(Luận văn thạc sĩ) using video as a supplementary material in teaching listening skill to second year english major at hanoi national university of education

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES PHẠM THỊ THU THỦY USING VIDEO AS A SUPPLEMENTARY MATERIAL IN TEACHING LISTENING SKILL TO SECOND-YEAR ENGLISH MAJORS AT HANOI NATIONAL UNIVERSITY OF EDUCATION Sử dụng Video làm tài liệu bổ trợ dạy nghe hiểu cho sinh viên chuyên ngành tiếng Anh trường Đại học sư phạm Hà Nội M.A Minor Thesis Field: English Teaching Methodology Code: 60.14.10 Hanoi, 2010 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES PHẠM THỊ THU THỦY USING VIDEO AS A SUPPLEMENTARY MATERIAL IN TEACHING LISTENING SKILL TO SECOND-YEAR ENGLISH MAJORS AT HANOI NATIONAL UNIVERSITY OF EDUCATION Sử dụng Video làm tài liệu bổ trợ dạy nghe hiểu cho sinh viên chuyên ngành tiếng Anh trường Đại học sư phạm Hà Nội M.A Minor Thesis Field : English Teaching Methodology Code : 60.14.10 Supervisor: Nguyễn Minh Tuấn TABLE OF CONTENTS Declarations Acknowledgements Abstract List of tables and figures i ii iii vi Part 1: Introduction The rationale of the study Hypothesis The aims of the study The scope of the study The methods of the study The design of the study Part 2: Development Chapter 1: Literature Review Theories of listening comprehension 1.1.Introduction and definition of listening comprehension 1.2 Listening processes 1.3 Listening in language teaching and learning Definition and benefits of using video in language classroom The application of video in language teaching Previous studies Chapter 2: Methodology Participants Type of method employed Materials Instrumentations Procedures Chapter 3: Data analysis and discussion The findings from questionnaire 1.1 Students‘ assessment on the improvement in their listening competence 1.2 Students‘ attitude toward learning with video material 1.3 Students‘ assessment on the role of video in learning listening skill and the effectiveness of using video in listening lessons 1.4 Some difficulties encountered when using video in teaching listening skill The findings of the tests 2.1 Pre-test 2.2 Post-test Discussion Part 3: Conclusion Objective revisited The limitations of the research 1 2 4 4 11 13 14 14 14 15 17 18 21 21 21 23 24 25 26 26 28 29 31 31 31 Suggestions for further studies 32 33 References Appendix 1: Questionnaire I Appendix 2: Pre-test II Appendix 3: Post-test IV Appendix 4: Sample units VII LIST OF CHARTS Page Chart 1: Change in percentage of students‘ comprehension after using video 22 Chart 2: Change in percentage of students‘ retention after using video 22 Chart 3: Students‘ attitude toward learning with video material 23 Chart 4: Students‘ assessment on the role of video 24 Chart 5: Students‘ assessment on effectiveness of video material 24 Chart 6: Raw marks in pre-test 27 Chart 7: Raw marks in post-test 28 PART 1: INTRODUCTION Rationale of the study Videos are not only for entertainment, but for decades they have been used as useful materials and important tool for teaching listening and speaking in the world In recent years, combining video with IT, information technology, is being developed It allows teacher to transport virtually the target language environment into classroom so that live or prerecorded news, music, sports from all over the world can be viewed by students in real time The advantages of using video in the language classroom have been recognized by many researchers in applied linguistics The main advantage of using video as a technology for language teaching is considered to be its ability to present and immerse learners into complete communicative situations (Lonergan, 1984) Another greatest advantage is the ability of video to cover nonverbal aspects of communication and its cross-cultural comparison potential (Stempleski & Tomalin, 1990) In addition, using video in the classroom allows differentiation of teaching and learning according to students‘ abilities, learning styles and personalities I myself enjoy watching videos and English movies and find that my students are interested in them, too I have tried using some clips as well as extracts from several films for my teaching listening and found them rather promising There have been some questions arisen Does video material motivate my students to learn better? Does it affect a student‘s academic listening comprehension in classroom? How should video material be designed and used in my listening lessons? These questions motivated me to carry out the study on ―using video as a supplementary material in teaching listening to second-year English majors at the Faculty of English, HNUE.” With this study, the researcher mainly focused on carrying out a quasi-experimental research to investigate the effectiveness of using video material on improving students‘ listening competence Hypothesis This study was carried out to test the following hypothesis: video material can be used to enhance students‟ motivation in listening to English; improve their listening competence as well as enhance their retention The aims of the study The study aims to reach the following target: to investigate the effectiveness of using video in teaching listening skill to second-year English major students The scope of the study The research limits its scope to listening skill and to its participants of second-year English