Some suggested listening tasks designed basing on english textbook 11 to teach listening skills for weak students

TABLE OF CONTENT TABLE OF CONTENT……………………….……………………… INTRODUCTION………………………………………………… 1.1 Rationale of the theme………………………………………… 1.2 Aims of the theme…………………………………………… … 1.3 Scope of the theme………………………………………… …… 1.4 Methods of the theme…………………………………………… CONTENT ………………………………………………… 2.1 Theoretical basis……………………………………………… 2.1.1 Definition of listening……………………………………….… 2.1.2 A framework for planning a listening skills lesson………… 2.2 Practical basis…………………………………………………… 2.3 Some rules of desinging listening tasks for weak students……… 2.4 Some suggested listening tasks designed basing on English textbook 11 to teach listening skills for weak students………………… 2.5 Results of applying suggested listening tasks designed basing on English text book 11 to teach listening skills for weak students……… CONCLUSION ……………………… …………………………… 3.1 Conclusion…………………………………………………… … 3.2 Suggestions……………………………………………………… REFERRENCES……………………………………………………… LIST OF GRADED STUDIES……………………………………… LIST OF ABBRIVIATION…………………………………………… APPENDIX 1…………………………………………………………… i 1 1 3 3 8 10 10 10 I II III IV 1 INTRODUCTION 1.1 Rationale It is common knowledge that English plays an important part in the development of Vietnam firstly because it is an international language; secondly it is also seen as a means to promote mutual understanding and cooperation between Vietnam and other countries Therefore, English is being taught as a compulsory subject in all classes of schools all over our country with a view to helping students use it not only as a mean of communication but also as a key to science and technology Of the four skills: speaking, listening, reading and writing, listening is always considered to be the most difficult for teachers to teach and for students to improve themselves, which leads to the fact that most listeners have low level of proficiency in their listening skill In fact, in the process of teaching and learning English, listening not only provides them with a wide range of knowledge but also has great influence on other skills, especially speaking skills as While, G (1998) pointed out that “being good listener involves collaborating with speakers and taking an active role in asking for clarification when you not understand” [5] However there still exist many difficulties facing English teachers, especially in teaching listening skills for low level students who cannot finish the task required in the Textbooks Gradually these pupils will lose their motivation in learning English Eventually, it is impossible for them to catch up with the others in school All of the reasons have inspired the author to the study “Some suggested listening tasks designed basing on English Textbook 11 to teach listening skills for weak students” with the purpose of helping many teachers to deal with teaching listening skills for these leaners 1.2 Aims of the study The study only aims at providing teachers some suggested tasks designed basing on the Textbook “English 11” that can be applied to overcome the difficulties arising during the process of teaching listening skills to low-level students in grade 11 Thus, this study is expected to make a small contribution to improve the quality of teaching listening skills for those who are not good at English 1.3 Objectives of the study Learning a second language as a scholar once said “is a long and complex undertaking” Therefore, teachers of a second language certainly have to apply a lot of techniques In the scope of this study, however, the author only has ambition to propose some suggested listening tasks designed basing on the material provided in the Textbook “English 11” with a view to improving the qualities of teaching listening skills for low-level students 1.4 Methods of the study To achieve the objectives of the study, several methods were used, but the author used mainly quantity and quality methods such as: class observations, data collections, interviews, consultancy from colleagues, references from the internet, books, magazines…etc CONTENT 2.1 Theoretical basis 2.1.1 Definition of listening There are many different viewpoints on the definition of listening: According to Underwood (1989, p.1): “Listening is the activity of paying attention to and trying to get meaning from something you hear” [4] As a matter of fact, to succeed in listening, the duty of listeners is not only to understand of the words given, but also to find out the real meaning hidden in words Another notion of listening was given by Buck (2001, p.3): “Listening comprehension is the result of an interaction between a number of information sources, including the acoustic input, different