Effective strategies of improving students listening english listening skill in the grade 10 and 11 at ha trung high school

EDUCATION AND TRAINING DEPARTMENT OF THANH HOA HA TRUNG HIGH SCHOOL INITIATIVE EXPERIENCE “EFFECTIVE STRATEGIES OF IMPROVING STUDENTS’ ENGLISH LISTENING SKILL IN THE GRADE 10, 11 AT HA TRUNG HIGH SCHOOL” Full name: Mai Thị Xuan Position: Leader of foreign language group Subject: English THANH HOA, 2020 INDEX N0 CONTENTS Introduction 1.1 The reason for choosing the topic 1.2 The purpose of research 1.3 Study subjects 1.4 Research Methodology 2 Contents of the initiative experience 2.1 Rationale of the initiative experience 2.2 Situation of the problem before applying the initiative experience 2.3 The solutions were used to solve the problem 2.4 Results after applying the initiative Conclusion and requests 3.1 Conclusion 3.2 Requests 1 1 3 12 15 15 15 Introduction 1.1 The reason for choosing the topic As we know, the trend of international integration is a matter of concern for the Party and the Government One of the effective means of international integration process is the use of English Today, English has affirmed its important role in socio-economic life Therefore, promoting the quality of teaching and learning English in schools is at the forefront of the Party, the State and the entire Education sector English has been included in the mainstream curriculum by the Ministry of Education right from the primary level Learning English is simply learning a language, but the learning process is not easy This is a process of acquiring and mastering the language, not only in school but also in work and daily life Due to the nature of integration besides the skills: reading, speaking, writing, listening skills are considered very important But it is also a skill that most teachers and students find very difficult Although at present, the Ministry of Education and Training has introduced listening skills right from grade (the pilot program of the Ministry of Education), listening skills are still difficult for both teachers and students As a teacher directly teaching English, I was very concerned about the situation By studying this topic, I hope it will partly help to teach listening skills more effectively, students learn more actively, be more active and more interested And above all, after students complete, they can communicate directly with foreigners, or at least teachers and classmates in English This is also the reason I chose the topic: "Some methods of teaching listening skills are effective for high school students" 1.2 The purpose of research Helping students at Ha Trung High school learn English better through the listening learning skills 1.3 Study subjects Research subjects are students in grades 10 and 11 of Ha Trung High School, school year 2018-2019 and 2019-2020 1.4 Research Methodology In order to carry out this research project, with the help and conditions of the School Board, the colleagues and students in the school, I used the following methods: - Observation method: Reading documents, conducting class visits of colleagues - Methods of exchanging and discussing: After reading the documents, participating in colleagues' hours and inviting colleagues to attend the hours, I exchanged discussions and learned experiences for the lesson - Experimental method: I conduct experiments in different classes with different contents and topics - Survey methodology: After applying the new method in a number of different grades, I conduct students' polls by distributing the questionnaire to the students to understand, catch students' ability to comprehend lesson content as well as students' attitude about my new method 2 Contents of the initiative experience 2.1 Rationale of the initiative experience 2.1.1 Purpose of teaching listening skills The purpose of teaching a Foreign Language (here in English) is not only to provide students with knowledge of vocabulary, grammar or pronunciation but the ultimate goal is that students gain the ability to communicate in English The most common communication skill in life and at work is the listening skill, but it is not easy to achieve This is a process of training, serious and regular learning in a foreign language environment In addition to studying in the classroom, students can practice listening skills through various forms and methods such as listening to music, watching movies, playing games in English on the radio or on television In fact, in order to achieve listening skill, students cannot separate other skills such as Reading, Speaking and Writing Therefore, Listening skill is even more difficult if the learner does not know the vocabulary, grammatical structure or vocabulary pronunciation In fact, in order to achieve listening skill, students cannot ignore other skills such as reading, speaking and writing Therefore, listening skill is even more difficult if the learner does not know the vocabulary, grammatical structure or vocabulary pronunciation 2.1.2 Basic factors directly impacting the effectiveness of listening class The Students: In the correlation between teaching method and learning method: Teachers are the organizers, who control students to dominate