A NUMBER OF TIPS TO MAKE EXCITEMENT IN LISTENING ENGLISH SKILLS FOR STUDENTS IN GRADE 9 OF DONG MINH PRIMARY SECONDARY SCHOOL

0 THANH HOA DEPARTMENT OF EDUCATION &TRAINING DONG SON OFFICE OF EDUCATION AND TRAINING INITIATIVE IN TEACHING EXPERIENCE A NUMBER OF TIPS TO MAKE EXCITEMENT IN LISTENING ENGLISH SKILLS FOR STUDENTS IN GRADE OF DONG MINH PRIMARY& SECONDARY SCHOOL Written by: Pham Thi Hoa Position: Teacher of English Address: Dong Minh primary& secondary school Field of initiative: education TABLE OF CONTENTS DONG MINH, 2021 INDEX SECTION Index A The opening I Reason for choosing the subject II The scope of research III Research purposes IV Research methods B The content of the initiative experience I Basis of issue II Status of the problem III Measures carried out to solve the problem IV Effect of the idea C Conclusion and recommendation I Conclusion II Recomendation Reference material Page 2 2 3 3-5 5-13 13-14 15 15 16 17 A THE OPENING: I Reason for choosing the subject: The grower the society becomes, the more educators, parents are aware of the importance of learning a foreign language in general, especially learning English in particular English is an important key for young generation to open the future, the needed site to step out into the world and serve their future career It also a means for today young generation to exchange, learn with young people in all over the world Study about the customs, traditions, cultures as well as the progress of science and technology of many countries According to the innovative method, English is no longer taught grammar but concerned more about the communication which is the main purpose in learning English Learn English in order to communicate with foreigners However, in the four skills in English, the listening skill must be said the most difficult In fact, most students are not interested in learning listening skill As a perennial English teacher, exposed to many students in many different locations, I really worry about the quality of learning English in general, how students learn English listening skill in particular So with the passion for my job, desire to learn, I'm researching solutions to improve the quality of learning English, especially the method of causing the excitement for students in learning listening skill So how to help students-especially the last level-9 graders can apply vocabulary and grammatical structure to listening effectively? How to teach listening to every school pupil to help they feel fascinated and loved the subject more? How to find some positive, simple, easy to understand, practical methods? That’s the reason why I choose the topic: "A number of tips to make excitement in listening English skills for students in grade of Dong Minh secondary school" II.Research purposes: With the successful research theses ideas will help teachers acquire the following experience: Organize to teach effective listening The steps to conduct a more effective listening teaching Instruct students to practice, practice skills and techniques to hear English III.The scope of research: The subject of initiatives this experience revolves around the study of the teaching and learning English listening courses of teachers and students in class 9A at Dong Minh secondary school IV Research methods: The method of observation The method of Exchange, discussion: 3 Experimental methods: Methods of investigation B THE CONTENT OF THE INITIATIVE EXPERIENCE I Basis of issue: English language teaching and learning is not just about "learning to learn", which is to be thinking, there is depth We not only aim to achieve significant grammar but also aim to reach and develop skills to use that language Grasp the essence of communication and be able to communicate as needed is what we desire LISTENING skill is considered as a more passive skill, and listening skill is often harder than reading skill in a language, through listening is the speech which has characteristics quite different from text II.The reality of the problem: English is a difficult subject with the volume of knowledge and in the process of hearing so the students not control things that they will hear Words in the tape are very fast and unfamiliar Listening post has many new words, word accent, accent was negative sentences, linking words, intonation which are very different and difficult so students can not understand the article content Purpose of teaching: The purpose of language teaching is not to provide students with knowledge of the language, but the ultimate purpose of teaching English in general and English in particular is to teach students the ability to communicate in English Students' communication skills are demonstrated through the following skills: Listening, Speaking, Reading and Writing English listening skills of students are formed through a learning process in the English language In addition to studying at school, students must learn to train themselves through various forms and methods Listening skills are the ability to use language knowledge for the purpose of listening comprehension in English The fundamental factors directly affect the effectiveness of listening: 2.1: Teachers: - With the new teaching method, the teachers play the role of directing and controlling the students in