In the cause of industrialization and modernization, in reality the developing countries to integrate into the international community in the ASEAN countries as well as other countries around the world, more particularly, our
MỤC LỤC TT Nội dung PART I OPENING INTRODUCTION Research purposes Researh subjects Method of study PART II PROBLEM SOLVING I RATIONALE OF ISSUES Trang 3,4 5-14 II STATE OF THE PROBLEM III SOLUTIONS AND IMPLEMENTATION IV TEST PART III CONCLUSIONS AND RECOMMENDATIONS 15-16 I LESSONS LEARNED II RECOMMENDATIONS, SUGGESTIONS PART I OPENING INTRODUCTION In the cause of industrialization and modernization, in reality the developing countries to integrate into the international community in the ASEAN countries as well as other countries around the world, more particularly, our country officially a member of the WTO, the know and use fluently at least one foreign language is an urgent need, a requirement necessary for each of us The decisive factor in the victory of industrialization and modernization of Vietnam's human resources are developed in terms of quantity and quality on the basis of knowledge standard is improved.Therefore, the education and training of our country have also conducted changed from target education and training to the teaching and learning methods in order to contribute effectively to the process of preparing the country's human capital in the first decade of the 21st century, learning foreign languages in general and English in particular school has and will become an extremely hot topic for people of every age, every gender, every level "Language is the most important communication tool of man " (V I Lenin) Knowing a foreign language is already in hand to add a new communication tool outside the vernacular Since its start learning a foreign language, I was taught that teachers "Knowing another language is to live a life," which so far and certainly the future remain valid Now I bring that up with the knowledge they learned indoctrinated for generations of his students As an English teacher, I always wanted to contribute a small part of his effort to teach secondary school level students, especially senior students in grades to get a basic knowledge as the foundation for the children during the classes to learn English in the larger later Teaching and learning English involves many issues, one major problem is the teaching of listening skills This is an indispensable skill for people to learn foreign languages because it is one of the four skills of language skills to practice English listening, speaking, reading and writing In forging practical English skills for pupils and teachers to cope with many difficulties, especially forging listening skills Through practice at my school, you start learning foreign languages like most students study, but the bored students gradually learn Most of them are very weak in listening It's hard to understand what they hear a lecture or conversation After each lesson, the teacher listened very difficult to verify the information they have heard and checking old post often not easy Most students not know how to learn to listen, students often find the most difficult listening In class, students said that though in all hear more from already know but hear not, the student has to say because she is missing the (poor vocabulary), no matter how many times when studentsalso anxious to learn more listening, they think the main difficulty is that the pace of the English words too fast, not catch up because apparently they devoured many sounds and words So how to help school Biology especially late Drop 9th graders may apply vocabulary and grammatical structure itself to listening effectively?Teach how to hear after each class students excited and loved more courses? How to find a method of positive, simple, easy to understand, practical while maintaining scientific, to develop thinking ability, speculation, and creativity of the students? Before the concern that I have boldly go into the issue "Development of English listening skills for students in grade 9- Chu Van An Secondary School – Nga Son" Research purposes As we all know, listening is not outside the purpose of communication, it goes parallel to the three skills: speaking - reading - writing and almost made it a regular part of the lesson, it is coordinated smoothly , integral with other skills This shows whether listening skills is not the frame of language like grammar that it is "skin, flesh" gave "body" of the language is complete In communication, we speak, convey their opinions But one thing is very necessary that we must also listen to the opinions of people around to see what they say and what is proposed Especially later when our students grow up, they engage in economic activities - cultural and diplomatic relationships, listening to the opinions of the enemy is very urgent So, the goal of teaching listening skills contraction effect is now we need to help students to take steps to have good results (listening on purpose) Help students understand the information through listening, understanding the speaker so that can master its language Researh subjects Students in grade of Chu Van An secondary school – Nga Son district School year: 2014-2015 Method of study Method of observation: The implementation of self-exploration theme