( Sử dụng phương tiện đa truyền thông một cách hiệu quả trong dạy kỹ năng nghe hiểu môn Tiếng Anh) 2. Lĩnh vực áp dụng sáng kiến : Giảng dạy Tiếng Anh 3. Thời gian áp dụng sáng kiến: Từ ngày 15 tháng 10 năm 2016 đến ngày 20 tháng 4 năm 2017. 4. Tác giả: Họ và tên: ............... Năm sinh: Nơi thường trú: Trình độ chuyên môn: Thạc sỹ Tiếng Anh Chức vụ công tác: Tổ phó tổ ngoại ngữ Giáo viên Tiếng Anh Nơi làm việc: Tổ ngoại ngữTrường THPT .......................Nam Định Địa chỉ liên hệ: . Điện thoại: .
1.Tên sáng kiến: USING MULTIMEDIA EFFECTIVELY IN TEACHING LISTENING SKILLS ( Sử dụng phương tiện đa truyền thông cách hiệu dạy kỹ nghe hiểu môn Tiếng Anh) Lĩnh vực áp dụng sáng kiến : Giảng dạy Tiếng Anh Thời gian áp dụng sáng kiến: Từ ngày 15 tháng 10 năm 2016 đến ngày 20 tháng năm 2017 Tác giả: Họ tên: Năm sinh: Nơi thường trú: Trình độ chuyên môn: Thạc sỹ Tiếng Anh Chức vụ công tác: - Tổ phó tổ ngoại ngữ- Giáo viên Tiếng Anh Nơi làm việc: Tổ ngoại ngữ-Trường THPT .Nam Định Địa liên hệ: Điện thoại: Đồng tác giả: Không Đơn vị áp dụng sáng kiến: Tên đơn vị: Trường THPT Nam Định Địa chỉ: Điện thoại: BÁO CÁO SÁNG KIẾN I Điều kiện hoàn cảnh tạo sáng kiến: Trong xu tồn cầu hóa, hội nhập quốc tế , việc học sinh trang bị cho ngoại ngữ điều cần thiết, đặc biệt Tiếng Anh Như biết học Tiếng Anh đòi hỏi người học nắm bắt kỹ năng: nghe, nói, đọc viết Kỹ nghe Tiếng Anh coi kỹ khó học sinh phổ thơng, chí học sinh giỏi Thực tế học sinh chưa thực hứng thú có động lực để học kỹ nghe đồng thời nguồn tài liệu chưa đa dạng, phong phú Đứng trước yêu cầu đổi phương pháp dạy học, làm để phát huy tính tích cực, chủ động sáng tạo học sinh? Tôi xin đề xuất giải pháp nâng cao hiệu dạy kỹ nghe hiểu thông qua đề tài: “ Using multimedia effectively in teaching listenign skill” –“ Sử dụng phương tiện đa truyền thông hiệu việc giảng dạy kỹ nghe hiểu” II Mô tả giải pháp: Mô tả giải pháp trước tạo sáng kiến Những năm gần đây, với thay đổi chương trình sách giáo khoa, địi hỏi người dạygiáo viên ln tìm tịi, áp dụng phương phương giảng dạy tích cực nhằm nâng cao hiệu giảng dạy tạo hứng thú cho học sinh Việc dạy kỹ nghe hiểu gặp nhiều khó khăn từ phía người dạy người học nhiều lí phải kể đến nguồn học liệu chưa đa dạng, phong phú (sách giáo khoa máy catsét đĩa CD) Rõ ràng việc tăng cường sử dụng phương tiện đa truyền thông vào giảng dạy ngoại ngữ đặc biệt kỹ nghe điều cần thiết tạo hứng thú cho người học giúp em hình thành thói quen tự học, tự nghiên cứu Mô tả giải pháp sau có sáng kiến: Sử dụng phương tiện đa truyền thơng nhằm giúp giáo viên kết hợp việc ứng dụng hiệu công nghệ thông tin vào giảng dạy Giáo viên sử dụng tối đa thời gian lớp, tạo mội hội để học sinh sử dụng ngữ liệu học cách có ý nghĩa Giáo viên có nhiều hội khai thác học có hiệu quả, đa dạng tập nghe hiểu cho phù hợp với đối tượng học sinh, tiếp cận với nguồn tài liệu gắn liền với thực tế xoay quanh vấn đề văn hóa, xã hội, cơng nghệ số chủ đề, chủ điểm xã hội quan tâm Ngồi thơng qua việc áp dụng hướng dẫn học sinh khai thác hiệu phương tiện truyền thông đa phương tiện vào học tập, học sinh biết cách tự học, tự nghiên cứu- việc làm cần thiết thời kì kinh tế tri thức hội nhập III Hiệu sáng kiến đem lại: Hiệu kinh tế Cuối năm học này, tơi thấy học sinh sinh tích cực , chủ động học nghe hiểu hơn, em biết khai thác nguồn tài liệu mạng Internet trang web Tiếng Anh để luyện kỹ nghe, tiếp cận nhiều nguồn học liệu phong phú đa dạng, cập nhật tiết kiệm nhiều chi phí mua tài liệu sách Hiệu mặt xã hội - Đề tài thiết thực, gắn liền với yêu cầu đổi phương pháp giảng dạy, sách giáo khoa phát huy tính chủ động, sáng tạo học sinh kỹ nghe hiểu - Học sinh tiến rõ rệt sau mỗi giảng - Giúp em biết cách tự học, tự đọc, biết cách khai thác, tìm nguồn tài liệu phục vụ cho việc học tập biết sử dụng nguồn tài liệu tham khảo cách hợp lý, đắn - Sáng kiến áp dụng để dạy kĩ nghe hiểu Tiếng Anh cho học sinh THPT theo học SGK hệ năm hệ 10 năm Tùy thuộc vào lực học sinh mà giáo viên áp dụng linh hoạt IV Cam kết không chép vi phạm quyền Tôi xin cam kết sáng kiến kinh nghiệm chưa tham gia thi CƠ QUAN ĐƠN VỊ ÁP DỤNG SÁNG KIẾN (xác nhận) TÁC GIẢ SÁNG KIẾN (Ký tên, đóng dấu) TABLE OF CONTENTS PART INTRODUCTION 1.1 Rationale 1.2 Scope of the study 1.3 Research time .1 PART 2: LITERATURE REVIEW .2 2.1 Definitions of Multimedia 2.2 The Importance of Multimedia in Education 2.3 Objectives of Multimedia 2.4 The role of multimedia in developing ELT process 2.5 The use of multimedia in ELT classroom 2.6 Principals behind Teaching Listening 2.7 Multimedia Environment 2.8 The Importance of Multimedia Environment in Teaching Listening .6 2.9 Types of Multimedia Used in Teaching L2 Listening PART 3: ACTIVITIES AND SOURCES FOR 10 TEACHING LISTENING SKILLS 10 3.1 Presentation/Pre-listening Activities: .10 3.2 Listening Practice Activities 14 3.3 Materials and sources for teaching listening 15 PART 4: PRACTICAL APPLICATIONS 17 4.1 English textbooks .17 4.3 More listening exercises for English majored students (Grade 10-11) 34 PART CONCLUSION AND IMPLICATIONS 45 5.1 Summary of the findings 45 5.2 Implications 45 5.3 Suggestions for further study 45 REFERENCES 46 PART INTRODUCTION 1.1 Rationale Learning listening has been developed and advanced especially in media and in learning materials used in high schools There are many choices of listening materials such as CD, DVD, or video applied in the classroom However, there are many evidences that listening is lack attention of teachers (Field, 2009, p.1) When they applied many learning competencies in the classroom, listening skill was always accelerated or reduced Learning course methodology was discussed and analyzed slightly, and there was a tendency from the teachers that listening was ordinary activity in life One of the best ways introduce students to listening strategies is to integrate listening activities into language lessons using multimedia technology As multimedia technology (interactive videodisc, CD-ROM, CD-I, etc.) becomes more accessible to English language teachers and learners, its