(SKKN 2022) Some effective ways to teach listening skill for grade 10 students at Dao Duy Tu high school

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING DAO DUY TU HIGH SCHOOL EXPERIENCED INITIATIVE SOME EFFECTIVE WAYS TO TEACH LISTENING SKILL FOR GRADE 10 STUDENTS AT DAO DUY TU HIGH SCHOOL

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING

DAO DUY TU HIGH SCHOOL

EXPERIENCED INITIATIVE SOME EFFECTIVE WAYS TO TEACH LISTENING SKILL FOR GRADE 10 STUDENTS AT DAO DUY TU HIGH

SCHOOL

Implementer: Le Thi Diep Position: Teacher Subject: English

THANH HOA 2022

CONTENTS Page

I INTRODUCTION 1

1 Reasons for choosing the topic 1

I INTRODUCTION

1 REASONS FOR CHOOSING THE TOPIC

As we all know English is a global language, it is widely used everywhere in theworld Used in many different fields such as science, economics, commerce,communication, tourism Psychologists assert that the process of humanformation and development through and through communication activities.Teaching and learning a foreign language is also a form of human activity, so ithas all the basic properties of activities in general and language activities inparticular To use a foreign language as a communication tool, there is no otherway than through and through communication activities such as listening,speaking, reading and writing Of the four skills above, it seems that listening isthe most difficult skill, leading to students often bored in the process oflistening There are many reasons that lead to boredom, such as low vocabulary,poor listening ability, substandard listening room, sound equipment, cassette,outside noises, teacher's reading voice different (pronunciation according to thelocal language, using different accents, intonation, and rhythm of sentences) Besides that, English is a language of intonation, they are used to used with thislanguage but have little chance to come into contact with English variants ofdifferent nationalities Then the rules of stress, intonation, the British sometimesonly focus on the words that carry the main information content in the sentence,while other words can be slurred, or swallowed, or slurred So how to keepstudents interested in a listening lesson is probably not an easy question First,the teacher must determine how to teach the listening lesson, or in other words,the teacher must be able to answer the following questions:

1 What is the purpose of this listening session?

2 what are they going to hear?

3 How does it sound?

With the study of this topic, I hope to partly help teachers to gradually overcomedifficulties in order to conduct English listening teaching more effectively,students to be more active, more active when absorbing and understandingEnglish knowledge association of the lesson That is also the reason that I chosethis topic: “Some effective ways to teach listening skill for grade 10 students atDao Duy Tu high school” for my research

2.PURPOSE AND RESEARCH TASKS

2.1 The purpose

We are living in a globalized society, English is one of the languages that manypeople study due to the need to communicate, study and research Therefore, thedemand and means of learning English of learners are increasing day by day.From the above facts, English teachers must constantly explore and improveteaching methods to suit each student, helping them to gradually realize theimportance of this subject

In the high school English textbook program, the content of the lesson ispresented according to four skills In which, Listening skill is one of the skillsthat are focused on developing in new foreign language teaching methods GoodListening Skills of high importance because students cannot verbally

communicate without understanding what is being heard With successfulresearch on the topic, this experiential initiative will help teachers gain thefollowing experiences:

1 Create a comfortable, dynamic, and proactive attitude for students in Englishlistening practice lessons

2 How to organize an effective listening lesson; The sequence of a listeninglesson is conducted in a reasonable manner

3 Guide students to self-practice, practice to have skills and techniques oflistening to the language

2.2 The research tasks

When researching this topic, I have to perform the following tasks:

1 Studying instructional materials and practicing English listening skills,listening teaching techniques

2 Experimental training and teaching

3 Observe colleagues, exchange, and learn from experience

4 Check and evaluate the results of students' grasp of the content of the lesson,

so that there can be reasonable adjustments and supplements

3 SUBJECTS AND SCOPE OF THE STUDY:

3.1 Subjects of the study.

- Teaching students of state high school system who are studying Englishtextbook program (7 years)

