YÊU cầu cần đạt TRONG VIỆC dạy kỹ NĂNG NGHE CHƯƠNG TRÌNH TIẾNG ANH THPT NGHÈN hà TĨNH

YÊU CẦU CẦN ĐẠT TRONG VIỆC DẠY KỸ NĂNG NGHE CHƯƠNG TRÌNH
TIẾNG ANH THPT
Như chúng ta đã biết, nghe là một trong bốn kỹ năng quan trọng của việc dạy và học
ngoại ngữ. Trước đây, mục tiêu chủ yếu của việc dạy và học ngoại ngữ là đọc hiểu để phục vụ
nghiên cứu văn học, khoa học kỹ thuật... Ngày nay, nhằm phục vụ chính sách mở cửa, đổi mới,
hòa nhập với khu vực và thế giới, mục tiêu của việc dạy và học ngoại ngữ là giao tiếp. Vì vậy,
giáo viên phải dạy ngoại ngữ theo phương pháp giao tiếp bằng ngôn ngữ: listening – speaking.
Có lẽ hầu hết giáo viên dạy ngoại ngữ đều đồng ý rằng kỹ năng nghe hiểu là kỹ năng khó
nhất đối với cả người dạy và người học. Tại sao học nghe lại là việc khó khăn? Vì khi học nghe,
học sinh thường phải đối mặt với một số vấn đề sau:
Lời nói trong băng quá nhanh.
Giọng nói, ngữ âm và trọng âm trong băng quá lạ, khác xa với giọng nói thầy cô
mà các em nghe hằng ngày.
Bài nghe có quá nhiều từ mới.
Kiến thức nền các em có về các vấn đề được đề cập đến trong tapescripts không
đủ để các em nắm được nội dung toàn bài, dẫn đến khó khăn trong lựa chọn đáp án đúng.
-Các câu hỏi đưa ra cho học sinh trả lời dùng các paraphrases nên rất khó cho các em
theo dõi đoạn băng và tìm ra câu trả lời đúng.
Bên cạnh đó, việc dạy kỹ năng nghe đôi lúc còn chưa được coi trọng đúng mức vì một số
lý do như: cơ sở vật chất của một số trường chưa tốt, thiếu đài, băng đĩa hoặc băng đài chất
lượng kém, thieus ổ cắm ở các phòng học...; đề kiểm tra định kỳ, cuối kỳ, đề thi đại học, cao
đẳng không có kỹ năng nghe nên dẫn đến tình trạng học sinh coi nhẹ kỹ năng này.
Vậy làm thế nào để giúp các em cải thiện kỹ năng nghe, để một tiết học nghe trở nên thú
vị và hiệu quả hơn? Đó là điều mà rất nhiều giáo viên đang trăn trở.
Trong cuốn sách nhỏ này, chúng tôi đưa ra một số thủ thuật dạy kỹ năng nghe; kiểm tra
đánh giá kỹ năng nghe và hỗ trợ thiết kế bài kiểm tra nghe.
A.
Một số thủ thuật dạy kỹ năng nghe:
Nghe là một trong những kỹ năng cần thiết trong quá trình thực hiện giao tiếp. Giống như
kỹ năng đọc, nghe cũng là một kỹ năng tiếp thụ, nhưng nghe khó hơn đọc, vì ngôn bản tiếp thụ
qua nghe là lời nói. Khác với khi đọc chúng ta có thể đọc đi đọc lại nhiều lần,khi nghe chúng ta

thường chỉ được nghe có một vài lần. Do đó, khi dạy kỹ năng nghe, ngoài những thủ thuật
chung áp dụng cho kỹ năng tiếp thụ, GvV còn cần những thủ thuật đặc thù cho các hoạt động
luyện nghe của học sinh. Đẻ có một tiết dạy nghe có chất lượng, giáo viên có thể thực hiện các
thủ thuật cơ bản trong việc dạy nghe như sau:
I.
Hướng dẫn, xác định rõ cho học sinh thế nào là nghe hiểu:


Nghe là một kỹ năng ngôn ngữ liên quan đến nhiều kỹ năng phụ khác. Khi chúng ta dạy
cho các em nghe một ngoại ngữ, chúng ta phải hướng dẫn cho các em nghe theo nhiều cách
khác nhau. Một số kỹ năng phụ liên quan đến nghe là:
1.
Khả năng nhận biết, phân biệt các âm vị. Ví dụ, sự khác nhau giữa /n/ và /η/ trong
từ ‘thin’ và ‘thing’, /b/ và /p/ trong cặp từ ‘big’ và ‘pig’, /e/ và /æ/ trong /bed/ và /bad/...
2.
Nghe cũng liên quan đến việc lĩnh hội cấu trúc câu. Người nghe phải nhậ biết
được từ mà mình nghe thuộc từ loại nào, chức năng gì trong câu. Ví dụ, khi nghe câu “Would
you pick up the phone?” người nghe phải nhận ra rằng “pick” là động từ và “phone” là danh từ...
Ngoài ra người nghe phải nhận biết loại câu người nói đang diễn đạt là câu hỏi, câu cảm thán,
câu khẳng định ... thông qua ngữ điệu của lời nói...
3.
Một kỹ năng khác của nghe hiểu là suy ra những thông tin không được phát ngôn
trực tiếp. Ví dụ khi nghe câu: “Yesterday, after getting up and having breakfast, Peter went to
school” thì học sinh phải kuaanj ra rằng “Yesterday, Peter went to school in the morning”.
4.
Kỹ năng thứ tư của nghe hiểu là xác định từ khóa của ý, lời hoặc của cả đoạn
băng, từ đó người học có thể nắm bắt được nội dung chính của bài một cách chính xác hơn.
II.
Các biện pháp khắc phục khó khăn của các giờ dạy nghe:
1.

Giới thiệu chủ đề, ngữ cảnh, tình huống, nội dung có liên quan đến bài nghe: Khai
thác kiến thức nền của học sinh về nội dung cần nghe, gợi trí tò mò, tạo hứng thú về thông tin
trong bài nghe bằng các hoạt động warm-up quen thuộc.
2.
Giải thích một số từ và cấu trúc cần thiết.
3.
Thiết kế các hoạt động, bài tập phù hợp với nội dung bài nghe.
4.
Chuẩn bị đồ dùng dạy học trực quan sinh động hỗ trợ cho việc minh họa, làm rõ
ngữ cảnh, nội dung cần nghe.
5. Tiến hành nghe theo ba giai đoạn: trước, trong và sau khi nghe. Chia tiến trình nghe
thành từng bước:
- Nghe ý chính, trả lời câu hỏi gợi mở, so sánh dự đoán.
- Nghe chi tiết, hoàn thành bài tập.
- Nghe và kiểm tra đáp án.
Nếu học sinh nghe không rõ một số câu, từ, cấu trúc quan trọng thì GV nên tạm ngừng
băng, cho học sinh nghe lại.
5.
Đảm bảo chất lượng mẫu nghe, băng đài chuẩn.
III. Các giai đoạn của một bài dạy nghe:
Like any other skill lesson, a listening lesson always includes three sections: Pre –
listening, while – listening and post – listening.
+ In the ‘pre’ section, teachers raise interest about the topic, and prepare students for
what they are going to hear .


+ In the ‘while’ section, teachers should get students to think and engage with the
passage in an active way .
+ In the ‘post’ section, teachers should help students focus on the meaning of the passage.
1- Pre- listening

• There are some techniques to teach Pre-listening :
1.1. True /False prediction.
- Write 5 or 6 statements about the text students are going to listen
- Ask students to read the statements (not the text) and guess which is true and which is
false.
- Have students call out their predictions. The teacher does not say if they are right or
wrong.
- Then let them lisen to the text to check if their prediction are right or wrong.
- Let them listen again once, pause at wanted information and provide corrective
feedback.
Notes: Teachers can use other tasks of prediction such as; MCQ prediction, gap-fill
prediction or even open prediction
I.2. Open - prediction.
- Teacher doesn’t give the students any statements, only set the scene and ask the students
to predict some of the thing they think they will hear in the text. In this technique, teacher
should get students to work in pairs or groups so that they can use their general knowledge in
guessing sufficently. In this way, students have made their own listening guides
- Ask students to present or write their guesses on board, porter or by words.
- Let students listen and stick their correction predictions.
- Feed back to the whole class and ask them to carry on with the other listening tasks.
1.3. Pre- questions.
- Write a few questions on the board: One pre – question for each main point in the
listening text.
- Give students a few minutes to work in pairs/ individually to guess the answers. It
doesn’t matter if the student’s answers are not right.
- Get answers from the students.
- Ask them to listen and check.
- Let students compare their answer after listening, then students call out their answers.
- Have students listen again, pause at the wanted information and provide corrective
feedback.

