Some experiences to teach english listening skill for students in grade 4 in dien bien 1 primary school

thanh hoa education and Training derpartmentThanh Hoa City education and Training office  ---experience initiative Some EXPERIENCES TO TEACH ENGLISH LISTENING SKILL FOR students in gr

thanh hoa education and Training derpartment

Thanh Hoa City education and Training office



-experience initiative Some EXPERIENCES TO TEACH ENGLISH LISTENING SKILL FOR students in grade 4 IN Dien bien 1

1 INTRODUCTION PAGE

2.1 Theoretical basis of the experience initiative 42.2 Situation issues before applying experience initiative 4

1 INTRODUCTION 1.1 The reason for choosing the topic

Nowadays the trend of international integration in many areasincluding the field of education has brought English up a very importantposition English as a means of communication is the key to the treasure ofhumanity On the other hand, the wide application of information technologyhas made learning English become urgent and indispensable So learningEnglish of Elementary School students is particularly concerned by students,parents, all the teachers of education in our country English has become one

of the main subjects in the curriculum of students

Learning and use of English require a diligent process of creativepractice of both learners and teachers Especially in the situation of educationreform as currently, teaching English in view of communcation methods iswidely supported According to this method, students have manyopportunities to communicate, to practise language and to participate inpractical situations: Learning coupled with practising

Primary level English program has been implemented in all regionsacross the country Innovation prominent feature of the content of thisprogram is to privide maximum opportunities for students to practise fourskills of listening, speaking, reading and writing on the topics and situations,communication contents related to environments living at home and abroad.The change in facilitating the teaching and learning of English in secondaryschools becomes teaching living language instead of teaching words as manyyears ago However, in practical English skills forged for students, teachersconfronted with many difficulties, especially listening skill forged Through

my school in the rural areas, when students started to learn foreign languages,most of them were very interested in English, but eventually they fell tired of

it Most of them are very bad at listening skill It’s difficult for them tounderstand the content of an essay or dialogue they hear After each listening

lesson, the teacher meets difficulty checking information that students hadheard and checking old lesson often not easy.

Facing with that situation as a direct teacher to teach English forstudents in grade 4, who was exposed to the English language through grade

3, I myself always think of how to help students master, listen comprehentionand maturely manipulate information During both teaching and observingthe students, I found the discipline and listening skill of the students having alot of problems Most students do not know how to learn listening skilleffectively, students often find most diffcult while they practise listening ordoing listening tests In the classroom, students often say that although thereare many words in the test they know but they can not hear out I always askmyself “ How to help students to use vocabularies and grammaticalsstructures itself to effective listening” Therefore, in the teaching process, Ifind a number of methods for positive, simple, easy to understand praticalensure to develop thinking ability, speculation and creativity of students With

my little experience I boldly go into a topic “Some experiences to teach

English listening skill for students in grade 4 in Dien Bien 1 Primary School”.

1.2 The purpose of research

Learning English requires learners to practice four skills: Listening,speaking, reading and writing The ultimate goal of learning a language is tocommunicate fluently with everyone I wrote this topic based on the status ofthe study English at my school now The aim of this research is to helpstudents learn English more excitedly in order to remove the difficulties thatthey have encountered for a long time I hope my initiative will help myschool eager to learn English subject more and become successful learners

1.3 The objects of research

Some experiences to teach English listening skill for students in grade

4 in Dien Bien 1 Primary School

1.4 The methods of research

With this topic I have applied the following methodology:

- Observa students

- Interview students

- Check and compare learning outcomes of students

- Studying the textbook program, instruction manuals

- Discussing with experienced colleagues in professional meettings

1.5 The new points of experience initiative

This experience initiative is not similar to the content of the solutionsthat has registered and admitted before The content of the solutions has notapplied in the lessons yet as well as has not regulated into the obligatorymethods yet

