A study on the teachers' application of task-based method and the 10th form students' use of learning strategies in their listening lessons at Tran Phu High Sch

Vietnam national university, Hanoi College of foreign languages Department of Post-graduate Studies - đặng Thị Thu Thuû A STUDY ON THE TEACHERS’ APPLICATION OF TASK-BASED METHOD AND THE 10TH FORM STUDENTS’ USE OF LEARNING STRATEGIES IN THEIR LISTENING LESSONS AT TRAN PHU HIGH SCHOOL IN VINH PHUC NghiÊn cứu việc áp dụng ph-ơng pháp dạy học giao nhiệm vụ giáo viên việc sử dơng c¸c thđ tht cđa häc sinh líp 10 học nghe tr-ờng T.H.P.T trần phú - vÜnh M.A MINOR THESIS FIELD: English Methodology CODE: 601410 Hanoi, December 2008 Vietnam national university, Hanoi College of foreign languages Department of Post-graduate Studies  - đặng Thị Thu Thuỷ A STUDY ON THE TEACHERS APPLICATION OF TASK-BASED METHOD AND THE 10TH FORM STUDENTS’ USE OF LEARNING STRATEGIES IN THEIR LISTENING LESSONS AT TRAN PHU HIGH SCHOOL IN VINH PHUC Nghi£n cøu vỊ viƯc ¸p dơng ph-ơng pháp dạy học giao nhiệm vụ giáo viên việc sử dụng thủ thuật học sinh lớp 10 học nghe tr-ờng T.H.P.T trÇn phó - vÜnh M.A MINOR THESIS FIELD: English Methodology CODE: 601410 SUPERVISOR: Dr đỗ Tuấn Minh Hanoi, December 2008 vi TABLE OF CONTENTS DECLARATION i ACKNOWLEDGMENTS ii ABSTRACT iii LIST OF ABBREVIATIONS iv LIST OF TABLES AND CHARTS v TABLE OF CONTENTS vi CHAPTER I: INTRODUCTION I Rationale II Aims and research questions of the study II Scopes of the study IV Methods of the study V Design of the study CHAPTER II : THEORETICAL BACKGROUND I Innovations in language teaching method I.1 Language teaching methods focusing on developing grammatical competence I.2 Language teaching methods focusing on developing communicative competence I.3 Task-based Method – the strong version of CLT II Innovations in syllabus design 10 11 II.1 Synthetic syllabus versus analytic syllabus 12 II.2 Tasks in task-based syllabus 15 III Theory in listening 17 III.1 Definition of listening 17 III.2 Classification of listening 18 III.3 Common methods in teaching listening 19 III.4 Three stages in a listening lesson 20 III.5 Foreign language learners’ listening problems 21 III.6 Foreign language learners’ listening comprehension strategies 22 vii CHAPTER III: FINDINGS, DISCUSSIONS AND SOLLUTIONS 25 I Methodology 25 II Data analysis, findings and discussions 27 II.1 The students’ performance in listening lessons 27 II.2 The students’ preparation for listening lessons 28 II.3 The students’ motivation before listening 29 II.4 The student’s learning strategies used in listening lessons and their 30 experiences to listen effectively II.5 The frequency of the teachers’ activities to motivate the students before 32 listening II.6 The pre-listening activities 32 II.7 The frequency of using pair-work and group-work in listening lessons 33 II.8 The teachers’ treatment with listening tasks 34 II.9 The combination of reading, speaking, and writing skills in listening lessons 35 III Some possible solutions 36 III.1 More effective warm-up activities 36 III.2 Facilitating the students with the language inputs before listening 37 III.3 More meaningful listening tasks 37 III.4 Using more pair-work and group-work in listening lessons 38 III.5 Using more reading, speaking and writing skills in listening lessons 38 III.6 The students’ better preparation before listening 39 III.7 The students’ better learning strategies in listening lessons 39 CHAPTER V: CONCLUSION REFERENCES 41 I Survey questionnaire (for students) III APPENDIX II Survey questionnaire (for teachers) V APPENDIX I APPENDIX III The tape-scripts of listening texts APPENDIX IV Different kinds of tasks in listening lessons APPENDIX V Class observations VII XVIII XX iv LIST OF ABBREVIATIONS CLT : Communicative Language Teaching L1: First language P-P-P: Presentation-Practice-Production L2: Second language SLA: Second Language Acquisition TBM: Task-Based Method TPHS: Tran Phu High School v LIST OF TABLES AND CHARTS TABLES Table 1: The students’ performance in listening lessons Table 2: The students’ preparation for listening lessons Table 3: The students’ learning strategies used in listening lessons Table 4: The pre-listening activities CHARTS Chart 1: The students’ motivation before listening Chart 2: The students’ learning experiences to listen effectively Chart 3: The frequency of teachers’ activities to motivate the students before listening Chart 4: The frequency of using pair-work and group-work in listening lessons Chart 5: The teachers’ treatment with listening tasks Chart 6: The combination of reading, speaking and writing skills in listening lessons CHAPTER I: INTRODUCTION I RATIONALE Together with the development of international relationships between Vietnam and other countries in the world, the need to learn English in our country is sharply increasing English has become a compulsory subject in every Vietnamese school and university However, the fact in Vietnam shows that there is now not only an urgent lack of the number of people speaking English fluently somewhere but also an impressive demand for the quality of English teaching and learning in the whole Vietnamese education system In order to solve these problems, we have no alternation but to apply innovations to the process of teaching and learning English in our country Theoretically, the innovations in second language (L2) teaching and learning over the time have always based on the findings that come from Second Language Acquisition (SLA) Research Moreover, they can take place in two parallel directions: changing in teaching method as well as in syllabus design The theories also state that there must be a mutual relationship between innovations in these two directions They must be relevant to each other to contribute to the success of language teaching and learning In the late twentieth century, we have witnessed the successful application of TBM in Communicative Language Teaching (CLT) in many places all over world In Vietnam, TBM has gradually replaced traditional teaching methods Together with the new textbook series, it has resulted in outstanding outcomes in teaching and learning English, especially in improving speaking and listening skills However, we must confess that these outcomes are quite different when we observe various English classes in Vietnam Being an English teacher at high school, I myself have seen not only the success of the new method and the new textbook series but also the difficulties and sometimes failures when applying them One of these failures that attracts my most attention is my students‟ bad performance in listening lessons This explains why I choose to carry out a study on the use of the new method in teaching listening for my students in this thesis, which is hopefully designed to help my students to overcome the problems II AIMS AND RESEARCH QUESTIONS OF THE STUDY The study firstly aims to draw out the mutual relationship between the new method and the new textbook which ensures the success of our lessons In addition, the thesis is designed to investigate the teachers‟ application of TBM and the 10th form students‟ use of learning strategies in their listening lessons at TPHS in Vinh Phuc Next, a comparison is made to test whether the application of the new method here is relevant to the new textbook Last but far from least, the study is concluded with some solutions, which help these students improve their listening skill In order to implement the study, two research questions are raised: (1) Whether the teachers‟ application of TBM and the 10th form students‟ use of learning strategies are effective in their listening lessons at TPHS in Vinh Phuc? and (2) Is there a close relevance between the teaching methods used to teach listening for these students and the textbook? III SCOPES OF THE STUDY Due to the time limit as well as the lack of knowledge on the part of the writer , it is impossible to cover all aspects of teaching listening in this thesis Therefore, my study will only discuss the effect of using TBM in teaching listening, which is considered one the most important factors contributing to the success of each lesson IV METHODS OF THE STUDY It is obvious that the thesis would not be in this form without qualitative method used during the writing process First of all, the data were collected from two survey questionnaires, informal interviews with the teachers and classroom observations The data, then, required systematical classification to put them into different parts Finally, logical contrastive analysis was of great help V DESIGN OF THE STUDY While this thesis generally presents the topic: “A Study on the Effect of Using TBM in Teaching Listening for 10th Form Students at TPHS in Vinh Phuc”, each of the chapters carries out its own task far different from that of the others The first chapter states rationales for, aims, scope, method and organization of the study The theoretical background in the chapter II covers issues most relevant to the topic The next one focuses on analyzing figures and giving out some findings We also find in this chapter some solutions to solve the given problems Finally, the forth chapter concludes the study CHAPTER II: THEORETICAL BACKGROUND Before studying the teachers‟ application of TBM and the 10th