unit 1 tiếng anh cao thị thu hòai thư viện tư liệu giáo dục

To accomplish this goal, instructors focus on the process of listening rather than on its product. They develop students' awareness of the listening process and listening strategies by[r]

PART ONE

INTRODUCTION

This study contains two parts: introduction and contents

 Part one-IntroductionThis part introduces to the readers the general of the study

 Part two-ContentsThis part contains: learning style of pupils in CHAU THANH I high

school, compensation for each style and strategies for teaching listening

1) ACKNOWLEDGEMENTS

Grateful acknowledgement to: DUONG TU MAI, principal and Miss NGUYEN THI NGOC HOA, English Teacher in CHAU THANH I high school who have become more helpful, more thoughtful, and more gratifying

And I wish to thank the teachers and pupils in CHAU THANH I high school and the teachers of Department of Foreign Language in DONG THAP UNIVERSITY

Especially, I would like to profusely thank LE NHAT LONG,

instructor from Department of Foreign Language in DONG THAP

UNIVERSITY for his skillful instructions

 Experiment method: uses investigate votes

 Statistic method: the percent of each pupil’s learning style

Article I STUDYING OBJECT

 Learning style

 Listening English subject

 Pupils in class 10

 Pupils study English in class 10(10cb5, 10cb7, 10cb10, and 10cb11) in CHAU THANH I high school

 English subject

 Learning style of pupils in class 10

4) BIBLIGRAPHY

1 Materials, learning style questionnaire and compensation for learning style

limitations, from Professor SHANNON BAILEY.

2 http://www.nclrc.org/essentials/listening/stratlisten.htm

3 LE VAN SU, Teachers’ College LAC HONG UNIVESITY, DONG NAI

province, English Mythology, 2005 (Some basic principles of language teaching)

4 http://www.onestopenglish.com/section.asp?catid=59653&docid=146219

5 http://www.sasked.gov.sk/docs/xla/ela15b.htm (Contrasting Effective and Ineffective Listening Habits)

PART TWO- CONTENTS

1 Use the learning style questionnaire below

Direction: Each item presents two alternatives Select the alternative that

best describes you In cases in which neither choice suits you, select the one that closer to your preference Write the letter of your choice in the blank to the right ofeach item

Part one

1) I would prefer to

a) Follow a set of oral directions

b) Follow a set of written directions

2) I would prefer to

a) Attend a lecture given by a famous psychologist

b) Read an article written by the psychologist

3) I am better at

a) Remembering faces

b) Remembering names

4) Is it easier to learn new information?

a) Using images (pictures)

b) Using language

5) I prefer to classes in which the instructor

a) Uses films and videos

b) Lectures and answers questions

6) To obtain information about current events I would prefer to

a) Learn facts and details

b) Construct theories and ideas

2) I would prefer a job involving

a) Following specific instructions

b) Reading, writing, and analyzing

3) I prefer to

a) Solve math problems using a formula

b) Discover why the formula works

4) I would prefer to write a term paper explaining

a) How a process works

b) Explaining a theory

5) I prefer tasks that require

a) Careful, detailed following of instructions

b) Reasoning and critical analysis

6) For a criminal justice course I would prefer to

a) Discover how and when a law can be used

b) Learn how and why it become law

7) To learn more about the operation of high-speed computer printer, I would prefer to

a) Work with several types of printers

b) Understand the principles on which they operate

Part three

1) To solve a math problem, I would prefer to

a) Draw or visualize the problem

b) Study a sample problem and use it as a model

2) To remember things best, I

a) Create a mental picture

b) Write it down

3) Assembling a cycle from a diagram would be

a) Easy

b) Challenging

4) I prefer classes in which I

a) Handle equipment or work with models

b) Participate in a class discussion

5) To understand and remember how a machine works, I would

a) Draw a diagram

b) Write notes

6) I enjoy

a) Drawing or working with my hands

b) Speaking, writing, and listening

7) If you were trying to locate an office on an unfamiliar

a) Draw you a map

b) Tell you how to find the office

Part Four

1) For a grade in biology lab, I would prefer to

a) Work with a lab partner

b) Work alone

2) When faced with a difficult personal problem I prefer toa) Discuss it with others

b) Resolve it myself

3) Many instructors could improve their classes by

a) Including more discussion and group activities

b) Allowing students to work on their own more frequently4) When listening to a lecture or speaker I response more toa) The person presenting the ideas

b) The ideas themselves

5) When on a team project, I prefer

a) To work with several team members

b) To divide up tasks and complete those assigned to me6) I

a) Frequently try to shop, run errands, and work with friendsb) Seldom try to shop, run errands, and work with friends7) A job in a busy office is

