Some methods to improve the efficiency of teaching listening skill in grade 8 at ai thuong secondary school

Table of Contents
Contents

PART I - INTRODUCTION

Pages

1-2

I -The reasons for topic :

1

II - Research purpopes:

2

III -Research objects:

2

IV - Research methods:

2

PART II: PROBLEM SOLVING

3-15

I – Rationale

3

II- The reality of problem:

4

III- Solutions and implements:

6

1.Solutions

6

2.Implements

7

IV – The results achievements after application of
themes

15
PART III: CONCLUSIONS AND
RECOMMENDATIONS

I-

Conclusions.

II - Recommendations.

Other References.

17-18
17
17
19

1


PART I : INTRODUCTION
I.The reasons for topic:
Today the economy of the countries in the world is growing the politics of cultural
exchange, between the national society is increasingly expanding. To communicate
with the others, requiring different countries in the world have to know the proficient
use a common language apart from their mother tongue. In the popular language of
communication in the world, English is a common one which is considered to be the
most popular language.
For years, learning foreign language is increasingly popularized and this subject has
become a compulsory subject in all schools. Therefore, the requirements set out how to
achieve quality teaching hours and high efficiency. This requirement requires the
teachers to improve themselves not only on the qualification but also on teaching
methods and teaching techniques.
Comprehending and understanding a language is necessary when students are
learning a new language due to the fact that people always need to communicate and
interact with others in different moments or situations in their lives. This paper will
focus on listening, but always combined with grammar, as a way of helping learners to
understand the language system and to develop their ability by using it to communicate
successfully inside and outside the classroom. Communication skills comprise
receptive skills and productive skills. Listening and reading are receptive skills while

speaking and writing are productive skills. Receptive skills are these in which students
receive and process the information but do not need to produce a language to do this,
while productive skills require the production, for instance, a speech .
Listening, as we know, is the skill of understanding spoken language. Listening is
an essential skill, present in most of the activities we carry out throughout our lives. We
listen to a wide variety of things, for example; what someone says during a
conversation, face to face or on the telephone; announcements giving information, for
example, at an airport or railway station; the weather forecast on the radio; a play on
the radio; music; someone else’s conversation; a lecture; professional advice, for
example, at the doctor’s, in the bank; instructions, for example, on how to use a
photocopier or other machinery; directions; a taped dialogue in class.
In fact, to get good listening skill , the English language learners need to have a
process of regular exercise daily, weekly and monthly with the content and form of
different technologies. Teaching Listening and learning skills in English, though not
new, but it is a very difficult skill for both teachers and students at secondary school
level.That's the reason why the actual situation like this, I figure research ideas into this
subject partly in the hope of helping the English teachers and students gradually
overcome the difficulties to carry out implementation of teaching and learning in
English Listening carefully horizontal effective better help students learn English more
positively, more proactively in acquiring, perceiving knowledge of the lesson.
For these reasons above, as an English language teacher in Ai Thuong secondary
school and I always wonder how to help students reach English easily through four
basic skills: Listening - Speaking - Reading - Writing. However, Ai Thuong
secondary School students are mainly ethnic minorities , so many
2


children have the habit of using their national language - Muong in
class caused many dfficulties in the teaching process. They also find
listening skill the most difficult skill though some of them are very good

in the application of grammar exercises. They are interested in learning English in
Grade 6, 7, but over time they feel afraid, decreased interest, learn and lead his people
to the quality department increasingly decline in the grade on, especially because of
their listening skill in grade 8. Through practical research and teaching to remedy this
situation, I boldly launched an innovative experience “Some methods to improve the
efficiency of teaching listening skill in grade 8 at Ai Thuong secondary school.”
II. Research purpopes:
My purpose in writing this innovative was to find out what the most common and
effective methods in developing listening skill and improve the quality of teaching
English at Ai Thuong secondary school, help students understand the importance of
listening skill in learning English. Beside that I can cultivate myself the professional
capacity in teaching, improve the teaching methods appropriate for each positive post,
each subject students to improve the quality of teaching and learning English at Ai
Thuong secondary school.
III. Research objects:
Innovative experience focused on teaching methods to improve the efficiency of
listening hours and improve the quality of English 8 at Ai Thuong secondary school .
IV. Research methods:
In the process of implementing innovative I have used the following research
methods:
- Research methods build the theoretical basis through of the search documents on
teaching listening skills.
- Survey method, comparative. analysis and synthesis
- Research method the tables

