Some methods to improve the efficiency of teaching listening skill in grade 8 at ai thuong secondary school

In fact, to get good listening skill , the English language learners need to have aprocess of regular exercise daily, weekly and monthly with the content and form ofdifferent technologie

Table of Contents

PART I - INTRODUCTION

I -The reasons for topic :

II - Research purpopes:

III -Research objects:

IV - Research methods:

PART II: PROBLEM SOLVING

I – Rationale

II- The reality of problem:

III- Solutions and implements:

1.Solutions

2.Implements

IV – The results achievements after application of

themes

PART III: CONCLUSIONS AND

RECOMMENDATIONS

I- Conclusions

II - Recommendations

Other References. 1-2 1

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3-15 3

4

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7

15

17-18 17

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PART I : INTRODUCTION I.The reasons for topic:

Today the economy of the countries in the world is growing the politics of culturalexchange, between the national society is increasingly expanding To communicatewith the others, requiring different countries in the world have to know the proficientuse a common language apart from their mother tongue In the popular language ofcommunication in the world, English is a common one which is considered to be themost popular language

For years, learning foreign language is increasingly popularized and this subject hasbecome a compulsory subject in all schools Therefore, the requirements set out how toachieve quality teaching hours and high efficiency This requirement requires theteachers to improve themselves not only on the qualification but also on teachingmethods and teaching techniques

Comprehending and understanding a language is necessary when students arelearning a new language due to the fact that people always need to communicate andinteract with others in different moments or situations in their lives This paper willfocus on listening, but always combined with grammar, as a way of helping learners tounderstand the language system and to develop their ability by using it to communicatesuccessfully inside and outside the classroom Communication skills comprisereceptive skills and productive skills Listening and reading are receptive skills whilespeaking and writing are productive skills Receptive skills are these in which studentsreceive and process the information but do not need to produce a language to do this,while productive skills require the production, for instance, a speech

Listening, as we know, is the skill of understanding spoken language Listening is

an essential skill, present in most of the activities we carry out throughout our lives Welisten to a wide variety of things, for example; what someone says during aconversation, face to face or on the telephone; announcements giving information, forexample, at an airport or railway station; the weather forecast on the radio; a play onthe radio; music; someone else’s conversation; a lecture; professional advice, forexample, at the doctor’s, in the bank; instructions, for example, on how to use aphotocopier or other machinery; directions; a taped dialogue in class

In fact, to get good listening skill , the English language learners need to have aprocess of regular exercise daily, weekly and monthly with the content and form ofdifferent technologies Teaching Listening and learning skills in English, though notnew, but it is a very difficult skill for both teachers and students at secondary schoollevel.That's the reason why the actual situation like this, I figure research ideas into thissubject partly in the hope of helping the English teachers and students graduallyovercome the difficulties to carry out implementation of teaching and learning inEnglish Listening carefully horizontal effective better help students learn English morepositively, more proactively in acquiring, perceiving knowledge of the lesson

For these reasons above, as an English language teacher in Ai Thuong secondaryschool and I always wonder how to help students reach English easily through fourbasic skills: Listening - Speaking - Reading - Writing However, Ai Thuong secondarySchool students are mainly ethnic minorities , so many children have the habit of using

their national language - Muong in class caused many dfficulties in the teachingprocess They also find listening skill the most difficult skill though some of them arevery good in the application of grammar exercises They are interested in learningEnglish in Grade 6, 7, but over time they feel afraid, decreased interest, learn and leadhis people to the quality department increasingly decline in the grade on, especiallybecause of their listening skill in grade 8 Through practical research and teaching to

remedy this situation, I boldly launched an innovative experience “Some methods to improve the efficiency of teaching listening skill in grade 8 at Ai Thuong secondary school.”

