Some methods to improve the efficiency of teaching listening skill in grade 8 at Ai Thuong secondary...

Some methods to improve the efficiency of teaching listening skill in grade 8 at Ai Thuong secondary school 0 Table of Contents Contents Pages PART I INTRODUCTION I The reasons for topic II Research purpopes III Research objects IV Research methods PART II PROBLEM SOLVING I – Rationale II The reality of problem III Solutions and implements 1 Solutions 2 Implements IV – The results achievements after application of themes PART III CONCLUSIONS AND RECOMMENDATIONS I Conclusions II Recommendations O[.]

Table of Contents

PART I - INTRODUCTION

I -The reasons for topic :

II - Research purpopes:

III -Research objects:

IV - Research methods:

PART II: PROBLEM SOLVING

I – Rationale

II- The reality of problem:

III- Solutions and implements:

1.Solutions

2.Implements

IV – The results achievements after application of

themes

PART III: CONCLUSIONS AND

RECOMMENDATIONS

I- Conclusions

II - Recommendations

Other References. 1-2 1

2

2

2

3-15 3

4

6

6

7

15

17-18 17

17

19

PART I : INTRODUCTION I.The reasons for topic:

Today the economy of the countries in the world is growing the politics of cultural exchange, between the national society is increasingly expanding To communicate with the others, requiring different countries in the world have to know the proficient use a common language apart from their mother tongue In the popular language of communication in the world, English is a common one which is considered to be the most popular language

For years, learning foreign language is increasingly popularized and this subject has become a compulsory subject in all schools Therefore, the requirements set out how to achieve quality teaching hours and high efficiency This requirement requires the teachers to improve themselves not only on the qualification but also on teaching methods and teaching techniques

Comprehending and understanding a language is necessary when students are learning a new language due to the fact that people always need to communicate and interact with others in different moments or situations in their lives This paper will focus on listening, but always combined with grammar, as a way of helping learners to understand the language system and to develop their ability by using it to communicate successfully inside and outside the classroom Communication skills comprise receptive skills and productive skills Listening and reading are receptive skills while speaking and writing are productive skills Receptive skills are these in which students receive and process the information but do not need to produce a language to do this, while productive skills require the production, for instance, a speech

Listening, as we know, is the skill of understanding spoken language Listening is

an essential skill, present in most of the activities we carry out throughout our lives We listen to a wide variety of things, for example; what someone says during a conversation, face to face or on the telephone; announcements giving information, for example, at an airport or railway station; the weather forecast on the radio; a play on the radio; music; someone else’s conversation; a lecture; professional advice, for example, at the doctor’s, in the bank; instructions, for example, on how to use a photocopier or other machinery; directions; a taped dialogue in class

In fact, to get good listening skill , the English language learners need to have a process of regular exercise daily, weekly and monthly with the content and form of different technologies Teaching Listening and learning skills in English, though not new, but it is a very difficult skill for both teachers and students at secondary school level.That's the reason why the actual situation like this, I figure research ideas into this subject partly in the hope of helping the English teachers and students gradually overcome the difficulties to carry out implementation of teaching and learning in English Listening carefully horizontal effective better help students learn English more positively, more proactively in acquiring, perceiving knowledge of the lesson

For these reasons above, as an English language teacher in Ai Thuong secondary school and I always wonder how to help students reach English easily through four basic skills: Listening - Speaking - Reading - Writing However, Ai Thuong secondary School students are mainly ethnic minorities , so many children have the habit of using

their national language - Muong in class caused many dfficulties in the teaching process They also find listening skill the most difficult skill though some of them are very good in the application of grammar exercises They are interested in learning English in Grade 6, 7, but over time they feel afraid, decreased interest, learn and lead his people to the quality department increasingly decline in the grade on, especially because of their listening skill in grade 8 Through practical research and teaching to

remedy this situation, I boldly launched an innovative experience “Some methods to improve the efficiency of teaching listening skill in grade 8 at Ai Thuong secondary school.”

