SÁNG KIẾN KINH NGHIỆM: STEPS TO TEACH SLOW STUDENTS LISTENING SKILL

SÁNG KIẾN KINH NGHIỆM: STEPS TO TEACH SLOW STUDENTS LISTENING SKILLSÁNG KIẾN KINH NGHIỆM: STEPS TO TEACH SLOW STUDENTS LISTENING SKILLSÁNG KIẾN KINH NGHIỆM: STEPS TO TEACH SLOW STUDENTS LISTENING SKILLSÁNG KIẾN KINH NGHIỆM: STEPS TO TEACH SLOW STUDENTS LISTENING SKILLSÁNG KIẾN KINH NGHIỆM: STEPS TO TEACH SLOW STUDENTS LISTENING SKILLSÁNG KIẾN KINH NGHIỆM: STEPS TO TEACH SLOW STUDENTS LISTENING SKILLSÁNG KIẾN KINH NGHIỆM: STEPS TO TEACH SLOW STUDENTS LISTENING SKILLSÁNG KIẾN KINH NGHIỆM: STEPS TO TEACH SLOW STUDENTS LISTENING SKILLSÁNG KIẾN KINH NGHIỆM: STEPS TO TEACH SLOW STUDENTS LISTENING SKILLSÁNG KIẾN KINH NGHIỆM: STEPS TO TEACH SLOW STUDENTS LISTENING SKILLSÁNG KIẾN KINH NGHIỆM: STEPS TO TEACH SLOW STUDENTS LISTENING SKILLSÁNG KIẾN KINH NGHIỆM: STEPS TO TEACH SLOW STUDENTS LISTENING SKILLSÁNG KIẾN KINH NGHIỆM: STEPS TO TEACH SLOW STUDENTS LISTENING SKILLSÁNG KIẾN KINH NGHIỆM: STEPS TO TEACH SLOW STUDENTS LISTENING SKILL

STEPS TO TEACH SLOW STUDENTS LISTENING SKILL SỞ GIÁO DỤC VÀ ĐÀO TẠO HÀ NỘI -*** MÃ SKKN: _ ĐỀ TÀI SÁNG KIẾN KINH NGHIỆM “CÁC BƯỚC DẠY KĨ NĂNG NGHE CHO HỌC SINH YẾU KÉM” Năm học: 2014- 2015 Page: 1/25 STEPS TO TEACH SLOW STUDENTS LISTENING SKILL Hanoi Department of Education and Training -*** TOPIC "STEPS TO TEACH SLOW STUDENTS LISTENING SKILL" School year: 2014-2015 Page: 2/25 STEPS TO TEACH SLOW STUDENTS LISTENING SKILL INDEX CONTENT The topic of the study Index Part A: Introduction I Reasons II Scope of the study III Aims of the study IV Methods of the study Methods of observation Methods of survey Experimental Methods Part B: Development I Rationale II Practical basis III Overview of listening skill Introduction Definition of listening Methods of teaching listening skill Planning an effective listening lesson Types of listening Stages of listening a Before- Listening b While- Listening c Post- Listening Syllabus IV Limitations and suggestions V Achievements VI Some issues to be studied VII Experience VIII Proposition IX Conclusion References Page: 3/25 PAGE 4 5 5 5 6 7 8 9 10 10 11 12 13 21 21 21 22 22 23 24 STEPS TO TEACH SLOW STUDENTS LISTENING SKILL TOPIC "STEPS TO TEACH SLOW STUDENTS LISTENING SKILL" PART A: INTRODUCTION I REASONS In this technological era, English, one of the international languages, plays an indispensable role in enabling people in the world to have a good understanding of each other’s culture, costume, lifestyle, etc Especially, Vietnam will have become a member of ASEAN Community by the end of this year, the young all over the world by and large, throughout Vietnam in particular, are going to have far more opportunities to have a well- paid job in the future However, it may be of a great challenge if they cannot communicate in English, which is a major constraint in inventory integration There are a number of possible reasons for this As a matter of fact, Vietnamese students, particularly, schoolboys and schoolgirls studying in high schools, cannot speak as well as listen to English well by a simple reason they are not very good at both utilizing vocabularies and pronouncing the sounds in English Besides, the problem is that if the students really are excellent, but they are more unlikely to prove to others know their true ability, then perhaps they will hardly succeed in economic integration As far as is known, the Vietnamese are industrious and hard, all of which used to be viewed as their greatness Nevertheless, this concept must be changed when Vietnam join ASEAN Communities As a result, the young ought to master the language to have the ability to work or fully compete with other countries in the region It is essential for teachers to find out the most effective way of teaching inasmuch as I believe that being good at listening to English will help learners improve speaking skill, which means that they find it easier and more confident to gain work as expected All in all, the above has given the writer of the thesis encouragement to conduct the study entitled “ Steps to teach slow students listening skill” Within the scope of this study, the implementer hopes that students will have a passion for learning about English Page: 4/25 STEPS TO TEACH SLOW STUDENTS LISTENING SKILL II SCOPE OF THE STUDY In this study, the investigator has intention of helping students who are bad at English overcome listening difficulties These techniques were experimented over a period of a term Due to the restricted time, the implementer cannot the research for a long time and study on a larger population The