HOA SEN UNIVERSITY

FACULTY OF FOREIGN LANGUAGES

GRADUATION
INTERNSHIP REPORT

THE ROLE OF PRE-LISTENING ACTIVITIES ON

YOUNG LEARNER’S LISTENING COMPREHENSION
IN AN EFL CLASS

Company : Trường THCS Nguyễn Đức Cảnh

Duration : 28/03/2022 – 10/07/2022
Supervisor : Nguyễn Thanh Tú - Teacher
Student : Phan Thị Hồng Nhung
Class : TE1811

<07/2022>
 HOA SEN UNIVERSITY
FACULTY OF FOREIGN LANGUAGES

GRADUATION
INTERNSHIP REPORT
THE ROLE OF PRE-LISTENING ACTIVITIES ON
YOUNG LEARNER’S LISTENING COMPREHENSION
IN AN EFL CLASS

Company : Trường THCS Nguyễn Đức Cảnh

Duration : 28/03/2022 – 10/07/2022
Supervisor : Nguyễn Thanh Tú - Teacher
Student : Phan Thị Hồng Nhung - 2183259
Class : TE1811

<07/2022>
 ACKNOWLEDGEMENTS
Over the past 15 weeks, I've had some great experiences. I had the opportunity
to work in a professional public school. I thank Hoa Sen University for giving me as
well as my future colleagues, and friends in the same industry an opportunity to
experience the work.

First of all, I would like to thank Nguyen Duc Canh Secondary School, which
accepted a fledgling student as her for an internship. The school gives me a lot of
opportunities to gain a lot of experience for my future work. Thank you to all the
teachers and staff of Nguyen Duc Canh school for helping me. Besides, I would like
to express my sincere thanks to the Principal - Nguyen Long Giang, the Vice-Principal
- Duong Hoai Tam, and the Vice-Principal - Le Thi Lieu, the teachers who supported
me a lot. a lot during my internship. More specifically, I would like to express my
sincere gratitude to my instructor at Nguyen Duc Canh School, Mr. Nguyen Thanh
Tu. Mr. Tu is a young teacher, but he has a wide range of professional experiences
and has been very supportive. At times of difficulty and some points were not well
done, he was very gentle and gave me advice. I am grateful to Mr. Tu as well as the
whole Nguyen Duc Canh secondary school for helping me in this graduation
internship. I hope I will have the opportunity to work here in the future.

Besides, I would like to extend my sincere gratitude to the teachers at Hoa Sen
University, who have directly guided me during the past 15 weeks. Thanks to Ms.
Ngo Thi Thanh Thanh - who guided me in writing the report, as well as answering my
questions during the internship. She gave me a lot of advice as well as assisted me in
completing my graduate internship report. Moreover, I would like to thank the
teachers of the English Language Department in general and the ELT major in
particular.

Finally, I would like to thank the teachers who have supported me over the past 3
months. I will do my best not only now but also in the future. I will improve myself
more.

I sincerely thank you!

SUPERVISOR’S REMARKS
 TABLE OF CONTENTS
ACKNOWLEDGEMENTS....................................................................................................................i
SUPERVISOR’S REMARKS...............................................................................................................ii
TABLE OF CONTENTS......................................................................................................................iii
CHAPTER 1: INTRODUCTION..........................................................................................................1
CHAPTER 2: ORGANIZATION..........................................................................................................2
2.1 Overview of Nguyen Duc Canh school.....................................................................................2
2.2.1 General Information of Nguyen Duc Canh school................................................................2
2.2.2: History of school.................................................................................................................4
2.2.3 Organizational structure.......................................................................................................4
CHAPTER 3: POSITION AND TASKS...............................................................................................7
3.1 Teacher:................................................................................................................................8
3.2 Lesson planning...................................................................................................................9
3.3 Tutoring for weak students...............................................................................................11
3.4 Others:................................................................................................................................11
CHAPTER 4: THE ROLE OF PRE-LISTENING ACTIVITIES ON YOUNG LEARNER’S
LISTENING COMPREHENSION IN AN EFL CLASS.....................................................................13
4.1. Issue identification and description:......................................................................................13
4.1.1. About the class 6A4............................................................................................................13
4.1.2. Problem of class................................................................................................................13
4.1.3. Research question:.............................................................................................................14
4.2. Issue analytical interpretation:..............................................................................................14
4.2.1. Listening comprehension...................................................................................................14
4.2.2. Factors affecting students’ listening comprehension.........................................................15
4.2.3. Pre-Listening Activities:....................................................................................................16
4.2.4. Research on the role of pre-listening activities on learners’ listening comprehension......17
4.3. Issue enhancement/ interpretation:.......................................................................................19
4.3.1. Research methods........................................................................................................19
4.3.2. Results.........................................................................................................................22
CHAPTER 5: SELF-EVALUATION..................................................................................................26
CHAPTER 6: RECOMMENDATIONS..............................................................................................28
REFERENCES....................................................................................................................................29
APPENDICES.....................................................................................................................................30
 CHAPTER 1: INTRODUCTION
After accumulating enough knowledge, Hoa Sen University organized a
graduation internship for final year students like us. I was really nervous and looking
forward to my internship. I will experience a real teaching environment and will face
challenges that I rarely encounter when studying at school. In addition, I also have the
opportunity to cultivate and gain valuable experience for myself. I believe this
internship will be an experience I will never forget.

I have applied for the position of trainee teacher at Nguyen Duc Canh Middle
School, District 6. This is a high school; it will be a big challenge for me. What I
learned at the university, is more about teaching in English centers. However, I
believe, I will learn a lot, and also apply some of the theories learned at Hoa Sen
school. I started my internship on March 28th and ended it on July 10th. This will be a
period where the University allows me to learn, and gain a lot of experience as well as
materials to write a report. I was allowed to stand 4th grade 6 for about 8 hours a
week. This is my honor because, at the same time as me, there are internship groups
from other schools, but they can only teach 2 hours a week and only have 1 month to
practice. Therefore, I believe that what I learn will certainly be more than theirs. I will
have more opportunities to interact with students. I will learn how to tailor lessons to
fit the learning styles of my students. In a classroom at a high school, the number of
students will be very large, about 40 students per class, so there will be many different
learning styles. Besides, I was also guided to build lesson plans suitable for high
school, as well as organize classroom activities. I go to school every Monday,
Tuesday, and Wednesday. The rest of the days I will spend time studying next week's
lesson, making lesson plans, and organizing activities. My instructor will also give me
feedback so that I can improve my lesson. My classes are mainly in the afternoon, this
is when most of the students are very tired and have the little spirit to learn. Therefore,
I have to create a lot of activities as well as design my lesson plans so that they are
vibrant and stimulate the learning spirit of the children.

In addition, while teaching, I also recognized a few problems and was able to
study, so that it will be a resource for me later. I was assigned to teach four 6th
graders. My students still have quite weak with English listening skills, especially
grade 6A4. I will continue to observe, change and apply some strategies to help them
improve their skills. In particular, I will study the importance of preparation before
listening, to see how effective it is. The results I will present in Chapter 4.

I was fortunate to be recruited by Nguyen Duc Canh School as an intern. I will

cherish this opportunity to change and try to become a real teacher in the future.

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 CHAPTER 2: ORGANIZATION
2.1 Overview of Nguyen Duc Canh school
2.2.1 General Information of Nguyen Duc Canh school
Nguyen Duc Canh Middle School, formerly known as Minh Phung Primary
School, is located at 242 Minh Phung, Ward 6, District 6, the school is located at an
important intersection at the gateway to the city, between Minh Phung Street and
Minh Phung Street. Hong Bang.

