Table of Contents
Contents

PART I - INTRODUCTION

Pages

1-2

I -The reasons for topic :

1

II - Research purpopes:

2

III -Research objects:

2

IV - Research methods:

2

PART II: PROBLEM SOLVING

3-15

I – Rationale


Other References.

17-18
17
17
19

1


PART I : INTRODUCTION
I.The reasons for topic:
Today the economy of the countries in the world is growing the politics of cultural
exchange, between the national society is increasingly expanding. To communicate
with the others, requiring different countries in the world have to know the proficient
use a common language apart from their mother tongue. In the popular language of
communication in the world, English is a common one which is considered to be the
most popular language.
For years, learning foreign language is increasingly popularized and this subject has
become a compulsory subject in all schools. Therefore, the requirements set out how to
achieve quality teaching hours and high efficiency. This requirement requires the
teachers to improve themselves not only on the qualification but also on teaching
methods and teaching techniques.
Comprehending and understanding a language is necessary when students are
learning a new language due to the fact that people always need to communicate and
interact with others in different moments or situations in their lives. This paper will
focus on listening, but always combined with grammar, as a way of helping learners to
understand the language system and to develop their ability by using it to communicate
successfully inside and outside the classroom. Communication skills comprise
receptive skills and productive skills. Listening and reading are receptive skills while

in the application of grammar exercises. They are interested in learning English in
Grade 6, 7, but over time they feel afraid, decreased interest, learn and lead his people
to the quality department increasingly decline in the grade on, especially because of
their listening skill in grade 8. Through practical research and teaching to remedy this
situation, I boldly launched an innovative experience “Some methods to improve the
efficiency of teaching listening skill in grade 8 at Ai Thuong secondary school.”
II. Research purpopes:
My purpose in writing this innovative was to find out what the most common and
effective methods in developing listening skill and improve the quality of teaching
English at Ai Thuong secondary school, help students understand the importance of
listening skill in learning English. Beside that I can cultivate myself the professional
capacity in teaching, improve the teaching methods appropriate for each positive post,
each subject students to improve the quality of teaching and learning English at Ai
Thuong secondary school.
III. Research objects:
Innovative experience focused on teaching methods to improve the efficiency of
listening hours and improve the quality of English 8 at Ai Thuong secondary school .
IV. Research methods:
In the process of implementing innovative I have used the following research
methods:
- Research methods build the theoretical basis through of the search documents on
teaching listening skills.
- Survey method, comparative. analysis and synthesis
- Research method the tables

3


PART II: PROBLEM SOLVING
I. Rationale:

television, but carried out other work at the same time (which is listening not
focused) .The focused listening activities are activities listening intentionally. the
listener focuses on the important points, necessary for its deliberate .The listener
knows what he wants to listen .This helps the listener's attention towards your content
into the right to know, so it is necessary to grasp problems with more effective
learning . In the learning language environment, activities listening are mainly
concentrated listening and to develop kinds of different listening skills . there are some
kinds of main listening: listening the gist, listening for instructions necessary
information, listening to confirm earlier conjectures, listening to accomplish the tasks
set forth communication, listening the details ....
Listening is generally defined as a conscious, cognitive effort involving primarily
the sense of hearing and leading to interpretation and understanding. We listen with our
4


senses to understand the communication being uttered. Our goal is to understand what
is being uttered. We want to understand the words and sentences and through this
understanding retrieve the intent the speaker had while he or she communicated. In
other words, we try to identify speaker’s views and analyze his or her views to work
out a coherent picture of the communication we face. It is a difficult process, in which
what is heard is weighed, analyzed, sorted, related, classified, evaluated as well as
judged. Moreover, English Listening skill is the ability to use language knowledge and
listening comprehension purposes conversations daily communication in English
II. The reality of problem:
Ai Thuong Secondary School is a school which belongs to Ba Thuoc district ,with
8 classes and the employees staff is 21 which includes 16 secondary teachers and two
teacher of English. Although our school is facing a lot of difficulties but the school
always strives the movement of good teaching - good learning , the movement for
improving the quality of education, the facilities for teaching, learning are more be
applied fully.


Number

%

Number

%

Number

%

Number

%

Number

2013
8A
8B
2014
Total

Amounts

Class

The school

0

4

19,0

11

52,4

5

23,8

1

4,8

21

0

0

3

14,3

11


7,1

Besides, I also tested the students’ interest before applying some of my methods and
techniques in teaching English listening at my school.
Table 2: Check the students’ interest. (At the beginning of the school year.)
Interested

