Enhancing the efficiency of teaching 10 - Grade english listening skill

SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HÓA
TRƯỜNG THPT HÀM RỒNG
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INITIATIVE EXPERIENCE 
Subject
ENHANCING THE EFFICIENCY OF TEACHING 
10-GRADE ENGLISH LISTENING SKILL
	Author: Nguyen Thi Thu Van
 	Position: Teacher
 	Research field: English
 SCHOOL YEAR 2019
PART I: INTRODUCTION
1. Rationale
	As we all know, the goal of English is to form and develop students' basic skills in English and the intellectual qualities needed to continue studying or going to life labor. As a result, new high school grade, high school English textbooks are developed according to the same programmatic point of view, which is the thematic approach and promotes active learning methods of students. 
All four skills of listening, speaking, reading and writing are concerned and coordinated in the tasks of class activities. One of the four skills that English learners in general and high school students in particular often face certain difficulties in the learning process is listening skills. In fact, to acquire English listening skills, foreign language learners must have a regular, long-term listening process with different listening forms and content. Teaching and learning English is not new but difficult for all high school teachers and students. The teaching of high school English is only included in the program since students follow the new textbook program.
	By studying this topic, I would like to help teachers gradually overcome difficulties to conduct listening to English lessons more effectively, students are more and more active when receiving and comprehending knowledge of the lesson. 
2. Research duties
	When researching this topic, I need to perform the following tasks:
1. Study English teaching and learning materials, listening and teaching techniques.
2. Teaching and learning. 
3. Project colleagues, exchange and experience.
4. Check and evaluate the results of students' handing, so that there is a reasonable adjustment.
 3. Research scope 
	The topic revolves around the issue of teaching and learning English listening of high school teachers and students in grades 10, 11 and 12 of Ham Rong high schools. But the object of typical research that I boldly applied this topic is students of class 10A6.
4. Research purposes 
	With successful research of this topic, this experience initiative will help teachers get the following experience:
      	1. How to organize a lesson to teach effectively.
          2. The steps used to conduct a lesson effectively.
          3. Instruct students to practise and train themselves in English listening 	skills and techniques.
5. Research method 
1. Observation method: I self-study and conduct study visits for my classmates.
2. Methods of discussion: My colleagues and I conduct discussions so that we can draw experiences for lessons.
3. Experimental method: Teachers conduct teaching according to each purpose, specifically require some teaching lessons.
4. Methods of investigation: Teachers ask questions to check and assess the content of students' lessons.
PART II: CONTENT 
 1. Theoretical basis 
	1.1. Purpose of teaching
The purpose of teaching foreign languages ​​is not to provide students with the knowledge of that language, but the ultimate goal of language teaching is to teach students the ability to communicate in that language. The ability of students to communicate is expressed through skills: Listening, Speaking, Reading and Writing. Students' listening skills are formed through a learning process in the English language environment. In addition to studying at school, students must learn and practice listening through different forms and methods.
Listening skills are the ability to use linguistic knowledge for listening purposes in English.
1.2. The basic factors directly affect the effectiveness of listening lessons
1.2.1. Teacher
- With new and positive teaching methods, teachers play the role of directing and controlling students during school hours.
- In order to conduct an effective lesson, teachers need to perform well the following basic elements:
+ Choose and flexibly use listening teaching techniques appropriately to each lesson content.
+ Organizing and controlling classes, allocating reasonable time.
+ Proficiently using facilities and equipment for teaching and learning to serve listening.
+ Create appropriate teaching aids for teaching in all lesson units, the textbook program is the content of the listening lesson recorded in the cassette tape, and the textbook only records listening exercises. In order to perform well these listening exercises, learners must listen to the contents of the lesson in the tape. Moreover, teaching equipment is also a positive means of innovating teaching methods, motivating motivation and stimulating learning.
- The equipment needed for the subject:
+ Transceiver cassette tape.
+ Recorder of readings and listen to textbooks.
+ Painting pictures illustrating lesson content in textbooks.
+ Self-created pictures and utensils ...
1.2.2. The student
	In the relationship between teaching and learning styles, teachers are nests students, control, students self-mastering knowledge with their own manipulations, intellectual actions under the role of teachers. In order for the lesson to be heard well, students need to have the necessary skills in listening in English.
