Some suggested listening tasks designed basing on english textbook 11 to teach listening skills for weak students

TABLE OF CONTENT
TABLE OF CONTENT……………………….………………………..
1. INTRODUCTION…………………………………………………...
1.1. Rationale of the theme…………………………………………....
1.2. Aims of the theme……………………………………………..….
1.3. Scope of the theme…………………………………………..……
1.4. Methods of the theme…………………………………………….
2. CONTENT …………………………………………………...............
2.1. Theoretical basis……………………………………………….....
2.1.1. Definition of listening……………………………………….….
2.1.2. A framework for planning a listening skills lesson………….....
2.2. Practical basis…………………………………………………….
2.3. Some rules of desinging listening tasks for weak students……….
2.4. Some suggested listening tasks designed basing on English
textbook 11 to teach listening skills for weak students…………………
2.5. Results of applying suggested listening tasks designed basing on
English text book 11 to teach listening skills for weak students………..
3. CONCLUSION ………………………..…………………………….
3.1. Conclusion……………………………………………………..….
3.2. Suggestions………………………………………………………..
REFERRENCES………………………………………………………..
LIST OF GRADED STUDIES………………………………………...
LIST OF ABBRIVIATION…………………………………………….
APPENDIX 1……………………………………………………………

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5
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8
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10
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II
III
IV

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1. INTRODUCTION
1.1. Rationale
It is common knowledge that English plays an important part in the
development of Vietnam firstly because it is an international language; secondly it
is also seen as a means to promote mutual understanding and cooperation between
Vietnam and other countries. Therefore, English is being taught as a compulsory
subject in all classes of schools all over our country with a view to helping students
use it not only as a mean of communication but also as a key to science and
technology.
Of the four skills: speaking, listening, reading and writing, listening is
always considered to be the most difficult for teachers to teach and for students to

improve themselves, which leads to the fact that most listeners have low level of
proficiency in their listening skill. In fact, in the process of teaching and learning
English, listening not only provides them with a wide range of knowledge but also
has great influence on other skills, especially speaking skills as While, G (1998)
pointed out that “being good listener involves collaborating with speakers and
taking an active role in asking for clarification when you do not understand”. [5]
However there still exist many difficulties facing English teachers,
especially in teaching listening skills for low level students who cannot finish the
task required in the Textbooks. Gradually these pupils will lose their motivation in
learning English. Eventually, it is impossible for them to catch up with the others in
school.
All of the reasons have inspired the author to do the study “Some suggested
listening tasks designed basing on English Textbook 11 to teach listening skills
for weak students” with the purpose of helping many teachers to deal with
teaching listening skills for these leaners.
1.2. Aims of the study
The study only aims at providing teachers some suggested tasks designed
basing on the Textbook “English 11” that can be applied to overcome the
difficulties arising during the process of teaching listening skills to low-level
students in grade 11. Thus, this study is expected to make a small contribution to
improve the quality of teaching listening skills for those who are not good at
English.
1.3 Objectives of the study
Learning a second language as a scholar once said “is a long and complex
undertaking”. Therefore, teachers of a second language certainly have to apply a lot
of techniques. In the scope of this study, however, the author only has ambition to
propose some suggested listening tasks designed basing on the material provided in
the Textbook “English 11” with a view to improving the qualities of teaching
listening skills for low-level students.
2

1.4. Methods of the study
To achieve the objectives of the study, several methods were used, but the
author used mainly quantity and quality methods such as: class observations, data
collections, interviews, consultancy from colleagues, references from the internet,
books, magazines…etc.

3


2. CONTENT
2.1. Theoretical basis
2.1.1. Definition of listening
There are many different viewpoints on the definition of listening:
According to Underwood (1989, p.1): “Listening is the activity of paying
attention to and trying to get meaning from something you hear” [4]. As a matter of
fact, to succeed in listening, the duty of listeners is not only to understand of the
words given, but also to find out the real meaning hidden in words.
Another notion of listening was given by Buck (2001, p.3): “Listening
comprehension is the result of an interaction between a number of information
sources, including the acoustic input, different types of linguistic knowledge, detail
of the context, and general world knowledge, and so forth, and listeners use
whatever information they have available, or whatever information seems relevant
to help them interpret what the speaker is saying” [6]. In this definition, Buck aims
at highlighting the active role of the learners who act as the negotiators and
integrators in the process of learning listening, in which learners activate both
linguistic cues and nonlinguistic knowledge to achieve the meaning. In other
words, listening is the active combination of new input gained by what the listeners
get and their prior knowledge and experience. This view is valuable and worth

considering in setting up listening syllabus in the sense in order to build
communicative competence to the learners in listening lessons.
In conclusion, listening demands many supportive skills. It is an active
process in which learners have to use their prior knowledge to understand the
message of the listening text
2.1.2. A framework for planning a listening skills lesson.
It is stated that a common way of dividing up a listening lesson is into three
stages: pre-listening stage, while-listening stage and post-listening stage.
• Pre-listening stage:
In general, it is difficult for students to have ideas of what they are going to
hear if the teachers just says “listen to this” then switches on the cassette recorder
or begin to read out loud. Even if the sounds and words are familiar, they may still
be unable to comprehend because of the lack of background knowledge of the
topic, setting or the relationship between the speakers. Therefore, pre-listening
stage is carried out to provide them with everything necessary for listening and
understanding the text such as the topic, related vocabulary and additional
information. This stage also helps the teachers to arouse their interest and curiosity
to listen.
There are some techniques that teachers can apply to teach at the prelistening stage such as:
- Discuss a relevant picture.
4


- Discuss relevant experiences
- Associate ideas with the topic
- Predict information about the topic
- Vocabulary teaching
- Checking/ understanding the listening task
• While-listening stage:
While-listening activities are what students are asked to do during the time

that they are listening to the text. The purpose of while-listening activities is to help
learners understand the text and to develop the skill of eliciting message from
spoken language. Teachers should not expect them to try to understand every word.
They had better help them understand rather than testing their understanding the
whole time.
There are some techniques that are suggested being used in this stage:
- Identifying the exact topic, or an aspect of it
- Answering the questions
- Deciding the statements are True/false
- Choosing the best answer
- Gap-filling
- Completing a table, map or picture.
- Ordering picture, name or event
• Post- listening stage:
This stage is to help the learners connect what they have heard with their
own ideas and experiences, just as people often do in real life. It also allow teachers
to move easily from listening to another language skill. For instance, they may
practice speaking by role-playing interviews similar to one they have heard. The
purposes of post-listening activities are:
- Checking whether the students have understood what they need to or
not.
- Reflecting on why some members of the class have failed to
understand or miss parts of the message
- Giving them the opportunity to consider the attitude and manner of the
speakers of the listening text.
- Expanding on the topic or language of the message and transferring
learned things to another context
- Making introduction for the planned work.
Some possible post-listening activities are:
- Giving opinion

- Relating similar experiences
- Role-playing a similar interaction
- Writing a brief report
5


- Writing a similar text
- Debating the topic
To sum up, in order to help students to communicate in English successfully,
teachers should raise their awareness of listening as a skill that requires active
engagement. Moreover, they should assist them develop both the skill and the
confidence to handle communication situations they may encounter beyond the
classroom. Only by this way, can the teachers give their leaners the foundation for
communicative competence in the new language.
2.2. Practical basis
Teaching listening as well as learning Listening skills is so complex and
difficult that both teachers and students meet many challenges. The problems
deprive not only from the listening material, the teachers themselves but also from
students themselves, especially weak-ability ones.
Generally, English Textbook 11 Published by Education Publishing House is
designed for all students from pre-intermediate to advanced level in grade 11.
Therefore, it is quite difficult for low-level ones to meet all the demand of all the
tasks in the textbook. Once they cannot do the task, they will feel demotivated and
easily be distracted from the lesson. Some even possibly pretend to listen to the
tape when it is playing. In fact, they are doing something irrelevant or thinking of
something outside the lesson. Gradually, their decrease in the involvement in the
activities will lead to bad results.
Sometimes the problem originates from the teachers themselves. Many
teachers think that if they teach in a class with many weak-ability learners, they
cannot spend a lot of time teaching listening. They do not use all of activities they

had designed when writing lesson plans because if they do, these ones will not keep
up. Some other teachers may be aware of the causes of the problems, however they
are either too busy or not patient enough to redesign some tasks in the Textbook to
teach the weak students. Hence, the quality of teaching listening skills for this type
of leaners still failed up to our expectation.
When it comes to the students, normally teaching listening to intermediate
and advanced ones is difficult, and for the beginners, the case is more complex
because they do not gain themselves a lot of experiences with listening, plus their
lack of linguistic and cultural knowledge of the language. Therefore, it is not easy
to understand the provided input to infer the meaning of the listening text. That’s
why low-level students hardly finish all the task in the textbooks.
To make it more clearly, I conducted an experiment in class 11A1 and 11A2
school year 2016-2017. These two classes had the same numbers of students at
nearly the same level. When teaching listening lesson of Unit 1, I gave them the
copy of the listening tasks then asked them doing the tasks on the photocopied
papers. At the end of the lesson I collected their works and got the result that:
6


The level of finishing
Class A1
Class A2
(Students)
Good
0
2
Average
12
14
Poor

31
26
Total
42
42
As can be seen, the number of students who could not do the task accounts
for more than half of the total and remarkably outnumbers the students who
finished the task at average and good level
Taking more details into consideration, I also found out that almost all
students could not do task 2 in the textbook, while task 1 seems to be easier to be
completed. All of these things are indicated in the following table:
Level (students)
Class

A1
A2

Task 1
good averag
e
4
15
7
18

Task 2
Total
poor good average poor
23
27

0
2

7
10

35
30

42
42

When interviewing them about the reasons why they could not do task 2.
Many students said that they could not hear long sentences, some others shared that
they were able to hear words related to the requirement but they did not know how
to use them to make sentences to answer the questions. The others indicated that
they could not infer from what they heard to the answers. However, almost all the
listening lessons in the English Textbook 11 normally ask students to practice
listening for gist or inferring meaning from what they hear. Obviously, these two
listening skills prove to be too difficult to be enhanced by weak students.
From the above given facts, so as to teach incompetent students effectively,
teachers should invest more time and effort in desinging eligible listening tasks
based on the Textbook so that they can do them then be more motivated to study,
which will create more successful and effective lesson.
2.3. Some rules of designing listening task for weak students.
When designing listening task it’s difficult for the teachers to decide what
should be taught, what techniques are better or simply what words should be
introduced. To deal with the problems, they should follow some rules for each
stages.

* Pre-listening:

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Pre-listening step is normally considered very important to a listening lesson.
It helps students to know the topic, recall the background knowledge and
understand the related word. Hence, in this stage, teachers should:
- Try to be as well-prepared as possible because once they understand what
should be required in the lesson they will choose the best things to be taught for
their learners
- Try to design the most simple task but gain the class’s much involvement as
possible to introduce the topic or recall the background knowledge. Because this is
the first part of the lesson therefore the teacher should create a positive atmosphere
of the class so that the students will be motivated to be ready for the next part.
- Decide what are the key words in the listening text, and what are the key
words in the listening task to teach. In the textbook there are some new words
given in the “listen and repeat” part; nevertheless, these ones are usually not
enough for incompetent students. Thus, teachers should provide some more key
words in the text or in the listening tasks to make them understand the text and do
the task more easily.
* While-listening:
This stage is the main part of the lesson, through which students can
improve their listening skills. In this part teachers should:
- Have pre-task step to help them understand carefully what they have to do
to complete the task, and what are the key words they should pay attention to find
the answers.
- Ask them to guess before they listen to the tape. And do not say what they
guess is wrong or right, ask why they guess so if necessary. This step will make
learners more curious and hence eager to listen and do the task.

- Write a very easy question so that they can answer after the first listening.
The purpose of the question is to encourage them to listen, to make them have a
feeling of success.
- Write more additional questions to the listening tasks to make them easy to
understand the content of the tape scripts.
- Be flexible when getting the pupils to listen to the tape. Read the listening
text if it is helpful to them. When teaching weak students, sometimes the different
accents or speed of speech pose obstacles for them to listen. In this case, the
teachers can support them by reading the tape scripts.
- Instruct students how to make the answers while listening (short answers or
main ideas). This will help them develop note-taking skills, which are very
essential in listening.
* Post-listening:
This is the last process of a listening lesson in order to help them recall and
construct the information they get from listening and practicing new words and
8


phrases from the listening in speaking or writing. When designing this stage
teachers should pay attention to these following factors:
- The time which is allowed to do post-listening work. If there still are a lot
of time teachers can ask pupils to use the words or phrases learned to speak or
write. But if there is not much time left, they should only be summarized the main
point of the listening text.
- The amount of language work which the teacher wishes to do in relation to
the particular listening text. Base on this, the teachers will decide whether this work
should consist of speaking, reading or writing. They also have to decide whether
the class should work in pairs, in groups or individually.
- The chosen activity should be motivating .Whatever are required, the
teachers should make it as simple as possible so that the low level students can do

it. For example, gap-filling is always one of the best suggestions for this step.
2.4. Some suggested way to design listening task basing on English Textbook 11
to teach listening skills for weak students.
Below are some redesigned listening tasks of some units in the English
Textbook 11 (Appendix 1) which I personally think is rather difficult to teach for
weak students.
2.5. Results of applying redesigned tasks in teaching Listening skills
In order to assess the effectiveness of applying this method to teaching
listening for weak students. I have compared my work with two classes 11 A1
and A2 (school year 2016 -2017). At first, The level of members in these two
class is relatively the same. In class A1 I teach them all the things designed in the
English Textbook 11. And in class A2 I designed some listening tasks based on
the English Textbook 11. After a term I’ve got some following results:
First of all, The result of listening test in class A2 is better than in class A1,
which is demonstrated by the following statistic:
LISTENING TEST RESULT
(students)
Good
Average
Poor
Total

CLASS A1

CLASS A2

1
14
27
42

9
22
11
42

Secondly, it is a matter of fact that after applying some listening tasks I
designed base on English Textbook11, my students in class A2 and I felt it more
motivated to learn and to teach listening skills, they seemed to be very eager for
Listening lessons. During the lessons, all of them were involved in trying to
finish the tasks , they worked excitingly to find out the answers to the question.
9


After each listening lesson, they could improve their listening skills more or less.
Besides, they had many chances to practice many other skills like writing and
speaking, especially speaking in pairs, in groups or in individually in front of the
whole class.
Thirdly, these listening tasks brought a more positive atmosphere to class
which motivated each member to learn and get higher result because they give
the feeling of understanding the lesson and the sense of “I can do it” to students.
To sum up, all the results indicate that to deal with low-level students,
applying the listening tasks I designed basing on the English Textbook 11 makes
teaching and listening skills more effectively.

10


3. CONCLUSION
3.1. Conclusion

Listening is one the receptive skills, through which students can gain
more vocabulary, grammar structures and knowledge about the world. Besides,
listening helps them learn other skill. Therefore, the importance of listening is
undeniable. In the process of teaching listening skills to weak learners teachers
have to cope with a lot of problems. Thus, they should be flexible to decide
which can be used in the Textbook, and what should be redesigned. When
desinging task teachers should follow some rules so that the task they give can
get highest result.
In effort to give a support to teachers, this study have some suggested
listening tasks designed basing on the English Textbook 11 in order that the
teachers can save time by using them to teach low-level students.
And in order to raise the quality of teaching English to low-level pupils,
the author personally hope that there will be more other suggested ways to
design listening tasks by other teachers to support teaching and learning
process. Similarly, the other author can also propose other tasks for teaching
other skills aiming at teaching English more effectively.
3.2. Suggestion
In order to apply this method effectively, teachers should apply these
tasks flexibly basing on the level of students they are in charge of. Moreover,
because the tasks are not in the Textbook, teachers had better print the
handouts for students so that they can follow and do the task more easily.
Teaching listening is rather difficult, hence, to make it easier, schools can
give a hand with this process by providing some useful and modern teaching
aids such as computers, speakers and if possible a lab.
This is my little experience in finding methods to help weak students find
learning listening skills more interesting and effectively. I hope to receive
your reading and comments as well as contribution to make this study more
perfect so that it can be applied widely.
Thanks for your reading!
XÁC NHẬN CỦA THỦ TRƯỞNG ĐƠN VỊ

Thanh Hóa, ngày10 tháng5 năm2017
Tôi xin cam đoan đây là SKKN của
mình viết, không sao chép nội dung của
người khác.

Trịnh Hồng Vân
11


REFERENCES
[1]. />[2]. Hoang Van Van, (2015), English 11, Education Publishing House*
[3]. Nguyen Thi Minh Huong, (2007), Hoc tot Tieng Anh 11, Thanh Hoa
Publishing House*
[4]. Underwood, M. (1989). Teaching Listening. London: Longman
[5]. While, G (1998) Listening, Oxford University express.
[6]. Buck, (2001) Assessing listening Cambridge University.
* These two materials are continually used to design the listening tasks.

12


DANH MỤC
CÁC ĐỀ TÀI SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG ĐÁNH
GIÁ XẾP LOẠI CẤP PHÒNG GD&ĐT, CẤP SỞ GD&ĐT VÀ CÁC CẤP
CAO HƠN XẾP LOẠI TỪ C TRỞ LÊN
Họ và tên tác giả: Trịnh Hồng Vân
Chức vụ và đơn vị công tác: Giáo viên trường THPT Hậu Lộc 2

TT Tên đề tài SKKN

1.

Các kỹ năng nhằm nâng cao
hiệu quả dạy từ vựng Tiếng
Anh khối 10 và 11

Kết quả
Cấp đánh
đánh giá
giá xếp loại
xếp loại
(Phòng, Sở,
(A, B,
Tỉnh...)
hoặc C)
Cấp sở
Loại C

Năm học
đánh giá xếp
loại
2010-2011

----------------------------------------------------

13


LIST OF ABBRIVIATION
T: teachers

Ss: students
v: Verb
n: noun
vphr: Verb phrase
nphr: Noun phrase
adj: adjective

14


APPENDIX 1
Unit 1: FRIENDSHIP
I. Warm-up Alternative: Bingo
- Ask Students (ss) to list the characteristics that they expect in their best
friends.
- Let Ss down all their vocabulary on the board.
- Let Ss take out a piece of paper and copy down 5 characteristics that they
like best.
- Read out 5 characteristics that Teacher (T) like best.
- Any Ss who have 3 or more choices the same as the T will shout “Bingo”
and they are the winners.
- Expected answers: caring, supportive, helpful, honest, good-nature, quickwitted, humorous, friendly. [1]
II. Pre- listening Pre-teaching vocabulary: Teachers can use the part “Listen
and repeat” and add some more words:
1. introduce somebody to somebody (vphr)
2. have…in common = have the same thing (vphr)
3. Rough time (n) (synoym) = difficult time (n)
4. give S.O. a ring = call S.O.
5. happen to know (vphr)
6. help S.O. through = help S.O. out of difficulties (vphr)

III. While listening
- Have Ss read and predict the answers for Task 1 before listening. T write the
answers on the board.
- Ask the students to listen to the tape twice and answer the following questions.
- Compare their answers with their guess at first.
Task 1: (Multiple choice) Listen and circle the correct answer:
1. Ha’s family moved to Hai Phong in…………………………….
a. 1983
b. 1995
c. 1985
2. People think that Hai Phong people are………., but Ha is …………
a. cold/friendly
b. friendly/cold
c. good/bad
3. When Lan first went on a trip to Do Son, Lan ………… anybody there.
a. didn’t know
b. didn’t meet
c didn’t see
4. Lan gave Ha a ring and she was so ……………….
a. friendly
b. sociably
c. funny
5. Ha rode on her motorbike to Do Son and …….. minutes later she was there.
a. twenty
b. twelve
c. thirty
*Answers:
1. c
2. a
3. a

4. a
5. a
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Task 2: (True/false statement) Listen and decide whether the statements are
true or false
(Before the task T should guide students to find the key words and ask them to pay
attention to them)
Statement
True
False
1. Minh and Long have been friends since school.
2. Long was a guitarist
3. Minh has a sense of humor
4. They have a lot of things in common
5. Minh always helped Long out of difficulties
*Answers:
1. F (schoolcollege) 2. F (Long Minh) 3. T
4. T
5. T
Task 3: (Gap-filling) Listen and filling in the gaps to complete the table.
How and where did they meet ?
What do they like about their
friends ?
Lan
- They used to live in the same (1) - Ha’s very friendly and helpful.
……….. building in Ha Noi
- Ha’s sociable. She’s got many
- Lan went on a holiday to Do Son friends in Do Son and she (2)

and Ha went there to help her
…………. Lan around.
Long
- They met in college.
- Minh has a sense of humor.
- Ming played the guitar. Long was - Minh and Long like to go to
a singer.
(4)…………..
- They worked (3)………………
- Ming is a good listener.
- Minh always helps Long (5)
…………….
*Answer:
1. Apartment building
2. Introduce
3. together
4. plays and movies
5. through
IV. After listening
Work in pairs to talk about how Ha has been Lan’s best friend and how Minh
has been Long’s best friend.
Teachers can give suggested questions:
1. Where did Ha and Lan used to live?
2. How long have they been friends?
3. How is Ha?
4. Where did Long and Minh meet?
5. Was Long a singer?
6. What is Minh’s good quality?

16

Unit 3: A PARTY
I. Warm-up: Kim’s game “ WHAT DO YOU THINK OF WHEN YOU SEE
THESE THING?”

Gifts

Cards

Candles

Cake

Flowers

* Answer: “ A BIRTHDAY PARTY”
II. Pre- listening Teachers can use the part before you listen in the text book
III. While listening
Task 1: Teachers can use the part “Task 1”in the text book
Task 2: (Multiple choices) Listen and choose the best answer to complete the
blank.
1. Mai was ………..years old.
a. 16
b. 26
c.6
d. 18
2. She didn’t like having her party at the restaurant because…………………
a. It’s noisy but cheap
b. It is far from her house

c. It’s noisy and expensive
d. it is not beautiful
3. Mai’s mother served them soft………….and biscuits
a. food
b. drinks
c. flowers
d.fruits
4. the birthday cake was brought out at about……………….
a. 3:00 p.m.
b. 4:00 p.m.
c. 3:30 p.m.
d. 4:30 p.m.
5. The cake was decorated with ………….icing
a. red and yellow
b. pink and white
c. white and red
d. pink and brown
6. All the guests ………….. their hands eagerly and sang………….. while Mai was
cutting the cake.
a. raising/ “Happy birthday”
b. clapping/ “Happy New Year”
c. clapped/ “Happy birthday”
c. stood/ “Happy New Year”
7. The birthday party finished at ………….
a. 7:00 p.m.
b. 6:00 p.m.
c. 7:30 p.m.
d. 6:30 p.m.
17

*Answer:
1. a
2. c
3. b
4.d
5. b
6. c
7. b
IV. After listening
Fill in the blank with the given words then practice talking about Mai’s party
served
birthday party
restaurant
twenty
blew out
end
presents
Mai was 16 years old and her parents held a(1)……………. for her. She
invited about (2)…………of guess gathering in Mai’s house. She didn’t like having
the party at a(3)………. because it is noisy and expensive. They gave(4)……… to
Mai and she happily opened them.. After that Mai’s mother(5)……… them soft
drinks and biscuits then they listened to music and played cards. At about four
thirty Mai’s mother brought out the birthday cake. They all clapped our hands
eagerly and sang “Happy Birthday” as she(6)……….. the candles and cut the cake.
Finally at about six in the evening the party came to an (7)……... They were all
tired but happy.
* Answers:
1. birthday party
2. twenty

3. restaurant
4. presents
5. served
6. blew out
7. end
UNIT 4: VOLUNTEER WORK
I. Warm-up: Match the pictures with the activities [1]

1

4
A. Teaching the poor children
B. Building road
E. Repairing house

2

3

5
C. Directing traffic
D. Donating blood
18


* Answers:
1. E
2. D
3. A
4. B

5. C
II. Pre- listening :
Teachers can use the part before you listen in the textbook. But in the part “listen
and repeat” I suggest that they should teach the low-level students some more
words. May be these words they’ve learned but not all of them remember; however,
the words are helpful to do the following tasks.
- provide (v) = supply (v)
- informal (adj)
- contact (v)
- sponsor (n)
III. While listening
Task 1: Teachers can use this part in the textbook.
Task 2: Listen and decide whether the statements are true or false
(Before the task T should guide students to find the key words and ask them to pay
attention to them)
Statement
True
False
1. Spring school provides classes to disadvantaged children in
Ha Noi
2. Dance, theater, singing and circus classes were set up in
1998
3. Children raise money to continue their English and
Performance Art class.
4. Children dance, sing and play music at one of the largest
stadiums in Ho Chi Minh City
5. Foreign volunteer are needed to invite sponsors and help to
expand the school activities.
*Answers:
1. F ( Ha Noi  Ho Chi Minh City)

2. F (1998 1999)
3. T
4. F (stadiums  Hotels)
5. F ( invite contact)
IV. After listening
Work in pairs to use the given words to make sentence then practice talking
about Spring School
1. Spring School/ informal school/ Ho Chi Minh City
2. It/ provide/ classes/ disadvantaged children.
3. English class/ be set up/ 1998. Dance, theater, singing and circus classes/ be set
up/ a year later.
4. Children/ raise money/ continue/ their English and Performance Art class.
5. Spring School/ require/ Volunteers/ help/ organize/ their fundraising dinner.
* Answers:
1. Spring School is an informal school in Ho Chi Minh City
2. It provides classes to disadvantaged children.
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3. English class was set up in1998. Dance, theater, singing and circus classes were
set up a year later.
4. Children raise money to continue their English and Performance Art class.
5. Spring School requires volunteers to help organize their fundraising dinner.

UNIT 7: WORLD POPULATION
I. Warm-up: Match the pictures with the words

1

2

3

4
5
6
a. Water pollution
b. homelessness
c. hunger
d. lack of school
d. unemployment
e. poverty
II. Pre- listening :
Teachers can use the part before you listen in the textbook.
III. While listening
Task 1: Teachers can use this part in the textbook.
Task 2: Listen again and answer the questions by completing the sentences [1]
1. According to experts, what will the population of the world be by the year 2015?
 According to experts, the population of the world will be over ………...........
billion people by the year 2015.
2. What did the expert say about the population growth rates in some parts of the
world?
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 The population growth rates in some parts of the world are ......................... It
grows more.................. in some parts of the world than others.
3. According to the expert, what is the reason for a fall in the death rates?
 According to the experts, the reason for a fall in the death rates is
the…...........................of the living conditions and medical care.

4. According to the expert, what problems does population explosion cause to the
world, particularly to developing countries?
 The problems which population explosion causes to the world, particularly to
developing countries are shortage of……..............., lack of hospitals
and.................., illiteracy and low living standards.
* Answers:
1. seven
2. not the same/ quickly
3. improvement
4. Food/ school
IV. After-listening
Summarize the main ideas of the passage by filling the information in the box
in the sentences below:
A. 76 million
B. 67 billion
C decrease
D. punishment
E. shortage
F. 7 billion
1. The world population today is over .................
2. The world population increases by about ................... a year.
3. By the year 2015, the world population will be over ...................
4. The main reason for population explosion is a ………..in death rates.
5. Overpopulation causes …………..of food, lack of school and poor living
condition.
6. The solution to overpopulated problem is providing safe birth control methods,
educating people, strictly implementing a family planning policy and exercising
strict and fair reward and …………… policies.
* Answers:
1. E

2. A
3. F
4. C
5. E
6D

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UNIT 8: CELEBRATIONS
I. Warm-up: Net-Work
Visiting friends

Decorating house

THINGSVIETNAMES PEOPLE DO ON THE
NEW YEAR’S DAYS

Exchanging gifts and cards

Giving/receiving lucky money
II. Pre- listening :
Teachers can use the part before you listen in the textbook and add more new
words:
- Do up (vphr)
- Get rid of (vphr)
III. While-listening
Task 1: Listen and order the things people do on the New Year’ s Day in Japan
a. The television or radio will broadcast 108 bells.
b. They decorate their house with small pine trees.

c. Family members sit round and start watching the national singing contest on
Television.
d. Women cook special food for New Year’s Day.
e. Every household do a big cleaning up.
f. They come home and eat special New Year Day’s food and drink a lot of rice
wine.
g. People also exchange cards and gifts.
h. People put on special Kimonos or dress to go to visit their shrine
* Answers:
d-e-b-g-c-a-h-f
Task 2: Listen again and fill in the gap with no more than 3 words for each
blank. [1]
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1. On the New Year’s Eve every household do a big cleaning up. The idea is to
……………….. the dirt of the past year and welcome the new one.
2. Japanese hear the bells from ………………………
3. Japanese often wear ………………….. to go to visit their shrines.
4. New Year’s Day is mostly celebrated …………………………..
* Answer:
1. get rid of
2. television or radio
3. Kimonos or dress
4. among family only
IV. Post-listening
Teachers can use the part after you listen in the textbook
UNIT 9: THE POST OFFICE
I. Warm-up: Answer the following questions:
1. Is your family on the phone? What is your phone number?

2. Does any member of your family have a cellphone? What make is it?
3. What do you think are the advantages and disadvantages of cellphones?
II. Pre- listening :
Teachers can use the part “listen and repeat” but I suggest that they should teach
the low-level students some more words.
- Upgrade (v)
- Rank second only to (vphr)
- Fixed telephone network (nphr)
- Reduce the price of…(vphr)
- Monthly fee (n)
III. While- listening
Task 1: Teachers can use this part in the textbook.
Task 2: Listen again and decide whether statements are true or false
Before playing the tape. T should guide Ss to find out the key words(the words are
underlined are examples) that they should pay more attention to.
Statement
True False
1. China has the best growth in telephone numbers
2. In the early 1990s, there were only 14,000 telephones
in Vietnam
3. In 1996, Vietnam change fixed telephone numbers from
six to seven digits in Hanoi and Ho Chi Minh City as
well as five to seven digits in other provinces.
4. In 2001, the mobile phone system was upgraded.
5. A network of 614 communal post offices have been set
up across the country
* Answer:
1. T
2. F (14,000  140,000)
3. F (five to seven  five to six)

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4. T
5. F (614 6014)
IV. Post- listening
Summarize the main ideas of the passage using the number given below:
2nd
1990s
1996
2001
93
6014
* Answer:
- Vietnam ranks second only to China for growth in the number of telephone
subscribers.
- In 1990s there were only 140,000 telephones in Vietnam.
- In 1996, Vietnam change fixed telephone numbers from six to seven digits in
Hanoi and Ho Chi Minh City as well as five to six digits in other provinces.
- In 2001, the mobile phone system was upgraded.
- At present, 93 percent of communes across Vietnam have telephone services.
- A network of 6014 communal post offices have been set up across the country
UNIT 10: NATURE IN DANGER
I. Warm-up: Name some National Parks in Vietnam.
II. Pre-listening :
Teachers can use the part “listen and repeat” in the Textbook.
III. While-listening
Task 1: Teachers can use this part in the textbook.
Task 2: Listen again and choose the best answers:
1. How many national parks are there in the United States

A. 50
B. 52
C. 54
D. 56
2. How many people visit national parks every year?
A. five thousands of visitors
B. millions of visitors
C. five millions of visitors
D. billions of visitors
3. Tick the problems which national parks are currently facing:
A. Rare animals are killed or hunted for fur, skin or other part
B. Trees are cut down for wood
C. Large Area of National Parks experience devastating fires are caused by
careless people.
D. Some animals are in danger of extinction
E. Many people want to keep animals in the forest as pets
F. The increasing number of visitors is harming the parks due to the
pollution from their vehicles
4. What should be done to protect national parks?
A.Increase the number of visitors to earn more money
B. These problems should be solved gradually
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C. Money should be raised for the parks’ staff and maintenance of their sources.
D.If there is not enough protectors, some national parks will be destroyed.
*Answers:
1. B
2. B
3. A, B, C, F

4. C
IV. Post-listening
Filling in each gap with a suitable word to summarize the listening text
National parks protect and (1) …………….. the natural beauty of the land.
They usually (2)…………… a variety of scenic features. There are (3)………….
National parks in the USA and (4)………….. of people visit it every year. Many
national parks are in (5)………..of being destroyed. If their problems are not
solved, they will be (6)………….. completely.
* Answers:
1. preserve
2. contain
3. 52
4. millions
5. danger
6. destroyed

UNIT 15: SPACE CONQUEST
I. Warm-up: Teachers can use the first part of the part “Before you listen” in the
Textbook. (Work in pairs: Match the pictures with the captions)
II. Pre-listening :
Teachers can use the part “listen and repeat” in the Textbook.
III. While-listening
Task 1: Listen and decide whether the following statements are true (T) or
false (F)
( Before playing the tape, T should guide ss to finds out the keys words in each
statement and ask them to pay attention to these words)
True False
1. In the speech to Congress in 1916 the US President Kennedy
challenged the nation to put a man on the moon before the end
of the decade.

2. The astronauts on board of the spacecraft were Neil
Armstrong, Buzz Aldrin and Michael Collins.
3. On July 20, 1969 Michael Collins became the first man on
the moon.
4. Armstrong and Aldrin spent two hours on the moon’s surface
5. An American flag was left on the moon’s surface
25