SOME EFFECTIVE TEACHING METHODS IN LISTENING LESSONS , ENGLISH 12 (BASIC ) UNIT 2 PERIOD 11, UNIT 4 PERIOD 25, UNIT 12 PERIOD 72

THANH HOA DEPARTMENT OF EDUCATION
AND TRAINING
HAU LOC 3 UPPER SECONDARY SCHOOL
---------o0o---------

THE RESEARCH
SOME EFFECTIVE TEACHING METHODS IN
LISTENING LESSONS , ENGLISH 12 (BASIC )
UNIT 2: PERIOD 11, UNIT 4: PERIOD 25, UNIT 12: PERIOD 72

Writer : LÊ THỊ MÙI
Position : A teacher of English
School : Hau Loc 3 Upper Secondary School
Field :
English
Academic year :
2018 - 2019

THANH HÓA 2019


TABLE OF CONTENTS

TITLE
PAGE
A. Introduction :
I. Reason for choosing the research……………………………………… 02
II. Aim of the research…………………………………………………… 03
III. Scope, object and researching method………………………… . 03 &04
B. Solving problems……………………………………………………...
04

I. Theory baisic…………………………………………………………...
04
II. The fact of study problem. …………………………… ……………. 05
III: Solutions……………………………………………………………..
06
1. Methods to carry out.…………………… …………………… 06, 07 &08
2. The solutions to carry out.………………………………… …. ……... 08-19
IV. The study results of problems………………………………………
20
V. Conclusions and proposals……………………………………
20&21
REFERENCE BOOKS .......................................22

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A. INTRODUCTION:
I.REASON FOR CHOOSING THE RESEARCH
In the period of integration, English has become one of the most
important international languages in the world. The number of people who
communicate and use it as the first language has been increasing day by day. In
Vietnam, everyone is aware of the roles of English in their life – jobs, so the
need of learning English has been popular all areas. But it is not easy for many
students to learn English , first and foremost the things to understand and
apply language and communication well . Especially for students in the
countryside , they don’t have enough modern learning condition and no chance
to practise English. So the quality of the exams in this subject is not good, can’t
meet the demand about integration and aims that career requires.
The aim of English is to set up and develop basic skills of students
about English and intellectual qualities to continue further study or working .

Therefore, textbooks of upper secondary school from 10 to 12 classes are based
on the matic approach and think highly of active learning methods of students .
Four skills : listening, speaking, reading and writing are concerned and coordinated in exercises and activities in classes.
One of four skills which English learners in general, students of upper
secondary in particular, usually have have in learning is listening skill.
In fact, in order to develop listening skill ,the foreign language learners
have to practise listening regularly , long term with different forms and
content.Teaching and learning listening English are not new but difficult for
teachers and students of upper secondary . In the process of both teaching and
observing students.I know that the practice of listening skill for students to
have difficulties. Most of students don't know how to learn to listen , they find
listening period the most difficult. In the class, students say

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that they can not listen clearly although there are so many words they know.
How to do to help studnents to apply their vocabulary and grammar structures
to listen effectively? So in the process of teaching, I myself find some active,
simple methods and easy to understand in order to guarantee scientific quality
with the aim to develop thoughtful ability , guess and creativity of students.
With my small experience , I want to give the study of the theme " Some
effective methods for teaching listening skill English 12 ( basic)". I am very
glad to receive the sharing and contributing ideas of colleagues so that I can
perfect in the process of applying and teaching facts.
II. AIMS OF THE RESEARCH:
English subject is gereralized and gereralizing polpularly in every school
in our country. However, it is considered one of the most difficult subjects.
How to do teaching-learning English to have great result, especially raising
listening skill for students. It is required in innovation of teaching methods of

teachers and the hard, enthusiastic , studious learners or students. As a teacher
of English in upper secondary school, I know the good and bad things of
students in the process of learning. So I always think of finding a new teaching
method, the most effective way for students to help them understand the lesson
and motivate them to love English, far and foremost to raise listening skill
among sudents.
So, How to do for students to practise listening skill rapidly, effectively
and easily to learn? especially when we apply in factual activities when they
speak to foreingers?
III.SCOPE AND OBJECT
-Scope: Researching in the process of teaching English at Hau Loc 3 Upper
Secondary School.
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-Object: This subject is concerned with ways of organizing activities in the
class.
Students of grade 12 at Hau Loc 3 upper secondary school.
IV. RESEARCHING METHOD:
The problem we concern is that how we can overcome above
weaknesses to improve quality of listening skill, to help students confident in
communication , using English as a second language, to have fluency in every
word, sentence, especially with countryside students as students in Hau Loc
district.
Reading reference books, discussing with other teachers, applying in
teaching, observing and drawing out experiences.

