Skkn applying itc knowledge and using webtools to help teachers and students at thanh hoa ethnic boarding high school practice listening to news

THANH HOA DEPARTMENT OF EDUCATION AND TRANING

THANH HOA ETHNIC BOARDING HIGH SCHOOL

EXPERIENCE INITIATIVE

“APPLYING ICT KNOWLEDGE AND USING WEBTOOLS
TO HELP TEACHERS AND STUDENTS AT THANH HOA
ETHNIC BOARDING HIGH SCHOOL PRACTICE
LISTENING TO NEWS”

The author: Phạm Thị Giang
Job position: Teacher
Experience initiative about: English

THANH HOA - 2022

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TABLE OF CONTENTS

Pages
I. INTRODUCTION

1

1. Rationale for topic choice

1

2. Aims of study

2

3. Methodology

2

4. Scope of the study

2

II. SOLVING THE PROBLEM

2

1. Rationale

2

1. 1. The importance of listening to news with gifted students.

2

1.2. Websites and channels should teachers and students access to
practice listening to news?
2. Reality

2

2.1. Advantages

4

2.2. Disadvantages

5

3. Measures for implementing solution of topic

5

3.1. Instruction to install and use iSpring suite 9 software

5

3.1.1. Steps to install iSpring suite 9

5

3.1.2. Steps to use iSpring suite 9

6

3.2. Instruction to use iSpring suite 9’s functions

6

3.3. Demonstration

15

4. Findings

18

III. CONCLUSION AND RECOMMENDATION

29

1. Conclusion

20

2. Recommendation

20

I. INTRODUCTION

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1. Rationale
Why learning English is a piece of cake to someone but hardship to another one is a
question that faces teachers and learners for a long time. Among 4 skills of English

language learners, Listening comprehension is essential to L2 learning. Pupils who
are able to demonstrate L2 listening skills are able to demonstrate proficiency in
other language skills. Listening, as far as we know, is an important and pivotal
component of a language; thus, teaching listening is also important. The students tend
to think grammar is more important. Listening is the act of hearing attentively.
Researchers have demonstrated that adult spend 40-50% with listening, 25-30% with
speaking, 11-16% reading and 9% with reading. (Vandergrift, 2004)We listen more
than we speak. If this listening skill is used in a proper way we can master the tools
of communicative skills. For students who major in English, listening skill especially
listening to news is extremely important because News is important for a number of
reasons within a society. Mainly to inform the public about events that are around
them and may affect them. Often news is for entertainment purposes too; to provide a
distraction of information about other places people are unable to get to or have little
influence over. News can make people feel connected too. News is important as a
social gathering space too, hence newspapers either online or physical place an
emphasis on news. In order to help students to be aware of their learning problems,
to gain some techniques and ICT skills when practicing listening skill through news;
the teachers will also benefit from the findings of the research in working out an
effective way to assist their students in teaching listening skill for students major in
English, I decide to to the topic: “APPLYING ICT KNOWLEDGE AND USING
WEBTOOLS TO HELP TEACHERS AND STUDENTS AT THANH HOA
ETHNIC BOARDING HIGH SCHOOL PRACTICE LISTENING TO NEWS”
2. Aims of the study
The study aims at providing students with some techniques and tips to practice
listening skill especially listening to news through CNN breaking news or VOA
breaking news, additionally, This small action research wants to suggest teachers of
English applying “Task-based learning” method in terms of teaching listening to
news, too.
3. Scope of the study
Due to the limited time and small scale of the research, it is only conducted in

the context of Thanh Hoa Ethnic Boarding high school with the participation of only
4 teachers and 35 students of grade 12 .
4. Research methods
35 students were divided into 7 Groups (5 students per group). All groups
were taught techniques and ICT skills applied in listening to news through CNN
breaking news or VOA breaking news, and they were well equipped with
instructions related to “task-based learning” when practice listening to news.