3


PART II: PROBLEM SOLVING
I. Rationale:

During the process the teaching, the application of teaching methods to guide
students perceive knowledge as quickly as possible, the best use of knowledge that is
both a big issue for the cultural subjects in general and English subject particularly. The
use of some tricks in the organization of English teaching activities is both a success to
help students develop positive perceptions of students in learning and eloquence, helps
students focus mentality to grasp the knowledge and help students use English in a
foreign language environment with real situations and vivid.
I remembered someone said that : “The most basic of all human needs is the need
to understand and be understood. The best way to understand people is to listen to
them.”
There is no doub that Listening skill is the skill that learners must towards the
first .Listening is the most often used skill of communication and good listening is an
integrated part of the communication process
Through the above situation and causes I saw: as a teacher to teach subjects in these
two classes, I need to give them the pleasure of learning passion and love in English in
order to improve school quality and the quality of subject.
To improve the quality of subject we should improve the quality of teaching hours
which content of listening because listening is one of the important skills to help them
acquire knowledge.
Like reading skill, listening skill as well as a receptor, but listening often harder to
read because the receptive language through listening to the words, there are other
characteristics with the written text.
In grade 8 listening activities are used widely-are important means to introduce
target language or new contents, listening skills are trained and developed through
different listening exercises: listening for the main idea, listening out details or
listening guess means, guess through contextual comprehension exercises .Listen is
relevant to the topic, on the one hand aims to strengthen structure, vocabulary, on the
other hand in order to help the children initially train listening comprehension skills to
obtain information for the purpose of service of daily life.
There are many listening activities in daily living like: listen to the radio, watch

television, but carried out other work at the same time (which is listening not
focused) .The focused listening activities are activities listening intentionally. the
listener focuses on the important points, necessary for its deliberate .The listener
knows what he wants to listen .This helps the listener's attention towards your content
into the right to know, so it is necessary to grasp problems with more effective
learning . In the learning language environment, activities listening are mainly
concentrated listening and to develop kinds of different listening skills . there are some
kinds of main listening: listening the gist, listening for instructions necessary
information, listening to confirm earlier conjectures, listening to accomplish the tasks
set forth communication, listening the details ....
Listening is generally defined as a conscious, cognitive effort involving primarily
the sense of hearing and leading to interpretation and understanding. We listen with our
4


senses to understand the communication being uttered. Our goal is to understand what
is being uttered. We want to understand the words and sentences and through this
understanding retrieve the intent the speaker had while he or she communicated. In
other words, we try to identify speaker’s views and analyze his or her views to work
out a coherent picture of the communication we face. It is a difficult process, in which
what is heard is weighed, analyzed, sorted, related, classified, evaluated as well as
judged. Moreover, English Listening skill is the ability to use language knowledge and
listening comprehension purposes conversations daily communication in English
II. The reality of problem:
Ai Thuong Secondary School is a school which belongs to Ba Thuoc district ,with
8 classes and the employees staff is 21 which includes 16 secondary teachers and two
teacher of English. Although our school is facing a lot of difficulties but the school
always strives the movement of good teaching - good learning , the movement for
improving the quality of education, the facilities for teaching, learning are more be
applied fully.

But besides that there are still some limitations:
As a secondary school belongs to a mountainous district, spirit is weak, many
traditions are backward, less exchange exposure. Thus the majority of parents of
students less interested in the education of children mainly mercy only for school
education and some also have a Vietnamese perspective is also not all learn how to
learn English. Some want attention, but the level is still inadequate, unreasonable
method. So there are many lazy students .
* Toward the teachers:
- Still some teachers have difficulty in performing tasks , vocational-technical , it is still
difficult in the selection of technical vocational training to suit each lesson content , to
suit each pupils and each stage of the listening lesson .
- A few teachers untapped or not fully utilized proficient use of teaching aids , lesson
listen to serve in English .
*Toward Students:
- Motor learning , practice English listening skills of students is limited .
- Many students have few opportunities to hear English , they have very little chance of
access to the mass media modern , advanced to the last bared that can understand
English .
- Some students in school longer afraid, yet strong in listening and speaking in English,
they are also afraid of making mistakes in the process listening English .
- Train new skills and technology was difficult for students, especially for students 6
grades .
- Students at Ai Thuong secondary school are mostly ethnic students. So, using a new
language they still influence national language system especially pronunciation.
Furthermore lazy students, dropouts, leaving still more popular.
*Means and teaching aids :
- Teaching aids for teaching serves Listening skills are very much lacking , not many
illustrations , and English recordings .
5

