SKKN All students of grade 6, 8, and 9 at Phuc Thinh secondary school

INDEX
INDEX 
1
A. INTRODUCTION 
2
 I. THE PURPOSE OF CHOOSING THE TOPIC. 
2
 II. RESEARCH PURPOSES. 
2
 III. RESEARCH SUBJECTS. 
2
 IV. RESEARCH METHODS. 
2
B. CONTENT INITIATIVES EXPERIENCE 
3
 I. THEORETICAL BASIS OF EXPERIENCE INITIATIVES. 
3
	1. The purpose of teaching 
3
	2. The fundamental factors directly affect the effectiveness of 
the listening lesson
3
 II. CURRENT SITUATION AT PHUC THINH SECONDARY 
SCHOOL BEFORE APPLYING INNOVATIVE EXPERIENCE
4
 1. Advantages 
4
	2. Disadvantages 
4
	3. Teaching aids 
5
	4. Take survey 
5
 III. THE SOLUTION USED TO SOLVE PROBLEMS 
5
	1. Some guiderlines for an effective listening lesson 
5
	2. Make good teaching process hearing 
5
 3. Use innovative methods to teach listening in some 
specific lessons
8
 IV. EFFECTIVENESS OF EXPERIENCE INITIATIVE FOR EDUCATIONAL ACTIVITIES, WITH SELF, PEERS AND SCHOOL
13
C. CONCLUSION AND RECOMMENDATIONS. 
14
 I. CONCLUDE 
14
	1. Lessons learned 
14
	2. Summary 
15
	3. Conclusion 
15
 II. REQUEST 
16
REFERENCES 
17
A. INTRODUCTION
I. THE PURPOSE OF CHOOSING THE TOPIC.
	The goal of the English is to form and develop in students the knowledge of basic skills in English and intellectual qualities needed to further education or enter working life. So new secondary English textbooks from grades 6 to 9 are compiled according to the same opinion building program, which is the main focus point ( Thematic approach ) and promote the active learning method active student.
All four skills of listening, speaking, reading and writing are interested and are coordinated in the exercises and classroom activities.
	One in four skills that people learn English in general secondary school students in general and in particular at Phuc Thinh Secondary School, are often faced with certain difficulties in the learning process that is listening skills.
In fact to have good listening skill in English, the language learning process must be practiced regularly. The teaching and learning of English listening, though not new but difficult for all teachers and secondary school students.
	With the study of the subject, I desired partly overcome the difficulties in order to conduct training in English listening more effective, active students, active in the acquisition, acquire knowledge lesson.
II. RESEARCH PURPOSES.
	With the successful research topics and initiatives experience will help teachers get the experience as following:
1. How to organize an effective listening lesson 
2. The steps to conduct an effective listening lesson
3. Guide students to practice, and how to improve their listening skill in English.
III. RESEARCH SUBJECTS.
	All students of grade 6, 8, and 9 at Phuc Thinh secondary school.
	ơ
IV. RESEARCH METHODS.
1. Method of observation: Teaching colleagues attend classroms for work experience to observe the teacher and the students as they work together.
2. The method of exchange, discussion: After an hour of observation, colleagues who attend the project have an opportunity to exchange and discuss the lessons and observations of the teachers style and delivery. 
3 Experimental Methods: Teachers conduct teaching experience required for each specific purpose of some listening lessons.
4. Methods of investigation: Questioning and answering for more understanding of the students about the lessons.
B. CONTENT WORK EXPERIENCE
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I. THEORETICAL BASIS OF EXPERIENCE INITIATIVES.
1. The purpose of teaching :
	The purpose of foreign language teaching is not providing students with the knowledge of the language, but the ultimate aim of teaching foreign languages ​​in general and English in particular, is to teach students communication skills in 
English. Communication abilities of students expressed through skills: Listening, Speaking, Reading and Writing. English listening skill of students are formed through a process of learning environment to train in English. Besides of learning in school, students should spend time to study from other social media e.g listen to the English songs, films so they can improve their listening skill through this .
	Listening skill is the ability to use language knowledge for purposes of comprehension in English.
2. The fundamental factors directly affect the effectiveness of the listening lesson.
a. Teacher:
- With a new teaching method, the teacher plays a positive role in directing and controling student’s activities during class hour.
- To conduct a listening lesson effectively, teachers need to implement the following basic elements:
	+ Select and use flexible teaching techniques to suit each content unit.
	+ Well organized, classroom control and a reasonable alocation of time 
	+ Fluency means, the teaching aids for the listening.
