Title of the subject some useful methods to motivate students in listening skill

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Table of contents
1. INTRODUCTION
1.1.

Reason for choosing the study

1.2.

The aim of study

2

1.3 .

The scope of the study

3

1.4.

Methods of the study

3

1.5.

Design the study

3

2. DEVELOPMENT
2.1. Reasons for motivating students in listening lessons

2

3
3

2.1.1. Students’ anxiety in listening lessons.
2.1.2. Motivation
2.2. The reality of the taching and learning the listening skill.
7
2.2.1. An overview of listening
2.2.2. Learner problems in listening comprehension
2.2.3. Stages of listening lesson
2.3. Some effective techniques to motivate students to listen
to
EEnglish.
11
2.3.1. Improving the teaching process
2.3.2. Designing suitable tasks.
2.3.3. Developing listening materials
2.3.4. Suggestion for adapting listening activities in the
textbook of English 10
2.4. The effectiveness of the research on education activties,
with oneself, colleagues and schools
17
3. CONCLUSION
18

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4. REFERENCES

19

1. INTRODUCTION
1.1.

Reason for choosing the study

The ability to communicate in a foreign language is the greatest desire of the
language learners and it is admitted that to be a language competent
comunicator,the students need to master all the four language skills:
listening,speaking,reading ,writing .
At high school level,it can be conceded that most of the class time is spent
on learning grammar and vocabulary which are believed to be more important than
the mastery of the four skills.Both the teachers and the students pay more attention
to exam-oriented language so not enough attention has been paid to skills
especially listening skill.However,it is time for teachers to realize that improving
leaners’communicating skills is crucial as we should prepare them for era of
globalization and integration.Also,when chances for overseas study are open for all
learners,the requirement for learning language for communication is higher than
before.
From informal interviews and short questionnaire,we have found out that
most students at Le Hoan High School level have not enough time for language
skills acquisition.More obviously,they have not paid due attention to and do not
like listening skill because this skill was so challenging that the students often feel
tired when learning.However,students also admit that language skill are very

important to them and they study listening skill in order to communicate more
effectively.
It is students’desire that drives me to find out the best ways to help students
to master listening skill and I believe that the acquisition of this receptive skill can
performance of others.
With this in mind,I decide to conduct a study on effective tecniques to
improve listening skill for students of Le Hoan High School.I do hope that this
study can help students better their English learning and especially the learning of
listening skill.
1.2.

The aim of study.

The study aim at:
- Finding out the students’ perception about listening
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- Investigating major difficulties faced by the tenth form English major
students of Le Hoan High School.
-Giving solutions to the encountered problems.
1.3.

The scope of the study

The study limits itself of finding out the difficulties in learning listening skill
of Le Hoan students.The criteria for the writers to compile the supplementary
listening materials are largely based on the objectives set in the book designed for
the 10th form students of Nha Xuat Ban Giao Duc.
1.4.

Methods of the study.

The following methods are employed to collect data for the study:
- Improving the teaching process
- Designing suitable tasks
- Developing listening materials
1.5.

Design the study

The study is divided into three parts:
*Introduction presents the rationale,aims,scope,methods,significance and
design of the study
* Development consists of
-Reasons for motivating students in listening lessons.
-Teaching and learning the listening skill
- Some effectives techniques to motivate students to listen to English
* Conclusion summarizes all the the obtained results and includes
suggestions for further study
2. DEVELOPMENT
2.1. Reasons for motivating students in listening lessons
2.1.1. Students’ anxiety in listening lessons.
It is widely accepted that listening comprehension is not only an essential
skill but a requirement for oral proficiency as well. Most learners of English as a
foreign language experience considerable difficulties
in listening
comprehension,and these difficulties appearto be main causes of anxiety which
should be taken into consideration.In order not to make students motivated in
listening lessons,.