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II. DEVELOPMENT
1. LITERATURE REVIEW
1. 1. The importance of listening to news with students.
As far as we know, human beings in every country in the world need to stay
informed because they need to be updated and to be given information about all
aspects of daily life. Undoubtedly, reading/listening/watching the news is the
effective way to be well-updated because of the following reasons:
- Some people still don’t get clearly about detail in country and foreign country, yet.
Especially all of this news we can get a lot of useful things and development of each
region over the world. Include every crisis which happening through the region. So
advantages of listening there is a lot of knowledge to all students that always listen
and watch English news through television and radio on BBC.
- News is network for spreading every event and action happen, such as development
and another in society nowadays. The information we got from radio, television,
internet and another network, share good experiences to people which that is a useful
point. Made people understand to know, like listening news more.
- Some programs through listening with relax news, general knowledge which offers
a lot of experiences to consider and practice idea.
1.2. Websites and channels should teachers and students access to practice

listening to news?
In fact, there are quite a lot of websites or channels that students can access to
practice listening to news such as: CNN, VOA, BBC, FOX News, TED, RFR……,
However, from my viewpoint, below are the most suitable for students:
-   />- />- />These channels are suitable and helpful for both teachers and students of English
because they are not only easy to use but also well-designed with tasks and keys to
check. Therefore, when accessing them students can practice listening skill and selfevaluate the improvement, teachers can use these tasks as pedagogical materials in
teaching listening skill.
1.3. Task-based learning in practicing listening to news.
1.3.1. What is Task-based learning?
Task-based language learning has its origins in communicative language
teaching, and is a subcategory of it. According to Wikipedia, Task-based learning or
Task-based language teaching (TBLT), also known as task-based instruction (TBI),
focuses on the use of authentic language and on asking students to do meaningful
tasks using the target language.
1.3.2. Why should we use “Task-based learning” technique when teaching
listening to news?
Assessment is primarily based on task outcome (in other words the appropriate
completion of real world tasks) rather than on accuracy of prescribed language forms.
This makes TBLT especially popular for developing target language fluency and
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student confidence. As a demanding language skill, listening has frequently been
underestimated by students and educators in the field of second language acquisition
because effective listening skills are developed over time with lots of practice but
listening practices seem limited and the activities are most of the time
decontextualized or inappropriate for students. Generally speaking, listening has

attracted the least attention among the four language skills because it was regarded as
a passive skill. Many listening classes still heavily rely on decontextualized listening
activities which are not meaningful enough to motivate students and enhance their
listening abilities. The emergence of communicative language teaching (CLT) and
the shift in language teaching from developing the linguistic competence to
communicative competence was the starting point where listening skill has been
considered as an active skill. Stemming from CLT, task-based language teaching
focuses on communicative purpose of language and the final outcome of the tasks as
they are used in everyday life (Najmeh Maghsoudi, 2017).
2. SOLUTIONS
2.1. Necessary ICT skills for English learners.
With the boom of Internet, English learners must master some ICT skills to
learn English in digital era. Particularly, when practice listening skills, both teachers
and students of English need to be provided the following tools:
2.1.1. From text to speech />This tool is used to convert any English text into MP3 audio file and play it on your
PC or smartphones.

2.1.2. Speech to text: />This tool is used to convert MP3 audio file into English text to create transcription

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2.1.3. YouTube to Mp3: />This tool is often used to convert a video on youtube into mp3 file. There are 3 steps
to convert a video file on youtube into mp3 file:
Step 1: Open a video file on Youtube and copy the link.

Step 2: Open YouTube to Mp3 and paste link and click convert to Mp3

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Step 3: Wait for converting process and click “download” button

2.1.4. Create English subtitles for videos on Youtube
- Case 1: For Videos with available subtitles
Open video news on Youtube, click the button
and choose Phu de – Tieng
Anh

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- Case 2: For Videos with unavailable subtitl
Step 1: Open the video news on Youtube and copy link

Step 2: Use the tool “Youtube to MP3” to create the MP3 file of the video
Step 3: Use the tool “Speech to text” to create the transcription
2.2. Exploitation of online materials with a view to teaching and practicing
listening to news.
2.2.1. Use available websites to practice listening to news.
a. />This site is not divided by level but has very rich content with many topics. Besides,
listen and feel the typical American accent if students have a need to study in the US.
In addition, this website gives you a lot of audio content suitable for sessions in
sessions from 1 to 3, even some session matching articles 4. There are both short and
long songs for us to select.