types of linguistic knowledge, detail of the context, and general world knowledge, and so forth, and listeners use whatever information they have available, or whatever information seems relevant to help them interpret what the speaker is saying” [6] In this definition, Buck aims at highlighting the active role of the learners who act as the negotiators and integrators in the process of learning listening, in which learners activate both linguistic cues and nonlinguistic knowledge to achieve the meaning In other words, listening is the active combination of new input gained by what the listeners get and their prior knowledge and experience This view is valuable and worth considering in setting up listening syllabus in the sense in order to build communicative competence to the learners in listening lessons In conclusion, listening demands many supportive skills It is an active process in which learners have to use their prior knowledge to understand the message of the listening text 2.1.2 A framework for planning a listening skills lesson It is stated that a common way of dividing up a listening lesson is into three stages: pre-listening stage, while-listening stage and post-listening stage • Pre-listening stage: In general, it is difficult for students to have ideas of what they are going to hear if the teachers just says “listen to this” then switches on the cassette recorder or begin to read out loud Even if the sounds and words are familiar, they may still be unable to comprehend because of the lack of background knowledge of the topic, setting or the relationship between the speakers Therefore, pre-listening stage is carried out to provide them with everything necessary for listening and understanding the text such as the topic, related vocabulary and additional information This stage also helps the teachers to arouse their interest and curiosity to listen There are some techniques that teachers can apply to teach at the prelistening stage such as: - Discuss a relevant picture - Discuss relevant experiences - Associate ideas with the topic - Predict information about the topic - Vocabulary teaching - Checking/ understanding the listening task • While-listening stage: While-listening activities are what students are asked to during the time that they are listening to the text The purpose of while-listening activities is to help learners understand the text and to develop the skill of eliciting message from spoken language Teachers should not expect them to try to understand every word They had better help them understand rather than testing their understanding the whole time There are some techniques that are suggested being used in this stage: - Identifying the exact topic, or an aspect of it - Answering the questions - Deciding the statements are True/false - Choosing the best answer - Gap-filling - Completing a table, map or picture - Ordering picture, name or event • Post- listening stage: This stage is to help the learners connect what they have heard with their own ideas and experiences, just as people often in real life It also allow teachers to move easily from listening to another language skill For instance, they may practice speaking by role-playing interviews similar to one they have heard The purposes of post-listening activities are: - Checking whether the students have understood what they need to or not - Reflecting on why some members of the class have failed to understand or miss parts of the message - Giving them the opportunity to consider the attitude and manner of the speakers of the listening text - Expanding on the topic or language of the message and transferring learned things to another context - Making introduction for the planned work Some possible post-listening activities are: - Giving opinion - Relating similar experiences - Role-playing a similar interaction - Writing a brief report - Writing a similar text - Debating the topic To sum up, in order to help students to communicate in English successfully, teachers should raise their awareness of listening as a skill that requires active engagement Moreover, they should assist them develop both the skill and the confidence to handle communication situations they may encounter beyond the classroom Only by this way, can the teachers give their leaners the foundation for communicative competence in the new language 2.2 Practical basis Teaching listening as well as learning Listening skills is so complex and difficult that both teachers and students meet many challenges The problems deprive not only from the listening material, the teachers themselves but also from students themselves, especially weak-ability ones Generally, English Textbook 11 Published by Education Publishing House is