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Until recently,many foreign language studies have been conducted to find
out the specific factors which can help motivate or distract students during the
listening lesson.
According to Underwood (1989) ,seven problems learners may encounter
when learning to listen : fast speed ;unrepeated thing; the learners’ limited
vocabulary ; failure to recognise the “ signals” ;interpretation ; concentrate ; and
learning habit .Underwood (1989) sees these prrolems as being related to learners’
different background such as their culture and education
Brown and Yule (1983) propose four main groups of factors including the
speaker (speech rate,varied accent), the listener, the content (vocabulary, grammar,
background and knowledge), and support (whether there are the pictures,diagrams
visual aids, etc.) can cause difficulty in listening comprehension. Yagang (1994)
attributes the difficulty of listening comprehension to four sources : the message,
the speaker, the listener and the physical setting (or listening environment).
I also believe that these four sources could make my students more and
more nervous and anxious while listening to the target language.It is necessary to
help them to reduce their stress while listening.
2.1.2. Motivation
a. The importance of the students’motivation
Because motivation is not only a vital but also a highly complex factor
determining more or less successful language learning,it is necessary to examine
approaches to motivation in learning in order to bring about better insights into it.
Over the years there have been in number able studies on motivation in
foreign and second language learning.In these studies,researchers have attempted
to explain what is meant by moivation.
Keller (1984) (quoted in Ellis,1994) sees ‘interest’ is one of the major
components of mtivation,defining it as “ a possitive reponse a stimuli based on

existing cognitive structures in such a way that learners’curiosity is aroused and
sustained”.
However most of the studies on motivation in foregn and second language
learning have been influenced by the worker of Gardner (1985) (quoted in
Spolsky,1998),who defines motivation as consisting of effort,plus desire to achieve
the goal of learning,plus favourable attitude towards learning the language.
Another theory on motivation can be seen from Littlewood’s respective
(1998) that “in second language learning as in every other field of human
learning,motivation is a crucial force which determines whether a learner embarks
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on a task at all,how much energy he devotes to it,and how long he perseveres.It is
a complex phenomenon and includes many components:the individual’s drive,need
for achievement and success,curiosity,desire for stimulation and new
experience,and so on”.
Apparently,Littlewood, not only highlighting the important role of
motivation in the second language learnning but emphasizing the “highly complex
construct” of motivation claimed that if a learner is motivated she will probably
decide to undertake a particular task with a curtain amount of energy and time
needed for it.
Furthermore,McKay and Tom (1992) point out that the need to communicate
with other in new language provide strong motivation for most learners.
Leaners’ motivation can change overtime and effect on their language
learning .Variuos studies have found that motivation in strongly related to success
in language learning.
Gardner (1985) (qouted in Spolsky,1998) sums up “……it seems clear that
achievement in a second language learning is influenced by motivational
characteristics.Postulating that achievement in a second language learning is
promoted by an integrative motive is not tantamount to saying that this is only

cause or predictor”.
However, many researcher findings shows that successful learning can
enhance motivation, and the relationship between learning achievement and
motivation is an interactive one.
b. Classification of motivation
In general,according to Lewis (2007),motivation can be categorized into two
main kinds:Extrinsic motivation and Intrinsic motivation.
Extrinsic motivation refers to motivation that comes from outside an
individual.The motivation factors are external,or outside,such as rewards.These
rewards provide satisfaction and pleasure.
Intrinsic motivation refers to motivation that comes from insides an
individual rather than fro any external or outside reward.The motivation comes
from the pleasure one gets from the task itself or from the sense of satisfaction in
completing or even working on a task.Learners who are intrinsically motivated
want to learn for the sake of learning.
It is obvious that intrinsic motivation is more important and teachers should
try to include it in their teaching process.
In particular, according to Scrivener (1994) ,learners’motivation can be
identified as follows:
Exams and grades
Class goals
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Parents
content/activities
Peer pressure
others)
Relationships
Gender/gender ratio

Class contract

Amount of control on lesson
“Face”(how they are perceived by
Self-esteem
Age(younger and older teens)
Time of day