research is done with the participation of 96 students from two classes that have the same proficiency level, that is, students in 12A7, 12A8 in 2014-2015 school year III AIMS OF THE STUDY With the successful research topic, the teacher is sure to get the following experiences: + Assisting pupils in understanding the content of each unit + Having the ability to listen to simple lessons + Being more and more interested in studying English IV METHODS OF THE STUDY Methods of observation The teacher did research after attending both the intensive course of modern methods of teaching English held in the University of Languages and International Studies( ULIS) and the Dyned course organized in Thai Thuy primary school, Gia Lam, Ha Noi a year ago Methods of survey The instructor showed a variety of ways to check the knowledge learners gain after lesson Experimental methods The implementor relied on objectives of this lesson to gain the best result Page: 5/25 STEPS TO TEACH SLOW STUDENTS LISTENING SKILL PART B: DEVELOPMENT I RATIONALE In reality, English is not only a compulsory subject in the national curriculum but also a means of daily communication of a number of people What’s more, it is believable that English is the language which can not be replaced in every field worldwide as well as opens the new world and helps learners using it as their mother tongue be more and more successful in their life Theorically, the teacher needs to be in charge of building the most effective learning environtment to give students a hand with practising listening to English as much as possible Also, the trainer has to know how to coordinate the different methods and exploits media with a view of attracting the students’ attention as well as making the students active and creative As you know, listening skill is difficult for most pupils in rural areas because of numerous reasons However, if the instructor can guide them step by step, then the students will be far more interested in each lesson and make much progress II PRACTICAL BASIS Most of the students studying in high schools come from small villages As a result, they not have a good knowledge of English for a number of reasons To begin with, they can be a bit timid whenever they have to speak English in front of the crowd since they think that they will be made fun of if they make mistakes Next, listening skill is so difficult that they cannot understand what the speaker is saying Gradually, they are not fond of studying English any more That’s the reason why they not focus on the teacher’s any longer Besides, they have to such a variety of things at home that they not find time to study English More importantly, they cannot know how to pronounce each sound and use intonation in English correctly, which hinders them from listening to English Last but not least, the native speaker speaks English quickly Furthermore, the pupils’s source of vocabularies is limited Hence, it is essential that the teacher had better devote her time to each lesson Page: 6/25 STEPS TO TEACH SLOW STUDENTS LISTENING SKILL In a nutshell, the instructor’s responsibilty is that help the students overcome these problems At the turn of the school year, I always concentrate on investigating my students’ ability through tests so I have noticed that most of them are lacking in listening skill although some of them are excellent at English grammar The results of the survey of the early school year of 12A7 and 12A8 as follows: Class Number of students Good Quite good Average Bad Very bad SL % SL % SL % SL % SL % 12A7 49 8.2 16,3 11 22,4 16 32,6 10 20.5 12A8 47 6.1 17.0 14 29.8 12 24.5 10 22.6 In point of fact, thanks to National Foreign Languages 2020 Project, teaching as well as studying English is changed dramatically The first reason is that the teachers have to deepen their professional knowledge daily Moreover, they get used to using English to teach their pupils, which makes them as well as their students improve speaking skill and listening one better and better Also, the teachers must help learners take English lessons actively to get the best result According to this point of view, the teachers must have a good knowledge of their speciality and know how to use innovative methods of foreign language teaching and learning usefully in order to enable students to speak and improve their English listening skill more effectively III OVERVIEW OF LISTENING SKILL Introduction In the process of studying English, listening skill plays the most important part as this skill makes learners enhance the ability to