SÁNG KIẾN KINH NGHIỆM APPLYING SOME STRATEGIES FOR TEACHINGLISTENING LESSONS IN GRADE 12

In high schools, students are often afraid of learning listening lessons for some reasons such as the dull lectures, the unsuitable level lessons, irrelevant strategy listening, unclear

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SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HÓA

TRƯỜNG THPT YÊN ĐỊNH 2

SÁNG KIẾN KINH NGHIỆM

APPLYING SOME STRATEGIES FOR TEACHING

LISTENING LESSONS IN GRADE 12

Người thực hiện: Lê Đức Cảnh

Chức vụ: Giáo viên

SKKN thuộc lĩnh vực: Tiếng Anh

THANH HÓA NĂM 2014

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PART A: INTRODUCTION

1 Reason for choosing the study

Skills of listening have been neglected in terms of research and shifted to

a secondary position The priority has been given to teaching speaking and writing It is a surprising fact considering that it is the skill most often used in everyday life According to L Miller (2003), more than forty percent of our daily communication is spent on listening, thirty-five percent on speaking, about sixteen percent on reading, and only nine percent on writing Yet listening remains one of the least understood processes in language learning in spite of its critical role in communication and language acquisition

Researchers and language teachers have often maintained that listening skills could be picked up by the learners Now it is generally accepted that listening skills have to be taught like any other language skills Currently more attention is being paid to developing and researching the field of teaching listening

In high schools, students are often afraid of learning listening lessons for some reasons such as the dull lectures, the unsuitable level lessons, irrelevant strategy listening, unclear sounds in tapes…This leads to their nervousness during listening lessons and they can hardly listen to anything which causes the bad result in learning the listening skill

From my experience in teaching English at Yen Dinh 2 school I realized that the well – prepared lesson plans in which teacher simplify the tasks and use strategies helps the students have better results in listening lessons That why I

choose the theme “Applying some strategies for teaching listening lessons in grade 12 ”

2 Objectives of the study

The objectives of this research is to simplify the tasks and use strategies in listening lessons in English textbook 12 to have effective lectures and develop student’s listening skills

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3 Scope of the study

This study is conducted among the 12th form students at Yen Dinh 2 high school during the school year 2013- 2014

4 Methodology of the study

Both comparative and contrastive methods are used For the theoretical basis, a lot of reference materials on listening skills have been collected, analyzed and synthesized carefully with the due consideration for the students’ learning situations

5 Significance of the study

This study may provide insights into the process of learning the listening skill for the students It motivates the students’ desire for learning English, and make them more confident and active in listening activities It also gives some suggestions for other teachers for teaching listening lessons

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PART B: CONTENTS

1 Theoretical background of the listening skill

1.1 What is the listening skill?

So far, there have been a number of definitions of listening by different linguists such as Howatt and Dakin (1974); Wolvin and Coakley (1982); Pearson (1983);

Howatt and Dakin (1974) defined listening as the ability to identify and understand what others are saying This involves understanding a speaker's accent or pronunciation, his grammar and his vocabulary, and grasping his meaning

Wolvin and Coakley (1982) regarded listening "the process of receiving, attending to and assigning meaning to aural stimuli".

Pearson (1983) stated “Listening involves the simultaneous organization and combination of skills in Phonology, Syntax, Semantics, and knowledge of the text structure, all of which seem to be controlled by the cognitive process Thus it can be said that though not fully realized, the listening skill is essential in acquiring language proficiency”

1.2 The importance of listening

Language skills are often integrated with each other in language use This

is true with listening and speaking, so in conversations, two or more people alternate speaking and listening Like reading, listening is a receptive skill where the purpose is to comprehend or understand what someone might be saying or writing It is an important, active skill of spoken language as it involves various kinds of the listener's knowledge: knowledge of phonology, vocabulary, semantics of the language in use, culture of its people, his life, experience in the topic, his ability to predict and respond, etc It decides his comprehension, content and attitude in response to the speaker's speech as well

In learning English as a foreign language, students cannot develop speaking listening skills unless they develop listening skills To have a

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successful conversation, they must understand what is said to them Later on, the ability to understand the native speaker in direct conversations, on the radio

or tape may be very important for them to further study the language and communicate in it Finally, listening to spoken language is an important way of acquiring the language or "picking up" vocabulary and structures

1.3 Phases in the listening learning process

A listening text may be a short story, dialogue, piece of news, etc Teaching a listening text can be divided into three main stages: prelistening, while -listening, and post-listening Each stage has its own aims and activities

1.3.1 Pre-listening

This stage is aimed at preparing students with everything necessary for listening and understanding the listening text Some activities are:

Warming up the class: The teacher may motivate the class, gradually setting

up a context for the listening text to be presented by asking questions to elicit students' experience, or ideas concerning the coming text or by using some sort of visual aids or their imagination

Introducing the topic of the listening text Tile teacher briefly introduces the

topic of the listening text so that the students may get their mind ready for it

Presenting key words The teacher only presents any word that is necessary

for students to understand the text

Giving guiding questions: These guiding questions will help focus the

students' attention on the main points of the text They will guide the students

to the better understanding of the text Students should be allowed to make guesses at the answer to the questions before listening

1.3.2 While-listening

The aim of this stage is to facilitate students' listening and check their comprehension While the students are listening to the text for the first time, they can check their guess at and give the correct answer to the guiding questions The teacher then gives the students some tasks to do while they are

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listening for the second time They can do some of the activities such as: gap-filling, true or false statements, answering comprehension questions, matching, multiple choice, reordering, etc The students may need to listen to the text more than once so that they can finish their while-listening activities After checking the students' answers, the teacher should emphasize the key points of the text and explain the difficulties in vocabulary or structures that the students encounter while listening Be sure while listening, students are not allowed to look at the tape script of the listening text

1.3.3 Post-listening

At this stage, students can have opportunities to practise using what they have got from the listening text Students can do such activities as: '

 Summarizing the text orally or in written form

 Re-telling the content of the listening text

 Role play: Students play the roles of the characters in the text

 Discussion: Students can discuss the points in the listening text or giving their comments about the information in the text

The teacher should make up and vary the activities for students to do at this stage depending on their level of English

2 Some strategies in teaching listening lessons grade 12

In the English 12 textbook, most of the listening lessons have pictures to exploit the related contents, some tasks in“ While you listen” are quite relevant, however, there are some lessons have no pictures but have quite difficult tasks, For the limit of my theme I only focus on unit 2, unit 6 as examples and give some suggestions which I find them effective

2.1 WARM UP ( 5 minutes)

Besides using the pictures, handouts, I prepare some games for this parts (“Hangman, brainstorming” …) to save time to lead students to new lessons easily from the start

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- For example:

Unit 2: CUTURAL DIVERSITY PERIOD 8: LESSON 3 – LISTENING

The purposes of this lesson is to provide the listening comprehension about the wedding ceremony in Vietnam The topic is very popular however, students will have difficulties in listening because the vocabulary is unfamiliar and two voices in tapes are similar So I combine games Brain Storming and some open questions to lead to the topic

Teacher’s and Students’activities Contents

A Warm up: Game: Brain

Storming

- T guides Ss how to play the game

- Ss listen and start playing the game

- T asks Ss some questions about the

picture (page 24)

- Ss listen and answer the questions

- T remarks and introduce the lesson

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