the classroom - In order to conduct an effective listening lesson, teachers should implement the following basic elements: + Select and use flexible teaching techniques appropriate to each lesson content 4 + Organizing, controlling classes, distributing reasonable time + Proficient use of equipment, teaching aids for listening + Creation of teaching aids suitable for teaching + Inspirational, attractive, attractive students 2.2: Method - teaching technique (Listening Techniques): - Listening techniques are taught by listening content, in other words, the content of the listening lesson governs the choice, use of the combination of methods and techniques of listening Each teaching technique is suitable for a specific teaching style (grammar, speech, writing ) 2.3: Equipment and teaching aids for listening instruction: - The use of pictorial assisted instruction for foreign languages in general and English in particular is considered a means of expressing part of the main content of the textbook In all new textbook units, the content of the text is recorded in the cassette tape, while the textbook only prints the listening exercises To perform these listening exercises, the learners must listen to the contents of the lesson Moreover, teaching aids is also an active means of innovating teaching methods, motivating and motivating learning * Equipment required for the course: - Transceiver cassettes - Voice recorder for reading and listening to textbooks - Pictures illustrating the content of the textbook - Self-made stationery pictures 2.4: Students: In the relationship between teaching and learning: Teachers are the organizers, directing students to self-control their knowledge by their own actions, their own intellectual actions in the role of controlling the teacher member For good listening practice, students need to have the necessary skills in listening comprehension in English 2.5:Teaching aids: - There are too many teaching materials for teaching, some missing: pictures, photos, tapes, casstte - The quality of tape is not good, voice is not clear, noise is high Specific investigation: In the process of teaching, I personally take 9A class with a sense of studying the characteristics of the students’ learning situation, the students have learned From the beginning of the school year, I have directed myself to a specific plan and methodology to actively investigate the learning situation of the students in my classes Through the investigation, I realized that most of the vocabulary is unlikely, and English listening and communication skills are limited The results of the survey are as follows: Total 27 Mark 0-3 % 10(37%) Mark 4-5 Mark6-8 % 14(51.9%) % 3(11.1%) Mark 9-10 % The reasons for this are: - Foreign language is a difficult subject, especially listening skills, the children are not self-learning, so the results are not high - They also speak a lot of local languages, so the practice of listening skills is very difficult How can we excite children in these classes? In the face of reality as well as in the teaching and learning English of teachers and pupils of Dong Minh Secondary School for better work, I strongly improve the method of teaching from listening with the desire to help children learn They not only learn the language through communication but also learn more about the grammatical structures that they learn in lessons Applying this method, I have achieved quite high results, most of them are interested in learning hours leading to understanding and doing good articles The most basic perspectives on innovation methods is how to promote positive be charged, the initiative of the learners, creating optimum conditions for learning and practice, developing the ability to use language to communicate rather than providing pure language knowledge With this perspective, the tricks and activities on campus were changed and diversified development The teacher needs to grasp the main principles of the method and learn the tricks and teaching activities from the standpoint of communication so that you can apply to be a flexible, consistent and effective III Measures carried out to solve the problem: The concept of teaching listening skills: Active listening is the most complicated language; it incorporated the constituent elements of the gain the awareness and knowledge of languages Listening is one of the primary purposes of teaching foreign languages Consists of two levels: 1.1 Level 1: (identify or discern): awareness of sounds, words, groups of words in relation to their structure Only when this possibility became automation, the listener can regenerate, behave and respond to what is heard in the audio chain that 1.2 Level 2: (selected): listeners learned elements useful to understand was the speaker At first listening comprehension, verbal sentences are short, simple and longer sentences Studying of the listening activities: 2.1 Listening in everyday life: Listening to not focus: is the listening acticities to entertain such as listen to radio, watch films on TV which still can proceed at the same time another job Listening to focus: is the deliberate player, wants to capture the information of content would do.For example, hearing the news on the radio, the television, listen to the instructions, instructor