Method to train english listening skill for students in grade 5 to be effective in loc tan primary school

HAU LOC DEPARTMENT OF EDUCATION & TRAINING LOC TAN PRIMARY SCHOOL & - EXPERIENCE INNOVATION METHOD TO TRAIN LISTENING SKILL FOR STUDENTS IN GRADE TO BE EFFECTIVE IN LOC TAN PRIMARY SCHOOL The writer: Le Thi Hai The Position: Teacher The office: Loc Tan Primary School The Experience initiative subject: English HAU LOC, YEAR 2017 The contents INTRODUCTION 1.1 The reason for selecting the topic 1.2 The studying purpose of this topic 1.3 The studying subjects 1.4 The studying menthods THE CONTENT OF THIS EXPERIENCE 2.1 The theoretical basis 2.2.The real situation of the studying issue 2.2.1 Current status of the school 2.2.2 About students and parents 2.2.3 For teacher 2.3 Solution and implementation 2.3.1 Flexible use good techniques in a more or partly taught listening skill 2.3.2 Combining practice listening to other technical groups 2.3.2.1 The technical team practice facility 2.3.2.2 Stress training technical Group 2.3.2.3 Expand technical training group 2.4.The effects of this initative 2.4.1 For my school Page 1 2 2 2 5 8 10 11 12 12 2.4.2 Experiential Lessons for colleagues and me CONCLUSION AND PROPOSAL 3.1 Conclusion 3.2 Proposal 13 13 13 13 INDEX INTRODUCATION 1.1 The reason for selecting the topic Nowadays the trend of international integration in many areas including the field of education has brought English up a very important position English as a means of communication is the key to the treasure of humanity On the other hand, the wide application of information technology has made learning English become urgent and indispensable So learning English of Elementary School students is particularly concerned by students, parents, all the teachers of education in our country English has become one of the main subjects in the curriculum of students Learning and use of English require a diligent process of creative practice of both learners and teachers Especially in the situation of education reform as currently, teaching English in view of communication methods is widely supported According to this method, students have many opportunities to communicate, to practise language and to participate in practical situations: Learning coupled with practising 1.2 The studying purpose of this topic Primary level English program has been implemented in all regions across the country Innovation prominent feature of the content of this program is to provide maximum opportunities for students to practise four skills of listening, speaking, reading and writing on the topics and situations, communication content related to environment living at home and abroad The change in facilitating the teaching and learning of English in secondary schools becomes teaching living language instead of teaching words as many years ago However, in practical English skills forged for students, teachers confronted with many difficulties, especially listening skill forged Through my school in the rural areas, when students started to learn foreign languages, most of them were very interested in English, but eventually they fell tired of it Most of them are very bad at listening skill It's difficult for them to understand the content of an essay or dialogue they hear After each listening lesson, the teacher meets difficulty checking information that students had heard and checking old lesson often not easy Facing with that situation as a direct teachers to teach English for students in grade 5, who were exposed to the English language through grade 3,4, I myself always think of how to help students master, listen comprehension and maturely manipulate information During both teaching and observing the students, I found the discipline and listening skill of the students having a lot of problems Most students not know how to learn listening, ear training students often find most difficult In the classroom, students often say that although there are many words in the test they know but they can not hear out How to help students to use vocabularies and grammatical structures itself to effective listening? Therefore, in the teaching process, I find a number of methods for positive, simple, easy to understand practical ensure science to develop thinking ability, speculation and creativity of students With my little experience I boldly go into a problem "Method to train English listening skill for students in grade to be effective in Loc Tan primary School" 1.3 The studying subjects Method to train English listening skill for students in grade to be effective in Loc Tan primary School 1.4 The studying menthods - Read related material to the topic - Study content of the 5th grade English program - Learn from teaching experience - Exchange with colleagues about the methods of educating students - Comparision the development about the knowledge at the same age among the students in classes THE CONTENT OF THIS EXPERIENCE 2.1 The theoretical basis English, one of the foreign languages, has been being learned by many Vietnamese people for communicating, learning and research Currently, because of new method in learning and teaching, students have more favorable exposure to the English language Students have the opportunity to communicate with people in English and easy to apply in life Prominent feature of the innovation agenda for new textbooks is maximum opportunity for