(Sáng kiến kinh nghiệm) combination of some methods of teaching english skills for phuc thinh secondary school

INDEX
INDEX
A. INTRODUCTION
I. THE PURPOSE OF CHOOSING THE TOPIC.
II. RESEARCH PURPOSES.
III. RESEARCH SUBJECTS.
IV. RESEARCH METHODS.

B. CONTENT INITIATIVES EXPERIENCE
I. THEORETICAL BASIS OF EXPERIENCE INITIATIVES.
1. The purpose of teaching
2. The fundamental factors directly affect the effectiveness of
the listening lesson
II. CURRENT SITUATION AT PHUC THINH SECONDARY
SCHOOL BEFORE APPLYING INNOVATIVE EXPERIENCE
1. Advantages
2. Disadvantages
3. Teaching aids
4. Take survey
III. THE SOLUTION USED TO SOLVE PROBLEMS
1. Some guiderlines for an effective listening lesson
2. Make good teaching process hearing
3. Use innovative methods to teach listening in some
specific lessons
IV. EFFECTIVENESS OF EXPERIENCE INITIATIVE FOR
EDUCATIONAL ACTIVITIES, WITH SELF, PEERS AND SCHOOL

C. CONCLUSION AND RECOMMENDATIONS.
I. CONCLUDE
1. Lessons learned
2. Summary

3. Conclusion
II. REQUEST

REFERENCES

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A. INTRODUCTION
I. THE PURPOSE OF CHOOSING THE TOPIC.
The goal of the English is to form and develop in students the knowledge
of basic skills in English and intellectual qualities needed to further education or
enter working life. So new secondary English textbooks from grades 6 to 9 are
compiled according to the same opinion building program, which is the main focus
point ( Thematic approach ) and promote the active learning method active student.
All four skills of listening, speaking, reading and writing are interested and are
coordinated in the exercises and classroom activities.
One in four skills that people learn English in general secondary school
students in general and in particular at Phuc Thinh Secondary School, are often
faced with certain difficulties in the learning process that is listening skills.
In fact to have good listening skill in English, the language learning process must
be practiced regularly. The teaching and learning of English listening, though not
new but difficult for all teachers and secondary school students.
With the study of the subject, I desired partly overcome the difficulties in
order to conduct training in English listening more effective, active students, active
in the acquisition, acquire knowledge lesson.
II. RESEARCH PURPOSES.
With the successful research topics and initiatives experience will help
teachers get the experience as following:
1. How to organize an effective listening lesson
2. The steps to conduct an effective listening lesson
3. Guide students to practice, and how to improve their listening skill in English.

III. RESEARCH SUBJECTS.
All students of grade 6, 8, and 9 at Phuc Thinh secondary school.
IV. RESEARCH METHODS.
1. Method of observation: Teaching colleagues attend classroms for work
experience to observe the teacher and the students as they work together.
2. The method of exchange, discussion: After an hour of observation, colleagues
who attend the project have an opportunity to exchange and discuss the lessons
and observations of the teachers style and delivery. 
3 Experimental Methods: Teachers conduct teaching experience required for each
specific purpose of some listening lessons.
4. Methods of investigation: Questioning and answering for more understanding of
the students about the lessons.
ơ

2


B. CONTENT WORK EXPERIENCE
{

I. THEORETICAL BASIS OF EXPERIENCE INITIATIVES.
1. The purpose of teaching :
The purpose of foreign language teaching is not providing students with the
knowledge of the language, but the ultimate aim of teaching foreign languages in
general and English in particular, is to teach students communication skills in
English. Communication abilities of students expressed through skills: Listening,
Speaking, Reading and Writing. English listening skill of students are formed
through a process of learning environment to train in English. Besides of learning
in school, students should spend time to study from other social media e.g listen to
the English songs, films so they can improve their listening skill through this .