Exams and grades: certain school,parents and teachers,as well as cultures,can
place a lot of emphasis on the results of tests.As such,these can have a large role to
play in learner motivation or can place a lot of stress on learners who may think
certain activities are not useful to do in class because they are not in exam formatwhy waste time in “game –style” activities when test are near.
Parents: learners can be assisted by parents and encouraged ormalternatively,their
parents may think language are not important,and may provide little support at
home with homework and building confidence.
Peer presure: dependent on cultures as well as the age of leaner.If placed next to
“funny” or “ talkative” leaners,others may also become distracted-equally this can
also assist when other leaners are motivated and keen,it can used to create a more
productive atmosphere –madels or goals to aim for( to be as good as person A)
“Face” : (how they are perceived in the classroom by others) –If leaners are keen
and motivated they may be teased by other learners.Correcting learners in front of
their peers can be embarrassing and care should be taken over how and when this
is done.This can also be affected by age and gender-as they become more selfaware and aware of the opposite sex.
Self-esteem: this can also be affected by correction techniques,as well as how
much praise is given when they contribute in class and take part in activities and
book work – no one like to be continuously told they are not as good at
something.You must also remember to give the praise for the small things as wellinteraction with others,sharing,taking turns,etc. as this has an effect on classroom
dynamics and group/pair work.
Relationships: (between learners as well as the teachers)-Team or pair work could
be difficult to set up between opposite genders and between groups of

“friends”.Leaners may also be less inclined to speak if the teacher is listening –
they need to be familiar with the teacher monitoring regularly and closely and
therefore become more accustomed to it.
Gender/gender ratio: as leaners develop,both genders go through a lot of
hormanal and physical changes.Awareness of their body and how they
look,awareness of the opposite sex,how they interact with adults-are a few areas
that can affect how they act in class.Gender ratio may also affect class
motivation.A higher ratio of one gender may be more difficult due to socializing
and the minority gender may feel more self-concious or isolated.

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Age: younger and older teens,young teens being similar to kids and old teens like
adults-younger learners may be less self –conscience and teaching may need to be
more game-like and activities changed regularly to keep interest,while with other
learners the opposite may be true.More in depth analysis of language is possible
with older teens-may be not so with younger learners,who have difficulty with
abstract concepts.
Amount of control on lesson content/activities: if given the opportunity to
choose topics and activity types ,motivation can change for the better .Learners are
more likely to talk about things they are interested in,and have more to say.They
may also be more inclined to ask about,extend and try to remember vocabulary
related to such topic.
Class goals : especially if the whole class is held accountable for not completing
tasks/taking part fully in lessons or homework-with punishments given to the
whole class for class goals not met! Care should be taken that peer pressure does
not turn into bullying.These can be agreed and set up with contribution from the
whole class and teacher-so it comes from al members and is not just teacher
controlled.

Class contracts: similar to class goals,cotracts can be agreed upon in the first few
lessons.Leaners are aware of what is expected of them and they can also have input
into what is expected of the teacher,e.g.If all learners complete tasks to a high
standard they will be rewarded with “game” activities they like.It can be displayed
on the wall of the classroom so it can be referred to when needed.
Time of day: If the lesson is at the end of the day,they may be less likely to
concentate due to tiredness.If is just before lunch,they may have low motivation
due to hunger.After lunch or sports,they may be more excited and have more
energy.In the morning,they may be difficult to motivate,again,due to tiredness.
2.2. Teaching and learning the listening skill.
2.2.1. An overview of listening
a. Definition
It seems to be difficult to define what listening is.Through years, variuos
definitions of listening have been proposed.Listening is more than merely hearing
words.It is claimrd to be a complex and active process.
Howatt and Dakin (1974) define listening as the ability to identify and
understand what others are saying .This involves understanding a speaker’s accent
or pronounciation,his grammar and vocabulary,and grasping his meaning.An able
listener is capable of doing these four things stimultanously.
b. Classificationof listening.
According to Ur (1996) listening can be divided into real – life listening
and classroom listening. Many learners of English find themselves in variety of
situations where they need or want to listen to English being used in real – life for
different purposes.There is, however, a big gap between listening activities in the
classroom and actual listening situation in real life. This is because listening
materials which learners ussually listen to (dialogues or conversation for example)
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are very grammatically and controlled in so many ways as the speakers often speak

