skkn tiếng anh 11 SOME METHODS USED TO PRACTICE LISTENING SKILLS IN ENGLISH 11 FOR THE LOW LEVEL STUDENTS

GIA LAI DEPARTMENT OF EDUCATION AND TRAINING LÊ HỒNG PHONG HIGH SCHOOL LITERATURE- ENGLISH GROUP TOPIC SOME METHODS USED TO PRACTICE LISTENING SKILLS IN ENGLISH 11 FOR THE LOW LEVEL STUDENTS AUTHOR: TRẦN THỊ HỒNG THẮM POSITION: TEACHER OF ENGLISH A INTRODUCTION I Background to the study and statement of the problem Listening is the ability to accurately receive and interpret messages in the communication process It is key to all effective communication, without the ability to listen effectively messages are easily misunderstood The teaching of listening in Vietnam is experiencing a change from simply providing practice opportunities to how to teach skills Yet in most listening classes, the traditional pattern of listening to the text, doing the exercises, and checking the answers are still quite common Taking this kind of lesson is like taking a test that focuses on the learners’ memory rather than on the process of listening In such a test-like situation, not only the students’ level of anxiety is high but also the input is limited Instead of being motivated, most of the time the learners suffer frustration How to help students overcome the above problems has been a major concern and a challenge to teachers I have learnt to think of it from my students’ viewpoint as well as from a teacher’s perspective, and as a result I have tried to explore the importance of listening activities, reckon some methods to practice listening skills and suggest some while-listening activities as a solution to such problems II Aim and limitations - Find out some types of listening tasks used to teach Listening skills, especially tasks used in While you listen activities - Apply some additional and adapting listening tasks which can help low level students improve their Listening skills within English 11 III Research method During the research time, summarizing teaching experience, I made full use of the following methods: - Observation: The teaching periods of listening skills are observed carefully - Reference analysis: Some reference documents about teaching listening are read carefully to design effective listening tasks - Experimental teaching: The author teaches Listening in class 11B5 and uses some new listening tasks B CONTENT I Principles of teaching and learning Listening skills 1.1 Focus more on the Listening Process rather than the result Listening is often considered a passive skill but in fact it has active features as students have to a lot of things to process and understand the information First, students must listen what is spoken, then they have to understand the content by relating what is spoken to what they have already known In fact, if students don’t know anything about the matter spoken, their listening will be very difficult Otherwise, the evaluating the ability of students’ listening is very difficult because teachers only base on the results of doing textbook exercises Therefore, besides listening exercises in textbook, teachers have to design additional listening tasks to evaluate the students’ listening levels 1.2 Integrating Metacognitive Strategies Before listening: Plan for the listening task  Set a purpose or decide in advance what to listen for  Decide if more linguistic or background knowledge is needed  Determine whether to enter the text from the top down (attend to the overall meaning) or from the bottom up (focus on the words and phrases) During and after listening: Monitor comprehension  Verify predictions and check for inaccurate guesses  Decide what is and is not important to understand  Listen/view again to check comprehension  Ask for help After listening: Evaluate comprehension and strategy use  Evaluate comprehension in a particular task or area  Evaluate overall progress in listening and in particular types of listening tasks  Decide if the strategies used were appropriate for the purpose and for the task  Modify strategies if necessary 1.3 Use pre-listening activities to prepare students for what they are going to hear or view The activities chosen during pre-listening may serve as preparation for listening in several ways During pre-listening the teacher may  assess students' background knowledge of the topic and linguistic content of the text  provide students with the background knowledge necessary for their comprehension of the listening passage or activate the existing knowledge that the students possess  clarify any cultural information which may be necessary to comprehend the passage  make students aware of the type of text they will be listening to, the role they will play, and the purpose(s) for which they will be listening  provide opportunities for group or collaborative work and for background reading or class discussion