Table of Contents
Contents

Pages

PART I - INTRODUCTION

1-2

I -The reasons for topic :

1

II - Research purpopes:

2

III - Research objects:

2

IV - Research methods:

2

PART II: THE CONTENT OF THE

2-16

INNOVATIVE EXPERIENCE
I – Rationale


16

II- Recommendations.

17

1. To the leaders:

17

2. To the professional group:

17

Other References.

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.

ideas into this subject partly in the hope of helping the English teachers and
students gradually overcome the difficulties to carry out implementation of
teaching and learning in English Listening carefully horizontal effective better help
students learn English more positively, more proactively in acquiring, perceiving
knowledge of the lesson.
2


For these reasons above, as an English teacher at Ba Thuoc Secondary & High
School and I always wonder how to help my students in reaching English easily
through four basic skills: Listening - Speaking - Reading - Writing. However,
They find listening skill the most difficult skill though some of
them are really good in the application of grammar exercises. They are interested
in learning English in Grade 6, 7, but over time they feel afraid, have decreased
interest to learn and lead them 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 Ba Thuoc Secondary & High School”.
II. Research purpopes:
My purpose in writing this initiative experience was to find out what the most
common and effective methods in developing listening skill and improve the
quality of teaching English at Ba Thuoc Secondary & High 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 my school.
III. Research objects:
Initiative experience focused on teaching methods to improve the efficiency of
listening hours and improve the quality of English 8 at Ba Thuoc Secondary &

To improve the quality of subject we should improve the quality of teaching
hours which content of listening because listening is one of the important skills to
help them acquire knowledge.
Like reading skill, listening skill as well as a receptor, but listening often harder
to read because the receptive language through listening to the words, there are
other characteristics with the written text.
In grade 8 listening activities are used widely -are important means to introduce
target language or new contents, listening skills are trained and developed through
different listening exercises : listening for the main idea, listening out details or
listening guess means, guess through contextual comprehension exercises .Listen is
relevant to the topic, on the one hand aims to strengthen structure, vocabulary, on
the other hand in order to help the children initially train listening comprehension
skills to obtain information for the purpose of service of daily life.
There are many listening activities in daily living like: listen to the radio, watch
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 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

content, to suit each pupils and each stage of the listening lesson .
- A few teachers untapped or not fully utilized proficient use of teaching aids ,
lesson listen to serve in English .
*Toward Students:
- Motor learning , practice English listening skills of students is limited .
- Many students have few opportunities to hear English , they have very little
chance of access to the mass media modern , advanced to the last bared that can
understand English .
- Some students in school longer afraid , yet strong in listening and speaking in
English, they are also afraid of making mistakes in the process heard English .
- Train new skills and technology was difficult for students , especially for students
of grade 8.
- Many students have not used speed reading and speaking English very fast native,
made in the tape drive.
*Means and teaching aids :
- Teaching aids for teaching serves Listening skills are very much lacking, not
many illustrations , and English recordings .
- Tape recording quality is not good, the voice is not clear, much noise.
*Investigators specifically:
5


- I have been teaching English for secondary students since 2006. I myself have
been assigned to teach English across the school grades 6,7,8 and 9. Improving the
knowledge, experience in these years. Although I have had valuable experience in
the process on the teaching all grades for many students, I still have difficulty in
finding the most suitable way to teach the students effectively, especially in
listening skill. I really found it very important to change my approach so I
confidently did it. At the school year 2018-2019, I was assigned to direct
professional teaching English of grade 8 at Ba Thuoc Secondary and High School.


I. Listen to the weather report and fill in the missing words. (6 points)
1. temperature

2. high

3. humid

4. centigrade

5. cloudy 6. degrees

II. Listen to the passage and number the sentences you
hear. (4 points)
A. 2

B. 4

C. 3

D. 1

Number

%

Number

%



29

2

6.9

4

13.8

15

51.7

6

20.7

2

6.9

8B

26

1

3.8


29

0

0

5

17,2

17

58,7

5

8B

26

1

3.8

4

15.4

13

Number

Amounts

School year

2017
2018

Class

Very
interested

%

2

6,9

2

7.6

Starting from the poor results above, I strongly improved, gradually additional the
new teaching method applied to the English periods in genera, in the year after to
see the results more effectively.
III. Solutions and implements:
7


