Method to teach english listening skill effectively for students in grade 4 in dinh hai primary school

However, in practical English skills forged for students, teachers confronted with many difficulties, especially listening skill forged.. Most students do not know how to learn listening

CONTENTS page

A INTRODUCTION

3.1 Flexible use good techniques in listening skill 5

3.2 Combining practice listening to other technical groups 9

APPENDIX

A INTRODUCTION

1 Reasons for research

Nowadays the trend of international integration in many areas including the field of education has brought English up a very important position English

as a means of communication is the key to the treasure of humanity On the other hand, the wide application of information technology has made learning English become urgent and indispensable So learning English of Elementary School students is particularly concerned by students, parents, all the teachers of education in our country English has become one of the main subjects in the curriculum of students

Learning and use of English require a diligent process of creative practice

of both learners and teachers Especially in the situation of education reform as currently, teaching English in view of communication methods is widely supported According to this method, students have many opportunities to communicate, to practise language and to participate in practical situations: Learning coupled with practising

Primary level English program has been implemented in all regions across the country Innovation prominent feature of the content of this program is to provide maximum opportunities for students to practise four skills of listening, speaking, reading and writing on the topics and situations, communication content related to environment living at home and abroad The change in facilitating the teaching and learning of English in secondary schools becomes teaching living language instead of teaching words as many years ago However,

in practical English skills forged for students, teachers confronted with many difficulties, especially listening skill forged Through my school in the rural areas, when students started to learn foreign languages, most of them were very interested in English, but eventually they fell tired of it Most of them are very bad at listening skill It's difficult for them to understand the content of an essay

or dialogue they hear After each listening lesson, the teacher meets difficulty checking information that students had heard and checking old lesson often not easy

Facing with that situation as a direct teacher to teach English for students

in grade 4, who was exposed to the English language through grade 3, I myself always think of how to help students master, listen comprehension and maturely manipulate information During both teaching and observing the students, I found the discipline and listening skill of the students having a lot of problems Most students do not know how to learn listening skill effectively, students often find most difficult while they pracise listening or doing listening tests In the classroom, students often say that although there are many words in the test they know but they can not hear out I always ask myself "How to help students to use vocabularies and grammatical structures itself to effective listening" Therefore, in the teaching process, I find a number of methods for positive, simple, easy to understand practical ensure science to develop thinking ability, speculation and creativity of students With my little experience I boldly go into

a topic "Method to teach English listening skill effectively for students in grade 4 in Dinh Hai Primary School".

2 Research purpose

Learning English requires learners to practice the 4 skills: listening-speaking-reading-writing The ultimate goal of learning a language is to communicate fluently with everyone I wrote this topic based on the status of the study English at my school now The aim of this research is to help students learn English more excitedly in order to remove the difficulties that they have encountered for a long time I hope my initiative will help my school eager to learn English subject more and become successful learners

3 Subjects of research

Students of class 4A, 4B at Dinh Hai Primary School

4 Research methodology

With this topic I have applied the following methodology:

+Studying the textbook program, instruction

manuals +Observe students

+Interview students

+Check and compare learning outcomes of students

+Discussing with experienced colleagues in professional meetings

B PROBLEM SOLVING

1 Theoretical basis

English, one of the foreign languages, has been being learned by many Vietnamese people for communicating, learning and research Currently, because of new method in learning and teaching, students have more favorable exposure to the English language Students have the opportunity to communicate with people in English and easy to apply in life Prominent feature of the innovation agenda for new textbooks is maximum opportunity for students to practice 4 skills In that, listening skill is one of the focused skills development

in the new methods of teaching foreign languages Listening is important because students can not communicate with words without understanding what

is heard

2 Really state of affairs

a Current status of the school.

Dinh Hai Primary School is located near the central of Yen Dinh district The school has a teaching staff who are young, fit, enthusiastic, capable of teaching and always love their job Qualifications and standards are on 100 %

In the field of education, my school is always interested, focused on teaching and learning, always enabling teachers and students to fulfill the duties and assigned targets And the school has always received the active support of the local government so many years, the school was rewarded as the advanced

education The total number of classes and students are overcrowded, but narrow campus, not enough playing and learning space for students, infrastructure is poor Visual media, pictures, furniture for teaching and learning English are lacking

b About students and parents.