activities Match while-listening activities to the instructional goal, the listening purpose, and students' proficiency level While-listening activities relate directly to the text, and students them during or immediately after the time they are listening Keep these points in mind when planning while-listening activities: If students are to complete a written task during or immediately after listening, allow them to read through it before listening Keep writing to a minimum during listening Having to write while listening may distract students from this primary goal If a written response is to be given after listening, the task can be more demanding Organize activities so that they guide listeners through the text Combine global activities such as getting the main idea, topic, and setting with selective listening activities that focus on details of content and form Use predicting to encourage students to monitor their comprehension as they listen Do a predicting activity before listening, and remind students to review what they are hearing to see if it makes sense in the context of their prior knowledge and what they already know of the topic or events of the passage Give immediate feedback whenever possible Encourage students to examine how or why their responses were incorrect II Practical basis: 2.1 Types of listening tasks from textbook: * Listen to the monologue or dialogue to decide on True or False statements, take notes, fill in the gaps, answer comprehension questions, choose the best answers and summarize main ideas *Textbook’s drawbacks: some of the exercises given are difficult for many low level students 2.2 Students’ problems in learning Listening skills: a They are trying to understand every word b They get left behind trying to work out what a previous word meant c They just don't know the most important words d They don't recognise the words that they know III Stages and activities of teaching and learning Listening skills 1.Pre- listening activities 3.1.1 Using pictures, real objects and make questions related to knowledge and experience from the students about the coming content  looking at pictures, maps, diagrams, or graphs  doing guided practice 3.1.2 Introducing important language input( new words, structures) related to the content of the listening lesson  reviewing vocabulary or grammatical structures 3.1.3 Introducing the situation / context of the listening lesson: who, what, where, when, why, how  reading something relevant  going over the directions or instructions for the activity 3.1.4 Listening for main idea  predicting the content of the listening text 3.2 While- listening activities  checking prediction  filling in graphs and charts  checking off items in a list  listening for the gist  searching for specific clues to meaning  completing cloze (fill-in) exercises 3.3 Post-listening activities  Representing the main content of the listening text  Role play  Writing a short passage about the listening text  Doing grammar exercises about the text  Practicing pronunciation and intonation about the language in the text IV Suggested listening tasks adapted from Tieng Anh 11 text book, Listening section: Before learning Listening parts, students are somewhat familiar with the topics because they have learnt Reading and Speaking, some interesting activities in Prelistening, While- Listening and Post- Listening have been used to make the students pay more attention on the lessons 4.1 Some activities can be used to teach Unit 1- Friendship Matching (applied in Pre- Listening activities) - T divides the class into small groups of 3-4 Sts Then T distributes the following handouts for students to match the English words in A with the V equivalents in B Which group finishes first and has all the correct answers will be the winner A B good-natured a nhanh trí friendly b hào phóng quick-witted c hiếu khách hospitable d hay giúp đỡ patient e khiêm tốn honest f ham học generous g kiên nhẫn helpful h thật modest i thân thiện 10 studious j tốt bụng Suggested answers: j i a c g h b d e 10 f Adapted True/ False statements: Some listening tasks may be adapted so that the students may not use the reference books to prepare for the answers without listening carefully Unit 1( While you listen) Task Listen and decide whether statements are true (T) or False (F) Lan’s family moved to Haiphong in 1985 It took Ha twenty minutes to ride on her motorbike to Do Son Minh and Long have a lot of things in common Minh and Long have been friends since college Task 2: Listen and answer the following questions: How long have they been friends? When was she going on a two-day trip to Do Son? How was Ha? Where did she use to live? Where did they meet? Why did they work together a lot? What did Long like about Minh best? What they like to together? Answer: Task 1: 1F, 2T, 3T, 4T Task 2: 1, for a long time; 2, last year,; 3, friendly, 4, in Nguyen Cong Tru Residential in Hanoi, in college; because Long was there singing and Minh was a guitarist; his great sense of humour, They like to go to plays and movies together 4.2 Some activities can be used to teach Unit 2: Personal Experiences For Pre- Listening, to exploit the pictures page 27 Tieng Anh11, I used the following questions: How many people can you see in the picture?