II Research purpopes:

My purpose in writing this innovative was to find out what the most common andeffective methods in developing listening skill and improve the quality of teachingEnglish at Ai Thuong secondary school, help students understand the importance oflistening skill in learning English Beside that I can cultivate myself the professionalcapacity in teaching, improve the teaching methods appropriate for each positive post,each subject students to improve the quality of teaching and learning English at AiThuong secondary school

III Research objects:

Innovative experience focused on teaching methods to improve the efficiency oflistening hours and improve the quality of English 8 at Ai Thuong secondary school

IV Research methods:

In the process of implementing innovative I have used the following researchmethods:

- Research methods build the theoretical basis through of the search documents onteaching listening skills

- Survey method, comparative analysis and synthesis

- Research method the tables

PART II: PROBLEM SOLVING

I Rationale:

During the process the teaching, the application of teaching methods to guide

students perceive knowledge as quickly as possible, the best use of knowledge that isboth a big issue for the cultural subjects in general and English subject particularly Theuse of some tricks in the organization of English teaching activities is both a success tohelp students develop positive perceptions of students in learning and eloquence, helpsstudents focus mentality to grasp the knowledge and help students use English in aforeign language environment with real situations and vivid

I remembered someone said that : “The most basic of all human needs is the need

to understand and be understood The best way to understand people is to listen to them.”

There is no doub that Listening skill is the skill that learners must towards thefirst Listening is the most often used skill of communication and good listening is anintegrated part of the communication process

Through the above situation and causes I saw: as a teacher to teach subjects in thesetwo classes, I need to give them the pleasure of learning passion and love in English inorder to improve school quality and the quality of subject

To improve the quality of subject we should improve the quality of teaching hourswhich content of listening because listening is one of the important skills to help themacquire knowledge

Like reading skill, listening skill as well as a receptor, but listening often harder toread because the receptive language through listening to the words, there are othercharacteristics with the written text

In grade 8 listening activities are used widely-are important means to introducetarget language or new contents, listening skills are trained and developed throughdifferent listening exercises: listening for the main idea, listening out details orlistening guess means, guess through contextual comprehension exercises Listen isrelevant to the topic, on the one hand aims to strengthen structure, vocabulary, on theother hand in order to help the children initially train listening comprehension skills toobtain information for the purpose of service of daily life

There are many listening activities in daily living like: listen to the radio, watchtelevision, but carried out other work at the same time (which is listening notfocused) .The focused listening activities are activities listening intentionally thelistener focuses on the important points, necessary for its deliberate The listenerknows what he wants to listen This helps the listener's attention towards your contentinto the right to know, so it is necessary to grasp problems with more effective learning In the learning language environment, activities listening are mainly concentratedlistening and to develop kinds of different listening skills there are some kinds ofmain listening: listening the gist, listening for instructions necessary information,listening to confirm earlier conjectures, listening to accomplish the tasks set forthcommunication, listening the details

Listening is generally defined as a conscious, cognitive effort involving primarilythe sense of hearing and leading to interpretation and understanding We listen with our

senses to understand the communication being uttered Our goal is to understand what

is being uttered We want to understand the words and sentences and through thisunderstanding retrieve the intent the speaker had while he or she communicated Inother words, we try to identify speaker’s views and analyze his or her views to workout a coherent picture of the communication we face It is a difficult process, in whichwhat is heard is weighed, analyzed, sorted, related, classified, evaluated as well asjudged Moreover, English Listening skill is the ability to use language knowledge andlistening comprehension purposes conversations daily communication in English

II The reality of problem:

Ai Thuong Secondary School is a school which belongs to Ba Thuoc district ,with

8 classes and the employees staff is 21 which includes 16 secondary teachers and twoteacher of English Although our school is facing a lot of difficulties but the schoolalways strives the movement of good teaching - good learning , the movement forimproving the quality of education, the facilities for teaching, learning are more beapplied fully

But besides that there are still some limitations:

As a secondary school belongs to a mountainous district, spirit is weak, manytraditions are backward, less exchange exposure Thus the majority of parents ofstudents less interested in the education of children mainly mercy only for schooleducation and some also have a Vietnamese perspective is also not all learn how tolearn English Some want attention, but the level is still inadequate, unreasonablemethod So there are many lazy students

* Toward the teachers:

- Still some teachers have difficulty in performing tasks , vocational-technical , it is stilldifficult in the selection of technical vocational training to suit each lesson content , tosuit each pupils and each stage of the listening lesson

- A few teachers untapped or not fully utilized proficient use of teaching aids , lessonlisten to serve in English

