Some strateries to develop students listening skill in english 11 basic program

Hậu Lộc I High school Hoàng Thị Hướng INDEX I INTRODUCTION 1.Reasons for research Page 2.Purposes 3.Subjects 4.Methods II CONTENTS 1.Theoretical background Realities before applying the research Solutions : Guessing information, brainstorming, getting 3 the main idea, using many activities in a listening lesson, and combining many tips to make the lesson more effective + A Model lesson plan: English 11: Unit 6: Competitions Part C Listening 4.Effectiveness of the research III CONCLUSION 1.General conclusion 2.Recommendation 11 14 15 16 IV REFERENCES I INTRODUCTION Reasons for the research English is, nowadays, used as an important tool in communicating with other countries in the world Learning English has always been very essential for every student to study However, it is not always easy to use English as an effective means of communication without practicing listening skills The more we listen, the more quickly and efficiently it helps us to understand and communicate with others Thus, listening skill is one of the most necessary parts in English language program at high schools To be skillful listeners, all students require not only great motivation but Some strategies to develop students’ listening skill in English 11 Basic program Page Hậu Lộc I High school Hoàng Thị Hướng also good teachers’ methods of teaching To well in teaching English requires that the teacher of English spend a lot of time on preparing thoroughly to be able to master the contents of the teaching lesson Furthermore, practicing English skills for students at Hau Loc I high school is really challenging because of their poor vocabulary, incorrect pronunciation Therefore, students are afraid of listening skill Being a teacher of English, I always pay attention to helping the students feel simple and excited about their listening lessons Purpose Currently, we are adopting innovative teaching methods of English teaching and learning to achieve the best efficiency, especially focused on communicative skills What teaching techniques are the best and suitable for language teachers? In fact, most students have learned a number of relatively words, but they often feel it very hard to listen and master the language according to situations happened Therefore, how to make students enjoy the listening lesson and have the ability to use their listening skill to communicate actively is a problem every teacher has concerns Based on the innovation of the teaching methodology of the Ministry of Education and Training , I would like to give some experiences in : “Some strategies to develop students’ listening skill in English 11 basic program” Subjects In my research, I study with 11th grade students In this grade, students are mature enough to understand some concerned facts about the learned topic Therefore, the ways to motivate them to listen is the most important thing in teaching process From my practical teaching experience, I’ve found that if we use suitable methods, most of the students will be very interested in the class and doing the exercises more perfectly Methods To make my listening lessons effectively, I have used some following methods: Firstly, I always ask the students to search for information about the topic before coming to class Secondly, I always get advice from colleagues through co- working I can learn from both their good and bad points by attending their lessons Thirdly, I apply science and technology in teaching For example, I use the software which applied to pronounce vocabulary to help students be accustomed to listening to native speaker accent Some strategies to develop students’ listening skill in English 11 Basic program Page Hậu Lộc I High school Hoàng Thị Hướng Next, I study through the internet, use new methods in teaching English such as: using pictures to teach vocabulary, using the bingo-game to check up new words; Finally, I use a variety of activities in the listening lesson to get students involved in my activities without being bored II- CONTENT 1.Theoretical basis: In the current high school program, listening skill is one of the four main skills for students to learn But in fact, both teachers and students must be ready to practice listening skill in all parts of the lesson In examinations for English certificates, listening exercises are more and more stressed Therefore, to have an effective listening skill, students should be encouraged to practice that skill in every lesson of each unit Realities before applying the reseach: Teaching and learning English at high school in Vietnam still faces many problems such as: lack of teaching equipment, and adequate teaching methods Furthermore, that the majority of students not pay attention to acquiring knowledge is also a serious problem causing difficulties in raising the quality