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b.   />This Breaking News English website helps students experience all 6 listening levels.

Each level is an increasing difficulty with vocabulary, speaking speed and content
interfering techniques that make it harder to hear. Below each lesson, there are
exercises about filling in - gap filling and True False - very good for Multiple Choice.
A great tip to take advantage of this page is: Students have a good listening ability,
take the song at level 5 then read the True False section at level 6 and then do the
test. Or vice versa, They will see the level of doing Multiple Choice at Session 3.4
very fast because you are exposed to listening and understanding information very
well, and you are accustomed to being fooled by linguistic elements. The advice for
students is to listen to a song, listen to all 5 levels, they will see how well they fit to
continue listening from there. In addition, this page has a good reading speed or helps
speed up reading.
For teachers, this Website is really a helpful source of pedagogical materials to teach
listening skill because it provides them all exercises aiming at testing listening skill
of students at all levels. This useful resource has hundreds of ideas, activity
templates, reproducible activities for. Teachers needn’t spend time designing
exercises and preparing lessons plan because in each unit there are full steps:
 warm-ups
 pre-reading and listening
 while-reading and listening
 post-reading and listening
 using headlines
 working with words
 moving from text to speech
 role plays,
 task-based activities
 discussions and debates
Here is a Sample:
Warm – ups

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1. THE ARCTIC: Students walk around the class and talk to other students about
the Arctic. Change partners often and share your findings.
2. CHAT: In pairs/ group, talk about these topic or words from the article. What will
the article say about them? What can you say about these words and your life?
wildfires / Arctic Circle / planet / smoke / space / meteorologists / Alaska / Siberia /
globla warming / temperatures / average / lightning / ice / methane / atmosphere
Have a chat about the topic you like. Change topics and partners frequently.
3. WILDFIRES: Students A strongly believe all countries should send resources to
put out the Arctic Circle wildfires; Students B strongly believe that’s not necessary.
Change partners again and talk about your conversations.
4. CLIMATE CHANGE: How serious are these problems? How can we deal with
this? Comlete this table with your partner(s) ? Change partners often and share what
you wrote.
 
How Serious?
What We Can Do
Wildfires
 
 
Droughts
 
 
Hurricanes
 
 
Heatwaves
 
 

Rising sea levels  
 
Melting glaciers  
 
5. PLANET: Spend one minute writing down all of the different words you associate
with the word "planet". Share your words with your partner(s) and talk about them.
Together, put the words into different categories.
6. GLOBAL WARMING: Rank these with your partner. Put the biggest causes of
global warming at the top. Change partners often and share your rankings.
 factory farming
 wildfires
 use of aerosols
 cars
 overfishing
 deforestation
 inability to change
 use of coal
 
Before reading / listening
1. TRUE / FALSE: Read the headline. Guess if 1-8 below are true (T) or false (F).
1. The article said there are thousands of fires burning in the Arctic Circle.   T / F
2. The Arctic Circle is warming at half the speed as the rest of the planet.    T / F
3. This wildfire season is the worst ever for the Arctic Circle.     T / F
4. The Greenland ice sheet started melting a month later than usual.     T / F
Gap fill: Put these words into the spaces in the paragraph below.
twice
ever covering
so
control
huge usual

record
Hundreds of (1) ______ wildfires have broken out all across the Arctic Circle.
Areas in the Arctic are warming (2) ______ as fast as anywhere else on the planet.
There are so many fires and they are (3) ______big that the smoke from them can be
seen from space. Meteorologists report that the Arctic is having its hottest June (4)
_______and is suffering its worst wildfire season on (5) ______. There are huge

