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TABLE OF CONTENTS 1 Introduction 1 1 1 The reasons for choosing this topic 1 1 2 Purposes of the study 1 1 3 The scope of the study 2 1 4 Methods of study 2 2 Content 2 2 1 Rationale 2 2 2 Practical f[.]
TABLE OF CONTENTS Introduction .1 1.1 The reasons for choosing this topic .1 1.2 Purposes of the study 1.3 The scope of the study 1.4 Methods of study 2 Content 2.1 Rationale: 2.2 Practical facilities 2.3 Ways of warm – up .4 2.4 Implementation process 2.4.1 Using pictures .5 2.4.2 Reading a short story 2.4.3 Asking and anwering 2.4.4 Jumbled words 2.4.5 Guess the missing letters .9 2.4.6 Open prediction or Brainstorming 11 2.4.7 True - False statement prediction 11 2.4.8 Ordering 12 2.4.9 Eliciting .13 2.4.10 Matching 14 Conclusion .15 3.1 Result 15 3.2 Initiative 16 3.3 Conclusion 17 skkn Introduction 1.1 The reasons for choosing this topic Today, being good at a foreign language means having a quick access to the world's abundant knowledge resources Among the foreign languages are taught in high schools, English is considered the most popular not only in the countries in the world but also in Vietnam Therefore, as a foreign language teacher, the attractive and effective communication of lesson content for students to absorb the lesson as quickly as possible is my biggest wish In order to this well, in addition to combining teaching methods, we also have to know how to excite students in the learning process with warm-up forms before each lesson under the motto " playing in learning", that will make a good impression and attract students in the process of absorbing new knowledge When we create warm-up activities, it helps students promote their positivity and self-discipline in learning in accordance with the spirit of teaching according to new methods, students play an active role in exploring, thinking and creating, teachers suggest and stimulate students' initiative and creativity Therefore, creating and building games to direct students to the content of the lesson topic is an art of the teacher Although this is an optional part of the classroom teaching process, it plays an active part in teaching in a new way Depending on the characteristics of each skill such as listening - speaking - reading - writing, we will have different warm-up activities (warm up) to interest students in the process of acquiring knowledge Among the skills above, listening is one of the most difficult skills in the process of students' English learning So I chose the topic “ A number of effective activities to warm – up 10th grade students in listening lessons” 1.2 Purposes of the study skkn Learning, creating and collecting warm-up activities for LISTENING skills to create interest and stimulate the interest in English learning of high school students, specifically for 10th grade students 1.3 The scope of the study - Part C: Listening from Unit to Unit 16 in English textbooks10 - Innovation program (Education Publishing House - 2006) - 10th grade students at Trieu Son high school 1.4 Methods of study - Researching from teaching materials, collecting documents - Learning from colleagues and some of my own experiences - Observing students' knowledge acquisition in the teaching process Content 2.1 Rationale: Foreign language is a difficult subject, requiring an effort, diligence, hard work and a little bit of talent For students learning at school, most of them not understand the importance of learning foreign languages, except for one reason for trying to study to pass exams, but they not understand how to learn a foreign language and they not know how a language helps with absorbing the world's endless source of knowledge, being good at a foreign language will give them confidence when entering life, being good at a foreign language will help them have countless opportunities to find a good job in the future In addition, they are not aware of the importance of learning a foreign language, plus learning a foreign language is too difficult for them, so they often have fear and boredom in studying the subject For an English teacher, teaching LISTENING is challenging because this skill takes a lot of time to practice Furthermore, regular practice is required and at times, skkn students feel discouraged because they not see clear progress day by day because these improvements are so small Practicing listening skills is also not easy because when listening to English, there are no rules like in grammar study skills or topical exercises like in speaking and writing skills As a high school English teacher, I have partly understood how important it is to create excitement for students at the beginning of each class Therefore, it is extremely practical to set up general warm – up activities before each lesson to help students to learn, reduce students' anxiety and boredom before each lesson Designing warm-up activities before students practice listening skills is an important part in assessing