Listening skill is the ability to use language knowledge for purposes of
comprehension in English.
2. The fundamental factors directly affect the effectiveness of the listening
lesson.
a. Teacher:
- With a new teaching method, the teacher plays a positive role in directing and
controling student’s activities during class hour.
- To conduct a listening lesson effectively, teachers need to implement the
following basic elements:
+ Select and use flexible teaching techniques to suit each content unit.
+ Well organized, classroom control and a reasonable alocation of time
+ Fluency means, the teaching aids for the listening.
+ Creation of the appropriate teaching aids serving lessons.
+ Communications sense for attractingstudents.
+ Especially teachers have to listen the listening lesson serveral times in
advance to understand well the content of the listening lesson.
b. Listening Techniques:
Methods of teaching listening is governed by the listening content. Taking
advantage of different teaching method , using the combination of teaching
techniques for attracting students ( grammar, teaching writing .... )
c. The aids for teaching listening:
Usage of the images is the most important aids in teaching foreign
languages in general and English in particular. In all units of the new textbook
lesson program listen to the tape is also another important part in the texbook.
Moreover, teaching aids are the best choices for renewing teaching methods,
motivating and inspiring for teacher and students in teaching and learning.
* The aids required for the course:

3

+ Radio /cassettes.
+ Voice recorder and listen to readings from textbooks.
+ Images illustrating the lesson content in textbooks
+ Other homeade utensils aids ....
d. Students:
In the relationship between teaching and learning: teachers organize the lesson,
students are the center of teaching and learning. Teacher’s role is to encorage
students to be self confident in getting new knowledge.
To be able to hear the lesson, the students should have the necessary skills in
English listening comprehension.
II. CURRENT SITUATION AT PHUC THINH SECONDARY SCHOOL
BEFORE APPLYING INNOVATIVE EXPERIENCE.
1. Advantages:
Despite these objective conditions and subjective direct influence in the
teaching process, I am trying my best to not only overcome the difficulties, but
gradually improve the quality of English listening teaching to apply to new
programs and textbooks.
a. For the teacher:
- Initially approach the good use of specific teaching techniques - listening
techniques
- Be familiar and proactive with organizing a listening lesson.
- Be flexible in chosing and using different teaching techniques
- Create as many teaching aids as possible to match the content of the lesson to
make the lessons more active and meaningful.
- Take the good use of different aids for the best of a listening lesson such as: the
video, tape recorders, VCRs, lights ..
b. For the students:
- Students have been getting used to the discipline hearing.
- Many students have heard and recognized the voice, the voice of a native speaker.

- Most students hear all simple content, both to implement the requirements,
teacher assign after 3rd hearing.
- Some students have formed skills, academic skills.
2. Disadvantages
a. For the teacher:
I myself have some difficulties in performing certain tasks, such as how to the
selectappropriate techniques for each lesson. Sometimes I feel not confidnet to use
teaching aids serving lesson listening ( radio cassett, illustrations ... )
b. For the students:
- Comprehension in English is limited.

4


- Many children don’t have opportunities to hear/listen, or no access to mass
media for improving their English.
- Some children are afraid to listen and speak in English, afraid of making
mistakes.
- Listening leson is new to them, especially students in grades 6.
3. Teaching aids :
- Teaching aids for teaching service was too little, some missing: paintings, photos,
videos, radio casstte.
- Not good quality recordings, speech is unclear, much noise.
4. Take survey:
In the process of teaching, I myself in charge of grade/ year 6, 8 and 9. With mass
consciousness research has characterized the situation of academic disciplines and
conducts student, lesson learned. Right from the beginning of the school year I 've
oriented yourself a plan and specific method to actively investigate the situation of
student learning by their respective class. Through investigation, I realized that
most of them are not sure grasp of vocabulary, listening and communication skills