B: SOLVING PROBLEMS
I.THEORY BASIC:
Our country is coming the period of industrialization and modernization

with the aim that by the year 2020 Vietnam will have been from an agricultural
country to become an industrial country to integrate to the international
community. With the function is to improve people’s cultural standard , to train
manpower, cultivate talented men ; Education and Training are considered a
decisive factor for the development of country. In modern civilization,
education is considered “ the top policy” the motivation to motivate social
improvement. In order to raise education quality, there must be teachersenough quantity, equal quality . Because teacher staff are decisive factors for
educational quality and effect.
Knowledge which schools equip can’t take in brief all wishing
knowledge. So we have to appreciate teaching methods, teaching the ways to
the human’s knowledge. On that basis to continue learning all life , everyone
lives in learning society. The society requires modern knowledge people not
only to have abilities which take from memory of available knowledge

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taken at schools but also to have controlling abilities, to use new knowledge
independently, abilities to estimate events, thoughts, phenomena intelligently
and brilliantly in life. Knowledge content which is formed and developed at
schools must contribute to develop excitement and recognizable capacity of
students, to supply students necessary skills for self-learning and self-education
in the future. In the period that co-operation of science technology and culture
between nations in the region and in the world are playing an important part in
development of a country, the preparations for coming into life of each person ,
knowledge of Foreign Language is important and necessary in society
nowadays.
II. THE FACT OF STUDY PROBLEM.
1. The fact of teaching and learning problem at Upper Secondary Schools.
Nowadays, the application of traditional methods – centered teachersare not suitable for the development of education. We are living in the global

world in which English language has rapidly become an international language.
To meet this requirement , English has been taught almost everywhere in
Vietnam, especially in schools, colleges and universities , English is a
compulsory subject. The innovation of teaching and learning method is
affirming the advantages in the process of receiving lessons of students. In fact,
the last aim of learning foreign language is to communicate. So , in the period
of learning , students can not listen to anything, there is no effect in that period.
Foreign language teachers need to apply different methods for students to
listen. Therefore, the foreign language period is very different from other
periods. Students are always willing to listen attentively . They listen well and
understand what they are listening, they can reach the aims of learning foreign
language.
2. The fact problem of learning foreign language at Hau Loc 3 Upper
Secondary School.

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Hau Loc 3 Upper Secondary School belongs to six north west communes of
Hau Loc, including Dai Loc, Thanh Loc, Cau Loc, Dong Loc , Chau Loc and
Trieu Loc. The economic condition is not good and the social learning is also
not good so teaching and learning of teachers and students are having many
difficulties. The approaching with books, newspapers and modern
communication media is limited . Otherwise, the class is crowded . level is
uneven. Most students are in the status “losing basic knowledge” of Primary
and Lower Secondary School’s knowledge. Besides, they consider English a
difficult subject, so they are worried of learning. In the English period , the
students find listening skill difficult because they can not catch up with what
they listen and foreiners in tapescript speak so quickly. They are not self confident , so the application of communication practice method in teaching is
not easy.

III: SOLUTIONS
1. Methods to carry out.
Some effective teaching methods in listening lessons, English 12
( basic)
For a period teaching of grammar and vocabulary, it consists of three
stages: Presentation- Practice - Production. And so is the listening period: Prelistening, While-listening and Post -listening.These stages not only help
students understand the lesson but also help them use listening skill in real
communication. However, the most important thing is that teacher needs to
define clearly the aim of each listening period to orient for students to carry out
missions well in the next stages.
1. 1Warm-up:
A listening period will become effective if teachers know how to make
the lesson more lively, interesting and attract students. One of the first
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important things is to prepare well for " Warm-up" activity. There are some
activities for " Warm-up" which teachers can apply with the aim to make
listening period attractive and effective.
- Asking and answering.
- Using pictures.
-Games
The three above methods that we can apply for " Warm-up" activities for
the listening period more effective.
2.1.Pre- listening techniques ( Presentation)
The aim of the activities in this stage is to help students concentrate on
the theme or situation , especially to guess the information which will be
listened . In order to overcome difficulties in listening , teachers need to
introduce theme , situation , context related to the listening, to get to know if
students knew or doesn't know anything about what they will hear, make them