The topic revolves around the problem of teaching and learning Englishlistening in 10th grade at Dao Duy Tu high school But the typical researchobject that I have boldly applied this topic is students in class 10A11

3.2 Scope of the study.

- Studying the best approach so that the teacher can apply when helping students

to develop listening skill effectively

- Conducted in some grades at Dao Duy Tu in the school year 2021-2022

4 METHODS.

4.1 Observe pedagogy.

- Attending classes, studying teaching methods for English listening skill andabilities of the students when they speak English at Dao Duy Tu high school

4.2 Look at the document.

- Observing the text book, questions asked in some competitions, listeningperiods

- Listening books, studying materials about theoretical basis about listeningskills

4.3 Look at the pedagogical activities.

- Looking at the lesson plans, pictures, furniture and teaching equipment

- The level of the lesson and the English listening skills of the students

4.4 Testing and evaluation:

Assessing students' grasp of the lesson's content through listening and doingexercises in class, tests, and comparing students' learning results from that thebest way to teach them

5 SOME NEW POINTS OF EXPERIENCE INNOVATION:

After successfully applying this topic, I myself have achieved significant resultsand valuable experiences for myself as follows:

- Teachers must always create a foreign language environment during classhours and must use English as the main language for communication.Depending on the grade and audience, teachers can use short, simple, easy-to-understand, easy-to-remember, and easy-to-apply English sentences

- Teachers must always encourage students to use English to communicate withtheir learned knowledge

- Teachers should not pay too much attention to students' mistakes whilespeaking on the right cheek so that they can listen and speak naturally Neverforce a student to stop speaking while he or she is trying to express his or herthoughts in English; doing so will make them feel afraid to listen and speak

- Teachers should integrate listening and speaking activities in English with theform of "playing and learning."

- Guide children to practice listening to English through radio, TV

- Teachers need to attract and attract students by means of activities andlistening techniques suitable for each stage of a listening lesson

- Use listening aids suitable to the content of the listening lesson such aspictures, models Creative use of tapes and discs (record an English listeninglesson on a tape or disc 3 to 4 times This is very convenient in operation andsaves time in class.)

- At the practice stage after listening, teachers need to give appropriate exerciseswith high practical communication features

II PROBLEM SOLVING

1 Theoretical basis

1.1 The purpose of teaching

The purpose of teaching a foreign language is not to provide students withknowledge of that language, but the ultimate purpose of teaching a foreignlanguage is to teach students the ability to communicate in that language.Students' communication skills are demonstrated through the following skills:Listening, Speaking, Reading, and Writing Students' listening skills are formedthrough a process of learning and practicing in an English environment Inaddition to learning in school, students must self-study and practice listeningskills through different forms and methods

Listening skill is the ability to use language knowledge for the purpose oflistening comprehension in English

Some basic factors that directly affect the effectiveness of listening lessons:

+ Choose and flexibly use listening teaching techniques suitable for each contentlesson content.

listening service

+ Organize and control the class, allocate time reasonably

+ Create appropriate teaching aids for the lesson

+ Proficient use of means, equipment and teaching aids

+ Convey knowledge in an inspiring, logical way to attract, attractive tostudents

b Methods and techniques for teaching listening skill:

- The method of teaching listening is formed by the content of the listeninglesson In other words, the content of the listening lesson governs the selection,application and coordination of methods and techniques of teaching listening

- Each teaching technique is suitable for specific teaching form (teachinggrammar, teaching speaking, teaching writing )

c Means, equipment and teaching aids in service of teaching listening:

The use of picture equipment to support teaching of foreign languages in generaland English in particular is considered a means of expressing part of the maincontent of the textbook In all lesson units, the new textbook program containsthe content of the listening lessons recorded on cassette tapes or floppy disks,while the textbooks only record listening exercises To perform these exercises,learners must listen to the lesson content via tapes, discs and other audio storagedevices

Moreover, teaching equipment is also an active means in innovating teachingmethods, motivating and stimulating learning

- Equipment needed for the course:

+ Transceiver for cassette tapes and discs

+ USB, recorder of readings and listening to textbooks

+ Pictures illustrate the content of the lesson in the textbook

+ Self-created pictures, teacher supplies

d Students:

- In the relationship between teaching and learning, the teacher is the organizerand controller of the teaching and learning process, and the students are the oneswho acquire knowledge with their own efforts and research efforts , by thelearning, interaction between students and students, students and teachers underthe control of teachers in class

- In order to teach listening well, students need to have the necessary skills inlistening comprehension in English This skill needs to be practiced andcultivated regularly and for a long time through English classes in class as well

as other activities outside the classroom such as listening to the radio, watching

TV or joining the English club in the school

2 Practical basis

2.1.Advantages:

Although there are objective and subjective conditions that directly affect theteaching process, we have been able to overcome the immediate difficulties and

gradually improve the quality of English listening lessons to meet the be thepurpose, the textbook program.

a Teacher:

- Initially, the approach to using typical teaching techniques was relatively good

- Flexible application of listening teaching techniques

- Being familiar with and active in organizing a listening lesson

- Flexible coordination of teaching techniques

- Designing many teaching materials suitable to the content of the lessons, somany listening lessons become lively, attractive and effective

- Use and operate proficiently modern teaching equipment to serve the listeningteaching process: cassette tapes, projectors

b Students:

- Students are familiar with the subject of listening

- Many students have heard and gradually recognized the pronunciation andspeaking of native speakers

- Most students have heard simple content listening

- Some students have developed skills and techniques in learning

2.2.Existence:

+ Teacher:

- Teachers still face certain difficulties in performing listening exercises andtechniques, in choosing techniques suitable for each lesson, each stage of thelesson, and are still afraid to use Using or not proficiently using teaching aids forlistening lessons (cassette, projector )

+ Students:

- Most students have lost basic English, do not remember the vocabulary theyhave learned The motivation for listening comprehension in English is stilllimited In addition, they have less opportunity to listen, less access to the massmedia through which they can practice their English listening skills Since then,they are still afraid in listening and speaking English, afraid of making mistakes

- One of the difficulties is that they are not familiar with the speed of readingand speaking in tapes of native speakers

- In the first Listening lesson (Unit 1), I gave students an exercise on listeningand filling in the gaps after giving them some words that will appear in thelistening passage.

* Listening tasks: Listen to the tape, the fill in the missing words in the blanks

Hello everyone, my name's Lam I'm a …(1)driver in Ho Chi Minh City I usually have a busy working day I get up at five thirty in the morning I start work at six My first …(2)is usually an old man I take him from District 5 to District 1 After I drop him at a cafe near Ho Chi Minh Teachers' Training College I …(3)to Thai Binh Market My next passenger is a lady who does shopping there every two days I help her put all her …(4)into the cyclo and then take her to her shop in Tran Hung Dao Street At about ten thirty, I …(5)off toward Nguven Thi Minh Khai School There I …(6)my cyclo, chat with some of

my …(7)and wait for my third passengers They are two school pupils, a girl and a boy I take them home At twelve, I have lunch at a …(8)near Ben Thanh Market After lunch, I park my cyclo …(9)a tree, take a short rest and then … (10)my afternoon's work.

Answer key

1 cyclo 2 passenger 3 pedal 4 purchases 5 ride

6 park 7 fellows 8 food stall 9 under 10 continue

The specific results obtained are as follows:

3 Implementing measures

3.1.Plan for a listening lesson:

a For teachers:

For a good listening lesson, teachers need to do the following steps:

- Carefully study the content of the lesson from the textbook, the teacher's book,because textbooks and textbooks are an important basis for teachers to plan theirlessons A careful study of textbooks and textbooks will help teachers organizeand control listening lessons with the right focus and focus, and allocate time forsteps and activities in a scientific manner

- Researching the purpose and requirements of the lesson: The purpose andrequirements of the lesson are the goals that both teachers and students need toachieve after each lesson

For listening lessons, usually the required purpose of the lesson is to helpstudents practice and develop skills: Listening , Speaking , Reading and Writing,

(in that listening skill is key) At the end of the listening section, studentsunderstand the main content of the listening passage and perform certainrequirements or language exercises.