II Research purpopes:

My purpose in writing this innovative was to find out what the most common and effective methods in developing listening skill and improve the quality of teaching English at Ai Thuong secondary school, help students understand the importance of listening skill in learning English Beside that I can cultivate myself the professional capacity in teaching, improve the teaching methods appropriate for each positive post, each subject students to improve the quality of teaching and learning English at Ai Thuong secondary school

III Research objects:

Innovative experience focused on teaching methods to improve the efficiency of listening hours and improve the quality of English 8 at Ai Thuong secondary school

IV Research methods:

In the process of implementing innovative I have used the following research methods:

- Research methods build the theoretical basis through of the search documents on teaching listening skills

- Survey method, comparative analysis and synthesis

- Research method the tables

PART II: PROBLEM SOLVING

I Rationale:

During the process the teaching, the application of teaching methods to guide

students perceive knowledge as quickly as possible, the best use of knowledge that is both a big issue for the cultural subjects in general and English subject particularly The use of some tricks in the organization of English teaching activities is both a success to help students develop positive perceptions of students in learning and eloquence, helps students focus mentality to grasp the knowledge and help students use English in a foreign language environment with real situations and vivid

I remembered someone said that : “The most basic of all human needs is the need

to understand and be understood The best way to understand people is to listen to them.”

There is no doub that Listening skill is the skill that learners must towards the first .Listening is the most often used skill of communication and good listening is an integrated part of the communication process

Through the above situation and causes I saw: as a teacher to teach subjects in these two classes, I need to give them the pleasure of learning passion and love in English in order to improve school quality and the quality of subject

To improve the quality of subject we should improve the quality of teaching hours which content of listening because listening is one of the important skills to help them acquire knowledge

Like reading skill, listening skill as well as a receptor, but listening often harder to read because the receptive language through listening to the words, there are other characteristics with the written text

In grade 8 listening activities are used widely-are important means to introduce target language or new contents, listening skills are trained and developed through different listening exercises: listening for the main idea, listening out details or listening guess means, guess through contextual comprehension exercises Listen is relevant to the topic, on the one hand aims to strengthen structure, vocabulary, on the other hand in order to help the children initially train listening comprehension skills to obtain information for the purpose of service of daily life

There are many listening activities in daily living like: listen to the radio, watch television, but carried out other work at the same time (which is listening not focused) .The focused listening activities are activities listening intentionally the listener focuses on the important points, necessary for its deliberate The listener knows what

he wants to listen This helps the listener's attention towards your content into the right

to know, so it is necessary to grasp problems with more effective learning In the learning language environment, activities listening are mainly concentrated listening and to develop kinds of different listening skills there are some kinds of main listening: listening the gist, listening for instructions necessary information, listening to confirm earlier conjectures, listening to accomplish the tasks set forth communication, listening the details

Listening is generally defined as a conscious, cognitive effort involving primarily the sense of hearing and leading to interpretation and understanding We listen with our

senses to understand the communication being uttered Our goal is to understand what

is being uttered We want to understand the words and sentences and through this understanding retrieve the intent the speaker had while he or she communicated In other words, we try to identify speaker’s views and analyze his or her views to work out a coherent picture of the communication we face It is a difficult process, in which what is heard is weighed, analyzed, sorted, related, classified, evaluated as well as judged Moreover, English Listening skill is the ability to use language knowledge and listening comprehension purposes conversations daily communication in English

II The reality of problem:

Ai Thuong Secondary School is a school which belongs to Ba Thuoc district ,with

8 classes and the employees staff is 21 which includes 16 secondary teachers and two teacher of English Although our school is facing a lot of difficulties but the school always strives the movement of good teaching - good learning , the movement for improving the quality of education, the facilities for teaching, learning are more be applied fully

But besides that there are still some limitations:

As a secondary school belongs to a mountainous district, spirit is weak, many traditions are backward, less exchange exposure Thus the majority of parents of students less interested in the education of children mainly mercy only for school education and some also have a Vietnamese perspective is also not all learn how to learn English Some want attention, but the level is still inadequate, unreasonable method So there are many lazy students

* Toward the teachers:

- Still some teachers have difficulty in performing tasks , vocational-technical , it is still difficult in the selection of technical vocational training to suit each lesson content , to suit each pupils and each stage of the listening lesson

- A few teachers untapped or not fully utilized proficient use of teaching aids , lesson listen to serve in English

*Toward Students:

- Motor learning , practice English listening skills of students is limited

- Many students have few opportunities to hear English , they have very little chance of access to the mass media modern , advanced to the last bared that can understand English

- Some students in school longer afraid, yet strong in listening and speaking in English, they are also afraid of making mistakes in the process listening English

- Train new skills and technology was difficult for students, especially for students 6 grades