Most of the school's administrators and teachers have qualified and above standards;
Enthusiastic in work with the spirit of "All for dear students".
Table 1: General Information

Address 242 Minh Phung Street, Ward 6, District 6

Founded 1995

School Board of Directors 1. NGUYEN LONG GIANG –

PRINCIPAL OF THE SCHOOL

2. DUONG HOAI TAM - SCHOOL VICE

PRINCIPAL
3. LE THI LIEU – SCHOOL VICE
PRINCIPAL
Website https://thcsnguyenduccanh.hcm.edu.vn/

Phone number 028.3960.4036

Slogan All for dear students

Picture 1: The Logo of the School

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Picture 2: Teachers and employees in NDC school

Picture 3: Organizational chart

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 2.2.2: History of school
Nguyen Duc Canh Middle School, formerly known as Minh Phung Primary
School. In the 1995-1996 school year, the school was separated from Nguyen Duc
Canh High School (including primary and secondary schools) to become Nguyen Duc
Canh Middle School.

In recent years, the school has encountered many difficulties in terms of facilities,
rooms, narrow areas, noisy noise, dust, .... With the efforts of the school's pedagogical
team, the school still successfully completed its teaching and learning tasks, and the
facilities were gradually improved. Up to now, the school has enough classrooms and
function rooms for teaching. In the 2014-2015 school year, the school was invested to
repair, tile, and repaint the classrooms. In the 2015-2016 school year, the school was
approved to upgrade and build 09 more classrooms, meeting the current teaching and
learning requirements of the school.

In terms of facilities, the school has a total of 29 classrooms and 01 computer

room with a total of 45 computers connected to the Internet.

The current school's facilities, although facing many difficulties and limitations,
still ensure to meet the requirements of educational innovation. The school's
educational quality in recent years has been assessed as good and stable; For many
consecutive years, the school has won the title of District-level Advanced Labor
Collective. The school always receives the attention of departments, local authorities,
representative boards of students' parents, Study Promotion Association, ...

Picture 4: Certificate

2.2.3 Organizational structure

The school focuses on training students between the ages of 11 and 15. The
school divides levels into four blocks: grade 6 is for students aged 11 to 12 years old,
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grade 7 includes ages 12 to 13, grade 8 includes ages 13 to 14, and 14 to 15 will be the
first grade. 9. In grade 9, they will have to study harder and more than the rest,
because they have an important transfer exam. This will be the turning point as well as
the basis for them to choose the right high school for them.

With more than 30 years of operation, participating in many activities and

achieving many achievements such as 100% of junior high school graduates,
movements of the ward, district and city. The school has built a certain reputation for
itself. Parents can safely send their children to school.

School opens around 6 am, students must be at school by 6:45am. From 6:45
a.m. to 7 a.m., this is the time they use to review before starting classes. When the bell
rings at 7 o'clock, the classes take turns to line up and go to class under the guidance
of the superintendent. The teachers take turns going to the classroom at the same time
as the students. Then the lesson started. A lesson in high school will be 45 minutes.
Teachers must teach the lesson, which they prepare, in that 45 minute. For me, time
management still takes a lot of practice. The school is divided into two forms: one is a
day-boarding, the other is a one-day study. Day-boarding students will eat and sleep at
the school after the end of morning classes at 11:15 a.m. The afternoon session will
start at 1pm and end at 5:15pm. However, due to the epidemic situation, the school
has rearranged the time to leave to limit the crowded concentration of students and
parents. In addition, this also limits traffic jams, as mentioned, the school is located at
a large intersection, and often causes traffic jams.

Picture 5: School Gate

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 At school, students will study thirteen subjects including cultural subjects such
as literature, math, English, biology, history, geography, physics, chemistry, civics,
informatics, fine arts, music and Physical Education. In which, Literature, Math and
English are the main subjects that students need to study for the entrance exam, which
takes place at the end of the ninth grade. For English, they will study according to the
schedule of the Ministry of Education. Each block will have English intensive classes,
students will use different books than regular classes. In grade 6, they will study the
book "I-learn smart world". Each week they also have a few classes to study with
foreigners and use the book "Achievement". The teachers will try to use English to
communicate as well as teach the children. The teaching method that teachers often
apply is PPP (presentation, production and practice). This method is quite common in
high schools. In addition, each semester there will be tests for teachers to see the
student's performance. This allows teachers to come up with areas for improvement
and change their teaching strategies to better suit each class.

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 CHAPTER 3: POSITION AND TASKS
As a true teacher, I had a great time and gained some valuable experience for
my future work. 15 weeks to become an English teacher, and 15 weeks for a real and
challenging teaching environment. Those are the great things that the University
allowed me to experience.

First, as a trainee teacher, I had such a wonderful time. I was assigned to follow
and learn from an instructor, Mr. Tu, an English teacher at the school. My instructor is
very approachable and has a wealth of experience that is worth learning from.
Although he was young, he guided me a lot, he shared his experiences as well as
suggestions for my bad points. He also gave me a lot of advice and gave me a lot of
advice to improve my teaching better with each lesson. I was assigned by him to teach
the four 6th grades he was accepting.

According to what I was introduced by him, the students have just returned to
direct learning after a period of online learning due to the COVID-19 epidemic.
Therefore, they are still quite weak and bored with learning English. He said: This will
be a big challenge for me because this year's book applies it new, students are bored. I
need to work hard. I was very worried and felt: It was bad. But after 2 weeks of
observation, I have learned some of my own experiences. During the first two weeks,
I observed the interns of Van Lang University, you did a great job, I also got more
motivation from you, as well as experience for the future. After that, I officially
taught.

My work officially started in the 3rd week of the internship. Every week I will
teach 2 lessons for each grade 6 assigned. I will also prepare a lesson plan each week
according to the assignment from the instructor.

As for the curriculum the school uses, it's quite new to me. The course name is
I-learn smart world grade 6 (Appendix). The book closely follows the topics covered
in the curriculum framework of the Ministry of Education and Training. The program
will provide knowledge, language skills, vocabulary, and grammar. pronunciation…
helps students confidently communicate in English and prepare for the entrance exams
for the first time as well as for international certificates. The book includes 10 topics:
Home, School, Friends, Festivals and Free Time, Houses in the Future, and Cities
around the World. Each topic has 3 lesson units, 1 review lesson with activities to
practice language skills, develop vocabulary, consolidate and improve the grammar
knowledge, and Content and Language Integrated Learning (CLIL). This helps
students improve knowledge and communication skills, and provide basic knowledge
about culture and society, to improve understanding and contribute to training students
to become well-rounded citizens.

7
 Every week, I have 8 lessons for all 4 classes, in each class, I will teach for 2
hours. Therefore, I will also prepare 2 lesson plans and a powerpoint for teaching.
Luckily for me, the class I took on was fully refurbished with existing equipment.
Thanks to that, I can prepare more carefully for the lesson and be ready to learn the
knowledge arising with the students because of the internet.

3.1 Teacher:
As I mentioned above, I will be teaching 4 6th grades including: 6A1, 6A2,
6A4, and 6A5. Each class has different levels and learning styles. Not only that, in
grades 6A1 and 6A2, they were fully equipped with learning equipment such as
projection screens, speakers, etc., but in 6A4 and 6A5, they were not, so the instructor
supported them. I let them go down to the teacher's room to study. In the teacher's
room, the space is larger, the screen is bigger, so I can also create more activities for
the children. For 6A1 and 6A2, I am also limited by space and arrangement of study
positions; so, I can only give them simple activities. Through direct teaching, I also
recognize some problems in the children. One of them is their listening skills,
especially in grades 6A4 and 6A5. The children in these 2 classes are quite weak in
listening. So, I'm going to conduct research on methods to try to help them improve in
this skill. This will be shown in Chapter 4.

