A study on the effects of pre listening activities on listening comprehension tasks in the training program to non english major students of grade 10 at bac ninh gifted high school

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POSTGRADUATE STUDIES **************** LÊ THỊ MÙI A STUDY ON THE EFFECTS OF PRE-LISTENING ACTIVITIES ON LISTENING COMPREHENSION TASKS IN THE TRAINING PROGRAM TO NON-ENGLISH MAJOR STUDENTS OF GRADE 10 AT BAC NINH GIFTED HIGH SCHOOL (NGHIÊN CỨU TÁC ĐỘNG CỦA NHỮNG HOẠT ĐỘNG TRƢỚC KHI NGHE TỚI CÁC BÀI TẬP NGHE HIỂU TRONG CHƢƠNG TRÌNH ĐÀO TẠO DÀNH CHO HỌC SINH LỚP 10 KHÔNG CHUYÊN TIẾNG ANH TRƢỜNG THPT CHUYÊN BẮC NINH) M.A Minor Programme Thesis Field: English Teaching Methodology Code: 60140111 Hanoi, 2014 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POSTGRADUATE STUDIES **************** LÊ THỊ MÙI A STUDY ON THE EFFECTS OF PRE-LISTENING ACTIVITIES ON LISTENING COMPREHENSION TASKS IN THE TRAINING PROGRAM TO NON-ENGLISH MAJOR STUDENTS OF GRADE 10 AT BAC NINH GIFTED HIGH SCHOOL (NGHIÊN CỨU TÁC ĐỘNG CỦA NHỮNG HOẠT ĐỘNG TRƢỚC KHI NGHE TỚI CÁC BÀI TẬP NGHE HIỂU TRONG CHƢƠNG TRÌNH ĐÀO TẠO DÀNH CHO HỌC SINH LỚP 10 KHÔNG CHUYÊN TIẾNG ANH TRƢỜNG THPT CHUYÊN BẮC NINH) M.A Minor Programme Thesis Field: English Teaching Methodology Code: 60140111 Supervisor: Assoc Prof Dr Nguyễn Xuân Thơm Hanoi, 2014 DECLARATION I, Lê Thi Muụ̀i, hereby certify that the thesis entitled “A Study on the Effects of Pre-listening Activities on Listening Comprehension Tasks in the Training Program to Non-English Major Students of Grade 10 at Bac Ninh Gifted high school” is my own study in the fulfillment of the requirements for the Degree of Master of Arts at VNU University of Languages and International Studies Hanoi, September, 2014 Lê Thi Muụ̀i i ACKNOWLEDGEMENTS On the completion of this thesis, I am indebted to many people First and foremost, I would like to express my sincere thanks to my supervisor, Assoc Prof Dr Nguyen Xuan Thom for his valuable and prompt advice and helps, without which, this thesis could not come into being My thanks also go to all my lecturers and officers from Post Graduate Department, College of Foreign Languages, Vietnam National University, who have facilitated me with the best possible conditions during my whole course of studying Last but not least, let my gratitude go to my family and friends, whose encouragement and assistance are of extreme importance during the course of my writing this thesis ii ABSTRACT The present study attempted to find out the effects of pre-listening activities on listening comprehension tasks in the training program to non-English major students of grade 10 at Bac Ninh Gifted high school The survey was randomly conducted with teachers of English and 105 tenth form students in classes whose major subject is not English The data used to analyze in this study were the participants’ answers to questionnaires, to some interview questions and the researcher’s observation in four listening lessons The results of the study show that both teachers and students at the school highly appreciate the importance of pre-listening activities Besides, some activities that are the most frequently used by the teachers are also considered the most effective on listening comprehension tasks in the training program by students They are pre-teaching vocabulary and structures; guessing the topic of the listening text and questioning Moreover, some effective techniques teachers often use to implement these activities are really helpful After taking part in pre-listening activities, students get better results of listening comprehension tasks iii TABLE OF CONTENT DECLARATION i ACKNOWLEDGEMENTS ii ABSTRACT iii PART A INTRODUCTION I Rationale II Objectives of the study III Scope of the study IV Methods of the study V Design of the study PART B: DEVELOPMENT CHAPTER I: LITERATURE REVIEW I The concept of listening I.1 What is listening? I.2 Listening processes I.3 Component skills for listening II The concept of listening comprehension tasks II.1 Definitions II.2 Types of listening comprehension tasks III The concept of pre-listening activities