Effective strategies of improving students listening english listening skill in the grade 10 and 11 at ha trung high school

Purpose of teaching listening skills The purpose of teaching a Foreign Language here in English is not only toprovide students with knowledge of vocabulary, grammar or pronunciation but

EDUCATION AND TRAINING DEPARTMENT OF THANH HOA

HA TRUNG HIGH SCHOOL

Full name: Mai Thị Xuan

Position: Leader of foreign language group

Subject: English.

1.1 The reason for choosing the topic

1.2 The purpose of research

1.3 Study subjects

1.4 Research Methodology

1 1 1 1 1

2

2 Contents of the initiative experience

2.1 Rationale of the initiative experience

2.2 Situation of the problem before applying the initiative experience

2.3 The solutions were used to solve the problem.

2.4 Results after applying the initiative

334

612

1 Introduction 1.1 The reason for choosing the topic.

As we know, the trend of international integration is a matter of concern for theParty and the Government One of the effective means of internationalintegration process is the use of English

Today, English has affirmed its important role in socio-economic life.Therefore, promoting the quality of teaching and learning English in schools is

at the forefront of the Party, the State and the entire Education sector Englishhas been included in the mainstream curriculum by the Ministry of Educationright from the primary level

Learning English is simply learning a language, but the learning process is noteasy This is a process of acquiring and mastering the language, not only inschool but also in work and daily life Due to the nature of integration besidesthe skills: reading, speaking, writing, listening skills are considered veryimportant But it is also a skill that most teachers and students find very difficult.Although at present, the Ministry of Education and Training has introducedlistening skills right from grade 3 (the pilot program of the Ministry ofEducation), listening skills are still difficult for both teachers and students

As a teacher directly teaching English, I was very concerned about the situation

By studying this topic, I hope it will partly help to teach listening skills moreeffectively, students learn more actively, be more active and more interested.And above all, after students complete, they can communicate directly withforeigners, or at least teachers and classmates in English This is also the reason

I chose the topic: "Some methods of teaching listening skills are effective forhigh school students"

1.2 The purpose of research.

Helping students at Ha Trung High school learn English better through thelistening learning skills

- Observation method: Reading documents, conducting class visits of colleagues

- Methods of exchanging and discussing: After reading the documents,participating in colleagues' hours and inviting colleagues to attend the hours, Iexchanged discussions and learned experiences for the lesson.

- Experimental method: I conduct experiments in different classes with differentcontents and topics

- Survey methodology: After applying the new method in a number of differentgrades, I conduct students' polls by distributing the questionnaire to the students

to understand, catch students' ability to comprehend lesson content as well asstudents' attitude about my new method

2 Contents of the initiative experience 2.1 Rationale of the initiative experience

2.1.1 Purpose of teaching listening skills

The purpose of teaching a Foreign Language (here in English) is not only toprovide students with knowledge of vocabulary, grammar or pronunciation butthe ultimate goal is that students gain the ability to communicate in English Themost common communication skill in life and at work is the listening skill, but it

is not easy to achieve This is a process of training, serious and regular learning

in a foreign language environment In addition to studying in the classroom,students can practice listening skills through various forms and methods such aslistening to music, watching movies, playing games in English on the radio or

on television

In fact, in order to achieve listening skill, students cannot separate other skillssuch as Reading, Speaking and Writing Therefore, Listening skill is even moredifficult if the learner does not know the vocabulary, grammatical structure orvocabulary pronunciation

In fact, in order to achieve listening skill, students cannot ignore other skillssuch as reading, speaking and writing Therefore, listening skill is even moredifficult if the learner does not know the vocabulary, grammatical structure orvocabulary pronunciation

2.1.2 Basic factors directly impacting the effectiveness of listening class.

The Students:

In the correlation between teaching method and learning method: Teachers arethe organizers, who control students to dominate knowledge by their ownmanipulations, intellectual actions under the guide of teachers Thus, studentsmust play a subjective role in the lesson, must be the one who activelyparticipates effectively in the lesson In order that the lesson is effective,students must be ready, prepared and proactive in studying the topic In addition,

it is ncessary for the students to gain vital skills in listening comprehension inEnglish

