(SKKN 2022) IMPROVING EFFICIENCY OF TEACHING LISTENING IN 10th GRADE STUDENT FOR 10-YEAR PROGRAME AT HIGH SHOOL MAI ANH TUAN Scope (code) level Foreigner Language (13) High shool

Through manyyears of teaching practice, I have realized that the first condition that determinesthe quality of teaching and learning a subject is that teachers must haveappropriate teach

DEPARTMENT OF EDUCATION AND TRAINING THANH HOA

HIGH SCHOOL MAI ANH TUAN

INITIATIVE REPORTIMPROVING EFFICIENCY OF TEACHING LISTENING

IN 10 th GRADE STUDENT FOR 10-YEAR PROGRAME

AT HIGH SHOOL MAI ANH TUAN Scope (code)/ level: Foreigner Language (13)/ High shool

GENERAL INFORMATION OF INTIATIVE

1 Name of initiative:improving efficiency of teaching listening in 10th grade

student for 10- year progame at high school Mai Anh Tuan

2 Scope / Level of grade: English / High School

3 Applied time of initiative: from Sep 10th, 2021 to may 28th, 2022

5 Working place to apply the initiative:

Name of Location: Mai Anh Tuấn High School

Address: Mai Anh Tuấn High School, Nga Thành Commune, Nga Sơn

District, Thanh Hoa Province

1

I CONDITIONS OF CREATIVE CREATING INNOVATIONS

Currently, humanity is facing the stormy development of the industrialrevolution 4.0 This Revolution is taking place in developed countries such asthe US, Europe and parts of Asia In addition to new opportunities, the industrialrevolution 4.0 also poses many challenges for humanity to face: inequality,broken labor market, danger of falling behind With the movement of thisrevolution, in the future the world will have a new look Besides, changes in theway of communication on the Internet also put people in many dangers in terms

of finances, health, safety problems in all aspects of life The development ofthe public revolution Industry 4.0 and the current trend of globalization requireeach country to have timely and effective adaptation strategies and guidelines.Talking about the impact of the industrial revolution 4.0, Deputy PrimeMinister Vu Duc Dam commented that "Optimistically looking back at therevolutions in the past, there are always lost jobs and industries, but they willalso be created new jobs and occupations" The Deputy Prime Minister said thatthe 4th Industrial Revolution and the digital era not only help increase laborproductivity and economic growth, but also open up a horizon of human-to-human connection and "It is important that catch opportunities Not only newprofessions and new jobs, but also new methods of supplying and organizinglabor" In order to promptly and effectively adapt to this change, he said that "atpresent, it is necessary to make a fundamental change, not only in terms ofvocational training or university education, but also need to change from generaleducation to kindergarten He emphasized that the special requirement today is

to educate the consciousness and skills of a global citizen These are people wholive and work in different countries Of course, to be able to become a globalcitizen, one must not only master professional skills but also use commonlanguages in the world English is one of the international languages used Themost widely used and popular Knowing English language opens up manyopportunities because English ability helps people from different lands to

exchange and work cooperatively Being good at English will make employeesmore attractive in the eyes of their families Recruitment by knowing a foreignlanguage is proof of the intellectual strength of employees For students, thanks

to English, they can access top universities at home and abroad English alsogives people a rich source of knowledge because 55% of the world's websitesare written in English, more than all other languages combined, so people canfind anything they need to know by clicking here to type keywords in English.Responding to the requirements of the country's renewal in the digital eraand the great changes in the world situation, Vietnam is now urgentlyimplementing a fundamental and comprehensive reform of education.Vietnamese education aims to create human resources with good qualities andcapabilities to meet the requirements of the future labor market Through manyyears of teaching practice, I have realized that the first condition that determinesthe quality of teaching and learning a subject is that teachers must haveappropriate teaching methods, and at the same time, in order to have goodstudents, first of all, teachers need to have good and effective teaching methods.Therefore, the study of teaching methods of Listening skills in the process

of teaching English for grade 10 is not only a new topic but also an importanttopic that contributes to improving the quality of English teaching and learning

in high school

For individuals, the initiative helps the author improve him/her professionalqualifications and provides colleagues with a valuable reference material Fromthe above conditions and circumstances, I focused on researching the initiativetopic: "Improve efficiency of teaching Listening for 10th grade students in the10-year program at Mai Anh Tuan High School."

