Teching and learning listening skill in high school

	CATEGORIES
	CONTENTS	PAGES
A - Introduction
I. Reasons for choosing the topic:	 2
II - Research tasks:	 	2
III- Scope of research:	 	2
IV- Research purpose:	 	2
V- Research method:	 	3
B – Content:	 	3
I. Rationale:	 	3
1- Purpose of teaching: 	 	3
2-The basic factors directly affect the effectiveness of listening lessons.	3
II- The status of teaching English subjects at Nong Cong I High School	4
III- Some practical solutions to conduct an effective listening lesson:	 5- 6
V. SAMPLE TEACHING:	 7- 10
VI- Achievements after applying the topic:	 10
VII- Recommendations:	11
C – Conclusion:	11
*THE REFERENCE MATERIAL:	12
 CONFIRMATIONS	 	 13
A - Introduction
I. Reasons for choosing the topic:
The goal of English is intended to shape and develop in students the knowledge of basic English skills and intellectual qualities necessary to continue studies or go into labor life. So the new high school English Book from grade 10 to grade 12 are compiled according to the same construction program perspective, that perspective is the topic (thematic approach) and highly active learning methods of active students. All four skills of listening, speaking, reading, writing is concerned and is coordinated in the exercises and classroom activities. One of the four skills that people learn English in General, General High School students in particular, certain difficulties often encountered in the process of learning which is listening. In fact to get English listening skill, the learners must have often heard the training process, with the form and content of different listeners. The learning and teaching of listening English but no longer new but difficult for all teachers and students, and high school ranks.
II - Research tasks:
To make good research, who conducted the subject need to perform the following tasks. 
1-The study of the English documentation, the techniques taught to listen. 
2-Sports instructors, teaching experiment 
3-Hour colleagues, Exchange, experience withdrawal. 
4-Check the results of reviews, holding a student's post from which has the additional, reasonable adjustments.
III- Scope of research:
The topic revolves around the topic of teaching and learning English for teachers and high school students. But the object of the typical research that I have boldly applied this topic is two classes 11C2 and class 10B61
IV- Research purpose:
With successful research topics and experience initiatives will help teachers get the following experience:
1. How to organize a lesson to teach is effective
2. The steps to conduct a lesson are effective
3. Guiding students to practice and train them to have skills and skills to listen to English.
V- Research method:
1. Observation method:
The person who implements the topic self-studies and conducts the class visit time of his colleagues.
2. Methods of discussion and discussion: 
After studying the colleague's time, the colleague now expects the subject, colleagues and implementers to exchange and discuss from which to draw lessons Experiment 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' lessons.
B - Content
I. Rationale:
1- Purpose of teaching: 
The purpose of teaching foreign languages is not to provide students with knowledge of that language, but the ultimate purpose of teaching foreign languages in general and English in particular is to teach students. Ability to communicate in English. The ability of students to communicate is expressed through skills: Listening, Speaking, Reading and Writing. Students' English listening skills are formed through a process of learning and practicing in the English language environment. In addition to studying at the school, students must learn to listen through different forms and methods.
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 to work 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 means and teaching aids for teaching and listening.
+ Create appropriate teaching aids for teaching.
+ Inspire, attract, attract students.
b- Method
- Listening Techniques (Listening Techniques) Teaching methods are taught by the content of listening, in other words, the content of the lesson is listening to the selection, applying the methods and teaching techniques. . Each teaching technique is suitable for a specific form of teaching.
c- Facilities and equipment for teaching and learning for teaching listening:
- 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. In all lesson units, the new textbook program is the content of the listening lesson recorded in the cassette tape and the textbook only prints 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.
d- Students:
 In the relationship between the way of teaching and learning: Teachers are the ones who organize and control students to self-master knowledge by their own manipulations and intellectual acts under the role of teacher control. In order for the lesson to be heard well, students need to have the necessary skills in listening in English.
II- The status of teaching English subjects at Nong Cong I High School
1. Advantages
  Although there are objective and subjective conditions that directly affect the teaching process, we have overcome overcome the shortcomings, step by step improve the quality of English teaching hours to meet purpose of new programs and textbooks.
a- On the teacher's side:
- Approach to relatively good use of specific teaching techniques, listening and active teaching techniques with the way of organizing a listening lesson
- Flexible coordination of teaching techniques
  - Using modern teaching equipment to serve the listening process: cassette tapes, projectors..
b- About the students:
- Students have become accustomed to listening.
- Many students have heard and recognized the voice of the native speaker.
- The majority of students hear the songs with simple content, just have to fulfill the requirements and exercises of teachers after hearing the times.
- Some students have formed skills and skills in learning.
2- Exists:
- Students' motivation to listen in English is limited.
- Many children have few opportunities to listen, with little access to mass information through which English can be heard.
- Some children are afraid to listen and speak in English, and are afraid of making mistakes.