designed for all students from pre-intermediate to advanced level in grade 11 Therefore, it is quite difficult for low-level ones to meet all the demand of all the tasks in the textbook Once they cannot the task, they will feel demotivated and easily be distracted from the lesson Some even possibly pretend to listen to the tape when it is playing In fact, they are doing something irrelevant or thinking of something outside the lesson Gradually, their decrease in the involvement in the activities will lead to bad results Sometimes the problem originates from the teachers themselves Many teachers think that if they teach in a class with many weak-ability learners, they cannot spend a lot of time teaching listening They not use all of activities they had designed when writing lesson plans because if they do, these ones will not keep up Some other teachers may be aware of the causes of the problems, however they are either too busy or not patient enough to redesign some tasks in the Textbook to teach the weak students Hence, the quality of teaching listening skills for this type of leaners still failed up to our expectation When it comes to the students, normally teaching listening to intermediate and advanced ones is difficult, and for the beginners, the case is more complex because they not gain themselves a lot of experiences with listening, plus their lack of linguistic and cultural knowledge of the language Therefore, it is not easy to understand the provided input to infer the meaning of the listening text That’s why low-level students hardly finish all the task in the textbooks To make it more clearly, I conducted an experiment in class 11A1 and 11A2 school year 2016-2017 These two classes had the same numbers of students at nearly the same level When teaching listening lesson of Unit 1, I gave them the copy of the listening tasks then asked them doing the tasks on the photocopied papers At the end of the lesson I collected their works and got the result that: The level of finishing Class A1 Class A2 (Students) Good Average 12 14 Poor 31 26 Total 42 42 As can be seen, the number of students who could not the task accounts for more than half of the total and remarkably outnumbers the students who finished the task at average and good level Taking more details into consideration, I also found out that almost all students could not task in the textbook, while task seems to be easier to be completed All of these things are indicated in the following table: Level (students) Class A1 A2 Task good averag e 15 18 Task Total poor good average poor 23 27 10 35 30 42 42 When interviewing them about the reasons why they could not task Many students said that they could not hear long sentences, some others shared that they were able to hear words related to the requirement but they did not know how to use them to make sentences to answer the questions The others indicated that they could not infer from what they heard to the answers However, almost all the listening lessons in the English Textbook 11 normally ask students to practice listening for gist or inferring meaning from what they hear Obviously, these two listening skills prove to be too difficult to be enhanced by weak students From the above given facts, so as to teach incompetent students effectively, teachers should invest more time and effort in desinging eligible listening tasks based on the Textbook so that they can them then be more motivated to study, which will create more successful and effective lesson 2.3 Some rules of designing listening task for weak students When designing listening task it’s difficult for the teachers to decide what should be taught, what techniques are better or simply what words should be introduced To deal with the problems, they should follow some rules for each stages * Pre-listening: Pre-listening step is normally considered very important to a listening lesson It helps students to know the topic, recall the background knowledge and understand the related word Hence, in this stage, teachers should: - Try to be as well-prepared as possible because once they understand what should be required in the lesson they will choose the best things to be taught for their learners - Try to design the most simple task but gain the class’s much involvement as possible to introduce the topic or recall the background knowledge Because this is the first part of the lesson therefore the teacher should create a positive atmosphere of the class so that the students will be motivated to be ready for the next part - Decide what are the key words in the listening text, and what are the key words in the listening task to teach In the textbook there are some new words given in the “listen and repeat” part; nevertheless, these