SKKN tiếng anh: Development of English listening skills for students in grade 9 Chu Van An Secondary School – Nga Son

In the cause of industrialization and modernization, in reality the developing countries to integrate into the international community in the ASEAN countries as well as other countries around the world, more particularly, our

MỤC LỤC

1 INTRODUCTION

2 Research purposes

3 Researh subjects

4 Method of study

3,4

I RATIONALE OF ISSUES

II STATE OF THE PROBLEM

III SOLUTIONS AND IMPLEMENTATION

IV TEST

I LESSONS LEARNED

II RECOMMENDATIONS, SUGGESTIONS

PART I OPENING

1 INTRODUCTION

In the cause of industrialization and modernization, in reality the developing countries to integrate into the international community in the ASEAN countries

as well as other countries around the world, more particularly, our

country officially a member of the WTO, the know and use fluently at least one foreign language is an urgent need, a requirement necessary for each of us The decisive factor in the victory of industrialization and modernization of Vietnam's human resources are developed in terms of quantity and quality on the basis of knowledge standard is improved.Therefore, the education and training of our country have also conducted changed from target education and training to the teaching and learning methods in order to contribute effectively to the process of preparing the country's human capital in the first decade of the 21st century, learning foreign languages in general and English in particular school has and will become an extremely hot topic for people of every age, every gender, every level

"Language is the most important communication tool of man "

(V I Lenin)

Knowing a foreign language is already in hand to add a new communication tool outside the vernacular Since its start learning a foreign language, I was taught that teachers "Knowing another language is to live a life," which so far and certainly the future remain valid Now I bring that up with the knowledge they learned indoctrinated for generations of his students As an English teacher, I always wanted to contribute a small part of his effort to teach secondary school level students, especially senior students in grades 9 to get a basic knowledge as the foundation for the children during the classes to learn English in the larger later

Teaching and learning English involves many issues, one major problem is the teaching of listening skills This is an indispensable skill for people to learn foreign languages because it is one of the four skills of language skills to

practice English listening, speaking, reading and writing

In forging practical English skills for pupils and teachers to cope with many difficulties, especially forging listening skills Through practice at my school, you start learning foreign languages like most students study, but the bored students gradually learn Most of them are very weak in listening It's hard to understand what they hear a lecture or conversation After each lesson, the

teacher listened very difficult to verify the information they have heard and checking old post often not easy Most students do not know how to learn to listen, students often find the most difficult listening In class, students said that though in all hear more from already know but hear not, the student has to say because she is missing the (poor vocabulary), no matter how many times when studentsalso anxious to learn more listening, they think the main difficulty is that the pace of the English words too fast, not catch up because apparently they devoured many sounds and words So how to help school Biology especially late Drop 9th graders may apply vocabulary and grammatical structure itself to listening effectively?Teach how to hear after each class students excited and loved more courses? How to find a method of positive, simple, easy to

understand, practical while maintaining scientific, to develop thinking ability, speculation, and creativity of the students? Before the concern that I have boldly

go into the issue "Development of English listening skills for students in grade 9- Chu Van An Secondary School – Nga Son"

2 Research purposes

As we all know, listening is not outside the purpose of communication, it goes parallel to the three skills: speaking - reading - writing and almost made it a regular part of the lesson, it is coordinated smoothly , integral with other skills This shows whether listening skills is not the frame of language like grammar that it is "skin, flesh" gave "body" of the language is complete In

communication, we speak, convey their opinions But one thing is very

necessary that we must also listen to the opinions of people around to see what they say and what is proposed Especially later when our students grow up, they engage in economic activities - cultural and diplomatic relationships, listening to the opinions of the enemy is very urgent

So, the goal of teaching listening skills contraction effect is now we need to help students to take steps to have good results (listening on purpose) Help students understand the information through listening, understanding the speaker so that can master its language

3 Researh subjects

Students in grade 9 of Chu Van An secondary school – Nga Son district School year: 2014-2015

4 Method of study

1 Method of observation: The implementation of self-exploration theme study, conducted attend classes colleague visiting hours

2 The method of exchange, discussion: After the hour of colleagues,

co-workers who take time to implement the project, colleagues and people to

implement the project to conduct exchanges and discussions so that there are some lessons lessons learned for

3 Experimental Methods: Teachers conduct teaching experience required for each particular purpose some lessons listening

4 Methods of investigation: Teachers ask questions to check understanding of content assessment of student lessons

PART II PROBLEM SOLVING

I RATIONALE OF ISSUES:

Today, with new awareness in foreign language teaching, teaching English for the purpose of communication, expand exchanges and cooperation with the world in all fields: domestic and foreign relations, culture and commerce marks a major milestone: the investment in human capital in foreign language teaching and learning, to work towards a modern industry

To be fluent in a foreign language is no easy thing, but also not so difficult that can not learn because in a certain extent, foreign language school to learn