study, conducted attend classes colleague visiting hours The method of exchange, discussion: After the hour of colleagues, coworkers who take time to implement the project, colleagues and people to implement the project to conduct exchanges and discussions so that there are some lessons lessons learned for Experimental Methods: Teachers conduct teaching experience required for each particular purpose some lessons listening Methods of investigation: Teachers ask questions to check understanding of content assessment of student lessons PART II PROBLEM SOLVING I RATIONALE OF ISSUES: Today, with new awareness in foreign language teaching, teaching English for the purpose of communication, expand exchanges and cooperation with the world in all fields: domestic and foreign relations, culture and commerce marks a major milestone: the investment in human capital in foreign language teaching and learning, to work towards a modern industry To be fluent in a foreign language is no easy thing, but also not so difficult that can not learn because in a certain extent, foreign language school to learn English in general and in particular is not something something too difficult if we have methods and means well, especially when we know the combination of methods together and exploit the media The teaching method at present renewed emphasis to the autonomy of student creativity Most of the time when their communication is thinking actively practice their English To have a good lesson, the students must prepare their homework thoroughly Moreover, to learn listening well, Students should practicing listening a lot It was because the reasons as described above that the purpose of teaching and learning English is also a big change, it is not only about "learning to learn" again, but learned to be thinking, in-depth We not only aim to achieve grammatical sense but also to achieve and develop skills in using the language Understanding the nature of communication and can communicate as needed is what we reach LISTENING is regarded as a skill to acquire, but often difficult to hear than read because the receptor expression through words heard should have characteristics very different from writing II STATE OF THE PROBLEM During the teaching of foreign languages in rural areas indeed I myself encountered many difficulties Although this is one of the district schools There were so many good learning school student in this school However learning listening skills are still very difficult The children enjoyed learning English, but when they learned listening skills to find very afraid because they not have many opportunities to reach out to indigenous people, besides facilities geodiversity not much Also part of the children was not really hard learning, little bear in mind from not practicing sound positive, cognitive delay, the flexibility, creativity is not high, the document to refer to dependentto the family economy, since investment restrictions learn listening skills English is also a difficult subject, body of knowledge more time at school, and in the process of listening to them uncontrollable things will listen Words in fast ice, unfamiliar Last heard a lot of new words, word stress, sentence stress, intonation is very different and difficult students can understand the content Survey results of the 2014-2015 school year in grade 9: TSHS 165 Excellent SL % 25 15.2 Fair SL 45 % 27.3 Average SL % 60 36.4 Weak SL % 35 21.1 The teaching and learning of English in secondary schools has made major changes in the content and teaching methods to match the objectives and requirements set out for this subject in the reform program The most basic standpoint of innovation approach is to promote a positive, proactive learners, creating optimal conditions for learning and training, develop the ability to use language for purposes of communication to not providing pure language knowledge With this view, the tips and activities in the classroom has also been changed and diversified development The teacher needs to grasp the main principles of method and learn the tips and teaching activities in view of communication that can be applied in a flexible, consistent and effective III SOLUTIONS AND IMPLEMENTATION Learn the concept of teaching listening skills Listen to include two levels: 1.1 Level 1: (recognition or distinction): Perception of sounds, words, phrases in the relationship of their structure Only when this possibility becomes automated, the new hearing could reproduce, behave and respond to what is heard in the sound chain 1.2 Level 2: (Option): The hearing draws the elements useful to understand the speaker At first listen understand sentences, short words, simple, later understand longer sentences The study of listening activities: 2.1 Listen in everyday life: there are two main hearing: - Listen unfocused means listening activities leisure nature, as when we listening to the radio, watch television but still can be done simultaneously for another job - Sounds focus: is the intentional listening activities, want to capture a content information day.For example, to hear on the radio or television, listen to the instructions and guidance, explanation, lecture vv In all cases, the listener focuses on the important points, necessary for its intention Listeners often know what they want to hear This