Some useful ways of improving listening skill in listening lesson in class 7, 9 at ban cong secondary school

DEPARTMENT OF EDUCATION AND TRAINING THANH HOA
OFFICE OF EDUCATION AND TRAINING BA THUOC
EXPERIENCE INITIATIVE
SOME USEFUL WAYS OF IMPROVING LISTENING SKILL IN LISTENING LESSON IN CLASS 7,9 
AT BAN CONG SECONDARY SCHOOL
 Completed name: Nguyễn Thị Là
 Occupation: English teacher
 School: Ban Cong Secondary School
 Experience initiative in subject: English
THANH HOA YEAR 2018
CATELORY
Order
Contents
Pages
1
1. INTRODUCTION
1
2
1. 1. Reasons for choosing theme 
1
3
1. 2. Research purposes.
2
4
1. 3. Research subjects
2
5
1. 4. Research methods 
2
6
2. CONTENT OF EXPERIENCED SUBJECT 
2
7
2. 1. Theoretical basis of the experimenced subject
2
8
2. 2. Status of the problem before applying experienced subject
4
9
2. 3. The solutions to solve
6
10
2. 4. Effectiveness of experience for educational activity, to ourselves, colleagues and schools 
13
11
2. 5. Lessons learned
13
12
3. CONCLUSION AND PROPOSALS
15
13
3. 1. Conclusion
15
14
3. 2. Proposals
16
1. INTRODUCTION
The goal of the English language is to establish and develop in students the basic knowledge and skills in English and intellectual qualities needed to further study or go on working life. So the new secondary school English textbooks from grades 6 to 9 were prepared according to the same point of the construction program, which is the point of all points (Thematic Approach) and enhance the learning methods of actively students.
All four skills of listening, speaking, reading and writing are concerned and are coordinated exercises and classroom activities.
One of the four skills of English learners in general, general secondary students in particular, often encounter certain difficulties in the learning process that is listening.
In fact to have been listening skills in English, the language learning process must be practiced regularly heard, long with the form and content of different listening. The teaching and learning of English listening, though not new, but difficult for all teachers and secondary school students. Under the program, the old textbook lessons have not heard. The teaching of English listening only be included in the program, textbooks from the academic year 2002- 2003.
With the study of the subject, I would like to be helped teachers gradually overcome the difficulties in teaching listening to conduct effective English language better, active students, active in the acquisition, perceived knowledge of the lesson. That is why I chose this topic.
1. 1. Reasons for choosing theme 
 	To do good research, the implementation of this subject must perform the following tasks.
1. Look at the documentation in English, the techniques taught to listen.
2. Remove the faculty, teaching experiment
3. The time colleagues, exchange, learn from experience.
4. Checking and evaluating results to hold all of the students so that adjustments, additional reasonable.
1. 2. Research purposes.
 	With the successful research topics and initiatives of experience will help teachers get the following experience:
1. How to organize a lesson listen effectively
2. Steps to hear a more effective teaching
3. Guide students to practice, practice to have the skills and listening skills in English.
 	1. 3. Research subjects
The theme revolves around the subject of teaching research and learning English listening teachers and secondary school students in grades 6, 7, 8, 9 Ban Cong secondary School. But the case study subjects that have boldly applied this subject are two of 7th and 9th grades.
1. 4. Research methods 
1. Method of observation: The implementation of threads to look for new research projects conducted hours of classroom visits colleagues.
2. The method of exchange and discussion: After the hour of peers, colleagues take the time to implement the project, colleagues and implement the project to conduct exchanges and discussions to draw from that experience experience for lessons.
3. Experimental Method: Teachers conduct teaching experience required for each specific purpose some lessons listening.
4. Methods of investigation: Teachers ask questions to check understanding evaluate the content of the lesson students.
2. CONTENT OF EXPERIENCED SUBJECT 
2. 1. Theoretical basis of the experimenced subject
2. 1. 1. The purpose of teaching:
The purpose of foreign language teaching is not to provide students with the knowledge of the language, but the ultimate goal of foreign language teaching in general, in particular English is taught students the ability to communicate in English . Communication ability of students expressed through skills: Listening, Speaking, Reading and Writing. English listening skills of students is formed through a process of learning environment to train in English. In addition to learning in the classroom, students have to learn ear training through forms and different methods.