knowledge by their own manipulations, intellectual actions under the guide of teachers Thus, students must play a subjective role in the lesson, must be the one who actively participates effectively in the lesson In order that the lesson is effective, students must be ready, prepared and proactive in studying the topic In addition, it is ncessary for the students to gain vital skills in listening comprehension in English The teachers With a new and positive teaching method,the teachers play a leading and guiding role for students to be active in the lessons Although students are the subject, the teacher's guiding role is very important The person who directs and leads a lesson must know how to choose the appropriate teaching method, organize and control the lesson sciencifically, use the teaching equipment and tools proficiently, be able to engage students in their teaching activities Listening Techniques Listening methods and techniques are considered as an important basis for teachers and students in the process of teaching and learning listening skills Each lesson, topic, and subject matter of the student will have different methods, so choosing the listening technique is an extremely important step, deciding the quality of the lesson Teaching aids and devices in service of teaching listening: The equipment needed for the subject: - CD cassette transceivers - Recorder for reading and listening to textbooks - Pictures illustrating lesson content in textbooks - Self-created pictures of teacher supplies The use of picture equipment to support the teaching of foreign languages in general and English in particular is considered a means of expressing a major part of the textbooks In all lessons of the new textbook program, the content of the listening text is recorded in cassettes In order to perform these listening exercises well, the learners must hear the lesson contents in the tape Moreover, teaching equipment is also an active means in innovating teaching methods, motivating students and stimulating learning 2.2 Situation of the problem before applying the initiative experience 2.2.1 Advantages Although there are objective and subjective conditions that directly affect the teaching process, we have overcome the difficulties ahead, gradually improving the quality of English listening classes to meet the purpose of the new textbook program For teachers: - Initially, approach using relatively good specific teaching techniques listening techniques - Be used to and active in how to organize a listening lesson - Coordinate quite flexibly the teaching techniques - Create many teaching aids in accordance with the content of lessons, so many listening lessons become lively, charismatic and highly effective - Use modern teaching equipment to serve the listening process: cassette tapes, video players, light For students : - Students have become familiar with listening subjects - Many students have heard and recognized the spoken and spoken voices of native speakers - The majority of students can listen to listening materials with simple content, moderately carrying out the requirements and exercises of teachers after the 3rd listening - Some students have formed skills and techniques in learning 2.2.2 Disadvantages: For teachers: There are still a number of teachers who have certain difficulties in performing listening exercises and techniques, in choosing techniques that are suitable for each lesson period, each stage of the lesson, using or not yet proficient in teaching aids for listening lessons (radio cassette, disc radio, illustrations ) For students: - The motivation for listening comprehension in English is limited - Many children have few opportunities to listen and have limited access to mass media through which they can listen to English - Some children are still afraid to listen and speak in English and are afraid of making mistakes - The subject of listening comprehension is new to them, especially students of lower secondary classes in mountainous communes of the district - Students are not familiar with the speed of reading and speaking in English tapes Means and teaching aids: - Teaching aids for teaching are too few, even some lessons are missing: pictures, photos, tapes, radio stations - The tape quality is not good, the voice is still unclear and the noise is too much Specific investigation: Clas s 10B 10D 11H Very Sts’ much number SL % 42 0 Much A little SL % 2,4 SL 42 0 4,8 40 0 2,5 % 11, 14, 10, Not at all SL 36 % 85,7 34 81,0 35 87,5 11K 41 0 2,4 9,6 35 88,0 2.3 The solutions were used to solve the problem 2.3.1 Plan a listening lesson: For teachers: In order for a class to listen well, the teacher should perform the following steps: - Studying the periods of lesson contents from textbooks and teachers' books: textbooks and textbooks are an important basis for teachers to plan their own lessons for the lesson The careful study of textbooks and textbooks will help teachers organize and control the lesson in listening to the right focus and focus; Time allocation for steps, activities scientifically - Research the purpose of the lesson: In order for a class to listen well, the teacher should perform the following steps: - Studying the periods of lesson contents from textbooks and teachers' books: textbooks and textbooks are an important basis for teachers to plan their own lessons for the lesson The careful study of textbooks and textbooks will help teachers organize and control the lesson in listening to the right focus and focus; Time allocation for steps, activities scientifically Research the purpose of the lesson: The purpose and requirements of the lesson period are the goals that both teachers and students need to achieve after the lesson period For listening classes, the purpose of the lesson is usually to help students practice and develop skills: listening, speaking, reading, writing ( listening skills are essential), after the listening section, students understand the main content of the listening lesson and perform some language requirements or exercises Select and coordinate listening teaching techniques flexibly and appropriately: The selection of listening teaching techniques must be determined on the basis of the content of the lesson, characteristics and competence of the class and the stages in the listening teaching process include stages: Pre-Listening, Whilelistening, and Post-listening practice In each stage, there are specific listening teaching techniques that are appropriate for each of them Use of teaching facilities and supplies for listening lessons: * Using cassette player: + Before performing teaching, need to prepare good machine, clear tape and backup battery when power is lost + Must ensure safety when operating + Absolutely not let students use without their own guidance + Considering the necessity, efficiency, specific time for each stage * Use illustrations: + Pictures in the textbook: One of the strengths of the textbooks compiled under the new program is that there are many illustrations Making the most of pictures in textbooks to help students understand new lessons is the need to focus on all the lessons + Illustrations: (create or buy) to introduce and practice a new lesson is required It does not require illustrations to ensure high aesthetics, but must have a close practical connection with the lesson content If there is no condition to buy, you can enlarge the illustration in the textbook - Need to make a logical, scientific lesson plan Teachers need to clearly plan the teachers' activities, the students' activities, the time for activities, the requirements of each exercise, and the students' answer options - Exchanging and discussing teaching plans The effectiveness of listening lessons will be improved if the teaching plan discussed with colleagues before teaching this practice will not only bring positive results for the listening class but also other skills will be effective so For students: The teacher asks students to prepare well for the next class by: - Make a system of suggestive questions about the lesson that you are about to learn so that students have time to think, study materials - Ask students to perform a number of exercises related to the content of the listening lesson, but for other skill lessons, the results are the same - Encourage and encourage students to be confident, proactive and creative in raising issues and questions related to the content of the lesson 2.3.2 Make good on the listening process For a grammar lesson or vocabulary, usually in the course of the lesson period there are stages: Presentation - Practie - Production The process of a listening lesson must also go through stages: Pre - Listening, While - Listening, and Post - Listening This teaching process not only helps students understand the lesson but also helps them to use listening skills in real communication The prerequisite, however, is that the teacher needs to clearly identify the required purpose for each specific listening lesson so that he or she can guide students to perform their tasks in the next stages Pre - Listening: (about 10 - minutes) (True / Frediction, Open Prediction, Ordering, Pre- Questions) A stage that helps students discover, think about a topic or situation before listening - Teachers should be able to prepare students to the listening exercises by leading a prompt about the topic, asking students to observe the pictures, reading words and guessing what topics they are going to listen to, who who is going to tell - The teacher might ask the students, in groups, to make a rough guess about what they are going to hear through pictures or listening situations They may say it is not exactly what they are about to hear but the problem is that you interested in before you hear - Teachers help children to anticipate difficulties that may be encountered in terms of pronunciation or new structure, background knowledge - Finally, the teacher will clearly tell them how many times they will be listening and guide the task requirements when listening (choose right, wrong, answer questions ) While - Listening: (about 20 - minutes) (Selecting, Deliberate Mistakes, Grids, Listen and Draw, Comprehension Questions) This is the period in which students have the opportunity to practice At this stage the teacher sets out the types of exercises that require students to Students can make mistakes at this stage, so