potential as a tool to enhance listening skills becomes a practical option Multimedia allows integration of text, graphics, audio, and motion video in a range of combinations The result is that learners can now interact with textual, aural, and visual media in a wide range of formats This research was done to know the students’ activities in learning listening by using interactive multimedia and to measure the effectiveness of that multimedia in improving students’ listening ability Also the study offers a wide range of practice ideas that boost students develop their listening skills via multimedia 1.2 Scope of the study This study focuses on: The definitions of multimedia and its functions in language teaching Applying multimedia effectively in teaching listening skills Providing various ways to exploit multimedia and useful activities to motivate students in learning listening skills 1.3 Research time From October 2016 to April 2017 AVA CLT ELT SLA CALL LIST OF ABBREVIATIONS Audio-Visual Aids (AVA) Communicative Language Teaching English Language Teaching Second Language Acquisition Computer-Assisted Language Learning PART 2: LITERATURE REVIEW Recently, the use of technology in education highly increases which makes the shift of learning to be an active process in which students search for, and explore their answers instead of receiving just standard interpretations One of the technology gadgets that are considered as a beneficial instrument in education in general and in ELT instruction in particular is what is known as “multimedia” in which teachers use a combination of materials in specific environment However, the well-known elements of multimedia used in teaching are texts, audios, graphics, animations as well as videos The integration of multimedia in teaching can cater to students learning preferences and fulfill their styles and needs simultaneously For more details, this chapter is devoted to introduce multimedia starting by defining it, showing its importance in education, its objectives, and its role in developing ELT process, as well as the uses of multimedia in ELT classroom including texts, images, graphics, audiotapes, and computers as the most used tools 2.1 Definitions of Multimedia The term “multimedia” has got several definitions proposed by a number of researchers from different perspectives, and each one attempted to give an appropriate definition For example Mayer (2005) defined multimedia as follows: I define multimedia as presenting both words (such as spoken text or printed text) and pictures (such as illustrations, photos, animation, or video) By words, I mean that the material is presented in verbal form, such as using printed text or spoken text By pictures, I mean that the material is presented in verbal form, such as using static graphics, including illustrations, graphs, diagrams, maps, or photos, or using dynamic graphics, including animation or video (p 6) Whereas, Feldman (1994) saw multimedia as “the seamless integration of data, text, images of all kinds and sound within a signal, digital information environment” This indicates the nature of the integration of multimedia materials which is seamless The different types of individual media are incorporated together in multimedia environment for application In addition, nearly the same idea was expressed by Reddi (2003) in his definition of multimedia when he said “Multimedia can be defined as an integration of multiple media elements (audio, video, graphics, text, animation, etc.) into one synergetic and symbiotic whole that results in more benefits for the user than any one of the media elements can provide individually” To sum up, from these proposed definitions, we have noticed that the concept of multimedia was similarly explained by scholars who focused on the idea that multimedia involves the use of combined materials in a specific environment to present a teaching task 2.2 The Importance of Multimedia in Education Nowadays, technology takes place in all over the world, and it touches most of life domains Therefore, with the wide use of computers and Internet websites, communication becomes easier than before and it encourages the development of several approaches and disciplines Education as one of these disciplines was invaded by technology and it witnessed a radical change in the teaching and learning strategies, which brought education into one step higher from the traditional technique that was “chalk and talk” to a more interactive and interesting teaching and learning process The effectiveness of the new teaching methods is reflected by the great role played by multimedia and technology; those which became a vital requirement in education However, this was proved by their valuable benefits in developing teaching process and helping teachers to practice their professional tasks In addition, the use of technology in the classroom is considered as a valuable resource for learning in which students may acquire new information, participate in lesson projects, engage in discussions, manipulate, organize, and evaluate their information From another point of view, Vyas and Patel (2009, p.114) showed the importance of multimedia in the teaching environment saying: Multimedia brings the language classroom closer to the real world, and to the sights and sounds students are accustomed to in their daily lives The learning environment, physical or virtual, becomes more natural and contextualized, and language can be learned in more integrated and authentic ways (p 114) 2.3 Objectives of Multimedia Designing objectives is an important task for effective and successful teaching, thus teachers are supposed to set down their objectives before planning any project depending on the curriculum content, as well as their learners level and background knowledge Moreover, objectives have to be concise and precise so that learners may determine the intended goals, and work to reach them In addition, objectives need to be measurable i.e they are