The effects of activating linguistic knowledge on learners listening comprehension m a 60 14 10

VIETNAM NATIONAL UNIVERSITY – HO CHI MINH CITY UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES ********* THE EFFECTS OF ACTIVATING LINGUISTIC KNOWLEDGE ON LEARNERS’ LISTENING COMPREHENSION A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE MASTER’S DEGREE IN TESOL By ĐOÀN THỊ CÚC Supervisor NGUYỄN THÁI ÂN, Ph.D HO CHI MINH CITY, MARCH 2012 i CERTIFICATE OF ORIGINALITY I certify my authorship of the thesis submitted today entitled: THE EFFECTS OF ACTIVATING LINGUISTIC KNOWLEDGE ON LEARNERS’ LISTENING COMPREHENSION in terms of the statement of Requirements for Theses in Master’s Programs issued by the Higher Degree Committee Ho Chi Minh City, March 18th, 2012 ĐOÀN THỊ CÚC ii RETENTION AND USE OF THE THESIS I hereby state that I, ĐOÀN THỊ CÚC, being the candidate for the degree of Master of TESOL, accept the requirement of the university relating to the retention and use of Master’s Thesis deposited in the library In terms of these conditions, I agree that the original of my thesis deposited in the Library should be accessible for purposes of study and research, in accordance with the normal conditions established by the Library for the care, loan or reproduction of thesis Ho Chi Minh City, March 18th, 2012 ĐOÀN THỊ CÚC iii ACKNOWLEDGEMENTS I would like to express my gratitude to my thesis supervisor, Dr Nguyễn Thái Ân, who did provide me with insightful discussions, constructive criticisms, valuable comments, and continuing support in the completion of this thesis Specially, I would like to send my deepest gratitude to Associate Professor Dr Nguyễn Thanh Tùng because of his great assistance in developing the proposal for my thesis and in finishing my study I am greatly indebted to Dr Hà Văn Sinh, my former college instructor, because of his helpful advice and useful materials for my study as well as all lecturers of the TESOL graduate program at the University of Social Sciences and Humanities for their helpful instruction during the M.A course from the year 2008 to 2011 I would like to sincerely thank the participants who contributed to this study Many thanks also go to the Headmaster as well as the staff of Nguyen Trai high school in Khanh Hoa province for their assistance in finishing my study Special thanks are offered to the Deputy Head of this school, Mr Trần Đắc Trường, who provided great help for data processing Last not the least, I would be grateful to my family and my friends, who always cared, encouraged and supported me during the time of completing the thesis iv ABSTRACT Listening comprehension is a very important skill in language learning However, it has not been paid much attention to in high school contexts In spite of recognizing its importance, most of the students are weak at this skill and have met a lot of difficulties in learning listening because of their shortage of some linguistic knowledge and unawareness of innovative language teaching methodology It is necessary for the researchers to find a solution to this problem Therefore, this study aims to investigate the practicability and some educational values of activating some linguistic knowledge in the listening stages, especially the prelistening one, connected with language teaching sequences by Harmer (1998) on improving learners’ listening comprehension Data were collected from eighty-three 10 th graders at Nguyen Trai high school, Khanh Hoa province, who were divided into two groups – the Control Group and the Experiment Group They were invited to participate in the study through providing their responses to the questionnaires and undergoing the experimental teaching process in two months Questionnaires were used to find students’ linguistic difficulties in learning listening and their reflections on linguistic knowledge activation T-tests were employed to check whether there was any statistically significant difference in the ability in listening comprehension between the two groups The findings of the study indicate that the Experiment Group recognized the importance of linguistic knowledge (vocabulary, grammar and pronunciation) as well as their linguistic difficulties in learning listening comprehension and they achieved some promising progress in the post-test results thanks to the treatment of activating linguistic knowledge In addition, they showed positive attitudes towards this strategy and its effects in terms of enhancing language acquisition, improving ways of