pronounce as well as communicate in English As far as the investigator is concerned, there are several factors affecting listening skill The first one is that the students not have enough vocabularies Next, they lack concentration while listening In addition, native speakers produce spontaneous connected speech, etc Page: 7/25 STEPS TO TEACH SLOW STUDENTS LISTENING SKILL Surely, a number of students were not good enough to comprehend what they were listening to As a result, the implementer requires to use a variety of methods to help students overcome difficulties in listening comprehension Definition of listening Brown (3, 2006) pointed out that listening is an activity which is carried out once and there is no a second chance unless the listeners ask to repeat It means that students need to pay attention to listening to the text and can play the tapes several times to improve their listening skill Brown indicated that listening activities in the class include three following stages such as beforelistening, while- listening and after- listening So when students practise listening to English at home had better these activities as well Methods of teaching listening skill a Studying the way of pronunciation, stress and intonation Grasping the method of pronunciation, stress and intonation is vital to enable students to listen to English better, particularly in case learners listen to the native speakers’ Focus on the pronunciation of each new word and learn how to lay stress on the important words in each sentence by making use of one of the most reliable dictionaries namely, Longman Dictionary of Contemporary English, Longman Advanced American Dictionary Therefore, make great effort to pronounce words in English perfectly to achieve a great breakthrough in studying English, peculiarly listening skill b Enriching a source of vocabularies It is unavoidable that students should memorize vocabularies as much as possible For instance, learning new words by heart by recording them in a small notebook, using suitable images and sounds Furthermore, pupils are compelled to review new words as well as study the way of making sentences including these words regularly c Knowing how to guess the meaning of new words in each situation It is effortful to figure out the whole content while listening to the text Thus, students have to guess the meaning of new words through the dialogue content, stress and intonation of that word By predicting these, pupils can create their own interesting topic by inferring participants, places, words that appear in the test are based on the number of words heard or available, to conjecture the sequence of events happening in the listening passage d Arranging a suitable studying time Page: 8/25 STEPS TO TEACH SLOW STUDENTS LISTENING SKILL Listening skill requires pupils to work out everyday and for a long time For this reason, students need to spend their time practising listening to English at home daily to gain the best achievement Planning an effective listening lesson + For teachers: Think of the aim of the lesson carefully to help students with practising and developing not only listening skill but also the other ones After the section, students understand the main content of the listening and made some requests or exercise certain language exercises Looking into the content and requirement of each lesson from the textbook to prepare for the most interesting syllabus Be always active in every teaching unit Also, adjust time to teach each part appropriately and scientifically Choosing listening techniques in a lofty way by relying on the content of the lesson, characteristics as well as qualities of students in order for teachers to have the different listening methods in parts such as Pre-listening, Whilelistening, Post- listening Studying to know how to use visual aids, namely, a smart board, a radio, pictures related to the lesson Using English songs, video clips at the beginning or at the end of the lesson with activities about this song as an extra activity Take students’ expectations into consideration in order to help them improve their listening ability + For students: The teacher asks students to prepare for the next lesson by giving them open questions related to the next unit and encouraging them to be creative, confident to raise questions referred to the lesson Types of listening Each sort of listening will provide specific strategies for students to get the highest marks A Multiple choice Firstly, read the requirement carefully and then underline the key words as they are the