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TABLE OF CONTENT A Set the context: I The background, reason and the necessity to the… page II Theoretical bases – reasons for choosing theme … page III The task of the research page IV The range of the research page V The purpose of the research page VI Methodology of the research page B Content: I Finding the concept of teaching listening skill page II Research about listening activities C conclusion: page I Result page 15 II The restriction in the theme page 15 D Reference: page 16 THE REASON WHY TO CHOOSE THE THEME A SET THE CONTEXT: I THE BACKGROUND, REASON AND THE NECESSITY TO DO THE RESEARCH FOR THE THEME For linguistics in general, and learners who study English in particular, studying words is the most important and crucial to the success or failure of learners When we refer to learn English, vocabulary is always something that we think of first It is the basis, the foundation so that learners can continue to build and develop other language skills such as listening, speaking, reading, and writing Therefore, to learn vocabulary learners always see the starting point and the most important task during the studying process Vocabulary is the means that we can use to transfer our thoughts, expressing ideas, emotions, and a means for us to know about the world around Because vocabulary is the basis for the development of language skills, in order to practice skills such as listening, speaking , reading, writing and grammar, vocabulary development for pupils , especially for secondary school students so that they can have enough afford to overcome these important exams is always the key task of the teacher Innovating teaching methods is a matter of vital importance, especially with English subjects are currently being taught as the curriculum at secondary schools As a teacher teaching this subject, I not think that finding more difficult exercises is the best way to teach students The question is that we need to make as to how to give an exciting lesson to students, arousing them creativity, explore approaching, solving exercises in the learning process: thereby we know the flexible application in specific situations outside reality Teaching and learning English effectively involve in many issues, one major problem is that teaching of listening skill This is an indispensable skill for language learners because it is one of the four skills of language skills: listening, speaking, reading and writing Many studies have shown that listening skills particularly closely associated with vocabulary Educators and researchers have confirmed the language can tell fairly accurately listening ability of students because of limited vocabulary in this educational level Obviously the limitation clause could make capital from limited listening skills of students, contributing to make learning English less and less effectively In fact, to practice English skills for students, teachers have to cope with many difficulties, especially listening skills In my school, students like studying English when they begin, but they gradually hate studying just after or five months Most of them are very weak in listening It's hard to understand the content they hear from a lecture or conversation After each lesson, teacher often meets many difficulties in checking information students have heard and checking old lesson is often not easy Most students not know how to learn to listen, students often find the most difficult in listening In class, students said that though in listening lesson there are some similar words that they study, they don’t listen clearly Some students say that they don’t have enough (poor vocabulary), no matter how many times when students are also anxious to learn about listening, they think the main difficulty is that the speed of the English words is too fast, they don’t catch up words clearly, and because many sounds and words have elimination So how to help students especially students at grade 11 can apply the vocabulary and grammatical structure to listen effectively? How to teach listening after each class that students got excited and loved more courses? How to find a positive, simple, and easy methods to understand, and make students creativity? Before the concern that I have introduced the theme " Some techniques in teaching listening skill for students in grades 11 " to present the current teaching and learning as well as to hear about my experience after more than 12 years teaching II THEORETICAL BASES - REASONS FOR CHOOSING THEME PURPOSE OF RESEARCH From practical context above shows students now no longer afraid of listening skills and communication section, gradually improve and develop listening skills , help them understand and easy identify the conversation and a long talk The purpose of English studying is that constructing and developing the basic knowledge about English and the intellectual knowledge to go on their lives English books 10 to 12 are published on the ideas of the course that is thematic approach and promoting active learning methods of initiative students All four skills: reading, speaking, writing and listening skills are cared and done in the exercises and activities in class One in four skills that people want to study English in general and students at Thong Nhat secondary school in particular often meet during the process of studying is