To help the grade 6th students learn the listening skill effectively

YENDINH DISTRICT EDUCATION AND TRAINING DIVISION YEN THAI SECONDARY SCHOOLINITIATIVE AND EXPERIENCE “ To help the grade 6th students learn the listening skill effectively ” Author: Bui T

YENDINH DISTRICT EDUCATION AND TRAINING DIVISION YEN THAI SECONDARY SCHOOL

INITIATIVE AND EXPERIENCE

“ To help the grade 6th students learn the listening

skill effectively ”

Author: Bui Thi Huong.

Working position: Teacher.

Place of work: Yen Thai secondary school

Subject:English

YEN DINH , 2019 PART I : INTRODUCTION

I.The reason for choosing the theme :

Nowadays, English is the most widely spoken language It becomes thenative language of many countries it is the language of communication betweenpeople and people around the world.With the trend of the internationalintegration .Viet Nam is becoming more and more available in allareas.Communication is a powerful tool and a prerequisite

In addition to his mother tongue,VietNamese considers English as a secondlanguage,attaching great importance to English as a core subject at schools

We also see the position of the subjects in the general development of the wholesociety :is a stool that facilities integration into the international and regionalcommunity,access to international information and science and technology.TheEducation and training department sets goals for the English subject: lowersecondary English program aims to develop and develop students with basicknowledge and skills in English and the intellectual qualities needed to continuestudying or to use in production labor

Knowing a foreign language already haf in hand a new communicationtool in addition to the mother tongue From the begginning of my studying

in foreign language , I was taught by teachers that “ Knowing a foreignlanguage is having an extra life”, so far and certainly still its worth I nobring that statemwnt and the knowledge I have learned back to mygenerations of students As teacher of English, I always wish to contribute

a small part of my work to teaching students the basic knowledge theyneed to be the foundation for their learning in the language learningprocess

Teaching and learning good english involves a number of isues, one

of which is the teaching oflistening skills This is an indispensable skill forforeign language learner because it is one of the four practical skills ofEnglish : 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 foreignlanguage , most students liked to study, but gradually the students fed upwith Most of them are

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very weak in listening skill It is difficult for them to understand the content

of a text or conversation After each lesson, it is very difficult for theteacher to check the information they have listened and cheking the oldlesson is not easy Most students do not know how to learn to listen, themost common practice listening is difficult In the classroom , somestudents say that although many of the words in the listening test areknown, but the difficulty is that the speed of English words so fast, theycannot ctch up with because the speaker seem to swallow many wordsand words

So how do you help students - especially those in grade 6 - use theirvolcabulary and grammar to understand effectively? Teaching how to makestuents feel more interested and love the subject after school? How to findsome positive, simple, easy- to-understand, practical ways to ensure thatscience is in place to develop students’ thinking, thinking, and creativity? I

have been deeply involved in the topic of “To help the grade 6 th students learn the listening skill effectively” to present the current teaching and

learning situation as well as to write about their experiences after morethan 15 year-actual teaching

II The aim of research

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

1 Look at the documentation of teaching and learning English

, the teaching techniques 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 that there is a reasonably additional adjustment

III The research ing objects

The research topic focuses on designing listening skill lectures forsome

listening sections in grade 6th of secondary school program, mobilizingstudents’ backgrounf, developing dynamics for student in listening skill,designinf lessons at each stage to be able to

apply the appropriate teaching techniques to the circumstances of eachclassroom , each object type so that they can listen effectively.

IV The purpose of topic

With researching this experience initiative successfully, it will helpteachers get the following experiences:

1 Using appropriately and exploiting effectively the teaching listening techniques

2 Finding out the way to boost the students so that they have

motivation to learn listening skills

3 Accumulating the methods when con ducting an effective listening lesson

V The methodology of research

It is not easy to use fluently in a foreign language, but it is not difficult

to study because, to a certain extent, learning a foreign language ingeneral and learning English in particular is not the same It is too difficult if

we have good methods and means, especially when we know how tocombine the methods together and make good use of the means

The teaching of innovative methods as today focuses much on thecreative initiative of students Most of the time communication is when theythnk actively practice English In order to have a good class , studentsmust prepare homework In addition, to learn a good hour they need tohear a lot

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It is the same as the reasons stated above that the purpose ofteaching and learning English also has a great change , it is not just

“learning to learn” again, but learn to think, depth Not only is it intended toachieve grammatical meaning nut also to gain and develop the languageskill

Understanding the nature of communication and being able tocommuniate when necessary is what we reach LISTEING is considered to

be a receptive skill , but listening is often more difficult than readingbecause verbal cues that are heard are words that have very differentcharacteristics than writing

II Practice facility :

The majority of students in Yen Thai commune are children in ruralareas so the conditions of study are not good, the time is limited, theEnglish communication environment is limited, there is less opportunity topractice listening In addition, they have not really studied hard, have notmemorized words, are not actively working on sound, slow learning,flexibility, creativity is not high, documents for reference also depends onfamily economics, from which the investment in learning limited listeningskills In addition, English is a difficult subject, a lot of knowledge, little time

to study, and in the process of listening the children are not in control ofwhat they listen, fast read/spoken words, unfamiliar The list includes newwords, stress, intonation, and students can hardly understand the content

III Advantages and disadvantages at Yen Thai secondary school when this innovation is applied:

2019, listening section is one of the compulsory exams in the contest forexcellent students As a result, the students are conscious and motivatedfrom the outset

