SKKN Tiếng anh: Learning along with practice

Learning and using English requires a process of creative exercise diligence of both the learner and the teacher. Especially in light of education reform today, teaching English communication perspective many supporters ho.Theo this method students have many opportunities to communicate with friends, with teachers to train language, actively engaged in practical situations: Learning along with practice.

Today the trend of international integration in many fields, including the field of English education has brought up a very important position English as a communication tool is the key to the treasure of humanity On the other hand the wide application of information technology has made learning English becomes urgent and indispensable So learning English secondary school students are students , parents , teachers and national education sector particularly interested English became one of the main subjects in the curriculum of the students

Learning and using English requires a process of creative exercise diligence of both the learner and the teacher Especially in light of education reform today, teaching English communication perspective many supporters ho.Theo this method students have many opportunities to communicate with friends, with teachers to train language, actively

engaged in practical situations: Learning along with practice

1 The reason for choosing experience initiatives.

The new English secondary school level have been implemented across the country so far has been more than 6 years Net outstanding innovation content of this program is to

provide maximum opportunities for students to practice four skills of listening, speaking, reading and writing on these topics and situations or communication content related to environmental living at home and abroad The change in facilitating the teaching and

learning of English in secondary school teaching language became instead the word as taught many years ago However, in practical English skills forged for students, teachers confronted with many difficulties, especially the skill for listening Through practical at school when I started learning foreign languages most students prefer to learn, but gradually bored students to learn Most of them are very weak on listening skills It's hard to

understand what they hear an essay or Dialogue After each lesson the teacher listened very difficult to verify the information they had heard and checking Oldest often not easy

Under these circumstances there is a direct teachers to teach English 8 blocks, subjects were exposed to the English language over 2 years 6.7, I concern myself so much how students can master, listen understand and apply the information obtained maturation information In the process of teaching is watching students learn, I found the training skills of the students

have heard a lot of problems Most students do not know how to learn to listen, students often find Listening is the most difficult In the classroom, students often say that even though there are a lot of listening from a known but not heard How to help students may apply vocabulary and grammatical structure itself to effective listening? So in the process of teaching, I seek some method of positive, simple, easy to understand practical guarantee of science, to develop the ability to think; speculation and creativity of students With this small range of initiatives I boldly go into a problem, "A number of measures to help

students in grades 8 to hear English effectively"

II RESOLVING THE PROPLEM

1 Background theory

English is one of the foreign languages have been and will be many Vietnam needs to learn

by communicating , learning and research Currently, foreign language learning and

teaching students new method has many favorable exposure to the English language

Students have the opportunity to communicate with people in English Students easily apply them to life Net outstanding innovation agenda is to create new textbooks maximum opportunity for students to practice skills 4 Listening is one of the skills development focus in the new language teaching methods Listening is important because students can not communicate with words without understanding what is heard

2 Status of the research problem

In the process of teaching foreign languages, specifically in English listening skills in

general and in particular in regions far from the city center as Russia Son myself have

encountered difficulties

-The first, Most difficult social side: There is still no real ideas about proper language

learning Many people are learning that their mother tongue is not much more to learn

foreign languages That view has a large effect to the issue of teaching and learning foreign languages

- Second, the difficulty of the student's family: they are the majority of family farmers, life was difficult, the average income is low thus creating conditions for children procurement document , language learning devices are limited :( like buying dictionary references, tape, player )

-The third, the difficulty from the students themselves: for the children to learn a foreign language but have difficulty learning listening skills are perhaps more difficult nhieu.Vi a child's vocabulary is small, the capture situations while still dreaming ho.Hon hear more aware of the many language learning students is limited, yet diligent hard, yet to dig deep to explore, learn only through the speakers on high-grade, no results

-One More difficult is: Conditions infrastructure of the school is limited The equipment and utensils, and equipment in service training is poor listening Moreover Through years of teaching English in secondary schools by the method of innovation I myself have noticed one thing: Most of our students are not identified methods of learning a foreign language (foreign language) The use of English in life is limited, they do not dare to speak in

English, communicate with friends in English Moreover, in the course of their listening skills are weak, difficult to hear Listening to effectively train students to be heard and practice to get used to speaking the language format The more I heard the more

experienced learners recognize rhyming sounds, understand the significance of the

information shown through the pronunciation, stress and intonation of sentences

3 The main reason

The innovation of teaching methods such as current emphasis to the autonomy of student creativity Most of the time when communication is thinking they actively practice their English To be a good lesson, the students have to prepare thoroughly for homework