major factors to support you to distinguish the given answers Simultaneously, choose the answer as soon as you listen to each question lest you forget it on the spot Especially, focus on different choices before listening Page: 9/25 STEPS TO TEACH SLOW STUDENTS LISTENING SKILL and while listening for the order of questions can be completely different from that of the listening passage Secondly, pay attention to connectors “ However, Unfortunately, Well…” because these words are used as a sign of moving to the next sentence In case, you are unable to hear anything, guess and choose the best answer B True/ False Predictions This form is used for listening to a passage, a text or a conversation So students only give predictions based on existing knowledge C Ordering Statements/ Pictures Normally, in this exercise, students will listen to a story or a process by looking at pictures or sentences to rearrange the order of the story or the process D Open Predictions By and large, this form asks students to fill in the gap or predict the data and information It is possible that students will fill the missing information in the tables with columns of data Sometimes, Networks / Brainstorm can be used instead E Pre-Questions The teacher gives some questions including the main meaning of the text to attact students’ attention while they are listening Students don’t have to guess the answer Nevertheless, the teacher plays the tape only once and asks students to answer the question immediately Stages of a listening lesson The listening lesson can be divided into stages, for example, Prelistening, While- listening, Post- listening Therefore, the teacher is more likely to plan the most suitable method of teaching a Pre-Listening The pre- listening stage is of great significant which leads learners to the listening passage they are listening to, exites them and provides them with the purposes of listening so the teacher gives the interesting ways to attract the students’ attention through setting up the context by asking them to depict the pictures, answer some questions or read some new words aloud Nevertheless, the teacher ought to teach a few new words ( from three to five new words) to provide an opportunity for students to guess the meaning of other ones Thus, the teacher also arouse students’ interest to make them far more creative and self- confident In the end, explain the number of listening times ( at most three times) and the objective of this stage to students clearly Also, the Page: 10/25 STEPS TO TEACH SLOW STUDENTS LISTENING SKILL teacher ought to choose the best methods to apply to this stage such as True/ False Statements, Predictions, Open Prediction, Ordering Statements/ Pictures, Pre-Questions These activities may support students to gain the common knowledge that assists them in following the listening text Thence, the instructor needs to utilize appropriate kinds of activities b While- Listening The while- listening stage is composed of the main content students have to be clear about as well as activities learners are asked to during the time they are listening to the text This stage requires a great deal more challenging and exciting activities than those of the pre- listening The content of the listening text can catch students’ fondness is that depend on the instructor’s effort Consequently, the teacher had better try to give practice in predicting and matching to give educatees a hand with accomplishing their listening task less perplexedly Methods of teaching and pupils’ interest decide the achievement of the while- listening activities For this reason, it is crucial that the teacher plan the syllabus, including appealling activities or games based on the textbook In addtion, ask students to open the book to read the questions carefully for a while before the teacher plays the tape On the contrary, if the teacher does not take advantage of the textbook, give handouts to pupils and ask them to look into the questions to guess the correct answer Through this activity, students are certain to perceive the lesson easilier As you know, in the process of listening, students are going to make some mistakes so the teacher requires to observe and help them with correcting these errors Methods like Listening and Numbering Pictures, Multiple Choice, GapFilling, Comprehension Questions, Selecting, Delibrate Mistakes, Grids, Listen and Draw, etc… need making use of properly to encourage students to remember the content Likewise, the major goal of this part is that understanding the main information or details