in English is limited. The survey results are as follows:
Grade Total
6
8
9

62
45
50

Exellent
SL %
1
1,61
0
0
0
0

Good
SL
4
5
4

%
6,45
11,11
8

Average
SL
%
23
37,09
24
53,33
17
54

Weak
SL
30
20
11

%
48,38
44,44
12

Poor
SL
5
6
8

%
8,06
13,33

16

III. THE SOLUTION USED TO SOLVE PROBLEMS.
1. Some guiderlines for an effective listening lesson.
Students should have a purpose to listen, and the listening lesson can
provide this by making listening activities like a problem-solving task, where
students must discuss, find clues, think and work out solutions. Students should do
an activity while they are listening, not just after. Listening is not a memory test.
Students sould do a variety of interesting activities to guide their listening.
Good listening activities have responses that are simple for student to produce,
letter, numbers, T/F because we want students to focus on listening not on making
long, complicated answers.
Students should listen to the text several times. They should refine their
understading each times.
Te teacher should not break up the text in to small chunks because this encourages
listening just to get the right answer. Getting the right answer does not elp students
to develop their listening skill.
2. Make good teaching process hearing

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For a more grammar or vocabulary, usually in the course of the lesson,
there are 3 stages: Presentation - Practie - Production. The process of a listening
lesson also go through three stages : Pre - Listening, While - Listening, and Post Listening. The process of learning can not only help students to grasp
understanding, but also help them use communication and listening skills in
practice. But the problem is prerequisite teachers need to clearly define the purpose
of each article requested specific hear from which direction the students perform
the tasks in the next stage.
a. Pre - listening:

As stage helps students with orientation, thinking about the topic or situation before
listening. And this is also the period given objectives to be achieved by a listening
lesson.
a.1. True/ False staterments used for prediction.
The teacer write 5-10 staterments on the board based on the main ideas in the
listening text. Only alf the statements are true. Students copy the numbers of the
statements on their books. In pairs students predict which of the statements are true
and underline the numbers ( or mark them T/F ). Students call out their predictions.
The teacher does not say if they are right or wrong. The teacher reads the text.
Students tick the predictions that are rigt and any that thay didn't guess. In pairs
students compair and if there are disagreements the teacher reads the text again
until everyone agrees.
a.2. Open - prediction.
The teacher doesn't give the students any statements, only sets the scene and gets
students to predict some of the things they will hear the text. Students write down
theia predictions. In this way students ave made their own listening guides. The
teacher reads the listening text and students tick their correct predictions.
a.3. Pre - questions:
The teacher puts a few pre-questions on the board: one pre question for each main
point in the listening text. Students read and think about the pre-questions. The prequestions focus the students' attention but students don't ave to guess or predict the
answers if they don't want to. After the first listening they answer the questions.
a.4. Ordering:
The teacher gives students jumpled statements or pictures on the board. students
must discuss in pairs/groups and predicts the correct order 1, 2, 3 etc. in a grid. In
pairs they compaire their answers. The teacher accepts different orders to create a
"disagreement", so it gives students a real reason for listening and finding out wo is
rigt. Students listen and tick or correct their order.
b. While - listening:
This is the stage in which students have the opportunity to practice.
Teachers at this stage given the form of homework, ask students to perform.

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Students can make a mistake at this stage so teachers need to fix attention to
students and making the correct option.
b.1. Grids:
The teacher puts a table on the board and students copy it. The table gets students
to listen for te facts or details in the text. Some of the information has alreadybeen
filled in the boxes of the table to guide their listening. Students listen and fill in the
rest, in note form. Students work in pairs and compare to ceck ansewrs, and the
teacher reads the text a second time or more until everyone agrees on the answers.
b.2. Listen and draw:
The teacher gives the students a map, or house plan or diagram or pictures - any
visual that students can draw on - draw a route, mark changes, or label parts. The
visual can be copied off te board or given as picture dictation. The students listen to
the text and respond by drawing, filling in, labelling, numbering,etc.
b. 3. Compreesion questions:
This is the most common " While - listening" technique. Students are given a set of
questions, T/F statements, multiple choice, "Wh" or "Yes-No" questions. While
listening, they answer the questions. Sometimes these compreension questions have
two parts; the first part elps students focus on the main ideas of the listening.
Multiple choice or True/ False are often used for this. The second part focuses on
the details - facts, figures, etc, "Wh" type questions are often used for this.
c. Post - listening:
This is the stage after listening exercise. At this stage the students use the
knowledge, language skills were practiced in phase "While - Listening " to the
actual social situations, makes sense.
c.1. Roleplay:
Students dramatise the listening text, taking the roles of the caracters in the story
they have just heard. This is particularly good for students who haven't studied the