Normal

Less
interested

8A

21

0

0

4

19,0

9

42,9

6


%
28,
6
28,
6
28,
6

Not
interested

Number

Number

%

%

Number
s

%

Total

Number
s

Number

teaching method applied to the English periods in general, in two years to see the
results markedly.
III. Solutions and implements:
1. The solutions:
To attract the attention of students and improve the efficiency of listening hours,I
conducted the following solutions:
* The equipment needed for the course :
1 . Transceivers cassettes .
2 . Recorders readings and listening textbook .
3 . Pictorial content and textbook lessons
4 . Computers, Computer speaker .
5 . The illustrations , equipment
* The Ten principles of listening:
1. Stop Talking
2. Prepare Yourself to Listen
3. Put the Speaker at Ease
4. Remove Distractions
5. Empathetic
6. Be Patient
7. Avoid Personal Prejudice
8. Listen to the Tone
9. Listen for Ideas – Not Just Words
10. Wait and Watch for Non-Verbal Communication
* Procedures of a general listening:
In fact, listening is still a difficult skill for students. To overcome these difficulties
while listening, I often use the following measures:
- Introduce topics which involve listening, explain new words, concepts will listen .
- Give questions to help students predict the content will listen.
-Introduce new words or revision, consolidate the vocabulary needed for all to listen.
- Give out guiding questions to listen.

describe body build and hair
tall

straight
slim

Body build

thin

Hair

Fat
long
*Bingo: Unit 3 Lesson 5:
- Ask Ss to write down on their notebooks 5 things they can eat.
- Prepare a list of food. Then call out each word in aloud voice.
- Ss listen ti the teacher carefully.If anyone has the same things ,they cross them
out.The first person crossing out all 5 things shouts “Bingo” and win the game.
Suggessted list of food: chicken, beef ,cake, candy, garlic , noodles, rice, ham, peas,...
*Guessing :Guess from context:What actions? (Unit 9-Lesson 3)
- Ask Ss to look at the picture on page 82 and write out all the verbs describing the
actions of the people in it.
- Tell Ss the group having the most right verbs is winner.
- Answer key: drive, wheel, move, push, weigh, wait,lie, stand, lean...
*Crossword puzzle: Unit 14-Lesson 3
-Put the chart on the board
L O S E
C L U E
8

guidance requirements, specific tasks for the students to listen (Choose the right /
wrong answer .. ) .
B1-Pre-teaching: vocabulary
The purpose of this section is to introduce students to some new words will be heard
or related to the listening text. These words will help them to be somewhat shaped
portion of the listening. I also use these tips to teach the vocabularies, such as:
*visuals:(tranh , ảnh...) Ex :
- eye chart (n): bảng đo thị lực
- stretcher(n): cái cáng
*Synonym/antonym:
- satisfactory (adj)>
filled with gaps (gap) is the data or the nature and characteristics ... It is possible that
the tables with columns of data, missing information. Ask students to predict the data
and information. We can use Networks / Brainstorm instead.
10


Besides we can use tricks Pre - Questions by giving some suggested questions on
the subject which students are going to listen to the students to think and predict on the
content or ask students to put a number of questions that the listening will answer.
B. While - Listening:
This is an important step which requires students to understand the main contents
of the article through conducting some basic exercises. In this stage students have the
opportunity to practice more.
When students conducted exercises in the Pre- listening, the teacher asks students
to read exercises to test their prediction is true or false, redundant or shortage thereby
to correct . From that students understand the main content of the listening (Checking).
The next the students need to do more exercises to deepen knowledge, for example:
Gap-Filling; Comprehension questions; Multiple Choice; Identifying specific
information; True / False questions; Listening and numbering pictures; Completing a
dialogue
By completing the exercises, students have to understand clearly the details of the
listening text, the next step will help them develop thinking and reproduce the listening
content.
The advantage of teaching listening skill follow the three steps is to help students
achieve the learning outcomes in a comprehensive manner and in a logical order:
Depart from: know - understand - apply - analysis - synthesis - evaluation .
Unit 7-Lesson 3
Listening task 1:
- Let Ss listen to the tape twice and give the answers then give feedback
- Answers: a .The new comer

Comprehension questions:
- Ask Ss some questions to check their understand of the conversation.
1. Does Na like movies? (Yes)
2. Why don’t she go to see the film “ The New comer” (because she has see it before)
3. Why won’t Na go to the photo exhibition ? (because it doesn’t open during at the
weekend )
4. Who will Na go to the soccer match with? (Nam, Ba and Minh)
5. What time does the match start?(at 4p.m)
Let Ss listen again .
The activities during this stage is very diverse and plentiful requires me to combine
the rational for each post, constantly changing to avoid boredom, sadness.Beside that I
need to express the fun, avoid stress for the children during listening. The most
important thing during this stage is to ensure the sample sounded like tapes should be
clear, well-known ensure the quality of .However now in grade 8 tapes as well as other
classes tapes poor quality sounded even less that I often read to your child with average
speeds to ensure intonation as in the tape to avoid affecting the content, semantics of
all.
C. Post - Listening:
This is the final stage of the process of teaching English listening skills . During
this period students have more opportunities to practice after listening , they can apply
the knowledge , language skills have been trained stage set " while - Listening " on the
actual communicative situations , students have to add several types more exercises to
consolidate their knowledge and expand their thinking abilities.
Gap - Filling: Use the words in the article to fill in the blanks.
Survey: ask and answer about problems in the listening text, in the classroom or outside
the real life.
Trasformation Writing: Base on the information in the article to write a similar issue.
Recall / retell: Say or tell the content of the listening text again
With any types of exercises, in any steps , after giving out, teachers have to
conduct the following rules:

Stage
Steps/ activities
Work
arrangement
*Brainstorming and guesing:
Warm up - Ask students to look at 4 advertisements of “ what’s on this Whole class
3-5’
week?” and get students to guess what is in the blanks
drama /play
dancing
picture exhibition
Activiti
es

PreListening
7-10’

music
English speaking club/ contest
1. Pre-teach:
+ Culture house (n) : nhà văn hóa
+ The Newcomer (n) :người mới đến
+ Town Ground (n) : sân vận động thành phố
+ Millenium Cinema (n) : rạp chiếu phim thiên niên kỷ
2. Checking vocabulary: What and where

*- Set the scene: “ Na is new in the neighborhood. She is
talking to Nam about what she’s going to do on weeken”
T: explain the content fo the tapescrip. Let ss read the
advertising board and guess to fill in the blanks of it

Statements
a.Na doesn’t know the
neighborhood very well
b.Na doesn’t like movies.
c.Na will go to the photo
exhibition.
d. Na won’t go to theEnglish
Speaking Contest.
e.Na will go to the soccer
match with Nam .
f. Nam is a soccer fan.

True

False

Individual
Work

Pair work

No
Information








- Ask the volunteer from each group to tell the whole class
about Na.
-Give other situation and ask ss to make similar dialogue.
Consolid - Repeat the content of the lesson.
ation:(3’) Grammar and structures.
-whole class
Homework:
- Learn by heart new words.
- Ask students to write a short passage about what Na is
going to do.
- Prepare new lesson. Read- Language focus 5.

15


%

No

%

No

No

%

No

%

students become more confident, pass the test given in English the first semester of the
school year, 2014 - 2015, 2015 - 2016 as follows :
Table 3:
The school year 2014-2015:
Excellent
Good
Medium
Weak
poor
%

32

1

3,1

6

18,7

14

43,8

8

25

3


12

18,8

29

45,3

15

23,4

6

9,4

Table 4:

10

6

30

9

45

3


40

4

10

11

27,5

19

47,

6

15

0

0

%

No

2

%

2015
2016

The school year 2015-2016:
Excellent Good
Medium

%

5
Compared with the results of the first semester from the school year 2013 to 2015 we
can see the percentage of students scoring excellent, good, average rate increases still
weak and least, fell less sharply.
16


After applying to this topic successfully myself, I have achieved some significant
results and valuable experience for myself:
- Teachers must always create language environment in school and must use
English as the main language for communication. Depending on the grade, students
and teachers can use English sentences in short, simple, easy ways for the students to
understand and remember remarkably.
- Teachers should encourage students to use their knowledge to use in
communication.
- Teachers should integrate activities in English listening mode of "just playing learning".
- Ask students to listen to English programs on the radio or listen to English songs at
home.
By creating such a foreign language environment, the students can practice
listening skill through speaking skill.
- Create the teaching materials appropriate to the content of the listening.

Less
interested

No

Interested

Amount
s

Class

School

2014 8A
2015 8B
Total

Very
interested

%

32

3

9,4

9


21,8

0

0

64

6

9,4

17

26,5

28

43,8

13

20,3

0

0

Normal

%

Less
interested

No

20
20

%

Normal

No

%

No

Interested

No

8A
8B

Amount
s



6

15

11

27,5

17 42,5

6

15

0

0

18


PART III - CONCLUSIONS AND RECOMMENDATIONS :
I. Conclusions:
According to the results obtained, we can notice that listening competence is a skill
that need to be developed consciously. It can best be developed with practice in
classroom through activities, which promote interaction between students. This study
has tried to show that it is easier to obtain students ‘participation and motivation when
the suggested materials are entertaining, original and surprising. The key is to motivate
and change their negative attitude towards English giving students a chance to listen

exchange experiences with colleagues, with the foreign experts through seminars on
teaching and learning in English .
- To equip radio cassette tape, functional visual classrooms to service for the teaching
of English listening skill .
2. To the professional group:
19


- organize classes which are related to the way to teach listening skill effectively. From
that teachers have more chance to share and learn the experience from other teachers
in teaching listening.
Through the practical teaching, learning from my friends and colleagues, based
on my own experience but could not make mistakes, I look forward to additional
scientific council comment on my experience initiative which is more completed and
widely applied in Ba Thuoc area to improve the quality of English in general and
listening skill in particular.
Finally I would like to thank the school administrators, teachers training staff in
professional groups have facilitated for me to complete my experience initiative
Thank you very much for reading !
Ai Thuong , March 16th, 2016.
Principal Confirm

Nguyễn Thị Lưu

I assure that this is my innovative
experience. I do not copy other people's content .
Written by
Tran To Uyen

20