(SKKN mới NHẤT) some suggestions for helping grade 10 students develop listening skills

PART A: INTRODUCTION I Rationale for the study In the trend of global integration, English is considered as an international language It is the major language of intercommunication, international commerce, business, science, culture and so on In Vietnam, the economic open-door policy pursued by the Government has increased the demand for using English Therefore, there has been a positive trend of teaching and learning English across the country English is also introduced to the educational curriculum from primary education (optional) to tertiary education (compulsory) [5] In recent years, in high schools teaching and learning English has been taken into consideration In the process of teaching and learning English, listening skill is by far the most important of the four macro-skills It can be said that listening skill becomes so important and essential for language learners that all important tests such as IELTS, TOEFL, TOEIC, SAT… are focusing on testing listening skill of learners Of the four language skills: Listening – Speaking – Reading – Writing, for most students, listening is by far the most difficult to master Therefore, the teachers need to grapsp the difficulties and limitations of the students from which there are appropriate teaching methods helping students develop their listening skill On the other hand, in our country and many countries in the world there is a fact that: high school students after graduation seem to be unable to communicate in the foreign language they have learned and if necessary, they have to start over from the beginning This proves that in the teaching process in the previous years, we have only focused on teaching language knowledge ( Grammar, Vocabulary) but ignored the teaching of communication skills for students Listening comprehension is an important language skill to develop Language learners want to understand target language of the speakers Listening is not an easy skill to acquire because it requires listeners to make meaning from the oral input by drawing upon their background knowledge and produce information in their long term memory and make their own interpretations of the spoken passage In other words, listeners need to be active processors of information In order to help the students build up passion for listening, have strategies for comprehending the listening tasks well, develop effectively listening habit outside classroom so that student can improve their listening skill and can get high marks in tests, I choose the topic of study: “Some suggestions for helping grade 10 students develop listening skills ” This study is intended to make a modest contribution to an increased understanding of using practical activities in teaching English listening skill at high schools Note: At this page, the paragraph “In the trend of……tertiary education (compulsory)’’ is consulted from Reference number [5] TIEU LUAN MOI download : skknchat@gmail.com II Aims of the study The aims of the study are to investigate some effective techniques and strategies in solving some types of the reading comprehension exerxcises in listening lessons Some main purposes covering the study are summarized as follow: + To understand the theoretical background of listening comprehension in order to improve students’ English listening skills + To investigate some techniques and strategies for listening comprehension + To help English teachers, especially teachers of English at upper secondary schools to find out effective techniques to deal with listening comprehension with the hope of helping them in teaching English III Objects of the study This study has been carried out to search for a better and more effective ways and strategies for doing some types of listening comprehension exercises in order to help students to gain success in listening lessons, then in important tests such as IELTS, TOEFL, TOEIC, SAT… IV Methods of the study To achieve the aims mentioned above, a detailed study is used The theoretical background of the study presented in my study comes from documents on the internet and many published books written by different authors on language teaching The statistics and data collected for the study come from the students and the English teachers at my upper secondary school and some nearby high schools by making observation through reading comprehension lessons in the classroom and through tests and exams Through theoretical and practical experience in teaching and learning environment at my high school, I myself build up the topic TIEU LUAN MOI download : skknchat@gmail.com (SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills PART B: DEVELOPMENT I.Theoretical background 1.The importance of teaching listening Listening comprehension is an important language skill to develop Language learners want to understand target language of the speakers Listening is not an easy skill to acquire because it requires listeners to make meaning from the oral input by drawing upon their background knowledge and produce information in their long term memory and make their own interpretations of the spoken passage In other words, listeners need to be active processors of information [5] Teaching principles of listening On the basis of understanding the difficulties that students encounter in listening , I myself have been extremely anxious to find ways to improve their ability of listening comprehension in English better and better To formulate and develop students’listening skills, we need to ensure the following principles: 2.1 Principle 1: The tape recorder is just as important