of teaching and learning English The innovative way of teaching and learning English has been conducted for a long time, but only in the process of teaching formulas, many teachers still follow the path of reading and copying, not really apply active teaching methods to stimulate students’ creativity, self – promoting students to learn, explore and acquire knowledge Besides, teaching and learning English at schools also take place in the communicative environment of teachers and students which has so many limitations: Teaching in a large group ( usually each class has about 40 students or more) , the levels of awareness are different Many students have difficulty in learning a foreign language because they don’t realize the importance of it These things not only distract students’ focus on the lesson but also have a huge impact on skills trained for students They make the students’ process to acquire knowledge slow Moreover, in listening lessons, problems students often encounter are: Speed of Speaking: what listeners hear seems to be spoken too quickly; they can’t control the pace at which the speaker speaks Phonology: listeners often can’t hear or pronounce letters/sounds that don’t occur in their mother language; they often can’t decode reduced forms Difficult to grasp the main idea of the listening Some strategies to develop students’ listening skill in English 11 Basic program Page Hậu Lộc I High school Hoàng Thị Hướng Limit vocabulary, and lack of concentration when listening How can we help learners who have such difficulties improve their listening comprehension ? Solutions: Using some strategies in teaching listening lessons for students of grade 11 From the practical teaching experience of the subject and the requirements to achieve when teaching students in the English listening lesson, I myself have applied some strategies available that match the characteristics of students’ age and English programs to help students have the right skill to learn the listening lessons more effectively 3.a Guessing information Actually, when we listen to people talking, we may not understand all the words However, we can use all the words we know and the context of the conversation to help us guess the words we not know Guessing information is an important listening skill It can help us well on standardized listening tests Example: When teaching Unit “ Personal experiences” Part C: Listening: Before listening, I prepare some picture and let students some exercises EX 1: Look at the picture and guess what is hapening in it Students may guess the content of the story, teacher write down the information, and lets students check after they listen to each part A fire / burn /destroy/ terrible / firemen/ a little girl and her mother… Some strategies to develop students’ listening skill in English 11 Basic program Page Hậu Lộc I High school Hoàng Thị Hướng EX 2: Have any of these things happened to you ? Tick the right column What happened Yes No You experienced a fire You got stuck in an elevator and couldn’t escape You were terrified and screamed Someone rescued you Students can easily give some related words to the topic such as: burn, escape , terrified , scream, rescue ,and guess the content of the listening task b Brainstorming It is important that teachers prepare enough data for the listening lesson by providing some cues and brainstorming the knowledge from students To motivate students to listen teachers should have some guided methods which can make it easier for them to understand the foreign language For example: Some strategies to develop students’ listening skill in English 11 Basic program Page Hậu Lộc I High school Hoàng Thị Hướng When teaching Unit 11: Sources of energy Part C- Listening, before listening teachers can ask students to look at the pictures and give the names of each type of energy Then ask them to decide which sources of energy are limited and which ones are unlimited Solar energy Wind power Some strategies to develop students’ listening skill in English 11 Basic program Page Hậu Lộc I High school Hoàng Thị Hướng Water power One kind of Fossil fuels In this process, teacher can also elicit the advantages and disadvantages of these sources of energy Base on the information given from the students, teacher can Some strategies to develop students’ listening skill in English 11 Basic program Page Hậu Lộc I High school Hoàng Thị Hướng make the listening lesson get closer to their daily life and easier for them to understand.Therefore this activity can motivate students’ listening skill 3.c Getting the main idea In this case, teacher helps students identify the important words which are stressed Notice that these words are spoken louder, longer or higher than other unstressed words Stressed words usually give the most important information Example: Herb: Say , Mike Can you give me some help with