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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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