learning listening and providing stimulation Such results affirm that linguistic knowledge activation is an innovative and effective teaching approach for teachers to help the students improve their listening comprehension Based on the results, the study shows that it is feasible to apply this strategy in listening lessons v LIST OF ABBREVIATIONS CLT: Communicative Language Teaching CG: Control Group EG: Experiment Group EFL: English as a foreign language ES: Effective size ESA: Engage, Study, Activate FL: Foreign language L2: Second language LC: Listening comprehension LK: Linguistic knowledge MOET: Ministry of Education and Training PPP: Presentation, Practice, Production SPSS: the Statistical Package for the Social Science TPR: Total Physical Respond USSH: University of Social Sciences and Humanities vi LIST OF CHARTS Chart 2.1: Interconnected dimensions of Grammar 12 Chart 4.1: Students’ opinions on difficulty level of LC 52 Chart 4.2: Students’ opinions on roles of linguistic knowledge in LC 58 Chart 4.3: Students’ interest in the strategy of LK activation 65 Chart 4.4: Students' desire of using LK activation 66 Chart 4.5: Histogram of the Experiment Group 72 Chart 4.6: Histogram of the Control Group 73 Chart 4.7: Trends in creating changes of the mean values 73 vii LIST OF FIGURES Figure 2.1: ESA Straight Arrows sequence 18 Figure 2.2: EAS (A) Boomerang sequence 19 Figure 2.3: EAASASEA (etc) Patchwork sequence 19 Figure 2.4: Geography of a listening text 25 Figure 2.5: Bottom-up and top-down processes by Celce-Murcia 26 viii LIST OF TABLES Table 3.1: Students’ background information 42 Table 4.1: Students’ responses to the importance of LC 52 Table 4.2: Students’ responses to difficulties related to LK 53 Table 4.3: Students’ problems related to methods of teaching LC 54 Table 4.4: Students’ awareness of the importance of LK 56 Table 4.5: Students’ vocabulary acquisition in learning LC 59 Table 4.6: Students’ grammar acquisition in learning LC 59 Table 4.7: Students’ pronunciation acquisition in learning LC 60 Table 4.8: Students’ awareness of the strengths of LK activation 61 Table 4.9: Students’ responses to stimulation in learning LC 62 Table 4.10: Students’ responses to other strengths of the strategy 63 Table 4.11: Students’ responses to some constraints of LK activation 64 Table 4.12: Pre-test score analysis for the two groups 67 Table 4.13: Post-test score analysis for the two groups 69 C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an ix TABLE OF CONTENTS Certificate of originality i Retention and use of the thesis ii Acknowledgements iii Abstract iv List of abbreviations v List of charts vi List of figures vii List of tables viii Table of contents ix CHAPTER 1: INTRODUCTION 1.1 Background to the study 1.2 Rationale of the study 1.3 Research questions 1.4 Delimitation 1.5 Significance of the study 1.6 Organization of the study CHAPTER 2: LITERATURE REVIEW 2.1 Perspectives of linguistic knowledge 2.1.1 Definition 2.1.2 Some aspects of linguistic knowledge 2.1.3 Roles of linguistic knowledge in listening learning 15 2.2 The element Activate in language learning 17 2.2.1 Definition 17 2.2.2 Types of ESA language teaching sequences 18 2.2.3 The place of the element Activate in teaching models 20 2.3 Listening comprehension 22 2.3.1 Viewpoints of listening comprehension teaching 22 2.3.2 Listening process 26 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an - Pre-teaching vocabulary -provide some vocabulary -use a few pictures to help students activate vocabulary and structures related to a forest fire (Slide 2) structures and expressions related to the topic: - forester, camper, campfire, a heap of leaves, destroy, awful wildlife, make O difficult for (pay attention to stress on these words and collocations) - Chart - provide a chart of words and ask students to complete it (Sl.3) - Reading through - ask students to work in pairs questions - a vocabulary exercise: filling in the gaps in the concept map - focus on the instructions of the tasks and content words of each statement While-listening Task 1: listen and number the Listen and the task events in the order you hear (Slide 4) Task 2: listen again and decide whether the sentences are true or false (Slide 5) Task 3: Listen and tick the sentences you hear (Slide 6) Post-listening - organize a game called Angle - Students are divided into and Evil race This game helps groups Each group sets up a students remember the content question related to the listening of the lesson and enhance their