my math homework this afternoon ? Mike: Umm, I’d like to but I really can’t I have to go into the city and alot of things Herb: Oh yeah ? Like what ? Mike: I have to go to the bank and open a checking account, I have to mail a package at the post office, and I might get a hair cut too Herb: Well, that’s not much When are you going to come back ? Mike: I’m not sure I might eat downtown if the traffic looks bad Herb: How are you going to get around ? Mike: I don’t know I think I’ll take a taxi (The underlined words are stressed in the conversation ) Or sentences with unstressed words are often reduced Example: Long form reduction Can you give me some help ? Kinya gimme some help ? I’d like to but I can’t I’d liketa, but I can’t When are you going to come back ? Whenaya gonna come back ? Could you get me some stamps ? Couldja get me some stamps ? By listening and paying attention to the stressed words, students can easily summarize the main ideas of the conversation Some strategies to develop students’ listening skill in English 11 Basic program Page Hậu Lộc I High school Hoàng Thị Hướng Note the cues: in listening to a passage or a speech, the phrases often used to give main ideas are: I would like to emphasize, The general point you must remember is, It is important to note that, I repeat that, Another thing is, Finally, That is, Now, d Using many activities in a listening lesson To encourage and promote students to learn more effectively and positively, students need great concentration Taking part in many activities gives students a chance to express their language abilities because it makes students enthusiastic and excited In this step, students will pay more attention to the lesson and they’ll feel more confident to express their opinions, which promote their creative thoughts Therefore, I have applied some activities such as : group discussion , role play or questions and answer These activities widen students’ knowledge about the topic they have listened Not only can they help students understand the lesson deeply but they can have chances to practise their communicative skills e Combining many tips to make the lesson more effective Tip 1: Use a Hand Signal A wonderful way to sharpen those listening skills is to use a nonverbal hand signal It can go something like this, "After I read the following statement, I would like to you to hold up one finger if you agree with it, or two fingers if you disagree with it.” This strategy asks all students to fully participate and it will be obvious if a student wasn’t paying attention at the end of the statement Tip 2: Talk Less Most of the time teachers spend the majority of their day talking and lecturing to students But listening to teacher talk does not ensure that students are actually learning What we want to is talk less and have students talk more Try several mini-lessons through the day where students listen for shorter periods of time, and talk amongst their group about what they are learning Some strategies to develop students’ listening skill in English 11 Basic program Page Hậu Lộc I High school Hoàng Thị Hướng Tip 3: Have Students “Check-in” with Each Other There will be times when students miss what teacher said and instead of interrupting us to find out what that is, we can have them “check-in” with a partner Each day give students a few moments to compare notes or talk with their partners about anything that they may have missed Tip 4: Hold All Students Accountable If we really want our students to listen to us when we talk then we must hold them accountable for listening Instead of giving them all of the notes or key concepts that they need to know, only give them half of them The other half they will have to listen to us to get By providing only an outline for them to follow, we are ensuring that they will listen to us as we speak Tip 5: Break the Monotony Breaking the monotony is the key to success of a good listening lesson If we design lessons suitably, we’ll make the students active and motivated Be sure to break the monotony of our lessons and our school day to ensure students are always on their toes If they think they can be called upon at any time to answer a question, they will be more apt to listen A model lesson plan for a listening lesson Some strategies to develop students’ listening skill in English 11 Basic program Page 10 Hậu Lộc I High school Hoàng Thị Hướng English 11: Period: 31 Unit 6: Competition Part C: Listening I/ Aim: Listening for specific information II/ Objectives: By the end of the lessons, will be able to:  listen and understand the summary history of Boston Marathon in The United States  listen and decide whether the right or false information  ask and answer about the content of dialogue III/ Materials: Textbook, cassette player, tape, projector IV/ Anticipated problems: Students may have difficulty in catching exact meaning of words and phrases to understand the conversation V/ Procedure Teacher’s activities Students activities I/ Warm-up: Show the pictures and ask the questions Listen 1.What are they doing? Do as directed Group work -Pair work 1……… 2……… It is a running contest It is the oldest road race in the U.S It is held every year in middle of April Have you ever taken part in the marathon race? Both men & women can take part in it Do you know what kind of contest is “ Marathon”? 