The teachers

With a new and positive teaching method,the teachers play a leading andguiding role for students to be active in the lessons Although students are thesubject, the teacher's guiding role is very important The person who directs andleads a lesson must know how to choose the appropriate teaching method,organize and control the lesson sciencifically, use the teaching equipment andtools proficiently, be able to engage students in their teaching activities

Listening Techniques

Listening methods and techniques are considered as an important basis forteachers and students in the process of teaching and learning listening skills.Each lesson, topic, and subject matter of the student will have different methods,

so choosing the listening technique is an extremely important step, deciding thequality of the lesson

Teaching aids and devices in service of teaching listening:

The equipment needed for the subject:

- CD cassette transceivers

- Recorder for reading and listening to textbooks

- Pictures illustrating lesson content in textbooks

- Self-created pictures of teacher supplies

The use of picture equipment to support the teaching of foreign languages ingeneral and English in particular is considered a means of expressing a majorpart of the textbooks In all lessons of the new textbook program, the content ofthe listening text is recorded in cassettes In order to perform these listeningexercises well, the learners must hear the lesson contents in the tape Moreover,teaching equipment is also an active means in innovating teaching methods,motivating students and stimulating learning

2.2 Situation of the problem before applying the initiative experience.

2.2.1 Advantages

Although there are objective and subjective conditions that directly affect theteaching process, we have overcome the difficulties ahead, gradually improvingthe quality of English listening classes to meet the purpose of the new textbookprogram

For teachers:

Initially, approach using relatively good specific teaching techniques listening techniques

Be used to and active in how to organize a listening lesson

- Coordinate quite flexibly the teaching techniques

- Create many teaching aids in accordance with the content of lessons, so manylistening lessons become lively, charismatic and highly effective

- Use modern teaching equipment to serve the listening process: cassette tapes,video players, light

For students :

- Students have become familiar with listening subjects

- Many students have heard and recognized the spoken and spoken voices ofnative speakers.

- The majority of students can listen to listening materials with simple content,moderately carrying out the requirements and exercises of teachers after the 3rdlistening

- Some students have formed skills and techniques in learning

2.2.2 Disadvantages:

For teachers:

There are still a number of teachers who have certain difficulties in performinglistening exercises and techniques, in choosing techniques that are suitable foreach lesson period, each stage of the lesson, using or not yet proficient inteaching aids for listening lessons (radio cassette, disc radio, illustrations )

For students:

- The motivation for listening comprehension in English is limited

- Many children have few opportunities to listen and have limited access to massmedia through which they can listen to English

- Some children are still afraid to listen and speak in English and are afraid ofmaking mistakes

- The subject of listening comprehension is new to them, especially students oflower secondary classes in mountainous communes of the district

- Students are not familiar with the speed of reading and speaking in Englishtapes

Means and teaching aids:

- Teaching aids for teaching are too few, even some lessons are missing:pictures, photos, tapes, radio stations

- The tape quality is not good, the voice is still unclear and the noise is toomuch

2.3 The solutions were used to solve the problem.

2.3.1 Plan a listening lesson:

For teachers:

In order for a class to listen well, the teacher should perform the following steps:

- Studying the periods of lesson contents from textbooks and teachers' books:textbooks and textbooks are an important basis for teachers to plan their ownlessons for the lesson The careful study of textbooks and textbooks will helpteachers organize and control the lesson in listening to the right focus and focus;Time allocation for steps, activities scientifically

- Research the purpose of the lesson:

In order for a class to listen well, the teacher should perform the following steps:

- Studying the periods of lesson contents from textbooks and teachers' books:textbooks and textbooks are an important basis for teachers to plan their ownlessons for the lesson The careful study of textbooks and textbooks will helpteachers organize and control the lesson in listening to the right focus and focus;Time allocation for steps, activities scientifically

Research the purpose of the lesson:

The purpose and requirements of the lesson period are the goals that bothteachers and students need to achieve after the lesson period For listeningclasses, the purpose of the lesson is usually to help students practice and developskills: listening, speaking, reading, writing ( listening skills are essential), afterthe listening section, students understand the main content of the listening lessonand perform some language requirements or exercises

