(SKKN mới NHẤT) enhancing the efficiency of teaching 10th grade english learning skill

SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HÓA

TRƯỜNG THPT HÀM RỒNG
--------------*****--------------

INITIATIVE EXPERIENCE

Subject
ENHANCING THE EFFICIENCY OF TEACHING
10-GRADE ENGLISH LISTENING SKILL

Author: Nguyen Thi Thu Van
Position: Teacher
Research field: English

SCHOOL YEAR 2019
PART I: INTRODUCTION
1. Rationale
As we all know, the goal of English is to form and develop students' basic
skills in English and the intellectual qualities needed to continue studying or going
to life labor. As a result, new high school grade, high school English textbooks are
developed according to the same programmatic point of view, which is the
thematic approach and promotes active learning methods of students.
All four skills of listening, speaking, reading and writing are concerned and
coordinated in the tasks of class activities. One of the four skills that English
learners in general and high school students in particular often face certain
difficulties in the learning process is listening skills. In fact, to acquire English
listening skills, foreign language learners must have a regular, long-term listening
process with different listening forms and content. Teaching and learning English

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is not new but difficult for all high school teachers and students. The teaching of
high school English is only included in the program since students follow the new
textbook program.
By studying this topic, I would like to help teachers gradually overcome
difficulties to conduct listening to English lessons more effectively, students are
more and more active when receiving and comprehending knowledge of the
lesson.
2. Research duties
When researching this topic, I need to perform the following tasks:
1. Study English teaching and learning materials, listening and teaching
techniques.
2. Teaching and learning.
3. Project colleagues, exchange and experience.
4. Check and evaluate the results of students' handing, so that there is a reasonable
adjustment.
 3. Research scope
The topic revolves around the issue of teaching and learning English
listening of high school teachers and students in grades 10, 11 and 12 of Ham
Rong high schools. But the object of typical research that I boldly applied this
topic is students of class 10A6.
4. Research purposes
With successful research of this topic, this experience initiative will help
teachers get the following experience:
       1. How to organize a lesson to teach effectively.
          2. The steps used to conduct a lesson effectively.
          3. Instruct students to practise and train themselves in English listening
skills and techniques.
5. Research method

1. Observation method: I self-study and conduct study visits for my classmates.
2. Methods of discussion: My colleagues and I conduct discussions so that we can
draw experiences for lessons.
3. Experimental method: Teachers conduct teaching according to each purpose,
specifically require some teaching lessons.
4. Methods of investigation: Teachers ask questions to check and assess the content
of students' lessons.

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PART II: CONTENT
1. Theoretical basis
1.1. Purpose of teaching
The purpose of teaching foreign languages is not to provide students with the
knowledge of that language, but the ultimate goal of language teaching is to teach
students the ability to communicate in that language. The ability of students to
communicate is expressed through skills: Listening, Speaking, Reading and
Writing. Students' listening skills are formed through a learning process in the
English language environment. In addition to studying at school, students must
learn and practice listening through different forms and methods.
Listening skills are the ability to use linguistic knowledge for listening purposes in
English.
1.2. The basic factors directly affect the effectiveness of listening lessons
1.2.1. Teacher
- With new and positive teaching methods, teachers play the role of directing and
controlling students during school hours.
- In order to conduct an effective lesson, teachers need to perform well the

following basic elements:
+ Choose and flexibly use listening teaching techniques appropriately to each
lesson content.
+ Organizing and controlling classes, allocating reasonable time.
+ Proficiently using facilities and equipment for teaching and learning to serve
listening.
+ Create appropriate teaching aids for teaching in all lesson units, the textbook
program is the content of the listening lesson recorded in the cassette tape, and the
textbook only records listening exercises. In order to perform well these listening
exercises, learners must listen to the contents of the lesson in the tape. Moreover,
teaching equipment is also a positive means of innovating teaching methods,
motivating motivation and stimulating learning.
- The equipment needed for the subject:
+ Transceiver cassette tape.

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+ Recorder of readings and listen to textbooks.
+ Painting pictures illustrating lesson content in textbooks.
+ Self-created pictures and utensils ...
1.2.2. The student
In the relationship between teaching and learning styles, teachers are nests
students, control, students self-mastering knowledge with their own manipulations,
intellectual actions under the role of teachers. In order for the lesson to be heard
well, students need to have the necessary skills in listening in English.
2. Current situation of Ham Rong High school
2.1. Advantages
Although there are objective and subjective conditions that directly affect the
teaching process, we have overcome the shortcomings, step by step to improve the

quality of English teaching hours to meet the demand and purposes of the new
textbook program.
2.1.1. On the teacher's side
- The first step is to approach and use relatively good teaching techniques teaching and listening techniques.
- Being used and active with the way of organizing a listening lesson.
- Flexible coordination of teaching techniques.
- Creating many teaching aids suitable to the content of teaching periods, so many
teaching lessons become lively, charismatic and highly effective.
- Using modern teaching and learning equipment to better serve the listening
process: cassette tapes, phototherapy ...
2.1.2. To the students
- Students are familiar with the subject of listening.
- Many students have heard and recognized the voice of native speakers.
- The majority of students have heard simple listening content.
- Some students have formed skills and skills in learning.
2.2. Drawbacks
2.2.1. Teachers
- There are still some teachers who encounter certain difficulties in implementing
listening and teaching techniques, in selecting techniques to suit each lesson
period, each stage of teaching period, and also afraid of using or not proficient in
teaching aids for listening lesson (sand machine, light projector ...)
2.2.2. The students
- The motivation for listening in English is limited.

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- Many children have few opportunities to listen, have little access to mass media,
and can listen to English.
- Some children are afraid to listen and speak in English, afraid to make mistakes.

- Students are not familiar with the speed of reading and speaking in English tapes.
2.2.3. Means of teaching aids
- Teaching aids for teaching are too few: pictures, radio ...
- Quality tape is not good.
2.2.4. Specific investigation
- In the process of teaching, I myself undertake the 10th grade. With the
consciousness, I have to study the characteristics of the learning situation of the
students while conducting lessons. From the beginning of the school year, I have
guided myself to a specific plan and method to actively investigate the learning
situation of students who directly teach. Through investigation, I have found that
most of the students have a poor vocabulary, limited English listening and
communication skills. The survey results are as follows:
Class

Total

10A4

46

E
N
1

G
rate N
2,1% 6

rate
13%

A
N
20

B.A
rate
N
43,4% 14

10A6

43

0

0%

2

4,6% 11

25,6% 20

10A10
10A12

44
46

0
0

0%
0%

10
2

23% 19
4,2% 14

43 % 5
30,7% 20

rate
30,7
%
46,5
%
11%
43,4
%

W
N
5

rate
10,8%

10

23,3%

10
10

23%
21,7%

+ Inspire and attract students. The method of teaching listening is regulated by the
content of listening, in other words, the content of the lesson is listening to the
selection, applying the methods of listening and listening techniques. Each
teaching technique is suitable with specific forms of teaching (teaching grammar,
teaching speaking, teaching writing). Equipment and teaching aids for listening is
the use of equipment to support images of teaching and learning for foreign
languages in general and English in particular is considered a means of expressing
a part of the main content of textbooks.

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PART III: SOME ACTUAL SOLUTIONS TO PROGRESS A GOOD
LISTENING LESSON.
1. Plan a listening lesson
1.1.For teachers
In order for a lesson to be heard well, the teacher should take the following steps:
- Studying carefully the contents of instruction from textbooks, teacher books
because textbooks are an important basis for teachers to plan teaching lessons. The

