Hiệu quả của hoạt động trước khi nghe phụ hợp đối với việc nghe hiểu của học sinh lớp 10 điển cứu tại trường thpt buôn ma thuột tỉnh đắc lắc

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES MAI THỊ HỒNG HÀ EFFECTS OF APPROPRIATE PRE-LISTENING ACTIVITIES ON 10TH FORM STUDENTS' ENGLISH LISTENING COMPREHENSION: A CASE STUDY AT BUON MA THUOT HIGH SCHOOL IN DAC LAC (Hiệu hoạt động trước nghe phù hợp việc nghe hiểu học sinh lớp 10 Điển cứu trường THPT Buôn Ma Thuột tỉnh Đắc Lắc) M.A MINOR THESIS Field: English Teaching Methodology Code: 601410 Hanoi - 2010 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES MAI THỊ HỒNG HÀ EFFECTS OF APPROPRIATE PRE-LISTENING ACTIVITIES ON 10TH FORM STUDENTS' ENGLISH LISTENING COMPREHENSION: A CASE STUDY AT BUON MA THUOT HIGH SCHOOL IN DAC LAC (Hiệu hoạt động trước nghe phù hợp việc nghe hiểu học sinh lớp 10 Điển cứu trường THPT Buôn Ma Thuột tỉnh Đắc Lắc) M.A MINOR THESIS Field: English Teaching Methodology Code: 601410 Supervisor: ĐỖ BÁ QUÝ, Med Hanoi - 2010 TABLE OF CONTENTS Declaration Acknowledgements Abstract Part A: INTRODUCTION Rationale Aims of the study Scope of the study Methods of the study Design of the study Part B: DEVELOPMENT Chapter 1: Literature Review 1.1 Theory of listening 1.1.1What is listening comprehension? 1.1.2 Types of listening 1.1.2.1 Real-life listening 1.1.2.2 Classroom listening 1.1.3 Approaches to teaching listening 1.1.4 Factors in teaching and learning listening 1.1.4.1 The listening texts 1.1.4.2 Teacher's role 1.1.4.3 Students' role 1.1.5 Stages of a listening lesson 1.1.5.1 Pre-listening 10 1.1.5.2 While-listening 10 1.1.5.3 Post-listening 11 1.2 What are pre-listening activities? 1.2.1 Definitions of pre-listening activities 12 1.2.2 Types of pre-listening activities 13 1.2.3 Factors affecting the choice of pre-listening activities 14 1.3 Summary 14 Chapter 2: Methods of the Study 2.1 The setting of the study 2.1.1 English teaching and learning situation at Buon Ma Thuot High Shool 15 2.1.2 The materials 15 2.2 Research methods 2.2.1 Research questions 16 2.2.2 The subjects 16 2.3 Data collection instruments 17 Chapter 3: Data analysis and major findings 3.1 Results of the questionnaires 3.1.1 Questionnaire for the teachers 3.1.1.1 Teachers' opinions about the necessity of pre-listening activities 18 3.1.1.2 Teachers' purposes in using pre-listening activities 19 3.1.1.3 Teachers' activities to motivate students to listen and the frequency of using 20 them 3.1.1.4 Pre-listening activities which help increase students' motivation from the 21 teachers' points of view 3.1.1.5 Teachers' difficulties when applying pre-listening activities 22 3.1.1.6 Teachers' comments on the pre-listening activities available in Tieng Anh 10 23 3.1.2 Questionnaire for the students 3.1.2.1 Students' opinion about listening skill in learning a foreign language 23 3.12.2 Factors making students unwilling to learn listening English 24 3.1.2.3 Teachers' pre- listening activities that help to make listening easier for the 25 students 3.1.2.4 Students' preferences for pre-listening activities 25 3.1.2.5 Benefits that students get when teachers employ the above pre-listening 28 activities 3.1.2.6 Students' comments on the pre-listening activities available in TiengAnh 10 28 3.1.2.7 Students' suggestions with the changes in pre-listening activities in Tieng 29 Anh 10 3.1.2.8 Students' self-evaluation of their ability of listening 30 3.3 Findings 32 3.4 Summary 35 Chapter 4: Recommendations for implementing pre-listening activities 4.1 Paying attention to students' personal factors and their proficiency 36 4.2 Using pre-listening activities in a flexible and appropriate way 36 4.3 Improving the pre-listening activities in the textbook 37 PART C: CONCLUSION Conclusions 38 Limitations and suggestions for the study 39 References Appendices Part A: INTRODUCTION Rationale It is obvious that English is the international medium of communication in the fields of science, medicine, culture, education, economy and so on And it also plays an important role in promoting mutual understanding, developing the relationship between Vietnam and other countries In Vietnam, the desire of using English is increasing everyday People learn English wherever they can so teaching and learning English have been paid more attention to As we see, years ago, Ministry of Education and Training has made effort to improve the quality of teaching and learning New textbooks have been issued with new methods of teaching including English Before, we focused