Select and coordinate listening teaching techniques flexibly and appropriately:The selection of listening teaching techniques must be determined on the basis

of the content of the lesson, characteristics and competence of the class and thestages in the listening teaching process include 3 stages: Pre-Listening, While-listening, and Post-listening practice In each stage, there are specific listeningteaching techniques that are appropriate for each of them

Use of teaching facilities and supplies for listening lessons:

* Using cassette player:

+ Before performing teaching, need to prepare good machine, clear tape andbackup battery when power is lost

+ Must ensure safety when operating

+ Absolutely not let students use without their own guidance

+ Considering the necessity, efficiency, specific time for each stage

* Use illustrations:

+ Pictures in the textbook:

One of the strengths of the textbooks compiled under the new program is thatthere are many illustrations Making the most of pictures in textbooks to helpstudents understand new lessons is the need to focus on all the lessons

+ Illustrations: (create or buy) to introduce and practice a new lesson isrequired It does not require illustrations to ensure high aesthetics, but musthave a close practical connection with the lesson content If there is nocondition to buy, you can enlarge the illustration in the textbook

- Need to make a logical, scientific lesson plan

Teachers need to clearly plan the teachers' activities, the students' activities, thetime for activities, the requirements of each exercise, and the students' answeroptions

- Exchanging and discussing teaching plans

The effectiveness of listening lessons will be improved if the teaching plandiscussed with colleagues before teaching this practice will not only bringpositive results for the listening class but also other skills will be effective so

For students:

The teacher asks students to prepare well for the next class by:

- Make a system of suggestive questions about the lesson that you are about tolearn so that students have time to think, study materials

- Ask students to perform a number of exercises related to the content of thelistening lesson, but for other skill lessons, the results are the same

- Encourage and encourage students to be confident, proactive and creative inraising issues and questions related to the content of the lesson

2.3.2 Make good on the listening process

For a grammar lesson or vocabulary, usually in the course of the lesson periodthere are 3 stages: Presentation - Practie - Production The process of a listeninglesson must also go through 3 stages: Pre - Listening, While - Listening, andPost - Listening This teaching process not only helps students understand thelesson but also helps them to use listening skills in real communication Theprerequisite, however, is that the teacher needs to clearly identify the requiredpurpose for each specific listening lesson so that he or she can guide students toperform their tasks in the next stages

Pre - Listening: (about 10 - minutes)

(True / Frediction, Open Prediction, Ordering, Pre- Questions)

A stage that helps students discover, think about a topic or situation beforelistening.

- Teachers should be able to prepare students to do the listening exercises byleading a prompt about the topic, asking students to observe the pictures, readingwords and guessing what topics they are going to listen to, who who is going totell

- The teacher might ask the students, in groups, to make a rough guess aboutwhat they are going to hear through pictures or listening situations They maysay it is not exactly what they are about to hear but the problem is that youinterested in before you hear

- Teachers help children to anticipate difficulties that may be encountered interms of pronunciation or new structure, background knowledge

- Finally, the teacher will clearly tell them how many times they will be listeningand guide the task requirements when listening (choose right, wrong, answerquestions )

While - Listening: (about 20 - minutes)

(Selecting, Deliberate Mistakes, Grids, Listen and Draw, ComprehensionQuestions)

This is the period in which students have the opportunity to practice At thisstage the teacher sets out the types of exercises that require students to do.Students can make mistakes at this stage, so the attention teacher needs tocorrect students' mistakes and make the right answers

The teacher plays the tape or reads the listening text 2 to 3 times (if the content

is difficult for them to listen to 4 times) First, help students get familiar withlistening comprehension comprehension content (pendown), the second timelisten to the correct information to complete the exercise, the third time listenand check the exercises you have done The main goal of listeningcomprehension is that students listen to the main content or get detailedinformation and understand attitudes of the author So the teacher lets thestudents listen to the whole song so that they can understand the general idea aswell as the layout of the lesson and do the exercises, and then can listen to eachparagraph again to grasp the results or listen back to difficult areas to confirm.answer Students should be limited to listening to each sentence, or every wordbecause doing so will make the learner habitually understand the meaning ofeach word when listening

Pay special attention to this period because my students are rural children,

do not have the opportunity to study such as buying radio, turntable, disc,