English in general and in particular is not something something too difficult if

we have methods and means well, especially when we know the combination of methods together and exploit the media

The teaching method at present renewed emphasis to the autonomy of student creativity Most of the time when their communication is thinking actively practice their English To have a good lesson, the students must prepare their homework thoroughly Moreover, to learn listening well, Students should

practicing listening a lot

It was because the reasons as described above that the purpose of teaching and learning English is also a big change, it is not only about "learning to learn" again, but learned to be thinking, in-depth We not only aim to achieve

grammatical sense but also to achieve and develop skills in using the language Understanding the nature of communication and can communicate as needed is what we reach LISTENING is regarded as a skill to acquire, but often difficult

to hear than read because the receptor expression through words heard should have characteristics very different from writing

II STATE OF THE PROBLEM

During the teaching of foreign languages in rural areas indeed I myself

encountered many difficulties Although this is one of the district schools There were so many good learning school student in this school However learning listening skills are still very difficult The children enjoyed learning English, but when they learned listening skills to find very afraid because they do not have many opportunities to reach out to indigenous people, besides facilities -

geodiversity not much

Also part of the children was not really hard learning, little bear in mind from not practicing sound positive, cognitive delay, the flexibility, creativity is not high, the document to refer to dependentto the family economy, since

investment restrictions learn listening skills English is also a difficult subject, body of knowledge more time at school, and in the process of listening to them uncontrollable things will listen Words in fast ice, unfamiliar Last heard a lot

of new words, word stress, sentence stress, intonation is very different and

difficult students can understand the content

Survey results of the 2014-2015 school year in grade 9:

TSHS Excellent Fair Average Weak

165 25 15.2 45 27.3 60 36.4 35 21.1

The teaching and learning of English in secondary schools has made major changes in the content and teaching methods to match the objectives and

requirements set out for this subject in the reform program

The most basic standpoint of innovation approach is to promote a positive, proactive learners, creating optimal conditions for learning and training, develop the ability to use language for purposes of communication to not providing pure language knowledge

With this view, the tips and activities in the classroom has also been changed and diversified development The teacher needs to grasp the main principles of method and learn the tips and teaching activities in view of communication that can be applied in a flexible, consistent and effective

III SOLUTIONS AND IMPLEMENTATION

1 Learn the concept of teaching listening skills

Listen to include two levels:

1.1 Level 1: (recognition or distinction): Perception of sounds, words, phrases

in the relationship of their structure Only when this possibility becomes

automated, the new hearing could reproduce, behave and respond to what is heard in the sound chain

1.2 Level 2: (Option): The hearing draws the elements useful to understand the speaker At first listen understand sentences, short words, simple, later

understand longer sentences

2 The study of listening activities:

2.1 Listen in everyday life: there are two main hearing:

- Listen unfocused means listening activities leisure nature, as when we

listening to the radio, watch television but still can be done simultaneously for another job

- Sounds focus: is the intentional listening activities, want to capture a content information day.For example, to hear on the radio or television, listen to the instructions and guidance, explanation, lecture vv In all cases, the listener

focuses on the important points, necessary for its intention Listeners often know

what they want to hear This helps the listener towards the attention on the

contents need to know, so often grasp the problem more effectively

2.2 Listen to the language learning environment:

In the learning environment, listening activities have mostly focused listening, and to develop different listening skills

There are the kind heard in language learning as follows:

- Listen for the main idea

- Listen to find the necessary information

- Listen to confirm the previous conjecture

- Listen to perform the task of communication is in place

- Hear the details (Both the content and structure of language)

3 Organize various listening activities:

3.1 Help students effective listening

In fact, listening is a skill still difficult for today's high school students

To overcome these difficulties while listening, the teacher can use the following measures:

- Introducing the topic, the content related to the listening; explain the concepts

if necessary

- Out of the question to help students predict content will listen

- Introducing a new word if or review and reinforce the vocabulary needed for all to hear

- Out of guiding questions to hear

- Divide the process of gradual hearing, eg

+ Times First listen: listen gist, answered the question the substance

+ Last heard two: listen more details etc

- If all the long, divided into brief segments listening to the students and have specific requirements different to hear

3.2.Guess before it will be heard (predicting)

One of the skills they need to hear is the ability to predict what is going to be heard So when the students listening, teachers should give students to guess what is about to hear in a certain context Can conduct this operation with all heard the story or a conversation For example, when listening to a conversation, the teacher can stop after a speech of a character in conversation and ask

students what the other person will respond like? Will behave like? Agree or not? etc

