To help the grade 6th students do the listening test well

INDEX Part I: INTRODUCTION I The reason for choosing the theme II The task of research .2 III The scope of research IV The purpose of research V The methodology of research .3 Part II: CONTENT I Theoretical basis II Real basis III Advantages and disadvantages at Dinh Hai secondary school IV Problem solving .5 V Result Analysis .18 Part III: CONCLUSION 20 Part I: INTRODUCTION I The reason for choosing the theme: In the process of industrialization and modernization, the real situation of the developing country to integrate into the international community in ASEAN countries as well as in other countries in the world, especially, our country being officially a member of the WTO, knowing and using at least one foreign language is an urgent need, a necessity for each of us The decisive factor for the success of industrialization and modernization is that the resources of the Vietnamese people are developed in quantity and quality on the basis of the intellectual level Therefore, the education and training of our country has also changed from education and training to teaching and learning methods in order to effectively contribute to the preparation of human resources of the country In the first decades of the 21st century, learning foreign languages in general and learning English in particular has become and will become a hot topic for people of all ages, gender and all levels "Language is the most important human communication tool." (V I Lenin) Knowing a foreign language already has in hand a new communication tool in addition to the mother tongue From the beginning of my studying in foreign languages, I was taught by teachers that "Knowing a foreign language is having an extra life," so far and certainly still its worth I now bring that statement and the knowledge I have learned back to my generations of students As teacher of English, I always wish to contribute a small part of my work to teaching students the basic knowledge they need to be the foundation for their learning in the language learning process Teaching and learning good English involves a number of issues, one of which is the teaching of listening skills This is an indispensable skill for foreign language learners because it is one of the four practical skills of English: listening, speaking, reading and writing In teaching English skills for students, teachers face many difficulties, especially listening skill In fact, at school, when beginning to study foreign languages, most students liked to study, but gradually the students fed up with Most of them are very bad at listening skill It is difficult for them to understand the content of a text or conversation After each lesson, it is very difficult for the teacher to check the information they have listened and checking the old lesson is not easy Most students not know how to learn to listen, the most common practice of listening is diffcult In the classroom, some students say that although many of the words in the listening test are known, but the difficulty is that the speed of English words so fast, they cannot catch up with because the speaker seem to swallow many words and words So how you help students - especially ones in grade - use their vocabulary and grammar to understand effectively? Teaching how to make students feel more interested and love the subject after school How to find some positive, simple, easy-to-understand, practical ways to ensure that science is in place to develop students' thinking, thinking, and creativity? I have been deeply involved in the topic of "To help the grade 6th students the listening test well" to present the current teaching and learning situation as well as to write about their experiences after more than 15 year - actual teaching II The task of research: When researching this topic, I had to perform the following tasks: Look at the documentation of teaching and learning English, the teaching techniques in listening skills Remove the faculty, teaching experiment Exchange professional knowledge with colleagues, learn from experience Inspect and assess the results of all students in holding knowledge, so that there is a reasonably additional adjustment III The scope of research: The research topic focuses on designing listening skill lectures for some listening sections in grade 6th of secondary school program, mobilizing students’ background, developing dynamics for students in listening skills, designing lessons at each stage to be able to apply the appropriate teaching techniques to the circumstances of each classroom, each object type so that they can listen effectively IV The purpose of research: With researching this experience initiative successfully, it will help teachers get the following experiences: Using appropriately and exploiting effectively the teaching listening techniques 2 Finding out the way to boost the students so that they have motivation to learn listening skills Accumulating the methods when conducting an effective listening lesson V The methodology of research: Observational method Experimental method Exchangeable and discussible method Investigational method Part II: CONTENT I Theoretical basis: Nowaday, with new awareness in teaching foreign languages, teaching English for the purpose of communication, expanding