past tense. the role-play transfers a past tense story into the presents tense. The
teacher organises the role-play by putting all the same role together, eliciting and
then letting them practise wat they will say, then cross-grouping so that each new
group has one of eac of the different characters.
c.2. Recall the story:
Students re-tell the story in the listening text in their own words. The teacher can
help them by doing a mini drill first, usually using te same pictures or simplified
statements that were used for "predicting" in the pre-listening task or ordering or
selecting in the while-listening task. Students practise speaking in pairs or groups.
The re-telling with a picture can also be done as a chain story.
c.3. Write it up:
Students write up the information that they have in their listening instruction. They
reconstruct the text in their own words using the notes in the grids or drawing in the
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listen and draw" exercises as cues. Students practise writing in groups, pairs or
individually.
c.4. Further practice:
The teacher chooses a topic related to the listening topic, usaully a topic
personalised to the students, and designs a production activity for te students to do.
For example, after doing the grid, they will describe other classmate; or students
can recount similar stories to the listening text-things that ave pappened to them
personally.
3. Use innovative methods to teach listening in some specific lessons

Lesson Plane Grade 6.
PERIOD 48: UNIT 8:
OUT AND ABOUT.
LESSON 5: C- ROAD SIGNS (C3,4)

A/ The aims and objectives:
1. The aims: By the end of the lesson Ss will be able to :
- Know some vocabulary related to traffic.
- Use modal verb “ must/ mustn`t"
2- Objectives:
a. Language focus
* Vocab : intersection, go fast, slow down, stop, warn, must/ mustn`t...
* Structures: We must slow down./ We mustn`t go fast.
b. Skills: listening, reading, speaking skills.
B/ Preparations:
1/ Teacher: Text-book, lesson plan, radio, picture, poster, ...
2/Students: Text-books, notebooks, exercise books...
C/ Procedures:
I/ Organization:
- Greeting
- Checking attendance
II/ Checking-up:
T: Call ss to do exe 1/ 99 in workbook.
Ss: Do exercise ( two sentences for each student).
T: Check the answers and give marks.
III/ New lesson:
Teacher’s & Students’ activities
Pre- reading
+ Pre-teach: Vocab.
- T elicits the Vocab from the Ss.

Contents
I. Vocabulary:
intersection (n) : giao lộ
warn(v) :

cảnh báo
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T: Read the new words
Ss: Listen and repeat
T: Write the new words on the
board
Ss: Write them down
Practice the newwords.
- Checking the Vocab : Matching.
T: show the pictures ask sts to look
and then tell the meaning(may in
Vietnamse)
Sts: observe and tell.
T: play the tape.
Sts: listen and number the sign as
they hear.
Sts: give the answer.
Sts:listen again
T: ask Sts to check the answers.
T: give the answer key.
While- reading
* Open prediction :
T: Ask Ss to read the passage and
fill in the blanks with the words
they guess
Ss: Work in pair ( Guess)
T: Ask Ss to listen to the text and
check their prediction .

T: Ask Ss to read the text (C3)
Sts: read the text and fill in the
blanks on the small board.
Sts: work in pairs and give the
answers.
T: remark and givethe answer key.
Sts: write into the note book.
Post- reading
T: Give examples with " must/
mustn`t".
Ss: Read the sentences.
T: Explain the structure with"
must/ mustn`t". Then have ss make
sentences using must or mustn’t

slow down (v) : giảm tốc độ
go fast  slow down
stop (v) : dừng lại
must >< mustn’t: phải>< không được phép

II. Listen:
* Answer keys:
1-c, 2-d, 3-h, 4-a, 5-g, 6-b, 7-f.

III. Listen and read:
* Gap- fill:
Some road signs ………..( 1)us . There is an
intersection ahead. We must ……..(2) down.
We …….(3)…….go fast . There is a sign
“STOP” .We mustn’t……(4)straight ahead.

