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Some ways to practies listening skill for pupils in grade 3b and 3d op quang chau primary school

PART I. OPENING
1. The reason for selecting topic
From the reality of teaching English for pupils at Quang Chau Primary
School in many years, I have realized that Listening skill is still considered as
one of the most difficult skills for English language learners although they have
been learning English for few years. Most pupils have problems in listening
because they still could not complete the basic listening skills in tests.
Furthermore, most of them considered that listening classes are challenging for
them due to some problems and difficulties during the teaching and learing
activities. Besides that, there were five factors influenced pupils’ listening skill:
lack of practice, limited vocabulary mastery, native speaker’s accent,
pronunciation and uninteresting learning materials.
Any languages when communicating we need to have a certain vocabulary
for expressing presentation.On the other hand, with elementary age pupils
acquire a deeper essence of language is too difficult. We just ask them to
understand and know “the English” is what? English words means what in
Vietnamese meaning? In addition, pupils also ought to learn the skills well:
Listening - Speaking - Reading - Writing. In the four skills, Listening skill is one
of the most difficult for pupils who are learning English.To hear and to
understand the language is not their native language is not easy at all, so that
pupils must also follow the inquirements of all listening tasks.This skill is

considered to be difficult because pupils always have pressure for not
understanding every word in the listening content.
This is also the reason I think and choose this topic for the purpose of
giving the ways to help pupils, especially the pupils in grade 3 are no longer
afraid of learning the periods which have the listening tasks, even more they can
listen more effectively.
2. The purpose of researching this topic
English is a language that is used in many countries around the world.This
is a period of intergration, communicate with foreign friends so to know and
understand this language is extremely important.The purpose of this topic is to
contribute to improve the quality of teaching and learning English, helps pupils
learn better four skills in English in general and in particular listening skill.
Listening well, understanding English will help pupils feel interested in studying

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and learning better. Also listening well will help pupils use this language
competently, help them confident in communicating with international friends.
Moreover, the purpose of research of this topic also help improve my own
pedagogical. After a period of teaching in a primary school and learning from
friends and colleagues, I found that my pupils are often afraid of listening and
achieve weaknesses a lot when they do listening tests. So I’ve done a number of
ways to help pupils learn how to listen better.
3. Object of researching of this topic.
This research aims to investigate the real state of teaching and learning
listening skill of English in Class 3B and 3D of Quang Chau primary School and
suggest solutions to practise listening skill for pupils to learn English better.
4. The methods of researching this topic.
The study used mixed methods to find answers to the two questions. Tools
for data collection in this study were questionnaire, interview (face-to-face),
PART II. CONTENT
1. Theoretical basics
This is a narrow issue, with the aim to promote positive, creative abilities
of pupils, to creative the ability to identify and solve problems for pupils, help
pupils who are the subjects work actively, creative initiative strong in
communication and have a good usage of foreign language in reading and
searching.
To research the subject, I refer to the actual process of teaching myself and
colleagues. In addition, I also rely on a number of specialized materials such as:
English Book 3, Teacher’s Book, Work Book and Teach Young Learners
English.
2. Real state
Through the teaching of English in primary schools. I noticed a common
reality is that most pupils have not realized the importance of learning English.
There are many pupils neglect, snobbery of English in primary schools so during
learning they still have not concentrated on learning to reach a high result.
One of the common difficult realities is that the level of pupils is
limited but duration for this course is too short. In addition specific class in
Viet Nam is generally over crowded pupils so they focus on training and
practising are limited.

2


Although the textbooks are very mordern in structure, thematic lessons,
close to daily life with the aim of monitoring the needs of pupils’ interest, but
through the lectures and contact with pupils I always think how to teach and
learn more effectively, more creativity for pupils who can both understand and
be excited, lessons are taught more quality in depth. A lesson is divided into
several periods, intergrated instruction in vocabulary, grammar and practice in a
period with forty minutes duration. But here I only mention one particular
teaching listening in one period as appropriate to each object with pupils and
teachers also easy to implement.
I have made a survey with pupils in class 3B and 3D by doing a test in the
middle first term in fifteen minutes to survey and classify the pupils before I
applying the techniques and procedures to teach listening

3


A. Questions
Question 1: . Listen and number.There is an example .

a……0……
b………
c ………
d …… …..
Question 2: . Listen and tick. There is an example .

0.

A.



e ……

B

1. A.

B B.
B.

2.

A.

B.

3.

A .

B.

4.

A.

B

B.

