Some experience in listening to english are effective in high school

THANH HOA EDUCATION AND TRAINING DEPARTMENT 
THACH THANH I HIGH SCHOOL
EXPERIENTIAL INITIATIVE
SOME EXPERIENCE IN LISTENING TO ENGLISH ARE EFFECTIVE IN HIGH SCHOOL
Author: BÙI THỊ HIỀN
Occupation: Vice - president
Experiential initiative on: English
THANH HOA, YEAR 2019
TABLE OF CONTENTS
Pages
INTRODUCTION
2
Reasons to choose the topic
2
Aims for study
2
1.3. Object of the study
2
1.4. Research methods
2
 2. CONTENT 
3
2.1. Basis for argument
3
2.1.1. Purpose of teaching:
3
2.1.2. The basic factors directly affect the effectiveness of listening lessons.
3
2.2. The reality of teaching listening English at Thach Thanh I high school
4
2.2.1. Advantages
4
2.2.2. The existence
4
2.3. Some solutions used to resolve the problem
5
2.3.1. Plan a lesson to teach
5
2.3.2. Good implementation of listening process
6
2.4. The results reached after the application:
8
3. CONCLUSION, PROPOSALS 
8
3.1. Conclusion
8
3.2. Proposals
8
 REFERENCES
10
1. INTRODUCTION
1.1. Reasons to choose the topic: 
The goal of English is to form and develop students' basic skills in English and the intellectual qualities needed to continue studying or entering working life. Therefore, new high school English textbooks from grade 10 to grade 12 are compiled according to the same programmatic perspective, which is the thematic approach and promote the 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 gain English listening skills, foreign language learners must have a regular listening practice, long-term with different types of listening content and content. Teaching and learning English is no longer new but difficult for all high school students and teachers. According to the old textbook program, there is no teaching lesson. The teaching of English in high school is only included in the program since students follow the curriculum.
By studying this topic, I would like to help teachers gradually overcome difficulties to conduct listening to English lessons more effectively, students are more active and active when receiving and comprehending. knowledge of the lesson.
1.2. Aims for study
With successful research of this topic, this experience initiative helps teachers get the following experience:
          1. The way to organize a lesson is effective.
          2. Steps to conduct a lesson are effective.
          3. Instruct students to practice themselves, practice to be skilled, and thoroughly listen to English.
1.3. Object of the study
         The topic revolves around the study of teaching and learning English listening of high school teachers and students in grades 10, 11 and 12 in Thach Thanh I high schoolI. But the object of typical research that I have boldly applied this topic is 11B1 grade students.
1.4. Research methods
1. Observation method: I research and study for myself, and attend the class visit time of my colleagues.
2. Methods of discussion and discussion: After attending the time of colleagues, my colleagues and my colleagues and I conduct exchange and discussion so that we can gain experience for lesson.
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' content.
2. CONTENT 
2.1. Basis for argument
2.1.1. Purpose of teaching:
The purpose of teaching foreign languages ​​is not to provide students with knowledge of that language, 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 one learning process in English language environment. In addition to studying at the school, students must learn and practice listening through different forms and modes.
Listening skills are the ability to use language knowledge for listening purposes.
in English.
2.1.2. The basic factors directly affect the effectiveness of listening lessons.
a. Teachers
-With new and positive teaching methods, teachers play the role of directing and controlling students during the lesson.
- In order to conduct an effective lesson, teachers need to perform well
The following basic elements:
+ Choose and flexibly use listening techniques suitable 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.
+ Inspire, attract, attract students.
b. Listening Techniques
The method of teaching listening is regulated by the content of listening, in other words, the content of the lesson hears the selection, uses the methods and techniques of listening practice. Each teaching technique is suitable with specific forms of teaching (teaching grammar, teaching speaking, teaching writing)
c. Teaching equipment and devices for listening
- The use of equipment to support teaching pictures for foreign languages ​​in general and English in particular is considered a tool to express a part of the main content of textbooks. In all the lessons, the new textbook program is the content
The song is recorded in 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 an advantage in innovating teaching methods, promoting 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.
+ Pictures, self-taught teachers ...
d. Students:
In the relationship between how to teach and how to learn: 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. 
2.2. The reality of teaching listening English at Thach Thanh I high 
2.2.1. Advantages:
Although there are objective and subjective conditions that directly affect the teaching process, we know how to overcome the difficulties ahead, step by step improve the quality of English teaching hours to meet new purpose and program of textbooks.
a. About teachers:
- The first step is to approach relatively good use of specific teaching techniques - listening techniques.