students to practice skills In that, listening skill is one of the focused skills development in the new methods of teaching foreign languages Listening is important because students can not communicate with words without understanding what is heard 2.2.The real situation of the studying issue 2.2.1 Current status of the school Loc Tan Primary School is located near the central of Hau Loc district The school has a teaching staff who are young, fit, enthusiastic, capable of teaching and always love their job Qualifications and standards are on 100 % In the field of education, my school are always interested, focused on teaching and learning, always enabling teachers and students to fulfill the duties and assigned targets And the school has always received the active support of the local government so many years, the school was rewarded as the advanced school in the district But beside that the school has faced many difficulties in education The total number of classes and students are overcrowded, but narrow campus, not enough playing and learning space for students, infrastructure is poor Visual media, pictures, furniture for teaching and learning English are lacking 2.2.2 About students and parents Due to a commune in the rural areas, people live mainly on planting rice but because of over population, their living standard are low and strenuous The majority of parents work far from their houses so their sons and daughters, who live with their grandparents, are lack of their parents’ attention Adding to that, learning self-discipline of students is poor Everyday communication skills of maritime students compared with students in urban areas is limited Therefore, learning and communication in English, a second language of the children are more difficult Pronunciation of their native language also lead to more errors in listening, teaching English and make English more difficult Most of them are very timid, shy, yet bold communication, language delay thinking leads to low self-esteem, inferiority 2.2.3 For teacher Being a teacher for many years teaching English in primary schools by the method of innovation, I myself noticed one thing: Most students in Loc Tan primary school, grade in particular and our elementary students generally can not determine approach language learning (foreign language) The use of English is limited in their lives, they not dare to speak, communicate with friends in English Moreover, in the learning process, students are weak at listening skill, it is difficult to hear To listen effectively, students must be trained and practised listening more to get used to the syllables, intonation of language, understand the meaning of information reflected in the pronunciation, word stress and sentence intonation The innovation of teaching methods pay much attention to thoughtful, proactive practices of students in English But most of the children here not have good conditions to learn English listening skill, time for learning is limited, the reference document depends on the family economy, from which the investment for learning listening skill is limited, too In addition, English is a difficult subject, the knowledge is difficult but less study time, and in the listening process they not control what they will be listened Words in tape are too fast, not familiar A lot of new words, word stress, sentence stress, intonation are very different and difficult for students to understand the content On the other hand because they are in the coastal area, English communication environment is limited So they have little chance to practise listening The question is how we overcome these weaknesses in order to contribute to improve the learning quality of listening skill, help students communicate more confident in using English as a second language, proficient in words, sentences, especially for students in rural area as grade students in LocTan Primary School By the time of the new school year, to understand the situation, learning ability, listening skill of students grade 5, who were experimentally study English in Grade 3,4, I a test to require students to listen to the tape and listening test as follows: Listen and tick + The content of the conversation in the tape: Linda: Hi, Phong Where are you going? Phong: I'm going to the bookshop I want to buy some books Linda: Oh! I want to buy some books, too Phong: OK, let’s go to the bookshop together Tony: Hi, Mai! Where are you going? Mai: I'm going to the supermarket I want to buy something to drink Tony: I want something to drink, too Mai: OK Let’s go to the supermarket together + Keys: 1b 2a 3a 4b Results (appraise under the circular number 30 by marks) completed uncompleted N0 class sizes Good Pretty Average Bad worst No % No % No % No % No % 5A 26 7,7 15,4 13 50 19,2 7,7 5B 22 4,5 9,1 12 54,6 22,7 9,1 + 48 6,3 12,5 25 52,1 10 20,8 8,3 Indeed, the above results, I found out listening skill of students in grade is limited They did not understand the lesson, did not manipulate the knowledge they have learned This listening test is not difficult because students have learned the information and the vocabularies are simple I am very concerned, not knowing how to help students practise English listening well, make them eager to learn With my personal experience of direct teaching, initial skills training for students, the skills of listening, speaking, reading, writing, I give some