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Question5. What did he do after retirement?

Question5. What did he do after retirement?

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Le Hoai Nam - class 10 C2 is presenting about
Pele’s back ground on the board.
While listening:
Step 4: Listening Task. Teacher introduces the
task to students. You will hear some information
about Pelé, a famous Brazillian football player.
Listen and complete the table below.
Year

Events

(1)

Born in Brazil

1956

(2)

(3)

First world cup championship

(4)

1,200th goal

13

1977

(5)

Step 5: Teacher checks student’s answer.
Example 2: Using “Regular - Song Listening Activity”.
As music plays an integral part in our daily life, it helps people relax. So
when the author of this research gives students some piece of English music to
listen the students mostly are excited. Thus, they practice listening to these
songs every day. Now that they can catch up with the accent of native, they are
more active in listening activities in class.
Before giving the songs to the student, teacher should remember some of
the following tips:
Tip 1: Choose the suitable song. Teacher may find suggested songs on You tube
or Vimeo
Tip 2: Get “scaffold” and vocabularies for students to digest the songs.
Tip 3: Having student study the lyrics and vocabularies.
Tip 4: Periodically review.
Step 1: Teacher gives students in class 10C1 one song and its lyrics every week.
English - song - list that teacher has used:
Song 1: My Valentine
Song 2: You are my everything.
Song 3: Seasons in the sun
Song 4: Crush
Song 5: November rain
Activity process:
Step 2: Teacher provides students with the necessary vocabularies. Have them
practice these words in chorus then individually.
Step 3: Teacher asks students all to practice listening to this song at home.
Step 4: After 1 month, teacher holds a sing club for students to perform in turn.
Students may sing a song or even act like they are on the stage. They may
possibly camouflage with colourful clothes, or funny clothes to motivate
listeners. At this time, teacher listens and marks. Through this activity students
could be able to practice both listening and speaking skill.

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Students in Class 10 C2 are joining singing club

Students in Class 10 C2 are joining singing club
By holding these activities I find that most of the student work more
effectively and not only listening but speaking skill also be improved
considerably.

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Example 3: Using “ Gap - filling activity while listening”
Unit 5: TECHNOLOGY AND YOU
Part C: Listening
Course book: English 10 Text Book (Published by the
Ministry of Education)
Task 2: Listen to the old man’s story again and write in the missing word.
“He was very helpful. He (1)______ me to sit down in front of the
computer screen. I did not know what it was called. When I asked him what it
was, he said that it was a VDU. I (2)________ didn’t know what VDU was, but
I only too shy to ask him anymore. From that moment my memory (3) ______to
learn because he told me a lot of things that I really didn’t understand at all.
After a few lessons, I began to feel tired. I made an (4) ________ , saying that I
had a headache. I suggested we should leave the lesson for another day. Since
then, I haven’t said (5)________ about the computer to my son and my
secretary.”
Aim of this task is having student practice listening for specific
information by filling in the gaps. In traditional method, teacher often has
students listen to the tape script and then fill in the missing words or phrases.
This, however, is very difficult for most students to catch the missing word.
Therefore, to help students finish their task, I suggest that in stead of have
students listen and fill in the blanks; teacher should provide students with six
words for five blanks, and asks students to choose the suitable word to fill in
each of the blank from six - given - words.
The difference in teaching procedure could be made more specifically as follow:
Task

Traditional
method

Innovation of the author

Unit
5:
technology
and you
Part
C:
Listening
Task 2:

+ Task 2
- Teacher asks
students
to
have a look at
the
passage
and read them
in pairs and
make
sure
they
understand it.
- Teacher asks
students
to
listen to the
tape once or

+ Task 2
-Teacher provides students with the six suggested
words on the board
Still
invited
something
Refused anything Excuse
- Teacher explains these words to students.
- Teacher asks students to work in pairs to read the
passage guess the word they could use for each of
the five blanks base on their part of speech,
meaning.