as the tape We need to have tapes as well as tape recorders in good quality Listening sounds more and more difficult if we use poor tapes 2.2 Principle 2: Preparation is vital Preparing lessons is especially important and necessary We need to prepare for both the knowledge and the ability to use the teaching equipment, namely radio or tape generator controls 2.3 Principle 3: Listening once will not be enough At the first time, students seem not to listen to anything about the text Don’t worry about this because even good listeners that Therefore, allow students to listen at least times for each task For difficult listening texts, listening twice or even more is okay 2.4 Principle 4: Different listening stages demand different listening tasks Depending on the purposes of each stage, teachers can offer different listening tasks 2.5 Principle 5: Good teachers exploit listening texts to the full The teacher not only requires students to complete all the procedures in the textbook but also needs tricks to transform the processes into real skills 2.6 Principle 6: Pay attention Even native speakers need help with this. Focus on the speaker Look at him or her because facial expressions and body language can communicate as much as language For example, there will usually be more engagement with the listener in making eye contact and use of hand gestures if what the speaker is saying is of importance to him or her In addition, it’s easy to mistake what someone actually said if you are not focusing on him or her and are engaged in some other task, such as reading or texting [5] Note: At this page, the section “The importance of teaching listening” and the section 2.6 “Pay attention” is consulted from Reference number [5] (SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills TIEU LUAN MOI download : skknchat@gmail.com (SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills 2.7 Principle 7: Listen for keyword What words does the speaker emphasize? Usually the speaker will let you know by stressing the main point: “Let’s talk about the TIME we will meet tomorrow…”The stressed word “time” signals that the time of tomorrow’s appointment is the main point, as does the marker “Let’s talk about…” II Practical background Background of the study 1.1 Description of the English syllabus at upper secondary schools At upper secondary schools, there are three levels of English: English 10, 11 and English 12 In the past the textbooks used here are the three-year-course ones, the seven- year-course books have been used lately English is now a compulsory subject in schools Students have English lessons during the first term and second term of the school year The textbooks chosen are English 10, 11, 12 by Nha Xuat Ban Giao Duc Each consists of 16 lessons which have been covered through out the school year with mid-term and term tests in between Each lesson is divided into periods with the aim of giving the students basic knowledge of English and practice four skills: speaking, listening, reading and writing skill By using this textbook, we can develop our students’ communicative competence and our students can learn real things from daily life The textbooks also develop students’ reading and writing skill At the end of each term, students have an exam for four skills 1.2 Description of the students at upper secondary schools Most of students at high school have already learned English for at least four years at lower secondary school but many of them are at the low level of English proficiency Another fact is that most of the students are from rural areas in diferent districts Consequently, individual differences in learning styles, identities, attitudes, motivation… etc are unavoidable and may cause the teachers some problems during their teaching In addition, their lack of awareness on the importance of English as well as motivation makes them not interested in learning English Although most of them have already learnt English for at least four years at lower secondary school, their knowledge of English is still poor and limited Some students can even hardly say a complete sentence in the target language 1.3 Description of the teachers at upper secondary schools In terms of methodology, the teachers in high schools usually employ the traditional methods of teaching especially Grammar-translation method They often apply this method in teaching English In other words, they focus on analyzing the grammar rules, not on the acquisition of language skills They spend most of the classroom time explaining new words, analyzing grammar structures and translating texts into Vietnamese Students often listen and take notes passively This leads to low motivation in students and creates very few chances for them to improve their communicative competence (SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills TIEU LUAN MOI download : skknchat@gmail.com (SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills 1.4 Description of physical setting In most upper secondary schools, English teaching and learning activities are mostly carried out inside the classrooms which are designed for lecture lessons with the only classroom equipment: a blackboard, tables and a desk The only type of teaching aid that the English group has is some cassette recorders and pictures In term of class size, the number of students in an English class is quite large, from 40 to 50 This large number causes a great deal of difficulties for the teaching and learning activities The materials for reference and selfstudy are not available for teachers and students at schools In the school library, there are only some English books that are not really