text so that the other answers it interest and motivation and vice versa The group that comes to the arrival first will win the race -Write a short passage about Homework forest fires: causes, damages & protection 132 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Some slides used in the listening phases Slide Slide Look at the screen, watch an excerpt of film and answer the question: Campers a heap of leaves What is the film about? Campfire put the fire out (c.) A forest fire Foresters (n) Slide Slide Vocabulary Forest Task 1: Listen and number the events in the order you hear A campfire near a heap of leaves may easily cause a forest fire In late summer, fire is the greatest danger to forests, and sometimes people are not allowed to go into them All of us must care for our great forests and save them from fire It’s an unpleasant thing to see a great forest fire A forest fire destroys valuable wood, wildlife and good soil forester (n.) a campfire Forest fires (caused by smoking a heap of leaves (1) _ destroy (2) _(v.) (3)valuable _ (4)w _ ildlife wood good soil caring for them (5) _ Protected by saving them from fires (6) Slide Slide Statements Task 3: True False 1.a b 2.a b a Once a fire has started, it takes times to spread …., it spreads quickly In late autumn, forests may easily catch fire summer Campers must use earth to put out their campfires completely A forest fire may make life more difficult for all of us everyone It is the duty of every forester to take care not to start a forest fire b a b a b Have you ever seen a forest destroyed by a fire? Have you ever seen a forest fire? A forest fire spreads quickly A great forest is an awful thing to see Fire is the greatest danger to food and forests in summer Fire is the greatest danger to woods and forests in summer A campfire burning near a heap of leaves often causes a forest fire A campfire burns a heap of leaves in a forest fire A forest fire makes life more difficult for everyone A forest fire makes life more difficult for the great forests 133 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an LESSON PLAN UNIT 12: MUSIC – LISTENING OBJECTIVES By the end of the lesson, students will be able to: - get more knowledge about the composer Van Cao and his works, - practice listening skills effectively: listening both for gist and details, - promote other skills: reading, speaking, writing (at home) TEACHING AIDS - Computer, overhead projector, blackboard, visuals, songs, textbook, handouts ANTICIPATED STUDENTS’ PROBLEMS - Students may find difficulties in listening to the interview - Students may have difficulties in focusing on the main ideas of the conversation and expressing their ideas about someone famous because of lacking knowledge of vocabulary about the topic and structures used in interviews Solutions - Teacher uses some pre-listening activities such as predicting, pictures, songs, situation or concept mapping to help students to recall their vocabulary related to the topic and tenses, structures used in an interview - Teacher reminds students of word, sentence stress and intonation in questions TEACHING PROCEDURE Stages/ techniques Warm-up Teacher’s activities - play a guessing game (Slide 1): Students’ activities - listen to some pieces of Tiến Về Hà Nội, Tiến Quân Ca, music and guess the name Mùa Xuân Đầu Tiên, Làng Tôi, of the songs Thiên Thai - ask “Who wrote these songs?” - Musician Van Cao - introduce the topic 1.Pre-listening - brainstorming - ask students to predict some - predict 134 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an information about Van Cao (Sl 2) + job and music -pre-teaching -use the songs in the game and a -provide some vocabulary, vocabulary few pictures to help students structures,expressions about activate vocabulary related to Van Van Cao’s works Cao and his music (Slide 3) Vietnam National Anthem, rousing, solemn, lyrical, rural life - situation - explain the situation: an - work in groups, try to interview about the composer Van write some questions used Cao - word mapping for an interview -ask students to work in pairs - Do a vocabulary exercise, (Slide 4) provide words that describe the rhythm of songs in each -Reading through - ask students to focus on the group questions instructions of the tasks and content words of each statement 2.While-listening Task 1: listen and decide whether Listen and the task the sentences are true or false (Slide 5) Task 2: Listen again and answer the questions (Slide 6) Post-listening Task 3: Complete the concept