Difficulties in teaching and learning english listening skills in english experienced by teachers and 10th grade students at duong tu minh high school in thai nguyen and some suggested solutions

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST - GRADUATE STUDIES DƯƠNG THỊ LAN DIFFICULTIES IN TEACHING AND LEARNING ENGLISH LISTENING SKILLS EXPERIENCED BY TEACHERS AND 10 th GRADE STUDENTS AT DƯƠNG TỰ MINH HIGH SCHOOL IN THAI NGUYEN, AND SOME SUGGESTED SOLUTIONS NHỮNG KHÓ KHĂN TRONG VIỆC DẠY VÀ HỌC KỸ NĂNG NGHE TIẾNG ANH CỦA GIÁO VIÊN VÀ HỌC SINH LỚP 10 TRƯỜNG THPT DƯƠNG TỰ MINH THÁI NGUYÊN, VÀ MỘT SỐ GIẢI PHÁP GỢI Ý M.A MINOR THESIS Field: English teaching methodology Code: 60.14.10 Supervisor: Phạm Thị Thanh Thủy, MA Ha Noi - 2012 iv TABLE OF CONTENTS DECLARATION i ACKNOWLEDGEMENTS ii ABSTRACT iii TABLE OF CONTENTS iv LIST OF ABBREVIATIONS vi LIST OF FINGURES AND TABLES vii CHAPTER 1: INTRODUCTION 1.1 Background 1.2 Aims and Objectives of the study 1.3 Scope of the study 1.5 Methods of the study CHAPTER 2: LITERATURE REVIEW 2.1 The definition of listening and the nature of listening comprehension 2.1.1 Definition of listening and listening comprehension 2.1.2 The nature of listening comprehension 2.2 Process of teaching listening 2.2.1 Process of listening 2.2.2.Stages of teaching listening skills 2.3 The importance of listening in teaching and learning a foreign language 2.4 Listening difficulties for foreign language learners 10 2.4.1 Listening problems 10 2.4.2 Language Problems 11 Summary 12 CHAPTER 3: METHODOLOGY 13 3.1 Research setting 13 3.2 Participants of the research 13 3.2.1 Teachers 13 3.2.2 Students 13 3.3 Data collection instruments 14 3.4 Data collection procedures 15 3.5 Data analysis procedures 15 Summary 15 v CHAPTER 4: RESULTS AND DISCUSSION 16 4.1 Questionnaires 16 4.1.1 Teachers and students’ attitudes to teaching and learning listening 16 4.1.2 Listening difficulties experienced by students 18 4.1.3 Listening difficulties experienced by teachers 23 4.2 Class observation 32 4.3 Discussions of the findings 33 4.4 Implications 37 CHAPTER 5: CONCLUSION 5.1 Summary of the findings 39 5.2 Limitations of the study 40 5.3 Suggestions for further research 40 REFERENCES 42 vi LIST OF ABBREVIATIONS CLT DTM HS ESL L2 ULIS : : : : : Communicative Language Teaching Dương Tự Minh High School English as Second Language Second Language University Languages and International Studies Ts Ss : : Teachers Students vii LIST OF FIGURES ANDTABLES Figure The listening process Table 1: Teachers’ opinion about the importance of listening 16 Table 2: Teachers’ opinions about students’ interest (and motivation) in learning listening skill and lesson 16 Table 3: Students motivation of learning listening 17 Table 4: Students’ difficulties in general 18 Table Factors affecting students’ participation and interests in listening lessons 19 Table Classroom conditions 19 Table 7: The use of teaching aids 20 Table 8: Teacher’s roles 20 Table 9: Listening activities in the classroom 21 Table 10: Students’ opinion about the textbook 22 Table 11: Expectations of the students towards teachers of listening skill 23 Table 12: The number of the teachers who participated in the listening course 24 Table 13: Factors have influence in students’ participation and interests in the listening lesson 24 Table 14: Teachers’ employment of teaching aids 25 Table 15: Activities in listening lessons 26 Table 16: Activities in Pre-listening stage 27 Table 17: Techniques used in While-listening stage 28 Table 18 Activities in Post-listening stage 29 Table 19: Adaptation of the new textbook 30 Table 20: Teachers’ effort to have effective listening lessons 30 Table 21: Teachers’ need in having effective listening lesson 31 PART 1: INTRODUCTION 1.1 Background English has been remarked with many changes, notably changes in the movement towards the teaching of English since it has become an international medium of communication in such fields as commerce, industry, science, and technology Thus teaching and learning English in Vietnam is not excluded from the international trend due to the fact that Vietnam has recently adopted an open- door policy, which encourages broadening and improving relationship and cooperation with other countries in many aspects of life such as diplomatic, economic, cultural, scientific and technological areas Consequently, English is taught not only as a major at many big universities in Vietnam such as Vietnam National University, Ho Chi Minh University, Vinh University, but also as a compulsory subject at various schools It is widely assumed that listening plays a very important role in everyday conversation as well as learning a foreign language First, in real life, people wish to join in communication to exchange their information, experience, feelings and so forth However, communication