helpful for teachers and students Difficulties 2.1 Teachers’ difficulties when teaching listening When asking the teachers about the problems they were facing with in teaching listening, the majority admitted that the most difficult issue was the students’ limitation of vocabulary and grammatical structures Moreover, despite the fact that the teachers at high schools are well aware of the techniques and strategies for listening comprehension skill, some of them find it difficult to use them in their teaching because of many reasons The biggest one is that they are deeply affected by old teaching methods They said that after quite a long time applying these methods, they become absorbed to them and it is very difficult for them to change 2.2 Students’ difficulties 2.2.1 Passive learning style The students are still deeply affected by the old and passive learning methods such as Translation or Audio-lingual Method and the learning environment at lower secondary school where reading was not fully taken into consideration They only learn what the teacher supply in the classroom They are accustomed to the habit of word-by-word readingand doing simple and short reading comprehension exercises 2.2.2 Lack of knowledge for listening The information from the data collected clearly shows that students’ limitation of vocabulary and grammatical structures, their lack of appropriate listening strategies and their background knowledge are students’ main difficulties, which influence their motivation for listening as well as their understanding Not only the students but also the teachers faced many problems when dealing with listening lessons Students had very limited vocabulary, and were too dependent on teachers, peers dictionaries New words have affected the students’ process of listening Moreover, high school students not get used to linguistic phenomena such as elision in English For example: " How you like it here?"; " For a week" ( Listening-Unit 2) or procrastination, for example: " Um I'm busy on Saturday"; " Well, I guess that we just leave Uh, wait a second, what day are we both free Huong?" ( Listening-Unit 13) Or sometimes listening to a topic that students are not interested in or have little knowledge about can make them (SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills TIEU LUAN MOI download : skknchat@gmail.com (SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills feel stressed and burdened For example, in Listening lesson (Unit 9), there is too much knowledge about whales such as length, weight or whales like blue whales, gray whales, sperm whales, dolphins, their habitats…etc while their general knowledge is limited This will lead to a loss of interest and depression in listening lessons Background knowledge is found to be a less challenge than vocabulary Students find that they not know anything in some aspects Therefore, they have many difficulties when listening a strange topic With many demonstrations that those who possess rich prior knowledge about the topic of a listening yopic often listen better than the others with low prior knowledge Students’ lack of appropriate listening strategies is another problem, the teachers had to face 2.2.3 Lack of confidence Students often have a fearful psychology, considering listening to foreign language is a challenge.They not believe in themselves and become worried when doing listening tasks.Therefore, their learning will be difficult to take effect.It can be said that lack of confidence is also a major limitation affecting ability to make sense of their listening passage 2.2.4 Students have few opportunities to practice listening skills Most of my students come from the countryside, they have no opportunity to interact with foreigners directly Therefore, it will be difficult for them to understand linguistic phenomena such as linking, contracted forms, omitted words or sometimes speakers use incorrect grammar sentences…In addition, they also have few chances to contact with native speakers, the environment for communication in English is not available On the other hand, students are still influenced by the old ways of teaching and learning, not focusing on developing communication skills Therefore, they not have many opportunities to practice and develop listening comprehension skills 2.2.5 Students not keep up with the speech of the tape Most students try to listen to every word and when they not understand a word or a phrase they often have a habit of stopping to think and try to remember what the word means However, the tape does not stop when the listener does not understand So they will miss the next part and fail to catch up with the listening speed leading to a loss of interest 2.2.6 Physical conditions Noise , including background noise due to poor quality of radio, dics and noise outside the classroom, can distract students’ atteontion from listening Moreover, the tape has only aural purposes, which lacks visual cues Not seeing the speaker’s body language and facial expressions makes students more difficult to understand what the speaker mean III METHODS FOR IMPLEMENTATION Create initial confidence for students in themselves and the subject A psychological factor that makes students feel more difficult to understand is that they often think they will not understand the listening If you are not confident in yourself, impatient when you not see your progress, it (SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills TIEU LUAN MOI download : skknchat@gmail.com (SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills will lead to depression, confusion and even not want to learn to listen anymore Therefore, creating