Some techniques for teaching production in the listening lesson in english 9

Thanh hoa education and training department Quan hoa district education office Experience innovation SOME TECHNIQUES FOR TEACHING PRODUCTION IN THE LISTENING LESSON IN ENGLISH Initiative writer: Nguyen Thi Thuy High School English Content Text Position: Teacher Working place: Nam Xuan INDEX Experience of the initiative: Some techniques for teaching production in the lesson “ Listen English Index 1.1 1.2 1.3 1.4 Preamble ………………………………………………………… The reason for choosing the topic………………………………… Purpose of the study ……………………………………………… Research subects Thanh ………………………………………………… hoa year 2017 Reseach methods ………………………………………………… Page Page Page Page Page 2 2.1 2.2 2.3 2.3.1 2.3.2 3.3 2.3.4 2.3.5 2.3.6 2.3.7 2.3.8 2.4 Content innovation experience …………………………………… Theoretical basis of the experience initiative …………………… The real situation before applying the experience ………… Measures to be solved to solve the problem …………………… Understand the concept of teaching listening and reading skills Research on listening activities ………………………………… Conduct listening techniques …………………………………… Organize different listening activities …………………………… Practice a variety of listening comprehension exercises: The listening comprehension exercises come in many forms The common exercises are …………………………………………… Understand some basic principles when conducting listening activities …………………………………………………… Conduct multidimensional methods ……………………… Always apply question-and-answer tactics when teaching English listening skills …………………………………………………… Effectiveness of experience injury ……………………………… Conclusions ……………………………………………………… Page Page Page Page Page Page Page Page Page Page Page 11 Page 14 Page 14 Page 15 Preamble 1.1 The reason for choosing the topic In the industrialization and modernization, english is an dispensable part of life and work as well Needs of learning English to "use", therefore, are becoming increasingly urgent Nowadays teaching and learning English at secondary school has already changed a lot about the teaching contents as well as teaching the methods in order to suit with the aims of this subject in the reformed program The basic opinion of new methods is to learn English for communication So, our job is to provide our students with the basic skills they will need to practise the language fluently I have been teaching English at Nam Xuan Secondary School for several years, I found that students have a lot of difficulties in mastering the knowledge which the teacher has provided in the first lesson of each unit (Listen and Read) Because this is a presentation period, there are usually lots of vocabulary So, most of teachers try to introduce vocabulary and grammar in the lesson , then ask students to exercises in the book The “production” part of this period asks teacher to invest more time and create by herself because it does not have in the book Therefore this section sometimes teachers not pay attention because I think I have communicated all the content of textbooks required So apply the knowledge they have learned to reconstruct the language is limitted And this is the problem which troubled me four Stemming from reality and reason in the teaching process I refer to the book of expertise as well as consult eith my colleagues I found some stricks to apply in the Production of listen and read and details read English courses in Grade and to some extent have obtained the relatively positive result, students have better vocabulary, after the lesson that they can communicate with you, can relate to actually to be able to present issues related to their own experience in English according to the theme of each During teaching time, I recognized this problem and changed something with the hope of improving students’ learning It leads me to a reason to choose a topic for this study “Some techniques for teaching production in the listening lesson in English 9”) I hope this innovation from my teaching experience can add something to enhancing learning and teaching English quality 1.2 Purpose of the study In order to innovate new language teaching methods, to avoid repetitive repetition, to create excitement for students during English lessons, they can learn while playing and at the same time inculcate the knowledge that I learn, master my knowledge, memorize and remember faster, use language proficiency in communication and enjoy learning English Helps teachers save time on language teaching, spending more time practicing 1.3 Research subects Subjects that I chose in this research topic is the pupils in grader at Nam Xuan Junior High School 1.4 Reseach methods Research Methods: Study the program, collect references related to listening skills, summarize some listening experiences, find out difficulties and problems in teaching and listening teachers Educate students to find out how to overcome Observation methods: attendance, observation of peer tutoring and study of students in class to find out the most optimal solutions to improve the quality of teaching and learning English in the current junior high school Method of communication practice: Listening skills how to organize classes through Comprehensive Approach: Understand the characteristics of students to see what they lack to achieve the ultimate goal, classify students' English proficiency, break down their class by grade, and Allocate time and design lectures appropriately Content