To help the grade 6th students learn the listening skill effectively

YENDINH DISTRICT EDUCATION AND TRAINING DIVISION
YEN THAI SECONDARY SCHOOL
INITIATIVE AND EXPERIENCE
“To help the grade 6th students learn the listening skill effectively”
 Author: Bui Thi Huong.
 Working position: Teacher. 
 Place of work: Yen Thai secondary school
 Subject:English
 YEN DINH , 2019
PART I : INTRODUCTION
I.The reason for choosing the theme :
 Nowadays, English is the most widely spoken language. It becomes the native language of many countries . it is the language of communication between people and people around the world.With the trend of the international integration .Viet Nam is becoming more and more available in all areas.Communication is a powerful tool and a prerequisite.
 In addition to his mother tongue,VietNamese considers English as a second language,attaching great importance to English as a core subject at schools.
 We also see the position of the subjects in the general development of the whole society :is a stool that facilities integration into the international and regional community,access to international information and science and technology.The Education and training department sets goals for the English subject: lower secondary English program aims to develop and develop students with basic knowledge and skills in English and the intellectual qualities needed to continue studying or to use in production labor
Knowing a foreign language already haf in hand a new communication tool in addition to the mother tongue. From the begginning of my studying in foreign language , I was taught by teachers that “ Knowing a foreign language is having an extra life”, so far and certainly still its worth. I no bring that statemwnt 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 isues, one of which is the teaching oflistening skills. This is an indispensable skill for foreign language learner 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 language , most students liked to study, but gradually the students fed up with. Most of them are very weak in 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 cheking the old lesson is not easy. Most students do not know how to learn to listen, the most common practice listening is difficult . 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 ctch up with because the speaker seem to swallow many words and words.
So how do you help students - especially those in grade 6 - use their volcabulary and grammar to understand effectively? Teaching how to make stuents 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 learn the listening skill effectively” 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 aim 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 researching objects
The research topic focuses on designing listening skill lectures for some
listening sections in grade 6th of secondary school program, mobilizing students’ backgrounf, developing dynamics for student in listening skill, designinf 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 topic
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 con ducting 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:
Nowadays, with new awareness in teaching foragn 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 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. It 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.
The teaching of innovative methods as today focuses much on the creative initiative of students. Most of the time communication is when they thnk actively practice English. In order to have a good class , students must prepare homework . In addition, to learn a good hour 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 nut also to gain and develop the language skill.
Understanding the nature of communication and being able to communiate when necessary is what we reach. LISTEING 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. Practice facility:
The majority of students in Yen Thai 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 Yen Thai 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 pad more attention to vocabulary, grammar and practice communication skill. 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: 2018-2019, 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. Aisadvantages:
- 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,  effect 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 qpplying knowledge into practical skills.
3. Specific investigation:
In the process of teaching, with the sence of both reseaching students’ learning situation feature and carrying out to learn from experience, from the beginning of the school year, I have driven myself specific plans and methods in order to actively in vestigate the students’ learning situation in the class I directly teach. The specific survey results are:
Table 1 : General information aout students paryicipating in the survey :
Grade
The number of students
Good
Rather good
Medium
Weak
Bad
6
49
4,1%
50,9%
38,8%
6,2%
0%
IV. Proposed solutions:
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 weitten; 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 ay only one time. Therefore teachers also need specific strategies for listening activities.
* listening includes two levels:
1.1. Level 1 – Identify or distinguigh: 
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. Listening 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, television,  But still be able to carry out another job.
- Listening : There are intentional listening activities, such as listening to information on the radio, television, listening to instructions, instructions, explanation, listening to the song, etc. In this case, listeners often know what they want to hear. This help the listeners 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 interest of the speaker.
- Understanding of context and culture in communication.
- The understanding of non-verbal cues such as speech speed, pause, 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-talking
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.
- Ask 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 detail, etc.
