EXPERIENCES IN TEACHING ENGLISH LISTENING SKILLS FOR STUDENTS EFECTIVELY IN GRADE 10 AT NONG CONG 3 HIGH SHOOL

PART ONE: INTRODUCTION
I. Reasons for choosing topics
Along with science and technology, Education - Training is a top
national policy, aiming to improve the people's knowledge to train human
resources and foster talents. See investment in education as an investment
in the future. The Education and Training sector has constantly innovated
in terms of content and teaching methods. The English subject has been
taught since the elementary level to help students grasp the common
language of the world. To achieve that goal, it is necessary to have an
active orientation in teaching to give students a strong foundation as the
basis for further study and to communicate well through English. The new
English program has been implemented nationwide until now for nearly
ten years. The outstanding innovation of this program content is to create
the maximum opportunity for students to practice the 4 skills of listening,
speaking, reading, and writing on topics and situations or communicative
content related to the environment at home and abroad. The above
change facilitates teaching and learning English in general schools to
become language teaching instead of word teaching as many years ago.
However, in the practice of training English skills for students, teachers
have to deal with many difficulties, especially forging listening skills.
Through reality at my school, when starting to learn a foreign language,
most students like to learn, but gradually students get bored of learning.
Most of the children are very weak in listening skills. It is difficult for
children to understand the content of an essay or conversation. After
each class, teachers find it very difficult to check the information they
have heard and checking the old lessons is often not easy. Facing this
situation is a teacher directly teaching grade 10 English, the subject has
been exposed to the English language through the junior high school
years, I myself wonder a lot how students can master, listening
comprehension to get information and apply it proficiently. In the process
of both teaching and observing students, I discovered that the practice of

listening skills of students has many problems. Most students do not know
how to learn to listen, and students often find listening practice the most
difficult. In class, students often say that even though there are many
known words in the text, they cannot be heard. How to help students
apply their vocabulary and grammar structures to effective listening
comprehension? Therefore, in the teaching process, I look for some
positive, simple, easy-to-understand methods that are practical to ensure
science, in order to develop students' thinking ability, speculation and
creativity. With this small scope of experience, I boldly go into a problem
"Experience teaching English listening skills for students effectively in
grade 10"
II. Aims of the research
English subjects have been widely popularized in schools across the
country. But it is still considered one of the subjects that students have
most difficulty with. So how to teach - learn English to achieve high
results, especially improve listening ability for students. That requires a
lot of teaching methods innovation of teachers and the hard work,
enthusiasm, inquisitive and learning of the students. As a high school
English teacher, I have grasped the strengths and weaknesses of the
children in the learning process. Therefore, I always struggle to find a
new and most effective teaching method suitable for students to help them
understand the lesson and encourage them to love English, especially
improve their listening ability. So, how can students practice their
listening skills quickly, effectively and easily? Especially when applying
them to practical communication activities when interacting with
foreigners? Affordable, this is the teacher's trick!
III. Scope and object
1. Subjects

- Grade 10 students at Nong Cong 3 High School - Teaching English in
grade 10.
2. Scope of research:


- Teaching listening skills in English for the 10th grade from 2020 to
2021 aims to improve the quality of teaching in the subject.
IV. Researching Methods
The problem is how we can overcome the above weaknesses to
contribute to improving the quality of learning listening skills, helping
students to be more confident in communication, using English as a
second language, be proficient in every word and sentence, especially for
rural students like students in Nong Cong district.
I examined the characteristics of the 10th grade students' situation,
students’ learning ability, and listening skills. I used a listening exercise
in school English program.
Listen and complete the dialogue
Lan: Hello, Hoa
Hoa: Hi, Lan. You seem (1)………………
Lan: I am. I received a (2)………………….from my friend Nien today.
Hoa: Do I know her?
Lan: I don’t know. I think so. She (3)………….my next door neighbor in
Hue.
Hoa: What does she (4)…………….like?
Lan: Oh, she is (5)……………. Here is her (6)…………..
Hoa: What a (7)………….smile! Was she your (8)………………?
Lan: Oh, no. She wasn’t old (9)…………..to be (10)………….my class.
Keys:
1. happy
2. letter

3. was
4. look
5. beautiful
6. photograph
7. lovely
8. classmate
9. enough
10. in
RESULT
Number excellentl
of
y
Order Class
student
SL
%
s
1