innovation experience 2.1 Theoretical basis of the experience initiative At present, with new awareness in teaching foreign languages, teaching English for communication purposes, 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 thing Something 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 Innovative teaching now focuses on the creativity and creativity of students Most of the time communication is when they think actively practice English In order to have a good class they must prepare their homework Moreover, to learn well one hour they need to hear a lot It is also because of the reasons mentioned above that the purpose of teaching and learning English is also a big change, it is not just "learning to learn" anymore, but learn to think, depth We are not only aiming to achieve grammatical meanings but also to achieve and develop our language skills Understanding the nature of communication and being able to communicate when necessary is what we reach LISTENING is considered to be a receptive skill, but it is often harder to read than listening because verbal cues that are heard are words that have very different characteristics than writing 2.2 The real situation before applying the experience Most of students in Nam Xuan commune are children in mountainous areas, so their learning conditions are not good, their time is limited, their English communication environment is limited Among them mainly ethnic Thai Muong , even if you speak Mandarin many times when not standard so English pronunciation is indeed a problem In addition, they have not really studied hard, have not memorized the words, are not actively vocal, slow learning, flexibility, creativity is not high, the document for further reference depends on Family economics, from which the investment in learning to listen and reading skills is limited In addition, English is a difficult subject, a lot of knowledge, less time spent studying, and reading and listening are not controllable Speech in fastice, unfamiliar The list contains many new words, word stress, sentence stress, intonation is very different and students can hardly understand the content Results of the survey at the beginning of the year 9A Number of students 31 Good Fair Average Fail No (ss) Percentage (%) No (ss) Percentage (%) No (ss) Percentage (%) No (ss) 0 16,1 19 61,3 Poor Perce- No ntage (ss) (%) 22,6 Perce ntage (%) 0 Teaching and learning English in the school has made great changes in the content as well as teaching methods to meet the goals and requirements set for this subject in the reform program The most basic idea of method innovation is how to promote the positive and active of learners, create optimal conditions for learners and trainers, develop the ability to use the language for the purpose of delivery Next, not the supply of pure language knowledge With this view, tricks and classroom activities have also been changed and diversified The teacher needs to grasp the main principles of the methodology and learn the teaching and teaching techniques from the point of view of communication so that it can be applied in a flexible, appropriate and effective way 2.3 Measures to be solved to solve the problem 2.3.1 Understand the concept of teaching listening and reading skills Listening and reading one of the most complex linguistic activities, it incorporates the components of the acquisition of cognitive and linguistic knowledge Listening and reading comprehension is one of the main purposes of teaching foreign languages When spoken, ideas are not arranged in the same order as they are written; Common words are often repeated, there are many redundant words, from the buffer, not grammatical Can speak, say, turn off, hesitant And when reading a quick text to get the main idea With these different characteristics, when teaching listening and reading outside of the general techniques that can be applied to listening and listening skills, the teacher also Specialized instruction for reading and listening activities is required Listen consists of two levels: a Level 1: (Identify or distinguish): The recognition of sounds, words, and phrases in their structural relationships Only when this capability becomes automated can listeners reproduce, behave and respond to what is heard in the sequence b Level 2: (Optional): The listener draws useful elements to understand the speaker At first hear the sentence, short, simple words, later understand longer sentences 2.3.2 Research on listening activities a Listen in everyday life: There are two main ways to hear it Listening is not focused: It is entertaining, like when we listen to the radio, watch TV and still be able to carry out another job Listening is focused: is the intentional listening activities, want to capture a certain content information For example, listening to the news on the radio, television, listening to instructions, instructions, explanation, lecture Songs, etc In this case, the listener mainly focuses on the important points, necessary for his intent Listeners often know what they want to hear This helps the listener focus attention on the content to know, so often catch the problem more effectively b Listen in the language learning environment In the learning environment, listening activities are mainly focused, and aim at developing different listening skills There are the main types of listening in foreign language learning: Listen to the main idea Listen to find the