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blazes (6) ______ large areas of Greenland, Siberia, Scandinavia and Alaska. In
Alaska, there are as many as 400 fires burning out of (7) ______. In Greenland,
melting on the vast Greenland ice sheet has started a month earlier than (8) ______.
The World Meteorological Organization has said the Arctic fires are
"unprecedented".
Listening — Guess the answers. Listen to check.
1)  Hundreds of huge wildfires have broken out ______ Arctic Circle
     a.  all a cross the    
b.  all a crossed the
     c.  all axis the
    
d.  all across the
2)  the Arctic is having its hottest June ever and is suffering its worst wildfire ______
     a.  seasonal on record     b.  season on record
    c.  seasoned on record     d.  seasons on record
3)  In Alaska, there are as many as 400 fires burning ______
     a.  out of control     b.  out off control
c.  outer control     d.  out a control
4)  melting on the vast Greenland ice sheet has started a month ______
     a.  earlier that usual     b.  earlier then usual

     c.  earlier than usual     d.  earlier that's usual
5)  he World Meteorological Organization has said the Arctic fires ______
     a.  are "un-presented"     b.  are "a presented"
     c.  are "unprecedented"     d.  are "up press indented"
Listening — Listen and fill in the gaps
Hundreds of huge wildfires have broken (1) _________ the Arctic Circle. Areas in
the Arctic are warming twice as (2) ________ else on the planet. There are so many
fires and they are so big that the smoke from them can be (3) _______.
Meteorologists report that the Arctic is having its hottest June ever and is suffering its
worst wildfire season on record. There are (4) _____ large areas of Greenland,
Siberia, Scandinavia and Alaska. In Alaska, there are as many as 400 fires burning
(5) _______. In Greenland, melting on the vast Greenland ice sheet has started a
month (6) ________. The World Meteorological Organization has said the Arctic
fires are "unprecedented".
Comprehension questions
1. What has started melting a month earlier than usual?
2. What did scientists say could have an effect on global warming?
3. What has been increasing at a much faster rate than the global average?
4. What is burning methane releasing into the atmosphere?
5. How many animals have the fires killed?
Multiple choice quiz
1) How many fires did the article say are burning in the Arctic Circle?
a) 182
b) thousands
c) dozens
d) hundreds
2) What kind of season is the worst ever for the Arctic Circle?
a) rainy season
b) its wildfire season
c) summer

d) autumn
3) How many fires are burning out of control in Alaska?
a) exactly 400
b) well over 400
c) as many as 400 d) about 400
4) What has started melting a month earlier than usual?
a) the Greenland ice sheet
b) the Siberian tundra

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c) Norwegian fjords
d) ice cream
5) What did the World Meteorological Organization call the fires?
a) scary
b) a huge danger to the world
c) unprecedented
d) manageable
Role play
Role  A – Wildfires
You think wildfires are the biggest causes of global warming. Tell the others three
reasons why. Tell them why their things aren't as bad. Also, tell the others which is
the least damaging of these (and why): cars, deforestation or inability to change.
Role  B – Cars
You think cars the biggest causes of global warming. Tell the others three reasons
why. Tell them why their things aren't as bad. Also, tell the others which is the least
damaging of these (and why): wildfires, deforestation or inability to change.
Role  C – Deforestation
You think deforestation is biggest cause of global warming. Tell the others three

reasons why. Tell them why their things aren't as bad. Also, tell the others which is
the least damaging of these (and why): cars, wildfires or inability to change.
Role  D – Inability to Change
You think our inability to change is biggest cause of global warming. Tell the others
three reasons why. Tell them why their things aren't as bad. Also, tell the others
which is the least damaging of these (and why): cars, deforestation or wildfires.
After reading / listening
1. WORD SEARCH: Look in your dictionary / computer to find collocates, other
meanings, information, synonyms … for the words...
'wild'
 ________________
________________
 ________________
________________
 ________________
________________
and 'fire'.
 ________________
________________
 ________________
________________
 ________________
________________
• Share your findings with your partners.
• Make questions using the words you found.
• Ask your partner / group your questions.
2. ARTICLE QUESTIONS: Look back at the article and write down some
questions you would like to ask the class about the text.
•Share your questions with other classmates / groups. •Ask your partner / group your
questions.