form students‟ use of learning strategies in their listening lessons at TPHS in Vinh Phuc, we should now have an overview of changes in language teaching and learning through out the history with two directions: innovations in language teaching methods and innovations in syllabus design I INNOVATIONS IN LANGUAGE TEACHING METHOD It is necessary now to distinguish these three confusing concepts: approach, method and technique A scheme was proposed by Edward Anthony (1963, pp.63-67) In his view point, approach is at the top, method is in the middle and technique is at the bottom of a vertically hierarchical line Approach determines method, then method determines technique Here three concepts is distinguished clearly However, the limited point of this distinction is that the hierarchical line only goes downward The determination is only in one direction, there is no interaction between these three concepts Richards and Rodgers (1986, pp.18-20) make this distinction quite clear In their point of view, approaches are views of the nature of language or language teaching An approach is axiomatic Whereas method is an overall plan for the orderly presentation of language material A method is procedural No part of a method contradicts and all of the method is based upon a selected approach And lastly, techniques are the actual activities the teachers in the classroom In the expression „innovations in language teaching methods‟, the term „method‟ is used with a broad meaning so that it takes over other terms Looking at the flowered development of SLA Research and the history of language teaching methods in the past few decades, we can find that there is a close relationship between researches in SLA and the changes in language teaching methods, that is, the latter has reflected recognition of changes both in the kind of proficiency learners need and in theory of the nature of language and language learning, resulted from the former Based on the proficiency learners need, we can classify language teaching methods through out the history into two groups The first group helps to develop grammatical competence and the second one communicative competence VIII APPENDIX III THE TAPESCRIPTS OF LISTENING TEXTS UNIT 1: A DAY IN THE LIFE OF Hello everyone, my name is Lam I'm a cyclo driver in Ho Chi Minh City I usually have a busy working day I get up at five thirty in the morning I start work at six My first passenger is usually an old man I take him from District to District After I drop him at an café near Ho Chi Minh City College of Education, I pedal to Thai Binh Market My next passenger is a lady who does shopping there every two days I help her put all her purchases into the cyclo and then take her to her shop in Tran Hung Dao Street At about ten thirty I ride off toward Nguyen Thi Minh Khai School There I park my cyclo, chat with some of my fellows and wait for my third passengers They are two school pupils, a girl and a boy I take them home At twelve I have lunch at a food stall near Ben Thanh Market After lunch, I park my cyclo under a tree, take a short rest and then continue my afternoon's work UNIT 2: SCHOOL TALKS Conversation 1: A: So, what are you taking this semester, Lan? B: Well, I'm taking English A: Me too Whose class are you in? B: Miss Lan Phuong's A: How you like the class? B: I really enjoy it Conversation A: Are you enjoying yourself, Nam? B: Yes, I am A: Would you like me to get you something to drink? B: Not right now, thanks Conversation A: Son, how you like the weather in Nha Trang? B: Oh, it's great A: So, when did you get here? B: I arrived yesterday IX A: How long are you going to stay? B: For a week A: Do you want to go for a swim? B: Sure Conversation A: Hoa How you like it here? B: It's very nice The hotel is big and my room is comfortable A: Are you travelling with your friends? B: No I'm travelling alone A: Would you like to go somewhere for a drink? B: It's great UNIT 3: PEOPLE'S BACKGROUND BOB: Congratulations! You are now the Olympic champion SALLY: Thanks Yes, I'm very happy BOB: Our readers want to know all about you SALLY: That's nice! Well, ask me your questions BOB: First of all, tell me something about yourself SALLY: Well I was born in 1980 I got a general education at local schools and when I was 15, I joined the Star Sports Club near my home BOB: Where is your home? SALLY: In Manchester BOB: I see And you live alone SALLY: No I live with my family, my parents and two brothers BOB: What you like to in your free time? SALLY: Well, I don't have much free time, but I like different sports - basketball and swimming, for example - and just sitting at home and reading