at perfectly controlled speed,with perfect voice tone,accent and correct
grammar.Whereas, in real-life conversations,different people speak with different
accents, speed and voice tones without or less paying attention to grammar.
• Real – life listening
In real – life ,there are two ways in which we often listen:
- Casual listening
Sometimes,we listening with no particular purpose in mind,often without
much concentration.Usually,we do not listen very closely,unless we hear
something that particularly interests us,and afterwards,we may not remember much
of what we hear,for example,listen to the radio while chatting to a friend
- Focused listening
Someties, we listen for a particular purpose to find out information we need
to know or to study the language. In this situation,we listen much more
closely,trying to get the content as much as we can,for example,listening to your
friend explaining how to use a new cassette player
• Classroom listening
Listening on the classroom may be divided into intensive listening and
extensive listening.
* Intensive listening
Intensive listening is the careful,focused listening to a short passage for
full,detailed comprehension,for example,listening to a dialogue on the tape to study
its structures,intonation patterns in an English class.
In the classroom context,there are two possible types of intensive listening
exercises:
a)Exercises focusing on detailed comprehension of meaning
This can be done through
+ Comprehension quetionss which may be :
-Factual ( where the answer is clearly stated somewhere in the passage)
-Inferential (where the learner has to make some sort of connection for
himself)

-Personal (where the question is related to the learner’s own experience or
opinion)
+Summary questions(where the learner listens to a passage and has to
summarize it)
+ Logical problems
b)Intensive listening for language
Teacher often do more detailed work on language once the learners can
understand what they are listening to
* Extensive listening
Extensive listening is the freer,more general listening to natural language for
a general idea,not for a particular detail and not necessarily under the teacher’s
direct guidance.With this type of listening,the learner is not reinforcing a structure
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or practicing a grammar point linked to the rest of the course.Extensive exercises
are those where the learner is primarily concerned with following a story ,or
finding something out from the passage he is listening to.
In summary ,to a large text ,however, the division between intensive and
extensive listening is somewhat artificial .Listening does not lend itself neatly to
this type of classification in the way that reading does.It is perfectly easy to use the
same listening passage for both extensive and intensive listening.
c. The importance of listening
As mentioned before ,listening is an important,active skill of spoken
language as it involves various kinds of the listener’s knowledge: knowledge of
phonology,vocabulary,semantics of the language in use,culture of its people ,his
life experience in the topic,his ability to predict and respond,etc.It decides his
comprehension,content and attitude in response to the speaker’s speech as well.
In learning English as foreign language,the learner can not develop
speaking skill unless he develops listening skill.To have a successful

conversation,He must understand what is said to him.Later on,the ability to
understand the native speaker in direct conversations,on the radio or tape may be
very important for him to further study the language and communicate in it.
Besides ,listening to spoken language is an important way of acwuiring the
language –of “picking up” structures ,vocabulary.In the Vietnamese situation
where the learners do not have a chance to hear English spoken around them every
day and can not acquire it easily the teachers need to give them as much
opportunity to listen to spoken English on the as possible.
To conclude ,listening provides a foundation for all aspects of language and
cognitive development.It can be said to be not only the end but also the means of
teaching,learning languages in general and English in particular.
2.2.2. Learner problems in listening comprehension
It can’t be denied that listening is considered to be the most difficult among
the four skills. Many learners have difficulties with different aspects of listening
comprehension .These difficulties are closely associated with the characteristics of
spoken language.
Underwood (1990) identifies seven potential problems learners often
encounter in their learning listening.
• Inability to control the speed of the speakers : Many students of English can
not keep up with the speed at which a speaker speaks. They often try to
understand everything they hear. When they fail in sorting out the meaning
of one part, the following will be missed. This can lead to the ignorance of
the whole chunk of discourse. Obviously they fail to listen.
• Inability to get things repeated: Another difficulty connected with
controlling the “input” (what the speaker says ) is that the learner os not
always in a position to get the speaker to repeat an utterance.

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•

Vocabulary limitation: Listeners have to try their best to follow the speakers
and sometimes to guess the meaning of a word or phrase from its
contents .Native listeners can guess the meaning with the help of context
clues,but for foreign learners,a new word can be a barrier which makes
them stop and think about the meaning of the word and thus makes them
miss the next part of speech.
• Problems of interpretation: Problems of interpretation can also hinder
communication.Students who are unfamiliar with the context may have
difficulty in interpreting the words they hear.And the listeners from other
cultures can easily misinterpret the meaning of non-verbal clues – facial
expression ,nods,gestures,tone of voice…..
• Inability to concentrate: Even the shortest break in listening can seriously
effect comprehension.Therefore,lack of concentration is a major
problem.Students will concentrate easily if they find the topic interesting or
familiar.If they make enormous effort to follow what they hear word by
word,the listening work will be tiring.Such factors as equipment,poor
recording,unacoustically suitable rooms for the use of recorded material can
also make concentration difficult.
• Establish learning habits : Teachers often teach student to understand
everything in the English lesson by repeating and pronoucing words
carefully .Students can form the habit of listening word by word from this
teaching method of teachers. So when they fail to understand a particular
word or phase,they will be worried and become discouraged by their lack of
success.This habit will cause a lot of difficulties when the learners deal with
real-life listening situations.
2.2.3. Stages of listening lesson
Normally language teachers often facilitate the development of listening
skill by creating listening lessons that guide learners through three stages : prelistening ,while-listening and post-listening.

a..Pre –listening stage
It is widely accepted that this stage is conducted before learners listen to
the text. “The pre-listening phase is a kind of preparatory work which ought to
make the context explicit,clarify purposes and establish roles ,procedures and goals
for listening”( Rost,1991:232).Thus it main aim is to contextualize the listening
text,providing any information needed to help learners appreciate the setting and
the role relationships between participants.
b. While-listening stage.
While – listening stage activities can be shortly defined as all tasks that
students are asked to do during the time of listening to the text .The nature of these
activites is to help learners to listen for meaning that is to elicit a message from
spoken language.
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The work at the while-listening stage needs to link in relevant ways to the
pre-listening work,while they listen , learners need to be involved in an authentic
purpos for listening and encouraged to attend to the next more intensively or more
extensively
c. Post –listening stage
This is the last stage of a lesson so it is for student’s production. Post –
listening activities allow the learners to “reflect” on the language from the
passage : on sound ,grammar and vocabulary as they last longer than while –
listening activities so the students have time to think, discuss or write .
Activities for this stage are aimed at helping learners to use what they have
learnt from the listening text. Therefore teachers should create and vary the
activities for learners to do depending on their level of English.
2.3. Some effective techniques to motivate students to listen to English.
In learning English, listening skill is very important ,therefore, it is worth
seeking techniques to make the teaching and learning the listening skill cuccessful.

2.3.1. Improving the teaching process.
a. Techniques for pre-listening.
It is commonly recognized that pre-listening is a preparation of the
listening class.In this stage,teachers tend to arouse learners’expectation and interest
of the language they are going to listen. For teachers, when planning lessons, time
must be allocated for pre-listening activities and these activities should not be
rushed. The techniques before listening are varied and depend on a number of
factors: time, material,the ability of the class, the interest of the class, the nature
and content of the listening text itself, etc. It is, therefore, of great importance to let
students know what to expect for the tasks before listening.The techniques used at
this stage are:
•
•
•
•
•

Using visual aids/games to introduce the topic of the text
Giving background information
Using pre-listening questions
Pre-teaching vocabulary in the listening text
Giving listening tasks
In general, Pre –listening plays a role of warming –up and the main aim of
this stage is to make learners focus their attention on the following while listening
stage and decrease the difficulties of the text .
b . Techniques for while – listening
While – listening is the main procedure of listening information input . In
this stage,learners are given some audio materials for listening.Learners may be
requested to deal with some questions with the listening materials,such as :
• Multiple choice

• True/false statements
• Comprehension questions
• Gap – filling
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•
•
•
•
•

Information transfer
Differences or mistake detection
Pictures or statements sequencing
Matching
Note taking
Usually learners need to answer the questions simultaneously or take note
of some main points of the listening materials. Teachers, as a guide during this
process take control of the speed of the materials, start or pause of the machine and
raise some questions for discussions or give necessary explanations to help the
learner coprehend the materials. The purpose of while – listening is to provide the
learners with audio material input with exercises and therefore promote the
learners’ listening competence.
Giving feedback in while-listening stage will help students to assess their
ability,recognise their strong points and weak points and to find out the reason why
they have not perform the tasks well so that they will make an effort and get better
results in the next listening lessons.
The fact is that most of the teacher’s work related to a listening lesson has
been done in pre-listening stage . During the lesson,the teacher should exceed his

role of supervising,and only give help to the students when really necessary.The
teacher’s mission is to create and maintain an encouraging atmosphere in class.
c. Techniques for post – listening.
Post-listening is also an important stage as it reviews and checks the
listening efficiency and result.During this stage,the teachers are not only supposed
to check the answers,they also need to lead the learners to consolidate the
comprehension of the listening input.Apart from the techniques for pre and while
listening stages,techniques for post-listening is very necessary and important.
• Organizing further discussions on the listening text.
• Summing up appeared language rules and designing some related exercises
• Role-play or simulation
• Summarizing the listening text
Obviously,learners have received many comprehensible input through the
first two stages, thus, the purpose of post-listening is to transfer these input into
intake. In other words, the stage of post-listening can be considered as a
transformation of language knowledge to language competence in listening
teaching section.
2.3.2. Designing suitable tasks.
One of the teacher’s roles is to make it more appropriate and relevant to
students’background, levels, and interests. Therefore, designing and assigning
listening tasks is necessary. The tasks not only provide students with opportunities
to use the target language, but they also cover a satisfactory range of language
items and skills for students.
A task is an activity which requires learners to use languge, with emphasis
on meaning to attain an objective. It involves communicative language use in
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which the user’s attention is focused on meaning rather than grammatical form. A
task is goal – oriented, meaning –focused first and form-focused

then,contextualized.Upon designing listening tasks for the students. It is a good
idea to remember that a laguage recognitionn task is easier for students than a
language production one. What’s more, information that the students need to listen
should not be too close to each other so that the students have enough time tto
complete parts of the tasks and not to miss any important part of the listening text.
Students can easily be demotivated when faced by tasks that are very
challenging,particularly the first few times, but if you show them you will
gradually lead them to an understanding of the text, they will gradually start to
relax more about dealing with more difficult text.
To sum up, it is not easy for every teacher of English to make changes in
order to bring about effective teaching and learning English .The work does take
time and efforts from all teachers. In order to obtain the goal, teachers must be
flexible and adaptive so as to respond to the requirements of the new teaching
circumstance.
2.3.3. Developing listening materials.
Supplementary materials play a very important role in the process of
teaching and learning English in general,and in teaching and learning the listening
skill in particular. They show their great importance when the core textbook cannot
meet the requirements of the course. When selecting materials, teachers should
consider the following criteria:
• Topic
The topics should be various, familiar and related to everyday life;
therefore, it can help the teacher motivate the students to develop their listening
skill as well as expose them to valuable extra contact with spoken language.
• Language
The language used in the listening texts should also be within the
students’current ability so that students find it interesting when listening.
Moreover, it is also good for students to be faced with language that they should be
capable of understanding although it is slightly above their current level of use.
• Length

The teacher had better select a listening text of suitable length so that
learners can have chances to get to grips with the content, have the several tries at
difficult parts and to be fitted within the time allowed for a lesson.
Failure can easily and rapidly lead to de-motivation. The level of difficulty
can be adjusted by giving support(which can be done at the pre-listening stage). It
is advisable to provide while-listening activities which are a challenge for the
more advanced students, but not discouraging those who only gain little success.
In short, to ensure the success og the teacher in activating his students and
impoving their listening skill, teachers have to note the importance of finding wellrecorded material of the right length, with interesting content, and with suitable
level.
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2.3.4. Suggestion for adapting listening activities in the textbook of English 10
The listening part in the textbook of English 10 is generally well-designed
with various types of listening tasks of many topics. Most of the topics are suitable
for teenagers but some of them seem to be dull. Besides, in some lesson lessons,
there are no warm –up activities which play an important part in motivating
students. Therefore, it is essential to adapt these parts.

