SOME EFFECTIVE TEACHING METHODS IN LISTENING LESSONS , ENGLISH 12 (BASIC ) UNIT 2 PERIOD 11, UNIT 4 PERIOD 25, UNIT 12 PERIOD 72

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING HAU LOC UPPER SECONDARY SCHOOL -o0o - THE RESEARCH SOME EFFECTIVE TEACHING METHODS IN LISTENING LESSONS , ENGLISH 12 (BASIC ) UNIT 2: PERIOD 11, UNIT 4: PERIOD 25, UNIT 12: PERIOD 72 Writer : LÊ THỊ MÙI Position : A teacher of English School : Hau Loc Upper Secondary School Field : English Academic year : 2018 - 2019 THANH HÓA 2019 TABLE OF CONTENTS TITLE PAGE A Introduction : I Reason for choosing the research……………………………………… 02 II Aim of the research…………………………………………………… 03 III Scope, object and researching method………………………… 03 &04 B Solving problems…………………………………………………… 04 I Theory baisic………………………………………………………… 04 II The fact of study problem …………………………… …………… 05 III: Solutions…………………………………………………………… 06 Methods to carry out.…………………… …………………… 06, 07 &08 The solutions to carry out.………………………………… … …… 08-19 IV The study results of problems……………………………………… 20 V Conclusions and proposals…………………………………… 20&21 REFERENCE BOOKS .22 A INTRODUCTION: I.REASON FOR CHOOSING THE RESEARCH In the period of integration, English has become one of the most important international languages in the world The number of people who communicate and use it as the first language has been increasing day by day In Vietnam, everyone is aware of the roles of English in their life – jobs, so the need of learning English has been popular all areas But it is not easy for many students to learn English , first and foremost the things to understand and apply language and communication well Especially for students in the countryside , they don’t have enough modern learning condition and no chance to practise English So the quality of the exams in this subject is not good, can’t meet the demand about integration and aims that career requires The aim of English is to set up and develop basic skills of students about English and intellectual qualities to continue further study or working Therefore, textbooks of upper secondary school from 10 to 12 classes are based on the matic approach and think highly of active learning methods of students Four skills : listening, speaking, reading and writing are concerned and coordinated in exercises and activities in classes One of four skills which English learners in general, students of upper secondary in particular, usually have have in learning is listening skill In fact, in order to develop listening skill ,the foreign language learners have to practise listening regularly , long term with different forms and content.Teaching and learning listening English are not new but difficult for teachers and students of upper secondary In the process of both teaching and observing students.I know that the practice of listening skill for students to have difficulties Most of students don't know how to learn to listen , they find listening period the most difficult In the class, students say that they can not listen clearly although there are so many words they know How to to help studnents to apply their vocabulary and grammar structures to listen effectively? So in the process of teaching, I myself find some active, simple methods and easy to understand in order to guarantee scientific quality with the aim to develop thoughtful ability , guess and creativity of students With my small experience , I want to give the study of the theme " Some effective methods for teaching listening skill English 12 ( basic)" I am very glad to receive the sharing and contributing ideas of colleagues so that I can perfect in the process of applying and teaching facts II AIMS OF THE RESEARCH: English subject is gereralized and gereralizing polpularly in every school in our country However, it is considered one of the most difficult subjects How to teaching-learning English to have great result, especially raising listening skill for students It is required in innovation of teaching methods of teachers and the hard, enthusiastic , studious learners or students As a teacher of English in upper secondary school, I know the good and bad things of students in the process of learning So I always think of finding a new teaching method, the most effective way for students to help them understand the lesson and motivate them to love English, far and foremost to raise listening skill among sudents So, How to for students to practise listening skill rapidly, effectively and easily to learn? especially when we apply in factual activities when they speak to foreingers? III.SCOPE AND OBJECT -Scope: Researching in the process of teaching English at Hau Loc Upper Secondary School -Object: This subject is concerned with ways of organizing activities in the class Students of grade 12 at Hau Loc upper secondary school IV RESEARCHING METHOD: The problem we concern is that how we can overcome above weaknesses to improve quality of listening skill, to help students confident in communication , using English as a second