10C1

38

1

2.6

2

10C2

50

4

8

Poorly
well

fairly

Weakly

SL %

SL %

SL %

SL %

10 26.3 19

50

5

13.2

3

7.9

13

46

7

14

3

6

26

23


3

10C4

TOTAL

49

4

8.2

12 24.5 25

51

7

14.3

1

2

137

9

6.6

35 25.5 67 48.9 19 13.9

7

5.1

Through the above results, I realize that their listening skills are
still limited. They have not understood the lesson yet, have not yet
applied the knowledge they have learned. I am very concerned, do not

know how to help students practice listening well in English, help them to
be eager to learn. With many years of direct experience in teaching
English, initially carefully training students listening, speaking, reading,
and writing skills, I give some of the following experiences in the process
of teaching as well as practicing skills.
PART TWO: DEVELOPMENT
CHAPTER 1: LITERATURE REVIEW
I. The Basics of listening skills:
What Is listening?
• Listening is the ability to accurately receive and interpret messages in
the communication process.
• Listening is key to all effective communication. Without the ability to
listen effectively, messages are easily misunderstood.
• Listening is one of the most important skills you can have.
• An active process of getting information, ideas.
• “Listening is the process of receiving, constructing meaning from, and responding
to spoken.
II. Process of Listening
1 –Receiving
• Is the intentional focus on hearing a speaker’s message?
• This stage is represented by the ear because it is the primary tool
involved with this stage of the listening process.
2- Understanding
• In the understanding stage, we attempt to learn the meaning of the
message, which is not always easy.
• Deciding what the message means to you


3- Remembering
• Remembering begins with listening; if you can’t remember something

that was said, you might not have been listening effectively.
• However, even when you are listening attentively, some messages are
more difficult than others to understand and remember. Highly complex
messages that are filled with detail call for highly developed listening
skills.
4- Evaluating
• The fourth stage in the listening process is evaluating.
• Evaluations of the same message can vary widely from one listener to
another.
• The stages two, three, and four are represented by the brain because it is
the primary tool involved with these stages of the listening process.
5- Responding
• Responding - sometimes referred to as feedback - is the fifth and final
stage of the listening process.
• Your reaction to the message. It can be emotional and intellectual
• For example, you are giving positive feedback to your instructor if at
the end of class you stay behind to finish a sentence in your notes or
approach the instructor to ask for clarification. The opposite kind of
feedback is given by students who gather their belongings and rush out
the door as soon as class is over.
• This stage is represented by the lips because we often give feedback in
the form of verbal feedback; however, you can just as easily respond
nonverbally.
III. The Benefits of Being a Great Listener
Being a good listener has many benefits. This is especially true at work,
but consider how family and social relationships could also be improved
as you were to acquire great listening skills.
People with good listening skills are more productive, make better
partners and colleagues, are better problem solvers, and have healthier
interpersonal relationships.

There are some other, less obvious, benefits too. For example, purposeful
listening actually helps with stress management, boosts confidence,
builds rapport, and helps engender trust.
Who’d have thought it! Learning to be an effective listener has all-round
benefits, and there are no losers.
CHAPTER 2: SOME IMPLEMENTATION MEASURES
I. Some experiences to help teachers effectively teach listening skills.
1. Listening skills are influenced by speaking skills.
Listening skills are influenced by speaking skills, so teachers must
regularly help students in the class practice speaking a lot to compensate
for their listening skills. Because when practicing speaking, students will
remember words and sentences that they are constantly in contact with,
therefore, students will develop listening skills. Moreover, while
listening, if we encounter long and difficult sentences, it is required that
we just stop at the level of listening to understand and feeling the main
meaning of the sentence, not having to hear all the words in the sentence
clearly. . For long essays that want to hear and understand well, you must
focus your mind for a long time, depending on the ability of the brain to
withstand pressure under great psychological pressure. If you are too
much, you can divide into many small sections to listen and then listen to
them all at once. It is necessary to focus on listening to the pronunciation
and intonation, and directly understanding in English, the better, if it is
difficult, you can contact Vietnamese. Remember, when you listen, you
need to look at the pictures and relate the image of the thing or event in
your mind. During the listening process, if encountering words or
sentences that do not sound clear, after listening to them, you can stop to
reflect on the sentence. If you can't listen forever, you can look in text
script and then listen again. Remember "hearing with your eyes" is more

effective and less boring than "hearing with your ears".
For example: In listening part - Unit 1: A day in the life of… .
When teacher teaches Listening part.