experience in the teaching process of listening skill to my students whom I directly teach 2.3 Solution and implementation 2.3.1 Flexible use good techniques in a more or partly taught listening skill The practice listening skill in a class or part of listening is done through stages a Pre – listening - The purpose of the activities in this phase is to help students focus their attention on the subject, especially anticipate the information of the topic they are going to hear To overcome the difficulties of listening in class, teachers should introduce the topic, context, situation - related to the content of listening, especially taking pictures, intuitive furniture to introduce for students in order to know what students knew and did not know about the content that they will listen, intrigued, create excitement for all activities - Ask students to think, guess what they are going to hear in a certain context - Teach vocabulary, however not introduce all new words students should guess the meaning of words in context, teacher should offer the purpose of listening, requests and task assignments for the content heard - When carrying out the pre - listening activity, the use of visual maps accompanying illustrations will give very good support to clarify the context suggests the content that they are going to hear Pictures is also a means to check the level of students listening comprehension - Show the pictures or questions of exercise to students in order to figure out all information needed to hear * Some tricks taught in this phase - True / False statements prediction - Open - prediction - Ordering - Pre - question The choice to perform activities in this period will depend on a number of factors such as time of listening exercises, documentation provided available or not available, the level and interests of students Conditions of classroom teaching is also one of the factors leading to decide what technique Besides teaching purposes and objectives of the test are also the basic elements for teachers to make their selection For example: Teaching listening - Unit 15: What would you like to be in the future? - English - Grade I proceed as follows: Unit 15 : Lesson 1: Part – English 5- Grade *Pre - listening + Pre – teach: review vocabulary: 1a adentist/doctor 1b a writer 1c a teacher 2a an architect 2b a farmer 2c a teacher 3a a taxi driver 3b a footballer 3c a pilot + Check vocabulary: Slap the board Open prediction + Set the scene - Have Students work in pairs to point at each picture, ask and answer about the Job in the future part page 31 - What would you like to be in the future? Feed back students precdiction b While - listening - The purpose of the activities in this phase is to help students practise listening skill that is to say verbal drawn convey information - Have students listen and exercise if the students previously guessed the content of the listening exercise in this section, ask them to compare what they had guessed with what they have just listrened - For all hard to hear, the teacher can divide the process into a listening exercise hear from easy to difficult - For long listening exercises, we can make it easier by giving all kinds of exercises that are suitable for the level of students - Some expressions in this phase + Defining True - False + Check the correct answer + Matching + Filling in the grip/ chart/ gap + Answering comprehension questions + Selecting + Deliberate mistakes + Listen and draw For example: To teach listening: Unit 5: Where will you be this weekend? - lesson 1- Part 4- English - Grade *While - listening Listening - Listen to the tape and check your prediction Feed back? Work in groups and write the answers on the poster Hang the poster on the board and correct answer keys : 1b 2a 3c Comprehension questions - Listen to the dialogue again and give the short answer for the questions a What would you like to be in the future? b Would you like to be a pilot in the futute? c Why would you like to be a pilot? Answer keys: a I’d like to be a pilot b Yes, I’d love to c I’d like to be a pilot because I would like to fly a plane c Post – listening + The purposes of the activities after listening are to: - Check to see that if students can understand the information requested or not and complete the operation in stage "While - listening" or not - Find out the reasons why students not hear or not understand some of the listening exercises - Help students with the opportunity to assess the attitudes of people who express the intonation of communication conversations - Use extension exercise themed listening skills used to supplement more ear training + Some tricks during this period: - Give the answers and feedback - Ask students to repeat or say some words or sentences heard Feed back (While listening) - Organize students to say about them or their friends by relying on some information in the test - Have students mention some comments on the results of the listening group - Give students play out conversations heard - Use extra exercises to help students have more information about listening test Depending on the specific details, teacher can use one of these activities For example: Unit 9: What did you see at the zoo? – lesson1 - Part - English - Grade *Post - listening Write it up Transformation (writing) - Ask Students to base on the following passage , write another passage about you + I'm Lili I like