Chuyên đề Bồi dưỡng học sinh giỏi Tiếng Anh Lớp 9 - Cù Thị Hồng Gấm

SỞ GIÁO DỤC – ĐÀO TẠO VĨNH PHÚC
PHÒNG GIÁO DỤC – ĐÀO TẠO THỊ XÃ PHÚC YÊN
CHUYÊN ĐỀ 
BỒI DƯỠNG HỌC SINH GIỎI.
STRATEGIES FOR THE LISTENING SECTION
 (thời lượng: 4 tiết)
Giáo viên: Cù Thị Hồng Gấm.
Trường THCS Phúc Yên- Phúc Yên- Vĩnh Phúc.
Người viết: Cù Thị Hồng Gấm
Chức vụ: Giáo viên
Đơn vị công tác: Trường THCS Phúc Yên – Phúc Yên - Vĩnh Phúc
CHUYÊN ĐỀ:
STRATEGIES FOR THE LISTENING SECTION
A/ MỤC TIÊU CẦN ĐẠT:
- Thông qua nội dung chuyên đề, giúp HS đội tuyển HSG có cái nhìn khái quát, hệ thống, đầy đủ về kĩ năng về một trong những dạng bài thi nghe trong đề thi.
 - HS có kiến thức mở rộng nâng cao và cải thiện kĩ năng nghe.
 - Giáo dục cho HS có ý thức tìm hiểu tài liệu để mở rộng, nâng cao, hiểu sâu sắc kiến thức trong chương trình học; kích thích tinh thần ham học, sự sáng tạo của HS trong học và làm bài thi.
B/ ĐỐI TƯỢNG- PHẠM VI- PHƯƠNG PHÁP BỒI DƯỠNG.
1- Đối tượng bồi dưỡng: HS đội tuyển HSG Tiếng Anh lớp 9( đang bồi dưỡng thi HSG cấp Tỉnh)
 Thời gian thực hiện: 4 tiết.
2- Phạm vi kiến thức bồi dưỡng: STRATEGIES FOR THE LISTENING SECTION
- Types of questions in toefl listening test.
3- Phương pháp bồi dưỡng: Phương pháp dạy kỹ năng nghe.
C/ NỘI DUNG CHUYÊN ĐỀ:
I- LISTENING TIPS
 Before the listening test.
Work on building your vocabulary. 
Listen to a variety of academic talks, such as recordings of real college lectures, videotaped documentaries, and educational television programs deal with topic in the national sciences, the social sciences, the arts and business. Listen to material in these subjects areas to build comprehension.
Work on developing efficient note-taking skills.
Become familiar with types of questions and how to answer them.
Your own best strategy:
During the Test
While you are listening to the conversations and lectures, focus on overall meaning and purpose. Listen for key words and concepts that are repeated throughout the piece.
When you take notes, write down only essential terms and concepts. Do not allow your writing to detract from your listening.
Work as quickly as possible. Although you can control the amount of time you spend answering each question, there is a time limit for answering the total number of questions in the Listening section.
For multiple choice questions, use the process of elimination. This means that if you do not find the correct answer right way, omit the choices you know are incorrect. If you can eliminate one or two choices, you will improve your chance of selecting the correct answer.
Your own best strategy:
II- TYPES OF QUESTIONS IN TOEFL LISTENING TEST.
1- Identifying the Topic and Main idea.
FOCUS
01- LISTENING: (track 1)
 What is the subject of the conversation?
A political organization
A course reading list
A physical science class
A summer school program
The subject of the conversations the most general answer to the question: What are the people talking about?
The speakers use several key words and phrases:
Dr. Perry’s class	check the computer
Substantial amount of reading	Political Science
Summer session	print out a copy
book list	Here found
few minutes	
The man asks about the book list for Dr. Perry’s Introduction to political Science class, and the woman offers to print out a copy for him. Therefore, the correct answer is a course reading list.
TIPS
1. The topic is the general answer to the question: What are the speakers talking about?
Questions about the topic sound like:
What is the subject of the conversation?
What is the topic of the discussing?
What is the man’s problem?
What problem does the woman have?
What is the professor mainly about?
What is the main topic of the talk?
What aspect of _________ does the professor mainly discuss?
2. Key words and phrases can help you identify the topic of the conversation or lecture. Sometimes speakers emphasize key words and phrases. Sometimes speakers use the same keywords more than one. Listen for words and phrases that are stressed or repeated by the speakers.
