INDEX Contents Pages INTRODUCTION 1.1 Reason for choosing topic 1.2 General purposes 1.3 Object research 1.4 Method – vocational – technical THE CONTENT 2.1 Basic for agument of the experience 2.2 Actual situation 2.3 Experience initiative or solution to solve the problem CONCLUSION AND RECOMMENDATIONS 19 3.1 Conclution 19 3.2 Recommendations 19 1 INTRODUCTION 1.1 Reason for choosing topic English pilot books are being taught from grade to grade at some secondary schools As an English language teacher at Hoang Long secondary school and I always wonder how to help students reach English easily through four basic skills: Listening - Speaking - Reading - Writing But there is a skill always that causes students the most troubled, which is Listening There are many students who are very good at the application of grammar exercises, but the English listening ability is very bad What should teachers to help students overcome these difficulties? For English communication will be English, so communicating with friends overseas will students listen to understand foreign friends what they are saying, which will help them more boldly confident in communicating in English The goal of English is to establish and develop in student’s the basics of English is the intellectual property necessary to further education or go into academic life and their work in all aspects of work and their life As English textbooks in junior high school from grades to are compiled in the same building perspective program This is the perspective point (Thematic Approach) and enhances the learning method of proactive students All the skills: Listening - Speaking - Reading - Writing are interested, focused and coordinated with the exercises and classroom activities One of four skills English language learners in general, and secondary students in particular courses, often certain difficulties in the process of learning English listening skills 1.2 General purposes In fact, to get good listening skills, the English language learners need to have a process of regular exercise daily, weekly and monthly with the content and form of different technologies Teaching Listening and learning skills in English, though not new, but it is a very difficult skill for both teachers and students at the junior high school level That's the reason why the actual situation like this, I figure research ideas into this subject partly in the hope of helping the English teachers and students gradually overcome the difficulties to carry out implementation of teaching and learning in English Listening carefully horizontal effective better help students learn English more positively, more proactively in acquiring, perceiving knowledge of the lesson This is also the reason and purpose that I chose this topic 1.3 Object research - The purpose of foreign language teaching is not to give students knowledge of the language, the main purpose of the training is to teach students English communication skills in English daily communication of school The good students are represented by skills: Listening - Speaking – Reading – Writing which English Listening skills of students is formed through the process of learning, language training in English language environment Besides learning English at school, in class, the students also have to learn, selfdiscipline skills play through the forms, methods and content to hear different English More specifically, English Listening skill is the ability to use language knowledge and listening comprehension purposes conversations daily communication in English - Fundamental factors directly impact the effectiveness of teaching information technology * To the teacher - With innovative teaching methods, teachers play a positive role in directing and controling students in active learning at school - To conduct a successful lesson Listening effectively, the teachers need to make the following basic elements well: + Choosing and using flexible techniques to teach Listening skill to suit each lesson content with the students + Organization, good classroom control and distribution reasonable time + Fluency means, the teaching aids for teaching Listening to serve in English + Research, creative, self- made and appropriate teaching aids, well serve Listening skills lesson + Teachers must inspire, passionate and they must be charismatic to attract and activate students eager to learn in English * To the students - The relationship between teaching and learning, the teacher is the organizer, controller As students occupy themselves with the knowledge of the actions, the actions of his own intellect under control teacher’s organizations - Listen to English lesson successfully and effectively, the students should also have the necessary skills in listening comprehension, conversations, and communicate with each other on topics of practical life and daily work in English 1.4 Method - vocational - technical (Listening techniques) - Teaching Listening is regulated by the listening content Other words, the listening content dominates the selection, use, flexible coordination of teaching methods, teaching techniques.Every technical teaching in accordance with a specific form of lessons (teaching grammar, teaching speaking, teaching, writing, teaching listening ) - Using both intensive listening and extensive listening effectively in each period to help students improve listening skill * Equipment, teaching aids for teaching skills to serve listening - The use of pictorial devices very good support and positive for Foreign Language teaching and learning in general and English in particular subjects, this work is considered