As a consequence, it is advisable that the teacher allows students to listen to the text to understand the whole content and exercises, and then maybe get them to replay the segment or difficult sentences to confirm the answer Make sure that students should be set strict limits on listening to every word in order to get used to listening to longer and more complex passages Page: 11/25 STEPS TO TEACH SLOW STUDENTS LISTENING SKILL Activities of this stage are supposed to be in line with students’ potentiality, which means that almost all movements in the while- listening period should be carried out by learners at different levels c Post- listening In this phase, activities are done just as the listening is finished This is the last step to enable students to consolidate their understanding First of all, students are required to work in pairs Next, they are asked to work in groups to sort out problems that are more or less general language learning activities Unlike the previous periods, other than listening skill, the post- listening work includes further skills such as speaking, reading and writing Additionally, the post listening stage requests students to complete a lot trickier activities compared with those of the pre- listening in conjunction with the while- listening In that event, activities should be chosen to make students motivated The teacher can single out one of the following forms, namely, Write- it– up, Roleplay, Further Practice, Recall the story, Gap- filling, Transformation Writing and so forth Moreover, it can be seen that time should be permitted to the post- listening At last, information as well as mistakes from students ought to be collected and checked or corrected In brief, when the teacher concentrates on this element properly, the activity chosen for students will be more specific and effective Page: 12/25 STEPS TO TEACH SLOW STUDENTS LISTENING SKILL Sample Syllabus GRADE: 12- UNIT 8: LIFE IN THE FUTURE PERIOD: 47 PART C: LISTENING I AIMS AND OBJECTIVES: By the end of the lesson, students will be able to: + improving their listening skill : they can understand the passage about life expectancy + telling about some advantages and disavantages of life expectancy + talking about factors leading to a healthy life as well as unhealthy life + listening to a short sentence for detailed information II ANTICIPATED PROBLEMS: Vocabulary: + curable, mushroom… Skills of practicing: + Speaking, listening (main skills) Methods of teaching: + Gap – Filling, True/ False Statements/ Open Prediction/ Pictures, PreQuestions, Comprehension Questions III TEACHING AIDS: + English textbooks for students + English textbooks for teachers + Tapes and cassette + Video clips + Handouts IV PROCEDURES: (45 minutes) Teacher’s activities and content I.Warm - up (5’) * Activity 1: - Say “ hello” to students - Check the number of students * Activity 2: - Ask students to watch a video clip and answer the following question: “ Which of the following factors you think Page: 13/25 Students’ activities - Say “ hello” to the teacher - The monitor answer the teacher’s - Watch a video clip and anwer the question STEPS TO TEACH SLOW STUDENTS LISTENING SKILL might help people have a long and healthy life?” * Suggestions: - Call two or three students to talk about things - Fresh air that lead to a healthy life - Feeling relaxed - Doing morning exercises - Eating a lot of vegetables - Being happy - Don’t smoke, drink wine * Activity 3: Lead into the new lesson or eat meat Today, we will listen to a text about interview about people’s life expectancy in the future - Write on the board : UNIT 8: LIFE IN THE FUTURE PERIOD: 47 PART C: LISTENING II Before you listen (10’) Activity 1: Pre- teach vocabulary  Introduce some new words by eliciting , giving the definitions in English or its synonym then ask students to translate them into Vietnamese to check their understanding ‘curable/ ‘kjuərəbl/ (adj.) : = treatable (used about a disease) that can be made better ‘mushroom /ˈmʌʃrʊm/ (v): develop quickly cente‘narian /ˌsentɪˈneriən/ (adj): belong to the century, 100 years e‘ternal /ɪˈtɜːrnl/ (adj): without an end; existing or continuing forever - Teacher has students pay much attention to the words and how they’re pronounced and tells students that they’re given cues helping them to listen to the text well - Let the whole class read the new words twice or three times Page: 14/25 - Work in the whole class - Listen to the teacher - Guess the meaning of the new words - Read the new words STEPS TO TEACH SLOW STUDENTS LISTENING SKILL - Call