4.What you know about Marathon ? Who can take part in it ? II/ Pre-listening: Pre-teach Vocabulary: Use pictures, and translation -formally /’fomli/ Adv: thức Whole class Listen Repeat Copy down Read the words Some strategies to develop students’ listening skill in English 11 Basic program Page 11 Hậu Lộc I High school Hoàng Thị Hướng Whole class -clock /klok/ (v): ghi = (n) - reach the finish (v) =come to the destination -join (v) = take part in: tham gia Students write words as teacher’s requirement -association /əsousi’ei∫n/ (n): hiệp hội Teacher plays the tape and asks students to practice them Teacher calls some students to read the words CHECKING VOCABULARY Teacher instructs: The game called “Bingo” Teacher tells students to write words/ phrases what you have learnt randomly Teacher plays audio with words Students listen to their pronunciation to tick the word which they have heard on their lists Tick the word which they have heard on their lists The whole class read the statements in pair and try to guess the information Students focus on listening to the tape and the task Teacher gives students minutes to compare their answer in the pair Some strategies to develop students’ listening skill in English 11 Basic program Page 12 Hậu Lộc I High school Hoàng Thị Hướng Teacher declares the winner III/ While-listening: Teacher sets the scene: You are going to listen to the dialogue about the Boston Marathon and some tasks: Task 1: Before listening, teacher tells students to read all the sentences in task and try to work out what are going to listen Then anticipate the grammatical form well vocabulary Teacher elicits some cues: held / every year began/ 1897 hours 15 minutes and 10 seconds Women / allowed/ 1957 1984/ 34 countries / took part Rules/ through / centre of Boston Teacher plays the tape twice and asks students to decide Teacher checks the answer by asking students to write down Students discuss their answer Correct answers: 1.T – It is held every year in the USA T – It began in 1897 F – not “… 15 minutes” -> “… 50 F – not “in 1957 -> “1967” T – 34 countries F ( pass the center of Boston” -> “ go through 13 towns during the race The race ends in the center of Boston”) -Whole class The whole class read the questions carefully and understand them Underline the key word Listen Pair work Give answers New York Task 2: Teacher introduces: we are going to listen 1972 to the tape again and answer the questions I have women questions for you 6164 runners Teacher has students read the questions carefully and understand them Students work groups The whole class read the question and underline the key word Students write down the 1.Where…………from? answer on the board When ……… ? How many women………? How many runners…….? - Check the answers IV/ Post-listening: Teacher asks students to work in groups to fill in 1.every year first the blank using the given words clocked male Some strategies to develop students’ listening skill in English 11 Basic program Page 13 Hậu Lộc I High school Teacher gives handout Filling in the missing words: The Boston Marathon is held (1) in the USA John McDermott was the 1st man to win the (2) Boston Marathon in 1897 He was emerged from 15 runners and he (3) _ hours 50 minutes and 10 seconds At first , it was only for (4) runners Women weren’t (5) accepted to take part in the Boston races until 1967 Kuscsik, the 1st woman, became the 1st official champion as a (6) _ runner in 1972 Eight women started and (7) this race According to its (8) _, the Boston race is about 26 miles, or 42 kilometres - Teacher calls students to write down the answer on the board - Teacher gives feedback V/ Wrapping: Teacher asks students to take turn to talk about the Boston Suggested ideas: where ? when ? your favorite things, your impression about it, Teacher summarises the main points Homework Write a paragraph about some of famous runners in Vietnam and say what is special about them Some cues: name / famous for/ achievement Hoàng Thị Hướng formally female finished rules - Students discuss, prepare the talk and speak out - Note down the information about the Boston Marathon - Do the homework & prepare for the writing lesson Effectiveness of the research: With the method of teaching and practicing listening skill as shown above I have found the lessons more effective Students are interested in participating in the study voluntarily Most