to be an important mean, represents the majority of main content of the lesson During all lessons unit of a new textbook program, the content of Listening recorded in cassettes or CD , VCD , DVD and just in textbook exercises ear training If they want to have good skill to listening exercises, the learners must listen to the lesson content in the tape drive Moreover, teaching equipment is also active in media innovation which will be innovative teaching methods, high efficiency, motivation and learning caused much excitement for students learning English in the process * The equipment needed for the course: + Transceivers cassettes + Recorders readings and listening textbook + Pictorial content and didactic lesson + Computers, Computer speaker + The illustrations, equipment, utensils because teachers 2.THE CONTENT 2.1 Basis for agument of the experience * Good points - Although there are objective conditions and subjective influences directly in the teaching process, but I have tried to find ways to overcome, overcoming the difficulties ahead, gradually improve the quality of teaching and learning English in school Especially further improve the efficiency of teaching English Listening skills to meet the goals and objectives of teaching English at the junior high schools according to the textbook program innovation Department of Education and Training * To the teacher - I myself initially had relatively good access methods, english teaching techniques Especially the skills and techniques specific to teaching English Listening - I myself have been familiar with the initiative and how to organize a successful lesson Listen and high efficiency - Coordinate fine and quite flexible techniques taught English - I did research and made a lot of creative teaching materials appropriate for each lesson content of Listening Therefore, I myself have heard so many lessons lively, charismatic high with students and have achieved high results in teaching English The majority of some students did better exam forms, especially English Listening Comprehension section - Possible to use, works well equipped modern teaching, to serve process in English Listening as video tapes, cassette machines, video recorders, computers * To the students - The majority of the students have become familiar with English Listening lesson - Many students already hear and recognize the voice, the voice of native speakers - Most students have heard all sounds simple content, to the extent not too difficult and I was able to implement the requirements, the training of teachers to apply after hearing the content in tapes - A number of students were formed, trained and gained skills and techniques in the process of learning, practice English listening skills 2.2 Actual situation - These drawbacks and shortcomings: * Toward teacher - Still some teachers have difficulty in performing tasks, vocationaltechnical,it is still difficult in the selection of technical vocational training to suit each lesson content, to suit each pupils and each stage of the listening lesson - A few teachers untapped or not fully utilized proficient use of teaching aids, lesson Listen to serve in English * Toward students - Motor learning, practice English listening skills of students is limited - Many students have few opportunities to hear English, they have very little chance of access to the mass media modern, advanced to the last bared that can understand English - Some students in school longer afraid, yet strong in listening and speaking in English, they are also afraid of making mistakes in the process heard English - Train new skills and technology was difficult for students, especially for students grades * Teaching aids - Teaching aids for teaching serves Listening skills are very much lacking, not many illustrations, and English recordings * Investigators specifically - During more than 18 years of teaching English in secondary school, I myself have been assigned to school teaching English across the school grades With the knowledge, experience in those years I have had valuable experiences in the process draws on the teaching and learning of all grades many students I have driven themselves at the beginning of the school year a plan and teaching methods specific, detailed lesson plans in the classroom to be able to complete all investigations, surveys, mastery learning situation of students in their respective classes Through investigation, I realized I understand that most uncertain vocabulary, English vocabulary was not large, English Listening skills are limited Survey results as follows: (from 10/09/2017) Excellent Good Medium Weak Poor No % No % No % No % No % Class Students 6B 26 11.5 19.2 11 42 23.1 3.8 6A 28 7.1 25 10 35 25 7.1 2.3 Experience initiative or solutions to solve the problem - Prepare plans for an English listening lesson * To the teacher - Listen to an English lesson is good and successful, teachers need to be groomed, and well done the following steps: + Look at the content of the information taught in textbooks, teachers' books, reference books to make an important basis to help teachers plan the steps of her teaching a lesson to Play + Careful study of textbooks, teachers' books, reference books will help teachers organize, control information in English Listening in the right center of gravity of the lectures Towards making teachers assigned time for step dad teaching, learning activities scientifically and logically + Research purpose and requirements of the lesson: - The purpose of the lesson and ask the ultimate destination where both teachers and students need to achieve the following lessons learned - For Advanced Listening skills are taught in English, the common purpose and requirements of the Listening lesson is to help students develop good practice and skills: Listening (Listen) - Speaking (Talking) - Reading (Reading) - Writing (Writing) During this process, the teaching and learning of teachers and students to the most special emphasis listening skills After you finish listening, students can listen to understand the main content, the best of all the listening and done some homework requirements or language + Good choice and flexibility to coordinate the technical Listening (Listening Techniques) a scientific and rational way Choosing hear teaching techniques must be determined on the basis of content, hear the request of the lessons that characteristics and capabilities of students English classes there, and the stages in the process of teaching listening includes phases: Phase heard before (pre - listening), while listening phase (while - Listening), and the exercise period (Post - listening) During each phase of the lesson in English listening skills they have the technical skills to teach listening appropriate to each time period - Teachers need to design carefully the prepared lesson plans class scientific and reasonable - Teachers need a clear plan of activities for teaching and active learning activities of students, time distribution, and a science fair for the learning activity, the requirements of each exercise, the answers of each student - Exchange and discussion of teaching methods will be used in lessons Of more effective teaching English skills, listening skills will be more successful and achieve greater efficiency if the plans are given teaching exchange and discussion with colleagues before teaching Doing this not only gives the more positive results but also help to teach listening skills as well as speaking - Reading - Writing skills also achieved many positive results *To the students - Teachers ask students to prepare for upcoming classes by: + Teachers suggest the system of questions for upcoming lessons they learned so that students have time to prepare lessons, learn, study materials related to the upcoming lessons + Ask students to some exercises related to lesson content to hear that lesson the other skills necessary to bring positive results likewise + To encourage and motivate students confident, creative initiative raised many questions, many issues related to the lesson b Perform better teaching listening process - For a lesson in grammar or vocabulary, usually in the course of the lesson is composed of phases Presentation - Practice – Production And the process of a lesson in English Listening skills also include phase Pre Listening section, while – Listening, post - Listening This teaching process not only helps students master the lessons, but also help them to use good communication skills in English daily, in the talk about life and work and study But the main problem is to identify teachers clearly, definitely, precise goals and requirements of each specific lesson to hear from that orientation for school students perform well the task of the central lessons of the next stage * Pre – Listening (True / False Prediction , Open Prediction , Ordering , Pre - questions) - This is the first stage of orientation to help students think about the subject or situation or content before students to listen - The students in class had not seen the text before or done any preparation for listening Here you see the teaching goals in this pre-listening phase: + To activate the students' schema and vocabulary related to the topic + To form some preliminary assumptions about the content of the text + To pose some questions that could provide them with a reason for listening For example, I asked "do you think the Pope comes to the US often?" and the students said that they didn't know, so I said "Ok, we will see" + Notice here how the teacher uses the chalkboard to write basic vocabulary and ideas given by the students Use of the board provides visual reinforcement for ideas and vocabulary items presented by the students during all phases of listening + Notice also how the teacher asked a student to correct her pronunciation of the word After the student finished her sentence, the teacher pointed to his throat indicating the need for the student to pronounce the word correctly The student repeated the word twice and was able to pronounce it correctly on her third try Attention to pronunciation should be constant in class activities and can usually be done through self correction + Notice also the phrases the teacher uses to provide positive reinforcement to students Such reinforcement is important to build self confidence in all class activities but especially when doing listening activities + Finally teachers make it clear to students that they will be heard many times, and guidance requirements, specific tasks for the students to hear ( Choose the right / wrong answer ) Example : UNIT 1: MY NEW SCHOOL Period 6: Skills Task Before listening: - Ask students to: + read the questions carefully + decide what information you are listening for + think of the words that you might hear + listen for important information only * Pre- listening (3’) * Set the sence: Susie is a student at PLC Sydney + Teaching vocab: - Teacher use different techniques to teach vocab (situation, realia) - Follow the seven steps of teaching vacab - Checking vocab: Slap the board - Ask ss to refer back to the reading : PLC sydney - Introduce Susie Brewer – a student at PLC Sydney * While – listening - Play the recording only the first time Ask ss to look at the book