To help the grade 6th students do the listening test well

In teaching English skills for students, teachers face many difficulties,especially listening skill.. The scope of research : The research topic focuses on designing listening skill le

Part I: INTRODUCTION 1

I The reason for choosing the theme. 1

II The task of research. 2

III The scope of research. 2

IV The purpose of research. 3

V The methodology of research. 3

Part II: CONTENT 4

I Theoretical basis. 4

II Real basis. 4

III Advantages and disadvantages at Dinh Hai secondary school 5

IV Problem solving. 5

V Result Analysis 18

Part III: CONCLUSION 20

Part I: INTRODUCTION I.

The reason for choosing the theme:

In the process of industrialization and modernization, the real situation ofthe developing country to integrate into the international community in ASEANcountries as well as in other countries in the world, especially, our country beingofficially a member of the WTO, knowing and using at least one foreignlanguage is an urgent need, a necessity for each of us The decisive factor for thesuccess of industrialization and modernization is that the resources of theVietnamese people are developed in quantity and quality on the basis of theintellectual level Therefore, the education and training of our country has alsochanged from education and training to teaching and learning methods in order

to effectively contribute to the preparation of human resources of the country Inthe first decades of the 21st century, learning foreign languages in general andlearning English in particular has become and will become a hot topic for people

of all ages, gender and all levels

"Language is the most important human communication tool."

(V I Lenin)Knowing a foreign language already has in hand a new communicationtool in addition to the mother tongue From the beginning of my studying inforeign languages, I was taught by teachers that "Knowing a foreign language ishaving an extra life," so far and certainly still its worth I now bring thatstatement and the knowledge I have learned back to my generations of students

As teacher of English, I always wish to contribute a small part of my work toteaching students the basic knowledge they need to be the foundation for theirlearning in the language learning process

Teaching and learning good English involves a number of issues, one ofwhich is the teaching of listening skills This is an indispensable skill for foreignlanguage learners because it is one of the four practical skills of English:listening, speaking, reading and writing

In teaching English skills for students, teachers face many difficulties,especially listening skill In fact, at school, when beginning to study foreignlanguages, most students liked to study, but gradually the students fed up with.Most of them are very bad at listening skill It is difficult for them to understandthe content of a text or conversation After each lesson, it is very difficult for theteacher to check the information they have listened and checking the old lesson

is not easy Most students do not know how to learn to listen, the most commonpractice of listening is diffcult In the classroom, some students say that althoughmany of the words in the listening test are known, but the difficulty is that thespeed of English words so fast, they cannot catch up with because the speakerseem to swallow many words and words.

So how do you help students - especially ones in grade 6 - use theirvocabulary and grammar to understand effectively? Teaching how to makestudents feel more interested and love the subject after school How to find somepositive, simple, easy-to-understand, practical ways to ensure that science is inplace to develop students' thinking, thinking, and creativity? I have been deeply

well" to present the current teaching and learning situation as well as to write

about their experiences after more than 15 year - actual teaching

II

The task of research:

When researching this topic, I had to perform the following tasks:

1 Look at the documentation of teaching and learning English, the teachingtechniques in listening skills

2 Remove the faculty, teaching experiment

3 Exchange professional knowledge with colleagues, learn from experience

4 Inspect and assess the results of all students in holding knowledge, so thatthere is a reasonably additional adjustment

III

The scope of research :

The research topic focuses on designing listening skill lectures for some

background, developing dynamics for students in listening skills, designinglessons at each stage to be able to apply the appropriate teaching techniques tothe circumstances of each classroom, each object type so that they can listeneffectively

IV

The purpose of research:

With researching this experience initiative successfully, it will help teachersget the following experiences:

1 Using appropriately and exploiting effectively the teaching listeningtechniques

2 Finding out the way to boost the students so that they have motivation to learnlistening skills.

3 Accumulating the methods when conducting an effective listening lesson

Part II: CONTENT

I Theoretical basis:

Nowaday, with new awareness in teaching foreign languages, teachingEnglish for the purpose of communication, expanding exchanges andcooperation with the world in all fields: domestic, foreign, cultural andcommercial, marked a major milestone: the gray matter investment in teachingand learning foreign languages, working in the direction of modern industry

It is not easy to use a foreign language fluently, but it is not difficult tostudy because, to a certain extent, learning a foreign language in general andlearning English in particular is not the same It is not too difficult if we havegood methods and means, especially when we know how to combine themethods together and make good use of the means

The teaching of innovative methods today focuses much on the creativeinitiative of students Most of the communication time is when they thinkactively practice English In order to have a good class, students must preparehomework In addition, to have a good lesson they need to hear a lot

It is the same as the reasons stated above that the purpose of teaching andlearning English also has a great change, it is not just "learning to learn" again,but learn to think, depth Not only is it intended to achieve grammatical meaningbut also to gain and develop the language skills

