Title of the subject some useful methods to motivate students in listening skill

Page Table of contents INTRODUCTION 1.1 Reason for choosing the study 1.2 The aim of study 1.3 The scope of the study 1.4 Methods of the study 1.5 Design the study DEVELOPMENT 2.1 Reasons for motivating students in listening lessons 3 2.1.1 Students’ anxiety in listening lessons 2.1.2 Motivation 2.2 The reality of the taching and learning the listening skill 2.2.1 An overview of listening 2.2.2 Learner problems in listening comprehension 2.2.3 Stages of listening lesson 2.3 Some effective techniques to motivate students to listen to EEnglish 11 2.3.1 Improving the teaching process 2.3.2 Designing suitable tasks 2.3.3 Developing listening materials 2.3.4 Suggestion for adapting listening activities in the textbook of English 10 2.4 The effectiveness of the research on education activties, with oneself, colleagues and schools 17 CONCLUSION 18 REFERENCES 19 INTRODUCTION 1.1 Reason for choosing the study The ability to communicate in a foreign language is the greatest desire of the language learners and it is admitted that to be a language competent comunicator,the students need to master all the four language skills: listening,speaking,reading ,writing At high school level,it can be conceded that most of the class time is spent on learning grammar and vocabulary which are believed to be more important than the mastery of the four skills.Both the teachers and the students pay more attention to exam-oriented language so not enough attention has been paid to skills especially listening skill.However,it is time for teachers to realize that improving leaners’communicating skills is crucial as we should prepare them for era of globalization and integration.Also,when chances for overseas study are open for all learners,the requirement for learning language for communication is higher than before From informal interviews and short questionnaire,we have found out that most students at Le Hoan High School level have not enough time for language skills acquisition.More obviously,they have not paid due attention to and not like listening skill because this skill was so challenging that the students often feel tired when learning.However,students also admit that language skill are very important to them and they study listening skill in order to communicate more effectively It is students’desire that drives me to find out the best ways to help students to master listening skill and I believe that the acquisition of this receptive skill can performance of others With this in mind,I decide to conduct a study on effective tecniques to improve listening skill for students of Le Hoan High School.I hope that this study can help students better their English learning and especially the learning of listening skill 1.2 The aim of study The study aim at: - Finding out the students’ perception about listening - Investigating major difficulties faced by the tenth form English major students of Le Hoan High School -Giving solutions to the encountered problems 1.3 The scope of the study The study limits itself of finding out the difficulties in learning listening skill of Le Hoan students.The criteria for the writers to compile the supplementary listening materials are largely based on the objectives set in the book designed for the 10th form students of Nha Xuat Ban Giao Duc 1.4 Methods of the study The following methods are employed to collect data for the study: - Improving the teaching process - Designing suitable tasks - Developing listening materials 1.5 Design the study The study is divided into three parts: *Introduction presents the rationale,aims,scope,methods,significance and design of the study * Development consists of -Reasons for motivating students in listening lessons -Teaching and learning the listening skill - Some effectives techniques to motivate students to listen to English * Conclusion summarizes all the the obtained results and includes suggestions for further study DEVELOPMENT 2.1 Reasons for motivating students in listening lessons 2.1.1 Students’ anxiety in listening lessons It is widely accepted that listening comprehension is not only an essential skill but a requirement for oral proficiency as well Most learners of English as a foreign language experience considerable difficulties in listening comprehension,and these difficulties appearto be main causes of anxiety which should be taken into consideration.In order not to make students motivated in listening lessons, Until recently,many foreign language studies have been conducted to find out the specific factors which can help motivate or distract students during the listening lesson According to Underwood (1989) ,seven problems learners may encounter when learning to listen : fast speed ;unrepeated thing; the learners’ limited vocabulary ; failure to recognise the “ signals” ;interpretation ; concentrate ; and learning habit Underwood (1989) sees these prrolems as being related to learners’ different background such as their culture and education Brown and Yule (1983) propose four main groups of factors including the speaker (speech rate,varied accent), the listener, the content (vocabulary, grammar, background and knowledge), and support (whether there are the pictures,diagrams visual aids, etc.) can cause difficulty in listening comprehension Yagang (1994) attributes the difficulty of listening comprehension to four sources : the message, the speaker, the listener and the physical setting (or listening environment) I also believe that these four sources could make my students more and more nervous and anxious while listening to the target language.It is necessary to help them to reduce their stress while listening 2.1.2 Motivation a The importance of the