- Being used and active with the way of organizing a listening lesson.
- Flexible coordination of teaching techniques.
- Create a variety of teaching aids suitable to the content of lessons, so many teaching lessons become lively, charismatic and highly effective.
- Using modern teaching equipment to serve the process well teach listening: cassette tapes, phototherapy ...
b. About students:
- Students are familiar with listening subjects.
- 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.
2.2.2. The existence
a. Teachers:
- There are still some teachers encountering certain difficulties in performing listening and teaching techniques, in selecting techniques to suit each lesson period, each stage of teaching period, and also used or not used proficiently for teaching equipment to serve for listening practice (lightning cat, projector ...)
b. 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 of you 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.
c. Teaching aids:
- Teaching aids for teaching are too few: pictures, songs ...
- Quality tape is not good.
d. Investigation:
- In the teaching process, I myself took the 12th grade. Consciously studying the characteristics of the learning situation of the students who have taught and learning from the experience. Right from the beginning of the school year, I directed myself with a specific plan and method proactively investigating the learning situation of students who directly teach. Through investigation, I have noticed that most of the students have vocabulary without listening skills, listening and communication skills limited by Anh Anh is limited. The survey results are as follows:
Class
Total
Good
Rather
Medium
Weak
Least
Amount
Percent
Amount
Percent
Amount
Percent
Amount
Percent
Amount
Percent
11B1
46
1
2.1
6
13
20
43.4
14
30.7
5
10.8
11B5
43
0
0
2
4.6
11
25.6
20
46.5
10
23.3
11B6
34
0
0
1
2.9
9
26.5
14
41.1
10
29.5
11B9
46
0
0
2
4.2
14
30.7
20
43.4
10
21.7
2.3. Some solutions used to resolve the problem
2.3.1. Plan a lesson to teach:
a. With teachers:
In order for a lesson to be heard well, the teachers should take the following steps:
- Studying the contents of lessons taught from textbooks, teacher books because textbooks, teacher books are an important basis for teaching teachers to teach lessons. The careful study of textbooks and teacher books will help teachers organize and control teaching lessons, mind, focus, time distribution for steps, scientific activities.
- Study the purpose of the lesson: Purpose, requirement of lesson is the goal
that teachers and students need to achieve after each lesson. For listening lesson, usually the purpose of the lesson is to help students practice and develop skills: listening, speaking, reading, writing (in which listening skills are mainly). After finishing listening to the students understand the main content of the listening and perform some language requirements or exercises.
- Choose and coordinate listening techniques in a flexible and appropriate way (based on the content of teaching, score, capacity of the class and stages in the listening process: Pre-listening, While-listening, Post-listening). In each stage, there are specific listening and listening techniques.
- Good use of teaching facilities and equipment for listening lesson:
* Use a hearing machine:
+ Before performing the teaching, it is necessary to prepare the machine well, clear tape and spare battery prevent power failure.
+ Must ensure safety when operating.
+ Seeing the necessity, effectiveness, specific time for each stage ...
* Using illustrations:
+ Channel image in the textbook: One of the strengths of the textbook compiled according to 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 content learn.
+ Need a reasonable and scientific lesson: Teachers need to plan clearly activity, game activity, requirements of each exercise, payment options students' words.
+ Discuss discussion about teaching plans with colleagues.
b. With student:
Teachers ask students to hide well for the next lesson by:
- A system of fat questions about lessons that you are about to learn for students to have time to think, learn materials.
- Ask students to do some exercises related to the lesson content.
- Encouraging and motivating students to be confident, proactive and creative to raise questions, questions related to the lesson.
2.3.2. Good implementation of listening process:
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 prerequisite is that teachers need to clearly identify the purpose of each specific listening lesson so that they can guide students to perform well in the next stages.
a.Pre-Listening: (7 minutes)
(True / False Prediction, Open Prediction, Ordering, Pre-Questions)
This is the stage for students to plan, think about the topic or situation before the students hear it. This period:
+ The teacher should create a sense of preparation for the students by asking questions about the subject, asking the students to observe the picture, read the words and guess what topics they will listen to, who is going to tell who ...
+ The teacher can ask students to work in groups to predict 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 children anticipate difficulties that may be encountered in new pronunciation or structure, background knowledge.