conceived as an evidence to prove that students have learned what they are supposed to learn, and they have accomplished what the teacher planned for Teachers have to decide their objectives and goals of teaching before the presentation of any task, in order to give students a general idea about what will be discussed in the lesson For example, when a teacher planned for using multimedia in teaching, h/she should take into account particular objectives achieved from this integration; such as developing students’ language proficiency, their cognitive abilities in solving issues and problems in real life situation, and to evaluate their performance through critical feedback and guidance 2.4 The role of multimedia in developing ELT process The intrinsic role of multimedia in teaching was proved by its high qualities in enhancing students’ proficiency in English language Therefore, to provide a comprehensible input about the target language and culture, EFL teachers integrate multimedia as one of the techniques to improve students’ performance, to fulfill their academic needs, and develop their English language skills by giving them opportunities to be active participants in the classroom through interaction with diverse lesson contents and sharing opinions and thoughts 2.5 The use of multimedia in ELT classroom As far as the new approaches and methods of teaching are concerned, EFL teachers try to make the use of more current and effective technology particularly multimedia into their classroom teaching focusing on its influences in enhancing students’ achievement and language proficiency With the use of multimedia in ELT classroom students will be more interested and engaged in the learning process Consequently, they may learn more language skills and strengthen their knowledge In addition, the effectiveness of multimedia was reflected by the ability to expose students to real situations, fluent language and good pronunciation through video, sounds, graphics as well as computer interaction Moreover, the integration of multimedia tools into English language teaching makes a high quality instruction, investigates issues related to education and supports learners’ ambitions and self-confidence However, the useful multimedia tools for teaching English might include texts, images, graphics, audiotapes, videos, and computers 2.5.1 Texts Text is one of multimedia tools that were used in teaching since a long time, and it is considered as the main source of language input in the classroom Texts are used to simplify the input and make the relationship between multimedia materials, in order to facilitate the comprehension task for students and to make them participate and interact with their teachers and classmates in the classroom 2.5.2 Images Recently, with advances in information technology, images are considered as one of the most effective based materials in ELT classrooms, as well as the highly useful medium for communication Consequently, the integration of images in classroom raises the interaction among teachers & students as well as it provides a comprehensible input to learners and brings them to environment that resembles the real world Moreover, the use of images in teaching makes the shift of learners’ role from “passive listeners to visual thinkers Subsequently, learners activate their cognitive abilities and use their higher order thinking to grasp the meaning and the conveyed messages Then, with the wide use of technology-oriented classroom, images can be used easier than before and they can be digitally obtained, stored and displayed We conclude the importance of images as one of the visual aids in facilitating the task for teachers and students and prepare the ground for effective classroom interaction The saying that “a picture is worth a thousand words in this case is strongly proved and supported 2.5.3 Audiotapes Audiotapes are one of the teaching aids that are considered as one of the successful technologies that are used for teaching second language It was integrated in the literature-based curriculum to help students cope with the displayed lesson content Moreover, recorded texts are highly incorporated in EFL curriculum to develop listening, speaking, and pronunciation, as well as to enhance students’ proficiency in understanding different types of oral discourses and the language of native speakers In addition, recordings are used in the context of literature as “spring board for discussion with students about their opinions, thoughts, and conceptions 2.5.4 Videos Videos are one of the basic tools in ELT classroom; they are characterized by their important role in developing teaching and learning However, the effectiveness of videos depends on teachers who will select the video, design the tasks for teaching, objectives and activities which facilitate active learning Hence, videos are reliable tools especially for teaching, since they help teachers to follow the development of their students’ performance in the classroom and they are affordable medium to make assessment and provide a suitable feedback Besides to that, Harmer (2001) asserted that videos used in education took further dimensions of interests rather just “listening with pictures, they are considered as the most needed component for teaching since they have got several positive aspects For example, videos help students to understand the target language and grasp the message easily because they allow them not only to listen to the English of natives, but also to see how that language is used in its context including the paralinguistic features such as gestures, facial expressions and to comprehend the text in depth In addition, videos raise students’ awareness of the social-cultural norms of the target language For instance, to look for the difference between American and British accents, social norms, traditions, attitudes, food and clothes etc Thus, videos are considered as motivational tools for teaching to make students interesting with the