Skkn apply some techniques to teach listening so as to improve grade 12 students’ english listening skill

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING NGUYEN MONG TUAN HIGH SCHOOL INNOVATION IN TEACHING APPLY SOME TECHNIQUES TO TEACH LISTENING SO AS TO IMPROVE GRADE 12 STUDENTS’ ENGLISH LISTENING SKILL The writer: Nguyen Thi Thuy The post: Teacher School: Nguyen Mong Tuan High School Innovation of subject: English THANH HOA, 2022 skkn PART I INTRODUCTION I REASONS FOR CHOOSING THE RESEARCH Objective reasons: Studying English nowadays has become an essential demand for everyone Learning English is important It is simple as English is one of the most popular international languages and it is most not only all over the world but also in all aspects of society Therefore, learning and mastering it would greatly give advantages to the person concerned Especially, since Vietnam became the 150 th member of the World Trade Organization (WTO), it has been required that we have to build the labour force who are skillful at work and use English well as an effective tool of communication Although many Vietnamese students get excellent certain qualifications, their ability of communicating in English is limited As a result, they must give up their dream jobs There is no doubt about that English is the optimum standard for applicants into foreign and state- owned companies On account of the above demands, English is compulsory not only at school but also in examinations at certain stages of the school education system According to the national curriculum, English is built with the aim of communicating Creating the ability of communication in English for students is the most important target in the process of teaching Being able to listen well is an important part of communication for everyone For our students, guided practice by teachers is one of the best ways to improve this skill A student with good listening comprehensions will be able to participate in well communicative situations Nevertheless, in the recent years, teaching English in Vietnam has faced up with many difficulties such as the lack of teaching aids, teachers’ poor qualifications, students’ weak study motivation, ineffective methods of teaching A large number of teachers only focus on teaching grammar, reading and writing skill In the process of evaluating students’study result, they concentrate too much on paper-tests Therefore, It is clear that listening is often seen as the least important of the four basic language skills and it is neglected altogether or give minimal This leads to real situations that many students become inactive and poor listeners They find it very hard to improve listening comprehension in listening classes at school From reasons stated above, it is necessary to modernize the method of teaching English in general and listening skill in particular and apply them in listening teaching Subjective reasons: After having been teaching English at Nguyen Mong Tuan High School for a long time, I realize that most of the students who are afraid of listening classes have tendency to neglect tasks for listening comprehension After graduating high school, they are not able to communicate in English even at the easy level In addition, the percent of students at Nguyen Mong Tuan High School suppose that English is skkn Skkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skill Skkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skill compulsory for the General Certificate of Secondary Education (GCSE) so they only learn grammar, reading and writing skill How to encourage students to take part in listening classes enthusiastically? How to motivate students to become eager participants in mini- listening tests? How to raise students’ awareness of listening as a skill that requires active engagements and to help them develop both the ability and the confidence to handle communicative situations they may encounter beyond the classroom? I am really interested in these questions and always try to find out feasible solutions in my own process of teaching at Nguyen mong Tuan High School I have studied a variety of methods of teaching listening comprehension and chosen the most appreciate ways in my teaching Specifically, I have applied some techniques to teach listening so as to improve Grade 12 students’ listening skill at Nguyen Mong Tuan High School After implementing these solutions, I have got achievements in listening teaching and learning Students have become active listeners in listening classes They feel more excited to deal with listening exercises As a result, they have positive behavior to listening skill and consider it an integral part of the language They are given the foundation for communicative competence in the new language The most significant thing they have gained is that they can be able to communicate with each other in English at the simple level – the final target in the language teaching and learning skkn Skkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skill Skkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skill II AIMS OF THE RESEARCH On the basis of surveying students’ ability of listening English at Nguyen Mong Tuan High School, I have given feasible solutions including innovating methods of teaching listening skill and ways of evaluating students’ listening comprehension with the aim of helping them get communicative target of learning a language III SCOPES OF THE RESEARCH Researching innovative techniques used in listening teaching and learning, and methods of assessing students’ study result of listening comprehension at Nguyen mong Tuan High School IV OBJECT OF THE RESEARCH This subject is concerned with using listening techniques effectively and judging students’ listening ability V RESEARCHING METHODS - The method of collecting and analyzing material for the research: research for material concerning about the subject, analyze and get certain knowledge from previous researches, finally give the foundation to the research - The method of talking to students: through talking to students, I have got to know real situation of students’ listening learning in language classes at Nguyen mong Tuan High School - The method of surveying through answer sheets skkn Skkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skill Skkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skill PART II: DEVELOPMENT I REAL SITUATIONS I have carried out the survey of real situations of teaching and listening skill in class 11A5 and 11A6 (the school year: 2020- 2021) and I got the following result: Real situations of teaching and learning listening skill in language classes at Nguyen