information you need Listen to assert the previous conjecture Listen to the implementation of communication tasks are in place Listen carefully (both the content and structure of the language) * Note: Students may re-establish information based on the following: Knowledge of language (words, grammar, semantics, style ) familiarity with the topic being mentioned Observation, interpretation, context of communication, including what happened before Knowledge, knowledge that the children get together with the speaker Understanding, acknowledging attitudes, personal interests of the speaker Understanding of context, culture in communication Understanding of non-verbal cues such as speech speed, pause, gesture, gesture, facial expression 2.3.3 Conduct listening techniques Confidence building Sentence stress reception Topic resolution Listening for gist Recognition details Listening for wanted information Dictation Sequencing chart Dictogloss Listening and note-taking 2.3.4 Organize different listening activities a 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, content related to listening; Explain the concepts if needed Ask questions to help students predict what they will listen to Introduce new words if available or revise, reinforcing vocabulary needed for listening Raise the question to guide when listening Divide the listening process step by step, for example: First listen: listen to the main idea, answer the questions Second listening: listening more detail ; If the song is long, divide the song into short sections for the students to hear, there are specific listening requirements b Predicting Predictability One of the essential skills to hear is the ability to guess what is going to be heard Therefore, when students practice listening, the teacher should have students guess what is going to be heard in a given context This can be done with storyboard or conversation For example, when listening to a conversation, the teacher may stop after a character's speech in the conversation and ask the student how the character will respond How will it behave? Do you agree or not? Etc When students listen to a story, the teacher can also use the same technique, pause in appropriate sections and ask questions such as: What happens next? Why does X that? Why is the story so evolving? Is the outcome the same? Etc before continuing to hear the story.For example: In a posthumous posture, the teacher may stop at some point for students to guess: Tapescript: At 6.30 in the morning, the bus collected Ba and his family from their home (Where did they go?) After picking everyone up, the bus continued north on Highway Number It crossed the Dragon Bridge and stopped at the gas station (What happened? Why did it stop there ?) to get some more fuel Then, it left the highway and turned left onto a smaller road westward (Please imagine the direction here (Which is the East? West? North? South?) This road ran between greenpaddy fields, (What can you see though the bus window?) so the people on the bus could see a lot of cows and buffaloes The road ended before a big store beside a pond Instead of turning left towards a small airport, the bus went in the opposite direction (Did it stay there for a long or a short time?) It did not stay on that road for very long, but turned left onto a road which went though a small bamboo forest Finally, the bus dropped everyone off at the parking lot ten meters from a big old banyan tree It parked there (What for?) and waited for people to come back (When did they come back?) in the evening [1] c Write to confirm they guess about the content of use This is a pre-reading / listening comprehension test, where teachers will discover the idea of what students already know about what the text reads / hears, is not clear, what is not Know Then listen and contact known knowledge with the content to hear For example: When conducting a listening about MEDIA - basic communication (Teacher - Unit 5: Media - page 43), the teacher will ask, suggesting biologists know about the media such as name, birth, origin, results coin Then ask or ask the students to listen, find the answer d Listen to the information you need As mentioned, when conducting listening activities, teachers are required to compose listening requirements and tasks, focusing on the main content, important for the hearing to have a specific purpose Forms of tasks and requirements are varied, either in the form of a question answer or in the form of a table.For example: Listen to the report on how our oceans are polluted Then complete the notes How the ocean is polluted [1] Firstly raw sewage is pumped directly into the sea Secondly … dropped into the sea Thirdly oil spills … Next … Finally … e Listen to the main idea: (Listen for gist / for main ideas) In many cases students need to be trained to understand the main ideas Generalization of the post without regard to detail For 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? g Listen to carry out the following communication activities: There are listening activities, often in the form of tables, for a subsequent communication For example: An expert is giving a talk on how to live with earthquakes Listen to the talk, then complete the table Living with earthquakes [1] 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) … After completing the above statement, the student can continue the practice with the next communication, talking back and / or talking