Teacher lets students observe the pictures in the textbook on page 16, and
then create a scenario of the listening lesson: “Mr Lam is a cyclo driver,
He is talking about his morning activities. Listen and number the pictures
in their correct order”. At this time, the teacher asks students to practice
speaking by describing Mr. Lam's activities through pictures.

+ What is he doing in picture a,picture b……?
He is riding his cyclo in picture a.
He is eating something in pictre b.
He is riding his cyclo with some children in picture c.
A man is sleeping in his cyclo under a big tree.
A cyclo driver is riding an old man in the picture f.
Keys: 1e 2f
3a
4c
5b
6d
It can be said that speaking plays an important role during listening
practice, the more you practice speaking, the better listening skills will be
developed.
2. Help students find effective listening strategies
Like other skills, listening plays an important role in acquiring
knowledge of English. It may sound a little harder than other skills, but
there are also many benefits. If we listen well, we will improve our
pronunciation and communication skills. Usually students learn English

listening practice by doing exercises in the listening books. However, the


lessons in the book are often not updated on a regular basis, so students
do not have many opportunities to acquire knowledge in modern life. I
think teachers directly teach, need to give students the most timely and
useful advice to help them learn to listen most effectively.
2.1. Learn to listen from the beginning
When learning foreign languages in general and English in particular,
you should start as soon as possible. In this way, the student will become
familiar with the sounds of the language. Therefore, learning
pronunciation will become easier. When you first start learning English,
you need to find enough tapes with versions. Anytime you don't
understand a word on tape, look at the version and look up the word in
the dictionary.
2.2. Listen to the same content multiple times
Listening to the same content over and over is a good way. Direct
students to choose an interesting video and listen to it over and over.
While listening, try to remember useful sentences, even paragraphs. Then
recall and practice saying those sentences again, trying to imitate the
speaker's pronunciation. After a number of times students will notice that
the words and phrases on the tape have become part of themselves.
Students will begin to use them in their own sentences. The students'
pronunciation and listening comprehension skills will certainly improve
as well.
2.3. Listen every day
Instruct the children to practice listening every day, practice listening a
little every day. If possible, equip yourself with a suitable hearing aid.
Record and pre-install your favorite English tapes in the player so you
can listen whenever possible.

2.4. Hear what?
Help students find songs that are both easy to understand and
meaningful to them. Select materials on suitable topics to ensure interest
to students. Choose a voice that is pleasing to the speaker so that students
enjoy hearing and look forward to hearing each day.
2.5. Principles of listening skills


Listening is perhaps the most difficult skill for most learners of
English as a second language. The most important thing is to help
students improve listening skills and listen regularly. Make students see
that they are not alone. If you still do not understand what you listen to,
do not be discouraged or disappointed. Need orientation for students:
Accept the fact that you don't understand anything. Stay calm when you
see nothing, or may not even understand for a long period of time. Don't
try to translate them into Vietnamese. Pay attention to the gist of what
you are hearing. Don't focus on details until you understand the main
idea.
II. Good and flexible use of techniques in a lesson in listening skills
1.
Warm up:
An hour of listening can be effective if the teacher knows how to
make the listening lessons more lively, interesting and engaging. One of
the first things a teacher can do is to prepare well for a “Warm up”
activity. Here are some specific Warm up activities that teachers can
apply to make their listening lessons really attractive and effective.
A.
Read stories Stories,
If their content is interesting and professionally told, it will attract the
attention of most students. Therefore, before letting students listen to the

tapes, teachers should read slowly to their students a short story with
simple and easy-to-understand content. Then, the teacher can ask a few
questions related to the content of the story for the students to answer. Or
the teacher could tell only part of the story, then let the students discuss
and come up with the end of the story for themselves. This will make
students feel very interested in the lesson as they are given their own
opinion. Especially for students who are weak at using English, they will
be surprised and happy because they can understand a story in English.
From there, they will be more motivated to try to learn.
B. Ask and answer
Before starting the listening session, the teacher could spend about 5
to 10 minutes asking students a few questions related to the topic of the


listening lesson. This will help students shape the topic of the listening
lesson, from which they will systematically systemize the background
knowledge of vocabulary and grammar related to the topic, making
listening lessons become more effective.
Example: A teacher can use some of the following questions to ask his /
her students in Listening period Unit 2: School talks