exchanges and cooperation with the world in all fields: domestic, foreign, cultural and commercial, marked a major milestone: the gray matter investment in teaching and learning foreign languages, working in the direction of modern industry It is not easy to use a foreign language fluently, but it is not difficult to study because, to a certain extent, learning a foreign language in general and learning English in particular is not the same It is not too difficult if we have good methods and means, especially when we know how to combine the methods together and make good use of the means The teaching of innovative methods today focuses much on the creative initiative of students Most of the communication time is when they think actively practice English In order to have a good class, students must prepare homework In addition, to have a good lesson they need to hear a lot It is the same as the reasons stated above that the purpose of teaching and learning English also has a great change, it is not just "learning to learn" again, but learn to think, depth Not only is it intended to achieve grammatical meaning but also to gain and develop the language skills Understanding the nature of communication and being able to communicate when necessary is what we reach LISTENING is considered to be a receptive skill, but listening is often more difficult than reading because verbal cues that are heard are words that have very different characteristics than writing II Real basis: The majority of students in Dinh Hai commune are children in rural areas so the conditions of study are not good, the time is limited, the English communication environment is limited, there is less opportunity to practice listening In addition, they have not really studied hard, have not memorized words, are not actively working on sound, slow learning, flexibility, creativity is not high, documents for reference also depends on family economics, from which the investment in learning limited listening skills In addition, English is a difficult subject, a lot of knowledge, little time to study, and in the process of listening the children are not in control of what they listen, fast read/spoken words, unfamiliar The list includes new words, stress, intonation, and students can hardly understand the content III Advantages and disadvantages at Dinh Hai secondary school when this innovation is applied: Advantages: English is a familiar subject to students, they got acquainted with this subject at Primary School; at Secondary School, they pay more attention to vocabulary, grammar and practice communication skills Especially, the school year: 2013-2014, English is one of the three subjects chosen for entrance exam to High School Especially, since this school year (2017-2018), listening section is one of the compulsory exams in the contest for excellent students As a result, the students are conscious and motivated from the outset Disadvantages: - The facilities of my school are upgrading to meet educational innovative requirement However, they not satisfy the needs of nowadays teaching and learning: degraded classroom, poor electrical system, furniture, lighting, fans, sockets, affect the quality of teaching and learning, cause students to fatigue, depress, -The poor - quality infrastructure is one of the reasons why the school can not attract students Most of good students have moved to other schools having better condition The rest students are still some who are not proficient in reading and writing, lack of awareness and patience in learning, not keep up with new methods of learning, confusion in acquiring and applying knowledge into practical skills Specific investigation: In the process of teaching, with the sense of both researching students’ learning situation features and carrying out to learn from experience, from the beginning of the school year, I've driven myself specific plans and methods in order to actively investigate the students’ learning situation in the classes I directly teach The specific survey results are: Table 1: General information about students participating in the survey: Grade The number of students 50 IV Problem solving: Good Rather good Medium Weak Bad 4,1% 50,9% 0% 38,8% 6,2% Understand the concept of teaching listening skills Listening is the most complex linguistic activity, integrating the components of receptive learning and linguistic knowledge Listening is one of the main purposes of teaching foreign languages When saying, the ideas are not arranged in the same order as they are written; or often repeated, there are more words, from the buffer, not grammar I can speak, say, turn off, hesitant When reading can read over and over repeated text while listening to others say only one time Therefore teachers also need specific strategies for listening activities * Listening includes two levels: 1.1 Level - Identify or distinguish: That is the recognition of sounds, words, and phrases in their structural relationships Only when this capability becomes automated can listeners reproduce, respond, and respond to what is heard in the sequence 1.2 Level - Optional: The listener draws useful elements to understand the speaker At first hear the sentence, short words, simple, later understand the longer sentences Research on listening activities: 2.1 Listen in everyday life: There