(Sáng kiến kinh nghiệm) yêu cầu cần đạt TRONG VIỆC dạy kỹ NĂNG NGHE CHƯƠNG TRÌNH TIẾNG ANH THPT

YÊU CẦU CẦN ĐẠT TRONG VIỆC DẠY KỸ NĂNG NGHE CHƯƠNG TRÌNH TIẾNG ANH THPT Như biết, nghe bốn kỹ quan trọng việc dạy học ngoại ngữ Trước đây, mục tiêu chủ yếu việc dạy học ngoại ngữ đọc hiểu để phục vụ nghiên cứu văn học, khoa học kỹ thuật Ngày nay, nhằm phục vụ sách mở cửa, đổi mới, hòa nhập với khu vực giới, mục tiêu việc dạy học ngoại ngữ giao tiếp Vì vậy, giáo viên phải dạy ngoại ngữ theo phương pháp giao tiếp ngôn ngữ: listening – speaking Có lẽ hầu hết giáo viên dạy ngoại ngữ đồng ý kỹ nghe hiểu kỹ khó người dạy người học Tại học nghe lại việc khó khăn? Vì học nghe, học sinh thường phải đối mặt với số vấn đề sau: - Lời nói băng nhanh - Giọng nói, ngữ âm trọng âm băng lạ, khác xa với giọng nói thầy mà em nghe ngày - Bài nghe có nhiều từ - Kiến thức em có vấn đề đề cập đến tapescripts không đủ để em nắm nội dung tồn bài, dẫn đến khó khăn lựa chọn đáp án -Các câu hỏi đưa cho học sinh trả lời dùng paraphrases nên khó cho em theo dõi đoạn băng tìm câu trả lời Bên cạnh đó, việc dạy kỹ nghe đơi lúc cịn chưa coi trọng mức số lý như: sở vật chất số trường chưa tốt, thiếu đài, băng đĩa băng đài chất lượng kém, thieus ổ cắm phòng học ; đề kiểm tra định kỳ, cuối kỳ, đề thi đại học, cao đẳng khơng có kỹ nghe nên dẫn đến tình trạng học sinh coi nhẹ kỹ Vậy làm để giúp em cải thiện kỹ nghe, để tiết học nghe trở nên thú vị hiệu hơn? Đó điều mà nhiều giáo viên trăn trở Trong sách nhỏ này, đưa số thủ thuật dạy kỹ nghe; kiểm tra đánh giá kỹ nghe hỗ trợ thiết kế kiểm tra nghe A Một số thủ thuật dạy kỹ nghe: Nghe kỹ cần thiết trình thực giao tiếp Giống kỹ đọc, nghe kỹ tiếp thụ, nghe khó đọc, ngơn tiếp thụ qua nghe lời nói Khác với đọc đọc đọc lại nhiều lần,khi nghe thường nghe có vài lần Do đó, dạy kỹ nghe, thủ thuật chung áp dụng cho kỹ tiếp thụ, GvV cần thủ thuật đặc thù cho hoạt động luyện nghe học sinh Đẻ có tiết dạy nghe có chất lượng, giáo viên thực thủ thuật việc dạy nghe sau: I Hướng dẫn, xác định rõ cho học sinh nghe hiểu: Nghe kỹ ngôn ngữ liên quan đến nhiều kỹ phụ khác Khi dạy cho em nghe ngoại ngữ, phải hướng dẫn cho em nghe theo nhiều cách khác Một số kỹ phụ liên quan đến nghe là: Khả nhận biết, phân biệt âm vị Ví dụ, khác /n/ /η/ từ ‘thin’ ‘thing’, /b/ /p/ cặp từ ‘big’ ‘pig’, /e/ /æ/ /bed/ /bad/ Nghe liên quan đến việc lĩnh hội cấu trúc câu Người nghe phải nhậ biết từ mà nghe thuộc từ loại nào, chức câu Ví dụ, nghe câu “Would you pick up the phone?” người nghe phải nhận “pick” động từ “phone” danh từ Ngoài người nghe phải nhận biết loại câu người nói diễn đạt câu hỏi, câu cảm thán, câu khẳng định thông qua ngữ điệu lời nói Một kỹ khác nghe hiểu suy thông tin không phát ngơn trực tiếp Ví dụ nghe câu: “Yesterday, after getting up and having breakfast, Peter went to school” học sinh phải kuaanj “Yesterday, Peter went to school in the morning” Kỹ thứ tư nghe hiểu xác định từ khóa ý, lời đoạn băng, từ người học nắm bắt nội dung cách xác II Các biện pháp khắc phục khó khăn dạy nghe: Giới thiệu chủ đề, ngữ cảnh, tình huống, nội dung có liên quan đến nghe: Khai thác kiến thức học sinh nội dung cần nghe, gợi trí tị mị, tạo hứng thú thơng tin nghe hoạt động warm-up quen thuộc Giải thích số từ cấu trúc cần thiết Thiết kế hoạt động, tập phù hợp với nội dung nghe Chuẩn bị đồ dùng dạy học trực quan sinh động hỗ trợ cho việc minh họa, làm rõ ngữ cảnh, nội dung cần nghe Tiến hành nghe theo ba giai đoạn: trước, sau nghe Chia tiến trình nghe thành bước: - Nghe ý chính, trả lời câu hỏi gợi mở, so sánh dự đốn - Nghe chi tiết, hồn thành tập - Nghe kiểm tra đáp án Nếu học sinh nghe không rõ số câu, từ, cấu trúc quan trọng GV nên tạm ngừng băng, cho học sinh nghe lại Đảm bảo chất lượng mẫu nghe, băng đài chuẩn III Các giai đoạn dạy nghe: Like any other skill lesson, a listening lesson always includes three sections: Pre – listening, while – listening and post – listening + In the ‘pre’ section, teachers raise interest about the topic, and prepare students for what they are going to hear + In the ‘while’ section, teachers should get students to think and engage with the passage in an active way + In the ‘post’ section, teachers should help students focus on the meaning of the passage 1- Pre- listening  There are some techniques to teach Pre-listening : 1.1 True /False prediction - Write or statements about the text students are going to listen - Ask students to read the statements (not the text) and guess which is true and which is false - Have students call out their predictions The teacher does not say if they are right or wrong - Then let them lisen to the text to check if their prediction are right or wrong - Let them listen again once, pause at wanted information and