Picture 6: 6A1

8
 Picture 7: 6A2

Picture 8: 6A4

Picture 9: 6A5

3.2 Lesson planning

For this task, I will have to preview the content that the instructor gives me.
Because I only teach 3 days a week. so, I will use the 5th and 6th days to read the
content, think and come up with ideas for the lesson. I will then send the completed
lesson plan to the instructor. After listening to the instructor's complete evaluation,
comments and suggestions for the lesson plan, I started to prepare the power point and
handout for the students.
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 I am very happy and this is my luck when my guide is Mr. Tu. Although he is a
young teacher, his experience and what he gave me are useful. I remember in my first
lesson plan; I was assigned to teach Unit 8: The World around us - Lesson 2.
Although it was really bad, Mr. Tu still gave me encouragements like: First time when
I was teaching when I was a trainee, I was just like you, it's okay, I'm slowly
accumulating experience. He also encouraged me to stay calm when I was over-timed.
At that time, I was really worried and did not do well. He comforted me and gave me
a lot of advice and guidance to change the places that didn't fit. When a teacher
prepares a lesson plan, everything we create is in a perfect way of thinking, but when
put into practice, there will be some changes. The time I allot for activities in the
lesson plan when applied in practice is completely difficult to follow. Depending on
the grade and the general level of the students, the duration of activities in each grade
will vary. Therefore, I also gained experience in preparing lesson plans. My future
lesson plans do not need to be revised as much as the first time. Occasionally, he even
complimented me on my progress. This is such a great encouragement for me during
this internship period.

Each class will have a different learning style, different levels. Therefore,
although I only need to prepare a lesson plan for a week to teach all 4 classes, I will
actively change the activities during the teaching process to ensure that the class
understands the lesson.

Picture 10: Student’s Book and Workbook

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 3.3 Tutoring for weak students
The school wants to ensure that the students have a quality final exam, and the
teachers will make a list of the weak students in the classes for extra tutoring. The
tutoring class is held every Saturday. The tutoring time is 90 minutes, and it lasts until
the exam. I was assigned tutoring for the children along with the instructor. For the
first time, I tutored the children with Mr. Tu. They will review the grammar structures
they have learned and the vocabulary. They are also provided with a review outline
covering the forms that will be included in the test such as multiple-choice, reading
comprehension, conjugation, verb forms, etc.

I remember once when I took a tutoring class, this is a tutoring class for weak
students in 4 classes that Mr. Tu and I are in charge. There are some challenges for
me. At first, they were very disobedient to my instructions. Only half of the more than
40 students are willing to do the outline I give them. The rest of them do their work or
talk, even looking for reasons to drop out of school. I know this is a common problem
in remedial classes, but I was quite shocked and not experienced enough to manage
the class. I have assigned them to work on time and correct them. I reviewed for them
the grammatical structures that they made mistakes while doing the test. Many
children are obedient and lovely. They want me to be able to guide them privately,
they often ask questions to understand the lesson better. I like students like that. But
the reality is negative, not always the ideal of having obedient students. This is an
unforgettable experience for me. Even so, I have some experience for myself in the
future.

Picture 11: Breaktime

3.4 Others:
In addition to teaching in class, preparing lesson plans, and providing tutoring, I
also participate in activities as a subject teacher. My instructor and I went to work as
teaching assistants to support foreign teachers. I can observe the way native speakers
teach children in high school. This is an environment where teachers will be limited in

11
space and time. So, some activities of foreign teachers will be different when they
teach at the center.
Besides, I also supported Mr. Tu to mark the exam. This is a job that needs care
because it affects your grades and achievements. My job will be to record your scores
on a report card. Through it, I will know the learning status of the children. When I
participated in the examination, I met with the teachers in your group. Everyone is
very sociable; they share about the learning situation of their class. Since then, I know
more about the teaching and learning environment in public schools.
Most especially, I had the opportunity to be a judge of the Speaking test for the
students of the intensive class. The children had the topic informed and had time to
prepare it. You have two parts for the speaking test: In the first part, you will
introduce yourself such as name, age, grade, place of residence, hobbies, etc. Next,
they will share one of the three topics they want to talk about. It will depend on
whether the students speak fluently, the pronunciation is correct, the content is close
to the topic, and especially if they are grammatically correct. These are the factors I
give you points for. However, to be honest, I still have a bit of a score for you, I'll take
a look at your answer efforts and grammar, as long as you meet those 2 requirements,
you will get points of 7 or 8. Working after the end of the school year I also had the
opportunity to experience as an opportunity to quickly get acquainted with the public
environment. I was trained as a homeroom teacher and exam supervisor. And being
involved in the grading process for the 9th graders, who are going to take part in the
transition exams, I gave my full support as a member of the team at the school.
For me, the above jobs are all valuable experiences and I think they will help me
in the future. I am truly grateful to my instructor for supporting and enabling me to
participate in as many activities as a teacher possible. Since I am an intern, there are
some things I cannot participate in because of school rules, which is quite unfortunate.
Instead, the activities that I am assigned I try to complete the best I can. These will be
interesting and rewarding experiences for me.

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 CHAPTER 4:
THE ROLE OF PRE-LISTENING ACTIVITIES ON YOUNG
LEARNER’S LISTENING COMPREHENSION IN AN EFL CLASS

4.1. Issue identification and description:

4.1.1. About the class 6A4
I was honored to be assigned by Mr. Tu to 4 of his 6th graders: 6A1, 6A2, 6A4,
and 6A5. Which, after 2 weeks of observation, I realized that the children in grades
6A1 and 6A2 have quite good listening skills, maybe because they are the chosen
class of grade 6, and most of them are good at English. I have absolutely no worries
about the class. However, in grades 6A4 and 6A5, I realized that they are quite weak
in English. In particular, students in grade 6A4, are very weak in listening skills.

Grade 6A4 is a one-day class, so they only go to school in the afternoon from
12:30 pm to 5:15 pm. The class initially consisted of 44 students, but because 2
students had dropped out, the class was only 42 students. I asked Mr. Tu about those
two students, and I received the answer that they partly lost their foundation due to
online learning, another part was that their family's economy could not last until the
end of the epidemic. not enough money for the children to go to school. I feel very
sorry for them. The epidemic is something no one wants, it has robbed families of
many opportunities and robbed students of a bright future. Especially, for the Smart
World grade 6 textbook program, students can take Cambridge international exams
such as KET and PET, etc.

4.1.2. Problem of class

Looking at 6A4 students, they also lost their fundamentals quite seriously –
according to what I was told by Mr. Tu about the class, and after 2 weeks of observing
them. Most of them are weak in input skills such as listening and reading. Which,
listening skills are the ones that need the teacher's support the most. In English,
students have to balance all four skills so that when they learn English, they will no
longer be surprised or bored. During 2 weeks of observing Van Lang's teachers, I
found that they were very attentive when learning vocabulary and exercises on
reading, speaking, and grammar structure. However, in the listening exercises, the
students often lose focus, and almost in this part, the teacher has to slow down so that
the students can complete this exercise.

In the textbook "I-learn smart world", a Unit will have 2 listening lessons, and
1 week apart will have one lesson. Every week, students will have at least 4 lessons to
learn English. However, the exercises to practice their listening are very few.
Grammar students will have a 45-minute period to learn, Reading and Speaking will
also be reviewed a bit in each period. Only with listening skills, do they have little
contact. For example, in Unit 8, in the first lesson, you will have a listening lesson,

13
and usually, the teacher will try to complete it in 15 minutes depending on. Therefore,
this is one of the reasons why they cannot practice listening skills fully.

I have considered their listening skills when teaching them in Unit 8. In lesson
1, I tried to listen and follow the requirements of the book. As I guessed, most of the
80% of the students couldn't come up with the answer after listening to the audio 2
times. It wasn't until the third time with Vietnamese that they stopped after each
sentence so that they could fill in all the answers. However, many students write
incorrectly, or the answer is wrong. Therefore, I have tried to combine many ways so
that the children can hear better. Most importantly, they can hear and understand the
dialogue.

4.1.3. Research question:

To find strategies to help students develop English skills, especially listening
comprehension, I have studied a lot of research papers, as well as theories of the
above researchers. I hope to be able to answer the questions below, which will be my
outcome to demonstrate the role pre-listening activity plays in my EFL students'
listening comprehension skills:

1) To what extent do pre-listening activities affect Secondary School

students’ listening comprehension in an EFL class.
2) What are students' preferences for Pre-Listening activities?
3) What are teachers' perceptions of Pre-Listening activities?