helps the listener towards the attention on the contents need to know, so often grasp the problem more effectively 2.2 Listen to the language learning environment: In the learning environment, listening activities have mostly focused listening, and to develop different listening skills There are the kind heard in language learning as follows: - Listen for the main idea - Listen to find the necessary information - Listen to confirm the previous conjecture - Listen to perform the task of communication is in place - Hear the details (Both the content and structure of language) Organize various listening activities: 3.1 Help students effective listening In fact, listening is a skill still difficult for today's high school students To overcome these difficulties while listening, the teacher can use the following measures: - Introducing the topic, the content related to the listening; explain the concepts if necessary - Out of the question to help students predict content will listen - Introducing a new word if or review and reinforce the vocabulary needed for all to hear - Out of guiding questions to hear - Divide the process of gradual hearing, eg + Times First listen: listen gist, answered the question the substance + Last heard two: listen more details etc - If all the long, divided into brief segments listening to the students and have specific requirements different to hear 3.2.Guess before it will be heard (predicting) One of the skills they need to hear is the ability to predict what is going to be heard So when the students listening, teachers should give students to guess what is about to hear in a certain context Can conduct this operation with all heard the story or a conversation For example, when listening to a conversation, the teacher can stop after a speech of a character in conversation and ask students what the other person will respond like? Will behave like? Agree or not? etc 3.3 Listen to confirm his guess about the content listening: It is the same truth applies to reading comprehension skills: Before listening / reading, teacher suggested exploiting what students already know about the contents of the issue will be heard / read, what is not clear, what is not know Then listen and relate those with prior knowledge of the contents to be heard Example: When conducting a hearing on THE MEDIA - media (English - Unit 5: The media - page 43), the teacher would ask, suggest what students already know about the media, such as their name, the birth, source, origin Then request, or the questions to the students and find answers 3.4 Listen to retrieve the information needed: As mentioned, when conducting hearing, teachers necessarily crafted requests, task listening, focusing on the main contents, important to hear the specific purpose The form of tasks and require very diverse, probably answer the question form or fill out the form table Example: Listen to the report on how our oceans are polluted.Then complete the notes HOW THE OCEAN IS POLLUTED Firstly raw sewage is pumped directly into the sea Secondly -dropped into the sea Thirdly oil spills Next Finally (English - Unit 6: The environment - page 51) 3.5 Listen to capture the gist: (Listen for gist / for main ideas) In many cases, students need to be listening to understand the main ideas, concepts all without extensive attention to detail Example: Listen to the conversation and find information about Tim Jones and Carlo: - The food they ate? - The bus they went? - The sign they saw? (English - Unit 1: A visit from a pen pal - page 9) 3.6 Listen to perform the following communication activities: There are listening activities, usually in the form of fill tables, to serve for a communications operation that followed Example: An expert is giving a talk on how to live with Earthquakes Listen to the talk, then complete the table Living with earthquakes Heavy fixtures, furniture, and appliances: • Place heavy books on the (1) -• Block the rollers on your (2) - and (3) - Flying glass: • Check the (4) -• Don’t put your bed near (5) - Earthquakes drill: • Stay (6) -• Sit (7) or (8) -• Stand in the (9) -(English - Unit 9: Natural disasters - page 77) After completing the table for all to hear on, students can continue practicing with the next communication operation is talking again and / or said more about how to survive an earthquake 4.Knowing some basic principles when carrying out activities hear: In order to operate hear achieve the desired purpose, teachers need to perform some basic principles when conducting a hearing as follows: 4.1 Leading before listening As mentioned above, after hearing about concentration, the listener often well intentioned, towards a focus on part want to hear, will know to pay attention to the content they listen So while listening to teacher training should also create the "intent" to students who are preparing for the upcoming hearing by activities before listening as: - Introduction context, situation - These questions suggest, guess about the content about to hear - The questions create curiosity and create interest in the content about to hear - The guiding questions, requests for content necessary to understand etc listen 4.2 The requirements and tasks for listening (Listening tasks) Listening activities necessarily have driven through the requirements and tasks designed by