EXPERIENCES IN TEACHING ENGLISH LISTENING SKILLS FOR STUDENTS EFECTIVELY IN GRADE 10 AT NONG CONG 3 HIGH SHOOL

However, in the practice of training English skills for students, teachers have to deal with many difficulties, especially forging listening skills.. In the process of both teaching and

PART ONE: INTRODUCTION

I Reasons for choosing topics

Along with science and technology, Education - Training is a top national policy, aiming to improve the people's knowledge to train human resources and foster talents See investment in education as an investment in the future The Education and Training sector has constantly innovated in terms of content and teaching methods The English subject has been taught since the elementary level to help students grasp the common language of the world To achieve that goal,

it is necessary to have an active orientation in teaching to give students a strong foundation as the basis for further study and to communicate well through English The new English program has been implemented nationwide until now for nearly ten years The outstanding innovation of this program content is to create the maximum opportunity for students to practice the 4 skills of listening, speaking, reading, and writing on topics and situations or communicative content related to the environment at home and abroad The above change facilitates teaching and learning English in general schools to become language teaching instead of word teaching as many years ago However, in the practice of training English skills for students, teachers have to deal with many difficulties, especially forging listening skills Through reality at my school, when starting to learn a foreign language, most students like to learn, but gradually students get bored of learning Most of the children are very weak in listening skills It is difficult for children to understand the content of an essay or conversation After each class, teachers find it very difficult to check the information they have heard and checking the old lessons is often not easy Facing this situation is a teacher directly teaching grade

10 English, the subject has been exposed to the English language through the junior high school years, I myself wonder a lot how students can master, listening comprehension to get information and apply it

proficiently In the process of both teaching and observing students, I discovered that the practice of listening skills of students has many problems Most students do not know how to learn to listen, and students often find listening practice the most difficult In class, students often say that even though there are many known words in the text, they cannot be heard How to help students apply their vocabulary and grammar structures to effective listening comprehension? Therefore, in the teaching process, I look for some positive, simple, easy-to-understand methods that are practical to ensure science, in order to develop students' thinking ability, speculation and creativity With this small

scope of experience, I boldly go into a problem "Experience teaching English listening skills for students effectively in grade 10"

II Aims of the research

English subjects have been widely popularized in schools across the country But it is still considered one of the subjects that students have most difficulty with So how to teach - learn English to achieve high results, especially improve listening ability for students That requires a lot of teaching methods innovation of teachers and the hard work, enthusiasm, inquisitive and learning of the students As a high school English teacher, I have grasped the strengths and weaknesses of the children in the learning process Therefore, I always struggle to find a new and most effective teaching method suitable for students to help them understand the lesson and encourage them to love English, especially improve their listening ability So, how can students practice their listening skills quickly, effectively and easily? Especially when applying them to practical communication activities when interacting with foreigners? Affordable, this is the teacher's trick!

III Scope and object

1 Subjects

- Grade 10 students at Nong Cong 3 High School - Teaching English in grade 10

2 Scope of research:

- Teaching listening skills in English for the 10th grade from 2020 to

2021 aims to improve the quality of teaching in the subject.

IV Researching Methods

The problem is how we can overcome the above weaknesses to contribute to improving the quality of learning listening skills, helping students to be more confident in communication, using English as a second language, be proficient in every word and sentence, especially for rural students like students in Nong Cong district

I examined the characteristics of the 10th grade students' situation, students’ learning ability, and listening skills I used a listening exercise

in school English program

Listen and complete the dialogue

Lan: Hello, Hoa

Hoa: Hi, Lan You seem (1)………

Lan: I am I received a (2)……….from my friend Nien today.Hoa: Do I know her?

Lan: I don’t know I think so She (3)………….my next door neighbor in Hue

Hoa: What does she (4)……….like?

Lan: Oh, she is (5)……… Here is her (6)…………

Hoa: What a (7)………….smile! Was she your (8)………?

Lan: Oh, no She wasn’t old (9)………… to be (10)………….my class

Keys:

5 beautiful 6 photograph 7 lovely 8 classmate

well fairly Weakly Poorly

be eager to learn With many years of direct experience in teachingEnglish, initially carefully training students listening, speaking, reading,and writing skills, I give some of the following experiences in the process

of teaching as well as practicing skills

PART TWO: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW

I The Basics of listening skills:

• Listening is one of the most important skills you can have

• An active process of getting information, ideas

• “Listening is the process of receiving, constructing meaning from, and responding

to spoken

II Process of Listening

1 –Receiving

• Is the intentional focus on hearing a speaker’s message?

