Some ways to practise listening skill for pupils in calass 3b and 3d of quang chau primary shool in sam son city

From the reality of teaching English for pupils at Quang Chau PrimarySchool for many years, I have realized that Listening skill is still considered asone of the most difficult skills fo

From the reality of teaching English for pupils at Quang Chau PrimarySchool for many years, I have realized that Listening skill is still considered asone of the most difficult skills for English language learners although they havebeen learning English for a few years Most pupils have problems in listeningbecause they still could not complete the basic listening skills in tests.Furthermore, most of them considered that listening classes are challenging forthem due to some problems and difficulties during the teaching and learningactivities Besides that, there were five factors influenced pupils’ listening skill:lack of practice, limited vocabulary mastery, native speaker’s accent,pronunciation and uninteresting learning materials

Any languages when communicating we need to have a certain vocabularyfor expressing presentation On the other hand, with elementary age pupilsacquire a deeper essence of language is too difficult We just ask them tounderstand and know “the English” is what? English words means what inVietnamese meaning? In addition, pupils also ought to learn the skills well:Listening - Speaking - Reading - Writing In the four skills, Listening skill is one

of the most difficult for pupils who are learning English.To hear and tounderstand the language which is not their native language is not easy at all, sopupils must also follow the inquirements of all listening tasks.This skill isconsidered to be difficult because pupils always have pressure for notunderstanding every word in the listening content

This is also the reason I think and choose this topic for the purpose ofgiving the ways to help pupils, especially the pupils in grade 3 are no longerafraid of learning the periods which have the listening tasks, even more they canlisten more effectively

1.2 The purpose of researching this topic

English is a language that is used in many countries around the world.This

is a period of intergration, communicate with foreign friends so to know andunderstand this language is extremely important.The purpose of this topic is tocontribute to improve the quality of teaching and learning English, helps pupilslearn better four skills in English in general and in particular listening skill.Listening well, understanding English will help pupils feel interested in studyingand learning better Also listening well will help pupils use this languagecompetently, help them confident in communicating with international friends

Moreover, the purpose of research of this topic also help improve my ownpedagogical After a period of teaching in a primary school and learning fromfriends and colleagues, I found that my pupils are often afraid of listening andachieve weaknesses a lot when they do listening tests So I’ve done a number ofways to help pupils learn how to listen better.

1.3 Object of researching of this topic.

This research aims to investigate the real state of teaching and learninglistening skill of English in Class 3B and 3D of Quang Chau primary School andsuggest solutions to practise listening skill for pupils to learn English better

1.4 The methods of researching this topic

The study used mixed methods to find answers to the two questions Toolsfor data collection in this study were questionnaire, interview (face-to-face)

1.5 The new points of experimental initiative

There are plenty of documentaries that mentioned about applying somelanguage games in teaching English Nevertheless, I am the first teacher who doresearch about applying speacial solutions that are suitable for teaching andlearning English at school that I have been teaching

This experimental initiative is not similar to the content of the solutions hasnot applied in the lessons yet as well as has not regulated into the obligatorymethods yet

2 Content

2.1 Theoretical basics

This is a narrow issue, with the aim to promote positive, creative abilities

of pupils, to creative the ability to identify and solve problems for pupils, helppupils who are the subjects work actively, creative initiative strong incommunication and have a good usage of foreign language in reading andsearching

To research the subject, I refer to the actual process of teaching myselfand colleagues In addition, I also rely on a number of specialized materialssuch as: English Book 3, Teacher’s Book, Work Book and Teach YoungLearners English…

2.2 Real state

Through the teaching of English in primary school I noticed a commonreality is that most pupils have not realized the importance of learning English.There are many pupils neglect, snobbery of English in primary schools so duringlearning they still have not concentrated on learning to reach a high result

One of the common difficult realities is that the level of pupils islimited but duration for this course is too short In addition specific class inViet Nam is generally over crowded pupils so they focus on training andpractising are limited.