teachers for students perform The requirements, this task can be one or more of the listening exercise form as listed in Section 4.3 Proceed to follow three stages: before heard, while listening to and after hearing a / Pre - listening - Causing excitement - Establish context - Create the demand, why listening - Teach the structure, vocabulary necessary for comprehension - Brief content listening - Suggestions, draws attention to the key points of the listening - Have students predict content readings - If the reader wants to know about all Teachers create prepare the mind for listening to students by leading locations of questions about the topic of the listening, ask students to observe painting, reading from and predict whether they are prepared to listen to what topic? Who is going to say?Talk to? Conversation takes place where? Teachers can ask students to work in teams to guess the contents of the preliminary content're hearing through the pictures or listening situations Maybe there are things students say exactly what they're hearing, but the question they are interested before the hearing, understand situations and themes are about to hear.Teachers can also help students anticipate the difficulties may be encountered in pronunciation, words or new structure, the background or knowledge of the culture, country school Finally teachers should be made clear to students that they are going to hear how many times (from to times) and guide requirements, tasks while listening to (answer questions, select paintings or paintings transplant) time listen and homework (3 or minutes) b / While - listening The training activities while listening to the training is done right while students listen, can listen again and again to perform exercises Other forms of exercise at this stage is to learn and exploit content listening Depending on the purpose and content of each post, will take the form of questions and require different operators, could fit the contents, just about language The exercises and tips prevalent in this phase usually have the following form: 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; Answer the questions Teachers turn on the tape or read the listening or times First time help students become familiar with all the content comprehension covers listening, Second hear accurate information to complete the exercises, the third time to hear and check back exercises did The main objective of listening comprehension as students take the main content or retrieve information and understand the attitudes and views of the author Therefore teachers should give students listen to their latest catch all common standard as well as the layout and post homework and then can listen to each paragraph to check the results, or listening to the hard place to confirm the answer c / Post - listening 10 After students hear and the comprehension exercise, teachers can continue to carry out the exercises require extensive understanding of the whole song; actual contact; transform knowledge, awareness or information, data just received through listening, practice reinforce key grammatical structures Other forms of exercise can be: Arrange the events in order; Find the sentence that summarizes the content of the tape; Give the title of the listening text; Disscussion questions; Gap filling; Guess the consequenses / results of the story Students report to the class or in groups to hear their results, the other students listen and give comments or cure all for you Retell, record the basic content of the listening or conducting development activities, expansion is also a form thembai listening activities help inculcate knowledge Instruct students to a number of programs to help develop listening skills: Many teachers believe that teaching the listening section (listening comprehension) is the hardest and most students are studying also the hardest to hear So teach students how to practice good listening? How can help students progress quickly while in junior high school? Encourage students to try listening with several methods: 4.1 See more TV shows or movies speak English / English subtitles are the best way for learning results Listen or watch multiple times, before reading the subtitles Then, read the subtitles, mainly checking words heard or guessed, or those from which students can pronounce but does not understand how to write and meaning Through this work, much as they discovered that one of them very familiar but from time immemorial thought to speak in a certain way, they actually need to speak differently and pronounced like if it is to listen correct and tell other people to understand Then look no further subtitles hear back twice more.For example: the word tomb, bury, students themselves will nail security is pronounced 'shrimp-b (Matt), Bori' - later to hear the word 'tum, beri' they not understand at all - even though she heard it is clear that tum, beri, until the view script, he can understand The attached image to make students understand the content at many news reports, without having to translate every sentence of what the spokesman said Students will have peace of mind, after hearing 15 minutes of news, selfsummary of it will find that you have captured the major part of the contents of the newsletter 4.2 Listening through the use of specialized listening