(Sáng kiến kinh nghiệm) to help the grade 6th students learn the listening skill effectively

YENDINH DISTRICT EDUCATION AND TRAINING DIVISIONYEN THAI SECONDARY SCHOOL INITIATIVE AND EXPERIENCE “ To help the grade 6th students learn the listening skill effectively ” Author: Bui

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 newcommunication tool in addition to the mother tongue From thebegginning of my studying in foreign language , I was taught byteachers that “ Knowing a foreign language is having an extralife”, so far and certainly still its worth I no bring that statemwntand the knowledge I have learned back to my generations ofstudents As teacher of English, I always wish to contribute asmall part of my work to teaching students the basic knowledgethey need to be the foundation for their learning in the languagelearning process

Teaching and learning good english involves a number ofisues, one of which is the teaching oflistening skills This is anindispensable skill for foreign language learner because it is one

of the four practical skills of English : listening , speaking, readingand writing

In teaching English skills for students, teachers face manydifficulties, especially listening skill In fact, at school, whenbeginning to study foreign language , most students liked tostudy, but gradually the students fed up with Most of them are

very weak in listening skill It is difficult for them to understandthe content of a text or conversation After each lesson, it is verydifficult for the teacher to check the information they havelistened and cheking the old lesson is not easy Most students donot know how to learn to listen, the most common practicelistening is difficult In the classroom , some students say thatalthough many of the words in the listening test are known, butthe difficulty is that the speed of English words so fast, theycannot ctch up with because the speaker seem to swallow manywords and words.

So how do you help students especially those in grade 6 use their volcabulary and grammar to understand effectively?Teaching how to make stuents feel more interested and love thesubject after school? How to find some positive, simple, easy-to-understand, practical ways to ensure that science is in place todevelop 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 theirexperiences after more than 15 year-actual teaching

II The aim of research

When researching this topic, I had to perform the followingtasks:

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, learnfrom experience

4 Inspect and assess the results of all students in holdingknowledge, so that there is a reasonably additional adjustment

III The research ing objects

The research topic focuses on designing listening skilllectures for some

listening sections in grade 6th of secondary school program,mobilizing students’ 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 each classroom , each object type so that they can listeneffectively

IV The purpose of topic

With researching this experience initiative successfully, it willhelp teachers get the following experiences:

1 Using appropriately and exploiting effectively the teachinglistening techniques

2 Finding out the way to boost the students so that they havemotivation to learn listening skills

3 Accumulating the methods when con ducting an effectivelistening lesson

V The methodology of research

It is not easy to use fluently in a foreign language, but it is notdifficult to study because, to a certain extent, learning a foreignlanguage in general and learning English in particular is not thesame It is too difficult if we have good methods and means,especially when we know how to combine the methods togetherand make good use of the means

The teaching of innovative methods as today focuses much

on the creative initiative of students Most of the timecommunication is when they thnk actively practice English Inorder to have a good class , students must prepare homework Inaddition, to learn a good hour they need to hear a lot

It is the same as the reasons stated above that the purpose ofteaching and learning English also has a great change , it is notjust “learning to learn” again, but learn to think, depth Not only is

it intended to achieve grammatical meaning nut also to gain anddevelop the language skill

Understanding the nature of communication and being able

to communiate when necessary is what we reach LISTEING isconsidered to be a receptive skill , but listening is often moredifficult than reading because verbal cues that are heard arewords that have very different characteristics than writing

II

Practice facility :

The majority of students in Yen Thai commune are children inrural areas so the conditions of study are not good, the time islimited, the English communication environment is limited, there

is less opportunity to practice listening In addition, they have notreally studied hard, have not memorized words, are not activelyworking on sound, slow learning, flexibility, creativity is not high,documents for reference also depends on family economics, fromwhich the investment in learning limited listening skills Inaddition, English is a difficult subject, a lot of knowledge, littletime to study, and in the process of listening the children are not

in control of what they listen, fast read/spoken words, unfamiliar.The list includes new words, stress, intonation, and students canhardly understand the content