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twice
again
and fill in the
gaps with the
missing
words.
Students
listen and do
the task.
- Teacher asks
students
to
compare their
answer
in
pairs.
-Teacher
checks
students’
answer.
-Teacher plays
the tape once
again, stops
the tape where
necessary and
conducts the
correction.
Suggested
answer:
1.invited
2. still
3. refused
4.excuse
5. anything

Students in class 10C1 are reading the passage
and give guessing basing on the suggested words.
- Teacher asks students to listen to the tape once or
twice again then fill in the gaps with the missing
words.
- Students listen and try to fill in the blanks in the
task.
- Teacher asks students to compare their answer in
pairs.
- Teacher call on some students in the class to
present their answer
- Teacher plays the tape once again, stops the tape
where necessary for further checking word by
word then checks students’ answer to give the
most correct answer for each blanks.
Suggested answer:
1. invited
2. still
3. refused 4.excuse
5. anything

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CHAPTER 4: RESULT
In conclusion, using top - down activities is an efficient way to teach
listening skill in the English classroom. By This way I get the best results in the
classroom. It raises students’ motivation. These activities take advances of their
social knowledge and help student to apply their ability to acquire English as
well as enhance their listening skill. By experiencing these activities student will
feel that they are not only studying but they also be involved in learning
activities. Students have also chance to practice team - work, acting, speaking
skill. They truly become the center of the class as in the project of the new
Curriculum of the MOET.
Moreover, the result of testing students’ Listening skill has considerably
improved. The effects will be shown in the table below:

Class

Before
Using authentic activities
Excellent Good Fair Poor
(%)
(%) (%) (%)

After
Using authentic activities
Excellent good Fair
Poor
(%)
(%) (%)
(%)

10C1

4

16

42

38

22

40

32,2

5,8

102

3

14

43,2

39,8

18

42

33,3

6,7

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PART THREE: CONCLUSION AND SUGGESTION
I. CONCLUSION
The idea of using some techniques to improve students’ listening skill at
Nhu Thanh high school is not a much concerning problem. As not many teachers
are interested in teaching listening for non – major students, listening will
forever become a nightmare for most students. Although the author will continue
to explore the use of these activities during lessons, future research should be
conducted so that listening soon is an attractive topic for entirely generation of
students. And finally, our dearest students will be more confident
communicating with people from English speaking countries with the purpose of
launching Viet Nam Stand side by side along with other nations like president
Ho Chi Minh had ever expected.
II. SUGGESTION
After using some Technique to enhance students’ listening competence,
the author found that we – the teachers should be more active in the class, let
learner free to choose their way of listening basing on some suggestions as
follow:
Some useful tips to attract students to the class activities:
- Not giving student intricate activities, just as simple as possible.
- Motivate the students by giving reward, avoid punishment.
- Students should be provided with option to choose activities for each
distinctive lesson.
- Grades can be allotted basing on the manifestation of students in an
activity.
- Every student has to be given equal opportunity to participate.
- Cooperative activities can be organized and positive feedback can be
given to encourage teamwork in a class.
- When teacher gives students the songs for their further practice at home
teacher should check their work regularly.
The Headmaster’s identification

Thanh Hoa, the second of May, 2017
I ensure that this study has been written by me
The writer

Le Thi Ngoc

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REFERENCES
Chia, H (2001),Reading Activities for Effective top-down Processing. English
Teaching Forum, Vol 39 No 1.
Vân, Hoàng Văn, Chi, Nguyễn Thị & Hoa, Hoàng Thị Xuân. (2006). Đổi mới
phương pháp dạy tiếng Anh ở trung học phổ thông Việt Nam. Nhà xuất bản Giáo
dục.
Wolvin, A.D. & Coakley, C. (1985). Listening. Dubuque. William. C. Brown.
Lingzhu, J.(2003). Listening Activities for Effective top-down processing. The
Internet Journal, Vol IX, No 11, November.
Rost, M. (1994). Listening. LonDon. Longman.
Imhof, M. (1988). International journal of listening.
Bulletin, J. (1952). Listening
Underwood, M. (1989). Teaching listening. New York. Longman.
Howatt, A and Dakin, J. (1974). Language laboratory material.
Vân, Hoàng Văn, Minh, Đỗ Tuấn, Tuấn, Nguyễn Quốc & Hoa, Hoàng Thị Xuân,
Phương, Nguyễn Thu. Sách Giáo Khoa Tiếng Anh 10. Nhà xuất bản Giáo dục.

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