some students to read aloud new words again * Lead- in: - The teacher gets students to activity by choosing the best answer A, B, C or D to know how to use new words Activity 2: Choose the best answer Fatal diseases like AIDS and cancers can now be _ A curable B treatable C untreatable D A & B AIDS will also _ under control A bring B be brought C to bring D bringing A is a person who lives over 100 years A scientist B secretary C centenarian D interviewer The population in Vietnam _ today A is mushrooming B mushrooms C has mushroomed D mushroomed So far, life is just science fiction But with the advance of science, it’s not impossible A eternal B confidence C medical D affect - Ask students to work individually to choose the best answer Page: 15/25 - Work individual - Look and choose the best answer Suggestions: D B C A A STEPS TO TEACH SLOW STUDENTS LISTENING SKILL - Give them about two or three minutes to this exercise - Call some students to read aloud their choice - Let other students give comments - Correct if neccesary III While you listen (20’) * Task 1: Listen and choose the best answer - Let students read the statements in handouts carefully - Ask students to listen to the passage the first time: - Listen to an interview about people’s life expectancy in the future, and choose the best answer * Handouts: can predict how long we will be able to live in the 21st century A Many people B All scientists C Many scientists D Some people The centenarian population is mushrooming as _ A our general health decreases B our health decreases C our general health improves D health improves Nowadays, if people look after themselves, they can live to be A 45 B 35 C 80 D 130 Nowadays, about 50% of cancers are curable, and I really believe that within 30 years this will increase to A 80 Page: 16/25 - Work individually - Read the statements in handouts - Listen to the passage - Choose the best answer - Compare answers with a partner * Suggestions: C C C A B STEPS TO TEACH SLOW STUDENTS LISTENING SKILL B 50 C 81 D 78 So far, eternal life is just _ but with the advance of science, it isn’t impossible A science non- fiction B science fiction C scientific technology D advanced technology - Play the tape twice - Call some students to give their answers and reasons for their answers If their answers are right, repeat them; if not give the correct answers * Task 2: Lucky Letter - Ask the whole class to play a game called “ Lucky letter” - Explain the rule of this game to students RULES - One correct answer you have 10 points - If you answer the question incorrectly you will get O point - If you cannot answer two questions on end, you will not be allowed to answer any questions - If you get “ Lucky letter”, you will be given 50 points - Which team has the highest score will be a winner * Handouts: Question 1: How many percentages are cancer curable nowadays? A 15 % B 80 % C 90 % D 50 % Question 2: What will we have been able to Page: 17/25 - Listen again to finish the Task - Play the game “ Lucky letter” - Listen to the teacher * Suggestions: D It will also be brought under control C Wrong True In fact, their production is based on researchand on the fact that the centenarian population is mushrooming as our general health improves Lucky letter to be to know to clap STEPS TO TEACH SLOW STUDENTS LISTENING SKILL about AIDs in ten years’ time? “ ” Question 3: What are the factors that help people have longer life expectancy? A Eating more healthily, cutting down on things like butter, alcohol and cigarettes B Looking after ourselves and eating more heathily C A and B are correct Question 4: Right or wrong? The development in medical science is the most important factor as somebody dies from the old age, just from the diseases that affect them when they are older Question 5: TRUE OR FALSE? Eternal life is just science fiction Question 6: Correct the sentence In fact, their production is based on research and on the fact that the centenarian population are mushrooming as our general health improves Question 7: Lucky letter Question 8: Listen to this song and can you tell how many verbs used in this song and put them in the correct order “ If you are happy and you know it, clap your hands If you are happy and you know it, and you really want to show it If you are happy and you know it, clap your hands If you are happy and you know it, click your fingers If you are happy and you know it, and you Page: 18/25 to want to show to click to tap to nod Lucky letter STEPS TO TEACH SLOW STUDENTS LISTENING SKILL really want to show it If you