4.2. Issue analytical interpretation:

4.2.1. Listening comprehension
Nunan (2003) showed that listening is a purposeful, engaged process of making
meaning of what we hear. Language abilities are sometimes classified as receptive or
productive. The productive abilities are speaking and writing. Listening, like reading,
is a receptive skill. Besides that, listening is essential in interaction because it is
estimated that listening accounts for 40-50 percent of total communication time;
speaking accounts for 25-30 percent; reading accounts for 11-16 percent; and writing
accounts for approximately 9 percent (Mendelsohn, 1994)
Listening comprehension was defined by many researchers:
Listening comprehension is defined by Mendelsohn (1994) as "the ability to
comprehend the spoken language of native speakers." According to O'Malley,
Chamot, and Kupper (1989), listening comprehension is an engaged and signaling
pathway in which the listener builds meaning by applying indications from
background information and current knowledge while depending on numerous
strategic resources to complete the task objective (p.19). Rost (2002) said that a
listening comprehension is a deductive approach. Besides that, Gilakjani and Ahmadi
(2011) show that listening comprehension is generally considered a flexible process in
which people focus on particular areas of speech perception, form the meaning of
sentences, and connect what they hear with background experience. Furthermore,
Richard and Schmid (2002) explain listening comprehension as the process of
recognizing communication in a native or foreign language. According to Nadig
14
(2013), listening comprehension is a procedure of understanding and identifying oral
language. These include receiving sounds, understanding what someone is saying, and
analyzing sentence structures. Listening comprehension may also be defined as the
process of completely comprehending the language and defining the linguistic
meaning expressed by the speakers. Moreover, Heyrapetyan (2016) classified
comprehension listening into three levels. First, listen without answering (following a
course book, casual instructor talk). Second, listening and rapidly responding (obeying
guidelines—physical activity, structure analysis, visual dictation, and so on. ), true-
false activities, and so on. Third, spend more time listening and reacting (redundancy
and dictation, rewording, addressing questions, responding to comprehension
questions on texts, predictions, filling gaps, summarizing, and so on). 

4.2.2. Factors affecting students’ listening comprehension

Teachers need to have strategies in place to support students in overcoming
listening comprehension difficulties. Hamouda (2013) supposed that educators might
indeed at least provided students with the necessary listening resources, foundation
and language background, supporting abilities, attractive classroom environments, and
beneficial exercises.
There are some suggestions of the researcher:
 Having to adapt to and enhance listening materials
 Growing rapidly your learners' vocabulary
 Using various forms of input
 Making use of visual aids
 Accents
 Pronunciation
 Linked speech
 Stimulating or expanding existing topic and language knowledge in students
 Creating interest and inspiring children to behave to the spoken word
 Encourage prediction
 Using a slow tempo of speaking
 Providing as much input as needed
 Developing the classroom atmosphere for Listening Skills
There are many factors that affect students' listening comprehension ability.
Looking at Imhof and Janusik (2006), there are two issues that affect listening
comprehension: cognitive and affective aspects. He explained that linguistic
understanding is one of the cognitive aspects (vocabulary and syntactic knowledge).
Moreover, they analyzed affective factors including the following other aspects.
 Cognitive factors:
- Vocabulary knowledge: this often happens in EFL classes. They will be
stopped in the listening process when they encounter one or more unknown
words. They will focus on it and gradually miss the next information.
- Knowledge of syntax, EFL students find it difficult to assemble and construct
sentences in the second language they learn.

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 - In knowledge speech, students must be aware of the type of information they
will hear. They must organize themselves and use the information they have in
order to understand the listening.
- Knowledge of Pragmatics, students need to use knowledge to explain what they
have learned using contextual language, which includes not only the literal
meaning of the material but also the speaker's purpose.
- Metacognition is a set of management strategies that teachers use to direct their
studying by scheduling, evaluating, assessing, and altering material to make it
easier to grasp.
- Background knowledge, students will apply the knowledge they have learned
and the life experiences they have gathered before to fill in the requested
information as they listen.
- L1 Listening Skill, L2 Listeners have achieved listening proficiency in their
first language (L1). Only lately has the level to which this capacity could lead
to L2 listening ability been evaluated.
- Discrimination Based on Sound, represents the capacity to convert listening
skill from L1 to L2. This is beneficial to increase in listening comprehension
and vocabulary knowledge, especially with pupils at a beginning stage of
language ability.

 Affective factors:
- Anxiety is a concern and emotional reaction that occurs when listening.
- Self-efficacy, which serves as the foundation for self-confidence and motivation,
relates to students' views about their aptitude for ongoing project in educational
activities.
- Motivation is the aspect that influences a person's chance to achieve something;
it is defined as the mental desire that motivates someone to make effort to accomplish
something.

4.2.3. Pre-Listening Activities:

Pre-listening tasks are activities students undertake before a listening activity to
prepare for having to listen. These exercises have many objectives, including pre-
teaching or engaging language, forecasting information, stimulating interest, and
evaluating comprehension of the task.
In the classroom, pre-listening activities include conversation questions, true or
false remarks, vocabulary preparation, forecast issues, and subject brainstorming. All
of these difficulties are resolved by pre-listening tasks: generating interest, building
confidence, and facilitating understanding.
Pre-listening activity objectives and types:
 Setting the context: This is certainly the most essential task to complete - almost
all tests indicate who is communicating, in which they are speaking, and why. In daily
life, we usually get some notion of the setting of what we would be listening to.
 Generating interest: Teachers need to motivate their students by showing them
some significant images of football players or events that can lead to affect their
attention or remember them why they enjoy sports. A couple of conversations about

16
the sports they take part in or follow and why they do so will inspire their interest and
make students more ready to listen.
 Activating existing information - how do you know about...?, students will hear
about two schoolboys talking about their trip abroad." The context is set, but if you go
straight to the listening, your students won't have time to remember or convey the
knowledge. learned, possibly a native language, into a second language.
 Acquiring knowledge, second language students often have limited knowledge
about a certain topic. Therefore, when teachers provide input on that topic, they
become confident and ready to confront the listening. Teachers can prepare input
through easy text or fun quizzes on the topic to be heard.
 Vocabulary or language activation: As vital as engaging topic knowledge is
stimulating the word that may be performed in the listening. Knowledge-based
activities can achieve this aim, although there are alternative solutions. If learners are
going to pay attention to a conversation between a professor and a student who is
having a survey about the future smart home. The teacher can have 2 students play the
role of the teacher and the student before listening. Learners can create their dialogues
to present the dialogue. If students are given enough time to think about the right
dialogue for the given situation, they will be able to cope with the listening task in the
best way.
 Anticipating content, teachers try to let students choose what they want or don't
want to hear, and ask them to learn or think about what the listening text might cover.
Because when students know the context of the listening, they can predict what will
happen.
 Pre-learning vocabulary, students can easily understand a listening passage in
their mother tongue, because they can understand the overall content and know the
meaning of the word. However, for the second language listening, students will have
difficulty because of the number of new words, words that they do not understand the
concept. This interferes with listening and reduces confidence. Teachers can provide
students with some specific words about the topic they are about to hear through
exercises such as matching words with definitions, and for students to review words
by filling in the blanks. This will reduce listening pressure if students come across
new words.
 Checking and comprehending the listening duties, giving your learners more
than enough time to read and comprehend the basic listening comprehension
assignments, teachers provide them with a sense of the topic of the listening. They
may very well try to guess answers before listening.
4.2.4. Research on the role of pre-listening activities on learners’ listening
comprehension
There have been many studies and researchers have concluded the problem of
"the role of pre-listening activities on learners' listening comprehension". The
following is evidence showing the influence of pre-listening activities on EFL
learners' listening comprehension.
17
 Of the three sessions (pre-, while-, and post-listening), the pre-listening
contributed significantly to being the most important in deciding the learners'
performance. The pre-listening activity stimulates learners' language aspect as well as
their functional knowledge (Newton & Nguyen, 2018), which aids in text
comprehension. According to Chastain (1988), pre-listening activities are the most
important components of the listening process since other tasks depend on the quantity
to which the instructor has been effective in engaging students' previous knowledge
and guiding them to the activity's aims. Pre-listening exercises, according to
Vandergrift (2002), can assist listeners to concentrate their recognition of the meaning
of many new vocabularies when listening to them. Listening comprehension abilities
in EFL students will be increased by engagement with activity input, podcasts, and
realistic content. These exercises should always be taught by teachers who are
knowledgeable about the advantages of strengthening listening skills.