map (Slide 7) - ask students to work in pairs Talk about Van Cao (Slides 7, 8) or other famous people Write a short passage about Homework Van Cao or other famous people 135 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Some slides used in the listening phases Slide Slide A VAN CAO B MUSIC? Tien ve Ha Noi Lang toi What songs? Tien quan ca Other songs 3dau tien Mua xuan Thiên thai Tien quan ca JOB? Slide Musician Slide vocabulary solemn rural life A (1) ……… cheer goes up from the crowd rousing Group Group Tien ve Ha Noi Tien quan ca Lang toi Thiên thai rural life (c.) Mua xuan dau tien The Vietnam National Anthem lyrical (a) They look (2) ……… Solemn (a.) rousing (a.) The (3) ………… is simple sweet and gentle (c.) To be/ to feel proud of (c.) Slide Slide Unit 12: LISTENING While you listen Unit 12: LISTENING While you listen Task 2: Listen again & answer the questions Task 1: T/F statements What is the name of progamme? The guest of the show is Quang Hung T likes some Vietnamese musicians Quang Hung just likes VC’s music only F Quang Hung thinks some of VC’s music T is very sweet and gentle What does Quang Hung think of Van Cao? Which song by Van Cao does Quang Hung like best? 1944 The Vietnam National Anthem was written in 1954.F Why does Quang Hung like it? always What does Quang Hung when he listens to Quang Hung sometimes feels proud of Vietnam, when he hears the song F Tien Quan Ca? Slide Slide Written in 1944 (2)……… Unit 12: LISTENING While you listen Hard, solemn, rousing (3)……………… Interview Work in pairs and use the concept map above to talk about Van Cao and his music Tien quan ca Van Cao Best musician (5) of all time Van Cao & his music Job: songs: …………………Written in:…… Rhythm of his music: rural Songs about (1)…… life * Talk about other famous people after that lyrical Sweet, gentle, (4)……… 136 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an LESSON PLAN UNIT 14: FILMS AND CINEMA – LISTENING OBJECTIVES By the end of the lesson, students will be able to: - know how to set up a plan for a week with their friends, - practice listening skills effectively: listening both for gist and details, - promote other skills: reading, speaking, writing (at home) TEACHING AIDS - Computer, overhead projector, blackboard, visuals, textbook, handouts ANTICIPATED STUDENTS’ PROBLEMS - Students may find difficulties in listening to and making a conversation about setting a plan because of lacking vocabulary about entertainment activities and structures used to express those activities Solutions - Teacher uses some pre-listening activities such as games, predicting, pictures or concept mapping to help students to recall their vocabulary related to the topic and structures used in a conversation - Teacher reminds students of word as well as sentence stress and intonation in questions TEACHING PROCEDURE Stages/ techniques Teacher’s activities Students’ activities Warm-up - show a picture of two girls talking - look at the picture and - crossword game about something and ask students answer the teacher’s “What are they doing? Can you question “They are talking guess what they are talking about? about …” (Slide 1) - introduce a crossword game to find - guess the correct word (in out the topic that two girls are groups) talking about (Slide 2) 137 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an - introduce the topic “Today we will listen to a conversation between two girls who are setting a plan for an arrangement” Pre-listening - brainstorming - show pictures of some activities - give the names of activities (Slide 3) in the pictures - predict more activities: + Go swimming, play tennis, take English classes… - situation - ask students to provide structures, + be going to +bare inf tenses or questions used to set up a + is/am/are + V-ing plan for an arrangement S + ……… + on + day - show the picture in the textbook - guess “They are planning and guess the topic the two girls are to see the film Titanic.” talking (Slide 4) 3.While-listening Task 1: listen and check the Listen and the tasks information that students have - compare their answer with guessed in the pre-listening stage their partners before giving Task 2: Listen and complete the feedback table (Slide 5) Task 3: Listen and answer the question: “What day are they both free to see the film Titanic?” 