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

1 Advantages:

English is a familiar subject to students, they got acquaintedwith this subject at Primary School, at Secondary School, theypad more attention to vocabulary, grammar and practicecommunication skill Especially, the school year: 2013-2014,English is one of the three subjects chosen for entrance exam toHigh School Especially, since this school year: 2018-2019,listening section is one of the compulsory exams in the contestfor excellent students As a result, the students are conscious andmotivated from the outset

2 Aisadvantages:

- The facilities of my school are upgrading to meeteducational innovative requirement However, they do not satisfythe needs of nowadays teaching and learning: degradedclassroom, poor electrical system, furniture, lighting, fans,sockets, … effect the quality of teaching and learning, causestudents to fatigue, depress,…

- The poor-quality infrastructure is one of the reasons why theschool can not attract students Most of good students havemoved to other schools having better condition The rest studentsare still some who are not proficient in reading and writing, lack ofawareness and patience in learning, not keep up with newmethods of learning, confusion in acquiring and qpplyingknowledge into practical skills

3 Specific investigation:

In the process of teaching, with the sence of both reseachingstudents’ learning situation feature and carrying out to learn fromexperience, from the beginning of the school year, I have drivenmyself specific plans and methods in order to actively in vestigatethe students’ learning situation in the class I directly teach Thespecific survey results are:

Table 1 : General information aout students paryicipating

in the survey :

Grade

The number of students

IV Proposed solutions :

1 Understand the concept of teaching listening skills.

Listening is the most complex linguistic activity, integratingthe components of receptive learning and linguistic knowledge.Listening is one of the main purposes of teaching foreignlanguages

When saying, the ideas are not arranged in the same order asthey are weitten; or often repeated, there are more words, fromthe buffer, not grammar I can speak, say, turn off, hesitant…When reading can read over and over repeated text whilelistening to others ay only one time Therefore teachers also needspecific 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 becomesautomated can listeners reproduce, respond, and respond to what

is heard in the sequence

1.2 Level 2 – Optional:

The listener draws useful elements to understand thespeaker At first hear the sentence, short words, simple, laterunderstand the longer sentences

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 another job

- Listening : There are intentional listening activities, such aslistening to information on the radio, television, listening toinstructions, instructions, explanation, listening to the song, etc

In this case, listeners often know what they want to hear Thishelp the listeners to focus on the right content, so it is often moreeffective 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 languagelearning :

- 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 thelanguage)

* 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 withthe speaker

- Understanding, acknowledging attitudes, personal interest

of the speaker

- Understanding of context and culture in communication

- The understanding of non-verbal cues such as speechspeed, 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

- Ask questions to help students predict what they will listento.

- Introduce new words if available or reinforce the vocabularyneeded 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

in the certain context This can be done with story board orconversation 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 willrespond How will it happen? Do you agree or not? Whenstudents listen to the story, the teacher may use the sametechnique, pause in appropriate sections, and ask questions suchas: What will happen next? Why did X do that? Why is the story

so evolving? Is the outcome the same? before going the nextstory

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

teacher asks the students to close their books when listening,may stop at some point for the students to guess

This is my family (Where are they?) We were in our livingroom (How many people are there in her family?) There are 4people in my family: my father, 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:Before listening/ reading, the teacher sugests what students knowabout the content of the problem they will hear/ read, what is not

clear, what is not Then listen and contact the known knowledgewith the content to hear.

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

teacher asks the students to close their books and asks themabout the rivers and moutains in Viet Nam and in the world:Which is the longest river/ the highest mountain in Viet Nam/ inthe world? Then ask the questions or ask 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

PLACES PHUONG AND MAI ARE GOING TO VISITFirstly

4.5 Listening for gistfor main idears

In many cases students neeed to be trained to understand the main 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

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

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

After completing the above table, the students may continue

to practice with the subsequent communication of re-talking ortalking about their school

5 Practice a variety of types of listeing comprehension exercises

- Listening exercises can take many forms The commonexercises are:

Matching Unit 10 – Section A5 (page106 – English 6), SectionB5 (page111 - English 6), Unit 10 – Section A3 (page117 – English6), 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 –English 6), 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(page80 – English 6)

- Listen and check, complete the table/ chart Unit 7 – SectionB3 (page77 – English 6)

- Defining true- false questions