skkn cấp tỉnh some measures to improve listening comprehension achievement for the 11th graders at hoang hoa 4 high school

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THANH HOA EDUCATION AND TRAINING DEPARTMENT

HOANG HOA 4 HIGH SCHOOL

EXPERIENCE INITIATIVE

SOME MEASURES TO IMPROVE LISTENINGCOMPREHENSION ACHIEVEMENT FOR THE 11

TH

GRADERS AT HOANG HOA 4 HIGH SCHOOL

The author: Nguyễn Thị ThoaJob position: Teacher

Experience initiative about: English

THANH HOÁ, YEAR 2024

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TABLE OF CONTENT

REFERENCE

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1. INTRODUCTION

1.1. Reason of selecting the topic

English holds a position of immense importance in today’s world, serving as theprimary language of international communication. It acts as a bridge connectingpeople from diverse linguistic backgrounds, enabling effective collaboration andunderstanding across borders. In the realm of business, English proficiency is avaluable asset, opening doors to global career opportunities and facilitatinginternational trade. Educationally, English is the medium for a vast majority ofacademic resources and is the language of instruction in many of the world’sleading universities, providing access to cutting-edge research and higherlearning. Moreover, English is crucial in the travel and tourism industry, makingit easier for travelers to navigate new environments. It also plays a significantrole in technology and scientific research, as most advancements andpublications are documented in English. Additionally, English enriches culturalexchange by providing access to a wide array of literature, films, and musicfrom different parts of the world. Overall, English is a vital tool for personal andprofessional development, enabling individuals to participate fully in the globalcommunity. Thus, in this globalization era, it is important to have sufficientskills to communicate in English especially for students who are futuregeneration of our country.

In order to be able to communicate in English, there are four basic skills thatneed to be mastered. Those four basic skills are listening, speaking, reading andwriting. Among the four basic skills, listening plays a significant role because itis the first skill that people acquire before acquiring language as a whole.

Listening skills in English are crucial for effective communication andcomprehension. Being a good listener helps learners understand spokenlanguage in various contexts, from everyday conversations to academic lecturesand professional meetings. It enables them to grasp not only the literal meaningof words but also the nuances, emotions, and intentions behind them. Stronglistening skills are essential for building relationships, participating indiscussions, and responding appropriately, which in turn enhances overalllanguage proficiency and confidence. Additionally, listening to native speakersprovides valuable exposure to pronunciation, vocabulary, and idiomaticexpressions, further supporting language acquisition and fluency.

However, most of the students in my class stated that they were afraid oflistening skill. They found that it was the most difficult skill among skills theystudied because they had to identify words, meanings of words andpronunciations of words while listening. In the listening lessons, when the tapewas being played, they focused on a lot of details and tried to understand everyindividual word rather than the main ideas in the conversation. By this way,students could not keep pace with the speed of the speech, therefore, they couldnot complete the listening tasks and even, they found it really daunting to do thelistening tasks, so they mostly ignored it. When being asked for the reasons, thestudents reported that they lacked vocabulary, lacked of motivation, the speed ofthe speech was too fast, and some students could not recognize the

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pronunciation and intonation of the speakers. Many of the students said that lackof listening skills was also one of the biggest problems they had while listening.They hadn’t been taught any listening techniques before, and even sometimesthey did not understand the questions. Due to these reasons, students often gotpoor listening test results. From the above reasons, I decided to carry out my

initiative with the title: “Some measures to improve listening comprehension

improve current situation of teaching and learning English here.

1.2. Objectives

With the above reasons, I myself would like to offer some suggestions onguiding students how to use some listening sub-skills in the most effective wayto enhance the their listening comprehension competence.

1.3. Subjects

The study was designed to investigate the sub-skills to improve students’listening comprehension competence. The finding obtained from this study was tohelp improve teaching and learning listening in general and learning and teachinglistening at Hoang Hoa 4 High School in particular.

1.4. Methodology

I wrote this topic based on:

• Observation method and interview

• Methods of analysis, evaluation, synthesis

• Method of collecting students’ opinions, colleagues, ...• Guide students to master these techniques

2. CONTENTS2.1. Rationale

One of the main reasons why people learn a language is to hear what people sayin the language and communicate with them efficiently. This is exactly what weexpect from people learning English as a foreign language. Teachers of Englishshould do all their best to develop this ability in people learning English as theirforeign language. In so doing, they would be developing listening ability in theirlearners. These listening skill and sub-skills help learners familiarize themselveswith people around the world and communicate with them whenever it isrequired.