the level of receptivity 2.2 Practical facilities In the process of teaching English in high schools, through the first year English survey of students, I found that their learning motivation is too weak, they are afraid to speak English, afraid to learn vocabulary , not paying attention to the process of learning to listen, as well as having too much difficulty in writing or describing a certain problem even though the problem is very simple In addition, the number of classes is large, so in the teaching process, teachers cannot cover and timely support students who are weak and passive listeners Facilities and teaching materials for the children have not been fully invested such as dictionaries, books, newspapers, tapes, cassette players, projectors, etc also cause some limitations in their response to English, they cannot understand well when they speak at a fast speed One of the things that makes students most frustrated when they listen to English is that they feel like they don't understand what they're hearing Many students try to listen and translate word by word Others are self-deprecating that they cannot understand English The role of the listening teacher is to help students understand that not being able to understand English is also acceptable and can be improved It should skkn be noted that not all students accept this fact easily But if teachers can convince their students, that is the most significant thing that helps them make great progress in their listening skills In addition, in the process of listening practice, students should combine phonics and grammar training to familiarize themselves with the knowledge appearing in the listening lesson Through the survey at the beginning of the year of two classes 10D1 and 10D2 of Trieu Son high school, the percentage of students who well in English is not high, especially in listening skills, specifically as follows: Class Number of Good Fair average Weak Least students 10D1 52 0% = 3,8% 18= 34,6% 20 = 38,5% 12= 23,1% 10D2 50 0% = 0% 25 = 50,0% 13 = 26,0% 12 = 24,0% The above average percentage of class 10D1 is 38.4%, class 10D1 is 24.0% With the above results, I personally think creating excitement when learning English in general, skills listening skill in particular is extremely necessary for students, so I have studied, collected and created some warm up forms before students enter listening class 2.3 Ways of warm – up - Using pictures - Reading a short story - Asking and anwering - Jumbled words - Guess the missing letters - Open prediction - True - False statement prediction - Ordering skkn - Eliciting 2.4 Implementation process A listening lesson will be really effective if the teacher knows how to make the listening time lively, interesting and engaging for students, so the teacher must prepare well for the warm up activities The fact that a listening lesson is effective or not depends on how many students participate during the warm up, so in the listening class, creating more activities of warm up will attract students to the class Learning, promoting the activeness and positivity of students throughout the process of participating in learning activities 2.4.1 Using pictures In Unit - People's background, in the listening section, students will hear about a world champion athlete, should we introduce that character and let students discuss? - Teachers can tell students a little bit about Nellie Kim Olympic gymnast from Russia, five-time Olympic champion - Let students practice asking about her background, her achievements etc - Students will familiarize themselves with the content they are about to hear, such as background, habits, interests, achievements etc skkn With a picture of a cassette player, the teacher can introduce students to Unit - The mass media as follows: The teacher asks students to close their books, introduce a picture of a radio, and ask students to answer the following questions: What is it? - It’s a radio What is it used for? - To listen to news, music How often you listen to the radio? How many hours per week you listen to it? What topics you like listening to and why? The teacher introduces the listening lesson In Unit 15, the listening part, the teacher could bring a picture of the Statue of Liberty to warm up by asking related questions as follows: - What is it? - Where is it? - What you know about it? Answer: skkn - It’s the statue of liberty - It’s on an island in New york Habour/ In New york state/ In the USA - It’s tall, big/ It’s beautiful/ It’s famous The teacher leads the students to the listening lesson about the painting World famous statue: The statue of liberty In English, there is a sentence "A picture is worth as a thousand words" That shows the importance and effectiveness of the pictures in conveying the message Therefore, as a classroom teacher, we should make full use of that strength, because pictures will make your lectures more vivid, helping students to participate in the lesson more passionately