are happy and you know it, click your fingers If you are happy and you know it, tap your shoulders If you are happy and you know it, nod your head” Question 9: Lucky letter - Do “ After you listen” in groups of people - Report what they have discussed - Listen to the teacher and correct the mistakes Advantages: - The class is divided into two teams: one Do a lot of things they called Tom and the other called Jerry want to do/ enjoy life - Ask students to work in groups more IV After you listen (7’) See their children and - Ask students to “After you listen” in groups grandchildren grow up of six people Help their children - Allow students to watch this clip and discuss advantages and disadvantages of having a long and grandchildren Children and life grandchildren are cheerful with them Disadvantages: Too weak to things and often ill Question 1: What are the advantages of having Feel lonely when a very long life? children have grown up Question 2: What are the disadvantages of and busy with their own having a very long life? lives, and friends are - Go around to supervise them Note down dead serious and common mistakes - Ask one group to report what they have discussed Page: 19/25 STEPS TO TEACH SLOW STUDENTS LISTENING SKILL - Give comments after they finish - Call another group if there is enough time - Give feedback and correct serious or common mistakes - Listen to the teacher - Write down in the notebook V Consolidation (2’) - Retells the main points of this lesson V Homework ( 1’) - Prepare for the next lesson: Part D: Writing - Rewrite the summary( about 100 words” TAPECRIPT: LIFE IN THE FUTURE Interviewer: Many scientists predict that in the 21st century people will be living into the incredible age of 130 What you think about this? Dr Davis: Well, I quite agree with them They have reasons to be confident about that Interviewer: What are the reasons? Dr Davis: In fact, their prediction is based on research and on the fact that the centenarian population is mushrooming as our general health improves Interviewer: Can you explain this further? Dr Davis: A century ago average life expectancy in Europe was 45 Today, providing we look after ourselves, eat more healthily, cut down on things like butter, alcohol and cigarettes, we can add nearly 35 years to that figure Interviewer: So these are the factors that help people live longer? Dr Davis: Yes But the most important factor is the development in medical science Interviewer: What you mean? Dr Davis: Nobody dies from old age, just from diseases that affect people when they get older IV LIMITATIONS AND SUGGESTIONS Page: 20/25 STEPS TO TEACH SLOW STUDENTS LISTENING SKILL Although much effort has been made, the limitations of this research are unavoidable The first reason is that time is not long enough for the investigator to have precise judgments Consequently, the study would be better if these methods were experimented on a larger scale Secondly, since the investigator’s practical experiences in teaching listening and knowledge of this field are limited Also, the implementer needs to make great effort to study as well as improve knowledge by herself or from colleagues, books and media and apply numerous methods to each lesson to catch students’ attention To sum things up, as listening is only one of the four basic aspects in teaching and learning English, it is, therefore, important that students should listen to English intensively and extensively as soon as posible V ACHIEVEMENTS First and foremost, the teacher is certain that this way of teaching will be applicable to students in grade 12 in high schools Students seem to take much more pleasure in listening to English The atmostphere in the class is more comfort and the students are more active Particularly, pupils who can be a bit shy and a little bad at English seem happier and more forceful when they are able to listen to as well as speak some simple sentences Apparently, this is a good sign for not only the teacher but also students Secondly, these ways of teaching also are suitable for the content of the textbook, which assists learners in making out the lesson The results of the survey of the late school year of 12A7 and 12A8 as follows: Class Number of students 12A7 12A8 Good Quite good SL % Average SL % 49 16.3 15 30.6 14 28.6 14.3 10.2 47 12.8 11 23.4 16 30.0 12.8 6.9 Page: 21/25 SL % Very bad SL VI SOME ISSUES TO BE STUDIED % Bad SL % STEPS TO TEACH SLOW STUDENTS LISTENING SKILL In my capacity as a teacher of English, I found some advantages and disadvantages: Advantages On the one hand, teachers