mong Tuan High School Innovative listening techniques are used in listening classes The number of students are active listeners in listening classes Students can be able to communicate in English at the simple level Students take part in listening tests enthusiastically The rate (%) Often Sometimes Rarely 5% 8% 20% 67% 2% 7% 15% 76% 3% 5% 15% 77% 4% 10% 20% 66% Very often From the above survey, it points out that teaching and learning listening skill in foreign classes at Nguyen mong Tuan High School are ineffective and rather limited Students are not fond of listening lessons They cannot be able to communicate in English They are still passive learners in listening lessons Therefore, it is extremely necessary to modernize the methods of teaching listening comprehension, especially innovative listening techniques need applying well and flexibly, at the same time use various forms of testing which motivate students to become better listeners II SOLUTIONS AND ORGANIZATION OF IMPLEMENTING To deal with the problems stated previously, I have given the following solutions: Apply innovative techniques to teach listening skill I have applied listening techniques and tools of teaching aids in listening classes at Nguyen mong Tuan High School They make listening lessons more lively and motivate students to participate in these lessons positively, gradually improve their listening comprehension and gain the language target- the communicative skill skkn Skkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skill Skkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skill Choosing suitable techniques for listening classes bases on the content of each certain listening lesson, the language level of students Effective, modern methods of teaching listening skill encompass everything from interactive exercises to multimedia resources Listening skills are best learned through simple, engaging activities that focus more on the learning process than on the final product I have applied the following modern methods in my own listening teaching at Nguyen mong Tuan High School: English songs Language learners love to listen to English songs with rhymes This makes them become familiar with the words, their pronunciation and intonation Songs can also be used but must be chosen based on student levels In class, songs are played and students are asked to listen During the activity, they may be required to listen out for words This will help the teacher know how many words the student has identified After the sound clip, teachers may ask students to draw conclusions on the meaning or intention of the song based on the words they have listed This is learning vocabulary and inference through listening. I often use English songs in the part: ‘Warm – up’ or ‘Pre- listening’ Audio and Video I also teach listening skills through audio and video segments of radio programs, online podcasts, instructional lectures and other audio messages I model this interactive listening process in class with my students, and then instruct them to repeat the exercise on their own First, instruct students to prepare for listening by considering anything that they will want to learn from the content of the audio segment Once they have written down or shared these ideas, then play the audio segment, allowing the students to take notes if helpful Once they have gained confidence and experience, repeat this activity but instruct students to not take notes until the completion of the audio segment You can use shorter or longer audio segments, and you can choose more accessible or more challenging material for this type of exercise Games Games are a valuable activity for language learning Students enjoy games and thus participate without anxiety Games can motivate students greatly and they are activities which are usually familiar to them as regards structure, rules etc Games are mostly inclusive activities in that they involve all the children and they can cater to different learning styles and different personalities They are also activities which are naturally repetitive, thus maximising input, frequency of target items without boring the students A simple guessing game can be played numerous times with children skkn Skkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skill something to remember, so they won't forget I was here I lived, I loved I was here I did, I've done, everything that I wanted And it was more than I thought it would be I will leave my mark so everyone will know I was here I want to say I lived each day, until I died I know that I had something in, somebody's life The hearts I have touched, will be the proof that I leave That I made a difference, and this world will see I was here I lived, I loved I was here I did, I've done, everything that I wanted And it was more than I thought it would be I will leave my mark so everyone will know I was here I was here - Do the task Key: T I Was Here - Beyonce [MP4 MV 360p].mp4 12 skkn Skkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skill Skkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skill T F - Keep book open - Listen carefully and choose the best answer - After listening and observing, ask them to the true/ false statement: UN work for the world peace UN protect human rights UN have few useful activities Check their answer While-listening: (20 minutes) Activity (10 minutes) (The aim of this activity is that students listen to the tape and get detail information to the listening task) - Ask students to listen to the first part of the passage and circle the best answer to the following questions - Let them read through these sentences - Read loudly or turn on the typescript three times - Help them if necessary Task 1: Choose the best answer: When was the UN established? A In 1954 B In 1459 C In 1945 D In 1594 What was not mentioned as one of the world situations when the UN was established? A World War II ended B Millions of people died C Destructions were found everywhere D Many people became homeless How many main goals were set by the UN? A B C D Activity 2: (10 minutes) ((The aim of this activity is that students listen to the tape and get detail information to the fill- gap task) Key: C D C - Keep book open and listen to the teacher - Read the sentences in task and try to understand them - Listen to the typescript again and fill in the missing words Key: 1.solve international problems 2,the UN 3,in its goals 4,at war 13 skkn Skkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skill Skkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skill - Ask students to look through the sentences in task - Ask students to listen to the tapescript again and fill in the missing words - To simplify this task, missing words are given: independence ; solve international problems; in its goals; the UN; at war Task 2: Fill in missing words Today almost every country in the world is a member of the UN Each country has signed an agreement that says: • All members are equal • All members promise to (1)…… ….