topic, and to raise their attention and curiosity 2.5.5 Computers The use of technology in the classroom provided another rich source of linguistic input through interaction of learners with computers This interaction happens whenever the learners click to look for further information about the input such as to define words or to look for the cultural aspects of that input 2.5.6 Graphics Graphics are one of the rich sources used in nowadays teaching, simply defined as a prepared form of visual message or a visual form of communication” i.e graphics are one of the visual aids in which we rely on our visual perceptions to understand the content In addition, graphics can be classified into several forms of visual communication, these forms might include symbols, maps, graphs, diagrams, illustrations, photos etc, and each one of these graphic forms has a specific function used for communication To sum up, multimedia has an effective role in enhancing and increasing productivity in education in general and ELT in particular With multimedia, the communication can be done in more effective manner and it can be a valuable instructional medium for delivering information The instructional media have emerged in a variety of recourses and equipment such as videos, images, texts, graphics, audiotapes, and computers It enables students to comprehend the input when words are complemented with images and animations, and it raises their attention and motivation when a variety of senses are engaged in impacting knowledge Furthermore, it gives learners the opportunity to be involved in learning process as active participants instead of just being passive learners of educational content 2.6 Principals behind Teaching Listening For making teaching listening comprehension more successful and effective there are certain principals teachers should take into account before the practice For example, Harmer (2001) proposed six main principals behind teaching listening skill The first principle is to control the tape recorder before using it; here the preparation is related to the validity of the useful materials in teaching listening The second principle is that both teachers and learners should be prepared for listening tasks and they have to listen to the tape several times before using it in the classroom to avoid any problem The third principle is that the teacher should give students the opportunity to use the tape many times in order to pick up things they missed in the first listening The fourth principle is that students should be encouraged to respond and interact not only to the language features but also to the listening content In this case, the teacher may ask questions such as „do you agree to check whether students understand the topic or not The fifth principle is that listening tasks should be varied in different stages, for example students are allowed to listen for the first time to get general understanding about the topic, and then in later stages they will listen for detailed information The sixth principle is that good teachers may use the listening texts for different tasks and applications after the first play of the tape Moreover, to make students understand the listening content, teachers have to activate their learners’ prior knowledge in the pre-listening stage, as well as they are supposed to control the listening materials that will be used 2.7 Multimedia Environment In the recent years with the expansion of technology advances, it becomes supposedly and more feasible to integrate multimedia into classroom teaching, in order to provide meaningful content and powerful tools for teaching The classroom environment is one of the main conditions for effective instruction presentation Multimedia instruction (or environment) is very efficient to promote learning, through the presentation of words and pictures and other visuals in ways that help learners to build mental conceptions and representations about the content In addition, multimedia provides a rich content to language learning with presentation of graphics and images that helps learners to understand things in depth Also, the use of multimedia in teaching helps teachers to deal with difficult subjects and convey information smoothly coupled with intuitive images and sounds In addition, multimedia gives the opportunity to students to be actively engaged in the content by showing them examples in real life situations in which they may further expand their thinking 2.8 The Importance of Multimedia Environment in Teaching Listening Multimedia environment provides learners with rich sources that are prevalent in L2 learning contexts; particularly for listening comprehension Much research has been done in second language acquisition (SLA) and Computer-Assisted Language Learning (CALL) provides a list of advantages of using multimedia for listening over * Activity 2: Listen to an interview on Life Skills., the most popular radio show for teens and parents, and match the statements with the speakers (page 31) While-listening (20 minutes) * KEY: Listen to check prediction Long: b, f - T plays the recording and let Ss Tuan: a, d the exercise Minh: c, e - Ss listen to the tape one more time and match the statements with the speakers - T calls on Ss to check their * Activity 3: Listen again and answer the answers questions: (page 31) - Ss give clues for their answers + Key: Listen for detailed information - T asks Ss to read the questions carefully to make sure that they understand what is asked in each questions - T has them underline the key words if necessary - T plays the recordings once or twice - Ss listen then compare the answer with their partners - T invites representative from pairs to present the answer to each question to the class - T gives feedback and corrects if necessary They didn’t let him to any household chores and drove him to school until he finished Grade Post-listening: (10’) - T has Ss work in groups of to tell your group members whether you were brought up