students’motivation Because motivation is not only a vital but also a highly complex factor determining more or less successful language learning,it is necessary to examine approaches to motivation in learning in order to bring about better insights into it Over the years there have been in number able studies on motivation in foreign and second language learning.In these studies,researchers have attempted to explain what is meant by moivation Keller (1984) (quoted in Ellis,1994) sees ‘interest’ is one of the major components of mtivation,defining it as “ a possitive reponse a stimuli based on existing cognitive structures in such a way that learners’curiosity is aroused and sustained” However most of the studies on motivation in foregn and second language learning have been influenced by the worker of Gardner (1985) (quoted in Spolsky,1998),who defines motivation as consisting of effort,plus desire to achieve the goal of learning,plus favourable attitude towards learning the language Another theory on motivation can be seen from Littlewood’s respective (1998) that “in second language learning as in every other field of human learning,motivation is a crucial force which determines whether a learner embarks on a task at all,how much energy he devotes to it,and how long he perseveres.It is a complex phenomenon and includes many components:the individual’s drive,need for achievement and success,curiosity,desire for stimulation and new experience,and so on” Apparently,Littlewood, not only highlighting the important role of motivation in the second language learnning but emphasizing the “highly complex construct” of motivation claimed that if a learner is motivated she will probably decide to undertake a particular task with a curtain amount of energy and time needed for it Furthermore,McKay and Tom (1992) point out that the need to communicate with other in new language provide strong motivation for most learners Leaners’ motivation can change overtime and effect on their language learning Variuos studies have found that motivation in strongly related to success in language learning Gardner (1985) (qouted in Spolsky,1998) sums up “……it seems clear that achievement in a second language learning is influenced by motivational characteristics.Postulating that achievement in a second language learning is promoted by an integrative motive is not tantamount to saying that this is only cause or predictor” However, many researcher findings shows that successful learning can enhance motivation, and the relationship between learning achievement and motivation is an interactive one b Classification of motivation In general,according to Lewis (2007),motivation can be categorized into two main kinds:Extrinsic motivation and Intrinsic motivation Extrinsic motivation refers to motivation that comes from outside an individual.The motivation factors are external,or outside,such as rewards.These rewards provide satisfaction and pleasure Intrinsic motivation refers to motivation that comes from insides an individual rather than fro any external or outside reward.The motivation comes from the pleasure one gets from the task itself or from the sense of satisfaction in completing or even working on a task.Learners who are intrinsically motivated want to learn for the sake of learning It is obvious that intrinsic motivation is more important and teachers should try to include it in their teaching process In particular, according to Scrivener (1994) ,learners’motivation can be identified as follows: Exams and grades Parents content/activities Peer pressure others) Relationships Gender/gender ratio Class contract Class goals Amount of control on lesson “Face”(how they are perceived by Self-esteem Age(younger and older teens) Time of day Exams and grades: certain school,parents and teachers,as well as cultures,can place a lot of emphasis on the results of tests.As such,these can have a large role to play in learner motivation or can place a lot of stress on learners who may think certain activities are not useful to in class because they are not in exam formatwhy waste time in “game –style” activities when test are near Parents: learners can be assisted by parents and encouraged ormalternatively,their parents may think language are not important,and may provide little support at home with homework and building confidence Peer presure: dependent on cultures as well as the age of leaner.If placed next to “funny” or “ talkative” leaners,others may also become distracted-equally this can also assist when other leaners are motivated and keen,it can used to create a more productive atmosphere –madels or goals to aim for( to be as good as person A) “Face” : (how they are perceived in the classroom by others) –If leaners are keen and motivated they may be teased by other learners.Correcting learners in front of their peers can be embarrassing and care should be taken over how and when this is done.This can also be affected by age and gender-as they become more selfaware and aware of the opposite sex Self-esteem: this can also be affected by correction techniques,as well as how much praise is given when they contribute in class and take part in activities and book work – no one like to be continuously told they are not as good at something.You must also remember to give the praise for the small things as wellinteraction with others,sharing,taking turns,etc as this has an effect on classroom dynamics and group/pair work Relationships: (between learners as well as the teachers)-Team or pair work could be difficult to set up between opposite genders and between groups of “friends”.Leaners may also be less inclined to speak if the teacher is listening – they need to be familiar with the teacher monitoring regularly and closely and therefore become