Some methods to improve the efficiency of teaching listening skill in grade 8 at nguyen van troi secondary school

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING

HOANG HOA COMMITEE DIVISION OF EDUCATION AND
TRAINING

INNOVATIVE EXPERIENCE

SOME METHODS TO IMPROVE THE EFFICIENCY OF
TEACHING LISTENING SKILL IN GRADE 8
AT NGUYEN VAN TROI SECONDARY SCHOOL

Implementer: Nguyen Thi Lan
Position: Teacher
Working unit: Nguyen Van Troi secondary school
Innovative experience belongs to the subject: English

THANH HOA, NAM 2019


Table of Contents
Contents

Pages

1 - THE OPENING

1-2

1.1 -The reasons for topic :

1

1.2 - Research purpopes:

2

1.3 -Research objects:

2

1.4 - Research methods:

2

2 - THE CONTENT OF THE INNOVATIVE

2-15

EXPERIENCE
2.1 – Rationale

2

2.2- The reality of problem:

3

2.3- Solutions and implements:

6

1.Solutions

6

2.Implements

7

2.4 – The results achievements after application of

14

themes

15

3 - CONCLUSIONS AND

15-18

RECOMMENDATIONS
3.1 - Conclusions.

15
16-17

3.2 - Recommendations.
18
Reference material

1. THE OPENING
1.1 .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 Dong Luong
secondary school and I always wonder how to help students reach English easily
1


through four basic skills: Listening - Speaking - Reading - Writing. However,
They 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 Nguyen Van Troi secondary school.”
1.2. Research purpopes:

My purpose in writing this initiative experience was to find out what the
most common and effective methods in developing listening skill and improve
the quality of teaching English at Nguyen Van Troi 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 appropriately for each positive post, each subject students to
improve the quality of teaching and learning English at Nguyen Van Troi
secondary school.
1.3. Research objects:
Initiative experience focused on teaching methods to improve the
efficiency of listening hours and improve the quality of English 8 at Nguyen
Van Troi secondary school .
1.4. Research methods:
In the process of implementing initiatives 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
2. THE CONTENT OF THE INNOVATIVE EXPERIENCE
2.1. 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.”

2


There is no doub that listening skill is the skill that learners must go 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 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
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2.2. The reality of problem:
Nguyen Van Troi Secondary School is a school which belongs to Hoang
Hoa district, with 8 classes and only one teacher of English. Although our school
is facing a lot of difficulties, we always strive 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.
Especially the English subject. This is an important subject decides

quality comprehensive education of the school. In recent years competition
achievements of gifted students at district and province level, the school always
has students who are in high levels. Get it is because the school has the physical
infrastructure investment.
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. The majority of parents
of students are 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 , vocationaltechnical , 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 heard
English .
- Train new skills and technology was difficult for students, especially for
students of grade 8.
- Many students have not used speed reading and speaking English very
fast native, made in the tape drive.
*Means and teaching aids :

- Teaching aids for teaching serves Listening skills are very much
lacking , not many illustrations, and English recordings.
- Tape recording quality is not good, the voice is not clear, much noise
*Investigators specifically:
- I have taught English in secondary school for 15 years since. I myself
have been assigned to teach English across the school grades 6,7,8 and 9. With
4


the knowledge, experience in these years. Although I have had valuable
experience in the process on the teaching all grades for many students, I also
have 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 2018-2019, I was assigned to
direct professional teaching English of grade 8 at Nguyen Van Troi secondary
school. Through investigation, I realized that most uncertain vocabulary, English
vocabulary was not large, English Listening skill is limited, failing to meet the
requirements and objectives set out for education in general subjects and
listening skills in particular.
In the second semester of the school year 2017-2018, I let the students of
grade 8 at Nguyen Van Troi secondary do 15-minute listening test.
I. Listen to the weather report and fill in the missing words. (6 points)
1. It will be a dry day in Sydney today, and windy. For the (1)…………,
the low will be twenty and the high will be twenty six degrees.
2. Tokyo will be dry and windy, with a low of fifteen and a (2)….…… of
twenty two.
3. London is going to have a (3)….…… day. It will be very cold with a low
of minus three and a high of seven.
4. Bangkok will be warm and dry, with a low of twenty four degrees (4)
…………… and a high of thirty two.