What are you talking this semester?
Do you like football/your class/travelling, etc?
How long are you staying there?
Are you traveling with your friend/parents?
Would you like to go somewhere for a drink?
Students’s answers
I’m talking English
I really like it
For a work

No, I’m traveling alone
That’s great
Now, you are going to listen to four conversations and match them
with the pictures.
When answering such open-ended questions, students visualize what
they have to do, the main contents to be grasped when listening.
Moreover, this also makes the atmosphere between teachers and students


more friendly, and more importantly, helps students gain confidence and
excitement to participate in the lesson.
C. Use of pictures
In English, the phrase "a picture is worth as a thousand words"
shows the importance and effectiveness of conveying messages of
pictures. So, the teacher should take full advantage of that strength,
because pictures will make the lesson more vivid, helping students
participate in the lesson passionately and more interestingly.
Above are three of the many methods that we can apply for Warm
up activities to prepare for listening lessons really effectively.
2.
Pre-listening techniques.
The purpose of activities at this stage is to help students focus their
attention on the topic, especially in anticipation of information on the
subject being heard. To overcome difficulties in listening during the
lesson, teachers need to introduce topics, contexts and situations of
content related to the listening lesson, exploiting what students already
know and do not know about the content to be heard, suggesting curiosity,
creating excitement for the activities of the post.
Have students think, predict what to hear in a certain context.
Teaching vocabulary, however, note that not introducing all new words,

so for students to guess the meaning of words in context.
Provide listening purposes; compose task requests and content exercises.
When conducting listening activities, the visual use of accompanying
illustrations will help very well in clarifying the context to suggest the
content to be heard.
Pictures are also a means of testing students' listening comprehension
level. Listening to determine related pictures sorted in order.
Show students pictures or questions in the exercise to guess the topic and
information needed to listen.
Here are a few tips we can use for Pre-Listening
a. True / False statement prediction
- Teacher writes 5 - 10 sentences on the board, based on the main idea of
the listening text: in which 1/2 of the sentences are correct; 1/2 of the
sentences are false. Students copy these sentences into their notebooks.


Students predict which pair is correct (T) which is wrong (F) at the end of
each sentence.
- Students read out their predictions aloud. (T / F).
- The teacher did not say right or wrong.
- Teacher read the audio / tape or play the tape for students to listen.
- Students listen and check and tick the sentences that they think are
correct.
- Students compare the results with each other. If there is a disagreement,
the teacher lets the students listen again and agree.
b. Open prediction
- The teacher did not give the students any sentences.
- The teacher gives a set the scene and asks students to predict some of
the things they will hear. Students write down what they predict.
- Students begin to pay attention to listening, teachers read and learn to

tick things that predict correctly.
c. Ordering.
- Teacher gives students some sentences or some pictures on the board
that are arranged in a mess.
- Students discuss in pairs or groups to predict the correct order.
- Sentences or pictures are marked as a, b, c ... ..
- Students rearrange the order of the sentences, the pictures according to
the logic of the story will be marked as 1-c, 2-a ……
- Students compare in pairs or groups.
- Students listen to, mark and correct in the correct order.
d. Pre-questions
- Teacher puts questions before listening on the board. Each question
contains one main idea in the listening text. Students read and think about
the questions
- The questions are given to focus the students' attention without students
having to predict the answers. After listening, students will answer the
question for the first time.
For example: To teach lessons listening Unit 5: Technology and you I
proceed as follows:
* Pre-listening
Pre-teach vocabulary
- camcorder (n): (picture)


-secretary (n): (translation)
- helpful (a): (explaination)
-shy (a): (explaination)
-excuse (n): (translation)
Check vocabulary: Slap the board
Open prediction

Set the scene

Listen to an old campany director talking about his experience of
learning how to use a computer. Guess whether the statements are true (T)
or false (F)
1. The man was worried when his son bought a computer.
2. The man became worried when his secretary asked him to buy a
computer.
3. The man decided to take some computing lessons.
4.His son didn’t understand about the computer.
5. The man understood the lessons very well.
6. The man continued to learn how to use a computer after a few lessons.
Feed back students’prediction
3. While listening techniques.
The purpose of the activities at this stage is to help students practice
listening skills which means that through words, information needs to be
conveyed.
Have students listen and do the homework. If the previous section tells
students to guess what the listening content is, in this section let students
compare what they heard with what they expected.


