1. INTRODUCTION
Nowadays , the Party,the State, the Department of Education and Training has
many resolutions and directives to direct, guide and implement innovation, reform
the curriculum and learning methods in many subjects, English is also considered
to be the main subject in all grades.
As identified, English is the main subject , we wonder why? There are probably
many reasons. One of the biggest reasons is the strong development of the open
time of economy, especially in the current integration phase, when our country has
been a member of the World Trade Organization, has made needs to use English in
high social interaction increasingly.
1.1.The reasons for choosing topic
Everyone recognizes that foreign languages, especially English, is the capital
needed to live and work everywhere. Therefore, in studying English, teachers have
to ensure that students learn and develop all four skills: listening, speaking, reading
and writing in which listening plays an important role.Hearing is to be able to
speak, read or write. Especially, feature of the method is the method in English
communication. With this method of teaching,teachers often hold many
conversations in class.Those conversations are successful or not depend on the
comprehension of the problems that the speaker wants to say. In a conversation,
roles of speaker and listener change quickly.Thus, if the ability of hearing is bad,
the conversation will end quickly or will lead to misunderstandings. Besides,if
students have good listening skill, it will help students read well because students
can easily listen and recognize how to pronounce the words.In summary, listening,
speaking, reading and writing skills are always mutual support and development in
which listening plays a very important role . For high achievement in studying
English, we can not overlook the training skills, explore methods to improve
learning outcomes in these skills including listening skill. This is one of the most
important skills in communication. Therefore, I have chosen and performed the
theme: "How to teach listening skills for students in grade 8 effectively?”
1.2.The aims of study.
As we all know, the Department of Education and Training has always been


2. THE CONTENTS OF THE EXPERIENCE INITIATIVE
2.1.The basis of the theory.
Listening skill is considered difficult by most English learners and students as
well.They only hear and understand the words which teachers have to reapeat,
even students can not even hear the familiar questions. For example, the
requirement of teachers to students is often used in the classroom as: come on, who
can? What about? ... Some students have done these requirements thanks to
remind your side.
For more complex sentences, the average students from relatively older should at
least be heard more than once.Therefore,what is the reason of this problem?
2.2.The real situation of the problems before applying the experience initiative.
First: Because of the poor facilities at school, The school doesn’t have a
listening room and the rooms are not well- equipped for learning process such as :
radios, tapes, disks, ear phones ... Therefore, students have few opportunities to
learn English with new teaching methods today.
Second: So far the tests from one period or more new mandatory details have
been heard, the students are already familiar with the focus on grammar and
vocabulary.
Third: Most students do not pronounce English words correctly, they only
pronounce the main sounds and the more negative end, audio connectors, stress,
diphthongs, vowels are not often exact . This leads to distortions to hear.
Fourth: Before listening ,the teacher do not orient students to the context, the
relationship between the speakers. Therefore, students are not highly focused on
listening and lead to more effective learning of listening is not high. Thus, students
do not feel like learning to listen.
Finally: Nowadays, there are many types of reference books on the market,
including answers of exercises.Therefore, students often abuse these books to get
the results of the listening exercise without focusing on the process of listening.
In summary, there must have some solutions, some proper methods for learning


21,7%

7

30,4
%

8B

23

0

0%

6

26,1
%

SL

%

SL

%

SL %

a. Sound:
In any conversation on the radio, tape , in class ... we not only hear the sound of
the speaker emit the sound, but also a lot of other inserts. Specifically, the exercises
listen to the tape, CD besides speakers also the other sound, the sound can create
situations that voice traffic on a busy street, noise of the market. When you have all
these sounds, the listening comes alive but also more complex than requiring
students to concentrate to get new information exactly.
b. Music and audio connector attachment:
These sounds are often found in the dialogues. Music attachment is a syllable in
the word which it is a longer attachment, so it is easily mistaken for another word.
As the speakers often use expression to represent attitude , emotional and audio
connectors are often connected with the sound making speaking more smoothly.
Most of the students have not discovered this type of sound. In fact the teachers use
to teach less than usual, the words are used in class are often slow sentences so
audio connections aren’t used much that students have encountered when listening
through the tapes and CD.
c. The desire to understand the words:
A very common habit in students when they hear, they often try to understand
all the words in the listening comprehension because they think that the words in
the listening are also important. While only a certain amount of words decide the
content of listening and if the students do not have the ability to determine the
content they need to hear is what it will take time on the unimportant words but
ignore the importance ones .
d. Don’t catch up with the speed of the speakers:
Most students are familiar with the theacher’s slow speech so they must hear
through the tape when they feel very fast and can not keep the pace of the speaker.
Therefore, it is neccessary to have a good getting started step for students before
listening.

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creative ,feeling satisfied

Playing .........................(4)

good for your .....................(5)

Watching..........................(6)
downtown

Fun

Going to .........................(7)

education yourself

than

In this lesson, we should guide students through the introduction:
1 “ What is the topic of this week’s programme ?
2. Which two main ways does the programme suggest you can hang out with your
friends ? How is The specific information about the trip like? Besides, we should
note the students see this is a conversation over the phone so the caller will usually
say something and How will the listener reply?

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Through the guiding questions, the student will figure out most of what is needed
to fill in?