provide corrective feedback Notes: Teachers can use other tasks of prediction such as; MCQ prediction, gap-fill prediction or even open prediction I.2 Open - prediction - Teacher doesn’t give the students any statements, only set the scene and ask the students to predict some of the thing they think they will hear in the text In this technique, teacher should get students to work in pairs or groups so that they can use their general knowledge in guessing sufficently In this way, students have made their own listening guides - Ask students to present or write their guesses on board, porter or by words - Let students listen and stick their correction predictions - Feed back to the whole class and ask them to carry on with the other listening tasks 1.3 Pre- questions - Write a few questions on the board: One pre – question for each main point in the listening text - Give students a few minutes to work in pairs/ individually to guess the answers It doesn’t matter if the student’s answers are not right - Get answers from the students - Ask them to listen and check - Let students compare their answer after listening, then students call out their answers - Have students listen again, pause at the wanted information and provide corrective feedback 1.4 Ordering pictures/ statements/ events - Prepare jumbled statements, events or pictures relating to the story that students are going to listen - Ask students to work in groups/pairs to put the statements/ pictures in a possible order - Students call out their preditiond, teacher accepts different orders to create a “disagreement”, so it give stutents a real reason for listening and find out who is right - Students listen and stick or correct their order 1.5 More on predictions: In class, predictions can be good for communication.Some examples of what predictions can be based upon include: Visuals Knowledge of the author A skim of the first paragraph A set of key words from the text Reading the end and predicting the beginning Reading the middle and predicting the beginning and the end While- listening: The main purpose of this state is to get students to think and engage with the passage in an active way If they are engage with the listening they will benefit more from it Here are some practical activities to help students interact more with the listening: 2.1 Ordering pictures/ statements/ events (the same steps as in pre - listening) - Prepare jumbled statements or pictures relating to the story that students are going to listen - Ask students to work in groups/pairs to put the statements/ pictures in a possible order - Students call out their preditiond, teacher accepts different orders to create a “disagreement”, so it give stutents a real reason for listening and find out who is right - Students listen and stick or correct their order 2.2.Jigsaw - Divide the listening text into different parts and design some comprehension for each part - Divide the students into small groups to discuss to answer the comprehension questions - Form new groups with students having listened to different parts - Get students to share information to understand the whole text 2.3 Listen and draw: - Give students a map, or house plan or diagram or picture – any visuals that student can draw on – draw a route, mark changes, or label parts - Students listen to the text and respond by drawing, filling in, labelling, numbering, ect - Let students exchange drawings and compare theirs with their partners’ - Teacher let students listen again, give feedback by provide a correct visual 2.4 Grids: - Provide a table, which gets students to listen for the fact or details in the text Some of the information has already been filled in the table to guide thier listening - Let students listen and fill in the rest in note form (letters, numbers ) - Ask students to exchanges their table and compare the answers - Let them listen again until they have agreements on theirs answers - Call on students fill in the table on the board - Feedback from the whole class 2.5 Comprehension questions: This is the most common “while – listening” technique - Give students a set of questions: True/ false statements, multiple choice, “Wh” or “Yes No” questions - Run through the questions, explain difficult words or phrases, help students to realize cases of paraphrases used between the questions and the text - Have them listen and answer - Call on students to report their answers - Play the tape again and pause at wanted information, then provide corrective feedback Notes: Sometimes these comprehension questions have two parts, the first part helps students focus on the main ideas of the listening Multiple choice or True/ False statements are often used