more accustomed to it Gender/gender ratio: as leaners develop,both genders go through a lot of hormanal and physical changes.Awareness of their body and how they look,awareness of the opposite sex,how they interact with adults-are a few areas that can affect how they act in class.Gender ratio may also affect class motivation.A higher ratio of one gender may be more difficult due to socializing and the minority gender may feel more self-concious or isolated Age: younger and older teens,young teens being similar to kids and old teens like adults-younger learners may be less self –conscience and teaching may need to be more game- like and activities changed regularly to keep interest,while with other learners the opposite may be true.More in depth analysis of language is possible with older teens-may be not so with younger learners,who have difficulty with abstract concepts Amount of control on lesson content/activities: if given the opportunity to choose topics and activity types ,motivation can change for the better Learners are more likely to talk about things they are interested in,and have more to say.They may also be more inclined to ask about,extend and try to remember vocabulary related to such topic Class goals : especially if the whole class is held accountable for not completing tasks/taking part fully in lessons or homework-with punishments given to the whole class for class goals not met! Care should be taken that peer pressure does not turn into bullying.These can be agreed and set up with contribution from the whole class and teacher-so it comes from al members and is not just teacher controlled Class contracts: similar to class goals,cotracts can be agreed upon in the first few lessons.Leaners are aware of what is expected of them and they can also have input into what is expected of the teacher,e.g.If all learners complete tasks to a high standard they will be rewarded with “game” activities they like.It can be displayed on the wall of the classroom so it can be referred to when needed Time of day: If the lesson is at the end of the day,they may be less likely to concentate due to tiredness.If is just before lunch,they may have low motivation due to hunger.After lunch or sports,they may be more excited and have more energy.In the morning,they may be difficult to motivate,again,due to tiredness 2.2 Teaching and learning the listening skill 2.2.1 An overview of listening a Definition It seems to be difficult to define what listening is.Through years, variuos definitions of listening have been proposed.Listening is more than merely hearing words.It is claimrd to be a complex and active process Howatt and Dakin (1974) define listening as the ability to identify and understand what others are saying This involves understanding a speaker’s accent or pronounciation,his grammar and vocabulary,and grasping his meaning.An able listener is capable of doing these four things stimultanously b Classificationof listening According to Ur (1996) listening can be divided into real – life listening and classroom listening Many learners of English find themselves in variety of situations where they need or want to listen to English being used in real – life for different purposes.There is, however, a big gap between listening activities in the classroom and actual listening situation in real life This is because listening materials which learners ussually listen to (dialogues or conversation for example) are very grammatically and controlled in so many ways as the speakers often speak at perfectly controlled speed,with perfect voice tone,accent and correct grammar.Whereas, in real-life conversations,different people speak with different accents, speed and voice tones without or less paying attention to grammar Real – life listening In real – life ,there are two ways in which we often listen: - Casual listening Sometimes,we listening with no particular purpose in mind,often without much concentration.Usually,we not listen very closely,unless we hear something that particularly interests us,and afterwards,we may not remember much of what we hear,for example,listen to the radio while chatting to a friend - Focused listening Someties, we listen for a particular purpose to find out information we need to know or to study the language In this situation,we listen much more closely,trying to get the content as much as we can,for example,listening to your friend explaining how to use a new cassette player Classroom listening Listening on the classroom may be divided into intensive listening and extensive listening * Intensive listening Intensive listening is the careful,focused listening to a short passage for full,detailed comprehension,for example,listening to a dialogue on the tape to study its structures,intonation patterns in an English class In the classroom context,there are two possible types of intensive listening exercises: a)Exercises focusing on detailed comprehension of meaning This can be done through + Comprehension quetionss which may be : -Factual ( where the answer is clearly stated somewhere in the passage) -Inferential (where the learner has to make some sort of connection for himself) -Personal (where the question is related to the learner’s own experience or opinion) +Summary questions(where the learner listens to a passage and has to summarize it) + Logical problems b)Intensive listening for language Teacher often more detailed work on language once the learners can understand what they are listening to * Extensive listening Extensive listening is the freer,more general listening to natural language for a general idea,not for a particular detail and not necessarily under the teacher’s direct guidance.With this type of listening,the learner is not reinforcing a structure or practicing a