BOB: What sort of books you like? SALLY: Oh, love stories - romantic books BOB: And what you want to be in the future? SALLY: I want to be a sports teacher I'm a students at college I want to get my teacher's diploma BOB: I see Now tell me X TEST YOURSELF A Martin Luther King was born on 15th January 1929 in Atlanta, George In 1951, he went to Boston University, where he studied for four years In 1952, he met Coretta Scott, and as soon as he saw her, he fell in love They got married in 1953, and they had four children In 1954, the Kings left Boston, and Martin became a minister at a Baptist Church in Montgomery, Alabama Then he started working for the black freedom movement Thousands of people walked to Washington to hear his famous speech at the Lincoln Memorial in 1963, and he won the Nobel Peace Prize in 1964 He died on 4th April 1968 in Memphis, Tennessee, from a gunshot wound UNIT 4: SPECIAL EDUCATION If you ask any member of the Vang Trang Khuyet Club which time of day they enjoy most, and they will all agree: their photography lesson The Vang Trang Khuyet Club's members come from the Nhan Chinh School for Deaf Children, Xa Dan Secondary School for Deaf and Mute Children, and the Hanoi Literature and Art Club for Mentally Retarded Children "Whenever we hold a camera, wandering around and taking in our surroundings through a lens, we can forget the sorrow of our disabilities," says club member Nguyen Minh Tam The six-month-old photography club, which comprises 19 deaf, mute or mentally retarded children, is now having its first exhibition in Hanoi More than 50 colour photos are on display at the exhibition room featuring the beauty of daily life seen through the eyes of these disabled children The subjects are simple and peaceful; old men reading books on the sides of Hoan Kiem Lake, labourers hard at work or chickens looking for food The children's passion for taking pictures has stimulated them and helped them escape their sorrow UNIT 5: TECHNOLOGY AND YOU Well, I wasn't worried when my son bought a computer After all lots of children have parents who don't understand computers But when my secretary asked me for a computer in the office, I really became worried So I decided to take some lessons in computing and my son became my teacher He was very helpful He invited me to sit down in front of the computer screen I did not know what it was called When I asked him what XI it was, he said that it was a VDU I still didn't understand at all After a few lessons I began to feel tired I made an excuse, saying that I had a headache I suggested we should leave the lesson for another day Since then I haven't said anything about the computer to my son and my secretary UNIT 6: AN EXCURSION The weekend picnic I enjoyed most was just a few weeks ago My class decided to pay a visit to the Botanical Garden It was a glorious Sunday We met at the school gate on time and travelled to the Botanical Garden by bus It was a long way to our destination and we sang merrily all the way The Botanical Garden was a very beautiful place We made a short tour around the garden and took some pictures of the whole class Then we played a lot of games on a spacious piece of grassland One of the boys brought a long his guitar and we sang our favourite songs We laughed, talked and danced, too After a delicious meal with various kinds of food that we brought, we all took a rest Some of us slept very soundly because it was so peaceful and quiet there In the afternoon, we went on playing some more games Then we packed up the left-over and returned home We all felt happy TEST YOURSELF B We start our journey in Reading This town lies about 50 miles to the west of London in the county of Berkshire It is a medium-sized town of about 120,000 inhabitants In times gone by Reading was just a market town best known for its Huntley and Palmers biscuit factory Now it is at the heart of the computer industry in the UK and is expanding rapidly Computer companies everywhere It's not a very pretty town, but one which says a lot about England Oxford is most definitely prettier It is located in central England It has a population of about 90,000 of which a large number work in or for the university This is obviously what the city is famous for, but in terms of getting to know the country, what is really of interest is the British Leyland car factory at Cowley This is huge, employing about 20,000 people, yet, because of the university, it is usually forgotten Spend a day looking around the works, seeing how they make the cars Fascinating Or stroll up Cowley Road and watch the world walk with you UNIT 7: THE MASS MEDIA The time is