ones are usually not enough for incompetent students Thus, teachers should provide some more key words in the text or in the listening tasks to make them understand the text and the task more easily * While-listening: This stage is the main part of the lesson, through which students can improve their listening skills In this part teachers should: - Have pre-task step to help them understand carefully what they have to to complete the task, and what are the key words they should pay attention to find the answers - Ask them to guess before they listen to the tape And not say what they guess is wrong or right, ask why they guess so if necessary This step will make learners more curious and hence eager to listen and the task - Write a very easy question so that they can answer after the first listening The purpose of the question is to encourage them to listen, to make them have a feeling of success - Write more additional questions to the listening tasks to make them easy to understand the content of the tape scripts - Be flexible when getting the pupils to listen to the tape Read the listening text if it is helpful to them When teaching weak students, sometimes the different accents or speed of speech pose obstacles for them to listen In this case, the teachers can support them by reading the tape scripts - Instruct students how to make the answers while listening (short answers or main ideas) This will help them develop note-taking skills, which are very essential in listening * Post-listening: This is the last process of a listening lesson in order to help them recall and construct the information they get from listening and practicing new words and phrases from the listening in speaking or writing When designing this stage teachers should pay attention to these following factors: - The time which is allowed to post-listening work If there still are a lot of time teachers can ask pupils to use the words or phrases learned to speak or write But if there is not much time left, they should only be summarized the main point of the listening text - The amount of language work which the teacher wishes to in relation to the particular listening text Base on this, the teachers will decide whether this work should consist of speaking, reading or writing They also have to decide whether the class should work in pairs, in groups or individually - The chosen activity should be motivating Whatever are required, the teachers should make it as simple as possible so that the low level students can it For example, gap-filling is always one of the best suggestions for this step 2.4 Some suggested way to design listening task basing on English Textbook 11 to teach listening skills for weak students Below are some redesigned listening tasks of some units in the English Textbook 11 (Appendix 1) which I personally think is rather difficult to teach for weak students 2.5 Results of applying redesigned tasks in teaching Listening skills In order to assess the effectiveness of applying this method to teaching listening for weak students I have compared my work with two classes 11 A1 and A2 (school year 2016 -2017) At first, The level of members in these two class is relatively the same In class A1 I teach them all the things designed in the English Textbook 11 And in class A2 I designed some listening tasks based on the English Textbook 11 After a term I’ve got some following results: First of all, The result of listening test in class A2 is better than in class A1, which is demonstrated by the following statistic: LISTENING TEST RESULT (students) Good Average Poor Total CLASS A1 CLASS A2 14 27 42 22 11 42 Secondly, it is a matter of fact that after applying some listening tasks I designed base on English Textbook11, my students in class A2 and I felt it more motivated to learn and to teach listening skills, they seemed to be very eager for Listening lessons During the lessons, all of them were involved in trying to finish the tasks , they worked excitingly to find out the answers to the question After each listening lesson, they could improve their listening skills more or less Besides, they had many chances to practice many other skills like writing and speaking, especially speaking in pairs, in groups or in individually in front of the whole class Thirdly, these listening tasks brought a more positive atmosphere to class which motivated each member to learn and get higher result because they give the feeling of understanding the lesson and the sense of “I can it” to students To sum up, all the results indicate that to deal with low-level students, applying the listening tasks I designed basing on the English Textbook 11 makes teaching and listening skills more effectively 10 