in the same way as Long, Tuan or Ming To voice (speak out) his opinion They focus on teaching him about responsibility If he does his responsibilities well, they give him a reward To chores and follow a set routine He can make his own choices about these items * Activity 4: Work in groups Tell your group members whether you were brought up in the same way as Long, Tuan or Minh (page 31) If Ss meet some difficulties finding ideas, T should help them with guided pictures 33 - T asks some representatives from groups to practice speaking in front of the class Homework: (3 minutes) - Learn the vocabulary and Practice speaking the reasons why we should need our parents’ help to become independent 4.3 More listening exercises for English majored students (Grade 10-11) 4.3.1 Listening practice for English majored students Grade 10 Listening 1: Teacher prepares : Projector, screen, video, laptop/computer or text/handouts, cassette, speakers… (Source: http://ieltsliz.com/listening-practice-summary-completion-questions/) Question 1-5: Decide whether each statement below is True, False or Not Given: 1.Buckingham Palace is the place where the Queen officially resides all year long The balcony of Buckingham Place is one of the most famous in the world The first recorded Royal balcony appearance took place in 1851, when Queen Victoria stepped onto it during celebrations for the opening of the Great Exhibition There is an indoor supermarket in Buckingham Palace Royal residents are those who are given the priority to stay in Buckingham Palace as long as they want Question 6-10: Complete the summary using NO MORE THAN ONE WORD and/or A NUMBER Buckingham Palace is where the Queen officially resides when she is in London and is well known for its famous (1) …………… which was used for the first time by a royal during an official appearance in 1851 There were (2)………… bomb hits to the palace in World War II There are a range of services available to the royal residents in the palace which has a total of (3) ……… rooms There are 1,514 doors in the palace and 760 windows which are cleaned on a (4) ………… week rotation The Queen hosts banquets, lunches, dinners, receptions and garden parties and has over (5) ………………… people visiting each year ANSWERS: Question 1-5: F T T NG NG Question 6-10: 34 Balcony / nine 775 6/ six 50,000 TRANSCRIPT: Buckingham Palace is The Queen’s official London residence The balcony of Buckingham Palace is one of the most famous in the world The first recorded Royal balcony appearance took place in 1851, when Queen Victoria stepped onto it during celebrations for the opening of the Great Exhibition During the Second World War, Buckingham Palace suffered nine direct bomb hits.Buckingham Palace has its own chapel, post office, swimming pool, staff cafeteria, doctor’s surgery and cinema There are 775 rooms in the palace Some rooms at Buckingham Palace have a Chinese theme There are 1,514 doors and 760 windows in Buckingham Palace All windows are cleaned every six weeks More than 50,000 people visit the Palace annually as The Queen’s guests at banquets, lunches, dinners, receptions and garden parties Listening 2: Teacher prepares : Projector, screen, video, laptop/computer or text/handouts, cassette, speakers… Santa Claus: Do you believe? (Source: VOA Special English) Task Listen and answer the following questions (Comprehension questions) What is the name of the program and its topic today? Who is Santa Claus? How many names does he have? What are they? When did the Dutch honor Saint Nicolas with a yearly festival? Who was Thomas Nast? Where can you see Santa Claus almost everywhere? Task Listen and fill in the blank with NO MORE THAN words (Summary) Our expression today is Santa Claus Santa Claus is someone who will … (1)…… in the hearts of children forever He is the …(2)…… person who brings toys and other gifts to children at Christmas To ……(3)…… , he is a special symbol of goodwill and …… (4)……… Two of his names Santa Claus and Saint Nicholas both come from the … (5)… who ……(6)…… New York long ago The Dutch believed Saint Nikolas gave gifts to children The …(7)…… people who lived nearby greatly enjoyed Dutch festivals And they brought the saint and the custom of giving gifts into their own celebration at Christmas time The Dutch spoke the name "Saint Nikolaas" very fast It sounded like "sinterklaas." And so, when the English said this word, it sounded like Santa Claus West of New York, in Pennsylvania, many ……(8)…… had also heard of Saint Nikolas But 35 they called him Pelznickel This word came from "pelz," meaning ….(9)… and "nickel" for Nicholas Another name of Santa Claus is Kris Kringle which the Germans called……(10)…… at first Answers: Task Listen and answer the following questions It is the Special English program, Words and Their Stories He is the make-believe person who brings toys and other gifts to children at Christmas He has five names: Santa Claus , Saint Nicholas, St Nick, Kris Kringle, Pelznickel On December sixth He painted the picture of Santa Claus In large American cities Task Listen and fill in the blank with no more than words (Summary) (1) remain (2) make- believe (3) grown-ups (4) selfless giving (5) Dutch (6) settled in (7) English- speaking (8) German farmers (9) fur (10) Christ child Listening 3: Teacher prepares : Projector, screen, video, laptop/computer or text/handouts, cassette, speakers… FIVE WAYS TO LISTEN BETTER (VIDEO: Five ways to listen better https://www.youtube.com/watch?v=cSohjlYQI2A) Which statement below is TRUE according to Julian? A We retain almost everything of what we hear B We spend half of our communication time listening C We are losing our listening Which technique below we use to recognize our names? A pattern recognition B beliefs C noise navigation If you closed your eyes when you were in the room where Julian did his talk, you would be aware of many things EXCEPT: A the size of the room B the location of the stage C the number of people in the room According to Julian, we are