a) More appealing than working alone

b) Less appealing than working alone

Part Five

1) To make decisions I rely on

a) My experiences and ‘gut’ feelings

b) Facts and objective data

2-To complete a task, I

a) Can use whatever is available to get the job done

b) Must have everything I need at hand

3) I prefer to express my ideas and feelings through

a) Music, song, poetry

b) Direct, concise language

4) I prefer instructors who

a) Allow students to select what and how to learn

b) Make their expectations clear and explicit

5) I tend to

a) Challenge and question what I hear and read

b) Accept what I hear and read

6) I prefer

a) Essay exams

b) Objective exams

7) In completing an assignment I prefer to

a) Figure out my own approach

b) Bo told exactly what to do

2 Score your questionnaire

Record the total number of choice a you selected and the total number of choice b for each part of the questionnaire Record your total in the scoring grid provided below

Parts Total# of choice A Total# of choice B

Part five Created Pragmatic

Now, circle your higher score for each part of the questionnaire Theword below the score you circled indicates an aspect of your learning style You can interpret your scores by following descriptions

Part one: Auditory or Visual Learners This score indicates the

sensory mode you prefer when processing information Auditory learners tend to learn more effectively through listening, white visual learners process information by seeing it in print or other visual models including film, picture, or diagram If you have a higher score on auditory than visual,you tend to be an auditory learner That is you tend to learn more easily by hearing than by reading A higher score in visual suggests strengths with visual modes of learning

Part Two: Applied or Conceptual Learners This score describes the

types of learning tasks and learning situations you prefer and find most easy

to handle If you are an applied learner you prefer tasks that involve real objects and situations Practical, real- life learning situations are ideal for you If you are a conceptual learner, you prefer to work with language and ideas; practical applications are not necessary for understanding

Part Three: Spatial or Non spatial Learners (Verbal) this score

reveals your ability to work with spatial relationships Spatial learners are able to visualize or “mentally see” how things work or how they are

positioned in space Their strengths may include drawing, assembling things, or repairing Non spatial learners lack skills in positioning things in space Instead they tend to rely on verbal or language skills

Part Four: Social or Independent Learners This score reveals your

preferred level of interaction with other people in the learning process If

you are a social learner you prefer to work with others-both peers and

instructors- closely and directly You tend to be people- oriented and enjoy

personal interaction If you are an independent learner, you prefer to work

and study alone You tend to be self- directed and self- motivated, and often

goal oriented

Part Five: Created or Pragmatic Learners this score describes the

approach you prefer to take toward learning tasks Creative learners are

imaginative and innovative They prefer to learn though discovery or

experimentation They are comfortable taking risks and following hunches

Pragmatic learners are practical, logical, and systematic They seek order

and are comfortable following rules

3 Learning Style and Strategies for class 10cb5, 10cb7, 10cb10, and 10cb11

56b 21.%

103a 39.%

156b 60.%

128a 49.%

131b 50.6%

186a 71.8%

73b 28.2%

174a 67.2%

85b 32.8%

10cb4 (39

pupils with

273 cards)

178a 65.%

95b 34.%

137a 50.%

136b 49%

123a 45%

150b 555%

156a 57%

117b 43%

142a 52%

131b 48%

10cb10(35

pupils with

245 cards)

172a 70.% 73b 29.% 91a 37.% 154b 62% 124a 50.% 121b 49.4% 152a 62% 93b 38% 148a 60.4% 97b 39.6%

10cb11( 38

pupils with

289 cards)

213a 73.% 76b 26.% 112a 38.% 177b 61.% 127a 44% 162b 56% 139a 48.1% 150b 51.9% 151a 52.2% 138b 47.8%

Learning Styles and Compensating for Learning Style Limitations

If you are weak in… You can improve if you…

1.1 Auditory learning - sharpen your listening skills

Work on nictitating skillsFocus your concentration during the class lectures

Take a public speaking course for listening practice

Carry cards to write down orally presented info

Summarize oral informationStudy with auditory learner

1.2 Visual learning - learn how and when to draw diagrams

Learn mappingCopy and rewarding visuals provided by instructors

Study the function of graphicsNotice and read visual and graphicsStudy with a visual learner

2.1 Applied learning - pay attention to applications

Ask and answer the questions, “How can I use this info?”

