(Sáng kiến kinh nghiệm) combination of some methods of teaching english skills for phuc thinh secondary school

INDEX INDEX A INTRODUCTION I THE PURPOSE OF CHOOSING THE TOPIC II RESEARCH PURPOSES III RESEARCH SUBJECTS IV RESEARCH METHODS B CONTENT INITIATIVES EXPERIENCE I THEORETICAL BASIS OF EXPERIENCE INITIATIVES The purpose of teaching The fundamental factors directly affect the effectiveness of the listening lesson II CURRENT SITUATION AT PHUC THINH SECONDARY SCHOOL BEFORE APPLYING INNOVATIVE EXPERIENCE Advantages Disadvantages Teaching aids Take survey III THE SOLUTION USED TO SOLVE PROBLEMS Some guiderlines for an effective listening lesson Make good teaching process hearing Use innovative methods to teach listening in some specific lessons IV EFFECTIVENESS OF EXPERIENCE INITIATIVE FOR EDUCATIONAL ACTIVITIES, WITH SELF, PEERS AND SCHOOL C CONCLUSION AND RECOMMENDATIONS I CONCLUDE Lessons learned Summary Conclusion II REQUEST REFERENCES 2 2 3 3 4 5 5 13 14 14 14 15 15 16 17 A INTRODUCTION I THE PURPOSE OF CHOOSING THE TOPIC The goal of the English is to form and develop in students the knowledge of basic skills in English and intellectual qualities needed to further education or enter working life So new secondary English textbooks from grades to are compiled according to the same opinion building program, which is the main focus point ( Thematic approach ) and promote the active learning method active student All four skills of listening, speaking, reading and writing are interested and are coordinated in the exercises and classroom activities One in four skills that people learn English in general secondary school students in general and in particular at Phuc Thinh Secondary School, are often faced with certain difficulties in the learning process that is listening skills In fact to have good listening skill in English, the language learning process must be practiced regularly The teaching and learning of English listening, though not new but difficult for all teachers and secondary school students With the study of the subject, I desired partly overcome the difficulties in order to conduct training in English listening more effective, active students, active in the acquisition, acquire knowledge lesson II RESEARCH PURPOSES With the successful research topics and initiatives experience will help teachers get the experience as following: How to organize an effective listening lesson The steps to conduct an effective listening lesson Guide students to practice, and how to improve their listening skill in English III RESEARCH SUBJECTS All students of grade 6, 8, and at Phuc Thinh secondary school IV RESEARCH METHODS Method of observation: Teaching colleagues attend classroms for work experience to observe the teacher and the students as they work together The method of exchange, discussion: After an hour of observation, colleagues who attend the project have an opportunity to exchange and discuss the lessons and observations of the teachers style and delivery.  Experimental Methods: Teachers conduct teaching experience required for each specific purpose of some listening lessons Methods of investigation: Questioning and answering for more understanding of the students about the lessons B CONTENT WORK EXPERIENCE { I THEORETICAL BASIS OF EXPERIENCE INITIATIVES The purpose of teaching : The purpose of foreign language teaching is not providing students with the knowledge of the language, but the ultimate aim of teaching foreign languages in general and English in particular, is to teach students communication skills in English Communication abilities of students expressed through skills: Listening, Speaking, Reading and Writing English listening skill of students are formed through a process of learning environment to train in English Besides of learning in school, students should spend time to study from other social media e.g listen to the English songs, films so they can improve their listening skill through this Listening skill is the ability to use language knowledge for purposes of comprehension in English The fundamental factors directly affect the effectiveness of the listening lesson a Teacher: - With a new teaching method, the teacher plays a positive role in directing and controling student’s activities during class hour - To conduct a listening lesson effectively, teachers need to implement the following basic elements: + Select and use flexible teaching techniques to suit each content unit + Well organized, classroom control and a reasonable alocation of time + Fluency means, the teaching aids for the listening + Creation of the appropriate teaching aids serving lessons + Communications sense for attractingstudents + Especially teachers have to listen the listening lesson serveral times in advance to understand well the content of the listening lesson b Listening Techniques: Methods of teaching listening is governed by the listening content Taking advantage