losing our listening because: A We’ve invented ways of recordings B The world today is so noisy 36 C Both A & B Five ways Julian advised the audience to to improve their conscious listening are: A silence, mixer, savoring, listening position, an acronym B silence, savoring, filters, mixer, acronym C silence, mixer, savoring, filters, attitudes 4.3.2 Listening practice for English majored students Grade 12 (Source: http:// www.npr.org) Part 1: Listen to a piece of news and supply missing information by writing NO MORE THAN FOUR WORDS Number of migrants crossing into Europe hits million The number of ……………………… crossing into Europe this year has reached one million 2.There is division among European nations on how to manage the ………… 3.The people have to travel on ………………… boats before coming to Europe 4.Antonio Guterres has told the Security Council the current approach to the conflict in Syria, and the ……………………… , is lacking 5.The shocking thing about the fifteen bodies into shore on the Greek Islands is ………………and children 6.According to Leonardo Doyle these migrants are the ………… of war and they need to be protected 7.the International Organisation for Migration is preparing for the possibility of another million migrants and ………………in 2016 migrants and refugees Influx 3.poorly-equipped 4.process of resettlement 5.infants innocent victims asylum seekers Part 2: Listen to a piece of news and supply missing information by writing NO MORE THAN FOUR WORDS Successful landing of reusable rocket promises cheaper space travel 1.SpaceX has successfully landed a ………… in an upright position at Cape Canaveral 2.SpaceX ……………… Elon Musk hopes to reduce launch costs by reusing rocket parts He says the cost of the ………………… used to fuel it only costs around $200 thousand There's just so many things that to go right, and it's an incredibly complex …………………….that the booster has to make On its previous flight in June, SpaceX's Falcon rocket failed shortly after ……………… , destroying a supply ship booster rocket Chief Executive Propellant set of manoeuvres lift-off Part 3: Listen to a piece of news and supply missing information by writing NO MORE THAN FOUR WORDS 1.FIFA's ………………has handed an eight year ban to both Sepp Blatter and the head of soccer in Europe, Michel Platini, over a controversial payment 37 In a ……………….Mr Blatter said he was sorry but mainly for himself 3.The committee found no direct evidence that the money was a …………… Sepp Blatter says the payment was agreed with Michel Platini years earlier in an entirely ………………… there was one concession from the man who has been ……………………of FIFA for 17 years The FIFA President embodies an …………………organisation finally brought to its knees Martin Lipton thinks it was a sort of……………… and essential Blatter performance, raving against the world the President is described as physically diminished with a twinkle in his eye, a …………………………….and posture there's sort of …………… of Ceausescu looking over the wall in Bucharest in the late 80s 10 Sepp Blatter had been due to …………….to his successor at a FIFA congress in February 1.ethics committee 2.defiant news conference 3.bribe 4.legitimate verbal contract 5.at the helm endemically corrupt idiosyncratic 8.sense of bravado 9.echoes 10.hand over the reins Part 4: Listen to a piece of news from BBC about Advent Write NO MORE THAN THREE WORDS taken from the recording for each answer in the space provided ( source: http:// BBC news) The biggest festival is celebrated on 25th December in Britain is Christmas The four weeks before Christmas are called Advent, and are traditionally celebrated in churches by (1)…………………… each Sunday during Advent These days, a large number of Britons who are not very (2)…………………….still celebrate Christmas The signs of Christmas are as early as (3)…………………………long before Advent The shops are the first places to think about Christmas The British spend on average (4) ………………………… (around $1000) per person on Christmas every year Shops attract shoppers’ attention by putting up Christmas decorations and playing (5) ……………………….or (6)………………… and some shop workers wear Christmas hats To make preparations for Christmas, people buy (7)…………………… Christmas cards to send to your friends and relatives; presents for loved ones, food such as turkey or goose for the special Christmas dinner, and lots of chocolates, (8) ………………………… for everyone to enjoy The excited children about the coming Christmas list presents they would like, and give them to their parents, or send them to Santa Claus Advent calendars are a way of (9)……………………….to 38 Christmas They have a window to open for every day from 1st - 24th December (Christmas Eve) A basic Advent calendar has a (10)……………………………behind each window, but a chocolate Advent calendar is more favorable to children Key: lighting a candle religious September or October over £ 600 cheesy Christmas songs Teacher prepares : carols Christmas decorations nuts and snacks counting down 10 Christmassy picture Projector, screen, video, laptop/computer or text/handouts, cassette, speakers… LISTENING SKILLS PRACTICE: ADVICE FOR EXAMS – EXERCISES (Source: http://learnenglishteens.britishcouncil.org/skills/listening-skillspractice/advice-exams) Preparation: Matching Match the vocabulary with the correct definition and write a–h next to the numbers 1– 1…… Advice a very worried 2…… last but not least b be attracted to doing something 3…… be tempted to c a good or full amount of 4…… Anxious d 5…… plenty of e the act of doing something again an opinion or recommendation about what someone should 6…… Repetition f 7…… a stroll around the block g a short walk around your small section of the city to put something over something so that you can’t see it an expression used before the last thing in a list, to say that it is 8…… to cover something up equally as important h Check your understanding: (Multiple choice) Circle the best answer to these questions The teacher wants the students to … a take notes after she has finished speaking b take notes