Madani and Kheirzadeh (2018) discovered that vocabulary preparation and topic
conversation had the highest mean improvement in pre- and post-listening efficiency.
They explained that looking at L2 learners, vocabulary study and material
conversation were the most useful strategies. Chang and Read (2006, 2008) indicated
that pre-listening activities, including content discussion, improved learners'
comprehension of a listening assignment. Besides that, Javadi-Koma (2012) showed
that both of the pre-listening exercises she applied were effective, but that vocabulary
preparation contributed to increased listening comprehension for her learners than
stimulating their previous information. However, Modarres (2011) supposed that topic
preparation resulted in higher listening comprehension among intermediate learners.
Moreover, Allen (2011) observed that pre-listening activities, specifically top-down
(subject and material discussion) and bottom-up (vocabulary preparation), also were
similarly helpful for increasing Chinese EFL learners' listening comprehension. Both
Staehr (2009) and Tonekaboni & Rahimy (2014) claimed that vocabulary preparation
and subject discussion would be more effective for learners. Additionally, vocabulary
knowledge possesses a direct impact on improved listening comprehension. Since
listening is a complex skill, vocabulary knowledge is a necessary foundation for
improved listening comprehension. Different accents and tones of voice make it more
difficult for the listener to understand what he or she is hearing. Listeners should focus
on being familiar with the language of the auditory assignment rather than each
pronunciation or tone (Kelly, 1991; Staehr, 2009; Ulum, 2015).

The pre-listening task for learners in advance is essential. They will easily
answer and understand the content that they are about to hear, not only that, they can
know what they need to do, and what information they need to hear to answer the post
requirements. According to Vandergrift (2007), preparing students via material
discussion can improve their comprehension. Long (1989) clarified that if learners
received the necessary linguistic and topic knowledge structures, their listening
comprehension would improve, especially if they were able to activate useful listener
18
approaches such as predicting related themes. Following Goh (2000) and Schmidt-
Rinehart (1994), subject previous experience leads to more effective listening since
that stimulates both learners' relevant vocabulary acquisition and conceptual
frameworks.

The following researchers also concluded that the importance of pre-listening

activity strongly influences listening comprehension. They also pointed out that
activities such as preparing vocabulary and asking questions in advance related to the
content, in which students will discuss these questions, are of the greatest importance
to listening comprehension. Bonk (2000) discovered that vocabulary preparation is
particularly significant, and he argued that while efficient listening techniques may
allow understanding of lexically complicated texts, most learners tend to require
extremely extensive vocabulary familiarity for increased comprehension. Javadi-
Koma (2012) suggested that the two pre-listening tasks she studied (vocabulary
preparation and pre-asking questions) impacted listening skills significantly.

According to Bei and Xinguang (2017), listening comprehension may be

improved by the use of listening activities and approaches that improve not just
learners' listening aptitude but also their belief in themselves. The findings also
confirm that Molavi and Kuhi's (2018) argument that including a pre-listening task
encourages listeners to activate their essential previous knowledge and seek any
assistance needed to complete the job.

From the above studies, it can be seen that pre-listening activities have had
positive effects on students' listening comprehension skills. And two activities are said
to have the most impact and are suitable for EFL Vietnamese students: pre-hearing
preparation and discussion of questions before listening.

4.3. Issue enhancement/ interpretation:

4.3.1. Research methods
4.3.1.1. Participants:
The research subjects include 42 students (both male and female) of class 6A4
of Nguyen Duc Canh junior high school. Their level is in the intermediate level, and
they are all 11-12 years old. They are all about the same level, but there are some
outstanding children out of 42. The children were very interested in the topics in the
book. They are said to be quite weak in English, especially when I let them listen to
the lesson, I can see that this is their weakest point. They have quite a few listening
exercises. During study, they will have 2 listening comprehension lessons per month.
For example, this may lead to them not having time to practice many of these listening
skills. Therefore, I want to research ways to help them improve this skill.

19
 4.3.1.2. Instrumentation
Because the period of data collection has entered the period when students have
to study and prepare for the test. Therefore, I choose the observation method and use
the test to collect the data.

- For observation, through the qualitative observation method, performed on a

small sample size of data, I hope to obtain objective results that can help not only
students but also English teachers in public school. This is a method based on my
observations of leaners. Throughout my class, I will observe and evaluate, thereby
making comments on the collected data.

- For the test, I also gave them a final test. The purpose of this test is to test
whether pre-listening activities affect EFL students' listening comprehension skills? It
also explains the 2nd and 3rd research questions. I gave you a listening lesson from
the workbook, you've seldom used the workbook, so I can guarantee you haven't heard
this before. that ever. I choose the listening lesson in the workbook because it ensures
the content is according to the students' curriculum, besides that they also have full
knowledge of the content that has been taught.

4.3.1.3 Procedure:
During nearly 2 months of teaching children, I have organized activities as well
as observed them according to the following procedure. I spent 3 weeks observing the
children. As mentioned, in the first 2 weeks of the internship, I had the opportunity to
observe Van Lang's friends teaching them. Which, I noticed that the children were
quite weak in the listening part when they were not prepared too much in the pre-
listening activity. Why did I spend more than 2 weeks observing, firstly as described,
in a Unit, you will have 3 Lessons with 2 listening lessons and it is 1 week apart.
Therefore, in weeks 1 and 2 of the internship period (specifically, Unit 7 Lesson 3 and
Unit 8 Lesson 1) I spent observing them. Regarding the listening lesson in Unit 7_
Lesson 3, Van Lang's friends let them listen and put the information on the board.
Next, in week 3 (Unit 8_Lesson 1), they had the children go straight to the listening
lesson after introducing a few syllables. From what I observe, they pay less attention
the first time they listen, because they don't know what they have to listen to and what
information to fill in. They are not stimulated with background knowledge and do not
understand vocabulary well. In the third week of the internship, I let the students listen
to a listening exercise in the workbook, to begin gathering information before
applying the pre-listening activities.
Then I let them do more pre-listening activities in the listening comprehension
class. Here, I observe and record based on the number of students who can listen and
record the answer for the 1st, and 2nd time after they have been carefully prepared.
Besides, the type of exercise that I mainly give them to practice is listening and filling
in Yes/No for the question. They will have to listen to understand the meaning of the
sentences.

20
 Finally, in the last week of term 2, before the students officially close the school
year, I let them listen to a test with carefully prepared content through pre-listening
activities. And the results obtained will be presented in this next section.
Pre-listening activities that I choose to organize for the children:
 Vocabulary preparation (VP), the teacher will prepare to teach you some key
vocabulary of the topic in that class. These vocabulary words are appropriate
for the child's level. Besides, it also meets the requirements of the textbook "I-
learn smart world 6". After the teacher has tested the students' understanding of
new words through some exercises, they will be asked to listen and answer
questions.
 Discussing the topic (TD), the teacher will let the children discuss the topic
before they enter the listening section. Topics will revolve around and be as
close to the content of the listening as possible. This is guaranteed to stimulate
background knowledge as well as judge the content of the listening lesson.
After completing, they will hear and answer questions in the form of Yes/No.
 Before reading the questions (PRQ), the teacher will analyze the questions with
the students. For example, the teacher will point out some keywords in the
question and explain them. Those keywords will help them to be able to
recognize the answer while listening without having to wander. In addition, this
is also an opportunity for students to ask teachers about words they do not
know (if any).