4.Post-listening - Provide a missing conversation - complete the conversation (Slide 6) and ask students to work in - talk about a plan for next pairs week Prepare a short passage Homework about a plan for next week activities 138 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Some slides used in the listening phases Slide Slide Look at the picture and answer the questions H A T S H I P C L A S S C A T Slide N O T Slide Look at the picture and answer the questions chat on the net listen to music go to the cinema watch TV listen to the radio go dancing How often you ? Slide Slide T a sk : Write Lan and Huong’s plans for the next week on the calendar T a sk : Listen again and fill in the missing information Lan Mon Lan: Hi, Huong The Titanic is on at the Thang Long Cinema next week Can you go with me on Wednesday? Huong Huong: Wednesday? Sorry Lan I have lots of work to during the day and I’m going to the singing club at night Can we go on Thursday, instead? visit my grandparents on Thursday Lan: I don’t think so, I’m going to(1) See a play Tue Work and go to singing club Wed Thu Sun about Friday? Huong: Sorry, Lan Friday is not a good time for me I’m taking Chinese class your weekend look like, Lan? on Fridays How does (3)……………………… busy on Saturday But I’m free the whole day Sunday Lan: Umm I’m (4) ……… Visit grandparents Fri Sat Huong: Well, what about Monday? I suppose you are free on Monday see a play with Tuyet on Monday What Lan: No, sorry I’m going to(2) Take Chinese class going on a picnic my friends Huong: I’m (5) to Hoa Lu with some of (6)…………… on Sunday I’ll be late at night What day Lan: Well, I gues that we just leave Uh wait a second, (7)………………… are we both free, Huong? Work (busy) Go on a picnic 139 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an LESSON PLAN UNIT 14: THE WORLD CUP – LISTENING OBJECTIVES By the end of the lesson, students will be able to: - get more information about Pele, a very famous football player, - practice listening skills effectively: listening both for gist and details, - promote other skills: reading, speaking, writing (at home) TEACHING AIDS - Computer, overhead projector, visuals, textbook, handouts ANTICIPATED STUDENTS’ PROBLEMS - Students may find difficulties in listening to a monologue - Students may have difficulties in focusing on the milestones of Pele and expressing their ideas about other football players because of lacking vocabulary about the topic and structures used in a monologue Solutions - Teacher uses some pre-listening activities such as predicting, pictures, watching an excerpt of film or concept mapping to help students to recall their vocabulary related to the topic and structures used to talk about a person - Teacher reminds students of word as well as sentence stress and linking forms between two words TEACHING PROCEDURE Stages/ Techniques Teacher’s activities Students’ activities 1.Warm-up - release a guessing game “Who is he?” - work in groups, guess - game A picture of Pele is covered by some the names of football pictures of some football players or player in the pictures teams It will appear when each group - Pele of students gives those names The winner is the group that guesses the name of person in the hidden picture 140 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an exactly and fastest (Slide 1) - introduce the topic 2.Pre-listening - ask students to predict some - predict - brainstorming information about Pele (Slide 2) + born + his job + famous for +?World Cup + ? goals + current work? - key words -use some pictures and an excerpt of - provide some - pre-teaching film about Pele to help students activate vocabulary, structures, vocabulary vocabulary related to Pele (Slides 3, 4) expressions about Pele By encouraging students to predict some vocabulary related to the topic, the teacher can present some key words (in need) and their pronunciation: controlling the ball, powerful kicking, score a goal, championship, ambassador, to promote, to retire Had + P.P (had scored…goals, had participated… World Cup, had worked …for …years) - reading through - ask students to work in pairs questions focus on the instructions of the tasks and content words of each statement 3.While-listening Task 1: Listen to the text once and Listen and the task check the information that students - compare their answers have guessed in the pre-listening (Slide with their partners 2) Task 2: Listen and complete the table (Task in the textbook, Slide 5) 141 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Task 3: Listen and answer the questions (task in the textbook, Slide 6) 4.Post-listening - play the game Lucky Football Player - work in groups, each - talk about the There are pictures of famous