for this The second part forcus on the details: facts, figures, etc “Wh” type questions are often used for this 2.6 Skim or scan *Skim: Write the statements that summarize ideas of the whole passage or paragraph, and ask students to choose the best/most appropriate one For example: + Write headings then ask students to match to paragraphs +Write several titles for a reading passage and ask students to choose the best one *Scan: (This is similar to comprehension questions) Write questions that focus on different details and ask the students to answer the questions 2.7 Prediction * Get the students to close their books - Read the story aloud to the class or let them listen to the tape,but stop at approriate moments and ask the students questions what was said or what might happen next - Continue and see if they are right.This can be done as a game with groups of students checking each other’s answer - Repeat the procedure 3-6 times Post- listening: 3.1 Roleplay: In this technique, students dramatise the listening text, taking the role of the characters in the story they have just heard This is particularly good for students who haven’t studied the past tense but have just heard a story in the past tense - Have students call out characters in the story - Divide students into groups (each group presents a character) - Get the groups of the same roles together, eliciting and then letting them practise what they will say - Cross – group to help students have chance to use what they have practised in role - playing; or they can have chance to be one of other characters III.2 Recall the story After listening, teacher can ask students retell the story in the listening text in their own words - Teacher should help them by doing a mini drill first, usually using the same pictures or simplified statements that were used for “predicting” or “ordering” or “true/ false statements” in the while – listening tasks - Students practise speaking in pairs or groups - Call on students to retell the story in front of the class The retelling with a picture can also be done as a chain story 3.3 Write it up: Teacher can have students write up the information that they have in their listening instructions They reconstruct the text in their own words using the notes in “grid” or drawings in the “listen and draw” exercises as cues Students practise writing in groups, pairs or individually 3.4 Further practice: The teacher chooses a topic related to the listening topic, usually a topic personalised to the students, and designs a prodution activity for the students to For example, after doing the “grids” they will describe other classmates, or students can recount similar stories to the listening text – things that have happened to them personally Trên số thủ thuật nghe hiểu để rèn luyện lỹ nghe cho học sinh Để giúp giáo viên hiểu rõ thủ thuật áp dụng cách hiệu quả, sách xin giới thiệu vài giáo án dạy nghe chương trình Tiếng Anh THPT Bài thứ nhất: Giáo án Tiếng Anh 10 bản, UNIT 1: A DAY IN THE LIFE OF LESSON: LISTENING A Objectives : - To develop students’ listening skills - To help sts to know about a day in the life of a cyclo driver Lexical items : - District, drop, passenger, pedal, purchase, food stall Language skills &focus : - Listening & intergrated skills - The simple present tense Teaching aids : B pictures, textbook, cassette player, tape Procedure: * Warrmer: Question - answer exchange to lead to the topic: - Show students a pictures of a cyclo driver and elicit: +What’s this? -> It is a cyclo +Have you ever travelled by cyclo? When & Where? +Is it interesting? Why? +Who is this? ->He is a cyclo driver +Do you want to know a day in the life of a cyclo driver? -> Lead – in: Today we’re listening about daily activities of Mr Lam – a cyclo driver I Pre-listening: * Preteach vocabulary: district (n): quận, huyện example “Ky Anh, Cam Xuyen, Can loc are in Ha Tinh” passenger (n): hành khách visual Look at them! Who are they? pedal (n,v) đạp (xe đạp, xích lô ) Look at him! What is he doing? visual purchase (v)mua, sắm synonym What’s another word for “buy”? food stall (n) tiệm ăn visual Look at the picture! What is this? - Teacher reads the word to model, students listens - Get sts repeat the words in chorus & individually - Checking vocabulary: Rub out and remember II While listening: Task 1: Picture ordering: - Instructions: +How many pictures are there in the textbook? ->There are six +What are they about? > They are about Mr Lam’s morning activities +Are they in the correct order? -> No, they aren’t Now, work in pairs to put the pictures in the correct orders - First ask sts to work in pairs to guess the correct order - Have students call out their guesses - Ask