of different teaching method , using the combination of teaching techniques for attracting students ( grammar, teaching writing ) c The aids for teaching listening: Usage of the images is the most important aids in teaching foreign languages in general and English in particular In all units of the new textbook lesson program listen to the tape is also another important part in the texbook Moreover, teaching aids are the best choices for renewing teaching methods, motivating and inspiring for teacher and students in teaching and learning * The aids required for the course: + Radio /cassettes + Voice recorder and listen to readings from textbooks + Images illustrating the lesson content in textbooks + Other homeade utensils aids d Students: In the relationship between teaching and learning: teachers organize the lesson, students are the center of teaching and learning Teacher’s role is to encorage students to be self confident in getting new knowledge To be able to hear the lesson, the students should have the necessary skills in English listening comprehension II CURRENT SITUATION AT PHUC THINH SECONDARY SCHOOL BEFORE APPLYING INNOVATIVE EXPERIENCE Advantages: Despite these objective conditions and subjective direct influence in the teaching process, I am trying my best to not only overcome the difficulties, but gradually improve the quality of English listening teaching to apply to new programs and textbooks a For the teacher: - Initially approach the good use of specific teaching techniques - listening techniques - Be familiar and proactive with organizing a listening lesson - Be flexible in chosing and using different teaching techniques - Create as many teaching aids as possible to match the content of the lesson to make the lessons more active and meaningful - Take the good use of different aids for the best of a listening lesson such as: the video, tape recorders, VCRs, lights b For the students: - Students have been getting used to the discipline hearing - Many students have heard and recognized the voice, the voice of a native speaker - Most students hear all simple content, both to implement the requirements, teacher assign after 3rd hearing - Some students have formed skills, academic skills Disadvantages a For the teacher: I myself have some difficulties in performing certain tasks, such as how to the selectappropriate techniques for each lesson Sometimes I feel not confidnet to use teaching aids serving lesson listening ( radio cassett, illustrations ) b For the students: - Comprehension in English is limited - Many children don’t have opportunities to hear/listen, or no access to mass media for improving their English - Some children are afraid to listen and speak in English, afraid of making mistakes - Listening leson is new to them, especially students in grades Teaching aids : - Teaching aids for teaching service was too little, some missing: paintings, photos, videos, radio casstte - Not good quality recordings, speech is unclear, much noise Take survey: In the process of teaching, I myself in charge of grade/ year 6, and With mass consciousness research has characterized the situation of academic disciplines and conducts student, lesson learned Right from the beginning of the school year I 've oriented yourself a plan and specific method to actively investigate the situation of student learning by their respective class Through investigation, I realized that most of them are not sure grasp of vocabulary, listening and communication skills in English is limited The survey results are as follows: Grade Total 62 45 50 Exellent SL % 1,61 0 0 Good SL % 6,45 11,11 Average SL % 23 37,09 24 53,33 17 54 Weak SL 30 20 11 % 48,38 44,44 12 Poor SL % 8,06 13,33 16 III THE SOLUTION USED TO SOLVE PROBLEMS Some guiderlines for an effective listening lesson Students should have a purpose to listen, and the listening lesson can provide this by making listening activities like a problem-solving task, where students must discuss, find clues, think and work out solutions Students should an activity while they are listening, not just after Listening is not a memory test Students sould a variety of interesting activities to guide their listening Good listening activities have responses that are simple for student to produce, letter, numbers, T/F because we want students to focus on listening not on making long, complicated answers Students should listen to the text several times They should refine their understading each times Te teacher should not break up the text in to small chunks because this encourages listening just to get the right answer Getting the right answer does not elp students to develop their listening skill Make good teaching process hearing For a more grammar or vocabulary, usually in the course of the lesson, there are stages: Presentation - Practie - Production The process of a listening lesson also go through three stages : Pre - Listening, While - Listening, and