Listening is the ability to use knowledge in language comprehension purposes in English.
2. 1. 2. The basic elements directly affect the effectiveness of the lesson listen.
a. The teacher:
- With the new teaching methods, the teacher plays a positive role in directing, controlling activities of students during school hours.
- To conduct a lesson listen effectively, the teacher should make good the following basic elements:
+ Choose and flexible use of vocational-technical content appropriate to each lesson.
+ Organizations and control classes, distribution reasonable time.
+ Fluency means, the teaching materials to teach listening service.
+ Create the appropriate teaching materials for lessons in service.
+ Communications sense, charismatic, attractive students.
b. Method - Technical Vocational (Listening Techniques)
Methods of teaching listening (Listening techniques) is defined by the content taught to listen, in other words, the content of teaching listening to govern the selection, use combination of methods, techniques taught to listen. Each instructional strategies appropriate to a particular form of lessons (teaching grammar, teaching speaking, teaching writing ....)
c. The vehicle equipment and teaching aids for teaching listening service:
- The use of pictorial devices to support the teaching of foreign languages ​​in general and English in particular is regarded as a means of expressing the content of textbooks. In all units of the new textbook lesson program content of the transcripts of cassettes longer textbooks only in the listening exercises. Want to make good the exercises, the students listen to hear the lesson content in the ice. Moreover, teaching equipment is also active in media innovation of teaching methods, motivate and inspire learning.
* The equipment required for the course:
- Transceivers cassettes.
- Voice recorder readings and listen to Textbooks.
- Pictures illustrating the lesson content in textbooks
- The pictures utensils teachers create ....
d. Students:
 	In the relationship between teaching and learning: teachers are organized, self-control students with the knowledge to dominate the actions, the actions of their own intellectual role under the control of religious organizations members.
To hear good lesson, the students should have the necessary skills in listening comprehension in English.
2. 2. Status of the problem before applying experienced subject
2. 2. 1. Advantages
Although there are objective conditions and subjective influence directly in the teaching process, but we have to know ahead overcome the difficulties ahead, gradually improve the quality of English teaching hours listening to meet the purpose of the program, new textbooks
a. About the teacher:
- Initially approach uses relatively good teaching techniques characteristic - teaching techniques hear.
- Already familiar with how the initiative and held a listening lesson
- Coordinate quite flexible teaching techniques
- Creative many teaching materials appropriate to the content of the lesson, so many lessons to listen to life, charismatic and highly effective.
- Using the operating equipment of modern teaching better serve the teaching hear: video tape-recorders, video recorders, lights ..
b. About the students:
- Students are familiar with the subject heard.
- Many students have heard and recognize the voice, the voice of native speakers.
- Most students hear all sounds simple content, just to make the request, the teacher assignments after hearing 3rd
- Some students have formed skills, academic skills.
2. 2. 2. Existence:
a. The teacher:
There are still some teachers who encounter difficulty in performing the operations and techniques of teaching and listioning in choosing the appropriate technique for each period of the lesson. Still hesitate to use or use inemsive teaching aids for listening lessons (radio cassett, illustrations ...)
b. Students:
- Engines for listening comprehension in English is limited.
- Many children have fewer opportunities to listen, little access to the mass media through which can be heard in English.
- Some children are afraid to listen and speak in English, and fear of making mistakes.
- Mon listening is new to them, especially students in grades 6, 7.
- Students who are new to reading speed, said the British band.
c. Means of teaching aids:
- Supplies of teaching service of teaching is too little, some missing: paintings, photos, videos, radio casstte.