C. A collection of 3-D holograms
3......................... is possible the most photographed attraction in New Zealand.
A. The learning tower
B. The illusion Room
C. Puzzling World
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4. Lake Wanaka is called.................
A. a natuaral attraction
B. a natuaral paradise
C. a beauty spot
5. At Lake Wanaka you can ....................
A. Bike and walk
B. drive
C. clim a mountain
So, when listening to, students listen to focus on the information that was driven to
find out the result by recording the information heard quickly.
c. Listening for the main idea
Often the type of exercise as a conversation and choose best summary, give the
general. For this listening exercise, teachers should train for students thinking
generalization, when the orientation should guide students on the important words
but it is not necessary all of the words in the lesson.
For example:
Unit11: Science and Teachnology ( Skills 2
Listen to the conversation and choose the best summary :
1.The benefits that advances in science and technology may bring to people ‘s
lives .
2.The benefits and drawbacks that advances in science and technology may bring
to people ‘s lives .

writing skills also mean that we develop listening skill for students.
Thus, with those listening exercises and with the way to teach normally , the
result of listening to student teaching is not as high as given in the state. Therefore,
I have manipulated some new techniques effectively as before listening to any kind
of exercises, we would have to orient students to the context, the relationship
between the speaker and the types of exercises that they hear what kind of exercises
are, listening for specific information or listening for the main idea? In addition, I
also focus on developing listening skill for students through other skills such as
speaking, reading and writing skills *Frequently used listening techniques:
* Technique 1: Grid ?
Aims: The teachers train students to grasp the words of others to make the right
response in the circumstances. The material is used for this exercise as a
conversation, so we should choose from three grid. This type of exercise can be
used for CD or DVD .
Procedure:
There are two ways to design : Who said what? (Unit 10: Communication
/Skills 2)
The first is for a number of questions, students listen and complete the
following grid .
Should
1.Use CAPSLOCK
in
email,posts and comments.
2. Check your emails for

Shouldn’t

Why/Why not

X


3.use alot of shorthand
Why/Why not

* Technique 2:

4.respect discussion
language

rules

and

use

police

Retell the story

Aims: The teachers train retention of students. This article is a follow-up activitie
(follow-up activity) used after students have completed the listening section. You
can use CD or DVD for this exercise.
Procedure:
- Class work. Have students listen to the fairy tale The Princess and the Dragon.
- Class work. After students have mastered the contents of the story, the teachers
have students listen again a certain part of the story, not necessarily the end of the
story, students must reconstruct the story to the right place then stop.
- Ex:....................................... ..
Once upon a time, there was a king and a queen who lived in a with their
beautiful daughter. One night an ugly ogre captured the princess and put her in his

-The techniques are used to teach the steps of listening.
a. Pre- Listening teachniques:
* True/ False statement prediction
- The teacher writes from 5 to 10 sentences on the board, basic on the main ideal of
the listening: ½ sentences are true (T), ½ sentences are false (F).The students guess
T sentences and F ones.
- The students read their statement prediction (T/F)
- The teacher doesn’t t give the answers (T/F)
- The teacher plays the tape.
- The students listen and check.
- The students compare with their partners.
* Open prediction:
- The teacher doesn’t give any sentences

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- The teacher sets the scene and asks students to guess the things we are going to
hear.
- The students write their prediction.
- The teacher gets the students to listen to the tape.
* Ordering
- The teacher gives the students some sentences or pictures that they are not in the
order
- The students discuss in pairs , groups to guess
- The sentences or pictures are marked a,b,c…
- The students arrange the order,logic of the story and write: 1-c, 2-a,…
- The students compare in pairs or groups.
- The teacher feedbacks
* Pre- questions:

Pre and While.
* Survey
- The teacher gives the topic.
- The students work in pairs to ask and answer about the information that they need
After interviewing, the teacher asks some students to retell the whole class the
information that they have known.
*Role play
* Transformation.
2.4.The results after applying the experience initiative
Through practical teaching English at Quang Long Secondary School, I have
found the study to improve listening skill to students is a necessity because it does
not only help the students in the learning process other skills but also the awareness
of the importance of listening helps the school or teachers of English investment
facilities to teaching and learning.
The research aimed at improving listening skills for students to focus on specific
content such as: sorting the forms of listening in class to find out difficult problems
that students often make mistakes when listening to words in order that we give the
innovative solutions. The initiatives were given to solve problems commonly when
listening and give students some other teachniques to hear while experience is still
the most important orientation for students before listening, having a proper
orientation method has solved the success of listening to 80%.

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This topic has been done to bring highly effective in teaching listening
skills.Survey results compare the first semester with the first of school year is much
higher when it hasn’t been required the listening in test. Results of the survey are :
Class Total Excellent



34,8
%

9

39,1%

6

26,1%

0

0%

0

0%

8B

23

1

4,4 %

8


languages.
- I'd like to suggest that the expert of English of Education Service should sit in on
the periods and direct the activities of the termly seminars.
- Every year,the papers and keys to the povincial exams for excellent students
should be posted on the internet for us to refer.
- I would suggest that the Education Service should have some changes in
assignment for each teacher to have the opportunity to teach a period and then their
colleagues make comments on the period.
- I would like to propose the school to build functional rooms with projector
lamps, projectors, sound equipment, loudspeakers, fans to support the teaching and
learning English subjects in secondary schools.
- I would like to suggest that the department of education buy additional software
to support teaching and learning English.
- I would suggest that the Education should have some changes in assignment for
all fellow teachers to have the opportunity to teach a period and colleagues
comment.

Sincerely thank you.

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Confirmation of the principal

Quang Long , April 18th,2019
I hereby declare this initiative is my
experience wrote. Do not copy of other
person.If
wrong,
I’ll


2.THE CONTENTS OF THE EXPERIENCE INITIATIVE .

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2.1.The basis of the theory.

3

2.2.The real situation of the problems before applying the
experience initiative

3

2.3. The result of the real state.

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2.4.The solutions to the problems.

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2.5.The results after applying the experience initiative

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3. RECOMMEDATIONS AND SUGGESTIONS

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