lecture, interpretation, etc.In this case, the listeners primarily focus on the important points, needed for his intention Regular listeners know themselves what they want to hear This helps the listeners pay attention to the right content should know, because so often capture the issues more effectively 2.2 Listen in the environment: in the environment, mostly listening activities that focus, and aims to develop different skills The type of hearing in learning foreign languages as follows: - Listen to main ideas -Listen to find the necessary information -Listen to affirm the previous conjecture -Listen to perform communication tasks are laid out -Listen to details (Both the contents and the structure of the language) * Note: students can reset the amount of information based on the following basis:-knowledge of the language (vocabulary, grammar, semantics, style, etc.) - The familiar with the topic being addressed -Observation, interpretation, communication context, including what happened before - Knowledge, knowledge that they possess the same said - Understanding, the personal preference, attitude speaker -An understanding of the context, culture in communication -An understanding of the external signal language like: speed says, stop the, gesture, gestures, looks to the Conduct the tips taught listening: 3.1 Building trust (Confidence building) 3.2 Identify the sentence accent (Sentence stress reception) 3.3 Resolved topics (Topic interpretation) 3.4 Listening comprehension for the main idea (Listening for gist) 3.5 Identification details (Recognising details) 3.6 Listen to capture the necessary information (Listening for wanted information) 3.7 Copy the spell (Dictations) 3.8 Event chain diagrams (Sequencing chart) 3.9 Grammar spelling (Dictogloss) 3.10 Listen-guitar (Listening and note-taking) Organize the different listening activities: 4.1 Help students listen effectively: in fact, listening still is a difficult skill for today's school students To overcome these difficulties while listening, teachers can use the following measures: - Introduce the topic, the related content to hear; explain the concept if necessary -Questions help students anticipate the content will play -Introducing new words , reinforcing the vocabulary necessary for listening -Question guides when listening -Divide the process of listening into each step, for example + Times the first player: hear main ideas, answer questions + Times the second listener: listen to more details etc -If the dealer long post, listen to short to let students hear, there are specific listening requirements vary 4.2 Getting things predictable, listen to: (predicting) the skills needed when listening is the ability to predict what is about to be heard So when listening to students, teachers should give students guess things about to listen in a certain context This activity may proceed with the hearing which the plot or a conversation For example, when listening to a conversation, the teacher may stop following a sentence by a character in the conversation and ask students to watch the other characters will respond like? Will behave like? Agree or not? … For example: ( English 9- Unit 1: Local environment- Skills 2- page 13) Tapescript: Tra: I love history, so my place of interest is Viet Nam National Museum of History ( What can you hear? Is it history or not?)There's an extensive collection of artefacts tracing Viet Nam's history They're arranged chronologically from primitive life to modern times It's also near Hoan Kiem Lake and the Old Quarter, so you can spend time looking round and exploring Vietnamese culture Nam: I'm fascinated by traditional handicrafts (What does he like?) At weekends, I usually go to Bat Trang, a pottery village not far from Ha Noi centre (Where does Nam usually go? What does Bat Trang make?)My friend's relatives live there and they own a workshop Every time I go there, they teach me how to make things such as pots, vases, or bowls I'm learning to paint on ceramics now Hoa: Ha Noi Botanical Garden is the place I like There are lots of trees from different countries (Where are the trees from? Can you hear what?), a lake, and a small hill I usually climb up the hill and read books at the top because there's a large lawn After that I go down and feed the pigeons Sometimes I just sit on the bench, watching people dancing or playing sports It's a nice place for those who love nature and quietness 4.3 Listen to confirm his speculations about article content, listen: this is the same truth applies to reading comprehension skills: before listening/reading teacher, exploiting suggestions of what students have already known about the content issue would listen/read, what is unknown Then listen and relate the understanding with the content should look For example, when conducting a post about Tourism in Viet Nam (English 9-Unit 8: Tourism-Skills 2), the teacher would ask, suggest what students already know about tourism, such as: its importance, the good effect, the the objectives Then the request the students to listen, find answers Listen to the lecture and tick True (T) or False (F) T 1.Tourism plays an important part in the development of many nations 2.Modern transport promotes tourism 3.Tourism depends on the income of a country 