II II SOLUTION DESCRIPTION

1 Describe the solution before creating the initiative

1.1 Advantages

a To the teacher

- Complete the subject tasks with good quality.

- Although there are objective and subjective conditions that directly affectthe teaching process, I know how to overcome the immediate difficulties andgradually improve the quality of English listening lessons to meet the programpurposes, new textbooks

- Has relatively well approached to use typical teaching techniques,listening techniques and actively with the way of organizing a listening lesson

- Flexible coordination of teaching techniques

- Using and operating modern teaching equipment to serve the listeningteaching process: video cassettes, projectors

b To the students

- Students have been gradually familiar with the subject of listening

- Many students have heard and recognized the voice of native speakers

- Most of the students listened to the listening lessons with simple content,just had to fulfill the teacher's requirements and exercises after listening for the3rd time

- Some students have developed skills and techniques in learning

1.2 Limit

- Students' motivation to understand English is still limited

- Many student have little opportunity to listen, less access to massinformation through which they can listen to English

- Some student are afraid to listen and speak in English, afraid of makingmistakes

- Students are not familiar with the speed of reading and speaking in tapes

of the British

- Teaching aids for teaching are too few.

2 Describe the solution after the initiative

2.1 Basic factors that directly affect the effectiveness of listening lessons

a Teacher

With new and active teaching methods, teachers play the role of directingand controlling students' activities in class To conduct an effective listeninglesson, teachers need to do well the following basic elements:

+ Choose and flexibly use listening teaching techniques suitable to eachlesson content

+ Organize and control the class, allocate time reasonably

+ Proficiently use teaching aids and tools for teaching listening

+ Create appropriate teaching aids for the lesson

+ Inspiring, engaging and engaging students

b Listening Techniques - Listening Techniques

- The method of teaching listening is regulated by the content of listeningteaching, in other words, the content of the listening lesson governs the selectionand coordinated application of listening teaching methods and techniques Eachteaching technique is suitable for a particular form of teaching

c The means, equipment, and teaching aids in service of teaching listening

- The use of picture equipment to support teaching foreign languages ingeneral and English in particular is considered a means of expressing part of themain content of the textbook In all units of the new textbook program, thecontent of the listening lesson is recorded on the disc, while the textbook onlyprints the listening exercises To perform well in these listening exercises,learners must listen to the lesson content on the disc Moreover, teaching

equipment is also an active means in innovating teaching methods, motivatingand stimulating learning.

d Student

- In the relationship between teaching and learning: The teacher is theorganizer and controls the students to gain knowledge by their ownmanipulations and intellectual actions under the role of organizing andcontrolling by the teacher In order to teach listening well, students need to havethe necessary skills in listening comprehension in English

2.2 Some practical solutions to conduct an effective listening lesson

a Plan a listening lesson

- For teacher: In order for a lesson to be heard well, the teacher needs toperform the following steps:

+ Carefully study the content taught from textbooks and teachers' books:Textbooks and textbooks are an important basis for teachers to plan theirteaching for the lesson The careful study of textbooks and textbooks will helpteachers organize and control listening lessons to the right focus and focus;Allocate time for steps and activities in a scientific manner

+ Research the purpose and requirements of the lesson: The purpose andrequirements of the lesson are the goals that both teachers and students need toachieve after the lesson For listening lessons, usually the purpose andrequirements of the lesson are to help students practice and develop skills:Listening (listening), Speaking (speaking), Reading (reading), Writing (writing)(in listening skill is the key), after finishing the listening part, studentsunderstand the main content of the listening lesson and do some languagerequirements or exercises

+ Selecting and coordinating listening teaching techniques flexibly andappropriately: The selection of listening teaching techniques must be determined

on the basis of the content of the lesson, the class's characteristics andcapabilities, and the students' skills Stages in the process of teaching listening

include 3 stages: the stage before listening (Pre-Listening), the stage whilelistening (While-listening), the practice phase "Post-listening" In each stage,there are specific listening techniques suitable for each stage Make good use ofteaching aids and tools for listening lessons:

+ Using cassettes, computers: Before teaching, it is necessary to prepare agood machine, clear tape and backup batteries in case of power failure Mustensure safety when operating