language, to have fluency in every word, sentence, especially with countryside students as students in Hau Loc district Reading reference books, discussing with other teachers, applying in teaching, observing and drawing out experiences B: SOLVING PROBLEMS I.THEORY BASIC: Our country is coming the period of industrialization and modernization with the aim that by the year 2020 Vietnam will have been from an agricultural country to become an industrial country to integrate to the international community With the function is to improve people’s cultural standard , to train manpower, cultivate talented men ; Education and Training are considered a decisive factor for the development of country In modern civilization, education is considered “ the top policy” the motivation to motivate social improvement In order to raise education quality, there must be teachersenough quantity, equal quality Because teacher staff are decisive factors for educational quality and effect Knowledge which schools equip can’t take in brief all wishing knowledge So we have to appreciate teaching methods, teaching the ways to the human’s knowledge On that basis to continue learning all life , everyone lives in learning society The society requires modern knowledge people not only to have abilities which take from memory of available knowledge taken at schools but also to have controlling abilities, to use new knowledge independently, abilities to estimate events, thoughts, phenomena intelligently and brilliantly in life Knowledge content which is formed and developed at schools must contribute to develop excitement and recognizable capacity of students, to supply students necessary skills for self-learning and self-education in the future In the period that co-operation of science technology and culture between nations in the region and in the world are playing an important part in development of a country, the preparations for coming into life of each person , knowledge of Foreign Language is important and necessary in society nowadays II THE FACT OF STUDY PROBLEM The fact of teaching and learning problem at Upper Secondary Schools Nowadays, the application of traditional methods – centered teachersare not suitable for the development of education We are living in the global world in which English language has rapidly become an international language To meet this requirement , English has been taught almost everywhere in Vietnam, especially in schools, colleges and universities , English is a compulsory subject The innovation of teaching and learning method is affirming the advantages in the process of receiving lessons of students In fact, the last aim of learning foreign language is to communicate So , in the period of learning , students can not listen to anything, there is no effect in that period Foreign language teachers need to apply different methods for students to listen Therefore, the foreign language period is very different from other periods Students are always willing to listen attentively They listen well and understand what they are listening, they can reach the aims of learning foreign language The fact problem of learning foreign language at Hau Loc Upper Secondary School Hau Loc Upper Secondary School belongs to six north west communes of Hau Loc, including Dai Loc, Thanh Loc, Cau Loc, Dong Loc , Chau Loc and Trieu Loc The economic condition is not good and the social learning is also not good so teaching and learning of teachers and students are having many difficulties The approaching with books, newspapers and modern communication media is limited Otherwise, the class is crowded level is uneven Most students are in the status “losing basic knowledge” of Primary and Lower Secondary School’s knowledge Besides, they consider English a difficult subject, so they are worried of learning In the English period , the students find listening skill difficult because they can not catch up with what they listen and foreiners in tapescript speak so quickly They are not self confident , so the application of communication practice method in teaching is not easy III: SOLUTIONS Methods to carry out Some effective teaching methods in listening lessons, English 12 ( basic) For a period teaching of grammar and vocabulary, it consists of three stages: Presentation- Practice - Production And so is the listening period: Prelistening, While-listening and Post -listening.These stages not only help students understand the lesson but also help them use listening skill in real communication However, the most important thing is that teacher needs to define clearly the aim of each listening period to orient for students to carry out missions well in the next stages 1Warm-up: A listening period will become effective if teachers know how to make the lesson more lively, interesting and attract students One of the first important things is to prepare well for " Warm-up" activity There are some activities for " Warm-up" which teachers can apply with the aim to make listening period attractive