- Students at Ai Thuong secondary school are mostly ethnic students So, using a new language they still influence national language system especially pronunciation Furthermore lazy students, dropouts, leaving still more popular

*Means and teaching aids :

- Teaching aids for teaching serves Listening skills are very much lacking , not many illustrations , and English recordings

- Tape recording quality is not good , the voice is not clear , much noise

*Investigators specifically:

- I have taught English in secondary school more than 10 years since 2005 I myself have been assigned to teach English across the school grades 6,7,8 and 9.With the knowledge , experience in these years Although I have had valuable experience in the process on the teaching all grades for many students, I have also difficulty in finding the most suitable way to teach the students effectively, especially in listening skill I really found it very important to change my approach so I confidently did it At the school year 2015-2016, I was assigned to direct professional teaching English of grade

8 at Ai Thuong secondary school Through investigation, I realized that most uncertain vocabulary, English vocabulary was not large, English Listening skills are limited, failing to meet the requirements and objectives set out for education in general subjects and listening skill in particular

Here are the survey results quality listening skill of students of grade 8 at Ai Thuong

secondary school - school year 2013-2014:

Table 1.

%

%

%

%

%

2013

Besides, I also tested the students’ interest before applying some of my methods and techniques in teaching English listening at my school

Table 2: Check the students’ interest (At the beginning of the school year.)

Very interested Interested Normal

Less interested

Not interested

%

%

2013

Starting from the above reality I strongly improved, gradually additional the new teaching method applied to the English periods in general, in two years to see the results markedly

III Solutions and implements:

1 The solutions:

To attract the attention of students and improve the efficiency of listening hours,I conducted the following solutions:

* The equipment needed for the course :

1 Transceivers cassettes

2 Recorders readings and listening textbook

3 Pictorial content and textbook lessons

4 Computers, Computer speaker

5 The illustrations , equipment

* The Ten principles of listening:

1 Stop Talking

2 Prepare Yourself to Listen

3 Put the Speaker at Ease

4 Remove Distractions

5 Empathetic

6 Be Patient

7 Avoid Personal Prejudice

8 Listen to the Tone

9 Listen for Ideas – Not Just Words

10 Wait and Watch for Non-Verbal Communication

* Procedures of a general listening:

In fact, listening is still a difficult skill for students To overcome these difficulties while listening, I often use the following measures:

- Introduce topics which involve listening, explain new words, concepts will listen

- Give questions to help students predict the content will listen

-Introduce new words or revision, consolidate the vocabulary needed for all to listen

- Give out guiding questions to listen

- Divide the process of listening step by step: the first time: listening the main, answers

to questions The second one:listening more details

- If the long listening lesson we divide into short-term for the student to listening, there are various specific requirements

As usual the structure of the listening lesson is usually composed of three main parts:

Pre-listening

While -listening

Post-listening

Because the listening lessons are difficult, the teacher should require to apply correctly and fully the steps of a listening lesson.In each stage must choose appropriate,

always changing methods, teaching tips to attract students, they will be excited, will increase efficiency of the listening lesson

Here I would like to present some of the methods, tricks I normally applied in the teaching in general and especially in the listening lessons

2 Implements:

The first work when the teacher entered the class-opening a school is the general pedagogic purposes to stabilize class, psychological preparation, knowledge of subjects .With foreign language operate on school has a very important meaning, it is as a part

of the lesson that without it ,the next step is not or difficult to carry out these activities Particularly, situations created role, poses with the purpose of teaching activities -this is

a necessary condition to have effective lessons That is:

Prepare plans for an English Listening Lesson

A-REVISION-WARM UP:

to focus their attention create excitement by some short game (bingo, pelmanism,

brainstorming ,guessing game, Kim’s game, chain game,crossword puzzle

Ex :

* Brainstorming:Unit 1-lesson 2: ask students to think of the adjectives used to

describe body build and hair

tall straight slim

thin

Fat long

*Bingo: Unit 3 Lesson 5:

- Ask Ss to write down on their notebooks 5 things they can eat

- Prepare a list of food Then call out each word in aloud voice

- Ss listen ti the teacher carefully.If anyone has the same things ,they cross them out.The first person crossing out all 5 things shouts “Bingo” and win the game

Suggessted list of food: chicken, beef ,cake, candy, garlic , noodles, rice, ham, peas,

*Guessing :Guess from context:What actions? (Unit 9-Lesson 3)

