Improving listening skill for que phong high school students by applying IT to simplify listening tasks in english 11

PART A: INTRODUCTION I Reasons for the study In English teaching, the main objective is to prepare students for communication in the real world and it is very important for learners to efficiently equip themselves with four skills, together with relatively sufficient background knowledge Of the four language skills: Listening, Speaking, Reading, and Writing, listening is vital not only in language learning but also in daily communication Most teachers and students find that listening is a difficult skill to master I also think that teaching listening is not an easy job at all when we face the fact that learners have met many difficulties in comprehending the information due to unfamiliarity with the pronunciation of the target language and a lack of listening skills This contradiction tells us that there are some things about teaching listening that need to be explored Perhaps those who say it is “the easiest to teach” mean that it does not require much painstaking lesson preparation and all they need to is play the tapes and test the students’ comprehension But is there nothing more to teaching listening than testing? We must find out all we can about how listening can be improved and what activities are useful to this end and then use this knowledge and these activities in our own classrooms To enhance students’ listening skill development, it’s the teacher’s duty to create more opportunities for the students to learn from their own strengths and weaknesses as well as their peers' weaknesses and strengths Therefore, I have tried to exploit the techniques of teaching listening skill, adapt listening tasks by making use of various kinds of information technology softwares to easing listening tasks and design games to gain effective listening activities Having applied to English 10 for one term successfully, I decided to choose the topic: “ Improving listening skill for Que Phong high school students by applying IT to simplify listening tasks in English 11 ” for my experienced innovation In this study, there is a CD contains the listening lectures from unit to unit 16 of English 11 whose listening tasks are adapted thanks to information technology Nevertheless, this study can’t be perfect in limited time Therefore, I hope that the colleagues’ contribution will make it more perfectly II Aims of the study My research focuses specifically on the investigation of the techniques to teach listening skill and give some suggestions for applying the adapting tasks to enhance the students' self - learning for improvements in their listening skills The specific aims of the research are as follows: To give out a brief overview on Techniques of teaching listening skill To discuss the best way to teach listening skill in English 11 To give some lecture samples (with CD) applied IT to simplify listening tasks to teach listening skill in English 11 III Methods of the study I applied different methods to carry out the study as follows: Analytic method Collecting method Experimental method Statistical method IV Scope of the study Within this study, my purpose is to carry the research on adapting tasks to teach listening skill to the 11th form students though there are many other techniques that can be used to teach listening skill I also designed the powerpoint lectures from unit to unit 16 of English 11 which help to students to develop the ability of listening better and using language naturally PART B: INVESTIGATION I Theoretical background What is listening? According to Howatt and Dakin 1974 “Listening is the ability to identify and understand what others are saying This involves understanding a speaker’s accent or pronunciation, his grammar and his vocabulary, and grasping his meaning.” The importance of listening skill ? The Studies in “The importance of listening” by Karen Lawson, PhD, CSP, show that we spent 80% of our waking hours communicating, and according to research, at least 45% of that time is spent listening Listening plays a vital role in daily lives People listen for different purposes such as entertainment, academic purposes or obtaining necessary information As for foreign language learning, listening is of paramount important since it provides the language input Without understanding input appropriately, learning simply can not get any improvement In addition, without listening skill, no communication can be achieved As for that, language learners, especially those who learn English as a foreign language in a non-native setting, find it difficult to acquire good listening skill In a word, the better at listening you are, the more productive you will be in your career and more opportunities will come to you Problems and solutions in listening skill 3.1 What are some listening problems ? The evidence that shows why listening is difficult comes mainly