the attention teacher needs to correct students' mistakes and make the right answers The teacher plays the tape or reads the listening text to times (if the content is difficult for them to listen to times) First, help students get familiar with listening comprehension comprehension content (pendown), the second time listen to the correct information to complete the exercise, the third time listen and check the exercises you have done The main goal of listening comprehension is that students listen to the main content or get detailed information and understand attitudes of the author So the teacher lets the students listen to the whole song so that they can understand the general idea as well as the layout of the lesson and the exercises, and then can listen to each paragraph again to grasp the results or listen back to difficult areas to confirm answer Students should be limited to listening to each sentence, or every word because doing so will make the learner habitually understand the meaning of each word when listening Pay special attention to this period because my students are rural children, not have the opportunity to study such as buying radio, turntable, disc, dictionary So preparing at home Listening is also a little difficult To solve this problem, I have implemented a method to "make it easy" for tasks in textbooks For example, I changed the form of the essay response exercise in the form of choosing true / false (True / False), the form of filling in the gaps (gap fill) or the exercises of choosing the answers (Multiple choices) Post - Listening (at least 15 minutes) (Roleplay, Recall the story, Write-it-up, further practice ) - This is the practice period after listening At this stage, students use the knowledge and language skills practiced at the "While - Listening" stage in practical, meaningful communication situations After listening, students need to some exercises, such as reporting to the class or group, about the results of the assignment, while other students listen to comments or corrections for you Teachers need to combine other skills to develop and expand the listening session such as recall, write-it-up, discussion * Applying innovative teaching methods of listening to a real lesson UNIT 3: A PARTY ( English 11- Basic ) Lesson 3: Listening Period: 15th I/ Aim(s): Helps Sts - Decide on the true or false statements of the passage - Understand the passage II/ Objectstive(s): By the end of the lesson, students will be able to : Develop such listening micro-skills as intensive listening for specific information III/ Lexical items: - Vocabulary: age, balloon, cookies, conffeti, decorations, gift,/ present, icing - Structures: Clap the hands, blow out… IV/ Teaching aids: Textbook, cassette player, handout V/ Procedures Time Contents T’ S’ activities activities Time A.WARM UP: Divides the Groups 5’ The groups should generate as many words class into work related to birthday and birthday parties as small possible in minutes groups Which group has more correct words wins Asks Ss to 5’ 10’ the game Sugessted words: age, balloon, birthday, blow out, cake, candle, cards, candy, cookies, chocolate, conffeti, decorations, gift,/ present, icing, flowers, fun, party, song, ect… B NEW LESSON Pre- listening: Vocabulary: - clap (v): - decorate (n): - icing (n): a sweet mixture of sugar, water, milk and butter or egg white that is used to cover or decorate cakes - slice (n): Discuss: - When would you like to organize your birthday party, during the day or in the evening? - What foods and drinks are often have at the party? - What activities you often have at the party? While listening TASK1: Listen and decide whether the statements are True(T) or False(F) Instructs Ss to use somr strategies: - First, read throught the statements to understand them, underline key words - Listen to the tape and pay attention to the key words - Decide whether the statements are true or false based on what they can hear Answer: F F F T F find the words related Teaches new words Model first Elicits the meanings Asks Ss to discuss following questions Gets Ss to make sentences with some important words and gives corrective feedback Plays the tape once for Ss to the task Asks for TASK 2: Listen again and choosethe best Ss’answers Listen Repeat in chorus Individual ly Work in groups Individual ly Pairs work Give the answers Work in groups and compare the answers Individual ly Complete their notes Pairs work Give the answers Work in groups Give the answers 10 12’ anwer How old was Mai? A 16 B 15 C 60 D 14 Why didn’t she like having her party at a restaurant? A Because it is far B Because it is noisy and expensive C Because it is noisy D Because it is expensive What did Mai’s mother serve the guests at the beginning of the party? A candies B fruit C beer D drinks and biscuits What time was the birthday cake brought out? A four thirteen B fourteen C four five D four thirty What was the birthday cake like? A It was beautifully decorated with pink and white icing (and 16 colourful candles sat in the middle of the cake) B It was beautifully decorated with blue and white icing( and 16 colourful candles sat in the middle of the cake) C It was beautifully