4


Question 3: Listen and write a word. There is an example.
1. A: (0) Hello .I’m Mai.
B: Hi, Mai .I’m Nam.
2. A: Is (1).........................Tom?
B: No, it isn’t . It’s ( 2 ).....................
3. A: Who’s that?
.
B: It’s (3).............................
4. A: How old are you?
B: I’m(4) ………………...years old.

B.Transcrips
Transcrips for question 1: Listen and number.
Example: 0. This is a tiger.
1. A: Is that Linda?
B: Yes, It is
2. A: Is that Peter?
B: No, it isn’t. It’s Tony.
3. A: Is that Peter?
B: No, it isn’t. It’s Tony.
4. A: Is that Linda?
B: No, it isn’t. It’s Mai.
Transcrips for question 2:Listen and tick.
Example: This is my school.
1. Linda: How old is Mai?
Peter: She’s eight years old.
2. Tom: Is that your friend?
Mai : Yes, he’s Tony.
3. Mary: Is Linda your friend?
Mai: Yes, she is.
4. Hello.I’m Nam.
Transcrips for question 3: Listen and write a word
1. A: (0 ) Hello .I’m Mai
B: Hi, Mai .I’m Nam.
2. A: Is (1) that Tom?
B: No, it isn’t. It’s ( 2 )Peter.
3. A: Who’s that?
.
B: It’s ( 3 ) Linda.
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4. A: How old are you?
B: I’m(4) eight years old.
And here are the results I obtained:
The following chart will show the result:

Class
3B
3D

The numbers Excellent
Good
of students
(A)
(B)
39
2= 5,2 8 =20,5%
38
0
10=26,3%

Fair
Poor
(C)
(D)
19 = 48.7% 5= 12,8%
17= 44,7% 5=13,3%

Fail
(F)
5 = 12,8%
6= 15.7%

According to the survey result, I have classified the pupils and immediately
applied the methods and experiences which I accumulated over the years to
improve the teaching and learning quality.
3. The solutions
3.1. To achieve the target related to listening skills, the teacher plays a
very important role
3.1.1. First, the teachers need to be prepared for pupils before they
listen. The teachers must ensure that
- Pupils must understand the requirements (in English) to complete the
listening task assigned.
- Pupils have to know exactly what to do.
- Pupils should be able to determine that they do not need to hear all the
words in the listening test.
3.1.2. The next important step is the teacher should encourage pupils to
predict what they are prepared to listen
- Teachers should introduce the topics by using situation/ content of the
lessons.
- This activity will help pupils to predict the content of the answers.
- Teachers can help pupils by:
+ Asking some questions related to the subject of listening test.
+ Using pictures to remind pupils to guess the answers, even before they
hear the listening content.

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3.1.3. While listening, pupils should focus on listening to understand
the information from the listening test
Teacher should give a chance for them to listen again regularly, especially
for those who do not have the ability to perform task previously heard (have not
listened and understood all to complete assigned task).
3.1.4. Finally when students finish listening exercises, teachers should
check listening comprehension by asking students to answer questions
NOTE THAT:
- Teachers should not force pupils to answer individually when they are not
ready.
- Teachers should ensure that an answer is right or wrong needs to be
checked by aking pupils to listen to the tape again.
- Teachers list all the pupils’ answers on the board, then play the recording
for pupils to listen again to choose the correct answer.
- Even if all pupils answer correctly the questions, teachers still should
encourage them to listen to the entire test to check their answers.
3.2. Some techniques to help pupils in the process of listening test
3.2.1 Teachers should guide the principles of listening test
- Pupils do not know how to listen, of course they need to be guided to
know.
- Many pupils can not concentrate on what the speaker is saying, they are
easy to “interference” by other things happening around.
- Pupils do not know that when they focus on listening they must separate
from the surrounding confounders.
- Teachers need have specific instructions (presented, listed on a large-sized
paper) the main principles of active listening.
- The essentials for good listening:
+ Looking directly into speaker while listening.
+ Try to keep quiet.
+ Focus on what the speaker is saying.
+ Think about what the speaker is saying.
+ Make questions when you don’t understand.
+ Respect and appreciation of what the speaker has to say.
- Every time, the pupils should focus on a principle. Discuss what does that
principle mean and why it is important.