and effective - Asking and answering - Using pictures -Games The three above methods that we can apply for " Warm-up" activities for the listening period more effective 2.1.Pre- listening techniques ( Presentation) The aim of the activities in this stage is to help students concentrate on the theme or situation , especially to guess the information which will be listened In order to overcome difficulties in listening , teachers need to introduce theme , situation , context related to the listening, to get to know if students knew or doesn't know anything about what they will hear, make them excited about activities of the lessons There are some techiniques for us to apply for pre-listening: - True / False state prediction - Open prediction - Ordering -Pre- questions 1.While listening techniques ( Practice) The aim of the activities in this stage is to help students practise listening skill , it means that through oral , we approach information Let students listen and exercises , if the last part , teacher requires students guess the context , we should ask them compare the listened part with what they have predicted before For difficult listening , the teachers are able to divide into different levels( from easy to difficult) For long listening, the teachers can change into different exercises , depend on students' level There are some techniques: - Selecting -Deliberate mistaken - Grids -Listening and draw Apart from above techniques, teachers can use others: + Defining True / False + Check the correct answer + Matching + Filling in the grip/ chart/ gap + Answering comprehension questions 1.Post listening techniques ( Production) The aim of this task is to: -Check whether students understand the information as required and complete the task in " While -listening" or not - Find out the causes that make students can not listen or not understand anything in the lesson - Help students to have chance to estimate expressive attitude of native speakers in tapescript through communication intonation - Use enlarged exercises according to the theme of the listening lessons to further practice in listening The solutions to carry out In this part , I give some examples about applying above methods in the process of some listening lessons English 12 (basic) : Unit 2: Cultural diversity Lesson : Listening Aims: Help students to listen to the understanding of the passage about a wedding in Vietnam and listen for specific details Warm-up: In this part , I use pictures of a ceremony and ask students what they see in the pictures After that , I will ask students some questions: - What are the pictures about? -How many people are there in the pictures? -Who are they? -What are they doing? Through the pictures and questions , students can know the aim of the lesson Pre-listening( Presentation) - I present some neccessary words related to the listening lesson -In this stage, I use True / False statement prediction for students to be eager for listening 1.The wedding day is carefully chosen by the bride's parents The gifts are wrapped in red papers The wedding ceremony starts in front of the altar Food and drinks are served at the party 5.The guests give the newly wedded couples envelopes containing wedding cards and gifts While- Listening ( Practice) Task 1: Listen to the passage and fill in the missing information In this task , I ask students see the above True / False to be able to this task easily After that I play the tape two times and get students to work in pairs to listen to the passage and fill in each gap with one word they hear After listening, I invite some students to give answers Then , I play the CD one more time for students to check ( if neccessary) Expected answer: the groom's parents at the wedding banquet red papers altar wedding cardss / money At the same time with task , I require better students to True/ False of Prelistening I call some to give answers , 10 F ( groom's parents) T T F ( wedding banquet) F ( money) Task 2: Listen again and answer the questions For this kind of task , it is difficult for students to both listen and answer, so I deliver handouts I tell them there are five questions and the answers to the questions which are put in the wrong order.There is one extra answer that they not need to use The handouts: E They stop by each table to say thank to their guests D They would pray asking their ancestors' permission to be married C To go to the bride's house bringing a lot of gifts wrapped in red papers G.At the groom andbride's house , at a hotel or a restaurant A After they pray and ask their ancestors' permission to be married B When the MC introduces the groom, the bride, the parents I let students listen to the passage ( twice) and find out correct answers to the questions Feedback: 1.C D A G E Post- listening ( Production): I arrange the class into groups of four of five In groups , I ask students to describe the wedding ceremony , using above task I invite some representatives to report their ideas By doing this, I find my listening