about how to survive an earthquake 2.3.5 Practice a variety of listening comprehension exercises: The listening comprehension exercises come in many forms The common exercises are Defining true – false questions Checking the correct answer / information Matching Filling in the chart Filling in the gap Answering comprehensive questions 2.3.6 Understand some basic principles when conducting listening activities In order for the listening activity to achieve the desired purpose, the teacher should follow some basic principles when conducting a listening session: a Lead - in (Lead - in) As mentioned above, when the audience is focused, listeners often have the intention, the focus on the listening section, will know what to pay attention to when listening.Therefore, when listening to the teacher, the teacher also needs to create "intentions" for the students to prepare for the upcoming listening through pre-listening activities such as: Introduce context, situation; Suggested questions, guessing about the content to be listened to; Questions to create curiosity, to create an interest in the content to be heard; Guiding questions, requirements for the necessary content to listen to understand, etc b Listening tasks, tasks: Listening activities must necessarily be directed through the requirements and tasks prepared by the teacher for the student to These requirements can be one or more of the types of listening exercises listed in section c Carry out listening in three stages: before listening, while listening and after listening * Before listening (Pre - listening) Arouse interest; Set up the context; Create reasons for listening; Teach new structures, words needed for listening (Pre-teach structures, newwords)- Brief introduction to the topic (Introduce briefly the topic, content); Hint, focus attention on the main points of the listening (Eliciting, guiding questions); Predict the text; Giving expectatio; The center of gravity prepares students for listening assignments by directing the topic of the topic, asking them to look at the picture, read the words, and guess what they are about to hear Who is going to say? Talk to? Where does the conversation take place?Teachers may ask students to work as a team to make a rough guess about what content is about to hear through the pictures or situations of the listening There may be things that students say is not exactly what they are about 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 anticipate difficulties with pronunciation, new vocabulary or structure, background knowledge or knowledge of the culture or country of study.In the end, the teacher should tell the students how many times they hear (two to three times) and instruct the requirements, the task of listening (answering questions, choosing pictures or pairing pictures) Listen and homework (3 or minutes) * While listening (While - listening) Practice activities during listening are exercises that are performed while the students are listening, can be heard over and over again to perform the exercises; The forms of exercise at this stage are to learn, exploit the content of listening Depending on the purpose and specific content of each article, there will be different types of questions and requests, which can be both content and language Common exercises and tricks at this stage 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; The teacher plays the tape or reads it two or three times For the first time, students get to know the listening comprehension of the listening text, the second time they hear the correct information to complete the task, the third time they hear and check the work done; The main goal of listening comprehension is to listen to the main content or get detailed information and understand the author's attitudes Therefore, the teacher needs students to listen to the whole song so that they can understand the general idea as well as composition and homework, then can listen to each section to check the results, or listen to difficult areas To confirm the answer * Post - listening After students hear and comprehension exercises, the teacher may continue to conduct assignments that require a thorough understanding of the entire assignment; actual contact; Transforming the knowledge, perception or information, data received through listening, practicing, consolidating key grammatical structures When conducting listening activities, the use of illustrated pictures attached will have a very good support in clarifying the context, suggesting the content is about to hear Images also serve as a means of checking a student's level of listening comprehension (eg listening and defining related pictures, listening and arranging pictures in sequence, etc.) In listening to 9th grade students, I usually introduce topics, situations, contents before listening, then use illustrated pictures (pictures are distributed, teachers draw, students draw, or photo, Or draw simple pictures on the board in listening comprehension exercises such as: choosing the correct picture, matching the content of the listener, listening and filling in the appropriate name, comment, Tables, maps, charts In addition, the use of real objects, created or available around the world is also exciting to make the lesson more interesting and closer to real life d Use visual aids In teaching in general and in teaching foreign languages in particular, visual aids often play a very active supporting