For difficult listening lessons, teachers can divide the listening process
into listening exercises from easy to difficult.
For the long listening lessons, it is possible to easily convert the listening
lessons into exercises suitable for the student's level.
Here are a few specific tips
a. Selecting
- Teacher shows students a set of pictures in which there are similar
pictures, but some places are different.

- Teacher describes one or two of them
- Pictures are marked in numerical order or in alphabetical order.
- Students listen and mark the picture that the teacher is describing.
b. Delibrate Mistaken (Error detection)
- Teacher asks students to predict what's in the living room in advance.
Then the teacher describes the picture. In the reading, the teacher made a
few mistakes. Each time a student hears something wrong, they raise their
hand and ask for their opinion or say aloud, "That's wrong."
c. Grids
- Teachers draw tables on the board (or big paper) and hang on the board,
students draw in their notebooks. Based on the content in that chart,
students listen to details of each specific problem and then fill in the
chart the ideas they heard. Students then compare each other to check
answers and teacher reread them two or more times until everyone has
agreed on their ideas.
Example: The listening lessons of Unit 13: Films and cinema


Lan

Hương

Mon
Tue
Wed

Work and go to the singing club

Thu
Fri

Sat
Sun
d. Listening and draw
- Teacher gives students diagrams, maps, or a chart. Students listen to,
then fill in, draw, and paste in those diagrams.
For example, a teacher could hand out a map of a house to each student
(one store on the right, a bookstore on the left, a post office on the
opposite, a temple, or a park nearby)


- Teachers read students write to these locations in each position that
students hear.
In addition to the tips above, teachers can use the following tips:
+ Defining True – False
+ Check the correct answer
+ Matching
+ Filling in the grip / chart / gap
+ Answering comprehension questions
Example: To perform Listening session of Unit 6: An excursion (Task 1 Listen and number the pictures in the order you hear)

I have students take turns to talk about the activities that take place in
each picture, ask them to look at the pictures to relate or guess about the
activities they take turns to do during the weekend. Or I can ask them to
rearrange the pictures in the correct order of the activity they did.
Then the teacher let the children listen again and check their guess, then
the teacher let them listen for the last time and arranged the pictures
according to the correct order of the story. Teacher gives answers for
students to correct mistakes.
*Keys
1 picture a, 2 picture e, 3 picture b, 4 picture c, 5 picture f, 6 picture d.

4. Post listening techniques
The purposes of post-listening activities are to:
Check to see if the students understand the required information and if
they are able to complete the “While-listening” activities.
Find out why some parts of the listening exercise are inaudible or not
understood by the students.
Help students have an opportunity to evaluate the expressive attitude of
the person presenting a conversation through the intonation of
communication.
Use extended exercises according to the listening topic using additional
skills to practice listening. Some of the following activities can be used:
Ask students to compare their answers and discuss what they heard and
understood in pairs or groups.
Encourage students to respond to what they have heard.
Example: When appropriate, the teacher may ask questions such as: Do
you agree? Encourage argumentation at the same time, as this will lead to
students thinking more deeply.
Ask each pair, and the group to write a summary of the main idea in the
essay. Students then compare and check if they have come up with all the
main ideas.
Play the video again and ask students to say “stop” out loud at the
response they heard earlier.
Ask students to write in their notebooks new words they find necessary
and memorize.
+ Some tips in this stage.
- Gives answers and feedback
- Have students remind or repeat some of the things / sentences they
heard. Feedback (While-listening)

- Organize for students to talk about themselves or about you by relying
on information in the listening text.
- Have the students give some comments about the group's listening
results.
- Have students role-play to show the conversation they heard.
- Use the exercises to give students more information about the listening
text.


Depending on each specific period, the teacher can use one of the above
activities.
Depending on the characteristics of each lesson, teachers can carry out a
three-step process of listening comprehension for students, especially the
first step to help them develop and develop interest in the ability to
concentrate. , know how to use information to speculate what will hear.
As a result, students will be more proactive and confident when listening.
III. Combine listening practice with other technical groups
1.
Technical group basic training
These are tips that are prerequisite to forming English listening skills for
students.
1.1. Practice a habit of paying attention when listening
Have the students listen to each sentence or paragraph, and the teacher
calls students individually to repeat. Practice your students consciously
and practice listening to you. One way to help students focus their
attention on what you say is that teachers often ask questions that require
students to reuse information from what their friend said to answer:
Example: Student A says: “My house is in the countryside it is not big but
very nice”. After A has finished speaking, I call anyone who answers the
question: Where does A live? How is his house?