excited about activities of the lessons.
There are some techiniques for us to apply for pre-listening:
- True / False state prediction.
- Open prediction.
- Ordering.
-Pre- questions
3. 1.While listening techniques ( Practice)
The aim of the activities in this stage is to help students practise listening skill ,
it means that through oral , we approach information.
Let students listen and do exercises , if the last part , teacher requires
students guess the context , we should ask them compare the listened part with
what they have predicted before.
For difficult listening , the teachers are able to divide into different
levels( from easy to difficult) . For long listening, the teachers can change
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into different exercises , depend on students' level . There are some
techniques:
- Selecting.
-Deliberate mistaken.
- Grids.
-Listening and draw
Apart from above techniques, teachers can use others:
+ Defining True / False
+ Check the correct answer
+ Matching
+ Filling in the grip/ chart/ gap
+ Answering comprehension questions.
4. 1.Post listening techniques ( Production)

The aim of this task is to:
-Check whether students understand the information as required and complete
the task in " While -listening" or not.
- Find out the causes that make students can not listen or do not understand
anything in the lesson.
- Help students to have chance to estimate expressive attitude of native
speakers in tapescript through communication intonation.
- Use enlarged exercises according to the theme of the listening lessons to
further practice in listening.
2. The solutions to carry out.
In this part , I give some examples about applying above methods in the
process of some listening lessons English 12 (basic) :
Unit 2: Cultural diversity
Lesson : Listening
Aims: Help students to listen to the understanding of the passage about a
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wedding in Vietnam and listen for specific details.
Warm-up: In this part , I use pictures of a ceremony and ask students what
they see in the pictures.



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After that , I will ask students some questions:
- What are the pictures about?
-How many people are there in the pictures?
-Who are they?
-What are they doing?

Through the pictures and questions , students can know the aim of the lesson.
Pre-listening( Presentation)
- I present some neccessary words related to the listening lesson
-In this stage, I use True / False statement prediction for students to be
eager for listening.
1.The wedding day is carefully chosen by the bride's parents.
2. The gifts are wrapped in red papers.
3. The wedding ceremony starts in front of the altar.
4. Food and drinks are served at the party.
5.The guests give the newly wedded couples envelopes containing wedding
cards and gifts.


While- Listening ( Practice)
Task 1: Listen to the passage and fill in the missing information.
In this task , I ask students see the above True / False to be able to do
this task easily. After that I play the tape two times and get students to work in
pairs to listen to the passage and fill in each gap with one word they hear.
After listening, I invite some students to give answers. Then , I play the
CD one more time for students to check ( if neccessary)
Expected answer: 1. the groom's parents
4. at the wedding banquet

2. red papers

3. altar

5. wedding cardss / money

At the same time with task 1 , I require better students to do True/ False of Prelistening . I call some to give answers ,

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1. F ( groom's parents)

2. T

3. T

4. F ( wedding banquet)

5. F ( money)

Task 2: Listen again and answer the questions.
For this kind of task , it is difficult for students to both listen and answer,
so I deliver handouts .
I tell them there are five questions and the answers to the questions
which are put in the wrong order.There is one extra answer that they do not
need to use.
The handouts:
E. They stop by each table to say thank to their guests.
D. They would pray asking their ancestors' permission to be married.
C. To go to the bride's house bringing a lot of gifts wrapped in red papers.
G.At the groom andbride's house , at a hotel or a restaurant.
A. After they pray and ask their ancestors' permission to be married.
B. When the MC introduces the groom, the bride, the parents....
I let students listen to the passage ( twice) and find out correct answers
to the questions.