too much on grammar, reading, vocabulary but now, with some changes, writing speaking, listening, pronunciation have been added Students' four skills can be improved but in learning English listening still seems to be the most difficult skill for students of high schools We all know, listening comprehension is one of the four skills needed for effective communication in everyday conversation and it is also a source for obtaining the necessary input for language development In spite of teachers and students' efforts, there are still difficulties in listening acquisition Almost students who fail to take listening input hardly receive spoken messages as the result they get bored and ignorant in listening classes although they are aware of the importance of this skill Therefore, with the new English textbook for high school, the editors have paid attention to how to stimulate students to be keen on a listening class So, the application of pre-listening activities is considered the best way to motivate students' interests As a teacher teaching English of Buon Ma Thuot High School for years, I find that although the text book has provided pre-listening activities for motivating students but the students not achieve much from listening, they feel listening is boring because of the following reasons : First, the teachers apply these pre-listening activities mechanically, uncreatively Next, some teachers even ignore pre-listening stage, they just begin the lesson with while-listening stage Last, some employ inappropriate activities, which might be not suitable for students' interests and proficiency Therefore, it is essential for teachers to find out some ways to help students feel like studying listening and make them motivated in participating in all the activities in a listening lesson to improve their listening skills All in all, the above has encouraged the writer of the thesis to carry out the study titled: "Effects of appropriate pre-listening activities on 10th form students' English listening comprehension A case study at Buon Ma Thuot High School in Dac Lac" The aims of the study This study is intended to: find out teachers' and students' opinions about pre-listening activities; find out which pre-listening activities are used frequently by teachers; explore the students' preferences for pre-listening activities and identify the effects of appropriate pre-listening activities on students' listening comprehension; Scope of the study This study is carried out at Buon Ma Thuot high school in order to find out the effects of appropriate pre-listening activities on students' listening comprehension Methods of the study The study uses qualitative method This involves the following tasks: - interview and discussion - survey questionnaire - class observation The design of the study This study includes parts - Part A: Introduction This chapter consists of: + The rationale for the research + The aim of the study + The scope of the study + The method of the study + The design of the study - Part B: Development In this part, there are chapters + Chapter 1: Literature review which deals with theories on listening comprehension, prelistening activities + Chapter 2: Methods of the study The researcher investigated the setting of the study This chapter also includes the research methods which cover research questions, the subjects, data collection instruments + Chapter 3: Data analysis and major findings This chapter presents the data results, some major findings + Chapter 4: some recommendations for implementing the pre-listening activities are discussed in this chapter - Part C: Conclusion This part summarizes what are addressed in the study and some limitations and suggestions for further study 10 PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW To provide a theoretical background to the study, this chapter is devoted to the reexamination of the concepts most relevant to the thesis topic Firstly, an account of the theory on listening comprehension in general is made Then, literature specially focused on the pre-listening activities theory will be discussed 1.1 Theory of listening 1.1.1 What is listening comprehension? Listening is more than merely hearing words Listening is an active process by which students receive, construct meaning from, and respond to spoken and or nonverbal messages (Emmert, 1994) Having the same view, Brown and Yule (1983) state that listening is a demanding process, not only because of the complexity of the process itself, but also due to factors