4.People's lives get better with the development of tourism 5.Tourism helps promote international understanding and cooperation F 6.Young people go to big cities to meet foreign tourists ( English – Unit 8: Tourism – Skills 2- page 27) 4.4 Listen to retrieve required information: as mentioned, when conducting active listening, teachers have to send out the request, the task of listening; focusing on the primary content, it's important to let the listener has the specific purpose The form of missions, diverse requirements, be it the form to answer the question or complete the tables For example: Listen and write the missing words in each gap: (English – Unit2: City life- Skills – page 23) 4.5 Listen to capture the main ideas: (Listen for gist, for main ideas), in many cases the student should be listening to understand the main ideas, essential items without the need for attention to detail For example: Listen to the conversation about their eating habits and decide if the statements are true or false: (English – Unit 7: Recipes and eating habits- Skills – page 15) 10 Tapescript: Nicolas: “ I don't have a proper breakfast I never have time because I always get up late Normally, my mum buys a packet of biscuits and I have some on the school bus At lunchtime, I'm always hungry, so I have a hamburger, a packet of crisps, and a cola I can easily get them at the school canteen For dinner, I like fried beef, noodles, and eggs, rent really eat vegetables because they aren't tasty My mum says rating habits are unhealthy I'm thinking about changing them If I continue eating like this, I may become overweight” Important sentences are I always get up late I can easily get them at the school I’m thinking about changing them 4.6 Listen to the next communication activities: the listening activities, usually in the form of filling out tables, for a communication activity that followed For example: Listen to what a tourist says about Ha Long Bay and complete the data chart Name Ha Long Bay Location (1) _ region of Viet Nam Reasons for choosing the place - a magical place - recognised by (2) _ - its rich history and (3) setting Main features of the place - like a work of art - 1,969 islands in two main (4) _ : the southeast (belonging to Bai Tu Long Bay), and the southwest (belonging to Ha Long Bay) - wonderful (5) in Ha Long Bay: Thien Cung, Dau Go, Sung Sot, and Tam Cung - one of the places where humans first existed Comments and feelings about the place It is truly unforgettable thanks to its long history and (6) natural beauty (English – Unit 5: Wonders of Viet Nam – Skills 2) 11 After completing tables for posting listen on, the student can continue to work with the next communicative activity or say more about Ha Long Bay Practicing various forms of listening comprehension exercises: Listening comprehension exercises has various forms The popular exercises were: - Defining true – false questions - Checking the correct answer / information - Matching - Filling in the chart - Filling in the gap - Answering comprehensive questions Assumes some basic principles when conducting active listening: Listening activities so as to achieve the desired goal, teachers need to implement some basic principles when conducting a listening post as follows: 6.1 Lead-in as mentioned above, when focused, listeners often have unintended, toward a focus on the need to hear, will know to pay attention to the content when listening So when taught to hear teachers also need to create the "intent" to have the students prepare for the upcoming hearing through the activities before the hearing as: - Introduction of context, situation - The questions suggested, the guess about the content about to hear - The questions to create curiosity, create excitement about article content are about to hear - The questions that guide requirements for the necessity of listening comprehension etc 6.2 Listening tasks Listening activities necessarily have driven through the requirements, mission teacher-designed for students to perform The requirements, this task can be one or more of these forms of listening exercises as listed in section 6.3 Conduct follows three stages: prior to the hearing, while hearing and after listening a Pre – listening: - Arouse interest - Set up the context - Create reasons for listening - Pre-teach structures, newwords - Introduce briefly the topic, content - Eliciting, guiding questions - Predict the text - Giving expectation 12 The teacher who created the exam preparation listening to students by leading questions provoking talk about the topic of listening post, ask students to observe the war, reading from and guess what they are prepared to hear about what topics? Who's going to say? Says who? The conversation took place where? Teachers can ask students to work in a group preliminary guess about the content of what the content is about to look through the files or listening post's situation Maybe there are things students say not exactly with what the children are about to listen to but the problem is that the children get excited before the hearing, understand situations and themes are about to hear Teacher Gong can help students anticipate the difficulties may be encountered in terms of pronunciation, since the new structure, the knowledge or the