(3 people) Who are they? ( some firemen, a woman(a mother) and her daughter) What is happening to their house? ( A fire) What are the firemen doing? ( They are trying to put out the fire.) What causes the fire? (The gas stove, electricity ) For While- listening tasks, some adapted tasks can be used as follows: Task Listen and answer the following questions What is Christina’s job? When did the fire happen ? Where did the fire start ? What was Christina doing when the fire started ? Who rescued her ? => Answers She is a businesswoman The fire happened 13 years ago The fire started in the kitchen She was sleeping Her mother did Task 2: Listen and fill in the gaps Interviewer: This is Radio In our “(1) Experiences” programme tonight we talk to Christina, a successful businesswoman Hello Christina, welcome to our programme Christina: Hello and thank you! It’s nice being with you tonight Interviewer: Christina, could you tell our audience about the most memorable experience in your life? Christina: Well, my most unforgettable (2) _happened thirteen years ago, when my house burned down Interviewer: Really? How did it happen? Christina The fire started in the kitchen where I forgot to turn off (3) _ Interviewer: What were you doing at that time? Christina: I was sleeping when I was suddenly(4) _ by terrible heat I opened my eyes to find myself surrounded by walls of fire Answers: Unforgettable , experience, the gas stove, woken up For Post- Listening activity, this task is very useful T gives some suggestions by asking some questions: + Why does Christina think family is more important than things? + Where you get love/care from, your family or things? + Can we buy new clothes? + Can you get new parents or brothers or sisters? Suggested answers: + Because she has realized that she needs her family Things can be replaced, but family can’t + From family + Yes, we can + No, we can’t 4.3 Some activities can be used to teach Unit 3: A party in While- listening Task : Listen and choose the best answer( This task is used to replace task 2, page 37) How old was Mai? A.6 B.16 C.60 D.26 Why didn’t she like having her party at a restaurant? A noisy and expensive B quiet and cheap C noisy and inexpensive D quiet and comfortable What did Mai’s mother serve the guests at the beginning of the party? A ice-cream and biscuits B fruits and milk C coffee and cake D soft drinks and biscuits What did all the guests while Mai was cutting the cake? A they danced and sang C they clapped their hands and sang Answer: 1B 2A B they played the Bingo game D they took photos 3D 4C 4.4 Adapted listening task for Test yourself A Task Listen and decide whether statements are true (T) or False (F) They’re known each other for 25 years old They became friends because they lived in the same country They lost contact with each other when one of them moved to Scotland They’ve been living in Brighton since 1995 Task Listen and fill in the missing words to complete the passage Well, I’ve been living here in Brighton since 99 and these days I see James about ………… (1), usually in the park where I walk my dog, or in the pub ………… (2) with another friends that we’ve known for ……… (3) the same length of time We haven’t been doing that for very long but it’s ……… (4) to get all of us together Answers: Task I 1F, 2F, 3T, 4F; task II once a week, for lunch, about, good 4.5 Some activities can be used to teach Unit 4: Volunteer work, whilelistening activities Task 1: Listen and complete the passage with the given words: volunteers, , June, largest, activities, found, informal, 30 street children, 250 children, 1998, Arts Sping School is an school It provides classes to disadvantaged children in HCM City Around live and study at the school and about with special difficulties from District regularly attend classes The Organisation for Education Development co-operated with Sping School to set up English classes in .4 Dance, theatre, singing and folk music classes were 10 set up a year later Children from these classes participate in fundraising perfomances They raise money to continue their English and Performance classes Spring School requires to help organize their fundraising dinner held annually in .7 This is an exciting night in which children perform circus, theatre, dance, and singing at one of the hotels in HCM City They also need foreign volunteers to contact sponsors and help to expand the school Volunteers are required from February until July to help orgnise these events It is hoped that more schools like Sping School will soon be .10 in other cities in VN Answer: 1- informal, - 30 street children, 3- 250 children, – 1998, 5- Arts 6-volunteers, 7- June, 8- largest, 9-activities, 10- found Task 2: listen carefully and choose the best answer A,B or C : 1: Spring school provides classes to………… in Ho Chi Minh City A the poor B the sick C disadvantaged children 2: …………… classes were set up in 1999 A dance, theatre, singing and folk music B theater and singing C dance and singing 3: Children participate in fund-raising performances because…………….