- Selecting and coordinating Listening Techniques flexibly and appropriately(based on the content of the lesson, characteristics, capacity of the class andstages in the process of teaching listening: Pre- listening, While-listening, Post-listening.) In each stage, there are specific listening techniques

- Make good use of teaching aids and tools for listening lessons:

* Cassette player :

+ Before teaching, it is necessary to prepare a good device, clear tape andbackup battery in case of power failure

+ Must ensure safety when operating

+ Consider the need, effectiveness, specific time for each

stage

* Illustrations:

+ Picture channel in textbooks: One of the strengths of the textbooks compiledunder the new program is that there are many illustrations It is important tomake the most of the pictures in the textbook to help students understand thelesson

+ The illustrations must have a close practical relationship with the content

lesson

+ Need to make a reasonable and scientific lesson plan: Teachers need to planclearly understand the activities of the teacher, the activities of the students, therequirements of each exercise, the answer options of the students

+ Discussing teaching plans with colleagues

b With students:

Teachers ask students to prepare well for the next class by:

- Create a system of prompting questions about the lesson they are about to learn

so that students have time to think and learn about the material

- Ask students to do some exercises related to the content of the lesson

- Encourage and motivate students to confidently, proactively and creativelyraise problems and questions related to the lesson

3.2 Implement the process of teaching listening well:

The process of a listening lesson includes three stages: Pre-Listening, Listening, and Post-Listening This process not only helps students understandthe lesson, but also helps them use listening skills in real-life communication.However, the first problem is decided that teachers need to clearly define therequired purpose of each specific listening lesson, thereby orienting students toperform well the task in the next stages

While-a Pre-Listening: (7 minutes)

(True/False Prediction, Open Prediction, Ordering, Pre-Questions)

This is the stage to help students orient, think about the topic or situation beforestudents listen During this period:

- Teachers should create a mood to prepare students for listening by leading andasking questions about the topic of the listening lesson, asking students to look

at pictures, read words and guess what topic they will hear, who is about tospeak to them who

Unit 10: Conservation

T: Have you ever seen a forest fire?

S: yes / No

T: Give some reasons what may cause a forest fire?

S: - Burning forest for wood , soil for argricuture

- dry weather; smoking ; Volcano; aware of people, fire

T: In Viet nam, What time is the greatest danger to the forest?

S: In Summer

T: Why is it?

S: Because it is very dry then

T: Ok Now we are going to hear some information about this problem

Unit 16: Historical places

T :Show these pictures on the screen then ask Ss:

What and where are they?

What is it famous for?

S: Answer

- 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 exactly what they're about to hear, but the question is whether they'reinterested before listening I give some examples in some Units of English 10

Unit 8: The story of my village

Show the pictures on the screen Ask Ss to look at two pictures then answer thequestions:

T: What can you see in the first picture(in the past)?

S: Trees, grass, cows, small houses, churches

T: How do you feel about it?

S: It’s peace, calm, comfortable, not polluted

T: What about the second picture?

S: It has changed alot There are many high buildings, hotels, car parks, cars.There aren’t trees, cows

T: Which place do you prefer, the first place or the second one ?

S: Give their opinion(Make comparision)

T: Teacher leads to the listening lesson.

Unit 11: National parks

T: Can you name some of national parks in Viet Nam?

S: Cat Ba, Cham Chim, Cuc Phuong

T:Ok Where’s Cuc Phuong National park?

S:It’s in Ninh Binh Province

T: Have you ever been there?

T: Show Van Cao’s picture on the screen and ask Ss:

- Where was he born?

- When was he born?

- What is he famous for?

- Name some of his famous songs?

S: Answer

T: Ok Now we are going to hear some information about him through the diologue between Lan Huong and Quang Hung.

Unit 14:The World Cup

T: Which sport is called The King of sports?