Post Listening The process of learning can not only help students to grasp understanding, but also help them use communication and listening skills in practice But the problem is prerequisite teachers need to clearly define the purpose of each article requested specific hear from which direction the students perform the tasks in the next stage a Pre - listening: As stage helps students with orientation, thinking about the topic or situation before listening And this is also the period given objectives to be achieved by a listening lesson a.1 True/ False staterments used for prediction The teacer write 5-10 staterments on the board based on the main ideas in the listening text Only alf the statements are true Students copy the numbers of the statements on their books In pairs students predict which of the statements are true and underline the numbers ( or mark them T/F ) Students call out their predictions The teacher does not say if they are right or wrong The teacher reads the text Students tick the predictions that are rigt and any that thay didn't guess In pairs students compair and if there are disagreements the teacher reads the text again until everyone agrees a.2 Open - prediction The teacher doesn't give the students any statements, only sets the scene and gets students to predict some of the things they will hear the text Students write down theia predictions In this way students ave made their own listening guides The teacher reads the listening text and students tick their correct predictions a.3 Pre - questions: The teacher puts a few pre-questions on the board: one pre question for each main point in the listening text Students read and think about the pre-questions The prequestions focus the students' attention but students don't ave to guess or predict the answers if they don't want to After the first listening they answer the questions a.4 Ordering: The teacher gives students jumpled statements or pictures on the board students must discuss in pairs/groups and predicts the correct order 1, 2, etc in a grid In pairs they compaire their answers The teacher accepts different orders to create a "disagreement", so it gives students a real reason for listening and finding out wo is rigt Students listen and tick or correct their order b While - listening: This is the stage in which students have the opportunity to practice Teachers at this stage given the form of homework, ask students to perform Students can make a mistake at this stage so teachers need to fix attention to students and making the correct option b.1 Grids: The teacher puts a table on the board and students copy it The table gets students to listen for te facts or details in the text Some of the information has alreadybeen filled in the boxes of the table to guide their listening Students listen and fill in the rest, in note form Students work in pairs and compare to ceck ansewrs, and the teacher reads the text a second time or more until everyone agrees on the answers b.2 Listen and draw: The teacher gives the students a map, or house plan or diagram or pictures - any visual that students can draw on - draw a route, mark changes, or label parts The visual can be copied off te board or given as picture dictation The students listen to the text and respond by drawing, filling in, labelling, numbering,etc b Compreesion questions: This is the most common " While - listening" technique Students are given a set of questions, T/F statements, multiple choice, "Wh" or "Yes-No" questions While listening, they answer the questions Sometimes these compreension questions have two parts; the first part elps students focus on the main ideas of the listening Multiple choice or True/ False are often used for this The second part focuses on the details - facts, figures, etc, "Wh" type questions are often used for this c Post - listening: This is the stage after listening exercise At this stage the students use the knowledge, language skills were practiced in phase "While - Listening " to the actual social situations, makes sense c.1 Roleplay: Students dramatise the listening text, taking the roles of the caracters in the story they have just heard This is particularly good for students who haven't studied the past tense the role-play transfers a past tense story into the presents tense The teacher organises the role-play by putting all the same role together, eliciting and then letting them practise wat they will say, then cross-grouping so that each new group has one of eac of the different characters c.2 Recall the story: Students re-tell the story in the listening text in their own words The teacher can help them by doing a mini drill first, usually using te same pictures or simplified statements that were used for "predicting" in the pre-listening task or ordering or selecting in the while-listening task Students practise speaking in pairs or groups The re-telling with a picture can also be done as a chain