Some methods to improve the efficiency of teaching listening skill in grade 8 at nguyen van troi secondary school

THANH HOA DEPARTMENT OF EDUCATION AND TRAININGHOANG HOA COMMITEE DIVISION OF EDUCATION AND TRAINING INNOVATIVE EXPERIENCE SOME METHODS TO IMPROVE THE EFFICIENCY OF TEACHING LISTENING SKI

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING

HOANG HOA COMMITEE DIVISION OF EDUCATION AND

TRAINING

INNOVATIVE EXPERIENCE

SOME METHODS TO IMPROVE THE EFFICIENCY OF

TEACHING LISTENING SKILL IN GRADE 8

AT NGUYEN VAN TROI SECONDARY SCHOOL

Implementer: Nguyen Thi Lan Position: Teacher

Working unit: Nguyen Van Troi secondary school Innovative experience belongs to the subject: English

THANH HOA, NAM 2019

Table of Contents

1 - THE OPENING

1.1 -The reasons for topic :

1.2 - Research purpopes:

1.3 -Research objects:

1.4 - Research methods:

2 - THE CONTENT OF THE INNOVATIVE

EXPERIENCE

2.1 – Rationale

2.2- The reality of problem:

2.3- Solutions and implements:

1.Solutions

2.Implements

2.4 – The results achievements after application of

themes

3 - CONCLUSIONS AND

RECOMMENDATIONS

3.1 - Conclusions

3.2 - Recommendations.

Reference material

1-2

1

2

2

2

2-15

2

3

6

6

7

14

15

15-18 15

16-17

18

1 THE OPENING

1.1 The reasons for topic:

Today the economy of the countries in the world is growing the politics ofcultural exchange, between the national society is increasingly expanding Tocommunicate with the others, requiring different countries in the world have toknow the proficient use a common language apart from their mother tongue Inthe popular language of communication in the world, English is a common onewhich is considered to be the most popular language

For years, learning foreign language is increasingly popularized and thissubject has become a compulsory subject in all schools Therefore, therequirements set out how to achieve quality teaching hours and high efficiency.This requirement requires the teachers to improve themselves not only on thequalification but also on teaching methods and teaching techniques

Comprehending and understanding a language is necessary when studentsare learning a new language due to the fact that people always need tocommunicate and interact with others in different moments or situations in theirlives This paper will focus on listening, but always combined with grammar, as

a way of helping learners to understand the language system and to develop theirability by using it to communicate successfully inside and outside the classroom.Communication skills comprise receptive skills and productive skills Listeningand reading are receptive skills while speaking and writing are productive skills.Receptive skills are these in which students receive and process the informationbut do not need to produce a language to do this, while productive skills requirethe 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 outthroughout our lives We listen to a wide variety of things, for example; whatsomeone says during a conversation, face to face or on the telephone;announcements giving information, for example, at an airport or railway station;the weather forecast on the radio; a play on the radio; music; someone else’sconversation; a lecture; professional advice, for example, at the doctor’s, in thebank; instructions, for example, on how to use a photocopier or other machinery;directions; a taped dialogue in class

In fact, to get good listening skill , the English language learners need tohave a process of regular exercise daily, weekly and monthly with the contentand form of different technologies Teaching Listening and learning skills inEnglish, though not new, but it is a very difficult skill for both teachers andstudents at secondary school level.That's the reason why the actual situation likethis, I figure research ideas into this subject partly in the hope of helping theEnglish teachers and students gradually overcome the difficulties to carry outimplementation of teaching and learning in English Listening carefullyhorizontal effective better help students learn English more positively, moreproactively in acquiring, perceiving knowledge of the lesson

For these reasons above, as an English language teacher in Dong Luongsecondary school and I always wonder how to help students reach English easily

through four basic skills: Listening - Speaking - Reading - Writing However,They find listening skill the most difficult skill though some of them are verygood in the application of grammar exercises They are interested in learningEnglish in Grade 6, 7, but over time they feel afraid, decreased interest, learnand lead his people to the quality department increasingly decline in the grade

on, especially because of their listening skill in grade 8 Through practicalresearch 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 Nguyen Van Troi secondary school.”