football group chooses a picture milestones in Pele’s players under which are some of a football player one life information about Pele (Slide 7) by one in order to find out some information about Pele and then talks about a milestone in his life The group that has more correct answers is the winner - write about Pele or one Homework of the famous football players 142 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Some slides used in the listening phases Slide Slide born? Job? Bathez Who is he? Good at ? Maradona ?world cups Current work? Kiatisak Brazilian football team Slide ?Goals Slide Controlling the ball My father is 60 years old He can’t work at the factory He stopped doing his job and now he is staying at home Retire (v.) retired Promote (v.) Ambassador (n.) Powerful kicking Championship (n.) Score a goal ambassador He is working as an ……………………… promote To help something to develop= To …………… Slide Slide Year Events 1940 (1) - 1.What was Pelé famous for as a football player ? his powerful kicking He was famous for and controlling the ball Born in Brazil Joined a Brazilian football club 1956 (2) - 1962 (3) - First world club championship 1974 (4) - 1,200th goal 1977 retired (5) - How many World Cups did he participate in ? Three Where did he play football before he retired ? an American football club He played for ……………………… 4.What did Pelé after his retirement ? an international ambassador He became …………………………… for the sport Slide GAME LUCKY FOOTBALL PLAYER LESSON PLAN 143 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an LESSON PLAN UNIT 15: CITIES – LISTENING OBJECTIVES By the end of the lesson, students will be able to: - get more information about The Statue of Liberty, one of the most famous places in New York as well as in the USA, - practice listening skills effectively: listening both for gist and details, - talk about another statue that they have known, - promote other skills: reading, speaking and writing TEACHING AIDS - Computer, overhead projector, blackboard, visuals, textbook, handouts ANTICIPATED STUDENTS’ PROBLEMS - Students may find difficulties in listening to a monologue - Students may have difficulties in focusing on the numbers and measures of a statue and describing a statue or a beautiful sightseeing because of lacking vocabulary about the topic and structures used in a monologue Solutions - Teacher uses some pre-listening activities such as predicting, pictures, watching an excerpt of film or concept mapping to help students to recall their vocabulary related to the topic and structures used in an interview - Teacher reminds students of word as well as sentence stress and intonation in questions TEACHING PROCEDURE Stages/ Techniques Warm-up Teacher’s activities Students’ activities - play a game: each group - work in groups, rearrange - rearrange a rearranges some parts of a picture some parts of a picture into picture into the correct order The winner the correct order is the group that finishes the picture exactly and fastest 144 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an - show the picture and ask students “What is it?” - the Statue of Liberty - introduce the topic Pre-listening - ask ss to use the picture they - predict some words and - brainstorming have just rearranged phrases about the statue - labeling a picture -use an excerpt of film about - label the picture with some Liberty Statue to help students words: crown, torch, tablet, activate vocabulary about the base, pedestal, robe statue - watch an excerpt of film - visuals By encouraging students to predict about the statue to predict - pre-teaching some vocabulary related to the some information about it vocabulary statue and how to describe it, the + Its name? teacher can present some key + Where? words and their pronunciation + What it looks like? (Slides 3, 4) + Material? + What’s in its hands? It weighs… It is … high - ask students to guess information … is made of… (materials: in the table (Slide 5) copper, stone, concrete, gold, iron, etc.) While-listening Task 1: listen and check the Listen and the task information that students have - compare their answers with guessed in the table (Slide 5) their partners Task 2: Listen and choose the best answer (Slide 6) Post-listening - provide some guided expressions -make a conversation about (Slides 7, 8) and ask students to Liberty Statue and then work in pairs about Nguyen Trai Statue - Write a short passage Homework about Nguyen Trai Statue 145 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn