Designing listening tasks for grade 8 students in section LISTEN AND READ

Designing listening tasks for grade-8 students in section LISTEN AND READ
TABLE OF CONTENT:
I. INTRODUCTION
II. CONTENT

Page
2
2- 20

1. The theoretical background
1.1. Listening skill

2- 3

1.2. Listening tasks
2. Practical background
2.1. Listen and read

3

2.2. The context
3. Solution
3.1. suggested listening tasks designed for LISTEN AND READ

4 - 20

3.2. Tasks designed for LISTEN AND READ – English 8
III. CONCLUSION
1. Results of the implementation
2. Lessons Learned

20 - 21

2.3.Further study
IV. REFERENCE

21

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Designing listening tasks for grade-8 students in section LISTEN AND READ
I. INTRODUCTION
Nowadays, English has become an international language used as the official
language in many countries, as the language of business, commerce and
technology. It is also the language of aviation, international sports and pop music.
This language is learned by a higher number of people with every passing day
because of its two importances in this modern world: A means of communication
and a greater opportunity for a job. Therefore, English has become a compulsory
subject in nearly all Vietnamese schools.
Learning English is an art, which involves four skills called listening,
speaking, reading and writing. Listening is one of the most important ones that is
the key to all effective communication. Without the ability to listen effectively,
messages are easily misunderstood, communication breaks down and the sender of
the messages easily becomes frustrated or irritated.
To listen well, a lot of practice is extremely necessary. Listening as much as
possible, listening anywhere and anytime.
In fact, however, students don’t have a lot of chances to practice listening. At
my school, grade-8 students, for example, only officially practice listening in 15
listening lessons taught together with LANGUAGE FOCUS. That is never enough
for anyone to improve listening.

With a view to creating more listening opportunities for grade-8 students at my
school, in the school year 2015- 2016, I designed listening tasks in LISTEN AND
READ in the text book- English 8 and applied them to “getting started and listen
and read” lessons. I find it really helpful and effective. Therefore, I would like to
present the topic “Designing listening tasks for grade-8 students in section
LISTEN AND READ”
II. CONTENT
1. The theoretical background
1.1. Listening skill
According to Mamimozhi Sayee Kumar (May 2013), listening is generally
defined as a conscious, cognitive effort involving primarily the sense of hearing
and leading to interpretation and understanding. We listen with our senses to
understand the communication being spoken. We try to identify speaker’s views
and analyze his or her views to work out a coherent picture of the communication
we face. It is a difficult process, in which what is heard is weighed, analyzed,
sorted, related, classified, evaluated as well as judged.
Listening is the most often used skill of communication and good listening is
an integrated part of the communication process.

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Designing listening tasks for grade-8 students in section LISTEN AND READ
In learning English, listening can help improve speaking considerably. When
listening, we are reviewing a lot of English usage such as vocabulary, grammatical
structures, intonation, accent and our own interpretation. We can learn new words
and expressions by hearing them frequently. Besides the English revision, general
knowledge from news, features, or even advertising spots is certainly beneficial for
regular listeners.We can imitate what we hear and apply it with great confidence.
1.2. Listening tasks

The following are some common listening tasks:
Listen and match, listen and tick, listen and number, listen and complete, listen and
select the correct option, listen and give short answers, true or false statements.
2. Practical background
2.1. Listen and read
According Ho Thi Thanh Ha (Regular training documentation for
secondary teachers, Period 2004-2007. Education publisher-2005), the aim of
teaching dialogues is to help students develop listening and speaking skills which
are suitable for their levels and age, to give students opportunities to get and
exchange information, improve English abilities and social knowledge. However,
the available tasks in LISTEN AND READ in the textbook lack of listening tasks.
2.1. The context
In recent years, English has become a more and more important subject in
Vietnam. Both parents and students find it necessary to spend much time on
studying it.
Many of students, however, learn English for tests and the final examination,
not for communication. As a result, they are quite good at grammar but bad at
communicative skills such as listening and speaking. Some of them can only listen
to and understand some single words or phrases. I am disappointed that when I
speak English, most of students catch nothing. To be a teacher, I am partly
responsible for students’ troubles, which encourages me to find different ways of
teaching to help students improve their English, especially, listening skill.
In fact, many teachers mechanically follow the required textbook. They only
have students complete all available exercises in the text books without creating
more to help students practice more.
Having attended my colleagues’ teaching lessons for experiences, I realized
that some teachers are not clearly aware of the aims of getting started and listen
and read lessons. Most of the teachers only teach those as reading lessons with 3
stages: Pre-reading, while-reading and post-reading. They hardly explore listening
skill in these lessons.

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Designing listening tasks for grade-8 students in section LISTEN AND READ
3. Solutions
3.1. Suggested listening tasks designed for LISTEN AND READ - English 8
3.1.1. True /False statements
Ask students to listen to the recording to decide whether the statements are true
or false .
Example : Listen to the recording about Nam’s hobbies and decide whether the
following statements are true or false.
1. He likes playing chess.
2. He usually plays with his father.
3.1.2. Listen and give short answers:
Ask students to listen to the recording and answer the given questions with no
more than three words.
Example : Listen to the recording about Mai and answer each question given with
no more than three words
1. How old is she ?
2. What does she do ?
3.1.3. Listen and select the correct option
Ask students to listen to the recording and choose the best answer from A,B,C
or D to complete the sentences or to answer the questions.
Example: Listen to the recording about Mr.John and choose the best option from
A,B,C or D.
1, Where does Mr.John work?
A, in a hospital

B. in a restaurant

C. in a school

D. in a museum

3.1.4. Listen and number:
Ask students to listen to the recording and number the events in the correct
order.
Example: Listen to the recording about Nga and number the events in the correct
order.
Nga’s activities

Order

She goes to school.
She plays tennis .
She helps her mom with the housework.

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Designing listening tasks for grade-8 students in section LISTEN AND READ
3.1.5. Listen and complete
The exercise can be a summary, a grid, a map or a note with some blanks. Ask
students to listen and complete them.Teachers can give the words in a box for
students to choose if students are low-level ones.
Example: Listen to the recording and fill in each blank with one word or number
you hear to complete the summary.
He is a (1) ............. She lives at (2) ............Le Loi Street with his parents.He
always (3).........his friends with their homework ...........................

3.1.6. Listen and tick
Ask students to listen to the recording and tick the right picture or tick the right
information.
Example: Listen to the recording and tick the right picture.
1. What will the weather be like tomorrow ?

A.

B.

C.

3.2. Tasks designed for LISTEN AND READ – English 8
3.2.1. Unit 1: My friends (pages 10-11):
- Name: Listen and complete
- Aims: Students will be able to listen to the conversation between Hoa and Lan for
information about Hoa’s friend.
- Time: 6 minutes.
- Teaching aids:
+ Computer, loudspeaker
+ Handout
Listen to a conversation. Fill in the table with suitable information.

NAME:

……………………..

ADDRESS:

……………………..

APPEARANCE:

……………………..

AGE:

……………………..

PLAN:

Visiting Hoa at………………….

-Steps:
+ Ask students to close their books.
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Designing listening tasks for grade-8 students in section LISTEN AND READ
+ Set the scene: Show the picture in LISTEN AND READ on page 10 in the
textbook and say “ Hoa is talking to Lan about her old friend.”
+ Give handouts to students.
+ Ask students to guess information about Hoa’s friend.
+ Have students listen twice to check their prediction.
+ Elicit the answers from students.
+ Let students listen the third time to check their answers.
+ Give feedback and keys
NAME:

Nien

ADDRESS:

Hue

APPEARANCE:

beautiful

AGE:

12

PLAN:

Visiting Hoa at Christmas.

- Tape transcript: (on pages 10-11 in textbook)
3.2.2. Unit 2: Making arrangement (page 19):
- Name: Listen and complete
- Aims: Students will be able to listen to the conversation between Hoa and Nga
for specific information.
- Time: 6 minutes.
- Teaching aids:
+ Computer, loudspeaker
+ Poster:
Listen to a telephone conversation. Fill in the missing information.

TELEPHONE NUMBER:

…………………

TIME TO SEE THE MOVIE:

…………………

PLACE:

At ………………Movie Theater.

MEANS OF TRANSPORT:
TIME TO MEET:

………………….
………………….

- Steps:
+ Ask students to close their books.
+ Set the scene: Show the picture in LISTEN AND READ on page 19 in the
textbook and say: “Hoa and Nga are arranging to see a movie on the phone.”
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Designing listening tasks for grade-8 students in section LISTEN AND READ
+ Hang the poster on the board.
+ Make sure students understand information they need to fill in.
+ Have students guess the missing information.
+ Have students listen twice to check their prediction.
+ Elicit the answers from students.
+ Let students listen the third time to check their answers.

+ Give feedback and keys:
TELEPHONE NUMBER:

3847329

TIME TO SEE THE MOVIE:

6.45

PLACE:

At Sao Mai Movie Theater.

MEANS OF TRANSPORT:

bike

TIME TO MEET:

6.30

- Tape transcript: (on page 19 in textbook)
3.2.3. Unit 3: At home (pages 27, 28):
- Name: True/False statements
- Aims: Students will be able to listen to the conversation between Nam and
Mrs.Vui for specific information.
- Time: 6 minutes.
- Teaching aids:
+ Computer, loudspeaker
+ Handouts

Listen and check (√ ) if the statements are true (T) or false (F)
Statements

T

F

1. Mrs.Vui is going to be home late tonight
2. Mrs.Vui has to visit her friend after work.
3. Mrs.Vui will be home before dinner.
4. Nam will have to cook dinner himself.
5. The rice cooker is beside the steamer.
- Steps:
+ Ask students to close their books.
+ Set the scene: “Nam is talking to his mother, Mrs.Vui on the phone.”
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Designing listening tasks for grade-8 students in section LISTEN AND READ
+ Give handouts to students.
+ Have students go through the statements and guess if they are true or false.
+ Have students listen twice to check their prediction.
+ Elicit the answers from students.
+ Let students listen the third time to check their answers.
+ Give feedback and keys:

Statements
1. Mrs.Vui is going to be home late tonight

T

F

√

2. Mrs.Vui has to visit her friend after work.

√

3. Mrs.Vui will be home before dinner.

√

4. Nam will have to cook dinner himself.
5. The rice cooker is beside the steamer.

√
√

- Tape transcript: (on pages 27-28 in the textbook)
3.2.4. Unit 4: Our past (pages 38, 39):
- Name: Listen and complete
- Aims: Students will be able to listen to the conversation between Nga and her
grandma for missing words.
- Time: 5 minutes.
- Teaching aids:
+ Computer, loudspeaker
+ Handouts
Listen to the conversation and fill in the missing words.
Nga’s grandma used to live on a (1)……………when she was young. She didn’t

go to (2)………….because she had to stay home and (3)……………..her Mom.
She used to (4)……..…….after her younger brothers and sisters. She (5)
…………….to do housework, cook the meals, clean the house and wash the (6)
…………….. . In the evening, after (7)………………, her mom lit the lamp and
her Dad used to tell (8)………………
- Steps :
+ Ask students to close their books.
+ Set the scene: Show the picture in LISTEN AND READ on page 38 in the
textbook and say: “Nga and her Grandma is talking about the past.”
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Designing listening tasks for grade-8 students in section LISTEN AND READ
+ Give students handouts.
+ Ask students to guess the words to fill in the gaps in the dialogue.
+ Play the tape and have students listen twice to check their prediction.
+ Elicit the answers from students.
+ Let students listen the third time to check their answers.
+ Give feedback and keys:
1. farm

2.school

3.helped

4.look

5. used

6.clothes

7.dinner

8.stories

- Tape transcript: (on pages 38-39 in textbook)
3.2.5. Unit 5: Study habits (pages 46,47):
- Name: Listen and select the correct option
- Aims: Students will be able to listen to the conversation between Tim and his
Mom for specific information.
- Time: 5 minutes.
- Teaching aids:
+ Computer, loudspeaker
+ Poster
Listen and choose the best answer from A, B or C.
1. Miss Jackson gave Tim’s mother his…………
A. report card

B. test

C. postcard

2. Tim’s report card is……….
A. good

B. excellent

C. poor

3. Miss Jackson said Tim should work harder on his Spanish…………

A. grammar

B. listening

C. pronunciation

4. Miss Jackson gave Tim a……………..
A. book

B. dictionary

C. directory

- Steps:
+ Ask students to close their books.
+ Set the scene: Show the picture in LISTEN AND READ on page 46 in the
textbook and say: “Tim and his mom are talking about his studying.”
+ Hang the poster on the board. Ask students to look at the questions.
+ Ask students to guess the answer to each question by choosing A, B, or C.
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Designing listening tasks for grade-8 students in section LISTEN AND READ
+ Have students listen twice to check their prediction.
+ Have students compare their answers with partners’.
+ Elicit the answers from students.
+ Let students listen the third time to check their answers.
+ Give feedback and keys:
1. A

2.B

3.C

4. B

- Tape transcript: (on pages 46-47 in textbook)
3.2.6. Unit 6: The young pioneers club (page 54):
- Name: Listen and complete
- Aims: Students will be able to listen to the conversation between the secretary
and Nga for Nga’s personal information.
- Time: 6 minutes.
- Teaching aids:
+ Computer, loudspeaker
+ Poster:
Listen to a conversation. Fill in the missing information.

FULL NAME: …………………………….
DATE OF BIRTH:
HOME ADDRESS :
INTERESTS:

April 22 , …………
At…………Tran Phu street
…………, outdoor activities and …………

- Steps:
+ Ask students to close their books.
+ Set the scene: “Nga is enrolling for the activities for this summer. She is giving
the secretary some personal information.”

+ Hang the poster on the board.
+ Make sure students understand information they need to fill in.
+ Have students guess the missing information.
+ Have students listen twice to check their prediction.
+ Have students compare their answers with partners’.
+ Elicit the answers from students.
+ Let students listen the third time to check their answers.
+ Give feedback and keys:
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Designing listening tasks for grade-8 students in section LISTEN AND READ
FULL NAME :

Pham Mai Nga

DATE OF BIRTH :

April 22, 1989

HOME ADDRESS :

At 5 Tran Phu street

INTERESTS :

Drawing, outdoor activities and acting

- Tape transcript: (on page 54 in textbook)
3.2.7. Unit 7: My neighborhood (pages 63-64):

- Name: Listen and select the correct option
- Aims: Students will be able to listen to the conversation between Na and Nam for
specific information.
- Time: 5 minutes.
- Teaching aids:
+ Computer, loudspeaker
+ Poster
Listen and choose the best answer from A, B or C.
1. Na has been to the neighborhood since…………
A. last night

B. last week

C. last month

2. Nam has lived in the neighborhood for about……….
A. 8 years

B. 10 years

C. 12 years

3. Na will have dinner at…………tonight.
A. home

B. Nam’s house

C. a restaurant

4. The restaurant serves food from……………..

A. Hue

B. Ha Noi

C. Nghe An

- Steps:
+ Ask students to close their books.
+ Set the scene: “Na is new to Nam’s neighborhood. She is talking to Nam”
+ Hang the poster on the board. Ask students to look at the questions.
+ Ask students to guess the answer to each question by choosing A, B, or C.
+ Play the tape and have students listen twice to check their prediction.
+ Have students compare their answers with partners’.
+ Elicit the answers from students.
+ Let students listen the third time to check their answers.
+ Give feedback and keys:
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Designing listening tasks for grade-8 students in section LISTEN AND READ
1. B

2.B

3.C

4. A

- Tape transcript: (on pages 63-64 in textbook)
3.2.8. Unit 8: country life and city life (pages 72,73):

- Name: Listen and tick
- Aims: Students will be able to listen to the conversation between Na and Hoa for
specific information.
- Time: 5 minutes.
- Teaching aids:
+ Computer, loudspeaker
+ Poster
Listen. Hoa or Na? Check (√ ) the boxes.

Hoa

Na

Statements
went to the countryside for the weekend.
doesn’t want to live in the countryside permanently.
thinks life in the countryside is changing for the better.
prefers the city.
prefers the countryside.

- Steps:
+ Ask students to close their books.
+ Set the scene: Show the picture in LISTEN AND READ on page 72 in the
textbook and say: “Hoa and Nga are talking about the countryside.”
+ Hang the poster on the board.
+ Ask students to guess the person, Hoa or Na with the right information.
+ Have students listen twice to check their prediction.
+ Have students compare their answers with partners’.
+ Elicit the answers from students.
+ Let students listen the third time to check their answers.

+ Give feedback and keys:
Hoa

Na
√

Statements
went to the countryside for the weekend.
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Designing listening tasks for grade-8 students in section LISTEN AND READ
√
√

doesn’t want to live in the countryside permanently.
thinks life in the countryside is changing for the better.

√
√

prefers the city.
prefers the countryside.

- Tape transcript: (on pages 72- 73 in textbook)
3.2.9. Unit 9: A first-aid course (page 80):
- Name: Listen and number
- Aims: Students will be able to listen to the conversation between a nurse and Lan
to order the events.
- Time: 5 minutes.

- Teaching aids:
+ Computer, loudspeaker
+ Poster
Listen and put the events in the correct order as you hear. Number from 1 to 5
Events

Order

Hold the wound tight.
She fell off her bike.
Use a towel or a handkerchief to cover the wound.
Keep her awake.
She had a bad cut on her head.
- Steps:
+ Ask students to close their books.
+ Set the scene: “Lan is talking to a nurse on the phone about an emergency.”
+ Hang the poster on the board.
+ Ask students to guess the order of the events by number the events from 1 to 5.
+ Have students listen twice to check their prediction.
+ Elicit the answers from students.
+ Let students listen the third time to check their answers.
+ Give feedback and keys:

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Designing listening tasks for grade-8 students in section LISTEN AND READ
Events

Order

Hold the wound tight.

4

She fell off her bike.

1

Use a towel or a handkerchief to cover the wound.

3

Keep her awake.

5

She had a bad cut on her head.

2

- Tape transcript: (on page 80 in textbook)
3.2.10. Unit 10: Recycling (pages 89,90):
- Name: True/False statements
- Aims: Students will be able to listen to the conversation between Miss. Blake and
students of Quang Trung school for information about recycling.
- Time: 5 minutes.
- Teaching aids:
+ Computer, loudspeaker
+ Poster

Listen and check (√) if the statements are true (T) or false (F)
Statements

T

F

1. Recycling is difficult.
2. Shirts and shocks are usually overpackaged.
3.We can reuse plastic bottles.
4. We should use plastic bags.
- Steps:
+ Ask students to close their books.
+ Set the scene: “A representative from Friends of the Earth, Miss Blake, is talking
to the students of Quang Trung school. Friends of the Earth shows people how to
protect the environment and save natural resources.”
+ Hang the poster on the board.
+ Ask students to guess if the statements are true or false.
+ Have students listen twice to check their prediction.
+ Elicit the answers from students.
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Designing listening tasks for grade-8 students in section LISTEN AND READ
+ Let students listen the third time to check their answers.
+ Give feedback and keys:

Statements

T

1. Recycling is difficult.

F
√

2. Shirts and shocks are usually overpackaged.

√

3.We can reuse plastic bottles.

√

4. We should use plastic bags.

√

- Tape transcript: (on pages 89-90 in textbook)
3.2.11. Unit 11: Traveling around Viet Nam (page 99):
- Name: Listen and select the correct option
- Aims: Students will be able to listen to the conversation between Hoa, Tim and
Tim’s family for specific information.
- Time: 6 minutes.
- Teaching aids:
+ Computer, loudspeaker
+ Poster
Listen and choose the best answer from A, B or C.
1. Hoa helps Mrs. John with her……….
A. hat

B. bags

C. coat

2. Hoa sits next to…………
A. Mrs. Jones

B. Tim

C. Tim and Shannon

3. It is about…………from the airport to Hanoi.
A. 40 kilometers

B. a 40-minute drive

C. a 14-minute drive

4. They see…………on the way to Ha Noi.
A. sugar canes

B. a bamboo forest

C. a mountain

B. buy some drinks

C. takes a photo

5. Tim wants to………….
A. have a rest

- Steps:
+ Ask students to close their books.
+ Set the scene: “Hoa meets Tim and his family at the airport.”
+ Hang the poster on the board.
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Designing listening tasks for grade-8 students in section LISTEN AND READ
+ Ask students to look at the questions and guess the answer to each question by
choosing A, B, or C.
+ Have students listen twice to check their prediction.
+ Have students compare their answers with partners’.
+ Elicit the answers from students.
+ Let students listen the third time to check their answers.
+ Give feedback and keys:
1. B

2.C

3.B

4. A

5.C

- Tape transcript: (on page 99 in textbook)
3.2.12. Unit 12: A vacation abroad (page 112):

- Name: Listen and give short answers
- Aims: Students will be able to listen to the telephone conversation between Mrs.
Quyen and Mrs. Smith for specific information.
- Time: 6 minutes.
- Teaching aids:
+ Computer, loudspeaker
+ Poster
Listen and answer the questions in short forms.
1,Where is Mrs. Quyen calling from?
2, When is Mrs. Quyen coming to San Francisco?
3, Is Mrs. Quyen busy on Tuesday evening?
4,What time will Mrs. Smith pick Mrs. Quyen up?
- Steps:
+ Ask students to close their books.
+ Set the scene: “Mrs. Quyen is talking to Mrs. Smith on the phone .”
+ Hang the poster on the board.
+ Ask students to look at the questions and guess short answers to them.
+ Have students listen twice to check their prediction.
+ Have students compare their answers with partners’.
+ Elicit the answers from students.
+ Let students listen the third time to check their answers.
+ Give feedback and keys:
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Designing listening tasks for grade-8 students in section LISTEN AND READ
1, From Ha Noi
2, On Monday
3, Yes
4, At 7 o’clock

- Tape transcript: (on page 112 in textbook)
3.2.13. Unit 13: Festivals (page 121):
- Name: Listen and complete
- Aims: Students will be able to listen to the conversation between Liz and Ba for
specific information.
- Time: 6 minutes.
- Teaching aids:
+ Computer, loudspeaker
+ Handouts:
Listen and choose a number in the box to fill in each gap. There is one extra
number.
1

2

3

4

5

6

a, There is (are)………competition(s) in the rice-cooking contest.
b, The water comes from a river about………kilometer(s) away.
c, There is (are)……….bottle(s) of water on the river bank.
d, In the fire-making contest, ……….team member(s) try to make fire by rubbing
pieces of bamboo together.
e, ………person ( people) from each team participate(s) in the rice-cooking
contest.

- Steps:
+ Ask students to close their books.
+ Set the scene: Show the picture in LISTEN AND READ on page 121 in the
textbook and say: “Liz and Ba is talking about the rice-cooking festival.”
+ Give handouts to students.
+ Have students guess the missing numbers.
+ Play the tape and have students listen twice to check their prediction.
+ Elicit the answers from students.
+ Let students listen the third time to check their answers.
+ Give feedback and keys:
a, 3

b, 1

c, 4

d, 2

e, 6
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Designing listening tasks for grade-8 students in section LISTEN AND READ
- Tape transcript: (on page 121 in textbook)
3.2.14. Unit 14: Wonders of the world (pages 131-132):
- Name: Listen and tick
- Aims: Students will be able to listen to the conversation between Hoa, Nhi and
Nga for places.
- Time: 5 minutes.
- Teaching aids:

+ Computer, loudspeaker
+ Handouts
places

Checking (√ )

Viet Nam
China
Asia
America
The Great Wall of China
San Francisco
New York
PERTRONAS Twin Towers
The Statue of Liberty
France
The Golden Gate Bridge
- Steps:
+ Ask students to close their books.
+ Set the scene: “Hoa, Nga and Nhi are playing a game. They think of 7 famous
places.”
+ Give handouts to students.
+ Ask students to guess names of places Hoa, Nhi and Nga mention by checking
(√) in the table.
+ Have students listen twice to check their prediction.
+ Elicit the answers from students.
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Designing listening tasks for grade-8 students in section LISTEN AND READ

+ Let students listen the third time to check their answers.
+ Give feedback and keys
places

Checking (√ )

