Skkn apply some techniques to teach listening so as to improve grade 12 students’ english listening skill

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING
NGUYEN MONG TUAN HIGH SCHOOL

INNOVATION IN TEACHING

APPLY SOME TECHNIQUES TO TEACH LISTENING SO AS TO
IMPROVE GRADE 12 STUDENTS’ ENGLISH LISTENING SKILL

The writer: Nguyen Thi Thuy
The post: Teacher
School: Nguyen Mong Tuan High School
Innovation of subject: English

THANH HOA, 2022

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PART I. INTRODUCTION
I. REASONS FOR CHOOSING THE RESEARCH
1. Objective reasons:
Studying English nowadays has become an essential demand for everyone.
Learning English is important. It is simple as English is one of the most popular
international languages and it is most not only all over the world but also in all
aspects of society. Therefore, learning and mastering it would greatly give advantages
to the person concerned. Especially, since Vietnam became the 150 th member of the
World Trade Organization (WTO), it has been required that we have to build the
labour force who are skillful at work and use English well as an effective tool of
communication.
Although many Vietnamese students get excellent certain qualifications, their
ability of communicating in English is limited. As a result, they must give up their

dream jobs. There is no doubt about that English is the optimum standard for
applicants into foreign and state- owned companies.
On account of the above demands, English is compulsory not only at school
but also in examinations at certain stages of the school education system. According
to the national curriculum, English is built with the aim of communicating. Creating
the ability of communication in English for students is the most important target in
the process of teaching.
Being able to listen well is an important part of communication for everyone.
For our students, guided practice by teachers is one of the best ways to improve this
skill. A student with good listening comprehensions will be able to participate in well
communicative situations.
Nevertheless, in the recent years, teaching English in Vietnam has faced up
with many difficulties such as the lack of teaching aids, teachers’ poor qualifications,
students’ weak study motivation, ineffective methods of teaching. A large number of
teachers only focus on teaching grammar, reading and writing skill. In the process of
evaluating students’study result, they concentrate too much on paper-tests. Therefore,
It is clear that listening is often seen as the least important of the four basic language
skills and it is neglected altogether or give minimal. This leads to real situations that
many students become inactive and poor listeners. They find it very hard to improve
listening comprehension in listening classes at school. From reasons stated above, it
is necessary to modernize the method of teaching English in general and listening
skill in particular and apply them in listening teaching.
2. Subjective reasons:
After having been teaching English at Nguyen Mong Tuan High School for a
long time, I realize that most of the students who are afraid of listening classes have
tendency to neglect tasks for listening comprehension. After graduating high school,
they are not able to communicate in English even at the easy level. In addition, the
percent of students at Nguyen Mong Tuan High School suppose that English is

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compulsory for the General Certificate of Secondary Education (GCSE) so they only
learn grammar, reading and writing skill.
How to encourage students to take part in listening classes enthusiastically?
How to motivate students to become eager participants in mini- listening tests? How
to raise students’ awareness of listening as a skill that requires active engagements
and to help them develop both the ability and the confidence to handle
communicative situations they may encounter beyond the classroom?
I am really interested in these questions and always try to find out feasible
solutions in my own process of teaching at Nguyen mong Tuan High School. I have
studied a variety of methods of teaching listening comprehension and chosen the
most appreciate ways in my teaching. Specifically, I have applied some techniques to
teach listening so as to improve Grade 12 students’ listening skill at Nguyen Mong
Tuan High School.
After implementing these solutions, I have got achievements in listening
teaching and learning. Students have become active listeners in listening classes.
They feel more excited to deal with listening exercises. As a result, they have positive
behavior to listening skill and consider it an integral part of the language. They are
given the foundation for communicative competence in the new language. The most
significant thing they have gained is that they can be able to communicate with each
other in English at the simple level – the final target in the language teaching and
learning.