and listen carefully - Play the recording again and allow ss to choose the correct answers as they listen - Ss can share their answers before listening to the recording a final time to check - Correct their mistakes if nesessary Teacher remarks and gives the answer key Key A , A , B , B , A * Post – Listening (Role play, recall the story, write it up, Further practice ) - This is the final stage of the process of teaching English listening skills During this period students have more opportunities to practice after listening, they can apply the knowledge, language skills have been trained stage set "while - Listening" on the actual communicative situations, have the same meaning in the classroom immediately upon hearing, students need to some exercises such as reporting to the class or in team on the results after listening exercises, and other students listen to comments, or post treatment results of their work for you - Teachers need to incorporate good teaching methods, and other skills to help students develop, extended listening as: Recall the story, write it up, discussion - Ask some ss to retell something about Susie - Begin with: “Susie is a students at PLC Sydney , She is eleven years old She likes to study in a girls’ school The teachers at her school are nice and very helpful ….” - Then ask students to talk about their school - Begin with: “I am a students at Hoang Long secondary school, I’m ” Example : UNIT3: MY FRIENDS Period 20: Skills * Pre- listening Before listening, Ask students to look at the list and talk about what you should or shouldn’t at Tet - Ask students to look at the picture 10 Ask students to look at the table and tell: “What should you at Tet ? - Ex : A We should invite some friends to our home - B We should Play games all night Break things Ask for lucky money Buy some salt Get up early Invite friends home Play music loudly Bring home a black cat Eat shrimps on New Year’s Day Ask students to look at the table and tell: “What should not you at Tet ? A We shouldn’t bring home a black cat 11 B We shouldn’t - Call some students to talk in class - Set the sence: “Mai and her mother are going shopping for Tet Predict what they will buy and tick.” - * While – listening - Turn on the radio twice, ask students to listen and tick - Items peach blossoms banh chung new clothes a tie sweets fruit chocolate biscuits Answer √ √ √ √ √ Listen again and write the names of the things they will buy for the people in column A People Mai and her brother Mai’s dad Mai’s grandparents Things Clothes, biscuits a new tie sweets * Post – Listening: Writing Write an e-mail to a friend about your Tet holiday Include what you will and won’t Also include things people Should and Shouldn’t - Give students some questions: ? Who you write to? ? How you feel ? ? What will you intent to at tet? ? What should or shouldn’t at Tet? - Ask students to write - Call some students to write on the black board - Others students write on the papers Then correct their mistakes - Example : UNIT8: SPORTS AND GAMES 12 - Period 69: Skills * Pre- listening Set the sence: “You are going to listen to the passages Who are they about? and about a sport/ game you like” Task 1: - * While – listening Listen to the passages Who are they about? - Play the recording once only Ask Ss to listen and say who the passages are about - Answer: They are Hai, Alice, Trung and Bill * Teacher give some questions: ? Which sports they like playing? ? What is Bill’s favorite game? ? Is Trung good at playing football? - Call on students to check their understanding Task 2: - Listen to the passages again Then write True (T) or False (F) for each sentence - Play the recording again While Ss listen, they have to write down T or F Hai plays chess every Sartuday F 'Angry Birds' is Bill's favourite game T Alice doesn't like doing sports very much T Trung is very good at playing football F Bill's dream is to create a new game T Task 3: - Listen to the passages again Fill in each blank to complete the sentences - Play the recording the third time for Ss to fill the blanks Ss can share their answers before listening to the recording a final time to check - Ask students to give answer, compare with others’ Hai practises at the judo club three times a week Trung can play the guitar Alice likes watching ice skating Bill is at Rosemarrick Lower Secondary School Trung goes swimming on hot days 13 * Post – Listening: Speaking - Talk about a sport/ game you like Use your own ideas and the following as cues - Name of the sport/ game - Is it a team or an individual sport/ game? - How long does it last? - How many players are there? - Does it need any equipment? - Call some students to talk Sample: “My name is Linh I am not a very sporty person but I love playing games, especially intelligence games Of all the games I play, I love playing Chinese chess the best It is an individual game One player plays against the other How long it lasts depends on the two players This game is very popular in Asia especially in China and Vietnam It only needs a chessboard and thirtytwo chessmen To play the game well, you need a little intelligence and ruse Playing Chinese chess helps me improve my intelligence ” - Correct their mistakes, give comments to the class then give mark Example: UNIT 10: OUR HOUSES IN THE FUTURE Period 87: Skills (Class 6) *Pre-listening * Set the sence: “Nick and Linda are talking about their dream house Listen to the dialogue and find out which house would each prefer?” - Ask students to look at the pictures and answer the questions: ? Where it is located ? What it looks like ? What surrounds it ?What appliances it has Nick’s house 14 Linda’ house - Call on students to give some information about each picture Pre- teach vocabulary: - Presents some new words - Asks Ss to make sentences with the new words view (n) cảnh cable TV (n) truyền hình cáp locate (v) đặt coast (n) bờ biển - Ask students to guess: Which house does Nick prefer? - Ask students to guess: Which house does Linda prefer? * While – Listening - Listen to Nick and Linda talking about their dream houses Which house would each prefer? 