… in a peaceful way • No member will use force against another member • All members will help (2)……… in its actions • The UN will not try to solve problems within countries except to enforce international peace Obviously, the United Nations has not been completely successful (3)…………… There have been several wars since 1945 However, the organization has helped bring peace to some countries that were (4)………… It has helped people who left their countries because of wars It has helped bring (5)………… to colonies After-listening: (9 minutes) Activity 1: (4 minutes) (The aim of this activity is that students get further information about UN and improve speaking skill) - Ask students to look at the pictures shown on the screen of the projector complete the sentences with given words and speak aloud - Let them work in pairs - Walk round and help students - Ask some students to stand up and go to board to present - Listen and correct mistakes 5.independece - Look at the pictures and work in pairs - Students go to the board and present the information relating to the UN For example: The UN headquarter is located in New York The UN Secretary General now is Ban KiMoon - Listen to the tape and complete the test Keys for the test: A A B Tape script for listening test: The Security Council is the most important organ of the U.N It consists of five permanent members and ten non14 skkn Skkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skill Skkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skill permanent members Britain, France, U.S.A., Russia and China are the five permanent members The duty of the Security Council is to investigate international disputes and to take suitable action in preventing The UN headquarter is located in… danger to ( Paris, New York, London) international peace -Listen to the teacher and write down homework The UN Secretary General now is ( Ban Ki- Moon, Kofi Anna, Obama) Activity 2: Five – minute listening test ( minutes) (The aim of this activity is to evaluate students’ listening comprehension after the lesson with short, simple listening test and help students know about the most important organ of the UN- The Security Council) - Ask students to listen to the tape and complete the test within only five minutes - Questions for tests: What is the most important organ of the UN? A The Security Council B The Economic and Social Council C The trusteeship Council How many permanent members are there in the Security Council? 15 skkn Skkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skill Skkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skill A B 10 C.15 How many non- permanent members are there in the Security Council? A B 10 C.15 - Collect their answer sheet after they finish the test Homework: (1 minute) - Ak students to write a passage about UN - Prepare Part D- Writing at home III RESULT After having applied the above listening techniques in listening lessons, I have got positive results in teaching and learning listening skill at Nguyen Mong Tuan High School First, students participate in listening classes more enthusiastically Students have become more and more active in listening classes Moreover, they are keen on dealing with listening exercises As a result, they have positive behavior to listening skill and consider it an integral part of the language Especially, at the end of the school- year 2021-2022, students in class 12a5 and 12a6 can be able to communicate with together in English at the simple level and it is also the most important aim in the language learning In addition, short listening tests with their scores make them raise awareness of learning listening skill What is more, the most effective thing I have gained is that students not consider English the ‘death language’ as it used to be in the past I mean that they not only concentrate on vocabulary, grammar, writing and reading skill but also focus on two communicative skills- listening and speaking I have got the following detail result through listening tests: Class Before applying innovative listening techniques (According to the figures at the beginning of the school- year 2021 – 2022) After applying innovative listening techniques (According to the figures at the end of the school- year 2021 – 2022) % Excellent 12a5 0% 12a6 0% % Excellent 7% 7% % Good 5% 8% % Fair 25% 27% % Poor 70% 65% % Good 25% 30% % Fair 40% 40% % Poor 28% 23% 16 skkn Skkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skill Skkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skill PART III CONCLUSION AND SUGGESTION I CONCLUSION Many people think that learning and teaching English are easy work for students and teachers at High School In fact, how to raise students’ awareness of listening speaking as skills that require active engagements and to help them develop both the ability and the confidence to handle communicative situations they may encounter beyond the classroom? This is a difficult question for language teachers to answer Teachers of English always think of modernizing the teaching method and students have to create and develop communicating skills Using innovative techniques in teaching listening is extremely necessary, which help students to be active, creative and enthusiastic in language classes III SUGGESTION It is very necessary to finance more material facilities, tools of teaching aids for English teaching and learning Thanh Hoa, the tenth of July, 2022 I ensure that this is my own work The writer: Nguyen Thi Thuy The Headmaster’s identification: 17 skkn Skkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skill Skkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skill INDEX CONTENT PART I: INTRODUCTION I Reasons for choosing the research II Aims of the research III Scopes of the research IV Objective of the research V Researching methods PART II: DEVELOPMENT I Real situations II Solutions and organizations of implementing Apply innovative techniques to teach listening skill Implementing the process of each listening lesson Apply the above techniques to teach a specific listening lesson III Result PART III: CONCLUSION AND SUGGESTION Index Inference material PAGE 1-2 1-2 3 3 4 4-18 4- 7-8 8-16 17 18 19 20 18 skkn Skkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skill Skkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skill