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CONTENTS page A INTRODUCTION 1. Reasons for research 2. Research purpose 3. Subjects of research 4. Research methodology B PROBLEM SOLVING 1. Theoretical basis 2. Really state of affairs 3. Solution and implementation 3.1. Flexible use good techniques in listening skill 3.2. Combining practice listening to other technical groups C CONCLUSION AND PROPOSAL APPENDIX A INTRODUCTION 13 Reasons for research 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 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 teacher to teach English for students in grade 4, who was exposed to the English language through grade 3, 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 do not know how to learn listening skill effectively, students often find most difficult while they pracise listening or doing listening tests. In the classroom, students often say that although there are many words in the test they know but they can not hear out. I always ask myself "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 topic "Method to teach English listening skill effectively for students in grade in Dinh Hai Primary School" Research purpose Learning English requires learners to practice the skills: listeningspeaking-reading-writing The ultimate goal of learning a language is to communicate fluently with everyone. I wrote this topic based on the status of the study English at my school now. The aim of this research is to help students learn English more excitedly in order to remove the difficulties that they have encountered for a long time. I hope my initiative will help my school eager to learn English subject more and become successful learners Subjects of research Students of class 4A, 4B at Dinh Hai Primary School Research methodology With this topic I have applied the following methodology: +Studying the textbook program, instruction manuals +Observe students +Interview students +Check and compare learning outcomes of students +Discussing with experienced colleagues in professional meetings B PROBLEM SOLVING 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 4 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 Really state of affairs a Current status of the school Dinh Hai Primary School is located near the central of Yen Dinh 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 is 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 b 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 is 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 leads 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 c 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 Dinh Hai primary school, grade 4 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 do 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 do 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 do 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 rural 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 as grade 4 students in Dinh Hai Primary School By the time of the new school year, to understand the situation, learning ability, listening skill of students grade 4, who were experimentally study English in Grade 3, I design a test to check my students’ listening skill. Question 1: Listen and tick a b c a b c a b c a b c a b c Question 2. Listen and number A B C D * The content of the conversation in the tape script (question 1) 1. Nam: Good afternoon Miss Hien Miss Hien: Hi, Nam. How are your? Nam: I’m fine, thanks 2.Akiko: Where are you from, Linda? Linda: I’m from England 3. Boy: how old are you? Girl: I am ten years old Boy: What can you do? Girl: I can skate 4.Girl: When’s your birthday? Boy: It’s on the first of September 5. Boy: Who’s that? Girl: It’s my brother. Boy: What can he do? Girl: He can ride a bike Key: 1-b 2-a 3-c 4-a 5-b * The content of the conversation in the tape script (question 2) 1. Tom: Good morning, Miss Hien Miss Hien: Good morning. What’s your name? Tom: My name’s Tom. T-O-M, Tom White. I’m from America 2. Tony: Hi. I’m Tony. Hakim: Hello, Tony. I’m Hakim. Tony: Nice to meet you, Hakim. Where are you from? Hakim: I’m from Malaysia 3. Mai: Hi, Tom. When’s your birthday? Tom: It’s on the fifteenth of January. Mai: Sorry? Tom: My birthday is on the fifteenth of January. Mai: I see 4. Mai: Do you like music? Phong: Yes, I do. Mai: Can you dance? Phong: No, I can’t. I can’t dance, but I can sing Key: 1-B 2-C 3-D A Results: N0 class total 4A 4B 31 31 Good N % o 10% 3% Pretty N % o 10% 3% Average N % o 14 46% 13 42% Bad N % o 22% 29% worst N % o 13% 23% sum 62 6% 6% 27 44% 16 26% 11 18% Indeed, the above results, I found out listening skill of students in grade 4 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 Solution and implementation 3.1 Flexible use good techniques in listening skill The practice listening skill in a class or part of listening is done through 3 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 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 do 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 listened - 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 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 do 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: Post - listening Write it up Transformation (writing) - Ask Students to base on the following passage, write another passage about you Feed back But according to the characteristics of each lesson, teacher can carry out 3 step process listening and comprehension practice for students, especially first 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 hears samples + Good quality of radio + Teachers read with average speed, correct pronunciation For example: Teaching listening skill Unit 12 : What does your father do? Lesson 1: Sections A1,2,3 Part A3: listen and tick I proceed as follows: Pre – listening * Pre - teach vocabulary: (review the words about jobs) a factory worker, a farmer, a teacher and a nurse * Check vocabulary: Slap the board * Set the scene Introduce the activity and ask pupils what jobs are shown in the pictures. Point to each character and ask What does he/she do? (From left to right: a factory worker, a farmer, a teacher and a nurse). Tell pupils that they are going to listen to an interview between Nam and Quan about Quan’s family and tick the correct boxes Open prediction - Have Students work in pairs to point at each picture, Feed back students prediction While-listening +Play the recording three times: once for pupils to listen all the way through, then for them to do the task and finally for them to check their answers Audio script Nam: What