and interestingly 2.4.2 Reading a short story Stories, if interesting content and professionally narrated, will capture the attention of the majority of students Therefore, before letting students listen to the tape, teachers should read to their students very slowly a short story with simple and easy way to understand content and that content is directly related to the listening lesson Then, the teacher can ask a few questions related to the content of the story for students to answer Or the teacher can tell only part of the story, then let your students discuss and come up with their own conclusion This will make your students feel very interested in the lesson because they get to voice their own opinions Especially for students who are a bit weak in using English, they will feel very surprised and happy that they can understand a story in English From there, students will be more motivated to try to study Example: The young wife moved by her football player husband, said: skkn -Last night you held my head in your hands and fondled me I didn't know that you were so much in love with me that you think of me even while you sleep The player was surprised - Oh, was that your head? I was dreaming and was surprised that my ball had suddenly grown such long hair This funny and short story can lead you to Unit 14 listening: The World Cup, this listening will be directly related to a world famous player: Pele 2.4.3 Asking and anwering Before starting the listening lesson, the teacher can spend about to 10 minutes asking students a few questions related to the topic of the listening lesson This will help your students define the topic of the listening lesson, from which they will system their background knowledge of vocabulary and grammar related to the topic of the lesson, making the listening lesson more enjoyable should be more efficient For example, teachers can use some of the following questions to ask their students during the listening lesson with the topic "talking about your experience of learning how to use a computer" we go to Unit - Technology and you - Can you use a computer? - Who teaches you how to use a computer ? - Is this difficult to learn how to use it? - What will you if you can’t understand the computer ? Now, you are going to listen to a passage, which tells you about an old company director talking about his experience of learning how to use a computer By answering such provoking questions, your students will visualize what they have to do, the main content that needs to be grasped when listening Moreover, this also makes the atmosphere between teachers and students become more friendly, and most importantly helps students gain confidence and excitement to participate in the lesson skkn 2.4.4 Jumbled words In the listening part of Unit - A day in the life of The teacher writes on the board and shows how: Students arrange the following words into meaningful words: CCLOY CYCLO RIEDV DRIVE NSSEGERPA PASSENGERS DOFO SALLT FOOD STALL After the students finished arranging, the teacher checked the situation: - He has a cyclo - He drives passengers everyday - He usually has meals at a food stall And ask - Who is he? - Answer: HE IS A CYCLO DRIVER The teacher leads the students to a new lesson: Today they will listen to a passage about a cyclo rider's daily activities 2.4.5 Guess the missing letters In Unit - Part C- Listening, we can have students fold their books and play a very simple game as follows: The teacher writes on the board a word consisting of letters The teacher writes only the first letter and the last letter Students guess the missing letters to make a complete word P_ _ _ _ C Answer: PICNIC The teacher introduces the new lesson with the following suggestions: - Where you often go for a picnic? - When you often have a picnic? - What you often at a picnic? skkn The teacher divides the class into groups: Where? When? What? ( Activities) Park Sunday Play games For example, in Unit 16 Historical places, the teacher can let students guess the key word of the lesson in the following ways: Students complete the following word, which has 11 letters and given a few: D E I N I O N For example, in Units 16 Historical places, the teacher can let students guess the key word of the lesson in the following ways: Students complete the following word, which has 11 letters and given a few: The teacher suggested: - This word has 11 letters - It begins with D - It ends woth the suffix ION Answer: DESTINATION 2.4.6 Open prediction or Brainstorming The teacher gives the topic or key word of the lesson, giving students the freedom to guess about the content or vocabulary related to the lesson to be learned Unit - Undersea world, the teacher writes on the board the word: whale and asks the students to predict the words related to the whale 10 skkn WHALE migrate mammal conservation krill whaling The teacher suggests the words, the students predict the free word, and then let the students listen and reread the new