role With the foreign language, visualization is used in all activities of the teaching process from introductory stage to the stage of practice, they diversify and enrich many different teaching tips and teaching activities … 10 When conducting listening activities, the use of illustrated pictures attached will have a very good support in clarifying the context, suggesting the content is about to hear Images also serve as a means of checking a student's level of listening comprehension (eg listening and defining related pictures, listening and arranging pictures in sequence, etc.) In listening to 9th grade students, I usually introduce topics, situations, contents before listening, then use illustrated pictures (pictures are distributed, teachers draw, students draw, or photo, Or draw simple pictures on the board in listening comprehension exercises such as: choosing the correct picture, matching the content of the listener, listening and filling in the appropriate name, comment, Tables, maps, charts In addition, the use of real objects, created or available around the world is also exciting to make the lesson more interesting and closer to real life In addition, I also incorporate listening practice games to help students become more interested in the subject, who can understand the meaning of short sentences, capture the main idea in the series, Know specific speech patterns and sets of speech sequences, develop memory (hear and memorize), and develop a responsive listening experience Specifically, some games are as follows: Siimon says; Which of the pictures is it; Introductions; Right – Left; Guessing; I know his trade; Solve logical problems; Information [2] Examples of how to conduct some common games: First game: Communication; The class has six rows of tables, the teacher makes six slips on each score sheet Then pass the ball to a top student This student is supposed to whisper and speak to the person next to his or her reading So, this person in succession speaks in the ear to the end of the row The person at the end of the line is asked to say the word or phrase that he or she hears, and whether the student will be identified correctly; The second game: Find you communicate; The teacher prepares a number of questions and answers on paper, grabs answers with questions by giving them numbers: for example, question corresponds to the answer Students find the answer themselves by finding their friend corresponding to the match, which pair will recognize each other will win; Third Game: Helps you learn well Each student in the class collects or creates a sentence that may be misleading Each member of the class will listen to his or her own words and then try to determine the correct or incorrect sentence Teachers should flock the students to the task so that every member of the class must listen to the reader Fourth Game: Guess from: I have two things in two bags I held up the first bag: 11 Students guess: That is your stick Teacher: No This is my UMBRELLA The teacher raised the second bag Students guess: That is your box Teacher: No This is my MOBILEPHONE In this game the assertion "What is that?" Is the most important Stress falls from the object In addition, it is possible to incorporate some English songs for more lively lessons, for example, when teaching AULD LANG SYNE [1] Sing along, will create high efficiency to surprise e Quality assurance of hearing samples: If listening activities are carried out through cassettes, radio, television, etc., these means must always be in good condition, ensure the quality of the audio, and facilitate listening Is standard form, not distorted due to pure technique Good machine preparation, clear tape, and spare batteries should be prepared for power failure If the teacher reads for students to read, read at medium speed, not slow Too even for new students to learn in the early stages to avoid affecting the semantic content of the article 2.3.7 Conduct multidimensional methods Many teachers think that listening comprehension is the hardest and most students think that listening is the hardest So how students teach how to listen well? How can students make rapid progress while studying in junior high school? Encourage the student to try out the listening practice in the following ways: a Watching many TV shows or movies in English / with English subtitles are the best ways to practice listening Listen or watch multiple times, before reading subtitles Then re-read the subtitle, mainly examining the words that have been heard or guessed, or words that students can re-pronounce but not understand how to write and how Through this, sometimes they discover that a very familiar word that from the old days to think to say in a certain way, really need to say differently and pronounce it like new to listen Correct and tell others understand After that, not look at the subtitles again and listen to it again and again For example: two tombs, bury, students will say is 'shrimp-b (ơ), bơri' later heard the word 'tum, beri' does not understand anything - even though he heard Clearly, tum, beri, until he sees the script he will understand Attached images make it possible for students to understand a lot of the content of a newsletter, without having to translate each sentence of what the announcer says Students will be more comfortable, after listening to 15 minutes 12 of news, self-recapitulation will find that they have captured the essence