Listening sub-skills are fundamental in language acquisition as they facilitateunderstanding and interpretation of spoken language. These sub-skills includeidentifying main ideas, recognizing specific details, understanding impliedmeanings, and following the flow of a conversation or discourse. Each sub-skillplays a vital role in comprehending spoken language in different contexts, suchas lectures, conversations, or presentations. Developing these sub-skills enableslearners to effectively extract information from various audio sources,improving their overall listening comprehension. Moreover, mastering listeningsub-skills enhances learners’ ability to engage actively in conversations, inferspeakers’ intentions, and respond appropriately. Language that students getthrough listening can be reused for reading, speaking and writing skills, Thus,that is to say, to have good listening comprehension skills is very important,

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honing listening sub-skills is essential for achieving proficiency in any languageand for successful communication in real-world situations.

Besides, teaching listening techniques promotes listening comprehension,shapes students’ self-control learning habit and improves independent learningability. Listening techniques as well as linguistic knowledge are necessary tosuccessful listening comprehension. Therefore it is important to teach listeningsub-skills along with linguistic features. Becoming a good listener in a second orforeign language requires using listening strategies (White, 2006, p. 128).Moreover, strategy training activities have become feature of modern languagetextbooks (Renandya & Farrell 2011, p. 52).

There have been a great number of studies of the use of strategies in learninglistening and its contribution to listening comprehension and proficiency thathave been increasingly taken in the last few decades. Some of researchersinvestigated how strategy of learning could influence the learners’ listening skilldevelopment and assured that more studies are needed to increase learners’awareness of strategies used in listening.

2.2. Reality before applying the experience initiative

Listening is an important skill for the person who is learning English because inverbal communication, we cannot communicate with each other withoutlistening to the speaker’s utterances and understanding them. However, listeningis a very demanding and challenging skill for the students to master, especiallyfor those in a rural area like Hoang Hoa district. Students had a lot of difficultiesin learning English listening. This was reflected clearly in the poor listening testscore. In order to find out the reasons, at the beginning of the first term - schoolyear 2023 - 2024, the author conducted a small survey with 33 students in class11A6 and 38 students in class 11A8. The students were encouraged to give theanswers honestly because the results would be helpful for the author to analyzeand find out the solutions to the current situation why a lot of them got badmarks. The results are presented in the table below:

2. I spend time listening to English lessons every day. 2.9 %3. I try to translate every word that is being spoken 94.3 %

5. There are too many new words in the listening audio. 95.8 %6. I have heard about some listening sub-skills before 4.2 %7. I use some listening sub-skills while listening 1.4 %

9. I try to identify each question first, and then listen to theaudio attentively to find out the answer.

9.9 %

11. I can hear the keys words of questions 4.2 %

13. When I have difficulty understanding what I hear, I give upand stop listening

84.5 %

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14. I can keep pace with the speed of the speech. 4.2 %15. I try to guess the content of listening material. 28.2 %

It can be seen clearly in the above table that the number of students showingpositive attitude toward listening was very low. They didn’t have good listeningskills. The biggest problem found out was that students tried to focus ontranslation more than understanding the main ideas of the speech. Lack ofvocabulary, listening sub-skills and motivation was also a big obstacle leading topoor listening results. From the current situation, the author found it necessary toprovide students with some listening sub-skills to help them improve theirlistening comprehension.

2.3. Implementation solutions to tackle the above factual situations.

The first task of my study was to find out the factors that affect students’listening comprehension, then make all students understand some listeningtechniques and know how to apply these techniques while listening to improvetheir listening skills. Then, I adapted the listening lessons in the new textbook sothat students had more chances to practice as well as gave them extra-exercisesto apply these sub-skills.

2.3.1. Factors affecting students’ English listening comprehension

Listening actually plays an important role in learning a language especially aforeign language. However, if you cannot listen well, maybe you will find ithard to communicate. Especially, those cannot pass their listening examinationfor instance. Thus, to help students be able to improve their listening skill, it is

necessary to find out listening problems which cause difficulties to them.

There are several factors that influence listening comprehension. According toBrown and Yule in Duzer (1997), listening comprehension is influenced by fourfactors which are the listeners (related to the listeners’ interest on a topic,background knowledge, etc.), the speakers (related to the using of colloquiallanguage, speech rate, etc.), the content of the messages (the familiarity of thecontent) and the visual supports (the existence of pictures and gestures).