• This stage is represented by the ear because it is the primary tool

involved with this stage of the listening process

2- Understanding

• In the understanding stage, we attempt to learn the meaning of the

message, which is not always easy

• Deciding what the message means to you

4- Evaluating

• The fourth stage in the listening process is evaluating

• Evaluations of the same message can vary widely from one listener to another

• The stages two, three, and four are represented by the brain because it isthe primary tool involved with these stages of the listening process

5- Responding

• Responding - sometimes referred to as feedback - is the fifth and finalstage of the listening process

• Your reaction to the message It can be emotional and intellectual

• For example, you are giving positive feedback to your instructor if atthe end of class you stay behind to finish a sentence in your notes orapproach the instructor to ask for clarification The opposite kind offeedback is given by students who gather their belongings and rush outthe door as soon as class is over

• This stage is represented by the lips because we often give feedback inthe form of verbal feedback; however, you can just as easily respondnonverbally.

III The Benefits of Being a Great Listener

Being a good listener has many benefits This is especially true at work, but consider how family and social relationships could also be improved

as you were to acquire great listening skills

People with good listening skills are more productive, make better

partners and colleagues, are better problem solvers, and have healthier interpersonal relationships

There are some other, less obvious, benefits too For example, purposeful listening actually helps with stress management, boosts confidence,

builds rapport, and helps engender trust

Who’d have thought it! Learning to be an effective listener has all-round benefits, and there are no losers

CHAPTER 2: SOME IMPLEMENTATION MEASURES

I Some experiences to help teachers effectively teach listening skills

1 Listening skills are influenced by speaking skills.

Listening skills are influenced by speaking skills, so teachers mustregularly help students in the class practice speaking a lot to compensatefor their listening skills Because when practicing speaking, students willremember words and sentences that they are constantly in contact with,therefore, students will develop listening skills Moreover, whilelistening, if we encounter long and difficult sentences, it is required that

we just stop at the level of listening to understand and feeling the mainmeaning of the sentence, not having to hear all the words in the sentenceclearly For long essays that want to hear and understand well, you mustfocus your mind for a long time, depending on the ability of the brain towithstand pressure under great psychological pressure If you are too

much, you can divide into many small sections to listen and then listen tothem all at once It is necessary to focus on listening to the pronunciationand intonation, and directly understanding in English, the better, if it isdifficult, you can contact Vietnamese Remember, when you listen, youneed to look at the pictures and relate the image of the thing or event inyour mind During the listening process, if encountering words orsentences that do not sound clear, after listening to them, you can stop toreflect on the sentence If you can't listen forever, you can look in textscript and then listen again Remember "hearing with your eyes" is moreeffective and less boring than "hearing with your ears".

For example: In listening part - Unit 1: A day in the life of…

When teacher teaches Listening part

Teacher lets students observe the pictures in the textbook on page 16, and

then create a scenario of the listening lesson: “Mr Lam is a cyclo driver,

He is talking about his morning activities Listen and number the pictures

in their correct order” At this time, the teacher asks students to practice

speaking by describing Mr Lam's activities through pictures

+ What is he doing in picture a,picture b……?

He is riding his cyclo in picture a.

He is eating something in pictre b.

He is riding his cyclo with some children in picture c.

A man is sleeping in his cyclo under a big tree.

A cyclo driver is riding an old man in the picture f.

It can be said that speaking plays an important role during listening practice, the more you practice speaking, the better listening skills will bedeveloped

2 Help students find effective listening strategies

Like other skills, listening plays an important role in acquiringknowledge of English It may sound a little harder than other skills, butthere are also many benefits If we listen well, we will improve ourpronunciation and communication skills Usually students learn Englishlistening practice by doing exercises in the listening books However, thelessons in the book are often not updated on a regular basis, so students

do not have many opportunities to acquire knowledge in modern life Ithink teachers directly teach, need to give students the most timely anduseful advice to help them learn to listen most effectively

2.1 Learn to listen from the beginning

When learning foreign languages in general and English in particular,you should start as soon as possible In this way, the student will becomefamiliar with the sounds of the language Therefore, learningpronunciation will become easier When you first start learning English,you need to find enough tapes with versions Anytime you don'tunderstand a word on tape, look at the version and look up the word inthe dictionary

2.2 Listen to the same content multiple times

Listening to the same content over and over is a good way Directstudents to choose an interesting video and listen to it over and over.While listening, try to remember useful sentences, even paragraphs Thenrecall and practice saying those sentences again, trying to imitate the

speaker's pronunciation After a number of times students will notice thatthe words and phrases on the tape have become part of themselves.Students will begin to use them in their own sentences The students'pronunciation and listening comprehension skills will certainly improve

as well

2.3 Listen every day

Instruct the children to practice listening every day, practice listening alittle every day If possible, equip yourself with a suitable hearing aid.Record and pre-install your favorite English tapes in the player so youcan listen whenever possible