teaching in high schools are industrious, patient and competent On the other hand, almost all students are hard working Besides, teachers of English have been trained to improve their knowledge in famous and reputable English centers as well as universities for a long time Moreover, leaders of high schools and educational authorities always join a hand to help teachers record great achievements Disadvantages In effect, most students are not very good at English, which causes them not to take interest in studying this subject at all In addition, some of them believe that foreign languages are beside the point so they have bad behaviours in the class such as being talkative, not being care about what the teachers are saying, etc And teachers not sometimes feel excited or lose their enthusiasm in each lesson However, teachers of English are really in need of spending much more time changing their lesson into students’ interest VII EXPERIENCE Studying foreign languages requires both a long time and industriousness Therefore, teachers as well as students try to have the most interesting and effective lessons VIII PROPOSITION Based on theriotical and practical foundation with purposes as well as achivements of teaching and learning English, I gained the following experiences: As for teachers: + Being clear about students’ quality, ability and interest to take advantage of a variety of methods of teaching that are concordant with them + Making every effort to creat the comfortable, vivid and productive studying environment + Being aware of the objectives of the lecture to make use of appropriate teaching methods + Advancing capacity and expertise on end + Exploiting media to inspire students to study better As for students: Page: 22/25 STEPS TO TEACH SLOW STUDENTS LISTENING SKILL + Finding much more time to study English at school as well as at home + Listening to the lecture, English songs and news and so on + Taking avantage of media, namely, internet, a radio, etc + Helping friends who are not very good at English to enable them to make much progress + Being more self- confident Don’t be shy when speaking English + Trying to correct mistakes by themselve + Making use of each situation to practice speaking as well as listening to English as much as possible As for leaders: + Helping teachers well at school and allowed them to take professional training courses + Introducing educational materials related to teachers’s speciality IX CONCLUSION Being one of the teachers of English in high schools, the investigator can see deeply the current situation of teaching and learning English Listening skill is by both the teachers and the students considered the most difficulty to achieve among four skills That is a reason why teachers of English had better fortify and improve the quality of each lecture, bring about the best teaching method to lend their pupils a helping hand with speaking or listening to English fluently In the scope of this initiative, I would like to present my own teaching way of listening skill in the hope that I can share this method with my colleagues to make teaching and studying English in rural areas more and more useful To finish this initiative, I sincerely thank the school administrators, colleagues and students in 12A7 and 12 A8 for having been in favour of me! Hà Nội, ngày 18 tháng 05 năm 2015 Tôi xin cam đoan SKKN viết, khơng chép nội dung người khác Page: 23/25 STEPS TO TEACH SLOW STUDENTS LISTENING SKILL REFERENCES Các tài liệu tham khảo SGV, SGK 12 Bộ GD-ĐT English language Teaching Methodology Bộ GD-ĐT 2003 Đánh giá Giáo dục Bộ GD-ĐT Tài liệu tập huấn đổi phương pháp môn tiếng Anh THPT Phương pháp dạyTiếng Anh trường phổ thông.(Tác giả: Nguyễn Hạnh Dung) 10 Teach English ( Adrian Doff ) Một số vấn đề đổi chung đổi phương pháp dạy học trường THPT (Berlin/ Ha Noi 2010) Page: 24/25 STEPS TO TEACH SLOW STUDENTS LISTENING SKILL Ý KIẾN ĐÁNH GIÁ CỦA HỘI ĐỒNG KHOA HỌC CẤP THÀNH PHỐ Hà Nội, ngày tháng năm 2015 Chủ tịch hội đồng Page: 25/25 .. .STEPS TO TEACH SLOW STUDENTS LISTENING SKILL Hanoi Department of Education and Training -*** TOPIC "STEPS TO TEACH SLOW STUDENTS LISTENING SKILL" School year:... 5 5 5 6 7 8 9 10 10 11 12 13 21 21 21 22 22 23 24 STEPS TO TEACH SLOW STUDENTS LISTENING SKILL TOPIC "STEPS TO TEACH SLOW STUDENTS LISTENING SKILL" PART A: INTRODUCTION I REASONS In this technological... STEPS TO TEACH SLOW STUDENTS LISTENING SKILL Listening skill requires pupils to work out everyday and for a long time For this reason, students need to spend their time practising listening to