careful study of textbooks will help teachers organize and control teaching sessions
to listen to the right focus and allocate time for steps and activities in a scientific
way.
- Study the required purpose of the lesson: Purpose, requirement of a lesson is the
goal that both teachers and students need to achieve after each lesson. For listening
lessons, the purpose of the lesson is to help students practice and develop skills:
Listening, Speaking, Reading, Writing skills. After finishing listening, students
understand the main content of the listening and perform some language
requirements or exercises.
- Selecting and coordinating listening teaching techniques (Listening Techniques)
in a flexible and appropriate way (based on the content of teaching, scoring,
capacity of the class and stages in the listening process: Pre- listening, While listening, Post - listening. In each stage, there are specific listening techniques.
- Good use of teaching facilities and equipment for listening lesson.
- Before performing the teaching, it is necessary to prepare the machine well, clear
band and battery to prevent power failure. It is necessary to ensure safety when
operating
- Considering the necessity, effectiveness, specific time for each stage ...
* Using illustrations:
+ Channel in textbook: One of the strengths of the textbook compiled under the
new program is that there are many illustrations. Utilization to the extent
maximizing the pictures in the textbook to help students understand the lesson is
important.
+ The illustration must have a close relationship with the lesson content.
+ Need a reasonable and scientific lesson: Teachers need to plan clearly
teacher activities, student activities, requirements of each exercise, student
response options.
+ Discuss and discuss teaching plans with colleagues.
1.2.With students

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The teacher asks students to be well prepared for the next lesson by asking them
out of the system of open questions about the lesson that they are about to learn so
that students have time to think and explore the material.
- Asking students to do some exercises related to the lesson content.
- Encouraging and motivating students to be confident, proactive and creative to
raise issues and questions related to the lesson.
1.3. Implement well the process of teaching listening
The process of a listening lesson includes three stages: Pre-Listening, WhileListening, and Post-Listening. This process not only helps students understand the
lesson but also helps them use listening skills in real communication. But the first
problem is that teachers need to clearly identify the purpose of each specific lesson
so that they can guide students to perform well in the next stages.
1.3.1. Pre-Listening: (7 minutes)
(True / False Prediction, Open Prediction, Ordering, Pre-Questions)
This is the stage to help students navigate, think about the topic or situation before
the students hear. This period:
- Teachers should create a sense of preparation for the students by asking questions
about the topic, asking students to observe the picture, read the words and guess
what topics they will listen to, who is going to tell who ...
- Teachers can ask students to work in groups to guess the content about to hear
through pictures or listening situations. Maybe they say incorrectly to what they
are about to hear but the problem is that they are interested before listening.
- Teachers help them anticipate difficulties that may be encountered in new
pronunciation or structure, background knowledge.
- Finally, the teacher makes clear to the students how many times they will hear
and instruct the task request when listening (choose right, wrong, answer questions
...)
1.3.2. While-Listening: (20 minutes)
(Selecting, Delibrate Mistakes, Grids, Listen and Draw, Comprehension Questions)

This is the period when students have the opportunity to practice. At this
stage, the teacher sets out the types of exercises, asking students to do it. Students
may make mistakes at this stage so teachers need to correct students' mistakes and
make correct choices.
Teachers turn on the tape or read 2 to 3 times (if the content is difficult to do
more times. First help students with listening comprehension and listening content
(pen down). Second time listening to the main information to complete The third

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time you listen to and review the exercise, the main goal of listening is to
understand that students listen to the main content or detailed information and
understand the attitude of the author. The teacher lets the students listen to the
whole lesson to get a general idea as well as a lesson layout and homework, then
can listen to each paragraph to get the results or listen to the hard to claim places.
PART IV: A SPECIFIC LESSON PLAN
Unit 2:
School talks
The third period: LISTENING
A- Aims
+ Listen short dialogues about the topics of school activities.
B- Teaching aids:
+ Cassette player and cassette tape.
+ Picture in the text book enlarged.
+ An extra board with a table.
C- Teaching procedures:
Teacher’s activities
1. WARM-UP :
Before you listen (7’).

- Ask pupils some questions
to warm up.
+ Have you ever held a
birthday party?
+ Did you enjoy the party?
+ Which subject do you like
best at school? Why?
- Ask pupils to work in pairs
to match a question in A with
the response in B.
- Call a couple to read up.
2. PRESENTATION:
While you listen (20’).
*Task1:

Pupils’ activities

Supplements

- Answer teacher’s
questions
P1: + Yes, I have
+ Yes, I did
P2: I like English because it
is an international
language.
- Work in pairs to do the
task.
- Read up.

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- Introduce the task, then ask
pupils to work in groups to
guess the questions and
answers about the pictures.
+ Are you traveling to Ha
Long this summer and stay in
a hotel near the sea?