decorated with pink and white icing (and 16 colourful candles sat in the middle of the cake) D It was beautifully decorated with white icing (and 16 colourful candles sat in the middle of the cake) What did all the guests while Mai was cutting the cake? A They saw her cut it and writes them on the board Plays the tape the second time for the Ss to check their answers.Ch ecks and corrects Ss’ answers by calling on some Ss and asks Ss to explain their answer If many Ss cannot answer the questions, plays the tape one or two more times and pauses at the answer for them to catch Plays to the class Wor in groups the 11 10’ 3’ B They danced C They clapped their hands D Clapped their hands eagerly and sang “ Happy Birthday” What time did the birtday party finish? A at six B at over six C at about six D at sixteen Answers: A B D D C D C After you listen: Takes turns to talk about Mai’s birthday party CARD A CARD B - Place where the _ It was held at party was held? Mai’s place When it began and _ It lasted about ended? hours - Who came? _ About 20 guests - What you did _ Mai often gifts, there? you lay chess, then Mai cut the cake tape again for Ss to the task Checks their answers Calls on some Ss to give the answers and elicits feedback from other St C/ HOMEWORK: - Summarises the main points of the lesson - Learn by heart the new words 2.4 Results after the application of the topic Applying this experience initiative, I myself have achieved some very satisfactory results First of all, these experiences are very relevant to the new textbook program Students are more interested in learning, actively creative to expand their knowledge, and at the same time be flexible in the task of acquiring knowledge and developing skills, exciting and gentle learning atmosphere Students have the opportunity to assert themselves, no longer embarrassing and 12 anxious when entering class These are also the reasons for the relatively positive results of the first semester survey in the 2018- 2019 school year, namely: Clas s 10A 10D 10E 10G Very much SL % 7,2 SL 42 4,9 40 41 Sts’ numb er 42 Much A little Not at all SL 14 SL 20 % 47,,6 % 11, 7,1 18 42,8 5,0 7,5 18 17 42,5 7,5 9,6 19 15 36,6 19 % 33, 45, 45, 46, However, this new method has only been applied in practice for one semester, so I dare not affirm its feasibility Therefore, I continued to apply in the second semester, 2019-2020 school year After following the steps above, I got very good results Specific results are as follows: Very much SL % 19,1 SL 15 11 A Sts’ numb er 42 11 D 42 16,7 12 11 E 40 17,5 13 11 G 41 19,5 12 Class Much % 35, 28, 32, 29, A little SL 14 12 11 % 21, 33, 30, 26, Not at all SL 10 % 23,8 21,4 20,0 10 24,5 Therefore, after two verifications, comparing the results of applying the new method, I bravely introduced my new method to my colleagues in the professional group With the results achieved, the colleagues in the group are very supportive of my topic And in the 2019-2020 school year, we put it into practice for most grade levels Up to now, it can be said that the quality of English teaching has improved markedly, especially listening skills Experience lesson 13 After successfully applying this topic, I myself have gained the following significant results and valuable experiences for myself: 1- Teachers must always create a foreign language environment during class hours and must use English as the main language to communicate Depending on the grade and type of students, teachers can use short, simple, easy english sentences to understand, remember, and memorize Teachers must always encourage students to use the knowledge they have learned to use in communication - Teachers should not be overly concerned with students' mistakes while speaking Let the children listen and speak naturally Never force a student to stop speaking while he or she is trying to describe what he or she means in English, doing so will make them afraid to make mistakes when listening and speaking - Teachers should integrate English listening and speaking activities with the form "play - study" - While at home instructing children to practice listening to English through radio, television, listening to English songs By creating such foreign language environments, students can practice listening and other communication skills 2- Teachers need to attract and attract students into the content of the listening lesson by operating forms, teaching techniques suitable for each stage of a listening lesson 3- Create listening materials that match the content of the listening lesson: pictures, models, tapes, etc (Specifically, I personally recorded an English listening song from disc to times, this is very convenient in manipulating and saving time in the classroom) Teachers need to select, use and coordinate flexibly the teaching methods and techniques in the process of teaching time At the listening stage, in addition to the textbook exercises, teachers need to give appropriate exercises, featuring highly practical communication Summary: In order to carry out an effective listening lesson, teachers should pay attention to the following issues: - Context needs to be clearly introduced - The use of teaching aids and audio