Understanding the nature of communication and being able tocommunicate when necessary is what we reach LISTENING is considered to be

a receptive skill, but listening is often more difficult than reading because verbalcues that are heard are words that have very different characteristics thanwriting

II Real basis:

The majority of students in Dinh Hai commune are children in rural areas

so the conditions of study are not good, the time is limited, the Englishcommunication environment is limited, there is less opportunity to practicelistening In addition, they have not really studied hard, have not memorizedwords, are not actively working on sound, slow learning, flexibility, creativity isnot high, documents for reference also depends on family economics, fromwhich the investment in learning limited listening skills In addition, English is adifficult subject, a lot of knowledge, little time to study, and in the process oflistening the children are not in control of what they listen, fast read/spoken

words, unfamiliar The list includes new words, stress, intonation, and studentscan hardly understand the content.

III Advantages and disadvantages at Dinh Hai secondary school when this innovation is applied:

1 Advantages:

English is a familiar subject to students, they got acquainted with thissubject at Primary School; at Secondary School, they pay more attention tovocabulary, grammar and practice communication skills Especially, the schoolyear: 2013-2014, English is one of the three subjects chosen for entrance exam

to High School Especially, since this school year (2017-2018), listening section

is one of the compulsory exams in the contest for excellent students As a result,the students are conscious and motivated from the outset

2 Disadvantages:

- The facilities of my school are upgrading to meet educational innovativerequirement However, they do not satisfy the needs of nowadays teaching andlearning: degraded classroom, poor electrical system, furniture, lighting, fans,sockets, affect the quality of teaching and learning, cause students to fatigue,depress,

-The poor - quality infrastructure is one of the reasons why the school can notattract students Most of good students have moved to other schools havingbetter condition The rest students are still some who are not proficient inreading and writing, lack of awareness and patience in learning, not keep upwith new methods of learning, confusion in acquiring and applying knowledgeinto practical skills

3 Specific investigation:

In the process of teaching, with the sense of both researching students’learning situation features and carrying out to learn from experience, from thebeginning of the school year, I've driven myself specific plans and methods inorder to actively investigate the students’ learning situation in the classes Idirectly teach The specific survey results are:

Table 1: General information about students participating in the survey:

Grade The number

1 Understand the concept of teaching listening skills.

Listening is the most complex linguistic activity, integrating thecomponents of receptive learning and linguistic knowledge Listening is one ofthe main purposes of teaching foreign languages

When saying, the ideas are not arranged in the same order as they arewritten; or often repeated, there are more words, from the buffer, not grammar Ican speak, say, turn off, hesitant When reading can read over and overrepeated text while listening to others say only one time Therefore teachers alsoneed specific strategies for listening activities

* Listening includes two levels:

1.1 Level 1 - Identify or distinguish:

That is the recognition of sounds, words, and phrases in their structuralrelationships Only when this capability becomes automated can listenersreproduce, respond, and respond to what is heard in the sequence

1.2 Level 2 - Optional:

The listener draws useful elements to understand the speaker At first hearthe sentence, short words, simple, later understand the longer sentences

2 Research on listening activities:

2.1 Listen in everyday life: There are two main ways to listen:

- Listening is not about listening: it's about entertainment, like when we do listen

to the radio, watch TV but still be able to carry out another job

- Listening: there are intentional listening activities, such as listening toinformation on radio, television, listening to instructions, instructions,explanations, listening to the songs, etc In this case, listeners mainly focus onthe important points, necessary for their intent Listeners often know what theywant to hear This helps the listener to focus on the right content, so it is oftenmore effective to capture the problem

2.2 Listening in a foreign language:

In the learning environment, listening activities are focused on listening,and to develop different listening skills

There are the main types of listening in foreign language learning:

- Listen to the main idea

- Listen to the information you need

- Listen to confirm the previous conjecture

- Listen for communication tasks

- Listen carefully (both the content and structure of the language).

* Note: Students may re-enter information based on the following:

- Knowledge of language (words, grammar, semantics, style )

- Familiarity with the topic being addressed

- Observation, interpretation, context of communication, including whathappened before

- Knowledge, knowledge that the children get together with the speaker

- Understanding, acknowledging attitudes, personal interests of the speaker

- Understanding of context and culture in communication

- The understanding of non-verbal cues such as speech speed, pause, gesture,gesture, facial expressions

3 Carry out listening techniques:

- Listening and note- taking

4 Organize different listening activities:

4.1 Help students hear effectively: In fact, listening is still a difficult skill for

high school students today To overcome difficulties while listening, teacherscan use the following measures:

- Introduce topic, contents related to listening; Explain the concepts if necessary