story c.3 Write it up: Students write up the information that they have in their listening instruction They reconstruct the text in their own words using the notes in the grids or drawing in the listen and draw" exercises as cues Students practise writing in groups, pairs or individually c.4 Further practice: The teacher chooses a topic related to the listening topic, usaully a topic personalised to the students, and designs a production activity for te students to For example, after doing the grid, they will describe other classmate; or students can recount similar stories to the listening text-things that ave pappened to them personally Use innovative methods to teach listening in some specific lessons Lesson Plane Grade PERIOD 48: UNIT 8: OUT AND ABOUT LESSON 5: C- ROAD SIGNS (C3,4) A/ The aims and objectives: The aims: By the end of the lesson Ss will be able to : - Know some vocabulary related to traffic - Use modal verb “ must/ mustn`t" 2- Objectives: a Language focus * Vocab : intersection, go fast, slow down, stop, warn, must/ mustn`t * Structures: We must slow down./ We mustn`t go fast b Skills: listening, reading, speaking skills B/ Preparations: 1/ Teacher: Text-book, lesson plan, radio, picture, poster, 2/Students: Text-books, notebooks, exercise books C/ Procedures: I/ Organization: - Greeting - Checking attendance II/ Checking-up: T: Call ss to exe 1/ 99 in workbook Ss: Do exercise ( two sentences for each student) T: Check the answers and give marks III/ New lesson: Teacher’s & Students’ activities Pre- reading + Pre-teach: Vocab - T elicits the Vocab from the Ss Contents I Vocabulary: intersection (n) : giao lộ warn(v) : cảnh báo T: Read the new words Ss: Listen and repeat T: Write the new words on the board Ss: Write them down Practice the newwords - Checking the Vocab : Matching T: show the pictures ask sts to look and then tell the meaning(may in Vietnamse) Sts: observe and tell T: play the tape Sts: listen and number the sign as they hear Sts: give the answer Sts:listen again T: ask Sts to check the answers T: give the answer key While- reading * Open prediction : T: Ask Ss to read the passage and fill in the blanks with the words they guess Ss: Work in pair ( Guess) T: Ask Ss to listen to the text and check their prediction T: Ask Ss to read the text (C3) Sts: read the text and fill in the blanks on the small board Sts: work in pairs and give the answers T: remark and givethe answer key Sts: write into the note book Post- reading T: Give examples with " must/ mustn`t" Ss: Read the sentences T: Explain the structure with" must/ mustn`t" Then have ss make sentences using must or mustn’t slow down (v) : giảm tốc độ go fast  slow down stop (v) : dừng lại must >< mustn’t: phải>< không phép II Listen: * Answer keys: 1-c, 2-d, 3-h, 4-a, 5-g, 6-b, 7-f III Listen and read: * Gap- fill: Some road signs ……… ( 1)us There is an intersection ahead We must …… (2) down We …….(3)…….go fast There is a sign “STOP” We mustn’t……(4)straight ahead This sign says” No turn right” We mustn’t turn …… (5) *Answer Key: (1) warn (2) slow (3) mustn’t (4) go (5) right IV.Grammar: Ex: We must slow down We must not turn right => Form: S + must/ mustn`t + V Picture a: We must slow down with the signs part C4/ p91 IV/ Consolidation: -T: Ask ss to retell the lesson: must/ mustn`t + V Ss: Answer V/ Homework: - Learn newords by heaart - Do exercises part C in workbook - Prepare: Grammar practice Lesson Plane Grade PERIOD 57: UNIT 9: A FIRST AIDS COURSE LESSON 3: LISTEN A/ The aims and objectives: The aims: By the end of the lesson Ss will be able to : - Know how to listen for details about the activities talking place in an emergency room 2- Objectives: a Language focus * Vocab: Eye chart, Paramedic, Wheelchair, Stretcher, Crutch * Structures: b Skills: listening, reading, speaking skills B/ Preparations: 1/ Teacher: Text-book, lesson plan, radio, picture, poster, 2/Students: Text-books, notebooks, exercise books C/ Procedures: I/ Organization: - Greeting - Checking attendance II/ Checking-up: III/ New lesson: Teacher’s & Students’ activities Contents Warm up: Network: have a burn have a cut Situation which require first-aid 10 Have a snake bite 2.Pre- listening: - T elicits the Vocab from the Ss T: Read the new words Ss: Listen and repeat T: Write the new words on the board Ss: Write them down Practice the newwords * Checking: What and where While- listening: * Matching - Ask Ss to look at the picture in their books again and match the letter A, B, C, D, E, F to the correct words in the box - Call on some volunteers from each group to demonstrate in front of class - Give feedback * Order Prediction ? Ask Ss to listen to a paragraph about the activities taking place in an emergency room which contains the words ? Ask Ss to guess the order of the words ? Listen to the tape twice ? Compare their answers with their partner ? Give the correct answers I Vocab: Eye chart (n): bảng đo thị lực