CONTENTS
Page
1. Introduction ................................................................................................... 2
1.1. The reason to choose the theme.................................................................. 2
1.2. Purpose to research ................................................................................... 3
1.3. The subjects to research ............................................................................. 3
1.4. The researching methods ........................................................................... 3
2. Contents and researching procedure ............................................................. 4
2.1. Theoretical background ............................................................................. 4
2.2. Status of the study problem ....................................................................... 5
2.3. Measures for implementation .................................................................... 7
2.4. Study effects ............................................................................................. 11
3.Conclusion and propossals ........................................................................... 13
3.1.Conclusion ................................................................................................. 13
3.2. Propossals ................................................................................................. 13

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1. INTRODUCTION
1.1. The reason to choose the theme
English plays an important role in our life. Nowadays. In the information
technology times and global integration, English is getting more and more
important and is gradually becoming the means of the international
communication. It is used in all the fields such as science, technique, economy,
culture, education, tourism ... It was estimated that over 4000 people speak
English as their mother-tongue and the same number use English as their second
language. Moreover, English is compulsory in the GCSE exammination, so
every student at high school must have a certain level of English to prepare for
the exam and after graduation they can communicate, read and write some
normal texts. Therefore, English is an essential means to everybody with their

SKILL FOR THE 10th GRADE STUDENTS IN NHU XUAN HIGH
SCHOOL”
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1.2. Purpose to research:
Although learning English is very important, students have not been
aware of its importance. Especially learning English in mountainous and remote
areas is much more difficult. Because English is a compulsory subject, students
have to study for their marks or for the examinations, they don’t study for their
job or their daily communication. Most students find learning English very
boring. To be honest, our teaching method is not very good, teaching materials is
not enough.... In English, vocabulary is a very important problem. How to teach
vocabulary effectively? That requires teachers to find out new methods, choose
appropriate words and teaching materials. This subject has been researched and
applied for the purpose of contributing to the common voice of English teaching
at the school. From the practical work, we want to help students develop English
listening skills to improve the quality of teaching English to the grade-10
students gradually in Nhu Xuan high school.
1.3. The subjects to research:
The grade-10 students in Nhu Xuan high school
1.4. The researching methods:
Study the teaching materials on Internet, textbook, the demands and likes
and mentality of students.

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2. CONTENTS AND RESEARCHING PROCEDURE
2.1. Theoretical background:

as encouraging the students' brainstorming, is centered around the ideas and
content of the lesson in logical order. [1]
- For foreign language teaching in general and teaching English in
particular, the innovation of teaching methods is very important. It is hard for
students to master the language, be good at all the skills, specially for students
at Nhu Xuan which is one of 11 mountainous districts of Thanh Hoa province.
Listening is one of the basic content, a subtle combination of teaching skills and
a difficult skill to achieve. From the above point, the use of appropriate songs
really helps the students interested in the subject, better at listening skill. In my
opinion, every teacher needs to find an optimal method, in accordance with the
actual situation and the individual pupils.
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As a teacher of English, I hope to bring my knowledge to impart easily to
the students, and find out teaching methods for myself. So I boldly launched
research projects: “ METHODS OF TEACHING LISTENING SKILLS FOR
THE 10th GRADE STUDENTS IN NHU XUAN HIGH SCHOOL”. I hope the
use of appropriate songs for listening skill will help the students extremely
interested in the subject, better at listening skill.
2.2. Status of the study problem:
The definition of listening is understood by scientists in different ways.
- According to Field (1998: 38), “Listening is an invisible intellectual
process, so it is difficult to describe. Listeners must distinguish sounds,
understand vocabulary and grammatical structures, grasp the tone and intent of
the speakers to be able to recall and understand it in the socio-cultural context of
the speech.” [2]
- Nderson & Lynch (1988: 21) provide the definition of listening
comprehension as follows: “Listening comprehension means to understand what
the speaker has said. The listener plays a particularly important role in the

remaining information and (2) Of hearing from important words.[4]
+ Have to understand every word.
Students tend to hear every word from the tapescript and think they are all
equally important. Actually, it is not true. If students do not have the ability to
select important words from the speech of others, they fail to understand others,
which will lead to utter frustration.
+ Cannot understand fast, natural native speech
This is because students have few opportunities to hear native speakers
say. Students only hear the words of the teachers who speak English slowly.
+ Find it difficult to keep up
Because students are familiar with the sayings of the teachers, when the
hear the words quickly in tapes, or direct native dialogue , they can’t understand.
+ Need to hear things more than once.
Few Vietnamese students can understand English words when hearing for
the first time. They have to listen to it so many times to be able to understand.
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Because of these difficulties, a teaching method which is effective and
makes the students excited is needed.
2.3.Measures for implementation:
In fact, with the reforms enacted by the Ministry of Education, students
learn Listening and Speaking Skills in paralell to Reading and Writing Skills,
but in their final exams Listening skill isn’t refered to. That may be the reason
why we do not pay attention to teach the listening skill for students perfectly.
However, this skill is very important on the way to reach the target language of
ours. And we will not develop speaking skill if we do not develop listening
skill. To have a successful conversation, students need to understand what
partners are talking to them. Listening also helps students permeable vocabulary,
sentence structures ... So, when teaching listening, teachers should teach