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II. AIMS OF THE RESEARCH
On the basis of surveying students’ ability of listening English at Nguyen
Mong Tuan High School, I have given feasible solutions including innovating
methods of teaching listening skill and ways of evaluating students’ listening
comprehension with the aim of helping them get communicative target of learning a
language.
III. SCOPES OF THE RESEARCH
Researching innovative techniques used in listening teaching and learning, and
methods of assessing students’ study result of listening comprehension at Nguyen
mong Tuan High School.
IV. OBJECT OF THE RESEARCH
This subject is concerned with using listening techniques effectively and
judging students’ listening ability.
V. RESEARCHING METHODS
- The method of collecting and analyzing material for the research: research for
material concerning about the subject, analyze and get certain knowledge from
previous researches, finally give the foundation to the research.
- The method of talking to students: through talking to students, I have got to
know real situation of students’ listening learning in language classes at Nguyen

mong Tuan High School.
- The method of surveying through answer sheets.

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PART II: DEVELOPMENT
I.
REAL SITUATIONS
I have carried out the survey of real situations of teaching and listening skill in
class 11A5 and 11A6 (the school year: 2020- 2021) and I got the following result:

1
2

3

4

Real situations of
teaching and learning
listening
skill

in
language classes at
Nguyen mong Tuan
High School
Innovative
listening
techniques are used in
listening classes
The
number
of
students are active
listeners in listening
classes
Students can be able to
communicate
in
English at the simple
level
Students take part in
listening
tests
enthusiastically

The rate (%)
Often
Sometimes

Rarely

5%

8%

20%

67%

2%

7%

15%

76%

3%

5%

15%

77%

4%

10%

20%

66%

Very
often

From the above survey, it points out that teaching and learning listening skill in
foreign classes at Nguyen mong Tuan High School are ineffective and rather limited.
Students are not fond of listening lessons. They cannot be able to communicate in
English. They are still passive learners in listening lessons. Therefore, it is extremely
necessary to modernize the methods of teaching listening comprehension, especially
innovative listening techniques need applying well and flexibly, at the same time use
various forms of testing which motivate students to become better listeners.
II.
SOLUTIONS AND ORGANIZATION OF IMPLEMENTING
To deal with the problems stated previously, I have given the following
solutions:
1. Apply innovative techniques to teach listening skill
I have applied listening techniques and tools of teaching aids in listening
classes at Nguyen mong Tuan High School. They make listening lessons more lively
and motivate students to participate in these lessons positively, gradually improve
their listening comprehension and gain the language target- the communicative skill.
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Choosing suitable techniques for listening classes bases on the content of each
certain listening lesson, the language level of students. Effective, modern methods of
teaching listening skill encompass everything from interactive exercises to
multimedia resources. Listening skills are best learned through simple, engaging
activities that focus more on the learning process than on the final product. I have
applied the following modern methods in my own listening teaching at Nguyen mong
Tuan High School:

English songs
Language learners love to listen to English songs with rhymes. This makes
them become familiar with the words, their pronunciation and intonation. Songs can
also be used but must be chosen based on student levels. In class, songs are played
and students are asked to listen. During the activity, they may be required to listen out
for words. This will help the teacher know how many words the student has
identified. After the sound clip, teachers may ask students to draw conclusions on the
meaning or intention of the song based on the words they have listed. This is learning
vocabulary and inference through listening. I often use English songs in the part:
‘Warm – up’ or ‘Pre- listening’

Audio and Video
I also teach listening skills through audio and video segments of radio
programs, online podcasts, instructional lectures and other audio messages. I model
this interactive listening process in class with my students, and then instruct them to
repeat the exercise on their own. First, instruct students to prepare for listening by
considering anything that they will want to learn from the content of the audio
segment. Once they have written down or shared these ideas, then play the audio
segment, allowing the students to take notes if helpful. Once they have gained
confidence and experience, repeat this activity but instruct students to not take notes
until the completion of the audio segment. You can use shorter or longer audio

segments, and you can choose more accessible or more challenging material for this
type of exercise.