15 - Plays the recording (twice) - Ask students to check their guessing - Gives the answers and corrects the mistakes of students Answerkey: Linda: Picture ( villa by the sea, with a swimming pool and a flower garden.) Nick: Picture (apartment in the city) * Post – Listening - Ask students to talk about Linda and Nick’s house - Divide students into groups: + Group & 3: Talk about Nick’s house + Group & 4: Talk about Linda’s house - They have to talk about: Type of house, location, surroundings; things in the house and what they will/ might for them - Call on students to talk - Correct their mistakes - Ask students to write about their dream houses,then they will show their idea in the next lesson 2.4 The result achievements after application of themes - The experience applying initiative "Innovation hear teaching English courses in middle school" in the process of teaching English to students in the grade that I undertake Myself have been very delighted, excited for rapid obtained very positive results Firstly, the experience of teaching English Listening skills are very consistent with the textbook program innovation, interested student learning rather, they are active and active learning, creative capital to expand the knowledge of myself, and also very versatile in performing tasks, acquire knowledge and develop skills in Listening Comprehension English courses Learning atmosphere in the classroom as more exciting, they learn English more zealous, active Some students boldly assert ourselves before you in class, no longer embarrassing situation, worried entering English classes, especially classes Play English skills This is also an important factor, positive, contributing to improve the quality and enhance and effectiveness of English teaching, and help students become more confident, pass the quality test given in English of school year 2017 - 2018, as follows: (To 10/03/2018) 16 Excellent Good Medium Weak Poor No % No % No % Class Students N o % No % 6B 26 19.2 34.6 11 42.4 3.8 0 6A 28 21.5 10 35.7 10 35.7 7.1 0 Type Class 6B Class 6A Good Increased 7.7% Increased 13.9% Pretty good Increased 15.4% Increased 10.7% Weak Reduced 27.3% Reduced 17,9% Poor Reduced 3.8% Reduced 7.1% The quality of students had much more positive changes Experiences learning lessons After the successful application of research "Reforming Teaching listening in English in junior high school," I myself have yielded encouraging results and valuable experience for themselves as follows: - Situation of teaching and learning in English of secondary school students in underserved increasingly significant progress, especially in periods of English listening skills become more and more active, more attractive for students, the quality of their examination results last year for English courses at all grade has increased markedly - It has drawn a lot of valuable lessons and rewarding as follows: + Listen to more English teaching skills successfully and effectively is: + Teachers have always said encouraging students to use their knowledge to use in everyday communication - Teachers should not pay attention to the fault of the students while talking Let the students listen, speak English a most natural way Mandatory Never stop students to speak English while they students that are trying to express their opinions in English As if doing so would make students feel afraid of making mistakes when learning Listening and speaking skills in English - Teachers must always create a real language environment in school, an environment for learning practical English teaching hours in English Teachers and students to use English as the primary language to communicate, teach in 17 the class Depending on the grade and the pupils, teachers can use English sentences short, simple, easy to understand, easy to remember, easy to memorize the most - Teachers should integrate activities Listening and Speaking English with both forms of learning - play with the goal of "Learning the Game, Games that school." - During the student's home school , the teacher instructed them to practice English listening via radio, television, listening to English songs, English newsletters, programs taught in English on Radio Communications Figure - By creating learning environments and teaching English so the student can practice good English skills Listening skills and the other English - Teachers should create more attractive, inviting students to hear the content of all forms of vigorous activity, teaching techniques appropriate to listen to each of the listening phase, in order to give student enthusiasm, positive emulate good learning in English, good practice English listening comprehension skills + Research, creativity, self- made teaching materials more suitable for content, skills training programs Listen to English like the illustrations, models, the English record, the post English business cards of people and the famous sights of England and of the world (Specifically, I have made myself recording the English listening to a CD, memory card into the phone, the computer 10 times or more This helped myself very convenient in Sports operation and use of utensils