is not considered to be successful unless what is said or referred to is comprehended by another person And there will be “communication breakdown” if the listener cannot understand the information given by the speaker It means that communication not only requires our abilities to produce the language but also a thorough understanding of what is directed to us Second, in learning a foreign language, listening is in close relationship with other skills Therefore, having a good command of listening skill helps to achieve good performance of the others At my high school, teaching and learning listening is a really new challenging job In addition to the lack of well- equipped facilities, teaching listening methods are quite new and unfamiliar to teachers Since the new English textbook was in use, they have been inexperienced in teaching listening methods and approaches Another problem is students’ low levels of proficiency in term of vocabulary, grammar, pronunciation, skills and so forth It is the reason why students find it difficult and tough to listen to and they are not confident enough to listening tasks successfully In literature so far, there have been not many studies on the difficulties in teaching and learning a foreign language in general, listening in particular, at a high school in Vietnam Moreover, not many researchers study listening difficulties experienced by high school teachers and students in using the new “ Tieng Anh 10 ” textbook Therefore, the author of this research found an urgent need of taking a serious look at such issue 1.2 Aims and Objectives of the study The main purpose of the study was to probe difficulties in teaching and learning listening among the teaching staff and the 10 th form students at Duong Tu Minh uppersecondary school, in Thai Nguyen Province With this purpose the three following central questions were investigated: What are the difficulties experienced by the teachers and the 10 th form students when teaching and learning listening skill in the new textbook “ Tieng Anh 10 ” ? What are some factors affecting the success of the listening process as perceived by DTM HS teachers and students DTM HS? What are some effective ways to improve DTM HS students’ learning and teachers’ teaching methods of listening skills? 1.3 Scope of the study This study points out difficulties in listening that teachers and 10 th form students at Duong Tu Minh High School face The study focuses on describing the problems the teachers and students meet, and the factors causing such challenges, for instance, facilities, students’ English listening proficiency, and teachers’ methods Due to the limited time, the investigator could not implement the research for a longer time and study on a larger population The sample population is only teachers out of 15 and 120 freshmen from three classes of the same English proficiency level 1.4 Design of the study The study is divided into five chapters which are summarized as follows: The first chapter is the introduction of the rationale for the study, the aims, and the methods, scope of the study as well as the design of the study The second chapter is the literature review discussing the theoretical background, which is relevant to the purposes of the study The third chapter shows the procedure of carrying out the research such as the participants, data collection instruments and methods of data analysis The fourth chapter reports and discusses the finding obtained from the data Some suggested solutions are also provided to help students overcome their difficulties in learning listening skill The fifth chapter summaries the whole study, followed by references and appendices 1.5 Methods of the study The research is done by both quantitative and qualitative methods; it is carried out on the basis of situation analysis, material collection, survey questionnaires, class observations In the first place, situation analysis has a look at the background to the study including the description of the current context at Duong Tu Minh High School and listening skill in the new textbook “Tieng Anh 10” Secondly, for the theoretical basis, a lot of reference materials on listening teaching methods and problems have been gathered, analyzed and synthesized thoroughly with the due consideration for teacher’s teaching and students’ learning situations Eventually, for the practical basis, questionnaires, class observations were carried out with the teachers and students to gather the most reliable data for analysis to find answers to the research questions mentioned above PART 2: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW In this chapter, the researcher would like to provide a theoretical background to the study to know more and deeply about Listening Comprehension Teaching It consists of four sections The first section