grammar point linked to the rest of the course.Extensive exercises are those where the learner is primarily concerned with following a story ,or finding something out from the passage he is listening to In summary ,to a large text ,however, the division between intensive and extensive listening is somewhat artificial Listening does not lend itself neatly to this type of classification in the way that reading does.It is perfectly easy to use the same listening passage for both extensive and intensive listening c The importance of listening As mentioned before ,listening is an important,active skill of spoken language as it involves various kinds of the listener’s knowledge: knowledge of phonology,vocabulary,semantics of the language in use,culture of its people ,his life experience in the topic,his ability to predict and respond,etc.It decides his comprehension,content and attitude in response to the speaker’s speech as well In learning English as foreign language,the learner can not develop speaking skill unless he develops listening skill.To have a successful conversation,He must understand what is said to him.Later on,the ability to understand the native speaker in direct conversations,on the radio or tape may be very important for him to further study the language and communicate in it Besides ,listening to spoken language is an important way of acwuiring the language –of “picking up” structures ,vocabulary.In the Vietnamese situation where the learners not have a chance to hear English spoken around them every day and can not acquire it easily the teachers need to give them as much opportunity to listen to spoken English on the as possible To conclude ,listening provides a foundation for all aspects of language and cognitive development.It can be said to be not only the end but also the means of teaching,learning languages in general and English in particular 2.2.2 Learner problems in listening comprehension It can’t be denied that listening is considered to be the most difficult among the four skills Many learners have difficulties with different aspects of listening comprehension These difficulties are closely associated with the characteristics of spoken language Underwood (1990) identifies seven potential problems learners often encounter in their learning listening Inability to control the speed of the speakers : Many students of English can not keep up with the speed at which a speaker speaks They often try to understand everything they hear When they fail in sorting out the meaning of one part, the following will be missed This can lead to the ignorance of the whole chunk of discourse Obviously they fail to listen Inability to get things repeated: Another difficulty connected with controlling the “input” (what the speaker says ) is that the learner os not always in a position to get the speaker to repeat an utterance Vocabulary limitation: Listeners have to try their best to follow the speakers and sometimes to guess the meaning of a word or phrase from its contents Native listeners can guess the meaning with the help of context clues,but for foreign learners,a new word can be a barrier which makes them stop and think about the meaning of the word and thus makes them miss the next part of speech Problems of interpretation: Problems of interpretation can also hinder communication.Students who are unfamiliar with the context may have difficulty in interpreting the words they hear.And the listeners from other cultures can easily misinterpret the meaning of non-verbal clues – facial expression ,nods,gestures,tone of voice… Inability to concentrate: Even the shortest break in listening can seriously effect comprehension.Therefore,lack of concentration is a major problem.Students will concentrate easily if they find the topic interesting or familiar.If they make enormous effort to follow what they hear word by word,the listening work will be tiring.Such factors as equipment,poor recording,unacoustically suitable rooms for the use of recorded material can also make concentration difficult Establish learning habits : Teachers often teach student to understand everything in the English lesson by repeating and pronoucing words carefully Students can form the habit of listening word by word from this teaching method of teachers So when they fail to understand a particular word or phase,they will be worried and become discouraged by their lack of success.This habit will cause a lot of difficulties when the learners deal with real-life listening situations 2.2.3 Stages of listening lesson Normally language teachers often facilitate the development of listening skill by creating listening lessons that guide learners through three stages : prelistening ,while-listening and post-listening a Pre –listening stage It is widely accepted that this stage is conducted before learners listen to the text “The pre-listening phase is a kind of preparatory work which ought to make the context explicit,clarify purposes and establish roles ,procedures and goals for listening”( Rost,1991:232).Thus it main aim is to contextualize the listening text,providing any information needed to help learners appreciate the setting and the role relationships between participants b While-listening stage While – listening stage activities can be shortly defined as all tasks that students are asked to during the time of listening to the text The nature of these activites is to help learners to listen for meaning that is to elicit a message from spoken language 10 The work at the while-listening stage needs to link in relevant ways to the pre-listening work,while they listen , learners need to be involved in an authentic purpos for listening and encouraged to attend to the next more intensively or more extensively c Post –listening