III.1 Stages of teaching listening III.1.1 Pre-listening stage III.1.2 While-listening stage III.1.3 Post-listening stage III.2 Definitions of pre-listening activities III.3 Types of pre-listening activities 10 iv III.4 Factors affecting the choice of pre-listening activities 11 IV Prior studies related to pre-listening activities 11 V Summary 12 CHAPTER II: RESEARCH METHODOLOGY 13 I Background of the study 13 I.1 The context of English teaching and learning at Bac Ninh Gifted High School 13 I.2 Materials 13 I.3 Limitations of a listening lesson in the classroom at Bac Ninh gifted high school 14 II Research methods 14 II.1 Participants 14 II.2 Data collection instrumentations 15 II.3 Summary 16 CHAPTER III: DATA ANALYSIS, DISCUSSION, MAJOR FINDINGS AND RECOMMENDATIONS 17 I Questionnaires 17 I.1 The questionnaire for the teachers 17 I.1.1 Teachers’ opinions about the importance of pre-listening activities 17 I.1.2 Teachers’ opinions about the purposes of pre-listening activities 17 I.1.3 Teachers’ frequency of using pre-listening activities 18 I.1.4 Teachers’ frequency of using techniques for pre-teaching vocabulary and grammar structures 19 I.1.5 Teachers’ frequency of using techniques for working in pairs/ groups……………………………………………………………………… 20 I.1.6 Teachers’ frequency of using techniques for brainstorming for the details of the text 20 v I.1.7 Teachers’ frequency of using techniques for introducing the topic 21 I.1.8 Teachers’ frequency of using techniques for questioning 21 I.1.9 Teachers’ frequency of using techniques for previewing tasks 22 I.1.10 Teachers’ frequency of using pre-listening activities in the textbook “English 10” 22 I.2 The questionnaire for the students 23 I.2.1 Students’ opinions about the importance of pre-listening activities 23 I.2.2 Students’ opinions about the factors that make listening lessons more difficult 24 I.2.3 Students’ opinions about the purposes of pre-listening activities 24 I.2.4 Students’ preferences for pre-listening activities 25 I.2.5 Students’ opinions about the effects of pre-listening activities on listening tasks 26 I.2.6 Students’ opinions about the most effective technique to pre-teach vocabulary and grammar structures 27 I.2.7 Students’ opinions about the most effective technique to raise questions 28 I.2.8 Students’ opinions about the most effective technique to work in pairs/ groups 28 I.2.9 Students’ opinions about the most effective technique to guess the topic 29 I.2.10 Students’ opinions about the most effective technique to brainstorm for the content 30 I.2.11 Students’ opinions about the most effective technique to pre-view tasks 31 I.2.12 Students’ opinions about the pre-listening activities in the textbook “English 10” 31 vi II Class observation 32 III Interviews 33 III.1 Interviews for students 33 III.2 Interviews for teachers 34 IV Major findings 34 V Recommendations for implementing pre-listening activities 36 VI Summary 37 PART C: CONCLUSION 38 I Conclusion 38 II Limitations of the study and suggestions for further study 39 REFERENCES 40 APPENDICES I Appendix 1: Survey questionnaires I Appendix 2: Interview questions IX Appendix 3: Class observation X vii PART A INTRODUCTION I Rationale In our modern society, English plays an essential role because it is a very effective means of communication and of course it is a factor that decides the success of a person as well as a nation As second language learners, it is not easy at all to acquire English This requires good combination of four skills While reading and writing are important ways of gaining and consolidating information, vocabulary and structures in language learning, listening and speaking are the means of language communication Therefore, these four skills cannot be separated and they can be improved only by training and practicing Among four skills, listening is considered the most difficult Like other skills, listening is closely related to store of vocabulary that carries most meanings of the passage but learners have to get it aurally, which is very difficult because of the speed, the accent, the intonation of the speakers and even the external factors