Key words are usually content words: nouns, verbs, adjectives, and adverbs. Content words can help you identify the topic and general message.
 3. Listen again to the recording for the Focus exercise. Listen for keywords and phrases that the speakers emphasize and repeat. Listen for key content words: nouns, verbs, adjectives, and adverbs.
01-LISTENING:
W: Good afternoon. May I help you?
M: Hello. I’m thinking of taking Dr. Perry’s class this summer-intro to Political Science. And I was wonderinguh... is there a do you happen to have a book list for that class?
W: I can check the computer to see if she submitted it yet.
M: Thanks. I’d appreciate it.
W: Did you say Introduction to Political Science?
M: Here it is I found it. Oh and it sure looks like a substantial amount of reading!
W: Really? Is it long?
W: Would you like me to print out a CORY for you?
M: Yeah, that would be great!
W: All right. This will only take a few minutes.
M: Thank you. I really appreciate it.
4. The main idea is the general message of the conversation or lecture. The main idea is that what is important about the topic, according to the speakers think is important about the topic. In a longer piece, there may be two or more major ideas that together form the general message.
TOELF questions about the main idea sound like this:
What is the speaker’s main point?
What is the main idea of the lecture?
5. The organization of a talk or lecture is the order in which the speaker presents information. The organization is usually related to the speaker’s main point and purpose. A good speaker organizes the information so that it best supports the main idea.
TOELF questions about organization sound like this:
How does the speaker organize the information that he presents?
Which of the following best describes the organization of the lecture?
How does the professor develop the topic?
How does the professor help the student?
How does the instructor clarify her point about?
6. Some examples of organization are:
Classify or categorize information	Give instructions
Describe causes and effects	Narrate an event
Describe uses	Show differences between ideas
Explain causes	Show similarities between things
Explain reasons 	Summarize a process
Give examples 	Trace the history or development
7. In questions about the topic and main idea, an answer choice may be incorrect because it is:
Too general an idea that is beyond the focus of the conversation or lecture;
Too specific: a supporting detail instead of a main idea;
Inaccurate: not true, or only partly true, according to the speaker; or
Irrelevant; about something that the speaker do not mention.
When you answer questions about the topic and main idea, think about the overall message of the conversation or lecture. Try not to over think this type of question; it is often best to trust your first impression.
Practice 
Exercise: 2.1.A ( track 2)
Listen to the recording. Choose the best answer to each question. 
1. What is the woman’s problem?
A. She does not have enough time to finish writing her paper.
B. She is concerned about receiving a poor grate in history.
C. She is confused by her professor’s response to her paper.
D. She does not think her professor graded her paper fairly.
2. What is the conversation mainly about?
A. A place that is special
B. Problems with families
C. Plans for a school vacation
D. A popular beach resort
3. What is the woman mainly discussing?
A. Her courses in child development
B. Her internship at a children’s agency
C. How to look for a job after graduation
D. How to organize a political campaign
4. What problem does the man have?
A. He has difficulty remembering some terms.
B. He is not skilled at climbing trees.
C. He will not be able to take the botany quiz.
D. He can’t decide which botany course to take.
5. How does the woman help the man?
A. She shows him how to put words in alphabetical order.
B. She tells him that memorization is not a good way to study.
C. She gives him a list of names beginning with “P” and “X”.
D. She suggests that he imagine a tree with key letters on it. 
ANSWER KEY: 
EXERCISE 2.1.A
1. C The woman is confused by her professor’s response to her paper.
 She says: So I’m really confused. This is the first time I ever got a paper back 
 with no grade on it.
2. C The speakers mainly discuss their plans for spring break, a school vacation. The
 woman says: sure I am ready for spring break! The man says: Are you doing 
 anything special?
3. B The woman is mainly discussing her internship at a children’s agency. She says:
 ..be doing an internshipIt nonprofit agency that works on children issues
4. A The man has difficulty remembering some terms. He says:if only I could 
 remember the difference between xylem and phloem. I can’t seem to get it 
 straight.
5.D The woman suggests that he imagine a tree with key letters on it. She says: I 
 always think of a tree and imagine a “P” at the top, up in the branches, and an 
 “X” at the bottom..Now just imagine your tree tomorrow during the quiz!
Exercise: 2.1.B ( track 3)
Listen to the recording. Choose the best answer to each question. 
