Some techniques for teaching production in the listening lesson in English 9

Thanh hoa education and training department
Quan hoa district education office
Experience innovation
SOME TECHNIQUES FOR TEACHING PRODUCTION IN THE LISTENING LESSON IN ENGLISH 9
 Initiative writer: Nguyen Thi Thuy
 Position: Teacher
 Working place: Nam Xuan High School
 Experience of the initiative: English
Thanh hoa year 2017
INDEX
Content Text 
Some techniques for teaching production in the lesson “ Listen English 9
Index
1
Preamble ..
Page 1
1.1.
The reason for choosing the topic
Page 1
1.2.
Purpose of the study 
Page 1
1.3.
Research subects .
Page 1
1.4.
Reseach methods .
Page 2
2.
Content innovation experience 
Page 2
2.1.
Theoretical basis of the experience initiative .
Page 2
2.2.
The real situation before applying the experience ..........
Page 2
2.3.
Measures to be solved to solve the problem ...
Page 3
2.3.1.
Understand the concept of teaching listening and reading skills ...
Page 3
2.3.2.
Research on listening activities ..
Page 4
2..3.3.
Conduct listening techniques .
Page 4
2.3.4.
Organize different listening activities .
Page 5
2.3.5.
Practice a variety of listening comprehension exercises: The listening comprehension exercises come in many forms. The common exercises are .
Page 7
2.3.6.
Understand some basic principles when conducting listening activities .
Page 7
2.3.7.
Conduct multidimensional methods ..
Page 11
2.3.8.
Always apply question-and-answer tactics when teaching English listening skills ..
Page 14
2.4.
Effectiveness of experience injury ..
Page 14
3.
Conclusions 
Page 15
1. Preamble
1.1. The reason for choosing the topic
In the industrialization and modernization, english is an dispensable part of life and work as well. Needs of learning English to "use", therefore, are becoming increasingly urgent. Nowadays teaching and learning English at secondary school has already changed a lot about the teaching contents as well as teaching the methods in order to suit with the aims of this subject in the reformed program. The basic opinion of new methods is to learn English for communication. So, our job is to provide our students with the basic skills they will need to practise the language fluently. 
I have been teaching English at Nam Xuan Secondary School for several years, I found that students have a lot of difficulties in mastering the knowledge which the teacher has provided in the first lesson of each unit (Listen and Read). Because this is a presentation period, there are usually lots of vocabulary. So, most of teachers try to introduce vocabulary and grammar in the lesson , then ask students to do exercises in the book. The “production” part of this period asks teacher to invest more time and create by herself because it does not have in the book. Therefore this section sometimes teachers do not pay attention because I think I have communicated all the content of textbooks required. So apply the knowledge they have learned to reconstruct the language is limitted. And this is the problem which troubled me four. Stemming from reality and reason in the teaching process I refer to the book of expertise as well as consult eith my colleagues I found some stricks to apply in the Production of listen and read and details read English courses in Grade 9 and to some extent have obtained the relatively positive result, students have better vocabulary, after the lesson that they can communicate with you, can relate to actually to be able to present issues related to their own experience in English according to the theme of each. During teaching time, I recognized this problem and changed something with the hope of improving students’ learning. It leads me to a reason to choose a topic for this study “Some techniques for teaching production in the listening lesson in English 9”). I hope this innovation from my teaching experience can add something to enhancing learning and teaching English quality. 
1.2. Purpose of the study 
In order to innovate new language teaching methods, to avoid repetitive repetition, to create excitement for students during English lessons, they can learn while playing and at the same time inculcate the knowledge that I learn, master my knowledge, memorize and remember faster, use language proficiency in communication and enjoy learning English.
Helps teachers save time on language teaching, spending more time practicing.
1.3. Research subects
Subjects that I chose in this research topic is the pupils in grader 9 at Nam Xuan Junior High School
1.4. Reseach methods
Research Methods: Study the program, collect references related to listening skills, summarize some listening experiences, find out difficulties and problems in teaching and listening teachers. Educate students to find out how to overcome.
