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Skkn tiếng anh some methods used to practice listening skills in english 11 for the low level students

GIA LAI DEPARTMENT OF EDUCATION AND TRAINING
LÊ HỒNG PHONG HIGH SCHOOL
LITERATURE- ENGLISH GROUP

TOPIC

SOME METHODS USED TO PRACTICE LISTENING SKILLS
IN ENGLISH 11 FOR THE LOW LEVEL STUDENTS

AUTHOR: TRẦN THỊ HỒNG THẮM
POSITION: TEACHER OF ENGLISH

1


A.

INTRODUCTION

I. Background to the study and statement of the problem
Listening is the ability to accurately receive and interpret messages in the

communication process. It is key to all effective communication, without the
ability to listen effectively messages are easily misunderstood. The teaching of
listening in Vietnam is experiencing a change from simply providing practice
opportunities to how to teach skills. Yet in most listening classes, the traditional
pattern of listening to the text, doing the exercises, and checking the answers are
still quite common. Taking this kind of lesson is like taking a test that focuses on
the learners’ memory rather than on the process of listening. In such a test-like
situation, not only the students’ level of anxiety is high but also the input is limited.
Instead of being motivated, most of the time the learners suffer frustration. How to
help students overcome the above problems has been a major concern and a
challenge to teachers. I have learnt to think of it from my students’ viewpoint as
well as from a teacher’s perspective, and as a result I have tried to explore the
importance of listening activities, reckon some methods to practice listening skills
and suggest some while-listening activities as a solution to such problems.
II. Aim and limitations
- Find out some types of listening tasks used to teach Listening skills, especially
tasks used in While you listen activities.
- Apply some additional and adapting listening tasks which can help low level
students improve their Listening skills within English 11.
III. Research method
During the research time, summarizing teaching experience, I made full use of
the following methods:
- Observation: The teaching periods of listening skills are observed carefully.
- Reference analysis: Some reference documents about teaching listening are read
carefully to design effective listening tasks.

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- Experimental teaching: The author teaches Listening in class 11B5 and uses some
new listening tasks.
B. CONTENT
I. Principles of teaching and learning Listening skills
1.1. Focus more on the Listening Process rather than the result
Listening is often considered a passive skill but in fact it has active features as
students have to do a lot of things to process and understand the information. First,
students must listen what is spoken, then they have to understand the content by
relating what is spoken to what they have already known. In fact, if students don’t
know anything about the matter spoken, their listening will be very difficult.
Otherwise, the evaluating the ability of students’ listening is very difficult because

teachers only base on the results of doing textbook exercises. Therefore, besides
listening exercises in textbook, teachers have to design additional listening tasks to
evaluate the students’ listening levels.
1.2. Integrating Metacognitive Strategies
Before listening: Plan for the listening task


Set a purpose or decide in advance what to listen for



Decide if more linguistic or background knowledge is needed



Determine whether to enter the text from the top down (attend to the overall

meaning) or from the bottom up (focus on the words and phrases)
During and after listening: Monitor comprehension


Verify predictions and check for inaccurate guesses



Decide what is and is not important to understand



Listen/view again to check comprehension



Ask for help

After listening: Evaluate comprehension and strategy use


Evaluate comprehension in a particular task or area



Evaluate overall progress in listening and in particular types of listening tasks



Decide if the strategies used were appropriate for the purpose and for the task



Modify strategies if necessary

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1.3. Use pre-listening activities to prepare students for what they are going to
hear or view.
The activities chosen during pre-listening may serve as preparation for listening in
several ways. During pre-listening the teacher may


assess students' background knowledge of the topic and linguistic content of the

text


provide students with the background knowledge necessary for their

comprehension of the listening passage or activate the existing knowledge that the
students possess