from four sources: the message to be listened to, the speaker, the listener, and the physical setting 3.1.a The Message Many learners find it more difficult to listen to a taped message than to read the same message on a piece of paper, since the listening passage comes into the ear in the twinkling of an eye, whereas reading material can be read as long as the reader likes In many cases listeners cannot predict what speakers are going to say and messages on the radio or recorded on tape cannot be listened to at a slower speed Moreover, it’s dificult for learners to listen to everyday conversation which may contain a lot of colloquial words and expressions, such as stuff for material, guy for man, as well as slang In spontaneous conversations people sometimes use ungrammatical sentences because of nervousness or hesitation They may omit elements of sentences or add something redundant 3.1.b The Speaker Learners tend to be used to their teacher’s accent or to the standard variety of British or American English They find it hard to understand speakers with other accents So speaker’s voice and speech style is one of the factors which may make it more difficult for learners to understand 3.1.c The Listener Foreign-language students are not familiar enough to predict a missing words or phrases This is a major problem for students Besides, Lack of sociocultural, factual, and contextual knowledge of the target language can present an obstacle to comprehension On the other hand, It is tiring for students to concentrate on interpreting unfamiliar sounds, words, and sentences for long periods And noise, including both background noises on the recording and environmental noises, can take the listener’s mind off the content of the listening passage Listening material on tape or radio lacks visual and aural environmental clues Not seeing the speaker’s body language and facial expressions makes it more difficult for the listener to understand the speaker’s meaning Unclear sounds resulting from poor-quality equipment can interfere with the listener’s comprehension 3.1 What are some solutions ? What can teachers to help students master the difficulties? Not all the problems described above can be overcome Certain features of the message and the speaker, for instance, are inevitable But this does not mean that the teacher can nothing about them S/he can at least provide the students with suitable listening materials, background and linguistic knowledge, enabling skills, pleasant classroom conditions, and useful exercises to help them discover effective listening strategies 3.2.a The Message Grade listening materials according to the students’ level, and provide authentic materials rather than idealized, filtered samples.We should design taskoriented exercises to engage the students’ interest and help them learn listening skills subconsciously.Many people say that listening exercises are most effective if they are constructed round a task That is to say, the students are required to something in response to what they hear that will demonstrate their understanding Here are some such tasks: expressing agreement or disagreement, taking notes, marking a picture or diagram according to instructions, and answering questions Compared with traditional multiple-choice questions, taskbased exercises have an obvious advantage: they not only test the students’ listening comprehension but also encourage them to use different kinds of listening skills and strategies to reach their destination in an active way It is also necessary that the teacher try to find visual aids or draw pictures and diagrams associated with the listening topics to help students guess or imagine actively Besides, the teacher should provide students with different kinds of input, such as lectures, radio news, films, TV plays, announcements, everyday conversation, interviews, storytelling, English songs, and so on 3.2.b The Speaker Make students aware of different native-speaker accents and let them deal with different accents, especially in extensive listening The teacher should give practice in liaisons and elisions in order to help students get used to the acoustic forms of rapid natural speech It is useful to find rapidly uttered colloquial collocations and ask students to imitate native speakers’ pronunciation 3.2.c The Listener Listeners should be provided background knowledge and linguistic knowledge, such as complex sentence structures and colloquial words and expressions, as needed The teacher should bridge the gap between input and students’ response and between the teacher’s feedback and students’ reaction in order to keep activities purposeful It is important for the listening-class teacher to give students immediate feedback on their performance This not only promotes error correction but also provides encouragement The teacher also helps students develop the skills of listening with anticipation, listening for