1.4. Ordering pictures/ statements/ events.


- Prepare jumbled statements, events or pictures relating to the story that students are
going to listen.
- Ask students to work in groups/pairs to put the statements/ pictures in a possible order.
- Students call out their preditiond, teacher accepts different orders to create a
“disagreement”, so it give stutents a real reason for listening and find out who is right.
- Students listen and stick or correct their order.
1.5. More on predictions: In class, predictions can be good for communication.Some
examples of what predictions can be based upon include:
. Visuals.
. Knowledge of the author.
. A skim of the first paragraph.
. A set of key words from the text.
. Reading the end and predicting the beginning.
. Reading the middle and predicting the beginning and the end.
2. While- listening: The main purpose of this state is to get students to think and engage
with the passage in an active way . If they are engage with the listening they will benefit more
from it. Here are some practical activities to help students interact more with the listening:
2.1. Ordering pictures/ statements/ events. (the same steps as in pre - listening)
- Prepare jumbled statements or pictures relating to the story that students are going to
listen.
- Ask students to work in groups/pairs to put the statements/ pictures in a possible order.
- Students call out their preditiond, teacher accepts different orders to create a
“disagreement”, so it give stutents a real reason for listening and find out who is right.
- Students listen and stick or correct their order.
2.2.Jigsaw
- Divide the listening text into different parts and design some comprehension for each
part.

- Divide the students into small groups to discuss to answer the comprehension
questions.
- Form new groups with students having listened to different parts.
- Get students to share information to understand the whole text.
2.3. Listen and draw:
- Give students a map, or house plan or diagram or picture – any visuals that student can
draw on – draw a route, mark changes, or label parts.


- Students listen to the text and respond by drawing, filling in, labelling, numbering, ect.
- Let students exchange drawings and compare theirs with their partners’.
- Teacher let students listen again, give feedback by provide a correct visual.
2.4 Grids:
- Provide a table, which gets students to listen for the fact or details in the text. Some of
the information has already been filled in the table to guide thier listening.
- Let students listen and fill in the rest in note form (letters, numbers...).
- Ask students to exchanges their table and compare the answers.
- Let them listen again until they have agreements on theirs answers.
- Call on students fill in the table on the board.
- Feedback from the whole class.
2.5 Comprehension questions:
This is the most common “while – listening” technique.
- Give students a set of questions: True/ false statements, multiple choice, “Wh” or “Yes No” questions...
- Run through the questions, explain difficult words or phrases, help students to realize
cases of paraphrases used between the questions and the text.
- Have them listen and answer.
- Call on students to report their answers.
- Play the tape again and pause at wanted information, then provide corrective feedback.
Notes: Sometimes these comprehension questions have two parts, the first part helps
students focus on the main ideas of the listening. Multiple choice or True/ False statements are

often used for this. The second part forcus on the details: facts, figures, etc. “Wh” type questions
are often used for this.
2.6. Skim or scan.
*Skim: Write the statements that summarize ideas of the whole passage or paragraph,
and ask students to choose the best/most appropriate one. For example:
+ Write headings then ask students to match to paragraphs.
+Write several titles for a reading passage and ask students to choose the best one.
*Scan: . (This is similar to comprehension questions)
Write questions that focus on different details and ask the students to answer the
questions.
2.7. Prediction.
* Get the students to close their books.
- Read the story aloud to the class or let them listen to the tape,but stop at approriate
moments and ask the students questions what was said or what might happen next.