2 CONTENT EXPERIENCE INITIATIVE 2.1 Theoretical basis of the experience initiative

English, one of the foreign languages, has been being learned bymany Vietnamese people for communicating, learning and research.Currently, because of new method in learning and teaching, students havemore favorable exposure to the English language Students have theopportunity to communicate with people in English and easy to apply in life.Prominent feature of the innovation agenda for new textbooks is maximumopportunity for students to practice four skills In fact, listening skill is one ofthe focused skills developments in the new methods of teaching foreignlanguages Listening is important because students can not communicate withwords without understanding what is heard

2.2 Situation issues before applying experience initiative

a Advantages:

- Dien Bien 1 Primary School is located in the center of the city Theschool has a teaching staff who are young, fit, enthusiastic, capable ofteaching and always love their job Qualifications and standards are on 100%

In the field of education, my school is always interested, focused on teachingand learning, always enabling teachers and students to fulfill the duties andassigned targets And the school has always received the active support of thelocal government so many years, the school was rewarded as the advancedschool in the city

- Administrators of our primary school always care about and createfavorable facilitities and profestional documents serve as teaching subjects:projectors, TV

- Most students prepare books and supplies for learning Englishdepartment

b Disadvantages:

- Although our primary school located in the center of the city, thesituations of the students face many difficulties There is not enoughinvestment in English in time Students also are not familiar with the method

of learning in English listening skill as well as how to make reallyeffective.Beside that the total number of classes and students areovercrowded

- To the parents, also very difficult to check or guide them to learn aforeign language at home by subjects, parents do not know They have limitedaccess to communicate in English outside school hours

In addition, English is a difficult subject, the knowledge is difficultbut less study time, and in the listening process they do not control what theywill be listened Words in tape are too fast, not familiar A lot of new words,word stress, sentence stress, intonation are very different and difficult forstudents to understand the content The questions is how we overcome theseweaknesses in order to contribute to improve the learning qualityof listeningskill, help students communicate more confident in using English as a secondlanguage, proficient in words, sentences, especially for students in as grade 4students in Dien Bien 1 Primary School

In order to solve this problem, the first semester of school year

2017 - 2018, I had a small survey with two classes of grade 4 with a testwithin 35 minutes

Result:

With this result we can see the results of students in inadequate.Results good one, is low, while weak results So requires teachers to findremedies, to help them improve their learning outcomes.

3 The solutions of implementation

3.1 Flexible use good techniques in listening skill.

The practice listening skill in a class or part of listening is done through 3stages

a Pre-listening

- The purpose of the activities in this phase is to help students focustheir attention on the subject, especially anticipate the information of the topicthey are going to hear To overcome the difficulties of listening in class,teachers should introduce the topic, context, situation- related to the content

of listening, especially taking pictures, intuitive furniture to introduce forstudents in order to know what students knew and did not know about thecontent that they will listen, intrigued, create excitement for all activities

- Ask students to think, guess what they are going to hear in a certaincontext

- Teach vocabulary, however not introduce all new words Studentsshould guess the meaning of word in context, teacher should offer the purpose

of listening, requests and task assignments for the content heard

- When carrying out the pre-listening activity, the use of visual mapsaccompanying illustrations will give very good support to clarify the contextsuggests the content that they are going to hear Pictures is also a means tocheck the level of students listening comprehension

- Show the pictures or questions of exercise to students in order tofigure out all information nedded to hear

* Some tricks taught in this phase

True/ False statements prediction

- Open- prediction.

- Ordering.

- Pre- question.