are two main ways to listen: - Listening is not about listening: it's about entertainment, like when we listen to the radio, watch TV but still be able to carry out another job - Listening: there are intentional listening activities, such as listening to information on radio, television, listening to instructions, instructions, explanations, listening to the songs, etc In this case, listeners mainly focus on the important points, necessary for their intent Listeners often know what they want to hear This helps the listener to focus on the right content, so it is often more effective to capture the problem 2.2 Listening in a foreign language: In the learning environment, listening activities are focused on listening, and to develop different listening skills There are the main types of listening in foreign language learning: - Listen to the main idea - Listen to the information you need - Listen to confirm the previous conjecture - Listen for communication tasks - Listen carefully (both the content and structure of the language) * Note: Students may re-enter information based on the following: - Knowledge of language (words, grammar, semantics, style ) - Familiarity with the topic being addressed - Observation, interpretation, context of communication, including what happened before - Knowledge, knowledge that the children get together with the speaker - Understanding, acknowledging attitudes, personal interests of the speaker - Understanding of context and culture in communication - The understanding of non-verbal cues such as speech speed, pause, gesture, gesture, facial expressions Carry out listening techniques: - Confidence building - Sentence stress reception - Topic interpretation - Listening for gist - Recognising details - Listening for wanted information - Dictations - Sequencing chart - Dictograph - Listening and note- taking Organize different listening activities: 4.1 Help students hear effectively: In fact, listening is still a difficult skill for high school students today To overcome difficulties while listening, teachers can use the following measures: - Introduce topic, contents related to listening; Explain the concepts if necessary - Ask questions to help students predict what they will listen to - Introduce new words if available or reinforce the vocabulary needed for the listening - Asking questions when listening - Divide the listening process step by step, for example: +The first listening: listen to the main idea, answer the questions + The second hearing: listening more details, etc - If the song is long, divide the list into short sections for the students to hear, there are specific hearing 4.2 Predicting Predictability One of the skills required when listening is the ability to guess what is going to be heard Therefore, when students practice listening, teachers should have students guess what is coming up in a certain context This can be done with storyboard or conversation For example, when listening to a conversation, the teacher may stop after a character's speech in the conversation and ask the student how the character will respond How will it behave? Do you agree or not? etc When students listen to a story, the teacher may use the same technique, pause in appropriate sections, and ask questions such as: What will happen next? Why did X that? Why is the story so evolving? Is the outcome the same? etc before giving the next story For example, Unit – Section C1 (page 38 – English 6), the teacher asks the students to close their books when listening, may stop at some point for the students to guess This is my family.(Where are they?) We are in our living room.(How many people are there in her family?) There are four people in my family: my father, my mother, my brother and me This is my father (How old is he?) He is forty (What does he do?) This is my mother (How old is she?) She is thirty five (What does she do?) She is a teacher ( How old is her brother?) My brother is eight (What does he do?) He is a student 4.3 Listen to confirm the guess on the content of the text: This is the same procedure used for reading comprehension: Before listening / reading, the teacher suggests what students know about the content of the problem they will hear / read, what is not clear, what is not know Then listen and contact the known knowledge with the content to hear For example, Unit 15 – Section C3 (page 165 – English 6), the teacher asks the students to close their books and asks them about the rivers and mountains in Viet Nam and in the world: Which is the longest river/the highest mountain in Viet Nam/ in the world? Then ask the questions or ask the students to listen, find the answer 4.4 Take the necessary information: As mentioned, when conducting listening activities, teachers are required to compose listening requirements, focusing on the main content, important for the hearing to have a specific purpose Forms of tasks, requirements vary, may be the form of answer to the question or form fill in the table For example, Unit 14 – Section A4 (page 142 – English 6), the teacher asks the students to close their books then complete the notes PLACES PHUONG AND MAI ARE GOING TO VISIT Firstly Then Next After that Finally 4.5 Listen for gist / for main ideas In many cases students need to be trained to understand the main ideas Overhead of the