Number

%

Number

%

Number

%

Number

%

Number

2013
8A
8B
2014
Total

Amounts

Class

The school

School year

- Tape recording quality is not good , the voice is not clear , much noise
*Investigators specifically:
- I have taught English in secondary school more than 10 years since 2005. I myself
have been assigned to teach English across the school grades 6,7,8 and 9.With the
knowledge , experience in these years. Although I have had valuable experience in the
process on the teaching all grades for many students, I have also difficulty in finding
the most suitable way to teach the students effectively, especially in listening skill. I
really found it very important to change my approach so I confidently did it. At the
school year 2015-2016, I was assigned to direct professional teaching English of grade
8 at Ai Thuong secondary school. Through investigation, I realized that most uncertain
vocabulary, English vocabulary was not large, English Listening skills are limited,
failing to meet the requirements and objectives set out for education in general subjects
and listening skill in particular.
Here are the survey results quality listening skill of students of grade 8 at Ai Thuong
secondary school - school year 2013-2014:
Table 1.
Excellent
good
Medium
Weak
poor
%

21

0

0

4

19,0

11

52,4

5

23,8

1

4,8

21

0

0

3

14,3

11

52,4

5

23,8

2

9,5

42

0

0

7

16,7

22

52,4

10

23,8

3

7,1

Besides, I also tested the students’ interest before applying some of my methods and
techniques in teaching English listening at my school.
Table 2: Check the students’ interest. (At the beginning of the school year.)
Interested

Normal

Less
interested

8A

21

0

0

4

19,0

9

42,9

6

8B

21

0

0

3

14,3

10 47,6

6

42

0

0

7

16,7

19 45,2

12

%
28,
6
28,
6
28,
6

Not
interested

Number

Number

%

%

Number
s

%

Total

Number
s

Number

Amounts

Class

School year

2013
2014

Very
interested

%

2

9,5

2

9,5

4

9,5
6


Starting from the above reality I strongly improved, gradually additional the new

teaching method applied to the English periods in general, in two years to see the
results markedly.
III. Solutions and implements:
1. The solutions:
To attract the attention of students and improve the efficiency of listening hours,I
conducted the following solutions:
* The equipment needed for the course :
1 . Transceivers cassettes .
2 . Recorders readings and listening textbook .
3 . Pictorial content and textbook lessons
4 . Computers, Computer speaker .
5 . The illustrations , equipment
* The Ten principles of listening:
1. Stop Talking
2. Prepare Yourself to Listen
3. Put the Speaker at Ease
4. Remove Distractions
5. Empathetic
6. Be Patient
7. Avoid Personal Prejudice
8. Listen to the Tone
9. Listen for Ideas – Not Just Words
10. Wait and Watch for Non-Verbal Communication
* Procedures of a general listening:
In fact, listening is still a difficult skill for students. To overcome these difficulties
while listening, I often use the following measures:
- Introduce topics which involve listening, explain new words, concepts will listen .
- Give questions to help students predict the content will listen.
-Introduce new words or revision, consolidate the vocabulary needed for all to listen.
- Give out guiding questions to listen.