	+ Creation of the appropriate teaching aids serving lessons.
	+ Communications sense for attractingstudents.
	+ Especially teachers have to listen the listening lesson serveral times in advance to understand well the content of the listening lesson.
b. Listening Techniques:
Methods of teaching listening is governed by the listening content. Taking advantage of different teaching method , using the combination of teaching techniques for attracting students ( grammar, teaching writing .... )
c. The aids for teaching listening:
	Usage of the images is the most important aids in teaching foreign languages ​​in general and English in particular. In all units of the new textbook lesson program listen to the tape is also another important part in the texbook. Moreover, teaching aids are the best choices for renewing teaching methods, motivating and inspiring for teacher and students in teaching and learning.
* The aids required for the course:
+ Radio /cassettes.
+ Voice recorder and listen to readings from textbooks.
+ Images illustrating the lesson content in textbooks
+ Other homeade utensils aids ....
d. Students:
In the relationship between teaching and learning: teachers organize the lesson, students are the center of teaching and learning. Teacher’s role is to encorage students to be self confident in getting new knowledge.
To be able to hear the lesson, the students should have the necessary skills in English listening comprehension.
II. CURRENT SITUATION AT PHUC THINH SECONDARY SCHOOL BEFORE APPLYING INNOVATIVE EXPERIENCE.
1. Advantages:
	Despite these objective conditions and subjective direct influence in the teaching process, I am trying my best to not only overcome the difficulties, but gradually improve the quality of English listening teaching to apply to new programs and textbooks.
a. For the teacher:
- Initially approach the good use of specific teaching techniques - listening techniques 
- Be familiar and proactive with organizing a listening lesson. 
- Be flexible in chosing and using different teaching techniques
- Create as many teaching aids as possible to match the content of the lesson to make the lessons more active and meaningful.
- Take the good use of different aids for the best of a listening lesson such as: the video, tape recorders, VCRs, lights ..
b. For the students:
- Students have been getting used to the discipline hearing.
- Many students have heard and recognized the voice, the voice of a native speaker.
- Most students hear all simple content, both to implement the requirements, teacher assign after 3rd hearing.
- Some students have formed skills, academic skills.
2. Disadvantages
a. For the teacher:
I myself have some difficulties in performing certain tasks, such as how to the selectappropriate techniques for each lesson. Sometimes I feel not confidnet to use teaching aids serving lesson listening ( radio cassett, illustrations ... )
b. For the students:
- Comprehension in English is limited.
- Many children don’t have opportunities to hear/listen, or no access to mass 
media for improving their English.
- Some children are afraid to listen and speak in English, afraid of making mistakes.
- Listening leson is new to them, especially students in grades 6.
3. Teaching aids :
- Teaching aids for teaching service was too little, some missing: paintings, photos, videos, radio casstte.
- Not good quality recordings, speech is unclear, much noise.
4. Take survey:
In the process of teaching, I myself in charge of grade/ year 6, 8 and 9. With mass consciousness research has characterized the situation of academic disciplines and conducts student, lesson learned. Right from the beginning of the school year I 've oriented yourself a plan and specific method to actively investigate the situation of student learning by their respective class. Through investigation, I realized that
most of them are not sure grasp of vocabulary, listening and communication skills in English is limited. The survey results are as follows:
Grade
Total
Exellent
Good
Average
Weak
Poor
SL
%
SL
%
SL
%
SL
%
SL
%
6
62
1
1,61
4
6,45
23
37,09
30
48,38
5
8,06
 8
45
0
0
5
11,11
24
53,33
20
44,44
6
13,33
 9
50
0
0
4
8
17
54
11
12
8
16
III. THE SOLUTION USED TO SOLVE PROBLEMS.
1. Some guiderlines for an effective listening lesson.
	Students should have a purpose to listen, and the listening lesson can provide this by making listening activities like a problem-solving task, where students must discuss, find clues, think and work out solutions. Students should do an activity while they are listening, not just after. Listening is not a memory test.
Students sould do a variety of interesting activities to guide their listening.
Good listening activities have responses that are simple for student to produce, letter, numbers, T/F because we want students to focus on listening not on making long, complicated answers.
Students should listen to the text several times. They should refine their understading each times.
Te teacher should not break up the text in to small chunks because this encourages listening just to get the right answer. Getting the right answer does not elp students to develop their listening skill.