This sign says” No turn right”. We mustn’t
turn ……..(5).
*Answer Key:
(1) warn
(2) slow
(3) mustn’t
(4) go
(5) right
IV.Grammar:
Ex: We must slow down.
We must not turn right.
=> Form: S + must/ mustn`t + V

Picture a: We must slow down.
9


with the signs part C4/ p91.
IV/ Consolidation:
-T: Ask ss to retell the lesson: must/ mustn`t + V.
Ss: Answer
V/ Homework:
- Learn newords by heaart.
- Do exercises part C in workbook.
- Prepare: Grammar practice

Lesson Plane Grade 8.
PERIOD 57: UNIT 9:
A FIRST AIDS COURSE
LESSON 3: LISTEN

A/ The aims and objectives:
1. The aims: By the end of the lesson Ss will be able to :
- Know how to listen for details about the activities talking place in an
emergency room .
2- Objectives:
a. Language focus
* Vocab: Eye chart, Paramedic, Wheelchair, Stretcher, Crutch
* Structures:
b. Skills: listening, reading, speaking skills.
B/ Preparations:
1/ Teacher: Text-book, lesson plan, radio, picture, poster, ...
2/Students: Text-books, notebooks, exercise books...
C/ Procedures:
I/ Organization:
- Greeting
- Checking attendance
II/ Checking-up:
III/ New lesson:
Teacher’s & Students’ activities
Contents
1. Warm up: Network:
have a burn
have a cut
Situation which require first-aid

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Have a snake bite
2.Pre- listening:

- T elicits the Vocab from the Ss.
T: Read the new words
Ss: Listen and repeat
T: Write the new words on the board
Ss: Write them down
Practice the newwords.
* Checking:
What and where
3. While- listening:
* Matching
- Ask Ss to look at the picture in their
books again and match the letter A, B, C,
D, E, F to the correct words in the box .
- Call on some volunteers from each group
to demonstrate in front of class .
- Give feedback
* Order Prediction
? Ask Ss to listen to a paragraph about the
activities taking place in an emergency
room which contains the words
? Ask Ss to guess the order of the words
? Listen to the tape twice
? Compare their answers with their partner.
? Give the correct answers

I. Vocab:
Eye chart (n): bảng đo thị lực
Paramedic (n): phụ tá
Wheelchair (n): xe lăn
Stretcher (n): cái cáng

Crutches (n): cái nạng

II. Matching:
Answers:
A -> ambulance
B -> wheelchair
C -> crutches

D -> eye chart
E -> scale
F -> stretcher

III. Order Prediction:
Ask Ss to guess the order of the
words
You guess
Ambulance
Wheelchair
Crutches
eye chart
scale
stretcher
Answers:

- Have Ss copy and guess the order of the
words
- Play the tape and ash Ss to listen
- Ask Ss to give their answers and correct
5 . False
( stop her baby from crying ).

Guess
ambulance
wheelchair
crutches
eye chart
scale
stretcher

key
3
2
6
4
5
1

4. Post – listening:
IV. Write-it-up
* Write it up
“ This is the emergency room in a
? Ask Ss to write the story about the large hospital ……“
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activities in the picture, using the present
progressive.
IV/ Consolidation:
-T: Retell the main points of this lesson.
Ss: Answer

V/ Homework:
- Let Ss do the exercises ( 3,4 / 56 in the workbook
- Prepare the next lesson .