post without regard to detail For example, Unit 11 – Section A2 (page 116 – English 6), the teacher asks the students to close their books and listen to the conversation and answer the question: Where is Ba? 4.6 Listen to carry out the next communication activities: There are listening activities, often in the form of tables, for the next communication activity For example, Unit – Section A1 (page 44 – English 6), the teacher asks the students to close their books, listen to the tape, then complete the table Phong’s school  It is (1)  It is in the (2) - Thu’s school  It is (1)  It is in the (2) - After completing the above table, the students may continue to practice with the subsequent communication of re-talking or talking about their school Practice a variety of types of listening comprehension exercises Examples of how to conduct some common games + First game: Communication (Picture - Appendix 5) There are rows of tables in the class, and the teacher divides the class into groups and makes sentences on pieces of paper Then pass the piece of paper to the first student of each group This student has to whisper and speak in the next person's ear what he reads So, this person in succession speaks in the ears to the end of the row The person at the end of the line is asked to say a word or phrase to the student, and the student will identify the correct one or not + Second Game: Find a friend The teacher prepares a number of questions and answers on paper, grabs answers with questions by giving them numbers: for example, question corresponds to the answer Students find their own answers by finding their friend corresponding to the match, which pair will recognize each other will win + Third game: Helps you learn well Each student in the class collects or creates a sentence (possibly with misinformation) Each member of the class will listen to his or her sentences and then try to identify the correct or incorrect sentences Teachers should draw a student's task so that every member of the class must listen to you + Fourth Game: Guessing word Teacher: I have two things in two bags I raised the first bag: Student guess: That is your stick Teacher: No This is my UMBRELLA The teacher raised the second bag Student guess: That is your box Teacher: No This is my MOBILE PHONE In this game the affirmation "What is that?" is the most important The sound comes from the object In addition, it is possible to integrate some English songs for more lively lessons, for example when teaching section PLAY WHITH WORDS: Teachers sing and teach singing along, that will create high surprising efficiency 6.5 Quality assurance of listening samples: If the activities are conducted through cassettes, radios, televisions, etc., these means must always be in good condition, ensure the quality of the 14 language, and facilitate the listening Standard samples, not distorted due to pure technique Have good preparation, clear tape, and spare batteries when power is lost If the teacher reads to the students, they should read at medium speed, not slow This is especially true for students who are new to early learning in order to avoid affecting the content of the semantics Conduct multidimensional methods: Many teachers think that listening comprehension is the hardest and most students think that listening is the hardest How students learn how to listen well? How can students progress quickly while studying in junior high school? Encourage the student to practice listening in the following ways: 7.1 Watching many TV programs or movies in English/ with English subtitles is the best way to practice listening Listen or watch multiple times, before reading subtitles Then, re-read the subtitle, mainly check the words heard or guessed, or words that students can re-pronounce but not understand how to write and how Through this, many times they discover that a very familiar word they used to think to say it in a certain way, actually needs to be said differently and pronounce it like new to hear and tell others After that, not look at the subtitles again and listen again two more times For example: two tombs, bury, students will say is 'shrimp-b (ơ), boi' - later heard the word 'tum, beri' does not understand anything - even though they listen obviously, bum, beri, until they see the script they will understand Attached images make it easier for students to understand the content of the news, without having to translate each sentence of what the announcer says After listening to 15 minutes of news, self-recapitulation will find that you have captured the core content of the newsletter 7.2 Listening to audiobooks with cassette tapes or listening to news via English-language radio and TV programs such as VTV News, Vietnam Talk, BBC, CNN Listen to the tape and write what you have heard, then compare it with the dialogue at the end of the book or the answer provided by the teacher, which is considered to be the most effective although it will take a lot of time We can compare and see the error that we have or pick up a newsletter, and listen to it and write it down as much or as little not look up the dictionary or find out the meaning of hurry Make sense in the content of the sentence, and recall the sound of the word, or the phrase, later it will clear itself, if heard over 15 and over again Or take the