clarify any cultural information which may be necessary to comprehend the

passage


make students aware of the type of text they will be listening to, the role they

will play, and the purpose(s) for which they will be listening


provide opportunities for group or collaborative work and for background

reading or class discussion activities
1. 4. Match while-listening activities to the instructional goal, the listening
purpose, and students' proficiency level.
While-listening activities relate directly to the text, and students do them during or
immediately after the time they are listening. Keep these points in mind when
planning while-listening activities:
If students are to complete a written task during or immediately after listening,
allow them to read through it before listening.
Keep writing to a minimum during listening. Having to write while listening may
distract students from this primary goal. If a written response is to be given after
listening, the task can be more demanding.
Organize activities so that they guide listeners through the text. Combine global
activities such as getting the main idea, topic, and setting with selective listening
activities that focus on details of content and form.
Use predicting to encourage students to monitor their comprehension as they
listen. Do a predicting activity before listening, and remind students to review what

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they are hearing to see if it makes sense in the context of their prior knowledge and
what they already know of the topic or events of the passage.
Give immediate feedback whenever possible. Encourage students to examine how
or why their responses were incorrect.
II. Practical basis:
2.1. Types of listening tasks from textbook:
* Listen to the monologue or dialogue to decide on True or False statements, take
notes, fill in the gaps, answer comprehension questions, choose the best answers
and summarize main ideas.
*Textbook’s drawbacks: some of the exercises given are difficult for many low
level students.
2.2. Students’ problems in learning Listening skills:
a.

They

are

trying

to

understand

every

word

b. They get left behind trying to work out what a previous word meant
c.

They

just

don't

know

the

most

important

words

d. They don't recognise the words that they know
III. Stages and activities of teaching and learning Listening skills
3. 1.Pre- listening activities
3.1.1 Using pictures, real objects and make questions related to knowledge and
experience from the students about the coming content.


looking at pictures, maps, diagrams, or graphs



doing guided practice

3.1.2. Introducing important language input( new words, structures) related to the
content of the listening lesson.


reviewing vocabulary or grammatical structures

3.1.3. Introducing the situation / context of the listening lesson: who, what, where,
when, why, how


reading something relevant



going over the directions or instructions for the activity

3.1.4. Listening for main idea


predicting the content of the listening text
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3.2. While- listening activities


checking prediction



filling in graphs and charts



checking off items in a list



listening for the gist



searching for specific clues to meaning



completing cloze (fill-in) exercises

3.3. Post-listening activities
 Representing the main content of the listening text
 Role play
 Writing a short passage about the listening text
 Doing grammar exercises about the text.
 Practicing pronunciation and intonation about the language in the text.
IV. Suggested listening tasks adapted from Tieng Anh 11 text book, Listening
section:
Before learning Listening parts, students are somewhat familiar with the topics
because they have learnt Reading and Speaking, some interesting activities in Prelistening, While- Listening and Post- Listening have been used to make the
students pay more attention on the lessons.
4.1. Some activities can be used to teach Unit 1- Friendship
Matching (applied in Pre- Listening activities)
- T divides the class into small groups of 3-4 Sts. Then T distributes the following
handouts for students to match the English words in A with the V equivalents in
B. Which group finishes first and has all the correct answers will be the winner.
A