does your mother do, Quan? Quan: She’s a teacher. Nam: How about your father? What does he do? Quan: He’s a factory worker. Nam: Do you have a brother? Quan: No, I don’t. But I have a sister. Nam: What does she do? Quan: She’s a nurse. Nam: OK. Thanks for your time, Quan. Quan: You’re welcome +Ask four students to give the answer to compare with the answer of the teacher +The teacher gives the key and corrects the mistakes of the students Student 1 Student 2 Student 3 Student 4 Key Father mother brother Post-listening +Ask students to work in pairs to look at the pictures. Then ask and answer about the jobs. A. What does he do? A. What does he do? B. He is a factory worker. B. He is a farmer A. What does she do? A. What does he do? B. She is a factory worker. B. She is a farmer +If the time is enough, they can ask and answer about their parents’ jobs What does your mother do? She is a farmer What does your father do? He is a driver 3.2 Combining practice listening to other technical groups a The technical team practice facility These are tricks premise significant in shaping students listen to English ability * Practice 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 monkeys because they can swing.” 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 monkeys? 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 loudly 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 5 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 +The Fourth Game: Listen to story and answer quickly "Who? Like what? Why? For example: The teacher introduced: Her name is Lili. She likes bears very much Because They can climb. " What animals does she like? "," Who likes bears? "," Why does she like bears? " * Listening word stress and sentence stress 10 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: Peter likes tigers because they can jump 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 *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 do 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 b Stress training technical Group These measures help students practise listening skills to understand a conversation or reading a textbook. There are two main measures: * Combine listening and reading 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 - 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 11 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 19: What animal you want to see? Section B1 Look, listen and repeat Set the scene: Linda and Nam are at the circus. They are talking about animals they like. Listen to the dialogue and answer the following question 1. What animals do Linda and Nam like? 2. Why does Nam like monkeys? 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 12 *Organize for students to actively listen and listen creative exercises in the textbook The listening exercises in Grade 3 are mostly attached by pictures and the words and sentences are shorter. By the fourth 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 guess what students are listening Thus students are active and more confident when they are listening c 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 4 Listen. You are going to listen to the dialogue between Alan and Mai Talking about Their favourite food and drink. Listen carefully and give short answers Example: 1. What's Mai’s favourite food? 2. What's Alan’s favourite food? 3. Does Alan like orange juice? 4. Does Mai like apple juice? The content of the listening test: Mai: I like fish. What about you? Alan: I like chicken. It’s my favourite food? Mai: Do you like fruit juice? Alan: Yes, I like orange juice. It’s my favourite drink. What about you? Mai: I like apple juice. It’s my favourite drink 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 Results 13 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 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 4 school year 2016-2017 Good Pretty Average Bad worst N0 class total N N % % No % No % No % o o 4A 31 23% 26% 15 48% 3% 0% 4B 31 19% 23% 16 52% 6% 0% sum 62 13 21% 15 24% 31 50% 5% 0% b. Compare Compared with the results of the first survey I found: Pretty and Good quality increase: 15 % Reduce the number of poor students: 39 % Most of students finished well in listening tests periodically Experiential lessons Teachers need to discover a fundamental deficiency 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 C CONCLUSION AND PROPOSAL 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 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 14 In a nutshell, I think, training listening skill for primary school 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 do not fear, pressure and they are not shy anymore, either 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 do 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 Sincerely thank you! Yên Định, April 10th 2017 Confirmation of the headmaster I declare that this is my experience I 15 wrote it myself I not copy other people’s content written by Trịnh Trọng Luật 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 và tên tác giả: Trịnh Trọng Luật Chức vụ và đơn vị công tác: Trường tiểu học Định Hải TT Kết Cấp đánh Năm đánh giá giá học xếp loại xếp đánh (Phòng, loại giá xếp Sở, (A, B, loại Tỉnh ) C) Tên đề tài SKKN Kinh nghiệm tổ chức trị chơi trong các tiết dạy ngoại ngữ tại trường THCS Định Hưng Sử dụng hình que trong việc dạy từ vựng tiếng Anh 6 trường THCS Định Hưng Phương pháp gây hứng thú cho học sinh học ngoại ngữ ở học sinh khối 6 Cách tổ chức luyện tập trong một tiết dạy học ngoại ngữ Tạo hứng thú cho học sinh và hướng dẫn phương pháp tự học Tiếng Anh Instruct the 6th graders to practice communicating 16 Phòng C 20032004 Phòng B 20042005 Phòng B 20052006 Phòng B 20062007 Tỉnh B 20092010 Phòng B 20122013 Development of English speaking skills for students in grade 8 17 phòng B 20152016 ... some slight ideas? ?to? ?help myself find a? ?method? ?of teaching a? ?listening? ?more effectively, help? ?students? ?to? ?achieve high quality learning 14 In? ?a nutshell, I think, training? ?listening? ?skill? ?for? ?primary? ?school? ?is a positive... listening skill effectively for students in grade in Dinh Hai Primary School" Research purpose Learning English requires learners to practice the skills: listeningspeaking-reading-writing... sentences, especially? ?for? ?students? ?in? ?as? ?grade? ?4? ?students? ?in? ?Dinh? ?Hai? ?Primary School By the time of the new? ?school? ?year,? ?to? ?understand the situation, learning ability, listening skill of students grade 4, who
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