while she is speaking c forget about taking notes The teacher suggests eating … 39 a a a a b c a a b c a a 10 a sugary snacks b only apples c fruit and cereals The teacher suggests finding a study place with a lot of … light b space c books If students feel stressed they should … go to bed b go out for a walk c drink some water Students are advised to … select the important things to learn read through everything once make notes about every topic The teacher understands that repeating things can be … difficult b uninteresting c tiring Students can past exam papers … in the library only at home if they take photocopies in the after-school study group The teacher recommends a break of five minutes every … hour b two hours c thirty minutes It’s important to … eat regularly b sleep when you feel tired c keep hydrated The teacher is sure that the students will … pass their exams b fail their exams c their best Check your understanding: Grouping Write the words in the correct group a get very comfortable b read your notes c try to learn d eat sugary food while you’re studying e focus on the details f take regular breaks g start by choosing the important things to study h photocopy last exam pages Do Don’t 40 Listening 2: Teacher prepares : Projector, screen, video, laptop/computer or text/handouts, cassette, speakers… LISTENING SKILLS PRACTICE: HOW TO IMPROVE YOUR MEMORY (Source: http://learnenglishteens.britishcouncil.org/skills/listening-skillspractice/how-improve-your-memory) Preparation: Matching Match the words with the definitions and write a–h next to the numbers 1–8 1…… to tune in a to be coming quickly, to seem very close 2…… to visualise b to listen to a live radio programme 3…… Familiar c a small change 4…… an adjustment d necessary, of extreme importance 5…… a knock-on effect e the last exams in a university course 6…… Vital f well known or easily recognized 7…… to be looming g 8…… Finals h to form a mental picture of something something that happens as a result of something else happening Exercise Check your understanding: multiple selection Which sentences are true about memorization? Tick (V) for the correct answers ………… We all use memory in the same way ………… We learn to use our memory as soon as we are born ………… There are two different forms of memorisation ………… We are taught how to improve our memory in history lessons ………… Writing shopping lists can improve your memory ………… Teaching helps us to memorise ………… We can train our brains to be more effective ………… We can only use one image at a time as an aid to memorisation 41 Exercise Check your vocabulary (Gap fill) Write the correct form of the word in brackets The speaker explains how to make our _ (memorise) function better We can make _ (improve) in our ability to memorise We use a _ (combine) of long-term and short-term memory There are several things we can to recall _ (inform) We can use word _ (associate) to remember a concept The term _ (visualise) means imagining a picture You can use different _ (formulate) to remember historical facts Following the tips will improve your _ (be able to) to remember ANSWERS: Preparation B G F h d a C e Check your understanding: multiple selection We all use memory in the same way There are two different forms of memorisation Teaching helps us to memorise We can train our brains to be more effective Check your vocabulary: gap fill Memory Improvements Combination Information association visualisation formulas/formula e ability 42 ANSWERS: Preparation: e h b a c d f g Listening 3: Teacher prepares : Multiple Choice b c a b a b b c c 10 c Grouping Do : b, f, g, h Don’t: a, c, d, e Projector, screen, video, laptop/computer or text/handouts, cassette, speakers… HOW TO STAY CALMED WHEN YOU KNOW YOU’LL BE STRESSED (VIDEO: How to stay calm when you know you'll be stressed: https://www.youtube.com/watch?v=8jPQjjsBbIc) What did Daniel to get into his house that night? A He called a locksmith B He broke the basement window by throwing a rock C He received help from one of his friends What is the main role of the hippocampus? A keep track of the locations of important things B assist our body in finding directions C locate friends and enemies Which of the following facts is TRUE according to Daniel? A 90 percent of drugs work in only 30 to 50 percent of the people B 90 percent of drugs work in only 20 to 40 percent of the people C 90 percent of drugs work in only 50 to 70 percent of the people The idea of the pre-mortem is: A to prepare yourself for unexpected outcomes B to think ahead of time situations that might happen C to organize your houses for easily lost items Which would be an alternative title for this video? A Medical decision-making B Failure and how to succeed C How to prevent bad things from happening in the first place 43 Listening Part 1: For questions from 1-6, listen to a piece of news from the Breaking news English about curry spice and health and fill in the missing information Write NO MORE THAN THREE WORDS taken from the recording for each answer in the spaces provided (From http://www.BreakingNewsEnglish.com/1409/140928-curry-spice.html) Scientists believe the spice turmeric could help the brain to The researchers injected rats with a from turmeric After scanning the rodents' brains, they found that parts of the brain known for _were more active Research is still in its and more trials are needed to see what potential it has for humans Dr Laura Phipps, from the charity Alzheimer's Research UK, told the BBC that it was too early to decide whether or not the research will be _ Until then, people shouldn't take this as a sign to stock up on supplies of turmeric for the " Part 2: For questions 1- 5, listen to part of a radio program about the perils of the online world and decide whether the following statements are true (T) or False (F) David suggests not writing your e-mail address on a piece of paper David says it's better not to mix work and personal e-mail accounts There are little software programs that travel