script of the song I heard, read it again and recall in imagination read words that I have heard many times Then put the script and listen again to understand This time I will naturally hear each other and understand In case you not understand a word or phrase, try to repeat as many times as you have heard, then turn over the script to compare Example: A student listening to VOA after every program he listens to a phrase similar to: statue, statute or statu something, without knowing how to write, the spelling of the word for him does not matter, but still understand what kind: wait for it to hear next And then you will know that the familiar term is "stay tune" 7.3 Study or listen to English songs, and sing along while listening Choose some songs that you like, find its lyrics and then listen to the lyrics Then memorize and sing along with the singer, and try to pronounce and keep the pace and pace properly If you like it, you can sing for yourself (if you not have a good voice and sing the wrong one is okay, mainly pronunciation, speed, pitch and English tone) The voice (singing) is also a way to help me later to be more sensitive to hearing, because usually the language in the song than hard to hear a lot of normal speech It may be difficult to hear phrases that are interwoven, interrogated, missed some important words or misunderstood a word that leads to false content For example: "I go to the copy shop" is wrong to hear "I go to the coffee shop" because the sound of the word "copy" is very similar to "coffee" 7.4 Guide and provide students with some English listening locations: + Watch the world's leading news channels: CNN, BBC, NBC, ESPN + Learn English through Movie Channels trailers, cartoon, chatshows, entertainment tv VOA's English Speaking Program: VOA news.com special english + Listen to the US by the subject: Cnn.com/audio/radio Listen to Online Radio CNN: Bbc.co.uk + Listen to BBC Online Radio: http://www.manythings.org/listen + Listen to VOA newsletters: Englishclub.com + Pronunciation materials, American English listening: Rocketboom.com + Talk, talk in English, listen to others speak, practice English speaking skills: Chinswing.com 16 + Petalia.org/stories: online reading and listening pages through famous speeches, fairy tales on Petalia + View and listen to news, clips on Google: http://www.odeo.com/listen + Listen to English on the Internet - Listen to American English: http://www.vr.com.vn/VRSpeak/index.htm + Listen through fairytales, poetry, fiction, proverbs and famous works (recorders): Repeatafterus.com + Focusenglish.com: This page is about daily conversations + Abcnews.go.com: Watch and listen to two popular ABC news channels, Good morning America and World News Tonight + Links to the Listening Test and Exam Preparation with a very detailed description: Esl.about.com/cs/listening Great Speeches: Listen to the famous 20th century speeches, listen to dozens of top world politicians speaking like Tony Blair, Bill Clinton, G Bush, Nelson Mandela Nbc.com/Video: Watch and listen to NBC's funny clips Encourage the students that if you think that you not understand now, and think that trying to hear a lot is also useless, to learn more, when there are more vocabulary to understand and then will listen to later I think that is totally wrong Because I not understand so new to hear more than people have understood To swim, jump into the water, can not take the reason that "because I can not float" should be on the shore to the theory and then jump down, and swim! I not know how to swim and water, but drink and water, and then breathe like that, hoping to swim Want to swim, jump into the water, and dance when swimming Because I not know how to swim so I need to jump into the water Want to know and understand English, you must listen to English, hear when not understand anything! And because of lack of understanding should be heard much We need to hear some time (fast or slow depending on each person) And so listening is very important: Listen whenever, wherever We can remember hundreds of sentences in our heads, but if we not hear them all, it's pointless, like a tourist holding a book learning languages, asking for directions and being unable to reach them because they can not understand people What's the route? As our English listening skills improve, naturally, we will also feel confident and progress in speaking Always ask questions when teaching English listening skills: 17 In the teaching process, questions are always used as a common and almost indispensable tool in every lesson For an hour of instruction, I often use different types of questions: Yes-No questions; Alternative questions; Whquestions; Multiple choice; True-False The question types are answered by directing the sentences heard in the lesson, or by the implications contained in the article is often easier but with sentences that require the In order to answer the question, it is very difficult to answer the question, so the choice of question types for students to hear, guess and answer is required to be flexible Different teaching methods have different teaching views but can be summarized into two major points: + Teacher dominated + Student centered In recent years, the teaching and learning English in secondary school has changed in the direction of teaching method