Observation methods: attendance, observation of peer tutoring and study of students in class to find out the most optimal solutions to improve the quality of teaching and learning English in the current junior high school.
Method of communication practice: how to organize classes through Listening skills
Comprehensive Approach: Understand the characteristics of students to see what they lack to achieve the ultimate goal, classify students' English proficiency, break down their class by grade, and Allocate time and design lectures appropriately.
2. Content innovation experience
2.1. Theoretical basis of the experience initiative
At present, with new awareness in teaching foreign languages, teaching English for communication purposes, expanding exchanges and cooperation with the world in all fields: domestic, foreign, cultural and commercial.... marked a major milestone: the gray matter investment in teaching and learning foreign languages, working in the direction of modern industry.
It is not easy to use fluently in a foreign language, but it is not difficult to study because, to a certain extent, learning a foreign language in general and learning English in particular is not the same thing. Something is too difficult if we have good methods and means, especially when we know how to combine the methods together and make good use of the means.
Innovative teaching now focuses on the creativity and creativity of students. Most of the time communication is when they think actively practice English. In order to have a good class they must prepare their homework. Moreover, to learn well one hour they need to hear a lot.
It is also because of the reasons mentioned above that the purpose of teaching and learning English is also a big change, it is not just "learning to learn" anymore, but learn to think, depth. We are not only aiming to achieve grammatical meanings but also to achieve and develop our language skills.
Understanding the nature of communication and being able to communicate when necessary is what we reach. LISTENING is considered to be a receptive skill, but it is often harder to read than listening because verbal cues that are heard are words that have very different characteristics than writing.
2.2. The real situation before applying the experience
Most of students in Nam Xuan commune are children in mountainous areas, so their learning conditions are not good, their time is limited, their English communication environment is limited. Among them mainly ethnic Thai Muong...., even if you speak Mandarin many times when not standard so English pronunciation is indeed a problem. In addition, they have not really studied hard, have not memorized the words, are not actively vocal, slow learning, flexibility, creativity is not high, the document for further reference depends on Family economics, from which the investment in learning to listen and reading skills is limited. In addition, English is a difficult subject, a lot of knowledge, less time spent studying, and reading and listening are not controllable. Speech in fastice, unfamiliar. The list contains many new words, word stress, sentence stress, intonation is very different and students can hardly understand the content.
Results of the survey at the beginning of the year 9A
Number of students
Good
Fair
Average
Fail
Poor
31
No
(ss)
Perce-ntage (%)
No
(ss)
Perce-ntage (%)
No
(ss)
Perce-ntage (%)
No
(ss)
Perce-ntage (%)
No
(ss)
Perce-ntage (%)
0
0
5
16,1
19
61,3
7
22,6
0
0
Teaching and learning English in the school has made great changes in the content as well as teaching methods to meet the goals and requirements set for this subject in the reform program.
The most basic idea of ​​method innovation is how to promote the positive and active of learners, create optimal conditions for learners and trainers, develop the ability to use the language for the purpose of delivery. Next, not the supply of pure language knowledge.
With this view, tricks and classroom activities have also been changed and diversified. The teacher needs to grasp the main principles of the methodology and learn the teaching and teaching techniques from the point of view of communication so that it can be applied in a flexible, appropriate and effective way
2.3. Measures to be solved to solve the problem
2.3.1. Understand the concept of teaching listening and reading skills
Listening and reading one of the most complex linguistic activities, it incorporates the components of the acquisition of cognitive and linguistic knowledge. Listening and reading comprehension is one of the main purposes of teaching foreign languages.
When spoken, ideas are not arranged in the same order as they are written; Common words are often repeated, there are many redundant words, from the buffer, not grammatical. Can speak, say, turn off, hesitant.... And when reading a quick text to get the main idea
With these different characteristics, when teaching listening and reading outside of the general techniques that can be applied to listening and listening skills, the teacher also Specialized instruction for reading and listening activities is required.