Study discussion questions Take notes during that class that focus on application

Summarize steps, directions, processes, procedures

Use visualFind practical uses for ideasAsk how it works, not WHYStudy with applied learner

2.2 Conceptual learning - ask and answer: why is this important? How

Do extensive prereadingMake connections between textsConnect lectures and readingStudy with conceptual learner

3.1 Spatial learning - use mapping

Use outlining Draw diagrams, make charts and sketchesUse visualization

3.2 Nonspatial (Verbal) learning - translate diagrams and drawing into language

Record steps and processes in languageStudy and redraw diagrams

Put a diagram points into words

Study with spatial learner

4.1 Social learning - get involved with classmates

Focus on the others’ feelingsLearn about body languageJoin groups, clubs; share interestsGet to know a classmate wellStudy with social learner

4.2 Independent learning - work on time management skills

Set and carry out goalsSet time limits for tasks

5.1 Creative learning - use free-writing; brainstorm

Exercise creativity by imaging and visualizingStudy with creative learner

5.2 Pragmatic learning - develop organizational skills

Set goals and time limitsSummarize procedures, processesOrganize material each weekOutline to organize info

Study with a pragmatic learner

II TEACHING LISTENING

1 Some basic principles of language teaching

The teacher should take the following principles into consideration when

teaching:

a) LEARNING IS MORE IMPORTANT THAN TEACHING

 The teacher should use different materials, methods and techniques

to help the students learn effectively

 Do not give the same things all the time

b) DON’T TELL THE STUDENTS WHAT THEY CAN TELL YOU THEY NEED THE PRACTICE, NOT YOU

 Give students opportunities to elicit the language

 Encourage students to make guesses and to work out rules

 Teacher should not do most of the talking

c) TEACH THE STUDENTS, NOT THE BOOK

 Students should have priority over the text

 Prepare supplementary exercises if necessary

 Repeat the lessons for the sake of student’s’ understanding when necessary

d) VARY WHAT YOU DO OR TEACH

 You can rearrange the parts of the lesson

 You can teach a reading text in different ways

 Introduce alternative activities

 Vary the techniques

e) MAKE STUDENTS ENJOY LEARNING

 Give fun to the language teaching

 The more fun you give the students, the better they will learn

f) HAVE STUDENTS WORK IN PAIRS AND IN GROUPS

 Pair and group work encourages the students to share ideas and help each other

 The teacher must give clear instructions about what to do and when

to start and stop

2 Goals and Techniques for Teaching Listening

Instructors want to produce students who, even if they do not have

complete control of the grammar or an extensive lexicon, can fend for

themselves in communication situations In the case of listening, this means producing students who can use listening strategies to maximize their

comprehension of aural input, identify relevant and non-relevant information, and tolerate less than word-by-word comprehension

2.1) Focus: The Listening Process

To accomplish this goal, instructors focus on the process of listening rather than on its product

They develop students' awareness of the listening process and listening strategies by asking students to think and talk about how they listen in their native language

They allow students to practice the full repertoire of listening strategies by using authentic listening tasks

They behave as authentic listeners by responding to student communication

as a listener rather than as a teacher

When working with listening tasks in class, they show students the

strategies that will work best for the listening purpose and the type of text They explain how and why students should use the strategies

They have students practice listening strategies in class and ask them to practice outside of class in their listening assignments They encourage

students to be conscious of what they're doing while they complete listening tape assignments

They encourage students to evaluate their comprehension and their strategy use immediately after completing an assignment They build comprehension checks into in-class and out-of-class listening assignments, and periodically review how and when to use particular strategies

They encourage the development of listening skills and the use of listening strategies by using the target language to conduct classroom business: making announcements, assigning homework, describing the content and format of tests

They do not assume that students will transfer strategy use from one task to another They explicitly mention how a particular strategy can be used in a different type of listening task or with another skill

By raising students' awareness of listening as a skill that requires active engagement, and by explicitly teaching listening strategies, instructors help their students develop both the ability and the confidence to handle communication situations they may encounter beyond the classroom In this way they give their students the foundation for communicative competence in the new language

2.2) 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

2.3) Using Authentic Materials and Situations

Authentic materials and situations prepare students for the types of listening they will need to do when using the language outside the

classroom

One-Way Communication

Materials:

 Radio and television programs

 Public address announcements (airports, train/bus stations, stores)

 Speeches and lectures

 Telephone customer service recordings

Procedure:

 Help students identify the listening goal: to obtain specific information;

to decide whether to continue listening; to understand most or all of the message

 Help students outline predictable sequences in which information may

be presented: who-what-when-where (news stories); who-flight arriving/departing-gate number (airport announcements); "for

number-[function], press [number]" (telephone recordings)

 Help students identify key words/phrases to listen for

Two-Way Communication

In authentic two-way communication, the listener focuses on the speaker's meaning rather than the speaker's language The focus shifts to language only when meaning is not clear Note the difference between the teacher as teacher and the teacher as authentic listener in the dialogues in the popup screens

3 Strategies for Developing Listening Skills

 Language learning depends on listening Listening provides the aural input thatserves as the basis for language acquisition and enables learners to interact in spoken communication

 Effective language instructors show students how they can adjust their

listening behavior to deal with a variety of situations, types of input, and listening purposes They help students develop a set of listening strategies and match appropriate strategies to each listening situation