specific information, listening for gist, interpretation and inference, listening for intended meaning, listening for attitude, etc., by providing varied tasks and exercises at different levels with different focuses Stages of a listening lesson 4.1 Before you listen • Introducing general content of the listening passage • Practising designed warming-up activities in the textbook • Making use of pictures (if any) to present new vocabulary • Presenting more words/phrases from tapescripts • Getting students to pronounce words/phrases carefully • Reviewing already-presented grammatical patterns • Presenting new grammatical patterns (if any) • Asking students to predict content of the listening 4.2 While you listen • Giving clear instructions for the listening task (rephrasing textbook instructions if necessary) • Playing the tape once (non-stop) for students to get general content of the listening • Providing other activities from textbook for slower classes • Moving from simpler tasks (listening for getting key words/phrases, listening for main ideas, matching, deciding on true/false information, numbering pictures, sequencing events…) to more complicated ones (answering MCQs, gap-filling, table/graph completing, answering information questions…) • Playing the tape several times (non-stop or with pauses if students need help) • Breaking long tape scripts into sections to facilitate the listening 4.3 After you listen • Practising designed post-listening activities in textbook • Summarizing listening passages in spoken or written form • Relating to students’ own experience • Extending the topic to oral or written presentations Techniques of teaching listening skill 5.1 Pre-Listening techniques Open – prediction: The teacher doesn’t give the students any statements, only sets the scene and gets students to predect some of the things they think they will hear the text Students write down their predictions In this ways students have made their own listening guides The teacher play the tape and students tick their correct predictions True/ False statement prediction The teacher gives students – 10 statements on the boards, poster or handout based on the main ideas in the listening text Only half the statements are true In pairs students predict which of the statements are true and underline the numbers (or mark them T/F) Students call out their predictions.The teacher doesn’t say if they are right or wrong The teacher play the tape for checking.Students tick the predictions that are right and any that they didn’t guess In pairs students compare and if there are disagreements the teacher play the tape again until everyone agree Ordering: The teacher give students jumpled statements or pictures Students must discuss in pairs/groups and predict the correct order The statements or pictures have letters a, b, c etc Students fill in their chosen order 1,2,3 etc in a grid In pairs they compare their answers The teacher accepts different orders to create a disagreement, so it gives students a real reason for listening and finding out who is right Students listen and tick or correct their order Pre – questions The teachers puts a few pre – questions on board: one pre – question for each main point in the listening text Students read and think about the pre – questions focus the students’ attention but students don’t have to guess or predict the answers if they don’t want to.After the first listening they answer the questions 5.2 While – Listening techniques: Listen and draw The teacher give students a map, or house plan or diagram or pictures – any visual that students can draw on - draw a route, mark changes or label parts The visual can be copied off the board or given as picture dictation The students listen to the text and respond by drawing, filling in, labeling , numbering, etc Grids: The teacher puts a table on the board and students copy it The table gets students to listen for the facts or details in the text Some of the information has already been filled in the boxes of the table to guide their listening Students listen and fill in the rest, in note form Students work in pairs and compare to check answers, and the teacher reads the text a second time or more until everyone agrees on the answers Comprehension questions: This is the most common while – listening technique Students are given a set of questions – True/ False Statements, Multiple choice, Wh- or Yes – No questions While listening, they answer the questions Sometimes these comprehension questions have two parts The first part helps students focus on the main ideas of the listening Multiple choice or True/ False are often used for this The second part focuses on the details – facts, figures, etc Wh – type questions are often used for this 5.3 Post – Listening techniques: Roleplay: Students dramatise the listening text, taking the roles of the characters in the story they have just heard This is particularly good