trust for the children is extremely important Even in the first class to get familiar with the subject, I often encourage my students that: "Listening is a very difficult skill, especially when you listen to a foreign language, it is much more difficult, even English experts when listening to a conversation or an English news are almost not able to hear every word The key is to understand its main content It was already a success” In this 10th grade English textbook, students are only required to understand short texts of about 120 to 150 words, at a relatively slow speed So not set yourself "too high a bar" Be confident in yourself, if your students are hard at work, patient and know how to apply some good listening techniques, then they will definitely improve gradually Sometimes they are surprised by their ability to hear and find it very interesting and useful to listen to English I also analyzed and gave them an example which is easy to understand: “ When we were born, we understand our mother tongue? Of course not, but we learn to understand by listening, then we will learn to speak, read and learn to write, so don't worry First we heard but did not understand English Learning English is just like learning how to ride a bicycle, few people can ride a bike without falling a few times." After talking to my students like that, my students hav become more comfortable, confident, ready for acquiring knowledge and new skills Follow the 3-step process for a listening lesson We need to conduct the lesson in accordance with the 3-step process of listening skills: Pre-listening; While-listening; Post-listening but combine and use many different activities suitable to each part, each lesson in order to create interest in learning and improve students' activeness, initiative and creativity In this section, I would like to present some activities that I use effectively in the process of teaching listening 2.1 Stage 1: Pre-listening At this stage, teachers need to create a listening situation for students in the content or topic of the listening lesson, inspiring students with the upcoming listening, suggesting to mobilize students' existing knowledge about the topic Therefore, students can use that knowledge to listen and understand more easily The important task of the pre-listening stage is to provide materials and introduce the topic of the listening Depending on the content and level of each lesson, I will provide students with cultural with background knowledge, vocabulary, grammar, structures, complicated sounds…In listening lessons, teaching vocabulary, grammatical structures is not as important as in the reading lessons.Therefore, teachers needn’t always rigidly follow the PPP teaching process( Presentation- PracticeProduction) but must be flexible Like vocabulary and grammatical structures, teaching phonetics has a secondary function Practicing and developing new listening skills are our main goal As a result, teaching phonetics in listening should only stand at practicing and error correction I only provide students with words and structures that are new to them because they may not understand the (SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills TIEU LUAN MOI download : skknchat@gmail.com (SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills listening text if they not know the meaning and cannot pronounce these words correctly Example 1: When teaching Listening (Unit 14), I give the students the following words: + goal-scorer (n): (using pictures) + hero (n): ( Give an example): Nguyen Hue is a national hero + ambassador (n): (translated) + kicking (n): (describe actions- miming) + Retirement (n): (Give an example): He retiredred at the age of 60 after 35 years working as a teacher + Promote (v): = to encourage [3] When introducing the topic of listening lessons, in order to create a lively atmosphere, I often have students work in pairs / groups, use brainstorming with the whole class, use pictures or listen to music regarding to the content of the listening text Example 2: When teaching Listening (Unit 11), before listening about Cuc Phuong National Park, I asked students to brainstorm about what they know about this park Cuc Phuong national park Image 1: Cuc Phuong National Park Note: At this page, the words “ goal-scorer…to encourage” is consulted from Reference number [3] (SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills TIEU LUAN MOI download : skknchat@gmail.com (SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills This activity helps students focus on the topic of the listening lesson and get useful information before listening Therefore, listening to the tape will be easier for them Example 3: To introduce the topic of Unit 12 (Listening), I let the students listen to the National anthem of Viet Nam, then ask them what the name of the song is, who the author of this song is, what they know about him and his music Then, lead the students into the content of the song about a famous musician in Viet Nam – Van Cao Image 2: Van Cao With this approach, I find my students very interested, relieving them from the previous lessons, helping them enter the lesson gently In addition, depending on the content of each lesson I also use a number of other activities such as: - Open prediction: I state the topic of the listening lesson and ask the whole class to guess the content of the text - True/False staements prediction: I make some stamements about the main content of the lesson including some true sentences and some wrong sentences Students have to guess which is correct or incorrect - Put sentences, ideas or pictures in order: I show students some pictures