stage This is the last stage of a lesson so it is for student’s production Post – listening activities allow the learners to “reflect” on the language from the passage : on sound ,grammar and vocabulary as they last longer than while – listening activities so the students have time to think, discuss or write Activities for this stage are aimed at helping learners to use what they have learnt from the listening text Therefore teachers should create and vary the activities for learners to depending on their level of English 2.3 Some effective techniques to motivate students to listen to English In learning English, listening skill is very important ,therefore, it is worth seeking techniques to make the teaching and learning the listening skill cuccessful 2.3.1 Improving the teaching process a Techniques for pre-listening It is commonly recognized that pre-listening is a preparation of the listening class.In this stage,teachers tend to arouse learners’expectation and interest of the language they are going to listen For teachers, when planning lessons, time must be allocated for pre-listening activities and these activities should not be rushed The techniques before listening are varied and depend on a number of factors: time, material,the ability of the class, the interest of the class, the nature and content of the listening text itself, etc It is, therefore, of great importance to let students know what to expect for the tasks before listening.The techniques used at this stage are: Using visual aids/games to introduce the topic of the text Giving background information Using pre-listening questions Pre-teaching vocabulary in the listening text Giving listening tasks In general, Pre –listening plays a role of warming –up and the main aim of this stage is to make learners focus their attention on the following while listening stage and decrease the difficulties of the text b Techniques for while – listening While – listening is the main procedure of listening information input In this stage,learners are given some audio materials for listening.Learners may be requested to deal with some questions with the listening materials,such as : Multiple choice True/false statements Comprehension questions Gap – filling 11 Information transfer Differences or mistake detection Pictures or statements sequencing Matching Note taking Usually learners need to answer the questions simultaneously or take note of some main points of the listening materials Teachers, as a guide during this process take control of the speed of the materials, start or pause of the machine and raise some questions for discussions or give necessary explanations to help the learner coprehend the materials The purpose of while – listening is to provide the learners with audio material input with exercises and therefore promote the learners’ listening competence Giving feedback in while-listening stage will help students to assess their ability,recognise their strong points and weak points and to find out the reason why they have not perform the tasks well so that they will make an effort and get better results in the next listening lessons The fact is that most of the teacher’s work related to a listening lesson has been done in pre-listening stage During the lesson,the teacher should exceed his role of supervising,and only give help to the students when really necessary.The teacher’s mission is to create and maintain an encouraging atmosphere in class c Techniques for post – listening Post-listening is also an important stage as it reviews and checks the listening efficiency and result.During this stage,the teachers are not only supposed to check the answers,they also need to lead the learners to consolidate the comprehension of the listening input.Apart from the techniques for pre and while listening stages,techniques for post-listening is very necessary and important Organizing further discussions on the listening text Summing up appeared language rules and designing some related exercises Role-play or simulation Summarizing the listening text Obviously,learners have received many comprehensible input through the first two stages, thus, the purpose of post-listening is to transfer these input into intake In other words, the stage of post -listening can be considered as a transformation of language knowledge to language competence in listening teaching section 2.3.2 Designing suitable tasks One of the teacher’s roles is to make it more appropriate and relevant to students’background, levels, and interests Therefore, designing and assigning listening tasks is necessary The tasks not only provide students with opportunities to use the target language, but they also cover a satisfactory range of language items and skills for students A task is an activity which requires learners to use languge, with emphasis on meaning to attain an objective It involves communicative language use in 12 which the user’s attention is focused on meaning rather than grammatical form A task is goal – oriented, meaning –focused first and form- focused then,contextualized.Upon designing listening tasks for the students It is a good idea to remember that a laguage recognitionn task is easier for students than a language production one What’s more, information that the students need to listen should not be too close to each other so that the students have enough time tto complete parts of the tasks and not to miss any important part of the listening text Students can easily be demotivated when faced by tasks that are very challenging,particularly the first few times, but if you show them you will gradually lead them to an understanding of the text, they will gradually start to relax more about dealing with more difficult text To sum up, it is not easy for every teacher