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- Applying that principle right to practise in pairs (For example: “work in
pairs to ask your partner what is he/ she doing?” and report the result before the
class after the survey)
3.2.2. Teachers try to model as a good listener
3.2.3. Organizing listening games
3.2.4. Teachers read for pupils to listen
- Teachers avoid reading directly from the textbook have the pictures
illustrated. Pupils should have an opportunity to “imagine about these pictures
by themselves” while they listen to a poem or a story.
- Teachers begin with a poem/ prope piece, then talk about the “pictures” to
help pupils understand more clearly about the content they’ve heard.
3.2.5. Using music and songs
- Music helps to train spors audio according to the standard’s quality.
- The song is particularly important bacause the rhythm of the songs help
pupils remember words easily.
3.2.6. Using tape/ CD
- Using tapes/ CDs need to be in multiple different voices.
- Sometimes note before for pupils know that they will not be listened to
the tape again (listen only once).
- If pupils know they listen to the tape many times, they will not listen
carefully from the beginning.
3.2.7. Using spelling
- Spelling help train pupils phonics, correct spelling and hand writing
practice.
- Spelling allows pupils to focus on listening to words and rewrite on paper.
- Articles should be short spell, simply follow the content of the topic.
3.3. Developing listening skill for pupils (in conjunction with speaking
skill).
3.3.1. Organizing for pupils to participate in daily conversation.
3.3.2. When reading aloud for pupils to listen, teachers should encourage
pupils
- Guess what is going to happen in the story which they are going to listen.
- Listen and comment about the story they’ve heard.
- Contact the content of the story they’ve heard with personal experience.

8


3.3.3. Organizing games to help pupils focus attention to the important
part while listening carefully. For example
- Head down and close eyes.
- Listen carefully.
- Do you hear the lawn mower outside?
- Do you hear dripping faucet?
- Do you still hear other noise?
3.3.4. Consolidating and strengthening pupils’ listening and speaking
skills through daily activities
3.3.5. Teachers should take advantages of every opportunity for pupils to
practise listening and speaking in conjunction with the guidance of teachers
4. Some ways of teaching listening in textbook English 3
LESSON 1: PART 4: LISTEN AND TICK
LESSON 2: PART 4: LISTEN AND NUMBER OR LISTEN AND
WRITE LESSON 3: PART 2: LISTEN AND WRITE
- In essence, the target of teaching these three parts are the same: All the
parts train and develop listening skill for pupils.
- The differences among the three lessons are: length requirement and the
level (degree of difficult of the listening content) there is a difference:
+ The listening task in Lesson 1. Listen and Tick have the short content,
the sentences are usually simple (3 or 4 questions), seperately, to test the ability
to listen and reccognize vocabulary they have learned in the previous lesson.
This task is a simple form, usually used and easy for pupils to understand and it
is effective in the teaching process.
+ The listening task in Lesson 2. Listen and Number or Listen and Write
have content longer (at least 4 sentences), the questions in this task are mounted
forming the small context and communicative. This type of exercise is more
difficult because it is used to test about vocabulary, this task is also examine the
sentence structures and the content of the topic. Furthermore, all pupils must
listen to the whole task, understand the task follow the logic, finally they could
provide the answers (numbered 1- 2- 3 - 4). Or write the correct words to
complete the sentences.Example: Unit 4- Lesson 2- Grade 3.
+ The listening task in lesson 3.Listen and write have only two sentences.
This section helps pupils practise the phonics they have learnt through a
dictation task.Pupils listen and fill the gaps.