Due to a commune in the rural areas, people live mainly on planting rice but because of over population, their living standard is low and strenuous The majority of parents work far from their houses so their sons and daughters, who live with their grandparents, are lack of their parents’ attention Adding to that, learning self-discipline of students is poor Everyday communication skills of maritime students compared with students in urban areas is limited Therefore, learning and communication in English, a second language of the children are more difficult Pronunciation of their native language also leads to more errors

in listening, teaching English and make English more difficult Most of them are very timid, shy, yet bold communication, language delay thinking leads to low self-esteem, inferiority

c For teacher

Being a teacher for many years teaching English in primary schools by the method of innovation, I myself noticed one thing: Most students in Dinh Hai primary school, grade 4 in particular and our elementary students generally can not determine approach language learning (foreign language) The use of English is limited in their lives, they do not dare to speak, communicate with friends in English Moreover, in the learning process, students are weak at listening skill, it is difficult to hear To listen effectively, students must be trained and practised listening more to get used to the syllables, intonation of language, understand the meaning of information reflected in the pronunciation, word stress and sentence intonation

The innovation of teaching methods pay much attention to thoughtful, proactive practices of students in English But most of the children here do not have good conditions to learn English listening skill, time for learning is limited, the reference document depends on the family economy, from which the investment for learning listening skill is limited, too

In addition, English is a difficult subject, the knowledge is difficult but less study time, and in the listening process they do not control what they will be listened Words in tape are too fast, not familiar A lot of new words, word stress, sentence stress, intonation are very different and difficult for students to understand the content On the other hand because they are in the rural area, English communication environment is limited So they have little chance to practise listening

The question is how we overcome these weaknesses in order to contribute

to improve the learning quality of listening skill, help students communicate more confident in using English as a second language, proficient in words,

sentences, especially for students in as grade 4 students in Dinh Hai Primary School

By the time of the new school year, to understand the situation, learning ability, listening skill of students grade 4, who were experimentally study English in Grade 3, I design a test to check my students’ listening skill

Question 1: Listen and tick

3.

4.

a b c

5.

Question 2 Listen and number

* The content of the conversation in the tape script (question 1)

1 Nam: Good afternoon Miss Hien

Miss Hien: Hi, Nam How are your?

Nam: I’m fine, thanks

2.Akiko: Where are you from, Linda?

Linda: I’m from England

3 Boy: how old are you?

Girl: I am ten years old

Boy: What can you do?

Girl: I can skate

4.Girl: When’s your birthday?

Boy: It’s on the first of September

5 Boy: Who’s that? Girl:

It’s my brother Boy:

What can he do?

Girl: He can ride a bike

Key: 1-b 2-a 3-c 4-a 5-b

* The content of the conversation in the tape script (question 2)

1 Tom: Good morning, Miss Hien

Miss Hien: Good morning What’s your name?

Tom: My name’s Tom T-O-M, Tom White I’m from America

2 Tony: Hi I’m Tony

Hakim: Hello, Tony I’m Hakim

Tony: Nice to meet you, Hakim Where are you from?

Hakim: I’m from Malaysia

3 Mai: Hi, Tom When’s your birthday?

Tom: It’s on the fifteenth of January

Mai: Sorry?

Tom: My birthday is on the fifteenth of January Mai: I see

4 Mai: Do you like music?

Phong: Yes, I do

Mai: Can you dance?

Phong: No, I can’t I can’t dance, but I can sing

Results:

Good Pretty Average Bad worst

sum 62 4 6% 4 6% 27 44% 16 26% 11 18% Indeed, the above results, I found out listening skill of students in grade 4

is limited They did not understand the lesson, did not manipulate the knowledge they have learned This listening test is not difficult because students have learned the information and the vocabularies are simple I am very concerned, not knowing how to help students practise English listening well, make them eager to learn With my personal experience of direct teaching, initial skills training for students, the skills of listening, speaking, reading, writing, I give some experience in the teaching process of listening skill to my students whom I directly teach

3 Solution and implementation

3.1 Flexible use good techniques in listening skill.

The practice listening skill in a class or part of listening is done through 3 stages

a.Pre – listening

- The purpose of the activities in this phase is to help students focus their attention on the subject, especially anticipate the information of the topic they are going to hear To overcome the difficulties of listening in class, teachers should introduce the topic, context, situation - related to the content of listening, especially taking pictures, intuitive furniture to introduce for students in order to know what students knew and did not know about the content that they will listen, intrigued, create excitement for all activities