B

1. good-natured

a. nhanh trí

2. friendly

b. hào phóng

3. quick-witted

c. hiếu khách

4. hospitable

d. hay giúp đỡ

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5. patient

e. khiêm tốn

6. honest

f. ham học

7. generous

g. kiên nhẫn

8. helpful

h. thật thà

9. modest

i. thân thiện

10. studious

j. tốt bụng

Suggested answers:
1. j

2. i

3. a

4. c

5. g

6. h

7. b

8. d

9. e

10. f

Adapted True/ False statements:
Some listening tasks may be adapted so that the students may not use the reference
books to prepare for the answers without listening carefully
Unit 1( While you listen)
Task 1. Listen and decide whether statements are true (T) or False (F)
1. Lan’s family moved to Haiphong in 1985.
2. It took Ha twenty minutes to ride on her motorbike to Do Son.
3. Minh and Long have a lot of things in common.
4. Minh and Long have been friends since college.
Task 2: Listen and answer the following questions:
1. How long have they been friends?
2. When was she going on a two-day trip to Do Son?
3. How was Ha?
4. Where did she use to live?
5. Where did they meet?
6. Why did they work together a lot?
7. What did Long like about Minh best?
8. What do they like to do together?
Answer: Task 1: 1F, 2T, 3T, 4T
Task 2: 1, for a long time; 2, last year,; 3, friendly, 4, in Nguyen Cong Tru
Residential in Hanoi, 5. in college; 6 because Long was there singing and Minh
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was a guitarist; 7. his great sense of humour, 8 They like to go to plays and movies
together
4.2. Some activities can be used to teach Unit 2: Personal Experiences
For Pre- Listening, to exploit the pictures page 27 Tieng Anh11, I used the
following questions:
1. How many people can you see in the picture?(3 people)
2. Who are they? ( some firemen, a woman(a mother) and her daughter)
3. What is happening to their house? ( A fire)
4. What are the firemen doing? ( They are trying to put out the fire.)
5. What causes the fire? (The gas stove, electricity )
For While- listening tasks, some adapted tasks can be used as follows:
Task 1 Listen and answer the following questions.
1. What is Christina’s job?
2. When did the fire happen ?
3. Where did the fire start ?
4. What was Christina doing when the fire started ?
5. Who rescued her ?
=> Answers
1. She is a businesswoman.
2. The fire happened 13 years ago.
3. The fire started in the kitchen.
4. She was sleeping.
5. Her mother did.
Task 2: Listen and fill in the gaps
Interviewer: This is Radio 3. In our “(1)________________Experiences”
programme tonight we talk to Christina, a successful businesswoman. Hello
Christina, welcome to our programme.
Christina:

Hello and thank you! It’s nice being with you tonight.

Interviewer: Christina, could you tell our audience about the most memorable
experience in your life?
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Christina:
Well, my most unforgettable (2)_____________happened thirteen
years ago, when my house burned down.
Interviewer: Really? How did it happen?
Christina The fire started in the kitchen where I forgot to turn off
(3)_____________
Interviewer: What were you doing at that time?
Christina: I was sleeping when I was suddenly(4)___________ by terrible heat. I
opened my eyes to find myself surrounded by walls of fire.
Answers: 1. Unforgettable , 2 experience, 3 the gas stove, 4 woken up
For Post- Listening activity, this task is very useful
T gives some suggestions by asking some questions:
+ Why does Christina think family is more important than things?
+ Where do you get love/care from, your family or things?
+ Can we buy new clothes?
+ Can you get new parents or brothers or sisters?
Suggested answers:
+ Because she has realized that she needs her family. Things can be replaced, but
family can’t.
+ From family.
+ Yes, we can.
+ No, we can’t.
4.3. Some activities can be used to teach Unit 3: A party in While- listening
Task : Listen and choose the best answer( This task is used to replace task 2, page
37)
1. How old was Mai?
A.6

B.16

C.60

D.26

2. Why didn’t she like having her party at a restaurant?
A. noisy and expensive

B. quiet and cheap

C. noisy and inexpensive

D. quiet and comfortable
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3. What did Mai’s mother serve the guests at the beginning of the party?
A. ice-cream and biscuits

B. fruits and milk.

C. coffee and cake

D. soft drinks and biscuits

4. What did all the guests do while Mai was cutting the cake?
A. they danced and sang
C. they clapped their hands and sang
Answer: 1B