listening skill In fact, to have fully listening skill learners have to practice listening to more often and frequently with different kinds of contents Teaching and studying English nowadays is not new but it is too difficult for learners and teachers who want to use it With researching this theme, I myself help other teachers overcome the difficulties to teach English more effectively and help students study actively and effectively in accepting and receiving knowledge from the lesson, that’s the reason why I choose this theme III THE TASK OF RESEARCH To well the theme, we need to the following tasks: To research English files and to teach listening skills Pre-teach in class 3 Attend colleagues, exchange and to have experience Testing, accessing the result of understanding from students from that teacher can adjust and supply suitable information IV THE RANGE OF RESEARCH - The theme is done for students at Thong Nhat secondary school - Amount: classes (120 students) consist + 11A3 + 11A4 + 11A1 - Doing the research in 12 periods and time for research weeks - The result of the research is compared and analyzed through two tests The first test was done before students take part in the research; the second test was done after four or five weeks of doing research V THE PURPOSE OF THE RESEARCH With the success of the theme in teaching experience, it helps teacher the following experiences: - How to organize the listening lesson effectively - The steps to have an effective listening lesson - Introduce skills for students to practice listening skills themselves VI METHODOLOGY OF THE REASEARCH For complete data and high reliability in order to answer to the questions, I have to use a combination of two methods of research - Analyze and compare students’ scores before and after doing the listening lesson - Using questionnaires This process is divided into three processes: - First process: supplying theory and example - Second process: practicing - Third process: testing B CONTENT I FINDING THE CONCEPT OF TEACHING LISTENING SKILLS Listening is the most complex activity, it is a combination between receiving and recognizing linguistics Understanding listening process is one of the main purposes of teaching language For saying the ideas are not usually arranged in close sequence as writing and may repeat many good ideas, excess words and ungrammatical words We can say by many other ways such as metaphor and literary For reading students can read the text many times but for listening students may listen once or twice so it is too difficult for them to understand the text clearly, with the differences above, when teaching listening, beyond the obvious general skills may apply to acquire listening skills , teachers also need to have specific procedures for listening activities of students II RESEARCH ABOUT LISTENING ACTIVITIES: Listening to daily activities: there are two ways: - Unfocused listening is activity for relaxing like listening to radio, watching TV… while we other works - Focused listening is activity that we intend to catch the content of the context In this case, the listener focuses on the important points, necessary for his intention Listeners often know what they want to listen This helps the listener take the attention on the contents that they need to know, so they can take their problems more effectively Listening in linguistic environment In linguistic environment, listening activities are mainly focused on listening skill to develop the different listening skills such as: - Listen to the main idea - Listen to find out necessary information - Listen to the communication duty - Listen to fill in the missing information - Listen to the specific information - Listen to guess the context - Listen to answer the questions To the listening techniques: - To build the confidence of the learners for the topic to listen - To identify the intonation in the sentence and context - To solve the topic - To understand the main idea of the context - To dictate the context - To note down the information Organize the difference listening activities To help students listen effectively, teacher must follow those steps: - Introduce the theme, content of the text, and definition of the difficult words or phrases - Make the easy questions for students to guess the content of the listening tape - Set the scene for the listening tape - Let students guess the answer in pairs or groups - Ask students to show and compare their guesses between the pairs or groups - Let students listen the listening tape times + First listening to get information and students can guess the whole tape + Second listening to get detail of the task, during this process, teacher may stop from to seconds after each sentence + Third listening is very important, in this step students have time to revise the information they listen and define the answer correctly There are many kinds of listening tasks In each task teacher gives the different requirement for each e.g For gap filling listening task, teacher lets students guess the part of speech in each blank and students only pay attention to the space and they define the words or phrases that they need to listen, and it is easy to fill in the gap For answering questions, students define the questions and they know what kind of answers For true false statement they only pay attention to the information given in each statement