1.2 Research purpopes:

My purpose in writing this initiative experience was to find out what themost common and effective methods in developing listening skill and improve

the quality of teaching English at Nguyen Van Troi secondary school, help

students understand the importance of listening skill in learning English Besidethat I can cultivate myself the professional capacity in teaching, improve theteaching methods appropriately for each positive post, each subject students toimprove the quality of teaching and learning English at Nguyen Van Troisecondary school

- Survey method, comparative analysis and synthesis

- Research method the tables

2 THE CONTENT OF THE INNOVATIVE EXPERIENCE

2.1 Rationale:

During the process the teaching, the application of teaching methods toguide students perceive knowledge as quickly as possible, the best use ofknowledge that is both a big issue for the cultural subjects in general andEnglish subject particularly The use of some tricks in the organization ofEnglish teaching activities is both a success to help students develop positiveperceptions of students in learning and eloquence, helps students focus mentality

to grasp the knowledge and help students use English in a foreign languageenvironment 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 go towards thefirst Listening is the most often used skill of communication and good listening

is an integrated part of the communication process

Through the above situation and causes I saw: as a teacher to teachsubjects in these two classes, I need to give them the pleasure of learningpassion and love in English in order to improve school quality and the quality ofsubject

To improve the quality of subject we should improve the quality ofteaching hours which content of listening because listening is one of theimportant skills to help them acquire knowledge

Like reading skill, listening skill as well as a receptor, but listening oftenharder to read because the receptive language through listening to the words,there are other characteristics with the written text

In grade 8 listening activities are used widely -are important means tointroduce target language or new contents, listening skills are trained anddeveloped through different listening exercises : listening for the main idea,listening out details or listening guess means, guess through contextualcomprehension exercises Listen is relevant to the topic, on the one hand aims tostrengthen structure, vocabulary, on the other hand in order to help the childreninitially train listening comprehension skills to obtain information for thepurpose of service of daily life

There are many listening activities in daily living like : listen to the radio,watch television, but carried out other work at the same time (which is listeningnot focused) The focused listening activities are activities listeningintentionally The listener focuses on the important points, necessary for itsdeliberate The listener knows what he wants to listen This helps the listener'sattention towards your content into the right to know, so it is necessary to graspproblems with more effective learning In the learning language environment,activities listening are mainly concentrated listening and to develop kinds ofdifferent listening skills There are some kinds of main listening: listening thegist, listening for instructions necessary information, listening to confirm earlierconjectures, listening to accomplish the tasks set forth communication, listeningthe details

Listening is generally defined as a conscious, cognitive effort involvingprimarily the sense of hearing and leading to interpretation and understanding

We listen with our senses to understand the communication being uttered Ourgoal is to understand what is being uttered We want to understand the wordsand sentences and through this understanding retrieve the intent the speaker hadwhile he or she communicated In other words, we try to identify speaker’sviews and analyze his or her views to work out a coherent picture of thecommunication we face It is a difficult process, in which what is heard isweighed, analyzed, sorted, related, classified, evaluated as well as judged.Moreover, English Listening skill is the ability to use language knowledge andlistening comprehension purposes conversations daily communication inEnglish

2.2 The reality of problem:

Nguyen Van Troi Secondary School is a school which belongs to Hoang

Hoa district, with 8 classes and only one teacher of English Although ourschool is facing a lot of difficulties, we always strive the movement of goodteaching - good learning, the movement for improving the quality of education,the facilities for teaching, learning are more be applied fully

Especially the English subject This is an important subject decides

quality comprehensive education of the school In recent years competitionachievements of gifted students at district and province level, the school alwayshas students who are in high levels Get it is because the school has the physicalinfrastructure investment

But besides that there are still some limitations:

As a secondary school belongs to a mountainous district, spirit is weak,many traditions are backward, less exchange exposure The majority of parents

of students are less interested in the education of children mainly mercy only forschool education and some also have a Vietnamese perspective is also not alllearn how to learn English Some want attention, but the level is stillinadequate, unreasonable method So there are many lazy students

* Toward the teachers:

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

vocational A few teachers untapped or not fully utilized proficient use of teachingaids , lesson listen 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 verylittle chance of access to the mass media modern, advanced to the last bared thatcan understand English

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

- Train new skills and technology was difficult for students, especially forstudents of grade 8

- Many students have not used speed reading and speaking English veryfast native, made in the tape drive