that characterize the listener, the speaker, the content of the message, and any visual support that accompanies the message Howatt and Dakin (1974) states that listening is the ability to identify and understand what others are saying This process involves understanding a speaker's accent or pronunciation, the speaker’s grammar and vocabulary, and comprehension of meaning An able listener is capable of doing these four things simultaneously According to Buck (2001), listening comprehension involves the continuing construction of an interpretation of the spoken input, and the ability to adjust interpretation in response to new information is especially crucial in the L2 listening the Native speakers listen automatically without much conscious attention to word-by-word input; in contrast, the second language listener need to get the input more details, the construct, the meaning of the listening input On the other hand, Clark and Clark (1977) proposed two definitions of listening comprehension They suggested listening comprehension in its narrowest definition is the process by which listeners come to an interpretation for a stream of speech and listening in its broader definition involves the process by which listeners use those interpretations for their intended purposes Wolvin and Coakley’s (1985) approach to listening was basically cognitive They defined listening as the process of receiving, attending 11 to and assigning meaning to aural stimuli Rost (2002) defined listening as a process of receiving what the speaker actually says, constructing and representing meaning, negotiating meaning with the speaker and responding, and creating meaning through involvement, imagination and empathy Shelton (2006) believes that listening effectively is a demanding and involved process One must be able to deal with different accents of pronunciation, unfamiliar lexical items and syntactic structure, competing background noise and also make a conscious effort to not "switch off" or become distracted while listening All of this must be achieved and dealt with more or less simultaneously in order to identify and understand the meaning in any given message There are two dimensions often cited in relation to listening comprehension processes"bottom-up" and "top-down" Anderson and Lynch (1988) describe bottom-up processing as "listener as tape recorder (p.9) that involves decoding or text-based processes while top-down processing relates to the "listeners as active model builder (p.11) and involves knowledgebased processes It means that listeners use top-down processes when they use context and prior knowledge (topic, genre, culture ) to build a conceptual framework for comprehension Listeners use top-down processes when they construct meaning by accretion, gradually combining increasingly larger units of meaning from the phoneme-level up to discourse-level features It is suggested that successful listening comprehension relies on the integration of and the balance between both bottom-up and top-down facets (Flowerdew & Miler, 2005; Vandergrift, 2004) In the view of Brown (1994), in bottom-up processing, learners rely on their linguistic knowledge to recognize linguistic elements - vowels, consonants, words, sentences to the construction of meaning They build meaning from lower level sounds to words to grammar relationships to lexical meanings in order to arrive at the final message In top-down processing, learners use their prior knowledge to make predictions about the text 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 (Lingzhu, 2003) In summary, listening comprehension is not a skill which can be mastered once and for all then ignored while other skills are developed There must be regular practice with increasingly difficult material (Rivers Wilga, M (1986) Teaching Foreign Language Skill., The University of Chicago Press, p.157) 42 Chapter 4: RECOMMENDATIONS FOR IMPLEMENTING PRE-LISTENING ACTIVITIES This chapter will aim at giving some recommendations to better situation for the sake of the students 4.1 Paying attention to students' personal factors and their proficiency Not only in teaching listening but also in other lessons, encouraging students' personal factors should be paid attention to because their feelings, interests, needs have great affects to the lesson If a student does not feel well or the topic of the lesson is not of his interests, he will take part in the lesson with a boring mind or not concentrate on the lesson with 100% ability Thus, it is very necessary