knowledge of the culture, the country school Finally the teacher need to enlighten students know that they will hear as many times (from to times) and guidelines require, mandate to hear (answering the question, select file or inset file) playback time and homework (3 or minutes) b While – listening: The activities practiced while listening to are the exercises are done while the students listen to, can listen to listen again to perform exercises The form of training at this stage is to find out, hear the article contents Depending on the purpose and the specific content of each post, will take the form of questions and require different extraction, can both in terms of content, just about the language The exercises and tricks common in this stage usually have the following form: Find the word / sentence that says ; Check / tick the correct answer; True – false; Complete the table; Fill in the chart; Make up charts / diagrams; Make a list of ; Matching; answer the questions The teacher turned the tape or read the post play or times The students get familiar with listening post covering listening post content, the second hearing the correct information to complete the exercises, the third listen and check that the exercises have done the main objective of listening comprehension is that students hear the main content or get information at the same time understand the attitude, the author's point of view Therefore teachers need for the students to hear the whole song to the children grasp the General ideas as well as the layout of both the paper and homework, then it is possible to play back each piece to check the results, or hear back the place hard to confirm response c Post – listening: After students hear and listening comprehension exercises, teachers can continue to conduct these exercises require understanding of general articles; contact fact; knowledge conversion, knowledge or information, data received through listening, practice reinforces the key grammatical structure 13 The form of exercises may refer to: Arrange the events in order; Find the sentence that summarizes the content of the tape; Give the title of the listening text; Disscussion questions; Gap filling; Guess the consequenses / results of the story Students report the previous layer or in Group results themselves heard, other students listening and commenting to comment or fix articles for you Recounts, records the basic content of the hearing or conducting activities that develop, expand thêmbài listening is also a form of activity help inculcated knowledge Always apply these tips raise questions when teaching the English listening skills: In the course of teaching, the question has always been used as a common tool and is almost indispensable in every lesson For an hour of teaching listening skill I usually use a variety of different questions, such as: Yes-No questions; Alternative questions; Wh-questions; Multiple choices; True-False… The types of questions to be answered by taking the direct hearing in the post or by implication in the article often easier but with questions that require the inferences, evaluation to answer the very difficult should the choice of questions for students to hear, guess and answer requires teachers to be flexible The different teaching methods have the viewpoints on TeachingLearning vary but can be summarized into two major perspectives: + Teacher dominated + Students centered In recent years, the teaching and learning of English in schools has made the move to the new change-oriented teaching method, but when the teacher is also embarrassing, yet flexible use innovative methods, not yet really promoting is calculated positively by students Teachers should study how to teach good listening for students to use in practice.And the student also has the equally difficult task, it is the persistence to learn, are difficult to gauge, is forged, and must find a way to overcome difficulties and find the right learning methods in order to reach optimal efficiency IV Effect of ideas After a session proceed to apply the above mentioned teaching methods, I've tracked and surveyed the quality of student learning listening skills in English in class 9A at Dong Minh secondary school and obtained a relatively satisfactory results Specific figures are as follows: Total Mark 0-3 % Mark 4-5 Mark6-8 % Mark 9-10 % % 14 27 10(37%) 14(51.9%) The result of the second 15-minute test: Total 27 Mark 0-3 % 5(18.5%) Mark 4-5 % 12(44.4%) 3(11.1%) Mark 6-8 % 8(29.6%) Mark 9-10 % 2(7.5%) The result of the third 15-minute test: Total 27 Mark 0-3 % Mark 4-5 % 4(14.8%) Mark 6-8 % 17(63%) Mark 9-10 % 6(22.2%) In comparision with the result at the beginning, it can be said that this result has improved a lot Moreover, by using these tips, students are more interested in learning They are always ready to receive every lesson with the highest excitement This also help the teacher feel excited in teaching as well as finding new methods to help students learn a foreign language better and better After successful application of this topic I myself have achieved remarkable results and valuable experience for myself as follows: 1- Teachers must always create a foreign language environment during class hours and must use English as the primary language