that interrupt the sound Moreover, Vietnamese learners not have many opportunities to communicate or speak to native speakers, especially high school students They only learn language through materials or Vietnamese teachers that not provide them so good pronunciation as native speakers Last but not least, learners’ motivation, one of the most important factors to study language well, is discouraged by all of the factors mentioned above If they cannot hear anything or little, they cannot communicate in the language they are listening to As a result, to help students improve listening skills, teachers first have to find out teaching techniques to attract them to the listening lesson, then to help them enlarge store of vocabulary, be familiar with the pronunciation of native speakers As a teacher of English, I think interesting and suitable pre-listening activities can raise students’ motivation and have other positive effects on learning procedures Hence, I choose the topic “A Study on the Effects of Pre-listening Activities on Listening Comprehension Tasks in the Training Program to Non-English Major Students of Grade 10 at Bac Ninh Gifted high school” with the hope, to some extent, to discover the real effects of pre-listening activities on the students’ participation in listening comprehension tasks as well as their studying results APPENDICES APPENDIX 1: SURVEY QUESTIONNAIRES SURVEY QUESTIONNAIRE (FOR TEACHERS) This survey questionnaire is designed to get data for my thesis: “A Study on The Effects of Pre-Listening Activities on Listening Comprehension Tasks in The Training Program to Non- English major Students of Grade 10 at Bac Ninh Gifted High School.” Your assistance in completing the following items is highly appreciated All the information you provide is solely for the study purpose Thank you very much for your assistance! Please tick (√) or write the answer where necessary Age: …………… Teaching experience: ………… year(s) In what way you often start a listening lesson? a b Ask students to listen to the text and the listening tasks at once Lead students to the topic of the listening text through some pre-listening activities How important it is to organize pre-listening activities? a Very important b Important c Not important at all Why you use pre-listening activities? (You can tick more than one) a To generate students’ interests in the lesson b To provide students with new words/ phrases/ structures that appear in the listening text c To help students acquire background knowledge about the topic d To help students to guess the topic of the text e To help students to brainstorm for the details of the text f To get students involved in pair/ group work g To make students more confident before listening to the text h To help students obtain better results of listening tasks Others: ……………………………… I How often you use the following pre-listening activities? (1 – Always; – Often; 3- Sometimes; – Rarely; – Never) Pre-listening activities a Pre-teaching new words/ phrases/ structures that appear in the listening text b Questioning c Working in pairs/ groups d Guessing the topic e Brainstorming for the details of the text f Previewing listening tasks g Others: ……………………… How often you use the following teaching techniques to carry out pre-listening activities? (1 – Always; – Often; 3- Sometimes; – Rarely; – Never) a You pre-teach new words/ phrases/ structures that appear in the listening text by using: - Pictures, real objects, gestures - The context in sentences/ situations - Synonyms/ antonyms - Small exercises (gap-filling, matching ….) - Translation - Explanation and definition 4 b You ask students to work in pairs/ groups to: - Ask and answer questions related to the topic - Do guided exercises (matching, gap-filling,….) - Discuss a topic, a picture, a situation, a video … c You ask students to brainstorm for the details of the text basing on: II - The title of the topic - Questions and answers - True/ False statements - Discussion - Given cues - Relevant reading materials d You introduce the topic by: - Directly stating the topic - Using games - Using audio-visual aids - Questioning - Reading relevant materials e The types of question you use: - Multiple choice questions (MCQs) - Wh-word questions - Yes-No questions - Tag questions f You ask students to preview - The first listening task - All of the listening tasks - The task in After you listen What obstacle(s) has/ have the negative effect on your implementing pre-listening activities? (You can tick more than one) a The limitation of time III b The students’ interest c The students’ background and levels d The topic and content of the listening text Others: …………………………………… How often you use pre-listening activities in the textbook “English 10”? a Always b Often c Sometimes d Rarely e Never What think about the pre-listening activities in the textbook “English 10”? (You can tick more than one) a They are very interesting b They are sufficiently varied c They are suitable to students’ background and level d They are suitable to the content of the listening text e They are boring Others: …………………………… What you think about the effects of pre-listening activities on listening comprehension tasks in the textbook “English 10”? Why? a Very effective b Effective c Not effective at all - Reason(s): ……………………………… 10 In your opinion, what should be done to improve the effectiveness of pre-listening activities on listening comprehension tasks in the textbook? ”? (You can tick more than one) a Add more some various kinds of pre-listening activities b Omit some pre-listening activities c Provide pre-listening activities regularly for each lesson d Design pre-listening activities that meet students’ interests and closely related to the text Others: ………………………… THANK YOU VERY MUCH! IV SURVEY QUESTIONNAIRE (FOR STUDENTS) Các câu hỏi dƣới đƣợc thiết kế nhằm mucc̣ đich́ thu thâpc̣ dƣƣ̃liêu cho đềtài luâṇ văn Thacc̣ Sỹ: “Nghiên cứu tác động hoạt động trƣớc nghe tới các bài tập nghe hiểu chƣơng trình đào tạo dành cho học sinh lớp 10 không chuyên Tiếng Anh trƣờng THPT Chuyên Bắc Ninh” Rất mong em bơt chut thơi gian tra lơi môṭcach trung thƣcc̣ va chinh xac cac câu hoi Mọi thông tin em cung cấp chỉ sử dung cho muc đích nghiên cứu ̉ Em đanh dấu (√) câu tra lơi hoăcc̣ viết câu tra lơi vao nhƣng chỗtrống ́ Tuổi: ……………… Khoảng thời gian hocc̣ Tiếng Anh: ……………… năm Em thich́ môṭgiờhocc̣ nghe đƣơcc̣ bắt đầu theo cách nào ? a Giáo viên cho nghe bài khóa và làm cac bài tập sách giáo khoa b Giáo viên tổ chức sốhoạt động để dâñ dắt vào bài trƣớc nghe Theo em, viêcc̣ tổchƣ́c môṭsốhoaṭđôngc̣ trƣớc nghe cóquan trongc̣ hay khơng Vì sao? a Rất quan trongc̣ b Quan trongc̣ c Không quan trongc̣ - Lý do: ……………………………………… Nhƣƣ̃ng yếu tốnào sau gây khókhăn cho em nghe bài khóa vàlàm các bài tâpc̣ nghe? (Em cóthểđánh dấu môṭđáp án ) a Thiếu tƣụ̀ vƣngc̣ vàcác cấu trúc ngƣƣ̃pháp liên quan đến bài nghe b Thiếu các kiến thƣ́c nền c Chủ đề bài nghe lạ d Chƣa chuẩn bi chọ các bài tâpc̣ ởphần nghe Ý kiến khác: ………………………… Theo em, các hoạt động trƣớc nghe có tác dung ? (Em cóthểđánh dấu mơṭđáp án) a Làm cho em hứng thú với viêcc̣ nghe bài b Giúp em hiểu đƣợc từ vựng, cấu trúc c Giúp em biết thông tin về bài nghe d Giúp em đoán đƣợc chủ đề bài nghe V ? e Giúp em đoán đƣợc nội dung bài nghe f Khích lệ em tham gia các hoaṭđôngc̣ căpc̣, nhóm g Giúp em cảm thấy tự tin trƣớc nghe bài khóa h Giúp em đạt kết tốt làm các bài tập nghe Ý kiến khác: ………………………………………… Trƣớc nghe, em thich́ giáo viên tổ chức hoạt động nào? a Dạy từ vựng và cấu trúc ngữ pháp đƣợc sử dung bai khóa b Đặt câu hỏi c Yêu cầu hocc̣ sinh làm viêcc̣ theo căpc̣/ nhóm d Yêu cầu hocc̣ sinh đoán chủđềbài khóa e Yêu cầu hocc̣ sinh đoán nôịdung bài khóa f Yêu cầu hocc̣ sinh đocc̣ trƣớc các bài tâpc̣ ở phần nghe Ý kiến khác: ……………………… Em cónhâṇ xét nhƣ thếnào vềtác đôngc̣ các hoaṭđôngc̣ trƣớc nghe tới các bài tập nghe? Hoạt động trƣớc nghe a Dạy từ vựng và cấu trúc ngữ pháp đƣợc sử dung bai khóa b Đặt câu hỏi c Yêu cầu hocc̣ sinh lam viêcc̣ theo căpc̣/ nhóm ụ̀ d Yêu cầu hocc̣ sinh đoan chu đềbài khóa ́ e Yêu cầu hocc̣ sinh đoan nôịdung cua bai khoa ́ f Yêu cầu hocc̣ sinh đocc̣ trƣơc cac bai tâpc̣ phần nghe g Ý kiến khác: ……………………………… Theo em , hình thức nào đƣợc sử dung để tiến hành các hoạt