DANH MỤC CÁC ĐỀ TÀI SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG ĐÁNH GIÁ XẾP LOẠI CẤP PHÒNG GD&ĐT, CẤP SỞ GD&ĐT VÀ CÁC CẤP CAO HƠN XẾP LOẠI TỪ C TRỞ LÊN Họ tên tác giả: Trịnh Hồng Vân Chức vụ đơn vị công tác: Giáo viên trường THPT Hậu Lộc TT Tên đề tài SKKN Các kỹ nhằm nâng cao hiệu dạy từ vựng Tiếng Anh khối 10 11 Kết Cấp đánh đánh giá giá xếp loại xếp loại (Phòng, Sở, (A, B, Tỉnh ) C) Cấp sở Loại C Năm học đánh giá xếp loại 2010-2011 13 LIST OF ABBRIVIATION T: teachers Ss: students v: Verb n: noun vphr: Verb phrase nphr: Noun phrase adj: adjective 14 APPENDIX Unit 1: FRIENDSHIP I Warm-up Alternative: Bingo - Ask Students (ss) to list the characteristics that they expect in their best friends - Let Ss down all their vocabulary on the board - Let Ss take out a piece of paper and copy down characteristics that they like best - Read out characteristics that Teacher (T) like best - Any Ss who have or more choices the same as the T will shout “Bingo” and they are the winners - Expected answers: caring, supportive, helpful, honest, good-nature, quickwitted, humorous, friendly [1] II Pre- listening Pre-teaching vocabulary: Teachers can use the part “Listen and repeat” and add some more words: introduce somebody to somebody (vphr) have…in common = have the same thing (vphr) Rough time (n) (synoym) = difficult time (n) give S.O a ring = call S.O happen to know (vphr) help S.O through = help S.O out of difficulties (vphr) III While listening - Have Ss read and predict the answers for Task before listening T write the answers on the board - Ask the students to listen to the tape twice and answer the following questions - Compare their answers with their guess at first Task 1: (Multiple choice) Listen and circle the correct answer: Ha’s family moved to Hai Phong in…………………………… a 1983 b 1995 c 1985 People think that Hai Phong people are………., but Ha is ………… a cold/friendly b friendly/cold c good/bad When Lan first went on a trip to Do Son, Lan ………… anybody there a didn’t know b didn’t meet c didn’t see Lan gave Ha a ring and she was so ……………… a friendly b sociably c funny Ha rode on her motorbike to Do Son and …… minutes later she was there a twenty b twelve c thirty *Answers: c a a a a 15 Task 2: (True/false statement) Listen and decide whether the statements are true or false (Before the task T should guide students to find the key words and ask them to pay attention to them) Statement True False Minh and Long have been friends since school Long was a guitarist Minh has a sense of humor They have a lot of things in common Minh always helped Long out of difficulties *Answers: F (schoolcollege) F (Long Minh) T T T Task 3: (Gap-filling) Listen and filling in the gaps to complete the table How and where did they meet ? What they like about their friends ? Lan - They used to live in the same (1) - Ha’s very friendly and helpful ……… building in Ha Noi - Ha’s sociable She’s got many - Lan went on a holiday to Do Son friends in Do Son and she (2) and Ha went there to help her ………… Lan around Long - They met in college - Minh has a sense of humor - Ming played the guitar Long was - Minh and Long like to go to a singer (4)………… - They worked (3)……………… - Ming is a good listener - Minh always helps Long (5) …………… *Answer: Apartment building Introduce together plays and movies through IV After listening Work in pairs to talk about how Ha has been Lan’s best friend and how Minh has been Long’s best friend Teachers can give suggested questions: Where did Ha and Lan used to live? How long have they been friends? How is Ha? Where did Long and Minh meet? Was Long a singer? What is Minh’s good quality? 16 Unit 3: A PARTY I Warm-up: Kim’s game “ WHAT DO YOU THINK OF WHEN YOU SEE THESE THING?” Gifts Cards Candles Cake Flowers * Answer: “ A BIRTHDAY PARTY” II Pre- listening Teachers can use the part before you listen in the text book III While listening Task 1: Teachers can use the part “Task 1”in the text book Task 2: (Multiple choices) Listen and choose the best answer to complete the blank Mai was ……… years old a 16 b 26 c.6 d 18 She didn’t like having her party at the restaurant because………………… a It’s noisy but cheap b It is far from her house c It’s noisy and expensive d it is not beautiful Mai’s mother served them soft………….and biscuits a food b drinks c flowers d.fruits the birthday cake was brought out at about……………… a 3:00 p.m b 4:00 p.m c 3:30 p.m d 4:30 p.m The cake was decorated with ………….icing a red and yellow b pink and white c white and red d pink and brown All the guests ………… their hands eagerly and sang………… while Mai was cutting the cake a raising/ “Happy birthday” b clapping/ “Happy New Year” c clapped/ “Happy birthday” c stood/ “Happy New Year” The birthday party finished at ………… a 