Once a week have students play a focused listening game.
1.
Simon Says: This classic game from childhood allows children to practice
active listening skills by paying close attention to directions, while using the
information (“Simon says, touch your head”) to make a decision.
2.
Popcorn Storytelling: In popcorn storytelling, each “player” takes a turn
adding on to the story that the group is building together. The first person can start
with “Once upon a time there lived a great big purple dragon…” and the next
person has to use their active listening skills to incorporate what they just heard in
order to add on to the story. This activity can be enhanced with picture cards or
word prompts on dice.


3.
Telephone: Another classic children’s game which provides children with
the opportunity to listen closely, reflect, and repeat back what they think they heard.
4.
20 Questions: In 20 Questions, the person who is “it” thinks of an object
that the other players have to guess. The catch is, they can only ask 20 yes or no
questions to figure out the clue! This game gets kids thinking about the information
they have already heard and putting it together to ask the best questions that will
provide them with the most information.
5.
Did you notice?: I love this activity because it can be adjusted for a wide
range of ages. One version of this game is to set out a tray with several objects on
it. Show the children the tray of objects for 10 seconds, cover it with a towel, and
then sneak one of the objects off of the tray. Reveal the tray with the missing object
and have the children guess what is missing. This can be repeated several times.
Another fun version of the game is to have another child or teacher leave the circle

and go where they cannot be seen. Then ask the children to describe exactly what
that person was wearing. Both of these activities require paying close attention and
practicing recalling information.
6.
The Listening Game: Active listening is not only about noticing others, but
also checking in and paying attention to what is happening with ourselves. Check
out this short video from Cosmic Kids featuring a fun listening game
1.2. Practice listening to word stress and sentence stress.
Word Stress and Sentence Stress
Normally when we say "I feel stressed" it means "I feel anxious". Stress is a
kind of worried feeling about life or work. But there is another kind of stress that
actually helps us understand. This other kind of stress is an accent that we make on
certain syllables and words when speaking English.
In some languages, for example Japanese, people say each syllable with
equal force. But in English, and some other languages, we put a big force (stress)


on some syllables and no force on other syllables or words. This can make it
difficult for speakers of other languages to understand English that is spoken
quickly. Of course, for native speakers it is not difficult - in fact, stress actually
helps native speakers understand each other. So it is very important.
We shall talk here about WORD STRESS (stress on a syllable inside a word)
and SENTENCE STRESS (stress on words inside a sentence).
WORD STRESS
Word stress is like a golden key to speaking and understanding English.
If you do not already know about word stress, you can try to learn about it. This is
one of the best ways for you to understand spoken English - especially English
spoken fast.
What is word stress?
Take 3 words: photograph, photographer and photographic. Do they sound the

same when spoken? No. Because ONE syllable in each word is STRESSED
(stronger than the others).




PHOtograph
phoTOgrapher
photoGRAPHic

This happens in ALL words with 2 or more syllables: TEACHer, JaPAN, CHINa,
aBOVE, converSAtion, INteresting, imPORtant, deMAND, etCETera, etCETera,
etCETera
The syllables that are not stressed are "weak" or "small" or "quiet". Native speakers
of English listen for the STRESSED syllables, not the weak syllables. If you use
word stress in your speech, you will instantly and automatically improve your
pronunciation and your comprehension.
If you have an English teacher, you can ask her to help you understand word stress.
Or you can try to hear the stress in individual words each time you listen to English
- on the radio, or in films for example. Your first step is to HEAR and recognise it.
After that, you can USE it.
Two important rules about word stress:
1.

One word, one stress


2.

The stress is always on a vowel

SENTENCE STRESS
Sentence stress is another golden key for speaking and understanding English.
With sentence stress, some words in a sentence are STRESSED (loud) and other
words are weak (quiet). Look at the following sentence:
We want to go.
Do we say every word with the same stress or force? No. We make the important
words BIG and the unimportant words small. What are the important words in this
sentence? Yes, that's right: WANT and GO.





We WANT to GO.
We WANT to GO to WORK.
We DON'T WANT to GO to WORK.
We DON'T WANT to GO to WORK at NIGHT.