Games
Games are a valuable activity for language learning. Students enjoy games and
thus participate without anxiety. Games can motivate students greatly and they are
activities which are usually familiar to them as regards structure, rules etc. Games are
mostly inclusive activities in that they involve all the children and they can cater to
different learning styles and different personalities. They are also activities which are
naturally repetitive, thus maximising input, frequency of target items without boring
the students. A simple guessing game can be played numerous times with children

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despite possibly limited language. The students will happily repeat the structure
without getting bored as it is part of a game and has a real communicative function.
In the process of my own listening English teaching at Nguyen Mong Tuan
High School, I have used a large number of different games based on each listening
task’s certain objectives such as Flashcard games (these games are played with a set
of flashcards which may be purchased from bookshops or prepared by me and my
students), Ball games (ball games require a soft ball which you can use in class
without worrying about breaking windows or hurting students), Action games (action

games require movement. They might excite a class so I choose carefully when to use
them.

Listening comprehension tasks’ simplification
Some listening comprehension tasks in English textbook are too difficult for r
rural students at Nguyen Mong Tuan High School, therefore I often simplify them to
help students deal with them easily. For example, with the task of filling in missing
words which is rather difficult for students at Nguyen Mong Tuan High School, I
often simplify it by showing given words. This helps students to be easy to identify
them while listening.

Short listening tests
Listening tests play an important part of evaluating students’ language study
results. They encourage students to learn listening skill harder and raise their
awareness of the importance of this skill. At the same time, with listening tests and
their scores, as a result of this, students will concentrate more on listening classes. In
my English listening teaching at Nguyen Mong tuan high school, I have used
different types of listening tests (five- minute or fifteen- minute test) at the various
points of time (at the beginning or at the end of the listening lesson). The demand of
these tests should be simple and easy to motivate students.

Interpersonal Activities
One effective way for students to develop stronger listening skill is through
interpersonal activities, such as interviews and storytelling. Assign the students to
small groups of two or three, and then give them a particular listening activity to
accomplish. For example, I have one student interview another for a job with a
company or for an article in a newspaper. Even a storytelling activity, such as one
that answers the question "What was your favorite movie from last year?" can give
students the opportunity to ask one another questions and then to practice active
listening skills.

Group Activities
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Larger group activities also serve as a useful method for teaching listening
skills to students. I often begin with a simple group activity. For the first part, divide
students into groups of five or larger and instruct them to learn one hobby or interest
of at least two other group members. Encourage them to ask clarifying questions
during the activity, and may allow them to take notes if helpful. However, as time
passes and their skills grow, you should limit students to only writing notes after
completing the first part of the group activity. For the second part, have the students
sit in a large circle, and then have each individual student share the name and the
hobby or interest of the group members that she or he met. This second part of the
group activity can also lend itself to additional listening exercises. For example, I ask
students to name a number of the hobbies and interests identified during the sharing
session.
In short, whatever method I use for teaching listening, keep a few key
instructional tips in mind that will help both me and my students navigate the
learning process. First, keep my expectations simple, as even the most experienced
listener would be unable to completely and accurately recall the entirety of a
message. Second, keep your directions accessible and build in opportunities for
students not only to ask clarifying questions, but also to make mistakes. Third, help

students navigate their communication anxiety by developing activities appropriate to
their skill and confidence level, and then strengthen their confidence by celebrating
the ways in which they improve.
2. Implementing the process of each listening English lesson including three
steps: Pre- listening, While- listening and Post- listening.
When teaching listening skills, I have followed the above steps, and with each
specific step, I have to identify detail aims. The most important thing is that I always
give specific objective for each activity. Besides principles and techniques for
teaching listening comprehension, I have got my own experience in teaching this
skill:
Pre –listening:
Tell your students they should not worry that they have to understand
every word they hear. Not every word is important.
Where possible, make sure students know that what they are listening
for before you start listening. Explain that they should focus only the
information they need.
Give two or three general questions to check student’s comprehension
of the basic details.
If possible, check any words that your students may not know. Preteach these so they do not interfere with understanding.
While-listening:
As a general principle, try to play the recording once for overall
comprehension. Then play the recording again for specific details.
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Skkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skill