- Ask questions to help students predict what they will listen to

- Introduce new words if available or reinforce the vocabulary needed for thelistening

- Asking questions when listening

- Divide the listening process step by step, for example:

+The first listening: listen to the main idea, answer the questions

+ The second hearing: listening more details, etc

- If the song is long, divide the list into short sections for the students to hear,there are specific hearing

4.2 Predicting Predictability

One of the skills required when listening is the ability to guess what isgoing to be heard Therefore, when students practice listening, teachers shouldhave students guess what is coming up in a certain context This can be donewith storyboard or conversation For example, when listening to a conversation,the teacher may stop after a character's speech in the conversation and ask thestudent how the character will respond How will it behave? Do you agree ornot? etc

When students listen to a story, the teacher may use the same technique, pause

in appropriate sections, and ask questions such as: What will happen next? Whydid X do that? Why is the story so evolving? Is the outcome the same? etc.before giving the next story

For example, Unit 3 – Section C1 (page 38 – English 6), the teacher asks

the students to close their books when listening, may stop at some point for thestudents to guess

This is my family.(Where are they?) We are in our living room.(Howmany people are there in her family?) There are four people in my family: myfather, my mother, my brother and me This is my father (How old is he?) He isforty (What does he do?) This is my mother (How old is she?) She is thirtyfive (What does she do?) She is a teacher ( How old is her brother?) Mybrother is eight (What does he do?) He is a student

4.3 Listen to confirm the guess on the content of the text:

This is the same procedure used for reading comprehension: Before listening /reading, the teacher suggests what students know about the content of theproblem they will hear / read, what is not clear, what is not know Then listenand contact the known knowledge with the content to hear

For example, Unit 15 – Section C3 (page 165 – English 6), the teacher

asks the students to close their books and asks them about the rivers andmountains in Viet Nam and in the world: Which is the longest river/the highestmountain in Viet Nam/ in the world? Then ask the questions or ask thestudents to listen, find the answer

4.4 Take the necessary information: As mentioned, when conducting listening

activities, teachers are required to compose listening requirements, focusing onthe main content, important for the hearing to have a specific purpose

Forms of tasks, requirements vary, may be the form of answer to the question orform fill in the table

For example, Unit 14 – Section A4 (page 142 – English 6), the teacher

asks the students to close their books then complete the notes

PLACES PHUONG AND MAI ARE GOING TO VISIT

4.5 Listen for gist / for main ideas

In many cases students need to be trained to understand the main ideasOverhead of the post without regard to detail

For example, Unit 11 – Section A2 (page 116 – English 6), the teacher

asks the students to close their books and listen to the conversation and answerthe question: Where is Ba?

There are listening activities, often in the form of tables, for the nextcommunication activity

For example, Unit 4 – Section A1 (page 44 – English 6), the teacher asks

the students to close their books, listen to the tape, then complete the table

5 Practice a variety of types of listening comprehension exercises

Listening exercises can take many forms The common exercises are:

- Matching Unit 10 – Section A5 (page 106 – English 6), section B5 (page 111

– English 6), Unit 11 – Section A3 (page 117 – English 6), Unit 12 – Section B4 (page 128 – English 6), section C5 (page 132 – English 6), Unit 14 – Section B6 (page 145 – English 6), Unit 16 – Section A3 (page 167 – English 6)

- Listen and find the right picture/ answer /information Unit 6 – Section C2

(page 69 – English 6), Unit 7 – Section A5 (page 75 – English 6), Unit 9 – Section A4 (page 98 – English 6), section B5 (page 102 – English 6)

- Listen and number For example, Unit 8 – Section A4 (page 84 – English 6),

(picture - appendix 1), section C4 (page 91 – English 6), Unit 11 – Section B4

(page 120 – English 6)

- Listen and write For example, Unit 6 – Section A4 (page 64 – English 6),

Section B3 (page 67 – English 6), Unit 7 – Section C3 (page 80 – English 6),

- Listen and check, complete the table/chart Unit 7 – Section B3 (page 77 –

English 6)

- Defining true – false questions

- Filling in the gap

- Answering comprehensive questions

6 Understand some basic principles when conducting listening activities

In order for the listening activity to achieve the desired purpose, theteacher should follow some basic principles when conducting a listeningsession:

6.1 Lead – in

As mentioned above, when the audience is focused, listeners often havethe intention, focus on the listening section, will know what to pay attention towhen listening Therefore, when teaching, the teacher also needs to create

"intentions" for the students to prepare for the next listening through theactivities before hearing such as:

- Introduce the context, the situation

- Suggestive questions, guess what?