*Toward Students:

- Motor learning , practice English listening skills of students is limited

- Many students have few opportunities to hear English , they have very little chance ofaccess to the mass media modern , advanced to the last bared that can understandEnglish

- Some students in school longer afraid, yet strong in listening and speaking in English,they are also afraid of making mistakes in the process listening English

- Train new skills and technology was difficult for students, especially for students 6grades

- Students at Ai Thuong secondary school are mostly ethnic students So, using a newlanguage they still influence national language system especially pronunciation.Furthermore lazy students, dropouts, leaving still more popular

*Means and teaching aids :

- Teaching aids for teaching serves Listening skills are very much lacking , not manyillustrations , and English recordings

- Tape recording quality is not good , the voice is not clear , much noise

*Investigators specifically:

- I have taught English in secondary school more than 10 years since 2005 I myselfhave been assigned to teach English across the school grades 6,7,8 and 9.With theknowledge , experience in these years Although I have had valuable experience in theprocess on the teaching all grades for many students, I have also difficulty in findingthe most suitable way to teach the students effectively, especially in listening skill Ireally found it very important to change my approach so I confidently did it At theschool year 2015-2016, I was assigned to direct professional teaching English of grade

8 at Ai Thuong secondary school Through investigation, I realized that most uncertainvocabulary, English vocabulary was not large, English Listening skills are limited,failing to meet the requirements and objectives set out for education in general subjectsand listening skill in particular

Here are the survey results quality listening skill of students of grade 8 at Ai Thuong

secondary school - school year 2013-2014:

Not interested

Starting from the above reality I strongly improved, gradually additional the newteaching method applied to the English periods in general, in two years to see theresults markedly.

III Solutions and implements:

2 Recorders readings and listening textbook

3 Pictorial content and textbook lessons

4 Computers, Computer speaker

5 The illustrations , equipment

* The Ten principles of listening:

1 Stop Talking

2 Prepare Yourself to Listen

3 Put the Speaker at Ease

4 Remove Distractions

5 Empathetic

6 Be Patient

7 Avoid Personal Prejudice

8 Listen to the Tone

9 Listen for Ideas – Not Just Words

10 Wait and Watch for Non-Verbal Communication

* Procedures of a general listening:

In fact, listening is still a difficult skill for students To overcome these difficultieswhile listening, I often use the following measures:

- Introduce topics which involve listening, explain new words, concepts will listen

- Give questions to help students predict the content will listen

-Introduce new words or revision, consolidate the vocabulary needed for all to listen

- Give out guiding questions to listen

- Divide the process of listening step by step: the first time: listening the main, answers

to questions The second one:listening more details

- If the long listening lesson we divide into short-term for the student to listening, thereare various specific requirements

As usual the structure of the listening lesson is usually composed of three main parts:

always changing methods, teaching tips to attract students, they will be excited, willincrease efficiency of the listening lesson.

Here I would like to present some of the methods, tricks I normally applied in theteaching in general and especially in the listening lessons

2 Implements:

The first work when the teacher entered the class-opening a school is the generalpedagogic purposes to stabilize class, psychological preparation, knowledge of subjects.With foreign language operate on school has a very important meaning, it is as a part

of the lesson that without it ,the next step is not or difficult to carry out these activities Particularly, situations created role, poses with the purpose of teaching activities -this is

a necessary condition to have effective lessons That is:

Prepare plans for an English Listening Lesson

A-REVISION-WARM UP:

to focus their attention create excitement by some short game (bingo, pelmanism,

brainstorming ,guessing game, Kim’s game, chain game,crossword puzzle

Ex :

* Brainstorming:Unit 1-lesson 2: ask students to think of the adjectives used to

describe body build and hair

tall straight slim

thin

Fat long

*Bingo: Unit 3 Lesson 5:

- Ask Ss to write down on their notebooks 5 things they can eat

- Prepare a list of food Then call out each word in aloud voice

- Ss listen ti the teacher carefully.If anyone has the same things ,they cross themout.The first person crossing out all 5 things shouts “Bingo” and win the game