2. Current situation of Ham Rong High school
2.1. Advantages
	Although there are objective and subjective conditions that directly affect the teaching process, we have overcome the shortcomings, step by step to improve the quality of English teaching hours to meet the demand and purposes of the new textbook program.
2.1.1. On the teacher's side
- The first step is to approach and use relatively good teaching techniques - teaching and listening techniques.
- Being used and active with the way of organizing a listening lesson.
- Flexible coordination of teaching techniques.
- Creating many teaching aids suitable to the content of teaching periods, so many teaching lessons become lively, charismatic and highly effective.
- Using modern teaching and learning equipment to better serve the listening process: cassette tapes, phototherapy ...
2.1.2. To the students
- Students are familiar with the subject of listening.
- Many students have heard and recognized the voice of native speakers.
- The majority of students have heard simple listening content.
- Some students have formed skills and skills in learning.
2.2. Drawbacks
2.2.1. Teachers
- There are still some teachers who encounter certain difficulties in implementing listening and teaching techniques, in selecting techniques to suit each lesson period, each stage of teaching period, and also afraid of using or not proficient in teaching aids for listening lesson (sand machine, light projector ...)
2.2.2. The students
- The motivation for listening in English is limited.
- Many children have few opportunities to listen, have little access to mass media, and can listen to English.
- Some children are afraid to listen and speak in English, afraid to make mistakes.
- Students are not familiar with the speed of reading and speaking in English tapes.
2.2.3. Means of teaching aids
- Teaching aids for teaching are too few: pictures, radio ...
- Quality tape is not good.
2.2.4. Specific investigation
- In the process of teaching, I myself undertake the 10th grade. With the consciousness, I have to study the characteristics of the learning situation of the students while conducting lessons. From the beginning of the school year, I have guided myself to a specific plan and method to actively investigate the learning situation of students who directly teach. Through investigation, I have found that most of the students have a poor vocabulary, limited English listening and communication skills. The survey results are as follows:
Class
Total
E
G
A
B.A
W
N
rate
N
rate
N
rate
N
rate
N
rate
10A4
 46
1
2,1%
6
13%
20
43,4%
14
30,7%
5
10,8%
10A6
 43
0
0%
2
4,6%
11
25,6%
20
46,5%
10
23,3%
10A10
 44
0
0%
10
23%
19
43 %
5
11%
10
23%
10A12
 46
0
0%
2
4,2%
14
30,7%
20
43,4%
10
21,7%
+ Inspire and attract students. The method of teaching listening is regulated by the content of listening, in other words, the content of the lesson is listening to the selection, applying the methods of listening and listening techniques. Each teaching technique is suitable with specific forms of teaching (teaching grammar, teaching speaking, teaching writing). Equipment and teaching aids for listening is the use of equipment to support images of teaching and learning for foreign languages ​​in general and English in particular is considered a means of expressing a part of the main content of textbooks. 
PART III: SOME ACTUAL SOLUTIONS TO PROGRESS A GOOD LISTENING LESSON.
1. Plan a listening lesson
1.1.For teachers
In order for a lesson to be heard well, the teacher should take the following steps:
- Studying carefully the contents of instruction from textbooks, teacher books because textbooks are an important basis for teachers to plan teaching lessons. The careful study of textbooks will help teachers organize and control teaching sessions to listen to the right focus and allocate time for steps and activities in a scientific way.
- Study the required purpose of the lesson: Purpose, requirement of a lesson is the goal that both teachers and students need to achieve after each lesson. For listening lessons, the purpose of the lesson is to help students practice and develop skills: Listening, Speaking, Reading, Writing skills. After finishing listening, students understand the main content of the listening and perform some language requirements or exercises.
- Selecting and coordinating listening teaching techniques (Listening Techniques) in a flexible and appropriate way (based on the content of teaching, scoring, capacity of the class and stages in the listening process: Pre- listening, While - listening, Post - listening. In each stage, there are specific listening techniques.
- Good use of teaching facilities and equipment for listening lesson.