From the above 3 activities, I have designed a lesson for students when it comes
to Listening class. First, I will teach you vocabulary related to the topic and content of
the listening lesson. In this part, I will teach them carefully about the meaning of
words, their usage and focus on their pronunciation. The goal is for the children to be
able to grasp the word. Especially when they pronounce English words correctly, it
will help them easily recognize the word and record it correctly. Listening
comprehension will become easier when you have a vocabulary about a certain topic
according to theory. Next, I'll have them discuss what they are about to hear. For
example, in Unit 8_Lesson 3, the topic they will learn is Geography, vocabulary
includes highland, beach, mountain, waterfall, bay, forest, island. The first thing I will
guide you to learn those words through pictures and its definition. I also pay attention
to their pronunciation. After that, I let them do the exercises in the textbook. After
completing the new words exercise, I have the children discuss the places they want to
visit: Activities they will do at the following locations Phu Quoc Island, Bay of
Fundy, Mount Fuji, and the Black Forest. I encourage you to be able to use English to
discuss with your friends. However, for those who are still weak, I allow them to
discuss in Vietnamese. This will not limit the stimulation of background knowledge.
But I will still support them with sentence structure and vocabulary while they
discuss. After the discussion I invited a few children to present it to the class. Next, I
stimulated their judgment with the question: These are the best for people who like:

21
DOING SPORT OR TAKING PHOTOS. This question will tell the children what
they will hear, such as what activities people will usually do in the places above. After
completing the previous activity, listen. I will expose them to the listening text and ask
them to answer Yes/No questions. The instructor asked me to listen to the children 3
times and once to listen to the teacher. That is, they will listen once for the activity to
answer the question DOING SPORT OR TAKING PHOTOS, 2 times to listen and
answer all 4 questions YES/NO and the last time they will listen and check the answer
at the same time. with teachers. For this last time, I'll let you hear each sentence one
by one. I want to make sure that you can understand each question and answer
correctly.
4.3.2. Results
Below is the table of results that I gathered after 2 months of research, application,
and data collection

4.3.2.1. Before applying the tactics:

From what I observed during the first 2-3 weeks, I realized that the number of
students who can completely answer the listening questions is very small. In which, in
the first lesson that I experimented with, I completely taught them new words without
focusing on the usage of the word, nor did I apply the strategies I mentioned above.
Because the teaching method at my school is mainly Presentation, Practice and
Production (PPP), so I just teach them the words, then do the exercises, and collect the
results they do. It's almost not enough to organize activities before listening.

According to the data that I have in 2 listening lessons, it is almost impossible

for the students to answer all the questions. In which, more than half of the class could
not understand the passage because they could not understand the topic and did not
recognize the content of the lesson. They lose focus at the beginning of the question.
This leads to the following questions they missed and failed to hear. However, there
were also a few students (with a very small number) who were able to answer most of
the questions, but also failed to write the correct sentence structure / misspelled words.
On the second listening, the teacher explains the question and the type of answer
(noun, verb, number). As observed, the second time, about 30% of the students in the
class answered most of the questions after 2 listening times. The rest of the children
missed the information, or could not recognize the words in that answer.

From the observations and results obtained above, I decided to apply teaching
and testing words to the children as well as applying some strategies such as
discussing topics about listening, and analyzing questions first. From there, I have
some results obtained as follows

22
 4.3.2.2 After applying the strategies:
Table 2: Collect Data

Strategies Results

Unit 8 – Lesson 3 VP, TD First times: 5 over 42 students

Second times: over 15 students

Last time: about 35 students have correct

answer and understand the listening.

Unit 9 – Lesson 1 VP, TD First times: about 10 students

Second times: over 20 students

Last time: everyone can answer

Unit 9 – Lesson 3 VP, PRQ First times: over 5 students

Second times: about half of class can

answer
Last time: over 35 students and understand
the listening

Unit 10 – Lesson 1 VP, PRQ First time: over 7 students

Second times: about half of class can

answer
Last times: about 40 students can
understand the listening.

Unit 9 – Workbook VP, TD, PRQ First times: about 25 students

Second times: over 30 students

Last times: everyone can answer

The above results show the number of students who can complete listening
comprehension exercises after applying listening comprehension activities. The
obtained results show that the effectiveness of this activity has a positive effect on
while-listening activity and obtains good results in post-listening.
In lesson 8 lesson 3, when I applied the word preparation activity and discussed
the topic, I got the following results: The number of students who could listen for the
first time was only about 10 students. In the second the number of students has
increased. And after three times, almost all of them were able to understand and
answer correctly. In the next lesson of Unit 9 lesson 1, I also apply the same activities
as lesson 8, the number of students who can answer in the first listening is witnessed

23
to be almost twice the number of the first time listening. Lesson 8. This shows the
feasibility of these two activities.
In the next two lessons, Unit 9 lesson 3, and Unit 10 lesson 1, I apply word
preparation and pre-read the questions. Students who were able to answer the question
the first time they listened to it, saw an increase. Specifically, in Unit 9, 5 students can
answer all the answers. Looking at Unit 10, the number of students who can listen for
the first time has increased by 10 compared to Unit 9. Therefore, it can be seen that
this activity also has a positive effect on students' listening comprehension skills of
student EFL.
In the test (Unit 9 - listening test in the workbook), according to the obtained
results, the number of students who can hear the answer and understand the content of
the listening test in the first listening has increased sharply to about 25 students. The
good numbers show that the activities I prepared for you have worked. Compared to 4
listening comprehension lessons in previous weeks, the results proved that the
students have made progress. This gave me an incentive to help them improve their
skills.

4.3.2.3. Discussion and concluding remarks

In general, pre-listening activities almost have a positive effect on students'
listening ability. To the conclusions and hypotheses that I mentioned in Section 4.2,
the teacher's preparation for the pre-listening activities will help the students to listen
and understand the content of the lesson. Listening is an important skill not only in an
academic environment but also in communication. They may not be able to hear some
new words, words that they have not been exposed to or have no clear meaning, but
when they can understand the general content of the conversation it will help them to
can communicate well. The children's listening comprehension ability after 4 weeks
has improved. Part of that is because the teacher's activities stimulated children's
listening ability through activities such as preparing vocabulary, discussing topics, and
pre-reading questions. All three of these activities help children to receive the
information they need to hear more easily. Moreover, this also refutes the opinion of
Celce-Murcia (2001), Doff (1988), Richards & Rodgers (2003), and Underwood
(1989), who all claim that previous activities will not affect the listening
comprehension of EFL students. It contributes to stimulating students' background
knowledge, stimulating vocabulary as well as students' judgment ability. They can
hear and understand the content of the lesson, thereby responding to the questions
asked. I also proved that the answer to the first research question is that pre-listening
activities have greatly influenced the listening comprehension skills of students in
middle school.

With the data I collected, I was able to see that students would feel more
confident answering the questions. Because they are fully equipped with knowledge
for the listening lesson. Through the activities performed, my students seem to be
24
more actively involved when I organize activities such as word preparation and
discussion. In these two activities, children can both prepare their listening and
develop their communication skills. They are most engaged and most active when I let
them discuss. Although sometimes they will have a bit of difficulty in a discussion
such as not having enough vocabulary and not knowing the exact grammar structure
to say, they will often ask for help from the teacher. I am so happy about that.

Finally, EFL teachers should consider increasing pre-listening activities to help

students improve their English. Through my activities, my instructor also agrees that
pre-listening activities, when prepared, make a great impact on students' listening
comprehension. However, due to lack of time, teachers in high schools rarely organize
many activities in advance for students. Therefore, I think that if pre-listening
activities are implemented, teachers should prepare well and apply them often to help
their students.

In summary, after more than 2 months of experimenting with pre-listening

activities, the expected results were achieved. I believe that pre-listening activities are
an indispensable part of students' listening comprehension. When they are fully
prepared, they will be more confident and able to complete the assigned task in the
best way. It not only benefits their listening comprehension but also helps them enjoy
English. Because when they listen, it means their communication skills also improve.
From there, they will also have the motivation to develop the remaining skills.

CHAPTER 5: SELF-EVALUATION
25
 After more than 3 months of internship at Nguyen Duc Canh Secondary school,
I have gained a certain amount of experience for my future work.

Firstly, in terms of preparing lesson plans, I still have not specified the right
purpose of teaching for the lecture. Tu also reminded me at my first teaching session.
As a teacher, I need to set out my teaching goals for that class and try to create
activities to achieve them. Because I did not set a goal that students should achieve, in
my first lesson, I did not complete it well.