examines different views on the definition of listening The second section presents the stages of teaching listening The third section is about the importance of listening comprehension The finally section is designed to look at the listening difficulties for foreign language learners 2.1 The definition of listening and the nature of listening comprehension 2.1.1 Definition of listening and listening comprehension a Definition of listening It is believed that listening is a significant and an essential area of development in a native language and in a second language; therefore, there are different points of view on the definition of listening, which present different views of scholars towards the concept Listening, as Underwood (1989:1) defines: “is the activity of paying attention to and trying to get meaning from something we hear.” The author also emphasizes: “To listen successfully to spoken language, we need to be able to work out what speakers mean when they use particular words in particular ways on particular occasions, not simple to understand the words themselves” (Underwood, 1989:1) As Celce-Murcia (1991:88) puts it, “Listening can be defined broadly as everything that impinges on the human processing which meditates between sound and the construction of meaning” b Definition of listening comprehension There have been a large number of definitions for listening comprehension made by methodologists Gary Buck (2001:31) points out that “ Listening comprehension is an active process of constructing meaning and this is done by applying knowledge to the incoming sound” in which “number of different types of knowledge are involved: both linguistic knowledge and non - linguistic knowledge” To put it in another way, Gary Buck (2001:31) concludes “comprehension is affected by a wide range of variables, and that potentially any characteristic of the speaker, the situation or the listener can affect the comprehension of the message” While Brown and Yule (1983) list the four degrees of comprehension on which listening exercises can be constructed: (1) The listener can repeat the text; (2) The students should have heard and understood the meaning of particular vocabulary items as that are used in that text; (3) The student should be able to resolve anaphoric reference and to determine which was referred to; and (4) The student should be able to work out not only what is directly asserted in the text, but also what is implied On the other hand, Wolvin and Coakley (1985) state listening “the process of receiving, attending to and assigning meaning to aural stimuli” This definition suggests that listening is a complex, problem- solving skill The task of listening is more than perception of sound; although perception is the foundation, it also requires comprehension of meaning This view of listening is in accordance with second-language theory which considers listening to spoken language as an active and complex process in which listeners focus on selected aspects of aural input, construct meaning, and relate what they hear to existing knowledge (O’Malley & Chamot, 1989; Byrnes, 1984; Richards, 1985; Howard, 1983) Therefore, the concept of listening and listening comprehension can be broadly defined as everything that improves on the human processing which mediates between sounds and the construction of meaning When listeners are expected to attend to what they hear to process it, to comprehend, to interpret, to evaluate and to respond to the incoming data In order to all these things, they have to get involved in the process and become active listeners 2.1.2 The nature of listening comprehension Traditionally, listening used to be considered as a passive language skill alongside with reading skill Students, were expected to listen word by word, trying to draw the meaning from the individual syntactic and semantic components of the utterances or discourse Therefore, other important factors such as the context, the speaker’s intention, intonation, stress, etc were totally ignored This point of view also resulted in the teacher’s methods The teacher often conducted the lesson as a listening comprehension “test” rather than teaching it Students were asked to remember the total utterance they had just heard Recently, listening process has been thought of as an “active process” The modern view points out that to become a successful listener, the listener must employ a combination a several complicated processes at the same time 42 Underwood, M (1990) Teaching Listening Newyork: Longman Ur, P (1984) Teaching Listening Comprehension Cambridge: Cup Ur, P (1996) A course in Language Teaching Cambridge: Cup Underwood, M (1990) Teaching Listening London: Longman Van, H V (2006) English 10th Hanoi: Educational Publishing House Van Hoang Van, Chi Nguyen Thi and Xuan Hoa Hoang Thi 2006 Đổi phương pháp dạy Tiếng Anh THPT Việt Nam Education Publishers, 38 - 39, 66 - 109, 132 - 157 White, G.(1998) Listening Oxford: Oxford University Press 23 ELTTP - English Language Teacher Training Project.(1998) Methodology Course Book & Book 10 24 Widdowson, H G(1972) Teaching Foreign Language Cambridge University Press 25 Minh Do Tuan 2007 Tài liệu bồi dưỡng giáo viên THPT “Đổi phương pháp dạy học theo chương trình sách giáo khoa lớp 10 mới” Vietnam National University, College of Foreign languages 26 Ministry of education and tranning 2006 Tài liệu bồi dưỡng giáo viên thực chương trình sách lớp 10 THPT 27 Van Hoang Van, Chi Nguyen Thi and Xuan Hoa Hoang Thi 2006 Đổi phương pháp dạy Tiếng Anh THPT Việt Nam Education Publishers, 38 - 39, 66 - 109, 132 - 157 APPENDIX SURVEY QUESTIONNAIRES (FOR TEACHERS) This survey questionnaire is designed to investigate teachers’ difficulties perceived in teaching listening in the Tieng Anh 10 textbook at Duong Tu Minh High School Your responses are incentive help to the success of the survey The data will be used only for the aims of the study, not for any other purposes Your contributions will be highly appreciated Thank you very much! Please put a tick in the appreciate box or give short answer in the provided spaces Personal information Genders: □ Male Age : □ Female □ under 24 □ 24-30 □ 30-35 □ 35-40 □ over 40 Years of teaching English: Experiences in teaching listening: Questions for the survey In your opinion, how important is listening skill in the new Tieng Anh 10 textbook in comparison with other skills? □ more important □ equally important □ not important □ I don’t know □ less important Do your students like listening lessons and learning listening skills? Tick the most appropriate column to your choice Strongly agree Agree 3.Disagree Strongly disagree I don’t know They like listening to and the tasks in textbook They like listening to songs, play games or free activities without doing tasks They are afraid of listening because they don’t know how and what to with listening tasks They hate listening because it is too difficult They are interested because they want to listen to news, songs, etc on their own Have you got any training programs or professional workshops on both language skills (including listening) and methodology for the new textbook? □ Yes If yes, how? □ No What are the current problems teaches face when they teach listening skills? Please rank them in this order: The most difficulty: 1 The least difficulty: 10 □ Lack of necessary facilities: cassette players, tapes, video, T.V, projectors, computers, and so on □ Poor classroom equipment or of bad quality □ Large classes (45 students or more) □ Students’ low background knowledge and skills □ Students’ inexperience in listening □ Teacher’s poor time- management skill □ Lack of time for further practice □ Teacher’s ability in teaching listening is not good enough □ Teacher’s teaching methods and techniques are not good enough □ Lack of experiences in teaching new textbook There are several factors that influence the students’ participation and interests in the listening lessons What is your opinion about the following statements? Put a tick in the column of your choice Strongly agree Agree 3.Disagree Strongly disagree I don’t know Uninteresting listening topics Difficult listening texts and tasks Boring listening activities/ learning environment Lack of well- equipped facilities: sound quality, cassette playertapes, television, video, projector… Teacher’s ability in teaching listening is not good enough Students’ background and motivation are not good How often you use the following teaching aids in listening lessons to motivate your students? Put a tick in the column of your choice 1.always 2.often 3.sometimes 4.rarely 5.never Authentic listening items(daily conversations/ native Speakers’ voice) Teacher’s voice (teachers read or record) Cassette- tapes VCD/ CD/ Projector Tasks in the textbook Handouts Pictures, board Music Games Others: ………………… What kinds of activities you use to motivate students in your listening lessons? How often you use them? Put a tick in the column of your choice 1.always 2.often 3.sometimes 4.rarely 5.never Listening to and transcribing word by word Getting main ideas Noting down missing words Matching conversations Ordering pictures or events True/false exercises Doing extra- listening tasks Playing games related to listening Listening for entertainment (music/ films/ news ) Others: ………………………………… In which stage of a listening lesson you think it is necessary to motivate students? Put a tick in the column of your choice Strongly agree Agree 3.Disagree Strongly disagree I don’t know Warm- up stage Pre-listening While- listening Post- listening At all the stages Which stages you think is the most important in teaching listening procedure? (You can choose more than one) □ Warm-up stage □ Pre- listening □ While- listening □ Post listening 10 Generally speaking, how much time you spend on each stage in a listening lesson? Stage Warm up Pre- listening While- listening Post- listening Time 11 How often you use these techniques or activities in pre- listening stage? 1.always often sometimes rarely never Pre- teach new words and structures related to listening pieces Design some activities or games to make students relax and feel at ease before listening Provide useful and clear guidance or instructions about how and what to with the tasks Explain clearly the task requirements and give instructions in Vietnamese Play the tapes/ Read the text for the first time without instructions Pre-teach new vocabulary and structures before playing the tape Provide one or two guiding questions before playing the tape Provide listening tasks before playing the tape 12 Which techniques are appropriate for the Ss in the while- listening stage in your opinion? Put a tick in the column of your choice Strongly agree Agree 3.Disagree Strongly disagree I don’t know Teacher plays the tape as many times as possible for students to the listening tasks Teacher plays the tape with no pauses for students to listen for gist and to perfect their comprehension and listening tasks once Teacher plays the tape with necessary pauses for students to the listening tasks once Teacher plays twice or three times for students to the tasks first then transcribe sentence by sentence Teacher plays the tape and complete doing listening comprehension only Teacher asks the students to take note before or after doing tasks 5 13 Which activities or techniques you often use in the Post- listening stage? always often sometimes rarely never Do extra listening tasks (designed or selected materials) Play games related to listening Listen for entertainment (music/ films/ news) Discuss/ speak about the related topic (summarize/ make questions) Free activities Transcript the typescripts and translate into Vietnamese Have no time to anything else 14 How you make use of the textbook “Tieng Anh 10” in your listening lesson? Strongly agree Agree 3.Disagree Strongly disagree I don’t know Use only the textbook and its procedure without creating or designing others listening materials or activities (due to students’ low ability and lack of time) Make advantage of the procedure in the textbook and add more tasks/ activities Replace some inappropriate parts with other listening tasks/ activities to motivate students’ interests Use teacher’s voice due to lack of facilities (cassettes, tapes, ) The teacher reads because the students cannot understand the speakers’ voices in the tape Provide students with more listening tasks based on the available text to practice and change the listening atmosphere (use handouts) 15 What you often to improve your teaching? □ Share experience with your colleagues □ Search for teaching materials on the Internet □ Search for teaching ideas on the Internet □ Read relevant books or journals □ Action research □ Others (please specify)……………………………………………… 16 In your opinion, what does a teacher need in order to have a useful and effective listening lesson? □ Have enough teaching equipments □ Teaching material are interesting and familiar to the students □ Have appropriate teaching method □ Have carefully lesson plans for the lectures before going to the class □ Students are active in learning process □ Teachers are enthusiastic in teaching □ Others (please specify) …………………………………………… 17 What you think your school should to help you in your teaching? □ Investment in terms of teaching and learning equipments (cassette recorders, tapes, language labs…………) □ Give conditions to the teachers to enlarge their knowledge in methodology or in English □ Democratization of school management □ Activation of the teaching- learning process and school management □ Creating favorable conditions for schools to care for teachers’ financial lives □ Others (Please specify)…………………………………………… Thank you very much for your co- operation APPENDIX SURVEY QUESTIONNAIRES FOR STUDENTS This survey questionnaire is designed to investigate students’ difficulties experienced in learning listening in the Tieng Anh 10 textbook at Duong Tu Minh High School Your responses are incentive help to the success of the survey The data will be used only for the aims of the study, not for any other purposes Your contributions will be highly appreciated Thank you very much! For all the questions, please answer by ticking one or more of the boxes or writing in the given spaces In your opinion, how important is listening skill in the new Tieng Anh 10 textbook in comparison with other skills? □ more important □ equally important □ less important □ not necessary □ I don’t know In your opinion, the purpose of learning listening