+ Using illustrations: mainly picture channels in textbooks, pictures on theInternet suitable for the content of the lesson One of the strengths of thetextbooks compiled under the new program is that there are many illustrations.Making the most of the pictures in the textbook to help students understand thenew lesson is the focus in all lessons

+ It is necessary to make a reasonable and scientific lesson plan Teachersneed to clearly plan their activities, students' activities, time for activities,requirements of each exercise, and student's answer options

+ Discussing teaching plans The effectiveness of the listening lesson will

be enhanced if the teaching plan is discussed with colleagues before teachingthis job, which not only brings positive results to the listening lesson but alsoother skills

- For students: The teacher asks students to prepare well for the next class by:+ Create system of prompting questions about the lesson they are about tolearn so that students have time to think and learn about the material

+ Ask students to do some exercises related to the content of the listeninglesson

+ Encourage and motivate students to confidently, proactively andcreatively raise problems and questions related to the content of the lesson

b Implement the process of teaching listening well

- For a grammar or vocabulary lesson, usually in the course of the lessonthere are 3 stages: Presentation - Practice - Production The progress of alistening lesson must also go through 3 stages: Pre - Listening, While -Listening, and Post - Listening This teaching process not only helps studentsunderstand the lesson, but also helps them use listening skills in real-lifecommunication However, the prerequisite is that teachers need to clearly define

the purpose and requirements of each specific listening lesson, thereby orientingstudents to perform well the task in the next stages.

+ Pre - Listening: (about 10-minutes) (T/F, Prediction, Open Prediction,Ordering, Pre- Questions) This is the stage to help students have orientation,think about the topic or situation before they listen

Teachers should create attitude to prepare for the listening test by leadingand prompting questions about the listening topic, asking students to look at thepictures, read the words and guess what topic they are about to listen to, who isabout to listen talk to

Teachers can ask students to work in groups to make preliminary guessesabout what they are about to hear through pictures or listening situations Maybethey're not saying exactly what they're about to hear, but the question is whetherthey're interested before listening

Teachers help student anticipate problems with pronunciation or newstructures

Finally, the teacher clearly tells the students how many times they will beheard and instructs the task requirements when listening (choose true, false,answer the question)

+ While - Listening: (about 20-minutes) (Selecting, Deliberate Mistakes,Grids, Listen and Draw, Comprehension Questions)

This is the stage where students have the opportunity to practice At thisstage, the teacher gives the types of exercises, asking students to perform.Students can make mistakes at this stage, so teachers should pay attention tocorrect students' mistakes and give correct answer options The teacher plays thevideo of the listening lesson 2 to 3 times For the first time, help studentsfamiliarize themselves with the listening comprehension and cover the content

of the listening passage The second time, listen to the correct information tocomplete the exercise The third time, listen and check the exercise done Themain goal of listening comprehension is that students listen to the main content

or get detailed information and understand the author's attitude and point ofview Therefore, teachers let students listen to the whole lesson so that they canunderstand the general idea as well as the structure of the whole lesson and do

the exercises, then can listen to each passage again to understand the results orlisten to difficult places to confirm the answer judgment Should limit students

to listen to each sentence, or word by word because doing so will make learnershave the habit of having to understand the meaning of each word when listening.When practicing listening we should rewind important words and statements

to inform the central information content of the listening lesson that studentshave not understood through two times of listening to the disc Rewind the videowhere and how many times depends on the difficulty of each specific case

I have chosen, used and flexibly coordinated listening teaching methods andtechniques to attract and engage students in the content of the listening lesson bymeans of activities and listening techniques suitable for each stage of a listeninglesson

It is necessary to create opportunities for students to practice necessary skillswhile listening such as guessing words, guessing content in context, listening tomatch information with pictures, listening to fill in information on the board Developing and designing lesson plans for the lesson: Once there aredocuments and scenarios for the lesson, teachers can proceed to design adetailed lesson plan for the lesson To ensure the time, the content for the lesson,the teacher must create audio files, video files, cut and paste files to suit thecontent of the design format in the lesson (using the software that movies,change movie formats: video converter, video studio, audio file cutting software(Mp3 cutter) )

When developing lesson plans, teachers must anticipate difficult problems,problems arising in the teaching process (anticipate problems) so that they canactively handle situations arising in the lesson

In particular, there are difficult listening exercises such as answeringquestions, often students can not do it I redesigned it into exercises likecompleting open-ended sentences, or filling in the blanks, true/false Afterdoing this test, students can go back to answering the questions in the textbookmore easily

Example 1: “Unit 12–Music” Activity 4 – “Listen again and answer the

questions”

I have designed in 2 ways

Way 1: I change it to excercise - Listen to the recording again and decide the statements are True (T) or False (F).