1. What is the talk mainly about?
A. The best places to park on campus
B. Services of the Safety and Security Office
C. The increasing need for campus security
D. Reporting criminal incidents on campus
2. What is the topic of the lecture?
A. Traditions of American Indian cultures
B. How religion, art, and culture are related.
C. Different ways to view American culture.
D. The vision quest of the Plains tribes.
3. Which of the following best describes the organization of the talk?
A. Reasons to buy property- liability insurance
B. Instructions for buying life insurance
C. A classification of insurance.
D. A history of insurance.
4. What is the lecture mainly about?
A. How ancient rivers created desert.
B. How scientists work in the desert.
C. How to walk on sand dunes.
D. How sand dunes shift position.
5. What is the lecture mainly about?
A. Research in pain management.
B. The benefits of exercise
C. Why people have faith in doctors.
D. The chemistry of the human brain.
Answer key: 
2.1.B: 1. B	2. A	3. C	4. D	5. A
2 Listening for Details
Focus
01-LISTENING (track 4)
At what decibel level does the risk of hearing loss begin?
60 decibels
90 decibels
125 decibels
140 decibels
Which sounds could contribute to hearing loss?
 Click on two answers.
A conversation at close range
A rock bank at close range
A jet engine at close range
A vacuum clener at close range
Question 1 asks you to identify the decibel level at which the risk of hearing loss begins. The professor says:
	The danger zone- the risk of injury- begins at around 90. Continual exposure to sounds above 90 decibels can damage your hearing.
Therefore, the correct answer is 90 decibels.
Question 2 asks you to identify the sounds that could contribute to hearing loss. For this question, there are two correct answers. The professor says:
Lots of everyday noises are bad for us in the long run. For example.
A rock band at close range is 125 decibels. A jet engine at close range is one of the worst culprits at an ear-busting 140 decibels.
The correct answers are A rock band at close range and A jet engine at close range.
These two questions ask about some information details in the talk. The details support the main idea that long-term exposure to noise can cause hearing loss. What other details can you recall from the talk?
Do you know?
Details are specific bits of information, such as facts, descriptions, definitions, reasons, and examples. Detail questions on the TOELF involve facts as they are stated by the speaker. Detail questions ask you to recall specific information from the conversation or lecture, but do not require you to make inferences.
 TOEFL questions about details sound like this:
What does the woman want to know?
What does the man suggest the woman do?
What happened to _______?
What reason is given for ________?
What does the professor say about ________?
How does the speaker describe _________?
How does the professor emphasize her point about _________?
According to the professor, _________?
What ________?
What type ________?
Who _________?
Where _________?
When _________?
Which _________?
How _________?
Why _________?
Some questions ask you to select a picture or part of a picture:
Which picture ____________?
Select the drawing that show ___________.
Select the diagram that represents __________.
Identify the part of the picture that represents __________.
Which area of the diagram illustrates ____________?
Some questions ask about specific terms:
What is a _________?
In this conversation, what does mean __________?
According to the speaker, what does __________ mean?
How does the professor define _________?
Listen again to the recording for the Focus exercise. Listen for important details and content words.
01-LISTENING
 Long-term exposure to noise can lead to joss of hearing. The relative loudness of sounds is measured in decibles. Just to give you an idea of what this means, the sound of a whisper is 30 decibels while a normal conversation is 60 decibles. The noise a vacuum cleaner make is aruond 85 decibels.
 The danger zone-the rick of injury-begins at around D. Continual exposure to sounds abouve 90 decibels can damage your hearing. Loud noise-especially when they come at you every day-all this noise can damage the delicate hair cells in your inner car. Lots of everyday noises are had for ux in the long run. For example, a us horn sounds at around 100 decibels. A rock band at close range decibels. A jet engine at close range is one of the worst culprits at an ear-busting a decibels.
 The first thing to go is your bigh- freauencv hearing where you detect the consonant sounds in words. That’s why a person with hearing loss can hear voices, but has trouble understanding what’s being said. 
\
In questions about details, an answer choice may be incorrect because it:
Repeats some of the speakers’ words but has a different message;
Uses words that sound similar to the speaker’s words;
Is incorrect or inaccurate, according to the speakers; or
Is about something that speakers do not mention.
PRACTICE
Exercise: 2.2.A (track 5)
Listen to the recording. Choose the best answer to each question. 