the Internet looking for e-mail addresses David advises people not to write e-mails in blue Jenny's guest works for an e-mail company Answer keys: Part 1: heal itself compound nerve cell growth infancy groundbreaking spice rack Part 2: F 2T 3T 4F 5F 44 PART CONCLUSION AND IMPLICATIONS 5.1 Summary of the findings This research was done to introduce the students’ activities in learning listening by using interactive multimedia and to measure the effectiveness of that multimedia in improving students’ listening ability Also the study offers a wide range of practice ideas that boost students develop their listening skills via multimedia Furthermore, authentic materials provide students opportunities to practise the listening skills in a relaxing way, accumulate essential knowledge of pronunciation, speaking or culture In addition, various warmers and follow-up activities in this study, which can be applied in every English class are a good source of reference for instructors 5.2 Implications To meet the students’ academic needs and help them develop strong English language skills, there are a number of ways need to be applied One of the techniques to improving the students is using multimedia in the process of teaching and learning in the classrooms The use of multimedia described in this study makes use of print texts, CDs, cassette and Internet to develop and enhance their linguistics and knowledge and listening skills Through their interactions with multimedia texts on topics of interest, students become increasingly familiar with academic vocabulary and language structures Therefore, activities in a listening lesson should be diverse and creative to kindle students’ interests Depending on the content of the lessons, levels of students and the facilities that the school can provide, teachers can apply various forms of multimedia and techniques to boost students’ English listening skills Though much time and effort is required, it is appropriate for teachers to make use of the Internet, CD, computer, laptop and graphic to make them familiar tools to help with most create more extensive listening tasks for learners Teachers can form their own groups on the social network, upload regular and up-to-date pieces of news on television, intensive listening materials and ask students to allocate a particular period of time for the teacher’s required exercises Students are also supposed to reflect on the listening content, highlighted vocabulary and grammar assignments to better their listening skills especially for English majored students and their examinations Assessment, marks for instance, can be given as a catalyst for students to maintain their attempts 5.3 Suggestions for further study This study is conducted in a small scale in a limited period of time and based on the writer's subjective experience and quantitative research It is imperative that there be more supplementary activities for each suggestion alongside with detailed observations and notes to analyze the students' needs, attitudes towards activities, and their effects on students' English performance Due to the limitation of experience in teaching, mistakes are unavoidable I would like to thank all colleagues for their criticism as well as comments for the improvement of my study It is hoped that this study offers the useful reference to the teachers who have intention of bringing variety to their class 45 REFERENCES Cross, D 1991 A Practical Handbook of Language Teaching London: Cassell Edi, D N 1993 Practice English language teaching New York: Mc Graw Hill Educaisia Education in Context Activities for the Language classroom Goh, C C M 2002 Teaching Listening in the Language Classroom SEAMEO Regional Language Centre Graham, C 1996 Let’s Chant Let’s Sing Oxford: Oxford University Press Feldman, T (1994) Multimedia Chapman & Hall, 2-6 Boundary Row, London SE18 HN, UK Harmer, J 2001 The practice of language teaching New York: Longman Mayer, E R (2005) The Cambridge handbook of multimedia learning Cambridge: Cambridge University Press Brett, P (1994) An intuitive, theoretical and empirical perspective on the effectiveness question for multimedia In K Cameron (Ed) Multimedia call: theory and practice (pp 81-92) Elm Bank Publications UK 10 Trần Thị Khánh 2009 Chương trình giáo dục phổ thơng mơn Tiếng Anh Nhà xuất giáo dục Việt Nam 11 Ur, P 2004 Teaching Listening Comprehension Cambridge University Press 12 Vũ Thị Lợi 2009 Hướng dẫn thực chuẩn kiến thức, kỹ môn Tiếng Anh Trung học phổ thông Nhà xuất giáo dục Việt Nam 13 Vyas, M A & Patel, Y.L (2009) Teaching English as a second language: a new pedagogy for a new century PHI Learning Private Limited: New Delhi 14 Wilson, J.J (2008) How to teach listening Pearson: Longman 15 Tiếng Anh 10, 11,12 (2006) Nhà xuất giáo dục Việt Nam 16 Tiếng Anh 10, 11 (tập 1, ) 2015 Nhà xuất giáo dục Việt Nam & Pearson Websites: www.albany.edu/etap/files/Listening_skills_dev_Meskill.pdf http://www.BreakingNewsEnglish.com/1409/140928-curry-spice.html http://dspace.univbiskra.dz http://ieltsliz.com/listening-practice-summary-completion-questions/ 46 http://learnenglishteens.britishcouncil.org/skills/listening-skills practice/advice-exams http://learnenglishteens.britishcouncil.org/skills/listening-skills-practice/how-improveyour-memory https://www.youtube.com/watch?v=cSohjlYQI2A https://www.youtube.com/watch?v=8jPQjjsBbIc https://www.edmodo.com/ www.blackboard.com/ http://www.npr.org/ http://www.bbc.com/ 47 ... Cam kết không chép vi phạm quyền Tôi xin cam kết sáng kiến kinh nghiệm chưa tham gia thi CƠ QUAN ĐƠN VỊ ÁP DỤNG SÁNG KIẾN (xác nhận) TÁC GIẢ SÁNG KIẾN (Ký tên, đóng dấu) TABLE...BÁO CÁO SÁNG KIẾN I Điều kiện hoàn cảnh tạo sáng kiến: Trong xu tồn cầu hóa, hội nhập quốc tế , việc học sinh trang bị cho ngoại ngữ điều cần thiết, đặc biệt Tiếng... học sinh biết cách tự học, tự nghiên cứu- việc làm cần thiết thời kì kinh tế tri thức hội nhập III Hiệu sáng kiến đem lại: Hiệu kinh tế Cuối năm học này, thấy học sinh sinh tích cực , chủ động học