and equipment used for teaching and learning in English Listening skills over 10 years teaching English in secondary School underserved + Teachers should be selected and coordinated use of flexible methods and techniques of teaching English Listening skills in the teaching process An hour period after listening practice, teachers need to additional appropriate exercises, which features actual communication and greater efficiency *Sum up - To carry out a lesson in English Listening success and achieve high efficiency, the teachers need to pay attention to the following important issues: - Of the listening context should be clear introduction, specifically - Enhanced equipment, teaching aids, tape recorder to giupcac students hear his English voice for comparison with English voices of native speakers - If all heard read by teachers, teachers to read exactly what the listening, reading aloud, clearly and at a moderate pace, not too fast or too slow - Need to provide opportunities for students to practice the skills and techniques needed to hear as guessing, guessing the contents contextual 18 listening, listening transplant information with illustrations, listen to fill remaining lack of information on the table or text - For all heard some of the more complex the content, teachers should try to apply, good use steps: Pre - Listening, While - Listening, Post-Listening for enabling students to develop the ability to listen to understand and use language to speak of their own language - The method of teaching English Listening skills is a good selection, coordination and flexibility in applying the process of teaching English listening skills CONCLUSIONS AND RECOMMENDATIONS 19 3.1 Conclusion - With initiative this experience, I hope to contribute positively to help teachers and students in secondary schools in particular underserved and colleagues, of students around schools can gradually overcome the difficulties difficult to carry out the teaching and learning of English listening better efficiency - As for myself, I promise to continue to inherit and develop and share innovative ideas, initiatives or, the valuable experience of themselves in the process of teaching English, raising more again the results achieved by the implementation of research subjects themselves I will not stop learning, drawing experience from teaching colleagues to meet the request of the Ministry of Education innovation & training program on innovative learning and teaching methods in English 3.2 Recommendations - Starting from a theoretical basis, practical teaching purposes as well as the successes and constraints in the implementation of this research, to contribute to the general teaching English, teaching English listening speaking own high quality, increasingly improved further Personally, I have the following practical recommendations: * At secondary schools - Therefore, English departments have separate rooms to avoid noise for the next class and not be affected by noise from the outside At the same time provides a good opportunity for English teachers and students can meet directly, exchanges, or talking to British tourists abroad - To equip, provide radio cassette tape and other audiovisual devices to better service for the teaching of English listening skills * To the leaders - It is necessary to create conditions for teachers to have the opportunity to learn and exchange experiences with colleagues, with the foreign experts through seminars on teaching and learning in English Hoang Long, April 1st, 2018 I hereby declare that this is my initiative Do not copy from other's PRINCIPAL CONFIRMATION Written by Nguyen Thi Dung REFERENCES 20 The Book of teachers, textbooks English class of the Ministry of Education Books teaching methods in English "English language Teachimg Methodology" of the Ministry of Education in 2003, 2012 Methodology The course ELTTP The Book of General Education Studies - Hanoi Publishing House, 1995 Books Student Assessment in Education of the Ministry of Education Books "Some problems of innovation of teaching methods of English secondary school level by the Ministry of Education and Training" Innovative training materials in English class methods Documentation training "Testing and evaluation of student proficiency" in English class for LISTS OF EXPERIENCES THAT WERE APPROVED 21 Name: Nguyen Thi Dung Position: Teacher THANH HOA EDUCATION AND TRAINING DEPARTMENT School: Hoang Long secondary school No Title of the initiative Level rating, classification Teach reading method district in active way in junior high school Develop speaking district INITIATIVES skillsto improve the performance for the students in English classes in the secondary school Result of evaluation, classification School year C 2009- 2010 A 2012 -2013 SOME EXPERIENCE TEACHING STUDENTS TO LEARN LISTENING SKILLS IN GRADE AT HOANG LONG SECONDARY SCHOOL Written by: Nguyen Thi Dung Position: Teacher Working Unit: Hoang Long secondary school Subject: English THANH HÓA, NĂM 2018 22 THANH HOA 2018 23 ... lessons (teaching grammar, teaching speaking, teaching, writing, teaching listening ) - Using both intensive listening and extensive listening effectively in each period to help students improve listening. .. not stop learning, drawing experience from teaching colleagues to meet the request of the Ministry of Education innovation & training program on innovative learning and teaching methods in English... secondary school Result of evaluation, classification School year C 2009- 2010 A 2012 -2013 SOME EXPERIENCE TEACHING STUDENTS TO LEARN LISTENING SKILLS IN GRADE AT HOANG LONG SECONDARY SCHOOL Written