innovation, but sometimes teachers are confused, not flexible use innovative methods, Many times, knowledge transfer is one-way, not really promote the positive of students Teachers need to study how to teach good listening for students to use in practice And students also have the same difficult task that is the persistence of learning, to suffer hard to train themselves, at the same time to find ways to overcome difficulties, find out the method of study suitable with them to achieve optimal efficiency V Result Analysis Resuts: Through applying the innovation I myself have achieved some positive results: First of all, these experiences are consistent with the new textbook program; students are more interested in learning and more proactive and creative to expand the understanding; also very flexible in perceiving knowledge and skill development The academic atmosphere is simmering and soothing Students have the opportunity to assert themselves, no longer embarrassed or frightened when entering school This is the cause that leads to the relatively positive results of the second term: Table 2: Achieved results: Grade The number Good of students 50 10,2% Experience drawn Rather good Medium Weak Bad 61,2% 28,6% 0% 0% 18 Through successfully applying the innovation, I myself have drawn out some experience as follows: - Teachers must always create foreign language environment in school and must use English as the main language for communication - Depending on the grades and students that teachers can use English sentences which are short, simple, easy to understand, easy to remember, catchy - Teachers should integrate written English activities with the form "playing learning" - Teachers should appeal, attract students to the article content in the forms of activity, teaching writing techniques that are appropriate to each stage of a writing lesson - Teachers need to choose, use and flexibly combine the methods and techniques in the writing teaching process of a writing lesson - Teachers must innovate lectures to suit each student's level, create conditions for weak students so that they can confidently participate in exciting classes Part III: CONCLUSION 19 I Conclusion What I have presented above is my teaching methods and experience I realize that in the teaching process, teachers should try to apply methods flexibly so as to make them suitable with the content of the lesson and their students Besides, teachers should also wisely use pedagogical techniques to stimulate students’ interest in their study and help them have good study results To promote the originality and activeness of pupils in studying, we need to organize the teaching process in the direction of positivizing learners’ activities, and during this process, teachers are only those who transmit knowledge to pupils Students should learn such knowledge through their own activities if they wish to acquire and master it Regarding students, apart from some good ones, there are also some who not learn much Therefore, teachers should encourage them to actively participate in the teaching and learning process To satisfactorily answer the need for renovating educational methods at the secondary level, besides objective factors, such as the curriculum, time, levels of students, teachers’ professional capabilities, the most important element is the way teachers organize their lessons To respond to the movement of renovating teaching methods at primary and secondary schools, as a teacher of English, I really wish to contribute my part to improve teaching methods in general, so they can become more effective, and pupils can enjoy learning English and communicate in English I look forward to getting the leaders’ and colleagues’ contribution and comments II Suggestions: To have contribution to improving the quality of the subject English, I would suggest some following suggestions: Firstly, the IOE contest in district level should be expanded to more and more students to raise the movement of learning English on the internet, especially to improve their listening skill (Picture - Appendix 6) Secondly, teaching devices such as discs, tape, other types of reference books, audio-visual room should be equipped 20 The last but not least, regular thematic classes should be held to help teachers have the opportunity to interact, learn, exchange experiences in teaching Yours sincerely, CONFIRMATION OF THE Yen Dinh, May 24th 2018 HEAD MASTER I HEREBY COMMIT THAT THIS PAPER IS MY ORIGINAL IDEA AND IS NOT COPIED FROM ANY SOURCES Thiều Quang Đông Lê Thị Dương Thùy 21 APPENDIX Appendix 1: - Listen and number Appendix 2: Bluetooth Sony the picture as you hear Unit SRS-XB10 loudspeaker and - Section A4 (page 84-English 6) cellphone Appendix 3: Simon says Appendix 4:Which picture is it? Listen and find the right picure Then write about the three houses in your exercise book Unit – Section C2 (page 69 – English 6), Appendix 5: Communication Appendix 6: Listening in IOE 22 Appendix 9: Some listening tests Full name Class: ENGLISH LANGUAGE TEST 592 Time: 15 minutes I LISTENING Listen to Mai talking about her summer holiday Decide if the statements are true (T) or false (F) Circle T or F You will listen TWICE Mai went to Australia with her uncle T F Mai sat next to a man on the plane T F Mai went to a concert when she was in Sydney T F