o'clock and here is the news summary XII Heavy rain during the night has caused floods all over the country today Many people have left their homes because rivers have risen Some roads in the north-west are under two metres of water The rain has stopped at the moment, but it's still cloudy and there's a strong wind Because of the bad weather, people can't go out to work A ninety-year-old woman has climbed Mount Whitney in California for the twentythird time At 4,418 metres, Mount Whitney is the highest mountain in California The woman says the view from the top is wonderful, so she tries to climb it often She also says that the mountain has kept her young and healthy In spite of her old age, the woman tries to climb the mountain very often UNIT 8: THE STORY OF MY VILLAGE Popffero used to be a small quiet town on the south coast of England But it has become a crowded and busy tourist resort now They've completely destroyed its old atmosphere The small old houses have been pulled down, and tall buildings have been put there instead They've also built a big hotel in the middle of the town The narrow streets have been widened and resurfaced, so the big trees on the two sides of the streets have been cut down The large area of grass land in the suburbs of the town has been turned into an ugly car park Even the old corner shop isn't there any more It has been replaced by a big department store And there is an expensive restaurant where there used to be an old tea shop Many people in Popffero are happy with the changes as there are more jobs for them But some people don't like the changes, they miss the quiet and peaceful life of the old town TEST YOUR SELF C I live in a small village called Henfield - there are about 500 people here I love it because it's quite and life is slow and easy You never have to queue in shops or banks The village is clean - people look after it and don't throw their rubbish in the streets The air is also clean because there's not much heavy traffic It's much more friendly here than in the city Everyone know everyone and if someone has a problem, there are always people who can help There aren't many things I don't like about Henfield One thing is that there's not much to in the evening - we haven't got any cinemas or theatres Another problem is that people always talk about each other and everyone knows what everyone else is doing But I still prefer village life to life in a big city XIII UNIT 9: UNDERSEA WORLD Whales are mammals that live their entire lives in the water Some whales are huge The blue whale, for example, grows to 30 metres in length and over 200 tons in weight It is the largest animal that has ever lived on earth Whales may also be the most intelligent animals in the ocean Whales like to feed in the cold oceans where there is a lot of krill - their favourite food Cold waters in the North and South Atlantic Ocean and the North and South Pacific are good feeding grounds for whales Some whales are known to migrate into warm waters to bear their calves Whale populations decrease quickly due to heavy hunting pressure Conservation groups have asked the International Whaling Commission to stop most whaling However, Native American hunters, such as the Eskimos, are still allowed to hunt a limited number of whales to feed their communities If no effective measures were taken to protect whales, these wonderful animals would disappear forever UNIT 10: CONSERVATION Have you ever seen a forest destroyed by fire? A great forest fire is an awful thing to see Once a fire has started, it spreads quickly Foresters say that late summer is the season when fire is the greatest danger to woods and forests They are very dry then Sometimes when the danger of fire is very great, foresters will not allow anyone to go into the forests If people leave a campfire burning near a heap of leaves, this often causes a forest fire Campers must always remember to put out their campfires and cover the place with earth It is the duty of every camper to take the greatest care not to start a forest fire Anyone careless enough to start a forest fire has done something, which makes life more difficult for all of us Every fire destroys valuable wood, wildlife, and good soil Everyone of us must know how important it is to care for our great forests and save them from fire UNIT 11: NATIONAL PARKS Cuc Phuong, the first national park in Vietnam, was officially opened in 1960 It is located 160 km south west of Hanoi spanning Ninh Binh, Hoa Binh and Thanh Hoa provinces The 200 square kilometres park attracts tourists and scientists alike In 2002, nearly 100,000 visitors made their way to Cuc Phuong