7:00 p.m b 6:00 p.m c 7:30 p.m d 6:30 p.m 17 *Answer: a c b 4.d b c b IV After listening Fill in the blank with the given words then practice talking about Mai’s party served birthday party restaurant twenty blew out end presents Mai was 16 years old and her parents held a(1)…………… for her She invited about (2)…………of guess gathering in Mai’s house She didn’t like having the party at a(3)……… because it is noisy and expensive They gave(4)……… to Mai and she happily opened them After that Mai’s mother(5)……… them soft drinks and biscuits then they listened to music and played cards At about four thirty Mai’s mother brought out the birthday cake They all clapped our hands eagerly and sang “Happy Birthday” as she(6)……… the candles and cut the cake Finally at about six in the evening the party came to an (7)…… They were all tired but happy * Answers: birthday party twenty restaurant presents served blew out end UNIT 4: VOLUNTEER WORK I Warm-up: Match the pictures with the activities [1] A Teaching the poor children B Building road E Repairing house C Directing traffic D Donating blood 18 * Answers: E D A B C II Pre- listening : Teachers can use the part before you listen in the textbook But in the part “listen and repeat” I suggest that they should teach the low-level students some more words May be these words they’ve learned but not all of them remember; however, the words are helpful to the following tasks - provide (v) = supply (v) - informal (adj) - contact (v) - sponsor (n) III While listening Task 1: Teachers can use this part in the textbook Task 2: Listen and decide whether the statements are true or false (Before the task T should guide students to find the key words and ask them to pay attention to them) Statement True False Spring school provides classes to disadvantaged children in Ha Noi Dance, theater, singing and circus classes were set up in 1998 Children raise money to continue their English and Performance Art class Children dance, sing and play music at one of the largest stadiums in Ho Chi Minh City Foreign volunteer are needed to invite sponsors and help to expand the school activities *Answers: F ( Ha Noi  Ho Chi Minh City) F (1998 1999) T F (stadiums  Hotels) F ( invite contact) IV After listening Work in pairs to use the given words to make sentence then practice talking about Spring School Spring School/ informal school/ Ho Chi Minh City It/ provide/ classes/ disadvantaged children English class/ be set up/ 1998 Dance, theater, singing and circus classes/ be set up/ a year later Children/ raise money/ continue/ their English and Performance Art class Spring School/ require/ Volunteers/ help/ organize/ their fundraising dinner * Answers: Spring School is an informal school in Ho Chi Minh City It provides classes to disadvantaged children 19 English class was set up in1998 Dance, theater, singing and circus classes were set up a year later Children raise money to continue their English and Performance Art class Spring School requires volunteers to help organize their fundraising dinner UNIT 7: WORLD POPULATION I Warm-up: Match the pictures with the words a Water pollution b homelessness c hunger d lack of school d unemployment e poverty II Pre- listening : Teachers can use the part before you listen in the textbook III While listening Task 1: Teachers can use this part in the textbook Task 2: Listen again and answer the questions by completing the sentences [1] According to experts, what will the population of the world be by the year 2015?  According to experts, the population of the world will be over ……… billion people by the year 2015 What did the expert say about the population growth rates in some parts of the world? 20  The population growth rates in some parts of the world are It grows more in some parts of the world than others According to the expert, what is the reason for a fall in the death rates?  According to the experts, the reason for a fall in the death rates is the… of the living conditions and medical care According to the expert, what problems does population explosion cause to the world, particularly to developing countries?  