Feedback: 1.C

2. D

3. A

4. G

5. E

Post- listening ( Production):
I arrange the class into groups of four of five. In groups , I ask students
to describe the wedding ceremony , using above task.
I invite some representatives to report their ideas.
By doing this, I find my listening period is really effective , not only
listening skill but also speaking one.
Unit 4: School education system
Lesson : Listening
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Aims: Help students to listen to general ideas and specific information, and
know more about school education system in Vietnam.
Warm- up: In this lesson, I use some handouts and ask students to do.
- Deliver handouts with the following:
1. t h s o y r

H- - - - - Y

2. n f h c e r

F----H

3. p i s s h y c

P-----S

4. s m c i u

M---C

5. h e s g n l i

E-----D

I tell students that here are some of the school subjects that English secondary
school pupils usually have at school . I ask them to work in groups of four or
five to work out what they are. The first group to have the most correct answer
is the winner.
1. History

2. French

3. Physics

4. Music

5. English

Through this game, students know the aim of the lesson and they are
eager to learn , the atmosphere of the class will be exiting and lead students to
the lesson easily.

Presentation ( pre- listening):
- I ask students some questions related to the lesson:
1. What school subjects are you good at?
2. What subjects do you like to study most / least in your class? and why?
- I present some neccessary words related to the listening lesson.
In this listening , you will listen to the conservation between
Jenny and Gavin talking about what they do at school.
Practice ( While listening):
Task 1: Listen to the conversation between Jenny and Gevin .
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In this task , I use " Grid " technique. I hang a large grid on the
board and give handouts to students . Using contents in the grid, students listen
carefully then fill the names they listen in the handouts.
Who?
1. worked very hard?
2. listened carefully to your teachers?
3. always behaved well?
4. passed your exams easily?
5.always wrote your homework slowly and

Jenny

Gavin

carefully?
6. thought school days were the best days of
your life?
For this task, I ask students compare the answers before teacher let them listen

again to check answers. By doing this, students are able to listen to the lesson
effectively.
Who?
1. worked very hard?
2. listened carefully to your teachers?
3. always behaved well?

Jenny
Jenny

Gavin
Gavin


4. passed your exams easily?
5.always wrote your homework slowly and

Jenny

Gavin

carefully?
6. thought school days were the best days of
your life?

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Task 2:
This is a long listening conversation, students are not even , so I divide into
diffent levels. For weak or average students, I ask them to do Multiple choice.
I give handouts of excercise and ask them to listen and choose correct answer:

1. Gavin listened to the teacher well when he......the subjects.
A. disliked

B. hated

C. enjoyed

D. didn't like

C. so

D. too

2. He found the exam.....difficult.
A. very

B. not

3.............................
4...........................
For good students , I require them to listen and answer the questions, and then
they compaire the answers in pairs. After that, I call students to write answers
on the board .
1. When he enjoyed the subjects.
2. He found it very difficult.
3. Because they were difficult for him to do it in a short time.
4.............................................................
By classifying students into different levels, I find the lesson really effective
and students are able to listen easily.
Production (Post listening): Chatting

Tell students to work in pairs to talk about their school. If necessary, give
students the following questions as help.
- How do you feel about your school ? ( Do you like it or not?)
- What things do you like and what things don't you like?
( uniform? subjects? teachers? punishment? extra-curricular activities?)
- What changes would you like to make?
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By doing this, I find my listening period is really effective , not only
listening skill but also speaking one.
Unit 12: Water sports
Lesson : Listening
Aims: Help students to listen to the passage and fill in the gaps about water
sports.
Warm-up: I hold a game: BINGO
I ask students to write five water sports they enjoy doing most and ask them to
listen and tick the words they hear. If students have all five words ticked first,
they will win the game. Then say out "BINGO"
Some suggested pictures:


SWIMMING
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WATER POLO

WINDSURFING
16

ROWING


SYNCHRONIZED SWIMMING
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Presentation ( pre- listening):
- I ask students some questions related to the lesson:
1. Do you do any water sports?
2. Are you good at swimming?
3.What is the water sport in the picture?
4. Is it played in a swimming pool or in the sea?
5. Is it played individually or in a team?
- I present some neccessary words related to the listening lesson, especially
some names: Annette Kellerman, Katherine Curtis....
In this listening , you will listen to the synchronized swimming.
Practice ( While listening):


Task 1: Listen to a woman talking about synchronized swimming and circle the
most appropriate option to complete each of the following sentences.
In this task, I ask students to read sentences carefully and guess the answers
before they listen to the recording ( twice).Students compare their answers
whether they the same or diffent answers. I ask them say out the answers, copy
them on the board. After that, I let them listen to the recording again and check
their answers.
Key: 1. B