3.1 Listening Strategies

Listening strategies are techniques or activities that contribute directly to the comprehension and recall of listening input Listening

strategies can be classified by how the listener processes the input

Top-down strategies are listener based; the listener taps into

background knowledge of the topic, the situation or context, the type of text, and the language This background knowledge activates a set of

expectations that help the listener to interpret what is heard and anticipate what will come next Top-down strategies include

- listening for the main idea

- predicting

- drawing inferences

- summarizing

Bottom-up strategies are text based; the listener relies on the

language in the message, that is, the combination of sounds, words, and grammar that creates meaning Bottom-up strategies include

3.1.1 Listening for specific details

- recognizing cognates

- recognizing word-order patterns

Strategic listeners also use metacognitive strategies to plan, monitor, and

evaluate their listening

They plan by deciding which listening strategies will serve best in a

(a) Listening for Meaning

To extract meaning from a listening text, students need to follow four basic steps:

- Figure out the purpose for listening Activate background knowledge of the topic in order to predict or anticipate content and identify

appropriate listening strategies

- Attend to the parts of the listening input that are relevant to the

identified purpose and ignore the rest This selectivity enables students

to focus on specific items in the input and reduces the amount of

information they have to hold in short-term memory in order to

3.2 Listening skills: top tips!

3.2.1 Pre-listening

During the pre-listening phase, teachers need to recognize that all students bring different backgrounds to the listening experience Beliefs, attitudes, and biases of the listeners will affect the understanding of the message In addition to being aware of these factors, teachers should show students how their backgrounds affect the messages they receive

Before listening, students need assistance to activate what they already know about the ideas they are going to hear Simply being told the topic is not enough Pre-listening activities are required to establish what is already known about the topic, to build necessary background, and to set purpose(s) for listening Students need to understand that the

Act of listening requires not just hearing but thinking, as well as a good deal of interest and information which both speaker and listener must have in common Speaking and listening entail three components: the speaker, the listener, and the meaning to be shared; speaker, listener, and meaning form a unique triangle

(King, 1984, p 177)

There are several strategies that students and their teachers can use

to prepare for a listening experience They can:

 Activate Existing Knowledge Students should be encouraged to ask the

question: What do I already know about this topic? From this teachers and students can determine what information they need in order to get the most from the message Students can brainstorm, discuss, read, view films or photos, and write and share journal entries

 Build Prior Knowledge Teachers can provide the appropriate background

information including information about the speaker, topic of the

presentation, purpose of the presentation, and the concepts and vocabulary that are likely to be embedded in the presentation Teachers may rely upon the oral interpretation to convey the meanings of unfamiliar words, leaving the discussion of these words until after the presentation At this stage, teachers need to point out the role that oral punctuation, body language, andtone play in an oral presentation

 Review Standards for Listening Teachers should stress the importance of

the audience's role in a listening situation There is an interactive

relationship between audience and speaker, each affecting the other

Teachers can outline the following considerations to students:

o Students have to be physically prepared for listening They need to see and hear the speaker If notes are to be taken, they should have paper and pencil at hand

o Students need to be attentive In many cultures, though not all, it is expected that the listener look directly at the speaker and indicate attention and interest by body language The listener should never talk when a speaker is talking Listeners should put distractions and problems aside

o "Listen to others as you would have them listen to you."

 Establish Purpose Teachers should encourage students to ask: "Why am I

listening?" "What is my purpose?" Students should be encouraged to

articulate their purpose

o Am I listening to understand? Students should approach the speech

with an open mind If they have strong personal opinions, they should be encouraged to recognize their own biases

o Am I listening to remember? Students should look for the main

ideas and how the speech is organized They can fill in the secondarydetails later

o Am I listening to evaluate? Students should ask themselves if the

speaker is qualified and if the message is legitimate They should be alert to errors in the speaker's thinking processes, particularly bias, sweeping generalizations, propaganda devices, and charged words that may attempt to sway by prejudice or deceit rather than fact

o Am I listening to be entertained? Students should listen for those

elements that make for an enjoyable experience (e.g., emotive

language, imagery, mood, humour, presentation skills)

o Am I listening to support? Students should listen closely to

determine how other individuals are feeling and respond

appropriately (e.g., clarify, paraphrase, sympathize, encourage)

o Before a speaker's presentation, teachers also can have students formulate questions that they predict will be answered during the presentation If the questions are not answered, students may pose the questions to the speaker As well, students should be encouraged

to jot down questions during listening

o An additional strategy is called TQLR It consists of the following

steps:

- T Tune in

(The listener must tune in to the speaker and the subject, mentally calling up everything known about the subject and shutting out all distractions.)