- Ask students to think, guess what they are going to hear in a certain context

- Teach vocabulary; however not introduce all new words Students should guess the meaning of words in context, teacher should offer the purpose of listening, requests and task assignments for the content heard

- When carrying out the pre - listening activity, the use of visual maps accompanying illustrations will give very good support to clarify the context suggests the content that they are going to hear Pictures is also a means to check the level of students listening

comprehension

- Show the pictures or questions of exercise to students in order to figure out all information needed to hear

* Some tricks taught in this phase

- True / False statements prediction

- Open - prediction

- Ordering

- Pre - question

The choice to perform activities in this period will depend on a number of factors such as time of listening exercises, documentation provided available or not available, the level and interests of students Conditions of classroom teaching is also one of the factors leading to decide what technique Besides

teaching purposes and objectives of the test are also the basic elements for

teachers to make their selection

b While - listening

- The purpose of the activities in this phase is to help students practise listening skill that is to say verbal drawn convey information

- Have students listen and do exercise If the students previously guessed the content of the listening exercise in this section, ask them to compare what they had guessed with what they have just listened

- For all hard to hear, the teacher can divide the process into a listening exercise hear from easy to difficult

- For long listening exercises, we can make it easier by giving all kinds of

exercises that are suitable for the level of students

- Some expressions in this phase

+ Defining True - False

+ Check the correct answer

+ Matching

+ Filling in the grip/ chart/ gap

+ Answering comprehension questions

+ Selecting

+ Deliberate mistakes

+ Listen and draw

c Post – listening

The purposes of the activities after listening are to:

- Check to see that if students can understand the information requested or not and complete the operation in stage "While - listening" or not

- Find out the reasons why students do not hear or not understand some of the listening exercises

- Help students with the opportunity to assess the attitudes of people who

express the intonation of communication conversations

- Use extension exercise themed listening skills used to supplement more ear training

+ Some tricks during this period:

- Give the answers and feedback

- Ask students to repeat or say some words or sentences heard Feed back

(While listening)

- Organize students to say about them or their friends by relying on some

information in the test

- Have students mention some comments on the results of the listening group

- Give students play out conversations heard

- Use extra exercises to help students have more information about listening test Depending on the specific details, teacher can use one of these activities For example:

Post - listening

Write it up.

Transformation (writing)

- Ask Students to base on the following passage, write another passage about you

Feed back

But according to the characteristics of each lesson, teacher can carry out 3 step process listening and comprehension practice for students, especially first step that can help them shape and develop the ability to focus interest, speculation using information that will listen Thus students will actively listen and feel more confident

Requests of the listening period are:

+ Quality Assurance hears samples

+ Good quality of radio

+ Teachers read with average speed, correct pronunciation

For example: Teaching listening skill

Unit 12 : What does your father do?

Lesson 1: Sections A1,2,3

Part A3: listen and tick

I proceed as follows:

Pre – listening

* Pre - teach vocabulary: (review the words about jobs)

a factory worker, a farmer, a teacher and a nurse

* Check vocabulary: Slap the board

* Set the scene

Introduce the activity and ask pupils what jobs are shown in the pictures Point

to each character and ask What does he/she do? (From left to right: a factory worker, a farmer, a teacher and a nurse) Tell pupils that they are going to listen

to an interview between Nam and Quan about Quan’s family and tick the correct boxes

Open prediction

- Have Students work in pairs to point at each

picture, Feed back students prediction

While-listening

+Play the recording three times: once for pupils to listen all the way through, then for them to do the task and finally for them to check their answers

Audio script

Nam: What does your mother do, Quan?

Quan: She’s a teacher

Nam: How about your father? What does he do?

Quan: He’s a factory worker

Nam: Do you have a brother?

Quan: No, I don’t But I have a sister

Nam: What does she do? Quan: She’s a nurse

Nam: OK Thanks for your time, Quan Quan: You’re welcome

+Ask four students to give the answer to compare with the answer of the

teacher

+The teacher gives the key and corrects the mistakes of the students

Student 1 Student 2 Student 3 Student 4 Key

Father

mother

brother

Post-listening

+Ask students to work in pairs to look at the pictures Then ask and

answer about the jobs

A What does he do?

B He is a factory worker

A What does she do?

B She is a factory worker

A What does he do?

B He is a farmer

A What does he do?

B She is a farmer