3. GAP FILL: In pairs / groups, compare your answers to this exercise. Check your
answers. Talk about the words from the activity. Were they new, interesting, worth
learning…?
4. VOCABULARY: Circle any words you do not understand. In groups, pool
unknown words and use dictionaries to find their meanings.

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






5. TEST EACH OTHER: Look at the words below. With your partner, try to recall
how they were used in the text:
effect
 broken
rate
 space
grow
 ever
strong
 huge
methane
 control
loss
 usual

Student survey
Write five GOOD questions about this topic in the table. Do this in pairs. Each
student must write the questions on his / her own paper. When you have finished,
interview other students. Write down their answers.
Discussion - Arctic wildfires visible from space
STUDENT A’s QUESTIONS (Do not show these to student B)
1. What did you think when you read the headline?
2. What images are in your mind when you hear the word 'wildfire'?
3. What do you think of global warming?
4. How often are there wildfires in your country?
5. How has the weather been recently in your country?
STUDENT B’s QUESTIONS (Do not show these to student A)
6. Did you like reading this article? Why/not?
7. What do you think about what you read?
8. What do you know about global warming?
9. What three adjectives best describe this story?
10.What will the world's climate be like in 20, 50 and 100 years from now?
Discussion — Write your own questions
STUDENT A’s QUESTIONS (Do not STUDENT B’s QUESTIONS (Do not
show these to student B)
show these to student A)
(a) ________________
(b) ________________
(c) ________________
(d) ________________

(e) ________________
(f) ________________
(g) ________________
(h) ________________

Free writing
Write about Arctic wildfires for 10 minutes. Comment on your partner’s paper.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Homework
1. VOCABULARY EXTENSION: Choose several of the words from the text. Use
a dictionary or Google's search field (or another search engine) to build up more
associations / collocations of each word.
2. INTERNET: Search the Internet and find out more about this news story. Share

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what you discover with your partner(s) in the next lesson.
3. THE ARCTIC: Make a poster about the Arctic. Show your work to your
classmates in the next lesson. Did you all have similar things? 
4. WILDFIRES: Write a magazine article about governments spending more money
to fight wildfires. Include imaginary interviews with people who are for and against
this.Read what you wrote to your classmates in the next lesson. Write down any new
words and expressions you hear from your partner(s).
5. WHAT HAPPENED NEXT? Write a newspaper article about the next stage in
this news story. Read what you wrote to your classmates in the next lesson. Give
each other feedback on your articles.
6. LETTER: Write a letter to an expert on the Arctic. Ask him/her three questions
about it. Give him/her three of your ideas on how we can protect it. Read your letter

to your partner(s) in your next lesson. Your partner(s) will answer your questions.
c.   />This is a level-sharing site with tests to help you know where you are. Students do the
test first, then base on the level of development. This page should be used to listen
every day because of little or even no exercises.

2.2.2. Listening to news through videos on Youtube.
a. CNN breaking news on Youtube.
This channel provides us a series of breaking news related to many topics, many
aspects of our daily life. Students can watch, listen and look at the subtitles on the
screen if necessary and practice listening skill. This source do not give exercises for
students. Only a video file is provided here. Therefore, Learners should use it as a
raw material, and base on it to design exercises by using tools to produce
transcription or subtitles.

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b. VOA news on Youtube.
Like CNN breaking news on Youtube, VOA news on Youtube is really an
useful channel which gives us a series of breaking news. Accessing this channel,
students can watch and listen piece of news with subtitles on the screen.

2.3. Use the technique “Task-based learning” to motivate students to practice
listening to news.
We know that students can learn well if they are well-motivated. Therefore, we
need to know how to motivate even unmotivated students. In case of helping students
to practice listening to news, Motivating students is really important because
listening in general and listening to news seem to be difficult for learners, so they are
often lazy to practice this skill. For this reason, Task-based learning technique seems
to be suitable to solve this problem. Listening comprehension will be enhanced if

tasks (with communicative purposes) are used instead of decontextualized exercises.
Advocating the concept of task, Dunkel (1986, p. 104) puts forward: “The students
should be required to do something in response to what they hear that will