One of the most necessary techniques in listening skill is guessing the content of listening tape This is the most important step in listening comprehension, without it students will not know how to listen to the text and not create students’ active E.g I collect the tape and ask students to listen to the tape and fill in the blank Have you ever travelled abroad? Girl: Have you ever travelled abroad? Boy: Yes I have, in fact, I was born abroad G: You were born in abroad, where were you born? B: I was born in Japan G: ………(1)……….? B: No, I’m not joking, it is true I was made in Japan G: Do you speak Japanese? B: No, I don’t I left when I was young G: … (2)…… ? B: I was G: You were years old and you don’t speak Japanese B: I was months old G: What other countries you have been to? B: I went to Mexico G: ……(3)…….? B: It was great G: What did you like the best? B: The ruin is interesting G: Anything else you like? B: ….(4)…… was nice G: Where else have you been? B: I lived in London … (5)…… G: Really! How was that? B:I was only years old G: You were years old What were you doing there? B: I went there with my mother, she was working there G: Of all country you have been to Which is your favorite country? B: Thailand G: Why you like Thailand? B: I love Thailand, because the food is delicious, people are very friendly - First, let students scan the dialogue to understand the dialogue then guess the missing information - Second, introduce some new words explain the meaning and their usages - Third, play the tape three times, first listening for the whole dialogue, second listening stop after each missing information, and the last play the whole tape again and give detail information Are you joking? How old were you? How was that? The beach one year Listen to define our prediction about the content of the text This is the technique that we can apply for both reading comprehension and listening comprehension and teacher may explore the suggestions to make students guess what students know and don’t know about the content of the tape script Then link the knowledge with listening content E.g in Unit 2: PERSONAL EXPERIENCES (English 11- page 27) Unforgettable Experiences Interviewer: This is Radio In our “Unforgettable Experiences” programme tonight we talk to Christina, a successful businesswoman Hello Christina, welcome to our programme Christina: Hello and thank you! It’s nice being with you tonight Interviewer: Christina, could you tell our audience about the most memorable experience in your life? Christina: Well, my most unforgettable experience happened thirteen years ago, when my house burned down Interviewer: Really? How did it happen? Christina: The fire started in the kitchen where I forgot to turn off the gas stove Interviewer: What were you doing at that time? Christina: I was sleeping when I was suddenly woken up by terrible heat I opened my eyes to find myself surrounded by walls of fire Interviewer: That’s terrible! How did you escape? Christina: I was terrified Then I heard my mother’s voice calling my name I rushed to her She carried me out Luckily, I got away without even a minor burn Interviewer: Not many people are so lucky Did the fire affect you in any way? Christina: Oh, yes Yes, very much, in fact Although I lost many things in the fire, the experience helped me grow up Interviewer: What you mean? Christina: Well, before the fire, I was selfish I always complained to my mother about how small my room was, or how few clothes I had Then the fire came and destroyed everything we owned But I slowly began to realize that I didn’t really need my odd things I just needed my family After all, you can get new clothes anytime, but a family can never be replaced Interviewer: I see, so the fire took many things from you, but it gave you something, too Christina: Exactly It taught me to appreciate my family more than things Teacher may stop after each character’s speech Listen to take note the necessity information Teacher may design the tasks or requirements for listening content and pay more attention to main content for specific purpose E.g in Unit : VOLUNTEER WORK (English 11- page 51) Task 1: Listen and fill in the missing information Spring School is an……….school in Ho Chi Minh city Around ………….live and study at the school About………from District regularly attend classes Organization for Educational Development co-operated with Spring School to set up English classes in……… The school requires ………to help organize their fund-raising dinner held annually in………… Students may guess the part of speech of each blank and only listen to and define the words Listen for gist or for main ideas In some cases students need to be trained to practice listening to understand main ideas not for detail of the tape scripts E.g Listen to the conversation and find information about Paul and Trang: (English 11- page 70) Who was John McDermott? Where did he come from? How long did it take John McDermott to reach the finish? 