skills English at your school is to……………… □ improve your English listening ability □ get good marks in the exams □ listen to English new, songs, and films □ Understand and communicate with the foreigners □ English is a compulsory subject □ To get good job in the future □ Others (please specify) ……………………………………………… How you find learning listening skills? □ very difficult □ difficult □ easy □ very easy What are the difficulties that you often get when studying listening skill in your class? Strongly agree I don’t know Agree 3.Disagree Strongly disagree Cannot understand the listening text and tasks due to the lack of English background knowledge and ability Get the main ideas but cannot the tasks or cannot get the required information Only find listening tasks Can not listen to the text because the sound is too soft or noisy Have no habits or technique to practice and improve listening skills Lack of listening materials(tapes or CDs) What you expect your teachers to to help you overcome the difficulty in learning listening? □ Provide you with certain amount of words needed for listening activities □ Equip you with necessary strategies in listening comprehension □ Design more suitable listening tasks to students’ listening levels and interests □ Recommend other supplementing listening material besides classroom activities □ Explain more clearly about the nature of spoken English □ Be flexible in organizing listening activities There are several factors that influence the students’ participation and interests in the listening lessons What is your opinion about the following statements? Put a tick in the column of your choice Strongly agree Agree 3.Disagree Strongly disagree I don’t know Classroom condition and facilities Teacher’s teaching methods: interesting, attractive, easy to understand Listening topic and level of difficulties of listening tasks Students’ awareness, interests Basic background knowledge of English Self study at home The design of the listening lessons, tasks and the clarity of tasks instructions Activities for entertainment Requirements of examinations In your opinion, is your class suitable for listening lesson? Strongly agree Strongly disagree Agree 3.Disagree I don’t know The class is well-equipped with modern technology or facilities The class size is too large, the students cannot listen well The class is large enough, the students can listen well from every place Give your opinions about teacher’s roles in listening lessons Strongly agree Agree 3.Disagree Strongly disagree 5.I don’t know Guiding and giving instructions of the purposes and how and what to listen to Designing tasks and organizing activities in classroom Observing the class activities Listening and translating the texts Correcting listening tasks and discussing with the students Managing and controlling all students tasks and activities in classroom Reading the listening text How often your teachers use these teaching aids? always often sometimes rarely never Visual aids: pictures, chalk, chart, board Textbook and supplementary books Handouts Computers, speakers Television Tapes, recorders CD/VCD Projectors 10 What are the listening activities in your classroom? Put a tick in the column of your choice 1.always often sometimes rarely never Teacher reads, students listen and the tasks Students listen to a classmate’s voice and the tasks in the textbook Students listen to the tapes recorder Teacher delivers tasks related to the listening text to complete without listening Teacher pre-teaches new words before listening Students different tasks apart form the textbooks Students extra tasks Students discuss the questions given in the textbook after listening Students freely talking or discuss about any topic, not necessary related to the text 10 11 What are your opinions about the textbook? Strongly agree Agree 3.Disagree Strongly disagree I don’t know Plenty of colorful picture, illustrations Updated contents, topics The sound quality of the tapes is clear and authentic The speakers’ voice is not original (Students listen to many non- native speakers ) Various tasks which are suitable to students levels Boring tasks , few entertainment activities………… The listening contents is long enough within a lesson 12 What you expect from teachers teaching listening skills to help you overcome difficulties in learning listening? □ Provide essential listening strategies □ Supply listening tasks more suitable to students’ interests and levels □ Introduce supplementary listening material besides class activities □ Explain new words needed for each listening tasks □ Be flexible in organizing listening tasks □ Explain more about the nature of spoken English □ Other ideas: (please specify ) ………………………………… Thank you very much for your co- operation 11 APPENDIX Class observation Class: 10A4 Teacher: Mrs Giang Stages