for a teacher to call for students' motivation for listening by helping them understand how important pre-listening activities are to their listening skill improvement Besides, teachers should pay attention to the ability of using English of students to design appropriate pre-listening activities Suitable activities make students eager to take part in the lesson If the activities require high proficiency, students will lose their interests 4.2 Using pre-listening activities in a flexible and appropriate way From the researcher's observation and the experience of a teacher teaching English I see that not all the activities teachers employ to teach class are appropriate and flexible Sometimes teachers make the listening lesson boring because the activities they use are not of their students' interests, not suitable with their ability or sometimes these techniques are not put in the right situation Therefore, before selecting an activity applying in class teachers should be aware of some elements: The time available, the material available, the interest of the class, the place where work is being carried out, the nature and the content of the listening text itself For example, in Unit Undersea World, the listening text is about whales If the teachers begin the lesson with the questions in the book without changing, it may confuse students "Do you think whales are fish? Why (not)?" Instead of starting the lesson this way, teachers can use brainstorming to hint students 43 shark whales FISH Spem whale dolphin By this way, students can sit in groups some names of the fish they know, or teachers can show a video clip of a whale swimming in the sea and introduce the lesson Students will be eager to the task rather than just sit and answer questions in the book 4.3 Improving the pre-listening activities in the textbook Although nearly most of the students think that the pre-listening activities in the textbook are suitable for students' competence, there are still 11 students find it boring and cannot motivate them in the listening lesson We can take Unit 11 National Park as an example In the prelistening stage, there are questions for students to answer, but the answer for the questions lie in Reading lesson, students just open the reading text and write the answer This step makes students lazy to think Or in Unit 12 Music, the question in the pre-listening stage is that "Which of these songs were written by Van Cao?" Obviously, "Tien Quan Ca" is the national anthem, every student knows it and know its author It is easy to choose "Tien Quan Ca" is Van Cao's song And the rest songs seem to be strange for students especially "Truong Ca Song Lo" is reported to be never heard about To sum up, it is necessary if the book adds more different activities, the topic must be familiar to students' life, with difficult questions, it is essential to use multiple choice options for students to choose 44 PART C: CONCLUSION The final part provides a brief summary of the thesis and offers some suggestions for further study Conclusions Being one of the teachers teaching English at Buon Ma Thuot High School, I can clearly see the current situation of teaching learning English Listening comprehension seems to be the weakest skill and students have to cope with lots of challenges, one of which is their motivation when leaning listening to English This study is done in the hope of finding out the effects of pre-listening activities on students' listening comprehension Results from quantitative questionnaires and an informal interview have allowed the researcher to arrive at the following conclusions Firstly, both teachers and students are aware of the necessity of pre-listening comprehension Secondly, before asking students to listen to the tape, teachers always organize some activities helping motivate students These activities teachers frequently use are games, topic introduction, pre-teaching new words, pre-listening questions Students like games but they don’t care much about topic introduction or pre-teaching new words by giving definition and translation They like teachers to use visual aids to introduce new words, or organizing them into groups to discuss some listening questions Knowing this, the teachers improve their activities and this has some certain effects Finally, the effects of pre-listening activities on students' listening comprehension are shown to be good All students believe that with the pre-listening activities in the book and through teachers' activities they feel