of English to make changes in order to bring about effective teaching and learning English The work does take time and efforts from all teachers In order to obtain the goal, teachers must be flexible and adaptive so as to respond to the requirements of the new teaching circumstance 2.3.3 Developing listening materials Supplementary materials play a very important role in the process of teaching and learning English in general,and in teaching and learning the listening skill in particular They show their great importance when the core textbook cannot meet the requirements of the course When selecting materials, teachers should consider the following criteria: Topic The topics should be various, familiar and related to everyday life; therefore, it can help the teacher motivate the students to develop their listening skill as well as expose them to valuable extra contact with spoken language Language The language used in the listening texts should also be within the students’current ability so that students find it interesting when listening Moreover, it is also good for students to be faced with language that they should be capable of understanding although it is slightly above their current level of use Length The teacher had better select a listening text of suitable length so that learners can have chances to get to grips with the content, have the several tries at difficult parts and to be fitted within the time allowed for a lesson Failure can easily and rapidly lead to de- motivation The level of difficulty can be adjusted by giving support(which can be done at the pre- listening stage) It is advisable to provide while- listening activities which are a challenge for the more advanced students, but not discouraging those who only gain little success In short, to ensure the success og the teacher in activating his students and impoving their listening skill, teachers have to note the importance of finding wellrecorded material of the right length, with interesting content, and with suitable level 13 2.3.4 Suggestion for adapting listening activities in the textbook of English 10 The listening part in the textbook of English 10 is generally well-designed with various types of listening tasks of many topics Most of the topics are suitable for teenagers but some of them seem to be dull Besides, in some lesson lessons, there are no warm –up activities which play an important part in motivating students Therefore, it is essential to adapt these parts Period: 69 class 10 Unit 11: National Parks Part C : LISTENING I Objectives: General knowledge: - Sts get more information about Cuc Phuong National Park Language: - Some set expressions - Vocabulary on nature Skills: - Listening: fill in the gaps, answer questions - Speaking: - Discuss the special features of Cuc Phuong National Park II Anticipated problems: - Sts may not know some new words - The quality of the tape is not very good III Teaching aids: Tape, cassette, textbook, chalk, board 14 IV Procedures: Teacher’s activities Homework checking:(5 mins) - Ask one st to tell the whole class about his/her class excursion to Huong Pagoda and express his/her regrets about what he/she did or did not during the excursion - Listen and give remarks Before you listen:(10 mins) Aims:to focus sts on the topic and review/ introduce the words and phrases used in the listening text a Divide sts into small groups and ask them to discuss the following questions: a Where is Cuc Phuong National Park? b What is the area of the rainforest in Cuc Phuong National Park? c When is the best time to visit Cuc Phuong National Park? d What can be seen in Cuc Phuong National Park? - Ask some sts to give their answer b Introduce the topic of the listening text - Introduce some new words/ expressions - o'fficially (adv): formally - span (v): connect - 'fauna (n): all the animals of an area Students’ activities - Listen to their friend and give remarks - Work in groups and discuss the questions - sts may answer these questions easily from information in reading lesson a 160 kms South West of Ha Noi b 200 square kms of rainforest c From October to April d Caves, hike mountains and look at the 1,000year- old tree One st from each group stands up and gives their answer 15 - f'lora (v): all the plants of a particular area - a'ttack(n): a violent attempt to hurt sb - de'feat(v): win sb - in'vader: (n) The French and Americans were invaders - 'ethnic mi'nority (n): The Tay, Nung, Dao - Read the words again and asks sts to repeat - Ask sts to read the words in pairs - Ask some sts to read the words again While you listen:(20 mins) + Task 1: Aims: Practise listening and filling in the gaps Introduce sts that they are going to listen to the tape about Cuc Phuong National Park and they have to fill in the gaps in each sentence given 1.Cuc Phuong NP was officially opened in 2.Cuc Phuong is located Hanoi 3.In 2002,nearly visited Cuc Phuong 4.There are .different species of flora and species of fauna 5.Nguyen Hue’s army was stationed in Quyen Voi before it made its on Thang Long - Ask sts to read the sentences in pairs and make sure that they understand them Sts try to guess the missing information - Play the tape twice and ask sts to fill in the gaps - Ask sts to compare their answer in pairs - Checks sts’ answer - Play the tape once again, stop the tape where necessary and conduct the correction + Task Aims: Practise listening and Answering questions - Ask sts to listen to the tape again and answer the given questions - Ask sts to read the questions to see if they understand them - Play the tape once and ask sts note down the - Copy down the words and phrases into their notebooks - Listen and repeat - Read the words in pairs and correct each other’s mistakes - Some individuals read the