Steps to teach an effective listening skill at thuong xuan 2 high school

TABLE OF CONTENTS INTRODUCTION 1.1 Reason for choosing the topic 1.2 Aim of the research 1.3 The subject of study 1.4 Research methodology CONTENT 2.1 Theoretical background 2.2 Practical background: The reality of quality of English at Thuong Xuan High School 2.3 The initiative is being applied to teach listening English in my school 2.4 The effect of the initiative from experience 11 CONCLUSION AND SUGGESTION 3.1 Conclusion 12 3.2 Suggestion 12 REFERENCES 14 1 INTRODUCTION 1.1 Reason for choosing the topic: The goal of English in high school is to reinforce and develop students' basic knowledge of: Listening, Speaking, Reading and Writing These are the skills that children have learned in secondary school Therefore, when they go to upper secondary level, they want to perform these skills well They need to have basic knowledge, and this knowledge must be accumulated in the process from the lower secondary The textbooks that we are using are compiled from the point of view of the subject and highlight the positive and active learning methods of the students Our high school is a high school in Thanh Hoa province in general and mountainous Thanh Hoa in particular Students in the school are the gathering of nearly one thousand children who are children of ethnic minority in Thuong Xuan district Of these, up to two thirds of ethnic minority students, many of whom speak Kinh language, are not yet qualified, so they have to adopt another language namely English Therefore, the transmission of foreign language knowledge of teachers is difficult In addition, all four skills of listening, speaking, reading and writing are important, so teachers are not allowed to overlook any skill So English is the most difficultskill for both teachers and students In fact, to acquire English listening skills, learners must have a regular, long-term listening practice with different forms and content Teaching and learning English Listening is not new, but difficult for most teachers as well as for the acquisition of students This is even more difficult when students are in mountainous As we know in the junior high school there are many schools that not have tapes or radios for learning, so teachers only focus on teaching words and structures and forget getting them acquainted with the voice of native speakers At Thuong Xuan high school from the school year 2007-2008 back to the previous years, learning English books have no listening skills English language instruction has only been included in the 7-year textbook from the 2008-2009 school year so far In the process of teaching, to be in touch with the student's level and other specific objective reasons: less material, students are not properly learned, I constantly improve the method of teaching listening to suit practical conditions After many years of accumulation, I see that the steps I am going to introduce in this initiation are really useful for the students of the school I would like to present the topic for teachers to refer to: “Steps to teach an effective listening skill at Thuong Xuan High School” 1.2 Aim of the research: With this topic, I would like to partly help teachers overcome difficulties gradually to conduct more effective teaching of specific subjects: Extreme, active in the acquisition of knowledge of the lesson 1.3 The subject of study: The subject of this study is the students in class 12A2 and 12A7 at Thuong Xuan High school The number of students consists of 74 1.4 Research methodology: - Observing - Listening - Analysis CONTENT 2.1 Theoretical background The purpose of language teaching is not to provide students with knowledge of the language, but the ultimate purpose of teaching a foreign language in general and English in particular is to teach students the abilities to communicate in English These abilities are demonstrated through the skills of: Listening, Speaking, Reading and Writing All four of them are very important In that listening skill requires the listener to have a long and regular practicing Good communication requires learners to hear what they are communicating and how to respond Thus, the learners must be trained in language environment This means that, to studying in the classroom, students have to learn by themselves and practice their listening skills through different forms and methods For example: listen to English news on TV, radio, listen to English songs, watch movies with English subtitles, make friends with foreigners who speak English Self-created listening environment will help English become familiar, friendly with us, and listening skills will be improved Listening skills are the abilities to use language knowledge for the purpose of listening comprehension in English Like reading skills, listening skills are a receptive skill, but listening is often more difficult than reading because the language spoken through speech is different from writing Thus, in my opinion, there are requirements for the fundamental factors directly affecting the effectiveness of a listening lesson, as follows * On the teacher side - To play the role of directing and supervising pupils during lesson time - Select and use flexible teaching techniques appropriate to each lesson content - Organization, control of class, distribution of reasonable time - Proficiency in teaching materials and teaching aids - Creation of teaching aids suitable for teaching - During teaching hours, teachers must have a charismatic, attractive and inspirational way of communicating with students in order to attract the students' attention during class * On the student side In the relationship between teaching and learning, the teacher is the organizer, the student is the person who dominates the knowledge by his own actions and actions For effective listening instruction, students need