enclosed cassettes or listen to the news through radio programs and television in English as VTV News, Talk Viet Nam, BBC, CNN Listen to the tape and write down on paper what was heard, and then compare that with the dialogue at the end of the book or the answer provided by the teacher, this way is said to be most effective, even though the students will take 11 some time time for training method comparable nay.Ta and see the errors that we have Or record a message, and listen to burn it more so long as they can not look up a dictionary to learn that quickly Guess the meaning of the content, and recalls the sound of the word, or phrase, then it will be clear that in this, if you listen again and again Or take the script of his songs heard, read and remembered the words read fantasy I've ever heard it put the script lan.Sau and listen again to understand This time I would hear naturally each language and understand Where not understand a word or phrase, then repeat several times to correct as you have heard, then flip the script to compare For example: A pupil when listening to VOA, after each program you often hear a similar phrase: statue, statute or statu something, but not know how to write, spell the word for her was not a problem, but still understand that sort of: wait there to listen to Then gradually later they will know that he is very familiar terminology is "stay tuned" 4.3 School or listen to songs in English, and sing along while listening Choose a song that you like, find its lyrics and lyrics both hear and see Then memorize and sing along with singers, and to pronounce as well as keeping the speed and degree to right field.When love can also sing to himself (without a good voice and sang a bit wrong accent is okay, because mostly the pronunciation, speed, and high school English accent) And tell yavoice (through song) is another way to help your future more sensitive ear to hear, because often the language in the songs more difficult to hear these words very much normal May have difficulty hearing the phrase is read interlocked, legato bowing, listening to survive a few key words or misunderstandings that certain words misleading content Example: "I go to the copy shop" to misheard as "I go to the coffee shop" because the tone of the word "copy" is very similar to "coffee" + See the animated films on these channels CNN, Cartoon, 4.4 Guide and give students some English listening address: + See TV channels according to the field of music, news, movies, entertainment of the leading media world: CNN, BBC, NBC, ESPN Learning English via Movie Channel trailers, cartoon, chatshows, Entertainment TV + Curriculum heard vivid English VOA: Voanews.com specialenglish + Listen to the British America under the theme: Cnn.com/audio/radio + Listen to Online Radio CNN: Bbc.co.uk + Listen to BBC Radio online: http://www.manythings.org/listen + Listening to reports from VOA: Englishclub.com + The document then drill, the Anglo-American accent listening: Rocketboom.com 12 + Class discussion and exchange in English, listen to others speak, speak English Skills: Chinswing.com + Nbc.com/Video: See and hear the hilarious clip of NBC Always motivated students that if they give her is not understood now, and I think that trying in vain to hear more, to learn more was his, when there are many words to understand then that will set the following hearing they think it's totally wrong Because they have not understood to need to hear more people understand For swim is to jump into the water, can not use the excuse that "because I can not stand" should stay on shore for every theoretical study before jumping down, and will know how to swim!Never swim but the water will drink water and choke it, but right through the water and then suffocated as new hope swim Want to know how to swim, they must jump into the water, swim and dance before Because not swim to jump overboard so new For English speaking and understanding English, they must listen, listen when not understand anything! And because not understand what should have heard We need to hear some time (fast or slow depending on each person) And so, the listening is important: Listen whenever, wherever We can remember hundreds of sentences in the beginning, but if we not hear it all meaningless, like a traveler holding the book learning, ask for directions and unable to place was because I could not understand people 4.5 Organizing competitions forging listening skills - speaking to students in class + After each lesson the teacher can listen to student performance, according to the group Teachers give students listen again content and hear their request for examination As heard answer questions; listen to fill vacancies in the text; listen and transcribe the contents of the documents, Teachers have been rewarded for helping students with dynamic and interested in learning more + Teachers can also take action in the lesson nghe- read, reading or speaking skills tastes All of this is to help students develop listening skills and become more like learning listening skills IV TEST After nearly a year of study conducted adopt teaching methods outlined on, I have watched and quality surveyed students learn English listening skills in grade Chu Van An Secondary School – Nga Son and have obtained the relatively positive results Figures as