1 Nam is listening to “I have a dream” by Micheal Jackson

2 Nam can sing the song “I have a dream”

3 His favourite kind of music is inspirational music

4 His favorite songs inspire him and he can learn lessons

from them

5 Anna’s favourite kind of song is pop and rap

Key:

1 Nam is listening to “I have a dream” by Micheal Jackson √

2 Nam can sing the song “I have a dream” √

3 His favourite kind of music is inspirational music √

4 His favorite songs inspire him and he can learn lessons

from them

√

5 Anna’s favourite kind of song is pop and rap √

Way 2: I change it to excercise “Choose the correct answer for each questions”:

1 What song is Nam listening to?

A “I have a Dream” by ABBA

B “We are the world” by Michael Jackson

C “Circle of life” by Elton John

2 What is his favourite kind of music?

A folk songs B Lyrical songs C Inspirational songs

3 Nam’s favourite songs _

A inspire him B from which he can learn lessons C Both A and B

4 What is Anna’s favourite kind of song?

A Rock ‘n’ roll B Rap or hip-hop C Pop ballad

1 What song is Nam listening to?

A “I have a Dream” by ABBA.

B “We are the world” by Michael Jackson

C “Circle of life” by Elton John

2 What is his favourite kind of music?

A folk songs B Lyrical songs C Inspirational songs

3 Nam’s favourite songs

A inspire him B from which he can learn lessons C Both A and B

4 What is Anna’s favourite kind of song?

A Rock ‘n’ roll B Rap or hip-hop C Pop ballad

Example 2: While listen “Unit 5 – Technology and you”, Activity 3 – “Listen

and answer the questions” is quite long and difficutl for students I change it toexcercite “True (T) or false (F)”:

Activity 3: Listen the interview and decide whether the statements are true (T)

or false (F)

1 The man was worried when his son bought a computer

2 The man became worried when his secretary asked him to buy

a computer

3 The man decided to take some computing leson

4.His son didn’t undersand about the computer

5 The man undersand the lessons very well

6 The man continued to learn hơ to use a computer after a few lesson

Example 3: While listen “Unit 8 – The story of my village ”, Activity 2 –

“Listen and answer the questions” is quite long and difficutl for students I

change it to excercite “Filling in the gaps”.

The small old (1)…….have been pulled down, and tall buidings have been put there

Instead.They’ve also built a big (2)…….in the middle of the town The narrow steets have been (3)……and resurfaced, so the big trees on the two sides

of the steets have been (4)…….down The large area of grass land in the

suburbs of the town has been turned into an ugly more It has been replaced by abig (7)….store And there isan (8)…restaurant where there used to be an old tea shop

Key:

5 Shop 6 Department 7 Department 8.expensive

+ Post - Listening (at least 15 minutes) (Roleplay, Recall the story, it- up, Further practice )

Write-This is the practice phase after listening At this stage, students use theknowledge and language skills that have been practiced in the "While -Listening" stage into real and meaningful communication situations Afterlistening to students need to do some exercises such as: report in front of theclass or in groups about the results of the exercise, other students listen tocomment or correct you Teachers need to combine other skills to develop andexpand listening lessons such as recall, write-it-up, discussion

Activity after listening is also an important activity because it helpsstudents develop other language skills at the same time: speaking, writing.Therefore, I always try to include a variety of comprehension questions thatdiscuss the content of the lesson as well as test the students' listening ability

That is why I feel it is necessary to redesign some of the activities in the “Post Listening” part of the listening lessons After each listening period, the format

must be changed and there are other activities to promote students'comprehension skills after listening such as: using mindmaps, rearrangingpictures (Reorder the pictures) ), ask & answer (Question & Answer), use thesecues words to make a meaningful sentence (using these cues words to make ameaningful sentence), fill in the blanks (Gap-Fill), role play (Roleplay)),discussion (discussion), game (games)

Must create real excitement for students; make them active when listening;

no longer depends on the available answers of the solution books; Avoid