-

Divide students into groups and give each group a different listening
task. Then swap their answers and have students listen again and check
their classmates’ answers.
Post- listening:
Tell students to compare their notes and discuss what they understood
in pairs or small groups.
Encourage students to respond to what they hear. For example, where
possible ask questions like: Do you agree? And encourage them to
debate.
Tell pairs to write a summary of the main points. They have them
compare their summary.
I always remember that it is important to give students a lot of variety
in what they listen to. Try to use as many different sources of listening material
as you can: advertisements, new programs, poetry, songs, plays, speeches,
telephone conversations…. the more varied and authentic the listening practice
you offer them, the more fun you will all have!
3. Apply the above techniques to teach a specific listening lesson (grade 12)
The 84th period
Grade 12
Unit 14: International Organizations
Part C: Listening
Time: 45 minutes
I. Objectives:
1. Knowledge:
- General knowledge: Students will know more information about United Nations
- New words: Words related to United Nations

2. Skills: - Listening skill
- Speaking skill
II.PREPARATIONS:
1. Teacher: Teacher’s books , textbooks , cassette, tape, picture, video, projector,
board, chalks, handout.
2.Students: Students ‘book , Students ‘workbook,
III.PROCEDURES
New lesson:
Teacher’s activities
Students’ activities
Notes
Warm-up: (5 minutes)
Play the game:
(The aim of this activity is that the game will
motivate students to take part in the listening
class without any anxiety and get some
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Skkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skill


Skkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skill

information about
some international
organizations)
- Divide the class into 4 teams: team A, B, C,

D
- Each team chooses one presenter to give
their work on the board after discussing in
groups.
- Ask them to look at the screen of the
projector and match the symbols with
equivalent names
- The winner will receive applauses from
other teams.
Symbols
Picture 1

- Listen to the teacher
- Work in groups and
look at the picture
and match
- Write their answer
on the board

Picture2

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Skkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skill


Skkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skill

Picture 3

Picture 4

Picture 5

Names
1.
2.
3.
4.
5.

Key:
Picture 1: UN
WWF (World Wildlife Fund)
Picture 2: WHO
RED CROSS
Picture 3: WWF
UNICEF
(United
Nations Picture 4: UNICEF
International Children’s Emergency Picture
5:
RED
Fund)
CROSS
UN (United Nations)
WHO (World Health Organization)

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Skkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skill


Skkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skill

- If you want to know more details about UN
organization we will go to Unit 14- part C
Listening
Pre-listening: (10 minutes)
Activity 1: Vocabulary ( 4 minutes)
(The aim of this activity is that students will
be familiar with some vocabulary, make them
better at listening comprehension)
- Vocabulary:
Destruction (n)
( explanation)
Organization (n) (translation)
Independence (n) ( synonym)
International (n) (translation)
- Read aloud
- Ask students to repeat loudly the words
- Listen and check pronunciation
- Give an example: United nations is one of
the international organizations

Activity 2. Listen to a English song (6
minutes)
(The aim of the activity is that through the
song students are able to know some
information and typical activities about
United Nations, the humanitarian message of
the UN’ meaningful activities are sent through
the song?)
- Show the video and the words of this song
on the screen of the projector.
- Ask students to listen to the song named I
was
here
(United
Nations
World
Humanitarian Day) performed by Beyonce
and observe the video.
.
The song

- Listen to the teacher
and open textbooks
- Look at the books
- Listen to the teacher
- Repeat loudly the
words and try to
remember them
- Write down

- observe the video
and listen to the song
The words of the
song:
I Was Here
I wanna leave my
footprints on the
sands of time. Know
there was something
that, and something
that I left behind
When I leave this
world, I'll leave no
regrets.
Leave

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Skkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skill


Skkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skillSkkn.apply.some.techniques.to.teach.listening.so.as.to.improve.grade.12.students’.english.listening.skill

something
to
remember, so they
won't forget. I was

here...
I lived, I loved. I
was
here...
I did, I've done,
everything that I
wanted
And it was more
than I thought it
would
be
I will leave my
mark so everyone
will
know
I was here...I want
to say I lived each
day, until I died. I
know that I had
something
in,
somebody's life. The
hearts
I
have
touched, will be the
proof that I leave
That I made a
difference, and this
world will see. I was

here...
I lived, I loved. I
was here...I did, I've
done,
everything
that I wanted. And
it was more than I
thought it would be
I will leave my
mark so everyone
will
know
I was here...I was
here...
- Do the task
Key:
1. T

I Was Here - Beyonce [MP4 MV 360p].mp4

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