- Ask Ss to look at the picture on page 82 and write out all the verbs describing the actions of the people in it

- Tell Ss the group having the most right verbs is winner

- Answer key: drive, wheel, move, push, weigh, wait,lie, stand, lean

*Crossword puzzle: Unit 14-Lesson 3

-Put the chart on the board

C L U E

-Ask Ss to draw the crossword in their note books

-Ask Ss to listen and fill in the crossword

1 Unable to find sth/so

2.Something that help you find out an answer to a question

3.A very thick forest

4.To make a sugegstion

Collect Ss’answers and give them good points if they are right

There are many other activities, but every activity I always guide clearly, definitely, in particular I often encourage them, put an exact repair These activities have helped them a lot in the next receptive listening easily

In sum: you can apply various techniques, many methods in the REVISION / WARM

UP is really effective, and perform many different tasks to create attention of students, class stability and control Oldest investigation and help students psychological preparation for their lesson

B Pre - Listening:

- This is the first stage of orientation to help students think about the subject or situation or content before students to listen

- Teachers should create confidence for the students when they prepare to lead by listening , suggestive hearing about the topic , ask students to observe the pictures, read from passages and guess what they will hear about preparation what subject , who is about to talk to someone , somewhere , about something

- Teachers can ask students to work in teams , guess preliminary hearing about upcoming content through pictorial or listening situations Maybe they say exactly what they are going to hear but the problem is that you can create for students the excitement and confidence before listening

- Teachers help them to anticipate the difficulties that students may encounter in pronunciation or new structures , new knowledge

- Finally teachers make it clear to students that they will be heard many times , and guidance requirements, specific tasks for the students to listen (Choose the right / wrong answer )

B1-Pre-teaching: vocabulary

The purpose of this section is to introduce students to some new words will be heard

or related to the listening text These words will help them to be somewhat shaped portion of the listening I also use these tips to teach the vocabularies, such as:

*visuals:(tranh , ảnh ) Ex : - eye chart (n): bảng đo thị lực

- stretcher(n): cái cáng

*Synonym/antonym: - satisfactory (adj)><unsatisfactory (adj)

- participate(v)= take part in (v)

Besides that There are also many other tips:realia, situation, explaination,example ,mime

To continue to make the appeal for listening , we need to create the context, creat reasons, need to listen

B2: Set the scene :

One of the skills they need to listen is the ability to predict what is about to listen

So when the students listen we should anticipate that students will listen in a certain context We can conduct this activity in several ways like using a surrounding, practical use, mainly given the situation with the help of visual aids We can use these questions

to create curiosity of students, to sweeten the purpose of listening - create requirements and the listening task

Ex: Unit 2 –Lesson 5

Ask Ss to look at the form of the telephone message on page 21 and set the scene

“A woman phoned the principle of Kingston junior high school, but he was out”.

Have students guess the message

B3:Predictions :

* Unit 3-Lesson 5 : Get Ss to look at page 30 and guess 4 things they use to cook the

“Special Chinese Fried Rice”.

-Feedback

* Guess the missing words: Ask Ss to guessthe words to g¸p in the song (page 56)

Ask them to share with their partners

Give feedback

*Brainstorm : Unit 12- Lesson 3 cloudy

cool

warm hot

Possible answer : dry, fine,humid ,rainy ,snowy, sunny, wet ,windy, stormy, degree,

The purpose of this section is to attract the attention of students on the main idea of the lesson – the main idea to listen In Pre - listening section , they only predict not require completely accurate This has helped them to be more confident in learning, not fear of making mistakes and it has helped him or her want to listen to all things to see if

my predictions are correct

Next, apply one of 3 techniques to the Pre – listening stage

Ordering Statements/Pictures: Typically for listening content as a story or about a

process Use an extra- board or the projector to introduce students to a number (5-7) sentence or a picture about the content of listening, ask them to rearrange the order as their predicts for the content or story that process

True/False Statements Predictions: Use this technique for the listening is one passage,

1 text or a conversation Also use an extra- board or the projector to give a few sentences , ask students to predict right and wrong based on prior knowledge

Open Predictions: used for short excerpts listed or describe Can be used sentences

filled with gaps (gap) is the data or the nature and characteristics It is possible that the tables with columns of data, missing information Ask students to predict the data and information We can use Networks / Brainstorm instead

Words related to the weather forecast