students are having difficulty mostly in understanding native speakers speaking at a normal speed as students considered it too fast to listen to, unfamiliar vocabularies, and followed by difficult grammar structure Students are also having difficulty in understanding accents of different speakers, and difficulty in getting a general understanding from the first listening among others On the other hand, materials should be reliable The listening materials should reflect real discourse, including hesitations, rephrasing, and a variety of accents The language needs to be comprehensible but does not necessarily need to be constantly modified or simplified to make it earlier for the learner Most importantly, listening should be relevant To keep motivation high, listeners must have a purpose for listening To overcome those problems, both students and the teachers have to For students, they should change their bad habits of listening and to improve their background knowledge For teachers, they should provide interesting topics and exciting activities Besides, they should require the learners to obey some regulations 4.2 Limitation of the study Although the study has certain strong points such as collection methods, namely interviews, survey questionnaires for students, due to limited time, lack of sources, the researcher‟s ability and other unexpected factors, it is obvious that the study has got a number of short-comings First of all, due to the limited of time and experience to some extent, the researcher could not conduct other methods such as classroom observation which can make the obtained results more reliable Secondly, due to the limitation of scope of the study, the researcher only focus on the second-year students in Faculty of Foreign Language which account for a small number of students at FFL, HDU Therefore, the result of the study can‟t be generalized Besides, the researcher 46 could not cover all the aspects of difficulties In addition, the techniques suggested in this research are selected from different reliable but limited sources In spite of the aforementioned limitations, I hope that this exploratory research will contribute to the better situation of teaching and learning English listening skill at FFL, HDU 4.3 Suggestions for the further study Because of the limitation, this study could not cover all of aspects of the study Besides, the study only focuses on difficulties for only third-year students at FFL in order to help them improve their listening skill As indicated in the findings, the students have coped up with a number of difficulties in learning listening skill Therefore, more studies on techniques for improving listening skills and the effectiveness of listening lessons should be carried out Apparently, an analysis on students‟ motivation and needs should be carried out to get deeper insights into this issue Together with using survey questionnaires and interviews, observation is also necessary to get more persuasive conclusions All in all, despite the study can avoid to the limitation, the research has been completed under the guiding of the supervisor and self-effort Any comments and criticism will be highly appreciated for better further study 47 REFERENCES Adian, R (1998) Listening University Press, London, 17-18 Azmi Bingol, Celik, Yidliz and Tugrul Mart (2014) English Language Teaching Canadian Center of Science and Education, 14-16 Bentley, S., & Bacon, S (1996) The all new, state-of-the-art ILA definition of listening: Now that we have it, what we with it? Listening Post, 56, 1-5 Berman, M (2003) Listening strategy guide Dyed international Inc, 2-6 Bommelje , R Houston, J.M & Smith (2003)Personality characteristics off effective listening: A five factor perspective International Journal of Listening, 17, 32-46 Brownell, J (1996) Listening: Attitudes, principles and skills Boston: Allyn and Bacon, 12-14 Field, J (2009) Listening then and now In listening in the classroom Cambridge Language Teaching Library, 13-15 Flowerdew, J and Miller, L (1996) Student perceptions, problems and strategies in second language lecture comprehension RELC Journal 23 (2), 60– 80 Jeremy Harmer (1989) How to Teach English, 17-20 10 Huda, N 1999 Learning and Teaching: Issues and Trends Malang: IKIP Malang 11 Howatt and Dakin (1974) Barriers to effective listening The effective listening, 3-5 12 Ireland, J (2011) The kinds of listening skills, Livestrong.com cited from http://www.livestrong.com./article/82419-kinds-listening-skills/ 12 Lesley Barker (2001), Teaching Listening Comprehension Regional Board of Education- Monastir, Tunisia, 10-14 13 Mc Erlain, T 1999 The Nature of Listening: The Need for Listening in EAP IBERICA, 1,77-82 48 14 Munro, M & Derwing, T M (1999) Foreign Accents, Comprehensibility and Intelligibility in the Speech of Language Learners Language Learning, 710 15 Nation, I.S.P (1990), Language teaching techniques Victoria University of Wellington English Language Institute, 9-14 16 Nord, J.R (1980), Developing listening fluency before speaking: An alternative paradigm, System 8, 24-28 17 Nguyễn Thị Vân Lam & Ngơ Đình Phương (2006), English Teaching Methodology Vinh University, 3-5 18 Pearson (1983), Listening and Speaking skills Language learning, 39-42 19 Bulletin (1952), Pronunciation and Listening Comprehension Cambridge University Press, 13-15 19 Rost, M (1994) Introducing Listening London: Penguin Books Ltd, 2-5 20 Shelton, S (2008), Teaching listening to advanced learners: Problems and solutions Retrieved from http://www.developingteachers.com/articles_tchtrai 21 Thompson, I & Rubin, J (1996) Can strategy instruction improve listening comprehension? Foreign Language Annals, 29, 331-342 22 Willis, J (1981) A Framework for Task-based Learning, A Framework for Task-based Learning, 31-34 23 Wolvin and Coakley (1991) Listening: Problems and solutions In T Kral (ed.) Teacher Development: Making the Right Moves Washington, DC: English Language Programs Divisions, USIA, 24-29 49 APPENDIX SURVEY QUESTIONAIRES In your opinion, English listening skill is ……… A Very difficult B Difficult C Quite difficult D Not difficult Do you like English listening lesson at class? A I like very much B I like C I don‟t mind D I don‟t like What you think about the importance of English listening skill? A Very important B Important C Quite important D Not important How often you self-study listening at home? A Never B Rarely C Sometimes D Often How often you have problems in learning English listening skill? A Always B Often C Sometimes 50 D Rarely What you before listening? (you can choose more than one) A Go through the questions and guess what the topic is about B Nothing to just ready to listen C Guess the content of the listening D Ask about the new words E Read the task instruction What kinds of listening text you expect to practice more? Listening activities Most Favourite Normal Uninterested favourite Songs Films or stories News, speeches or lectures Dialogues, conversations, interviews How often you encounter these following problems? ( put a tick in the appropriate column) Problems Never Making prediction what the speaker talks about Guessing unknown words while listening Unfamiliar topics Lacking of background knowledge Speed of speech Recognizing main points Linking words 51 Sometimes Often Always Authentic material Ungrammatical sentences Different accents Colloquial words Hesitation Long listening text Noises Poor tape quality The poor equipments What is the subjective factors affecting the students‟ listening skill? A Try to listen to every word so cannot catch up the speed of speech B Only listen to stressed words C Need to listen more than three times to understand D Feel tired and unconcentrated when listening more than three times 10 What factors students motivate in learning the listening skill? Most Influential influential A bit Not influential influential Interesting topics Adequate and modern equipment Exciting activities Good teaching methods 11 What activities you like most in listening English class? Assessment Ticking off Complete the Choose the Answer the (phrases, missing correct comprehension pictures) words answers questions Most favourite 52 Favourite Normal Uninterested 12 What students should before listening? A Should pre-taught some related new words B Should predict the content of the listening texts by the activities that the teacher gives C Both A and B D Do nothing 13 What students should while listening? A Listen and take notes B Listen only C Listen and answer the questions D Other 53

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