4.2. Predicting predictability:
One of the skills required when listening is the abilityto guess what is going to be heard. Therefore, when students practice listening, teachers should have students guess what is coming up in the certain context. This can be done with story board or conversation. For example, when listening to the conversation, the teacher may syop after a character’s speech in the conversation and ask the students how the character will respond. How will it happen? Do you agree or not?....When students listen to the 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?......before going the next story.
For example, Unit 3 - section C1 (page38 - 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 were in our living room. (How many people are there in her family?) There are 4 people in my family: my father, my mother, my brother and me. This is my father. (How old is he?) He is 40. (What does he do?) He is a teacher. This is my mother. (How old is she?) She is 35. (What does she do?) she is a teacher
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 sugests what students know about the content of the problem they will hear/ read, what is not clear, what is not . Then listen and contact the known knowledge with the content to hear.
For example, Unit 15 – section C3 (page165 – English 6), the teacher asks the students to close their books and asks them about the rivers and moutains 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(page142 – English 6), the teacher asks the students to close their books and then complete the notes.
PLACES PHUONG AND MAI ARE GOING TO VISIT
Firstly
Then 
Next
After that
Finally
4.5. Listening for gistfor main idears
In many cases students neeed to be trained to understand the main idears overhead of the post without regard to detail.
For example, Unit 11 - section A2 (page116 - 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 listeing comprehension exercises
- Listening exercises can take many forms. The common exercises are:
Matching Unit 10 – Section A5 (page106 – English 6), Section B5 (page111 - English 6), Unit 10 – Section A3 (page117 – English 6), Unit 12 – Section B4 (page128 – English 6), Section C5 (page132 – English 6), Unit 14 – Section B6 (page145 – English 6), Unit 16 – Section A3 (page167 – English 6).
- Listen and find the right picture/ answer/ information Unit 6 – Section C2 (page69 – English 6), Unit 7 – Section A5 (page75 – English 6), Unit 9 – Section A4 (page98 – English 6), Section B5 (page102 – English 6).
- Listen and number. For example, Unit 8 – Section A4 (page84 – English 6), (picture-appendix 1), Section C4 (page91 – English 6), Unit 11 – Section B4 (page120 – English 6)
- Listen and write. For example, Unit 6 – Section A4 (page64 – English 6), Section B3 (page67 – English 6), Unit 7 – Section C3 (page80 – English 6)
- Listen and check, complete the table/ chart Unit 7 – Section B3 (page77 – English 6)
- Defining true- false questions
- Filling in the gap
- Answering comprehensive questions
6. Understaning some basic principles when conducting listening activities
In order for the listening activity to achieve the desired purpose, the teacher should follow basic principles when conducting listening session:
6.1. Lead-in
As mentioned above, when the audience is focused, listeners often have the intention, focus on the listening section, will know what to pay attention to when listening. Therefore, when teaching, the teacher also needs to sreate “intentions” for the studens to prepare for the next listening through the activities before hearing such as:
- Introduce the context, the situation
- Suggestive questions, guess what?
- Questions that create curiosity, create excitement about the content of the upcoming article.
- Guiding questions, requirements for the necessary content to listen to understand.
6.2. Listening tasks
Listening activities must be direted through the requirements and tasks prepared by the teacher for the student. These requirements may be one or more of the types of listening exercises listed in section 4.
6.3. Listening is divided into 3 stages: Pre-listening, while-listening and post-listening.
a/ Pre-listening
Arouse interest
Set up the context
Create reasons for listening
Pre-teach structures, new words
Introduce briefly the topic, content
Eliciting, guiding question
Predict the text
Giving expectation
The center of gravity prepares students for listening by asking them to talk about the topic listening , asking students to look at the picturer, read the words, and guess what they are up to. Who is going to say? Talk to? Where is the conversation going?
Teachers may ask students to work in groups to make rough guess about what content is going to be heard through the pictures or situations of the listening. There may be things that students say are not exactly what they are going to hear, but the problem is that they are excited before they hear, understand the situation and the subject is about to hear. Teachers can also help students anticipa