Furthermore an hour listening to good learning they need to hear more However, most of the children here do not have good conditions for learning English listening, learning time limit, the document to refer to depend on the family economy, from which the investment term learning listening skills processing

Also English is a difficult subject, body of knowledge more time at school, and in the

process they hear not control that will listen Words in a quick, unfamiliar Last heard a lot

of new words, word stress, sentence stress, intonation is very different and difficult for students to understand the content On the other hand for the children in rural environments

to communicate in English is limited So they have little chance of ear training

4 The solution of teachers

The question is how we overcome these weaknesses in order to contribute to improving the quality of learning and listening skills, helping students become more confident in

communicating, using English as a second language, Proficiency in word, sentence,

especially for rural students in general and students in secondary schools Chu Van An - Russia Son Town

Step 1: Survey characteristics situation

Step into the school year in order to understand the situation, health practitioners, students' listening skills cubic 8 Subjects were experimentally studying English in grade 6, 7 The first step I made the first experimental study are as follows :

Listen and complete the dialogue

Hoa: Hello, Lan

Lan: Hi, United You Seem (1)

Hoa: I am I received a (2) Nien today from my friend

Lan: Do I know her Do?

Hoa I do not think so She (3) my next door neighbor in Hue

Lan: What does she(4) like?

Hoa: Oh, She's (5) Here is her (6) Lan: What a (7) smile! Was she your (8) ?

Hoa: Oh, no She was not old (9) to be (10) my class

Keys:

1 happy

2 letter

3 was

4 look

5 beautiful

6 photograph

7 lovely

8 classmate

9 enough

10 printing

Results :

No Class Class

sizes

The result of I found on their listening skills is limited Do not understand the article , not

to apply the knowledge they have learned Because listening is not difficult , the

information they have learned , simple vocabulary I am very anxious concern , not

knowing how to help students practice English listening well , keep them learning With many years of direct experience teaching English , initial training for engineering students the skills of listening, speaking , reading and writing , I give some experience behind in the process of teaching listening

Step 2: The specific measures

I / Use good flexibility techniques in a lesson listening skills

The practice listening skills in a class listening is done through three stages

1 Pre-listening

The purpose of the activity in this phase is to help students focus their attention on the subject, especially anticipate the information of the theme is heard To overcome the

difficulty listening in class, teachers should introduce the topic, context, situation-related content listening, operators see students already know and do not know what the content will hear , curiosity, creating excitement for the operation of all

- Have students think, anticipate what would hear in a certain context

- Teaching Vocabulary however be noted that not all of the new introduction, the students guess the meaning of words in context

Provide listening purposes, composed of mission requirements and listening exercises for the content

- When listening activities conducted, the use of visual pictures will illustrate with very good support for the clarification contextual content suggest about to hear Pictures are a means to check the level of students' listening comprehension Listen to define the relevant competition arranged in order

- Show the controversy or question in exercises to figure out the theme, the information needed to hear

Some tricks taught in this period

- True / False statements prediction

- Open - Prediction

- Ordering

- Pre question

The choice of activities for the implementation of this phase depends on several factors such

as the time of the listening exercise , the document is available or not available ,

qualifications and interests of students Conditions of classroom teaching is one of the factors that led to their selection of certain techniques Besides teaching purposes and objectives of the test are performed as well as the basic element for teachers to make

selection decisions

Example : To teach more listening 5 : Study Habits

I proceed as follows :

Unit 5 : Study Habits Lesson 3 : Listen

Pre - listening

Pre- teach vocabulary

- Behavior ( n ) ( translation )

- A participant : ( n ) ( explanation )

- Satisfactory ≠ unsatisfactory

- Cooperation : ( n ) ( translation )

- Attendance : ( n ) ( translation )

- ( To ) appreciate : ( translation )

Check vocabulary Slap the board

Open Prediction

Set the scene

? Read through Nga 's report and tell me what a, b , c are about ? Predict the missing

information and then compare with your partners ?

a Days present ( 1 )

b Days absent ( 2 )

c Behavior - participant ( 3 )

d Listening ( 4 )

e Speaking ( 5 )

f Reading ( 6 )

g Writing ( 7 )