period is really effective , not only listening skill but also speaking one Unit 4: School education system Lesson : Listening 11 Aims: Help students to listen to general ideas and specific information, and know more about school education system in Vietnam Warm- up: In this lesson, I use some handouts and ask students to - Deliver handouts with the following: t h s o y r H- - - - - Y n f h c e r F H p i s s h y c P -S s m c i u M -C h e s g n l i E -D I tell students that here are some of the school subjects that English secondary school pupils usually have at school I ask them to work in groups of four or five to work out what they are The first group to have the most correct answer is the winner History French Physics Music English Through this game, students know the aim of the lesson and they are eager to learn , the atmosphere of the class will be exiting and lead students to the lesson easily Presentation ( pre- listening): - I ask students some questions related to the lesson: What school subjects are you good at? What subjects you like to study most / least in your class? and why? - I present some neccessary words related to the listening lesson In this listening , you will listen to the conservation between Jenny and Gavin talking about what they at school Practice ( While listening): Task 1: Listen to the conversation between Jenny and Gevin 12 In this task , I use " Grid " technique I hang a large grid on the board and give handouts to students Using contents in the grid, students listen carefully then fill the names they listen in the handouts Who? worked very hard? listened carefully to your teachers? always behaved well? passed your exams easily? 5.always wrote your homework slowly and Jenny Gavin carefully? thought school days were the best days of your life? For this task, I ask students compare the answers before teacher let them listen again to check answers By doing this, students are able to listen to the lesson effectively Who? worked very hard? listened carefully to your teachers? always behaved well? Jenny Jenny Gavin Gavin passed your exams easily? 5.always wrote your homework slowly and Jenny Gavin carefully? thought school days were the best days of your life? 13 Task 2: This is a long listening conversation, students are not even , so I divide into diffent levels For weak or average students, I ask them to Multiple choice I give handouts of excercise and ask them to listen and choose correct answer: Gavin listened to the teacher well when he the subjects A disliked B hated C enjoyed D didn't like C so D too He found the exam difficult A very B not For good students , I require them to listen and answer the questions, and then they compaire the answers in pairs After that, I call students to write answers on the board When he enjoyed the subjects He found it very difficult Because they were difficult for him to it in a short time By classifying students into different levels, I find the lesson really effective and students are able to listen easily Production (Post listening): Chatting Tell students to work in pairs to talk about their school If necessary, give students the following questions as help - How you feel about your school ? ( Do you like it or not?) - What things you like and what things don't you like? ( uniform? subjects? teachers? punishment? extra-curricular activities?) - What changes would you like to make? 14 By doing this, I find my listening period is really effective , not only listening skill but also speaking one Unit 12: Water sports Lesson : Listening Aims: Help students to listen to the passage and fill in the gaps about water sports Warm-up: I hold a game: BINGO I ask students to write five water sports they enjoy doing most and ask them to listen and tick the words they hear If students have all five words ticked first, they will win the game Then say out "BINGO" Some suggested pictures: SWIMMING 15 WATER POLO WINDSURFING 16 ROWING SYNCHRONIZED SWIMMING 17 Presentation ( pre- listening): - I ask students some questions related to the lesson: Do you any water sports? Are you good at swimming? 3.What is the water sport in the picture? Is it played in a swimming pool or in the sea? Is it played individually or in a team? - I present some neccessary words related to the listening lesson, especially some names: Annette Kellerman, Katherine Curtis In this listening , you will listen to the synchronized swimming Practice ( While listening): Task 1: Listen to a woman talking about synchronized swimming and circle the most appropriate option to complete each of the following sentences In this task, I ask students to read sentences carefully and guess the answers before they listen to the recording ( twice).Students compare their answers whether they the same or diffent answers I ask them say out the answers, copy them on the board After that, I let them listen to the recording again and check their answers Key: B C A B A Task 2: This is a long listening conversation, students are not even , so I divide