Although the textbooks are very mordern in structure, thematic lessons,close to daily life with the aim of monitoring the needs of pupils’ interest, butthrough the lectures and contact with pupils I always think how to teach andlearn more effectively, more creativity for pupils who can both understand and

be excited, lessons are taught more quality in depth A lesson is divided intoseveral periods, intergrated instruction in vocabulary, grammar and practice in aperiod with forty minutes duration But here I only mention one particularteaching listening in one period as appropriate to each object with pupils andteachers also easy to implement

I have made a survey with pupils in class 3B and 3D by doing a test in themiddle first term in fifteen minutes to survey and classify the pupils before Iapplying the techniques and procedures to teach listening

Question 3: Listen and write a word There is an example

1 A: (0) Hello I’m Mai

B: Hi, Mai I’m Nam

2 A: Is (1) Tom?

B: No, it isn’t It’s ( 2 ) _

3 A: Who’s that?

B: It’s (3)

4 A: How old are you?

B: I’m(4) years old

B Transcrips

Transcrips for question 1: Listen and number.

Example: 0 This is a tiger

B: No, it isn’t It’s Mai

Transcrips for question 2: Listen and tick.

Example: This is my school

1 Linda: How old is Mai?

Peter: She’s eight years old

2 Tom: Is that your friend?

Mai: Yes, he’s Tony

3 Mary: Is Linda your friend?

Mai: Yes, she is

4 Hello I’m Nam

Transcrips for question 3: Listen and write a word

1 A: (0) Hello I’m Mai

B: Hi, Mai I’m Nam

2 A: Is (1) that Tom?

B: No, it isn’t It’s (2)Peter

3 A: Who’s that?

B: It’s (3) Linda

4 A: How old are you?

B: I’m(4) eight years old

And here are the results I obtained:

The following chart will show the result:

Class The numbers

of students

Excellent (A)

Good (B)

Average (C)

Weak (D)

According to the survey result, I have classified the pupils and immediatelyapplied the methods and experiences which I accumulated over the years toimprove the teaching and learning quality

- Pupils have to know exactly what to do

- Pupils should be able to determine that they do not need to hear all thewords in the listening test

2 The next important step is the teacher should encourage pupils to predict what they are prepared to listen

- Teachers should introduce the topics by using situation/ content of thelessons

- This activity will help pupils to predict the content of the answers

- Teachers can help pupils by:

+ Asking some questions related to the subject of listening test

+ Using pictures to remind pupils to guess the answers, even before theyhear the listening content

3 While listening, pupils should focus on listening to understand the

information from the listening test

Teacher should give a chance for them to listen again regularly, especiallyfor those who do not have the ability to perform task previously heard (have notlistened and understood all to complete assigned task)

4 Finally when students finish listening exercises, teachers should check listening comprehension by asking students to answer questions

NOTE THAT:

- Teachers should not force pupils to answer individually when they are not ready

- Teachers should ensure that an answer is right or wrong needs to bechecked by aking pupils to listen to the tape again

- Teachers list all the pupils’ answers on the board, then play the recordingfor pupils to listen again to choose the correct answer

- Even if all pupils answer correctly the questions, teachers still shouldencourage them to listen to the entire test to check their answers

B Some techniques to help pupils in the process of listening test

1 Teachers should guide the principles of listening test

- Pupils do not know how to listen, of course they need to be guided to know

- Many pupils can not concentrate on what the speaker is saying, they areeasy to “interference” by other things happening around

- Pupils do not know that when they focus on listening they must separatefrom the surrounding confounders

- Teachers need have specific instructions (presented, listed on a large-sizedpaper) the main principles of active listening

- The essentials for good listening:

+ Looking directly into speaker while listening

+ Try to keep quiet

+ Focus on what the speaker is saying

+ Think about what the speaker is saying

+ Make questions when you don’t understand

+ Respect and appreciation of what the speaker has to say

- Every time, the pupils should focus on a principle Discuss what does thatprinciple mean and why it is important

- Applying that principle right to practise in pairs (For example: “work inpairs to ask your partner what is he/ she doing?” and report the result before theclass after the survey)

2 Teachers try to model as a good listener

3 Organizing listening games

4 Teachers read for pupils to listen

- Teachers avoid reading directly from the textbook have the picturesillustrated Pupils should have an opportunity to “imagine about these pictures

by themselves” while they listen to a poem or a story

- Teachers begin with a poem/ prope piece, then talk about the “pictures” tohelp pupils understand more clearly about the content they’ve heard.