2.5 Principles of listening skills

Listening is perhaps the most difficult skill for most learners ofEnglish as a second language The most important thing is to helpstudents improve listening skills and listen regularly Make students seethat they are not alone If you still do not understand what you listen to,

do not be discouraged or disappointed Need orientation for students:Accept the fact that you don't understand anything Stay calm when yousee nothing, or may not even understand for a long period of time Don'ttry to translate them into Vietnamese Pay attention to the gist of whatyou are hearing Don't focus on details until you understand the mainidea

II Good and flexible use of techniques in a lesson in listening skills

An hour of listening can be effective if the teacher knows how to

make the listening lessons more lively, interesting and engaging One ofthe first things a teacher can do is to prepare well for a “Warm up”

activity Here are some specific Warm up activities that teachers canapply to make their listening lessons really attractive and effective

A Read stories Stories,

If their content is interesting and professionally told, it will attract theattention of most students Therefore, before letting students listen to thetapes, teachers should read slowly to their students a short story withsimple and easy-to-understand content Then, the teacher can ask a fewquestions related to the content of the story for the students to answer Orthe teacher could tell only part of the story, then let the students discussand come up with the end of the story for themselves This will makestudents feel very interested in the lesson as they are given their ownopinion Especially for students who are weak at using English, they will

be surprised and happy because they can understand a story in English.From there, they will be more motivated to try to learn

B Ask and answer

Before starting the listening session, the teacher could spend about 5

to 10 minutes asking students a few questions related to the topic of thelistening lesson This will help students shape the topic of the listeninglesson, from which they will systematically systemize the backgroundknowledge of vocabulary and grammar related to the topic, makinglistening lessons become more effective

Example: A teacher can use some of the following questions to ask his /

her students in Listening period Unit 2: School talks

What are you talking this semester?

Do you like football/your class/travelling, etc?

How long are you staying there?

Are you traveling with your friend/parents?

Would you like to go somewhere for a drink?

C Use of pictures

In English, the phrase "a picture is worth as a thousand words"

shows the importance and effectiveness of conveying messages of

pictures So, the teacher should take full advantage of that strength,

because pictures will make the lesson more vivid, helping students

participate in the lesson passionately and more interestingly

Above are three of the many methods that we can apply for Warm

up activities to prepare for listening lessons really effectively

2 Pre-listening techniques

The purpose of activities at this stage is to help students focus their

attention on the topic, especially in anticipation of information on thesubject being heard To overcome difficulties in listening during thelesson, teachers need to introduce topics, contexts and situations ofcontent related to the listening lesson, exploiting what students alreadyknow and do not know about the content to be heard, suggestingcuriosity, creating excitement for the activities of the post

Have students think, predict what to hear in a certain context

Teaching vocabulary, however, note that not introducing all new words,

so for students to guess the meaning of words in context

Provide listening purposes; compose task requests and content exercises When conducting listening activities, the visual use of accompanyingillustrations will help very well in clarifying the context to suggest thecontent to be heard

Pictures are also a means of testing students' listening comprehensionlevel Listening to determine related pictures sorted in order

Show students pictures or questions in the exercise to guess the topic andinformation needed to listen

Here are a few tips we can use for Pre-Listening

a True / False statement prediction

- Teacher writes 5 - 10 sentences on the board, based on the main idea of the listening text: in which 1/2 of the sentences are correct; 1/2 of the sentences are false Students copy these sentences into their notebooks

Students predict which pair is correct (T) which is wrong (F) at the end ofeach sentence.

- Students read out their predictions aloud (T / F)

- The teacher did not say right or wrong

- Teacher read the audio / tape or play the tape for students to listen

- Students listen and check and tick the sentences that they think are correct

- Students compare the results with each other If there is a disagreement,the teacher lets the students listen again and agree

b Open prediction

- The teacher did not give the students any sentences

- The teacher gives a set the scene and asks students to predict some of the things they will hear Students write down what they predict

- Students begin to pay attention to listening, teachers read and learn to tick things that predict correctly

c Ordering

- Teacher gives students some sentences or some pictures on the board that are arranged in a mess

- Students discuss in pairs or groups to predict the correct order

- Sentences or pictures are marked as a, b, c

- Students rearrange the order of the sentences, the pictures according to the logic of the story will be marked as 1-c, 2-a ……

- Students compare in pairs or groups

- Students listen to, mark and correct in the correct order

d Pre-questions

- Teacher puts questions before listening on the board Each question contains one main idea in the listening text Students read and think aboutthe questions

- The questions are given to focus the students' attention without students having to predict the answers After listening, students will answer the question for the first time