To help the grade 6th students do the listening test well

INDEX
Part I: INTRODUCTION......................................................................................................................................................1
I. The reason for choosing the theme. .....................................................................................................................1
II. The task of research. ...........................................................................................................................................................2
III. The scope of research. ....................................................................................................................................................2
IV. The purpose of research. ..............................................................................................................................................3
V. The methodology of research. .................................................................................................................................3
Part II: CONTENT........................................................................................................................................................................4
I. Theoretical basis. ......................................................................................................................................................................4
II. Real basis. .......................................................................................................................................................................................4
III. Advantages and disadvantages at Dinh Hai secondary school. ................................... 5
IV. Problem solving. ...................................................................................................................................................................5
V. Result Analysis.......................................................................................................................................................................18
Part III: CONCLUSION......................................................................................................................................................20
Part I: INTRODUCTION
I. The reason for choosing the theme:
In the process of industrialization and modernization, the real situation of the developing country to integrate into the international community in ASEAN countries as well as in other countries in the world, especially, our country being officially a member of the WTO, knowing and using at least one foreign language is an urgent need, a necessity for each of us. The decisive factor for the success of industrialization and modernization is that the resources of the Vietnamese people are developed in quantity and quality on the basis of the intellectual level. Therefore, the education and training of our country has also changed from education and training to teaching and learning methods in order to effectively contribute to the preparation of human resources of the country. In the first decades of the 21st century, learning foreign languages ​​in general and learning English in particular has become and will become a hot topic for people of all ages, gender and all levels. .
"Language is the most important human communication tool."
                                                                                          (V. I. Lenin)
Knowing a foreign language already has in hand a new communication tool in addition to the mother tongue. From the beginning of my studying in foreign languages, I was taught by teachers that "Knowing a foreign language is having an extra life," so far and certainly still its worth. I now bring that statement and the knowledge I have learned back to my generations of students. As teacher of English, I always wish to contribute a small part of my work to teaching students the basic knowledge they need to be the foundation for their learning in the language learning process.
Teaching and learning good English involves a number of issues, one of which is the teaching of listening skills. This is an indispensable skill for foreign language learners because it is one of the four practical skills of English: listening, speaking, reading and writing.
In teaching English skills for students, teachers face many difficulties, especially listening skill. In fact, at school, when beginning to study foreign languages, most students liked to study, but gradually the students fed up with. Most of them are very bad at listening skill. It is difficult for them to understand the content of a text or conversation. After each lesson, it is very difficult for the teacher to check the information they have listened and checking the old lesson is not easy. Most students do not know how to learn to listen, the most common practice of listening is diffcult. In the classroom, some students say that although many of the words in the listening test are known, but the difficulty is that the speed of English words so fast, they cannot catch up with because the speaker seem to swallow many words and words.
So how do you help students - especially ones in grade 6 - use their vocabulary and grammar to understand effectively? Teaching how to make students feel more interested and love the subject after school. How to find some positive, simple, easy-to-understand, practical ways to ensure that science is in place to develop students' thinking, thinking, and creativity? I have been deeply involved in the topic of "To help the grade 6th students do the listening test well" to present the current teaching and learning situation as well as to write about their experiences after more than 15 year - actual teaching.
II. The task of research:
 When researching this topic, I had to perform the following tasks:
1. Look at the documentation of teaching and learning English, the teaching techniques in listening skills.
2. Remove the faculty, teaching experiment.
3. Exchange professional knowledge with colleagues, learn from experience.
4. Inspect and assess the results of all students in holding knowledge, so that there is a reasonably additional adjustment.
III. The scope of research:
 The research topic focuses on designing listening skill lectures for some listening sections in grade 6th of secondary school program, mobilizing students’ background, developing dynamics for students in listening skills, designing lessons at each stage to be able to apply the appropriate teaching techniques to the circumstances of each classroom, each object type so that they can listen effectively.
IV. The purpose of research:
 With researching this experience initiative successfully, it will help teachers get the following experiences:
1. Using appropriately and exploiting effectively the teaching listening techniques.
2. Finding out the way to boost the students so that they have motivation to learn listening skills.
3. Accumulating the methods when conducting an effective listening lesson.
V. The methodology of research:
1. Observational method.
2. Experimental method.
3. Exchangeable and discussible method.
4. Investigational method.
Part II: CONTENT
I. Theoretical basis:
Nowaday, with new awareness in teaching foreign languages, teaching English for the purpose of communication, 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 a foreign language fluently, 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. It is not 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.