to have the necessary skills in listening comprehension in English - Students play a central role in acquiring knowledge Therefore, students need to be prepared for the best results * Equipment for listening instruction - Transceivers, cassettes - Pictures illustrating lesson contents in textbooks - Self-created pictures and teacher's utensils * Listening Techniques The teaching technique is regulated by the content of listening instruction, in other words, the contents of the lesson are governed by the selection and use of the combination of methods and techniques of listening Each teaching technique is suitable for a particular unit of instruction Good using of the methods will help the listening lesson is highly effective 2.2 Practical background: The reality of quality of English at Thuong Xuan High School Thuong Xuan High School is a young school located in Thuong Xuan mountain district The school has a total of five English teachers, all teachers are qualified, one teacher is studying to master, others are devoted to the job, take work responsibility, they are loved by students and people there Most teachers initially approached using relatively good teaching techniques, familiar and active with the way to organize a listening lesson In addition, the teachers created many teaching aids to suit the content of teaching, while also combined with modern teaching equipments, so more listening lessons Become lively, charismatic and highly appreciation However, teachers still have difficulties in choosing the teaching techniques to suit each lesson, each stage in the lesson Apart from that, many teachers also hesitate to use visual aids to serve the lessons School students are mostly ethnic minority children of communes in the district, so it is very difficult for them to achieve one foreign language Many students at lower level are not familiar with listening I have few opportunities to listen to and access to the mass media, so the motivation of listening in English is limited, and they are familiar with listening and reading speed in the tapes of English speakers Moreover, many students are afraid of listening and speaking English for fear or making mistakes However, when entering the school, with the approach of the teacher's teaching method, the majority of students have become familiar with the subject, many have recognized the voice of the native speaker Most of the students listen to the lectures with simple content, moderation, implement all the requirements and exercises of the teacher after listening for a third time And there are students who develop skills, skills in learning Although many teaching aids are made by teachers, this does not mean that there are enough and some of the items are reduced in quality, so it leads to the lacking of those aids Teachers mainly use the projector room for the listening lesson, and the textbook is the main teaching tool, tape, cassette However, if there are two hours of listening in a session teachers have to read to students Due to the limited number of tapes and stations, this method of teaching is also used in case of power failure 2.3 The initiative is being applied to teach listening English in my school In order to conduct an effective listening lesson, I use two main listening styles in my daily life: listening and concentrating From then on we divided into two types of hearing: listening to the main idea and hearing the details Listening to the main meaning means listening to focus, listening only to the main idea, listening to find the necessary information, listening to confirm the previous conjecture, listening to serve communication is set Listening to details means listening comprehensively, this includes both content and language structure * Definition of Listening Skills Listening is the act of hearing attentively Research shows that 45% of our time is spent on listening We listen more than speak If this listening skill is used in a proper way we can master the tools of communicative skills Listening is difficult, as human mind tends to distract easily A person who controls his mind and listens attentively acquires various other Skills and is benefited Listening skill can be defined as, “Listening is the act of hearing attentively” It is also a process similar to reading which should possess knowledge of phonology, syntax, semantics and text understanding Thomlison (1984) defines listening as, “Active listening, which is very important for effective communication” Listening can be also defined as, “More than just hearing and to understand and interpret the meaning of a conversation” Listening skill makes you successful in workplace, family and in the society Good listening skill is mandatory to get into a profession in communications, management, planning, sales, etc Listening skills involve a different set of etiquettes, questioning for explanation, showing empathy and providing a suitable response Good listening skills include the understanding ability Body language is also a part of listening skill Eye contact with the speaker, sitting straight and alert are the good gestures of a good listener * Plan for listening lessons a On the teacher side For effective listening instruction, the teacher should follow the following steps well - Study the content of lessons from textbooks, teacher books and other reference books From there, the teachers have a way to organize and control teaching and listening to the right focus, time distribution for each steps, activities in a scientific way - Study the purpose and requirements of the lesson - Select and coordinate teaching techniques in a flexible and appropriate way - Make good use of teaching aids and teaching aids - Prepare a rational, scientific lesson plan - Give lectures, discuss teaching methods with colleagues to select a method which suitable with the content of the Unit The choice