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4.1. The process of teaching for two lessons
“LESSON 1: Part 4. LISTEN AND TICK
LESSON 2: Part 4. LISTEN AND NUMBER”
- Specify task (ask students what going to do).
- Introduce the theme, situations of the listening task
+ Take pictures, photos, from the textbook which are enlarge.
+ Use simple English for presentation and introduction.
+ Suggestive questions should be raised, leading to pupils self-evaluation
and comment (based on personal knowledge of them).
+ Individual pupil guesses the answer (the answer is right or wrong does
not matter because the purpose of this work is to interest the initiative for pupils
before listening).
- Play the tape twice:
+ The first time: Listen to encompass and understand the content of the
entire article.
+ The second time: Pupils not only have to listen but also to select
information to answer follow specific requirements (listening and marked or
listening and numbered in the picture is saying).
- Individual pupil compares the result with the predictions of their answers
before listening and then reports the results of his or her work to the class.
Another pupil commented (pupils can discuss and compare individual
assignment in pairs).
- Teachers have pupils listen the third time to check the result (to confirm
the answer why it is right or wrong). Pupils can listen to the sentences or the
paragraphs that relate to the questions.
- After listening: Ask pupils to look at the pictures and repeat the listening
content. The purpose of this activity is just to check out the comprehension of
the test, just reinforce the knowledge of language they’ve learnt.
NOTE: Pupils can relate the topic of the listening task to their own reality.
4.2. Teaching procedures
Practicing listening skill in listening lesson is carried out through 3 stages:
a. Pre-listening
Pre-listening would be the first stage, where the context is established. The
teacher creates motivation and pupils do some activities with the purpose of
preparing them for what they will hear. The purpose of this stage is to involve
pupils’ attention in the topic, especially is to predict the information that they
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will be heard. In order to limit the difficulties when listening, teacher should
present the topic or set the situation of the listening. Teacher lets pupils think
and predict the things they are going to hear in a context. Present some new
words, let pupils guess the meaning of the new words. Use some pictures or
illustrations that are useful for listening.
Some techniques can be used in this stage such as:
+ Open prediction
+ Ordering statements
+ True/False predictions
+ Pre questions
+ Ordering
* For example:
In English grade 3 book 2 (Unit 19: They’re in the park. Lesson 2 Activity 4. Listen and number)
I proceed the following:
Open prediction
Set the scene: You are going to listen to the dialogues between Mai and
Nam about the weather in the pictures. Look at the pictures in the book and Can
you guess the number of the pictures and then compare with your partners?

a

b

c

d

b. While-listening
While-listening activities can be shortly defined as all tasks that pupils
are asked to do during the time of listening to the text. The purpose of these
activities is to help pupils to practice listening skill for meaning that is to elicit a
message from spoken language.While-listening exercises should be interesting

11


and challenging.They should guide the pupils to handle the information and
messages from the listening text.
Some techniques can be used in this stage such as:
+ Check the correct answer
+ Answering comprehension questions
+ Selecting
+ Listen and draw
For example:
In English grade 3 book 2 (Unit 19: They’re in the park. Lesson 1 - Activity
4: Listen and tick) Check the correct answer
I proceed the following:
Teacher plays the record for pupils to listen twice and do the task, then asks
them to check their predictions with the answers.

1a

b

2

a

b

Teacher gives feedback and key:
1. b
2. a
c. Post-listening
The purpose of post-listening activities are to check whether the pupils
have understood what they need to understand and whether they have completed
the while-listening tasks effectively; reflect on why some pupils have failed to
understand or missed parts of the message; give pupils the opportunity to
consider the attitude and manner of the speakers in the listening text; expand on
the topic or language of the listening text, and perhaps transfer things learned to
another context.
Some techniques can be used in this stage such as:
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+ Questions and Answers
+ Transformation writing
+ Write it up...
*For example:
In English grade 3 book 2 (Unit 20: Where’s Sapa? Lesson 1 - Activity 3:
Listen and tick) Questions and Answers
I proceed the following:
To help pupils to understand more about the content of the exercise, teacher
asks pupils to listen again, then ask and answer in pairs.
1. A: Where’s Ha Noi?
B: It’s in north Viet Nam.
2. A: Where’s Ho Chi Minh City?
B: It’s in south Viet Nam.
3. A: Where’s Hue?
B: It’s in central Viet Nam.
5. Implementation results
These are the results obtained through a test in class 3B and 3D in the
middle second term and the second term.
By applying the techniques and the procedures that I mentioned above, I
found that When learning listening skill, pupils no longer have fears and achieve
better results. I gave them fifteen minutes to do test 1 and twenty minutes to do
test 2:

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Test 1
A. Questions
Question 1:

a.

b.

Question 2:

1.

2.

Listen and number.

c.

d.

Listen and tick.

a.

b.

a.

c.

b.

3.

a.

3.

a.

c.

b.

b.

c.

c.

c.

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Question 3: Listen and write the words or numbers.
1. Lan: Who’s that?
Nam :She’s my ………………...
2. Lan: How old is she?
Nam :She’s………………….
3. Phong: Is there a ……………. ?
Quan: Yes, there is.
4. Phong: Are there any ………………in the room?
Quan: No. there aren’t.

B.Transcrips
Transcrips for question 1: Listen and number.
1. A: Who’s that man?
B: He’s my father.
2. A: And who’s that woman?
B: She’s my mother
3. A: And who’s that man over there?
B: He’s my grandfather
4. A: Do you have any toys?
B: Yes, I have a car.
Transcrips for question 2 : Listen and tick
1. Nam: This is my house.
Mai: Oh, it’s nice. And there’s a very big tree next to it.
2. Nam: Is there a pond?
Mai: Yes, there is. Come and see it.
Nam: Wow! What a nice pond!
Mai: Thank you.
3. Nam: Is there a gate?
Mai: Yes, there is
4. Nam: That’s a nice fence around the house.
Transcrips for question 3: Listen and write the words or numbers.
1. Lan: Who’s that?
Nam : She’s my mother.
2. Lan: How old is she?
Nam :She’s forty.