many come to see the work being XIV done to protect endangered species According to scientists, there are about 2,000 different species of flora and 450 species of fauna Cuc Phuong National Park has many caves Quen Voi, also part of the park, is where Nguyen Hue's army was stationed before it made its surprise attack on Thang Long and defeated Qing invaders in the spring of 1789 Cuc Phuong is also home to the Muong ethnic minority, who live mainly on bee keeping and farming TEST YOURSELF D A national park is a large piece of land In the park, animals are free to come and go Trees and plants grow everywhere People go to a national park to enjoy nature Many people stay in campgrounds in national parks They sleep in tents and cook their food over campfires They also walk on trails or paths in the park Yellowstone is the world's oldest national park It became a national park in 1872 It is also the world's largest park Yellowstone is famous for its geysers These holes in the ground shoot hot water into the air There are about seventy geysers in the park The most famous is Old Faithful About every hour Old Faithful shoots hot water hundreds of feet into the air Two-and-a-half million people visit this beautiful park every year Visitors are not allowed to pick the flowers They must not feed or hunt the animals, either UNIT 12: MUSIC Lan Huong: Hello, I'm Lan Huong Our programme is "My Favourite Musician" Now, our guest tonight is Quang Hung, a well-known actor Welcome to the programme, Quang Hung Quang Hung: Thanks, Lan Huong Lan Huong: Now Quang Hung, can you tell us about the Vietnamese musician you like best, please? Quang Hung: Sure Recently, there have been quite a new good musicians Their songs are very popular and easy to listen to Lan Huong: Do you like them? Quang Hung: Well, I like some of them But I think the best Vietnamese musician of all time is Van Cao He's really my favourite musician XV Lan Huong: Van Cao, the author of Tien Quan Ca? Well, can you tell us why you like him? Quang Hung: He's a great musician Just listen to Tien Quan Ca Whenever I hear it, I want to stand up and sing out as loud as possible It's hard and solemn And I always feel great, and proud of my country when I hear it Lan Huong: That's true It's very rousing Do you know when he wrote it? Quang Hung: In 1944 Lan Huong: Do you like any other songs by Van Cao? Quang Hung: Oh, yes, lots of them Especially the songs about rural life in Vietnam They are sweet and gentle, and very lyrical Lan Huong: Well, let me see if we can play one of the songs for you UNIT 13: FILMS AND CINEMA LAN: Hi, Huong, Titanic is on at Thang Tam Cinema next week Can you go with me on Wednesday? HUONG: Wednesday? Sorry Lan I have lots of work to during the day and I'm going to the singing club at night Can we go on Thursday, instead? LAN: I don't think so I'm going to visit my grandparents on Thursday HUONG: Well, what about Monday? I suppose you are free on Monday LAN: No, sorry I'm going to see a play with Tuyet on Monday What about Friday HUONG: Sorry Lan Friday is not a good time for me I'm taking Chinese classes on Fridays How does your weekend look like, Lang? LAN: Um , I'm busy on Saturday But I'm free the whole day Sunday HUONG: I'm going on a picnic to Hoa Lu with some of my friends on Sunday I'll be back late at night LAN: Well, I guess that we just leave Uh, wait a second, what day are we both free, Huong? UNIT 14: THE WORLD CUP Pelé is considered one of the greatest football players of all time He was born in 1940 in Brazil As a football player, Pelé was famous for his powerful kicking and controlling the ball He joined a Brazilian football club in 1956, and in 1962 he led the team to its first world cup championship Pelé became the only player to participate in three World Cups in 1958, 1962 and 1970 By 1974, Pelé had scored 1,200 goals and XVI became a Brazilian national hero He played for an American football club for two years before he retired in 1977 Later Pelé became an international ambassador for the sport, working to promote peace and understanding through friendly sport activities TEST YOURSELF E This is a recorded announcement for the week beginning Monday October 22 Studio One: Voyage to Jupiter - doors open at p.m., programme begins 2:30, last complete performance at 8:45 All seats bookable, adults $ , children, students and senior citizens $ 1.50 Studio Two: showing all this week and next The Marvelous Mountain, doors open 1:30, programme begins at two o'clock Ticket prices are reduced this week only Studio Three: starting today the long-awaited epic Master Dragon One showing daily at 7:30 No advance booking