to communicate Depending on the class and the students, teachers can use short English sentences, simple, easy to understand, easy to remember - Teachers should always encourage students to use the knowledge they have learned to use in communication - Teachers should not pay too much attention to students' mistakes while speaking Let them listen and speak naturally Never force a student to stop talking while the student is trying to express his or her meaning in English, which will make the child feel guilty about making mistakes - Teachers should integrate English listening and speaking activities in a "play-and-learn" manner - During their stay at the house, they teach English listening to radio, television, listening to songs in English By creating such foreign languages, new students can practice listening and other communication skills 2- Teachers need to attract, engage students in the listening content in the form of activities, the appropriate listening techniques for each stage of a listening lesson 3- Creation of listening devices suitable with the contents of the list: pictures, models, tapes 4- Teachers need to select, use and coordinate flexible teaching methods and techniques in the course of teaching hours In the practice stage after 15 listening, in addition to the textbook exercises, teachers should provide appropriate exercises, which have high practical communication features C CONCLUSION AND RECOMMENDATION I Conclusion After many years of teaching as well as applying the subject, I can draw some following experience: 1) For teacher: For any other subject, the teachers also need to create excitement for the children at the beginning and especially have to guide them to self-study because time in each period is only limited within 45 minutes Intelligent students only try to remember the main knowledge Want to study well, they have to spend time self-learning and researching as well as reviewing lessons at home Study time at home is primary but many students not have consciousness, and especially not know how to learn themselves Therefore every teacher should stimulate, motivate and guide them to learn Having done this task, teachers were successful in their teaching Especially while performing this topic, teachers also need to be noted: - Need to specify the tasks for each group, guide the tasks of each group, each individual student clearly, easily to understand - Teachers should act as a guide, always help students, help them answer questions whenever they need 2) For students: - Each individual should actively participate in the group that he had been assigned, actively carry out his duties - Must be united with other members in his group and specially must have passion for the subject Teachers ask students to prepare well for the next class by: - Raise the system of open questions about what students are going to learn so that students have time to think, learn the material - Ask students to some exercises related to the content of the listening lesson that other skills classes have the same result - Encourage and encourage students to be confident, active and creative in raising issues and questions related to the contents of the unit II Recommendation In addition to training in teaching methods by the Thanh Hoa Department of Education and Training held annually,Dong Son education and training sector need to organize training sessions, thematic teachings to help English teachers in our district have an opportunity to learn, exchange experiences with each other 16 Besides, the equipment fitted to the case, such as audio-visual room, illustrations, cassette is really necessary Schools should facilitate, encourage and help teachers make good teaching job to bring quality of education in English is more and more increased In conclusion, I’d like you to help me make it perfect and more practical I hope my experience will be useful for my colleagues and the result may be better when they use it However, my research is done for a short time, I need your comments and suggested ideas which I can complete my knowledge and my subject Thank for your reading CONFIRMATION OF THE Dong Minh, March 30th, 2021 I assure that this research is written by HEADMARTER myself I not copy from the others’ research Signature of teacher Pham Thi Hoa 17 REFERENCE MATERIAL Teacher’s book and English (Ministry of Education and Training) English language Teaching Methodology (Ministry of Education and Training 2003) Some matters in renovating method in teaching English at Junior high school (Nguyen Hanh Dung) Innovative training materials in English secondary method Method of teaching English in junior high school (Nguyen Hanh Dung) ... listening skills in English in class 9A at Dong Minh secondary school and obtained a relatively satisfactory results Specific figures are as follows: Total Mark 0-3 % Mark 4-5 Mark6-8 % Mark 9- 10 % %... contents of the unit II Recommendation In addition to training in teaching methods by the Thanh Hoa Department of Education and Training held annually ,Dong Son education and training sector need to. .. teaching aids for listening + Creation of teaching aids suitable for teaching + Inspirational, attractive, attractive students 2.2: Method - teaching technique (Listening Techniques): - Listening