- Divide the process of listening step by step: the first time: listening the main, answers
to questions. The second one:listening more details ..
- If the long listening lesson we divide into short-term for the student to listening, there
are various specific requirements.
As usual the structure of the listening lesson is usually composed of three main parts:
Pre-listening
While -listening
Post-listening
Because the listening lessons are difficult, the teacher should require to apply
correctly and fully the steps of a listening lesson.In each stage must choose appropriate,
7


always changing methods, teaching tips to attract students, they will be excited, will
increase efficiency of the listening lesson.
Here I would like to present some of the methods, tricks I normally applied in the
teaching in general and especially in the listening lessons.
2. Implements:
The first work when the teacher entered the class-opening a school is the general
pedagogic purposes to stabilize class, psychological preparation, knowledge of subjects
.With foreign language operate on school has a very important meaning, it is as a part
of the lesson that without it ,the next step is not or difficult to carry out these activities .
Particularly, situations created role, poses with the purpose of teaching activities -this is
a necessary condition to have effective lessons. That is:
Prepare plans for an English Listening Lesson .
A-REVISION-WARM UP:
to focus their attention create excitement by some short game (bingo, pelmanism,
brainstorming ,guessing game, Kim’s game, chain game,crossword puzzle
Ex :
* Brainstorming:Unit 1-lesson 2: ask students to think of the adjectives used to

describe body build and hair
tall

straight
slim

Body build

thin

Hair

Fat
long
*Bingo: Unit 3 Lesson 5:
- Ask Ss to write down on their notebooks 5 things they can eat.
- Prepare a list of food. Then call out each word in aloud voice.
- Ss listen ti the teacher carefully.If anyone has the same things ,they cross them
out.The first person crossing out all 5 things shouts “Bingo” and win the game.
Suggessted list of food: chicken, beef ,cake, candy, garlic , noodles, rice, ham, peas,...
*Guessing :Guess from context:What actions? (Unit 9-Lesson 3)
- Ask Ss to look at the picture on page 82 and write out all the verbs describing the
actions of the people in it.
- Tell Ss the group having the most right verbs is winner.
- Answer key: drive, wheel, move, push, weigh, wait,lie, stand, lean...
*Crossword puzzle: Unit 14-Lesson 3
-Put the chart on the board
L O S E
C L U E
8

-Ask Ss to draw the crossword in their note books .
-Ask Ss to listen and fill in the crossword.
1 .Unable to find sth/so.
2.Something that help you find out an answer to a question.
3.A very thick forest .
4.To make a sugegstion.
Collect Ss’answers and give them good points if they are right .
There are many other activities, but every activity I always guide clearly,
definitely, in particular. I often encourage them, put an exact repair. These activities
have helped them a lot in the next receptive listening easily.
In sum: you can apply various techniques, many methods in the REVISION / WARM
UP is really effective, and perform many different tasks to create attention of students,
class stability and control Oldest investigation and help students psychological
preparation for their lesson.
B. Pre - Listening:
- This is the first stage of orientation to help students think about the subject or
situation or content before students to listen .
- Teachers should create confidence for the students when they prepare to lead by
listening , suggestive hearing about the topic , ask students to observe the pictures, read
from passages and guess what they will hear about preparation what subject , who is
about to talk to someone , somewhere , about something ...
- Teachers can ask students to work in teams , guess preliminary hearing about
upcoming content through pictorial or listening situations . Maybe they say exactly
what they are going to hear but the problem is that you can create for students the
excitement and confidence before listening .
- Teachers help them to anticipate the difficulties that students may encounter in
pronunciation or new structures , new knowledge ...
- Finally teachers make it clear to students that they will be heard many times , and

guidance requirements, specific tasks for the students to listen (Choose the right /
wrong answer .. ) .
B1-Pre-teaching: vocabulary
The purpose of this section is to introduce students to some new words will be heard
or related to the listening text. These words will help them to be somewhat shaped
portion of the listening. I also use these tips to teach the vocabularies, such as:
*visuals:(tranh , ảnh...) Ex :
- eye chart (n): bảng đo thị lực
- stretcher(n): cái cáng
*Synonym/antonym:
- satisfactory (adj)>- participate(v)= take part in (v)
Besides that There are also many other tips:realia, situation,
explaination,example ,mime...
To continue to make the appeal for listening , we need to create the context, creat
reasons, need to listen.
B2: Set the scene :
9


One of the skills they need to listen is the ability to predict what is about to listen.
So when the students listen we should anticipate that students will listen in a certain
context. We can conduct this activity in several ways like using a surrounding, practical
use, mainly given the situation with the help of visual aids...We can use these questions
to create curiosity of students, to sweeten the purpose of listening - create requirements
and the listening task .
Ex: Unit 2 –Lesson 5
Ask Ss to look at the form of the telephone message on page 21 and set the scene
“A woman phoned the principle of Kingston junior high school, but he was out”.
Have students guess the message.