sts to listen to the tapescript twice without stopping - Ask if they have any correct answers - Let them listen again once or twice - Call on students to give their answers - Play the tape again, pause at wanted information and provide feedback a.3 b.5 c.4 d.6 e.1 f.2 Task 2: True/ false statements: - Check how, run through the statements in the textbook - Ask students to guess if the statements are true (T) or false (F) - Play the tape twice or three times without stopping - Ask if the students can decide true/ false - Play the tape again if necessary - Students call out their answers, correct the wrong information in false statements - Play the tape again, pause at wanted information and provide feedback F (He takes the old man from District to District 5, not live in District 1) 2.T ( He gets up at 5.30) F (He rides his cyclo from District to District 5) F ( His first passenger is an old man) F (He has lunch at a food stall) F(After lunch he takes a short rest) III Post listening: - Ask sts to work in groups of or to retell his working day using pictures in task and statements in True/ false task - Call students to retell in front of the class - Teacher evaluates their retelling, gives marks IV Homework: - Revise the structure of the simple past tense, make three sentences using simple past tense - Prepare for writing lesson Bài thứ hai: Giáo án Tiếng Anh 11 bản, tiết PPCT 5, trang 17, 18 SGK UNIT 1: FRIENDSHIP LESSON: LISTENING A Objectives : - To develop students’ listening skills - To help sts listen two stories of Lan’s and Long’s and related tasks correctly Lexical items : - Guitarist, residential area, sense of humour Language skills & focus : - Listening & intergrated skills - The simple past tense Teaching aids : pictures, textbook, cassette player, tape B Procedure: * Warrmer: Question - answer exchange to lead to the topic: Who is your best friend? How did you happen to meet him or her? How long have you known each other? What qualities you admire in your best friend? ->Lead - in: Today we’re listening to Lan and Long talk about their best friends I Pre – listening: * Pre-teach vocabulary: - residential area (n): khu tập thể, khu dân cư translation - guitarist người chơi đàn ghi ta explanation (n): a person who plays the guitar - sense of humor (n phr): khiếu hài hước translation - happen to something: tình cờ làm việc translation - help (sb) out of difficulties: giúp vượt qua khó khăn translation - have a lot of things in common: có nhiều điểm chung translation * Checking vocabulary: Rub out and remember II While listening: Task 1: True/ false statements: Ha and Lan share an apartment in Nguyen Cong Tru Residential Area in Hanoi Lan think that Hai Phong people are unfriendly Lan spent two days in Do Son Ha took Lan to Do Son on her motorbike Ha introduced Lan to a number of her friends there Ha and Lan have become friends since Lan’s trip to Do Son - Check how, run through the statements in the textbook - Ask students to guess if the statements are true (T) or false (F) - Play the first paragraph of the tape twice or three times without stopping - Ask if the students can decide true/ false - Play the tape again if necessary - Students call out their answers, correct the wrong information in false statements - Play the tape again, pause at wanted information and provide feedback F (They used to live there, not share an apartment there.) F (It is said that Hai Phong people are cold) T (I was going on a two-day trip.) F (She rode on her motorbike to Do Son) T (She happened to know a lot of people here, so she introduced me around) F (They used to be friends a long time ago, but they’ve been best friends since then) Task : Listen and choose the best answer to complete the following sentences: Minh and Long have been friends since A school B college C work D holiday Long was a A singer B guitarist C worker D football player Long loves Minh’s A loyalty B sympathy C enthusiasm D sense of humor Minh and Long like to go to A places and movies B plays and movie C plays and football D zoo and cinema - Deliver handouts, run through all the statements and check the meaning if necessary - Let sts listen twice or three times and the task - Check the answers and elicit the reasons Key : 1-B 2-A 3-D 4-B - let sts listen again and stop at each answer for sts to check Task : Listen and complete the table: - Stick a poster with the table on the board Have Students copy the table - Ask students to listen again once or twice and the task - Call on students to stand up to report their answers - Let sts listen again and pause at each answer for students to check - Provide corrective feedback: How and where they met L an - They used to live in the same