Listen consists of two levels:
a. Level 1: (Identify or distinguish): The recognition of sounds, words, and phrases in their structural relationships. Only when this capability becomes automated can listeners reproduce, behave and respond to what is heard in the sequence
b. Level 2: (Optional): The listener draws useful elements to understand the speaker. At first hear the sentence, short, simple words, later understand longer sentences
2.3.2. Research on listening activities
a. Listen in everyday life: There are two main ways to hear it
Listening is not focused: It is entertaining, like when we listen to the radio, watch TV... and still be able to carry out another job.
Listening is focused: is the intentional listening activities, want to capture a certain content information. For example, listening to the news on the radio, television, listening to instructions, instructions, explanation, lecture Songs, etc. In this case, the listener mainly focuses on the important points, necessary for his intent. Listeners often know what they want to hear. This helps the listener focus attention on the content to know, so often catch the problem more effectively.
b. Listen in the language learning environment
In the learning environment, listening activities are mainly focused, and aim at developing different listening skills.
There are the main types of listening in foreign language learning:
Listen to the main idea.
Listen to find the information you need.
Listen to assert the previous conjecture.
Listen to the implementation of communication tasks are in place.
Listen carefully (both the content and structure of the language).
* Note: Students may re-establish information based on the following:
Knowledge of language (words, grammar, semantics, style...)
familiarity with the topic being mentioned.
Observation, interpretation, context of communication, including what happened before.
Knowledge, knowledge that the children get together with the speaker.
Understanding, acknowledging attitudes, personal interests of the speaker.
Understanding of context, culture in communication.
Understanding of non-verbal cues such as speech speed, pause, gesture, gesture, facial expression.
2.3.3. Conduct listening techniques
Confidence building
Sentence stress reception
Topic resolution 
Listening for gist
Recognition details
Listening for wanted information
Dictation
Sequencing chart
Dictogloss
Listening and note-taking
2.3.4. Organize different listening activities
a. 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, content related to listening; Explain the concepts if needed.
Ask questions to help students predict what they will listen to.
Introduce new words if available or revise, reinforcing vocabulary needed for listening.
Raise the question to guide when listening.
Divide the listening process step by step, for example:
First listen: listen to the main idea, answer the questions.
Second listening: listening more detail...;
If the song is long, divide the song into short sections for the students to hear, there are specific listening requirements.
b. Predicting Predictability
One of the essential skills to hear is the ability to guess what is going to be heard. Therefore, when students practice listening, the teacher should have students guess what is going to be heard in a given context. This can be done with storyboard or conversation. For example, when listening to a conversation, the teacher may stop after a character's speech in the conversation and ask the student how the character will respond. How will it behave? Do you agree or not? Etc...When students listen to a story, the teacher can also use the same technique, pause in appropriate sections and ask questions such as: What happens next? Why does X do that? Why is the story so evolving? Is the outcome the same? Etc... before continuing to hear the story.For example: In a posthumous posture, the teacher may stop at some point for students to guess:
Tapescript: At 6.30 in the morning, the bus collected Ba and his family from their home. (Where did they go?). After picking everyone up, the bus continued north on Highway Number 1. It crossed the Dragon Bridge and stopped at the gas station (What happened? Why did it stop there ?) to get some more fuel. Then, it left the highway and turned left onto a smaller road westward. (Please imagine the direction here (Which is the East? West? North? South?). This road ran between greenpaddy fields, (What can you see though the bus window?) so the people on the bus could see a lot of cows and buffaloes. The road ended before a big store beside a pond. Instead of turning left towards a small airport, the bus went in the opposite direction. (Did it stay there for a long or a short time?). It did not stay on that road for very long, but turned left onto a road which went though a small bamboo forest. Finally, the bus dropped everyone off at the parking lot ten meters from a big old banyan tree. It parked there (What for?) and waited for people to come back (When did they come back?) in the evening [1].
c. Write to confirm they guess about the content of use
This is a pre-reading / listening comprehension test, where teachers will discover the idea of what students already know about what the text reads / hears, is not clear, what is not. Know. Then listen and contact known knowledge with the content to hear.