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3. Phong: Is there a pond?
Quan: Yes, there is.
4. Phong: Are there any sofas in the room?
Quan: No, there aren’t.
Test 2

A. Questions
Question 1: Listen and tick.
1. What’s the weather like today? - It’s ………………….

A
B
2. What’s he doing ? - He’s …………..

A
B
1. What are they doing ? - They’re……………..

A
B
4. What toys do you like? - I like………………

A

B

C

C

C

C

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Question 2: Listen and number.

……………

……………..

…………

………….

……0………

Question 3: Listen and draw the line.

1

2

0

3

4

3
3

4
4

5

4

1
0
2
A
B
Question 4: Listen and write a word.
Example: 0. Nam has a kite.
1. Mai: What’s the weather like today?
Nam: It’s……………………….
2. Mai: What toys do you like?
Nam: I like..……………………
3. Mai: What are they doing?
Nam: They are ………………..
4. Mai: How many windows are there?
Nam: There are…………………….

3
C

D

E

B. Transcrips
Transcript for question: Listen and tick.
1. What’s the weather like today? - It’s rainy.
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2. What’s he doing? - He’s reading.
3. What are they doing? - They’re cycling.
4. What toys do you like? - I like kites.
Transcript for question 2: Listen and number.
0. I have one cat.
1. What toys do you like? I like kites.
2. My dog is very cute.
3. What is he doing? He’s cycling.
4. I have two rabbits.
Transcript for question 3: Listen and draw the line.
1. I have one robot.
2. How many dogs do you have? I have one.
3. It’s sunny today.
4. What pets do you like? I like goldfish.
5. What’s she doing? She’s playing badminton.
Transcript for question 4: Listen and write the words or numbers.
0. Nam has a kite.
1. Mai: What’s the weather like today?
Nam: It’s rainy.
2. Mai: What toys do you like?
Nam: I like cars.
3. Mai: What are they doing?
Nam: They are singing.
4. Mai: How many windows are there?
Nam: There are five.
After applying successfully the techniques and procedures to teach
listening, the pupils’ improvement in listening can be seen clearly. The result of
the mid-second and the second term test of the school year 2018-2019 shows the
increase in the percentage of pupils who can do the listening tasks correctly.
What is especially pleasing is the impact of reading coprehension in class 3B
and 3D as there are fewer pupils who can not do the listening exercises correctly
than the school year before.The number of students assigned to be improve their
listening skill. Comparing with the result survey at the beginning, I find that the
recent result is better than the old one. The following chart will show the result:
Class The numbers Excellent
Good
Fair
Poor
Fail
of students
(A)
(B)
(C)
(D)
(F)

18


3B

39

5=12,8% 17=43,5%

11 = 22,8% 6= 15,5%

0

3D

38

4=10,5% 15=39,4%

12 = 31,5% 7= 18,6%

0

In conclusion, the changing of the pupils’ listening skill has been a
resounding success. The consistency and clarity it has afforded in teaching
listening for primary students has been worth the time and effort. My students
are capable and ready for explicit teaching of listening and are highly motivated
by their success in learning English.
PART III. CONCLUSION AND SUGGESTIONS
1. Conclusion
Through the use of visual aids, in combination the games in classes,
applying many techniques during vocational training for pupils as well as
encouraging them to practise foreign language confidently, I can tell you that
listening and understanding English is very important. If the pupils hear,
understand and be in accordance with the requirements of the post will help
pupils feel excited, highly motivated, beside listening well will help pupils much
in learning English and well developed communication skills as they go to high
schools.
However, these are only a few small ideas. The application of these
methods depends on the content and purpose of each task and especially how to
apply flexibility for each pupil, they must be blessed with the conditions of each
school.
So, I hope the colleagues will refer and give comments to my methods so
that I can make it more complete, this contributing to the improvement of the
quality of teaching foreign language.
2. Suggestion
2.1. To the leaders
To respond to the teaching and learning English well in primary schools
and apply the ways to practise listening for pupils in grade 3 effectively that I
have mentioned above.I would like to suggest the leaders of the school should
support teaching facilities such as: Function room, pictures, all kinds of
reference books to serve the teaching and learning English better and better .
Besides that I also would like to suggest the leaders of Sam Son Education and
Training Official should hold workshops regularly for teachers of English in
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primary schools have more chances to learn and exchange experience one
another.
2.2. Acknowledgments
I am grateful the experts of Sam Son Education and Training Office, my
colleagues at Quang Chau Primary School, for providing helpful comments for
the research.
I also would like to encourage teachers of English in all primary school in
Sam Son City to have more confidence and experience in teaching listening
even though we are not native speakers of English. With full advanced
preparation, including practicing listening and designing effective teaching
activities, we can all be experts in teaching English.