- Work in groups to ask
and answer . Picture- a:
+ Are they going on a
holiday?
+ Do they stay in a hotel?
Picture b:
+ What are they talking
about?

Teacher’s activities

Pupils’ activities

Supplements

- Ask pupils to listen to the
tape twice to match the
conversations with the
pictures.

- Ask a pupil to give the
answer
Task 2:
- ask pupils to read the
questions carefully to get the
mains points of the questions
the guess the answers, write
the answers out.
- Play the tape once again,
ask pupils to check their
answers and read up.
- Call 2 couples to ask and

Picture c:
+ Are they at a birthday
party?
What are they doing now?
Picture d:
+ Where are they now?
+ What are they doing?
- Listen to the
conversations to do the
task.
- Read the questions
- Guess the answers
- Listen to the
conversations, answer the
questions:
- Ask & answer in pairs
1. She is taking English

2.She’s in Miss Lan
Phuong’s class
3. He is at the party
4. He plan to stay there for
a week,

- Encourage pupils
to make
conversations about
their daily life.
- Ask pupils to
write the
conversations first
and the read up in
front of the class.

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answer.
- Ask some pupils to remark.
Task 3:
- Ask pupils to listen to the
tape to fill in the blanks with
the missing words.
- Play the cassette player.
- Ask 2 couples to read up the
complete conversation.

Teacher’s activities

- Call a pupil to correct the
mistakes
3. After you listen( 10’)
- Ask pupils to work in
groups to talk about the
problems they have
experienced at school.
- Call 2 pupils to go to the
board to speak to the class.
- Control the activities.

5. No, she doesn’t, she
travels alone.
- Correct and remark.
- Listen to the tape to fill in
the blanks.
1- ...it here?; 2- ... very
nice... 3- big... 4-...
comfortable;
5- ...travelling...; 6- No, ...;
7- ...alone.. 8-...for a
drink?
Pupils’ activities

Supplements

- Work in groups to discuss
the talk to each other.
- Talk to the class

- Do the exercises at home.
4. HOMEWORK: (3’)
- Guide pupils to do the
exercises 1, 2, 3. of (BLANGUAGE FOCUS) in the
workbook.

PART IV: RESULTS REQUIRED AFTER THE APPLICATION – A
LESSON LEARNT.
Applying this experience initiative myself has achieved some positive

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results. First of all, these experiences are very relevant to the new textbook
program, students are more interested in learning, actively and creatively to expand
their knowledge, and also be flexible in acquiring knowledge. and skill
development. The atmosphere of learning is lively. Students have the opportunity
to assert themselves, no longer confused when entering the lesson. These are also
the reasons for the relatively satisfactory results of the first period:
Class
10A4
10A6
10A10
10A12

Total
46
43
44
46

E
N
5
1
0
0

G
rate
N
10,8% 20
2,3% 10
0%
16
0%
10

rate
43,4%
23,3%
36%
21,7%

A
N
15
17
14
16

rate
32,8%
39,5%
31,1%
34,8%

B.A
N
6
10
8
14

rate
13%
23,3%
18,6%
30,7%

W
N
0
5
6
6

Rate
0%
13,9%

13,7%
12,8%

After successfully applying this topic I myself have achieved remarkable
results and valuable experiences for myself as follows:
1. Teachers must always create a foreign language environment during school
hours and must use English as the primary language for communication.
Depending on the class and the students, the teacher can use English
sentences that are short, simple, easy to understand, easy to remember and belong
to.
1. Teachers should always encourage students to use English in communicating
with the learned knowledge. Teachers should not pay too much attention to
students' errors while speaking. Let the children listen and speak naturally. Never
force students to stop talking while they are trying to express their thoughts in
English; Doing so will make you feel afraid when listening and speaking. Teachers
should integrate listening and speaking activities in the form of "playing and
learning.". Guide students to practice listening to English via radio, television
2. Teachers need to attract, attract students in the form of activities, appropriate
listening and teaching techniques for each stage of a listening lesson.
3. Using listening aids suitable to the content of the lesson like pictures, models.
Use creative tapes and discs (collect an English song on a tape or disc 3 to 4 times.
This is very convenient to manipulate and save time in class.).
4. At the practice stage after listening, teachers need to provide appropriate
exercises, with high practical communication features.