of listening techniques must be based on the content of the lessons, the characteristics of the class, and the importance of relying on the three stages of the listening process In stages, specific and appropriate listening techniques are required b On the student side The teacher asks students to prepare well for the listening lesson by the following ways - Prepare a system of open questions about the lesson which they are going to learn to help them have time to think, to read materials, and to prepare in advance - Ask students to some exercises related to listening content Encourage students to be confident, active and creative in raising issues and questions related to the content of the unit c Use visual aids When conducting listening activities, the use of illustratable pictures will have a very good support in clarifying the context, suggesting the content which is going to hear Pictures are also the means to check students' listening comprehension d Insure qualities of listening samples If listening activities are carried out through tape, cassette, TV, etc., these means must always be of sound quality, enabling students to hear standard sounds, not distorted sounds because of the pure technology If the teacher reads to the students, they should read at medium speed, not too slow even for new students at the beginning to avoid influencing the content of the semantics * How to conduct different listening activities 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 which related to listening - Ask questions to guide students predict the tapes content which they will listen - Introduce new words if possible or reinforce vocabulary if necessary - Asking questions when students are listening - Divide the listening process into steps such as: first listening to the main idea, answering the questions; second listen to more detail - If the long piece, divided into short sections for students to hear, have different specific listening requirements Before listening, one should grasp the requirements of the exercise in order to orientate on how to listen, for example: When listening to a conversation, the teacher may stop following a character's speech in the conversation and ask to learn see how the character will respond, how to behave, whether to agree or not - Listen to confirm your guesses about the content of the list (For example: Defining true-false questions ) - Listen for detailed information (Example: Checking the correct answer / information ) - Listen to the main idea (Example: Matching; Filling in the gap / chart .) - Listen to the next communication steps (Example: Answering comprehensive questions ) * Sample lesson plan Grade 12 Unit: Ways of socialising Part: C- Listening Time: 45 minutes I Objectives: Knowledge: By the end of the lesson, students will: - Develop extensive listening skills - Use the information they have listened to for other communicative tasks - How to give information after listening - New words: Words related to ways of socialising Educational aim: Students should know to develop such listening microskills as intensive listening for specific information Skills: - Listening for general or specific information - Comprehension questions II.PREPARATIONS: Teacher: Teacher’s books, textbooks, some pictures, tape, cassette player… Students: Students ‘book, Students ‘workbook … III.PROCEDURES Organizations: (1 minute) Oral test: Nothing New lesson: Teacher’s activities Students’ activities I WARM UP: (3 minutes) Jumbled words: Write the words whose letters are in a Pairs work random order on the board - Divide the class into two teams Ss from two teams go to the board and write the correct words - The team which writes correct words first will be the winner Rearrange aniotuergl  regulation oenetlehp  telephone lacl  call acidev  advice II.Before you listen: (15 minutes) Work with a partner : Look at these Whole class pictures and answer the question : 1: What are they doing? Listen to the teacher 2: What you think each of them look at the pictures and answer the would say to greet each other ? - set the scene: You are going to listen to Linda Cupple, a social worker, advises young people on how to use the telephone in her family Listen to her talk and decide whether the statements are true (T) or false (F) - Elicit the new words by asking questions, using the techniques suggested above Vocabulary: - argument(n) ['a:gjumənt]: cãi vã - regulation(n) [,regju'lei∫n]: quy tắc - absolute(a) ['æbsəlu:t] : hồn tồn - maximum(n,a) ['mỉksiməm] :tuyệt đối - install(v): lắp đặt - chitchat(n) ['t∫itt∫æt]: chuyện phiếm - starling(a) ['sta:liη] : động vật học, trụ bảo vệ Listen and repeat: -Help Ss to pronounce the words in their book correctly -Play the tape and then ask Ss to repeat after the tape in chorus and individually - corrects errors, if any -Check that Ss know the meaning of these words III While you listen: (23 minutes) Task 1: -Get Ss to read through the statements to understand them and underline the key words -Guide students the requests of the task - Let students listen twice time - Write on board from to and call some students to come and write their answers - Let them listen on again and correct - Correct questions + They are greeting + They are saying goodbye Listen Take notes Listen to the tape and read in chorus & individually Individual work, pair work & whole class Read through all the questions, identify the information they need to look for in each question (question word: what, where, when, how…) listen and answer the questions answers T F T F F T Consolidation : Task 2: Gap- fill Listen T: Now listen to the rest of the listening text again and work in pairs Individual work, pair work & whole to write the missing words You will class listen to the tape twice Check if Ps can answer the questions in task without listening again Play the tape for them to