Some methods to improve the efficiency of teaching listening skill in grade 8 at ba thuoc secondary high school

Table of Contents
Contents

Pages

PART I - INTRODUCTION

1-2

I -The reasons for topic :

1

II - Research purpopes:

2

III - Research objects:

2

IV - Research methods:

2

PART II: THE CONTENT OF THE

2-16

INNOVATIVE EXPERIENCE
I – Rationale

2

II- The reality of problem:

3

III- Solutions and implements:

6

1. Solutions

6

2. Implements

8

IV- The results achievements after application of

14

themes
PART III: CONCLUSIONS AND

16-17

RECOMMENDATIONS
I- Conclusions.

16

II- Recommendations.

17

1. To the leaders:

17

2. To the professional group:

17

Other References.

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.
2


For these reasons above, as an English teacher at Ba Thuoc Secondary & High
School and I always wonder how to help my students in reaching English easily
through four basic skills: Listening - Speaking - Reading - Writing. However,
They find listening skill the most difficult skill though some of
them are really good in the application of grammar exercises. They are interested
in learning English in Grade 6, 7, but over time they feel afraid, have decreased
interest to learn and lead them 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 Ba Thuoc Secondary & High School”.
II. 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 Ba Thuoc Secondary & High 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 my school.
III. Research objects:
Initiative experience focused on teaching methods to improve the efficiency of
listening hours and improve the quality of English 8 at Ba Thuoc Secondary &

High School.
IV. 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.
PART II: THE CONTENT OF THE INNOVATIVE EXPERIENCE
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.”
3


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
the 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.

4


II. The reality of problem:
Ba Thuoc Secondary & High School is a new school in the school year 20182019 mixed from Lung Niem Secondary School and Ba Thuoc 3 High School,
located in Ba Thuoc district, teaching two levels of students with 18 classes and
three English teachers. 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. In 2018 we had three good electric speakers for three teachers for
teaching listening skill better.
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 level, the school always has students winner. Get it is
because the school has the physical infrastructure investment.
But besides that there are still some limitations:
The majority of students’ parents are Thai people (Thai is an ethnic minority) are
less interested in the education of their 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
methods. 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 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:
5


- I have been teaching English for secondary students since 2006. I myself have
been assigned to teach English across the school grades 6,7,8 and 9. Improving the
knowledge, experience in these years. Although I have had valuable experience in
the process on the teaching all grades for many students, I still 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 Ba Thuoc Secondary and High 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
skills in particular.
In the second semester of the school year 2017-2018, I let the students of grade
8 at Lung Niem Secondary School 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:
6

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

Number

%

Number

%

Number

%

Number

%

Number

2017
2018

Amounts

The school

School year

Here are the survey results quality listening skill of students of grade 8 at Lung
Niem Secondary School - school year 2017-2018:
Table 1:
Excellent
good
Medium
Weak
poor
%

8A

29

2

6.9

4

13.8

15

51.7

6

20.7

2

6.9

8B

26

1

3.8

4

15.4

13

50

5

19.2

3

11.6

Class

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.
Interested

Normal

Less
interested

8A

29

0

0

5

17,2

17

58,7

5

8B

26

1

3.8

4

15.4

13

50

6

%
17,
2
23.
2

Not
interested

Number

%

%

Number
s

%

Number

Number
s

Number

Amounts

School year

2017
2018

Class

Very
interested

%

2

6,9

2

7.6

Starting from the poor results above, I strongly improved, gradually additional the
new teaching method applied to the English periods in genera, in the year after to
see the results more effectively.
III. Solutions and implements:
7

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
8


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
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: 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
Fat

thin

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
9

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.
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
10


*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 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 (511

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.
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.
C. 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.
12


-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

No
Infor-mation








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.
D. 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.
13


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 :

Date of planning: 25h November , 2018
Unit 7: My neighborhood
Period No 41: 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.
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- 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

Content

* Warm up:
*Chatting :
1. What’s this? ( a letter )
2. Do you often write letters?
3. To whom?
4. How often?
- T sets up the situation.
LISTEN
1.What’s this? ( an advertisement )
- T explains the phrases.
2.Do you often read advertisements?
- T reads modals, Ss repeat.
3. What are they about?
2. Listen
- Ss listen and fill in the blanks.
*Pre-listening :
- Ss listen and compare their answer with - The advertisements
their friends’ one. Then give the answer. - phrases (page 65)
-Ss give feedback.
- T corrects if necessary.
* While-listening
1. Listen to the conversation. Then fill
in the blank in each of the
- Ss listen to the conversation again and advertisement with one phrase from the
check.
box
- Ss give the answer to the rest of the
The key answer: 1-The Newcomer, 2class.

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:
- Ss use the the information to talk about Na is new to the neighborhood....
Na.
4. Consolidation:
T reminds ss how to send parcels or letters
+ how to use the present perfect tense.
5. Homework:
15


Number

6

20

8

26.7

15

50

1

3.3

0

0

8B

28

5

17.
8

8

28.6

13

46.5

2

7.1

0

0

%

Number

30

%

Number

8A

%

Nunber

2017

%

Class

Number

2016-

Amounts

School year

- Practice the lesson at home again.
- Prepare the next part: read
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 Ba Thuoc
Secondary & High 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 :
Table 3: Second semester of the school year 2018-2019 at Ba Thuoc Secondary
& High School.
Excellent
good
Medium
Weak
poor
%

The quality of the students changed positively.
Type
Excellent
good
Medium
Weak
Poor

Grade 8
Class 8A
Increased 13.1 %
Increased 12.9 %
Reduced 1.7 %
Reduced 17.4 %
Reduced 6.9 %

Class 8B
Increased 14 %
Increased 13.2 %
Reduced 3.5%
Reduced 12.1 %
Reduced 11.6 %

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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.)

05

8B

28

5

16.
7
17.
9

%

10 33.3

12

40

9

12

42.9

32.1

Not
interested

%

Number

30

%

Number
s

Number

8A

%

Less
interested

Normal

Number
s

Interested

Number

Amounts

School year

2015
2016

Class

Very
interested

3

10

0

0

2

7.1

0

0

%

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

Grade 8
Class 8A
Increased 16.7 %
Increased 16.1 %
Reduced 18.7 %
Reduced 7.2 %
Reduced 6.9 %

Class 8B
Increased 14.1 %
Increased 17.3 %
Reduced 7.1 %
Reduced 16.1 %
Reduced 7.6 %

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.
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
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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.

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.
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 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.
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Through the practical teaching, learning from my friends and colleagues, based
on my own experience, I look forward to additional scientific council comment on
my initiative experience which is more completed and widely applied in
mountainous 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!
Ba Thuoc , May 6th, 2019
Principal Confirm
I assure that this is my innovative
experience. I do not copy other people's.
Written by

Pham Nguyen Thiem

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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" .

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