The problems which population explosion causes to the world, particularly to developing countries are shortage of…… ., lack of hospitals and , illiteracy and low living standards * Answers: seven not the same/ quickly improvement Food/ school IV After-listening Summarize the main ideas of the passage by filling the information in the box in the sentences below: A 76 million B 67 billion C decrease D punishment E shortage F billion The world population today is over The world population increases by about a year By the year 2015, the world population will be over The main reason for population explosion is a ……… in death rates Overpopulation causes ………… of food, lack of school and poor living condition The solution to overpopulated problem is providing safe birth control methods, educating people, strictly implementing a family planning policy and exercising strict and fair reward and …………… policies * Answers: E A F C E 6D 21 UNIT 8: CELEBRATIONS I Warm-up: Net-Work Visiting friends Decorating house THINGSVIETNAMES PEOPLE DO ON THE NEW YEAR’S DAYS Exchanging gifts and cards Giving/receiving lucky money II Pre- listening : Teachers can use the part before you listen in the textbook and add more new words: - Do up (vphr) - Get rid of (vphr) III While-listening Task 1: Listen and order the things people on the New Year’ s Day in Japan a The television or radio will broadcast 108 bells b They decorate their house with small pine trees c Family members sit round and start watching the national singing contest on Television d Women cook special food for New Year’s Day e Every household a big cleaning up f They come home and eat special New Year Day’s food and drink a lot of rice wine g People also exchange cards and gifts h People put on special Kimonos or dress to go to visit their shrine * Answers: d-e-b-g-c-a-h-f Task 2: Listen again and fill in the gap with no more than words for each blank [1] 22 On the New Year’s Eve every household a big cleaning up The idea is to ……………… the dirt of the past year and welcome the new one Japanese hear the bells from ……………………… Japanese often wear ………………… to go to visit their shrines New Year’s Day is mostly celebrated ………………………… * Answer: get rid of television or radio Kimonos or dress among family only IV Post-listening Teachers can use the part after you listen in the textbook UNIT 9: THE POST OFFICE I Warm-up: Answer the following questions: Is your family on the phone? What is your phone number? Does any member of your family have a cellphone? What make is it? What you think are the advantages and disadvantages of cellphones? II Pre- listening : Teachers can use the part “listen and repeat” but I suggest that they should teach the low-level students some more words - Upgrade (v) - Rank second only to (vphr) - Fixed telephone network (nphr) - Reduce the price of…(vphr) - Monthly fee (n) III While- listening Task 1: Teachers can use this part in the textbook Task 2: Listen again and decide whether statements are true or false Before playing the tape T should guide Ss to find out the key words(the words are underlined are examples) that they should pay more attention to Statement True False China has the best growth in telephone numbers In the early 1990s, there were only 14,000 telephones in Vietnam In 1996, Vietnam change fixed telephone numbers from six to seven digits in Hanoi and Ho Chi Minh City as well as five to seven digits in other provinces In 2001, the mobile phone system was upgraded A network of 614 communal post offices have been set up across the country * Answer: T F (14,000  140,000) F (five to seven  five to six) 23 T F (614 6014) IV Post- listening Summarize the main ideas of the passage using the number given below: 2nd 1990s 1996 2001 93 6014 * Answer: - Vietnam ranks second only to China for growth in the number of telephone subscribers - In 1990s there were only 140,000 telephones in Vietnam - In 1996, Vietnam change fixed telephone numbers from six to seven digits in Hanoi and Ho Chi Minh City as well as five to six digits in other provinces - In 2001, the mobile phone system was upgraded - At present, 93 percent of communes across Vietnam have telephone services - A network of 6014 communal post offices have been set up across the country UNIT 10: NATURE IN DANGER I Warm-up: Name some National Parks in Vietnam II Pre-listening : Teachers can use the part “listen and repeat” in the Textbook III While-listening Task 1: Teachers can use this part in the textbook Task 2: Listen again and choose the best answers: How many national parks are there in the United States A 50 B 52 C 54 D 56 How many people visit national parks every year? A five thousands of visitors B millions of visitors C five millions of visitors D billions of visitors Tick the problems which national parks are currently facing: A Rare animals are killed or hunted for fur, skin or other part B Trees are cut down for wood C Large Area of National Parks experience devastating fires are caused by careless people D Some animals are in danger of extinction E Many people want to keep animals in the forest as pets F The increasing number of visitors is harming the parks due to the pollution from their vehicles What should be done to protect national parks? A.Increase the number of visitors to earn more money B These problems should be solved gradually 24 C Money should