listen again but before doing this, T should encourage Ps to read through all the questions, identify the information they need to look for in each question Play the tape again for Ps to listen & answer the questions Get Ps to check their answers with a partner Then T checks with the whole class Play the tape twice Call on some pairs to give the answers Go over the answers with the class IV.After you listen: (8 minutes) -Before getting Ss to summarize Ms Linda Cupple’s talk, T reminds them of some useful languages Task 1,2 Suggested ideas: - Length of time for each call - Time for calling - Calling late at night - Calling at weekend -Divide the class into small groups of or & gets them to summaries the listening passage -Go around checking and offering help -After checking that all the groups have finished, call on the Check their answers with a partner give the answers Answer: agreed to avoid 3.particular adults waking heart 7.kindnes s to stick Summarize Ms Linda Cupple’s talk Work in groups Give comments 10 representative of each group to report their peer’ ideas T checks if other groups would have the same or different ideas -Listen & take note of their errors Provide corrective feedback after that V- Consolidation : (3 minutes) Review the points that have been covered in the lesson and the exercise in the exercise book VI- Homework: (2 minutes) - Learn the new words by heart - Prepare the next part Take note Listen carefully then write down Listen carefully Learn the new word The effect of the initiative from experience: After applying the subject to teaching, I found these experiences very relevant to the textbook program we are using Students are more interested in learning, actively active, creative to expand their knowledge, and students are more active in gaining knowledge and developing skills The teacher acts as a facilitator Therefore, making class atmosphere always exciting, students always have the opportunity to assert themselves, no longer embarrassed, afraid to enter the classroom Here are the test results of fifteen minutes that I myself have not applied this subject Class 12A2 12A7 Very good (0%) (0%) Good Average (14,28%) (10,25%) 20 (57,14%) 19 (48,71%) Below average 10 (28,57%) 16 (41,02%) And here is the result I gained after applying this subject with the above two classes Class 12A2 Very good (2.85%) Good Average (25,71%) 20 (57,14%) Below average (14,28%) 11 12A7 (0%) (23,07%) 20 (51,28%) 10 (25,64%) CONCLUSION AND SUGGESTION 3.1 Conclusion: It is a very good and convenient condition for students to develop English language skills in their programs In order to achieve good listening practice and to achieve high performance, teachers should pay attention to the following issues - Context must be clearly introduced - Teaching materials and sound recorders should be strengthened so that students can hear native speakers - If the listening by the teacher read correctly, clearly at medium speed not too fast, not too slow - It is necessary to facilitate students to practice necessary skills while listening: guessing words; guess content in context and so on - For more complex listening assignments, the teacher strives to apply three good listening comprehension steps to facilitate the student's ability to listen and use the language - The skills need to be flexible, gentle in the process of listening 3.2 Suggestion: To further improve the quality of teaching and learning English, derived from the theoretical and practical basis, to contribute to effective teaching English listening, I have practical suggestions, as follows - The school should invest more radio, cassette - The electrical system needs to be repaired to ensure safety and convenience - As a typical subject, there is a need for a class room to avoid noise in adjacent classrooms - The school should create conditions for teachers to exchange, learn and learn experience through seminars and special topics - Hold English-language exchanges and outings to provide opportunities for students to engage in and communicate with each other in English This gives them the opportunity to expand their knowledge and learn more from their friends Based on this research topic, I would like to ask your colleagues to share, share and contribute ideas to make the English teaching more and better, enrich and attract the attention of students in class 12 THE CONFIRMATION OF THE HEAD- MASTER STATEMENT OF AUTHORSHIP I hereby acknowledge that this study is mine The date and findings discussed in the thesis are true, used with permission from associates and have not been published elsewhere Thanh Hoa, 15th May , 2018 The writer Lê Thị Lâm References D A Wilkins (1976) Notional Syllabuses London, OUP Fraser, B., E Rintell, & J Walters (1980) An Approach to Conducting Research on the Acquisition of Pragmatic Competence in a Second Language In D Larsen-Freeman (Ed.), Discourse Analysis in Second Language Research (pp 75-91) Rowley, MA: Newbury House H G Widdowson (1984) Explorations in Applied Linguistics London: OUP 13 Harmer, J (1991) The Practice of English Language Teaching Longman Celce-Murcia M 2001 Teaching English as a Second or Foreign Language (3rd ed) USA: Heinle&Heinle https://vi.scribd.com/document/206910494/Definition-of-Listening-Skills 14 ... the listening lesson is highly effective 2. 2 Practical background: The reality of quality of English at Thuong Xuan High School Thuong Xuan High School is a young school located in Thuong Xuan. .. teach an effective listening skill at Thuong Xuan High School 1 .2 Aim of the research: With this topic, I would like to partly help teachers overcome difficulties gradually to conduct more effective. .. hearing and to understand and interpret the meaning of a conversation” Listening skill makes you successful in workplace, family and in the society Good listening skill is mandatory to get into a