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demonstrate their understanding". Examples of tasks are making an appointment,
making a hotel reservation, filling out a form, labelling a map, etc. Dunkel (1986, p.
104) has classified listening tasks into the following types:
1. Matching: requires learners to listen to a text and then match a numbered list of
items with a set of options. The purpose of this task is to evaluate how well learners
can listen to details.
2. Labelling: requires learners to select the labels from a list which best match the
blank parts of a visual task (Dunkel, 1986). The purpose of this task is to assess
students’ ability to understand descriptions of a place which usually includes
spatialand direction-related expressions such as opposite to, in front of, etc.
3. Selecting (multiple choice): this listening task requires learners to listen to a text
and answer some questions each with 3-4 choices. This task type aims to check the
learners’ detailed or general understanding of the main points of the listening text and
their ability to answer some questions.
4. Form-filling: this listening task requires learners to listen to a text and complete
the information requested and it evaluates the learners’ ability to evaluate the
relationships and details.
5. Sentence completion: this listening task requires learners to listen to sentences
which summarize the key information of the text and complete a gap in each sentence
using information from the listening text. The purpose is to measure the learners’
ability to focus on the main points of the text.
6. Summary completion: this listening task requires learners to complete a summary
which contains a number of gaps and it assesses learners’ understanding of the

overall meaning and main points of the section summarized.
7. Short-answer questions: this listening task requires learners to listen to a text and
read a set of related questions to which they have to write a short answer. Such tasks
evaluate learners’ ability to listen for concrete facts such as places or times (Dunkel,
1986, p.104).
Here, a distinction should be made between receptive and productive listening
activities. The first three task types are referred to as receptive because they assess
understanding when one listens. On the other hand, the next three task types are
called productive skills and they assess students’ understanding and interpretation
and are, thus, more demanding since the learner has to focus on the content of
listening as well as production of the appropriate content (Dunkel, 1986). Although
task-based activitiesThe Impact of Task-based Language Teaching on Listening Skill
of Iranian EFL Learners 244 have recently received paramount attention in language
learning, a few empirical studies have explored their impact on listening
comprehension. The present study focuses on labelling (as a receptive listening task)
and form-filling (as a productive listening task) to see if their implementation has any
effect on listening ability of Iranian EFL learners.
In my case study, I apply “Task-based learning” to give a hand students to
improve listening skill by carrying out the following process:
Step 1: Get students prepare listening tasks.
The aim of this activity is to make students listen to the authentic materials on a
regular basis and form their awareness in taking full use of each piece of material.
The source of material ideal for this purpose is CNN Student News on CNN channel.
This is non-commercial news program lasting in 10 minutes and broadcasted every

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day except for the weekends. This frequency of the news enables students to practice
listening day by day. Besides, the coverage of the news relates closely with the

everyday news broadcasted on official channels such as VTV1, which makes it more
appealing and comprehensible to students.
For this task, I divide my class into groups of four to five students so that they can
supervise and offer help for each other if needed. Each group can choose any piece of
news during the week, download the transcripts from the CNN website and design
listening exercises such as Multiple-choice questions or Fill-in-the-gap questions and
so on. At the end of the week, students have to hand in their questions and keys
together with their piece of news, or at least the link to that. All together, there are
about 8 to 10 exercises collected each week and they will be made into a small
booklet and handed out back to every class members as homework or assignment in
the next week. Teacher can also choose some pieces of news among this to use as
listening material in listening lesson. Class members can also vote for the most useful
piece of listening.
I have carried out this activity since the beginning of the school year and accumulated
vast source of listening materials. The best thing is my students now have a habit of
following the news streamline on television and find no longer distant to authentic
materials.
Step 2: Presentation
After working in group to choose a topic in a piece of news and designing
listening tasks, each group takes the responsibility for presenting the outcome in front
of the class and asking other groups to listen to the piece of news and do the listening
task prepared. This activity is aimed at testing and evaluating listening ability of
students.
3. Outcome of the study
With the application of ideas mentioned in this study, after a semester,
objectively, the students in chosen class seem to improve in listening skill especially
listening to news. Most students are able to use web tools to design listening tasks
and they can learn how to cooperate in dealing with a specific task as well as the
workload can be reduced and students feel more responsible for their part.
This following collection is an example of my students working together to design