students including those who are weak pay more attention, be attracted to all activities, acquire knowledge teachers provide much better and easier Many students who were shy to speak in class are now more confident in communication Their listening skill is significantly increased The weak students can make simple sentences Students can use various words in more complex sentences Students can use rich vocabulary in communication and get effective results of learning English Many students learn more excitingly and lively Some strategies to develop students’ listening skill in English 11 Basic program Page 14 Hậu Lộc I High school Hoàng Thị Hướng From the results of applying my new solution in teaching, I realize that most students understand and well Besides, most of them are interested in learning the lesson Below is the statistics I have collected from the school year 2017-2018 that my experiences have been done in two classes 11A6, 11A9 at Hau Loc I high school Class Mark 11A6(41sts) Lower 5- Upper 11A9(44sts) Lower 5- Upper 7 Before applying After applying Numbers of students 17 19 21 18 Numbers of students 12 19 10 12 18 14 Rate (%) 41,4 % 46,3% 7,3% 47,7% 41% 11,3% Rate (%) 29,2% 46,4% 24,4% 27,2% 40,9% 31,9% III CONCLUSION General conclusion: In the process of teaching English, motivating students to listen and communicate has a very important role Using these strategies, I can see that most of students understand and communicate with each other easier and better than when they are not taught The role of teachers as a guide to use these tactics to fit in the process of achieving the purposes set out in lessons should be encouraged Teachers can also apply ways for teaching listening skill in all activities of each lesson This experience initiative not only has important implications in the method of teaching English, it also meets the requirement of the innovation of teaching methods and promotes the positive role of students, provides high efficiency in teaching, enhances the quality of learning the subject Moreover it can be applied and develop extensively in all other grades in high school programs 2.Recommendation: + For teachers: To achieve the best effective method in teaching listening skill teachers should have creativity, enthusiasm and love for the job they are teaching Thus, in order to use teaching techniques effectively, each teacher should constantly explore, Some strategies to develop students’ listening skill in English 11 Basic program Page 15 Hậu Lộc I High school Hoàng Thị Hướng and learn experiences from colleagues, and in books In addition, teachers need to create a favorable environment for students to practice communicating in every English lesson + For school management committee: I would like the Department of Thanh Hoa Education and Training to expand attending scientific conference to discuss the teaching and learning experience, organize annual training for teachers to improve their knowledge of access to new teaching methods so that they can apply new trategies in teaching to get more success Above are my experiences, which have been applying to teach listening skill but still have many disadvantages I hope that colleagues will be willing to contribute valuable advices and honest comments to make my research more successful in the teaching process I sincerely thank you! PRINCIPAL'S CONFIRMATION Hau Loc, May 25, 2018 This is my own experience initiative, I not copy other people's content Written by Hoang Thi Huong REFERENCE BOOKS English 11 - Educational Publisher Teach English - Adrian Doff eds A listening/ Speaking skills Book- Interactions one - Judith Tanka & Paul Most Methodology Handbook - (Ron Forseth; Carol Forseth, Ta Tien Hung & Nguyen Van Do) Some strategies to develop students’ listening skill in English 11 Basic program Page 16 Hậu Lộc I High school Hoàng Thị Hướng Teaching English in secondary schools" Nguyen Hanh Dung Educational Publisher -1998 English Language Teacher Training Project - Educational Publisher English Language Teaching Methodology - Ministry of Education and Training - Hue University, Hanoi 2003 Website: www.teachingenglish.org.uk Website: www.thuvienbaigiang.violettructuyen Some strategies to develop students’ listening skill in English 11 Basic program Page 17 ... Post -listening: Teacher asks students to work in groups to fill in 1.every year first the blank using the given words clocked male Some strategies to develop students listening skill in English 11. .. By listening and paying attention to the stressed words, students can easily summarize the main ideas of the conversation Some strategies to develop students listening skill in English 11 Basic. .. the innovation of the teaching methodology of the Ministry of Education and Training , I would like to give some experiences in : Some strategies to develop students listening skill in English