The weather was cool in Sydney T F Mai liked Sydney better than T F Melbourne Listen to the interview with John Adams, a travel writer Circle the best answer A, B or C You will listen TWICE How many countries has John been to? A 15 B 50 C 200 What does John say about Ha Noi? A It has everything B Its nightlife is exciting C Its food is great What is John’s favourite city? A New York B Pagan C Bangkok John says Pagan is the best place to _ A see historic B meet people C see the sun rise temples What does John say about Angkor Wat? A It has more tourists than Pagan B It is the most impressive C It has more temples than Pagan KEY 592 I LISTENING Listen to Mai talking about her summer holiday Decide if the statements are true (T) or false (F) Circle T or F You will listen TWICE 23 F F T F T Listen to the interview with John Adams, a travel writer Circle the best answer A, B or C You will listen TWICE B C B C A Full name Class: ENGLISH LANGUAGE TEST 110 Time: 15 minutes I LISTENING Listen to a talk between Mrs Mai and two students about their favourite programmes Fill each of the gaps with NO MORE THAN THREE WORDS OR A NUMBER You will listen TWICE Mi Programme Name Channel Content Feelings Kids’ Funs (1) _ funny (2) fun and relaxing to watch Discovery a gigantic (4) _ shark Tom (3) Mrs Journey to (5) interesting Mai Space Listen to some students talking about Tet holiday Match the people with the activities they on Tet holiday There is one extra activity You will listen TWICE Nam Trang Toan Hoa Minh A buy and arrange flowers B make chung cake C clean the house and furniture D go to visit grandparents E visit relatives in the south F buy sweets and cookies The end KEY 110 I LISTENING 24 Listen to a talk between Mrs Mai and two students about their favourite programmes Fill each of the gaps with NO MORE THAN THREE WORDS OR A NUMBER You will listen TWICE 17 games Shark Week thrilling stars and planets Listen to some students talking about Tet holiday Match the people with the activities they on Tet holiday There is one extra activity You will listen TWICE B A D F C Full name: Class: ENGLISH LANGUAGE TEST 063 Time: 15 minutes I LISTENING Listen to Lan describing her future house Decide if the statements are true (T) or false (F) Circle T or F You will listen TWICE Lan’s dream house will be huge T F Lan loves music T F There will be different machines in each room T F There will be a swimming pool for both adults T and children F Lan loves to have flowers on balconies F T Listen to the interview with John Adams, a travel writer Circle the best answer A, B or C You will listen TWICE How many countries has John been to? A 15 B 50 C 200 What does John say about Ha Noi? A It has everything B Its nightlife is exciting C Its food is great What is John’s favourite city? 25 A New York B Pagan C Bangkok John says Pagan is the best place to _ A see historic B meet people C see the sun rise temples What does John say about Angkor Wat? A It has more tourists than Pagan B It is the most impressive C It has more temples than Pagan The end KEY 063 I LISTENING Listen to Lan describing her future house Decide if the statements are true (T) or false (F) Circle T or F You will listen TWICE T T F F T Listen to the interview with John Adams, a travel writer Circle the best answer A, B or C You will listen TWICE B C B C A Full name Class: ENGLISH LANGUAGE TEST 878 Time: 15 minutes I LISTENING Listen to a girl talking about Tet holiday in Viet Nam Fill each of the gaps with A WORD You will listen TWICE Tet holiday in Viet Nam Duration: (1) days Being the (2) holiday in Viet Nam Should: - (3) about good things - wear (4) colours Shouldn’t: (5) or swear 26 Listen to a conversation and match the name of each natural wonder to its country There is one extra country You will listen TWICE Mount Everest A Africa Victoria Falls B Australia Grand Canyon C Zambia and Zimbabwe Great Barrier Reef D Arizona Ha Long Bay E Viet Nam F Nepal The end KEY 878 I LISTENING Listen to a girl talking about Tet holiday in Viet Nam Fill each of the gaps with A WORD You will listen TWICE five/5 longest think bright cry Listen to a conversation and match the name of each natural wonder to its country There is one extra country You will listen TWICE F C D B E REFFERENCE MATERIALS New English textbook and teachers’ book (Ministry of Education and Training) How to teach English Jeremy Harmer – NXB Longman The Methodology Course 27 ( English Language Teaching Training Project) Teaching Writing Skills in a language Christine Nuttall – Oxford University Press – 2001 Book “Some problems on renovating the teaching methods in English of high schools " (Ministry of Education and Training) Ghi nhanh nghe hiểu - Trần Ngọc Kim - NXB Giáo dục 28 ... been deeply involved in the topic of "To help the grade 6th students the listening test well" to present the current teaching and learning situation as well as to write about their experiences after... the attitude and views of the author The teacher then needs the students to listen to the whole song so that they can understand the general idea as well as the composition of the paper and the. .. Predict the text - Giving expectation The center of gravity prepares students for listening by asking them to talk about the topic of the listening, asking students to look at the pictures, read the