- Not good quality recordings, voice remains unclear, much noise.
d. Specific investigations:
In the process of teaching myself to take on blocks 7 and 9. The mass consciousness research has characterized the situation of academic disciplines student has done, learn from experience. Right from the beginning of the school year I've orient yourself a plan and specific methods 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. Results of the survey as follows:
Class
Total of Students
Excellently done
Well done
Normally done 
Poorly done
Badly done
Amount
%
Amount
%
Amount
%
Amount
%
Amount
%
7
44
01
2,27%
10
22,72%
28
63,63%
05
11,38%
0
0%
9
39
0
0%
10
25,64%
26
66,67%
3
7,69%
0
0%
2. 3. The solutions to solveIII. GIẢI PHÁP V À T Ổ CH ỨC TH ỰC HI ỆN2.3.22
 	2. 3. 1. Planning for a lesson hear:
a. For teachers
To hear a good lesson, the teacher should perform the following steps:
- Look at the record content from a textbook lesson, teacher book:
Textbooks, teacher books is an important basis to teachers planning to teach their lessons.
The study textbooks, teacher books will help teachers organize, control hear right lessons with focal points; distribution of time steps, the scientific activities.
- Research purposes requires the lesson:
The purpose and requirements of the target lesson is that both teachers and students must achieve the following lessons learned. For listening lessons, common purpose and requirements of the lesson is to help students to practice and develop skills: Listening (listening), Speaking (say), Reading (reading), Writing (writing) (in it is primarily listening skills), after the end of the listening students understand the content of the listening and made some request or exercise any language.
- Selection and coordination techniques taught heard (Listening Techniques) a flexible and consistent:
The selection techniques should be taught to listen determined on the basis of the lesson content, features and capabilities of the classroom and the stages in the process of teaching listening consists of three stages: Stage before listening ( Pre-Listening), stage while listening (While-listening), the period of training, "Post- listening" In each stage there are specific techniques taught to listen to suit each stage there.
Good use of the media, teaching materials for lessons serve hear:
* Use a cassette:
+ Before performing machine learning to prepare good, clear tape and battery backup when power
+ Must ensure safe operation.
+ Absolutely not arbitrarily students to use without instructions
+ Consider the need, bring effective, specific time for each stage ...
* Use the illustration:
+ Soup photo in textbooks:
One of the strengths of the textbooks compiled under the new program is controversial figure. The advantage to the fullest extent of competition in the form of textbooks to help students understand the lesson is the need to focus in all lessons.
+ Painting illustrations: (homemade or purchased) to introduce and practice new post is required. Do not ask illustrations to ensure aesthetic, but must be real close contact with the lesson content. If there are no conditions, the purchase can zoom illustrations in textbooks
- It should be a lesson to rational science.
Teachers should plan his activities specified, the operation of the game, time for the operation, the requirements of each exercise, the possible answers of students
- Exchange, discuss plans for teaching.
The effect of listening lessons will be improved if the plan is to teach discussed with colleagues before teaching job not only bring positive results for lessons listening skills but also results so.
b. For students
The teacher asks students to prepare for the next lesson by:
- Out system provoking questions about all they are going to be learning so that students have time to think, learn the material ....
- Ask students to perform some exercises related content to hear that lesson to teach more skills also have the same result.
- To encourage and motivate students self-confidence, initiative, creativity outlined the issues, questions related to the content of Unit
2. 3. 2. Make good progress teach listening.
For a detailed grammar or vocabulary, often in the course of the lesson is that there are 3 stages: Presentation - Practie - Production. The process of listening to a lesson has to go through three stages: Pre - Listening, While - Listening, and Post - Listening. The process of teaching to help students understand not only understanding but also help them to use their listening skills in communication practice. But the problem is prerequisite teachers need to clearly define the purpose of each article requested can listen to from that particular orientation for the students perform the tasks in the next stage.
a. Pre - Listening: (about 10 - minutes) 
(True/ Frediction, Open Prediction, Ordering, Pre- Questions)
Stage is to help students with orientation, thoughts on the subject or situation before students listen.
- Teachers should create a center that makes listening to prepare students by leading questions on the topic suggests listening, ask students to observe painting, reading from and guess what they are prepared to hear what topics, one going to tell anyone ...
- Teachers can ask students to work in groups preliminary guess about what they are going through painting or listening situations. May be they say not exactly what they're hearing but the question they are interested before hear it.
- Teachers help students anticipate the difficulties may be encountered in pronunciation or the new structure, the knowledge base ...