Period: 69

class 10

Unit 11: National Parks
Part C : LISTENING
I. Objectives:
1. General knowledge:
- Sts get more information about Cuc Phuong National Park.
2. Language:

- Some set expressions
- Vocabulary on nature
3. Skills:
- Listening: fill in the gaps, answer questions
- Speaking: - Discuss the special features of Cuc Phuong National Park.
II. Anticipated problems:
- Sts may do not know some new words.
- The quality of the tape is not very good.
III. Teaching aids: Tape, cassette, textbook, chalk, board

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.
IV. Procedures:
Teacher’s activities
1. Homework checking:(5 mins)
- Ask one st to tell the whole class about his/her
class excursion to Huong Pagoda and express
his/her regrets about what he/she did or did not
do during the excursion.
- Listen and give remarks
2. Before you listen:(10 mins)
Aims:to focus sts on the topic and review/
introduce the words and phrases used in the
listening text.
a. Divide sts into small groups and ask them to
discuss the following questions:
a. Where is Cuc Phuong National Park?
b. What is the area of the rainforest in Cuc

Phuong National Park?
c. When is the best time to visit Cuc Phuong
National Park?
d. What can be seen in Cuc Phuong National
Park?
- Ask some sts to give their answer.
b. Introduce the topic of the listening text.
- Introduce some new words/ expressions
- o'fficially (adv): formally
- span (v): connect.
- 'fauna (n): all the animals of an area.

Students’ activities
- Listen to their friend and
give remarks

- Work in groups and
discuss the questions.
- sts may answer these
questions
easily
from
information in reading
lesson.
a. 160 kms South West of
Ha Noi
b. 200 square kms of
rainforest.
c. From October to April.
d. Caves, hike mountains

and look at the 1,000year- old tree.
One st from each group
stands up and gives their
answer..
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- f'lora (v): all the plants of a particular area
- a'ttack(n): a violent attempt to hurt sb
- de'feat(v): win sb
- in'vader: (n) The French and Americans were
invaders.
- 'ethnic mi'nority (n): The Tay, Nung, Dao .....
- Read the words again and asks sts to repeat.
- Ask sts to read the words in pairs.
- Ask some sts to read the words again.
3. While you listen:(20 mins)
+ Task 1:
Aims: Practise listening and filling in the gaps.
- Introduce sts that they are going to listen to the
tape about Cuc Phuong National Park and they
have to fill in the gaps in each sentence given
1.Cuc Phuong NP was officially opened in.....
2.Cuc Phuong is located ............Hanoi.
3.In 2002,nearly............visited Cuc Phuong
4.There are.......different species of flora
and......species of fauna.
5.Nguyen Hue’s army was stationed in Quyen
Voi before it made its........on Thang Long.
- Ask sts to read the sentences in pairs and make

sure that they understand them. Sts try to guess
the missing information.
- Play the tape twice and ask sts to fill in the
gaps.
- Ask sts to compare their answer in pairs.

- Copy down the words and
phrases
into
their
notebooks.

- Listen and repeat.
- Read the words in pairs
and correct each other’s
mistakes.
- Some individuals read the
words aloud.

- Listen to the T.
- Read the statements in
pairs and try to guess the
missing information.

- Listen to the tape and do
the task
- Compare their answer.
- Give their answer.
- Checks sts’ answer.
1. 1960

2. 160 km south west of
3. 100,000 visitors
- Play the tape once again, stop the tape where 4. 2,000; 450
necessary and conduct the correction.
5. Quen Voi
+ Task 2
- Check their answer say it
Aims: Practise listening and Answering aloud, and then correct their
questions.
work if they have the wrong
- Ask sts to listen to the tape again and answer answer.
the given questions.
- Ask sts to read the questions to see if they
understand them.
- Listen to the T.
- Play the tape once and ask sts note down the
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neccessary information.
- Ask sts to compare their answer in pairs.
- Check sts’ answer.
- Play the tape once again, stop the tape where
necessary and conduct the correction.
4. After you listen:(8 mins)
- Ask sts to work in groups and use the
information in Task 1 and 2 and the reading text
to disscus the following problems:
- Time founded
- Area, location