but patrons are advised to queue early Doors open : p.m For further details and booking office phone 0342 5791 any time between 10 a.m and p.m., that's 03425791 UNIT 15: CITIES The Statue of Liberty, one of America's most familiar images, is on an island in New York Harbour It is a symbol of freedom Its formal name is Liberty Enlightening the World It was a gift to American people from the French to show the friendship between the two nations This is the statue of a woman who is wearing a loose robe and a crown on her head Her right hand holds a burning torch, and her left hand holds a tablet with the date July 4, 1776 on it The statue weighs 205 tons and is 46 m high It stands on a stone and concrete base The base and pedestal increase the height of the monument to 93 m The outside is made of copper Inside, it has an iron frame The statue was completed in 1884 in France, and then transported to American in 1886 Tourists can visit the statue from 9.30 a.m to p.m daily except Christmas Day UNIT 16: HISTORICAL PLACES The ancient town of Hoi An lies on the Thu Bon River, 30 km south of Da Nang It was formally a major trading centre in Southeast Asia between the 16th and the 17th centuries Hoi An was also an important port for Dutch, Portuguese, Italian, Chinese, Japanese and other merchant vessels from the Far East XVII Hoi An is famous for its old temples, pagodas, small tile-roofed houses and narrow streets All the houses were made of wood and their pillars were carved with ornamental designs One of the main attractions of Hoi An is the Japanese Covered Bridge, which was built in the 16th century and is still well-preserved All visitors to Hoi An are recommended a visit to the Assembly Hall of Cantonese Chinese Congregation This house was built in 1855 and still keeps many precious objects that belonged to the Chinese community of Hoi An Another attractive address to tourists is Tan Ky House, which was constructed nearly tow centuries ago as a house for a Vietnamese merchant The house now looks almost exactly as it did in the early 19th century TEST YOURSELF F Well, I think that living in Bangkok is very exciting I haven't lived here all my life My family came here when I was three But now it is my home Nearly all my friends live here It's our capital city, and very big From morning till night there are crowds of people on the main streets Some parts of the city are very noisy I have a long journey to school every day, but I don't mind because it's so interesting There's always something happening in the streets There are all kinds of people selling things - fruits, flowers, cooked food, clothes - everything you could imagine I really enjoy the excitement of the crowded streets and large modern buildings I love walking around the streets at the weekend with some other boys from my class XVIII APPENDIX IV DIFFERENT KINDS OF TASKS IN LISTENING LESSONS OF THE TEXT BOOK ''TIẾNG ANH 10'': I PRE-LISTENING (BEFORE YOU LISTEN) Ask and answer the questions: Unit 1, Unit 3, Unit 6, Unit 7, Unit 9, Unit 11 Matching Unit gap-filling Unit 4 Describing pictures Unit 8, Unit 15, Unit 16 Tick in appropriate information Unit 5, Unit 13 Free talks about the topic Unit 10, Unit 12, Unit 14 II WHILE-LISTENING (WHILE YOU LISTEN) Matching: Task 1: Unit 2 Numbering Task 1: Unit 1, Unit 6, Unit 10 Tick in appropriate information Task unit Task2 unit 10 True/false Task 1: Unit 3, Unit 4, Unit 5, Unit 8, Unit 9, Unit 12 Task 2: Unit 1, Unit 10 Multiple-choice questions Task 1: Unit 15, Unit 16 Gap-filling: Task 1: Unit 11, Unit 14 Task 2: Unit 3, Unit 4, Unit 5, Unit 6, Unit 7, Unit 8, Unit 13, Unit 15 XIX Task 3: Unit Answer the questions Task 1: Unit 13 Task 2: Unit 2, Unit 9, Unit 11, Unit 12, Unit 14, Unit 16 Task 3: Unit 6, Unit III POST-LISTENING (AFTER YOU LISTEN) Ask and answer the questions Unit 1, Unit Discussing Unit 6, Unit 8, Unit 12 Sharing ideas Unit Retell the listening text Unit 4, Unit 5, Unit 7, Unit 9, Unit 10, Unit 11, Unit 13, Unit 14, Unit 16 XX APPENDIX V CLASSROOM OBSERVATIONS First classroom observation Class: 10I Date: September, 13th 2008 Unit 1: A day in the life of Procedure Warm up (2 minutes) T’s activities - T asks pairs of the Ss to ask and answer some questions about their daily routine (The activity does not involve all the students) Pre-listening (10 minutes) - T asks Ss to work in pairs , ask and answer the questions in the textbook (No more instruction) - T calls pairs of the Ss to present and gives some feedbacks - T instructs Ss to pronounce new words and explore their meanings (No more words than those printed in the textbook ) - T instructs Ss to study the pictures in