exercises basing on CNN Student News.
GROUP 1: CNN STUDENT NEWS 23/10/2021
U.S. Special Forces recently participated in a dangerous overnight mission in
Iraq. The Pentagon says the ISIS (1)______ group was about to execute dozens of
(2)______at a prison in northern Iraq. U.S. troops, along with Iraqi forces and others
from the region stormed to the prison before yesterday.
American officials say 70 hostages were rescued. They included (3)______,
Iraqi troops and some members of the ISIS terrorist group that had been accused of
spying. More than 20 ISIS (4) ______were killed in the raid and one American
service member was killed. It was the first time than an American died in ground
(5)______with ISIS.

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In 2014, President Obama had (6) ______ that no U.S. troops would be involved
in ISIS ground combat but he later said that special operations forces could play a
role in certain missions. In Washington, D.C., former U.S. secretary of state and
current
(7) ______presidentall candidate Hillary Clinton testified on Capitol Hill
yesterday. A (8)______panel was questioning her about the decision as secretary
when a
U.S compound in Benghazi, Libya was attacked on September 11th, 2012.
(9)______on the panel say there are still serious questions for her to answer about
what happened. Moreover, several (10) ______ involving Clinton had been held
since then. Democrats say they are Republican attempts to hurt Clinton’s
presidential ambitions.
GROUP 3: CNN STUDENTS NEWS NOVEMBER 12 TH , 2021.
First up, remember American servicemen and women. Yesterday was Veterans Day
in the U.S., an occasion to honor anyone who`s ever served in the American military.

President Obama took part of the traditional wreath- laying at the Tomb of the
Unknowns. It`s a (1)______.at Arlington National Cemetery and a resting place for
U.S. troops whose remains were never identified. The president also discussed
improvements at the Veterans Administration. The government organization gives
medical care and (2)______to people who`ve served in the military. 
Even under the best (3) ______, service men and women returning from war face
huge 
challenges transitioning to civilian life. But as JPMorgan CEO Jamie Dimon knows
well, vets returning from Iraq and Afghanistan were walking into an economy in
shambles. They bore an(4) ______for the rest of us. And, you know, something like
200,000 coming out of the system. Every year and for a while, they have very high
unemployment rates. Navy veteran Jay Siembieda joined JPMorgan as a private
banker in 2009. And he helps the company`s HR team (5)______ and mentor troops
walking off the battlefield and into corporate America. The veterans are among the
great (6 ) ______of America. And as you know, since 9/11, they have been bearing a
(7)______burden for the rest of us. So, we want to do our share to bring them back
into society and give them jobs. And so, the mission has been a wonderful thing for
the company and for the veterans. 
A mystery is rising over the Great Pyramid of Giza. The architectural (8)______
dating back about 4,500 years is the only one of the seven wonders of the ancient
world that`s still standing. An international group of researchers is using lasers and
drones to scan and see inside the Egyptian pyramid. They recently announced that
they found several thermal anomalies, areas that have temperatures unlike the rest of
the (9)______It could be cracks or holes inside the structure. It could be secret
passage ways or undiscovered tombs.
This August, two treasure hunters said they found it, a 100-meter or 330-foot-long
gold train, possibly with treasure worth millions of dollars. The train is thought to be
hidden in an(10)______of tunnels the Nazis dug. They extend beneath Poland`s
mountainous Walbrzych District. Now, a new search is on. Teams of inspectors have
been allowed to start investigating the area.