2A

B. they played the Bingo game
D. they took photos
3D

4C

4.4. Adapted listening task for Test yourself A
Task 1. Listen and decide whether statements are true (T) or False (F)
1. They’re known each other for 25 years old.
2. They became friends because they lived in the same country.
3. They lost contact with each other when one of them moved to Scotland.
4. They’ve been living in Brighton since 1995.
Task 2. Listen and fill in the missing words to complete the passage
Well, I’ve been living here in Brighton since 99 and these days I see James about
…………. (1), usually in the park where I walk my dog, or in the pub …………..
(2) with another friends that we’ve known for ………. (3) the same length of time.
We haven’t been doing that for very long but it’s ………. (4) to get all of us
together.
Answers: Task I. 1F, 2F, 3T, 4F; task II. 1 once a week, 2 for lunch, 3 about, 4
good
4.5. Some activities can be used to teach Unit 4: Volunteer work, whilelistening activities
Task 1: Listen and complete the passage with the given words:
volunteers, , June, largest, activities, found, informal, 30 street children, 250
children, 1998, Arts
Sping School is an ....1........school. It provides classes to disadvantaged children in
HCM City. Around ........2...........live and study at the school and about
.........3............. with special difficulties from District 1 regularly attend classes
The Organisation for Education Development co-operated with Sping School to set
up English classes in .....4........ Dance, theatre, singing and folk music classes were
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set up a year later. Children from these classes participate in fundraising
perfomances. They raise money to continue their English and Performance
......5...... classes.
Spring School requires .........6........... to help organize their fundraising dinner held
annually in .....7....... This is an exciting night in which children perform circus,
theatre, dance, and singing at one of the ......8.......... hotels in HCM City. They also
need foreign volunteers to contact sponsors and help to expand the school
.........9.......... Volunteers are required from February until July to help orgnise
these events.
It is hoped that more schools like Sping School will soon be .......10...... in other
cities in VN.
Answer: 1- informal, 2 - 30 street children, 3- 250 children, 4 – 1998, 5- Arts
6-volunteers, 7- June, 8- largest, 9-activities, 10- found
Task 2: listen carefully and choose the best answer A,B or C :
1: Spring school provides classes to…………..in Ho Chi Minh City .
A. the poor

B. the sick

C. disadvantaged children

2:. ……………..classes were set up in 1999.
A. dance, theatre, singing and folk music

B. theater and singing

C. dance

and singing
3: Children participate in fund-raising performances because…………….…
A. they like music and dancing.
B. they need money to continue their classes.
C. they have nothing to do.
4: They dance, sing and play music ………………….
A. at one of the largest hotels in Ho Chi Minh City.
B. in the theater in Ho Chi Minh City.
C. at their school.
Answer: 1C, 2A, 3B, 4A
Task 3: Listen and answer the following questions.
1. What kind of Spring School is it?……………………………

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2. How many children with special difficulties from District 1 regularly attend
classes?……
3. When did English classes set up?………………………….
4. When did dance, theatre, singing and folk music classes set up?………….
Answer:
1. It is an informal school.
2. 250
3. in 1998
4. in 1999
4.6. Some activities can be used to teach Unit 6: Competitions, while- listening
activities
Task 1. Listen and choose the best option A, B, C or D for the following
statements or questions
1. What is Paul reading?
A. The history of Boston Marathon

B. The history of Boston

C. The Marathon

D. The history book

2. How often and where is it held?
A. Every year, in the USA
C. Each four years, in America

B. Every two years, in the USA
D. Every year, in the UK

3. When did it begin?
A. In 1987

B. In 1978

C. In 1789

D. In 1897

4. How long did it take him to reach the finish?
A. He clocked 3 hours 50 minutes and 10 seconds.
B. He clocked 2 hours 50 minutes and 10 seconds.
C. He clocked 2 hours 10 minutes and 10 seconds.
D. He clocked 2 hours 50 minutes and 15 seconds.
Task 2. Listen and fill in the missing words to complete the passage
It was not until 1967 women were formally accepted to take part in the Boston
races. A few years later, Kuscsik became the first official female champion. She
won the race in (1) _________. There were 8 women starting the race and all 8
finished. The race isn’t held for only American people. Every year more runners
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from every part of the world join it. In 1984, (2) _________ from 34 countries ran
in the marathon. The Boston race is (3) _________ Runners have to go through 13
towns (4) _________. It ends in the centre of Boston.
Answer:
I/ 1A, 2A, 3D, 4B
II/ 1. 1972