words that will appear in the listening text 2.4.7 True - False statement prediction The teacher gives some sentences related to the topic of the lesson, students determine whether the sentences are true or false based on their own knowledge or experience (can work in pairs or in groups, compare the answers of other students and teachers) each other before the teacher gives feedback) For example, in the listening part of Unit 14 The World Cup, the teacher gives the following sentences for students to focus on right or wrong based on their knowledge: - Pele was born in America F (Brazil) - He was good at kicking and controlling the ball T - He was an ambassador for the sport T - He scored 1300 goals and he become a national hero F (1200) When they argued like this, they partly focused on the content of the lesson they were about to learn and were curious to see if their guesses were right or wrong, which attracted the attention of students right from the beginning of the class 11 skkn 2.4.8 Ordering The teacher shows students some pictures or some sentences and asks students to put them in the correct order based on their guesses This activity is usually applied when the listening is a story, or about an effect, a cause, or a process With the names of the computer devices not arranged in the correct order, ask students to again arrange the names and numbers on the picture to help them review computer words so they can can go into Unit Listening - Matching: Names with numbers in the pictures - Central processing unit (CPU) - Printer - keyboard - mouse - Floppy disks - CD ROMs - Speakers - Visual display unit (VDU) 12 skkn 2.4.9 Eliciting The teacher asked some students some questions related to the topic of the lesson, students answered according to their existing knowledge Teachers can also use pictures, ask some questions based on pictures to lead into the lesson Listening part of Unit 12 - Music - Teachers can apply the warm-up part by suggesting the following methods - What song all students always sing on every Monday morning? Tien Quan Ca - Do you know who the composer was? Van Cao - Do you have any information about him? - When and where was he born? 1923 - Nam Ha - Is he still alive? No - When did he die? 1995 - What was his first song? Suoi mo - What were some of his other songs that you know? Truong ca song Lo, Lang toi, Truong Chi, Ngay mua After asking such provoking questions, the teacher can introduce the lesson 2.4.10 Matching Teachers can lead students to listen to Unit 11 - National Parks, which talks about Cuc Phuong National Forest by having students connect images and names of the following national forests: 13 skkn CÚC PHƯƠNG CÁT BÀ CÁT TIÊN Conclusion 3.1 Result Before applying the warm-up activities when teaching English listening class for 10th graders, the results obtained were not very satisfactory, the rate above Average was very low: Specifically: class 10D1 achieved 38.4%, class 10D2 achieved 24.0% 14 skkn Class Number Good Fair Average Weak Least of students 10D1 52 0% = 3,8% 18= 34,6% 10D2 50 0% = 0% 20 = 38,5% 12= 23,1% 12 = 24,0% 25 = 50,0% 13 = 26,0% After applying warm-up activities, attracting attention and passion when studying listening - English 10 class, at the end of the first semester of the 2021-2022 school year, there have been significant changes in teaching and learning activities Specifically, the results obtained are as follows: Class Number Good Fair Average Weak Least of students 10D1 52 3= 5,7 % = 9,6% 29 = 55,7% 13 = 25,0% 2= 3,8% 10D2 50 2= 4,0 % = 8% 25 = 50% 19 = 38,0% = 0% Grade 10D1 has an above average rate of students: 71%, class 10D2: 62%, with the results showing that when applying effective warm-ups, students' learning process will be stimulated, and gives us a pretty good result I have applied these measures in the 2020-2021 school year and in the first semester of the 2021-2022 school year and the results obtained show that the student's learning quality has increased markedly The percentage of students who are better off is higher, and the percentage of students who are average is high to limit the percentage of students who are weak I will continue to apply and consult with colleagues to make this initiative more effective and complete The above activities are some warm-up games that I myself have used over the years, but I think teachers should change the warm-up activities in different lessons so 15 skkn that the classroom atmosphere is always lively, dynamic, avoiding monotonous and boring paths for students At this stage, the teacher only plays a guiding role and does not give the right answer, but only to stimulate students to actively participate and students will discover the right idea or create a natural need to help students want to learn Learn more about the content of the lesson in the exercises in the second stage (while listening phase) When applying warm-up games, how to create excitement and excitement for students in each class, how to