2 Aisadvantages:

- The facilities of my school are upgrading to meet educationalinnovative requirement However, they do not satisfy the needs ofnowadays teaching and learning: degraded classroom, poor electricalsystem, furniture, lighting, fans, sockets, … effect the quality of teachingand learning, cause students to fatigue, depress,…

- The poor-quality infrastructure is one of the reasons why the schoolcan not attract students Most of good students have moved to otherschools having better condition The rest students are still some who arenot proficient in reading and writing, lack of awareness and patience inlearning, not keep up with new methods of learning, confusion in acquiringand qpplying knowledge into practical skills

3 Specific investigation:

In the process of teaching, with the sence of both reseaching students’learning situation feature and carrying out to learn from experience, fromthe beginning of the school year, I have driven myself specific plans andmethods in order to actively in vestigate the students’ learning situation inthe class I directly teach The specific survey results are:

Table 1 : General information aout students paryicipating in the survey :

IV Proposed solutions :

1 Understand the concept of teaching listening skills Listening is the

most complex linguistic activity, integrating

the components of receptive learning and linguistic knowledge Listening isone of the main purposes of teaching foreign languages

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When saying, the ideas are not arranged in the same order as theyare weitten; or often repeated, there are more words, from the buffer, notgrammar I can speak, say, turn off, hesitant… When reading can readover and over repeated text while listening to others ay only one time.Therefore teachers also need specific strategies for listening activities.

* listening includes two levels:

1.1 Level 1 – Identify or distinguigh:

That is the recognition of sounds, words, and phrases in theirstructural relationships Only when this capability becomes automated canlisteners reproduce, respond, and respond to what is heard in thesequence

1.2 Level 2 – Optional:

The listener draws useful elements to understand the speaker At firsthear the sentence, short words, simple, later understand the longersentences

2 Research on listening activities:

2.1 Listening 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, television, … But still be able to carry out anotherjob

- Listening : There are intentional listening activities, such as listening

to information on the radio, television, listening to instructions, instructions,explanation, listening to the song, etc In this case, listeners often knowwhat they want to hear This help the listeners to focus on the right content,

so it is often more 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 what happened before

- Knowledge, knowledge that the children get together with the

speaker

- Understanding, acknowledging attitudes, personal interest of the speaker

- Understanding of context and culture in communication

- The understanding of non-verbal cues such as speech speed,

pause, gesture, facial expressions

3 Carry out listening techniques:

- Listening and note-talking

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 ,teachers can use the following measures:

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

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- Ask questions to help students predict what they will listen

to

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

- Ask 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 detail, etc

4.2 Predicting predictability:

One of the skills required when listening is the abilityto guess what isgoing to be heard Therefore, when students practice listening, teachersshould have students guess what is coming up in the certain context Thiscan be done with story board or conversation For example, when listening

to the conversation, the teacher may syop after a character’s speech in theconversation and ask the students how the character will respond How will

it happen? Do you agree or not? When

students listen to the story, the teacher may use the same technique,pause in appropriate sections, and ask questions such as: What willhappen next? Why did X do that? Why is the story so evolving? Is theoutcome the same? before going the next story

For example, Unit 3 - section C1 (page38 - English 6), the teacher

asks the students to close their books when listening, may stop at somepoint for the students to guess

This is my family (Where are they?) We were in our living room (Howmany people are there in her family?) There are 4 people in my family: myfather, my mother, my brother and me This is my father (How old is he?)

He is 40 (What does he do?) He is a teacher This is my mother (How old

is she?) She is 35 (What does she do?) she is a teacher…

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

This is the same procedure used for reading comprehension: Beforelistening/ reading, the teacher sugests what students know about thecontent of the problem they will hear/ read, what is not

clear, what is not Then listen and contact the known knowledge with thecontent to hear.

For example, Unit 15 – section C3 (page165 – English 6), the teacher

asks the students to close their books and asks them about the rivers andmoutains in Viet Nam and in the world: Which is the longest river/ thehighest mountain in Viet Nam/ in the world? Then ask the questions orask the students 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 on the 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 or form fill in the table

For example, Unit 14 section A4(page142 – English 6), the teacher

asks the students to close their books and then complete the notes

4.5 Listening for gistfor main idears

In many cases students neeed to be trained to understand themain idears overhead of the post without regard to detail

For example, Unit 11 - section A2 (page116 - English 6), the teacher

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

4.6 Listen to carry out the next communication activities:

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

the next communication activity 10

For example, Unit 4 - section A1 (page 44 - English 6), the teacher

asks the students to close their books, listen to the tape , then completethe table

5 Practice a variety of types of listeing comprehension exercises

- Listening exercises can take many forms The common exercises are:

Matching Unit 10 – Section A5 (page106 – English 6), Section B5(page111 - English 6), Unit 10 – Section A3 (page117 – English 6), Unit 12– Section B4 (page128 – English 6), Section C5 (page132 – English 6),Unit 14 – Section B6 (page145 – English 6), Unit 16 – Section A3 (page167– English 6)

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

– Section C2 (page69 – English 6), Unit 7 – Section A5 (page75 – English6), Unit 9 – Section A4 (page98 – English 6), Section B5 (page102 –English 6)

- Listen and number For example, Unit 8 – Section A4 (page84 –

English 6), (picture-appendix 1), Section C4 (page91 – English 6), Unit 11– Section B4 (page120 – English 6)

- Listen and write For example, Unit 6 – Section A4 (page64

– English 6), Section B3 (page67 – English 6), Unit 7 – Section C3