1. What does the woman suggest the man do?
A. Look at the posted job openings
B. Call for information about a job
C. Make an appointment with a counselor
D. Apply for a job in the student center
2. What type of job does the man want?
A. A job that pays well
B. A job that will let him study
C. A job in his field of interest
D. A job as a counselor
3. What does the woman agree to do?
A. Donate some books to the library
B. Meet the man outside the library
C. Volunteer to work as a cashier
D. Buy books at the annual book sale
4. How does book sale workers compensated?
A. They take any ten books that they want.
B. They are paid ten dollars an hour in cash.
C. They receive a set of encyclopedias.
D. They get credit to buy books at the sale.
5. When will the woman arrive at the book sale?
A. 10:00 a.m
B. 12:00 p.m
C. 3:00 p.m
D. 6:00 p.m
6. Why does the woman like her class with Professor Hahn?
A. Professor Hahn is a well-known scientist.
B. The assignments and lectures are valuable.
C. The students solve practical problems in class.
D. Political science is the woman’s favorite subject.
7. What does the man say about Professor Hahn?
A. She is the best teacher at the college.
B. She tries to amuse her students.
C. She cares a lot about her students.
D. She expects her students to work hard.
8. What does the professor want the woman to do?
A. Help him write a paper
B. Arrange some articles
C. Look up information
D. Organize a research study
9. What is the subject of professor’s research?
A. Animal behavior 
B. Journal writing
C. Time management
D. Child psychology
10. When will the woman do the work?
A. That afternoon
B. The next day
C. The day after tomorrow
D. The following week
Answer key:
1. A	2. B	3. C	4. D	5. B
6. B	7. D	8. B	9. A	10. B
2.3 Determining Attitude and Purpose
FOCUS
02-LISTENING, (Track 6)
Why does the student go to see her adviser?
She needs a tutor for her psychology course.
She has decided to change her field of study.
She wants to talk about a terrible accident.
She is inspired by their good work.
What is the student’s attitude toward the school counselors that she observed?
She is shocked by their terrible work.
She is surprised that they work so hard.
She does not think they are necessary
She is inspired by their good work.
Stop
Question 1 asks you to identify the woman’s purpose for starting the conversation. The woman says:
I wanted to talk about the school psychology program. I‘ve been thinking about this for a while, and I’ve decided to change my major to counseling. 
The woman plans to change her major field for study to counseling. The correct answer is: She has decided to change her field of study.
Question 2 asks you to identify the woman’s attitude about the counselors at the school where the woman is a tutor. The woman says:
	I’m just so impressed with that the counselors are doing there.
I had a change to observe some of the counselors talking to the kids, helping them deal with the tragedy. They-the counselors, that is- they were so, so they were really amazing. It really got me thinking about how to help people heal. I started thinking, “This is something I’d like to do.”
The woman is impressed by the work of the counselors in helping the children. The experience of observing the counselors has contributed to the woman’s decision to change her major to counseling. The correct answer is: She inspired be their good work.
DO YOU KNOW?
The purpose of a conversation or lecture is its function, the main reason why the conversation or lecture takes place. In conversation, a speaker’s purpose is related to the topic of the conversation, the relationship between the speakers, and the context in which the speakers meet.
 In TOEFL conversations, questions about purpose sound like this:
	 Why does the student go to see the professor?
	 What is the man’s problem?
	 Why is the woman concerned?
	 What is the purpose of the conversation?
The purpose of a talk or lecture is related to the main idea. Questions about purpose sound like this:
 What is the purpose of the talk?
 What is the main purpose of the lecture?
 What is the speaker’s main purpose?
Some purpose questions focus on only part of the conversation or lecture. These questions ask you about the function of specific phrase or sentences:
 Why does the student say ________?
 Why does the professor mention _________?
	 Why does the instructor talk about ________?
	 Why does the speaker tell a story about _________?
	 Why does the professor ask the class about __________?
Sometimes you will be allowed to listen to part of the conversation or lecture. Then you will hear a question about the speaker’s purpose. Here is an example:
 Listen again to part of the lecture. Then answer the question.
 (You hear part of the lecture again.)
 Why does the professor say this:
Some examples of purpose are:
 To ask for advice	To emphasize importance
 To answer a question 	To explain causes and effects
 To compare two or more things 	To give examples
 To complain about something	To give reasons
 To define a term 	To introduce a new concept
 To describe a process	To recommend a course of action
Sometimes a speaker states his or her purpose directly:
 “I need advice about my paper.”
 “I’m concerned about my grade for this class.”
 “I’m applying to graduate school, and I was wondering if you’d write me a letter of recommendation.”
 However, often speakers do not state thei