For example, in my first class, I created quite a few activities for teaching
vocabulary. Maybe this is due to the influence of my previous job at the center. In the
center, teachers have more time to teach and review new words for students. However,
in public schools, each lesson is 45 minutes long, so teachers must limit some
activities to ensure timely and still make sure students understand. Therefore, I have
drawn on a few experiences:

 Understand the student's learning situation and actual classroom conditions to

make appropriate lesson plans.
 Let students perform activities continuously, avoiding downtime so that
students can always follow the lesson.
 Give instructions for activities in a concise, definitive, loud, and clear way to
help students understand and implement easily.
 There are always exercises to help students practice writing or speaking to
check if students understand the lesson and achieve the lesson objectives.
 Allocate time reasonably and effectively, and avoid focusing too much time on
unnecessary parts.
 Encourage, motivate and praise whenever possible to help students gain
confidence and interest in the subject.

The above are some of the experiences I have drawn as well as comments from the
instructor. For me, this last internship was a good opportunity for me to apply what I
learned at the University. Besides, I can also learn more when facing challenges that
are difficult to meet in school.

Although the first few weeks of my internship I did not do very well, with my
efforts and your patience to help, I did well for the rest of the internship. I was able to
manage the class better, the children were also more actively involved in the class and
activities. I remember at the beginning, they were still afraid to participate in my
activities, especially the students in grades 6a4 and 6a5. The students in this class are
quite weak in English, so it is quite difficult for them to raise their hands to speak. At
times like these, I left a lot of time blank, because it was awkward when no one raised
their hand to speak. However, I have used many ways to be able to call those who do
not or raise their hands to speak such as just saying they will get points; Randomly
dialing a number, or let the children call each other's names, and of course, when I call

26
their names and they can't answer, they will be punished standing. These ways will
help me not to waste time and they will also voluntarily raise their hands and focus
more because they will not know when their turn is. I also look at their weak skill
points and create activities that can help them develop them.

I am grateful to my instructor for giving me a lot of advice so that I can change for
the better.

CHAPTER 6: RECOMMENDATIONS
27
 Recommendation for the next intern

To be able to complete this graduate internship, interns need to equip

themselves with the basic knowledge of the ELT industry. These subjects have been
provided by Hoa Sen University with the necessary knowledge and skills. Interns need
to prepare themselves for the spirit of learning, career, knowledge, and responsibility
and dare to overcome difficulties when being accepted to work. You must ensure the
quality of your teaching, try to help your students improve their English skills,
recognize their problems, and support them to overcome them. When we decide to
become a teacher, we have not only pressure from the teachers, but also from the
school, from the parents, and above all the responsibility towards the children. I
believe that passion, enthusiasm, and love for the profession will help you overcome
challenges and help the country train future talents.

Recommendation for ELT Department at HSU

I know that currently the ELT Department of Hoa Sen University is and will be
training many interns who will become teachers in the future. I am proud to be one of
the trainees who have received professional training from the school. For me, going to
an internship is considered an opportunity to find a job right after graduation, above
all, it is also a time to experience and correct mistakes, which will be difficult to
accept. received after you officially entered the society. However, I hope the school
will create more opportunities and links with public schools. In a public environment,
interns will be able to answer the challenge of teaching for 45 minutes and still have
enough content, which few English centers have. Besides, the fact that you can
complete projects 1 and 2 will also help you in researching and answering the research
questions in chapter 4.

REFERENCES
28
Barjesteh, H., & Ghaseminia, M. (n.d.). Effects of pre-listening task types on the
development of EFL learners' listening comprehension ability.
International Jounal of Listening. doi:10.1080/10904018.2019.1654867

D, N. (2003). Practical english language teaching.

Gilakjani, A. P., & Ahmadi, M. R. (2011). A study of factors affecting EFL

learners' English listening comprehension and the stragies for
improvement. .

Madani, B. S., & Kheirzadeh, S. (2018). The impact of pre-listening activities

on EFL learners' listening comprehension. International Journal of
Listening. doi:10.1080/10904018.2018.1523679

Nuan, D. (2003). Practical english language teaching.

Rajaei, Z. (2015). The role of pre-listening activities on EFL learners’ listening

comprehension. International Journal of Foreign Language Teaching and
Research.

Setianigsih, M. (2020). Students' perceptions on teacher strategies in listening

comprehension skills a case study: in Muhammadiyah University
Palembang. Doctoral dissertation. UIN Raden Fatah Palembang.

APPENDICES
29
 Picture 1: The Logo of the School.............................................................................................2
Picture 2: Teachers and employees in NDC school...................................................................3
Picture 3: Organizational chart...................................................................................................3
Picture 4: Certificate..................................................................................................................4
Picture 5: School Gate................................................................................................................5
Picture 6: 6A1............................................................................................................................8
Picture 7: 6A2............................................................................................................................9
Picture 8: 6A4............................................................................................................................9
Picture 9: 6A5............................................................................................................................9
Picture 10: Student’s Book and Workbook..............................................................................10
Picture 11: Breaktime...............................................................................................................11

Table 1: General Information.....................................................................................................2

Table 2: Collect Data...............................................................................................................23

1. Lesson plan sample

A. UNIT 8 LESSON 2 (45 minutes):
Week: Date of teaching: April 4th, 2022
Period: 65
Instructor: Nguyễn Thanh Tú
Teacher: Phan Thị Hồng Nhung

UNIT 8: THE WORLD AROUND US

Lesson 2: page 65
I. Objectives:
By the end of this lesson, students will be able to use the vocabulary to talk about things they
need for a trip.

II. Teaching aids:

- Teacher’s aids: student’s book and teacher’s book, class CDs, pictures, IWB software, TV.
- Students’ aids: Student’s book, notebook, workbook.
III. Languages focus:
Vocabulary: bottle water, flashlight, battery tent, sleeping bag, pillow, towel
IV. Procedures:
Time Teacher’s activities Student’s activities

5’ Warm-up

- Divide the class into 2 teams -Join the game

- Create the game: clap the board, look and guess the picture

30
 The word: cave, hiking, kayaking, canyon, rafting, campsite

- Give the point -Answer the teacher’s

- Show the camping picture question
- Ask: “What are they doing? What should you bring when you go
camping?”

15’ New lesson

Teaching new words

 New words - Listen and repeat the

-bottled water (n) words and try to remember

- Copy the words down in

their notebooks.

-flashlight (n)

-battery (n)

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-tent (n)

-sleeping bag (n)

-pillow (n)

-towel (n)

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 -Complete exercises a and
b in the Student book
- Use pictures to explain new words
- Have students listen to the teacher and repeat -Check answer
- Go through the vocabulary one more time
- Show all of the new words and have students write down in their
notebooks
Activity a: Fill in the blanks. Listen and repeat

- Ask students to fill in the blanks in 2 minutes

- Check the answer, then listen and repeat
The answer: -Work with partners

1. battery
2. bottled water
3. flashlight
4. pillow
5. towel
6. sleeping bag
7. tent
Activity b: What do you use these things for? Ask answer

- Show the sample:

What do you use a flashlight for? – To see when it’s dark.
- Show the grammar structure:
What do you use a/an ….. for? – To … when …
- Invite some students to answer
15’ Reading

Activity a: Set the screen

- Show the text

- Introduce Jill and Dave.
- Invite two students to play the role (Jill and Dave) and read out loud
the text.
- Ask students a question: “What are they texting about?”
-Answer the teacher’s

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 The answer: “They’re talking about the camping trip at Wilmslow question
school.”
- Ask students to read the text again and underline some things are
mentioned in 2 minutes
The answer: a tent, a flashlight, batteries, food, a sleeping bag)
-Answer the teacher’s
- Ask the whole class: “What things do they need to bring for the trip?”
question
- Answer “There are a flashlight, batteries, and a sleeping bag.”
- Ask students to circle the things on the Wilmslow School Summer
Camp Trip
-Underline the words
The answer: flashlight, battery, sleeping bag

Activity b

- Help students to analyze the question

- Give students 5 minutes to answer 4 questions.
- Invite 4 students to go to the board and write their answer
Answer:
1. They will go camping next week -Answer the question.