Paramedic (n): phụ tá Wheelchair (n): xe lăn Stretcher (n): cáng Crutches (n): nạng II Matching: Answers: A -> ambulance B -> wheelchair C -> crutches D -> eye chart E -> scale F -> stretcher III Order Prediction: Ask Ss to guess the order of the words You guess Ambulance Wheelchair Crutches eye chart scale stretcher Answers: - Have Ss copy and guess the order of the words - Play the tape and ash Ss to listen - Ask Ss to give their answers and correct False ( stop her baby from crying ) Guess ambulance wheelchair crutches eye chart scale stretcher key Post – listening: IV Write-it-up * Write it up “ This is the emergency room in a ? Ask Ss to write the story about the large hospital ……“ 11 activities in the picture, using the present progressive IV/ Consolidation: -T: Retell the main points of this lesson Ss: Answer V/ Homework: - Let Ss the exercises ( 3,4 / 56 in the workbook - Prepare the next lesson Lesson Plane Grade PERIOD 4: UNIT 1: A VISIT FROM A PENPAL LESSON 3: LISTEN A/ The aims and objectives: The aims: By the end of the lesson Ss will be able to : - Listen and check the correct pictures 2- Objectives: a Language focus * Vocab: glass, grass, catch a bus * Structures: b Skills: listening, reading, speaking skills B/ Preparations: 1/ Teacher: Text-book, lesson plan, radio, picture, poster, 2/Students: Text-books, notebooks, exercise books C/ Procedures: I/ Organization: - Greeting - Checking attendance II/ Checking-up: Ask Ss to translate some sentences: Let me introduce myself, please to meet you III/ New lesson: Teacher’s & Students’ activities Contents Warm up: Chating: Students can answers questions What’s your name? Where you live ? How old are you ? 2.Pre- listening: I Vocab: - T elicits the Vocab from the Ss glass # grass (n) cỏ 12 T: Read the new words Ss: Listen and repeat T: Write the new words on the board Ss: Write them down Practice the newwords * Checking: While- listening: * Set the scene: Tim Jones’s mexican pen pal,Carlos, is visiting the USA - Ask Ss to look at the pictures and tell the class what there is in each one, where the place is, what the people are doing * Open predictions: - Tell Ss Tim is taking Carlos to some places Ask them to think of three things that Tim and Carlos are doing catch a bus: bắt xe buýt -> caught It’s time we caught the bus It’s time sb V(past) st: đến lúc làm Keys : a/ He is from Mexico b/ They are going to a restaurant downtown II Open predictions: - Possible answers: + They‘re going to the park + They are taking a bus + They are going to a restaurant - Ask Ss to listen to the tape to check their III Listen and check: guesses - Answer key: a) picture b) picture - Give the feedback c) picture - Ask Ss to listen to the tape the second time to choose the correct picture Post – listening: IV Discussion: SS work in pairs - Talk about what they will if a friend who comes from the USA comes to visit them in Viet Nam IV/ Consolidation: -T: make dialogue Ss: Answer V/ Homework: - Practice at home - Do more exercise at home - Prepare: unit 1: read IV EFFECTIVENESS OF EXPERIENCE INITIATIVE FOR EDUCATIONAL ACTIVITIES, WITH SELF, PEERS AND SCHOOL The initiative to apply this experience I myself have achieved some very positive results First of all these experiences are consistent with programs and new textbooks Students interested in learning more, proactive creativity to expand understanding, and also very flexible in the implementation of tasks perceived 13 knowledge and skills development Lively academic atmosphere soothing Students have the opportunity to assert themselves, no longer confused, afraid to step into the classroom This is the reason to go to the relatively positive results of the survey among the last first semester Grade Total 62 45 50 Categories Exellent Good Average Weak Poor Exellent SL % 9,67 8,88 Grade ↑ 8,06% ↑ 12,9% ↓ 1,61% ↓ 16,13% ↓ 4,84% Good SL 12 11 % 19,35 24,44 12 Average SL % 22 35,48 19 42,22 32 64 Grade ↑ 8,88% ↑ 13,33% ↓ 11,11% ↓ 24,44% ↓ 8,89% Weak SL 20 % 32,25 20 14 Poor SL 2 % 3,22 4,44 Grade ↑4 ↑ ↓ 10 ↓ ↓ 10 C CONCLUSION AND RECOMMENDATIONS I CONCLUDE Lessons learned: After successfully applying myself to this topic has achieved significant results and valuable experience for yourself the following: Teachers must always create language environment during lesson and must use English as the main language for communication Depending on the grade and students, teachers can use short and simple English sentences, easy to understand, easy to remember, catchy - Teachers should encourage students to use their knowledge in communication - Teachers should not be paying attention to the fault of the students while speaking Let the children hear and speak naturally Never force the students to stop talking while they are trying to express their thoughts in English Doing so would make them feel afraid to make mistakes when they are speaking and listening - Teachers should integrate active listening and