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REFERENCE

1. English Book 3
2. Teacher’s Book.
3. Work Book.
4. Teach young learner English.
5. London: Longman.Ur, P. (1984). Teaching Listening Comprehension
6. Ur, Penny. 1984. Teaching Listening Comprehension. Cambridge:
Cambridge University Press.
7. Cambridge University Press.Yagang, F. (1993). Listening: Problems and
Solutions. In Thomas Kral(ed.).
8. Rost, M. (1990).Listening in Language Learning.
9. Cambridge: Cambridge University Press.(2001). Listening In R. Carter
and D.Nunan (Eds.). The Cambridge Guide to Teaching English to
Speakers of Other Languages

Headmaster’s signature

Sam Son, May 30th, 2019.
I guarantee this initiative is written by
me without copying content from the
other’s

Nguyễn Thị Hải
.

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INDEX
Page
PART I. OPENING..........................................................................1
1. The reason for selecting topic..............................................1
2. The purpose of researching this topic..................................1
3. Object of researching of this topic......................................2
4. The methods of researching this topic.................................2
PART II. CONTENT........................................................................2
1. Theoretical basics.................................................................2
2. Real state.............................................................................2
A. Questions.............................................................................4
3. The solutions........................................................................6
3.1. To achieve the target related to listening skills, the
teacher plays a very important role.........................................6
3.1.1. First, the teachers need to be prepared for pupils before
they listen. The teachers must ensure that.............................6
3.1.2. The next important step is the teacher should
encourage pupils to predict what they are prepared to listen. 6
3.1.3. While listening, pupils should focus on listening to
understand the information from the listening test.................7
3.1.4. Finally when students finish listening exercises,
teachers should check listening comprehension by asking
students to answer questions..................................................7
3.2. Some techniques to help pupils in the process of listening
test...........................................................................................7
3.2.1 Teachers should guide the principles of listening test....7
3.2.2. Teachers try to model as a good listener.......................8
3.2.3. Organizing listening games............................................8
3.2.4. Teachers read for pupils to listen...................................8
3.2.5. Using music and songs...................................................8
3.2.6. Using tape/ CD...............................................................8
3.2.7. Using spelling.................................................................8
3.3. Developing listening skill for pupils (in conjunction with
speaking skill)...........................................................................8
3.3.1. Organizing for pupils to participate in daily
conversation.............................................................................8
3.3.2. When reading aloud for pupils to listen, teachers should
encourage pupils......................................................................8
3.3.3. Organizing games to help pupils focus attention to the
important part while listening carefully. For example..............9
3.3.4. Consolidating and strengthening pupils’ listening and
speaking skills through daily activities.....................................9
22


3.3.5. Teachers should take advantages of every opportunity
for pupils to practise listening and speaking in conjunction
with the guidance of teachers..................................................9
4. Some ways of teaching listening in textbook English 3.......9
4.1. The process of teaching for two lessons.........................10
4.2. Teaching procedures.......................................................10
5. Implementation results......................................................13
...................................................................................................19
PART III. CONCLUSION AND SUGGESTIONS................................19
1. Conclusion..........................................................................19
2. Suggestion..........................................................................19
2.1. To the leaders..................................................................19
2.2. Acknowledgments..............................................................20
REFERENCE................................................................................21

23


THANH HOA EDUCATION AND TRAINING DEPARTMENT

SAM SON EDUCATION AND TRAINING OFFICE

EXPERIMENTAL INITIATIVE

SOME WAYS TO PRACTISE LISTENING
SKILL FOR PUPILS IN CLASS 3B AND 3D
OF QUANG CHAU PRIMARY SCHOOL

The implementer : Nguyen Thi Hai
Position
: Teacher
School
: Quang Chau primary school
Subject
: English

THANH HOA - 2019
24



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