Sáng kiến kinh nghiệm Improve listening skills for weak students by redesigning some tasks in the while listening part - English 11 (pilot program) in the direction of the Department's test approach

 2.1 Gap -fill: Applied in Unit 1, Unit 6..................................................... 13
2.2 Game: Applied in Unit 2..................................................................... 16
2.3 Using Mind-map: Applied in Unit 3.................................................... 18
2.4 Using multiple choice: Applied in Unit 4, Unit 7................................ 20
2.5 Chart: Applied in Unit 5................... 23
2.6 Using Kahoot: Applied in Unit 8........................ 25
2.7 Using picture: Applied in Unit 9...................... 26
CHAPTER 3: A survey of the urgency and feasibility of the 
 28
proposed solutions
3.1 The purpose, content, methods and subjects of the survey................... 28
3.2 The survey results on the urgency and feasibility of the proposed 
 30
solutions.....................................................................................................
CHAPTER 4: Findings and evaluation 32
PART C: CONCLUSION AND RECOMMENDATION 36
REFERENCES 37
APPENDICES 38
 2 having much time to practice at home as well as through listening lessons in class 
(due to the tasks are designed as analyzed), almost students do not get high results.
 Faced with this situation, as an English teacher, I myself always ponder and 
think to find a solution to overcome the above situation. I find that the second 
objective reason is the reason that a teacher like me can help them overcome. 
That's why I'm bolder and more enthusiastic about the topic “Improve listening 
skills for weak students by redesigning some tasks in the while listening part – 
English 11 (pilot program) in the direction of the Department's test approach”
 The novelty of the initiative:
1. Redesigning the listening exercises in the textbook to closely follow the test 
 form of the Nghe An Department of Education and Training to help students 
 have more time to practice with the regular test form of the Department. 
 Thereby improving the quality of the subject.
2. Redesigning the listening exercises in the textbook from easy to difficult to 
 help all students in the class can participate in the listening lesson more 
 actively and proactively. The types of exercises in the Listening lesson are 
 redesigned to ensure the classification of students' levels in order to help all 
 students to be able to perform well in class. Thereby motivating both weak 
 students and good students to study English better.
II. THE AIMS OF THE STUDY
- The main purpose of this study is to work out some adapted activities for 
listening part instead of using original tasks in textbook, with the aim of attracting 
and motivating students in learning listening skill.
- Through the study, students can have another vision and change their attitude in 
learning listening skill. Especially the weak students can do the tasks which are 
suitable for their level
III. THE METHOD OF THE STUDY
- Draw from experience of my teaching
- Consult many documents and ask my colleagues about their teaching experiences
IV. THE SCOPE AND TIME OF THE STUDY
- Students in grade 11 (11A5,11A8) (make up the majority of weak students)
- Time: school year 2022-2023
 4 (e.g. jingling keys, the turn of the doorknob, etc.) that will mark his mother's 
approach.
Understanding, the third level of listening, means knowing how what one says will 
affect another. This sort of listening is important in psychoanalysis , the study of 
the unconscious mind. Barthes states that the psychoanalyst must turn off their 
judgment while listening to their patient in order to communicate with their 
patient's unconscious in an unbiased fashion. This is the same way that listeners 
must turn off their judgment when listening to other.
 All of the three levels of listening function within the same plane, and 
sometimes all at once. Specifically, the second and third levels, which overlap 
vastly, can be intertwined in that obtaining, understanding and deriving meaning 
are part of the same process. In that the child, upon hearing the doorknob turn 
(obtaining), can almost automatically assume that someone is at the door (deriving 
meaning).
1.1.2 The importance of learning listening skill
 Learning English or any language, the ability to listen is extremely 
important. As a newborn baby, to learn how to speak he must listen to a lot of what 
others convey. Through the listening process, you will gain more vocabulary, 
sentence structures and identify standard sounds.
 When we can neither write and read nor speak, we can still use physical 
language to communicate. But if we cannot listen what others say it means the 
communication has failed. Moreover, we cannot develop speaking skill unless we 
also develop listening skill. To have a successful conversation, students must 
understand what is said to them. Later, the ability to understand spoken English 
may become very important (for listening to the radio, understanding foreign 
visitors, studying). To develop this ability, students need plenty of practice in 
listening to English spoken at normal speed. Without listening, the man becomes 
backward in each minute of their lives. Listening to spoken English is an important 
way of acquiring the language – of “picking up” structures and vocabulary. 
Therefore, it is understandable why listening skill ranks the first among the four 
language skills.
 As an integrative skill, listening plays an important role in the process of 
language learning or acquisition and facilitating the emergence of other language 
skill. According to Nord (1980, p.17), listening is the way of learning the language. 