… A they like music and dancing B they need money to continue their classes C they have nothing to 4: They dance, sing and play music ………………… A at one of the largest hotels in Ho Chi Minh City B in the theater in Ho Chi Minh City C at their school Answer: 1C, 2A, 3B, 4A Task 3: Listen and answer the following questions What kind of Spring School is it?…………………………… 11 How many children with special difficulties from District regularly attend classes?…… When did English classes set up?………………………… When did dance, theatre, singing and folk music classes set up?………… Answer: It is an informal school 250 in 1998 in 1999 4.6 Some activities can be used to teach Unit 6: Competitions, while- listening activities Task Listen and choose the best option A, B, C or D for the following statements or questions What is Paul reading? A The history of Boston Marathon B The history of Boston C The Marathon D The history book How often and where is it held? A Every year, in the USA C Each four years, in America B Every two years, in the USA D Every year, in the UK When did it begin? A In 1987 B In 1978 C In 1789 D In 1897 How long did it take him to reach the finish? A He clocked hours 50 minutes and 10 seconds B He clocked hours 50 minutes and 10 seconds C He clocked hours 10 minutes and 10 seconds D He clocked hours 50 minutes and 15 seconds Task Listen and fill in the missing words to complete the passage It was not until 1967 women were formally accepted to take part in the Boston races A few years later, Kuscsik became the first official female champion She won the race in (1) _ There were women starting the race and all finished The race isn’t held for only American people Every year more runners 12 from every part of the world join it In 1984, (2) _ from 34 countries ran in the marathon The Boston race is (3) _ Runners have to go through 13 towns (4) _ It ends in the centre of Boston Answer: I/ 1A, 2A, 3D, 4B II/ 1972 6164 runners 42km during the race 4.7 Some activities can be used to teach Test yourself B Task: Listen and fill in the gaps with the given words Physical cities Boxing friendship place importance Olympic from honoured sung In 776 B.C, the Games were held at the foot of Mount Olympus to honour the Greek chief god, Zeus The Greeks emphasized fitness and strength in their education of youth Contests in running, jumping, discus and javelin throwing,.3 and horse chariot racing were held in individual , and the winners of these local contests competed every four years at Mount Olympus Winners were greatly by having olive wreaths placed on their heads, and poems were about their deeds Originally, these were held as games of , and any wars in progress were halted to allow the games to take.8 The Greeks attached so much to these games that they calculated time in four year cycles called” Olympiads” dating 10 776 B.C Answer: Olympic, physical, boxing, cities, honoured, sung, friendship, place, importance, 10 from 4.8 Some activities can be used to teach Unit 7: World population during Pre and while- listening Warm-up: Game used is Bingo: Students have to list the populous countries Expected answers: China India United States Indonesia Brazil Pakistan Bangladesh Russia Nigeria 10 Japan Task used in Post-listening : Listen and fill in the gaps with the given words Honoured conditions population Africa billion hospitals solutions strictly punishment explosion 13 Interviewer: Good evening ladies and gentlemen In our program tonight, we are ………1……….to have Dr Brown, a world famous population expert Dr Brown, could tell us something about the world population? Dr Brown: Well, there are over 6,700 million people in the world today, and the total is increasing at the rate of about 76 million a year Experts say that the ……2………of the world could be over ………3……….by the year 2015 Interviewer: Do all parts of the world have the same rate of population growth? Dr Brown: No, they don’t the population is growing more quickly in some parts of the world than others Latin America ranks first, ……4……….second, and Asia third Interviewer: What is the main reason for the population explosion? Dr Brown: Well, I think the main reason