Suggessted list of food: chicken, beef ,cake, candy, garlic , noodles, rice, ham, peas,

*Guessing :Guess from context:What actions? (Unit 9-Lesson 3)

- Ask Ss to look at the picture on page 82 and write out all the verbs describing theactions of the people in it

- Tell Ss the group having the most right verbs is winner

- Answer key: drive, wheel, move, push, weigh, wait,lie, stand, lean

*Crossword puzzle: Unit 14-Lesson 3

-Put the chart on the board

L O S E

C L U E

-Ask Ss to draw the crossword in their note books

-Ask Ss to listen and fill in the crossword

1 Unable to find sth/so

2.Something that help you find out an answer to a question

3.A very thick forest

4.To make a sugegstion

Collect Ss’answers and give them good points if they are right

There are many other activities, but every activity I always guide clearly,definitely, in particular I often encourage them, put an exact repair These activitieshave helped them a lot in the next receptive listening easily

In sum: you can apply various techniques, many methods in the REVISION / WARM

UP is really effective, and perform many different tasks to create attention of students,class stability and control Oldest investigation and help students psychologicalpreparation for their lesson

- Teachers can ask students to work in teams , guess preliminary hearing aboutupcoming content through pictorial or listening situations Maybe they say exactlywhat they are going to hear but the problem is that you can create for students theexcitement and confidence before listening

- Teachers help them to anticipate the difficulties that students may encounter inpronunciation or new structures , new knowledge

- Finally teachers make it clear to students that they will be heard many times , andguidance requirements, specific tasks for the students to listen (Choose the right /wrong answer )

B1-Pre-teaching: vocabulary

The purpose of this section is to introduce students to some new words will be heard

or related to the listening text These words will help them to be somewhat shapedportion of the listening I also use these tips to teach the vocabularies, such as:

*visuals:(tranh , ảnh ) Ex : - eye chart (n): bảng đo thị lực

- stretcher(n): cái cáng

*Synonym/antonym: - satisfactory (adj)><unsatisfactory (adj)

- participate(v)= take part in (v)

Besides that There are also many other tips:realia, situation,explaination,example ,mime

To continue to make the appeal for listening , we need to create the context, creatreasons, need to listen

B2: Set the scene :

One of the skills they need to listen is the ability to predict what is about to listen.

So when the students listen we should anticipate that students will listen in a certaincontext We can conduct this activity in several ways like using a surrounding, practicaluse, mainly given the situation with the help of visual aids We can use these questions

to create curiosity of students, to sweeten the purpose of listening - create requirementsand the listening task

Ex: Unit 2 –Lesson 5

Ask Ss to look at the form of the telephone message on page 21 and set the scene

“A woman phoned the principle of Kingston junior high school, but he was out”.

Have students guess the message

B3:Predictions :

* Unit 3-Lesson 5 : Get Ss to look at page 30 and guess 4 things they use to cook the

“Special Chinese Fried Rice”.

-Feedback

* Guess the missing words: Ask Ss to guessthe words to g¸p in the song (page 56)

Ask them to share with their partners

Possible answer : dry, fine,humid ,rainy ,snowy, sunny, wet ,windy, stormy, degree,

The purpose of this section is to attract the attention of students on the main idea ofthe lesson – the main idea to listen In Pre - listening section , they only predict notrequire completely accurate This has helped them to be more confident in learning, notfear of making mistakes and it has helped him or her want to listen to all things to see if

my predictions are correct

Next, apply one of 3 techniques to the Pre – listening stage

Ordering Statements/Pictures: Typically for listening content as a story or about a

process Use an extra- board or the projector to introduce students to a number (5-7)sentence or a picture about the content of listening, ask them to rearrange the order astheir predicts for the content or story that process

True/False Statements Predictions: Use this technique for the listening is one passage,

1 text or a conversation Also use an extra- board or the projector to give a fewsentences , ask students to predict right and wrong based on prior knowledge

Open Predictions: used for short excerpts listed or describe Can be used sentences

filled with gaps (gap) is the data or the nature and characteristics It is possible thatthe tables with columns of data, missing information Ask students to predict the dataand information We can use Networks / Brainstorm instead

Words related to the weather forecast