*Means and teaching aids :

- Teaching aids for teaching serves Listening skills are very muchlacking , not many illustrations, 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 for 15 years since I myselfhave been assigned to teach English across the school grades 6,7,8 and 9 With

the knowledge, experience in these years Although I have had valuableexperience in the process on the teaching all grades for many students, I alsohave difficulty in finding the most suitable way to teach the students effectively,especially in listening skill I really found it very important to change myapproach so I confidently did it At the school year 2018-2019, I was assigned to

direct professional teaching English of grade 8 at Nguyen Van Troi secondary

school Through investigation, I realized that most uncertain vocabulary, Englishvocabulary was not large, English Listening skill is limited, failing to meet therequirements and objectives set out for education in general subjects andlistening skills in particular

In the second semester of the school year 2017-2018, I let the students of grade 8 at Nguyen Van Troi secondary do 15-minute listening test.

I Listen to the weather report and fill in the missing words (6 points)

1 It will be a dry day in Sydney today, and windy For the (1)…………,the low will be twenty and the high will be twenty six degrees

2 Tokyo will be dry and windy, with a low of fifteen and a (2)….…… oftwenty two

3 London is going to have a (3)….…… day It will be very cold with a low

of minus three and a high of seven

4 Bangkok will be warm and dry, with a low of twenty four degrees (4)

……… and a high of thirty two

5 New York is going to have a windy day It will be (5)………… with alow of eight and a high of fifteen

6 In Paris it will be cool and dry today The low will be ten (6)………… and the high will be sixteen

II Listen to the passage and number the sentences you hear (4 points)

A This is my classroom

B There are twenty desks and benches

C There are 40 students

D There is a clock on the wall It is big

Key:

I Listen to the weather report and fill in the missing words (6 points)

1 temperature 2 high 3 humid 4 centigrade 5 cloudy 6.degrees

II Listen to the passage and number the sentences you hear (4 points)

A 2 B 4 C 3 D 1

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

at Nguyen Van Troi secondary school - school year 2017-2018:

Besides, I also tested the students’ interest before applying some of

my methods and techniques in teaching English listening at my school.

Table 2: Check the students’ interest ( At the beginning of the school year.)

Less interested

Not interested

2.3 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 thesedifficulties while listening, I often use the following measures:

- Introduce topics which involve listening, explain new words, conceptswill listen

- Give questions to help students predict the content will listen

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

- Give out guiding questions to listen

- Divide the process of listening step by step: the first time: listening themain, answers to questions The second one:listening more details

- If the long listening lesson we divide into short-term for the student tolistening, there are various specific requirements

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

Here I would like to present some of the methods, tricks I normallyapplied in the teaching in general and especially in the listening lessons

2 Implements:

The first work when the teacher entered the class-opening a school is thegeneral pedagogic 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 isnot or difficult to carry out these activities Particularly, situations created role,poses with the purpose of teaching activities -this is a necessary condition tohave effective lessons That is:

Prepare plans for an English Listening Lesson

* 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 ,theycross them out.The first person crossing out all 5 things shouts “Bingo” andwin 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 verbsdescribing the actions 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 Theseactivities have 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 tocreate attention of students, class stability and control Oldest investigation and help students psychological preparation for their lesson

- Teachers can ask students to work in teams , guess preliminary hearingabout upcoming content through pictorial or listening situations Maybe theysay exactly what they are going to hear but the problem is that you can create forstudents the excitement and confidence before listening

- Teachers help them to anticipate the difficulties that students mayencounter in pronunciation or new structures , new knowledge

- Finally teachers make it clear to students that they will be heard manytimes , and guidance 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 wordswill be heard or related to the listening text These words will help them to besomewhat shaped portion of the listening I also use these tips to teach thevocabularies, 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,

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 willlisten in a certain context We can conduct this activity in several ways likeusing a surrounding, practical use, mainly given the situation with the help ofvisual aids We can use these questions to create curiosity of students, tosweeten the purpose of listening - create requirements and 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”.

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 anumber (5-7) sentence or a picture about the content of listening, ask them torearrange the order as their 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 few sentences , ask students to predict right and wrong based on priorknowledge

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 that the tables with columns of data, missing information Ask

Words related to the weather forecast