- Continue and see if they are right.This can be done as a game with groups of students
checking each other’s answer.
- Repeat the procedure 3-6 times.
3. Post- listening:
3.1. Roleplay:
In this technique, students dramatise the listening text, taking the role of the characters in
the story they have just heard. This is particularly good for students who haven’t studied the past
tense but have just heard a story in the past tense.
Have students call out characters in the story.
Divide students into groups (each group presents a character).
Get the groups of the same roles together, eliciting and then letting them practise
what they will say.
Cross – group to help students have chance to use what they have practised in role
- playing; or they can have chance to be one of other characters.

III.2 . Recall the story.
After listening, teacher can ask students retell the story in the listening text in their own
words.
Teacher should help them by doing a mini drill first, usually using the same
pictures or simplified statements that were used for “predicting” or “ordering” or “true/ false
statements” in the while – listening tasks.
Students practise speaking in pairs or groups.
Call on students to retell the story in front of the class.
The retelling with a picture can also be done as a chain story.
3.3. Write it up:
Teacher can have students write up the information that they have in their listening
instructions. They reconstruct the text in their own words using the notes in “grid” or drawings
in the “listen and draw” exercises as cues.
Students practise writing in groups, pairs or individually.
3.4. Further practice:
The teacher chooses a topic related to the listening topic, usually a topic personalised to
the students, and designs a prodution activity for the students to do. For example, after doing the
“grids” they will describe other classmates, or students can recount similar stories to the
listening text – things that have happened to them personally.


Trên đây là một số thủ thuật nghe hiểu để rèn luyện lỹ năng nghe cho học sinh. Để giúp
giáo viên hiểu rõ hơn về các thủ thuật và áp dụng một cách hiệu quả, trong cuốn sách này chúng
tôi xin giới thiệu một vài giáo án dạy nghe ở chương trình Tiếng Anh THPT.
Bài thứ nhất: Giáo án Tiếng Anh 10 cơ bản,
UNIT 1: A DAY IN THE LIFE OF......
LESSON: LISTENING
A. Objectives :
- To develop students’ listening skills.
- To help sts to know about a day in the life of a cyclo driver.

Lexical items :
- District, drop, passenger, pedal, purchase, food stall...
Language skills &focus :
- Listening & intergrated skills
- The simple present tense.
Teaching aids :
pictures, textbook, cassette player, tape...
B.
Procedure:
*. Warrmer:
Question - answer exchange to lead to the topic:
- Show students a pictures of a cyclo driver and elicit:
+What’s this?
->
It is a cyclo.
+Have you ever travelled by cyclo? When & Where?
+Is it interesting? Why?
+Who is this?
->He is a cyclo driver.
+Do you want to know a day in the life of a cyclo driver?
-> Lead – in: Today we’re listening about daily activities of Mr Lam – a cyclo driver.
I.

Pre-listening:
* Preteach vocabulary:
. district (n): quận, huyện
example
“Ky Anh, Cam Xuyen, Can loc are ... in Ha Tinh”
. passenger (n):
hành khách

visual
Look at them! Who are they?
. pedal (n,v)
đạp (xe đạp, xích lô...)
visual
Look at him! What is he doing?
. purchase (v)mua, sắm
synonym
What’s another word for “buy”?
. food stall (n)
tiệm ăn
visual
Look at the picture! What is this?
Teacher reads the word to model, students listens.
Get sts repeat the words in chorus & individually.
Checking vocabulary: Rub out and remember.
II. While listening:
1. Task 1: Picture ordering:
- Instructions:
+How many pictures are there in the textbook?


->There are six.
+What are they about?
>
They are about Mr Lam’s morning activities.
+Are they in the correct order? -> No, they aren’t.
Now, work in pairs to put the pictures in the correct orders.
- First ask sts to work in pairs to guess the correct order.
- Have students call out their guesses.