encouraging with the listening text, sometimes, the activities help them enrich vocabulary or help them get some background information Moreover, the effect is shown through their self evaluation about their ability of listening after the teachers employ various kinds of activities Namely, nearly 70% of the students can listen to and understand 50% of the listening text In conclusion, teaching listening is not a simple task and how to motivate them is not easy to but it can be quite rewarding if we find ways to help our students to improve and help them see for themselves that their progress has been When our students understand how to listen and what to listen to the foundation for continued improvement in listening will be set 45 Limitations and suggestions for the study Although much effort has been made, the limitations of this research are unavoidable First of all, the study was carried out in three classes where the participants were only one in tact and were not more broadly selected Therefore, a larger population using randomized selection for future research is strongly suggested Overall, the findings of the present study show that there appears to be positive changes in students' listening skill So, it is suggested that there needs to be applied different pre-listening activities in listening lesson As a result, students have been keen on listening, have strong motivation for listening text Due to the limitation of time, experience and resource, short-incomings and mistakes are inevitable Therefore, all comments and corrections are highly appreciated 46 47 REFERENCES Adrian, T.(1995) Listening matters: Processing listening One stop English Anderson, A & T Lynch Listening London: Cassell 1988 Boyle, J.(1984) "Factors effecting listening comprehension", ELT Journal, 38,(1), pp 33- 38 Broughter, G (1978) Teaching English as a foreign language, Routledge and Kegan Paul Ltd Brown, H D (1994) Teaching by Principles: An Interactive Approach to Language Pedagody Prentice Hall Regents Brown, G., & Yule, G (1983) Teaching the spoken language Cambridge: Cambridge University Press Buck, G (2001) Assessing Listening Cambridge University Press Clark, H H., & Clark, E V (1977) Psychology of Language: Harcourt, Brace Janovich Dornyei, Z (2001) Teaching and Researching Motivation London, Longman Emmert, P 1994 A definition of listening, The Listening Post, 51 (6) Flowerdew, J., & Miller, L (2005) Second Language Listening: Theory and Practice New York: Cambridge University Press Gardner, R C., & Lambert, W E (1972) Attitudes and Motivation in Second Language Learning Roley, Mass-Newsbury House Howatt, A and J Dakin 1974 Language laboratory materials, ed J P B Allen, S P B Allen, and S P Corder Lewis, M., & Hill, J (1992) Practical Teachniques for Language Teaching Language Teaching Publications Lingzhu, J (2003) Listening Activities for Effective top-down processing The Internet Journal, Vol IX, No11, November, http://iteslj.org/ 48 Mary, U., (1989) Teaching Listening Longman Medley, F W., Reading Assignments versus Reading Instruction: Native Language Strategies and Techniques for Use in the Foreign Language Classroom In R.A Schulz (ed) Personalizing Foreign Language Instruction: Learning Style and Teaching Options Illinois: National Textbook Company 1977 Nunan, D (1999) Second language Teaching and Learning Heinle & Heinle Publications River, W M., & Temperley, M S., (1986), A Practical Guide to the Teaching of English as a Second or Foreign Language Oxford University Press Rixon, S (1986) Developing Listening Skills Macmillan Publisher Ltd., London Rost, M (1994) Introducing Listening Penguin Rost, M (2002) Teaching and Researching Listening London: Longman Shelton, S (2006) Teaching Listening to Advanced Learners A Website for Developing Teaching Underwood, M (1989) Teaching Listening New York: Longman Ur, P (1984) Teaching Listening Comprehension Cambridge University Press Ur, P (1991) A course in Language Teaching: Practice and Theory Cambridge University Press Vandergrift L (2004) Listening to learn or learn to listen? Annual Review of Applied Linguistics, 24, 3-25 Van H V, Hoa H.T, Minh, D T (2006) English 10 Ha noi: Educational Publishing House Wolvin, A., & Coakley, C (1985) Listening Dubuque: William C Brown 49 APPENDIX CÂU HỎI ĐIỀU TRA (Dành cho học sinh) Các câu hỏi dùng làm liệu cho đề tài Luận Văn Thạc Sỹ: " Hiệu hoạt động trước nghe việc nghe hiểu học sinh lớp 10 Một nghiên cứu điển hình trường Trung Học Phổ Thơng Bn Ma Thuột, tỉnh Daklak." Rất mong em bớt chút