2. Make good teaching process hearing
	For a more grammar or vocabulary, usually in the course of the lesson, there are 3 stages: Presentation - Practie - Production. The process of a listening lesson also go through three stages : Pre - Listening, While - Listening, and Post - Listening. The process of learning can not only help students to grasp understanding, but also help them use communication and listening skills in practice. But the problem is prerequisite teachers need to clearly define the purpose of each article requested specific hear from which direction the students perform the tasks in the next stage.
a. Pre - listening: 
As stage helps students with orientation, thinking about the topic or situation before listening. And this is also the period given objectives to be achieved by a listening lesson.
a.1. True/ False staterments used for prediction.
The teacer write 5-10 staterments on the board based on the main ideas in the listening text. Only alf the statements are true. Students copy the numbers of the statements on their books. In pairs students predict which of the statements are true and underline the numbers ( or mark them T/F ). Students call out their predictions. The teacher does not say if they are right or wrong. The teacher reads the text. Students tick the predictions that are rigt and any that thay didn't guess. In pairs students compair and if there are disagreements the teacher reads the text again until everyone agrees.
a.2. Open - prediction.
The teacher doesn't give the students any statements, only sets the scene and gets students to predict some of the things they will hear the text. Students write down theia predictions. In this way students ave made their own listening guides. The teacher reads the listening text and students tick their correct predictions.
a.3. Pre - questions:
The teacher puts a few pre-questions on the board: one pre question for each main point in the listening text. Students read and think about the pre-questions. The pre-questions focus the students' attention but students don't ave to guess or predict the answers if they don't want to. After the first listening they answer the questions.
a.4. Ordering:
The teacher gives students jumpled statements or pictures on the board. students must discuss in pairs/groups and predicts the correct order 1, 2, 3 etc. in a grid. In pairs they compaire their answers. The teacher accepts different orders to create a "disagreement", so it gives students a real reason for listening and finding out wo is rigt. Students listen and tick or correct their order.
b. While - listening:
	This is the stage in which students have the opportunity to practice. Teachers at this stage given the form of homework, ask students to perform. Students can make a mistake at this stage so teachers need to fix attention to students and making the correct option.
b.1. Grids:
The teacher puts a table on the board and students copy it. The table gets students to listen for te facts or details in the text. Some of the information has alreadybeen filled in the boxes of the table to guide their listening. Students listen and fill in the rest, in note form. Students work in pairs and compare to ceck ansewrs, and the teacher reads the text a second time or more until everyone agrees on the answers.
b.2. Listen and draw:
The teacher gives the students a map, or house plan or diagram or pictures - any visual that students can draw on - draw a route, mark changes, or label parts. The visual can be copied off te board or given as picture dictation. The students listen to the text and respond by drawing, filling in, labelling, numbering,etc.
b. 3. Compreesion questions:
This is the most common " While - listening" technique. Students are given a set of questions, T/F statements, multiple choice, "Wh" or "Yes-No" questions. While listening, they answer the questions. Sometimes these compreension questions have two parts; the first part elps students focus on the main ideas of the listening. Multiple choice or True/ False are often used for this. The second part focuses on the details - facts, figures, etc, "Wh" type questions are often used for this.
c. Post - listening: 
	This is the stage after listening exercise. At this stage the students use the knowledge, language skills were practiced in phase "While - Listening " to the actual social situations, makes sense.
c.1. Roleplay:
Students dramatise the listening text, taking the roles of the caracters in the story they have just heard. This is particularly good for students who haven't studied the past tense. the role-play transfers a past tense story into the presents tense. The teacher organises the role-play by putting all the same role together, eliciting and then letting them practise wat they will say, then cross-grouping so that each new group has one of eac of the different characters.
c.2. Recall the story:
Students re-tell the story in the listening text in their own words. The teacher can help them by doing a mini drill first, usually using te same pictures or simplified statements that were used for "predicting" in the pre-listening task or ordering or selecting in the while-listening task. Students practise speaking in pairs or groups. The re-telling with a picture can also be done as a chain story.
c.3. Write it up:
Students write up the information that they have in their listening instruction. They reconstruct the text in their own words using the notes in the grids or drawing in the listen and draw" exercises as cues. Students practise writing in groups, pairs or individually.
c.4. Further practice:
The teacher chooses a topic related to the listening topic, usaully a topic personalised to the students, and designs a production activity for te students to do. For example, after doing the grid, they will describe other classmate; or students can recount similar stories to the listening text-things that ave pappened to them personally.