3.When did Kuscsik win the race? What are the rules of the Boston Marathon? We should let students listen to different kinds of tape scripts such as: - Defining true – false questions - Checking the correct answer / information - Matching - Filling in the chart - Filling in the gap - Answering comprehensive questions - Listen and note down the ideas in the table - Listen and tick the correct options For effective listening, teacher should remember the basic principles to the listening process + Warm-up activity/ lead-in activity To have successful lesson or not, teacher should have good this process by - Set the scene or situation - Give suggestion questions, and guess the coming content - Questions are not too difficult and eager for students to create the curiosity and interest in content - The guiding questions, requirements are necessary for the content of listening comprehension + Listening task Listening activities must follow the requirement and task that teacher composes for students to follow + Proceeding listening process into steps Pre-listening: A teacher rarely walks into class, put a CD or DVD in the machine, says “listen” and hits the start bottom Just as you need to stretch your muscles and warm up before exercising, your students need to warm-up their non-native language skill before doing an exercise A “pre-listening” warm-up task is more than just an introduction to the topic, although that aspect of it is important Prelistening is how we can help learners achieve the balance between top-down and bottom-up processing In many warm-up activities, learners tasks to “activate their schemata” essentially reminding themselves of content related to what they will hear as well as vocabulary and, at times, forms that will carry the content - Arousing interest - Set up the context - Create reasons for listening - Pre-teach structures, new words or phrases - Introduce briefly the topic and content of listening tape scripts - Eliciting, guiding questions - Predict the content of the tape scripts - Giving expectation While-listening/ listening task: Traditional listening materials often had learners listen to a text in teaching listening, any listening passage is referred to as a text After they listen, the learners answer some comprehension questions There are a number of problems with this approach First of all, in real life, we almost always know why we are listening to something When the comprehension questions follow a listening text, the learner may not know what to listen for Also, when questions are answered after listening to the text, and learners get the answers wrong, you don’t know if it was because they didn’t understand, they understood but forgot, they were focusing on something else so understood the wrong part of the text, or if there was some other problem Using tasks when teaching listening gets you away from these problems Tasks imply that one is listening for purpose Sometimes we want to catch very specific information At other times, we are listening in a more general, global way Still other times, we have to make inferences That is, we are listening for meaning that is given or implied, but not stated directly Play the tape times First for the whole tape scripts, second may stop after each sentence and the last for checking the answers - Find the word / sentence that says Check / tick the correct answer - True – false - Complete the table Fill in the chart - Make up charts / diagrams - Make a list of - Matching 10 Answer the questions Post-listening: The range of post-listening activities is at least as wide as listening tasks themselves At times, post-listening may be as simple as checking the answers to comprehension questions, either by the teacher telling the learners what the correct answers are, by eliciting answers from the students themselves, or by having students compare their answers in pairs or small groups Sometimes, that’s all teachers have time for, or all that the curriculum requires It is useful to note that, although listening is a separate skill, most skills are not and should not be taught entirely separately Speaking activities where learners talk to each other require listening as well and, very often, post-listening activities are speaking tasks After listening teacher may ask students to listening comprehension exercises that relate to the content of the tape script and students must change into their knowledge, information that they get from the tape - Arrange the events in order - Find the sentence that summarizes the content of the tape Give the title of the listening text Discussion questions Gap filling Guess the consequences / results of the story Using real object or visual aids: this is an important technique that teacher must use very often to help students study better In teaching English visual aids play an effective role With visual aids students may be eager to absorb it easily We diversify and enrich a lot of techniques and different teaching activities When conducting listening activities, taking pictures or illustrations will work together with very good support in clarifying context, content suggestions about to listen Also pictures are a means to test comprehension level of students Besides, I also combined the listening training game to help students become more interested in the subject , they can understand the meaning of the short sentence , capture the gist of the information chain , receive the individual speech patterns and string ensembles in the speech , develop students’ memory of listening ( listen and remember ) , and also develop the listening reaction by giving some kinds of games such as: whispering, jigsaw listening, classroom instruction, finding partners, picture storytelling… Teacher must assure the quality of tape It means that tape must always be