- Numbers of visitors
- Historical event
- Local people.
-Move round to check the activities and to make
sure that sts are working effectively.
- Ask one or two sts to present in front of the
whole class.
- Check and give remarks.
5. Homework:(1 min)
Write a short paragraph about Cuc Phuong
National Park

- Read the questions in
pairs and try to do the task.
- Listen to the tape and do
the task.
- Compare their answer.
- Give their answer.
1. It covers 3 provinces:
Ninh Binh, Hoa Binh, and
Thanh Hoa.
2. It is about 160 km.
3. They come to see the
work being done to protect
endanger species.
4. Nguyen Hue defeated the
Qing invaders in the spring
of 1789
5. They live mainly on bee
keeping and farming.

- Check their answer say it
aloud, and then correct their
work if they have the wrong
answer.
-Work in groups to discuss.
- One/ two sts present.

2.4. The effectiveness of the research on education activties,with oneself,
colleagues and schools
Motivation is an important part in the process of language learning.It makes
the teaching and learning process run smoothly,and helps students acquire
knowledge in a pleasant way.Thus ,it is crucial that teachers of English find the
ways to motivate their students in learning English in general and in developing
their listening skill in particular.In this paper,I would like to introduce three
techniques which,I think ,can help motivate my students in listening lessons:
- Improving the teaching process
- Designing suitable tasks
- Developing listening materials
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After applying these techniques to my real teaching situations,and from the
results of observation,I find that it is essential for teachers to help their students to
become efficient listeners.The teachers have to adjust the time and efforts to
manage the class and make their students involve in listening lesson by varying
teaching strategies in three stages of a listening lesson and designing suitable
tasks.Along with the listening lessons in the textbooks,supplementary listening
materials should be carefully selected and provided
The result of the study showed that students had different motivation factors
towards listening skill.The finding of the research revealed that there is

relationship between motivation and listening skill and the most frequently type of
motivation is external motivation.
From my experiences and lesson plan that I presented above. After applying a
lesson at class 10A3 of Le Hoan High school I have the following result.
Number
of students
47

Result
Excellentgood
Passably
Average
Weak

Amount
10

Rate
21%

26
11
0

55%
24%
0,0 %

Less

0

0,0 %

3.CONCLUSION
In clusion ,teaching listening lesson is not a simple task,but it can be quite
rewarding if we find ways to help our students improve their listening ability and
make progress.In some ways,we are helping them cope with vocabulary and
grammar,as we do in other subjecs,but there are also many unique aspects of the
listening process that we can help them grasp.When our students understand how
to listen and what to listen to,the foundation for improvement in their listening skill
will be set.Our own ability to teach listening will also be improved as we work to
better grasp the strategies and skills our students need.
It is hoped that my findings in this study will be some sort of supplementary
information from theory to practical application for teachers interested in the
topic.In any research,mistakes are unavoidable so all the constructive remarks and
suggestions on this study will be highly appreciated.

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4. REFERENCES
1. Yagang, F (1994) Listening problems and solutions. In Kralled
2. Underwood, M (1990). Teaching listening.NewYork longman
3. Thomson, K (2005). Helpingt teens to listen. British Council
4. Spolky, B (1998). Conditions for second language learning. Introduction to a
General Theory. Oxford. OUP
5. McKay, H and Tom ,A (1992), “What do adult learners Bring to a class?’’
Teaching a dult second Language learners. Cambridge.CUP
6. Brown,G and G. Yule (1983). Teaching the spoken language Cambridge

University Press.
7. Ellis, R .The study of the second language Acquisition Oxford .OUP
8. Lightbrown, P, M and Spada, N (1999), “Factors affecting Second language
Learning”. How languages are learned .Oxford. OUP
9. Littlewood,W.T (1998) “ motivation for learning English’’ Foreign and
Second language learning.Cambridge.CUP
10. Lewis, G (2007). Teenagers. Oxford.OUP
Thanh Hoa ,20th May,2019
The confirmation of the unit head
(xác nhận của thủ trưởng đơn vị)
I insist that this experience initiative is
my own writing, not copy the content
from others

LE THI HOA

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