- Before performing the teaching, it is necessary to prepare the machine well, clear band and battery to prevent power failure. It is necessary to ensure safety when operating
- Considering the necessity, effectiveness, specific time for each stage ...
* Using illustrations:
+ Channel in textbook: One of the strengths of the textbook compiled under the new program is that there are many illustrations. Utilization to the extent
maximizing the pictures in the textbook to help students understand the lesson is important.
+ The illustration must have a close relationship with the lesson content.
+ Need a reasonable and scientific lesson: Teachers need to plan clearly
teacher activities, student activities, requirements of each exercise, student response options.
+ Discuss and discuss teaching plans with colleagues.
1.2.With students
The teacher asks students to be well prepared for the next lesson by asking them out of the system of open questions about the lesson that they are about to learn so that students have time to think and explore the material.
- Asking students to do some exercises related to the lesson content.
- Encouraging and motivating students to be confident, proactive and creative to raise issues and questions related to the lesson.
1.3. Implement well the process of teaching listening
	The process of a listening lesson includes three stages: Pre-Listening, While-Listening, and Post-Listening. This process not only helps students understand the lesson but also helps them use listening skills in real communication. But the first problem is that teachers need to clearly identify the purpose of each specific lesson so that they can guide students to perform well in the next stages.
1.3.1. Pre-Listening: (7 minutes)
(True / False Prediction, Open Prediction, Ordering, Pre-Questions)
This is the stage to help students navigate, think about the topic or situation before the students hear. This period:
- Teachers should create a sense of preparation for the students by asking questions about the topic, asking students to observe the picture, read the words and guess what topics they will listen to, who is going to tell who ...
- Teachers can ask students to work in groups to guess the content about to hear through pictures or listening situations. Maybe they say incorrectly to what they are about to hear but the problem is that they are interested before listening.
- Teachers help them anticipate difficulties that may be encountered in new pronunciation or structure, background knowledge.
- Finally, the teacher makes clear to the students how many times they will hear and instruct the task request when listening (choose right, wrong, answer questions ...)
1.3.2. While-Listening: (20 minutes)
(Selecting, Delibrate Mistakes, Grids, Listen and Draw, Comprehension Questions)
	This is the period when students have the opportunity to practice. At this stage, the teacher sets out the types of exercises, asking students to do it. Students may make mistakes at this stage so teachers need to correct students' mistakes and make correct choices.
	Teachers turn on the tape or read 2 to 3 times (if the content is difficult to do more times. First help students with listening comprehension and listening content (pen down). Second time listening to the main information to complete The third time you listen to and review the exercise, the main goal of listening is to understand that students listen to the main content or detailed information and understand the attitude of the author. The teacher lets the students listen to the whole lesson to get a general idea as well as a lesson layout and homework, then can listen to each paragraph to get the results or listen to the hard to claim places.
PART IV: A SPECIFIC LESSON PLAN
Unit 2: School talks
The third period: LISTENING 
 A- Aims
+ Listen short dialogues about the topics of school activities.
B- Teaching aids:
+ Cassette player and cassette tape. 
+ Picture in the text book enlarged.
+ An extra board with a table.
C- Teaching procedures:
Teacher’s activities
Pupils’ activities 
Supplements 
1. WARM-UP :
Before you listen (7’). 
- Ask pupils some questions to warm up.
+ Have you ever held a birthday party?
+ Did you enjoy the party?
+ Which subject do you like best at school? Why?
- Ask pupils to work in pairs to match a question in A with the response in B.
- Call a couple to read up.
2. PRESENTATION:
 While you listen (20’).
*Task1: 
- Introduce the task, then ask pupils to work in groups to guess the questions and answers about the pictures.
+ Are you traveling to Ha Long this summer and stay in a hotel near the sea?
- Answer teacher’s questions 
P1: + Yes, I have
 + Yes, I did
P2: I like English because it is an international language.
- Work in pairs to do the task.
- Read up.
 - Work in groups to ask and answer . Picture- a: 
+ Are they going on a holiday?
+ Do they stay in a hotel?
Picture b: 
+ What are they talking about?
Teacher’s activities
Pupils’ activities 
Supplements 
- Ask pupils to listen to the tape twice to match the conversations with the pictures.