2. 6164 runners

3. 42km

4. during the race

4.7. Some activities can be used to teach Test yourself B
Task: Listen and fill in the gaps with the given words
Physical

cities

Boxing

friendship
place

importance

Olympic

from

honoured

sung

In 776 B.C, the .1..........Games were held at the foot of Mount Olympus to
honour the Greek chief god, Zeus. The Greeks emphasized 2......................fitness
and strength in their education of youth. Contests in running, jumping, discus and
javelin throwing,.3................

and horse chariot racing were

held in

individual..4...................., and the winners of these local contests competed every
four years at Mount Olympus. Winners were greatly 5.....................by having olive
wreaths placed on their heads, and poems were .6......................about their deeds.
Originally, these were held as games of..7.................., and any wars in progress
were halted to allow the games to take.8........................ .
The Greeks attached so much ..9...................to these games that they calculated
time in four year cycles called” Olympiads” dating .10....................776 B.C.
Answer: 1 Olympic, 2 physical, 3 boxing, 4 cities, 5 honoured, 6 sung, 7
friendship, 8 place, 9 importance, 10 from
4.8. Some activities can be used to teach Unit 7: World population during Pre
and while- listening.
Warm-up: Game used is Bingo: Students have to list the populous countries
Expected answers: 1. China 2. India 3. United States 4. Indonesia
5. Brazil 6. Pakistan 7. Bangladesh 8. Russia 9. Nigeria 10. Japan
Task used in Post-listening : Listen and fill in the gaps with the given words
Honoured conditions
population Africa

billion
hospitals

solutions
strictly

punishment
explosion
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Interviewer: Good evening ladies and gentlemen. In our program tonight, we are
………1……….to have Dr. Brown, a world famous population expert. Dr. Brown,
could tell us something about the world population?
Dr. Brown: Well, there are over 6,700 million people in the world today, and the
total is increasing at the rate of about 76 million a year. Experts say that the
……2………of the world could be over 7 ………3……….by the year 2015.
Interviewer: Do all parts of the world have the same rate of population growth?
Dr. Brown: No, they don’t. the population is growing more quickly in some parts
of the world than others. Latin America ranks first, ……4……….second, and
Asia third.
Interviewer: What is the main reason for the population explosion?
Dr. Brown: Well, I think the main reason is a fall in death rates. This is due to the
improvement of the living …………5…………and medical care.
Interviewer: I believe the …………6………..of population has caused many
problems. Is it right?
Dr. Brown: Yes, it is. It has caused a lot of problems such as shortage of food,
lack of …………7………and schools, illiteracy, and low living standards.
Interviewer: Can you make some suggestions on how to solve these problems?
Dr. Brown: I think, there are a number of ………8……..to the problems. The first
is to educate people and make them aware of the danger of having more children.
The second is to provide safe, inexpensive birth-control methods. The third is
………9……….implement a family planning policy. And the fourth is to exercise
strict and fair reward and ……10…….policies.
Interviewer: Thank you very much for being with us tonight, Dr Brown.
Dr. Brown: You’re welcome.
Answer: 1 honoured, 2 population, 3 billion, 4 Africa, 5 conditions, 6 explosion,
7 hospitals, 8 solutions, 9 strictly, 10 punishment
4.9. Some activities can be used to teach Unit 8: Celebrations
Warm up: Competition game - Guessing game.
- T divides Ss into 2 groups: A and B

