Bài 3: YÊU CẦU CẦN ĐẠT TRONG VIỆC DẠY KỸ NĂNG NGHE
A. Một số thủ thuật dạy kỹ năng nghe
III. Các giai đoạn của một bài dạy nghe
Like any other skill lesson, a listening lesson always includes three sections:
Pre – listening, while – listening and post – listening.
+ In the ‘pre’ section, teachers raise interest about the topic, and prepare students for what they are going to hear .
+ In the ‘while’ section, teachers should get students to think and engage with the passage in an active way .
+ In the ‘post’ section, teachers should help students focus on the meaning of the passage.
1- Pre- listening
•There are some techniques to teach Pre-listening : 1.1. True /False prediction.
- Write 5 or 6 statements about the text students are going to listen
- Ask students to read the statements (not the text) and guess which is true and which is false.
- Have students call out their predictions. The teacher does not say if they are right or wrong.
- Then let them lisen to the text to check if their prediction are right or wrong.
- Let them listen again once, pause at wanted information and provide corrective feedback.
Notes: Teachers can use other tasks of prediction such as; MCQ prediction, gap- fill prediction or even open prediction
I.2. Open - prediction.
- Teacher doesn’t give the students any statements, only set the scene and ask the students to predict some of the thing they think they will hear in the text. In this technique, teacher should get students to work in pairs or groups so that they can use their general knowledge in guessing sufficently. In this way, students have made their own listening guides
- Ask students to present or write their guesses on board, porter or by words.
- Let students listen and stick their correction predictions.
- Feed back to the whole class and ask them to carry on with the other listening tasks.
1.3. Pre- questions.
- Write a few questions on the board: One pre – question for each main point in the listening text.
- Give students a few minutes to work in pairs/ individually to guess the answers.
It doesn’t matter if the student’s answers are not right.
- Get answers from the students.
- Ask them to listen and check.
- Let students compare their answer after listening, then students call out their answers.
- Have students listen again, pause at the wanted information and provide corrective feedback.
1.4. Ordering pictures/ statements/ events.
- Prepare jumbled statements, events or pictures relating to the story that students are going to listen.
- Ask students to work in groups/pairs to put the statements/ pictures in a possible order.
- Students call out their preditiond, teacher accepts different orders to create a
“disagreement”, so it give stutents a real reason for listening and find out who is right.
- Students listen and stick or correct their order.
1.5. More on predictions: In class, predictions can be good for communication.Some examples of what predictions can be based upon include:
. Visuals.
. Knowledge of the author.
. A skim of the first paragraph.
. A set of key words from the text.
. Reading the end and predicting the beginning.
. Reading the middle and predicting the beginning and the end.
2. While- listening: The main purpose of this state is to get students to think and engage with the passage in an active way . If they are engage with the listening they will benefit more from it. Here are some practical activities to help students interact more with the listening:
2.1. Ordering pictures/ statements/ events. (the same steps as in pre - listening)
- Prepare jumbled statements or pictures relating to the story that students are going to listen.
- Ask students to work in groups/pairs to put the statements/ pictures in a possible order.
- Students call out their preditiond, teacher accepts different orders to create a
“disagreement”, so it give stutents a real reason for listening and find out who is right.
- Students listen and stick or correct their order.
2.2.Jigsaw
- Divide the listening text into different parts and design some comprehension for each part.
- Divide the students into small groups to discuss to answer the comprehension questions.
- Form new groups with students having listened to different parts.
- Get students to share information to understand the whole text.
2.3. Listen and draw:
- Give students a map, or house plan or diagram or picture – any visuals that student can draw on – draw a route, mark changes, or label parts.
- Students listen to the text and respond by drawing, filling in, labelling, numbering, ect.
- Let students exchange drawings and compare theirs with their partners’.
- Teacher let students listen again, give feedback by provide a correct visual.
2.4 Grids:
- Provide a table, which gets students to listen for the fact or details in the text.
Some of the information has already been filled in the table to guide thier listening.
- Let students listen and fill in the rest in note form (letters, numbers...).
- Ask students to exchanges their table and compare the answers.
- Let them listen again until they have agreements on theirs answers.
- Call on students fill in the table on the board.
- Feedback from the whole class.
2.5 Comprehension questions:
This is the most common “while – listening” technique.
- Give students a set of questions: True/ false statements, multiple choice, “Wh”
or “Yes - No” questions...
- Run through the questions, explain difficult words or phrases, help students to realize cases of paraphrases used between the questions and the text.
- Have them listen and answer.
- Call on students to report their answers.
- Play the tape again and pause at wanted information, then provide corrective feedback.
Notes: 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 statements are often used for this. The second part forcus on the details: facts, figures, etc. “Wh” type questions are often used for this.
2.6. Skim or scan.
*Skim: Write the statements that summarize ideas of the whole passage or paragraph, and ask students to choose the best/most appropriate one. For example:
+ Write headings then ask students to match to paragraphs.
+Write several titles for a reading passage and ask students to choose the best one.
*Scan: . (This is similar to comprehension questions)
Write questions that focus on different details and ask the students to answer the questions.
2.7. Prediction.
* Get the students to close their books.
- Read the story aloud to the class or let them listen to the tape,but stop at approriate moments and ask the students questions what was said or what might happen next.
- Continue and see if they are right.This can be done as a game with groups of students checking each other’s answer.
- Repeat the procedure 3-6 times.
3. Post- listening:
3.1. Roleplay:
In this technique, students dramatise the listening text, taking the role 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.
- Have students call out characters in the story.
- Divide students into groups (each group presents a character).
- Get the groups of the same roles together, eliciting and then letting them practise what they will say.
- Cross – group to help students have chance to use what they have practised in role - playing; or they can have chance to be one of other characters.