Underwood (1989) stated that there were seven causes affecting efficient

listening comprehension. First, the listeners cannot catch or control the speed of

speech. He said “the greatest difficulty with listening comprehension for manyEnglish language learners is that they cannot control how quickly a speaker

speaks”. Second, it is difficult for students to have words repeated because in

the classroom, teachers cannot usually identify whether the students haveunderstood any particular section of what they have heard or not (Underwood,

1989, p.17). Third, that is the limitation of vocabulary power of listeners. While

speaking or communicating, speakers may choose words the listeners do notknow. At that time, the listeners tend to find out the meaning of the words ratherthan concentrate on the context and thus cause missing the next part of the

speech. Fourth, it is hard for listeners to recognize the signals which indicatethat the speaker is moving from one point to another. Fifth, listeners lack

contextual knowledge such as mutual knowledge and common content. If theyhave enough amount of contextual knowledge, communicative process will

happen more smoothly and more successfully. Sixth, it is difficult for listeners

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to concentrate in a foreign language. For example, if listeners have a short breakin attention or neglect a moment in the listening process, it can seriously impair

comprehension. Seventh, certain learning habits such as understanding every

word is also one of factors make learners fail in listening comprehension.

In brief, there are many factors which influence the listening comprehensionsuch as the speaker, the information, the listener and the environment. Thesefactors limit the comprehension or the listening process. Therefore, it requiresthe strategies to enhance the learning process.

2.3.2. Implementation of listening sub-skills.

In teaching English as a foreign language, during listening lessons teacherpracticed core listening sub-skills that learners could develop. They includepredicting, listening for gist, listening for key information and listening fordetail which are the main aims of listening tasks in the English text book- TiếngAnh 11 global success.

2.3.2.1. Predicting

Predicting is when students think about what they are going to hear, based onwhat they know about the speaker, the topic and the context. For example, whenthe teacher gives the topic “Causes of global warming”, students immediatelythink about the causes that they have already known such as increase in carbondioxide, deforestation, pollution … and what might be other causes in todaylistening section.

Steps for teaching predicting:

- Before playing the audio, engage students in a discussion about thetopic.

- Ask them what they know about it and what they expect to hear.

- Use pictures, charts, or videos related to the topic to activate priorknowledge and stimulate predictions.

- Introduce key vocabulary that might appear in the listening passage.This helps students anticipate content and understand the context better.

- Provide the title or subheadings of the listening passage.

-Have students predict what the content might include based on thesecues.

Example 1: Listening section in page 106 -Tiếng Anh 11-Globall success.TYPES OF BULLYING

Mai: So at our club meeting last time, we decided to plan our campaign around

bullying among teenagers. We also thought that it'd be useful to do someresearch on the topic before this meeting. So what have you found out, Mark?

Mark: Well I've learned that there are three main types of bullying-physical,

verbal, and social bullying.

Mai: I guess physical bullying involves violent behaviour such as hitting,

kicking, or pushing people.

Mark: That's right. And verbal bullying means using words to attack others,

such as shouting at, or saying something offensive to them.

Mai: What about social bullying?

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Mark: Well, it happens when people keep telling lies or bad things about

someone behind their back, or making them feel ashamed in public.

Mai: That's very mean. As we use more technology, bullying is also becoming

more common on social media.

Mark: That's cyberbullying, which takes place over digital devices such as

mobile phones and computers. People sometimes tell lies or post offensivecomments about someone else on social media.

Mai: My friend was the victim of cyberbullying. Some people kept posting very

rude comments about her weight on social media. She became very upset andcried a lot.

Mark: I'm sorry about your friend. Body shaming is now one of the most

common forms of cyberbullying.

Mai: I agree. So let's meet next week and start planning our campaign.Aims: help students practice listening for specific information and making

Listen to the conversation and circle the correct answers.

Question 1. Technology has made bullying more / less common.

Question 2. Mai’s friend was bullying others / was bullied by others on social

+ Ask students to read the statements and underline the key words

+ Remind students of question type: question 1-3: specific information whilequestion 4: prediction

+ Ask students to focus on the two options, make sure they know thedifferences between them.

+ Play the record for students to listen and choose the correct answers.