residential area in Hanoi - Lan went on a holiday What they like about their friends - Ha is very friendly and helpful - Ha is sociable She’s got to Do Son and Ha went there to many friends in Do Son meet her L - They met in college ong - Minh has a sense of - Minh played the guitar, humor Long was a singer - They worked together - Minh likes to go to plays and movies - Minh is a good listener - Minh is friendly and helpful III.Post – Listening: Work in pair, retell the class about how Ha became Lan’s best friend, Minh became Long’s best friend IV Homework: - Learn by heart the vocabulary - Prepare the next lesson : Writing: Find out five adjectives describing characteristics and five adjectives describing personalities Bài thứ ba: Giáo án Tiếng Anh 12 bản, tiết PPCT 5, trang 16, 17 SGK UNIT 1: HOMELIFE LESSON 3: LISTENING A Objectives: By the end of the lesson sts will be able to listen and understand the conversation between Paul and Andrea about their family life, and talk about household chores and family life Knowledge: a General knowledge: Knowledge about family life b Language: the present progressive tense, present perfect tense Skills: Sts develop the following skills: - Listening: listening to pick up specific ideas, and listening to understand general ideas - Speaking: discussing about the important of family in a person’s life Teaching aids: cassette, tape, a poster of table B Procedures: * Warrmer: Question - answer exchange to lead to the topic: Show sts the picture in page 16 ? What can you see in the picture? (A family is having a big meal) - Ask sts some more questions: Does your family usually have parties? When does your family have party? What you feel after the party? - > Lead – in: Today we are listening to two students talking about their family life I Pre – listening: * Preteach vocabulary: Flight (n) : chuyến bay explanation a journey by air Reserve (v): đặt trước synonym A verb means “book something” Coach (n): xe chở khách đường dài translation Spread out (v): lan rộng, trải dài explanation To cover a large area Leftover (n): thức ăn thừa explanation The food that has been left at the end of the meal Rarely (adv): khi, không thường xuyên translation Crowed (adj): đông đúc explanation There are too many people in somewhere II While-listening Task 1: True/false statements: - Ask students to listen to the conversation and decide whether these statements are true or false - Have sts read the statements carefully - Check their understanding - Have sts listen twice - Ask sts to work compare their answers with their partners - Call on some sts to give their answers and ask them to explain for their choices - Have sts listen once more to check their answers Give the key: False (I have booked a flight for tomorrow and I can’t wait) False (you don’t sound excited about it) False (180 kilometres) True (Paul: I’ve brothers, Andrea: There are six of us-children) True (we end up going out to dinner a lot) Task 2: Listen and take notes - Ask students to copy the table - Ask students to listen again and note down two things that are different about Paul’s and Andrea’s families - Encourage sts to take note from what they’ve listened in task - Have sts listen again - Ask sts to compare with their friends - Call on some sts to give their answers - Check with the class Expected answers: 1 Paul His family members are not very Andrea His family is a close-knit family The family often eats the meal The family often goes out to eat close 2 the mother cooks at home III Post-listening: - when they get together Group-discussion Ask sts to work in groups of five to discuss about this topic: How to make a happy family life? - Move around to help sts - Call on some sts to present - Elicit feedbacks from the class - Give comments Suggestions: + Members in family should share household chores with each other + We should hold some activities to make family more close-knit + We should share and encourage each member in his/ her jobs… IV.Homework: - Learn by heart the vocabulary - Prepare for the next lesson: Write down four things that your parents want you to ... thuật dạy kỹ nghe: Nghe kỹ cần thiết trình thực giao tiếp Giống kỹ đọc, nghe kỹ tiếp thụ, nghe khó đọc, ngơn tiếp thụ qua nghe lời nói Khác với đọc đọc đọc lại nhiều lần,khi nghe thường nghe có... đó, dạy kỹ nghe, thủ thuật chung áp dụng cho kỹ tiếp thụ, GvV cần thủ thuật đặc thù cho hoạt động luyện nghe học sinh Đẻ có tiết dạy nghe có chất lượng, giáo viên thực thủ thuật việc dạy nghe. .. thiện kỹ nghe, để tiết học nghe trở nên thú vị hiệu hơn? Đó điều mà nhiều giáo viên trăn trở Trong sách nhỏ này, đưa số thủ thuật dạy kỹ nghe; kiểm tra đánh giá kỹ nghe hỗ trợ thiết kế kiểm tra nghe