into diffent levels For weak or average students, I ask them to True / False I give handouts of excercise and ask them to listen and do: The great Australian swimmer , Annette Kellerman invented synchronized swimming Katherine Curtis found a ballet club in 1933 18 Annette Kellerman developed the rules for the competition of synchronized swimming Synchronized swimming received major publicity when AAU was founded on March 1, 1940 Synchronized swimming became an Olympic event in 1994 I ask students to write answers on the board, then I correct 1.T F ( 1923) F ( 1946) F ( 1984) F ( Curtis) For good students , I require them to listen and answer the questions, and then they compaire the answers in pairs After that, I call students to write answers on the board Annette Kellerman did 2 in 1923 Curtis did in 1946 in 1984 Production (Post listening): Guessing the game I divide the classinto groups of five or six: choose one of the sports to talk about, try to guess as much information on the game as possible The other groups guess the name of the sport Suggested ideas: -It is the most popular sport int he world -People play it in a field - The game is played by two teams of ten players anda goalkeeper , using a 19 round ball that must not be handled during the game except by the goalkeeper The ball can be advanced by kicking up and down the playing field ( the pitch) Teams try to kick the ball into the other team's goal Key: Football By doing this, I find my listening period is really effective IV.THE STUDY RESULTS OF PROBLEMS Using some active teaching methods in speaking lesson textbook 12 really have its effects because the students are active, enthusiastic, excited to learn By using this method, the students who are always afraid of listening now are active and enthusiastic in learning , makes the listening period more and more exciting In the school years of 2017-2018 and 2018-2019 I carried out my theme in 12 grades at Hau Loc Upper Secondary School , the general results of students when they the English tests are following: Kind excellent Object Don’t apply in 12 0% good average weak Bad 20% 35% 25% 0% 40% 40% 15% 0% in the school year of 2017-2018 Apply in 12 in the 5% school year of 2018-2019 C CONCLUSIONS AND PROPOSALS This is suitable theme for teaching and learning of teachers and students This theme can apply to all students but if it is applied to good students , the 20 effect is better Learning English , communication atmosphere is very important If the students can approach the facts, always use what they learn , their communication and knowledge are more and more stable So, my theme can have good results and can be carried out widely and deeply for students., I have some opinions to put forward: - For school managers, it is necessary to invest more consulted documents for teachers, to have abundant library for students to study documents, to have expenditures to help and encourage teachers - Giving time condition to train weak, bad students; improve excellent and good students In order to that , the theme can be applied widely and give better results - Organizing more special subjects to innovate teaching methods for all teachers of English to attend and they can have themselves the best teaching method At the same time , those special subjects should have concrete teaching period in each grade for us to learn They are some my above experiences through process of teaching in the last school year 2018-2019 However, due to limit of documents and time, there will be some shortcomings I hope to receive sincere advices from leaders and colleagues Thankyou for your attention to my study The head master’s confirmation Thanh Hoa, 25th May , 2019 Undertaking not to copy Lê Thị Mùi 21 REFERENCE BOOKS Textbook 12 (basic program) ( Vietnam Education Publishing House) Teacher’s book 12 (basic program) ( Vietnam Education Publishing House) Practical handbook of language teaching (David Cross) A course in language teaching - Practical and Theory (Penny Ur) Cambrige university press Giáo trình giáo học pháp (Tổ ngoại ngữ –Khoa ngôn ngữ và văn hóa Anh Mĩ - Úc – Trường đại học quốc gia Hà Nội) 6.Tài liệu Bồi dưỡng giáo viên môn tiếng Anh, Bộ GD và ĐT, Nhà xuất giáo dục 7.Những vấn đề chung đổi giáo dục THPT môn tiếng Anh, Bộ GD và ĐT, Nhà xuất giáo dục 8.Phương pháp dạy tiếng Anh Trung học phổ thông (Nguyễn Hạnh Dung Vietnam Education Publishing House ) 22 ... effective teaching methods in listening lessons, English 12 ( basic) For a period teaching of grammar and vocabulary, it consists of three stages: Presentation- Practice - Production And so is the listening. .. the listening lessons to further practice in listening The solutions to carry out In this part , I give some examples about applying above methods in the process of some listening lessons English. .. when they the English tests are following: Kind excellent Object Don’t apply in 12 0% good average weak Bad 20 % 35% 25 % 0% 40 % 40 % 15% 0% in the school year of 20 17 -20 18 Apply in 12 in the 5% school