The teaching of innovative methods today focuses much on the creative initiative of students. Most of the communication time is when they think actively practice English. In order to have a good class, students must prepare homework. In addition, to have a good lesson they need to hear a lot.
It is the same as the reasons stated above that the purpose of teaching and learning English also has a great change, it is not just "learning to learn" again, but learn to think, depth. Not only is it intended to achieve grammatical meaning but also to gain and develop the 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 listening is often more difficult than reading because verbal cues that are heard are words that have very different characteristics than writing.
II. Real basis:
The majority of students in Dinh Hai commune are children in rural areas so the conditions of study are not good, the time is limited, the English communication environment is limited, there is less opportunity to practice listening. In addition, they have not really studied hard, have not memorized words, are not actively working on sound, slow learning, flexibility, creativity is not high, documents for reference also depends on family economics, from which the investment in learning limited listening skills. In addition, English is a difficult subject, a lot of knowledge, little time to study, and in the process of listening the children are not in control of what they listen, fast read/spoken words, unfamiliar. The list includes new words, stress, intonation, and students can hardly understand the content.
III. Advantages and disadvantages at Dinh Hai secondary school when this innovation is applied:
1. Advantages:
English is a familiar subject to students, they got acquainted with this subject at Primary School; at Secondary School, they pay more attention to vocabulary, grammar and practice communication skills. Especially, the school year: 2013-2014, English is one of the three subjects chosen for entrance exam to High School. Especially, since this school year (2017-2018), listening section is one of the compulsory exams in the contest for excellent students. As a result, the students are conscious and motivated from the outset.
2. Disadvantages:
- The facilities of my school are upgrading to meet educational innovative requirement. However, they do not satisfy the needs of nowadays teaching and learning: degraded classroom, poor electrical system, furniture, lighting, fans, sockets,... affect the quality of teaching and learning, cause students to fatigue, depress,...
-The poor - quality infrastructure is one of the reasons why the school can not attract students. Most of good students have moved to other schools having better condition. The rest students are still some who are not proficient in reading and writing, lack of awareness and patience in learning, not keep up with new methods of learning, confusion in acquiring and applying knowledge into practical skills.
3. Specific investigation:
 In the process of teaching, with the sense of both researching students’ learning situation features and carrying out to learn from experience, from the beginning of the school year, I've driven myself specific plans and methods in order to actively investigate the students’ learning situation in the classes I directly teach. The specific survey results are:
Table 1: General information about students participating in the survey:
Grade
The number
 of students
Good
Rather good
Medium
Weak
Bad
6
50
4,1%
50,9%
38,8%
6,2%
0%
IV. Problem solving:
1. Understand the concept of teaching listening skills.
Listening is the most complex linguistic activity, integrating the components of receptive learning and linguistic knowledge. Listening is one of the main purposes of teaching foreign languages.
When saying, the ideas are not arranged in the same order as they are written; or often repeated, there are more words, from the buffer, not grammar. I can speak, say, turn off, hesitant ... When reading can read over and over repeated text while listening to others say only one time. Therefore teachers also need specific strategies for listening activities.
* Listening includes two levels:
1.1. Level 1 - Identify or distinguish:
That is the recognition of sounds, words, and phrases in their structural relationships. Only when this capability becomes automated can listeners reproduce, respond, and respond to what is heard in the sequence.
1.2. Level 2 - Optional:
The listener draws useful elements to understand the speaker. At first hear the sentence, short words, simple, later understand the longer sentences.
2. Research on listening activities:
2.1. Listen in everyday life: There are two main ways to listen:
- Listening is not about listening: it's about entertainment, like when we do listen to the radio, watch TV ... but still be able to carry out another job.
- Listening: there are intentional listening activities, such as listening to information on radio, television, listening to instructions, instructions, explanations, listening to the songs, etc. In this case, listeners mainly focus on the important points, necessary for their intent. Listeners often know what they want to hear. This helps the listener to focus on the right content, so it is often more effective to capture the problem.
2.2. Listening in a foreign language:
In the learning environment, listening activities are focused on listening, and to develop different listening skills.
There are the main types of listening in foreign language learning:
- Listen to the main idea.
- Listen to the information you need.
- Listen to confirm the previous conjecture.
- Listen for communication tasks.
- Listen carefully (both the content and structure of the language).