for students who haven’t studied the past tense but have just heard a story in the past tense.The role – play transfers a past tense story into the present tense The teacher organises the role – play by putting all the same roles together, eleciting and then letting them practise what they will say, then cross – grouping so that each new group has one of each of the different characters Recall the story Students re –tell the story in the listening text in their own words The teacher can help them by doing mini drill first, usually using the same pictures or simplified statements that were used for predicting in the pre – listening task or ordering or selecting in te while – listening task Students practis speaking and in pairs or in groups The re – telling with a pictures can also be done as a chain story Write it up Student write up the information that they have in their listening instruction They reconstruct the text in their own words using the notes in the grids or drawings in the listen and draw exercises as cues Students practise writing in groups, pairs or individually Further practice: The teacher chooses a topic related to the listening topic, usually a topic personalised to the students, and designs a production activity for the students to For example, after doing the grids, they will describe other classmates; or students can recount similar stories to the listening text – things that have happened to them personally How to adapt listening tasks: 6.1 Steps of teaching listening - Warmers - Word eliciting - Making predictions - Listen - Checking prediction - Controlled practice - More intensive practice - Production - Feedback - Homework setting 6.2 Steps of adapting tasks: - Read through the tape script - Think of the aims, the knowledge and the language (knowledge standard) - Underline the key information (decide what words/phrases to pre-teach) - Look at the questions/tasks in the textbook and decide what to adapt (not all tasks) - Design the easiest activities for students (but cover the main content of the text) 6.3 Effective listening activities - designing easier tasks for Ss (simplifying the tasks) - providing more background information - designing some tasks as games - (for new words) sample reading first and giving time for Ss to practice - putting students in pairs or groups (they can help each other) - providing pictures, knowledge, vocabulary - discussing the topic before listening - having Ss brainstorm the words relating to the topic - giving clear steps - providing tape scripts sometimes (when Ss can’t hear anything at all) Some solutions applied IT can help students master English listening skill 7.1 Using X-Wave MP3 cutter joiner 3.0 software to cut MP3 file into parts, sentences or words: During my teaching period, with a view to helping students listen more easily, I often use the software X-Wave MP3 cutter joiner 3.0 as a common device to cut the listening tapes into short parts or even sentences and words First, in order to use this software you have to set up this software in your own computer After setting up this software, we can open and choose the file that need tobe cut Open the file in the software system and black the part we want to cut Then press “Save as” and name the part we have just cut With this solfware, we can adjust the sound slower or faster if we want 7.1 Using Power point software to design effective listening lectures: Powerpoint is available in every computer and there are various lectures in the Internet teaching us how to use it By using Powerpoint, not only can we design an exciting lectures with interesting games, but sound files or videos can be inserted flexibility As a result, students find it easier and more attractive to access to listening skill II Experiment Material preparation: - Lesson plan - Textbook / Reference books - Tape crips of listening lessons - CD Tiếng anh 11 - Speaker or cassette - Computer and projector/ Visual aids Practising methods: On carrying out the study, I used some methods such as: Analytic method, Collecting method, Experimental method, Statistical method, Audio-lingual method, Grammar translation method, Direct method Some samples (with CD) applied IT to simplify listening tasks to teach listening skill in English 11 3.1 Unit – A day in the life of… * Warmers: Guessing Game – What is it ? Prepare a picture of a cyclo: Ask Ss to guess what it is base on the folowing clues: It is very useful mean of transport for people It can help people to save money and limit poluted environment It is a kind of vehicle It has got wheels * Lead in: Today, we are going to listen to the daily life of a cyclo driver 10 The teacher gives feedback * Post – Listening: SUMMARY: Ask Students work in groups to sumarise the listening passage base on the following cues: Sumarise the listening passage base on the following cues: The aim of Spring School The number of children who live or attend the lasses