2. C

3. A

4. B

5. A

Task 2: This is a long listening conversation, students are not even , so I divide
into diffent levels. For weak or average students, I ask them to do True / False.
I give handouts of excercise and ask them to listen and do:
1. The great Australian swimmer , Annette Kellerman invented synchronized
swimming.
2. Katherine Curtis found a ballet club in 1933.
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3. Annette Kellerman developed the rules for the competition of synchronized
swimming.
4. Synchronized swimming received major publicity when AAU was founded
on March 1, 1940.
5. Synchronized swimming became an Olympic event in 1994
I ask students to write answers on the board, then I correct.
1.T

2. F ( 1923)

4. F ( 1946)

5. F ( 1984)

3. F ( Curtis)

For good students , I require them to listen and answer the questions, and then
they compaire the answers in pairs. After that, I call students to write answers
on the board .
1. Annette Kellerman did.


2. in 1923.
3. Curtis did.
4. in 1946.
5. in 1984
Production (Post listening): Guessing the game.
I divide the classinto groups of five or six: choose one of the sports to talk
about, try to guess as much information on the game as possible. The other
groups guess the name of the sport.
Suggested ideas:
-It is the most popular sport int he world.
-People play it in a field.
- The game is played by two teams of ten players anda goalkeeper , using a
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round ball that must not be handled during the game except by the goalkeeper.
The ball can be advanced by kicking up and down the playing field ( the pitch).
Teams try to kick the ball into the other team's goal.
Key: Football
By doing this, I find my listening period is really effective.
IV.THE STUDY RESULTS OF PROBLEMS.
Using some active teaching methods in speaking lesson textbook 12 really
have its effects because the students are active, enthusiastic, excited to
learn. By using this method, the students who are always afraid of listening
now are active and enthusiastic in learning , makes the listening period
more and more exciting. In the school years of 2017-2018 and 2018-2019 I

carried out my theme in 12 grades at Hau Loc 3 Upper Secondary School ,
the general results of students when they do the English tests are following:


Kind

excellent

Object
Don’t apply in 12 0%

good

average

weak

Bad

20%

35%

25%

0%

40%

40%

15%

0%

in the school year
of 2017-2018
Apply in 12 in the 5%
school

year

of

2018-2019

C. CONCLUSIONS AND PROPOSALS
This is suitable theme for teaching and learning of teachers and students.
This theme can apply to all students but if it is applied to good students , the
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effect is better. Learning English , communication atmosphere is very
important. If the students can approach the facts, always use what they learn ,
their communication and knowledge are more and more stable.
So, my theme can have good results and can be carried out widely and deeply
for students., I have some opinions to put forward:
- For school managers, it is necessary to invest more consulted documents
for teachers, to have abundant library for students to study documents, to have
expenditures to help and encourage teachers.
- Giving time condition to train weak, bad students; improve excellent and
good students. In order to do that , the theme can be applied widely and give

better results.
- Organizing more special subjects to innovate teaching methods for all
teachers of English to attend and they can have themselves the best teaching
method. At the same time , those special subjects should have concrete
teaching period in each grade for us to learn.


They are some my above experiences through process of teaching in the
last school year 2018-2019 . However, due to limit of documents and time,
there will be some shortcomings . I hope to receive sincere advices from
leaders and colleagues .
Thankyou for your attention to my study
The head master’s confirmation

Thanh Hoa, 25th May , 2019
Undertaking not to copy

Lê Thị Mùi
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REFERENCE BOOKS
1. Textbook 12 (basic program) ( Vietnam Education Publishing House)
2. Teacher’s book 12 (basic program) ( Vietnam Education Publishing House)
3. Practical handbook of language teaching (David Cross)
4. A course in language teaching - Practical and Theory (Penny Ur)
Cambrige university press
5. Giáo trình giáo học pháp (Tổ ngoại ngữ –Khoa ngôn ngữ và văn hóa Anh Mĩ - Úc – Trường đại học quốc gia Hà Nội)
6.Tài liệu Bồi dưỡng giáo viên môn tiếng Anh, Bộ GD và ĐT, Nhà xuất bản
giáo dục..
7.Những vấn đề chung về đổi mới giáo dục THPT môn tiếng Anh, Bộ GD và

ĐT, Nhà xuất bản giáo dục..
8.Phương pháp dạy tiếng Anh Trung học phổ thông (Nguyễn Hạnh Dung Vietnam Education Publishing House )


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