is a fall in death rates This is due to the improvement of the living …………5…………and medical care Interviewer: I believe the …………6……… of population has caused many problems Is it right? Dr Brown: Yes, it is It has caused a lot of problems such as shortage of food, lack of …………7………and schools, illiteracy, and low living standards Interviewer: Can you make some suggestions on how to solve these problems? Dr Brown: I think, there are a number of ………8…… to the problems The first is to educate people and make them aware of the danger of having more children The second is to provide safe, inexpensive birth-control methods The third is ………9……….implement a family planning policy And the fourth is to exercise strict and fair reward and ……10…….policies Interviewer: Thank you very much for being with us tonight, Dr Brown Dr Brown: You’re welcome Answer: honoured, population, billion, Africa, conditions, explosion, hospitals, solutions, strictly, 10 punishment 4.9 Some activities can be used to teach Unit 8: Celebrations Warm up: Competition game - Guessing game - T divides Ss into groups: A and B 14 - T tells Ss the rule of the game: One member from each group will go and stand in the front of the class with their back facing the board T will write the word/phrase which was learnt from the previous lesson on the board Other Ss from each group have to explain the word without mentioning it or translating it into Vietnamese so that their representative can guess the word The student with the quickest and correct answer will get point for their group Ss take turn to be the representative After some turns, the group with more points will be the winner Suggested answers: The words/phrases T may write on the board are: Thanksgiving, Mid-Autumn festival, grand, pray, agrarian, lucky money, peach blossom apricot blossom, … 4.10 Some activities can be used to teach Unit 9: The Post office in whilelistening Task 1: Listen and fill in the blank with the missing words Over the past few years, Viet Nam has quickly (1)…………… … its telephone system.Viet Nam ranks second only to China for growth in (2)……………….…… of telephone subscribers It is among the (3)……………… countries in the world that has more than two million telephone subscribers In the early 1990s, there were only (4)………… …… telephones across Viet Nam At present, we have more than six million subscribers Task 2: Listen and decide whether the following statements are T/F In 1996, Vietnam began upgrading its subscriber networks There is no change in the digits in other provinces In 2001, the mobile phone system was upgraded to meet the growth in customer demand The price of several services, especially in the monthly fees for fixed and mobile telephones has been reduced since 2000 Answer: Task 1: developed, number, 30/ thirty, 140.000 Task 2: 1F, F, 3T, T 4.11 Some activities can be used to teach Unit 10: Nature in danger Before you listen: 15 - Ask Ss to name some national parks Viet Nam by seeing the pictures Where are they? a b c d e Suggested answer: a Cat Ba National Park-Hải Phòng b Cat Tien National Park-Lâm Đồng c Bach Ma National Park-Huế d Phong Nha National Park-Quảng Bình e Cuc Phuong National Park-Ninh Bình Task: Listen and fill in the gaps with the following words (adapted from task 2, page 119) (a)…………… ….in national parks are killed or hunted for fur, skin or other (b)…………… Trees are cut down for (c) ………… Large areas of national parks also experience (d)………………… fires caused by (e)…………… people The increasing number of (f)…………… is harming the parks due to the pollution from their (g)…………………… These problems should be solved (a) and there should be enough (b)………… for the parks’ staff and (c)………………… of their resources Answer: a- Rare animals, b- parts, c- wood, d- devastating, e- careless, fvisitors, g- vehicles 2- a- immediately, b- money, c- maintenance 4.12 Some activities can be used to teach Unit 11: Sources of energy in whilelistening Task 1: Listen and decide whether these statements are True or False: 16 The natural environment includes all natural resources that are unnecessary for life the air, the oceans, the sun, and the land We must protect and conserve these resources from pollution If the resources can be replaced quickly, it is called non-renewable Solar energy, air and water are renewable resources because there is a limited supply Task 2: Listen and answer the following questions What are two groups of resources? How long does it take to make coal? What are nonrenewable resources? What will happen if humans continue to pollute the air? Answer: Task 1: 1F( unnecessary), T, F( non- renewable), F( limited) Task 2: renewable and non renewable, millions of years, All fossil fuels, 4, it will not contain the correct amounts of these gases 4.13 Some activities can be used to teach Unit 12: The Asian Games in whilelistening