going to the zoo with my friends My favourite zoo animals are Gorillas I think the gorillas are very intelligent They can a lot of things I also love elephants They can spray water with their trunks Feed back But according to the characteristics of each lesson, teacher can carry out step process listening and comprehension practice for students, especially first 10 step that can help them shape and develop the ability to focus interest, speculation using information that will listen Thus students will actively listen and feel more confident Requests of the listening period are: + Quality Assurance hear samples + Good quality of radio + Teachers read with average speed, correct pronunciation 2.3.2 Combining practice listening to other technical groups 2.3.2.1 The technical team practice facility These are tricks premise significant in shaping students listen to English ability a Practise routines focus attention to hear Ask students to listen to your sentences and call them to repeat individually what you read Teacher referred repeat individual students Help students have habits and awareness to listen to the teachers One way to help students focus on hearing is to ask students to repeat what their friends said Teachers often ask the questions to require students to use the information from what their friends said to answer For example : Student A says: “I like gorillas because they are intelligent and funny things.” After Student A stops talking, I can ask other students to answer the question What animals does student A like? Why does student A like gorillas? Once a week, have students to play a game focused on listening For example: * The first Game: The Spread information If the class has 10 rows of desks, teachers make 10 votes, per share recorded a statement Then vote for one student awarded top row The student is responsible to whisper in his or her friend’s ear what he or she read Continue whispering one by one until the end of the sequence The last person will speak loudy what he or she heard from their friend, and the first student will determine if the sentence is correct or not * The second Game: Find your friend to communicate Teacher prepares some questions and answers on paper, pair with answers to our questions by the numbers: for example, question one corresponds to answer Students find the answer by finding their corresponding answers from the friends, the pair receiving first will win * The third Game: Helps friends learn better Each student in the class collects or self- imposed a sentence (which may have been wrong information) each member of the class will listen to the question and then seek to identify themselves is right or wrong and correct the wrong one Teachers should draw students tasked to all members of the class to listen to their friends 11 * The Fourth Game: Listen to story and answer quickly “Who? Like what? Why? For example: The teacher introduced: Her name is Lili She went to the zoo with her friends yesterday She saw pandas She liked them because they were really cute and did things slowly” “ Who went to the zoo? “What animals did she see?”, “Why did she like them?” b Listening word stress and sentence stress When the British listen to a word that has many syllables, they only listen to the stress of word When you hear a word having more syllables, you should practise listening to the accent of the word When you hear a sentence, pay attention to hear the accent in question and accents that coordinate to guess the meaning of the whole sentence For example, when listening to this sentence: I took photos of the gorillas for my Science project NOTE : Hear the word accent (bolded words) then guess the meaning of that phrase Thus, with this technique I practice for students to both hear and guess the meaning by grasping accent The training stress of words or phrases should be done not only in the listening exercise that works in many different stages of English language teaching: practice reading new words, introduce new grammatical structures, or perform Before you read but also in the listening and reading or reading in each unit of study c Practise listening and make differences of similar pair sounds, pronunciation of difficult sounds and sound connecting while the natives say In fact, many students receiving an English voice are often not prepared or not contain many sounds similar to the pronunciation of the natives It is also an obstacle for students to hear native speakers say Thus, students need to practice consciously and recognize the difficult pronunciation sound, or the sound as well as easy connection and sound while speaking of the natives, the ear training should be implemented and integrated frequently while reading from the new training, introducing new grammatical structures, or performing operations Listen and read or read in each unit of study In addition, teachers can make some games to help children just relax, just reinforce sound recognition skills and specific way audio connection closer to the native pronunciation 2.3.2.2 Stress training technical Group These measures help students practise listening skills to understand a conversation or reading a textbook There are two main measures: a Combine listen and read Teachers help students have opportunities to practice listening by utilizing language data in this section and designing listening exercises Part listen and read, repeat or