words aloud - Listen to the T - Read the statements in pairs and try to guess the missing information - Listen to the tape and the task - Compare their answer - Give their answer 1960 160 km south west of 100,000 visitors 2,000; 450 Quen Voi - Check their answer say it aloud, and then correct their work if they have the wrong answer - Listen to the T 16 neccessary information - Ask sts to compare their answer in pairs - Check sts’ answer - Play the tape once again, stop the tape where necessary and conduct the correction - Read the questions in pairs and try to the task - Ask sts to work in groups and use the - Listen to the tape and information in Task and and the reading text the task - Compare their answer to disscus the following problems: - Give their answer It covers provinces: - Time founded Ninh Binh, Hoa Binh, and - Area, location Thanh Hoa - Numbers of visitors It is about 160 km - Historical event They come to see the - Local people -Move round to check the activities and to make work being done to protect endanger species sure that sts are working effectively Nguyen Hue defeated the - Ask one or two sts to present in front of the Qing invaders in the spring whole class of 1789 - Check and give remarks They live mainly on bee Homework:(1 min) keeping and farming Write a short paragraph about Cuc Phuong - Check their answer say it National Park aloud, and then correct their work if they have the wrong answer -Work in groups to discuss - One/ two sts present After you listen:(8 mins) 2.4 The effectiveness of the research on education activties,with oneself, colleagues and schools Motivation is an important part in the process of language learning.It makes the teaching and learning process run smoothly,and helps students acquire knowledge in a pleasant way.Thus ,it is crucial that teachers of English find the ways to motivate their students in learning English in general and in developing their listening skill in particular.In this paper,I would like to introduce three techniques which,I think ,can help motivate my students in listening lessons: - Improving the teaching process - Designing suitable tasks - Developing listening materials 17 After applying these techniques to my real teaching situations,and from the results of observation,I find that it is essential for teachers to help their students to become efficient listeners.The teachers have to adjust the time and efforts to manage the class and make their students involve in listening lesson by varying teaching strategies in three stages of a listening lesson and designing suitable tasks.Along with the listening lessons in the textbooks,supplementary listening materials should be carefully selected and provided The result of the study showed that students had different motivation factors towards listening skill.The finding of the research revealed that there is relationship between motivation and listening skill and the most frequently type of motivation is external motivation From my experiences and lesson plan that I presented above After applying a lesson at class 10A3 of Le Hoan High school I have the following result Number of students 47 Result Excellentgood Passably Average Weak Amount 10 Rate 21% 26 11 55% 24% 0,0 % Less 0,0 % 3.CONCLUSION In clusion ,teaching listening lesson is not a simple task,but it can be quite rewarding if we find ways to help our students improve their listening ability and make progress.In some ways,we are helping them cope with vocabulary and grammar,as we in other subjecs,but there are also many unique aspects of the listening process that we can help them grasp.When our students understand how to listen and what to listen to,the foundation for improvement in their listening skill will be set.Our own ability to teach listening will also be improved as we work to better grasp the strategies and skills our students need It is hoped that my findings in this study will be some sort of supplementary information from theory to practical application for teachers interested in the topic.In any research,mistakes are unavoidable so all the constructive remarks and suggestions on this study will be highly appreciated 18 REFERENCES Yagang, F (1994) Listening problems and solutions In Kralled Underwood, M (1990) Teaching listening.NewYork longman Thomson, K (2005) Helpingt teens to listen British Council Spolky, B (1998) Conditions for second language learning Introduction to a General Theory Oxford OUP McKay, H and Tom ,A (1992), “What adult learners Bring to a class?’’ Teaching a dult second Language learners Cambridge.CUP Brown,G and G Yule (1983) Teaching the spoken language Cambridge University Press Ellis, R The study of the second language Acquisition Oxford OUP Lightbrown, P, M and Spada, N (1999), “Factors affecting Second language Learning” How languages are learned Oxford OUP Littlewood,W.T (1998) “ motivation for learning English’’ Foreign and Second language learning.Cambridge.CUP 10 Lewis, G (2007) Teenagers Oxford.OUP Thanh Hoa ,20th May,2019 The confirmation of the unit head (xác nhận thủ trưởng đơn vị) I insist that this experience initiative is my own writing, not copy the content from others LE THI HOA 19 ... explaining how to use a new cassette player Classroom listening Listening on the classroom may be divided into intensive listening and extensive listening * Intensive listening Intensive listening. .. Using visual aids/games to introduce the topic of the text Giving background information Using pre -listening questions Pre-teaching vocabulary in the listening text Giving listening tasks In. .. -Giving solutions to the encountered problems 1.3 The scope of the study The study limits itself of finding out the difficulties in learning listening skill of Le Hoan students .The criteria for the