Now that you know that word stress exists, you can try to learn more about it.
You should KNOW that SENtence and WORD STRESS are VERy imPORtant !!!
1.3. Practice listening and identifying pairs of sounds that are easy to
confuse, sounds that are difficult to pronounce correctly, and how to
connect sounds while speaking by native speakers
In fact, many students receive an English accent that is often not
standard or contains many sounds that are not really similar to the
pronunciation of native speakers. This is also an obstacle for students
when listening to native speakers. Thus, it is necessary to train students
to consciously recognize the sounds that are difficult to pronounce
correctly, or the sounds that are easy to confuse as well as how to say

sounds while speaking by native speakers. This listening practice needs to
be integrated and often in the lessons. In addition, teachers can perform
some games to help children relax and strengthen their skills in
identifying and connecting specific sounds closer to native sounds.
1.4. Expanded group of practice techniques
Teacher Provides some additional practice exercises by choosing some
materials of the same level from documents such as: Language in focus,


new interchange to do short weekly and monthly tests, correcting and
evaluating right here. The results of these lessons need to be saved by
students on the cover to store their learning results in chronological order
to help students easily recognize their own progress, as well as for
teachers to discuss with parents about their children's education.
During the teaching process, I always create opportunities to help
students practice listening and ask them to strengthen their English
listening (via TV, radio, tape) especially listening to native speakers.
PART THREE: RESULT
After applying the experiences mentioned above to teach the steps of a
listening lesson, I have obtained some very positive results, with over
80% of students grasping and understanding the lesson quickly. In
addition, they also help children to be enthusiastic, excited, enthusiastic
to speak, encourage them to explore and learn, exchange with their
tablemates, groups, and ancestors, help them remember and deepen their
knowledge. wake up quickly and easily.
Below are the results I obtained after the quality test at the end of the
first semester of 2020-2021

Order class

Number excellently well
of
SL %
students SL %

fairly

Weakly

poorly

SL %

SL

%

SL %

1

10C1 38

10

26.3

20

52.6 8

21.1 0

0

0

0

2

10C2 50

15

30

30

60

10

0

0

0

0

3

10C4 49

14

28.6

29

59.1 6

12.3 0

0

0

0

39

28.5

79

57.6 19

13.9 0

0

0

0

Tổng

137

5

PART FOUR: CONCLUSION AND SUGGESTION
I. CONCLUSION


After having applied the above techniques in listening lessons, I have got positive
results in teaching and learning listening skill, especially guiding them how to
listen an acedamic listening well at Nong Cong 3 High School. First and foremost,
students participate in listening classes more enthusiastically. They are used to
making the detailed questions before listening. At the end of the school- year 20202021, most of the students in class 10C1 and 10c2 can be able to listening in
English at the simple level, some at the advanced level.
II. SUGGESTION
It is very necessary to finance more material facilities, tools of teaching aids
for English teaching and learning.
The Headmaster’s identification

Thanh Hoa, the 25th of May, 2021
I make sure that this study is my own work.

The writer:

Đỗ Thị Lương

The process of summarizing and writing certainly has shortcomings, I
look forward to receiving comments from colleagues and people who are
interested in this content.
I sincerely thank!


INDEX
CONTENT

PAG
E

PART ONE: INTRODUCTION

1-2

I. Reasons for choosing topics

1-2

II. Aims of the research

2

III. Scope of the research

3-4

IV. Research methods

3-4

PART TWO: DEVELOPMENT

4

CHAPTER 1: LITERATURE REVIEW
I. The Basics of listening skills:

4

II. Process of Listening

5-6

III. The Benefits of Being a Great Listener

6

CHAPTER TWO : SOME IMPLEMENTATION MEASURES
I. Some experiences to help teachers effectively teach listening skills.

6-9

II. Good and flexible use of techniques in a lesson in listening skills

9-19

III. Combine listening practice with other technical groups

9-23

PART THREE : RESULT

23

PART FOUR: CONCLUSION AND SUGGESTION
I. CONCLUSION

24

II. SUGGESTION

25


REFERENCE BOOKS
1. Listening Skills 5 1 Presented by: Kamelia gulam
2. 6 Fun Games to Teach Active Listening- Marzanna Syncerz |
Dreamstime.com
3. Penny Ur ( 1998) A course in language teaching - Practical and Theory
Cambrige university press
4. Nguyen Hanh Dung Methods of teaching English at Secondary education