number is a conversation to introduce thematic content and vocabularies, new grammar structures Despite the introduction of new language, listening and reading part always imply the corpus that students have learned So Teachers can exploit certain part in this stage of listening 12 - How to proceed: Before students listen to tape, require students not to use textbooks teachers create situations using context or the surrounding real environment, or the real situations in the classroom, or real family life and friends of the students, or the real thing, the real phenomenon, common or map, the newspaper reports In addition, teachers can set up situations and contexts with the support of visual aids and language, students have learned, they are connected with the content will be listened This step is to help students feel interested and realize direction of the listening subject For example: Unit 15: What would you like to be in the future? lesson - part1 Look, listen and repeat - English - Grade Set the scence: Linda Tony and Mai are tatking about their jobs in the future Listen to the dialouge and answer the following questions What would Tony and Mai like to be in the future? Why would Linda like to be a writer? Ask students to listen and answer questions Teachers should organize to emulate and celebrate for students who achieved results in groups and organizations Have students open their books to read and listen to the conversation and Students should pay attention to new vocabularies, new structures and their stress b Organize for students to actively listen and listen creative exercises in the textbook The listening exercises in Grade 3,4 are mostly attached by pictures and the words and sentences are shorter By the fifth grade, the amount of pictures have reduced There are more difficult words and longer words Depending on the characteristics of each article, the teacher can proceed to implement threestep process for students to practise listening comprehension, especially in the first step so that they can help shape and develop the interest, ability focuse on the need to hear and know the focus using the information from the questions or pictures,diagrams, in listening exercises to gues what students are listening Thus students are active and more confident when they are listening 2.3.2.3 Expand technical training group Provide some extra exercises extended by selecting some exercises that are the same level from the corpus of documents to test short - weekly, monthly, correct and evaluate exercises for students in front of the class The results of the tests require students to save on their storage covers in order of their learning time to help students easily recognize their own progress, as well as Parents are informed about the results of their children For example: Test 15 minutes listening skills grade 13 Listen You are going to listen to the dialouge among Akiko, Mai, Tony, Nam and Linda Talking About means of transport Listen carefully and give short answers example: How can Akiko get to Phu Quoc? How can Tony get to West Lake? How can Mai get to Hau Giang? How can Linda get to Ho Chi Minh City? The content of the listening test: Akiko: I want to visit Phu Quoc Island How can I get there, Mai? Mai: You can take a boat from here in Ho Chi Minh City Akiko: Great idea Thanks a lot, Mai Mai: You’re welcome Tony: Where’s West Lake, Nam? Is it far from here? Nam: Yes, quite far Do you want to go there? Tony: Yes, I How can I get there? Nam: You can take a taxi Tony: Where are you going next weekend, Mai? Mai: I’m going to Hau Giang Province Tony: Is it far from Ho Chi Minh City? Mai: Yes, quite far Tony: How are you going to get there? Mai: I think I’ll go by coach Linda: I have some friends in Ho Chi Minh City I’m going to see them next Sunday Mai: How are you going to get there? Linda: By plane Mai: Great.It’s faster than by coach or train Have a nice trip! Linda: Thanks, Mai During my teaching process, I always help students have opportunity to practice listening and ask them to hear much English through television, radio, tapes especially students should listen to indigenous people when they say 2.4 The effects of this initative 2.4.1 For my school Through the practical lessons of students and compare the quality of the class During training I noticed they no longer have to worry about listening 14 periods when students have the listening class, and students are eager to practice and the results of all students acquire better a The results achieved through the first semester examinations Grade school year 2016-2017 (appraise under the circular number 22) N0 class sizes Good completed completed uncompleted No % No % N % o 5A 26 11 42,3 14 53,9 3,8 5B 22 40,9 13 59,1 0 + 48 20 41,6 27 56,3 2,1 b Compare Compared with the results of the first survey I found: - Good completed and completed increase: 22,4 % - Reduce the number of uncompleted: 27 % - Most of students finished well in listening tests periodically And one more good thing is that the students in the rural areas not hardly know about information technology, but in district English club exchanges I have had many students achieved high result and in the school year 2016 – 2017, there are some students who are in grade They attended the school English club, they achieved high point in most of listening questions in the test My students finished well and achieved maximum