Warm up Teacher Student - Good morning, class Good morning, teacher - What’s the date? Tien Quan Ca - What song all students always sing on Van Cao every Monday morning? He was born in Nam Ha in - Do you know who the composer was? 1923 - Em có biết sáng tác khơng? - Do you have information about him? - Hà Nội Mùa Thu Tình Ca Sơng Lơ có phải Văn Cao sáng tác không? Hôm học Văn Cao Before - Các em cho cô biết tính từ miêu -sweet and gentle, rousing, you listen tả nhạc Văn Cao nào? exciting, lyrical and solemn - À, tốt While * Task 1: you listen - Now, read task 1, please Students read It’s false Vì The guest - We listen tape the first time is Quang Hung - Listen to the tape the second time It’s false He likes some - Bây cô kiểm tra Vietnamese musicians - Number one nào: Có - Number two Who? It’s true - Đúng không lớp? 4.It’s false.It was written in - Number It’s true or false? 1944 - Number It’s false He always feels - Câu cuối nào? proud of his country when  Task 2: he hear the song - Now, listen again then answer the questions Students read the questions, - Read and explain the meaning of the then translate questions into questions, please Vietnamese - Now, listen please Students listen - Work in pairs Work in pairs One asks and - T asks another students to go to the board and one answers write the answers 12 Stages Teacher After you Teachers asks students to discuss about Van listen Student - Students look at the board Cao to discuss What does Quang Hung think about Van Cao? What does Quang Hung when he listen to Tien Quan Ca? What does Quang Hung think about Van Cao’s other songs (about rural in Vietnam)? Do you agree or disagree with him? * Homework: Write about 60 words about Van Cao 13 Class observation Class: 10A7 Teacher: Mrs Huyen Stages Warm up Teacher Good morning What’s the date? Students Good morning Monday, May, 2012 Name some of the famous football players Pele, Ronando in the world? I like Pele best Who you like best? I like Ronando best Prelistening Among some famous football players, who is the greatest player of all time? While- lis Look at page 147 Listen and repeat after Yes tening me word by word Read and repeat Repeat Where is it? -5 Goal- scorer- again - Yes Cô muốn cho thêm số từ - Some students are talking/ Participate: Tham gia whispering Promote: Khuyến khích, đẩy mạnh - Về nước Look at your book at task - I have different idea 1974 * Task - I don’t agree No and No Teacher reads and translate the - Work in pairs requirements Hung: What was Pele famous How many blanks? for as a football player? Listen the first time Are you ready? Lan: As a football player, Pele Ok, listen the second time Được chưa? was famous for his powerful Now, What did he in 1977? kicking and controlling the ball Yes, Retire - Yes Hung, November four 1970 Xuan: How many world cup did What, Lan he participate in? Who agree with Lan? Check your answer No3 and the third times Stop at the 3rd question, get information, keep reading, stop/ pause No4 Hoa: He participated three World Cup Van: Where did he play football before he retired? Trang: He played for an Task 2: Who can translate the question? American football club before - Bây em nghe lại trả lời câu he retired hỏi.Work in pairs Binh: What did Pele after his 14 Stages Postlistening Teacher Students - Now, Hung and Lan, ask and answer retirement? - Do you agree with Lan? - Ok, Now question Yes, good Question - Câu cuối cùng, nào? Binh and Thao, Thao: He became an international ambassador to the sport, promoting peace and understanding through friendly sport activities please Tất đồng ý với bạn khơng? - Có Work in group Dựa vào phần task Work in group task nói mốc thời gian quan trọng - Pele was born in 1940 in đời nghiệp Pele Group 1: Another group Do you agree? Anything else? * Homework: Các em viết đoạn Brazil.Pele was famous for his powerful kicking and controlling the ball He joined a Brazilian football club in 1956 and in 1962 he left his team to văn khoảng 60 từ cầu thủ bóng đá Pele its first world club championship By 1974, Pele had scored 1,200 goals and became a Brazilian national hero He retired in 1977 Later, Pele became an international ambassador to the sport, working to promote peace and understanding through friendly sport activities ... Aims and Objectives of the study The main purpose of the study was to probe difficulties in teaching and learning listening among the teaching staff and the 10 th form students at Duong Tu Minh. .. implication in order to enhance the quality and effectiveness in learning listening skill for students 4.1 Questionnaires 4.1.1 Teachers and students? ?? attitudes to teaching and learning listening. .. about students? ?? interest (and motivation) in learning listening skill and lesson 16 Table 3: Students motivation of learning listening 17 Table 4: Students? ?? difficulties in general