HƯỚNG DẪN CÁCH MUA TÀI LIỆU VÀ TẢI TÀI LIỆU TỰ ĐỘNG 
HƯỚNG DẪN ĐĂNG KÝ THÀNH VIÊN THƯỜNG 
EXPERIENCE INITIATIVE DEVELOPING LISTENING SKILL được soạn dưới dạng file word/PDF/ powerpoint gồm 20 trang. Các bạn xem và tải về ở dưới.
I.INTRODUCTION
A.THEORETICAL BACKGROUND
1. What is listening?
Listening is the ability to identify and understand what others are saying. This involves understanding a speaker’s accent or pronunciation, his grammar and his vocabulary, and grasping his meaning (Goh, 2002). An able listener is capable of doing these four things simultaneously. Willis (1981, p.134) lists a series of micro-skills of listening, which she calls enabling skills. They are:
• guessing at unknown words or phrases without panicking
• predicting what people are going to talk about
• using one’s own knowledge of the topic to help one understand
• identifying relevant points; rejecting irrelevant information
• retaining relevant points (note-taking, summarizing)
• recognizing discourse markers, e.g., Well; Oh, another thing is; Now, finally; etc.
• recognizing cohesive devices, e.g., such as and which, including link words, pronouns, references, etc.
• understanding inferred information, e.g., speakers’ attitude or intentions
• understanding different intonation patterns and uses of stress, etc., which give clues to meaning and social setting
2. Why teach listening?
Listening is an important skill and probably the most difficult one. Getting students to listen to spoken English is to let them hear different accents and varieties apart from their teacher and that way better prepare them for real world listening. The main method of exposing them to spoken English other than their teacher’s is using taped material that exemplify a wide range of topic such broadcast news, announcement, advertisement, etc.
From a theoretical perspective, teaching listening will help them acquire the language subconsciously even when the teacher does not draw their attention to special features. It is agreed that exposure to the target language is a fundamental requirement for those who want to learn it. The use of tape material will provide students with such exposure and they will get information not only vocabulary and structure but also pronunciation, rhythm, intonation, pitch and stress.
I.INTRODUCTION
Phuoc Thien High school is one of the prestigious schools in Dong nai province. It has 25 classes with over 1000 students each year. As common in other high schools in Vietnam, the students in this school have to take English as compulsory subject in the curriculum and study it four periods a week ( 1 period = 45 minutes), for 37 weeks a year. Most of the students in my class are not good at listening English. In discussion with them, I know that they already want to improve their listening skills. However, their listening is poor because they do not have much time to practise listening. Therefore, in order to promote the students’ listening skills, I would like to suggest some strategies for developing listening skills.
II.CONTENTSA.THEORETICAL BACKGROUND
1. What is listening?
Listening is the ability to identify and understand what others are saying. This involves understanding a speaker’s accent or pronunciation, his grammar and his vocabulary, and grasping his meaning (Goh, 2002). An able listener is capable of doing these four things simultaneously. Willis (1981, p.134) lists a series of micro-skills of listening, which she calls enabling skills. They are:
• guessing at unknown words or phrases without panicking
• predicting what people are going to talk about
• using one’s own knowledge of the topic to help one understand
• identifying relevant points; rejecting irrelevant information
• retaining relevant points (note-taking, summarizing)
• recognizing discourse markers, e.g., Well; Oh, another thing is; Now, finally; etc.
• recognizing cohesive devices, e.g., such as and which, including link words, pronouns, references, etc.
• understanding inferred information, e.g., speakers’ attitude or intentions
• understanding different intonation patterns and uses of stress, etc., which give clues to meaning and social setting
2. Why teach listening?
Listening is an important skill and probably the most difficult one. Getting students to listen to spoken English is to let them hear different accents and varieties apart from their teacher and that way better prepare them for real world listening. The main method of exposing them to spoken English other than their teacher’s is using taped material that exemplify a wide range of topic such broadcast news, announcement, advertisement, etc.
From a theoretical perspective, teaching listening will help them acquire the language subconsciously even when the teacher does not draw their attention to special features. It is agreed that exposure to the target language is a fundamental requirement for those who want to learn it. The use of tape material will provide students with such exposure and they will get information not only vocabulary and structure but also pronunciation, rhythm, intonation, pitch and stress.