- Ask a pupil to give the answer 
Task 2:
- ask pupils to read the questions carefully to get the mains points of the questions the guess the answers, write the answers out. 
- Play the tape once again, ask pupils to check their answers and read up.
- Call 2 couples to ask and answer.
- Ask some pupils to remark.
Task 3: 
- Ask pupils to listen to the tape to fill in the blanks with the missing words.
- Play the cassette player.
- Ask 2 couples to read up the complete conversation.
Picture c: 
+ Are they at a birthday party?
What are they doing now?
Picture d: 
+ Where are they now?
+ What are they doing? 
- Listen to the conversations to do the task.
- Read the questions 
- Guess the answers
- Listen to the conversations, answer the questions:
- Ask & answer in pairs 
1. She is taking English
2.She’s in Miss Lan Phuong’s class
3. He is at the party
4. He plan to stay there for a week,
5. No, she doesn’t, she travels alone.
- Correct and remark.
- Listen to the tape to fill in the blanks.
1- ...it here?; 2- ... very nice... 3- big... 4-... comfortable; 5- ...travelling...; 6- No, ...; 7- ...alone.. 8-...for a drink?
- Encourage pupils to make conversations about their daily life.
- Ask pupils to write the conversations first and the read up in front of the class.
Teacher’s activities
Pupils’ activities 
Supplements 
- Call a pupil to correct the mistakes
3. After you listen( 10’)
- Ask pupils to work in groups to talk about the problems they have experienced at school.
- Call 2 pupils to go to the board to speak to the class.
- Control the activities.
4. HOMEWORK: (3’)
- Guide pupils to do the exercises 1, 2, 3. of (B- LANGUAGE FOCUS) in the workbook.
- Work in groups to discuss the talk to each other.
- Talk to the class
- Do the exercises at home.
PART IV: RESULTS REQUIRED AFTER THE APPLICATION – A LESSON LEARNT.
	Applying this experience initiative myself has achieved some positive results. First of all, these experiences are very relevant to the new textbook program, students are more interested in learning, actively and creatively to expand their knowledge, and also be flexible in acquiring knowledge. and skill development. The atmosphere of learning is lively. Students have the opportunity to assert themselves, no longer confused when entering the lesson. These are also the reasons for the relatively satisfactory results of the first period:
Class
Total
E
G
A 
B.A
W
N
rate
N
rate
N
rate
N
rate
N
Rate
10A4
 46
5
10,8%
20
43,4%
15
32,8%
 6
13%
 0
0%
10A6
 43
1
2,3%
10
23,3%
17
39,5%
 10
23,3%
 5
13,9%
10A10
 44
0
0%
16
36%
14
31,1%
 8
18,6%
6
13,7%
10A12
 46
0
0%
10
21,7%
16
34,8%
14
30,7%
6
12,8%
	After successfully applying this topic I myself have achieved remarkable results and valuable experiences for myself as follows:
1. Teachers must always create a foreign language environment during school hours and must use English as the primary language for communication. 	Depending on the class and the students, the teacher can use English sentences that are short, simple, easy to understand, easy to remember and belong to. 
1. Teachers should always encourage students to use English in communicating with the learned knowledge. Teachers should not pay too much attention to students' errors while speaking. Let the children listen and speak naturally. Never force students to stop talking while they are trying to express their thoughts in English; Doing so will make you feel afraid when listening and speaking. Teachers should integrate listening and speaking activities in the form of "playing and learning.". Guide students to practice listening to English via radio, television 
2. Teachers need to attract, attract students in the form of activities, appropriate listening and teaching techniques for each stage of a listening lesson.
3. Using listening aids suitable to the content of the lesson like pictures, models. Use creative tapes and discs (collect an English song on a tape or disc 3 to 4 times. This is very convenient to manipulate and save time in class.).
4. At the practice stage after listening, teachers need to provide appropriate exercises, with high practical communication features.
PART V: RECOMMENDATIONS
	Derived from the theoretical, practical and teaching purposes as well as the successes and limitations when implementing the topic, to contribute to teaching English in general, to teach listening in particular to achieve better quality. Than I have the following practical