B3:Predictions :
* Unit 3-Lesson 5 : Get Ss to look at page 30 and guess 4 things they use to cook the
“Special Chinese Fried Rice”.
-Feedback
* Guess the missing words: Ask Ss to guessthe words to g¸p in the song (page 56)
Ask them to share with their partners .
Give feedback
*Brainstorm : Unit 12- Lesson 3
cloudy
cool
Words related to the
weather
forecast
warm
hot
Possible answer : dry, fine,humid ,rainy ,snowy, sunny, wet ,windy, stormy, degree,...
The purpose of this section is to attract the attention of students on the main idea of
the lesson – the main idea to listen. In Pre - listening section , they only predict not
require completely accurate. This has helped them to be more confident in learning, not
fear of making mistakes and it has helped him or her want to listen to all things to see if
my predictions are correct.
Next, apply one of 3 techniques to the Pre – listening stage .
Ordering Statements/Pictures: Typically for listening content as a story or about a
process. Use an extra- board or the projector to introduce students to a number (5-7)
sentence or a picture about the content of listening, ask them to rearrange the order as
their predicts for the content or story that process.
True/False Statements Predictions: Use this technique for the listening is one passage,
1 text or a conversation. Also use an extra- board or the projector to give a few
sentences , ask students to predict right and wrong based on prior knowledge..
Open Predictions: used for short excerpts listed or describe. Can be used sentences

filled with gaps (gap) is the data or the nature and characteristics ... It is possible that
the tables with columns of data, missing information. Ask students to predict the data
and information. We can use Networks / Brainstorm instead.
10


Besides we can use tricks Pre - Questions by giving some suggested questions on
the subject which students are going to listen to the students to think and predict on the
content or ask students to put a number of questions that the listening will answer.
B. While - Listening:
This is an important step which requires students to understand the main contents
of the article through conducting some basic exercises. In this stage students have the
opportunity to practice more.
When students conducted exercises in the Pre- listening, the teacher asks students
to read exercises to test their prediction is true or false, redundant or shortage thereby
to correct . From that students understand the main content of the listening (Checking).
The next the students need to do more exercises to deepen knowledge, for example:
Gap-Filling; Comprehension questions; Multiple Choice; Identifying specific
information; True / False questions; Listening and numbering pictures; Completing a
dialogue
By completing the exercises, students have to understand clearly the details of the
listening text, the next step will help them develop thinking and reproduce the listening
content.
The advantage of teaching listening skill follow the three steps is to help students
achieve the learning outcomes in a comprehensive manner and in a logical order:
Depart from: know - understand - apply - analysis - synthesis - evaluation .
Unit 7-Lesson 3
Listening task 1:
- Let Ss listen to the tape twice and give the answers then give feedback
- Answers: a .The new comer

b.Town Ground
c. English speaking contest
d .Culture House
Listening task 2:
-Ask Ss to read the statements in the exercise 2 page 66.
-Get students to guess which is true ,which is false and which has no information .
-Ask them to share their ideas with their friends.
-Give feedback.
-Let Ss listen to the conversation again and tick in the corect boxes:T/F/No information
Answer key:
Statements
True False
No
Infor-mation

a.Na doesn’t know the neighborhood very well

b.Na doesn’t like movies.

c.Na will go to the photo exhibition.
d. Na won’t go to theEnglish Speaking Contest.
e.Na will go to the soccer match with Nam .
f. Nam is a soccer fan.