Question 1. Students listen to Mai’s talk: As we use more technology, bullying

is also becoming more common on social media. Choose “More”

Question 2. Students listen to Mai’s talk: My friend was the victim ofcyberbullying. Choose “was bullied by others”

Question 3. Students listen to Mark:’s talk: Body shaming is now one of the

most common forms of cyberbullying. Choose “Cyberbullying”

Question 4. Students pay attention to the last part of the talk and think aboutwhat planning an anti-bullying campaign may involve. Choose “How”

2.3.2.2. Listening for gist

Teaching students to listen for gist, or the general idea, is essential fordeveloping their overall listening comprehension skills. Listening for gist meansfocusing on understanding the main idea or general sense of a piece of audiowithout getting caught up in specific details.

Steps for listening for gist:

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- Discuss the topic of the audio material to activate students’ backgroundknowledge and build context.

- Show students the title or a brief description of the audio and ask themto predict what it might be about.

- Introduce any key vocabulary or phrases that are crucial forunderstanding the general topic of the audio.

- Ask students to read the question first, underline the key word- Play the audio segment once through without any interruptions.- Ask students to focus on the general idea and overall message.

- Provide guiding questions such as: “What is the main topic?”, “What isthe speaker’s purpose?”, and “What is the tone of the audio?”

- After the first listening, have a class discussion about the generalimpression of the audio.

- Encourage students to share their initial thoughts and impressionswithout worrying about specifics.

- Play the audio again and ask students to refine their understanding ofthe main idea.

- Ask students to pay attention to key phrases like “The main point is...,”“To summarize...,” “In conclusion...,” synonyms and antonyms of the key words… which indicate important information.

- Have students write a brief summary of the audio in their own words,focusing on the main ideas. Alternatively, ask students to create a visualsummary (e.g., a mind map or a concept map) to represent the main points.

Example 2. Listening section in page 33-Tiếng Anh 11-Global success.LIVING IN A SMART CITY

Host: Good morning. Welcome to our weekly programme Urban Lifestyle. In

today’s programme, we’ll be talking about the disadvantages of living in asmart city. Joining me now in the studio is Ms. Stevens, a city dweller who has

been living in a smart city for a year now. Good morning, Ms. Stevens.

Ms Stevens: Good morning.

Host: I understand that you don't like living in the smart city. Why is that? What

are you worried about most?

Ms Stevens: Well, my main worry is losing my right to privacy in public places.

You know, cameras and sensors are everywhere, and they collect informationabout me and my activities.

Host: So it seems that someone is watching you all the time, right?

Ms. Stevens: Exactly. The government and some companies have so much

personal information about city dwellers, but we don't know how they might useit.

Host: Yes, it's a bit worrying, but this information probably enables smart cities

to create useful programmes and improve people's lives. Smart technologies canalso help with daily household chores. Are you not happy with that?

Ms. Stevens: No, I don't think so. It took me a long time to get familiar with all

the smart devices at home. I don't really have any friends to ask for help in theneighborhood.

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Host: This leads me to my next question. Do you think there is a sense of

community in your neighborhood?

Ms. Stevens: No, there isn’t. I interact with very few people face to face

because most of the activities can be done online.

Host: Do you feel lonely sometimes?

Ms Stevens: Yes, our smart devices are all connected, but it seems we're

becoming lonelier than any previous generation.

Host: That's very sad. Thank you for sharing your thoughts with us. Ms Stevens.Ms Stevens: You're welcome.

Aims: + to help students practice listening for the main idea

+ Students listen to the conversation to get key information

Listen to an interview and choose the correct answers A, B, or C.Question 1. What is the interview mainly about?

A. Advantages of living in a smart city.B. Problems of living in a smart city.C. Attractions of urban lifestyles.

Ask students to identify the key words (advantages, living, smart city, problem,

attractions, and urban lifestyles) and then listen to the conversation attentively.

They will hear the Host’ speech: In today’s programme, we’ll be talking about

the disadvantages of living in a smart city (disadvantage = problem).

Correct answer: Choose B.

Question 2. How are cameras and sensors used in a smart city?A. To collect information about city dwellers and their activities.B. To collect information about the government and some companies.C. To improve city dwellers’ safety and security.

Ask students to underline the key words: how, cameras, sensors, used, smart

city, collect information, city dwellers, their activities, government, somecompanies, improve city dwellers’ safety and security.

Then ask students to listen to the conversation attentively while the audio is

being played and pay attention to the key words, they will hear Ms Stevens’talk: You know, cameras and sensors are everywhere, and they collect

information about me and my activities. Choose A.

Question 3. Why does Ms Stevens feel lonely?A. Because she doesn’t interact with many people.B. Because she can't use the smart devices.