trƣớc nghe động môṭcách cóhiêu quảnhất? a Dạy từ vựng và cấu trúc ngữ pháp đƣợc sử dung bai khóa bằng cách sử dung: Tranh ảnh, đồvâṭ, cƣ̉ chỉminh hoạ VI Ngƣƣ̃cảnh câu/ tình h́ng Tƣụ̀ đờng nghiaƣ̃/ trái nghiaƣ̃ Các bài tập từ vựng Dịch sang tiếng Việt Giải thích hoặc định nghĩa bằng tiếng Anh Ý kiến khác: …………………………………… b Đặt câu hỏi bằng cách sử dung: Câu hỏi trắc nghiêm Câu hỏi cótƣụ̀ đểhỏi Câu hỏi trảlời CÓ hoặc KHƠNG Câu hỏi Ý kiến khác: …………………………………… c Yêu cầu hocc̣ sinh làm viêcc̣ theo căpc̣/ nhóm để: Hỏi và trả lời các câu hỏi liên quan đến chủ đề bài khóa Làm bài tập có hƣớng dẫn Thảo luận chủ đề, mơṭtình h́ng, môṭđoaṇ phim Ý kiến khác: …………………………………… d Yêu cầu hocc̣ sinh đoán chủđềbài nghe dƣạ vào : Gơị ýcủa thầy cô giáo Các trò chơi liên quan đến chủ đề Các phƣơng tiện nghe nhìn Các bài tập có hƣớng dẫn Thảo luận cặp, nhóm Đocc̣ trƣớc các bài tâpc̣ nghe Tài liệu đọc hiểu thích hợp Ý kiến khác: …………………………………… e Yêu cầu hocc̣ sinh đoán nôịdung bài khóa dƣạ vào : Tên chủđề Gơị ýcủa thầy cô giáo Câu hỏi vàcâu trảlời VII Dƣ đc̣ oán các câu ĐÚNG/ SAI Thảo luận cặp, nhóm Đocc̣ trƣớc các bài tâpc̣ nghe Tài liệu đọc hiểu thích hợp Ý kiến khác: …………………………………… f Yêu cầu hocc̣ sinh đocc̣ trƣớc: Bài tập nghe đầu tiên Tất cảcác bài tâpc̣ nghe Ý kiến khác: …………………………………… Bài tập sau nghe Em cónhâṇ xét nhƣ thếnào đối với các hoaṭđôngc̣ trƣớc nghe sách Tiếng Anh 10 mà em học? (Em cóthểđánh dấu môṭđáp án ) a b Hƣƣ̃u ich,́ gây hƣ́ng thú cho em bài hocc̣ Phù hợp với kiến thức và trình độ em c Phù hợp với nội dung bài nghe d Không phong phú e Nhàm chán Ý kiến khác: …………… Em cónhâṇ xét nhƣ thếnào vềtác đôngc̣ các hoaṭđôngc̣ trƣớc nghe đối với các bài tập nghe sách Tiếng Anh 10 mà em học? Vì sao? a Rất cóhiêu b Có hiệu c Không hiêu + Lý do: ………………………… 10 Theo em , nhƣƣ̃ng biêṇ pháp nào sau làm cho hoaṭđô c̣ ng trƣớc nghe sách Tiếng Anh 10 có hiệu đối với các bài tập nghe ? (Em cóthểđánh dấu môṭđáp án) a Mỗi bài nghe cómôṭtiêu đềcu tc̣ hể b Sƣ̉ dungc̣ nhiều tranh ảnh đểhỗtrơ vc̣ iêcc̣ đoán tƣụ̀ vànôịdung bài khóa c Dùng câu trả lời trắc nghiệm cho các câu hỏi d Thiết kếnhiều dangc̣ bài tâpc̣ làm viêcc̣ theo căpc̣, nhóm bám sát nội dung bài nghe Ý kiến khác: ……………………………………… THANK YOU VERY MUCH! VIII APPENDIX INTERVIEW QUESTIONS TEACHERS Do you think it is very important to organize pre-listening activities in a listening lesson? Why? Name some pre-listening activities you often use According to you, which pre-listening activity you have used is the most effective on listening comprehension tasks in the textbook English 10? What difficulties you meet when designing and implementing these pre-listening activities? What you think about the pre-listening activities in the textbook English 10? What should be done to make these activities more effective on listening comprehension tasks in the textbook English 10? STUDENTS Em cóthich́ tiết hocc̣ nghe khơng? Vì sao? Trong giờhocc̣ nghe em găpc̣ phải nhƣƣ̃ng vấn đềgi? ụ̀ Giáo viên em thƣờng bắt đầu giờhocc̣ nghe nhƣ thếnào ? Em cóthich́ cách bắt đầu tiết hocc̣ nghe nhƣ vâỵ khơng? Vì sao? Hoạt đơng trƣớc nghe sách và giáo viên giúp em điều ? Theo em , các hoạt đông trƣớc nghe có hiệu đố i với các bài tâpc̣ nghe hay khơng? Vì sao? Khi tham gia các hoaṭđơngc̣ trƣớc nghe , em cóthểhiểu nôịdung bài nghe và hoàn thành các bài tập nghe sách giáo khoa không ? (Bao nhiêu phần trăm?) IX APPENDIX CLASS OBSERVATION I The first observation Class: 10 Maths Unit 11: National Park - Lesson 3: Listening th Date: February , 2014 The teacher (T) I Before you listen (12 minutes) - T asks sts to work in groups of three or four to ask and answer the questions given in the textbook about Cuc Phuong National Park (based on their basic knowledge to guess the answer) - T calls some sts to make short dialogues - T asks sts to guess the topic and the content of the listening passage (T highly appreciates sts’ ideas however correct they are) - T introduces the topic and the basic - Almost the sts guess the correct information related to the listening topic: Cuc Phuong National Park passage - T introduces and explain new words and structures: + threatened (a): (sts guess the - Sts are happy with T’s appreciation meaning based on the context in the sentence) X We often feel threatened when we see listen to T’s translation, guess the horror films meaning and write them down + endangered (a): ( T translates the meaning) - All the sts read words in chorus and + flora (n) (sts guess the meaning) many of them raise their hands to read + fauna(n) individually In a national park, there are always - They are ready and willing to listen flora (such as flowers, trees, etc) and to the tape fauna (bears, monkeys, etc) + + attack (v) (T translates) enemy (n) (T uses the antonym:friend) - All of them can listen to some information and finish at least 50% of the tasks Many of them can from 70% to 90 % of the tasks However, + span (v) (T explains in English) + ethnic minority ( T uses the picture) no one can finish 100% - T instructs sts to read these words in chorus, then calls sts to read aloud II The second observation Class: 10 Informatics Unit 12: Music- Lesson 3: Listening th Date: February 25 , 2014 The teacher (T) I Before you listen (12 minutes) - T raises a question: “Do you know Van Cao? What is his job?” - T invites one to sing any song written by Van Cao - T and sts lists some other songs XI written by him - T introduces some adjectives to describe his songs as new words: + sweet (n, a) (Sts guess the meaning of the adjective based on the noun) + gentle (a) (Translating) + rousing (a) (Translating) + lyrical (a) (Translating) + solemn (a) “Tien Quan Ca” is a solemn song - T instructs sts to read these words in chorus - T asks sts to work in pairs to look at the first task to guess the type, the topic as well as guess the answers to these statements base on their knowledge - T calls sts to write their guessed answers on the board to compare later XII III The third observation Class: 10 History-Geography Unit 12: Music- Lesson 3: Listening th Date: February 28 , 2014 The teacher (T) I Before you listen (12 minutes) - T raises some questions: + What is our National Anthem? + Who wrote it? + When was it written? + How you feel whenever you listen to this song or sing it? - T asks sts to name some other songs written by Van Cao and give their comments on these songs? - T introduces new words: + sweet and gentle (a) (translating) + rousing (a): with fast and loud beat + lyrical (a) (translating) + solemn (a): the atmosphere in a funeral - T asks sts to guess the answers to True/ False statements in task and asks them to answer orally in chorus XIII Half of sts have difficulty in giving full answers to the question IV The forth observation Class: 10 Biology Unit 14: The World Cup- Lesson 3: Listening th Date: March 28 , 2014 The teacher (T) - T organizes a team game (Team A and Team B) Rules: Each team has one minute to discuss and write down the names of all the football players in the pictures Then the representative of each team has 30 seconds to write these names on the board The winner is one to get more correct answers - T directly introduces the listening text but ask students to guess the name of football player: “The passage talks about one of the most famous football players in the world He is a Brazilian ” - T introduces new words: + goal-scorer(n): the person who kick the ball to the goal + hero (n): The goal-scorer is considered the hero of the team XIV + retire (v) -> retirement (n): stop playing football + ambassador (n) (translating) + promote (v) = encourage (v) - T instructs sts to read these words in chorus, then calls sts to read aloud XV ... ABSTRACT The present study attempted to find out the effects of pre- listening activities on listening comprehension tasks in the training program to non- English major students of grade 10 at Bac Ninh. .. Pre- listening Activities on Listening Comprehension Tasks in the Training Program to Non- English Major Students of Grade 10 at Bac Ninh Gifted high school? ?? with the hope, to some extent, to discover... is to find out the effects of pre- listening activities on listening comprehension tasks in the training program to non- English major students of grade 10 V Summary In this chapter, a number of