 + Finally, the teacher will tell the students how many times they will hear and guide the task request when listening (choose right, wrong, answer questions ...)
b. 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 more difficult to do. First time helping students with listening comprehension and listening content (pendown). 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 at the same time to 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, and then can listen to each section to get the results or to revise the hard places to confirm the answer. for students to hear every word because doing so will make learners have a habit of understanding each word before listening.
c. Post-Listening: (10 minutes)
(Roleplay, Recall the story, Write-it-up, Further practice ...)
This is the practice stage after listening. At this stage students use knowledge and language skills that have been practiced at the stage of "While - Listening" in meaningful, practical communication situations. After listening, students need to do some exercises such as: report to the class or group about the results of the exercises, other students listen, give feedback, or treat the lesson for you. Teachers need to combine other skills such as recall, write-it-up, discussion ...
2.4. The results reached after the application:
Applying this experience initiative myself has achieved some positive results. First of all, these experiences are very relevant to the program, new textbooks; students are more interested in learning, actively and creatively to expand their knowledge, and are also very flexible in acquiring knowledge and developing skills. The learning atmosphere boiled gently. Students have the opportunity to assert themselves, no longer confused when entering the lesson. This is also the relatively positive result of the listening part in the past school year:
Class
Total
Good
Rather
Medium
Weak
Least
Amount
Percent
Amount
Percent
Amount
Percent
Amount
Percent
Amount
Percent
11B1
46
5
10.8
20
43.4
15
32.8
6
13
0
0
11B5
43
1
2.3
10
23.3
17
39.5
10
23.3
5
13.9
11B6
34
0
0
6
17.6
14
41.1
8
19.6
6
21.7
11B9
46
0
0
10
21.7
16
34.8
14
30.7
6
12.8
3. CONCLUSION, PROPOSALS 
3.1. Conclusion:
After successfully applying this topic I myself have achieved significant results and valuable experiences for the coal version as follows:
- Teachers must always create a foreign language environment during school hours and must use English as the main language for communication. Depending on the grade and the student, the teacher can use short, simple, understandable, easy to remember English sentences.
- The teacher must always encourage students to use English in communicating with the learned knowledge.
- The teacher should not pay too much attention to the student's error while speaking. Let the children listen and speak naturally. Never forced students to stop talking while the student was trying to express his thoughts in English; Doing so will make you feel afraid when listening and speaking.
- Teachers should integrate English listening and speaking activities in the form of "playing and learning."
- Instruct the children to practice listening on the radio, television ...
- Teachers need to be attractive, attract students by means of activities, appropriate listening and teaching techniques for each stage of a listening lesson.
- Use 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.).
- At the practice stage after listening, teachers need to provide appropriate exercises, with high practical communication features.
At high school, listening to English in the program is a good condition for students to develop a full range of language skills. But the teaching and learning of English is "new" for both students and teachers. Both students and teachers are unavoidable. With this experience, I hope to make a small contribution to helping our school teachers and students overcome the difficulties to implement teaching and learning English for better results. 
3.2. Proposals
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 recommendations:
* For the school:
- The language learning skills must be practiced according to specific characteristics in the foreign language environment, so there should be a department room to avoid making noise for the nearby classes as well as not being affected by the noise from outside to.
- Electric system must be cultivated to ensure usefulness and safety when using.
- Provide more cassette tapes and cassettes (less radio stations, tapes and discs are not guaranteed quality).
* For Thanh Hoa Department of Education and Training:
Need to create conditions for teachers to have opportunities to exchange, learn and learn experiences through seminars.
CONFIRMATION OF THE
HEAD MASTER
Đỗ Thận Do
Thanh Hoa, May 20, 2019
I swear this is my that this is my experiential initiative, not copying the content of others
Bùi Thị Hiền
REFERENCES
	1. Rivers, W. ̣̣(1968). Teaching Foreign Language Skills. Chicago. University of Chicago Press.
2. Http:www.teachingideas.co.uk
3. English textbook 10, 11, 12. NXBGD Viet Nam.
4. Nunan, D.(1991). Language Teaching Method. A Textbook for Teachers. Pretice Hall International Press.
5. Một số tài liệu qua dự giờ, trao đổi kinh nghiệm với đồng nghiệp.
DANH MỤC
SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG SÁNG KIẾN KINH NGHIỆM NGÀNH GIÁO DỤC VÀ ĐÀO TẠO XẾP LOẠI TỪ C TRỞ LÊN
Họ và tên tác giả: Bùi Thị Hiền
Chức vụ và đơn vị công tác: Phó Hiệu trưởng, trường THPT Thạc