11

Comprehension questions:
- Ask Ss some questions to check their understand of the conversation.
1. Does Na like movies? (Yes)
2. Why don’t she go to see the film “ The New comer” (because she has see it before)
3. Why won’t Na go to the photo exhibition ? (because it doesn’t open during at the
weekend )
4. Who will Na go to the soccer match with? (Nam, Ba and Minh)
5. What time does the match start?(at 4p.m)
Let Ss listen again .
The activities during this stage is very diverse and plentiful requires me to combine
the rational for each post, constantly changing to avoid boredom, sadness.Beside that I
need to express the fun, avoid stress for the children during listening. The most
important thing during this stage is to ensure the sample sounded like tapes should be
clear, well-known ensure the quality of .However now in grade 8 tapes as well as other
classes tapes poor quality sounded even less that I often read to your child with average
speeds to ensure intonation as in the tape to avoid affecting the content, semantics of
all.
C. Post - Listening:
This is the final stage of the process of teaching English listening skills . During
this period students have more opportunities to practice after listening , they can apply
the knowledge , language skills have been trained stage set " while - Listening " on the
actual communicative situations , students have to add several types more exercises to
consolidate their knowledge and expand their thinking abilities.
Gap - Filling: Use the words in the article to fill in the blanks.
Survey: ask and answer about problems in the listening text, in the classroom or outside
the real life.
Trasformation Writing: Base on the information in the article to write a similar issue.
Recall / retell: Say or tell the content of the listening text again
With any types of exercises, in any steps , after giving out, teachers have to
conduct the following rules:

- Set the scene: Give the situation of the listening text.
- Give time for students to do ': Give students time (1-10 minutes) to do homework.
- Collect information from students / Get feed back from Students./: get information
from students.
- Check and correct: Check and correct information.
In the process of conducting the exercises, we can include into the game as: Lucky
Number, Simon Say, Guessing Game, Introductions, Right-Left, Information ... to
increase the excitement of the activities and attract students’ interest after learning to
listen.
* Applying methods for teaching listening skill on a particular lesson :

12


Date of planning: 25h November , 2015
Unit 7: My neighborhood
Period No 41: Listen
A. Aim:
By the end of the lesson, studentd will be able to know what Na is going to
do on the weekend by listening.
B. Language focus:
1. Vocab:
+ Culture house (n) : nhà văn hóa
+ The Newcomer (n) : người mới đến
+ Town Ground (n) : sân vận động thành phố
+ Millenium Cinema (n) : rạp chiếu phim thiên niên kỷ
2. Grammar : review
3. Skill : Listening skill
C. Teaching aids: Textbook, cassettes
D. Proceduce:

Stage
Steps/ activities
Work
arrangement
*Brainstorming and guesing:
Warm up - Ask students to look at 4 advertisements of “ what’s on this Whole class
3-5’
week?” and get students to guess what is in the blanks
drama /play
dancing
picture exhibition
Activiti
es

PreListening
7-10’

music
English speaking club/ contest
1. Pre-teach:
+ Culture house (n) : nhà văn hóa
+ The Newcomer (n) :người mới đến
+ Town Ground (n) : sân vận động thành phố
+ Millenium Cinema (n) : rạp chiếu phim thiên niên kỷ
2. Checking vocabulary: What and where

*- Set the scene: “ Na is new in the neighborhood. She is
talking to Nam about what she’s going to do on weeken”
T: explain the content fo the tapescrip. Let ss read the
advertising board and guess to fill in the blanks of it

T: call some ss to give their guessing out
T: explain some new words in this adverticement
While- 1. Listening task 1:
Listening - Let Ss listen to the tape twice and give the answers
17-20’
- Give feedback
- Answers: a .The new comer
b.Town Ground
c. English speaking contest

Whole class

Whole class

Individual
Work

13


d .Culture House
2. Listening task 2:
-Ask Ss to read the statements in the exercise 2 page 66.
-Get students to guess which is true ,which is false and
which has no information .
-Ask them to share their ideas with their friends.
-Give feedback.
-Let Ss listen to the conversation again and tick in the corect
boxes:T/F/No information
Answer key:

Statements
a.Na doesn’t know the
neighborhood very well
b.Na doesn’t like movies.
c.Na will go to the photo
exhibition.
d. Na won’t go to theEnglish
Speaking Contest.
e.Na will go to the soccer
match with Nam .
f. Nam is a soccer fan.