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- T tells Ss the rule of the game: One member from each group will go and stand in
the front of the class with their back facing the board. T will write the word/phrase
which was learnt from the previous lesson on the board. Other Ss from each group
have to explain the word without mentioning it or translating it into Vietnamese so
that their representative can guess the word. The student with the quickest and
correct answer will get 1 point for their group. Ss take turn to be the representative.
After some turns, the group with more points will be the winner.
Suggested answers:
The words/phrases T may write on the board are:
Thanksgiving, Mid-Autumn festival, grand, pray, agrarian, lucky money, peach
blossom
apricot blossom, …
4.10. Some activities can be used to teach Unit 9: The Post office in whilelistening
Task 1: Listen and fill in the blank with the missing words.
Over the past few years, Viet Nam has quickly (1)……………..….. its telephone
system.Viet Nam ranks second only to China for growth in (2)……………….……
of telephone subscribers. It is among the (3)……………….. countries in the world
that has more than two million telephone subscribers. In the early 1990s, there
were only (4)…………..……. telephones across Viet Nam. At present, we have
more than six million subscribers.
Task 2: Listen and decide whether the following statements are T/F
1. In 1996, Vietnam began upgrading its subscriber networks.
2. There is no change in the digits in other provinces.
3. In 2001, the mobile phone system was upgraded to meet the growth in customer
demand.
4. The price of several services, especially in the monthly fees for fixed and mobile
telephones has been reduced since 2000.
Answer: Task 1: 1 developed, 2 number, 3 30/ thirty, 4 140.000
Task 2: 1F, 2 F, 3T, 4 T
4.11. Some activities can be used to teach Unit 10: Nature in danger
Before you listen:
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- Ask Ss to name some national parks Viet Nam by seeing the pictures. Where are
they?
a.

b.

c

d

e

Suggested answer:
a. Cat Ba National Park-Hải Phòng
b. Cat Tien National Park-Lâm Đồng
c. Bach Ma National Park-Huế
d. Phong Nha National Park-Quảng Bình
e. Cuc Phuong National Park-Ninh Bình
Task: Listen and fill in the gaps with the following words (adapted from task 2,
page 119)
1. (a)…………….. ….in national parks are killed or hunted for fur, skin or other
(b)…………….. Trees are cut down for (c)...………… Large areas of national
parks also experience (d)………………….. fires caused by (e)…………….
people. The increasing number of (f)…………….. is harming the parks due to the
pollution from their (g)…………………….
2. These problems should be solved (a)..................... and there should be enough
(b)………….. for the parks’ staff and (c)………………….. of their resources.
Answer: 1. a- Rare animals, b- parts, c- wood, d- devastating, e- careless, fvisitors, g- vehicles
2- a- immediately, b- money, c- maintenance
4.12. Some activities can be used to teach Unit 11: Sources of energy in whilelistening
Task 1: Listen and decide whether these statements are True or False:

16


1. The natural environment includes all natural resources that are unnecessary for
life the air, the oceans, the sun, and the land.
2. We must protect and conserve these resources from pollution.
3. If the resources can be replaced quickly, it is called non-renewable.
4. Solar energy, air and water are renewable resources because there is a limited
supply.
Task 2: Listen and answer the following questions
1. What are two groups of resources?
2. How long does it take to make coal?
3. What are nonrenewable resources?
4. What will happen if humans continue to pollute the air?
Answer:
Task 1: 1F( unnecessary), 2 T, 3 F( non- renewable), 4 F( limited)
Task 2: 1 renewable and non renewable, 2 millions of years, 3 All fossil fuels, 4, it
will not contain the correct amounts of these gases.
4.13. Some activities can be used to teach Unit 12: The Asian Games in whilelistening
Task 1: Listen and fill in the gaps with the words you hear.
Good evening. It’s (1) _____________and it’s time for “The Asian Games
Report”. It’s the 3rd day of the games. Well, today’s most important event was the
women’s 200 metre (2)______________. The Japanese, Yuko was first and got the
gold medal. She made a new world record time of 1 minute 58 seconds. The
Japanese (3)___________ won two gold medals yesterday, and three the day
before, so in the first (4)___________ they’ve won 6 gold medals.
Task 2: Listen again and decide whether these statements are True or False
1. The Japanese, Yuko made a new world record time of 1 minute 38 seconds
2. Lily, the Chinese gymnast has won the silver medal.
3. This is the third time Lee Bong-Ju competed in the long jump at the Asian
Games.
4. After Vichai had finished his performance, he was unhappy.
Task 3: Listen and complete the summary table(Post-listening activity)
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Name

Nationality

Yuko

Sports

Records

Freestyle
China

Lee Bong-ju

9.5 points
Long jump

Thailand

Fail( 2.3m)

Answers:
Task 1: 1- 10.15, 2- freestyle, 3- athletes, 4- three days
Task 2: 1 F, 2 F, 3F, 4T
Task 3:
Name