3. Use innovative methods to teach listening in some specific lessons
Lesson Plane Grade 6.
PERIOD 48: UNIT 8: OUT AND ABOUT.
LESSON 5: C- ROAD SIGNS (C3,4)
A/ The aims and objectives: 
	1. The aims: By the end of the lesson Ss will be able to : 
 - Know some vocabulary related to traffic.
	 - Use modal verb “ must/ mustn`t" 
	2- Objectives:
	a. Language focus 
	* Vocab : intersection, go fast, slow down, stop, warn, must/ mustn`t...
	 * Structures: We must slow down./ We mustn`t go fast.
	b. Skills: listening, reading, speaking skills. 
B/ Preparations: 
	1/ Teacher: Text-book, lesson plan, radio, picture, poster, ...
	2/Students: Text-books, notebooks, exercise books...
C/ Procedures:
	I/ Organization: 	- Greeting
	- Checking attendance
	II/ Checking-up: 
T: Call ss to do exe 1/ 99 in workbook.
Ss: Do exercise ( two sentences for each student).
T: Check the answers and give marks.	
	III/ New lesson: 
Teacher’s & Students’ activities
Contents
Pre- reading
+ Pre-teach: Vocab.
- T elicits the Vocab from the Ss.
T: Read the new words 
Ss: Listen and repeat
T: Write the new words on the board
Ss: Write them down
 Practice the newwords.
- Checking the Vocab : Matching. 
T: show the pictures ask sts to look and then tell the meaning(may in Vietnamse)
Sts: observe and tell.
T: play the tape.
Sts: listen and number the sign as they hear.
Sts: give the answer.
Sts:listen again
T: ask Sts to check the answers.
T: give the answer key.
While- reading
* Open prediction :
T: Ask Ss to read the passage and fill in the blanks with the words they guess
Ss: Work in pair ( Guess)
T: Ask Ss to listen to the text and check their prediction .
T: Ask Ss to read the text (C3)
Sts: read the text and fill in the blanks on the small board.
Sts: work in pairs and give the answers.
T: remark and givethe answer key.
Sts: write into the note book.
Post- reading
T: Give examples with " must/ mustn`t".
Ss: Read the sentences.
T: Explain the structure with" must/ mustn`t". Then have ss make sentences using must or mustn’t with the signs part C4/ p91.
I. Vocabulary:
intersection (n) : giao lộ
warn(v) : cảnh báo 
slow down (v) : giảm tốc độ
go fast àß slow down
stop (v) : dừng lại
must >< không được phép 
II. Listen:
* Answer keys: 
1-c, 2-d, 3-h, 4-a, 5-g, 6-b, 7-f.
III. Listen and read:
* Gap- fill:
Some road signs ..( 1)us . There is an intersection ahead. We must ..(2) down. We .(3).go fast . There is a sign “STOP” .We mustn’t(4)straight ahead. This sign says” No turn right”. We mustn’t turn ..(5).
*Answer Key:
 (1) warn 
 (2) slow 
 (3) mustn’t 
 (4) go 
 (5) right
IV.Grammar: 
Ex: We must slow down.
 We must not turn right.
=> Form: S + must/ mustn`t + V 
Picture a: We must slow down.
 IV/ Consolidation:
	-T: Ask ss to retell the lesson: must/ mustn`t + V.
	 Ss: Answer
 	V/ Homework:
	- Learn newords by heaart.
	- Do exercises part C in workbook.
	- Prepare: Grammar practice
Lesson Plane Grade 8.
PERIOD 57: UNIT 9: A FIRST AIDS COURSE
LESSON 3: LISTEN
A/ The aims and objectives: 
	1. The aims: By the end of the lesson Ss will be able to : 
 - Know how to listen for details about the activities talking place in an emergency room . 
	2- Objectives:
	a. Language focus 
	* Vocab: Eye chart, Paramedic, Wheelchair, Stretcher, Crutch
	* Structures: 
	b. Skills: listening, reading, speaking skills. 
B/ Preparations: 
	1/ Teacher: Text-book, lesson plan, radio, picture, poster, ...
	2/Students: Text-books, notebooks, exercise books...
C/ Procedures:
	I/ Organization: 	- Greeting
	- Checking attendance
	II/ Checking-up: 
	III/ New lesson: 
Teacher’s & Students’ activities 
Contents
1. Warm up: Network:
 have a burn have a cut
 Situation which require first-aid
 Have a snake bite 
2.Pre- listening: 
- T elicits the Vocab from the Ss.
T: Read th