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GROUP 5: CNN Student news November 16, 2021
When it comes to(1)
, nothing competes with YouTube. There`s 300
hours of (2)
to the site every minute. But being big makes it harder to change.
And right now, the biggest name on online video has (3)
set on the smallest
screen.
I (4)
so many cakes in a day. But I can make that cake and I can put it
out on YouTube and its reach is endless.
Elise Strachan is a(5)
. Over the past four years, her baking videos have
earned her over 2 million(6)
. And like the rest of YouTube, half of her views
come from(7)
.
You`re in these people`s bedrooms. You know, you`re on the (8)
with them.
You`re at school when they`re not probably, they`re looking at their phones. But
you`re going everywhere with them.
That kind of (9)
with viewers is something new from media makers.
And it could pay off big time. Mobile revenue for YouTube is up 100 percent year
over year. And global business head Robert Kinzel doesn`t see it going down.
Mobile will drive most business, especially in advertising. Mobile

consumption has been (10)
and it`s growing twice the rate of anything else.
In terms of teachers, they feel very happy when exploiting pedagogical materials
from websites or channels mentioned in this study. Designed listening tasks from
these websites are very helpful.

III. CONCLUSION AND RECOMMENDATION
1. CONCLUSION

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Teaching is not a repetitive work, it always require inspiration and
creativeness. Teachers themselves are always on the way of learning and discovering
the subject. Not always one tool can meet all your need. However, when you turn to
it, there is no bound for utilizing Mass Media for learning and teaching English.
Internet has changed our society intensively. We have already been familiar with
email, e-business, e-parliament, e-commerce, and study on the internet is not a faraway. It has created great chance for a normal person to achieve great goals without
any impediment of age, social or economic status, gender or race. To some extent, it
lessens the social inequality.
That we take advantage of Internet through some websites or channels and use
ICT knowledge, web tools to practice listening to news is extremely important
because in digital era, information is always updated through mass media and social
network, and with a mobile device connected to the Internet students are able to both
practice listening to news and update information.
This paper is written with the hope to share some experience of my own,
therefore, the suggestions and techniques are likely to be subjective and incomplete.
Any comments and suggestions will be welcome and highly appreciated.
2. RECOMMENDATION
Listening to news is undoubtedly difficult to students because it asks them to have

a rich lexical resources and to practice everyday in order to be familiar with the speed
and the accent of native speakers. If students want to improve their listening skill to
news, they will have to take advantages of websites or channels and use web tools to
create the transcript, which is really helpful for students when watching and listening
to news. In addition, Students should make full use of listening tasks designed from
some websites as a way to self-evaluate their own improvement.
Listening to news is one of the effective ways to learn English, to practice listening
skill and to help English learners familiarize the accent and the speed of native
speakers. Therefore, teaching and orienting students to practice listening to new is
very necessary. In order to make it better, I suggest the following ways:
First, it is necessary to inform students about the importance of practicing
listening to news in learning English. Students need to know that listening to news is
a key to master English, and they should be motivated to listening to news anywhere,
anytime with passion.
Second, Both teachers and students need being trained ICT skills to work with
digital and mobile devices such as laptop, smartphone, tablet…….when listening to
news through websites or channels because thanks to these devices we can practice
listening to news everywhere and anytime. Finally, for teachers and leaders in high
schools, it is necessary to pay attention to motivate students to listen to news and use
effective methods to instruct them to practice listening to news. In addition, to
renovate teaching materials, to organize activities, competitions related to listening to
news should be carried out in high schools.
XÁC NHẬN CỦA
Thanh Hóa, ngày 10 tháng 05 năm 2022
THỦ TRƯỞNG ĐƠN VỊ

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REFERENCES
1. Gardner (1985). The Role of Attitudes and Motivation. Great Britain: Edward
Arnold Publishers Ltd.
2. Ellis, R. (2003). Task-based language learning and teaching. Oxford: Oxford
University
Press.
3. Najmeh Maghsoudi, Mohammad Golshan. (2017). Journal of Applied Linguistics
and Language Research, Volume 4.
4. Field, J. (2008). Listening in the language classroom. United Kingdom: Cambridge
University Press.
5. Gilakjani, A. P. & Ahmadi, M. R. (2011). A study of factors affecting EFL
learners' English listening comprehension and the strategies for improvement. Journal
of Language Teaching & Research, 2(5), 977-988.
6.
7. Porter, D. and Roberts, J. (1987). Authentic listening activities. In M. L. Long (ed.)
Methodology in TESOL. Rowley, Mass.: Newbury House.

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