The activities the children can take part in at school 3.5 Unit – Competitions * Warmers: Guessing game : The teacher has a picture which is hidden by some small cards Students are going to guess what the picture is by opening the card to answer the questions It began in 1897 It is a long distance running in the USA 20 It began in 1897 It is a long distance running in the USA * Lead in: Today in this lesson we are going to listen to a conversation about Boston Marathon * Pre – Listening: - Vocabulary pre – teach : race (n): athletic (n): ( picture) clock(v): Ex: He clocked seconds for the 100metres race female (n) ♀ >< association (n) male (n) champion - Checking vocabulary: Rub out * While – Listening: Task 1: Decide whether the statements are true (T) or false (F) The Boston Marathon is held every year in the USA 21 It began in 1897 John McDermott clocked hours 15 minutes and 10 seconds Women were officially allowed to participate in the races in 1957 In 1984, 34 countries took part in the marathon According to the race’s rules, runners have to pass through the centre of Boston Have students in two teams again to play the lucky numbers game Inform students the rules of the game Task 2: Ask students to listen and answer the questions Where did John Mc Dermott come from? When did Kuscsik become the first official female champion? How many women started and finished the race in 1972? How many runners joined the Boston Marathon in 1994? Task 3: Ask students to listen once more and fill in each blank with the word(s) or phrases you hear Boston Marathon is held And it began in 1897 John Mc Dermott, who from New York, the first Boston Marathon in the USA Association Marathon It took him hours 50 minutes and 10 seconds the finish Until 1967 women were formally to take part in the Boston races Kuscsik became the first official female champion in In that race, women participated in and all of them Every people all over the world can it The Boston race is about kilometers Runners have to go through 13 during the race * Post – Listening: Students work in groups to summarise the report base on the following chart 22 Every year 42km, 12 towns 1967 In 1984, 34 countries The Boston Marathon The centre of Boston 1897 J McDermott (the first man won the race) 3.6 Unit – World population * Warmers: Video Observation: Have students watch a video and answer the question: What is it about ? * Lead in: The listening lesson today is about world population * Pre – Listening: - Vocabulary pre – teach : - Latin America: - developing country - rank (v) / rank (n) Ex: Vietnam ranks thirteenth in population - generation (n) - shortage (n) - punishment (n) - improvement (n) - Checking vocabulary: Slap the board * While – Listening: Task 1: Multiple choice questions Let students to listen to the tape twice and check the information The expert says that there are people in the world today A about 6.7 million B 6.6 billion C 6.7 billion D.over 6.7 billion 23 According to the expert, the population of the world increases by a year A about 66 million B about 76 million C 66 million D 76 billion According to the expert, the area that has highest population growth rate is A the Middle East B Latin America C Asia D Africa Scientists say that the main reason for population explosion is A an increase in death rates B death rates C a decrease in death rates D birth rates Which of the following problems is NOT mentioned by the speaker ? A lack of hospitals and schools C shortage of food B poor living conditions D literacy Which of the following solutions is NOT mentioned by the speaker ? A advising people to use birth control methods B educating people C providing safe, inexpensive birth control methods D strictly implementing a family planning policy Have students in two teams again to play magic conical hat game 10 3 Points Each team has turning times before choosing the questions In order to get the point the team have to give out the correct answer There are information the students have to in the numbers and two of which are gifts The teacher gives feedback 24 Task 2: Listen to the interview again and decide whether the statements are True (T) or False (F) All parts of the world have the same rate of population growth According to experts, Asia’s population is growing more quickly than Latin America and Africa There is a fall in death rates because of the improvement of services and medical care public health The explosion of population has caused many problems fordeveloping countries Mr Brown suggested three solutions to the problem of overpopulation Task 3: Listen again and answer the following questions According to experts, what will the population of the world be by the year 2015 ? What did the expert say about the population growth rates in some parts of the world ? According to experts, what is the reason for a fall in the death rates ? According to experts, what problems does population explosion