The choice to perform activities in this period will depend on anumber of factors such as time of listening exercises, documentation providedavailable or not available, the level and interests of students Conditions ofclassroom teaching is also one of the factors leading to decide what technique.Besides teaching purposes and objectives of the test are also the basicelements for teachers to make their selection

- For all hard to hear, the teacher can divide the process into alistening exercise hear from easy to difficult

- For long listening exercises, we can make it easier by giving allkinds of exercises that are suitable for the level of students

- Some expressions in this phase:Defining True- False, check thecorrect answer, matching, filling in the grip/ chart/ gap, answeringcomprehension questions, selecting, deliberate mistakes, listen and draw

c Post- listening:

- The purpose of the activities after listening are to:

Check to see that if students can understand the information requested or notand complete the operation in stage “While- listening” or not

- Find out the reasons why students do not hear or not understandsome of the listening exercises

- Help students with the opportunity to assess the attitudes of peoplewho express the intonation of commmunication conversations

- Use extension exercise themed listening skills used to supplement moreear training.

Some tricks during this period

- Give the answers and feedback

- Ask students to repeat or say some words or sentences heard Feedback(white listening)

- Organize students to say about them or their friends by relying on someinformation in the test

- Have students mention some comments on the results of the listeninggroup

- Give students play out conversations heard

- Use extra exercises to help students have more information aboutlistening test Depending on the specific details, teacher can use one of theseactivities

- Requests of the listening period are:

+ Quality Assurance hears samples

+ Good quality of radio

+ Teachers read with average speed, correct pronunciation.

For example: Teaching listening skill.

Unit 12: What does your father do?

Lesson 2: Part 4, 5, 6 - Period 82

Activity 4: Listen and number

Unit 12: What does your father do? – Page 15 (English 4)

a Pre-listening:

- Elicit Ss to talk about the pictures on page15

- Tell Ss that they are going to listen to the story about jobs and places of the people

- Point to each picture and elicit Ss’answer to the information they indicate

Eg: What does he/ she do? What does he/ she work?

- Let Ss’ guess the answers

b While -listening

- Play the recording twice.The first listening, Ss to listening all the way through and the second listening for them to do the task

- Ask all Ss to raise their answers to check their answers Get Ss to check the answers in pairs.

- Pause after each part in give Ss sufficient time to select and tick the right pictures

- Give answers: 1 c 2 a 3 d 4 b

c Post-listening:

- Have Ss work in groups to share their answers with their classmates

- Check Ss’comprehension of the text

3.2 Combining practice listening to other technical groups

a The technical team practice facility:

These are tricks premise significants in shaping students listen toEnglish ability

*Practice routines focus attention to hear

Ask students to listen to your sentences and call them to repeatindividual what you read Teacher referred repeat individual students Helpstudents have habits and awareness to listen to the teachers One way to helpstudents focus on hearing is to ask students to use the information from whattheir friends said to answer

For example:

Student A says: “Let’s go to the bakery I want to buy some bread.”After student A stops talking I can ask another students to answer thequestion:

Where does student A go? Why does student A go to the bakery?Once a week, have students to play a game focused on listening.For example:

+ The first game: Find your friend to communicate

Teacher prepares some questions and answers on paper, pair withanswers to our questions by the numbers: For example, question one

corresponds to answer 5 Students find the answer by finding theircorresponding answers from the friends, the pair receiving first will win.

+ The second game: The spread information

If the class has 10 rows of desks, teachers make 10 votes, per sharerecorded a statement Then vote for one student a warded top row Thestudent is responsible to whisper in his or her friend’s ear what he or she read.Continue whispering one by one until the end of the sequence The last personwill speak loudly what he or she heard from their friend and the first studentwill determine if the sentence is correct or not

 Listening word stress and sentence stress:

When the British listen to a word that has many syllables, they onlylisten to the stress of word When you hear a word having more syllables, youshould practise listening to the accent of the word.When you hear a sentence,pay attention to hear the accent in question and accents that coordinate toguess the meaning of the whole sentence

For example: When listening to this sentence

Let’s go to the bakery I want to buy some bread.

*Practise listening and make differences of similar pair sounds,pronunciation of difficult sounds and sound connecting while the natives say

In fact, many students receiving an English voice are often notprepared or do not contain many sounds similar to the pronunciation of the