or read some sentences and ask them to put them in the correct order - Pre-questions: I ask some questions on the topic of listening questions, students use their existing knowledge to answer - Wordstorm: I suggest students to recall words they have learned related to the topic about the listening text These suggestions help students build vocabulary "network" related to the listening topic, including new and difficult words they will encounter in the listening text (SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills TIEU LUAN MOI download : skknchat@gmail.com (SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills Howerver, in all previous listening activities, I only encourage students to guess and the requirements of the exercises, not give the right answer Students will have to give the correct answer after listening to the text 2.2 Stage 2: While-listening At this stage, students listen and perform a number of requirements to practice some certain listening skills such as True / False exercises, Multiple choice, Gap filling, Completing the tables, Completing sentences,Choose the best title… To help them the listening tasks effectively, I first show them the requirements of the exercises, give them a reason to listen I ask students to carefully read the exercise and make sure they understand the text correctly You can provide new vocabulary and structures if neccessary and instruct students to the tasks one by one before doing another task When teaching Listening lessons, I always ask my students to use pencils and especially not to read the book "To study English well 10" because I don't need the answers, I need them to be trained to develop their listening skills It is necessary to encourage students' activity and creativity through learning activities because no one can replace learners in capturing foreign language facilities and using foreign languages in communicating with your own communication skills Very ofen, I play the tape three times For the first time, students have to listen to the entire text so that they may understand the main content At the second time, students have to listen again and perform the requirements of the exercise Therefore, at this time I can stop where it is needed and if I get the right results I take it At the third time, students have to listen and check the answers as well as give the final choice However, it depends on the situation that I let the students hear more or less If most of the answers are correct, I move on to the next one If the majority not have the right answers, I direct them to listen again, focusing on the paragraphs or sentences that contain the answers In order for students’ listening comprehension to be highly effective, I provide them with diferent styles for different types of exercises For example, for exercises of True/False statements; Filling the blank; Multiple choice and Answer the questions, I have students read the exercise, guess the answers first and then listen to the tape While listening, I remind students to give a brief answer, so they not waste time and miss the next part For the listening exercise that selects a paragraph title, I let them listen to the paragraph one by one For the exercise that listens to the main idea of the text, I let students listen to the entire text Example 4: Task 1- Listening - Unit ( page 26) : Listen to the conversations and match them with the pictures - Step 1: I ask students to work in pairs, look at the pictures, ask and answer questions about the pictures For example: Who are talking? Where are they? What are they talking about? What you think they are talking about?/ Or ask (SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills TIEU LUAN MOI download : skknchat@gmail.com 10 (SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills students to describe the pictures For example: Two young people ( students/friends) are at a party May be they are talking about food and drinks - Step 2: Play the tape once and ask students to match conversations with pictures - Step 3: Require some students to provide the answers - Step 4: Play the tape again to check the answers one by one - Step 5: Give feedback to students Image 3: Pictures in Task 1- Listening – Unit Example 5: Task – Listening – Unit (page 58): Listen to the old man’s story again and write in the missing words - Step 1: Set the requirements of the task for students: “In this task you will hear part of the man’s talk Listen to his story again and write in the missing words” [2] - Step 2: Ask students to work in pairs, guess the answers based on wordform, their translation… - Step 3: Play the tape again (once or twice), ask students to listen again and fill in the missing information - Step 3: Check the answers by playing the tape again and stop where it is needed - Step 4: I give feedback to students Example 6: Task – Listening – Unit 10 (page 108): Listen again and decide whether the following statements are true (T) or false (F) Note: At this page, the example , step the sentence “In this task…missing words” is consulted from Reference number [2] (SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills TIEU LUAN MOI download : skknchat@gmail.com 11 (SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills - Step 1: I ask students to read statements silently, make sure that they understand the statements correctly Provide some new vocabulary if necessary: to take time, to catch fire, duty, to take care… - Step 2: I require students to choose the answers before listening again based on their background knowledge and the previous time of listening - Step 3: Play the tape again ( once or twice), ask