speaking English with a form of " just playing - learning " - During the episode guide their English listening via radio, television, listen to songs in English By creating language environment so the students can practice good listening skills and other communication skills Teachers should the appeal, attracting students to the content in the forms of 14 listening activities, listening teaching techniques suitable for each stage of a listening lesson Creation of matching furniture hear the content of the listening: pictures, models, tape (Specifically, I myself have to collect a English tape in mobipone which is very convenient and save time in class) Teachers need to choose, use and flexible combination of methods and techniques in the course of the listening teaching In the period after listening exercise, beyond textbook assignments, teachers should introduce appropriate exercises, which features highly practical communication Summary: To implement an effective listening lesson, the teacher should note the following issues: - The context must be clearly introduced - Use teaching aids, tape recorder to help students hear the voices of native speakers - If all heard by the teacher to read, to be read correctly, the average speed obviously not too fast not too slow - It is necessary to have more opportunitíe for students twhile listening such guess words, guess the content in context, listen transplant information to the pictures, listen to fill out the table - For some listening have more complex content, the teacher tried to apply good comprehension steps to facilitate promotion of ability to understand and use the language of the student - The skills to be flexible in teaching listening Conclusion: Teaching listening of English at secondary school level is a good condition for students to be able to develop a full range of language skills But listening to English and teaching are "new" for both students and teachers, so in the early years of implementation, both teachers and pupils can’t help meeting difficulties andinitial surprise With thisinitiative work experience, I hope to contribute a small part to help teachers and students of our school in particular, colleagues and students of the other schools in generalgradually overcome difficulties and implement teaching and learning to listen to English to gain better efficiency I myself promise that I will continue to inherit and promote the results achieved from the implementation of the subject I will constantly learn from other staff work experience and will try my best to overcome the difficulties in teaching to meet the nnovation requirement of program innovation, teaching methods of English teaching of Ministry of Education and Training II REQUEST 15 In accordance to the theoretical & practical basis of teaching purposes as well as the successes and constraints in the implementation of English teaching in general and the in quality of teaching listening in particular , I would like to give some personal recommendations as following: * On the basis of: - The language environment is the primary factor influence to teach a foreign language.The classroom need to be based in quiet room so that can avoid outsite noise It can be also be combined with room for other sports ) - Power system needs to be in a good use to ensure it is safe for teaching - Need to provide more radios, tape cassett ( tapes so teacher no revenue from the CD itself, so the sound quality is not guaranteed ) * To the upper management: Should provide as much support as possible for teachers to have the opportunity to exchange and learn from work experience or learning through seminars CERTIFIED BY THE SCHOOL LEADER Phuc Thinh, April 4th, 2016 I swear this is the work experience that I wrote, not copying If something wrong I'm totally responsible Ho Thi Nga 16 REFERENCES The new Teacher’s Book, Textbook for Grade 6, 8, 9, Ministry of Education and Training English Language Teaching Methodologies, Ministry of Education and Training, 2003 The ELTTP Methodology course Education Foundation - Hanoi Publishing House , 1995 Evaluation of The Ministry of Education and Training Some elements in renewing teaching methods of English at secondary school level by the Ministry of Education and Training Teaching Aids for innovative methods in teaching English for grade 6, 7, 8, 17 ... elements in renewing teaching methods of English at secondary school level by the Ministry of Education and Training Teaching Aids for innovative methods in teaching English for grade 6, 7, 8,... BASIS OF EXPERIENCE INITIATIVES The purpose of teaching : The purpose of foreign language teaching is not providing students with the knowledge of the language, but the ultimate aim of teaching foreign... skill in English III RESEARCH SUBJECTS All students of grade 6, 8, and at Phuc Thinh secondary school IV RESEARCH METHODS Method of observation: Teaching colleagues attend classroms for work