“It gives the learner information from which to build up the knowledge necessary 
for using the language. When this knowledge is built up, the learner can begin to 
speak. The listening-only period is a time of observation and learning which 
provides the basis for the other language skills” (Nation, 1990, p.12). Most learners 
will spend more time listening to the foreign language than producing it 
themselves. Failing to understand spoken language, people may miss important 
 6 strategy, learners try to solve the meaning of new information through linking with 
familiar ones.
 According to Boyle [24, 25] "Knowledge of a specific thesis or topic" as a 
factor influence on listening comprehension in a foreign language. Learners find it 
easier to listen to a lesson on a familiar topic than a new one. To help learners 
become familiar with the topic of the listening lesson, teachers should start the 
learners' background knowledge before performing the listening task, help them 
use what they already know about the topic, and facilitate the listening 
comprehension process takes place effectively.
1.1.3.4. Accent
 Learners tend to be used to their teacher’s accent or to the standard variety 
of British or American English. They find it hard to understand speakers with other 
accents
 Munro and Derwing (1999) expressed that too many accented speech can 
lead to an important reduction in comprehension. According to Goh (1999), 66% 
of learners mentioned a speaker’s accent as one of the most significant factors that 
affect listener comprehension. Unfamiliar accents both native and non-native can 
cause serious problems in listening comprehension and familiarity with an accent 
helps learners’ listening comprehension. Buck (2001) indicated that when listeners 
hear an unfamiliar accent such as Indian English for the first time after studying 
only American English will encounter critical difficulties in listening. This will 
certainly interrupt the whole listening comprehension process and at the same time 
an unfamiliar accent makes comprehension process and at the same time an 
unfamiliar accent makes comprehension impossible for the listeners.
1.1.3.5. Characteristic of tasks
 Another factor affects to learning listening skill of students is characteristic 
of tasks they have to do. A given task with understandable and logical content is 
easier to complete than a vague task. The content is usually not well organized. In 
many cases listeners cannot predict what speakers are going to say, whether it is a 
news report on the radio, an interviewer’s questions, a daily conversation. 
Therefore, the kind of task influences significantly on the result of doing test of 
students. 
1.1.3.6. Quality of Recorded Material. 
 Many learners find it more difficult to listen to a taped message than to read 
the same message on a piece of paper, since the listening passage comes into the 
ear in the twinkling of an eye, whereas reading material can be read as long as the 
reader likes. The listening material may deal with almost any area of life. It might 
include street gossip, proverbs, new products, and situations unfamiliar to the 
student. Also, in a spontaneous conversation speakers frequently change topics.
 8 ❖ Emphasize listening comprehension process over listening comprehension 
 results.
Like reading comprehension, listening comprehension is often considered a 
passive skill. In fact, these two skills are highly active because students have to 
simultaneously mobilize many different psychological operations to process and 
understand information. Students must first hear what is being said, and then 
understand the content by relating what they hear to what they already know. In 
fact, if students do not have certain understanding of the issue being talked about, 
listening comprehension will be very difficult. On the other hand, assessing 
students' listening comprehension is very intricate because teachers can only rely 
on the results of listening exercises available in textbooks, teachers need to design 
the following listening activities to further evaluation the level of listening 
comprehension student's
 ❖ Appreciate the deep understanding of the information of the listening text
Research results in psycholinguistics confirm that listeners do not memorize in a 
"copy" way. Listeners do not remember every sentence, every word, in other 
words, the purpose of listening comprehension is not to test students' ability to 
memorize mechanically or instantly remember. Listening comprehension exercises 
in high school textbooks such as filling in information, choosing true/false 
information, choosing among the information a correct option with the given 
information, etc., are to develop listening comprehension ability. The secondary or 
superficial details of the message are often overlooked and remembered.
 ❖ Arrange listening comprehension activities logically
There are many factors that affect the difficulty of listening comprehension 
activities. These factors can be divided into three basic groups: (i) listening 
purposes (ii) knowledge of the language, style or style used in listening and (iii) 
conditions, situations or positions. of the listener. Therefore, instead of having 
students do the listening exercises in turn in the textbook, the teacher can rearrange 
the listening exercises to suit the students' level and the purpose of the lesson based 
on the three factors above.
 ❖ Combine listening comprehension skills with other languages.
Combining listening comprehension skills with other languages, especially 
speaking, plays an important role in the development of language skills for 
students. That is why in real life, linguistics skills are always closely connected, on 
the other hand, the mobilization of many sense organs in the process of practice 
will make the formation of language skills faster and more sustainable.
1.4.1.3 General principles in designing Listening exercises
When redesigning exercises for the listening section in the textbook, teachers need 
to make sure to follow some of the following principles:
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