thời gian trả lời trung thực xác câu hỏi Mọi thông tin em cung cấp bảo mật Kết nhằm mục đích nghiên cứu khơng ngồi mục đích khác Xin chân thành cảm ơn cộng tác em! Em đánh dấu (x) đưa ý kiến khác chỗ trống Theo em, kỹ nghe việc học ngoại ngữ thì: A Rất quan trọng  B Quan trọng  D Không quan trọng  Trước nghe, em có cho việc nghe hiểu dễ như: A Các em cung cấp từ, cấu trúc cách phát âm từ  B Các em thảo luận theo cặp/nhóm câu hỏi liên quan đến chủ đề nghe  C Giáo viên yêu cầu em đoán nội dung nghe dựa vào tranh ảnh tiêu đề  nghe D Tất ý kiến  Những yếu tố làm cho em không thấy hứng thú nghe A Thiếu từ vựng cấu trúc ngữ pháp  B Chủ đề nghe xa lạ  C Thiếu chuẩn bị trước nghe  D Ý kiến khác Trước nghe em thích giáo viên em: A Sử dụng phương pháp thảo luận cách cho em A1 Thảo luận theo cặp  A2 Thảo luận theo nhóm  A3 Thảo luận lớp  B Sử dụng phương pháp đoán nội dung nghe cách B1 Nhìn vào tranh  B2 Dựa vào từ cung cấp  50 C Sử dụng phương pháp dạy từ cách C1 Sử dụng tranh ảnh, đồ vật, cử để em đoán nghĩa từ, cấu trúc  C2 Sử dụng trị chơi có từ cấu trúc có liên quan  C3 Giải thích cách đưa định nghĩa từ cấu trúc  C4 Dịch từ cấu trúc sang tiếng Việt để em hiểu  Theo em, giáo viên sử dụng hoạt động trươc nghe nói làm cho em: A cảm thấy hứng thú với việc nghe  B hiểu từ vựng, cấu trúc  C biết thông tin nghe  D Ý kiến khác Theo em, hoạt động trước nghe sách Tiếng Anh 10 mà em học thì: A Hữu ích, gây hứng thú cho em học nghe  B Phù hợp với trình độ kiến thức học sinh  C Nhàm chán  Nếu em yêu cầu đề xuất thay đổi nhằm làm cho hoạt động trước nghe sách Tiếng Anh 10 có hiệu thay đổi là: A Mỗi nghe nên có tiêu đề cụ thể  B Dùng tranh ảnh để hỗ trợ việc đoán nghĩa từ  C Dùng câu trả lời trắc nghiệm cho câu hỏi  D Dùng số trò chơi lien quan đến nội dung nghe  Khi luyện tập với phần trước nghe, phần nghe em nghe phần trăm? 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 51 SURVEY QUESTIONNAIRE (For teachers) This survey questionnaire is designed for my thesis "Effects of pre-listening activities on 10th form students' English listening comprehension A case study at Buon Ma Thuot high school in Dac Lac" I am very grateful for your goodwill and cooperation in completing it Please be sure that the information you provide will be treated in the strictest confidence Thank you very much Please put a tick (√) or write the answer where necessary Do you think it is necessary to some lead-in activities before asking students to listen? A Quite necessary  B Necessary  C Not necessary  What are your purposes in using pre-listening techniques? A To help students predict the content of the listening text  B To increase the students' motivation in listening to the text  C To teach new or difficult vocabulary which appear in the listening text  D To provide background knowledge about the topic of the text  E To get the students involved in the text  Which of the following techniques you use to motivate students to listen and how often you use them? Always Using games to introduce the topic of the text Using visual aids to introduce the topic of the text Giving a brief introduction of the text Explaining the instructions of the text Pre-teaching new vocabulary in the listening text Making students brainstorm words, structures or ideas related to the topic of the text Using pre-listening questions Making students predict the content of the text Using group discussion about the topic of the text 10 Giving listening tasks to students Sometimes Rarely Never 52 What problems you come across when applying pre-listening techniques? (You can tick more than one) A Designing them is difficult  B Designing them is time-consuming  C Handling them is sometimes out of control  D Sometimes the techniques used are not of the students' interests  What you think about the pre-listening activities available in Tieng Anh 10? A Suitable for students' interests  B Effective in helping students completing the tasks given  C Sufficiently varied  D Boring  E Unable to enhance students' motivation for listening  In your opinion, what should be done to improve pre-listening techniques in the listening part? A Add more various kind of pre-listening activities  B Provide more activities that are of students' interests  C Provide pre-listening activities regularly for each lesson  53 Appendix 2: OBSERVATIONAL PROTOCOLS First observation: Unit 10: CONSERVATION Class 10A4 Date: Saturday, 23/1/2010 Teacher's activities Students' activities - At 8.45 a.m T comes in and greets Ss - T shows Ss a picture of a forest fire and - Ss look at the picture and give the answers asks a question related to the picture: What can you see in the picture?  