Viet Nam

√

China
Asia

√

America

√

The Great Wall of China
San Francisco

√

New York

√

PERTRONAS Twin Towers
The Statue of Liberty

√

France
The Golden Gate Bridge

√

- Tape transcript: (on pages 131-132 Nam in textbook)
3.2.15. Unit 15: Computers (page 138):
- Name: True/False statements
- Aims: Students will be able to listen to the conversation between Nam and Mr.
Nhat for specific information.
- Time: 5 minutes.
- Teaching aids:
+ Computer, loudspeaker
+ Poster
Listen and check (√) if the statements are true (T) or false (F)

Statements

T

F

1. The printer is in trouble.
2. The printer is old.
3. Nam can connect a printer.
4. Mr. Nhat bought the printer in Ha Noi.
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Designing listening tasks for grade-8 students in section LISTEN AND READ
- Steps:
+ Ask students to close their books.
+ Set the scene: “Nam is talking to his father, Mr. Nhat about the printer.”
+ Hang the poster on the board.
+ Have students go through the statements and guess if they are true or false.
+ Have students listen twice to check their prediction.
+ Elicit the answers from students.
+ Let students listen the third time to check their answers.
+ Give feedback and keys:

Statements
1. The printer is in trouble.

T

F

√

2. The printer is old.

√

3. Nam can connect a printer.

√

4. Mr. Nhat bought the printer in Ha Noi.

√

- Tape transcript: (on page 138 in the textbook)
III.CONCLUSION
1. Results of the implementation:
Last school year, I applied those listening exercises for students of class 8A, ,
8B and 8C. As a result, students’ English listening ability has gradually improved.
They can listen to friends, the teacher and English tests better. They are less scared
of listening English. Especially, good students are more confident when listening.
They got quite good grades in the examinations for gifted students. Many of
students know how to listen effectively. Some of them can watch English news,
cartoons and films on TV and listen to English programs.
2. Lessons Learned:
After applying this experience innovation to my real teaching at my school, I
have got some experienced lessons:
Firstly, before each teaching lesson, teachers should spend more time
researching and designing activities which not only focus on the aims of the
lessons but also suit students’ levels. For lower level students, teachers should
design really simple activities. We should not pay attention to only good students
but create chances for average and bad students to work so that we can control and
involve most of students in the lessons.

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Designing listening tasks for grade-8 students in section LISTEN AND READ
Secondly, good teaching aids preparations are necessary for listening such as
cassettes, computer, loudspeaker, handouts, posters, pictures and flashcards.

Thirdly, when organizing a listening activity, teachers’ instructions must be
short, clear, and easy to understand.
Fourthly, it is important for teachers to get students into the habit of
pronouncing standard English. Students must know the right ways of pronouncing
English sounds as well as using right intonations when speaking English. Good
pronunciation helps students listen more effectively.
Finally, teachers must be career-loving and children-loving people who are
always close and helpful to students. So that, we can make students feel like
English and spend more time studying it.
In my opinion, when teaching English, all of the teachers must obey the
common methods. Each teacher, however, has his own way of exploring and
expressing the lessons. Therefore, in order to make our teaching lessons better and
better, teachers ourselves should constantly study and train. I do hope to get
colleagues’ sincere opinions. I also hope that my teaching experience is effective
not only for my students but also for others.
3. Further study
In my opinion, those ways of designing listening tasks are not only effectively
applied for LISTEN AND READ of English 8 but they can be used for LISTEN
AND READ of English 9.
IV. REFERENCE
1. Nguyen Van Loi(2004), Textbook -English 8. education publisher
2. Nguyen Van Loi(2004), Teacher book -English 8. education publisher
3. Hoang Thi Dieu Hoai(2003), Practical activities -English 8.
publisher

education

4. Nguyen Thi Hanh Dung, Documentation for training secondary school teachers
regularly cycle 3. education publisher
5. Slavin, Robert E (1992), Research Methods In Education. Allyn and Bacon,

USA.
6. Harmer, Jeremy (1998), An Introduction To The Practice of English Language
Teaching. Longman Ltd, England.

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Designing listening tasks for grade-8 students in section LISTEN AND READ

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