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 ....................................................... 3
2.1. Theoretical background ......................................................................... 3
2.2. Status of the study problem ................................................................... 4
2.3. Measures for implementation ............................................................... 7
2.4. Study effects ........................................................................................... 11
3.Conclusion and propossals ....................................................................... 12
Conclusion ..................................................................................................... 12
Propossals ...................................................................................................... 13
REFERENCES ............................................................................................. 14
ASSESSED INITIATVE EXPERIENCES ................................................ 15
(DANH MỤC CÁC SKKN ĐÃ ĐƯỢC ĐÁNH GIÁ)

1. Introduction
1


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

understand effectively? So in the process of teaching, I searched for some
positive, simple, easy-to-understand, practical, scientific methods to develop
thinking, speculative and creative ability for students. For those reasons I carry
2


out the researching problem: “ METHODS OF TEACHING LISTENING
SKILLS FOR THE 10th GRADE STUDENTS IN NHU XUAN HIGH
SCHOOL”
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.
2. Contents and researching procedure
2.1. Theoretical background:
Using teaching methods and techniques in accordance with the content of lessons
and students in a class is very important factors to promote self-awareness,

knowledge. This technique is often used in conversation questions with students,
instead of presentations, reading, writing and the teacher preparares questionaires
for students to think about, developing the lesson content as well 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.
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 10 th
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
4


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

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.
Because of these difficulties, a teaching method which is effective and makes
the students excited is needed.
2.3. Measures for implementation:

6


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

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
7


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
life.Trasformation Writing: Based on the information in the article on a similar
issue.Recall / Retell: Speak again, retell the story.With which type of exercise, in

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: (1m) Greeting, checking the attendances.
Class
10B3
Absentees
2. New lesson: (41ms)
Times
5 ms

Teacher's activities
I.Warm-up
*Name some modern devices you
know.

Students' activities
-Ss work individually.
-Ss answer the questions
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->Gives synonym
- excuse (n,v)
-> Gives explanation.
* Checking the vocabulary: Matching
Activity 2:
Give some pictures of parts of a
computer, and ask students to discuss
and give their names in English
III. While-listening
1. 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.

- Predict the words through
the explain of example of
the teacher.
- 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.

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.

->wasn’t
2.T
3.T
4.T
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:
1.invited
2.still
3.refused
4.excuse
5.anything
-Ss work in groups to fill the
story.

Class Total students
10B3 35

pretty good rather good average
total
0

%
0

bad

very bad

total %
total %
total %
total %
5
14,2 18
51,6 10
28,5 2
5,7

The result after implementing new method
Total students tested: 35
Class Total students
10B3 35

pretty good rather good average

quickly. Moreover, it also helps the learners feel more confident and pleasant in
communication. However, teaching vocabulary is a difficult task. It requires the
teachers many things such as cleverness, intelligence, understanding of learners.
Also, the teachers spend much time choosing carefully the words they should teach,
the techniques and teaching aids. Pracically, many teachers feel confused and
difficult when designing the way to teach vocabulary. So as a teacher of English in
the near future, I have to do a research about The Way to Teach Vocabulary Applied
at High School.
From the difficulties, I would like to give some suggestions for a better way
of teaching vocabulary:
+Combine different techniques at the same time to teach one new word.This
will help the students understand and master the word more deeply and quickly.
+Apply the techniques as much as possible in a unit so that the students will
not feel bored and dull when studying vocabulary:
+Translate the new words that are too difficult and abstract to the pupils.
+Let the pupils practise by making sentences, filling in the gaps, answering
the questions, so that they can remember the new words longer.
+Make a context clearly and easily understood by all the pupils in the class
so that the pupils can guess the meaning of the words.
+Picture must be colorful and vivid, and languguage must be familiar and
close to the pupils.
3.2. Propossals
As we all know, to organize a foreign language class is not simple. Because
each method only offers high efficiency when teachers know to choose and use the
activities in a reasonable way. Therefore it requires each teacher to choose the
practical and appropriate English songs when using music to teach English
listening skills so that students can have more fun.
The Department of Education and Training needs to organise the training
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


15


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 GD&ĐT VÀ CÁC CẤP
CAO HƠN XẾP LOẠI TỪ C TRỞ LÊN)
Author (Họ và tên tác giả): Nguyễn Văn Chuyên
Position (Chức vụ và đơn vị công tác): Giáo viên, trường THPT Như Xuân

TT
1.

Tên đề tài SKKN

Cấp đánh
giá xếp loại
(Phòng, Sở,
Tỉnh...)

Kết quả
đánh giá
Năm học
xếp loại đánh giá xếp
(A, B,
loại
hoặc C)