majors of intermediate level at Hanoi National University of Education Of four skills of language teaching, I choose listening skill to deal with as I have tried out some listening lessons using videos and I have found that listening in the classroom derived from the use of videos is very interesting and hopeful In addition, I also realize the changes in my students‘ attitudes toward learning listening skill The choice of participants is simply a matter of convenience as I am teaching listening for second-year English majors at HNUE Personally, I suppose that students at this level are more suitable for the application of this teaching method Hence, audio-visual lessons are very demanding to most students, and require them relevant background knowledge to comprehend The materials for my listening lessons are collected from different sources and mostly involve authentic videos such as movies, documentaries, news or clips downloaded from the internet Although the availability of video materials for teaching listening is high, the choice of videos is the key which can make videos useful or useless in a lesson plan Teachers picking a video without consideration of their lessons can turn a lesson into a disaster Stempleski and Arcario (1992) claimed that different purposes have to be served with different methods of materials However, as Underwood (1989) pointed out that what determines the difficulty of a teaching material is not just the material itself but also what the students are asked to with it The methods of the study The major method which was used in study is qualitative All comments, remarks, assumptions and conclusions of the study were based on the data and analysis Data collections for analysis in the study were gained through the following resources: survey questionnaire, observations, tests for students, as well as reference books A survey was carried out at the end of the semester The participants of this survey were students from experimental group which had been taught listening with video as a supplementary material The aim of this survey was to investigate the students‘ attitude toward the use of video materials as well as their self-assessment on the effectiveness of video material Two tests, one pre-test and one post-test were delivered, marked, then the results of these tests were analyzed, compared so that the researcher could use them to support for her conclusion The design of the study The study consists of three parts as follows: Part presents the rationale the topic, the aim of the study, the scope of the study and the methods applied Part develops the theme into three main parts:  Chapter sets up some theoretical backgrounds that are relevant to the purpose of the research  Chapter presents the methodology  Chapter analyzes the results collected from survey questionnaire and two tests  Chapter deals with the discussion of findings, some personal recommendations Part 3, Conclusion, briefly revisits the objectives, the limitations of the study and suggestions for further studies 10 PART 2: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW Theories of listening comprehension 1.1 Introduction and definitions of listening comprehension Research has demonstrated that adults spend 40-50% of communication time listening (Gilman & Moody, 1984), but the importance of listening in language learning has only been recognized relatively recently (Oxford, 1993) Since the role of listening comprehension in language learning was taken for granted, it merited little research and pedagogical attention Although listening played an important in audio-lingual methods, students only listened to repeat and develop a better pronunciation (for speaking) The role of listening has been considered as a tool for understanding and a key factor n facilitating language learning Listening has emerged as an important component in the process of second language acquisition (Feyten, 1991) Listening is an invisible metal process, making it difficult to describe Listeners must discriminate between sounds, understand vocabulary and grammar structures, interpret stress and intention, retain and interpret this within the immediate as well as the larger socio-cultural context of utterance (Wif, 1984) Rost (2002) defines listening, in its broadest sense, as a process of receiving what the speakers actually says (receptive orientation); constructing and representing meaning (constructive orientation); negotiating meaning with the speaker and responding (collaborative orientation) and, creating meaning through involvement, imagination and empathy (transformative orientation) 11 Listening is a complex, active process of interpretation, in which listeners match what they with what they already know Specifically, listening theory is about an active process in which individuals focus on selected aspects of aural input, construct meaning form passages, and relate what they hear to existing knowledge (O‘Malley, Chamot, Kupper, 1989: 418.) During the process of interpreting aural input, listeners extensively deploy both linguistic knowledge (phonology, lexis, syntax, semantics and discourse) and non-linguistic knowledge (knowledge about the topic and about the context, and general knowledge about the world and real life.) River and Temperly (1978: 63) defined listening as a complex operation integrating the distict components of perception and linguistic knowledge It is not a passive but an active process of constructing a message from a stream of sound with what one knows of the phonological, semantic, syntactic potentialities of the language All in all, listening has been conceptualized in different ways and from different points of view However, the role of context-based listening is also found and highlighted in many definitions 1.2 Listening processes There are two distinct processes involved in listening comprehension Listeners use ‗topdown‘ processes when they use prior knowledge to understand the meaning of a message Prior knowledge can be knowledge of the topic, the listening context, the text-type, the culture or other information stored in long-term memory as schemata (typical sequences or common situations around which world knowledge is organized) Listeners use content words and contextual clues to form hypotheses in an exploratory fashion On the other hand, listeners also use ‗bottom-up‘ processes when they use linguistic knowledge to understand the meaning of a message They build meaning from lower level sounds to words to grammatical relationships to lexical meanings in order to arrive at the final message Listening comprehension is not either top-down or bottom-up processing, but an interactive, interpretive process in which listeners use both prior knowledge and linguistic knowledge in understanding messages The degree to which listeners use the one process or the other will depend on their knowledge of the language, familiarity with the topic or the purpose of 12 listening For example, listening for gist involves primarily top-down processing, whereas listening for specific information, as in a weather broadcast, involves primarily bottom-up processing to comprehend all the desired details On one hand, research from cognitive psychology has shown that listening comprehension is more than extracting meaning from incoming speech It is a process of matching speech with what listeners already know about the topic Therefore, when listeners know the context of a text or an utterance, the process is facilitated considerably because listeners can activate prior knowledge and make the appropriate inferences essential to comprehend the message (Byrnes, 1984) Therefore, teachers need to help students organize their thought, to activate appropriate background knowledge for understanding and to make predictions, to prepare for listening This significantly reduces the burden of comprehension for the listeners On the other hand, listeners not pay attention to everything; they listen selectively, according to the purpose of the task This, in turn, determines the type of listening required and the way in which listeners will approach a task Richards (1990) differentiates between an interactional and a transactional purpose for communication Interactional use of language is socially oriented, existing largely to satisfy the social needs of the participants; eg., small talk and casual conversations Therefore, interactional listening is highly contextualized and twoway, involving interaction with a speaker A transactional use of language, on the other hand, is more massage-oriented and is used primarily to communicate information; e.g., news broadcasts and lectures In contrast with interactional listening, transactional listening requires accurate comprehension of a message with no opportunity for clarification with a speaker (one-way listening) Knowing the communicative purpose of a text or utterance will help the listeners determine what to listen and, therefore, which process to activate As with the advantages of knowing the context, knowing the purpose for listening also greatly reduces the burden of comprehension since listeners know what they need to listen for something very specific, instead of trying to understand every word In short, second language (L2) listening comprehension is a complex process, crucial in the development of second language competence Listeners may use all of the above processes to comprehend Guiding students through the process of listening not only provides them with 44 A trip to the museums can be(16)………………… for most people Investing in museums is a way of investing in (17)………………… of the country The Museum Festival next year will be held in (18)………………… PART You will hear five different people talking about school trips they went on when they were younger For questions 19-23, choose from the list A-F what each speaker says about their trip Use the letters only once There is one extra letter which you not need to use A I made some new friends B I was involved in an accident Speaker 19 Speaker 20 Speaker 21 Speaker 22 Speaker 23 C I thought the trip was good value for money D I went on similar trips over the next few years E I wasn‘t properly prepared for the trip F I would have like more independence PART You will hear a radio interview with Julia Emerson, a young writer For questions 24-30, decide which of the statements are true and which are false Write T for True and F for False in the boxes provided 24 Hollywood producers usually think of an idea or a film themselves 24 25 Julia was successful with her first screenplay 25 26 Julia has had a number of stories published in magazines 26 27 Julia has to be careful not to imitate other films 27 28 Julia‘s screenplay is about people living in the jungle 28 29 The screenplay is not based on Julia‘s own experience at all 29 30 The studio has the right to use Julia‘s screenplay in the next two years 30 IV APPENDIX POST-TEST PART You‟ll hear people talking in eight different situations For questions 1-8, choose the best answer by circling A, B, or C You will hear a woman bringing a CD player back to the shop where she bought it What is the problem with it? A It plays CD at the wrong speed B It jumps from one track to the next C It doesn‘t eject CD properly You will hear a woman talking a waiter What does she want him to bring her? A mineral water B coffee C orange juice You will hear a boy describing a journey Where did he want to go? A Leeds B Manchester C Crewe You will hear an advertisement for sale in a furniture store Which items have the biggest reduction? V A sofas B beds C armchairs You will hear a woman talking to a car mechanic What is the problem with her car? A It won‘t start in wet weather B The breaks don‘t work properly C The engine keeps on stopping You will hear a graphic designer talking about his work How does he feel about the recent change in his job? A He thinks it‘s boring B He regrets giving up his previous job C He thinks he‘s made the right decision You will hear a radio announcement about traffic on the motorway Where are the longest delays expected? A Between junctions 10 and 11 B Between junctions 13 and 14 C Between junctions 17 and 18 You will hear a man phoning his local newsagent‘s shop Which newspaper did he get by mistake this morning? A the Telegraph B the Sun C the Daily Mirror PART You will hear part of a radio interview with a young golf player, John Freeman For question 9-18, complete the sentences with NO MORE THAN THREE WORDS John Freeman has been playing golf for (9) _ John‘s father never developed as a golfer because he couldn‘t (10) the clubs John wanted to be a professional (11) _ John‘s father took up golf again when he was(12) _ John wishes he had more (13) _from teachers Everyone thinks that golf is for people with (14) _ The government should provide (15) _because golf equipment is expensive The (16) _of British players is likely to raise the profile of golf John‘s income from golf is (17) _ VI John used to dye his hair (18) _ PART You will hear five different people talking about holidays For question 19-23, choose from the list A-F the reason each speaker gives to explain why they remember one particular holiday Use the letters only once There is one extra letter which you not need to use A I felt I had learnt something B I was released to be back home Speaker 19 Speaker 20 Speaker 21 Speaker 22 Speaker 23 C It gave a sense of my origins D It provided an escape E I felt closer to my family F It made our friendship stronger PART You will hear part of a talk by a deep-see diver For questions 24-30, decide which of the statements are true and which are false Write T for True and F for False in the boxes provided 25 Ray had always wanted to escape from office work 26 His family didn‘t think he would finish the diver‘s training 27 Most of the work he does today involves repairing ships 28 Ray no longer thinks about the dangers of being a diver 29 He is now working on a ship that sank in wartime 30 Ray and his colleagues have found gold on the SS Union 31 Ray was nearly injured when part of the shipwreck moved APPENDIX SAMPLE UNITS SAMPLE UNIT SUSAN BOYLE –A FAIRY TALE OF MODERN TIME PRE-VIEWING: Discuss with your partners the following questions What you know about Britain's Got Talent? Have you ever watched any shows of Britain's Got Talent? Have you heard of Susan Boyle? Some brief information about the show Britain's Got Talent: Britain's Got Talent was a British television show on ITV and part of the Got Talent series Presented by Ant & Dec, it was a search for Britain's next best talent act featuring singers, dancers, comedians, variety acts, and other talents of all ages Anyone who believed they have talent would be encouraged to audition The winner of both series received £100,000 and was given the opportunity to perform at the Royal Variety Performance in front of members of the Royal Family The first series of the talent show premiered on June 2007, and was broadcast daily with a live final on 17 June 2007, revealing Paul Potts as the first winner The second series began on 12 April 2008 The final was aired on 31 May 2008, and was won by George Sampson The third series began on 11 April 2009 WHILE VIEWING Task 1: Listen and watch carefully the video clip and answer the following questions: How old is Susan Boyle? What‘s her dream? What song she is going to sing? What is the audience‘s and judges‘ attitude towards Susan before her performance? Which adjectives can be used to express the audience‘s and judges‘ attitude when she raises her voice and after her performance? Task 2: Watch the second part and complete the following judges’ comments on Susan’s performance: (1st judge)Piers Morgan: Without a doubt, that was the (1) ……………… I’ve had in three years of the show When you stood there with that cheeky grinner and said "I wanna be like Elaine Page", everyone was (2) …………… you No one is laughing now That was stunning An (3) ……………… performance(4) …………… I’m reeling from shock What about you two there? (2nd judge)Amanda Holden: I am so(5) ………… because I