students to listen and decide whether the statements are true or false - Step 4: Check the answers by playing the tape again and stop where it is needed - Step 5: I provide students with feedback 2.3 Stage 3: Post listening This is the time when students use what they hear to something meaningful with the given information In this part, I often combine with other skills to help students consolidate and develop listening Of course, in a listening lesson, the focus is on improving listening skills for students, but teachers can still let them use other skills like Speaking – Reading – Writing as the next steps Exampe 7: When teaching Listening (Unit 1), I have students work in pairs to ask and answer about Mr Lam’s daily activities Then ask students to write a paragraph summarizing the activities To make it easier for students to perform the task, I offer some suggestions: name start work lunch occupation passengers rest [1] Example 8: When teaching Listening ( Unit 6), I put out a situation and ask students to discuss in groups of as follows: “If your class could go for a picnic this weekend, What would your plan be?” In summary, in the consolidation and development of listening lesson, I usually organize speaking or writing activities on topics related to the listening text, close to daily life and suitable for your interests This will help students remember the lesson longer and develop their skills more comprehensively Change some tasks in the textbook accordingly During my teaching, to improve the effectiveness of learning and help students understand the lesson more, I change some tasks in English Textbook 10 to match the capacity and level of students Example 9: In the activity of Before you listen Unit (Listening), students have to fill in the gaps with a long and slightly unnecessary because it is not very relevant to the content of the listening text Moreover, it causes misunderstanding because in this activity, the word “ photographic club” is used whereas in Task and Task and After you listen, the word “ photography club” is used instead Therefore, when teaching this part, I myself not use this Note: At this page, in the example 1, the suggestions “name, occupation…rest” is consulted from Reference number [1] (SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills TIEU LUAN MOI download : skknchat@gmail.com 12 (SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills activity but replace it with the following activity: I ask students some suggestive questions to introduce the topic of the listening lesson on Vang Trang Khuyet such as: Have you ever visited a special club? Who are the club's members? What are their works? How they their works? Example 10: in Listening Unit 16, Task 2: Students have to listen and answer questions that are too difficult for their knowledge Therefore, to reduce the level and make it easier for weak students but still ensure the necessary information of the listening lesson, I omit the Question and Question The Question is omitted because its answer is partially expressed in Question 3, Task The question is reduced because the information about Tan Ky house was also asked in Question In addition, to make the lesson more exciting and interesting, I often turn exercises into games For example, for Task Listening Unit 9, I designed into a “ Lucky number” game I performed it on the power point, which is very beautiful and lovely Put listening skills into tests In general, testing and examinations have a guiding effect for teaching and learning It can be said that, for high school students, what they learn is geared towards testing and exams However, if you study the 15-minute tests, 1period tests, final tests, national examinations, even exams for advanced students, you can jump into the conclusion that what students are learning is diffirent from what they are being tested for The reason is that, the tests focus mainly on grammar, vocabulary, reading comprehension and writing including sentence rewriting and paragraph writing The listening and speaking are often absent Listening skill has never been put into formal testing as a skill to test As a result, teachers only focus on teaching what is often taken to the tests and the other content is ignored by both the students and the teacher From that fact, in order for students to consciously practice and develop listening comprehension skills, I have put this skill into tests to motivate students to study However, it can be seen that the design of tests with listening skills is still difficult Firstly, students are not used to this method and often lose interest when getting bad grades ( the results of tests are often not good due to listening which is a difficult skill) Secondly, teachers lack materials tapes, disks) to design tests which suit the level of the students and the topics they are learning To overcome this, when designing the listening tests, I can read to the students or take advantage of the tapes we have ( including the Rading, Listening and Language focus sections in the textbook) For example , in the Listening test of one-period tests I can show students some sentences in Language focus section and ask them to fill in some missing words Or in the fifteen-minute tests, I let sudents listen to a passage in the (SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills TIEU LUAN MOI download : skknchat@gmail.com 13 (SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills reading section and design exercises such as Answer questions, Multiple choice, True/False exercises… Example 11: Listening exercises in the first term test Task 1: People are talking about their vacations Listen and