points 2.4.2 Experiential Lessons for colleagues and me - Teachers need to discover a fundamental deficieny of students in order to have overcome - Pay much attention to weak students to help them become familiar with this language and use in daily life - Teachers need to choose suitable skill for each student Help students have the best conditions to learn the subject, especially practice listening skills - During the lesson, the teacher should take advantages of time to guide for students to practice listening Need to know disadvantages in teaching time, class size, teaching aids and material factors such as class sizes, teaching aids Teachers need to encourage children to practice listening skill Especially listening to native speakers when they read CONCLUSION AND PROPOSAL 3.1 Conclusion Learning is long hard work for students Thus teacher outside knowledge transfer task for students have to find ways to make lessons more effective and attract the students’ attention Guiding for children to have good learning methods is very important, especially, It is necessary to encourage them to use English in daily life If we learn a foreign language but we not practice 15 communicating daily, Our knowledge will be faded time by time So I made some slight ideas to help myself find a method of teaching a listening more effectively, help students to achieve high quality learning In a nutshell, I think, training listening skill for primary scholl is a positive approach, optimal and efficient for students because this method has been verified through actual teaching and members of professional groups analysed, evaluated and consented It can be said, the professional firm and devoted teacher who is responsible for the key to success, opens a new vision for all the students Therefore, students feel interested, comfortable, self -confidence, they not fear, pressure and they are not shy anymore, either 3.2 Proposal In the era of open integration with the world in a myriad of opportunities as well as many of the challenges, It is the young generation who are the pioneers to connect Vietnam with international friends, so they are the ones who need to strive to learn more, devote their best ability for a rich and flourish country, and compare with the great powerful countries in the world And so, the way to lead them to success is to learn, to hear, to speak, and to communicate in English very well! With that importance, I strongly suggest some proposals as follows: a For Youth - Youth Brigade: We give them some playgrounds, clubs to speak English at school By coordinating with English professional groups, other professional groups as well as and other organizations, weekly or monthly and special anniversary holidays of the year, we must have real plans and encourage weaker students to participate b For teachers: In addition to teaching in the classroom, teachers need to visit class, supervises colleagues not only in schools but also take time to visit colleagues in school groups Regularly organize their teaching subjects in accordance with the actual situation of the school and classroom It has to be evaluated, contributed ideas and give honest and accurate comment about advantages and disadvantages after each lesson c For school leaders: Next to the overall leadership of the school's work, it is necessary to add equipments for teaching, listening, watching and learning English at school, school leaders need more care deeply about teaching teachers, encourage teachers to do, use equipments effectively, Teachers must check and protect teaching aids well school leaders should urge and encourage all members of the school Council together to the business of growing people well Above are some of my effective experience, I summed up in the teaching process I hope to receive the attention, the share and the sincere comments from the colleagues 16 Sincerely thank you ! CONFIRMATION OF SCHOOL-MASTER Thanh Hoa, 15th, March 2017 I declare that this is my experience innovation not copy written by Le Thi Hai REFERENCE BOOKS - Ministry of educationh, 2014, 2015 English 5, Student’s book, Teacher’s books, Publisher of education - English language teaching methodology for teachers in Primary shools 2005-PVD 17 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 LE THI HẢI Họ tên tác giả: Chức vụ đơn vị công tác: Trường Tiểu học Lộc Tân TT Tên đề tài SKKN Method to teach vocabulary Pronunciation training Teaching English by outside Cấp đánh Kết giá xếp loại đánh giá (Phòng, Sở, xếp loại (A, B, Tỉnh ) C) Phòng GD&ĐT B Hậu Lộc Phòng GD&ĐT C Hậu Lộc Phòng C Năm học đánh giá xếp loại 2008 – 2009 2010 – 2011 2012 – 2013 18 activities Method to train listening skill for students in grade to be efective in Loc Tan primary school GD&ĐT Hậu Lộc Phòng GD&ĐT Hậu Lộc B 2014 – 2015 19 ... problem "Method to train English listening skill for students in grade to be effective in Loc Tan primary School" 1.3 The studying subjects Method to train English listening skill for students in grade. .. direct teaching, initial skills training for students, the skills of listening, speaking, reading, writing, I give some experience in the teaching process of listening skill to my students whom... especially for students in rural area as grade students in LocTan Primary School By the time of the new school year, to understand the situation, learning ability, listening skill of students grade 5,