C. Because she doesn’t like her neighborhood.

Ask students to underline the key words: why, Ms Stevens feel lonely, because,

she doesn’t interact, many people, can't use the smart devices, doesn’t like herneighborhood.

Ask students to pay attention to the key words and listen to Ms Stevens’s

speech: ...I interact with very few people face to face because most of the

activities can be done online. Choose A.

2.3.2.3. Listening for key information

Listening for key information involves the active process of focusing on andextracting the most important or essential details from spoken communication. It

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requires attentiveness, critical thinking, and discernment to identify the mainideas, key points, supporting details, and relevant context within the spokencontent. This type of listening involves filtering out non-essential informationand honing in on the critical elements that are essential for understanding themessage or achieving a specific objective. Effective listening for keyinformation enables individuals to grasp the essence of spoken communication,comprehend complex concepts, make informed decisions, and effectivelycommunicate or respond based on the information received.

Steps for teaching listening for key information:

+ Discuss the topic to build background knowledge.

+ Pre-teach key vocabulary and phrases that will appear in the listening

+ Provide specific questions or tasks to focus their listening.

+ Play the audio without interruptions, asking students to get the gist.

+ Play the audio again with a focus on specific details or answers to

guided questions.

+ Encourage students to take notes, focusing on key points and details.

+ Have students discuss their answers in pairs or small groups, promotingpeer learning.

+ Go over the key information together, clarifying any misunderstandings.+ Assign tasks such as summarizing the audio, creating mind maps, or

completing comprehension questions.

Example 3: Listen to the talk and answer the following questions“THE IMPACT OF CLIMATE CHANGE ON OUR PLANET”Host:

Welcome to today’s episode on climate change. Climate change is one of themost pressing issues facing our world today. It refers to significant changes inglobal temperatures and weather patterns over time. While climate change is anatural phenomenon, scientific evidence shows that human activities haveaccelerated its pace dramatically. Today, we’ll discuss the causes, effects, andpossible solutions to this global challenge.

Segment 1: Causes of Climate Change

One of the primary causes of climate change is the increase in greenhouse gases

in the atmosphere. These gases, such as carbon dioxide (CO2), methane (CH4),

and nitrous oxide (N2O), trap heat from the sun, creating a “greenhouse effect”

that leads to global warming. Human activities, particularly the burning of fossil

fuels like coal, oil, and natural gas for energy, are the largest sources of these

emissions. Deforestation also contributes significantly, as trees that absorb CO2

are cut down, releasing stored carbon into the atmosphere.

Segment 2: Effects of Climate Change

The effects of climate change are widespread and severe. Rising global

temperatures are causing more frequent and intense weather events such ashurricanes, droughts, and heat waves. The polar ice caps are melting at an

alarming rate, leading to rising sea levels that threaten coastal communities

worldwide. Additionally, ecosystems and wildlife are suffering; for instance,

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coral reefs are bleaching and dying due to warmer ocean temperatures. The

impacts on agriculture are also significant, with changing weather patterns

affecting crop yields and food security.

Segment 3: Solutions to Climate Change

Addressing climate change requires a multifaceted approach. Transitioning to

renewable energy sources such as solar, wind, and hydroelectric power is

crucial in reducing greenhouse gas emissions. Energy efficiency measures, like

improving insulation in buildings and using energy-efficient appliances, can also

make a big difference. Reforestation and afforestation projects help absorb CO2from the atmosphere. Moreover, international cooperation and policy

initiatives, such as the Paris Agreement, play a vital role in setting targets and

encouraging nations to work together to combat climate change.

In conclusion, while the challenge of climate change is immense, there are clearsteps we can take to mitigate its effects. It requires the collective effort ofindividuals, communities, governments, and organizations worldwide. Byunderstanding the causes, recognizing the effects, and implementing solutions,we can work towards a more sustainable future. Thank you for joining us today.Stay tuned for our next episode where we delve into renewable energytechnologies and their impact on our fight against climate change.

Aims: + To help students practice listening for key information

+ By the end of the lesson, students will be able to identify the causes,effects, and solutions related to climate change from the audio clip.

Listening comprehension Questions:

1. What are the primary causes of climate change mentioned in the audio?2. List at least three effects of climate change discussed.

3. What solutions are proposed to address climate change?

Steps:

+ Introduce the topic of the audio clip: climate change.

+ Activate Prior Knowledge: Ask students what they already know about

climate change. Write key points on the whiteboard.