Task 1: Listen and fill in the gaps with the words you hear Good evening It’s (1) _and it’s time for “The Asian Games Report” It’s the 3rd day of the games Well, today’s most important event was the women’s 200 metre (2) The Japanese, Yuko was first and got the gold medal She made a new world record time of minute 58 seconds The Japanese (3) _ won two gold medals yesterday, and three the day before, so in the first (4) _ they’ve won gold medals Task 2: Listen again and decide whether these statements are True or False The Japanese, Yuko made a new world record time of minute 38 seconds Lily, the Chinese gymnast has won the silver medal This is the third time Lee Bong-Ju competed in the long jump at the Asian Games After Vichai had finished his performance, he was unhappy Task 3: Listen and complete the summary table(Post-listening activity) 17 Name Nationality Yuko Sports Records Freestyle China Lee Bong-ju 9.5 points Long jump Thailand Fail( 2.3m) Answers: Task 1: 1- 10.15, 2- freestyle, 3- athletes, 4- three days Task 2: F, F, 3F, 4T Task 3: Name Nationality Sports Records Yuko Japan Freestyle 1m58s Lily China Gymnastics 9.5 points Lee Bong-ju Korea Long jump 8.9m Vichai Thailand High Jump Fail( 2.3m) 4.14 Some activities can be used to teach Unit 13: Hobbies in while- listening Task 1: Listen and decide if the following statements are T/F His hobby got started when he was a little boy His parents were interested in reading books to him He didn’t begin with simple ABC books Reading helps him to know many new things Task 2: Listen and fill in the blank with the missing words The wonderful thing about reading is that I not have to learn things the very hard way For example, I not have to catch a disease to know that it can kill me I know the (1) so I can avoid it Also I not have to deep into the jungle to (2) about tigers I can read all about it in a book Books provide the reader with so many facts and so much information They have (3) helped me in my daily life I am better equipped to cope with living Otherwise I would go about ignorantly learning things the hard way So I continue to read Reading is indeed a (4) Answer: 18 Task 1: 1T, 2F, 3F, 4T Task 2: danger, find out, certainly, good hobby 4.15 Some activities can be used to teach Test yourself F Task 1: Listen and fill in the blank with the missing words Television is one of man’s most important means of (1) _ It brings pictures and sounds from around the world into (2) _ of homes A person with a television set can sit in his (3) _, and he can watch the present make a speech or visit a foreign (4) _ He can see a war happening and watch statesmen try to bring about peace Task 2: Listen and decide whether statements are true (T) or False (F)(1m) Through television, home viewers can see and learn about people, places … Television provides less entertainment programmes than any other kind.…… Television now plays an important role in many people’s lives.…… It is not convenient as well as cheap for people to sit comfortably at home and to watch television …… Answer: I/ means II/ T 2: F millions 3: T house Country 4: F 4.16 Some activities can be used to teach Unit 15: Space conquest in whilelistening Task 1: Listen and choose the best answer When did the US President Kennedy ask the nation to put a man on the moon before the end of the decade? A In a speech to the Congress in 1961 B In a speech to the Congress in 1951 C In a speech to the press in 1961 D In a speech to the press in 1951 When as the Apollo launched? A On June 16, 1969, B On July 6, 1969 C On July 16, 1996 D On July 16, 1969, What did a spacesuit with a portable life support system NOT control? A the oxygen B temperature C water D pressure What was left on the moon’s surface as a reminder of the achievement? 19 A A Russian flag B An American flag C An English flag D A French flag Task 2: Listen and fill in the gaps In a speech to the Congress in 1961, the US President Kennedy (1) ……………… the nation to put a man on the moon before the end of the decade After the president’s speech, NASA’s Apollo programme was developed to meet the challenge On July 16, 1969, the Apollo 11 was (2) …………… The astronauts on board of the spacecraft were Neil Armstrong, Buzz Aldrin and Michael Collins On July 20, 1969, Neil Armstrong became the first man on the moon He was followed by Aldrin 40 minutes later To walk on the moon’s surface, the (3) ……………… needed to wear a spacesuit with a portable life support system This controlled the oxygen, temperature and pressure inside the spacesuit Armstrong and Aldrin spend a total of two and a half hours on the moon’s surface They performed a variety of experiments and (4) ………………… and rock samples to return to Earth An American flag was left on the moon’s surface as a reminder of the achievement.The crew of Apollo 11 returned to