- Finally made it clear to their teachers know their students will be heard many times and instructions required tasks while listening to (choose right, wrong, answering questions ...)
b. While - Listening: (about 20 - minutes)
(Selecting, deliberate Mistakes, Grids, Listen and Draw, Comprehension Questions)
This is the stage in which students have the opportunity to practice. At this stage the teachers give homework forms, ask students to perform. Students can make a mistake at this stage so teachers should pay attention to the students and debugging options give the right answer.
Teachers read or hear pop band 2 to 3 times (if the content can hardly hear them 4 times). First time Help students become familiar with all the content comprehension how quoat listening (pendown). The second time listening accurate information to complete assignments. The third time to listen and check the homework was done. The main objective of listening is listening to students taking the content or get detailed information at the same time understand the attitude of the author. Therefore teachers for all students to listen to them all as well as comprehend the general layout of the article and do homework, then can listen to each segment to understand or hear the results difficult to confirm the meeting place project. Should be limited to students listen to each sentence, or word for word, as this will make the learning habit must understand the meaning of each word of each sentence to hear.
c. Post - Listening (at Least 15 minutes)
(Roleplay, Recall the story, Write- it- up, Further practice ...)
- This is the period after listening practice. At this stage students use the knowledge, language skills were practiced in phase "While - Listening" to the actual social situations, makes sense. After hearing students need to do some homework as reported before class or in groups on the results of the exercise, the other students listen to comments or cure all for you. Teachers need to incorporate other skills to develop extended listening as recall, write-it-up, discussion .....
* Use innovative teaching methods to listen to a specific lesson
 Planing:
 Teaching:
UNIT 3: ATRIP TO THE COUNTRYSIDE
Period 17. LESSON 3: LISTEN (P 25) 
Aims:
- Practice Listening for specific information about Ba and his family's trip
To ask for their home village in the countryside.
Ojectives:
   	- By the end of the lesson Students Will Be Able to write a short paragraph
 about the trip.
Teaching skills:
 	- Listening, writing.
Teaching aids:
	- Text books, pictures, word cards, maps, posters, cassette, tape.
Stages:
Teacher
Students
Board taking notes
A- WARM- UP
* Matching
(Use a poster)
- Divide the class in to two groups? Match the English words with their meaning in Vietnamese
- Evaluate
B- NEW LESSON:
I- Pre-listening:
1- Pre-teach:
a- Elicit vocab
- situation
- translation
- picture
- translation
- example ( gas, oil...)
*-Checkstress & pronun-
ciation
? Copy
b- Check vocab: R.O.R
2-Picture ordering predic
tion
*-set the scene:
Ba and his family took a bus from their house in the city to their home 
Village in the country-
-side.
?Guess the order of the pictures about their route
- Divide the class in to two groups ( prepare pictures for two groups
II- While listening:
*- Matching
-Hang the map 4- P25 on the board
- Prepare nine wordcards
about the names of the places
? Listen,match the words
-cards with the correct places on the map
- Turn on the cassette
-First time
? check your prediction
- Second time
? Listen and match
- Feed back
Third time
? Listen and correct your answer.
- Feed back
- Correct
-Evaluate the two groups’
Prediction
(Call one student to replace the wrong order if necessary)
III-Post- Listening:
-Divide the class in to groups of 4
? Use the correct order of the pictures to rewrite about Ba and his family’s trip
Feed back
Have 3- 4 groups’ posters
Hung on the board
Correct- evaluate
C- HOMEWORK:
Airport
Store
Pond store
Bamboo forest
Dragon bridge
Parking lot
Higway No1
Gas station
Banyantree
- One by one of two groups
-Guess the words
-Listen and repeat
-Copy down
-Rewrite the words 
- Five students of two groups use the pictures to make the order prediction
- Listen check their pre -diction ( pendown)
-Taking note - compare with their partners
- Give the answers they hear
-Match the names with the places (one by one go to the board match the wordcards with the places)
In groups of 4 students
write own on their posters
- Compare with others
Exchange corretio
- Rewrite the paragraph
- Do exercise B2