- Ask sts to listen to the tapescript twice without stopping.
- Ask if they have any correct answers.
- Let them listen again once or twice.
- Call on students to give their answers.
- Play the tape again, pause at wanted information and provide feedback.
a.3
b.5
c.4
d.6
e.1
f.2
2. Task 2: True/ false statements:
- Check how, run through the statements in the textbook.
- Ask students to guess if the statements are true (T) or false (F).
- Play the tape twice or three times without stopping.
- Ask if the students can decide true/ false.
- Play the tape again if necessary.
- Students call out their answers, correct the wrong information in false statements.
- Play the tape again, pause at wanted information and provide feedback.
1. F (He takes the old man from District 1 to District 5, not live in District 1)
2.T ( He gets up at 5.30)
3. F (He rides his cyclo from District 1 to District 5)
4. F ( His first passenger is an old man)
5. F (He has lunch at a food stall)
6. F(After lunch he takes a short rest)
III. Post listening:
- Ask sts to work in groups of 4 or 5 to retell his working day using pictures in task 1 and
statements in True/ false task.
- Call 2 students to retell in front of the class.
- Teacher evaluates their retelling, gives marks.

IV. Homework:
- Revise the structure of the simple past tense, make three sentences using
simple past tense.
- Prepare for writing lesson
Bài thứ hai: Giáo án Tiếng Anh 11 cơ bản, tiết PPCT 5, trang 17, 18 SGK
UNIT 1: FRIENDSHIP
LESSON: LISTENING
A. Objectives :
- To develop students’ listening skills.


- To help sts listen two stories of Lan’s and Long’s and do related tasks correctly.
Lexical items :
- Guitarist, residential area, sense of humour...
Language skills & focus :
- Listening & intergrated skills
- The simple past tense.
Teaching aids :
pictures, textbook, cassette player, tape...
B. Procedure:
* Warrmer:
Question - answer exchange to lead to the topic:
1. Who is your best friend?
2. How did you happen to meet him or her?
3. How long have you known each other?
4. What qualities do you admire in your best friend?
->Lead - in: Today we’re listening to Lan and Long talk about their best friends.
I.
Pre – listening:
* Pre-teach vocabulary:

- residential area (n):
khu tập thể, khu dân cư
translation
- guitarist
(n):
người chơi đàn ghi ta
explanation
a person who plays the guitar
- sense of humor (n. phr):
khiếu hài hước
translation
- happen to do something:
tình cờ làm việc gì
translation
- help (sb) out of difficulties:
giúp ai vượt qua khó khăn
translation
- have a lot of things in common:
có nhiều điểm chung
translation
* Checking vocabulary: Rub out and remember
II. While listening:
1. Task 1: True/ false statements:
1. Ha and Lan share an apartment in Nguyen Cong Tru Residential Area in Hanoi.
2. Lan think that Hai Phong people are unfriendly.
3. Lan spent two days in Do Son.
4. Ha took Lan to Do Son on her motorbike.
5. Ha introduced Lan to a number of her friends there.
6. Ha and Lan have become friends since Lan’s trip to Do Son.
- Check how, run through the statements in the textbook.

- Ask students to guess if the statements are true (T) or false (F).
- Play the first paragraph of the tape twice or three times without stopping.
- Ask if the students can decide true/ false.
- Play the tape again if necessary.
- Students call out their answers, correct the wrong information in false statements.
- Play the tape again, pause at wanted information and provide feedback.
1. F (They used to live there, not share an apartment there.)
2. F (It is said that Hai Phong people are cold)
3. T (I was going on a two-day trip.)
4. F (She rode on her motorbike to Do Son).
5. T (She happened to know a lot of people here, so she introduced me around).


6. F (They used to be friends a long time ago, but they’ve been best friends since then).
2. Task 2 : Listen and choose the best answer to complete the following sentences:
1. Minh and Long have been friends since ____ .
A. school
B. college
C. work
D. holiday
2. Long was a ____.
A. singer
B. guitarist
C. worker
D. football player
3. Long loves Minh’s ____.
A. loyalty
B. sympathy
C. enthusiasm
D. sense of humor

4. Minh and Long like to go to ____ .
A. places and movies
B. plays and movie
C. plays and football
D. zoo and cinema
- Deliver handouts, run through all the statements and check the meaning if necessary.
- Let sts listen twice or three times and do the task
- Check the answers and elicit the reasons.
Key :
1-B
2-A
3-D
4-B
- let sts listen again and stop at each answer for sts to check
3. Task 3 : Listen and complete the table:
- Stick a poster with the table on the board. Have Students copy the table.
- Ask students to listen again once or twice and do the task.
- Call on students to stand up to report their answers.
- Let sts listen again and pause at each answer for students to check.
- Provide corrective feedback:
How and where they met

What they like about their
friends

L
an

ong

- They used to live in the
same residential area in Hanoi.
- Lan went on a holiday
to Do Son and Ha went there to
meet her.
L
- They met in college.
- Minh played the guitar,
Long was a singer.
- They worked together.