Nationality

Sports

Records

Yuko

Japan

Freestyle

1m58s

Lily

China

Gymnastics

9.5 points

Lee Bong-ju

Korea

Long jump

8.9m

Vichai

Thailand

High Jump

Fail( 2.3m)

4.14. Some activities can be used to teach Unit 13: Hobbies in while- listening
Task 1: Listen and decide if the following statements are T/F
1. His hobby got started when he was a little boy.
2. His parents were interested in reading books to him.
3. He didn’t begin with simple ABC books.
4. Reading helps him to know many new things.
Task 2: Listen and fill in the blank with the missing words.
The wonderful thing about reading is that I do not have to learn things the very
hard way. For example, I do not have to catch a disease to know that it can kill me.
I know the (1) ______ so I can avoid it. Also I do not have to deep into the jungle
to (2) ______ about tigers. I can read all about it in a book.
Books provide the reader with so many facts and so much information. They have (3)
______ helped me in my daily life. I am better equipped to cope with living. Otherwise
I would go about ignorantly learning things the hard way.
So I continue to read. Reading is indeed a (4) ______.
Answer:
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Task 1: 1T, 2F, 3F, 4T
Task 2: 1 danger, 2 find out, 3 certainly, 4 good hobby
4.15. Some activities can be used to teach Test yourself F
Task 1: Listen and fill in the blank with the missing words.
Television is one of man’s most important means of (1) _________. It brings
pictures and sounds from around the world into (2) _________ of homes. A person
with a television set can sit in his (3) _________, and he can watch the present
make a speech or visit a foreign (4) _________. He can see a war happening and
watch statesmen try to bring about peace.
Task 2: Listen and decide whether statements are true (T) or False (F)(1m)
1. Through television, home viewers can see and learn about people, places. …..
2. Television provides less entertainment programmes than any other kind.…….
3. Television now plays an important role in many people’s lives.……..
4. It is not convenient as well as cheap for people to sit comfortably at home and to
watch television. ……..
Answer:
I/ 1. means
II/ 1 T

2: F

2. millions
3: T

3. house

4. Country

4: F

4.16. Some activities can be used to teach Unit 15: Space conquest in whilelistening
Task 1: Listen and choose the best answer
1. When did the US President Kennedy ask the nation to put a man on the moon
before the end of the decade?
A. In a speech to the Congress in 1961 B. In a speech to the Congress in 1951
C. In a speech to the press in 1961

D. In a speech to the press in 1951

2. When as the Apollo launched?
A. On June 16, 1969,

B. On July 6, 1969

C. On July 16, 1996

D. On July 16, 1969,

3. What did a spacesuit with a portable life support system NOT control?
A. the oxygen

B. temperature

C. water

D. pressure

4. What was left on the moon’s surface as a reminder of the achievement?
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A. A Russian flag B. An American flag C. An English flag D. A French flag
Task 2: Listen and fill in the gaps
In a speech to the Congress in 1961, the US President Kennedy (1) ………………
the nation to put a man on the moon before the end of the decade. After the
president’s speech, NASA’s Apollo programme was developed to meet the
challenge.
On July 16, 1969, the Apollo 11 was (2) …………….. . The astronauts on board
of the spacecraft were Neil Armstrong, Buzz Aldrin and Michael Collins.
On July 20, 1969, Neil Armstrong became the first man on the moon. He was
followed by Aldrin 40 minutes later. To walk on the moon’s surface, the (3)
……………….. needed to wear a spacesuit with a portable life support system.
This controlled the oxygen, temperature and pressure inside the spacesuit.
Armstrong and Aldrin spend a total of two and a half hours on the moon’s surface.
They performed a variety of experiments and (4) ………………….. and rock
samples to return to Earth. An American flag was left on the moon’s surface as a
reminder of the achievement.The crew of Apollo 11 returned to Earth on July 24,
1969. They successfully completed their historic mission. It is regarded as one of
the greatest human (5) ………………. in the history of mankind.
Answer:
Task 1: 1A, 2D, 3C, 4B
Task 2: 1. challenged, 2 launched, 3 astronauts, 4 collected, 5 efforts
4.17. Some activities can be used to teach Unit 16: THE WONDERS OF THE
WORLD in while- listening
Task: Listen and answer the following questions:
1. Where can the Great Wall be seen from?
2. How many provinces does it cover?
3. When was it listed as the World Heritage?
4. How many years did it take to complete?
5. How high and long was it?
6. Which parts of the wall is the best choice for visit?
Answer:
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1. the moon