number the pictures: (1m) A _ B. _ C D _ E _ Image 4: Pictures for Task of the test Task 2: Listen again Are these statements true or false? Check ( v ) the correct answer (1m) True False She learned to water – ski very slowly _ It was cold at night _ _ The museums were interesting _ _ The weather wasn’t good _ _ He went to Italy _ _ Example 12: Listening test after Unit 11 : National Parks A Listening comprehension (2ms) Task 1: Listen to the passage and fill in the missing words or phrases for the gaps In many parts of the United States, (1) large _ of land have been made into national parks to protect and preserve the (2) _ beauty of the land National parks usually contain a variety of scenic features Today there are (3) _ national parks in the United States, covering approximately (4) of the total land area of the country Task 2: Listen to the passage again and decide whether the following statements are true (T) or false (F) National parks are not open to the public All the national parks are in danger of being destroyed Large areas of national parks can be destroyed by fire Visitor not help to preserve and protect national parks ……… ……… ……… ……… (SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills TIEU LUAN MOI download : skknchat@gmail.com 14 (SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills With the above method, I see that my students have focused more on studying and practicing listening skills They also learn to listen more effectively Preparing and making full use of materials and teaching aids In order to have an effective listening lesson, the preparation and use of teaching aids and materials are very important Currently, many schools are also interested in the quality of cassette players, tape…used in teaching English listening However, it is not true that, during the listening lesson, we just need to play the tape for students to listen and ask them to the tasks in the textbook It is listening test, not listening teaching In the process of teaching listening, I come into the conclusion that if we want the listening lesson to be effective,we need to listen to the tape before class, see where it is difficult for students, what words and structures students have to pay attention to, where to stop the tape, the quality of the radio, the speed of the tape…etc By doing this, when we go to the class, we will not be passive, students will not be frustrated, depressed for reasons such as dics stumbling, unclear voice; embarrassment, awkwardness of teachers in controlling the device In this way, we can make full use of the time in class, avoid the “lesson plan fire”, and help students have many opportunities to practice and develop listening skills In addition , depending on the content of each lesson, we can prepare other teaching aids to make the lesson more interesting and attractive For example, when teaching Listening Unit 9, I go online to search for images of whales Or in Listening Unit 12, I collected a dics with the song “ Tien Quan ca” by van Cao Encourage students to practice We need to remember that learning foreign languages must be through practice, practice and more practice I often encourage my students to not only practice listening in class but also buy audio tapes to listen at home if possible Although this is a bit difficult, we still try to encourage them and help them have more passion in the subject Or thanks to information technology, students can practice listening comprehension skills through the Internet, listen to the news in English on radio or TV…As a result, students have more opportunities to interact with English, their listening skills will also improve Certainly, students will enjoy Listening lessons in class and learn more effectively We need to encourage students to practice because “Practice makes perfect” However, the practice needs to be made regularly It is said that little but often is better than lot but sometimes Teaching listening through English songs To increase the chances for students to practice listening skill, sometimes at the beginning or the end of classes ( if time allows), I often let them listen to a famous and familiar song and ask for some missing words Example 13: After teaching Unit 13 – Listening, I allow students to listen to a piece of the song “ My heart will go on” in the movie “Titanic” as follows: (SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills TIEU LUAN MOI download : skknchat@gmail.com 15 (SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills Image 5: A scene in “Titanic” Every night in my (1) I see you, I (2) you That (3) how I know you go on Far across the (4) and spaces (5) us.You have come to (6) you go on Near, (7) wherever you are I believe (8) the heart does go on (9) more you open the door And you're here in my (10) and my heart will go on and on Example 14: After teaching Unit 14- Listening, I play the radio with a piece of the song : “The Cup of Life” with some missing words as follows: Image 6: The symbol of The World Cup (SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills TIEU LUAN MOI download : skknchat@gmail.com 16 (SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills The Cup of Life “ (1)… we go! Ale, ale, ale! Go, go, go! Ale, ale, ale! (2)…'s the night we're gonna …(3)… The cup of life! Ale, ale, ale! The cup of life, it's or …(4)… It's here, it's now, (5)… up the lights …(6)… it along, then let it roll Push it along, go, go, …(7)… And when you (8)… that heat, the world is at your …(9)… No one can hold you down if you really want it Just steal your …(10)…, rght…”[5] As a result, they find it interesting, both practical and relaxing In addition, I