 - Students are not familiar with the speed of reading and speaking in English tapes.
- Teaching aids for teaching are too few, some are missing: casstte station.
- The tape quality is not good, the voice is still unclear, and the noise is much.
III- Some practical solutions to conduct an effective listening lesson:
1- Planning for a lesson to hear:
a- For teachers
In order for a lesson to be heard well, the teacher should take the following steps:
- Study the contents of teaching content from textbooks, teacher books: Textbooks, teacher books are an important basis for teachers to teach their lessons for lessons. The careful study of textbooks and teachers' books will help teachers organize and control teaching lessons to focus and focus; allocate time for steps, activities in a scientific way.
- Study the purpose of the lesson requirements:
The purpose and requirement of the lesson is the goal that both teachers and students need to achieve after the lesson period. For listening lesson, usually the purpose, the requirement of the lesson is to help students practice and develop skills: Listening, Speaking, Reading, Writing (in which listening skills are mainly), after the conclusion Encourage listening to students understand the main content of listening and perform some language requirements or exercises.
Select and coordinate listening and teaching techniques flexibly and appropriately:
The selection of listening teaching techniques must be determined on the basis of the content of the teaching period, characteristics and capabilities of the class and stages in the listening process including 3 stages: (Pre-Listening), (While-listening), " Post-listening". In each stage, there are specific listening techniques suitable for each stage. Good use of teaching facilities and equipment for listening lessons: 
* Using cassett machines, computers:
+ Before performing the teaching, it is necessary to prepare good equipment, clear bandages and backup batteries when the power is out
+ Must ensure safety when operating.
 + Considering the necessity and effectiveness, specific time for each stage ...
* Use of illustrations: mainly pictures in textbooks:
One of the strengths of the textbook compiled under the new program is that there are many illustrations. Taking maximum advantage of the pictures in the textbook to help students understand the new lesson is the need to focus on all the lessons.
- Need to build a reasonable, scientific lesson. Teachers need to plan their teacher activities, game activities, time for activities, the requirements of each exercise, the student's answer options.
- Discussing and discussing teaching plans. The effectiveness of listening lessons will be improved if the teaching plan discussed with colleagues before teaching this job will not only bring positive results for listening lesson but also other skills will result. 
b- For students
 The teacher asks students to be well prepared for the next lesson by:
- Out of the system of open questions about the lesson that they are about to learn so that students have time to think, learn materials....
- Ask students to do some exercises related to the content of listening lesson.
- Encouraging and motivating students to be confident, proactive and creative to raise issues and questions related to the content of the lesson 2 implementing well the process of listening to a lesson of grammar or vocabulary, usually in the process of teaching period there are 3 stages: Presentation - Practice - Production. The process of a listening lesson also goes through three stages: Pre - Listening, While - Listening, and Post - Listening. This teaching 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 asking for each specific lesson in order to guide students to perform well in the next stages. 
Pre - Listening: (about 10 - minutes) (True / F, Prediction, Open Prediction, Ordering, Pre-Questions) A stage to help students navigate, think about topics or situations
* Before- Listening
  - Teachers should create a sense of preparation for listening to students by asking questions about the subject, asking students to observe pictures, reading words and guessing what topics they are about to hear, who is going to tell.
- Teachers can ask students to work in groups to guess what the content is about to be heard through pictures or listening situations. Maybe they say incorrectly to what they are about to hear, but the problem are interested in listening.
  - Teachers help them anticipate difficulties that may be encountered in new pronunciation or structure.
- Finally, the teacher makes it clear to them how many times they will hear and instruct the task request when listening (choose right, wrong, answer the question)
* While - Listening: (about 20 - minutes) (Selecting, Deliberate Mistakes, Grids, Listen and Draw, Comprehension Questions)
 This is the period in which students have the opportunity to practice. At this stage the teacher gives out the types of exercises, asking students to do it. Students may make mistakes at this stage so teachers need to correct the students' mistakes and provide correct answers. The teacher turns on the tape or reads the song 2 to 3 times (if the content is hard for them to listen to 4 times). For the first time, help students get acquainted with the listening comprehension lesson. The second time to hear the correct information to complete the exercise. The third time you listen and check the exercise. The main goal of listening is to understand that students listen to the main content or get detailed information and understand the attitude of the author. Therefore teachers let students listen to the whole lesson so that they can understand the general idea as well as the whole lesson and do the exercises, then can listen to each section to get the results or listen to the hard places to confirm the answer. project. Students should be limited to hearing each sentence, or word by word, as doing so will make learners have a habit of understanding the meaning of each word when listening.
* Post - Listening (at least 15 minutes) (Roleplay, Recall the story, Write-up, Further practice ...)
- This is the practice stage after listening. At this stage students use the knowledge and language skills that have been practiced at the "While - Listening" stage in meaningful, practical communication situations. After listening to the students need to do some exercises such as: report to the class or group about the results of the exercises, other students listen to comments or correct the lesson for you. Teachers need to combine other skills to develop more listening lessons such as recall, write-it-up, discussion ..... in order.