True

False

Individual
Work

Pair work

No
Information








3. Comprehension questions:
- Ask Ss some questions to check their understand of the
conversation.
1. Does Na like movies? (Yes)
Whole class
1. Why don’t she go to see the film “ The New comer”
(because she has see it before)
2. Why won’t Na go to the photo exhibition ? (because it
3. doesn’t open during at the weekend )
4. Who will Na go to the soccer match with? (Nam, Ba and
Minh)
5. What time does the match start?(at 4p.m)
Whole class
Let Ss listen again .
Post-Ask Ss to work in groups to talk to their friends about what
Listening Na is going to do this weekend.
10’
Ex: “ Na looks at the advertisements to decide what to do
and where to go this weekend. She lives movies but she -Group Work
won’t see the film at Millennium Cinema because she has
seen it before. She won’t go to the photo exhibition
because it doesn’t open at weekends. She can’t go to the
English Speaking contest either because it is on Thursday.
14


Finally, she decided to go to the soccer match with Nam
because she thinks it must be fun to watch a real match at the
stadium and she wants to visit the Town Ground too.

- Ask the volunteer from each group to tell the whole class
about Na.
-Give other situation and ask ss to make similar dialogue.
Consolid - Repeat the content of the lesson.
ation:(3’) Grammar and structures.
-whole class
Homework:
- Learn by heart new words.
- Ask students to write a short passage about what Na is
going to do.
- Prepare new lesson. Read- Language focus 5.

15


%

No

%

No

No

%

No

%

No

2014
8A
8B
2015
Total

Amounts

Class

School
year

IV. The results achievements after application of themes:
The experience applying the innovative experience “Some methods to improve
the efficiency of teaching listening skill in grade 8 at Ai Thuong secondary school.” In
the process of teaching English to students in grade 8 that I undertake. Myself have
been very delighted, excited for rapid obtained very positive results. Firstly, the
experience of teaching English Listening skills are very consistent with the textbook
program innovation. interested student learning rather, they are active and active
learning, creative capital to expand the knowledge of myself, and also very versatile in
performing tasks, acquire knowledge and develop skills in Listening Comprehension
English courses. learning atmosphere in the classroom as more exciting, they learn
English more zealous and active. some students boldly assert ourselves before you in
class, no longer embarrassing situation, worried entering English classes , especially
classes Play English skills. This is also an important factor, positive, contributing to
improve the quality and enhance and effectiveness of English teaching, and help

students become more confident, pass the test given in English the first semester of the
school year, 2014 - 2015, 2015 - 2016 as follows :
Table 3:
The school year 2014-2015:
Excellent
Good
Medium
Weak
poor
%

32

1

3,1

6

18,7

14

43,8

8

25

3

9,4

32

1

3,1

6

18,7

15

46,9

7

21,9

3

9,4

64

2

3,1

12

18,8

29

45,3

15

23,4

6

9,4

Table 4:

10

6

30

9

45

3

15

0

0

8B

20

2

10

5

25

10

50

3

15

0

0

40

4

10

11

27,5

19

47,

6

15

0

0

%

No

2

%

No

20

%

No

8A

%

No

No

Poor

Amounts

Total

Weak

Class

School
year

2015
2016

The school year 2015-2016:
Excellent Good
Medium

%

5
Compared with the results of the first semester from the school year 2013 to 2015 we
can see the percentage of students scoring excellent, good, average rate increases still
weak and least, fell less sharply.
16


After applying to this topic successfully myself, I have achieved some significant
results and valuable experience for myself:
- Teachers must always create language environment in school and must use
English as the main language for communication. Depending on the grade, students
and teachers can use English sentences in short, simple, easy ways for the students to
understand and remember remarkably.
- Teachers should encourage students to use their knowledge to use in
communication.
- Teachers should integrate activities in English listening mode of "just playing learning".
- Ask students to listen to English programs on the radio or listen to English songs at
home.
By creating such a foreign language environment, the students can practice
listening skill through speaking skill.
- Create the teaching materials appropriate to the content of the listening.

