(SKKN 2022) Improving the efficiency of teaching English reading skill for grade 8 at Nguyen Van Troi secondary school

The fact that students have difficulties in hearing English, most of them originally are not very interested in listening lessons because it is difficult to hear, especially listening to

1 INTRODUCTION 1

1.1 The reason for choosing the topic .1

1.2 The purpose of research .1

1.3 Study subjects 2

1.4 Research Methodology .2

2 CONTENTS OF THE INITIATIVE EXPERIENCE 2

2.1 Rationale of the initiative experience ……… 2

2.2 Status of the problem before applying the initiative experience 3

2.3 The solutions were used to solve the problem……… 4

2.4 The effect of initiative experience for educational activities, with myself, the colleagues and the school……… 9

3 CONCLUSION AND REQUESTS ……….10

3.1 Conclusion……… … 10

3.2.Requests……… 10

REFERENCES……… 11

1 INTRODUCTION

1.1 The reason for choosing the topic.

In learning English, listening is an important skill Students can not develop English speaking skill if they do not develop listening skill To succeed their conversation, students must understand what other people say The ability

to hear and understand the natives’ words in the actual conversations, on tapes or disks is also important for students in learning English as well as communicating

The fact that students have difficulties in hearing English, most of them originally are not very interested in listening lessons because it is difficult to hear, especially listening to the tapes Through research and practical teaching, I have realized the obstacles in their English listening as follows:

- Students lack background knowledge and linguistic knowledge which help them guess and understand the content of the listening

- Obstacles to recognize sounds: pronunciation, stress and intonation taught by teachers seems to differ from what the natives say

- Students tend to try to understand each word of the listening: they try to hear every word in the listening because they think all of them are important, but

in fact they can’t hear every word If they do not have the ability to hear important words or key words, it will be difficult to achieve the listening This has made students feel frustrated and bored with listening comprehension skills

- While listening, students cannot catch up with quick and natural speaking speed of natives and often impatient in fostering listening skills

Listening lessons are often found difficult and tedious Creating the excitement for students in these lessons is essential Teachers must know how to apply flexible approaches, listening teaching tips to increase the efficiency of teaching English listening skill to help students improve their English listening skill

Through practice teaching, I have tried to apply the methods and techniques as well as listening activities that I have accumulated to teach listening Besides, I have gradually strengthened and edit the mispronunciations and language structures for students to help them listen more easily

In this writing, I would like to present a few experiences on "improving the efficiency of teaching English listening skill for grade 8 at Nguyen Van Troi secondary school Thanh Hoa City

1.2 The purpose of research.

To improving the efficiency of teaching English listening skill for grade 8

at Nguyen Van Troi secondary school Thanh Hoa City.

1.3 Study subjects.

Method of teaching English listening skill to improving the efficiency of

teaching English listening skill for grade 8 at Nguyen Van Troi secondary school

Thanh Hoa City – shool year 2020-2021.

1.4 Research Methodology.

-Researching through the documents: textbooks 8, teacher book, exercise book and related documents

-Observing colleagues' teaching lessons

-Researching from the actual teaching and learning of each student object -Researching Methodology of actual survey, gathering information and data processing

2 CONTENTS OF THE INITIATIVE EXPERIENCE

2.1 Rationale of the initiative experience

Nowadays, when the economies of the countries in the world are developing more and more, the cultural, political, and social exchanges between countries are increasingly expanding

To communicate with each other requires different countries in the world,

to know how to use a common language in addition to their native language

Among the most common languages of communication in the world, English is considered the most popular common language

For many years, learning foreign languages, especially English subject is increasingly popular and this subject is becoming a compulsory subject in schools Therefore, the requirement is how to make the English lessons succeed

with high quality and efficiency, especially English listening skill, which helps

to communicate successfully This requires teachers to always perfect themselves not only in terms of expertise but also in teaching methods and teaching tips

2.2 Status of the problem before applying the initiative experience.

- In fact, students do not have conditions to listen to English around them

in everyday life Moreover, listening skill is the most difficult to achieve and requires students to practice a lot Teachers should give students the opportunity

to listen to as much English as possible through cassettes Therefore, in the process of teaching English, I often use the tapes so that the students can hear the voice of indigenous people and ensure that they become familiar with pronunciation, intonation in communication which help them promote good listening skills in English Besides, I try to seak English as much as possible during the lesson However, the result is not as I expected

* Survey results at the beginning of the school year 2020-2021:

Class Number of

students

Percentage of Students have good listening skill

Percentage of Students don’t pay attention to practise listening 8A5 45 25 students = 55,56% 20 students = 44,44% 8A6 47 27 students = 57,45% 24 students = 42,55%

With the above situation, I have decided to apply the following measures

to improve the effectiveness of teaching English listening skills to 8th grade students at Nguyen Van Troi Thanh Secondary School in Thanh Hoa

2.3 The solutions were used to solve the problem.

First, teachers need to understand the nature and importance of the English listening comprehension skill

Listening - receiving skill (receptive skill) is an important skill It is the dynamic skill of the spoken words because it includes many different knowledge such as phonics, vocabulary, grammar, culture, the experiences of students about the listening topics, the ability to predict and respond to the words of the speaker, etc

Listening is divided into two categories: Real-life listening and Classroom listening Listening in classroom is divided into deep listening (intensive listening) and extensive listening In classroom, students practice listening under the organization of teachers

In fact, listening is still a difficult skill for students To overcome these difficulties while listening and to ensure the good result of a listening lesson within a limited time, I often take the following procedure:

- Introduce the topic, things involving listening, the concept will be heard

in the listening, ect

- Introduce the new words or revise and consolidate the vocabulary needed for the listening

- Pose questions to help students predict the content of the listening

- Pose guiding questions for the listening

- Divide the process into steps : first listening ( listening for main ideas, answering the general questions Second listening ( listening for details, addressing specific exercises )

- If the listening is long, I divide it into short terms with the specific requirements for the students to listen

- After completing the listening exercise, I get students to listen to it again

to check and consolidate the content of the listening

The above process is manipulated flexibly on the structure of teaching listening involving the following steps:

+ Warm up

+ Pre - listening + While -listening + Post-listening

* EXPERIMENTAL METHODS:

2.3.1 Warm up:

The first task when entering the classroom teacher has to do is the general pedagogical purpose to stabilize class, psychological preparation, knowledge of subjects With Foreign Language subject, too Warm up ( Part boot) has a very important significance, without it will make the next step less vivid These activities often take a role in the situation, set out the purpose of teaching activities - this is the necessary condition for effective lessons

Depending on the purpose and characteristics of each post, I choose the form and appropriate tips to focus their attention, create the excitement For example, after greeting and asking questions about health, weather, etc, I talk about things relating to the topic of listening (for new/old English textbooks) or

I create excitement by some short games such as: bingo, pelmanism, brainstorming, guessing game, Kim’s game, chain game, crossword puzzle,

In short: I can apply multiple tips, a variety of methods in the REVISION / WARM UP efficiently, and perform many different tasks in order

to draw students’ attention and create class stability, at the same time to check the previous leson This also helps students prepare their psychology for the lesson

2.3.2 Pre – listening

a Purpose :

Help students become familiar with the topic and introduce them some new words, new terms which may appear in the listening

b Steps :

- Help students to have their state of mind by attracting them to the content or theme of the listening: inspiring students, suggesting to mobilize available knowledge of students about the topic and listening, this can help

students base on that knowledge to understand the content of the listening more easily

- Introduce the topic of the listening briefly to draw students’ attention Students prepare for the listening and guess what will be listened and while listening, students will check the accuracy of prediction This helps students listen in a focused way

- Preresolve some difficulties that students may encounter in listening such as knowledge of cultural background, language knowledge such as words and grammar structures, difficult sounds, etc to help students understand the listening easily

- Give one or two guiding questions to students to lead them to the main idea of listening before they listen

Ex: You will listen to a passage/text about Listen and try to answer these questions:

Question 1: ?

Question 2: What about: or ?

- Teacher sets tasks for students to hear when listening: Listen for what ? Listen to and conduct any kind of exercise?

c The tips

+ Open prediction:

Teachers help students guess by giving some suggesting questions Let students watch the pictures Teacher can tell a story and stop at some of the content for students to guess what will happen then, or make students visualize the story to which they are about to listen, etc

Teachers just raise the topic of the listening and let students guess what the contents of the listening will be like To inspire students, teachers can introduce the topic of listening by using pictorial, or real objects, etc

+ True/False statements prediction:

Teachers make some comments on the main content of the listening or give out some sentences for students to guess true/ false ones

+ Ordering:

Teachers let students observe some Pictures or teachers read some sentences and ask students to sort them in the correct order

+ Pre- questions:

The teacher gives a few questions about the topic of the listening, the students based on the available knowledge to answer these questions

+ Wordstorm:

Remind students of the vocabulary relating to the topic to which they are about to listen Inspire students to build "the network" vocabulary relating to the topic of listening, including new words and difficult words that students will encounter in the listening To inspire students, teachers should use some tips to refresher vocabulary such as “ Word Square” or “ Noughts and Crosses”, etc

Attention: Avoid lecturing or providing right knowledge for students.

Teachers should have some suggestive questions to help students to think and find out the answers

- To create a live atmosphere at the beginning of the lesson, students should work in groups / pairs

- Use pictures to introduce key vocabulary to reduce the use of Vietnamese in classroom

- In all the activities before listening, teachers only encourage, inspire students to speculate and perform required assignments, not give the right answers Students will have to find out the answers while listening

2.3.3 While – listening

a Purpose :

Students perform the tasks of listening to develop listening comprehension skills

b Steps :

- First listening: Students listen to the whole tape script for the main idea

basing on leading questions that the teacher has made After the first listening,

the teacher can ask: What did you hear ? or What is the listening about ?

- Second listening: No pause Students listen and complete the tasks

while listening This section aims to test the ability and listening speed of students and ask the students to give the answer after listening

- Third listening (Check and consolidation):

Check and consolidate the content of the listening, occasionally the teacher can pause at the highlights to see if students can keep up, and to give students time to finish the rest of task

Check students listening comprehension level by offering them a number

of questions about the content of the listening Check out how students have made the task of listening

c The tips

+ Listening is different from reading: while reading, students can adjust their reading speed If they do not understand any sections, the students may slow down reading or go back to read again But in listening, students depend entirely on the speed of the tape So listening skill is considered more difficult

In first listening or second listening the teacher lets the students listen to the whole tape to get the main ideas or the layout and do exercises If students find

it difficult to listen, the teacher can stopping at some difficult places However, this should be limited Don’t often let students listen to each sentence, as this will make bad listening habits when listening to understand every word or every sentence This also slows down students’ listening speed

+ Teachers should give students determined time to complete the exercises Then ask the students to compare their answers Teachers observe if the majority of students answer correctly, call a few students to examine and determine the correct answers; if the majority are unanswered, guide students to listen again, focusing on passages or sentences that contain the answers and suggest students find the right answers

Attention:

- Ensure that students understand the messages without listening through out each word