V. SAMPLE TEACHING: The 4th Grade Grade 11 Unit 1 Friendship (Listening)
A. Objectives: 
1. Educational aim: 
 Students should know how to describe the best friend and how to keep the friendship. 
2. Knowledge: 
- General knowledge: Students learn how to keep friendship. 
- New words: Words related to friends and keeping friendship. 
3. Skills: 
- To practise listening comprehension skill. 
- To distinguish true and false statements. 
- To take notes about given questions in order to answer. 
II. Preparation: 
A.Teacher: lesson plan, text book, pictures 
B.Students: Student’s book, workbook, dictionary, 
III. Procedure: 
A.Warm- up: 
B. New lesson: Teacher’s activities Students’ activities 
I.Warm-up: (5 minutes)
 - Ask students to close the books 
- Close the books 
-Ask students some questions about 
- Listen to the teacher and answer friendship: the questions. · Who is your best friend? What qualities & characteristics of your best friend do you admire? 
II.Before you listening: (7 minutes) 
- Ask students to look at the part: Before 
- Listen to the teacher then listening and answer the questions in 
- Let them work in pairs ask and answer the the book. Questions: 
- Work in pairs. 
1. Who is your best friend? 
2. How did you happen to meet him or her?
3. How long have you known each other? 
4. What qualities do you admire in your best friend? 
- Walk round, listen and help students
- Read loudly the words in the books:
 - Ask students to repeat loudly the words 
- Look at the books
 - Listen and check pronunciation 
- Listen to the teacher and repeat the words. 
-Explain some new words & phrases: 
-Students repeat & take notes Residential area, ring (n), ride/ rode/ ridden, motorbike, happen to infinitive (v), 
- Repeat loudly the words and try introduce, ever since, college, great sense of to remember them humour, favourite, interest (n), plays (n), movies, a rough time. 
III.While-listening: (20 minutes) 
-Have students read the true-false statement 
-Students read task1, 2 silently for list and questions in textbook silently for gist several minutes to make sure that every student understands them (Task1, 2)
 -Check again if students are able to understand main requirements of the 2 tasks 
-Elicited students raise their hands 
-Emphasize “you will hear Lan & Long talk to interpret about their best friends Ha & Minh. Listen to their talks and do the tasks below”. 
-Turn on the cassette player twice.
 -Ask some students to do their tasks on the board. 
-Correct and give score 
-Students take notes during 
IV.After-listening: (10 minutes) listening. 
-Have students ask & answer about the 
-Other students watch and give friendship between Lan and Ha, Long and comments. Minh (How & Where they met, what they like about their friends. 
-Students work in pairs. -Ask students to rewrite their answers completely 
V.Homework: (3 minutes) 
- Ask students to rewrite their answers of tasks 2 in their notebooks at home 
- Remember them to prepare Part- Writing at home 
-Listen to the teacher and write down homework Key content Where & how they met What they like about their friends Lan 
-They used to live in the same -Ha is very friendly & helpful.residetial area in Ha Noi. 
-Ha is sociable. She’s got many 
-Lan went on a holiday to Do friends in Do Son & she introduced Son & Ha went there to visit her.
-They met in the college. 
-Minh has a sense of humour. 
-Minh played the guitar.
-Minh likes to go to plays & movies. He was a singer. 
-Minh is a good listener. 
-They worked together. 
-Minh is friendly & helpful Lan’s talk. Keys: 1f, 2f, 3t, 4f, 5t, 6f Long’s talk: 1f, 2f, 3t, 4t, 5t, 
VI- Achievements after applying the topic:
Using this experience initiative has achieved some very positive results. First of all, these experiences are very suitable for new programs and textbooks. Students are more interested in learning, actively proactively creative to expand their knowledge, and are also very flexible in the task of acquiring knowledge and developing skills. The atmosphere of learning is lively. Students have the opportunity to assert themselves, no longer confused, anxious when entering school hours. This is also the reason for the relatively satisfactory results of the two classes that I have been day, namely: Good, Fair, Medium, Weak
*- Lessons learned:
 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 grades and students, teachers can use short, simple, understandable, easy-to-remember English sentences.
- Must always encourage students to use the knowledge they have learned to use in communication.
- Do 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 meaning in English, doing so will make them feel afraid to make mistakes when listening and speaking.
-Please pair English listening and speaking activities in the form of "playing - learning", guiding them to practice listening to English through radio, television, listening to songs in English.... By creating in such foreign language environments, students can practice good listening skills and other communication skills.
2- Teachers need the attraction, attract students to the content of the listening lesson by the form of activities, the appropriate listening and teaching techniques for each stage of a listening lesson
3- Creation of listening tools suitable to the content of the listening lesson: pictures, mode