* Note: Students may re-enter information based on the following:
- Knowledge of language (words, grammar, semantics, style ...)
- Familiarity with the topic being addressed.
- 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 and culture in communication.
- The understanding of non-verbal cues such as speech speed, pause, gesture, gesture, facial expressions
3. Carry out listening techniques:
- Confidence building
- Sentence stress reception
- Topic interpretation
- Listening for gist
- Recognising details
- Listening for wanted information
- Dictations
- Sequencing chart
- Dictograph
- Listening and note- taking
4. Organize different listening activities:
 4.1. 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, contents related to listening; Explain the concepts if necessary. 
- Ask questions to help students predict what they will listen to. 
- Introduce new words if available or reinforce the vocabulary needed for the listening. 
- Asking questions when listening. 
- Divide the listening process step by step, for example: 
+The first listening: listen to the main idea, answer the questions. 
+ The second hearing: listening more details, etc. 
- If the song is long, divide the list into short sections for the students to hear, there are specific hearing
4.2 Predicting Predictability
One of the skills required when listening is the ability to guess what is going to be heard. Therefore, when students practice listening, teachers should have students guess what is coming up in a certain 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 may use the same technique, pause in appropriate sections, and ask questions such as: What will happen next? Why did X do that? Why is the story so evolving? Is the outcome the same? etc. before giving the next story.
For example, Unit 3 – Section C1 (page 38 – English 6), the teacher asks the students to close their books when listening, may stop at some point for the students to guess
	This is my family.(Where are they?) We are in our living room.(How many people are there in her family?) There are four people in my family: my father, my mother, my brother and me. This is my father. (How old is he?) He is forty. (What does he do?) This is my mother. (How old is she?) She is thirty five. (What does she do?) She is a teacher. ( How old is her brother?). My brother is eight. (What does he do?) He is a student.
4.3. Listen to confirm the guess on the content of the text:
This is the same procedure used for reading comprehension: Before listening / reading, the teacher suggests what students know about the content of the problem they will hear / read, what is not clear, what is not. know. Then listen and contact the known knowledge with the content to hear.
For example, Unit 15 – Section C3 (page 165 – English 6), the teacher asks the students to close their books and asks them about the rivers and mountains in Viet Nam and in the world: Which is the longest river/the highest mountain in Viet Nam/ in the world?... Then ask the questions or ask the students to listen, find the answer.
4.4. Take the necessary information: As mentioned, when conducting listening activities, teachers are required to compose listening requirements, focusing on the main content, important for the hearing to have a specific purpose.
Forms of tasks, requirements vary, may be the form of answer to the question or form fill in the table.
For example, Unit 14 – Section A4 (page 142 – English 6), the teacher asks the students to close their books then complete the notes
PLACES PHUONG AND MAI ARE GOING TO VISIT
Firstly 
Then
Next
After that 
Finally
4.5. Listen for gist / for main ideas
In many cases students need to be trained to understand the main ideas
Overhead of the post without regard to detail.
For example, Unit 11 – Section A2 (page 116 – English 6), the teacher asks the students to close their books and listen to the conversation and answer the question: Where is Ba?
4.6. Listen to carry out the next communication activities:
There are listening activities, often in the form of tables, for the next communication activity
For example, Unit 4 – Section A1 (page 44 – English 6), the teacher asks the students to close their books, listen to the tape, then complete the table
Phong’s school
It is ------(1)------
It is in the ------(2)------- 
____________________________________________________________
Thu’s school
It is ------(1)------
It is in the ------(2)------- 
After completing the above table, the students may continue to practice with the subsequent communication of re-talking or talking about their school.
5. Practice a variety of types of listening comprehension exercises
Listening exercises can take many forms. The common exercises are:
- Matching Unit 10 – Section A5 (page 106 – English 6), section B5 (page 111 – English 6), Unit 11 – Section A3 (page 117 – English 6), Unit 12 – Section B4 (page 128 – English 6), section C5 (page 132 – English 6), Unit 14 – Section B6 (page 145 – English 6), Unit 16 – Section A3 (page 167 – English 6)
- Listen and find the right picture/ answer /information Unit 6 – Section C2 (page 69 – English 6), Unit 7 – Section A5 (page 75 – English 6), Unit 9 – Section A4 (page 98 – English 6), section B5 (page 102 – English 6)
- Listen and number. For example, Unit 8 – Sectio