follows: 13 Scores of Education survey Exellent Fair Average Weak Poor First school year 2015-2016 Number % 30 18.2 50 30.3 55 33.3 30 18.2 0 Mid- second term 2015- 2016 Number % 30 18.2 60 36.4 55 33.3 20 12.1 0 Thus, compared to the first survey, the percentage of students scoring proficient, increased quite markedly, reducing the average student and weak students, and significant thing of all is the use of This step class taught listening becomes more vivid, the students have formed a clear listening skills, no longer afraid to learn to hear again, so that interested and more active learners, promote dynamism, autonomy, thinking, creativity resulted acquire all better, create a friendly learning environment and effective 14 PART III CONCLUSIONS AND RECOMMENDATIONS I LESSONS LEARNED Education is a long-term work hard, hard for the students Therefore, apart from tasks teachers impart knowledge must also find ways to make effective school hours, attracting their attention Instructions for students learning approach is very important, especially to encourage them to use English in life, with English proficiency at a basic level in secondary schools will also contribute to students better school or high school level can find a good job later However, there are still many aspects need to find desk measures more feasible on theoretical basis and practical experience to carry out the teaching work better, more efficiently On the whole this is what I have learned, observations, studies on the issue "To develop listening skills in English for students in grade Chu Van An Secondary School - Nga Son" School was difficult but even more difficult to teach mutilated So, I think, in order to become good teachers of foreign language, there must be proper awareness, explore, create, constantly fostering professional skills, learn anywhere, anytime, in any forms and encourages students to study, listen to ideas contributed by colleagues, close, student understanding to draw experience and find appropriate methods for each unit Moreover, we ourselves must be passionate, with enthusiasm for teaching to be able to achieve the results as expected The content I presented above is just the gathering, summarizing the experience of ourselves, because the ability is limited, narrow the scope of the study, briefly, little documentation should be sure of what I write out This inevitably be flawed Song for the purpose of improving the quality of education, I hope this topic can contribute a little to improving listening skills for students Look forward to many valuable comments from superiors and my colleagues to learn from experience, complete this topic, and perform better next time II RECOMMENDATIONS, SUGGESTIONS * For professional groups: Organize relevant thematic reports I have studied the subject to continue to develop in a positive direction-style teaching post "Developing listening skills in English for students in grades Chu Văn An Secondary School, Nga Son " On that basis I would have conditions to develop research projects, complete more subjects or expand the scope of application * For the school: With 45 students per class for narrow space will affect the organization of classroom activities * For local and district Education: Need to pay more attention to subjects such as English and learn English movement, facilitating more to improve the quality of teaching and learning of English as: build divisions energy, investments visual media like tapes, projectors, pictures and references for both teachers and students I would like to thank! 15 Confirmation of unit heads Thanh Hoa, 04 April 2016 Commitment not copy This is done by myself The implementation Le Ngoc Hung 16 REFERENCE BOOKS Stt Tên tài liệu Sách giáo khoa tiếng Anh 9 10 11 Tác gia Bộ giáo dục và đào tạo (Nguyễn Văn Lợi tổng chủ biên) Sách giáo viên tiếng Anh Bộ giáo dục và đào tạo (Nguyễn Văn Lợi tổng chủ biên) Kỹ thuật dạy tiếng Anh Nguyễn Quốc Hùng Tuyển chọn các bài ôn tập và Trần Đình Nguyễn Lư kiểm tra tiếng Anh nghe hiểu và Xuân Trúc lớp Nhưng vấn đề chung về đổi Bộ giáo dục và đào tạo mới giáo dục THCS môn tiếng Anh Kiểm tra đánh giá thường Bộ giáo dục và đào tạo xuyên và định kì môn tiếng (Vũ Thị Lợi chủ biên) Anh lớp Sổ tay người dạy tiếng Anh Thái Hoàng Nguyên Nhưng trò chơi giờ học M F Stronin (Nguyễn tiếng Anh Văn Tâm dịch) Tài liệu bồi dưỡng thường Bộ giáo dục và đào tạo xuyên cho giáo viên THCS kì (Vũ Thị Lợi chủ biên) III (2004- 2007) Ghi nhanh nghe hiểu Trần Ngọc Kim Hướng dẫn thực hiện chuẩn Bộ giáo dục và đào tạo kiến thức, kĩ môn tiếng (Vũ Thị Lợi chủ biên) Anh THCS Nhà xuất ban NXB Giáo dục NXB Giáo dục NXB Giáo dục NXB Giáo dục NXB Giáo dục NXB Giáo dục NXB Giáo dục NXB Thanh niên NXB Giáo dục NXB Giáo dục NXB Giáo dục 17 ... Help students understand the information through listening, understanding the speaker so that can master its language Researh subjects Students in grade of Chu Van An secondary school – Nga Son. .. "Development of English listening skills for students in grade 9- Chu Van An Secondary School – Nga Son" Research purposes As we all know, listening is not outside the purpose of communication,... a year of study conducted adopt teaching methods outlined on, I have watched and quality surveyed students learn English listening skills in grade Chu Van An Secondary School – Nga Son and have