Earth on July 24, 1969 They successfully completed their historic mission It is regarded as one of the greatest human (5) ……………… in the history of mankind Answer: Task 1: 1A, 2D, 3C, 4B Task 2: challenged, launched, astronauts, collected, efforts 4.17 Some activities can be used to teach Unit 16: THE WONDERS OF THE WORLD in while- listening Task: Listen and answer the following questions: Where can the Great Wall be seen from? How many provinces does it cover? When was it listed as the World Heritage? How many years did it take to complete? How high and long was it? Which parts of the wall is the best choice for visit? Answer: 20 the moon provinces 11 meters high and 6000 km long in 1987 200 years The part in the northwest of Beijing * THE RESULTS: : - Over years of teaching English at Le Hong Phong High school, I have been using these above listening activities during teaching listening process, testing the students I find these above listening activities quite useful because they help me exploit the text in details and encourage students to get more information from the text - In comparison with using the presented tasks in the textbook, students pay more attention to listening process The students’ results are more encouraging because they can base on the tasks on the textbooks to these additional tasks C CONCLUSION - The influence of the topic to teaching Listening skills: After completing this topic, I find that designing some additional listening tasks is necessary for helping students get to understand more details about the listening tasks These suggested listening tasks can be used as a part of the listening test in order that the students’ listening ability can be scored - Experience lesson: For each task, students have to listen twice to it During a listening period, the teacher always remembers to carry out pre- listening activities with some suitable games, brainstorming, teaching vocabulary and ordering the word to make sure the students familiar with the pronunciation of words, some guessing about the contents of the listening text Before the students listen to the text and the tasks given, they must understand what is asked to by guessing T/F statements, choosing the best answers without being corrected at this time This activity may give students more motivation to focus on listening activities They listen with certain purposes while they are doing the listening tasks After students complete listening tasks, some follow-up activities must be done, such as speaking activities, they must present what they have listened 21 - Some suggestions: Students must have additional workbooks with suggested listening tasks to practice listening outside classroom To save time, teachers should prepare some more handouts to provide additional tasks for teaching activities This topic only focuses on some additional listening tasks used during pre, while and post listening activities so that students can understand more information about the listening text As an author of this topic, I am really looking forward to the contribution of the devoted colleagues 22 REFERENCES - Hoàng Văn Vân, Tieng Anh 11, NXB Giáo dục, 2007 - Nguyễn Quốc Tuấn, Cẩm nang dạy học tiếng Anh, Tr 113-131, NXB Giáo Dục, 2007 - Trần Thị Ái Thanh, Thiết kế giảng Tiếng Anh 11, NXB Đại học quốc gia Hà Nội, 2007 http://busyteacher.org/14411-how-to-teach-listening-skills-best-practices.html http://www.nclrc.org/essentials/listening/liindex.htm http://www.skillsyouneed.com/ips/listening-skills.html 23 TABLE OF CONTENTS A INTRODUCTION I Background to the study and statement of the problem II Aim and limitations III Research method B CONTENT I Principles of teaching and learning Listening skills 1.1 Focus more on the Listening Process rather than the result 1.2 Integrating Metacognitive Strategies 3 Use pre-listening activities to prepare students for what they are going to hear or view 1.4 Match while-listening activities to the instructional goal, the listening purpose, and students' proficiency level II Practical basis: III Stages and activities of teaching and learning Listening skills IV Suggested listening tasks adapted from Tieng Anh 11 text book, Listening section 6-20 C CONCLUSION 21 REFERENCES … 23 24 ... moon before the end of the decade? A In a speech to the Congress in 1961 B In a speech to the Congress in 1951 C In a speech to the press in 1961 D In a speech to the press in 1951 When as the Apollo... additional listening tasks to evaluate the students listening levels 1.2 Integrating Metacognitive Strategies Before listening: Plan for the listening task  Set a purpose or decide in advance what to. .. before listening Keep writing to a minimum during listening Having to write while listening may distract students from this primary goal If a written response is to be given after listening, the