2. He was sick
3. They need batteries
4. They don’t need to bring any food

Production

- Give students the handout: -Follow the teacher’s

 Talk about your trip at the weekend: request
 Answer some questions:
Where do you go?
What do you need to bring?
10’
What do you use a/an (things) for?
- Give the student the sample:
I will go to Vung Tau at the weekend with my family. I need to bring my
pillow, towel, and camera. Because I can use a pillow to sleep, I can
use a towel to take a bath, and I can use a camera to take photos.
- Ask students to write their answer
- Invite some students to speak
Homework
2’ - Practice discussing a plan for a trip with your friends
-Copy down in their
- Prepare for the next lesson
notebook

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 Handout
Name:……………………………………………

Class: ……………………………………………

Talk about your trip at the weekend

Answer the question:

1. Where do you go?

I will go …………..
2. What do you need to bring? (at least 3 things)
I need to bring …………
3. What do you use a/an (things) for?
To …. when
I can use ……... to ………..

For example:

I will go to Vung Tau at the weekend with my family. I need to bring my pillow, towel, and
camera. I can use a pillow to sleep, I can use a towel to take a bath, and I can use a camera to
take photos.

B. UNIT 8 LESSON 3 (Review Lesson, 9 minnutes):

Week: Date of teaching: April 16th, 2022
Period: 68-69
Instructor: Nguyễn Thanh Tú
Teacher: Phan Thị Hồng Nhung

UNIT 8: THE WORLD AROUND US - GEOGRAPHY

Lesson 3: page 68-69
V. Objectives:
By the end of this lesson, students will be able to
- use the words to give advice about visiting natural wonders
- read an email giving advice about visiting natural wonders of Vietnam
- write a postcard about a place in their country

VI. Teaching aids:

- Teacher’s aids: student’s book and teacher’s book, class CDs, pictures, IWB software, TV.
- Students’ aids: Student’s book, notebook, workbook.

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 VII. Languages focus:
Vocabulary: highland, beach, mountain, waterfall, bay, forest, island
VIII. Procedures:
Time Teacher’s activities Student’s activities

Warm-up

- Review the last lesson -Join the game

- Invite a student to go to the board and draw the word
5’
the word: tent, bottled water, towel, sleeping bag, towel, battery,
flashlight

15’ New lesson

Teaching new words

 New words - Listen and repeat the

-highland (n) words and try to remember

- Copy the words down in

their notebooks.

-beach (n)

-mountain (n)

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-waterfall (n)

-bay (n)

-forest (n)

-island (n)

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 - Use pictures to explain new words
- Have students listen to the teacher and repeat
- Go through the vocabulary one more time
- Show all of the new words and have students write down in their
notebooks
Activity a/ Write the letters in the boxes. Listen and repeat

- Ask students to fill in the blanks in 2 minutes

- Check the answer, then listen and repeat
The answer:
8. G
9. F
10. D
11. E
12. C
13. B
14. A
Activity b: Discuss what activities you can do at each place

- Show the sample:

You can go swimming and build sandcastles at the beach
- Show the grammar structure:
You can go ……. and ………… at the ………
- Invite some students to answer
15’ Listening

Activity a: Listen to Tom talking about places to visit. These places are the
best for people who like: doing sports/taking photos.

- Show each picture

- Ask students: What do you like doing when you go (Phú Quốc Island,
Bay of Fundy, Mount Fuji, Black Forests)?
The answer: I like ….
- Ask students to guess what activities people like.
The answer: What do you think these places are the best for people
who like DOING SPORTS or TAKING PHOTOS?
- Ask students to listen and note down the activities which Tom
mentioned.
- Ask students to listen again and check answer

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 the answer: diving, surfing, hiking, skiing.
- Ask students to circle the answer: Are these Doing sports or Taking
photos?
the answer: doing sports
Activity b: Now, listen and write YES/NO

- Help students to analyze the question

- Have students listen and number in 2 times
- Invite some students to share their answer
Answer: Yes, No, No, Yes
- Check the answer
Useful Language: Listen then practice.

- Show the sample

- Ask students to listen audio
- Invite 2 students to read again
- Give students the structure and ask them to discuss with friends
Structure:
Where should I go for my vacation?
You should go to …………..
What’s the best way to get there?
You can go by …. or ….
Should I go in …..?
Yes/No. Why?
10’ Reading

Activity a. Read the email and underline the natural wonders of Vietnam -Follow the teacher’s
request
- Show the email
- Give students 2 minutes and underline the natural wonders of Vietnam
mentioned
- Check the answer
the answer: Mộc Châu Highland, Cúc Phương National Park, Phú
Quốc Idland, Lăng Cô Bay
Activity b. Read and circle “True” or “False”

- Help students analyze the questions

- Ask students to read again the email and circle the answer True/False
- Invite some students to share their answer and ask them “how do you
know?”
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 - Check answer:
The answer: 1. False, 2. True, 3. True, 4. False
Speaking

Activity a

- Show the information about the places (Phú Quốc, Vietnam)

- Give students the handout
- Invite a student to demonstrate by asking and answer about Phú Quốc,
Vietnam.
- Ask students to talk with their friends about Đà Nẵng, Vietnam and
Cameron Highlands, Malaysia.
- Invite some students to talk
Activity b

- Ask students to think about 2 places to visit and things to do in their

country
- Give students the handout
- Ask students to discuss with friends
- Invite some student to share their ideas
Writing

Activity a

- Give students the sample about the postcard

- Explain for students the structure of the postcard
- Ask students to read the postcard
- Ask students to fill in the blanks
- Analyze and check the answer
the answer: 1D, 2C, 3B, 4A, 5E
Activity b

- Show the question and analyze

- Give sample for students
- Ask students discuss with friends and write the postcard
Homework
- Write the postcard
2’ -Copy down in their
- Discuss two places to visit and things to do in your country
notebook
- Prepare the next lesson.

40
 Handout
Name:……………………………………………

Class: ……………………………………………

Speaking
Information about the Phú Quốc Island

Information

Activities Go scuba diving and snorkeling

Month Should go between November and

April

Transport By plane or boat

Sample:

You should go to Phú Quốc Island. It’s beautiful. You can go scuba
diving and snorkeling there. We should go between November and April to
miss the rainy season. We can go by plane or boat.

Answer these questions:

1. What can we do there?

- We can (activities)………….

2. What should you go in?

- We should go in (months) ………….

3. How can we go there?

- We can go by (Transport)…………

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 Handout
Name:……………………………………………

Class: ……………………………………………

Sample:

Hi, Phương,

For your next vacation you should visit Côn Đảo Island. There are many beautiful
beaches here. You can also go on a boat trip to a smaller island to see turtles! The
weather is very nice and sunny. The food is okay. There aren’t many great restaurants
here. We often have seafood.

See you soon!

Nhung

Answer these questions:

1. Where should your friend visit for their next vacation?
………….………….………….………….………….………….………….
2. What can you do there?
………….………….………….………….………….………….………….
3. How’s the weather there?
………….………….………….………….………….………….………….
4. How’s the food there?
………….………….………….………….………….………….………….

Write a postcard to give advice about a place in your country. (50 to 60 words)

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 2. Final Listening:
- Teacher review the words in Unit 9
- Teacher ask Students discuss the topic
Name:…………………………………………………………..
Discuss will your friend. Some questions for you:
1. How might home change in the future?
2. What do you think ....... will .......... for us?

Listen and write “Yes” or “No”.

1. Robot helpers will help us to wash clothes now. .........................

2. In the future drones will delivery meals. .........................

3. We won’t make bicycles or motorbikes in 3D printers. .........................

4. Smart devices will help us to do everything. .........................

5. Joey and Gina are excited about the future. .........................

3. Power point sample:

Unit 8 Lesson 2:

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Unit 8 Lesson 3:

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Unit 9 Lesson 2:

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