Feed back precdiction Students

2 While- listening

- The purpose of the activity in this phase is to help students practice listening skills through speech that is drawn to convey information

- Have students listen and do homework, if the previous section for students to guess the content in this section is to listen to what students have heard reference to guess what

- For all hard to hear the teacher can divide the process of listening to listening exercises from easy to difficult

- For all heard long can enjoy listening to all types of exercises suitable qualified students

- A number of expressions in this period

+ Defining False

True-+ Check the correct answer

+ Matching

+ Filling in the grip / chart / gap

+ Answering comprehension QUESTIONS

Selecting +

+ Deliberate mistakes

+ Listen and draw

Example: To listen to weather Unit 5: Study Habits

While- listening

1 Listening

? Listen to the tape and check của prediction

Feed back? Work in groups and write the answers on the poster

Hang the poster on the board and correct

Answer keys

1 The present 87 days

2 5 days absent

3 Participation: S

4 Listening: C

5 Speaking: A

6 Reading: A

7 Writing: B

2 Comprehension QUESTIONS

? Listen to the dialogue again and give the short answer for the QUESTIONS

a Why did Nga miss five days of school?

b How can she improve listening skills?

Answer keys:

a Due to sickness

b watch English TV programs and listen to English

3 Post-listening

The purpose of the operation after listening to:

- Check that students understand what information is required to listen to or not, and have completed the work in stages "While- listening" or not

- Find out why students do not hear or understand a certain part of the listening exercise

- Help students with the opportunity to assess the attitudes expressed expressive voice

communication through intonation

- Use enlargement exercises themed listening ability is supplemented to Listening

+ Some of the tips in this period

- For answers and feedback

- For students mentioned or said some things / questions heard Feed back (While listening)

- Organisation for students to talk about his or about you by relying on some information in the listening

- For students mentioned a few comments on the results of the listening group

- Have students play shown conversations heard

- Use enlargement exercises for students to get more information by listening

Depending on the specifics that teachers can use one of these activities

Example: Unit 5: Study Habits

Post- listenig

Write it up

Transformation (writing)

? Bases on the theo passage, write another passage about của study

Russia has worked very hard this year and her Artist grade are very good She missed 5 days of school Due to sickness Her Participation and Cooperation are satisfactory Her speaking and reading are excellent and her Artist Her writing is good but is not very good listening skills

Feed back

But according to the characteristics of each article teacher can conduct 3-step

implementation process for students to practice listening comprehension, especially the first step that can help them to shape and develop the ability to focus interest , know how to use the information to speculate what would listen Thus students will actively listen and feel more confident

Ask lesson in listening to:

+ Quality Assurance hear samples

+ By stations with good quality

+ Teachers read with average speed, correct pronunciation

II Combining Listening to other technical groups

1 The technical team practice facility

These tips can mean a premise in shaping students listening skills in English

1.1 Practice routines attention when listening

Play the word sentence or paragraph, all teachers and students called individual repeat Collective conscious students and listen to your routine One way to help students focus heard you say that teachers often ask the question asks students to use the information from what you have said to his answers:

Example: A student said: "My house is in the countryside it is not big but very nice" After you have finished talking A, I call anyone you do answer the question: Where does A live? How is his house?

Once a week for students to play a game focused listening

For example:

Game One: The Annunciation

Grade 12 rows of desks, teachers do 12 votes per ballot recorded a statement Then vote for one student awarded top row The student is responsible for whispering and talking into his ear the next thing to read Specifically, this person said serial ears each other until the end of the sequence The last row is responsible for his loud sentences or paragraphs heard, and the first students will determine the correct sequence or not

Game Two: Find your communication

Teachers prepare some questions and answers on paper , puzzle answer the question by giving them the numbers : for example questions 1 corresponds to answer 5 Students seek answers by finding their corresponding your responses appropriate , each pair received first place winner

Game Three: Helps you learn better

Each student in the class collector or self mintage ( information may be incorrect ) each member of the class will listen to you read my question and then seek to identify and correct sentences are true or false questions Teachers should draw students are tasked to all

members of the class to listen to you read

Game Four: Test heard the quick reply , " Where is who ? Who does what ?

Example : The teacher introduces : This person is very famous in Viet Nam He was born

in 1890 in Kim Lien , Nghe An and Died in 1969 " Who is he ? "

1.2 Listening word stress and sentence stress