- Ha is very friendly and
helpful.
- Ha is sociable. She’s got
many friends in Do Son.
- Minh has a sense of
humor.
- Minh likes to go to plays
and movies.
- Minh is a good listener.
- Minh is friendly and
helpful.

III.Post – Listening:
Work in pair, retell the class about how Ha became Lan’s best friend, Minh became Long’s
best friend.
IV. Homework:
- Learn by heart the vocabulary.
- Prepare the next lesson : Writing: Find out five adjectives describing characteristics and
five adjectives describing personalities.

Bài thứ ba: Giáo án Tiếng Anh 12 cơ bản, tiết PPCT 5, trang 16, 17 SGK
UNIT 1: HOMELIFE
LESSON 3: LISTENING
A. Objectives: By the end of the lesson sts will be able to listen and understand the
conversation between Paul and Andrea about their family life, and talk about household chores
and family life.
Knowledge:
a. General knowledge: Knowledge about family life.
b. Language: the present progressive tense, present perfect tense.
Skills: Sts develop the following skills:
- Listening: listening to pick up specific ideas, and listening to understand general
ideas.
- Speaking: discussing about the important of family in a person’s life.
Teaching aids: cassette, tape, a poster of table...
B.
Procedures:
* Warrmer:
Question - answer exchange to lead to the topic:
Show sts the picture in page 16.
? What can you see in the picture? (A family is having a big meal).
- Ask sts some more questions:
. Does your family usually have parties?
. When does your family have party?
. What do you feel after the party?
- > Lead – in: Today we are listening to two students talking about their family life.
I. Pre – listening:
* Preteach vocabulary:
. Flight (n) :

chuyến bay
explanation
a journey by air
. Reserve (v):
đặt trước
synonym
A verb means “book something”
. Coach (n):
xe chở khách đường dài
translation
. Spread out (v):
lan rộng, trải dài
explanation
. To cover a large area
. Leftover (n):
thức ăn thừa
explanation
The food that has been left at the end of the meal
. Rarely (adv):
hiếm khi, không thường xuyên translation
. Crowed (adj):
đông đúc
explanation
There are too many people in somewhere
II. While-listening
1.
Task 1: True/false statements:
Ask students to listen to the conversation and decide whether these statements are
true or false.
Have sts read the statements carefully.

Check their understanding.
Have sts listen twice.


Ask sts to work compare their answers with their partners.
Call on some sts to give their answers and ask them to explain for their choices.
Have sts listen once more to check their answers.
Give the key:
1.
False (I have booked a flight for tomorrow and I can’t wait).
2.
False (you don’t sound excited about it).
3.
False (180 kilometres).
4.
True (Paul: I’ve 3 brothers, Andrea: There are six of us-children).
5.
True (we end up going out to dinner a lot).
2.
Task 2: Listen and take notes.
Ask students to copy the table.
Ask students to listen again and note down two things that are different about
Paul’s and Andrea’s families.
Encourage sts to take note from what they’ve listened in task 1.
Have sts listen again.
Ask sts to compare with their friends.
Call on some sts to give their answers.
Check with the class.
Expected answers:
Paul

His family members are not very

1
1.

close.
2

2.

Andrea
His family is a close-knit family.

The family often eats the meal
the mother cooks at home.

The family often goes out to eat
when they get together.

III. Post-listening: Group-discussion
Ask sts to work in groups of five to discuss about this topic:
How to make a happy family life?
Move around to help sts.
Call on some sts to present
Elicit feedbacks from the class.
Give comments.
Suggestions:
+ Members in family should share household chores with each other.
+ We should hold some activities to make family more close-knit.
+ We should share and encourage each member in his/ her jobs….

IV.Homework:
Learn by heart the vocabulary.
Prepare for the next lesson: Write down four things that your parents want you to
do.