5. New York is going to have a windy day. It will be (5)………….. with a
low of eight and a high of fifteen.
6. In Paris it will be cool and dry today. The low will be ten (6)…………..
and the high will be sixteen.
II. Listen to the passage and number the sentences you hear. (4 points)
A. This is my classroom.
B. There are twenty desks and benches.
C. There are 40 students.
D. There is a clock on the wall. It is big.
Key:
I. Listen to the weather report and fill in the missing words. (6 points)
1. temperature

2. high

3. humid

4. centigrade

5. cloudy

6.

degrees
II. Listen to the passage and number the sentences you hear. (4 points)
A. 2

B. 4

C. 3

D. 1
5


Amounts

Number

%

Number

%

Number

%

Number

%

Number

The school

School year

Here are the survey results quality listening skill of students of grade 8

at Nguyen Van Troi secondary school - school year 2017-2018:
Table 1:
Excellent
Good
Medium
Weak
poor
%

8A

31

2

6,5

8

25,8

16

51,6

5

16,1

0

0

8B

29

0

0

3

10,3

18

62,1

8

27,6

0

0

Class

2017

2018

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.)
Normal

Less
Not
interested interested

8A

31

5

16,
1

10 32,2

11 35,5

3

9,7

2

6,5

8B

29

2

6,9

6 20,7

14 48,3

4

13,
8

3

10,
3

%

Number

Numbers

%

%

Numbers

%

Number

Number

Amounts

School year

2017
-2018

Class

Very
Interested
interested

%

Starting from the above reality I strongly improved, gradually additional
the new teaching method applied to the English periods in genera, in the year
after to see the results markedly.

2.3. 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
6


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, 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
7


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

Fat

Hair
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

- 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.
8


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 :
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
9


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 predicts 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 the listening 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
- 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
No
True False
Infor-mation
a.Na doesn’t know the neighborhood very well ü
ü
b.Na doesn’t like movies.
11


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.

ü
ü
ü
ü

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.

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- 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 :
Unit 7: My neighborhood
Period 42st : Listen
I. Objectives: By the end of the lesson, students will be able to:
+ listen and complete an advertisement
+ use the correct form of the verbs and adjectives.
+ Students’ attitude: possitive and fair.
II. Language contents:
1. Grammar: - Do you want …?
- How much is airmail / surface mail?
- Present perfect tense
- different from, (not) as ...as, the same as.
-Verb form
2. Vocabulary: air mail, surface mail
III. Techniques:
Brainstorming, rub out & remember, chatting …
IV. Teaching aids: Poster
V. Procedures:
1. Greeting and taking attendance
2. Review of the previous lesson:
- Ss read the dialogue again.
- Ss write two sentences, using SINCE and FOR

We’ve been here since last week.
We’ve lived here for about 10 years.

3. New lesson:

Teacher and students’ activities

- T sets up the situation.
- T explains the phrases.
- T reads modals, Ss repeat.

Content
* Warm up:
*Chatting :
1. What’s this? ( a letter )
2. Do you often write letters?
3. To whom?
4. How often?
LISTEN
1.What’s this? ( an advertisement )
2.Do you often read
advertisements?
3. What are they about?
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- Ss listen and fill in the blanks.
- Ss listen and compare their answer with
their friends’ one. Then give the answer.
-Ss give feedback.

- T corrects if necessary.

- Ss listen to the conversation again and
check.
- Ss give the answer to the rest of the
class.

- Ss use the the information to talk about
Na.

2. Listen
*Pre-listening :
- The advertisements
- phrases (page 65)
* While-listening
1. Listen to the conversation. Then
fill in the blank in each of the
advertisement with one phrase
from the box
The key answer: 1-The Newcomer,
2-Town Ground, 3-English
Speaking Contest, 4-Culture house.
2. Listen to the conversation again
and check the correct box for True,
False or No information
The key answer:
a-T, b-F, c-F, d-T, e-T, f-N
* Post-listening:
Na is new to the neighborhood....