I can see a fire, a forest is burning - After the S answer the question the T asks - Ss listen to the T attentively then sit in Ss to sit in groups of to discuss the group to discuss the questions Ss show their questions below: interests in the activities by exchanging the ideas with friend willingly What causes lead to forest fire?  Smokers carelessly drop lighted matches and cigarettes in a forest  Picnickers or tourists throw lighted items on the ground or into the bushes  Forest fires may start in hot dry weather Cultivation may cause forest fire What are the effects of forest fire?  We will live in a carbon environment  The climate change - T introduces the content of the listening text - Ss listen and write down the vocabulary and teach vocabulary in the book by giving definition and explanation 54 Second observation: Unit 12: MUSIC Class 10A1 Date: Thursday, 11/3/2010 Teacher's activities Students' activities - At 7.00 a.m T comes in and greets Ss - T shows a picture of a man (Van Cao) on - Ss are eager to look at the picture and the screen and asks Ss answer Who is he?  He's Van Cao What is his job?  He's a musician - After having the answer, T shows some - Ss look at the screen and listen to the music names of the songs on the screen and plays attentively The class atmosphere is very some pieces of music noisy when the music is on and Ss can guess "Suoi Mo", "Tien Quan Ca", "Ha Noi mua the name of the song they hear immediately thu", "Truong ca song Lo", "Lang toi" and "Tinh ca" - Ss listen to the T - T shows the words "sweet and gentle, boring, rousing, lyrical, exciting, and solemn" - Ss take notes on the screen and explain the meaning of - Ss discuss with friend to have the answers these ones then asks Ss  Suoi Mo: "Which of the words above can you use to Tien Quan Ca: solemn describe those songs?" Ha Noi mua thu, Tinh Ca: sweet and gentle Truong ca song Lo: lyrical Lang toi: exciting 55 Third observation: Unit 14: THE WORLD CUP Class 10A5 Date: Tuesday, 6/4/2010 Teacher's activities Students' activities - At 10.20 a.m T comes in and greets Ss - T asks Ss to six in groups of and play a - Ss listen to the T attentively small game "Who is who?" - T sticks pictures of famous football players and sticks sentences that these players introduce themselves on the board - Ss look at the pictures and guess and asks Ss to match the sentences with the pictures Sentence 1: I am English I've ever played  Picture 2: David Beckham for Manchester United, Real Madrid, L.A Galaxy and now AC Milan I'm a middle field Sentence 2: I am English, too I've ever  Picture 4: Wayne Rooney played for Everton and now Manchester United I am a forward Sentence 3: I am Brazilian I've ever played for Santos and York Cosmos, now, I'm  Picture 1: Pele retired I have ever been a forward People call me "King of football" Sentence 4: I come from Argentina I've  Picture 3: Diego Maradona ever played for Boca Juniors, FC Barcelona, FC Sevilla and now I'm retired - T elicit new words by giving definitions, - Ss write into the note book their synonyms and antonyms 56 APPENDIX In formal interview with students Em có thích tiết học nghe khơng? Vì sao? Ở nhà em có hay luyện nghe khơng? Những đặc điểm văn nghe gây khó khăn căng thẳng cho em nghe? (Tốc độ nói, thiếu từ vựng, chủ đề khơng quen thuộc ) Theo em giáo viên nên làm để học nghe bớt nhàm chán, căng thẳng? Khi bắt đầu dạy nghe giáo viên em thường làm gì? Trước giáo viên yêu cầu em nghe khóa em có thích tham gia vài hoạt động hay khơng? Tại sao? Em có thích cách mà giáo viên em dẫn nhập vào khơng? Giáo viên em có thường thay đổi cách khơng? Hoạt động trước nghe sách giáo viên giúp cho em trình học nghe? Khi tham gia hoạt động trước nghe em hiểu nội dung nghe hay hồn thành task sách khơng? 10 Các hoạt động trước nghe có gây hứng thú cho em bắt đầu nghe khóa khơng? ... (Hiệu hoạt động trước nghe phù hợp việc nghe hiểu học sinh lớp 10 Điển cứu trường THPT Buôn Ma Thuột tỉnh Đắc Lắc) M.A MINOR THESIS Field: English Teaching Methodology Code: 601 410 Supervisor: ĐỖ... liệu cho đề tài Luận Văn Thạc Sỹ: " Hiệu hoạt động trước nghe việc nghe hiểu học sinh lớp 10 Một nghiên cứu điển hình trường Trung Học Phổ Thông Buôn Ma Thuột, tỉnh Daklak." Rất mong em bớt chút... kiến khác Theo em, hoạt động trước nghe sách Tiếng Anh 10 mà em học thì: A Hữu ích, gây hứng thú cho em học nghe  B Phù hợp với trình độ kiến thức học sinh  C Nhàm chán  Nếu em yêu