recorders should be increased to help students to hear the voice of native speakers 14 - If the listening lesson is read by a teacher, it must be read correctly, obviously the average speed is not too fast or too slow - Need to create opportunities for students to practice necessary skills while listening, such as guessing words, guessing content in context, listening to information matching with pictures, listening to filling information in tables - For some of the listening texts with more complex content, the teacher tries to apply steps of listening comprehension well to facilitate the development of listening comprehension ability and using language of students - Skills need to be coordinated flexibly in the listening process Conclusion and requests 3.1 Conclusion At the high school level, the introduction of English listening lesson in the curriculum is a good condition for students to fully develop their language skills with both students and teachers, so in the first years of implementation, both teachers and students could not avoid the initial difficulties With this experience initiative, I hope to make a small contribution to helping our teachers and students in particular, as well as colleagues and students in your school in general to overcome the difficulties gradually, implement the teach and learn English listening better For myself, I promise to continue to inherit and promote the results of the implementation of the topic, and at the same time continuously learn from experience, overcome difficulties in teaching to meet, request to renovate the curriculum, innovate English teaching methods of the Ministry of Education and Training 3.2 Requests 3.2.1 For education and training Department of Thanh Hoa province Need to advise strongly to the provincial People's Committee about an urgency of radical innovation and Vietnam comprehensive education through investment in digital equipment for secondary schools in the province Need to have direction and guidance on the list of the minimum equipment and technology and have policy to encourage the schools to invest focus on digital equipment for infrastructure; consider doing that tied to the 15 emulation of the Education Department and of each district in the province reward if necessary 3.2.2 For Ha Trung High school Interesting, facilitating, rewarding the teachers and students who use technology and modern teaching equipment actively Strengthening financial resources, reasonable expenditure savings for procurement of equipment and modern teaching compassion, advised the local Party and Ha Trung commune authorities in strengthening the additional classrooms and remodel functional classrooms according to the standard criteria, These have been recognized by senior leaders Allowing students to use information technology and the Internet in the process of organizing activities in listening lessons Principal’s confirmation: Thanh Hoa, June 6th 2020 I assure this is my own report, not copy others’ content Written by Mai Thi Xuan 16 17 REFERENCES Common methods of teaching to learn in groups – 123 doc, Google, 2020 The design and use of team working skills –, Google, 2020 Working in groups in education and presentations - Google, 2020 Book English 10 - Vietnam Education Publishing House, 2008 Book English 11 - Vietnam Education Publishing House, 2008 Guiding the work of writing initiative experience of superior, education and training Department of Thanh Hoa, 2020 18 DANH MỤC CÁC ĐỀ TÀI SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG ĐÁNH GIÁ XẾP LOẠI CẤP PHÒNG GD&ĐT, CẤP SỞ GD&ĐT VÀ CÁC CẤP CAO HƠN XẾP LOẠI TỪ C TRỞ LÊN Họ tên tác giả: Mai Thị Xuân Chức vụ đơn vị công tác: Tổ truởng- giáo viên trường THPT Hà trung TT Tên đề tài SKKN Đề tài “ Kinh nghiệm dạy Document chương trình 12 hệ năm ” Đề tài “Một số phương pháp dạy kỹ Nghe có hiệu cho học sinh THPT ” Đề tài " Teaching reading comprehenshion by group discussions" Đề tài “ Solutions to improve the quality of teaching English through games designed in powerpoint in the grade 10,11 at Ha Trung High School” Đề tài “ Solutions to improve the quality of teaching English through games designed in powerpoint in the grade 10,11 at Ha Trung High School” Đề tài “ Improving the quality of teaching english through students’ working in groups in the grade 10, 11 at Ha Trung High School” Kết đánh giá xếp loại (A, B, C) Năm học đánh giá xếp loại A 2001 - 2002 B 2011- 2012 C 2015- 2016 B 2016- 2017 Cấp Tỉnh B 2017- 2018 Cấp ngành B 2018- 2019 Cấp đánh giá xếp loại (Phòng, Sở, Tỉnh ) Cấp ngành Cấp ngành Cấp ngành Cấp ngành 19 ... designed in powerpoint in the grade 10, 11 at Ha Trung High School? ?? Đề tài “ Improving the quality of teaching english through students? ?? working in groups in the grade 10, 11 at Ha Trung High School? ??... during the day or in the evening? - What foods and drinks are often have at the party? - What activities you often have at the party? While listening TASK1: Listen and decide whether the statements... Therefore, promoting the quality of teaching and learning English in schools is at the forefront of the Party, the State and the entire Education sector English has been included in the mainstream curriculum