4. Consolidation:
T reminds ss how to send parcels or letters
+ how to use the present perfect tense.
5. Homework:
- Practice the lesson at home again.
- Prepare the next part: read
2.4. 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 Dong Luong
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 more active and better at learning, creative capital to
expand the knowledge themselves, and also very versatile in performing tasks,
acquire knowledge and develop skills in listening comprehension in English
courses. learning atmosphere in the classroom is more exciting, so they learn
English more realous and active. 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, through the test given in
English the second semester of the school year 2018 - 2019 as follows :
14


Table 3: Second semester of the school year 2018-2019:

5

2019
8B

35

3

8,6

9

15,
1
25,
7

poor

%

21 63,6

3

9,1

2

6,1

20 57,1

2

5,7

1

2,9

%

Number

6,1

Weak
Number

2

%

Medium
Number

33

%

Nunber

8A

Number

2018-

Amounts

School year

Class

good

Excellent

%

The quality of the students changed positively:
Grade 8

Type

Class 8A
Increased 6.1 %
Increased 15,1 %
Increased 63,6 %
Reduced 9,1 %
Reduced 6.1 %

Excellent
good
Medium
Weak
Poor

Class 8B
Increased 8,6 %
Increased 25,7%
Increased 57,1%
Reduced 5,7 %
Reduced 2,9 %

We can easily find out the positive change compared with the results of
the school year 2017-2018. This change made me feel more confident to apply
these methods and techniques for next school years.
Table 4:
Check the students’ interest. ( In the 2nd semester of the school year 20182019.)
Less
Not
interested interested

%

%

Numbers

%

Number

Number

%

Normal

Numbers

Interested

Number

Amounts

School year

2018
-2019

Class

Very
interested

%

8A

33

3

9,1

10 30,3

17

51,5

3

9,1

0

0

8B

35

5 14,3

12 34,3

15 45,7

2

5,7

0

0

15


The interest of the students changed remarkably:
Type
Very interested
Interested
Normal
Less interested
Not interested

Grade 8
Class 8A
Increased 9,1 %
Increased 30,3 %
Increased 51,5 %
Reduced 9,1 %
Reduced 0 %

Class 8B
Increased 14.3 %
Increased 34,3 %

Reduced 45,7 %
Reduced 5,7 %
Reduced 0 %

When I applied this innovative experience in teaching listening skill for
my grade 8 students, I saw them working more attentively and effectively. That
is why they have been more interested in this skill. This makes me pleased so
much to have more ideas to do my teaching better and better.
3. - CONCLUSIONS AND RECOMMENDATIONS :
3.1. 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 promotes interaction between
students. This innovative experience 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 chances 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, students really learn the mentioned skills previously.
Sometimes, it is only when a child spontaneously uses vocabulary or expresses
his/her 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.
16


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 lessons 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 confident 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.
3.2. 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:
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 initiative experience which is more
completed and widely applied in Hoang Hoa 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 initiative
experience.
Thank you very much for reading!
PRINCIPAL CONFIRM

Hoang Quy, March 16th, 2019.
I assure that this is my innovative
experience. I do not copy other people's
content .
Written by

Nguyen Thi Lan

17


DANH MỤC
SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG SÁNG KIẾN KINH
NGHIỆM NGÀNH GIÁO DỤC VÀ ĐÀO TẠO HUYỆN, TỈNH VÀ CÁC
CẤP CAO HƠN XẾP LOẠI TỪ C TRỞ LÊN
Họ và tên tác giả: Nguyễn Thị Lan
Chức vụ và đơn vị công tác: Giáo viên- Trường THCS Nguyễn Văn Trỗi

TT

1.

2.

Tên đề tài SKKN
Guide students in grade 6 to
review and strengthen
vocabulary by mind map.
Innovating methods of
teaching english listening
atsecondary schools.

Cấp đánh giá
xếp loại
(Ngành GD cấp
huyện/tỉnh;
Tỉnh...)

Kết quả
đánh giá
xếp loại
(A, B, hoặc
C)

Năm học
đánh giá
xếp loại

Cấp huyện

A

2014- 2015

Cấp huyện

A

2016- 2-17

18


REFERENCE MATERIAL
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" .

19