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PART V: RECOMMENDATIONS
Derived from the theoretical, practical and teaching purposes as well as the

successes and limitations when implementing the topic, to contribute to teaching
English in general, to teach listening in particular to achieve better quality. Than I
have the following practical recommendations:
* Go to the facility
- The language learning skills must be practiced according to their own
characteristics in the foreign language environment, so it is necessary to have a
subject room to avoid making noise for the neighboring classes as well as not
being affected by noise from outside to.
- Electrical system must be repaired to ensure usefulness and safety when using.
- Provide more stations and cassette tapes (less radio stations, tapes and discs are
not guaranteed quality).
* On the top leaders:
Need to create conditions for teachers to have opportunities to exchange, learn and
learn experiences through seminars.
PART VI: CONCLUSION
At high school, listening to English in the program is a good condition for
students to fully develop language skills. But the teaching and learning of English
is "new" for both students and teachers. Both students and teachers are
unavoidable. With this experience, I hope to make a small contribution to helping
our teachers and students overcome the difficulties to implement teaching and
learning English for better results. On my own side, I promise to continue to inherit
and promote the results achieved by the implementation of the topic and at the
same time constantly learn from experience, overcome difficulties in teaching to
meet request to renew the curriculum, teaching methods of English Department of
Education and Training.
PART VII:
TABLE OF CONTENTS
PAGES
PART I: INTRODUCTION

1

1. Rationale

1

2. Research duties

1

3. Research scope

2

4. Research purposes

2

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5. Research method
PART II: CONTENT

2
3

1. Theoretical basis

3

1.1. Purpose of teaching

3

1.2. The basic factors directly affect the effectiveness of
listening lessons

3

1.2.1. Teacher

3

1.2.2. The student

4

2. Current situation of Ham Rong High school

4

2.1. Advantages

4

2.1.1. On the teacher's side

4

2.1.2. To the students

5

2.2. Drawbacks

5

2.2.1. Teachers

5

2.2.2. The students

5

2.2.3. Means of teaching aids

5

2.2.4. Specific investigation

5

PART III: SOME ACTUAL SOLUTIONS TO
PROGRESS A GOOD LISTENING LESSON

6

1. Plan a listening lesson

6

1.1.For teachers

6

1.2.With students

8

1.3. Implement well the process of teaching listening
1.3.1. Pre-Listening
1.3.2. While-Listening
1.3.3. Post-Listening
PART IV: RESULTS REQUIRED AFTER THE

8
8
9
9
13

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APPLICATION – A LESSON LEARNT
PART V: RECOMENDATION
PART VI: CONCLUSION
PART VIII:

REFERENCE

14
15

1. English 10 - Education publishing house- 2006
Hoang Van Van (chief editor)
2. Teaching training materials- Education publishing house- 2006
Hoang Van Van (chief editor)
3. Prepartion for high school graduation and university entrance exam - Education
publishing house- 2006 - Nguyen Hai Chau (chief editor)
4. Some types of English tests 10 – Education publishing house
Do Tuan Minh (chief editor)
5. Multiple choices English tests– Education publishing house
Do Tuan Minh (chief editor)
6. A course in language teaching – Penny Ur

                                                                     
XÁC NHẬN CỦA THỦ
Thanh Hóa, ngày 10 tháng 5 năm 2019
TRƯỞNG ĐƠN VỊ
Tôi xin cam đoan đây là SKKN của mình viết,
khơng sao chép nội dung của người khác.
(Ký và ghi rõ họ tên)
Nguyễn Thị Thu Vân

PART IX:

The previous experiences initiatives have been graded by the
science council of the educational evalution:

1. ( 2000-2001): Dạy đọc cho học sinh. ( Xếp loại A)

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2. (2001-2002): Các bước dạy viết cho HS mới bắt đầu học tiếng
Anh. (Xếp loại B)
3.( 2005-2006): một số kinh nghiệm giảng dạy bài hội thoại tiếng
Anh lớp 10( xếp loại C)
4. (2015-2016): Using gadgets teaching english speakng skill students
of classess.( Xếp loại B)
2.(

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