Lesson Plane Grade 9.
PERIOD 4: UNIT 1:
A VISIT FROM A PENPAL
LESSON 3: LISTEN
A/ The aims and objectives:
1. The aims: By the end of the lesson Ss will be able to :
- Listen and check the correct pictures
2- Objectives:
a. Language focus
* Vocab: glass, grass, catch a bus.
* Structures:
b. Skills: listening, reading, speaking skills.
B/ Preparations:
1/ Teacher: Text-book, lesson plan, radio, picture, poster, ...
2/Students: Text-books, notebooks, exercise books...
C/ Procedures:
I/ Organization:
- Greeting
- Checking attendance
II/ Checking-up: Ask Ss to translate some sentences: Let me introduce
myself, please to meet you...
III/ New lesson:
Teacher’s & Students’ activities
Contents
1. Warm up: Chating:
Students can answers questions

What’s your name?
Where do you live ?
How old are you ?
2.Pre- listening:
I. Vocab:
- T elicits the Vocab from the Ss.
glass # grass (n) cỏ
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T: Read the new words
Ss: Listen and repeat
T: Write the new words on the board
Ss: Write them down
Practice the newwords.
* Checking:
3. While- listening:
* Set the scene: Tim Jones’s mexican pen
pal,Carlos, is visiting the USA .
- Ask Ss to look at the pictures and tell the
class what there is in each one, where the
place is, what the people are doing.
* Open predictions:
- Tell Ss Tim is taking Carlos to some
places. Ask them to think of three things
that Tim and Carlos are doing.

catch a bus: bắt xe buýt -> caught
It’s time we caught the bus.
It’s time sb V(past) st: đã đến lúc ai

làm gì.

Keys :
a/ He is from Mexico .
b/ They are going to a restaurant
downtown.
II. Open predictions:
- Possible answers:
+ They‘re going to the park.
+ They are taking a bus.
+ They are going to a restaurant.
- Ask Ss to listen to the tape to check their III. Listen and check:
guesses.
- Answer key: a) picture 1 b) picture
- Give the feedback.
2 c) picture 2
- Ask Ss to listen to the tape the second time
to choose the correct picture.
4. Post – listening:
IV. Discussion:
SS work in pairs
- Talk about what they will do if a
friend who comes from the USA
comes to visit them in Viet Nam.
IV/ Consolidation:
-T: make dialogue
Ss: Answer
V/ Homework:
- Practice at home
- Do more exercise at home

- Prepare: unit 1: read
IV.
EFFECTIVENESS
OF
EXPERIENCE
INITIATIVE
FOR
EDUCATIONAL ACTIVITIES, WITH SELF, PEERS AND SCHOOL.
The initiative to apply this experience I myself have achieved some very positive
results. First of all these experiences are consistent with programs and new
textbooks. Students interested in learning more, proactive creativity to expand
understanding, and also very flexible in the implementation of tasks perceived
13


knowledge and skills development. Lively academic atmosphere soothing. Students
have the opportunity to assert themselves, no longer confused, afraid to step into
the classroom. This is the reason to go to the relatively positive results of the
survey among the last first semester
Grade Total
6
8
9

62
45
50

Categories
Exellent

Good
Average
Weak
Poor

Exellent
SL %
6
9,67
4
8,88
2
4
Grade 6
↑ 8,06%
↑ 12,9%
↓ 1,61%
↓ 16,13%
↓ 4,84%

Good
SL
12
11
6

%
19,35
24,44
12

Average
SL
%
22
35,48
19
42,22
32
64

Grade 8
↑ 8,88%
↑ 13,33%
↓ 11,11%
↓ 24,44%
↓ 8,89%

Weak
SL
20
9
7

%
32,25
20
14

Poor

SL
2
2
3

%
3,22
4,44
6

Grade 9
↑4
↑ 4
↓ 10
↓ 8
↓ 10

C. CONCLUSION AND RECOMMENDATIONS.
I. CONCLUDE
1. Lessons learned:
After successfully applying myself to this topic has achieved significant results and
valuable experience for yourself the following:
1. Teachers must always create language environment during lesson and must use
English as the main language for communication. Depending on the grade and
students, teachers can use short and simple English sentences, easy to understand,
easy to remember, catchy.
- Teachers should encourage students to use their knowledge in communication.
- Teachers should not be paying attention to the fault of the students while
speaking. Let the children hear and speak naturally. Never force the students to stop
talking while they are trying to express their thoughts in English. Doing so would