answers to questions. The second one:listening more details ..
- If the long listening lesson we divide into short-term for the student to listening,
there are various specific requirements.
As usual the structure of the listening lesson is usually composed of three main
parts:
Pre-listening
While -listening
Post-listening
Because the listening lessons are difficult, the teacher should require to apply
correctly and fully the steps of a listening lesson.In each stage must choose
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appropriate, always changing methods, teaching tips to attract students, they will be
excited, will increase efficiency of the listening lesson.
Here I would like to present some of the methods, tricks I normally applied in
the teaching in general and especially in the listening lessons.
2. Implements:
The first work when the teacher entered the class-opening a school is the
general pedagogic purposes to stabilize class, psychological preparation,
knowledge of subjects .With foreign language operate on school has a very
important meaning, it is as a part of the lesson that without it ,the next step is not
or difficult to carry out these activities . Particularly, situations created role, poses
with the purpose of teaching activities -this is a necessary condition to have
effective lessons. That is:
Prepare plans for an English Listening Lesson .
A: Warm up:
to focus their attention create excitement by some short game (bingo, pelmanism,
brainstorming ,guessing game, Kim’s game, chain game,crossword puzzle
Ex :



L O S E
C L U E

-Ask Ss to draw the crossword in their note books .
-Ask Ss to listen and fill in the crossword.
1 .Unable to find sth/so.
2.Something that help you find out an answer to a question.
3.A very thick forest .
4.To make a sugegstion.
.Collect Ss’answers and give them good points if they are right .
There are many other activities, but every activity I always guide clearly,
definitely, in particular. I often encourage them, put an exact repair. These activities
have helped them a lot in the next receptive listening easily.
In sum: you can apply various techniques, many methods in the REVISION /
WARM UP is really effective, and perform many different tasks to create attention
of students, class stability and control Oldest investigation and help students
psychological preparation for their lesson.
B. Pre - Listening:
- This is the first stage of orientation to help students think about the subject or
situation or content before students to listen .
- Teachers should create confidence for the students when they prepare to lead by
listening , suggestive hearing about the topic , ask students to observe the pictures,
read from passages and guess what they will hear about preparation what subject ,
who is about to talk to someone , somewhere , about something ...
- Teachers can ask students to work in teams , guess preliminary hearing about
upcoming content through pictorial or listening situations . Maybe they say exactly
what they are going to hear but the problem is that you can create for students the
excitement and confidence before listening .

purpose of listening - create requirements and the listening task .
Ex: unit 2 –Lesson 5
Ask Ss to look at the form of the telephone message on page 21 and set the scene
“a woman phoned the principle of Kingston junior high school, but he was out”.
Have students guess the message.
B3:Predictions :
*Unit 3-Lesson 5 : Get Ss to look at page 30 and guess 4 things they use to cook the
“Special Chinese Fried Rice”.
-Feedback
*Guess the missing words: Ask Ss to guessthe words to g¸p in the song (page 56)
Ask them to share with their partners .
Give feedback
*Brainstorm : Unit 12- Lesson 3
cloudy
cool
Words related to the
weather
forecast
warm
hot
Possible answer : dry, fine,humid ,rainy ,snowy, sunny, wet ,windy, stormy,
degree,...
The purpose of this section is to attract the attention of students on the main
idea of the lesson – the main idea to listen. In Pre - listening section , they only
predict not require completely accurate. This has helped them to be more confident
in learning, not fear of making mistakes and it has helped him or her want to listen
to all things to see if my predictions are correct.
Next, apply one of 3 techniques to the Pre – listening stage .
Ordering Statements/Pictures: Typically for listening content as a story or about a
process. Use an extra- board or the projector to introduce students to a number (511

The advantage of teaching the listening 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
- Give feedback
- Answers: a .The new comer
b.Town Ground
c. English speaking contest
d .Culture House
Listening task 2:
-Ask Ss to read the statements in the exercise 2 page 66.
-Get students to guess which is true ,which is false and which has no information .
-Ask them to share their ideas with their friends.
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-Give feedback.
-Let Ss listen to the conversation again and tick in the corect boxes:T/F/No
information
Answer key:
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.


often read to your child with average speeds to ensure intonation as in the tape to
avoid affecting the content, semantics of all.
D. 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.
13