2. 5 provinces

5. 11 meters high and 6000 km long

3. in 1987

4. 200 years

6. The part in the northwest of Beijing.

* THE RESULTS: :
- Over 8 years of teaching English at Le Hong Phong High school, I have been
using these above listening activities during teaching listening process, testing the
students. I find these above listening activities quite useful because they help me
exploit the text in details and encourage students to get more information from the
text.
- In comparison with using the presented tasks in the textbook, students pay more
attention to listening process. The students’ results are more encouraging because
they can base on the tasks on the textbooks to do these additional tasks.
C. CONCLUSION
- The influence of the topic to teaching Listening skills: After completing this
topic, I find that designing some additional listening tasks is necessary for helping
students get to understand more details about the listening tasks. These suggested
listening tasks can be used as a part of the listening test in order that the students’
listening ability can be scored.
- Experience lesson: For each task, students have to listen twice to do it. During a
listening period, the teacher always remembers to carry out pre- listening activities
with some suitable games, brainstorming, teaching vocabulary and ordering the
word to make sure the students familiar with the pronunciation of words, some
guessing about the contents of the listening text. Before the students listen to the
text and do the tasks given, they must understand what is asked to do by guessing
T/F statements, choosing the best answers without being corrected at this time.
This activity may give students more motivation to focus on listening activities.
They listen with certain purposes while they are doing the listening tasks. After
students complete listening tasks, some follow-up activities must be done, such as
speaking activities, they must present what they have listened.

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- Some suggestions: Students must have additional workbooks with suggested
listening tasks to practice listening outside classroom. To save time, teachers
should prepare some more handouts to provide additional tasks for teaching
activities.
This topic only focuses on some additional listening tasks used during pre, while
and post listening activities so that students can understand more information about
the listening text. As an author of this topic, I am really looking forward to the
contribution of the devoted colleagues.

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REFERENCES
- Hoàng Văn Vân, Tieng Anh 11, NXB Giáo dục, 2007
- Nguyễn Quốc Tuấn, Cẩm nang dạy và học tiếng Anh, Tr 113-131, NXB Giáo
Dục, 2007
- Trần Thị Ái Thanh, Thiết kế bài giảng Tiếng Anh 11, NXB Đại học quốc gia Hà
Nội, 2007
http://busyteacher.org/14411-how-to-teach-listening-skills-best-practices.html
http://www.nclrc.org/essentials/listening/liindex.htm
http://www.skillsyouneed.com/ips/listening-skills.html

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TABLE OF CONTENTS

A. INTRODUCTION .................................................................................... 2
I. Background to the study and statement of the problem ................................ 2
II. Aim and limitations .................................................................................... 2
III. Research method ....................................................................................... 2
B. CONTENT ................................................................................................ 3
I. Principles of teaching and learning Listening skills ..................................... 3
1.1. Focus more on the Listening Process rather than the result ...................... 3
1.2. Integrating Metacognitive Strategies .................................................... 3
1. 3. Use pre-listening activities to prepare students for what they are going to hear
or view ............................................................................................................ 3
1.4. Match while-listening activities to the instructional goal, the listening purpose,
and students' proficiency level ........................................................................ 4
II. Practical basis: ........................................................................................... 5
III. Stages and activities of teaching and learning Listening skills .................. 5
IV. Suggested listening tasks adapted from Tieng Anh 11 text book, Listening
section............................................................................................................. 6-20
C. CONCLUSION ........................................................................................ 21
REFERENCES ................................................................................... …..23

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