cause to the world, particularly to developing countries ? How many solutions did the expert offer and what are they ? Have students in two teams again to play the lucky numbers game Inform students the rules of the game * Post – Listening: Retelling a story: Ask Students work in groups to use the outline below and retell the story : 25 Current: 6.5 billion Population 2050 : billion hunger scarcity (sự thiếu thốn) Overpopulation Problems poverty pollution crime traffic don’t overpopulate the planet Advice don’t have many children give your family the quality of life 3.7 Unit – Celebrations * Warmers: HOT SEATS: Tet (Lunar New Year) Mid – Autumn Festival Thanksgiving lucky money Peach flowers * Lead in: Today we are going to listen about a special celibration * Pre – Listening: - Vocabulary pre – teach : similarities (n) (explaination) kimono (n) (Picture) 26 housewives (n) = wife or mother who looks after a home shrine (n) (picture) longevity (n) = long life Constancy (n) (translation) represent (v) = to be a symbol of ST - Checking vocabulary: What and where * While – Listening: Task 1: Listen and tick (√) the things you hear They put on special clothes Everyone cleans the house Belts ring 108 times Housewives prepare special foods They decorate their houses with kumquat trees They go to a shrine They give each other “lucky money” They drink rice wine They play cards 10 They watch television 11 They eat a special meal Task 2: Answer the following questions: Why Japanese a big clean up before the New Year comes? Where the Japanese hear the bells from? What the Japanese often wear when they go to visit their shrines? Do the Japanese often celebrate the New Year with their friends? GAME: Lucky picture 27 * Post – Listening: Compare the following aspects of the Vietnamese New Year with those of the Japanese one Activities Japan Vietnam Preparations begin a few days before the New Year begin many days before the New Year Foods and clothes cook special food, special traditional foods, dress, kimonos, or dress ao dai, suits, no kimonos Activities on New Year’s Eve clean up, pine trees, watch the national singing contest on TV, clean up, peach/apricot flowers, watch TV People to celebrate with .is celebrated among family only .is celebrated with every family / relatives 3.8 Unit – Post office * Warmers: Cross word game: - The class is divided into two groups (A & B) - Each group takes turns to choose the across words (16) 10 marks will be given for the correct answer - One, two or three red letters from the key word will appear in each across word - red letters of the key word are arranged in disorder The group that can guess the key word correctly will get a special gift 28 crime traffic don’t overp don’t have Advic e Advic e Feed back: * Lead in: In this lesson we are going to listen to a talk on how to have a reasonable phone call * Pre – Listening: - Vocabulary pre – teach : -subscriber (n): someone who subscribes to a product, a service or an organization 29 -rank (v): Ex: Chelsea the first in the Barclays Premier League tournament -network (n) picture -upgrade (v): to improve the quality or usefulness of something, such as a machine or a computer program -digit (n): -commune (n): (Using situation) Hoa: I am living in Dong Hieu Commune Lan: I am living in Vinh City - Checking vocabulary: Slap the board * While – Listening: Task 1: Listen and choose the best option According to the passage, Vietnam ranks for growth in the number of telephone subscribers A 6th B 2nd C 30th D 8th Vietnam is among the countries in the world that have more than two million telephones A B 140 C 13 D 30 In 1996, Vietnam began upgrading its networks A mobile phone B subscriber C fixed telephone D post office 30 In 1996, the fixed telephone numbers in Hanoi and Ho Chi Minh City were changed from A five to six digits B six to seven digits C seven to eight digits D eleven to twelve digits According to the passage, at present, per cent of communes across Vietnam have telephone services A 90 B 80 C 14 D 93 Task 2: Answer the questions Have students listen again and answer the questions: According to the passage, which country has the highest growth in the number of telephone subscribers? How many telephones were there in Vietnam in the early 1990s? When was the mobile phone system upgraded? Has Vietnam reduced the monthly fees for fixed and mobile telephones since 2000? According to the passage, how many communal post offices are there in Vietnam? Students are going to play lucky numbers game in this task The teacher give feedback Task 3: Fill in the blanks with the correct words you heard Among the 30 countries in the world, (1) has the highest growth in the number of telephone subscribers In the early 1990s, there were only (2) telephones in Vietnam Moreover, in 1996, the fixed telephone number were changed from (3) to (4) digits in Hanoi and Ho Chi Minh city The change of mobile telephone