For example: When conducting a listening about MEDIA - basic communication (Teacher - Unit 5: Media - page 43), the teacher will ask, suggesting biologists know about the media such as name, birth, origin, results. coin. Then ask or ask the students to listen, find the answer.
d. Listen to the information you need
As mentioned, when conducting listening activities, teachers are required to compose listening requirements and tasks, focusing on the main content, important for the hearing to have a specific purpose.
Forms of tasks and requirements are varied, either in the form of a question answer or in the form of a table.For example: Listen to the report on how our oceans are polluted. Then complete the notes
How the ocean is polluted [1]
Firstly 
raw sewage is pumped directly into the sea
Secondly
 dropped into the sea
Thirdly
oil spills 
Next 
Finally
e. Listen to the main idea: (Listen for gist / for main ideas)
In many cases students need to be trained to understand the main ideas
Generalization of the post without regard to detail.
For example: Listen to the conversation and find information about Tim Jones and Carlo:
The food they ate?
The bus they went?
The sign they saw? 
g. Listen to carry out the following communication activities:
There are listening activities, often in the form of tables, for a subsequent communication.
For example: An expert is giving a talk on how to live with earthquakes. Listen to the talk, then complete the table
Living with earthquakes [1]
Heavy fixtures, furniture, and appliances:
- Place heavy books on the.... (1) 
- Block the rollers on your . (2)  and  (3) 
Flying glass:
- Check the  (4) 
- Don’t put your bed near  (5)
Earthquakes drill:
- Stay  (6) 
- Sit  (7)  or  (8) 
- Stand in the  (9) 
After completing the above statement, the student can continue the practice with the next communication, talking back and / or talking about how to survive an earthquake.
2.3.5. Practice a variety of listening comprehension exercises: The listening comprehension exercises come in many forms. The common exercises are
Defining true – false questions
Checking the correct answer / information
Matching
Filling in the chart
Filling in the gap
Answering comprehensive questions
2.3.6. Understand some basic principles when conducting listening activities
In order for the listening activity to achieve the desired purpose, the teacher should follow some basic principles when conducting a listening session:
a. Lead - in (Lead - in). As mentioned above, when the audience is focused, listeners often have the intention, the focus on the listening section, will know what to pay attention to when listening.Therefore, when listening to the teacher, the teacher also needs to create "intentions" for the students to prepare for the upcoming listening through pre-listening activities such as:
Introduce context, situation;
Suggested questions, guessing about the content to be listened to;
Questions to create curiosity, to create an interest in the content to be heard;
Guiding questions, requirements for the necessary content to listen to understand, etc.
b. Listening tasks, tasks: Listening activities must necessarily be directed through the requirements and tasks prepared by the teacher for the student to do. These requirements can be one or more of the types of listening exercises listed in section 4.
c. Carry out listening in three stages: before listening, while listening and after listening
* Before listening (Pre - listening)
Arouse interest;
Set up the context;
Create reasons for listening;
Teach new structures, words needed for listening (Pre-teach structures, newwords)- Brief introduction to the topic (Introduce briefly the topic, content);
Hint, focus attention on the main points of the listening (Eliciting, guiding questions);
Predict the text;
Giving expectatio;
The center of gravity prepares students for listening assignments by directing the topic of the topic, asking them to look at the picture, read the words, and guess what they are about to hear. Who is going to say? Talk to? Where does the conversation take place?Teachers may ask students to work as a team to make a rough guess about what content is about to hear through the pictures or situations of the listening. There may be things that students say is not exactly what they