encourage my students to listen to Eglish music when they relax at home This is an effective way to learn English, to improve the ability to memorize words longer, helping children feel and understand the beautiful, lyrical words in the songs IV Result after applying the study in teaching After applying these personal experiences in teaching English I myself get excellent results This achievement is gained because of the following reasons First of all, these experiences are suitable with the syllabus of English at upper secondary schools Secondly, students not have to be worried, nervous and embarrassed when solving the listening comprehension in class as well as in tests but successfully at my school increases, especially some bad students can understand and use a few techniques and strategies quite effectively By giving students some tips, techniques and strategies and clear instructions to solve the listening comprehension exercises, students become more confident in listening lesons as well as in tests Once I give a task about this, they can understand and it successfully That is the main reason of the following result carried out during the last school year with 100 students from three classes 10C4, 10C6, 10C7 at my school as belows: Note: At this page, the song “ The Cup of Life” is consulted from Reference number [5] (SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills TIEU LUAN MOI download : skknchat@gmail.com 17 (SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills Table 1: At the beginning of the school year Level of listening comprehension Number of Percentage students Can listen all the words and all the exercises 1% Can listen the main content and 50% of the 10 10% 56 56% 33 33% exercises Can listen some words and 20% of the exercises Cannot listen anything Table 2: At the end of the school year Level of listening comprehension Number Percentage of students Can listen all the words and all the exercises 10 Can listen the main content and 50% of the 31 exercises Can listen some words and 20% of the 40 exercises Cannot listen anything 19 Increase 9% Increase 21% Decrease 16% Decrease 14% (SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills TIEU LUAN MOI download : skknchat@gmail.com 18 (SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills PART C: CONCLUSION Summary of the study Along with the other language skills, listening comprehension is a very important skill and is unevitable part of English listening comprehensions tests, so it is important for the students to have good techniques in listening to become good listeners and gain success in the coming exams In the case of this study, the teachers of listening are supposed to be aware of many factors that affect students’ listening comprehension Among these, there are four main factors that should be taken into consideration for High school students: Students’ lack of background knowledge and world knowledge, students’ low motivation, students’ limited vocabulary and grammatical structures and their lack of appropriate listening strategies Success in listening comprehension is not an inborn capacity and it can be learned Once teacher can motivate the students to take part in listening lessons actively, give some clear techniques and strategies which are more suitable and effective in listening comprehension skill, the ability of listening comprehension will be improved Students no longer feel worried about their exams In contrast they are more confident and eager to it and even get high marks Therefore, the aim of the study is to provide teachers and students some useful techniques and strategies when dealing with listening comprehension section successfully in classes as well as in the coming tests Over the past few years, the application of these techniques and strategies for listening comprehension has been widely adopted Students have mastered these techniques and strategies and now they feel more confident and take part in listening lessons more actively Their vocabulary, their background knowledge of listening comprehension have been improved.As a result they can comprehend the listening texts successfully and even get the highest marks for the listening comprehension tests Suggestions for further study I have tried to share some of my experience in listening skill to help students to well in the listening lessons, so that they can get high marks in coming exams.This study is my great effort However, there is an obvious limitation of time, shortcomings are unavoidable Not all the suggested techniques for teaching and learning listening are experimented properly, so the researcher can’t draw a conclusion of the effectiveness Therefore, the suggestions to improve listening skills for students high schools may be subjective and uncompleted.This thesis was carried out within the area for 10 th grade students so the mentioned teaching methods may not be suitable to apply to other high school students because of learners’ differences in language proficiency and other social constraints Therefore, If I have a chance, I would like to study some mearures to help grade 10, 11 students to develop listening skill next time Despite such limitations, I strongly believe that my research is successful to some extent and I hope that teachers of English and students can get something useful from this document (SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills TIEU LUAN MOI download : skknchat@gmail.com 19 (SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills (SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills(SKKN.moi.NHAT).some.suggestions.for.helping.grade.10.students.develop.listening.skills