+ Vocabulary Preview: Introduce and explain key terms from the transcript:

greenhouse gases, global warming, deforestation, reforestation, renewableenergy.

+ Predicting Content: Show the title of the audio clip and ask students to

predict what specific information might be discussed.

+ First Listening: General understanding

- Explain that the first listening is to get a general understanding of theaudio.

- Play the audio clip once.

Ask general questions: “What is the main topic?”, “Who is speaking?”,“What is their overall message?”.

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+ Second Listening: Specific Information. Hand out specific questions that

students need to focus on during the second listening.

- Students underline the key words: What, primary causes, climatechange, three effects, climate change, discussed, solutions, proposed,address, climate change.

- Note-taking Instructions: Teach students to use keywords, symbols,

and abbreviations while taking notes.

- Play the Audio Again: Play the audio clip a second time. Encourage

students to take detailed notes focusing on the questions provided.

- Pair Discussion: Have students compare their notes and answers with

a partner. This helps clarify any misunderstandings and ensure accuracy.

- Class Review: Go over the answers as a class. Discuss the correct

responses and provide additional explanations if needed. Write the keypoints on the whiteboard.

Question 1. Primary Causes of Climate Change: greenhouse gases, burning of

fossil fuels, and deforestation

Greenhouse gases: The increase in greenhouse gases like carbon dioxide

(CO2), methane (CH4), and nitrous oxide (N2O).

Burning of fossil fuels: Activities such as the burning of coal, oil, and natural

gas for energy.

Deforestation: The cutting down of trees which absorb CO2, thus releasing

stored carbon into the atmosphere.

Question 2. Effects of Climate Change: Frequent and intense weather events,

melting polar ice caps, impact on ecosystems and wildlife, and agriculturalimpacts

Frequent and intense weather events: Rising global temperatures causing

hurricanes, droughts, and heat waves.

Melting polar ice caps: Leading to rising sea levels that threaten coastal

Impact on ecosystems and wildlife: Coral reefs bleaching and dying due to

warmer ocean temperatures.

Agricultural impacts: Changing weather patterns affecting crop yields and

food security.

Question 3. Solutions to Climate Change: renewable energy sources, energy

efficiency measures, reforestation and afforestation projects, internationalcooperation and policy initiatives

Renewable energy sources: Transitioning to solar, wind, and hydroelectric

International cooperation and policy initiatives: Such as the Paris Agreement

to set targets and encourage nations to combat climate change together.

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2.3.2.4. Listening for specific information

Detailed information the students need to focus on includes names, dates,numbers, sequences, descriptions, or specific vocabulary. Listening for specificinformation is an essential skill for effective communication

There are some activities while teaching listening for key information asfollows:

+ Introduce key vocabulary and phrases that are likely to appear in theaudio.

+ Play the audio material once without any interruptions.+ Ask students to listen for the general idea and main points.

+ Briefly discuss the general content and main ideas with the class.

+ Distribute a worksheet or a set of questions that target specificinformation (e.g., names, dates, and numbers).

+ Play the audio again, instructing students to listen specifically for theanswers to the questions on their worksheet.

+ Encourage note-taking strategies, such as shorthand or symbols, toquickly jot down key information.

+ Review the answers as a class, discussing where the specific information

was found in the audio.

+ Provide the transcript of the audio (if available) and highlight thesections containing the answers.

+ Address any misunderstandings or missed information.

Example 4. Listening section in page 81-Tiếng Anh 11-Global success.VOCATIONAL COURSES

Lan: Good morning.

Receptionist: Good morning. Welcome to ABC Vocational School. How can I

help you?

Lan: I watched a TV programme about your school last week. I'd like to ask for

information about your courses.

Receptionist: Sure. What's your name, please?Lan: I'm Nguyen Thanh Lan

Receptionist: OK, Lan. We offer a wide range of courses including tour guide

training, hotel and restaurant management, and cooking. Are you interested in a

specific trade?

Lan: Yes, I'd like to know more about your cooking courses. How long does it

take to complete a cooking course?

Receptionist: Well, it depends. We have short cooking courses for all ages and

abilities. They are usually two to three months, and mainly for people who want

to learn about food preparation and have fun in the kitchen. We also haveprofessional cooking courses, which take two years to complete, for those whowant to train to be restaurant cooks.

Lan: Do you offer any apprenticeships?

Receptionist: Yes, once you join a course, you'll have the opportunity to work

as an apprentice in a real restaurant and learn from the best chefs.

Lan: That's amazing!

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