numbers took place in (5) At present, there are (6) communal post offices in Vietnam * Post – Listening: Role Play A is a student of Dong Hieu high school A is calling his (her) friend Suddenly, the call is interrupted (S)He calls the network center for the reasons Suggestion Greeting / The name of network Telling the problems The staff’s explanation 31 The time to fix the problem 3.9 Unit 10 – Nature in danger * Warmers: Video Observation: Have students watch a video and answer the question: What is it about ? * Lead in: In this lesson we are going to listen about nature in danger * Pre – Listening: - Vocabulary pre – teach : scenic feature ['si:nik 'fi:t∫ə] n.ph nét đặc biệt cảnh vật approximately [ə'prɔksimitli] adv khoảng chừng devastate ['devəsteit] v tàn phá, phá huy vehicle [ 'vi:hikl] n xe cô maintenance ['meintənəns] n giữ gìn; trì completely [kəm'pli:tli] adv hoàn toàn preserve [pri'z3:v] v giữ an toàn - Checking vocabulary: Rubout and remember * While – Listening: Task 1: Listen to the passage and decide if the following statements are true (T) or false (F) National parks protect and preserve the natural beauty of the land They usually contain a variety of scenic features All national parks are in danger of being destroyed Large areas of national parks can be destroyed by fire Visitors not help to preserve and protect national parks Task 2: Gap filling Have students listen again and answer the questions: National parks usually contain a variety of scenic features, such as mountains, , _, _ animals and plants There are 52 national parks in the United States, covering approximately _ per cent of the total land area of the country Rare animals in national parks are killed or hunted for _, _ or other parts Trees are for wood Large areas of national parks also experience 32 devastating fires caused by The increasing number of visitors is harming the parks due to the _ from their vehicles Game: Lucky animals * Post – Listening: Discussion: In order to protect nature, we should or shouldn’t…? III Experiment’s effect Having adapted listening tasks to teach English 11 for many years, I see that it bring to my lectures much effectiveness Not only does it add students’ interest but it helps my students improve listening skills as well The result of these investigations is counted up with the following table: School year Class Before doing experiments After doing experiments Paying attention to lesson Paying attention to lesson (% Students ) 2019… 2020 Practisin g Listening well Doing well (% Students) (% Students ) tasks (% Students ) Practisin g lisstening well Doing well (% Students) (% Students ) tasks 11C7 58% 48,8% 44,2% 86,2% 69,7% 70% 11C8 57% 47,3% 42,5% 75,9% 68,8% 61,3% 11C9 39,2% 25,3% 35,6% 62,6% 60,3% 60,8% 33 PART C: CONCLUSION Listening competence is a complex skill that needs to be developed consciously It can best be developed with practice when students reflect on the process of listening without the threat of evaluation Using listening activities to only test comprehension leads to anxiety which debilitates the development of metacognitve strategies Guiding students through the process of listening not only provides them with the knowledge by which they can successfully complete a listening task; it also motivates them and puts them in control of their learning In short, This research of mine has finished finding the way to adapt listening tasks to teach listening skill with high effectiveness I hope my research with a CD of samples lectures from Unit to Unit 16 of English 11 will become useful reference materials for teachers And I also hope to be commented to make my study more perfectly PART D: REFERENCE Tiếng Anh 11 Nhà xuất giáo dục Thiết kế giảng Tiếng anh 11 Sách Giáo viên Tiếng anh 11 Nhà xuất giáo dục Dạy học theo chuẩn kiến thức kĩ Anderson, A and T Lynch 1988 Listening London: Oxford University Press Berman, M (2003) Listening strategy guide Dyed international Inc 7.Goh,C (1997) Metacognitive awareness and second language listeners ELT Journal 51 (4),361–9 Hasan, A (2000) Learners’ perceptions of listening comprehension problems Language, Culture and Curriculum, 13, 137-153 Herron, C and Seay, I (1991) The effect of authentic aural texts on student listening comprehension in the foreign language classroom Foreign Language Annals 24, 487–95 34 ... the investigation of the techniques to teach listening skill and give some suggestions for applying the adapting tasks to enhance the students'' self - learning for improvements in their listening. .. information, listening for gist, interpretation and inference, listening for intended meaning, listening for attitude, etc., by providing varied tasks and exercises at different levels with different... Practising designed post -listening activities in textbook • Summarizing listening passages in spoken or written form • Relating to students? ?? own experience • Extending the topic to oral or written