be raised for the parks’ staff and maintenance of their sources D.If there is not enough protectors, some national parks will be destroyed *Answers: B B A, B, C, F C IV Post-listening Filling in each gap with a suitable word to summarize the listening text National parks protect and (1) …………… the natural beauty of the land They usually (2)…………… a variety of scenic features There are (3)………… National parks in the USA and (4)………… of people visit it every year Many national parks are in (5)……… of being destroyed If their problems are not solved, they will be (6)………… completely * Answers: preserve contain 52 millions danger destroyed UNIT 15: SPACE CONQUEST I Warm-up: Teachers can use the first part of the part “Before you listen” in the Textbook (Work in pairs: Match the pictures with the captions) II Pre-listening : Teachers can use the part “listen and repeat” in the Textbook III While-listening Task 1: Listen and decide whether the following statements are true (T) or false (F) ( Before playing the tape, T should guide ss to finds out the keys words in each statement and ask them to pay attention to these words) True False In the speech to Congress in 1916 the US President Kennedy challenged the nation to put a man on the moon before the end of the decade The astronauts on board of the spacecraft were Neil Armstrong, Buzz Aldrin and Michael Collins On July 20, 1969 Michael Collins became the first man on the moon Armstrong and Aldrin spent two hours on the moon’s surface An American flag was left on the moon’s surface 25 * Answers: F (1916 1961) T F (Michael Collins  Neil Armstrong) F (two hours two hours and a half) T Task 2: Listen again and choose the best answers to fill in the blanks The program developed to meet President Kennedy’s challenge was… A NASA’s Apollo B NATO C SPUTNIK The Apollo 11 was launched on…………… A July 16th , 1996 B July 16th, 1969 C June 16th 1969 To walk on the moon’s surface, the astronauts needed to wear……………… A a suit B a wet suit C a space suit They collected …………… A Only rock samples B soil and rock samples C soil and water The crew of Apollo 11 returned to Earth on ……………… A July 24th, 1969 B July 14th , 1969 C July 16th, 1969 *Answers: A B C C A IV Post-listening Filling in each gap with a given word to summarize the listening text spent followed returned challenge experiments reminder mission After President Kennedy’ speech in 1961, NASA’s Apollo program was develop to meet the (1)…………… On July 20th , 1969, Neil Armstrong became the first man on the moon He was (2)………… by Aldrin 40 minutes later They (3)…… a total of two and a half hours on the moon’s surface They performed a variety of (4) …………… And collect soil and rock samples to return to the Earth An American flag was left there as a (5)…………of the achievement The crew of Apollo 11 (6)………… to the Earth on July 24 th, 1969 They successfully completed their historic(7)……………… * Answers: challenge followed Spent experiments reminder returned mission UNIT 16: THE WONDERS OF THE WORLD I Warm-up: Teachers can use the first part of the part “Before you listen” in the Textbook (Look at the picture and answer the questions that follow) II Pre-listening : Teachers can use the part “listen and repeat” in the Textbook and provide some more words such as: 26 - visible (adj) - original state (nphr) - defense (n) III While-listening Task 1Teachers can use this task in the Textbook Task 2: Listen again and decide whether the statements are True or False True False The Great Wall covers provinces It is considered one of the greatest man-made wonders in the world thanks to its magnificence and significance The Great Wall was mostly built during the Ming Dynasty for defense purpose The Wall started to be built in 1358 and took 200 years to complete The part in the Southwest of Beijing is the best choice to visit for it is still in original state *Answers: F (4 5) T T F (13581368) F (Southwest  Northwest) IV Post-listening Work in pairs: Talk about the Great Wall in China - T should give a model conversation and some suggestions provinces Ming Dynasty Great Wall Visible from the moon The Northwest of Beijing 1358 27 ... author to the study Some suggested listening tasks designed basing on English Textbook 11 to teach listening skills for weak students with the purpose of helping many teachers to deal with teaching... way to design listening task basing on English Textbook 11 to teach listening skills for weak students Below are some redesigned listening tasks of some units in the English Textbook 11 (Appendix... author only has ambition to propose some suggested listening tasks designed basing on the material provided in the Textbook English 11 with a view to improving the qualities of teaching listening