of the content of the newsletter b Listening to audiobooks with cassette tapes or listening to the news through English-language radio and TV shows such as VTV News, Vietnam Talk, BBC, CNN Listen to the tape and write what you have heard, then compare it with the dialogue at the end of the book or the answer provided by the teacher, which is arguably the most effective although it will take quite a long time for the student Time for the practice of this method Ta can compare and see the error that we have Or pick up a newsletter, and listen to it and write it down as much or as little as possible not look up dictionaries or learn hastily To make sense of the content of the sentence, and to recall the sound of the word or phrase, it will be self-evident later on Or take scripts of the songs you have heard, read and remember in imagination read words that I have heard many times Then script and listen to hear to understand This time I will naturally hear each other and understand In case you not understand a word or phrase, try to repeat as many times as you have heard, then turn over the script to compare Example: A student listening to VOA after every program he listens to A phrase similar to: statue, statute or statu something, without knowing how to write, the spelling of the word for him does not matter, though still understandable type: wait wait to hear it Then gradually you will know that the familiar term is "stay tune" c Learn or listen to English songs, and sing along while listening Pick some songs that you like, find its lyrics and then listen to lyrics Then memorize and sing along with the singer, and try to pronounce and keep pace and pace When you like, you can sing for yourself (if you not have a good voice and sing the wrong one is okay, mainly pronunciation, speed, pitch and English tone) The voice (singing) is also a way to help me later to be more sensitive to hear, because often the language in the song is harder to hear than the normal speech very much It may be difficult to hear phrases that are interwoven, interrogate, miss some important words or misunderstand a word that leads to false content For example: "I go to the copy shop" is wrong to hear "I go to the coffee shop" because the sound of the word "copy" is very similar to "coffee" d Guide and provide students with some English listening addresses Watch the channels of music, news, movies, entertainment of the world's leading media companies: CNN, BBC, NBC, ESPN Learning English through Movie channel Trailers, cartoon, chatshows, entertainment tv VOA's English language learning program: Voanews.com; 13 Specialenglish; Listen to the US under the theme: Cnn.com/audio/radio; Listen to Online Radio CNN: Bbc.co.uk; Listen to BBC Online Radio: http://www.manythings.org/listen(3) Practice listening to VOA newsletters: Englishclub.com; Pronunciation materials, American English listening: Rocketboom.com Talking, exchanging in English, listening to others, practicing English speaking skills: Chinswing.com; Petalia.org/stories: online reading sites and listening to famous speeches, fairy stories on Petalia; View and listen to news, clips on Google: http://www.odeo.com/listen(4) Listen to English on the Internet - Listen to American English: http://www.vr.com.vn/VRSpeak/index.htm; (5) Practice listening through fairy tales, poetry, fiction, proverbs and famous recorders: Repeatafterus.com; Focusenglish.com: This page is about daily conversations; Abcnews.go.com: Watch and listen to two popular ABC news channels, Good morning America and World News Tonight; Links to the Listening Test and Exam Preparation with a very detailed description: Esl.about.com/cs/listening; Great Speeches: Listen to the famous 20th century speeches, listen to dozens of world's leading politicians speak as Tony Blair, Bill Clinton, G Bush, Nelson Mandela Nbc.com/Video: Watch and listen to NBC funny clips Encourage students to: If you think that you not understand now, and I think that trying to hear a lot is also useless, let me learn more, when there are more vocabulary to understand and then will listen to later That is completely wrong It is because I not understand so new to hear more than people have understood To swim, jump into the water, can not take the reason that "because I can not float" should stay on the shore to the theory and then jump down, and will swim! I not know how to swim but drink water and breathe, but through drinking water and suffocating like that, hope to swim To swim, jump into the water, and dance without swimming Because I not know how to swim so I need to jump into the water Want to know and understand English, you must listen to English, hear when not understand anything! And because of lack of understanding should be heard much We need to hear some time (fast or slow depending on each person) And so listening practice is very important: Listen whenever, wherever We can remember hundreds of sentences in our heads, but if we not hear it all, it's pointless, like a tourist holding a book learning English, asking for directions 14 and being unable to reach because of incomprehensible people What the directions say When our English listening skills improve, naturally, we will also feel confident and progress in speaking 2.3.8 Always apply question-and-answer tactics when teaching English listening skills In the teaching process, questions are always used as a common and almost indispensable tool in every lesson