know that everybody was(6) ……… you I honestly think that we were all being very cynical, and I think that's the biggest (6) ………… call ever And I just want to say that it was a complete privilege listening to that (3rd judge)Simon Cowell: Susan, I knew the minute you (7)……… on that stage that we were gonna hear something (8)…………… and I was right Susan, you are a little (9) ………… , aren’t you Task 3: Watch and listen to the comments from three judges again and answer the following questions According to Piers Morgan‘s comment, when Susan stood there with a grinner it means that she was A laughing loudly B having a wide smile C crying D shaking What does ‗stunning‘ mean? A funny B interesting C impressive D believable The word ‗cynical‘ is closest meaning to A cruel B respectful C sincere D disrespectful Amanda Holden considered Susan Boyle‘s performance as ‗the biggest wake-up call‟, because: A It has wakened up all the audience B It has made all the audience change their attitude C It has made them laugh a lot D It has made them moved POST- LISTENING Discuss with your partners: What have you leant from this video clip? If you were at the age of Susan Boyle, would you able of doing the same thing? SAMPLE UNIT GLOBAL WARMING (This is an extract from the documentary titled An Inconvenient Truth) PRE-VIEWING Task 1: Discuss in groups of four and answer the following questions Do you know the roles of the layer of atmosphere? What causes global warming? What is the mechanism of global warming? Is global warming always not good for our planet? Task 2: Read the following sentences then match the words in bold with their appropriate definition In cold climates, houses need to have walls that will absorb heat Their pilots are guided by an infrared optical system that shows images clearly even at night Flows of lava radiated out from the volcano's crater Solar radiation can not be seen with naked eyes The fruit had been left to rot on the trees According the latest news, a corpse of unidentified woman was found in the forest this morning a) b) c) d) Absorb infrared radiate radiation e) rot f) corpse 10 to take something in, especially gradually, keep inside energy from heat or light that you cannot see a dead body to decay a type of light that feels warm but cannot be seen to spread WHILE-VIEWING Task 1: Watch the first part of an extract from the documentary “An Inconvenient Truth”, and complete the following sentences about layer of atmosphere and the mechanism of Global Warming Layer of atmosphere:  The earth is covered by a thin layer of atmosphere and it is the most (1) ………….of the earth‘s ecological system  The layer of atmosphere is so thin that people are capable of changing its (2)………………  The (3) …………… of the atmosphere compared to the earth itself is relatively small Basic science of global warming:  The sun radiation comes to the earth in form of (4) ………….that heats up the earth  Some of the radiation which is absorbed and (5) ………… the earth is radiated back     into space in the form of infrared radiation Some of this outgoing infrared radiation is (6) …………… by the layer of atmosphere and held inside the atmosphere This is a (7) …………… thing because it helps to keep the (8)……………… of the earth within certain boundary and, keep it relatively constant and (8)…………… However, when the layer of atmosphere is (10)……………… by the global warming pollution, (11)………… outgoing infrared is trapped the atmosphere Consequently, the atmosphere heats up (12)…………… That‘s global warming Task 2: View the second explanation about global warming and give short answer to the owing questions What is the purpose of Mr Sunbeam when he visits the earth? Who attack Mr Sunbeam and stop him coming back to the sun? What heats our atmosphere? According to Mary‘s father, ever since 2063 what we simply drop into the ocean to combat global warming? What we need more when the greenhouse gases are still building up? POST-VIEWING Work in pairs, imagine that your partner was your child and he/she ask you to explain about global warming; your task is to make him/her understand this phenomenon in the simplest way SAMPLE UNIT WHAT HAS HAPPENED TO THE ICE CAP IN NORTH POLE (An extract from the documentary An Inconvenient Truth) PRE-VIEWING Task 1: Discuss the following questions (these questions have been given at previous lesson as homework) What are the roles of ice cap at North Pole, in Artic Ocean? What has happened to it in recent years? Task 2: Match the words in bold with their appropriate meaning, there is one extra word Over the past 18 months, there has been a precipitous fall in car sales The sound bounces off when it hits the wall His strength has diminished over the years A B C D sharp, great, large decrease move back quickly, radiate back increase WHILE VIEWING Task 1: Watch the extract and decide each of the following statements is True or False Since the 1970s, there has been a great increase of ice cap in the Artic Ocean The amount of ice has been reduced by 14% in 40 years It is stated by two major studies that in the next 50-70 years, the Artic ice cap will disappear completely in summertime The ice acts like a mirror when the sun ray hits the ice cap The open ocean absorbs the heat from the sun ray instead of radiating back into space when it hit the water Right now, the Artic ice cap acts like a huge mirror which helps