secured in stable and possible condition, ensuring the voice quality that students can hear the standard form, not distort In recent years, teaching and learning English in secondary schools has been changing in the innovation-oriented teaching methods , but many teachers are still perplexed , and don’t change their mind into applied teaching methodology - 11 innovation Teachers also transmit knowledge in one-way, not really promote the positive of the students Teachers need to the research how to teach students how to listen to English better so that they can apply English in real life Students also have the difficult tasks, and they must find ways to overcome difficulties and find a way to fit their learning in order to achieve efficient results Here I would like to present a lesson that I've applied some methods, techniques mentioned above, with nearly13 teaching personal experience I hope that I can share my experience to colleagues and students who want to use English as first language Unit 1: FRIENDSHIP Lesson 3: Listening I Objectives: Educational aim: Students should know how to describe the best friend and how to keep the friendship Knowledge: - General knowledge: Students learn how to keep friendship - New words: Words related to friends and keeping friendship Skills: - To practice listening comprehension skill - To distinguish true and false statements - To take notes about given questions in order to answer II Method: Integrated, mainly communicative III Teaching aids: Student’s book, tape and cassette player, chalks, notebooks… IV Procedure: Teacher’s activities Students’ activities Warm-up: (5 minutes) - Ask students to close the books - Close the books -Ask students some questions about - Listen to the teacher and friendship: answer the questions • Who is your best friend? What qualities & characteristics of your best friend you admire? Before you listening: (7 minutes) - Listen to the teacher then and - Ask students to look at the part: answer the questions in the Before listening book - Let them work in pairs ask and - Work in pairs answer the questions: 12 Who is your best friend? How did you happen to meet him or her? How long have you known each other? What qualities you admire in your best friend? - Walk round, listen and help students - Look at the books - Read loudly the words in the books: - Listen to the teacher and - Ask students to repeat loudly the words repeat the words - Listen and check pronunciation -Students repeat & take notes -Explain some new words & phrases: Residential area, ring (n), ride/ rode/ ridden, motorbike, happen to infinitive (v), introduce, ever since, college, great sense of humor, favorite, interest (n), plays (n), movies, a rough time While-listening: (20 minutes) -Have students read the true-false statement list and questions in textbook silently for several minutes to make sure that every student understands them (Task1, 2) -Check again if students are able to understand main requirements of the tasks -Emphasize “you will hear Lan & Long talk about their best friendship & Minh Listen to their talks and the tasks below” -Turn on the cassette player twice -Ask some students to their tasks on the board -Correct and give score After-listening: (10 minutes) -Have students ask & answer about the friendship between Lan and Ha, Long - Repeat loudly the words and try to remember them -Students read task1, silently for gist -Elicited students raise their hands to interpret -Students take notes during listening -Other students watch and give comments -Students work in pairs 13 and Minh (How & Where they met, -Listen to the teacher and write what they like about their friends down homework -Ask students to rewrite their answers completely Homework: (3 minutes) - Ask students to rewrite their answers of tasks in their notebooks at home - take turns to talk about how Ha has been Lan’s best friend and how Minh has been Long’s best friend Key content Where & how they met What they like about their friends L -They used to live in the -Ha is very friendly & an same residential area in Ha Noi helpful -Lan went on a holiday -Ha is sociable She’s got to Do Son & Ha went there to many friends in Do Son & she visit her introduced Lan around L -They met in the college -Minh has a sense of humor ong -Minh played the guitar, -Minh likes to go to plays & Long was a singer movies -They worked together -Minh is a good listener -Minh is friendly & helpful Lan’s talk: 1F, 2F, 3T, 4F, 5T, 6F Long’s talk : 1F, 2F, 3T, 4T, 5T 14 C CONCLUSION: In this theme, I began by pointing out that listening is usually a social activity As I listen, I am interacting with others I then looked at technology and technique in teaching listening, in particular tape, video and the internet I then turned to self-study and autonomy issues I also considered extensive listening I look at the ways listeners process information by considering learning styles/preferences and multiple intelligences I ended this theme by inviting several listening experts or experiences teachers to identify their “top five” ideas that teacher should remember to teach listening skills to students I hope those ideas, and the other ideas in this theme are useful to you and that you are now more effective at helping your students become better listeners I RESULT: First test result: 120 students ≥5

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