- Questions that create curiosity, create excitement about the content of theupcoming article

- Guiding questions, requirements for the necessary content to listen tounderstand

6.2 Listening tasks

Listening activities must be directed through the requirements and tasksprepared by the teacher for the student These requirements may be one or more

of the types of listening exercises listed in section 4

6.3 Listening is divided into three stages: Pre - listening, while - listening and

post - listening

a/ Pre – listening

- Arouse interest

- Set up the context

- Create reasons for listening

- Pre-teach structures, new words

- Introduce briefly the topic, content

- Eliciting, guiding questions

- Predict the text

- Giving expectation

The center of gravity prepares students for listening by asking them totalk about the topic of the listening, asking students to look at the pictures, readthe words, and guess what they are up to Who is going to say? Talk to? Where

is the conversation going?

Teachers may ask students to work in groups to make a rough guess aboutwhat content is going to be heard through the pictures or situations of thelistening There may be things that students say are not exactly what they aregoing to hear, but the problem is that they are excited before they hear,understand the situation and the subject is about to hear Teachers can also helpstudents anticipate difficulties with pronunciation, new vocabulary or structure,background knowledge or knowledge about the culture and country of study

Lastly, the teacher needs to make clear to the students how many times(2-3 times) how many times they will listen and how to answer the questions,choose the pictures or the pictures Listen and do homework (3 or 5 minutes).b/ While – listening

Practice activities during listening are exercises that are performed whilethe students are listening and can be listened to and rehearsed for the exercises

The form of exercise at this stage is to learn, exploit listening content.Depending on the purpose and content of each article, there will be differenttypes of questions and requests, which can be both content and language

Common exercises and tricks at this stage usually have the following form: Findthe word / sentence that says ; Check / tick the correct answer; True – false;Complete the table; Fill in the chart; Make up charts / diagrams; Make a listof ;

Matching; Answer the questions,…

The teacher plays the tape or reads it twice or three times The first time studentsget to know the listening comprehension of the content of the listening, thesecond listening to the correct information to complete the exercise, the thirdlistening and checking the work done

The main goal of listening is to listen to the main content or get detailedinformation and understand the attitude and views of the author The teacherthen needs the students to listen to the whole song so that they can understandthe general idea as well as the composition of the paper and do the exercises,then they can listen to each section to check the results, or listen to difficultsentences to confirm the answer

c/ Post – listening

After listening and doing the listening comprehension exercises, theteacher can continue to perform assignments that require a thoroughunderstanding of the whole lesson; actual contact; transforming knowledge,perception or information, data received through listening, and practicereinforcing key grammatical structures

Forms of exercises can be: Arrange the events in order; Find the

sentence that summarizes the content of the tape; Give the title of the listeningtext; Disscussion questions; Gap filling; Guess the consequenses / results of thestory

Students report to the class or group of results they hear, other students hear andcomment on or correct the assignment Recording, recording the basic content ofthe listening or conducting development activities, expanding the listener is also

a form of activity to help deepen knowledge

6.4 Use visual aids:

In teaching in general and in teaching foreign languages in particular,visual aids often play a very active support role With the foreign language,visualization is used in all activities of the teaching process from introductorystage to the stage of practice, they diversify and diversify various teaching andlearning procedures

Those are my small and light listening devices, they are easy for me totake everywhere to be able to enlighten students at all times, especially when theselecting good students exam is coming soon.

Bluetooth Sony SRS-XB10 loudspeaker and cellphone (picture - appendix 2) When conducting listening activities, the use of illustrations attached will have

a very good support in clarifying the context, suggesting the content is about tohear Images are also a means of checking a student's level of comprehension(eg listening and defining related pictures, listening and arranging pictures insequence, etc.)

Teaching listening for 6th grade students, I usually introduce the topic,situation, content before listening, then use illustrated pictures (pictures aredistributed, teachers draw, students draw, or photo, enlarge the pictures in thetextbook) or draw simple pictures on the board in the listening comprehensionexercises such as: choose the correct picture, match the content of the listener,listen and fill in the name, tables, maps, charts In addition, the use of realobjects, created or available around the world is also exciting to make the lessonmore enjoyable and closer to real life

Besides, I also incorporate listening practice games to help studentsbecome more interested in the subject, they can understand the meaning of shortsentences, capture the main idea in the series, know individual speech patternsand sets of speech sequences, developing auditory memory (listening andmemorizing), and developing an auditory feedback Specifically, some gamesare as follows

+ Simon says (Picture - Appendix 3)

+ Which picture is it ? For example, Unit 6 – Section C2 (page 69 – English 6),

(Picture - Appendix 4)

+ Introduction

+ Right - left

+ Guessing

+ I know his trade

+ Solve logical problems

+ Information

All of these games are taught by foreign language teachers at thepedagogical college Or, if not, refer to "Games in English Classes" by M FSTRONIN translated by Nguyen Van Tam (Youth Publishing House - 1994)