information. The teacher can use Networks / Brainstorm instead.
Besides, the teacher can use the Pre-Questions technique by giving some
hinted questions about the topic that you are about to ask students to think about
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and discuss the content or ask the students to make some questions themselves. I
hope the listening tapescript will answer.
Step 2: While - Listening:
This is an important step that requires students to understand the main
content by conducting some basic exercises.
Once the student has completed the Before-listening exercise, the teacher
asks the student to open the task to read and to check whether his / her
predictions are true or false, redundant or missing, to correct them. Therefore,
learners also can understand some of the main content of the listening
(Checking).
Next, students need to do one more exercise to deepen their knowledge,
for example: Gap-Filling (Listening to words in fill in the blank);
Comprehension questions (Listening and answering system questions).
Multiple Choice (Listen and select the correct answer); Identifying
specific information; True / False questions.
Listening and numbering pictures (Listening and numbering pictures);
Completing a dialogue.Completing the exercises, the students can understand
the listening tapescript specifically, , the next step is to help them have a basis
for developing thinking and reproducing the content of listening item.
Step 3: After - Listening:
This is the final stage of the lesson, students are required to do more some
types of exercises to reinforce their knowledge and broaden their thinking
abilities:Gap - Filling: Use words to fill in the blanks.Survey: Ask questions and
repond about the problem in the listening item in the classroom or outside of

UNIT 5 – TECHNOLOGY AND YOU
LESSON 3 – LISTENING
I. Objectives:
1- Educational aim: By the end of the lesson, the Ss will be able to pay
much attention to information technology as well as learn how to use the
technological devices to modernize their lives.
2-Knowledge:
- General knowledge: students will be able to listen to a monologue of
120-150 words about a company director’s story to do the tasks.
- Language: Words/ phrases related to the uses of modern inventionscomputer.
3- Skills: Listening for gist, listening for details, speaking.
II. Teaching aids: Text book, lesson plan, cassette, CD ..
III. Method: Communicative approach and leaner- centered approach.
IV. Procedures:
1. Organizations: Greeting, checking the attendances.
Class
10B3
Absentees
2. New lesson:
Teacher's activities
Students' activities
I.Warm-up
-Ss work individually.
*Name some modern devices you
know.
-Ss answer the questions from T.
modern devices
* Answer the questions:
- Do you know how to use a computer.
- Do you think it is dificult for old - Listen.

III. While-listening
Activity 3: (Task 1)
-T asks Ss to read the statements in the
book carefully.
- Ask Ss guess the answer.
-T plays the tape.
-T walks around and gives help if
necessary.

- Listen how to read.
- Read chorally.
- Read invidually.

-Ss read the statements in silence.
- Ss guess the answer
-Ss listen and discuss in pairs to
decide whether the statements are T or
F.

*Expected answer: 1.F was ->wasn’t
2.T
3.T
-T plays the tape again to checks the 4.T
result.
5. F understood -> didn’t understand
6. F happy -> tired
- Ss present their results.
- Ss read the story with the gaps in
silence, do the task in pairs.
*Expected answer:

……asked him for a computer in the
(2) …….. He decided to take some
computing lessons. His son understood
about computer and he became his (3)
………... His son was helpful but he
didn't understand at all. After a few (4)
………. he began to feel tired and he
made an (5)……….., saying that he
had a headache. Finally, he didn't learn
computer.
Activity 2: T asks the Ss to stand up
and retell the story.
3. Consolidations:
- Listen for gist and specific information about using a computer
4. Homework:
- Learn by heart all the vocabulary.
- Do tasks again in book
- Prepare the next part.
2.4. Study effects:
After a year to implement innovative methods in teaching English,
especially English listening skill, I feel happy because of the better results. I
have found that students are interested in the subject , and especially when they
practise speaking and listening. Most students learn self-discipline, selfawareness and discuss the positive implementation of activities that teachers
require. After a period of teaching, students understand the lessons better and
better. The proportion of weak and lazy students has decreased remarkably.
Above all of students have made progress in English listening skill, resulting in
being better at the other skills. They are no longer timid and afraid of making
mistakes as the first time at school. They are much more confident in
communicating in English. At the beginning of the first semester I had a
listening test for the students of 10B3. The result was very low.


pretty good rather good average

bad

very bad

total %
total %
total % total % total %
10B3 35
03
8,6 17
48,6 14
40 1
2,8 0
0
It can be seen from the 2 above tables that the application of the method
of teaching listening skills as I have mentioned above in actual teaching has
been effective. And it is more important that students become interested in
listening skills, which can help students develop their ability to communicate in
English. I believe I have made the right choice when using the new method to
impart knowledge to students.

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3.CONCLUSION AND PROPOSSALS
3.1. Conclusion
As mentioned above, teaching vocabulary is very important and necessary

programs and workshops for the teaching methods, especially listening skills so
that the teachers in Thanh Hoa province can learn, practise and share the
experience to each other
CONFIRMATION OF THE HEAD
Thanh Hoa, May 20th, 2019
MASTER
I swear this is my initiative experience,
do not make the copy of the others.
Author

Nguyen van chuyen
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REFERENCES
[1] Dạy và học tích cực - Một số phương pháp và kỹ thuật dạy học Nguyễn Lăng Bình (Chủ biên), Đỗ Hương Trà, Nguyễn Phương Hồng, Cao Thị
Thặng - Nhà xuất bản Đại học Sư phạm, 2010.
[2] Anderson, A. & Lynch, T. (1988). Listening. Oxford. Oxford
University Press.
[3] ‘Từ điển tiếng Việt’ Văn Tân và Nguyễn Văn Đạm (1997)
[4] “ Kỹ năng nghe hiểu trong tiếng Anh, những khó khăn và biện pháp khắc
phục” – Ha Noi university of culture
[5] TIẾNG ANH 10, . http://www.violet.vn

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ASSESSED INITIATVE EXPERIENCES
(DANH MỤC CÁC ĐỀ TÀI SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC
HỘI ĐỒNG ĐÁNH GIÁ XẾP LOẠI CẤP PHÒNG GD&ĐT, CẤP SỞ

Sở GD& ĐT
Thanh Hóa

C

2016

15