task and guess the answers - T plays the tape twice then asks Ss to put the pictures in order - T corrects the answers and asks one S to write it on the board Whilelistening (25 minutes) Task Ss’ activities - pairs of the Ss take turns to ask and answer S1: What time you usually get up? S2: at 30 What about you? … - Ss take turns to ask and answer - pairs of the Ss presents (Ss not perform well) (Ss are very excited guessing the answers) - Ss work individually, give the answer (Most Ss can finish the task) - Ss have different answers Task Post-listening minutes - T instructs Ss to study statements in task and guess what is true or false - T plays the tape again, then asks some Ss to check their answer - T writes the answer on the board ( T does not ask for the reason why Ss choose the answer ) - T asks Ss to talk about what they hear from the tape based on task and task - Ss work individually, some of them give the answer (No communicative activities between Ss) - Ss read out the information in task (Not speaking skill but reading skill) XXI Second classroom observation Class: 10A Date: September, 25th 2008 Unit 2: School Talks Procedure Warm up Pre-listening (8 minutes) Whilelistening (30 minutes) Task Task Post-listening minutes T’s activities No warm- up activities - T instructs Ss to study the questions in column A and the answers in column B - T asks Ss to the matching task - T asks pairs of the Ss to present (No pre-teaching new words) - T instructs Ss to study the pictures in task - T plays the tape once then asks Ss to put the pictures in order - T plays the tape again and asks Ss to check their answer - T corrects the answer and asks one S to write it on the board - T instructs Ss to study the questions in task and guess the answers - T plays the tape again, then asks some Ss to check their answer T corrects the answers and asks some Ss to write them on the board - T gives some suggestion and asks Ss to talk about their problems at school Ss’ activities - Ss work in pairs to the matching task then take turns to ask and answer (The atmosphere is not exciting) - Ss work individually, give the answer (Most of the Ss can finish the task) (Guessing is not an easy task for the Ss) - Ss work individually, some of them give the answer (No communicative activities between Ss) - Ss work in groups (Not effective group-work – Only one group can present their result) XXII Third classroom observation Class: 10N Date: October, 24th 2008 Unit 4: Special Education Procedure Warm up Pre-listening (10 minutes) Whilelistening (30 minutes) Task Task Post-listening minutes T’s activities No warm- up activities - T instructs Ss to study the given words in the box and the passage (No instruction about the parts of speech of these words) - T asks Ss to the gap-filling task - T asks some Ss to give the answer and one S to write it on the board - T instructs Ss to pronounce new words and explore their meanings (No more words than those printed in the textbook ) - T instructs Ss to study the statements in task and guess what is true or false - T plays the tape sentence by sentence, then asks some Ss to give the answer ( T does not play the whole listening text) - T asks why Ss choose that answer and asks them to correct false statements - T instructs Ss to study the gaps and the passage and asks Ss to guess the answers - T plays the tape again, then asks some Ss to fill in the gap T corrects the answers and asks some Ss to write them on the board T asks Ss to talk about what they hear from the tape based on task and task Ss’ activities - Ss work individually to the gap-filling task (Not many students are involved in the task) - Ss work individually, some of them give the answer - Ss give the reason for their choice and correct false statements (There is interaction between different students with the teacher) (Ss not succeed in guessing the answer) - Ss work individually to fill in the gaps (Only some students can finish this task.) - Ss work in groups (Ss look at the textbook during their presentations) ... grammatical system of the language and bore no relation to the language of real communication From the description of Grammar-Translation syllabus as well as the characteristics of Grammar-Translation... questions are raised: (1) Whether the teachers‟ application of TBM and the 10th form students‟ use of learning strategies are effective in their listening lessons at TPHS in Vinh Phuc? and (2) Is there... and teacher Conversely, the information is transferred in only one direction in nonreciprocal listening and no meaning negotiation takes place Meaning negotiation plays an important part in listening