match the characteristics of ethnic minority students (especially in high schools) In the Central Highlands, there are 18 different ethnic groups in one school) for this student, speaking Mandarin still has many difficulties, not to mention learning a foreign language is a great effort of the self my body After a semester of teaching in this form, I noticed that my students improved the quality of their learning, and at the same time they gradually filled in the lack of confidence, and the lack of knowledge, thereby developing improve their learning skills, improve their ability to think creatively during the learning process at school 3.2 Initiative When designing warm up sessions, teachers should pay attention to the following points: - Short, attractive, time-consuming design - Use warm - up activities for the right purpose, logic and situation of the lesson - Suitable for all ages, subjects and levels of students - One form of warm up can be applied to many units of lessons 3.3 Conclusion Thus, we see that, creating a warm-up game seems to be simple, unnecessary, and unimportant, but the results obtained are very positive, and through that each teacher always feels new in their work Every hour of teaching, students actively study, bring higher results is a very happy thing 16 skkn In order to continuously improve the quality of students' learning, it is required that teachers prepare well for lessons, explore and be creative while preparing lesson plans, avoid the transmission of knowledge one-way, heavy on theory, with little incentive creative thinking of students The teacher's main role is to control and guide students in active and active learning activities in class This is even more evident in English teaching and learning because the most basic point of view about the new method is how to promote the activeness and initiative of learners and create optimal conditions for learners to practice develop the ability to use language for communication purposes Specifically, in the Listening class of English 10 book, after the lesson, students can listen better, become more confident, can relate to reality whenever they meet native speakers, they can listen boldly and good communication Confirmed by the principal I hereby declare that this initiative is due to the experience I write not copy anybody I sincerely thank you! Trieu Son, May 20th , 2022 Writer Tran Dinh Thanh 17 skkn REFERENCES Vietnamese references Chu Quang Bình (2006), Thiết kế giảng Tiếng Anh 10, NXB Hà Nội, Hà Nội Nguyễn Quốc Tuấn, Lê Văn Canh, Lương Quỳnh Trang (2006), Ôn tập kiểm tra Tiếng Anh 10, NXB Giáo Dục, Hà Nội Hoàng Văn Vân, Hoàng Thị Xuân Hoa, Đỗ Tuấn Minh, Nguyễn Thu Phương, Nguyễn Quốc Tuấn (2006), Tiếng Anh 10, NXB Giáo Dục, Hà Nội English references Doff A (1988), Teaching English, Cambridge University Press, Cambridge Grains R & Redman S , (1999) Working with words - A guide to teaching and learning vocabulary Cambridge: Cambridge University Press Hatch, E (1983) Psycholinguistics: A second Language Perceptive Rowley, MA: Newbury House Haycraft, J (1978) An introduction to English Language Teaching Harlow Longman Ladouse, GP (1987) Role play Oxford: Oxford University Press Mc Callum G P (1980), 101 Word Games, Oxford University Press, Oxford Mc Carthy, M (1990) Vocabulary Oxford University Press Nation, P (1994) New ways in teaching Vocabulary Oxford: Oxford University Press Quirk R (1987), A University Grammar of English, Longman class UK Limited, Essex Read J (2000) Assessing Vocabulary Cambridge University Press http://www.teachingenglish.org.uk/try/vcabtry/vocaactivities.shtm skkn DANH MỤC SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG SÁNG KIẾN KINH NGHIỆM NGÀNH GIÁO DỤC VÀ ĐÀO TẠO HUYỆN, TỈNH VÀ CÁC CẤP CAO HƠN XẾP LOẠI TỪ C TRỞ LÊN Họ tên tác giả: Trần Đình Thanh Chức vụ đơn vị công tác: Giáo viên – Trường THPT Triệu Sơn 5- Triệu Sơn Cấp đánh giá xếp loại TT Tên đề tài SKKN (Ngành GD cấp huyện/tỉnh; Tỉnh ) Kết đánh giá xếp loại (A, B, C) Năm học đánh giá xếp loại Rèn luyện kỹ nói tiếng Anh phần post – reading post – listening Hội đồng khoa học ngành B 2012-2013 Hội đồng khoa học ngành C 2013-2014 Hội đồng khoa học ngành C 2019-2020 phương pháp hội thoại Some innovative methods of teaching English listening skill for Grade 11 students Using story-telling to enhance speaking performances for 10 graders students skkn ... motivation is too weak, they are afraid to speak English, afraid to learn vocabulary , not paying attention to the process of learning to listen, as well as having too much difficulty in writing or... listening lessons? ?? 1.2 Purposes of the study skkn Learning, creating and collecting warm- up activities for LISTENING skills to create interest and stimulate the interest in English learning of high... content of the lesson topic is an art of the teacher Although this is an optional part of the classroom teaching process, it plays an active part in teaching in a new way Depending on the characteristics