For an hour of listening instruction, I used many different types of questions: Yes-No questions; Alternative questions; Wh-questions; Multiple choice; True-False Question types are answered by directing the sentences heard in the lesson, Or by the implications contained in the article is often easier but with statements that require the Inference is difficult to make, so the choice of which types of questions for students to hear, guess and answer are required to be flexible Different teaching methods have different teaching views But can be summarized into two big points: Teacher Focused View Student centered view (Student centered) In recent years, teaching and learning English in secondary school has changed in the direction of innovating teaching methods, but sometimes the teachers are still confused, not flexible use innovative methods, Sometimes, knowledge transfer is one-way, not really promote the positive of students Teachers need to study how to teach good listening for students to use in practice And students also have the same difficult task is the persistence of learning, At the same time, we have to find ways to overcome difficulties and find the right method for us to achieve the optimal effect I would like to present a lecture in which I apply some of the methods described above with the lessons learned plus my own experience, Co-workers and students 2.4 Effectiveness of experience injury After nearly one year of schooling, the teaching methods are introduced I have followed and conducted a survey on the quality of students learning English listening skills in grade 9A Nam Xuan junior high school and have obtained the same results Respectable Specific figures are as follows: Number of students Good Fair Average Fail Poor 15 31 No (ss) Percentage (%) 3.2 No (ss) Percentage (%) 29,1 No (ss) 21 Percentage (%) 67,7 No (ss) Percentage (%) No (ss) Percentage (%) Thus, compared to the results of the survey at the beginning of the year, the proportion of students scoring on average increased significantly and decreased no weak students, and most importantly, when using the listening step this class To learn to be more lively, students have clearly formed the listening skills, no longer afraid to learn to hear anymore, so they are more interested and active learning, promote dynamism, self Ownership, thinking, creativity result in better learning outcomes, creating a friendly and effective learning environment Conclusion Learning is a long, hard work for students Therefore, teachers in addition to the task of imparting knowledge also have to find ways to make the lesson effective, attracting their concentration It is important to teach them how to learn, especially to encourage them to use English in their lives, with basic English proficiency in secondary school also contributing to the students Study high school level or find a good job later However, there are still many aspects to be discussed in order to find more feasible solutions based on reasoning as well as hands-on experience to make teaching work better and more effective The above is the whole thing I have learned, observed, studied about the problem "Teaching English listening skills to junior high school students" Learning is difficult but teaching is harder than doubling Therefore, in my opinion, to become a good foreign language teacher, I have to have proper knowledge, always researching, creating and constantly improving my professional skills, studying everywhere, Form and encourage students to study, listen to peer feedback, and understand students to draw experience and find the right approach for each unit Moreover, we must be dedicated to the profession, enthusiasm in teaching can be achieved as expected The content that I presented above is just gathering, summarizing my own experience, because of the limited possibilities, limited scope of research, short time, little documentation should be sure what I write It is inevitable that there are shortcomings of Song for the purpose of improving the quality of education I hope this small topic can contribute to improve listening skills for students We hope to receive many valuable comments from the top level with colleagues so that I can learn from them, complete this topic and better next time Principal's identification Thanh Hoa, April 5th, 2017 Commitment This is my product I own and not copy anyone’s Initiative writer 16 Nguyen Thi Thuy 17 REFERENCES Ordiner number file name English textbook - educational publisher Games in English Classes" by M F STRONIN translated by Nguyen Van Tam Listen to English on the Internet - Listen to American English: http://www.vr.com.vn/VRSpeak/index.htm View and listen to news, clips on Google: http://www.odeo.com/listen; Listen to English on the Internet - Listen to American English: http://www.vr.com.vn/VRSpeak/index.htm ... changed something with the hope of improving students’ learning It leads me to a reason to choose a topic for this study Some techniques for teaching production in the listening lesson in English 9 )... activities are mainly focused, and aim at developing different listening skills There are the main types of listening in foreign language learning: Listen to the main idea Listen to find the information... another job Listening is focused: is the intentional listening activities, want to capture a certain content information For example, listening to the news on the radio, television, listening