- Teachers need to choose, use flexible combination of methods and techniques to
teach listening in the teaching process. in the period after the listening exercise, beyond
textbook assignments, teachers should provide the students with appropriate training
realistic.
To implement an effective lesson, teacher in my view to note the following issues:
- Context must be clearly introduced.
- We should strengthen the use of teaching aids.
- For some listening texts have more complex content, the teacher tried to apply
good 3 steps to facilitate comprehension promote listening comprehension and
language use by students.
- The skills required to coordinate flexible in the process of teaching listening skill.
Table 5: Check the students’ interest at school year 2014-2015:

%

%

No

No

%

No

Not
interested

No

Less
interested

No

Interested

Amount
s

Class

School

2014 8A
2015 8B
Total

Very
interested

%

32

3

9,4

9

28,1

14

43,8

6

18,7

0

0

32

3

9,4

8

25

14

43,8

7

21,8

0

0

64

6

9,4

17

26,5

28

43,8

13

20,3

0

0

Normal

%

Table 6: The students’ interest at school year 2015-2016:

15
15

6
5

30
25

8
9

40
45

Not
interested

%

No

3
3

%

Less
interested

No

20
20

%

Normal

No

%

No

Interested

No

8A
8B

Amount
s

Class

School
year

2015
-2016

Very
interested

3
3

15
15

0
0

%
0
0

17


Total

40

6

15

11

27,5

17 42,5

6

15

0

0

18


PART III - CONCLUSIONS AND RECOMMENDATIONS :
I. Conclusions:
According to the results obtained, we can notice that listening competence is a skill
that need to be developed consciously. It can best be developed with practice in
classroom through activities, which promote interaction between students. This study
has tried to show that it is easier to obtain students ‘participation and motivation when
the suggested materials are entertaining, original and surprising. The key is to motivate
and change their negative attitude towards English giving students a chance to listen

about interesting topics, which can result easy for them and for their level. How can
teachers get that?
First of all, teachers should use the English language from Primary Education so, if
pupils are accustomed to this language since an early age, it will be easier to
communicate and understand English better and their fears will disappear.
Day by day school life is when students really learn the mentioned skills
previously. Sometimes, it is only when a child spontaneously uses vocabulary or
expresses his own opinion related to a previous listening carried out in the classroom.
An idea would be giving pupils opportunities to use their listening skill in real life
situations, giving them the sense of what they are learning in situations that they do not
have in the classroom. For example, doing more activities outside school, participating
in events or inviting people from an English speaking country as a way of
comprehending its practical use. Another way would be using new technologies, which
are very useful and motivate the students because they consider them something
different and funny.
It is desirable to say that teachers must support students in their education and
encourage them to use English, and at the same time, teachers need to be in constant
contact with new techniques and materials in this changeable teaching world.
Finally, teaching listening skill can be very different depending on the methodology
followed by each teacher but what it is really important is to develop during the English
lessons to get students learn the second language entirely. Due to this, some
suggestions have been offered, which can be put into practice during the lesson in order
to motivate students to participate in class and to do interaction activities to develop
listening skill. These activities allow students to feel more comfortable and sure when
they have to hold a conversation in English and they make the skills more effective in
order to get a perfect acquisition of the second language, covering all the skills:
listening, speaking, reading and writing.
II. Recommendations:
1. To the leaders:
- It is necessary to create conditions for teachers to have the opportunity to learn and

exchange experiences with colleagues, with the foreign experts through seminars on
teaching and learning in English .
- To equip radio cassette tape, functional visual classrooms to service for the teaching
of English listening skill .
2. To the professional group:
19


- organize classes which are related to the way to teach listening skill effectively. From
that teachers have more chance to share and learn the experience from other teachers
in teaching listening.
Through the practical teaching, learning from my friends and colleagues, based
on my own experience but could not make mistakes, I look forward to additional
scientific council comment on my experience initiative which is more completed and
widely applied in Ba Thuoc area to improve the quality of English in general and
listening skill in particular.
Finally I would like to thank the school administrators, teachers training staff in
professional groups have facilitated for me to complete my experience initiative
Thank you very much for reading !
Ai Thuong , March 16th, 2016.
Principal Confirm

Nguyễn Thị Lưu

I assure that this is my innovative
experience. I do not copy other people's content .
Written by
Tran To Uyen

20

OTHER REFERENCES
1. Book of teachers, textbooks 6,7,8,9 English class of the Ministry of Education.
2. Books teaching methods in English "English language Teachimg Methodology" of
the Ministry of Education in 2003.
3. The Book of General Education Studies - Hanoi Publishing House, 1995.
4. Books Student Assessment in Education of the Ministry of Education.
5. Books "Some problems of innovation of teaching methods of English secondary
school level by the Ministry of Education and Training" .

21