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:
- Set the scene: Give the situation of the listening text.
- Give time for students to do: Give students time (1-10 minutes) to do
homework.
- Collect information from students / Get feed back from Students./: get
information from students.
- Check and correct: Check and correct information.
In the process of conducting the exercises, we can include into the game as:
Lucky Number, Simon Say, Guessing Game, Introductions, Right-Left, Information
... to increase the excitement of the activities and attract students’ interest after
learning to listen.
* Applying methods for teaching listening skill on a particular lesson :

Content

* Warm up:
*Chatting :
1. What’s this? ( a letter )
2. Do you often write letters?
3. To whom?
4. How often?
- T sets up the situation.
LISTEN
1.What’s this? ( an advertisement )
- T explains the phrases.
2.Do you often read advertisements?
- T reads modals, Ss repeat.
3. What are they about?
2. Listen
- Ss listen and fill in the blanks.
*Pre-listening :
- Ss listen and compare their answer with - The advertisements
their friends’ one. Then give the answer. - phrases (page 65)
-Ss give feedback.
- T corrects if necessary.
* While-listening
1. Listen to the conversation. Then fill
in the blank in each of the
- Ss listen to the conversation again and advertisement with one phrase from the
check.
box
- Ss give the answer to the rest of the
The key answer: 1-The Newcomer, 2class.


1

3.3

0

0

8B

28

5

17.
8

8

28.6

13

46.5

2

7.1


Amounts

School year

- Practice the lesson at home again.
- Prepare the next part: read
IV. The results achievements after application of themes:
The experience applying the innovative experience “Some methods to
improve the efficiency of teaching listening skill in grade 8 at Ba Thuoc
Secondary & High School”. In the process of teaching English to students in
grade 8 that I undertake myself have been very delighted, excited for rapid obtained
very positive results. Firstly, the experience of teaching English Listening skills are
very consistent with the textbook program innovation. interested student learning
rather, they are more active and better at learning, creative capital to expand the
knowledge themselves, and also very versatile in performing tasks, acquire
knowledge and develop skills in listening comprehension in English courses.
learning atmosphere in the classroom is more exciting, so they learn English more
realous and active. This is also an important factor, positive, contributing to
improve the quality and enhance and effectiveness of English teaching , and help
students become more confident, through the test given in English the second
semester of the school year 2018 - 2019 as follows :
Table 3: Second semester of the school year 2018-2019 at Ba Thuoc Secondary
& High School.
Excellent
good
Medium
Weak
poor
%


Table 4:
Check the students’ interest. ( In the 2nd semester of the school year 20182019.)

05

8B

28

5

16.
7
17.
9

%

10 33.3

12

40

9

12

42.9


Interested

Number

Amounts

School year

2015
2016

Class

Very
interested

3

10

0

0

2

7.1

0


have more ideas to do my teaching better and better.
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
17


in classroom through activities, which promotes interaction between students. This
innovative experience 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 chances to listen about interesting topics, which
can result easy for them and for their level. How can teachers get that?
First of all, teachers should use the English language from Primary Education
so, if pupils are accustomed to this language since an early age, it will be easier to
communicate and understand English better and their fears will disappear.
Day by day, students really learn the mentioned skills previously. Sometimes, it
is only when a child spontaneously uses vocabulary or expresses his/her own
opinion related to a previous listening carried out in the classroom. An idea would
be giving pupils opportunities to use their listening skill in real life situations,
giving them the sense of what they are learning in situations that they do not have
in the classroom. For example, doing more activities outside school, participating
in events or inviting people from an English speaking country as a way of
comprehending its practical use. Another way would be using new technologies,
which are very useful and motivate the students because they consider them
something different and funny.
It is desirable to say that teachers must support students in their education and
encourage them to use English, and at the same time, teachers need to be in
constant contact with new techniques and materials in this changeable teaching.


Thank you very much for reading!
Ba Thuoc , May 6th, 2019
Principal Confirm
I assure that this is my innovative
experience. I do not copy other people's.
Written by

Pham Nguyen Thiem

19


OTHER REFERENCES
1. Book of teachers, textbooks 6,7,8,9 English class of the Ministry of Education.
2. Books teaching methods in English "English language Teachimg Methodology"
of the Ministry of Education in 2003.
3. The Book of General Education Studies - Hanoi Publishing House, 1995.
4. Books Student Assessment in Education of the Ministry of Education.
5. Books "Some problems of innovation of teaching methods of English secondary
school level by the Ministry of Education and Training" .

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