3.3 Listen to confirm his guess about the content listening:

It is the same truth applies to reading comprehension skills: Before listening / reading, teacher suggested exploiting what students already know about the contents of the issue will be heard / read, what is not clear, what is

not know Then listen and relate those with prior knowledge of the contents to

be heard

Example: When conducting a hearing on THE MEDIA - media

(English 9 - Unit 5: The media - page 43), the teacher would ask, suggest what

students already know about the media, such as their name, the birth, source, origin Then request, or the questions to the students and find answers

3.4 Listen to retrieve the information needed:

As mentioned, when conducting hearing, teachers necessarily crafted requests, task listening, focusing on the main contents, important to hear the specific purpose

The form of tasks and require very diverse, probably answer the question form

or fill out the form table

Example: Listen to the report on how our oceans are polluted.Then complete the notes

HOW THE OCEAN IS POLLUTED Firstly raw sewage is pumped directly into the sea

Secondly -dropped into the sea

Thirdly oil

spills -Next

-Finally

(English 9 - Unit 6: The environment - page 51)

3.5 Listen to capture the gist: (Listen for gist / for main ideas)

In many cases, students need to be listening to understand the main ideas,

concepts

all without extensive attention to detail

Example: Listen to the conversation and find information about Tim Jones and Carlo:

- The food they ate?

- The bus they went?

- The sign they saw?

(English 9 - Unit 1: A visit from a pen pal - page 9) 3.6 Listen to perform the following communication activities:

There are listening activities, usually in the form of fill tables, to serve for a communications operation that followed

Example: An expert is giving a talk on how to live with Earthquakes Listen to the talk, then complete the table

Living with earthquakes

Heavy fixtures, furniture, and appliances:

 Place heavy books on the

-(1) - Block the rollers on your -(2) - and

-(3) -

Flying glass:

 Check the

-(4) - Don’t put your bed near

-(5) -

Earthquakes drill:

 Stay

-(6) - Sit -(7) - or

-(8) - Stand in the

(English 9 - Unit 9: Natural disasters - page 77) After completing the table for all to hear on, students can continue practicing with the next communication operation is talking again and / or said more about how to survive an earthquake

4.Knowing some basic principles when carrying out activities hear:

In order to operate hear achieve the desired purpose, teachers need to perform some basic principles when conducting a hearing as follows:

4.1 Leading before listening

As mentioned above, after hearing about concentration, the listener often well intentioned, towards a focus on part want to hear, will know to pay attention to the content they listen

So while listening to teacher training should also create the "intent" to students who are preparing for the upcoming hearing by activities before listening as:

- Introduction context, situation

- These questions suggest, guess about the content about to hear

- The questions create curiosity and create interest in the content about to hear

- The guiding questions, requests for content necessary to understand etc listen 4.2 The requirements and tasks for listening (Listening tasks)

Listening activities necessarily have driven through the requirements and tasks designed by teachers for students perform The requirements, this task can be one or more of the listening exercise form as listed in Section 4

4.3 Proceed to follow three stages: before heard, while listening to and after hearing

a / Pre - listening

- Causing excitement

- Establish context

- Create the demand, why listening

- Teach the structure, vocabulary necessary for comprehension

- Brief content listening

- Suggestions, draws attention to the key points of the listening

- Have students predict content readings

- If the reader wants to know about all

Teachers create prepare the mind for listening to students by leading locations of

questions about the topic of the listening, ask students to observe painting, reading from and predict whether they are prepared to listen to what topic? Who

is going to say?Talk to? Conversation takes place where?

Teachers can ask students to work in teams to guess the contents of the

preliminary content're hearing through the pictures or listening

situations Maybe there are things students say exactly what they're hearing, but the question they are interested before the hearing, understand situations and themes are about to hear.Teachers can also help students anticipate the

difficulties may be encountered in pronunciation, words or new structure, the background or knowledge of the culture, country school

Finally teachers should be made clear to students that they are going to hear how many times (from 2 to 3 times) and guide requirements, tasks while listening to (answer questions, select paintings or paintings transplant) time listen and do homework (3 or 5 minutes)

b / While - listening

The training activities while listening to the training is done right while students listen, can listen again and again to perform exercises

Other forms of exercise at this stage is to learn and exploit content

listening Depending on the purpose and content of each post, will take the form

of questions and require different operators, could fit the contents, just about language The exercises and tips prevalent in this phase usually have the

following form:

Find the word / sentence that says ; Check / tick the correct answer; True – false;

Complete the table; Fill in the chart; Make up charts / diagrams; Make a list of ;

Matching; Answer the questions

Teachers turn on the tape or read the listening 2 or 3 times First time help

students become familiar with all the content comprehension covers listening, Second hear accurate information to complete the exercises, the third time to hear and check back exercises did

The main objective of listening comprehension as students take the main content

or retrieve information and understand the attitudes and views of the

author Therefore teachers should give students listen to their latest catch all common standard as well as the layout and post homework and then can listen to each paragraph to check the results, or listening to the hard place to confirm the answer

c / Post - listening