make them feel afraid to make mistakes when they are speaking and listening .
- Teachers should integrate active listening and speaking English with a form of "
just playing - learning ".
- During the episode guide their English listening via radio, television, listen to
songs in English ....
By creating language environment so the students can practice good listening skills
and other communication skills.
2. Teachers should the appeal, attracting students to the content in the forms of
14


listening activities, listening teaching techniques suitable for each stage of a
listening lesson.
3. Creation of matching furniture hear the content of the listening: pictures, models,
tape.....
(Specifically, I myself have to collect a English tape in mobipone which is very
convenient and save time in class)
4. Teachers need to choose, use and flexible combination of methods and
techniques in the course of the listening teaching. In the period after listening
exercise, beyond textbook assignments, teachers should introduce appropriate
exercises, which features highly practical communication.
2. Summary:
To implement an effective listening lesson, the teacher should note the following
issues:
- The context must be clearly introduced
- Use teaching aids, tape recorder to help students hear the voices of native
speakers.
- If all heard by the teacher to read, to be read correctly, the average speed
obviously not too fast not too slow.
- It is necessary to have more opportunitíe for students twhile listening such guess

words, guess the content in context, listen transplant information to the pictures,
listen to fill out the table ...
- For some listening have more complex content, the teacher tried to apply good
comprehension 3 steps to facilitate promotion of ability to understand and use the
language of the student.
- The skills to be flexible in teaching listening.
3. Conclusion:
Teaching listening of English at secondary school level is a good condition for
students to be able to develop a full range of language skills. But listening to
English and teaching are "new" for both students and teachers, so in the early years
of implementation, both teachers and pupils can’t help meeting difficulties
andinitial surprise. With thisinitiative work experience, I hope to contribute a small
part to help teachers and students of our school in particular, colleagues and
students of the other schools in generalgradually overcome difficulties and
implement teaching and learning to listen to English to gain better efficiency. I
myself promise that I will continue to inherit and promote the results achieved from
the implementation of the subject. I will constantly learn from other staff work
experience and will try my best to overcome the difficulties in teaching to meet the
nnovation requirement of program innovation, teaching methods of English
teaching of Ministry of Education and Training.
II. REQUEST.
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In accordance to the theoretical & practical basis of teaching
purposes as well as
the successes and constraints in the implementation of English teaching in general
and the in quality of teaching listening in particular , I would like to give some
personal recommendations as following:
* On the basis of:

- The language environment is the primary factor influence to teach a foreign
language.The classroom need to be based in quiet room so that can avoid outsite
noise. It can be also be combined with room for other sports )
- Power system needs to be in a good use to ensure it is safe for teaching.
- Need to provide more radios, tape cassett ( tapes so teacher no revenue from the
CD itself, so the sound quality is not guaranteed )
* To the upper management:
Should provide as much support as possible for teachers to have the opportunity to
exchange and learn from work experience or learning through seminars.
CERTIFIED BY THE SCHOOL
LEADER

Phuc Thinh, April 4th, 2016.
I swear this is the work experience that I
wrote, not copying. If something wrong
I'm totally responsible.

Ho Thi Nga

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REFERENCES
1. The new Teacher’s Book, Textbook for Grade 6, 8, 9, Ministry of Education
and Training.
2. English Language Teaching Methodologies, Ministry of Education and Training,
2003.
3. The ELTTP Methodology course.
4. Education Foundation - Hanoi Publishing House , 1995.
5. Evaluation of The Ministry of Education and Training.

6. Some elements in renewing teaching methods of English at secondary school
level by the Ministry of Education and Training.
7. Teaching Aids for innovative methods in teaching English for grade 6, 7, 8, 9.

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