to make the earth cooler When the Artic ice cap melts, the ocean water will acts like a mirror instead Task 2: Watch the extract again and complete the following note In 1970, there was a great decrease in the amount, extent and (1) of ice cap in Artic Ocean In 40 years, the ice cap has diminished (2) According to two major studies, in the next 50-70 years, the ice cap will be completely (3) How could ice cap melt so quickly? When hitting the ice, more than (4) of sunray bounces off right back into space like a mirror However, when sun ray hits the open ocean, most of its energy is (5) Consequently, when the surrounding water gets warmer, it (6) the melting of the ice Right now, the artic ice cap acts like a (7) mirror, bouncing off more than 90% of the sun ray and keeps the earth cooler However, when the ice cap melts, the ocean absorbs more than 90% the sun‘s energy, there is a (8) buildup of heat at the North Pole, in Artic Ocean POST-VIEWING Predict what will happen to the earth when the ice cap in South Pole and North Pole disappears? SAMPLE UNIT UP PRE-VIEWING Read the following summary of the film ‘Up’: Carl Fredrickson, a little boy and a dreamer who idolizes the adventurer Charles Munts When he meets Ellie, who also worships Munts, they become close friends However Charles Munts falls into disgrace, accused of forging the skeleton of the monster of Paradise Falls He travels in his blimp to South America to bring the monster back alive but is never seen again Eventually he Carl grows up and marries Ellie They promise each other that they would travel together to Paradise Falls and build a house there Many years later, Ellie dies and Carl, who's lonely, refuses to move from their house despite the offers of the owner of a construction company When Carl accidentally hits a worker that damaged his mailbox, he is sentenced to move to a retirement home However, he uses many balloons to float his house in order to travel to Paradise Falls Finally, they reach Paradise Fall and have an amazing adventure together You are going to watch an extract from Up in which Mr Frederickson, a boy named Russell and a bird named Kevin are walking toward Paradise Fall On the way, they run into a dog named Dug which’s trying to find the track of the bird Kevin Mr Fredrickson WHILE-VIEWING Task 1: Watch the extract and match each of the following sentences with the characters who said it 10 11 12 13 14 15 Write F for Mr Fredrickson, R for Russell and D for Dug Thank goodness It’s nice to know someone else is up here I can smell you You were talking to a rock Ah, it is a dog We have your dog! Shake! Hi! There Did that dog just say ‘Hi, there!’? I just met you and I love you It’s not possible Hey, cool! What these do, boy? Have you seen a bird? Yes, yes, take it And on the way, learn how to bark like a real dog Let’s go to the fall Please, be my prisoner Task 2: Watch the extract again and complete the following caption  Mr Fredrickson: Hello Oh, hello sir Thank goodness! It‘s nice to know someone else is up here  Dug: I can smell you  Mr Fredrickson: What? You can smell us?  Dug: I can smell you  Russell: Hey, you were talking to a rock Hey! That one looks like a (1)…………… Look at that one! That one looks like a dog Ah, it‘s a dog  Mr Fredrickson: What?  Russell: We are not allowed to have a dog in my (2)…………… Hey, I like dog  Mr Fredrickson: We have your dog I wonder who he (3)…………… to  Russell: Sit! Boy! Hey, look! He (4)…………… Shake! Aha! Speak!  Dug: Hi, there!  Mr Fredrickson: Did that dog just say ‗Hi, there!‘?  Dug: Oh, yes My name is Dug I just met you and I love you My master made me this (5)…………… He‘s a good and smart master and he made me this (6)…………… so that I may talk My master is good and smart  Mr Fredrickson: It‘s not possible  Dug: Oh, yes, it is, because my master is (7)……………  Russell: Hey, cool! What these do, boy?  Dug: Would you cut….I‘d use that collar I would be happy if you stopped  Mr Fredrickson: Russell, don‘t touch that It could be (8)…………… or something  Dug: I am a great tracker My master sent me a special (9)……………………, all by myself Have you seen a bird? I want to find one and I‘ve been on a scent I am a great tracker Did I (10)…………… that? Hey, that‘s a bird I have never seen one up close But this is the bird May I take your bird up to (11)…………… as my prisoner?  Mr Fredrickson: Yes, yes, take it! And on the way, learn how to bark like a real dog  Dug: I can bark And here‘s howling  Russell: Can we keep him? Please, please, please!  Mr Fredrickson: No!  Russell: But it‘s a (12)…………… dog  Mr Fredrickson: It‘s just a weird (13)……………………… or something Let‘s get to the fall  Dug: Please, be my prisoner! Oh, please Oh, please be my prisoner! Task 3: Dubbing Work in groups of three, each group has to make voices for three characters in the extract ... VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES PHẠM THỊ THU THỦY USING VIDEO AS A SUPPLEMENTARY MATERIAL IN TEACHING LISTENING. .. research limits its scope to listening skill and to its participants of second- year English majors of intermediate level at Hanoi National University of Education Of four skills of language teaching, ... studied carefully With a quasi-experimental research on using video as a supplementary material in teaching listening skill, she does not want to find out new application of video in teaching English