5 Using tape/ CD

- Using tapes/ CDs need to be in multiple different voices

- Sometimes note before for pupils know that they will not be listened tothe tape again (listen only once)

- If pupils know they listen to the tape many times, they will not listencarefully from the beginning

C Developing listening skill for pupils (in conjunction with speaking skill)

1 Organizing for pupils to participate in daily conversation.

2 When reading aloud for pupils to listen, teachers should encourage pupils

- Guess what is going to happen in the story which they are going to listen

- Listen and comment about the story they’ve heard

- Contact the content of the story they’ve heard with personal experience

3 Organizing games to help pupils focus attention to the important part while listening carefully For example

- Head down and close eyes

- Listen carefully

- Do you hear the lawn mower outside?

- Do you hear dripping faucet?

- Do you still hear other noise?

4 Consolidating and strengthening pupils’ listening and speaking skills through daily activities

5 Teachers should take advantages of every opportunity for pupils to

practise listening and speaking in conjunction with the guidance of teachers

D Some ways of teaching listening in textbook English 3

LESSON 1: PART 4: LISTEN AND TICK

LESSON 2: PART 4: LISTEN AND NUMBER OR LISTEN AND WRITE LESSON 3: PART 2: LISTEN AND WRITE

- In essence, the target of teaching these three parts are the same: All theparts train and develop listening skill for pupils

- The differences among the three lessons are: length requirement and thelevel (degree of difficult of the listening content) there is a difference:

+ The listening task in Lesson 1 Listen and Tick have the short content,

the sentences are usually simple (3 or 4 questions), seperately, to test the ability

to listen and reccognize vocabulary they have learned in the previous lesson.This task is a simple form, usually used and easy for pupils to understand and it

is effective in the teaching process

+ The listening task in Lesson 2 Listen and Number or Listen and Write

have content longer (at least 4 sentences), the questions in this task are mountedforming the small context and communicative This type of exercise is moredifficult because it is used to test about vocabulary, this task is also examine thesentence structures and the content of the topic Furthermore, all pupils mustlisten to the whole task, understand the task follow the logic, finally they couldprovide the answers (numbered 1- 2- 3 - 4) Or write the correct words tocomplete the sentences.Example: Unit 4- Lesson 2- Grade 3

+ The listening task in lesson 3 Listen and write have only two sentences.

This section helps pupils practise the phonics they have learnt through adictation task Pupils listen and fill the gaps

1 The process of teaching for two lessons

“LESSON 1: Part 4 LISTEN AND TICK

LESSON 2: Part 4 LISTEN AND NUMBER”

- Specify task (ask students what going to do)

- Introduce the theme, situations of the listening task

+ Take pictures, photos, from the textbook which are enlarge

+ Use simple English for presentation and introduction

+ Suggestive questions should be raised, leading to pupils self-evaluationand comment (based on personal knowledge of them)

+ Individual pupil guesses the answer (the answer is right or wrong doesnot matter because the purpose of this work is to interest the initiative for pupilsbefore listening)

- Play the tape twice:

+ The first time: Listen to encompass and understand the content of theentire article

+ The second time: Pupils not only have to listen but also to selectinformation to answer follow specific requirements (listening and marked orlistening and numbered in the picture is saying)

- Individual pupil compares the result with the predictions of their answersbefore listening and then reports the results of his or her work to the class.Another pupil commented (pupils can discuss and compare individualassignment in pairs)

- Teachers have pupils listen the third time to check the result (to confirmthe answer why it is right or wrong) Pupils can listen to the sentences or theparagraphs that relate to the questions.

- After listening: Ask pupils to look at the pictures and repeat the listeningcontent The purpose of this activity is just to check out the comprehension ofthe test, just reinforce the knowledge of language they’ve learnt

NOTE: Pupils can relate the topic of the listening task to their own reality.

Some techniques can be used in this stage such as:

Set the scene: You are going to listen to the dialogues between Mai and

Nam about the weather in the pictures Look at the pictures in the book and Canyou guess the number of the pictures and then compare with your partners?

Some techniques can be used in this stage such as:

+ Check the correct answer

+ Answering comprehension questions

I proceed the following:

Teacher plays the record for pupils to listen twice and do the task, then asksthem to check their predictions with the answers

1 a b 2 a b